3,171 research outputs found

    COalitions in COOperation Networks (COCOON):Social Network Analysis and Game Theory to Enhance Cooperation Networks

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    Sie, R. L. L. (2012). COalitions in COOperation Networks (COCOON): Social Network Analysis and Game Theory to Enhance Cooperation Networks (Unpublished doctoral dissertation). September, 28, 2012, Open Universiteit in the Netherlands (CELSTEC), Heerlen, The Netherlands.IdSpace, SIK

    CHORUS Deliverable 2.1: State of the Art on Multimedia Search Engines

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    Based on the information provided by European projects and national initiatives related to multimedia search as well as domains experts that participated in the CHORUS Think-thanks and workshops, this document reports on the state of the art related to multimedia content search from, a technical, and socio-economic perspective. The technical perspective includes an up to date view on content based indexing and retrieval technologies, multimedia search in the context of mobile devices and peer-to-peer networks, and an overview of current evaluation and benchmark inititiatives to measure the performance of multimedia search engines. From a socio-economic perspective we inventorize the impact and legal consequences of these technical advances and point out future directions of research

    Program evaluation of a high school science professional learning community

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    Teachers may benefit more from a professional learning community (PLC) than from professional development initiatives presented in single day workshops. The purpose of this program evaluation study was to identify characteristics of an effective PLC and to determine how the members of the PLC have benefitted from the program. Fullan\u27s educational change theory provided the framework for the study, which refers to learning experiences of teachers when collaborating with peers. The sample consisted of 9 biology teachers during the 2012-2013 school year. Data were collected through online surveys and face-to-face interviews regarding effective PLCs. The online survey questions were asked to identify the characteristics of PLCs. Interviews were conducted to examine how biology teachers benefited from PLCs. Survey data were analyzed for descriptive statistics. Interview transcripts were analyzed using thematic analysis for emergent themes. According to study findings, PLCs are used for shared teaching vision and practices. Sustained use of PLCs in schools could help create supportive professional learning environments for teachers to improve their teaching practices through purposeful collaboration

    Review of Learning in ICT-enabled Networks and Communities

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    This report is part of a project launched by IPTS with DG Education and Culture to study the innovations for learning, which are emerging in the new collaborative and informal settings enabled by ICT. The report gathers and analyses evidence from learning opportunities that are emerging in ICT-enabled networks and communities. In these new virtual spaces, participation is motivated by an interest to a topic, by creative production and by search for social connection. Online networks and communities emerge both within and across organisations as well as in a completely open and bottom-up manner. Accessing, following, and contributing to the communities can lead to a range of learning outcomes. New technologies afford tools and means for people to participate in communities in a personally meaningful way. However, not all individuals are necessarily equipped with skills or knowledge to benefit from these opportunities for their lifelong learning. Major challenges relate both to the initial barriers for accessing online communities with confident and critical digital competence and skills for self-regulated learning. Finding ways to identify, assess and certify relevant learning and new skills that can be obtained and practiced in these environments is a major task. The report argues that educational institutions should find ways to connect with and learn from these new learning approaches and settings in order to bring about their own transformation for the 21st century, and to support competence building for new jobs and personal development with a learner-centred and lifelong perspective.JRC.J.4-Information Societ

    Information Outlook, August 2001

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    Volume 5, Issue 8https://scholarworks.sjsu.edu/sla_io_2001/1007/thumbnail.jp

    Information Outlook, October 2000

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    Volume 4, Issue 10https://scholarworks.sjsu.edu/sla_io_2000/1009/thumbnail.jp

    EdTech Decision-making in Higher Education

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    The study “EdTech Decision-making in Higher Education” investigates the decision-making inputs, processes, and practices around the acquisition of technology to facilitate teaching and learning at colleges and universities. A summary of findings and recommendations, a more detailed report which includes many examples and quotations from study participants, and a repository of resources for EdTech decision-makers is available at: www.edtechdecisionmakinginhighered.org

    An Analysis of Cases Demonstrating Financial Accounting Fundamentals

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    The purpose of this paper is to analyze key financial accounting fundamentals through the completion of case studies administered during the 2020-2021 academic school year. These case studies have included in-depth analysis designed to provide insight into accounting topics that transcends what was learned through prior academic instruction. Over the last year, these cases have provided more practical applications of topics including taxation, financial reporting, investment decisions, and thorough analysis of a company through a mock case study presented in front of industry professionals. Ultimately, these case studies have afforded me the opportunity to develop my knowledge of financial accounting that deeply surpasses what was learned through exams and lectures

    The principal\u27s role in the development of teacher leadership: A case study

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    This study explored the principal\u27s role in the development of teacher leadership in a school in the process of change. The single, case study was conducted in a large urban elementary school, grades K-5, within a major, western metropolitan school district. The nature of teacher leadership was examined along with the actions, behaviors, and thoughts of the principal which fostered the development of teacher leadership. Change process activities that were influenced or facilitated by teacher leadership were also studied; Primary sources of data collection included field observations, document reviews, and interviews conducted on a regular basis for a period of one semester. The phenomenon of teacher leadership was analyzed within the holistic, social context of the school and the influence of the initiator style of principal leadership; Data revealed seven descriptive categories of teacher leadership. The categories found included (a) anointed, (b) task, (c) status, (d) scholarly, (e) instructional, (f) collegial, and (g) professional teacher leadership. Specific actions, behaviors, and thoughts of the principal were observed as being associated with and promoting the development of the teacher leadership categories. These actions, behaviors, and thoughts were grouped into four principal factors including (a) communication, (b) maintenance, (c) enablement, and (d) transition. Additionally, three areas of change processes were found to be influenced through teacher leadership. These areas included (a) instruction, (b) curriculum development, and (c) school improvement; Out of the data, three stages of teacher leadership development were identified. Stage I was self leadership, Stage II was collaborative leadership, and Stage III was transformational leadership; A grounded theory of teacher leadership was discovered through conceptualization of teacher leadership categories and the discovery of conceptual linkages between the principal\u27s actions, behaviors, and thoughts and teacher leadership. A developmental model reflective of the grounded theory was presented. The model included the three developmental stages of teacher leadership, the categories of teacher leadership aligned with each stage, and the principal factors which attributed to the development of each teacher leadership stage. From this model, implications for educational administration were drawn
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