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Evaluating empowerment and control of HE e-learning in a secure environment
With the increased spread of HE distance learning into a wide variety of contexts it is important for us to understand the factors involved in its successful deployment for students. E-learning has a great potential to support effective and empowering HE distance learning (Wilson, 2007; Adams, 2005; Hughes, 2005). However, within two secure environments, prisons and health service, the factors involved are complex. This paper reviews HE e-learning technology perceptions within these two contrasting contexts from 225 students' and stakeholders' perspectives. Previous research has detailed literature limitations on obtaining students' perspectives of e-learning (Conole et al, 2006). These limitations are compounded when other stakeholder perceptions are not integrated (Sun et al, 2007; Adams et al, 2005; Millen at al, 2002). This paper developed and applied an e-learning framework for student and stakeholder perceptions. This social psychological framework, is based on previous practice based e-learning studies and is used here to synthesise two large-scale case studies. The framework focuses on three concepts learner Access (e.g. learning design, technology design, physical access), Awareness (e.g. of resources, their usage and support for e-learning tasks) and Acceptability (e.g. trust, privacy, aesthetics, engagement). Students' and stakeholders' perceptions identified high levels of students' empowerment through e-learning whilst still requiring a further pedagogical tailoring and an awareness of support. However, serious problems within these contexts have identified blocks to e-learning through stakeholders perceptions and fears of acceptability (i.e. issues of risk and trust). Ultimately, through understanding competing perceptions and needs within these complex environments we can support the effective technological development, pedagogical design and deployment of e-learning systems
Technologies and solutions for location-based services in smart cities: past, present, and future
Location-based services (LBS) in smart cities have drastically altered the way cities operate, giving a new dimension to the life of citizens. LBS rely on location of a device, where proximity estimation remains at its core. The applications of LBS range from social networking and marketing to vehicle-toeverything communications. In many of these applications, there is an increasing need and trend to learn the physical distance between nearby devices. This paper elaborates upon the current needs of proximity estimation in LBS and compares them against the available Localization and Proximity (LP) finding technologies (LP technologies in short). These technologies are compared for their accuracies and performance based on various different parameters, including latency, energy consumption, security, complexity, and throughput. Hereafter, a classification of these technologies, based on various different smart city applications, is presented. Finally, we discuss some emerging LP technologies that enable proximity estimation in LBS and present some future research areas
Security and Online learning: to protect or prohibit
The rapid development of online learning is opening up many new learning opportunities. Yet, with this increased potential come a myriad of risks. Usable security systems are essential as poor usability in security can result in excluding intended users while allowing sensitive data to be released to unacceptable recipients. This chapter presents findings concerned with usability for two security issues: authentication mechanisms and privacy. Usability issues such as memorability, feedback, guidance, context of use and concepts of information ownership are reviewed within various environments. This chapter also reviews the roots of these usability difficulties in the culture clash between the non-user-oriented perspective of security and the information exchange culture of the education domain. Finally an account is provided of how future systems can be developed which maintain security and yet are still usable
Managing Global Training Utilizing Distance Learning Technologies and Techniques: The United States Army Readiness Training
Distance learning (e-learning) is expanding at a very rapid pace as organizations throughout the world search for economical, responsive, and effective means to train workers to meet the challenges of the information age workplace. The Army Distance Learning Program (TADLP) model is discussed in the context of the global e-learning environment. Both e-learning infrastructure and management issues are identified, with emphasis on: (1) developing policy, (2) measuring performance, (3) managing resources, (4) maintaining standards, and (5) satisfying users. The TADLP program is challenging to manage effectively, and difficult to accurately assess program outcomes. The TADLP program is shown to have a well-executed infrastructure plan, quality management of both facilities and services by contractor-supplied staff, and well-designed classrooms. However, the program suffers from limited courseware, creating a bottleneck for full program utilization. A discussion follows relating the Army program to public and private e-learning programs and expectations.
Online consultation on expertsâ views on digital competence
The objective of this investigation was to provide another perspective on what it means to be digitally competent today, in addition to reviews of literature and current frameworks for the development of digital competence, 5 all of which constitute part of the wider IPTS Digital Competence Project (DIGCOMP). Some common ground exists at a general level in defining digital competence in terms of knowledge, skills, and attitudes, which may be hierarchically organised.
However, this does not provide the clarity needed by teachers, employers, citizens â all those who are responsible for digital competence development, be it their own or other peopleâs â to make informed decisions. Further work is needed to create a common language that helps to enhance understanding across the worlds of research, education, training, and work. This will make it easier for citizens and employers to see what digital competence entails and how it is relevant to their jobs and more generally, their lives
Third Party Tracking in the Mobile Ecosystem
Third party tracking allows companies to identify users and track their
behaviour across multiple digital services. This paper presents an empirical
study of the prevalence of third-party trackers on 959,000 apps from the US and
UK Google Play stores. We find that most apps contain third party tracking, and
the distribution of trackers is long-tailed with several highly dominant
trackers accounting for a large portion of the coverage. The extent of tracking
also differs between categories of apps; in particular, news apps and apps
targeted at children appear to be amongst the worst in terms of the number of
third party trackers associated with them. Third party tracking is also
revealed to be a highly trans-national phenomenon, with many trackers operating
in jurisdictions outside the EU. Based on these findings, we draw out some
significant legal compliance challenges facing the tracking industry.Comment: Corrected missing company info (Linkedin owned by Microsoft). Figures
for Microsoft and Linkedin re-calculated and added to Table
Service-oriented coordination platform for technology-enhanced learning
It is currently difficult to coordinate learning processes, not only because multiple stakeholders are involved (such as students, teachers, administrative staff, technical staff), but also because these processes are driven by sophisticated rules (such as rules on how to provide learning material, rules on how to assess studentsâ progress, rules on how to share educational responsibilities). This is one of the reasons for the slow progress in technology-enhanced learning. Consequently, there is a clear demand for technological facilitation of the coordination of learning processes. In this work, we suggest some solution directions that are based on SOA (Service-Oriented Architecture). In particular, we propose a coordination service pattern consistent with SOA and based on requirements that follow from an analysis of both learning processes and potentially useful support technologies. We present the service pattern considering both functional and non-functional issues, and we address policy enforcement as well. Finally, we complement our proposed architecture-level solution directions with an example. The example illustrates our ideas and is also used to identify: (i) a short list of educational IT services; (ii) related non-functional concerns; they will be considered in future work
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