5,558 research outputs found
Extroverts Tweet Differently from Introverts in Weibo
Being dominant factors driving the human actions, personalities can be
excellent indicators in predicting the offline and online behavior of different
individuals. However, because of the great expense and inevitable subjectivity
in questionnaires and surveys, it is challenging for conventional studies to
explore the connection between personality and behavior and gain insights in
the context of large amount individuals. Considering the more and more
important role of the online social media in daily communications, we argue
that the footprint of massive individuals, like tweets in Weibo, can be the
inspiring proxy to infer the personality and further understand its functions
in shaping the online human behavior. In this study, a map from self-reports of
personalities to online profiles of 293 active users in Weibo is established to
train a competent machine learning model, which then successfully identifies
over 7,000 users as extroverts or introverts. Systematical comparisons from
perspectives of tempo-spatial patterns, online activities, emotion expressions
and attitudes to virtual honor surprisingly disclose that the extrovert indeed
behaves differently from the introvert in Weibo. Our findings provide solid
evidence to justify the methodology of employing machine learning to
objectively study personalities of massive individuals and shed lights on
applications of probing personalities and corresponding behaviors solely
through online profiles.Comment: Datasets of this study can be freely downloaded through:
https://doi.org/10.6084/m9.figshare.4765150.v
Trendswatch 2013: Back to the Future
TrendsWatch 2013 highlights six trends that CFM's staff and advisors believe are highly significant to museums and their communities, based on our scanning and analysis over the past year. For each trend, we provide a brief summary, list examples of how the trend is playing out in the world, comment on the trend's significance to society and to museums specifically, and suggest ways that museums might respond. We also provide links to additional readings. TrendsWatch provides valuable background and context for your museum's planning and implementation
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Using Gamification to Motivate Students with Dyslexia
The concept of gamification is receiving increasing attention, particularly for its potential to motivate students. However, to date the majority of studies in the context of education have predominantly focused on University students. This paper explores how gamification could potentially benefit a specific student population, children with dyslexia who are transitioning from primary to secondary school. Two teachers from specialist dyslexia teaching centres used classDojo, a gamification platform, during their teaching sessions for one term. We detail how the teachers appropriated the platform in different ways and how the students discussed classDojo in terms of motivation. These findings have subsequently informed a set of provisional implications for gamification distilling opportunities for future pedagogical uses, gamification design for special education and methodological approaches to how gamification is studied
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Quality Assessment for E-learning: a Benchmarking Approach (Third edition)
The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them.
However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement
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Developing sustainable business models for institutionsâ provision of open educational resources: Learning from OpenLearn usersâ motivations and experiences
Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OERâs value in generating revenue and detractors of OER have questioned whether they are in competition with formal education.
This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open Universityâs (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learnersâ performance and self-reliance, leading to increased retention and satisfaction with the learning experience
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Open educational resources for all? Comparing user motivations and characteristics across The Open Universityâs iTunes U channel and OpenLearn platform.
With the rise in access to mobile multimedia devices, educational institutions have exploited the iTunes U platform as an additional channel to provide free educational resources with the aim of profile-raising and breaking down barriers to education. For those prepared to invest in content preparation, it is possible to produce interactive, portable material that can be made available globally. Commentators have questioned both the financial implications for platform-specific content production, and the availability of devices for learners to access it (Osborne, 2012).
The Open University (OU) makes its free educational resources available on iTunes U and via its web-based open educational resources (OER) platform, OpenLearn. The OUâs OER on iTunes U reached the 60 million download mark in 2013; its OpenLearn platform boasts 27 million unique visitors since 2006. This paper reports the results of a large-scale study of users of the OUâs iTunes U channel and OpenLearn platform. A survey of several thousand users revealed key differences in demographics between those accessing OER via the web and via iTunes U. In addition, the data allowed comparison between three groups: formal learners, informal learners and educators.
The study raises questions about whether university-provided OER meet the needs of users and makes recommendations for how content can be modified to suit their needs. As the publishing of OER becomes core to business, we reflect on reasons why understanding usersâ motivations and demographics is vital, allowing for needs-led resource provision and content that is adapted to best achieve learner satisfaction, and to deliver institutionsâ social mission
Gamification in Online Educational Systems
[EN] The usage of gamification in online educational systems has grown considerably over the last several decades. This has been in response to reports of low completion and retention rates in online educational systems such as MOOCs. The usage of gamification and the application of social and educational networking to online education systems has been found to increase student satisfaction with the system. However, it has been shown that as students become more familiar with the gamified educational system, the initial boost in motivation diminishes. Efforts made in order to increase the personalization of gamified educational system, however, indicated an increase in student motivation over the duration of the course. Suggestions for further work include the usage of smarter leaderboard systems, as well as the potential for personalization in peer to peer online tutoring platforms.Ibrahim, H.; Ibrahim, W. (2020). Gamification in Online Educational Systems. En 6th International Conference on Higher Education Advances (HEAd'20). Editorial Universitat Politècnica de València. (30-05-2020):1217-1224. https://doi.org/10.4995/HEAd20.2020.11238OCS1217122430-05-202
Gender Moderation in Gamification: Does One Size Fit All?
Organizations actively seek methods for increasing employee engagement by incorporating game elements in core systems and processes, in an effort to increase their perceived playfulness. However, little is known about the actual impact of these elements on perceived playfulness. This study includes results from three repeated experiments performed during a gamified academic course. The relationships between enjoyment of specific game elements, the way they increase perceived playfulness, and gender moderations of these relations were examined. All three experiments show that badges had a positive relation with perceived playfulness and were more enjoyable to women. Surprisingly, the results showed that when men were the majority of subjects in the group, the relations between the game elements and perceived playfulness were different from when men were a minority. These results provide important insight into what possibly influences perceived playfulness in gamified solutions
Who youâre gonna call? The development of university digital leaders
In our hyper-connected digitised educational world, university tutors are interested in capitalising on affordances of digital trends in teaching and learning. Students, under the alias of preservice- teachers, walk among them equipped with digital skills in areas of their interest. How can we encourage collaboration between tutors and students that can promote the use of the digital force wisely, support the development of studentsâ professional identities further and extend tutorsâ digital competences? The story of nine tutors and eleven undergraduate pre-service-teachers working together on digital partnerships is set against discussions around digital leadership and citizenship. This case study aims to highlight how universities can respond to technology-driven change by engaging students further and support their awareness of digital citizenship. The overall results showed that the informal learning that students have capitalised outside the classroom can be used to scaffold their development of digital citizenship through offline community engagement. It demonstrates the advantage of using such opportunities as a means to encourage citizenship practices among university student communities and the positive impact that such synergies can have on all the participants
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