Smart Indicators on Learning Interactions

Glahn, C. (2007). Smart Indicators on Learning Interactions. Presented at Second European Conference on Technology Enhanced Learning, EC-TEL 2007. September, 20, 2007, Hiraklion, Greece.This presentation introduces the key concepts of the Smart Indicator Environment. The presentation focuses on the research motivation, personalisation strategies of interaction indicators, and provides an example strategy for a web2.0 community.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

Applying the interaction equivalency theorem to online courses in a large organization

Finding effective ways of designing online courses is a priority for corporate organizations. The interaction equivalency theorem states that meaningful learning can be achieved as long as courses are designed with at least a high level of one of three types of interactions (learner-content, learner-teacher or learner-learner). This study aimed to establish whether the interaction equivalency theorem applies to online learning in the corporate sector. The research was conducted in a large Mexican commercial organization, and involved 147 learners (sales supervisors), 30 teachers (sales managers and directors) and 3 academic assistants (course designers, or Education support staff). Three courses of an existing Leadership Program (Situational Leadership, Empowering Beliefs and Effective Performance) were redesigned and developed to test three course designs, each emphasizing a different type of interaction (learner-content, learner-teacher or learner-learner). Data were collected through surveys (for diagnostic and evaluation purposes) and exams. All courses yielded high levels of effectiveness, in terms of satisfaction, learning, perceived readiness for knowledge transfer and return on expectations. This suggests that the interaction equivalency theorem not only applies in a business setting but might also include other indicators of course effectiveness, such as satisfaction, learning transfer and return on expectations. Further research is needed to explore the possible expansion of the theorem

Design smart city apps using activity theory.

In this paper we describe an innovative approach to the design process of Smart City interventions. We tested it with participants enrolled in the Master\u2019s Degree program in \u201cInnovators in enterprise and public administration\u201d: the objective of the Master was to stimulate the acquisition of technical and methodological skills useful in designing and implementing specific Smart City actions. During the "project work" phase, participants learned about a design method named SAM \u2013 Smart City Model - based on the Cultural Historical Activity Theory (CHAT). We present an overview of design criteria for Smart City projects, the description of the theoretical framework of Activity Theory, and our proposal of the SAM design model. We also present some examples of student\u2019s \u201cprojects\u201d and a more extensive description of one case study about the full design process of an App planned using SAM, for \u201csmart health\u201d vaccine management and monitoring services. The App was later published and made available to the citizens and was successful in attracting thousands of users. All the participants considered the model very useful in particular because it made possible to understand the interaction and solve contradictions between different stakeholders and systems involved

New issues in NGA regulation: is there a scope for geographic regulation?

The adoption of geographically differentiated remedies may be a new regulatory instrument to foster NGAN investment. We present economic insights and review recent cases on the implementation of such regulatory interventio

User Perceptions of Smart Home IoT Privacy

Smart home Internet of Things (IoT) devices are rapidly increasing in popularity, with more households including Internet-connected devices that continuously monitor user activities. In this study, we conduct eleven semi-structured interviews with smart home owners, investigating their reasons for purchasing IoT devices, perceptions of smart home privacy risks, and actions taken to protect their privacy from those external to the home who create, manage, track, or regulate IoT devices and/or their data. We note several recurring themes. First, users' desires for convenience and connectedness dictate their privacy-related behaviors for dealing with external entities, such as device manufacturers, Internet Service Providers, governments, and advertisers. Second, user opinions about external entities collecting smart home data depend on perceived benefit from these entities. Third, users trust IoT device manufacturers to protect their privacy but do not verify that these protections are in place. Fourth, users are unaware of privacy risks from inference algorithms operating on data from non-audio/visual devices. These findings motivate several recommendations for device designers, researchers, and industry standards to better match device privacy features to the expectations and preferences of smart home owners.Comment: 20 pages, 1 tabl

The Effects of First-Generation Status on Student Engagement and Outcomes at Liberal Arts Colleges

Using data from the Higher Education Data Sharing Consortium (HEDS) Senior Survey, I compared first-generation students’ self-reported levels of engagement and outcomes with those of continuing-generation students at 16 private liberal arts colleges (N=7,611). Membership in the first-generation group demonstrated significant, positive main effects on interactions with diversity, satisfaction with career services, and institutional preparation for career path. On a few variables, significant factor interactions were found between first-generation status and gender and first-generation status and race/ethnicity; no particular first-generation subgroup by gender or race/ethnicity appears to be systematically disadvantaged or advantaged relative to the continuing-generation peer subgroup