Strategic Alliances in Greek Mobile Telephony

The mobile telephony market is a very competitive market. Mobile telephony companies try to expand by forming strategic alliances with companies from various industries. The objective of this paper is to analyze the motives, the actions and the results of the collaborations and alliances of two Greek mobile telephony companies (Cosmote and Vodafone Hellas). In addition, this paper illustrates examples of how the technology change and the technological convergence (Internet, computers, and mobile telephony) affected and activated the proliferation of these alliances. The entry of I-mode and Vodafone Live! in the Greek market caused an increase in the number of alliances especially with content aggregators and media companies

Power-Law Distributions in a Two-sided Market and Net Neutrality

"Net neutrality" often refers to the policy dictating that an Internet service provider (ISP) cannot charge content providers (CPs) for delivering their content to consumers. Many past quantitative models designed to determine whether net neutrality is a good idea have been rather equivocal in their conclusions. Here we propose a very simple two-sided market model, in which the types of the consumers and the CPs are {\em power-law distributed} --- a kind of distribution known to often arise precisely in connection with Internet-related phenomena. We derive mostly analytical, closed-form results for several regimes: (a) Net neutrality, (b) social optimum, (c) maximum revenue by the ISP, or (d) maximum ISP revenue under quality differentiation. One unexpected conclusion is that (a) and (b) will differ significantly, unless average CP productivity is very high

Ireland and Brexit: Modelling the impact of deal and no-deal scenarios. Quarterly Economic Commentary Special Article, Spring 2019.

This Article attempts to quantify the macroeconomic impact of Brexit on the Irish economy. Given both the political and economic uncertainty, we consider a range of alternative scenarios. We focus on the most well understood channels through which Brexit will affect Ireland, namely though lower trade, incorporating the impact of tariff and non-tariff measures, and the potentially positive impact of FDI diversion to Ireland. Our approach, and the main contribution of this paper, is to build up estimates of each of these channels from a range of recent micro-economic studies, so our estimates are anchored in the empirical literature. We then use these micro-estimates to calibrate macro scenarios; specifically we generate alternative paths for the UK and international economy using the NiGEM global model and assess the impact on Ireland using the COSMO model. Overall, in each scenario, the level of Irish output is permanently below where it otherwise would have been were the UK to decide to remain in the EU

Learning analytics and educational data mining in practice: a systematic literature review of empirical evidence.

ABSTRACT This paper aims to provide the reader with a comprehensive background for understanding current knowledge on Learning Analytics (LA) and Educational Data Mining (EDM) and its impact on adaptive learning. It constitutes an overview of empirical evidence behind key objectives of the potential adoption of LA/EDM in generic educational strategic planning. We examined the literature on experimental case studies conducted in the domain during the past six years (2008)(2009)(2010)(2011)(2012)(2013). Search terms identified 209 mature pieces of research work, but inclusion criteria limited the key studies to 40. We analyzed the research questions, methodology and findings of these published papers and categorized them accordingly. We used non-statistical methods to evaluate and interpret findings of the collected studies. The results have highlighted four distinct major directions of the LA/EDM empirical research. We discuss on the emerged added value of LA/EDM research and highlight the significance of further implications. Finally, we set our thoughts on possible uncharted key questions to investigate both from pedagogical and technical considerations

Students designing for students: a peer mentorship toolkit for a cross-campus, EDI, engineering transition scheme

The smooth transition of students from secondary education to university study is seen as a factor of student retention and achievement. This is especially important in the case of students from non-traditional backgrounds who may lack the social capital that could help ease their transition. Peer transition mentoring is one of the tools universities use to enhance the experience of new students. This study examines how the transition mentoring scheme of a highly selective institution (UCL) could be modified to cater for the students of a new EQF level 3 engineering preparatory programme (Foundation Engineering) which is aimed exclusively at students from under-represented groups. The transition mentoring scheme needs to address two practical obstacles: the lack of peer mentors with knowledge of the needs of the non-traditional student demographic and the physical distance between the main campus, where the peer mentors are located, and the off-campus location of the preparatory programme. A Students as Partners approach is implemented to examine the transition mentors' perceptions of their role. Semi- structured interviews with 16 current and former transition mentors were conducted to investigate the experiences of peer mentors and to establish their training needs. The paper concludes with practical guidance on best practice for organising and managing training for students mentoring peers from non-traditional backgrounds

Adaptive feedback characteristics in CAT (Computer Adaptive Testing)

Abstract: Feedback is an essential element in learning. The educator (real or artificial) responds to the learner's actions, emotions, intentions, etc. in order to help her to become selfaware and improve. Recently, Computer Adaptive Testing (CAT) is gaining high popularity due to its efficiency in testing large number of examinees. This paper examines the attributes of Adaptive Feedback in CAT. Designers and developers of CAT systems may rely on these attributes to produce effective feedback adapted to the learner or the educational context

A comparative study between a computer-based and a mobile-based assessment : usability and user experience

Purpose The purpose of this study is to compare the overall usability and user experience of desktop computers and mobile-devices when used in a summative assessment in the context of a higher education course. Design/methodology/approach The study follows a between-groups design. The participants were 110 first-year undergraduate students from a European university. Students in the experimental group participated in the assessment using mobile devices, whereas students in the control group participated using desktop computers. After the assessment, students self-reported their experiences with computer-based assessment (CBA) and mobile-based assessment (MBA), respectively. The instruments used were the user experience questionnaire and the system usability scale. Findings Attractiveness and novelty were reported significantly higher in the experimental group (MBA), while no significant differences were found between the two groups in terms of efficiency, perspicuity, dependability and stimulation. The overall score for the system usability was not found to differ between the two conditions. Practical implications The usability and user experience issues discussed in this study can inform educators and policymakers about the potential of using mobile devices in online assessment practices, as an alternative to desktop computers. Originality/value The study is novel, in that it provides quantitative evidence for the usability and user experience of both desktop computers and mobile devices when used in a summative assessment in the context of a higher education course. Study findings can contribute towards the interchangeable usage of desktop computers and mobile devices in assessment practices in higher education

A framework for mobile-assisted formative assessment to promote students' self-determination

Motivation is an important issue to consider when designing learning activities, including mobile learning and assessment. While previous research provides evidence for the motivational impact of mobile learning, not many pedagogical frameworks exist for the design of mobile-assisted learning and assessment. The current study is grounded in the Self-Determination Theory of motivation and proposes a pedagogical framework for mobile-assisted formative assessment, aiming at enhancing student motivation. For a preliminary evaluation of the framework, fifty-one students from a public European high school participated in a series of formative assessment activities. The tasks that were implemented according to the proposed mobile-based formative assessment framework had a significant positive impact on student perceived levels of autonomy, competence, and relatedness, enhancing students’ intrinsic motivation levels. Study findings highlighted the capacity of the proposed framework to guide the design of mobile-based formative assessment activities that enhance and promote student motivation. The study makes a theoretical contribution by proposing a framework that aligns mobile learning and assessment with elements of the Self-Determination Theory of motivation and also has a practical contribution by implementing mobile learning and assessment practices that have the potential to promote student motivation