The antecedents of e-learning adoption within Italian corporate universities: A comparative case study

The implementation of Information and Communication Technologies (ICT) in business education appears to be influenced by a number of organizational issues, such as culture and technological sophistication. However, extant research has had very little to say about the antecedents that shape the adoption and diffusion of ICT across companies. In order to shed light on the phenomenon under investigation, this paper presents a comparative case study between five Italian companies that have instituted a corporate university. By distinguishing companies in typical cases and deviant cases with regard to the extensive use of e-learning technologies, our findings provide some useful insights about the antecedents that make companies more or less prone to employ the new frontiers of technology in their CUs

Media Usage in Post-Secondary Education and Implications for Teaching and Learning

The Web 2.0 has permeated academic life. The use of online information services in post-secondary education has led to dramatic changes in faculty teaching methods as well as in the learning and study behavior of students. At the same time, traditional information media, such as textbooks and printed handouts, still form the basic pillars of teaching and learning. This paper reports the results of a survey about media usage in teaching and learning conducted with Western University students and instructors, highlighting trends in the usage of new and traditional media in higher education by instructors and students. In addition, the survey comprises part of an international research program in which 20 universities from 10 countries are currently participating. Further, the study will hopefully become a part of the ongoing discussion of practices and policies that purport to advance the effective use of media in teaching and learning

An Advanced Conceptual Diagnostic Healthcare Framework for Diabetes and Cardiovascular Disorders

The data mining along with emerging computing techniques have astonishingly influenced the healthcare industry. Researchers have used different Data Mining and Internet of Things (IoT) for enrooting a programmed solution for diabetes and heart patients. However, still, more advanced and united solution is needed that can offer a therapeutic opinion to individual diabetic and cardio patients. Therefore, here, a smart data mining and IoT (SMDIoT) based advanced healthcare system for proficient diabetes and cardiovascular diseases have been proposed. The hybridization of data mining and IoT with other emerging computing techniques is supposed to give an effective and economical solution to diabetes and cardio patients. SMDIoT hybridized the ideas of data mining, Internet of Things, chatbots, contextual entity search (CES), bio-sensors, semantic analysis and granular computing (GC). The bio-sensors of the proposed system assist in getting the current and precise status of the concerned patients so that in case of an emergency, the needful medical assistance can be provided. The novelty lies in the hybrid framework and the adequate support of chatbots, granular computing, context entity search and semantic analysis. The practical implementation of this system is very challenging and costly. However, it appears to be more operative and economical solution for diabetes and cardio patients.Comment: 11 PAGE

Guess the score, fostering collective intelligence in the class

This paper proposes the use of serious games as a tool to enhance collective intelligence of undergraduate and graduate students. The development of social skills of individuals in a group is related to the performance of the collective intelligence of the group manifested through the shared and collaborative development of intellectual tasks [1]. Guess the Score GS, is a serious game implemented by means of an online tool, created to foster the development, collaboration and engagement of students. It's has been designed with the intention of facilitating the development of individual’s social skills in a group in order to promote education of collective intelligence. This paper concludes that the design of learning activities using serious games as a support tool in education, generate awareness about of utilities of gaming in the collective learning environment and the fostering of collective intelligence education.Postprint (published version

Preventing DDoS using Bloom Filter: A Survey

Distributed Denial-of-Service (DDoS) is a menace for service provider and prominent issue in network security. Defeating or defending the DDoS is a prime challenge. DDoS make a service unavailable for a certain time. This phenomenon harms the service providers, and hence, loss of business revenue. Therefore, DDoS is a grand challenge to defeat. There are numerous mechanism to defend DDoS, however, this paper surveys the deployment of Bloom Filter in defending a DDoS attack. The Bloom Filter is a probabilistic data structure for membership query that returns either true or false. Bloom Filter uses tiny memory to store information of large data. Therefore, packet information is stored in Bloom Filter to defend and defeat DDoS. This paper presents a survey on DDoS defending technique using Bloom Filter.Comment: 9 pages, 1 figure. This article is accepted for publication in EAI Endorsed Transactions on Scalable Information System

Encouraging persons to visit cultural sites through mini-games

Gamification has been recently proposed as a technique to improve user engagement in different activities, including visits to cultural sites and cultural tourism in general. We present the design, development and initial validation of the NEPTIS Poleis system, which consists of a mobile application and a Web interface for curators, allowing the definition, and subsequent fruition by users, of different minigames suitable for open-air assets

Raising engagement and motivation through gamified eportfolio in Kolej Profesional MARA (KPM) : a preliminary study

The gamification of e-portfolios is an educational approach to motivate students to learn by using game elements in online portfolios. The goal is to increase enjoyment and engagement through capturing the interest of learners and encouraging them to continue learning. This preliminary survey is important to better understand the intended users in a Malaysian institution, find out their readiness, and identify the infrastructure and facilities currently in place. The work in progress investigates students’ demographic information, students’ current styles in organising their learning material, their prior experience with portfolio creation and development, their prior experience in using game applications, and their current knowledge of ‘gamification’. The outcome of this survey shows that there are currently acceptable levels of current infrastructure and facilities provided at the institution with a satisfactory knowledge of portfolios and game elements. However, there is an interesting misconception of what ‘gamification’ is from the students’ perspectives

Digital Competence and Capability Frameworks in Higher Education: Importance of Life-long Learning, Self-Development and Well-being

The paper compares the EU’s 2013 and 2016 digital competence (DigComp) framework with the UK education’s 2009 and 2015 digital capabilities (DigCap) framework. The similarities are in the increased focus on data within privacy/overall literacy and the inclusion of well-being. Among the differences, DigComp focuses on life-long learning whereas DigCap is more holistic. This is explained by diverse target audiences, as DigComp has to be relevant to various stakeholders across the EU, whilst DigCap serves the UK higher and further education sector. Although education is dominant within DigCap, both frameworks agree on the importance of digital skills, knowledge and attitudes to the fields of education, training and employment. The paper discusses a UK HE case study of a technology enhanced learning toolkit. It concludes by arguing for a human-centred approach to digital competence and capability frameworks, in which learning, self-development and wellbeing play a vital role

Digital Competence and Capability Frameworks in Higher Education: Importance of Life-long Learning, Self-Development and Well-being

The paper compares the EU’s 2013 and 2016 digital competence (DigComp) framework with the UK education’s 2009 and 2015 digital capabilities (DigCap) framework. The similarities are in the increased focus on data within privacy/overall literacy and the inclusion of well-being. Among the differences, DigComp focuses on life-long learning whereas DigCap is more holistic. This is explained by diverse target audiences, as DigComp has to be relevant to various stakeholders across the EU, whilst DigCap serves the UK higher and further education sector. Although education is dominant within DigCap, both frameworks agree on the importance of digital skills, knowledge and attitudes to the fields of education, training and employment. The paper discusses a UK HE case study of a technology enhanced learning toolkit. It concludes by arguing for a human-centred approach to digital competence and capability frameworks, in which learning, self-development and wellbeing play a vital role