Proceedings of the 5th Workshop on Awareness and Reflection in Technology Enhanced Learning

Awareness and reflection are viewed differently across the disciplines informing Technology Enhanced Learning (CSCW, psychology, educational sciences, computer science and others). The ARTEL workshop series brings together researchers and professionals from different backgrounds to provide a forum for discussing the multi-faceted area of awareness and reflection. Through the last ARTEL workshops at EC-TEL the addressed topics are converging towards the usage of awareness and reflection in practice, its implementation in modern organisations, its impact on learners and questions of feasibility and sustainability for awareness and reflection in education and work. To reflect the growing maturity of research in ARTEL over the years the workshop particularly invited contributions that dealt with the application of awareness and reflection in practice. This is encapsulated in the workshop motto: 'Awareness and Reflection in Practice: How can awareness and reflection technology become common in work practice and how does it change work practices?

Evaluation of Home Caregiving Program by Jordanian Stroke Patients' Caregivers: Qualitative Study

The purpose of this qualitative study was to explore caregivers' perception and evaluation of a home caregiving program entitled by "There is a Patient in Our Home". Seven Jordanian women were recruited purposefully from a governmental hospital in Amman. Data was collected through face-to-face interviews. Researcher used semi-structured questions to elicit credible responses. Content analysis was used to analyse data. Before discharge from hospital, women were "inadequately prepared" for their caregiver role. In home, women expressed "incompetency" in performing caregiving activities. The available sources of caregiving information and skills were culturally inappropriate for the women. Language, simplicity and attractiveness of the movies were areas of "satisfaction". Verbal commentary guidelines associated with each caregiving step was a strong point of the program. Women expressed "dissatisfaction" for lack of certain subjects. Before hospital discharge, providing families with culturally convenience caregiving educational program will increase caregivers' knowledge and competencies, subsequently stroke patients' general health will improve and frequency of rehospitalisation rate could be declined.   Keywords: Arab, Caregiver, Family, Home-Caregiving, Jordan, Strok

A Formal Concept Analysis approach to hierarchical description of malware threats

The problem of intelligent malware detection has become increasingly relevant in the industry, as there has been an explosion in the diversity of threats and attacks that affect not only small users, but also large organisations and governments. One of the problems in this field is the lack of homogenisation or standardisation in the nomenclature used by different antivirus programs for different malware threats. The lack of a clear definition of what a category is and how it relates to individual threats makes it difficult to share data and extract common information from multiple antivirus programs. Therefore, efforts to create a common naming convention and hierarchy for malware are important to improve collaboration and information sharing in this field. Our approach uses as a tool the methods of Formal Concept Analysis (FCA) to model and attempt to solve this problem. FCA is an algebraic framework able to discover useful knowledge in the form of a concept lattice and implications relating to the detection and diagnosis of suspicious files and threats. The knowledge extracted using this mathematical tool illustrates how formal methods can help prevent new threats and attacks. We will show the results of applying the proposed methodology to the identification of hierarchical relationships between malware.This work has been partially funded by the predoctoral contract FPU19/01467 (MCIU), the “VALID” project with reference PID2022- 140630NB-I00 (MCIN/ AEI/ 10.13039/ 501100011033) and the re- search project with reference PID2021-127870OB-I00 (MCIU/AEI/ ERDF, EU). Funding por open access charge: Universidad de Málaga / CBU

Blended learning environments to foster self-directed learning

This book on blended learning environments to foster self-directed learning highlights the focus on research conducted in several teaching and learning contexts where blended learning had been implemented and focused on the fostering of self-directed learning. Several authors have contributed to the book, and each chapter provides a unique perspective on blended learning and self-directed learning research. From each chapter, it becomes evident that coherence on the topics mentioned is established. One of the main aspects drawn in this book, and addressed by several authors in the book, is the use of the Community of Inquiry (CoI) framework when implementing teaching and learning strategies in blended learning environments to foster self-directed learning. This notion of focusing on the CoI framework is particularly evident in both theoretical and empirical dissemination presented in this book. What makes this book unique is the fact that researchers and peers in varied fields would benefit from the findings presented by each chapter, albeit theoretical, methodological or empirical in nature – this, in turn, provides opportunities for future research endeavours to further the narrative of how blended learning environments can be used to foster self-directed learning

ESL teacher profiles of ICT integration in their classroom practices and assessment activities : a portrait viewed through the lens of some Quebec teachers’ social representations

Abstract : Information and communication technologies (ICTs, henceforth) have become ubiquitous in our society. The plethora of devices competing with the computer, from iPads to the Interactive whiteboard, just to name a few, has provided teachers and students alike with the ability to communicate and access information with unprecedented accessibility and speed. It is only logical that schools reflect these changes given that their purpose is to prepare students for the future. Surprisingly enough, research indicates that ICT integration into teaching activities is still marginal. Many elementary and secondary schoolteachers are not making effective use of ICTs in their teaching activities as well as in their assessment practices. The purpose of the current study is a) to describe Quebec ESL teachers’ profiles of using ICTs in their daily teaching activities; b) to describe teachers’ ICT integration and assessment practices; and c) to describe teachers’ social representations regarding the utility and relevance of ICT use in their daily teaching activities and assessment practices. In order to attain our objectives, we based our theoretical framework, principally, on the social representations (SR, henceforth) theory and we defined most related constructs which were deemed fundamental to the current thesis. We also collected data from 28 ESL elementary and secondary school teachers working in public and private sectors. The interview guide used to that end included a range of items to elicit teachers’ SR in terms of ICT daily use in teaching activities as well as in assessment practices. In addition, we carried out our data analyses from a textual statistics perspective, a particular mode of content analysis, in order to extract the indicators underlying teachers’ representations of the teachers. The findings suggest that although almost all participants use a wide range of ICT tools in their practices, ICT implementation is seemingly not exploited to its fullest potential and, correspondingly, is likely to produce limited effects on students’ learning. Moreover, none of the interviewees claim that they use ICTs in their assessment practices and they still hold to the traditional paper-based assessment (PBA, henceforth) approach of assessing students’ learning. Teachers’ common discourse reveals a gap between the positive standpoint with regards to ICT integration, on the one hand, and the actual uses of instructional technology, on the other. These results are useful for better understanding the way ESL teachers in Quebec currently view their use of ICTs, particularly for evaluation purposes. In fact, they provide a starting place for reconsidering the implementation of ICTs in elementary and secondary schools. They may also be useful to open up avenues for the development of a future research program in this regard.Résumé : Les technologies d’information et de communication (TIC) sont devenues omniprésentes dans notre société. L’abondante panoplie de dispositifs rivalisant avec l’ordinateur, allant de l’iPad au Tableau blanc interactif, pour n’en nommer que quelques-uns, a permis aux enseignantes et enseignants ainsi qu’aux élèves de communiquer et d’obtenir de l’information avec une vitesse et une accessibilité jamais égalées jusqu’à aujourd’hui. De ce fait, il serait attendu que les pratiques éducatives traditionnelles, qui ne semblent plus compatibles avec les attentes des élèves et les besoins de main-d’œuvre d’aujourd’hui soient modifiées (Ahmed et Nasser, 2015). Malheureusement, la recherche indique que les réalités d’intégration des TIC sont toujours loin de la rhétorique. Plusieurs enseignantes et enseignants d’écoles primaires et secondaires n’utilisent pas les TIC d’une façon efficace et ce, autant dans leurs activités d’enseignement que dans leurs pratiques évaluatives. La présente étude, de type exploratoire-descriptif, vise à 1) décrire les profils des enseignantes et enseignants d’anglais langue seconde (ALS) utilisant les TIC dans leurs activités quotidiennes d’enseignement et leurs pratiques évaluatives; 2) décrire les pratiques d'intégration des TIC dans les activités d’enseignement et les pratiques d'évaluation de ces enseignantes et enseignants; et 3) décrire les représentations sociales (RS) des enseignantes et enseignants concernant l'utilité et la pertinence de l'utilisation des TIC dans leurs activités quotidiennes d'enseignement et leurs pratiques d'évaluation. Pour atteindre nos objectifs, nous basons principalement notre cadre théorique sur la théorie de la RS et nous définissons les concepts et les construits les plus étroitement associés qui sont considérés comme fondamentaux pour la thèse actuelle. Nous avons recueilli nos données auprès d’un échantillon de 28 enseignantes et enseignants d’ALS du primaire et du secondaire qui travaillent dans les secteurs publics et privés. Le guide d'entretien utilisé à cette fin comprend un nombre d’items visant à favoriser l’élucidation des RS des enseignants en matière de l’usage quotidien des TIC dans les activités d'enseignement ainsi que des pratiques d'évaluation. De plus, nous avons réalisé nos analyses dans une perspective de statistique textuelle, un mode particulier d’analyse de contenu, afin d’extraire les indicateurs sous-jacents aux représentations des enseignants. Les résultats suggèrent que, bien que presque tous les participants utilisent un large éventail d'outils de TIC dans leurs pratiques, il s’avère que la mise en œuvre des TIC n’est pas exploitée à son plein potentiel et, en conséquence, est susceptible de produire des effets limités sur l'apprentissage des élèves. En outre, aucun des interviewés affirment qu'ils utilisent les TIC dans leurs pratiques d'évaluation et ils tiennent encore à l'approche traditionnelle du papier-crayon dans l'évaluation de l'apprentissage des élèves. Le discours commun des enseignantes et enseignants révèle un écart entre le point de vue positif en ce qui concerne l'intégration des TIC, d'une part, et les utilisations réelles de la technologie pédagogique, de l'autre part. Ces résultats sont utiles pour mieux comprendre la façon dont les enseignantes et les enseignants d'anglais langue seconde au Québec perçoivent leur utilisation des TIC, en particulier à des fins d'évaluation. En effet, ils fournissent un point de départ pour reconsidérer la mise en œuvre des TIC dans les écoles primaires et secondaires. Ils pourraient également être utiles pour élaborer des pistes pour le développement d’un futur programme de recherche à cet égard

A Curriculum for the Body of Knowledge in Open Finance

This paper addresses an identified skills gap in graduates who are entering the Open Finance workplace. The latter is a new sub sector of finance centered on the use of third-party permissioned data. We address the concern that such graduates lack commercial awareness and relevant financial work experience. We build on the Curricular Domains Model. This expresses the curriculum as knowledge, action and self-domain. We first identify the needs of employers through an embedded researcher approach in collaboration with the Smart Data Foundry. We then apply an Integrated Curriculum Design Framework (ICDF) to the findings in order to develop a transdisciplinary curriculum that can be applied to a master’s degree program. Our contribution is in facilitating a systemic combination of the finance and computing disciplines to create a new one that addresses this field. We believe our proposed educational offering can assist with the challenges that are presented by the adoption of Open Finance