56,339 research outputs found
Linked Data Methodologies for Managing Information about Television Content
OntoTV is a television information management system designed for improving the quality and quantity of the information available in the current television platforms. In order to achieve this objective, OntoTV (1) collects the information offered by the broadcasters, (2) integrates it into a ontology-based data structure, (3) extracts extra data from alternative television sources, and (4) makes possible for the user to perform queries over the stored information. This document shows the way Linked Data methodologies have been applied in OntoTV system, and the improvements in the data consumption and publication processes that have been obtained as result. On the one hand, the possibility of accessing to information available in the Web of Data has made possible to offer more complete descriptions about the programs, as well as more detailed guides than those obtained by using classic collection methods. On the other hand, as the information of the television programs and channels is published according to the Linked Data philosophy, it becomes available not only for OntoTV clients, but also for other agents able to access Linked Data resources, who could offer the viewer more fresh and innovative features
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Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners
Everyone remembers a good teacher. Good teachers are the key to educational expansion and improvement. In many countries in Sub-Saharan Africa, there is an urgent need to expand the number of primary and secondary teachers. In all African countries, there is an equally important need to improve the quality of teaching. To achieve this, it is clear that new approaches to teacher education are essential. Existing institutions of teacher education will continue to play an important role, but, alone, they will not meet the goals of Education for All (EFA) by 2015.
It is fortunate that, just as the twin needs to improve the quantity and quality of teachers become imperative, so new forms of education and training are becoming available. The world is witnessing a revolution in information and communication technologies (ICTs), which can offer training and support of a type and at a cost hitherto impossible to consider, and thus, must be fully explored given the scale and urgency of demand. In doing so, however, it will be necessary to build on existing and well-tested strategies, including the best models of open and distance learning.
This toolkit is the third in a series of recent publications by the Africa Region Human Development Department of the World Bank to share knowledge and experience on how distance education and ICTs can support education in Sub-Saharan Africa. It emphasizes the rigorous process by which new forms of distance-education programs for teacher education can be planned and implemented. The best models of established programs are considered along with the potential for incorporating, as the means become available, new modes of communication. Most forms of teacher education, particularly those concerned with qualification upgrading and ongoing professional development, will have to be based in schools. The authors demonstrate how school-based programs, appropriately resourced and supported, have the potential not only to raise significantly the number and quality of teachers, but also to improve classroom practice and school organization, generally. The guidance and advice, which is drawn from many years of experience in design and implementation, and embraces a range of case studies from across the region, will be of considerable value to those preparing new policies and programs of teacher education and to those seeking to improve existing programs
What is the future for undergraduate dissertations?
This article argues that the changing nature of the dissertation experience, and its associated supervision calls for more detailed attention to the development of dissertation supervisors. Dissertations have always played a major role in student learning. The following themes constitute the kernel of the article: the role of the dissertation in the student’s learning experience, managing the link between theory and practice, digitization of information resources, research methodologies and design, and finally, the implications for the role of the supervisor. It is suggested that without an awareness of the changing nature of the dissertation experience, and a more proactive approach to supervisor development, there may be serious degradation of the dissertation experience and outcomes.</p
"A step into the abyss" Transmedia in the UK Games and Television Industries
This article uses a media industries studies perspective to investigate the current state of transmedia production in the UK. Analysing the discursive statements of a range of industry participants from both UK television and games industries, the article reveals a series of contradictions and misunderstandings that may be limiting the effectiveness of multi-platform projects. By comparing overlapping discursive patterns around attitudes to risk, measures of success, authorship between the two industries, and repeated concerns over the balance of creative and commercial imperatives, the article argues that existing hierarchies of power between media industries threaten to derail future convergence
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Researching Across Two Cultures: Shifting Positionality
Embodied and creative research methods provoke honesty, emotion, and vulnerability in participants, which add to the richness of the stories they tell and are willing to share. The positionality of the researcher is less of “interviewer” and more “co-producer” or participant in a dialogue. Visual and creative approaches invite participants to share in ways in which they are not able or willing through words alone. The data and outputs they produce, with film, art, or objects, can in turn affect those who see it more than written text and need to be analysed and disseminated along with more traditional transcripts, articles, and presentations. In the context of investigating sensitive issues such as those around embodied identity, these methods, which use embodied methods to explore embodied research questions, may feel the most appropriate. These approaches lie along the boundary of therapy and research, asking much of researchers who are unlikely to have received therapeutic training or ongoing support. Due to this deficit, the researched may find that their experience is not held or contained in a way that the content would demand. Similarly, the data themselves lie on the boundary of art and research, in that they can be seen as more than a tool to facilitate reflection, but as artifacts in their own right. What are the implications in this scenario? Where should we position ourselves and our work along these boundaries? Who holds the space for the researcher and the researched if both are made vulnerable
Texts of female desire and of community
This study investigated narratives obtained from 45 participants about their watching of EastEnders. The first aim was to understand why people watch this program. The second aim was to identify the kinds of social object dominating their accounts as a way of revealing the forms of cultural debate catalyzed by the show. Material was generated via an open-ended e-mail questionnaire and analyzed qualitatively using grounded theory. Two major themes constituting social objects were identified; female desire and community. These themes were made-up of seven categories each of which helped explain why our participants watched EastEnders; reduced troubles, gender, relaxation, social activity, community, realism, and Britishness. We discuss these results in relation to past research but also argue that, as our findings suggest some participants gained a therapeutic effect from watching EastEnders, there is a fruitful and little explored link between such comfort viewing and research on psychotherapy
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What would learning in an open world look like? A vision for the future
The pace of current technological advancement is phenomenal. In the last few years we have seen the emergence of ever more sophisticated gaming technologies, rich, immersive virtual worlds and new social networking services that enable learners and teachers to connect and communicate in new ways. The pace of change looks set to continue as annual Horizon reports testify (http://www.nmc.org/horizon). Clearly new technologies offer much in an educational context, with the promise of flexible, personalised and student-centred learning. Indeed research over the past few years, looking at learners' use of technologies, has given us a rich picture of how learners of all ages are appropriating new tools within their own context, mixing different applications for finding/managing information and for communicating with others (Sharpe and Beetham, forthcoming)
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