Innovating Pedagogy 2015: Open University Innovation Report 4

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation

Evaluation of EDISON\u27s Data Science Competency Framework Through a Comparative Literature Analysis

During the emergence of Data Science as a distinct discipline, discussions of what exactly constitutes Data Science have been a source of contention, with no clear resolution. These disagreements have been exacerbated by the lack of a clear single disciplinary \u27parent.\u27 Many early efforts at defining curricula and courses exist, with the EDISON Project\u27s Data Science Framework (EDISON-DSF) from the European Union being the most complete. The EDISON-DSF includes both a Data Science Body of Knowledge (DS-BoK) and Competency Framework (CF-DS). This paper takes a critical look at how EDISON\u27s CF-DS compares to recent work and other published curricular or course materials. We identify areas of strong agreement and disagreement with the framework. Results from the literature analysis provide strong insights into what topics the broader community see as belonging in (or not in) Data Science, both at curricular and course levels. This analysis can provide important guidance for groups working to formalize the discipline and any college or university looking to build their own undergraduate Data Science degree or programs

RiPPLE: A crowdsourced adaptive platform for recommendation of learning activities

© 2019, UTS ePRESS. All rights reserved. This paper presents a platform called RiPPLE (Recommendation in Personalised Peer-Learning Environments) that recommends personalized learning activities to students based on their knowledge state from a pool of crowdsourced learning activities that are generated by educators and the students themselves. RiPPLE integrates insights from crowdsourcing, learning sciences, and adaptive learning, aiming to narrow the gap between these large bodies of research while providing a practical platform-based implementation that instructors can easily use in their courses. This paper provides a design overview of RiPPLE, which can be employed as a standalone tool or embedded into any learning management system (LMS) or online platform that supports the Learning Tools Interoperability (LTI) standard. The platform has been evaluated based on a pilot in an introductory course with 453 students at The University of Queensland. Initial results suggest that the use of the RiPPLE platform led to measurable learning gains and that students perceived the platform as beneficially supporting their learning

Computing Competencies for Undergraduate Data Science Curricula: ACM Data Science Task Force

At the August 2017 ACM Education Council meeting, a task force was formed to explore a process to add to the broad, interdisciplinary conversation on data science, with an articulation of the role of computing discipline-specific contributions to this emerging field. Specifically, the task force would seek to define what the computing/computational contributions are to this new field, and provide guidance on computing-specific competencies in data science for departments offering such programs of study at the undergraduate level. There are many stakeholders in the discussion of data science – these include colleges and universities that (hope to) offer data science programs, employers who hope to hire a workforce with knowledge and experience in data science, as well as individuals and professional societies representing the fields of computing, statistics, machine learning, computational biology, computational social sciences, digital humanities, and others. There is a shared desire to form a broad interdisciplinary definition of data science and to develop curriculum guidance for degree programs in data science. This volume builds upon the important work of other groups who have published guidelines for data science education. There is a need to acknowledge the definition and description of the individual contributions to this interdisciplinary field. For instance, those interested in the business context for these concepts generally use the term “analytics”; in some cases, the abbreviation DSA appears, meaning Data Science and Analytics. This volume is the third draft articulation of computing-focused competencies for data science. It recognizes the inherent interdisciplinarity of data science and situates computing-specific competencies within the broader interdisciplinary space

Military applications of geological engineering

This work examines the premise that military engineering and geological engineering are intellectually paired and overlapped in practice to a significant extent. Geological engineering is an established, albeit young, academic discipline that enjoys wide industry and civil demand and is supported by many professional organizations. In contrast, military engineering is an ancient, empirically derived training or OJT program with practice-based trade-associations that has narrow government-only utility. The premise is formed by decades-long observation of U. S. Army military engineer officers completing a Master of Science degree in geological engineering as a complement to their practice-based training in military engineering at the Captains Career Course of the U.S. Army Engineer School. Almost everywhere has some existing data on the local geology for civil purposes, yet these are ignored, not accessible or not translated to military purposes. A description of the intersection between military and geological engineering is followed by comparison the practice of the geological and military engineer. Research and intellectual development is projected to fill current gaps in military considerations by geological engineers. Finally, steps to share these concepts and convince military engineers to adopt and extend the geological underpinnings of their profession are outlined. This work serves both a personal and professional interest. Previous personal work at the intersection of military scholarship and engineering underlie this premise --Abstract, page iv

Advancing self-escape training : a needs analysis based on the National Academy of Sciences report "improving self-escape from underground coal mines."

"This report summarizes a needs analysis and actions taken by NIOSH based on the National Academy of Sciences recommendations specific to advancing self-escape training, with an emphasis on preparing rank-and-file mineworkers for self-escape. This report also provides the foundation for the practical guidance offered in its sister publication, the NIOSH Information Circular (IC) "Self-escape Core Competency Profile: Guidance for Improving Underground Coal Miners' Self-escape Competency" [NIOSH 2023], which offers an evidence-based self-escape competency framework derived from the results of this work." - NIOSHTIC-2NIOSHTIC no. 20067688Suggested citation: NIOSH [2023]. Advancing self-escape training: a needs analysis based on the National Academy of Sciences report, \u201cImproving Self-escape from Underground Coal Mines.\u201d By Hoebbel CL, Bellanca JL, Ryan ME, Brnich MJ. Pittsburgh PA: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, DHHS (NIOSH) Publication No. 2023-134, https://doi.org/10.26616/NIOSHPUB2023134

Big Data Major Security Issues: Challenges and Defense Strategies

Big data has unlocked the door to significant advances in a wide range of scientific fields, and it has emerged as a highly attractive subject both in the world of academia and in business as a result. It has also made significant contributions to innovation, productivity gains, and competitiveness enhancements. However, there are many difficulties associated with data collecting, storage, usage, analysis, privacy, and trust that must be addressed at this time. In addition, inaccurate or misleading big data may lead to an incorrect or invalid interpretation of findings, which can negatively impact the consumers\u27 experiences. This article examines the challenges related to implementing big data security and some important solutions for addressing these problems. So, a total of 12 papers have been extracted and analyzed to add to the corpus of literature by concentrating on several critical issues in the big data analytics sector as well as shedding light on how these challenges influence many domains such as healthcare, education, and business intelligence, among others. While studies have proven that big data poses issues, their approaches to overcoming these obstacles vary. The most frequently mentioned challenges were data, process, privacy, and management. To address these issues, this paper included previously discovered solutions

Big data-driven investigation into the maturity of library research data services (RDS)

Research data management (RDM) poses a significant challenge for academic organizations. The creation of library research data services (RDS) requires assessment of their maturity, i.e., the primary objective of this study. Its authors have set out to probe the nationwide level of library RDS maturity, based on the RDS maturity model, as proposed by Cox et al. (2019), while making use of natural language processing (NLP) tools, typical for big data analysis. The secondary objective consisted in determining the actual suitability of the above-referenced tools for this particular type of assessment. Web scraping, based on 72 keywords, and completed twice, allowed the authors to select from the list of 320 libraries that run RDS, i.e., 38 (2021) and 42 (2022), respectively. The content of the websites run by the academic libraries offering a scope of RDM services was then appraised in some depth. The findings allowed the authors to identify the geographical distribution of RDS (academic centers of various sizes), a scope of activities undertaken in the area of research data (divided into three clusters, i.e., compliance, stewardship, and transformation), and overall potential for their prospective enhancement. Although the present study was carried within a single country only (Poland), its protocol may easily be adapted for use in any other countries, with a view to making a viable comparison of pertinent findings

AI-enabled exploration of Instagram profiles predicts soft skills and personality traits to empower hiring decisions

It does not matter whether it is a job interview with Tech Giants, Wall Street firms, or a small startup; all candidates want to demonstrate their best selves or even present themselves better than they really are. Meanwhile, recruiters want to know the candidates' authentic selves and detect soft skills that prove an expert candidate would be a great fit in any company. Recruiters worldwide usually struggle to find employees with the highest level of these skills. Digital footprints can assist recruiters in this process by providing candidates' unique set of online activities, while social media delivers one of the largest digital footprints to track people. In this study, for the first time, we show that a wide range of behavioral competencies consisting of 16 in-demand soft skills can be automatically predicted from Instagram profiles based on the following lists and other quantitative features using machine learning algorithms. We also provide predictions on Big Five personality traits. Models were built based on a sample of 400 Iranian volunteer users who answered an online questionnaire and provided their Instagram usernames which allowed us to crawl the public profiles. We applied several machine learning algorithms to the uniformed data. Deep learning models mostly outperformed by demonstrating 70% and 69% average Accuracy in two-level and three-level classifications respectively. Creating a large pool of people with the highest level of soft skills, and making more accurate evaluations of job candidates is possible with the application of AI on social media user-generated data