1,804 research outputs found

    Information about cancer on the internet : comparative analysis of the institutional website of AECC, GEPAC and FEFOC

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    La búsqueda de información sobre salud en internet está asociada fundamentalmente al diagnóstico de una enfermedad del usuario o de un familiar y puede considerarse la primera fuente a la que acuden tras una consulta médica (Marín-Torres et al., isanidad.com, 2015; 2012; III Barómetro PIC, 2019; INE, 2019;). Las principales barreras para el acceso y uso de la eSalud (eHealth en su terminología inglesa) tienen que ver con la legibilidad del contenido y con una pobre usabilidad de los sitios (Cline y Haynes, 2001; Kim y Xie, 2017). A esto se suma en el contexto actual el enorme volumen de datos disponible en la red que hace imprescindible desarrollar protocolos de análisis que permitan a los usuarios identificar de un modo comprensible los sitios que ofrecen información de calidad tanto en sus contenidos como en su presentación. Esta investigación plantea un análisis de las páginas web corporativas de tres instituciones españolas de reconocido prestigio —y naturaleza diversa— en el ámbito de la divulgación y prevención del cáncer: la Asociación Española Contra el Cáncer, el Grupo Español de Pacientes con Cáncer y la Fundación para la Educación Pública y la Formación en Cáncer; abordando tanto la usabilidad como el tipo de información ofrecida, con el objetivo de conocer el estado de la información en la red sobre el cáncer en España y de identificar buenas prácticas en la comunicación sobre la enfermedad.The search for health information on the Internet is fundamentally associated with the diagnosis of a disease of the user or a relative and it can be considered the first source to which they come after a medical consultation(Marín-Torres et al., isanidad.com, 2015; 2012; III Barómetro PIC, 2019; INE, 2019;).The main barriers to the access and use of eHealth have to do with the readability of the content and with a poor usability of the sites (Cline and Haynes, 2001; Kim and Xie, 2017). Added to this, the enormous volume of data available on the network in the current context is what makes it essential to develop analysis protocols that allow users to identify in a comprehensible way the sites that offer quality information both in their content and in their presentation.This research proposes an analysis of the corporate sites of three Spanish institutions of recognized prestige -and diverse nature- in the field of cancer promotion and prevention: Asociación Española Contra el Cáncer, Grupo Español de Pacientes con Cáncer and Fundación para la Educación Pública y la Formación en Cáncer; addressing both the usability and the type of information offered, in order to know the status of online information on cancer in Spain and to identify good practices in comvbmunication about the disease

    A Critical Review Of Post-Secondary Education Writing During A 21st Century Education Revolution

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    Educational materials are effective instruments which provide information and report new discoveries uncovered by researchers in specific areas of academia. Higher education, like other education institutions, rely on instructional materials to inform its practice of educating adult learners. In post-secondary education, developmental English programs are tasked with meeting the needs of dynamic populations, thus there is a continuous need for research in this area to support its changing landscape. However, the majority of scholarly thought in this area centers on K-12 reading and writing. This paucity presents a phenomenon to the post-secondary community. This research study uses a qualitative content analysis to examine peer-reviewed journals from 2003-2017, developmental online websites, and a government issued document directed toward reforming post-secondary developmental education programs. These highly relevant sources aid educators in discovering informational support to apply best practices for student success. Developmental education serves the purpose of addressing literacy gaps for students transitioning to college-level work. The findings here illuminate the dearth of material offered to developmental educators. This study suggests the field of literacy research is fragmented and highlights an apparent blind spot in scholarly literature with regard to English writing instruction. This poses a quandary for post-secondary literacy researchers in the 21st century and establishes the necessity for the literacy research community to commit future scholarship toward equipping college educators teaching writing instruction to underprepared adult learners

    Microcredentials to support PBL

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    Reshaping Higher Education for a Post-COVID-19 World: Lessons Learned and Moving Forward

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    How technology mediated social learning during the Covid-19 pandemic: a phenomenological case study

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    Due to the COVID-19 pandemic, schools in California were forced to shut their doors to students and staff during spring semester 2020. The school closures forced teachers to migrate their lessons to online platforms and forced students to learn using various online modalities. Students no longer had the traditional access to their teachers, administrators, or peers, which caused an imbalance in their social learning. This phenomenological qualitative study offers administrators and teachers best practices in fostering student social learning while utilizing distance learning or online learning specifically for K-12 students. The best practices are derived from the lived experiences of a group of students and teachers from one specific charter high school in Orange County, California. The lived experiences describe how technology mediated the social learning of students during the COVID-19 pandemic and distance learning. The data in this study were captured by utilizing semi structured interviews. The research participants consisted of nine students and teachers who attended or worked at the specific site during the 2019-2020 and 2020-2021 school years. The findings showed that technology mediated the social connections of students and teachers during the distance learning period due to the COVID-19 pandemic. However, at the time, technology did not adequately meet the learning needs of the students. This study provides teachers, administrators, policymakers, and students with practical implications based on the findings from the research

    Digital agriculture: research, development and innovation in production chains.

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    Digital transformation in the field towards sustainable and smart agriculture. Digital agriculture: definitions and technologies. Agroenvironmental modeling and the digital transformation of agriculture. Geotechnologies in digital agriculture. Scientific computing in agriculture. Computer vision applied to agriculture. Technologies developed in precision agriculture. Information engineering: contributions to digital agriculture. DIPN: a dictionary of the internal proteins nanoenvironments and their potential for transformation into agricultural assets. Applications of bioinformatics in agriculture. Genomics applied to climate change: biotechnology for digital agriculture. Innovation ecosystem in agriculture: Embrapa?s evolution and contributions. The law related to the digitization of agriculture. Innovating communication in the age of digital agriculture. Driving forces for Brazilian agriculture in the next decade: implications for digital agriculture. Challenges, trends and opportunities in digital agriculture in Brazil

    Una aplicación móvil para estudiantes con dificultades de aprendizaje: diseño y validación

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    En los últimos años, el uso de tecnologías y dispositivos portátiles se ha generalizado en muchos campos y también en la educación. Hay además muchas investigaciones que demuestran la enorme difusión del uso y la popularidad de los dispositivos móviles entre los jóvenes. La tecnología móvil ofrece la capacidad de apoyar el aprendizaje y también ofrece tanto a los estudiantes como a los profesores oportunidades de aprendizaje personalizadas. Los principales factores para la adopción e implementación del M-Learning en las escuelas son la disposición y disposición de los maestros. Hay muchos estudios que demuestran las actitudes y percepciones positivas de los profesores de secundaria sobre el uso de dispositivos móviles en la escuela. Es más, un gran número de encuestas indican que el uso de tecnologías móviles, afecta positivamente la educación de los niños con necesidades educativas especiales como el autismo, dislexia, etc. Esta tesis doctoral tiene como objetivo el diseño y la evaluación de una aplicación educativa para Android que se espera ayude a los estudiantes de escuela secundaria griega con dificultades de aprendizaje a adquirir habilidades adicionales en matemáticas. En primer lugar, se han analizado las actitudes y percepciones de los profesores griegos de educación especial sobre el uso de las TIC en clase para asegurarse, por una parte, de que el conocimiento de los profesores en este campo es adecuado, teniendo en cuenta el hecho de que el conocimiento de las TIC no es una habilidad previa para convertirse en profesor. Esta etapa se realiza a través de cuestionarios estructurados y el análisis de los datos de las respuestas se ha realizado con el software IBM SPSS Statistics. En segundo lugar, en el marco de la elaboración de la tesis se ha creado una nueva aplicación tecnológica Android, destinada a ayudar a los estudiantes con dificultades de aprendizaje en el campo de las matemáticas. La herramienta de desarrollo de aplicaciones que se ha utilizado es Android Studio, el IDE oficial (Entorno de Desarrollo Integrado) para la plataforma Android. El lenguaje de programación que se ha utilizado es Java. Antes de su implementación la aplicación fue evaluada por 7 docentes especializados tanto en el área de informática como en matemáticas a través de un cuestionario estructurado. Se implementó su uso durante dos meses en escuelas de secundaria educación . Después de su implementación se evaluaron los resultados a través de entrevistas a profesores de educación especial y cuestionarios dirigidos a estudiantes con dificultades de aprendizaje con el fin de estimar, por un lado, las opiniones e impresiones de los estudiantes y profesores y, por otro lado, las habilidades potenciales que los estudiantes podían haber adquirido. El análisis estadístico de los cuestionarios de evaluación docente reveló que los profesores de matemáticas e informática tienen una actitud positiva hacia la aplicación “Love2LearnMaths”. El mismo punto de vista positivo hacia la aplicación se puede observar en las respuestas de los profesores entrevistados, que son los docentes de matemáticas para estudiantes con NEE. Los estudiantes de los departamentos de integración, por otro lado, parecen estar positivamente entusiasmados con el uso de la aplicación “Love2LearnMaths” como lo revela el análisis de los cuestionarios de los estudiantes para la evaluación de la aplicación.In recent years the use of portable technologies and devices has become widespread in many fields, such as in the economy, tourism, entertainment, but also in education. There are many surveys that prove the huge spread of use and popularity of mobile devices (mobile phones, tablets and laptops) among young people. On the other hand, mobile phones are mostly preferred compared to other mobile devices by secondary school students. Mobile technology offers the ability to support learning and also offers to both students and teachers personalized learning opportunities. The main factors for the adoption and implementation of M-Learning in schools are the willingness and readiness of teachers. There are many studies that prove the positive attitudes and perceptions of secondary school teachers on the use of mobile devices in school. However, specifically for Greece much fewer studies have been carried out. What is more, a great number of surveys indicate that the use of mobile technologies, affects positively the education of children with special educational needs such as autism, ADHD, dyslexia etc. Therefore, this PhD dissertation aims at the design and evaluation of an educational Android application that is expected to help Greek gymnasium’s students with learning difficulties to acquire extra skills in mathematics. Firstly, the attitudes and perceptions of Greek special education teachers about the use of ICTs in class have been analyzed to make sure on the one hand that teachers’ knowledge on this field is adequate, considering the fact that ICTs’ knowledge is not a prerequisite skill for becoming teacher. Additionally, teachers’ attitudes towards the use of ICTs in class have been clarified. This stage is carried out via structured questionnaires and the data analysis of the answers has been made with IBM SPSS Statistics software. Secondly, in the framework of the thesis’ elaboration, a new technological Android application has been created, aiming at assisting students with learning difficulties in the field of mathematics. The application development tool that has been used is Android Studio, the official IDE (Integrated Development Environment) for the Android platform. The programming language that has been used is Java, while XML’s knowledge was required in order to customize the formatting and the appearance of the application. The application was to be implemented in integration departments of two secondary Greek schools within a period of six months (finally the period was reduced to two due to covid-19 restrictions). Before its implementation the application was evaluated by 7 teachers specialized in both the area of informatics and mathematics via a structured questionnaire. After its implementation the results were evaluated via interviews with special education teachers and questionnaires addressed to students with learning difficulties in order to estimate on the one hand the opinions and impressions of the students and teachers because of its use and, on the other hand the potential skills that the students may have acquired. The statistical analysis of teachers' evaluation questionnaires revealed that mathematicians and informatics’ teachers have a positive attitude towards the application “Love2LearnMaths”. Similar attitudes towards mobile devices and apps in general had been announced by the Special Education teachers of the first phase of our research. The same positive point of view towards the application “Love2LearnMaths” can be observed in the answers of the interviewees, who are the special education mathematicians. Students of integration departments on the other hand, appear positively enthusiastic about the use of the application “Love2LearnMaths” as revealed by the analysis of Students’ questionnaires for the evaluation of the app.
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