22,790 research outputs found

    Online Permaculture Resources: An Evaluation of a Selected Sample

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    As a newly-emerging, sustainable approach to landscape management, permaculture seeks to integrate knowledge from several disciplines into a holistic system with emphasis on ecological and social responsibility. Online resources on permaculture appear to represent a promising direction in the movement by supplementing existing printed sources, serving to update and diversify existing content, and increasing access to permaculture information and praxis among the general public. This study evaluated a sample of online resources on permaculture using a framework of parameters reflecting website usability and content quality. Best practice for website usability, as well as diversity of information and applicability, was addressed. The evaluation revealed, overall, good quality and usability in the majority of cases, and suggests a strong online presence among the existing permaculture community, and accessible support for those with an interest in joining the movement

    Together we stand, Together we fall, Together we win: Dynamic Team Formation in Massive Open Online Courses

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    Massive Open Online Courses (MOOCs) offer a new scalable paradigm for e-learning by providing students with global exposure and opportunities for connecting and interacting with millions of people all around the world. Very often, students work as teams to effectively accomplish course related tasks. However, due to lack of face to face interaction, it becomes difficult for MOOC students to collaborate. Additionally, the instructor also faces challenges in manually organizing students into teams because students flock to these MOOCs in huge numbers. Thus, the proposed research is aimed at developing a robust methodology for dynamic team formation in MOOCs, the theoretical framework for which is grounded at the confluence of organizational team theory, social network analysis and machine learning. A prerequisite for such an undertaking is that we understand the fact that, each and every informal tie established among students offers the opportunities to influence and be influenced. Therefore, we aim to extract value from the inherent connectedness of students in the MOOC. These connections carry with them radical implications for the way students understand each other in the networked learning community. Our approach will enable course instructors to automatically group students in teams that have fairly balanced social connections with their peers, well defined in terms of appropriately selected qualitative and quantitative network metrics.Comment: In Proceedings of 5th IEEE International Conference on Application of Digital Information & Web Technologies (ICADIWT), India, February 2014 (6 pages, 3 figures

    Knowledge Construction by Users: A Content Analysis Framework and A Knowledge Construction Process Model for Virtual Product User Communities

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    Purposeā€“The purpose of this study is to develop a content analysis framework and from that derive a process model of knowledge construction in the context of virtual product user communities, organization sponsored online forums where product users collaboratively construct knowledge to solve their technical problems. Design/methodology/approachā€“The study is based on a deductive, qualitative content analysis of discussion threads about solving technical problems selected from a series of virtual product user communities. This data is complemented with thematic analysis of interviews with forum members. Findingsā€“This research develops a content analysis framework for knowledge construction. It is based on a combination of existing codes derived from frameworks developed for Computer Supported Collaborative Learning (CSCL) and new categories identified from the data. Analysis using this framework allows the authors to propose a knowledge construction process model showing how these elements are organised around a typical ā€œtrial-and-errorā€ knowledge construction strategy. Practical Implicationsā€“The research makes suggestions about organizationsā€™ management of knowledge activities in virtual product user communities, including moderatorsā€™ roles in facilitation. Originality/Valueā€“ The paper outlines a new framework for analysing knowledge activities where there is a low level of critical thinking and a model of knowledge construction by trial and error. The new framework and model can be applied in other similar contexts

    A comparative study of knowledge construction within online user support discussion forums in Chinese and English-language cultural contexts

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    Many IT companies like HP, Dell and Lenovo have established both English language and Chinese user support forums for their consumers to share and construct knowledge. The innovative knowledge generated in these virtual product user communities is valuable for companies enabling them to incorporate usersā€™ innovative insights and problems solving skills. This research compares the knowledge construction processes within such forums in English and Chinese cultural contexts. The research adopts a method combining content analysis of discussion threads where technical problems are solved, complemented by observation and thematic analysis of interviews with forum members. The results show that the cultural and language differences do not cause a big change of usersā€™ knowledge construction patterns. However, the character of Chinese language and culture can indirectly affect the process by including more social information to influence social interactions. The research suggests that more tailored facilitation strategies should be adopted in managing producer sponsored user support forums designed for different cultural regions

    Problem-based learning in action: The development of The Virtual Health and Wellness Centre

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    Nursing education in Australia has undergone significant change over the past 30 years. Most notably, the transfer from a traditional apprenticeship model to that of a professional degree based course in the tertiary sector. Contemporary healthcare institutions demand graduates who are ā€˜work readyā€™ and able to ā€˜hit the ward runningā€™. The demographics of the Australian population indicate that groups of culturally diverse individuals are seeking healthcare along with an ageing population of Australians who have unique needs. The growing demand for more highly trained, work ready nurses has landed squarely on the shoulders of universities providing comprehensive nursing education. The problem now for nurse educators is to facilitate teaching and learning strategies that will engage the student nurse in processes that promote critical thinking and problem solving in the work place. While various models and curricula are in use across Australia in pre-registration nursing education, there is growing evidence to suggest that Problem-Based Learning (PBL) is perhaps the most suited to producing professionals who are able to problem solve and address the multiple demands of an ever changing environment. The introduction of a PBL curriculum will meet this demand. Here at Edith Cowan University, the School of Nursing Midwifery and Postgraduate Medicine has undertaken a pilot project introducing a web based resource to align with the introduction of a hybrid PBL curricula. Undergraduate nursing students undertaking the Bachelor of Science (Nursing) were given the opportunity to meet a paediatric patient in the Virtual Health and Wellness Centre. This virtual site enables nursing students to explore case study in various nursing areas such as paediatrics, critical care, medical/surgical and aged care. Students progress through a scenario which incorporates theory relating to anatomy and physiology, pathophysiology, pharmacology, psychosocial issues, research, professional issues and relevant nursing skills. Each scenario is formulated around a set of learning outcomes, which are evaluated by the student at the completion of the case study. During practical laboratory sessions students are able to contextualise their learning and seek informal peer feedback. The development of these case scenarios are context rich and built around the central aim of engaging students in self-directed learning. This discovery learning leads to higher comprehension and transferability of knowledge. Students will be able to practice the skills and theory in practical laboratory sessions which adds a functional dimension to the online material making the meanings derived from the combination of theory and practice more profound and ā€˜real worldā€™. Gibbon (2005) states that ā€œin PBL we take a collection of information, pertinent to the problem. We learn a little about each and synthesise it to solve the problem, like a jigsawā€ (p. 6
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