22,790 research outputs found
Online Permaculture Resources: An Evaluation of a Selected Sample
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
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
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Summer of Code: Assisting Distance-Learning Students with Open-Ended Programming Tasks
A significant difficulty in teaching programming lies in the transition from novice to intermediate programmer, characterised by the assimilation and use of schemas of standard programming approaches. A significant factor assisting this transition is practice with tasks which develop this schema use. We describe the Summer of Code, a two-week activity for part-time, distance-learning students which gave them some additional programming practice. We analysed their submissions, forum postings, and results of a terminal survey. We found learners were keen to share and discuss their solutions and persevered with individual problems and the challenge overall. 93% respondents rated the activity 3 or better on a 5-point Likert scale (n=58). However, a quarter of participants, mainly those who described themselves as average or poor programmers, felt less confident in their abilities after the activity, though half of these students liked the activity overall. 54% of all participants said the greatest challenge was developing a general approach to the problems, such as selecting appropriate data structures. This is corroborated by forum comments, where students greatly appreciated āthink aloudā presentations by faculty tackling the problems. These results strongly suggest that students would benefit from more open-ended practice, where they have to select and design their own solutions to a range of problems
Knowledge Construction by Users: A Content Analysis Framework and A Knowledge Construction Process Model for Virtual Product User Communities
PurposeāThe 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/approachāThe 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.
FindingsāThis 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 ātrial-and-errorā
knowledge construction strategy.
Practical ImplicationsāThe 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
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
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 āwork readyā and able to āhit 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 āreal worldā. Gibbon (2005) states that āin 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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