Social media is an important technological and cultural development with which the new generation of students are intimately familiar and use on a daily basis. As a communications tool social media has vast and varied potential and capabilities. That potential should also be unlocked in the educational space. The social media platforms of Facebook and Twitter were used in undergraduate units at Qatar University (Doha, Qatar) and Macquarie university (Sydney, Australia) as a means to engage students. Social media was used to disseminate course announcements into the social media space and encourage students to more fully participate in all aspects of the learning experience. The main online portals for LAWC 217 (QU) remained Blackboard and for BUSL250 (MQ) it remained iLearn (moodle). Social media was used in a supporting manner in both contexts. The response from students at Qatar university was strong in relation to twitter in comparison with the utilisation of Twitter by students at Macquarie university. This difference raised important pedagogical questions as well as considerations in relation to the institutional infrastructre in place at both institutions. Qatar University is developing its social media strategy for online teaching. It has a policy framework in place but it is not widely disseminated among the faculty. By comparison Macquarie University has a strong social media presence, a robust guidelines and policy framework and a managerial predisposition to supporting and educating the faculty regarding these types of innovation. Three main points emerge from this comparison and require further research. 1. This preliminary comparison shows that cultural differences may contribute to the type of social media platforms students will engage in. What is the nature of this correlation and how can it be accounted for?2. Institutional differences in relation to policy and strategic support for the use of social media exist across institutions. To what extent does institutional support help of hinder the greater use of social media in unit delivery? 3. At both institutions, students were unaware how pervasisve their social media presence was and sometimes used the medium in an unproffessional or questionable manner. Is there scope for enhancing student proffessionalism in preparation for their 'working life' through the use of social media?
{"title":"The Integration of Social Media in the Delivery of Unit Materials: A Comparative Examination of the Experience of Macquarie University and Qatar University","authors":"A. Dahdal, Nazzal Kisswani","doi":"10.1109/ECONF.2015.71","DOIUrl":"https://doi.org/10.1109/ECONF.2015.71","url":null,"abstract":"Social media is an important technological and cultural development with which the new generation of students are intimately familiar and use on a daily basis. As a communications tool social media has vast and varied potential and capabilities. That potential should also be unlocked in the educational space. The social media platforms of Facebook and Twitter were used in undergraduate units at Qatar University (Doha, Qatar) and Macquarie university (Sydney, Australia) as a means to engage students. Social media was used to disseminate course announcements into the social media space and encourage students to more fully participate in all aspects of the learning experience. The main online portals for LAWC 217 (QU) remained Blackboard and for BUSL250 (MQ) it remained iLearn (moodle). Social media was used in a supporting manner in both contexts. The response from students at Qatar university was strong in relation to twitter in comparison with the utilisation of Twitter by students at Macquarie university. This difference raised important pedagogical questions as well as considerations in relation to the institutional infrastructre in place at both institutions. Qatar University is developing its social media strategy for online teaching. It has a policy framework in place but it is not widely disseminated among the faculty. By comparison Macquarie University has a strong social media presence, a robust guidelines and policy framework and a managerial predisposition to supporting and educating the faculty regarding these types of innovation. Three main points emerge from this comparison and require further research. 1. This preliminary comparison shows that cultural differences may contribute to the type of social media platforms students will engage in. What is the nature of this correlation and how can it be accounted for?2. Institutional differences in relation to policy and strategic support for the use of social media exist across institutions. To what extent does institutional support help of hinder the greater use of social media in unit delivery? 3. At both institutions, students were unaware how pervasisve their social media presence was and sometimes used the medium in an unproffessional or questionable manner. Is there scope for enhancing student proffessionalism in preparation for their 'working life' through the use of social media?","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"525 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116487429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aim to investigate the impact of interactive board to promote leader talented the case of Batterjees scholarship students in ALqabas private school which had taken place during the academic year 2014-2015, the sample of this study had been chosen from the entire Khartoum province. The number of whole student in the scholarship is 107, whom are selected as higher ability student Tolerance and Raven had been used, low income. The total number of students who joined the interactive board classes is 41. The researcher used the analytical method "SPSS" to analyze the data. Which contain the student academic performance, questioners to the teacher, and questioners to the school counselors The result show that, there is significant differences between students who's joined E- learning classes in: academic performance, design projects, enrichment subject, and creative thinking test. The study recommended that the E- learning classes should be used in school counseling to promote leadership talented and there should be special E-learning programs for these students.
{"title":"The Impact of Interactive Board to Promote Leader Talented the Case of Batterjee`s Scholarship Students","authors":"A. Batterjee, Ikhlas H. Ashria, Gadi","doi":"10.1109/ECONF.2015.88","DOIUrl":"https://doi.org/10.1109/ECONF.2015.88","url":null,"abstract":"This study aim to investigate the impact of interactive board to promote leader talented the case of Batterjees scholarship students in ALqabas private school which had taken place during the academic year 2014-2015, the sample of this study had been chosen from the entire Khartoum province. The number of whole student in the scholarship is 107, whom are selected as higher ability student Tolerance and Raven had been used, low income. The total number of students who joined the interactive board classes is 41. The researcher used the analytical method \"SPSS\" to analyze the data. Which contain the student academic performance, questioners to the teacher, and questioners to the school counselors The result show that, there is significant differences between students who's joined E- learning classes in: academic performance, design projects, enrichment subject, and creative thinking test. The study recommended that the E- learning classes should be used in school counseling to promote leadership talented and there should be special E-learning programs for these students.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131933510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ali AlSoufi, Aysha Obead, S. Al-Thawadi, Zanab AlHayki
Social media in the educational field has become desirable and targeted because of its familiarity among people. Twitter is one such social media applications that has a feature of quickly spreading the news as they occur in real time. It has a text limit of 140 letters, which could be really interesting to use as an e-learning tool. The purpose of this paper is to, 1. Identify the susceptibility of University of Bahrain's (UOB) students to use Twitter as part of their education process, 2. Identify the preferred time when the students use Twitter, 3. Use the outcome of the first two objectives in developing a prototype that works as Twitter scheduling system to test the applicability of using bulk scheduled messages as a supporting tool in the learning process. The results of the research revealed that students at UOB do use Twitter heavily were happy to use it as an e-learning tool. Furthermore it found that the preferred times are from 9-11 pm, 11 pm -- 1 am and 10 am -- 12 pm. These timings were then used by UOB teachers to set up their bulk messages in the developed twitter scheduler system mentioned earlier. The system enables teachers to organize, customize and save their messages (tweets) for later use and reuse. Finally, it is important to notes that such system would server many other sectors, such as marketing campaigns, NGO's awareness campaigns, health education and awareness by governmental agencies, member's communication and education tools in political and professional societies.
{"title":"Twitter Scheduler System as e-Learning Tool","authors":"Ali AlSoufi, Aysha Obead, S. Al-Thawadi, Zanab AlHayki","doi":"10.1109/ECONF.2015.54","DOIUrl":"https://doi.org/10.1109/ECONF.2015.54","url":null,"abstract":"Social media in the educational field has become desirable and targeted because of its familiarity among people. Twitter is one such social media applications that has a feature of quickly spreading the news as they occur in real time. It has a text limit of 140 letters, which could be really interesting to use as an e-learning tool. The purpose of this paper is to, 1. Identify the susceptibility of University of Bahrain's (UOB) students to use Twitter as part of their education process, 2. Identify the preferred time when the students use Twitter, 3. Use the outcome of the first two objectives in developing a prototype that works as Twitter scheduling system to test the applicability of using bulk scheduled messages as a supporting tool in the learning process. The results of the research revealed that students at UOB do use Twitter heavily were happy to use it as an e-learning tool. Furthermore it found that the preferred times are from 9-11 pm, 11 pm -- 1 am and 10 am -- 12 pm. These timings were then used by UOB teachers to set up their bulk messages in the developed twitter scheduler system mentioned earlier. The system enables teachers to organize, customize and save their messages (tweets) for later use and reuse. Finally, it is important to notes that such system would server many other sectors, such as marketing campaigns, NGO's awareness campaigns, health education and awareness by governmental agencies, member's communication and education tools in political and professional societies.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125553156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Tawalbeh, Norah Alassaf, Waseem Bakheder, A. Tawalbeh
Mobile Cloud Computing is a very important trend nowadays. It merges the cloud computing technologies with mobile devices to overcome the limitations of these devices such as limited battery life time, limited processing and storage capabilities. The tasks that need massive computations can be performed on the cloud efficiently and the results will be sent back to the mobile device, this way, the mobile battery and resources will be saved. This Paper presents overview of Mobile Cloud Computing and efficient architectures and applications. Also, we will present several important features and challenges for mobile cloud computing systems including resilience, security, scalability and availability.
{"title":"Resilience Mobile Cloud Computing: Features, Applications and Challenges","authors":"L. Tawalbeh, Norah Alassaf, Waseem Bakheder, A. Tawalbeh","doi":"10.1109/ECONF.2015.59","DOIUrl":"https://doi.org/10.1109/ECONF.2015.59","url":null,"abstract":"Mobile Cloud Computing is a very important trend nowadays. It merges the cloud computing technologies with mobile devices to overcome the limitations of these devices such as limited battery life time, limited processing and storage capabilities. The tasks that need massive computations can be performed on the cloud efficiently and the results will be sent back to the mobile device, this way, the mobile battery and resources will be saved. This Paper presents overview of Mobile Cloud Computing and efficient architectures and applications. Also, we will present several important features and challenges for mobile cloud computing systems including resilience, security, scalability and availability.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125608285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recent communication and information technology have unlocked entirely new directions for education and training. Mounting pressure from increasing free, online course offerings is opening discussion and catalyzing change in the physical classroom. The flipped classroom is at the center of this arena. The flipped classroom is a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom. It represents a unique combination of learning theories once thought to be incompatible -- active, problem-based learning activities founded upon a constructivist ideology and instructional lectures derived from direct instruction methods founded upon behaviorist principles. This paper provides a comprehensive survey of prior and ongoing research of the flipped classroom and introduces a case study for higher education and the perception of the both students and instructors. Studies are characterized on the type of in-class and out-of-class activities, On the other hand, we introduce some notes to help faculties to smoothly transform from traditional classroom to flipped classroom.
{"title":"The Effectiveness of the Flipped Classroom in Higher Education","authors":"Samia Elazab, M. Alazab","doi":"10.1109/ECONF.2015.34","DOIUrl":"https://doi.org/10.1109/ECONF.2015.34","url":null,"abstract":"Recent communication and information technology have unlocked entirely new directions for education and training. Mounting pressure from increasing free, online course offerings is opening discussion and catalyzing change in the physical classroom. The flipped classroom is at the center of this arena. The flipped classroom is a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom. It represents a unique combination of learning theories once thought to be incompatible -- active, problem-based learning activities founded upon a constructivist ideology and instructional lectures derived from direct instruction methods founded upon behaviorist principles. This paper provides a comprehensive survey of prior and ongoing research of the flipped classroom and introduces a case study for higher education and the perception of the both students and instructors. Studies are characterized on the type of in-class and out-of-class activities, On the other hand, we introduce some notes to help faculties to smoothly transform from traditional classroom to flipped classroom.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114871674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Edutainment is gaining a lot of importance in education today. The term edutainment encompasses a wide array of activities such as videos, movies, games and game shows, yet the one that is gaining most in popularity is online video games. While online games have been shown to have definite advantages, they tend to promote individual learning or at the most, competing with other students in cyberspace. However, they lack direct, human, physical student-student or student-teacher interaction. Game shows on the other hand present an opportunity for learning as well as a lot of interaction which in turn has many benefits. At Integrated Sciences Department, College of Health Sciences, game shows were introduced as an optional pre-examination review activity and the impact of the game show on the students' academic performance for 130 students was studied. Grades of tests administered before the game show were compared with grades of exams conducted after the game show for the same topics. Grades were also compared for students who attended the game show and those who did not attend. Game shows seem to have had a positive impact on improving the students' academic performance.
{"title":"The Impact of Game Shows on Students' Academic Performance","authors":"M. Mistry, M. AlAnan","doi":"10.1109/ECONF.2015.76","DOIUrl":"https://doi.org/10.1109/ECONF.2015.76","url":null,"abstract":"Edutainment is gaining a lot of importance in education today. The term edutainment encompasses a wide array of activities such as videos, movies, games and game shows, yet the one that is gaining most in popularity is online video games. While online games have been shown to have definite advantages, they tend to promote individual learning or at the most, competing with other students in cyberspace. However, they lack direct, human, physical student-student or student-teacher interaction. Game shows on the other hand present an opportunity for learning as well as a lot of interaction which in turn has many benefits. At Integrated Sciences Department, College of Health Sciences, game shows were introduced as an optional pre-examination review activity and the impact of the game show on the students' academic performance for 130 students was studied. Grades of tests administered before the game show were compared with grades of exams conducted after the game show for the same topics. Grades were also compared for students who attended the game show and those who did not attend. Game shows seem to have had a positive impact on improving the students' academic performance.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125352228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper evaluates the effectiveness of 'open book-open web'(OBOW)examinations in comparison to invigilated closed book-pen and paper exams. An OBOW exam was conducted, wherein 127 students participated in it. The result obtained in this exam was compared with the invigilated exam taken by the same students previously. The percentage of marks obtained by the students were graded as "A" for 90-100% marks, "B", "C", "D" and "F" for 80-89%, 70-79%, 60-69% and 0-60% respectively. Some students were placed under ungraded category ("U" grade), as they faced some technical problems during the exam. Cheating was assessed based upon the time at which the student started taking the exam, the total time taken to complete it and the marks they scored. The results indicated that there was no notable difference in the results between the two types of exams. The number of students scoring "A" grade was almost the same in both the type of exams viz. 36% of all the students scored "A" grade in OBOW as against 38% of the students in the invigilated exam. However the number of students scoring lower grades i.e. "B" to "F" was more in OBOW exams then the invigilated exams. A few cheating cases were observed in the OBOW exam and also in the invigilated exam, which is unavoidable in any circumstance. About 10 students faced technical problems like loss of internet connection, slowing of the internet connection due to traffic congestion in the network, hanging of the user's computer system. It can be concluded that OBOW exams are better in accessing the student's ability to understand the subject and reproduce it.
{"title":"Overview of Open Book-Open Web Exam over Blackboard under E-Learning System","authors":"Khaled Mohanna, A. Patel","doi":"10.1109/ECONF.2015.81","DOIUrl":"https://doi.org/10.1109/ECONF.2015.81","url":null,"abstract":"This paper evaluates the effectiveness of 'open book-open web'(OBOW)examinations in comparison to invigilated closed book-pen and paper exams. An OBOW exam was conducted, wherein 127 students participated in it. The result obtained in this exam was compared with the invigilated exam taken by the same students previously. The percentage of marks obtained by the students were graded as \"A\" for 90-100% marks, \"B\", \"C\", \"D\" and \"F\" for 80-89%, 70-79%, 60-69% and 0-60% respectively. Some students were placed under ungraded category (\"U\" grade), as they faced some technical problems during the exam. Cheating was assessed based upon the time at which the student started taking the exam, the total time taken to complete it and the marks they scored. The results indicated that there was no notable difference in the results between the two types of exams. The number of students scoring \"A\" grade was almost the same in both the type of exams viz. 36% of all the students scored \"A\" grade in OBOW as against 38% of the students in the invigilated exam. However the number of students scoring lower grades i.e. \"B\" to \"F\" was more in OBOW exams then the invigilated exams. A few cheating cases were observed in the OBOW exam and also in the invigilated exam, which is unavoidable in any circumstance. About 10 students faced technical problems like loss of internet connection, slowing of the internet connection due to traffic congestion in the network, hanging of the user's computer system. It can be concluded that OBOW exams are better in accessing the student's ability to understand the subject and reproduce it.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121807325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Text summarization is a way to condense the large amount of information into a concise form by the process of selection of important information and discarding unimportant and redundant information. The need for Text summarization has increased much due to the abundance of documents in the internet.Even though a lot of text summarization systems have been developed for summarizing documents in various languages, there is no such well performing system for Malayalam.In this paper, we propose the use of Graph theoretic approach for summarizing Malayalam documents that is motivated by the method of identification of themes. After the common preprocessing steps, namely, stop word removal and stemming, sentences in the documents are represented as nodes in an undirected graph. There is a node for every sentence. Two sentences are connected with an edge if the two sentences share some common words, or in other words, their (cosine, or such) similarity is above some threshold. This representation yields two results: The partitions contained in the graph (that is those sub-graphs that are unconnected to the other sub graphs), form distinct topics covered in the documents. The second result yielded by the graph-theoretic method is the identification of the important sentences in the document. We apply graph theoretic approach on Malayalam text summarization task and achieve comparable results to the state of the art.
{"title":"An Extractive Malayalam Document Summarization Based on Graph Theoretic Approach","authors":"E. B. Ajmal, Rosna P. Haroon","doi":"10.1109/ECONF.2015.41","DOIUrl":"https://doi.org/10.1109/ECONF.2015.41","url":null,"abstract":"Text summarization is a way to condense the large amount of information into a concise form by the process of selection of important information and discarding unimportant and redundant information. The need for Text summarization has increased much due to the abundance of documents in the internet.Even though a lot of text summarization systems have been developed for summarizing documents in various languages, there is no such well performing system for Malayalam.In this paper, we propose the use of Graph theoretic approach for summarizing Malayalam documents that is motivated by the method of identification of themes. After the common preprocessing steps, namely, stop word removal and stemming, sentences in the documents are represented as nodes in an undirected graph. There is a node for every sentence. Two sentences are connected with an edge if the two sentences share some common words, or in other words, their (cosine, or such) similarity is above some threshold. This representation yields two results: The partitions contained in the graph (that is those sub-graphs that are unconnected to the other sub graphs), form distinct topics covered in the documents. The second result yielded by the graph-theoretic method is the identification of the important sentences in the document. We apply graph theoretic approach on Malayalam text summarization task and achieve comparable results to the state of the art.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127783523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nahda University is the first privet university in Upper Egypt in Banisuif. As the direction for Nahda University is to be paperless, there is the E Learning Support System (ELS) for the undergraduate students of the six faculties of the university; which includes Oral and Dental Medicine, Pharmacy, Business Administration, Engineering, Mass Communication and information Technology. The ELS is considered the communication tool between students and the academic staff members and this is available anywhere and anytime across the internet in different ways to be suitable with variable situations and student abilities. ELS is considered Learning Management System LMS and e learning and it is not a substitute for the traditional learning but it is a blended learning. Generally, ELS is the bridge connecting between students and university. It is accessible through the website www.nubels.com.
{"title":"E-Learning Supporting System (ELS) in Nahda University in Upper Egypt: Case Study","authors":"Samia M. El-Azab, Khaled Aboelfadl","doi":"10.1109/ECONF.2015.92","DOIUrl":"https://doi.org/10.1109/ECONF.2015.92","url":null,"abstract":"Nahda University is the first privet university in Upper Egypt in Banisuif. As the direction for Nahda University is to be paperless, there is the E Learning Support System (ELS) for the undergraduate students of the six faculties of the university; which includes Oral and Dental Medicine, Pharmacy, Business Administration, Engineering, Mass Communication and information Technology. The ELS is considered the communication tool between students and the academic staff members and this is available anywhere and anytime across the internet in different ways to be suitable with variable situations and student abilities. ELS is considered Learning Management System LMS and e learning and it is not a substitute for the traditional learning but it is a blended learning. Generally, ELS is the bridge connecting between students and university. It is accessible through the website www.nubels.com.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128022348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Solar home system (SHS) as a single product faces many challenges in rural areas due to minimal traffic infrastructure, inadequate education or declining confidence in handling this technology. Therefore, SHSs give much of its potential away to improve all dimensions of sustainability. A new approach is described which is applied within the micro-energy supply system project (MESUS) where SHSs as a single product are shifted to a productservice system in combination with an Information and Communication Technology (ICT) based on remote monitoring to overcome SHS limitation and increase system life span. MESUS project increases SHS sustainability by meeting the customer demands with respect to the whole product lifecycle. The new approach aims to integrate (PSS) products and services as equivalent solution elements in order to maintain innovative business models with (ICT) for providing added value for customers.
{"title":"Improve Sustainability of Decentralized Energy Using Product Service System Based on ICT","authors":"H. Eldegwi, M. Badawy, H. Kelash","doi":"10.1109/ECONF.2015.64","DOIUrl":"https://doi.org/10.1109/ECONF.2015.64","url":null,"abstract":"Solar home system (SHS) as a single product faces many challenges in rural areas due to minimal traffic infrastructure, inadequate education or declining confidence in handling this technology. Therefore, SHSs give much of its potential away to improve all dimensions of sustainability. A new approach is described which is applied within the micro-energy supply system project (MESUS) where SHSs as a single product are shifted to a productservice system in combination with an Information and Communication Technology (ICT) based on remote monitoring to overcome SHS limitation and increase system life span. MESUS project increases SHS sustainability by meeting the customer demands with respect to the whole product lifecycle. The new approach aims to integrate (PSS) products and services as equivalent solution elements in order to maintain innovative business models with (ICT) for providing added value for customers.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123904951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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