221 research outputs found
A Cloud-Based Architecture for an Affective Recommender System of Learning Resources
Proceedings of: 1st International Workshop on Cloud Education Environments (WCLOUD 2012), Antigua, Guatemala, November 15-16, 2012.One of the most common functionalities in cloudbased learning environments is the recommendation of learning resources. Many approaches have been proposed to deploy recommender systems into an educational environment. Currently, there is an increasing interest in including affective information into the process to generate the recommendations for the learner. In this paper, we propose a cloud-based architecture for a system that recommends learning resources according to the affective state of the learner. Furthermore, we provide the details of an implementation of the architecture along with a discussion on the advantages and disadvantages of the proposal.Work partially funded by the EEE project, “Plan Nacional de I+D+I TIN2011-28308-C03-01”, the “Emadrid: Investigación y desarrollo de tecnologías para el e-learning en la Comunidad de Madrid” project (S2009/TIC-1650), and “Consejo Social - Universidad Carlos III de Madrid”.Publicad
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Developing 21st century skills through colearning with OER and social networks
In little over a decade, Open Educational Resources (OER) have opened up access to knowledge through hundreds of projects and open content repositories, open practices and, more recently, Massive Online Open Courses (MOOC). However, OER lie at the heart of the Open Education movement, which advocates that communities and individuals should have access not only to repositories, but also to open technologies and methodologies. Since 2006, innovative OER initiatives such as OpenLearn (McAndrew et al., 2009) have been providing both open content and knowledge media environments (e.g. LabSpace by OpenLearn) for users to create their own open resources, courses and practices. Currently, it is possible to observe that an increasing number of open learning projects has been moving beyond the provision of repositories to offer social personalised platforms for collaborative open knowledge construction. These initiatives (e.g. OpenScout, 2010; weSPOT, 2013) offer opportunities for users to organise their social networks and co-create resources, courses, methodologies, inquiries and best practices.
The aim of this paper is to discuss the potential of online collaborative learning to support the development of 21st century skills. It draws upon an on-going virtual ethnography that aims to investigate colearning – collaborative open learning – with Open Educational Resources (OER) and social networks. The research focuses on COLEARN, an open research network constituted by communities of educators, students and researchers who have been participating in various OER projects, including OpenLearn (2006-2009) (Lane, 2012), OpenScout (2010-2012) (Okada, 2014) and weSPOT(2013-2015) (Mikroyannidis et al., 2012). A large data set that has been collected in the course of activities revolving around the creation of the book Open Educational Resources and Social Networks (Okada, 2013) is currently being treated. This project has been conducted for over four years and includes a variety of open digital data from multifaceted social settings in different platforms used during the coauthoring process of three editions of the book.
The process has involved 113 educators, students and researchers from thirty research groups in 21 different universities and 5 countries, who co-authored, initially, 30 chapters that draw upon their mainstream research. Each chapter was specifically designed to make it more reusable and understandable for a broader target audience. Amongst the activities develop ed, 7 open web conferences were organised with research groups responsible for each chapter, who discussed their work with readers on Facebook and FM webconference application. COLEARN’s fieldwork includes both quantitative and qualitative sources. Thus, a variety of open digital data were co-produced from multifaceted social settings in different project platforms, such as digital productions, discussion forums, wikipage reflections, videoclips about the process, web-videoconferences, virtual focus groups, social media comments, social network dialogue and online surveys
Herramientas de gestión de la información para el desarrollo de las habilidades de aprendizaje autorregulado en la formación inicial del profesorado
En aquest article presentem una estratègia didàctica per desenvolupar els entorns personals d?aprenentatge (PLEs) dels estudiants universitaris amb un enfocament d'aprenentatge autorregulat (SRL). L'estratègia s'emmarca en el model de Dabbagh and Kitsantas (2012) el qual connecta les fases d'aprenentatge autorregulat de Zimmerman (planificació, realització, auto-reflexió) i tres nivells d'interacció que la tecnologia permet (gestió personal de la informació, interacció social i col·laboració, recuperació i gestió d'informació). L'estratègia s'implementa amb estudiants de tercer curs del Grau d'Educació Primària de la Universitat de les Illes Balears i les dades es recullen mitjançant l'aplicació d'un qüestionari sobre l'ús de la tecnologia i les percepcions dels estudiants sobre l?efectivitat de les eines utilitzades en la de gestió d'informació. L'anàlisi dels resultats permet esbossar alguns patrons en l'ús d'eines de gestió de la informació en els diversos escenaris d'aprenentatge. En les conclusions identifiquem desafiaments relacionats amb la resistència dels estudiants i l'enfocament per a l'avaluació tradicional; destaquem possibilitats de transferència dels processos de gestió d'informació desenvolupats a altres contextos i suggerim noves implementacions educatives i d'investigació. Amb aquest treball s'aporta un model aplicable a altres contextos, i es presenta una proposta didàctica per a la gestió de la informació basada en el PLE i el SRL
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Possible approaches to personalisation at Cass Business School
This report discusses the result of an investigation into the personalisation of learning and how it could be applied in a university with primarily face-to-face instruction, and, a diverse student body
MOOC-CLOUD Framework para el desarrollo de actividades de aprendizaje utilizando herramientas de la nube
Este trabajo de tesis doctoral proporciona un análisis general del uso de herramientas basadas en la nube (CBT, por siglas en inglés) para el diseño de actividades de aprendizaje en un curso en línea masivo y abierto (MOOC, por sus siglas en inglés), proponiendo el desarrollo de un marco de trabajo para la creación y gestión de artefactos de aprendizaje, utilizando estas herramientas asociadas con la taxonomía digital de Bloom para enriquecer el proceso de enseñanza-aprendizaje.
A lo largo de esta tesis doctoral se presentan tres artículos publicados en revistas de impacto, que muestran (1) el estado del arte del uso de CBT para la construcción de actividades de aprendizaje en un ambiente virtual, (2) los principales factores que determinan la adopción de una CBT por parte de los estudiantes de un MOOC, evaluando al mismo tiempo, cuáles son las estrategias de aprendizaje más efectivas y los aspectos que motivan el uso de las mismas y (3) cómo influye el uso de una CBT, para el mejoramiento de la comunicación y colaboración entre maestro-estudiante, estudiante-estudiante y estudiante-maestro, en un entorno MOOC.
El primero de estos artículos describe un modelo de ecuaciones estructurales que explica el uso educativo de las CBT en términos de su adopción y aplicación en el desarrollo de actividades de aprendizaje dentro de un ambiente virtual.
El segundo artículo evalúa la intención conductual de utilizar las CBT en un MOOC y explora los factores que influyen en esta intención de uso, basándose en el modelo de aceptación de tecnología (TAM por sus siglas en inglés).
El último de los artículos, evalúa la motivación de los estudiantes de un MOOC y el nivel de uso de diferentes estrategias cognitivas y metacognitivas relacionadas con el desarrollo de actividades de aprendizaje apoyadas con CBT. Esta evaluación se realizó mediante el uso del Cuestionario de Motivación y Estrategias para el Aprendizaje, por sus siglas en inglés, MSLQ (Motivated Strategies for Learning Questionaire).
El trabajo de tesis finaliza con la presentación de las conclusiones y líneas de acción de trabajo futuro
Patterns of Seasonal Variation in Diet, Abundance, and Movement of the Scarlet Macaw (Ara macao) in southern Belize
This study was conducted in 2008 and 2009 to determine if Scarlet Macaws (Ara macao), in subtropical southern Belize, Central America, are seasonal and elevational migrants and if their movement is influenced by seasonally abundant food. Reports from southern Belize indicated strongly seasonal sightings of macaws (N ≈ 200) in two separate areas of considerable difference in elevation. I monitored plant phenology plots (2 m x 500 m) in low (N = 6) and high (N = 6) elevation areas for a year to compare fruit abundance with macaw sightings in point counts on the plots and nearby. My point count data and historical sightings indicate strongly seasonal patterns of macaw movement between the low eastern foothills of the Maya Mountains, notably at Red Bank Village, and the higher Chiquibul area to the west, over the Maya Mountains. Other researchers have recorded macaw flights over the Maya Mountains. In the Chiquibul, their high-elevation breeding grounds, my sightings of macaws occurred year-round, but dropped at the beginning of the breeding season in January. At that time, sightings of likely non-breeders rose in low-elevation areas, peaking in February and March with abundant Sloanea tuerckheimii, Pera arborea, and Xylopia frutescens. At that elevation, no macaws were sighted from April through November. At Red Bank, ripe X. frutescens was strongly correlated with Scarlet Macaws; the abundance of both dropped to zero by April. Fruit availability peaked in the Chiquibul in May, whereas macaw sightings peaked in June and dropped in July; low numbers of macaws were sighted in August, September, and October. I reviewed the natural history of Scarlet Macaws in Belize and determined that they have a generalist diet, numerous natural limiting factors, and limited populations and distribution due to habitat destruction and the pet trade. In response, I am advocating for anti-poaching efforts and new protected areas in Beliz
Educational Technology and Related Education Conferences for June to December 2011
This potpourri of educational technology conferences includes gems such as “Saving Your Organisation from Boring eLearning” and “Lessons and Insights from Ten eLearning Masters”. And, if you wish, you can “Be an Open Learning Hero”. You will also find that the number of mobile learning conferences (and conferences that have a mobile learning component) have increased significantly. Countries such as China, Indonesia, Japan, and Thailand have shown a keen interest in mobile learning.
It would be impossible for you to be present at all the conferences that you would like to attend. But, you could go to the conference website/url during and after the conference. Many conference organizers post abstracts, full papers, and/or videos of conference presentations. Thus, you can visit the conference virtually and may encounter information and contacts that would be useful in your work.
The list below covers selected events focused primarily on the use of technology in educational settings and on teaching, learning, and educational administration. Only listings until December 2011 are complete as dates, locations, or URLs are not available for a number of events held after December 2011. But, take a look at the conference organizers who planned ahead in 2012.
A Word 2003 format is used to enable people who do not have access to Word 2007 or higher version and those with limited or high-cost Internet access to find a conference that is congruent with their interests or obtain conference proceedings. (If you are seeking a more interactive listing, refer to online conference sites.) Consider using the “Find” tool under Microsoft Word’s “Edit” tab or similar tab in OpenOffice to locate the name of a particular conference, association, city, or country. If you enter the country “Australia” or “Singapore” in the “Find” tool, all conferences that occur in Australia or Singapore will be highlighted. Or, enter the word “research”. Then, “cut and paste” a list of suitable events for yourself and your colleagues.
Please note that events, dates, titles, and locations may change; thus, CHECK the specific conference website. Note also that some events will be cancelled at a later date. All Internet addresses were verified at the time of publication. No liability is assumed for any errors that may have been introduced inadvertently during the assembly of this conference list. If possible, do not remove the contact information when you re-distribute the list as that is how I receive updates and corrections. If you mount the list on the web, please note its source
Proceedings of the symposium on Disaster Risk Management
Represents the proceedings of the symposium, with a view to sharing the presentations, discussions and recommendations to as wide an audience as possible. It is hoped that this publication can form the basis for enhanced knowledge of and information on the various initiatives – both global and regional – as they relate to the development of disaster risk management strategies for the agriculture sector in the Caribbean.TABLE OF CONTENTS 1: Agricultural Risk Management in the Caribbean: Public Sector Perspective; 2: Public Sector Strategies in Managing Risk; 3: Public Sector and Enabling Conditions for Agricultural Risk Financing; 4: Private Sector Strategies in Managing Risks; 5: Producers' Experiences in Agricultural Insurance; 6: Plenary Debate on Private sector strategies; 7: Producer Organization Strategies in Managing Risks in Caribbean Agriculture; 8: Towards a Regional Risk Management Strategy; 9&10: Government response and Commitments: Where do we go from here and how
Responding to Gang Violence in El Salvador: What Homeboy Industries Can Teach Us About Reinsertion and Prevention
In March of 2012, the MS-13 and Barrio 18 street gangs of EI Salvador declared a truce and end in their violent war for territory. National homicide rates decreased overnight and now the Salvadoran government has become involved in facilitating and maintaining the life and continuity of this truce. This thesis discusses the roots of these gangs in terms of historical events such as the Salvadoran Civil War and the United States\u27 involvement through immigration and deportation. Analyzing past responses to Salvadoran gangs, I found a primarily repression-based strategy that served to radicalize, brutalize and solidify the gang. Some NGOs and progressive businesses have started to address the problem, but without government support, their efforts are ineffective. Prison conditions in EI Salvador only serve to exacerbate the situation. I looked at Greg Boyle\u27s Homeboy Industries model in Los Angeles for some insights. Homeboy has created many great employment opportunities but also tries to address many of the social aspects of gang reformation. I came away from my study of Homeboy Industries with the notion that if we are really willing to reform gang members in EI Salvador, kinship has to be the driving influence
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