Assessing the re-use potential of research data in empirical educational research

In the last decade, the call for sharing research data has intensified within the educational research community in Germany. This development has taken place within the professional communities and it has been spurred by research funding organizations mandating researchers to share their research data. However, researchers and data centers alike are aware that not all data might be fit for re-use. Therefore, research data should be evaluated with respect to their analytical potential for re-use. Yet, criteria and processes for identifying data with high re-use potential are lacking. Thus, a workshop on the topic "Re-use potential of research data" was held on June 19th, 2018, at the Institute for Educational Quality Improvement, which was organized within the German Network for Educational Research Data (Verbund Forschungsdaten Bildung, VerbundFDB). Participants were ten researchers from different disciplines of empirical educational research in Germany. Representatives from the educational sciences, psychology, economics and sociology were present. The aim of the workshop was to develop and discuss quality criteria for research data from the perspective of secondary users of research data

Towards a learning analytics approach for supporting discovery and reuse of OER: an approach based on Social Networks Analysis and Linked Open Data

The OER movement poses challenges inherent to discovering and reuse digital educational materials from highly heterogeneous and distributed digital repositories. Search engines on today?s Web of documents are based on keyword queries. Search engines don?t provide a sufficiently comprehensive solution to answer a query that permits personalization of open educational materials. To find OER on the Web today, users must first be well informed of which OER repositories potentially contain the data they want and what data model describes these datasets, before using this information to create structured queries. Learning analytics requires not only to retrieve the useful information and knowledge about educational resources, learning processes and relations among learning agents, but also to transform the data gathered in actionable e interoperable information. Linked Data is considered as one of the most effective alternatives for creating global shared information spaces, it has become an interesting approach for discovering and enriching open educational resources data, as well as achieving semantic interoperability and re-use between multiple OER repositories. In this work, an approach based on Semantic Web technologies, the Linked Data guidelines, and Social Network Analysis methods are proposed as a fundamental way to describing, analyzing and visualizing knowledge sharing on OER initiatives

The Views of Educational Supervisors on Clinical Supervision

Contemporary educational supervision expresses democratic and leadership focused supervisory approach which consists of collaboration, trust, sharing and improving. The aims of the study are to investigate the answer of how current teacher supervision in Turkey is conducted according to the views of educational supervisors, and to unearth what the general attitudes and evaluations of educational supervisors regarding clinical supervision. A phenemological research design was used in the study. The study group consists of 53 educational supervisors working in the province of Antalya. A structured form consists of both open and close ended questions was delivered to the supervisors participated in the study. Data was gathered oral and written via interviews. A conference lasting six hours on clinical supervision’s aim, processes, techniques, observation and data collecting tools was held for the supervisors within the study. According to the results of the study, current supervision may be categorized under four stages; the stage before reaching the school setting, pre-observation, observation, and post-observation. That the views of educational supervisors are positive regarding the applicability of clinical supervision. The participants, mostly, stressed that the supervisory duties must be divided from the duties of investigation, and that the supervisors must be trained on clinical supervision. Keywords: clinical supervision, educational supervisors, evaluation, school

Theoretical and Empirical Models of Organizational Learning Processes in Knowledge Management

Introduction. This study undertakes a comprehensive exploration of existing instructional organizational models, spanning various disciplines within contemporary educational theory and knowledge management practice. The core objective is to propose an all-encompassing model tailored specifically to the preparation of future educational managers. This model places a significant emphasis on integrated educational strategies, further enriched by the integration of organizational learning processes in the context of knowledge management. Aim and tasks. This study critically examines established models of organizational learning processes with the goal of developing a tailored model for training future educational managers. The goal is to equip aspiring educational managers with integrated didactic skills based on analyses of existing educational models that include concept analysis, model evaluation, and theoretical framework establishment. Result. Organizational learning principles drive data-driven refinement, collaborative cross-disciplinary strategies, and leadership development. Sharing best practices enhances strength, whereas iterative feedback processes mitigate its limitations. This dynamic framework encourages adaptable education, fostering continuous improvement in teaching methods, curricula, and managerial training for a sustained educational evolution. Leveraging insights from existing models, the primary aim is to establish an instructional framework that seamlessly integrates a diverse range of content. Notably, the suggested model for training educational managers integrates teaching methodologies, character development, and methodological support for cultivating cultural learning skills, all underpinned by organizational learning processes within the domain of knowledge management. Furthermore, this integrated model incorporates progressive learning objectives that progressively increase in complexity and span the methodologies and resources employed to ensure effective learning outcomes based on comprehensive feature assessment techniques that gauge understanding and competencies. Conclusions. This study navigates the landscape of models, culminating in the proposal of an integrated framework that caters to comprehensive aspiring training. This model facilitates the harmonious amalgamation of various subjects, and proficiencies introduce organizational learning processes within the domain of knowledge management. By fostering a multidisciplinary and holistic approach, this model equips future educators with the multifaceted demands of modern primary education while adequately managing knowledge within their organizational contexts

GR-136 - Students Certification Management (SCM): Hyperledger Fabric-Based Digital Repository

Abstract: The higher education sector has been heavily impacted financially by the economic downturn caused by the pandemic that has resulted a decline in student enrollments. Finding cost-effective novel technology for storing and sharing student\u27s credentials among academic institutions and potential employers is a demand. Within the current conventional approach, ensuring authentication of a candidate’s credentials is costly and time-consuming which gives burdens to thousands of prospective students and potential employees. As a result, candidates fail to secure opportunities for either delay or non-submission of credentials all over the world. Blockchain technology has the potential for students\u27 control over their credentials; degrees and transcripts for instance that will allow seamless streamlining of the sharing of educational records during changing and transferring schools, higher education, or even employment processes when need to show credentials. To implement the novel idea, we conduct a preliminary survey, study the existing applications, and investigate the feasibility of a Blockchain-based system to exploit the potential. Based on our findings, we propose a Students Certification Management System (SCM) by adopting Emerging Hyperledger Fabric that will offer a universal, tamper-evident, immutable, and secure educational certificate storing and sharing network. Our primary aim is to construct the proposed system into an educational certificate repository network using consortium blockchain for different entities including, (i) educational institutes to manage the network (ii) students and authorized third parties to access verifiable digital certificates and transcripts. Initially, we introduce an advanced architectural framework of the proposed system that has the potential in improving data flow between academic institutions, students, and potential employers. For ensuring transparency, each attempt in storing, sharing, and accessing credentials by the authenticated users within the proposed network shall be stored in the ledger which is secure and non-corruptible. Our future direction is to implement the architectural framework into an educational certification repository network within a private blockchain network.Department: Software Engineering and Game Design and DevelopmentSupervisor: Dr. Hossain Shahriar Dr. Maria ValeroTopics: Software Engineerin

Leadership practices and indicators of quality, connected through internal evaluation processes in the New Zealand ECE sector

The last few years has seen a significant increase in the attention paid to leadership in the New Zealand early childhood education (ECE) sector, particularly in guiding documents. While these provide greater clarity than previously on expectations around leadership practice, a greater understanding of what leadership means and how it is implemented in different contexts is still needed. This article is based on a study exploring how educational leadership is practised through internal evaluation processes in New Zealand ECE services, and how these practices support the professional capabilities and capacities of teachers. Previous research has highlighted that a practice approach to leadership removes the focus on the individual leader and allows leadership to emerge from collective action. The objectives of this research study were: to develop a better understanding of how educational leadership is practised through internal evaluation processes; explore what challenges or enables teachers to become involved and practise educational leadership through internal evaluation processes; and to understand how services monitor the impact of changes on teaching practice, made as a result of an internal evaluation. This qualitative research, which took the form of an interpretive case study, was framed around a single case design with multiple units of analysis. Data were gathered from three participating ECE services through interviews, focus groups and observations, and drew on the perspectives of both teachers and positional leaders. A reflexive thematic data analysis approach was employed, and four key themes were developed: identification with leadership; supportive workplace culture; continuous improvement; and effective leadership practices in ECE services. Seven effective leadership practices were also identified: relational leadership; creating the conditions for teamwork; engagement; knowledge expertise and sharing opinions; shared decision making; facilitating and guiding and accountability and organisation. This article contributes to our further understanding of educational leadership practices in New Zealand ECE services

Students Certification Management (SCM): Hyperledger Fabric-Based Digital Repository

The higher education sector has been heavily impacted financially by the economic downturn caused by the pandemic that has resulted a decline in student enrollments. Finding cost-effective novel technology for storing and sharing student\u27s credentials among academic institutions and potential employers is a demand. Within the current conventional approach, ensuring authentication of a candidate’s credentials is costly and time-consuming which gives burdens to thousands of prospective students and potential employees. As a result, candidates fail to secure opportunities for either delay or non-submission of credentials all over the world. Blockchain technology has the potential for students\u27 control over their credentials; degrees and transcripts for instance that will allow seamless streamlining of the sharing of educational records during changing and transferring schools, higher education, or even employment processes when need to show credentials. To implement the novel idea, we conduct a preliminary survey, study the existing applications, and investigate the feasibility of a Blockchain-based system to exploit the potential. Based on our findings, we propose a Students Certification Management System (SCM) by adopting Emerging Hyperledger Fabric that will offer a universal, tamper-evident, immutable, and secure educational certificate storing and sharing network. Our primary aim is to construct the proposed system into an educational certificate repository network using consortium blockchain for different entities including, (i) educational institutes to manage the network (ii) students and authorized third parties to access verifiable digital certificates and transcripts. Initially, we introduce an advanced architectural framework of the proposed system that has the potential in improving data flow between academic institutions, students, and potential employers. For ensuring transparency, each attempt in storing, sharing, and accessing credentials by the authenticated users within the proposed network shall be stored in the ledger which is secure and non-corruptible. Our future direction is to implement the architectural framework into an educational certification repository network within a private blockchain network

An effective services framework for sharing educational resources

Nowadays, the growing number of software tools to support e-learning and the data they rely upon are valuable resources, supporting different aspects of the complex learning and teaching processes, including designing learning content, delivering learning activities, and evaluating students’ learning performance. However, sharing these educational resources efficiently and effectively is a challenge: there are many resources, these have not been described accurately and in general they do not interoperate, and it is common for the tools to rely on different technologies. This thesis explores a solution – a novel educational services framework – to improve the sharing of current e-resources, by applying the latest service technologies in the context of higher education. Our findings suggest that the proposed framework is effective to deal with the technical and educational issues in resource discovery, interoperability and reusability, however, there are still technical challenges remaining for implementing this service framework. This research is divided into 3 phases. The first phase investigates the sharing of elearning resources through a literature survey, and identifies limitations on current developments. In the second phase, the current problems relating to resource sharing are addressed by a proposed educational service framework, which contains both educational and technical components. Through a case study, nine e-learning services and their dataflows are identified. To determine the technical components of the framework, a novel Educational Service Architecture is proposed, which allows resources to be better described, structured and connected, by following the principles of discoverability, interoperability and reusability in service technologies. In the third phase, part of the framework is implemented and evaluated by two studies. In the first study, users’ experiences were collected via a simulation experiment, to compare the effectiveness of a service prototype with that of the use of current technologies. During the second part of the evaluation, technical challenges for implementing the services framework were identified via a case study, involving the implementation of another service prototype

Perspectives of IR Professionals Regarding the Impact of Data Analytic Systems on Institutional Decision- Making.

The capacity for data analytical decision-making is not always optimal in institutions of higher education (Hawkins & Bailey, 2020). Data analytic decision making for this study is defined as any decision utilized to improve the process or outcome for any function of higher educational administration (Nguyen et al., 2020) including but not limited to: state appropriated funding (e.g. Campbell, 2018) improving graduation rates (e.g Moscoso-Zea, Saa & Luján-Mora, 2019), teacher instruction (e.g. Cai & Zhu, 2015), or student success (e.g. Foster & Francis, 2020). Many IR professionals still face obstacles pertaining to their ability to both utilize data analytical software as well as share data analytical findings across their respective clientele units outside of institutional research to impact institutional decision-making (Lehman, 2017). The literature is lacking concerning how IR professionals experience and navigate these critical aspects of data analytical decision-making support in higher educational institutions. The purpose of this study was to address the gap in the research by assessing the perspectives of IR professionals regarding their ability to utilize data analytic systems (e.g., analyzing, interpreting, sharing of data) to impact and strengthen institutional decision-making. The purpose of this study was also to understand how institutional culture (e.g., policies, operational processes, relevancy, conduciveness) influences the ability of IR professionals to utilize data analytic systems when sharing data findings or collaborating across their respective institutions to enhance institutional decision-making. Recommendations based on the study findings included stronger data governance for dashboards and data visualizations, expanding predictive analytics to enhance student success, and data literacy training with both utilizing data analytics software and interpreting data findings according to the context of individual institutions

The Structural Model of Professional Relations and Leadership Effect on Knowledge Sharing

Objective: Knowledge sharing is one of the main processes of knowledge, which is affected by various human, technical and contextual factors. This research aims to identify the effect of professional relationships and toxic leadership on knowledge sharing. Method: In terms of the purpose, it is considered an applied research, and in terms of the data collection method, it is considered descriptive-correlation. The data of the study was collected from a sample of 313 employees of educational institutions who were selected according to the Krejcie-Morgan table and by the accessible method; In addition, the relative contribution of the class of the place of service has been considered in the selection of the sample. In order to collect data with Dixon's standard knowledge sharing questionnaire, Noe's professional relationships scale and Schmidt and Hanges toxic leadership subscale of the Rustayi toxic climate questionnaire were used. After removing outlier data using conventional methods, the number of samples reached 248 people. 235 of these employees were educational and cultural, and the data related to them were analyzed using Pearson's correlation test in SPSS 26 software and structural equation modeling in LISREL 8.8 software. Results: The results show the good fit of the conceptual model and the confirmation of all hypotheses, including the direct and positive effect of professional relationships on knowledge sharing, as well as the confirmation of its indirect effect through the mediation of Toxic leadership on knowledge sharing at a confidence level of 95%. The negative and significant effect of professional relationship on toxic leadership and the negative and significant effect of toxic leadership on knowledge sharing were also confirmed. Conclusions: To prevent the diminishing effect of toxic leadership on knowledge sharing and also to prevent its diminishing effect on the effect of professional relationships on knowledge sharing, the educational-cultural staff of these institutions should not refrain from presenting views and refuse to give their opinion, because their very action can provide the ground for the isolation of toxic leaders