Effective knowledge transfer: a terminological perspective - Dismantling the jargon barrier to knowledge about computer security

The research is concerned with the terminological problems that computer users experience when they try to formulate their knowledge needs and attempt to access information contained in computer manuals or online help systems while building up their knowledge. This is the recognised but unresolved problem of communication between the specialist and the layman. The initial hypothesis was that computer users, through their knowledge of language, have some prior knowledge of the subdomain of computing they are trying to come to terms with, and that language can be a facilitating mechanism, or an obstacle, in the development of that knowledge. Related to this is the supposition that users have a conceptual apparatus based on both theoretical knowledge and experience of the world, and of several domains of special reference related to the environment in which they operate. The theoretical argument was developed by exploring the relationship between knowledge and language, and considering the efficacy of terms as agents of special subject knowledge representation. Having charted in a systematic way the territory of knowledge sources and types, we were able to establish that there are many aspects of knowledge which cannot be represented by terms. This submission is important, as it leads to the realisation that significant elements of knowledge are being disregarded in retrieval systems because they are normally expressed by language elements which do not enjoy the status of terms. Furthermore, we introduced the notion of `linguistic ease of retrieval' as a challenge to more conventional thinking which focuses on retrieval results

Taking E-Moderating skills to the next level: Reflecting on the design of conferencing environments

This paper reports an analysis of computer conference structures set up for a distance education course in which major components of the teaching and learning involve group discussions and collaboration via asynchronous text-based conferencing. As well as adopting traditional e-moderator roles, tutors were required to design appropriate online spaces and navigation routes for students. Tutors’ views concerning conference structures focussed on tensions between enabling easy access to conference areas, facilitating the successful running of activities, and addressing students’ subsequent needs for retrieval of conference material for assessment tasks. The geographically dispersed course tutors initially explored these issues in reflective online conversations. Comparisons were made between structures that were set up differently but all used for essentially the same tasks and purposes. Evidence from conference messages, from student feedback given in questionnaire and interview responses, as well as from students’ written assignments, provided insights into the impact such structures may have on the student learning experience. Students found conference areas for their own group easy to navigate, but they had concerns about managing the large number of messages; these concerns centred on the volume, threading, linking, length, and language of messages

Smart devices or people? A mobile learning quandary

Mobile learning is an emerging paradigm in an unpredictable and shifting landscape of technological change. A technocentric focus is anathema to educators who prefer to believe that innovative pedagogy is the driving force behind educational developments. However, the proliferation of mobile devices may have an almost irresistible impact on teaching and learning. The focus of this article is on the concept of “smartness” in relation to mobile devices and people. As devices become smarter, their users are in danger of becoming less smart, or their agency may be at risk. Yet the key value of smart devices may be in how they can help develop essential skills and competencies in 21st-century learners—in particular, their self-direction—although this will not happen of its own accord

Designs for Heritage Language Learning: A Photography project in the UK Supplementary Education

Supplementary Schools in the UK offer educational opportunities for children and young people outside mainstream school provision. The paper reports an enquiry undertaken by practitioners in Greek Supplementary Schools in the UK to explore how features of mobile technologies may be leveraged to foster heritage language learning. It draws on the view that mobile learning can be a way for learners to explore the language informally and direct their own development (Kukulska-Hulme, 2015) and may also shape the learners’ ‘habits of mind’ (Wong, 2012, p.22) in learning—and consequently their language competencies. The project #ItsAllGreekToUS set to investigate how to create learning designs to incorporate effective use of mobile technologies within language learning and teaching. It draws on action research orientation and uses the idea of ‘Bring Your Own Device’ (BYOD) (JISC, 2013) in educational settings. The study involved several sessions around the concept of ‘loanwords’ and representations of this vocabulary in artefacts created with the use of mobile phones and a popular photography application (e.g. Pinterest). The participants were fourteen students (12-13s) attending a pre-GCSE class in a Greek School in London and nine students (12-14s) attending a GCSE class in a Greek School in Leicester. Evidence from user-generated content, the pupils’ views around the project and the practitioners’ observations are considered. The paper will discuss how students’ practices associated with mobile technologies are integrated into teachers’ practice. Particular attention will be drawn to designing language learning by blending traditional language classroom practices along incorporating the practices of sharing and curating content, as well as allowing ‘visibility’ through artefacts created by the learners

Top of the Pods - In search of a podcasting “podagogy” for language learning

The popularization of portable media players such as the iPod, and the delivery of audio and video content through content management software such as iTunes mean that there is a wealth of language learning resources freely available to users who may download them and use them anywhere at any time. These resources vary greatly in quality and follow different approaches to learning. This paper provides a taxonomy of podcast resources, reviews materials in the light of Second Language Acquisition theories, argues for better design, and outlines directions for future research

Clinical aspects of consciousness disorders in patients with stroke

Zaburzenia przytomności są następstwem patologicznego obniżenia aktywności układu siatkowatego. U pacjentów z udarem mózgu istotnie wpływają na przebieg kliniczny choroby oraz na rokowanie. Jako stan zagrożenia życia wymagają intensywnego monitorowania i leczenia oraz pilnej diagnostyki. Nasilenie zaburzeń przytomności, odzwierciedlające stopień niedomogi pnia mózgu, ocenia się na podstawie spontanicznej i celowej aktywności chorego oraz jego reakcji odruchowych. W badaniu klinicznym należy uwzględnić przede wszystkim zaburzenia motoryki ogólnej ciała, motoryki gałek ocznych i źrenic, odruchów z pnia mózgu oraz funkcji autonomicznych, takich jak: oddychanie, temperatura ciała, tętno i ciśnienie tętnicze. Ocena klinimetryczna, za pomocą odpowiednio dobranych skal, stanowi uzupełnienie badania klinicznego, ułatwiając ocenę dynamiki wybranych objawów oraz monitorowanie przebiegu choroby.Disorders of consciousness result from dysfunction of reticular activating system. They essentially influence clinical course of disease and outcome in stroke patients. As it is a life-threatening state it requires intensive monitoring and treatment as well as urgent diagnosis. The level of consciousness that reflects the degree of brain steam insufficiency is estimated on the basis of patient’s spontaneous and intentional activity as well as involuntary reactions. Clinical examination includes assessment of motor and pupillary activity, eye movements, brain steam reflexes and autonomic functions such as breathing, temperature, heart rate and blood pressure. Appropriate clinimetric scales are valuable completion of clinical examination as they facilitate evaluation and monitoring of selected symptoms

Mature students using mobile devices in life and learning

The paper reports on research concerned with learners’ uses of mobile technologies based on an international survey that targeted students registered in selected master’s and doctoral programmes in Australia, Hong Kong, Portugal, Sweden, and the United Kingdom. The survey findings were enriched by local knowledge, as the authors administered questionnaires in their own countries. The research gives an account of uses of handheld devices by students from departments of education, educational technology, engineering, and information technology in the domains of learning, work, social interaction and entertainment. The paper illuminates learners’ choices in the midst of evolving social practices, and challenges the common preconception that mobile devices are not suitable for academic study. In today’s global education marketplace, educators must know the technology habits and expectations of their students, including those from other countries. Knowing about students’ previous practices and the techno-cultural setting they come from can help institutions determine what mobile applications are most appropriate to support learning

Management\u27s Perspective on Critical Success Factors Affecting Mobile Learning in Higher Education Institutions - An Empirical Study

Mobile learning (m-Learning) is considered to be one of the fastest growing learning platforms. The immense interest in m-Learning is attributed to the incredible rate of growth of mobile technology and its proliferation into every aspect of modern life. Despite this, m-Learning has not experienced a similar adoption rate in the education sector, chiefly higher education. Researchers have attempted to explain this anomaly by conducting several studies in the area. However, mostly the research in m-Learning is examined from the perspective of the students and educators. In this research, it is contended that there is a third important stakeholder group whose opinion is equally important in determining the success of m-Learning: the university management. Although diversified by nature, heads of departments, deans, and information technology system administrators are nevertheless considered members of any university management. The results of the research show that university commitment to m-Learning, university learning practices, and change management practices were the factors critical to the success of m-Learning, from the university management perspective

Challenges in context-aware mobile language learning: the MASELTOV approach

Smartphones, as highly portable networked computing devices with embedded sensors including GPS receivers, are ideal platforms to support context-aware language learning. They can enable learning when the user is en-gaged in everyday activities while out and about, complementing formal language classes. A significant challenge, however, has been the practical implementation of services that can accurately identify and make use of context, particularly location, to offer meaningful language learning recommendations to users. In this paper we review a range of approaches to identifying context to support mobile language learning. We consider how dynamically changing aspects of context may influence the quality of recommendations presented to a user. We introduce the MASELTOV project’s use of context awareness combined with a rules-based recommendation engine to present suitable learning content to recent immigrants in urban areas; a group that may benefit from contextual support and can use the city as a learning environment