425 research outputs found
The antecedents of e-learning adoption within Italian corporate universities: A comparative case study
The implementation of Information and Communication Technologies (ICT) in business education appears to be influenced by a number of organizational issues, such as culture and technological sophistication. However, extant research has had very little to say about the antecedents that shape the adoption and diffusion of ICT across companies. In order to shed light on the phenomenon under investigation, this paper presents a comparative case study between five Italian companies that have instituted a corporate university. By distinguishing companies in typical cases and deviant cases with regard to the extensive use of e-learning technologies, our findings provide some useful insights about the antecedents that make companies more or less prone to employ the new frontiers of technology in their CUs
Open World Learning
This book provides state-of-the-art contemporary research insights into key applications and processes in open world learning. Open world learning seeks to understand access to education, structures, and the presence of dialogue and support systems. It explores how the application of open world and educational technologies can be used to create opportunities for open and high-quality education. Presenting ground-breaking research from an award winning Leverhulme doctoral training programme, the book provides several integrated and cohesive perspectives of the affordances and limitations of open world learning. The chapters feature a wide range of open world learning topics, ranging from theoretical and methodological discussions to empirical demonstrations of how open world learning can be effectively implemented, evaluated, and used to inform theory and practice. The book brings together a range of innovative uses of technology and practice in open world learning from 387,134 learners and educators learning and working in 136 unique learning contexts across the globe and considers the enablers and disablers of openness in learning, ethical and privacy implications, and how open world learning can be used to foster inclusive approaches to learning across educational sectors, disciplines and countries. The book is unique in exploring the complex, contradictory and multi-disciplinary nature of open world learning at an international level and will be of great interest to academics, researchers, professionals, and policy makers in the field of education technology, e-learning and digital education
Educational visions: The lessons from 40 years of innovation
Educational Visions looks to future developments in educational technology by reviewing our history of computers and education, covering themes such as learning analytics and design, inquiry learning, citizen science, inclusion, and learning at scale. The book shows how successful innovations can be built over time, informs readers about current practice and demonstrates how they can use this work themselves.
This book is intended for anyone who is involved in the study and practice of technology-enhanced learning. It includes examples from informal learning such as MOOCs and citizen science, as well as higher education. Although the foundations of this work are in the UK, its influence has spread worldwide, so it will be of interest internationally
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Citizen-led Work using Social Computing and Procedural Guidance
Online platforms enable people to interact with friends, family, and the world at large. How might people go beyond sharing stories and ideas to building and testing theories in the real world? While many are motivated to dig deeper into their lived experience, limited expertise and lack of platform support make complex activities like experimentation dauntingly hard. Novices benefit greatly from expert guidance: this thesis advocates baking the guidance into the interface itself.This dissertation introduces procedural guidance to build just-in-time expertise for difficult tasks. Procedural guidance has multiple advantages: it is minimal, leverages teachable moments, and can be ability-specific. This dissertation instantiates this insight of procedural guidance through a sequence of increasingly complex social computing systems: Gut Instinct for curating ideas, Docent for generating hypotheses, and Galileo for citizen-led experiments.Gut Instinct hosts online learning materials and enables people to collaboratively brainstorm potential influences on people’s microbiome. Docent explicitly teaches people to create hypotheses by combining personal insights and online learning with task-specific scaffolding. Finally, Galileo reifies experimentation in the software, provides multiple roles for contribution, and automatically manages interdependencies. Multiple evaluations—controlled experiments and field deployments with online communities including American Gut participants—demonstrate that procedural guidance enables people to transform intuitions to hypotheses and structurally-sound experiments. By enabling people to draw on lived experience, this dissertation harbingers a future where people can convert their intuitions to actionable plans and implement these plans with online communities. This dissertation concludes by discussing opportunities for complex work using social computing platforms
Open World Learning
This book provides state-of-the-art contemporary research insights into key applications and processes in open world learning. Open world learning seeks to understand access to education, structures, and the presence of dialogue and support systems. It explores how the application of open world and educational technologies can be used to create opportunities for open and high-quality education. Presenting ground-breaking research from an award winning Leverhulme doctoral training programme, the book provides several integrated and cohesive perspectives of the affordances and limitations of open world learning. The chapters feature a wide range of open world learning topics, ranging from theoretical and methodological discussions to empirical demonstrations of how open world learning can be effectively implemented, evaluated, and used to inform theory and practice. The book brings together a range of innovative uses of technology and practice in open world learning from 387,134 learners and educators learning and working in 136 unique learning contexts across the globe and considers the enablers and disablers of openness in learning, ethical and privacy implications, and how open world learning can be used to foster inclusive approaches to learning across educational sectors, disciplines and countries. The book is unique in exploring the complex, contradictory and multi-disciplinary nature of open world learning at an international level and will be of great interest to academics, researchers, professionals, and policy makers in the field of education technology, e-learning and digital education
Advancing Namibian Higher Education: Promoting the Debut of MOOCs in Namibia
This project aided the Teaching and Learning Unit at the Namibia University of Science and Technology (NUST), in Windhoek, Namibia, in promoting the launch of two Massive Open Online Courses (MOOCs) at the university–the first such initiative in Namibia. The team collaborated with student volunteers and NUST staff to develop a promotional strategy consisting of videos, posters, emails, radio advertisements, and face-to-face promotion. This promotional strategy supported the MOOC launch, contributing to a 160% increase in enrolled students. The results indicated that email, digital posters and videos distributed through Facebook were the most effective methods. These methods formed the basis of a refined promotional strategy for future MOOC promotion at NUST
Citizen engagement and collective intelligence for participatory digital social innovation
Citizen science, the active participation of the public in scientific research projects, is a rapidly expanding field in open science and open innovation. It provides an integrated model of public knowledge production and engagement with science. As a growing worldwide phenomenon, it is invigorated by evolving new technologies that connect people easily and effectively with the scientific community. Catalysed by citizens’ wishes to be actively involved in scientific processes, as a result of recent societal trends, it also offers contributions to the rise in tertiary education. In addition, citizen science provides a valuable tool for citizens to play a more active role in sustainable development.
This book identifies and explains the role of citizen science within innovation in science and society, and as a vibrant and productive science-policy interface. The scope of this volume is global, geared towards identifying solutions and lessons to be applied across science, practice and policy. The chapters consider the role of citizen science in the context of the wider agenda of open science and open innovation, and discuss progress towards responsible research and innovation, two of the most critical aspects of science today
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