28,048 research outputs found
Offshore education : offshore education in the wider context of internationalisation and ICT: experiences and examples from Dutch higher education
This report presents a study on offshore education conducted by a consortium of Dutch higher education researchers and commissioned by the Digital University (DU). The study explored the extent to which Dutch higher education institutions are involved in offering their educational services abroad (offshore education). After thoroughly embedding offshore education in the wider contexts of internationalisation and ICT policies, the study particularly explores the practical experiences with a number of real-life offshore activities of Dutch higher education. As a warm-up to this report, a few interesting cases are briefly touched upon below
One-to-One Laptop Programs in Latin America and the Caribbean: Panorama and Perspectives
The introduction of technology in education is gaining momentum worldwide. One model of incorporating technology into education that has gained tremendous traction in Latin America and the Caribbean is One-to-One computing. The term "One-to-One" refers to the ratio of digital devices per child so that each child is provided with a digital device, most often a laptop, to facilitate learning. The objective of this document is to provide an overview of One-to-One implementations with a regional focus on Latin America and the Caribbean. It also proposes a systemic approach to improve the quality of education in contexts of mass laptop distributions to students and teachers.e-Learning, Teacher Education & Quality, Innovation
From flowers to palms: 40 years of policy for online learning
This year sees the 40th anniversary of the first policy paper regarding the use of computers in higher education in the United Kingdom. The publication of this paper represented the beginning of the field of learning technology research and practice in higher education. In the past 40 years, policy has at various points drawn from different communities and provided the roots for a diverse field of learning technology researchers and practitioners. This paper presents a review of learning technology-related policy over the past 40 years. The purpose of the review is to make sense of the current position in which the field finds itself, and to highlight lessons that can be learned from the implementation of previous policies. Conclusions drawn from the review of 40 years of learning technology policy suggest that there are few challenges that have not been faced before as well as a potential return to individual innovation
Transition UGent: a bottom-up initiative towards a more sustainable university
The vibrant think-tank ‘Transition UGent’ engaged over 250 academics, students and people from the university management in suggesting objectives and actions for the Sustainability Policy of Ghent University (Belgium). Founded in 2012, this bottom-up initiative succeeded to place sustainability high on the policy agenda of our university. Through discussions within 9 working groups and using the transition management method, Transition UGent developed system analyses, sustainability visions and transition paths on 9 fields of Ghent University: mobility, energy, food, waste, nature and green, water, art, education and research. At the moment, many visions and ideas find their way into concrete actions and policies.
In our presentation we focused on the broad participative process, on the most remarkable structural results (e.g. a formal and ambitious Sustainability Vision and a student-led Sustainability Office) and on recent actions and experiments (e.g. a sustainability assessment on food supply in student restaurants, artistic COP21 activities, ambitious mobility plans, food leftovers projects, an education network on sustainability controversies, a transdisciplinary platform on Sustainable Cities). We concluded with some recommendations and reflections on this transition approach, on the important role of ‘policy entrepreneurs’ and student involvement, on lock-ins and bottlenecks, and on convincing skeptical leaders
Evaluating indoor positioning systems in a shopping mall : the lessons learned from the IPIN 2018 competition
The Indoor Positioning and Indoor Navigation (IPIN) conference holds an annual competition in which indoor localization systems from different research groups worldwide are evaluated empirically. The objective of this competition is to establish a systematic evaluation methodology with rigorous metrics both for real-time (on-site) and post-processing (off-site) situations, in a realistic environment unfamiliar to the prototype developers. For the IPIN 2018 conference, this competition was held on September 22nd, 2018, in Atlantis, a large shopping mall in Nantes (France). Four competition tracks (two on-site and two off-site) were designed. They consisted of several 1 km routes traversing several floors of the mall. Along these paths, 180 points were topographically surveyed with a 10 cm accuracy, to serve as ground truth landmarks, combining theodolite measurements, differential global navigation satellite system (GNSS) and 3D scanner systems. 34 teams effectively competed. The accuracy score corresponds to the third quartile (75th percentile) of an error metric that combines the horizontal positioning error and the floor detection. The best results for the on-site tracks showed an accuracy score of 11.70 m (Track 1) and 5.50 m (Track 2), while the best results for the off-site tracks showed an accuracy score of 0.90 m (Track 3) and 1.30 m (Track 4). These results showed that it is possible to obtain high accuracy indoor positioning solutions in large, realistic environments using wearable light-weight sensors without deploying any beacon. This paper describes the organization work of the tracks, analyzes the methodology used to quantify the results, reviews the lessons learned from the competition and discusses its future
A Software Radio Challenge Accelerating Education and Innovation in Wireless Communications
This Innovative Practice Full Paper presents our methodology and tools for
introducing competition in the electrical engineering curriculum to accelerate
education and innovation in wireless communications. Software radio or
software-defined radio (SDR) enables wireless technology, systems and standards
education where the student acts as the radio developer or engineer. This is
still a huge endeavor because of the complexity of current wireless systems and
the diverse student backgrounds. We suggest creating a competition among
student teams to potentiate creativity while leveraging the SDR development
methodology and open-source tools to facilitate cooperation. The proposed
student challenge follows the European UEFA Champions League format, which
includes a qualification phase followed by the elimination round or playoffs.
The students are tasked to build an SDR transmitter and receiver following the
guidelines of the long-term evolution standard. The metric is system
performance. After completing this course, the students will be able to (1)
analyze alternative radio design options and argue about their benefits and
drawbacks and (2) contribute to the evolution of wireless standards. We discuss
our experiences and lessons learned with particular focus on the suitability of
the proposed teaching and evaluation methodology and conclude that competition
in the electrical engineering classroom can spur innovation.Comment: Frontiers in Education 2018 (FIE 2018
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