5,553 research outputs found

    Youth and Digital Media: From Credibility to Information Quality

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    Building upon a process-and context-oriented information quality framework, this paper seeks to map and explore what we know about the ways in which young users of age 18 and under search for information online, how they evaluate information, and how their related practices of content creation, levels of new literacies, general digital media usage, and social patterns affect these activities. A review of selected literature at the intersection of digital media, youth, and information quality -- primarily works from library and information science, sociology, education, and selected ethnographic studies -- reveals patterns in youth's information-seeking behavior, but also highlights the importance of contextual and demographic factors both for search and evaluation. Looking at the phenomenon from an information-learning and educational perspective, the literature shows that youth develop competencies for personal goals that sometimes do not transfer to school, and are sometimes not appropriate for school. Thus far, educational initiatives to educate youth about search, evaluation, or creation have depended greatly on the local circumstances for their success or failure

    Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions

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    This is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from an additional literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers

    Learning Path Construction in e-Learning – What to Learn and How to Learn?

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    Whether in traditional or e learning, it is important to consider: what to learn, how to learn, and how well students have learned. Since there are various types of students with different learning preferences, learning styles, and learning abilities, it is not easy to provide the best learning approach for a specific student. Designing learning contents for different students is very time consuming and tedious for teachers. No matter how the learning process is carried out, both teachers and students must be satisfied with students’ learning performance. Therefore, it is important to provide helpful teaching and learning guidance for teachers and students. In order to achieve this, we proposed a fined-grained outcome-based learning path model, which allows teachers to explicitly formulate learning activities as the learning units of a learning path. This allows teachers to formulate the assessment criteria related to the subject-specific knowledge and skills as well as generic skills, so that the pedagogy could be defined and properly incorporated. Apart from defining the pedagogical approaches, we also need to provide tailored learning contents of the courses, so that different types of students can better learn the knowledge according to their own learning abilities, knowledge backgrounds, etc. On the other hand, those learning contents should be well-structured, so that students can understand them. To achieve this, we have proposed a learning path generation method based on Association Link Network to automatically identify the relationships among different Web resources. This method makes use of the Web resources that can be freely obtained from the Web to form well-structured learning resources with proper sequences for delivery. Although the learning path defines what to learn and how to learn, we still needed to monitor student learning progress in order to determine proper learning contents and learning activities in an e-Learning system. To address the problem, we proposed the use of student progress indicators based on Fuzzy Cognitive Map to analyze both performance and non-performance attributes and their causal relationships. The aim is to help teachers improve their teaching approaches and help students reflect their strengths and weaknesses in learning. . This research focuses on the intelligent tutoring e-Learning system, which provides an intelligent approach to design and delivery learning activities in a learning path. Many experiments and comparative studies on both teachers and students have been carried out in order to evaluate the research of this PhD thesis. The results show that our research can effectively help teachers generate high quality learning paths, help students improve their learning performance, and offer both teachers and students a better understanding on student learning progress

    A DOMAIN-CENTRIC APPROACH TO DESIGNING USER INTERFACES OF VIDEO RETRIEVAL SYSTEMS

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    Thesis (PhD) - Indiana University, Information Science, 2007User- and task-centric efforts in video information retrieval (IR) research are needed because current experiments are showing few significant results. It is our belief that unsatisfactory results in video IR can be partially attributed to the overemphasis on technologically-driven approaches to interface development and system evaluation. This study explored variables that have been consistently overlooked in video retrieval efforts, including those related to domain and search tasks. The underlying goal of this study is to promote alternative means for evaluating video retrieval systems, and to make progress toward developing new design principles and a video seeking model. A series of interactive search runs were conducted using a video retrieval system called ViewFinder. ViewFinder was implemented to search and browse the NASA K - 16 Science Education Programs. The system includes new design features that take into account the unique characteristics of the domain and associated tasks. Users with a background in Science Education, including teachers and academic majors, were recruited to perform a number of search tasks. Results from the search experiments were collected and analyzed using both objective and subjective measures. From these results, researchers gained further knowledge about domain-centric video search tasks, including how textual, visual, and hybrid tasks were all deemed important by science educators. Further analysis of experimental results also revealed associations between search tasks, user interaction, interface features and functions, and system effectiveness. The evaluation of individual interface features and functions exhibited that keyword searching was significant for retrieving Science Education video. However, these experiments also produced positive results for various visual search features. Unlike keyword searching, which was consistent and effective across many task types, the use and effectiveness of visual search and browse features were shown to be task dependent. Overall, the results from this study highlight the importance of user- and task-centric methods in video retrieval, as they provided researchers with additional understanding of the influences of domain-specific search tasks on user interaction with video systems. In addition, the experimental methodology employed for this study encourages future foundations for developing and evaluating video search interfaces designed for specific domains and search tasks

    The Connotation, Basic Characteristics and Generation Path of Cloud Classroom Teaching Culture

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    Cloud classroom teaching culture is a special cultural form of teaching culture in cloud classroom. It is closely related to modern high-tech information technology and multimedia environment, containing both traditional cultural forms in the marks of modern multimedia technology and information environment, and includes modern new high-tech information technology and multimedia environment. Interpreting the connotation of the cloud of classroom teaching culture, analyzing the cloud classroom teaching culture of five basic characteristics: technical, across time and space, visibility, sharing, diversity, and put forward the cloud classroom teaching culture of five generated path: positioning cloud point to the spirit of classroom teaching culture, shape the new teaching idea; Implement the material culture construction of cloud classroom teaching and lay the foundation for the classroom teaching; To build up the technical and cultural features of cloud classroom teaching and highlight the cultural characteristics of classroom teaching; Cultivate the behavior culture atmosphere of cloud classroom teaching and gain insight into the details of classroom teaching; To construct the system culture system of cloud classroom teaching and to perceive the standardization of classroom teaching

    Seeing the Invisible: Understanding the Implications of Social Media Invisible Responses for Well-Being and Relational Development

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    Large swathes of current social media scholarship monolithically treats browsing behaviors as passive behaviors, per the passive versus active behaviors approach to social media activities. Such labeling fails to capture the numerous ways that people respond to social media sharing beyond visible clicks on the platform, such as relational distancing or switching channels to respond. Moreover, understanding what people do with information seen on social media platforms and how they respond to such information is integral to theorizing the implications of using these platforms. My dissertation tackles these challenges by first proposing the concept of invisible responses to unify the diverse approaches of responding possible to social media. Specifically, I define invisible responses as reactions to social media sharing by viewers that are invisible along any of the following dimensions: (1) to the original platform, (2) to the sharer, and (3) to the viewer’s imagined audience of third parties. The dissertation presents three empirical studies to investigate the different dimensions of invisible responses. Study 1 examines viewing time and visible clicks while browsing Facebook feeds. While viewing time—a proxy for visual attention—is largely invisible, public feedback of clicks are visible to everyone. Study 1 reveals that the combination of these two types of responses, along with the amount of social content in feeds, can predict important well-being outcome, namely self-esteem. Study 2 explores how people practice self-presentation and relational maintenance in an environment where responses are invisible to third parties. These findings suggest that, given responses that are invisible to third parties, sharers feel lower self-presentational pressure. However, what remains unchanged compared to public feedback is the emphasis on the amount of attention and effort as signaling investment in a relationship. Finally, Study 3 investigates when and why people would make their reception of a social media post invisible or not to the original sharer of the post. Once again, the findings underscore that sending signals of attention and effort is meaningful for relational maintenance. Together, the studies in this dissertation illustrate the importance of invisible responses in understanding well-being and relational outcomes of social media use, as well as opening up future avenues for research. Specifically, responding to the research agenda outlined by the communication visibility theory (Treem, Leonardi, & van den Hooff, 2020), I highlight questions around the management of visibility on social media.PHDInformationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/162891/1/dieptl_1.pd
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