763,861 research outputs found
Technology and regulation 2021
Technology and Regulation (TechReg) is an international journal of law, technology and society, with an interdisciplinary identity. TechReg provides an online platform for disseminating original research on the legal and regulatory challenges posed by existing and emerging technologies (and their applications) including, but by no means limited to, the Internet and digital technology, artificial intelligence and machine learning, robotics, neurotechnology, nanotechnology, biotechnology, energy and climate change technology, and health and food technology. This book contains Volume 3 (2021) of the journal
Technology and regulation 2021
Technology and Regulation (TechReg) is an international journal of law, technology and society, with an interdisciplinary identity. TechReg provides an online platform for disseminating original research on the legal and regulatory challenges posed by existing and emerging technologies (and their applications) including, but by no means limited to, the Internet and digital technology, artificial intelligence and machine learning, robotics, neurotechnology, nanotechnology, biotechnology, energy and climate change technology, and health and food technology. This book contains Volume 3 (2021) of the journal
Editorial
The content of volume 3, issue 1 of the International Journal of Research in E-learning proves that technology is the key to the future of (higher) education. Authors from eleven countries consider present and future trends in the development of education. The present volume includes nine papers gathered in four chapters..
Factors Affecting Teacher Readiness for Online Learning (TROL) in Early Childhood Education: TISE and TPACK
This study aims to find empirical information about the effect of Technological Pedagogical Content Knowledge (TPACK), and Technology Integration Self Efficacy (TISE) on Teacher Readiness for Online Learning (TROL). This study uses a quantitative survey method with path analysis techniques. This study measures the readiness of kindergarten teachers in distance learning in Tanah Datar Regency, West Sumatra Province, Indonesia with a sampling technique using simple random sampling involving 105 teachers. Empirical findings reveal that; 1) there is a direct positive effect of Technology Integration Self Efficacy on Teacher Readiness for Online Learning; 2) there is a direct positive effect of PACK on Teacher Readiness for Online Learning; 3) there is a direct positive effect of Technology Integration Self Efficacy on TPACK. If want to improve teacher readiness for online learning, Technological Pedagogical Content Knowledge (TPACK) must be improved by paying attention to Technology Integration Self Efficacy (TISE).
Keywords: TROL, TPACK, TISE, Early Childhood Education
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Sustainable Higher Education Development through Technology Enhanced Learning
[EN] Higher education is incorporating Information and Communication Technology (ICT) at a fast rate for different purposes. Scientific papers include within the concept of Technology Enhanced Learning (TEL) the myriad applications of information and communication technology, e-resources, and pedagogical approaches to the development of education. TELÂżs specific application to higher education is especially relevant for countries under rapid development for providing quick and sustainable access to quality education (UN sustainable development goal 4). This paper presents the research results of an online pedagogical experience in collaborative academic research for analyzing good practice in TEL-supported higher education development. The results are obtained through a pilot implementation providing curated data on TEL competencyÂżs development of faculty skills and analysis of developing sustainable higher education degrees through TEL cooperation, for capacity building. Given the increased volume and complexity of the knowledge to be delivered, and the exponential growth of the need for skilled workers in emerging economies, online training is the most effective way of delivering a sustainable higher education. The results of the PETRA Erasmus+ capacity-building project provides evidence of a successful implementation of a TEL-supported methodology for collaborative faculty development focused on future online degrees built collaboratively and applied locally.This research was co-funded by the European Commission through the Erasmus+ KA2 project "Promoting Excellence in Teaching and Learning in Azerbaijani Universities (PETRA)" project number 573630-EPP-1-2016-1-ES-EPPKA2-CBHE-JP.Orozco-Messana, J.; MartĂnez-Rubio, J.; GonzĂĄlvez-Pons, AM. (2020). Sustainable Higher Education Development through Technology Enhanced Learning. Sustainability. 12(9):1-13. https://doi.org/10.3390/su12093600S113129Abdullah, F., & Ward, R. (2016). 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Machine Learning Challenges of Biological Factors in Insect Image Data
The BIOSCAN project, led by the International Barcode of Life Consortium,
seeks to study changes in biodiversity on a global scale. One component of the
project is focused on studying the species interaction and dynamics of all
insects. In addition to genetically barcoding insects, over 1.5 million images
per year will be collected, each needing taxonomic classification. With the
immense volume of incoming images, relying solely on expert taxonomists to
label the images would be impossible; however, artificial intelligence and
computer vision technology may offer a viable high-throughput solution.
Additional tasks including manually weighing individual insects to determine
biomass, remain tedious and costly. Here again, computer vision may offer an
efficient and compelling alternative. While the use of computer vision methods
is appealing for addressing these problems, significant challenges resulting
from biological factors present themselves. These challenges are formulated in
the context of machine learning in this paper.Comment: 4 pages, 3 figures. Submitted to the Journal of Computational Vision
and Imaging System
How to use Loose-Parts in STEAM? Early Childhood Educators Focus Group discussion in Indonesia
In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education.
Keywords: Early Childhood Educators, Loose-part, STEAM
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Challenges and other feedback: Integrating intercultural learning in the Digital Age
[EN] This mixed method case study explored globalization and complex relationships through a virtual exchange project between students from Germany and Colombia in upper intermediate level English classes. We believed by providing a space for online conversation, written collaboration and discussion, students would enhance their plurilingual and pluricultural competence as well as their communicative competences through the medium of English as an international language (EIL). The aim was also to enable students to investigate cultural complexity and to develop cultural curiosity. Taking into account plurilingual and pluricultural competence (PPC) and the efficacy of virtual exchanges for language learning, we used a series of tasks for students to participate in a wide range of activities of varying complexity regarding German and Colombian culture for a six-week exchange. Students self-assessed their written and spoken online interactions as well as their perceived skills in mediating texts and communication based on the recently added descriptors in the Companion Volume to the CEFR. They also rated their plurilingual and pluricultural competences on a PPC scale at both the beginning and end of the project. Results demonstrate that there is value in implementing virtual exchange projects in which students reflect on and increase their awareness of these concepts also suggesting that pairing students with international students rather than L1 speakers of the language has a potentially positive effect on studentsâ anxiety level and communicative competences. Bailey, A.; Gruber, A. (2020). Challenges and other feedback: Integrating intercultural learning in the Digital Age. The EuroCALL Review. 28(1):3-14. https://doi.org/10.4995/eurocall.2020.11982OJS314281Abrams, Z.I. (2002). Surfing to cross-cultural awareness: Using Internet-mediated projects to explore cultural stereotypes. Foreign Language Annals, 35(2), 141- 160. https://doi.org/10.1111/j.1944-9720.2002.tb03151.xAvgousti, M. I. (2018) Intercultural communicative competence and online exchanges: a systematic review. Computer Assisted Language Learning, 31(8), 819853. https://doi.org/10.1080/09588221.2018.1455713Belz, J.A. (2003). 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A mixed methods study investigating plurilingual instruction in an EAP program at a Canadian university. (Doctoral dissertation) Retrieved from https://tspace.library.utoronto.ca/handle/1807/91806Gläsman, S. (2004). Communication online. Bedfordbury: CILT.Guarda, M. (2013). Negotiating a transcultural place in an English as a lingua franca telecollaboration exchange. (Unpublished PhD thesis). Retrieved from http://paduaresearch.cab.unipd.it/5337/1/guarda_marta_tesi.pdfHelm, F. (2015). The practices and challenges of telecollaboration in higher education in Europe. Language Learning & Technology, 19(2), 197-217. Retrieved from http://llt.msu.edu/issues/june2015/helm.pdfKe, I. C., & Suzuki, T. (2011). Teaching global English with NNS-NNS online communication. Journal of Asia TEFL, 8(2), 169-188. Retrieved from https://waseda.pure.elsevier.com/en/publications/teaching-global-english-with-nns-nnsonline-communicationMĂźller-Hartmann, A., O'Dowd, R., and colleagues from the EVALUATE team (2017). A training manual on telecollaboration for teacher trainers. Retrieved from https://www.evaluateproject.eu/evlt-data/uploads/2017/09/TrainingManual_EVALUATE.pdfPellettieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of grammatical competence. In Warschauer, M. & Kern, R. (dir.). Network-based language teaching: Concepts and practice. Cambridge: Cambridge University Press. 59-87. https://doi.org/10.1017/CBO9781139524735.006Schenker, T. (2017). Synchronous telecollaboration for novice language learners: Effects on speaking skills and language learning interests. Alsic, 20(2). https://doi.org/10.4000/alsic.3068Seidlhofer, B. (2005). English as a lingua franca, ELT Journal, 59, 339-41. https://doi.org/10.1093/elt/cci064Tian, J. & Wang, Y. (2010). 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Novel Regression and Least Square Support Vector Machine Learning Technique for Air Pollution Forecasting
Air pollution is the origination of particulate matter, chemicals, or
biological substances that brings pain to either humans or other living
creatures or instigates discomfort to the natural habitat and the airspace.
Hence, air pollution remains one of the paramount environmental issues as far
as metropolitan cities are concerned. Several air pollution benchmarks are even
said to have a negative influence on human health. Also, improper detection of
air pollution benchmarks results in severe complications for humans and living
creatures. To address this aspect, a novel technique called, Discretized
Regression and Least Square Support Vector (DR-LSSV) based air pollution
forecasting is proposed. The results indicate that the proposed DR-LSSV
Technique can efficiently enhance air pollution forecasting performance and
outperforms the conventional machine learning methods in terms of air pollution
forecasting accuracy, air pollution forecasting time, and false positive rate.Comment: 11 pages, 7 figures, 3 tables, Article Published in April 2023,
Volume 71, Issue 04, of SSRG-International Journal of Engineering Trends and
Technology (IJETT)", ISSN: 2231-538
\u3ci\u3eThe Nebraska Educator,\u3c/i\u3e Volume 3: 2016 (complete issue)
There are not many student-run academic journals, so The Nebraska Educator is excited to provide a forum for researchers, scholars, policymakers, practitioners, teachers, students, and informed observers in education and related fields in educational settings in the United States and abroad. Now in our third year, it is exciting to see the work that continues to be accomplished when those interested in educational research have a venue to share their contributions. To date, articles published in the previous two volumes of our journal have been downloaded more than 7,000 times by readers all across the globe.
The Nebraska Educator has four main goals with its published research: (1) to familiarize students with the publication process, (2) to faciliate dialogue between emerging scholars, educators, and the larger community, (3) to promote collegiality and interdisciplinary awareness, and (4) to establish a mechanism for networking and collaboration.
This publication would not have been possible without the guidance and assistance from faculty, staff, and graduate students across the College of Education and Human Sciences. We are also grateful for the work of Paul Royster at Love Library, who assisted us with the final formatting and online publication of our journal. In addition, we would like to thank the Department of Teaching, Learning, and Teacher Educationâs Graduate Student Assocation, whose financial contributions helped to launch our journal.
The Nebraska Educator is an open-access peer-reviewed academic education journal at the University of Nebraska-Lincoln. This journal is produced by UNL graduate students and publishes articles on a broad range of education topics that are timely and have relevance at all levels of education. We seek original research that covers topics which include by are not limited to: (a) curriculum, teaching, and professional development; (b) education policy, practice, and analysis; (c) literacy, language, and culture; (d) school, society, and reform; and (e) teaching and learning with technologies.
If you are interested in submitting your work to The Nebraska Educator, please submit online using: http://digitalcommons.unl.edu/nebeducator/
Contents of Volume 3
Examining doctoral attrition: A self-determination theory approach, by Mark Beck
Korea and the Dominican Republic: A transnational case study-analysis, by Aprille Phillips
Transitional Adjustment Intervention for International Students in U.S. Colleges, by Zhuo Chen
Language, Literacy, and Dewey: âExperienceâ in the Language Arts Context, by Jessica Masterson
Fostering Metacognition in K-12 Classrooms: Recommendations for Practice, by Markeya S. Peteranetz
A Technology-Supported Learning Experience to Facilitate Chinese Character Acquisition, by Xianquan Liu and Justin Olmanso
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