1,378 research outputs found

    Organizing sustainable development

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    The role and meaning of sustainable development have been recognized in the scientific literature for decades. However, there has recently been a dynamic increase in interest in the subject, which results in numerous, in-depth scientific research and publications with an interdisciplinary dimension. This edited volume is a compendium of theoretical knowledge on sustainable development. The context analysed in the publication includes a multi-level and multi-aspect analysis starting from the historical and legal conditions, through elements of the macro level and the micro level, inside the organization. Organizing Sustainable Development offers a systematic and comprehensive theoretical analysis of sustainable development supplemented with practical examples, which will allow obtaining comprehensive knowledge about the meaning and its multi-context application in practice. It shows the latest state of knowledge on the topic and will be of interest to students at an advanced level, academics and reflective practitioners in the fields of sustainable development, management studies, organizational studies and corporate social responsibility

    Speculative futures on ChatGPT and generative artificial intelligence (AI): a collective reflection from the educational landscape

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    While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd)and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindse

    NEMISA Digital Skills Conference (Colloquium) 2023

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    The purpose of the colloquium and events centred around the central role that data plays today as a desirable commodity that must become an important part of massifying digital skilling efforts. Governments amass even more critical data that, if leveraged, could change the way public services are delivered, and even change the social and economic fortunes of any country. Therefore, smart governments and organisations increasingly require data skills to gain insights and foresight, to secure themselves, and for improved decision making and efficiency. However, data skills are scarce, and even more challenging is the inconsistency of the associated training programs with most curated for the Science, Technology, Engineering, and Mathematics (STEM) disciplines. Nonetheless, the interdisciplinary yet agnostic nature of data means that there is opportunity to expand data skills into the non-STEM disciplines as well.College of Engineering, Science and Technolog

    Microcredentials to support PBL

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    The Knowledge Graph Construction in the Educational Domain: Take an Australian School Science Course as an Example

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    The evolution of the Internet technology and artificial intelligence has changed the ways we gain knowledge, which has expanded to every aspect of our lives. In recent years, Knowledge Graphs technology as one of the artificial intelligence techniques has been widely used in the educational domain. However, there are few studies dedicating the construction of knowledge graphs for K-10 education in Australia, and most of the existing studies only focus on at the theory level, and little research shows practical pipeline steps to complete the complex flow of constructing the educational knowledge graph. Apart from that, most studies focused on concept entities and their relations but ignored the features of concept entities and the relations between learning knowledge points and required learning outcomes. To overcome these shortages and provide the data foundation for the development of downstream research and applications in this educational domain, the construction processes of building a knowledge graph for Australian K-10 education were analyzed at the theory level and implemented in a practical way in this research. We took the Year 9 science course as a typical data source example fed to the proposed method called K10EDU-RCF-KG to construct this educational knowledge graph and to enrich the features of entities in the knowledge graph. In the construction pipeline, a variety of techniques were employed to complete the building process. Firstly, the POI and OCR techniques were applied to convert Word and PDF format files into text, followed by developing an educational resources management platform where the machine-readable text could be stored in a relational database management system. Secondly, we designed an architecture framework as the guidance of the construction pipeline. According to this architecture, the educational ontology was initially designed, and a backend microservice was developed to process the entity extraction and relation extraction by NLP-NER and probabilistic association rule mining algorithms, respectively. We also adopted the NLP-POS technique to find out the neighbor adjectives related to entitles to enrich features of these concept entitles. In addition, a subject dictionary was introduced during the refinement process of the knowledge graph, which reduced the data noise rate of the knowledge graph entities. Furthermore, the connections between learning outcome entities and topic knowledge point entities were directly connected, which provides a clear and efficient way to identify what corresponding learning objectives are related to the learning unit. Finally, a set of REST APIs for querying this educational knowledge graph were developed

    Facilitating prosociality through technology: Design to promote digital volunteerism

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    Volunteerism covers many activities involving no financial rewards for volunteers but which contribute to the common good. There is existing work in designing technology for volunteerism in HumanComputer Interaction (HCI) and related disciplines that focuses on motivation to improve performance, but it does not account for volunteer wellbeing. Here, I investigate digital volunteerism in three case studies with a focus on volunteer motivation, engagement, and wellbeing. My research involved volunteers and others in the volunteering context to generate recommendations for a volunteer-centric design for digital volunteerism. The thesis has three aims: 1. To investigate motivational aspects critical for enhancing digital volunteers’ experiences 2. To identify digital platform attributes linked to volunteer wellbeing 3. To create guidelines for effectively supporting volunteer engagement in digital volunteering platforms In the first case study I investigate the design of a chat widget for volunteers working in an organisation with a view to develop a design that improves their workflow and wellbeing. The second case study investigates the needs, motivations, and wellbeing of volunteers who help medical students improve their medical communication skills. An initial mixed-methods study was followed by an experiment comparing two design strategies to improve volunteer relatedness; an important indicator of wellbeing. The third case study looks into volunteer needs, experiences, motivations, and wellbeing with a focus on volunteer identity and meaning-making on a science-based research platform. I then analyse my findings from these case studies using the lens of care ethics to derive critical insights for design. The key contributions of this thesis are design strategies and critical insights, and a volunteer-centric design framework to enhance the motivation, wellbeing and engagement of digital volunteers

    Reshaping Higher Education for a Post-COVID-19 World: Lessons Learned and Moving Forward

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    An exploratory investigation on HOT English university courses during 2020 and 2021

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    openMany researchers have claimed that Here or There (HOT) Instruction might be a useful medium for educational purposes, such as English language classes. This dissertation tries to build a theoric framework within the HOT studies, and a questionnaire for both students and teachers was delivered to unveil new aspects of this medium

    How technology mediated social learning during the Covid-19 pandemic: a phenomenological case study

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    Due to the COVID-19 pandemic, schools in California were forced to shut their doors to students and staff during spring semester 2020. The school closures forced teachers to migrate their lessons to online platforms and forced students to learn using various online modalities. Students no longer had the traditional access to their teachers, administrators, or peers, which caused an imbalance in their social learning. This phenomenological qualitative study offers administrators and teachers best practices in fostering student social learning while utilizing distance learning or online learning specifically for K-12 students. The best practices are derived from the lived experiences of a group of students and teachers from one specific charter high school in Orange County, California. The lived experiences describe how technology mediated the social learning of students during the COVID-19 pandemic and distance learning. The data in this study were captured by utilizing semi structured interviews. The research participants consisted of nine students and teachers who attended or worked at the specific site during the 2019-2020 and 2020-2021 school years. The findings showed that technology mediated the social connections of students and teachers during the distance learning period due to the COVID-19 pandemic. However, at the time, technology did not adequately meet the learning needs of the students. This study provides teachers, administrators, policymakers, and students with practical implications based on the findings from the research
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