Mohd Faiz Hilmi, S. Pawanchik, Y. Mustapha, H. M. Ali
The advancement of information technology has changed the education landscape. The process of teaching is no longer the same. Information technology has made e-learning possible and available on a large scale. The main component of an e-learning is a learning management system LMS. LMS has been widely used and are accessible through the Internet. By connected and accessed to the Internet, LMS are exposed to various threats. Proper understanding of these threats combined with strategy and best practices countermeasures will ensure a safe learning environment. Therefore this study will look into the information security aspect of LMS. There are two main purpose of this study. First, this study provides a review of information security in e-learning environments and explains the important of information security. Confidentiality, integrity and availability are considered to be the primary pillars of information security. In addition to these pillars, the International Information Systems Security Certification Consortium introduced a common body of knowledge CBK comprised of ten domains relating to specific information security topics. These domains are the foundation of security practices for those involved in information security. In this article, each of these is explained within an e-learning context. It is recommended that institutions employing e-learning adhere to these domains. By applying the principles and practices associated with each domain, e-learning institutions should be able to provide an e-learning system with high confidentiality, integrity and availability. The second purpose of this study is to understand student perception of an information security perspective of an e-learning management system. To achieve this purpose, a survey was conducted targeted at undergraduate students in a distance learning program. 497 students responded to a survey questionnaires. Apart from demographics information, the survey asked the respondent to rate six statements related to how they perceived security of the learning management system which they are currently using. All six statements are rated using a five point Likert scale anchored at 1 Not at all to 5 Very much. Frequencies analysis was conducted to show the profile of the respondent. Overall, respondent has strong positive perceptions towards security of their LMS. This study provides an overall picture of information security elements of a learning management system. It can serve as an introduction which help LMS administrator to understand the issues and possibilities related to the safety of LMS.
{"title":"Information Security Perspective of a Learning Management System: An Exploratory Study","authors":"Mohd Faiz Hilmi, S. Pawanchik, Y. Mustapha, H. M. Ali","doi":"10.4018/jksr.2013040102","DOIUrl":"https://doi.org/10.4018/jksr.2013040102","url":null,"abstract":"The advancement of information technology has changed the education landscape. The process of teaching is no longer the same. Information technology has made e-learning possible and available on a large scale. The main component of an e-learning is a learning management system LMS. LMS has been widely used and are accessible through the Internet. By connected and accessed to the Internet, LMS are exposed to various threats. Proper understanding of these threats combined with strategy and best practices countermeasures will ensure a safe learning environment. Therefore this study will look into the information security aspect of LMS. There are two main purpose of this study. First, this study provides a review of information security in e-learning environments and explains the important of information security. Confidentiality, integrity and availability are considered to be the primary pillars of information security. In addition to these pillars, the International Information Systems Security Certification Consortium introduced a common body of knowledge CBK comprised of ten domains relating to specific information security topics. These domains are the foundation of security practices for those involved in information security. In this article, each of these is explained within an e-learning context. It is recommended that institutions employing e-learning adhere to these domains. By applying the principles and practices associated with each domain, e-learning institutions should be able to provide an e-learning system with high confidentiality, integrity and availability. The second purpose of this study is to understand student perception of an information security perspective of an e-learning management system. To achieve this purpose, a survey was conducted targeted at undergraduate students in a distance learning program. 497 students responded to a survey questionnaires. Apart from demographics information, the survey asked the respondent to rate six statements related to how they perceived security of the learning management system which they are currently using. All six statements are rated using a five point Likert scale anchored at 1 Not at all to 5 Very much. Frequencies analysis was conducted to show the profile of the respondent. Overall, respondent has strong positive perceptions towards security of their LMS. This study provides an overall picture of information security elements of a learning management system. It can serve as an introduction which help LMS administrator to understand the issues and possibilities related to the safety of LMS.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121572804","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}
The purpose of this paper is to 1 briefly discuss the definitions of face-to-face learning, hybrid learning, and related terms concerning the continuum of technology-based learning methods as proposed by Bates 2001 and Bates and Poole 2003; 2 introduce effective uses of technology in face-to-face and hybrid university level courses; and 3 discuss justifications based in research literature for the use of technology to enhance student learning. Technological recommendations include use of multimedia technologies; interactive white boards; and course management systems. This review of literature discusses both theoretical and research based articles and includes empirical studies showing the relationship between effective use of technology and student. The main focus of this paper is to introduce strategies for effective use of technology in both face-to-face and hybrid-style university level courses. This paper is intended for higher-education instructors in both face-to-face and hybrid-style instructional contexts.
本文的目的是简要讨论贝茨(Bates) 2001年和贝茨和普尔(Bates and Poole) 2003年提出的关于基于技术的学习方法连续体的面对面学习、混合学习和相关术语的定义;在面对面和大学水平的混合课程中引入技术的有效应用;第三章讨论了基于研究文献的使用技术来促进学生学习的理由。技术建议包括使用多媒体技术;交互式白板;课程管理系统。这篇文献综述讨论了理论和基于研究的文章，包括实证研究，显示了技术的有效使用与学生之间的关系。本文的主要重点是介绍在面对面和混合式大学水平课程中有效使用技术的策略。本文的目的是为高等教育教师在面对面和混合风格的教学环境。
{"title":"Strategies for Effective Use of Technology in Face-to-Face and Hybrid University Level Courses to Improve Student Learning","authors":"Balkeese V. Kunhi Mohamed","doi":"10.4018/jksr.2013040106","DOIUrl":"https://doi.org/10.4018/jksr.2013040106","url":null,"abstract":"The purpose of this paper is to 1 briefly discuss the definitions of face-to-face learning, hybrid learning, and related terms concerning the continuum of technology-based learning methods as proposed by Bates 2001 and Bates and Poole 2003; 2 introduce effective uses of technology in face-to-face and hybrid university level courses; and 3 discuss justifications based in research literature for the use of technology to enhance student learning. Technological recommendations include use of multimedia technologies; interactive white boards; and course management systems. This review of literature discusses both theoretical and research based articles and includes empirical studies showing the relationship between effective use of technology and student. The main focus of this paper is to introduce strategies for effective use of technology in both face-to-face and hybrid-style university level courses. This paper is intended for higher-education instructors in both face-to-face and hybrid-style instructional contexts.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"273 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132925676","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}
Digital Storytelling is a pedagogical tool that has been used for centuries to impart knowledge, values and attitudes. A few models have been developed for the analysis and evaluation of Educational Digital Storytelling Environments EDSE. A useful, comprehensive and representative evaluation model of EDSE is the "Dimension Star" Schafer, 2004. This model could be used in the analysis and evaluation of EDSE using twelve criteria-dimensions, namely: Concreteness, User Contribution, Coherence, Continuity, Structure, Cognitive Effort, Virtuality, Spatiality, Control, Interactivity, Collaboration, and Immersion. In this paper, twelve EDSE are analyzed and evaluated with the "Dimension Star" model. This study may be a useful tool for educational software developers especially in the early stages of conception and design of an EDSE. Finally, this study can help teachers to choose appropriate EDSE so that be able to fulfill specific teaching goals in their classrooms.
{"title":"Analysis of Educational Digital Storytelling Software using the \"Dimension Star\" Model","authors":"Panagiotis Psomos, M. Kordaki","doi":"10.4018/jksr.2012100103","DOIUrl":"https://doi.org/10.4018/jksr.2012100103","url":null,"abstract":"Digital Storytelling is a pedagogical tool that has been used for centuries to impart knowledge, values and attitudes. A few models have been developed for the analysis and evaluation of Educational Digital Storytelling Environments EDSE. A useful, comprehensive and representative evaluation model of EDSE is the \"Dimension Star\" Schafer, 2004. This model could be used in the analysis and evaluation of EDSE using twelve criteria-dimensions, namely: Concreteness, User Contribution, Coherence, Continuity, Structure, Cognitive Effort, Virtuality, Spatiality, Control, Interactivity, Collaboration, and Immersion. In this paper, twelve EDSE are analyzed and evaluated with the \"Dimension Star\" model. This study may be a useful tool for educational software developers especially in the early stages of conception and design of an EDSE. Finally, this study can help teachers to choose appropriate EDSE so that be able to fulfill specific teaching goals in their classrooms.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117209993","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}
In this paper kindergarten teachers describe the types of services and practices they often use to design and implement an educational program. The authors' paper aims to identify and present the kindergarten teachers' views and practices, concerning the types of educational programs-they usually conduct-the kindergarten teachers' training status and needs on designing and implementing such programs according to the mandated Curriculum Studies of Preschool Education for Greece, as well as the teaching methods and equipment settings they usually use in an educational program. They also indicate the problems and difficulties most kindergarten teachers meet while carrying out an educational program, as well as the reasons most kindergarten teachers prefer to carry out an "informal school program." An "informal school program" takes place at a local level and kindergarten teachers do not take this approach to a higher level, in order not to have any particular problems with the school context, the mandated Curriculum Studies and timetable of Preschool Education for Greece currently and the teaching methods, aids and materials.
{"title":"Exploring the Greek Kindergarten Teachers' Views and Practices during the Implementation of Educational Programs","authors":"Helen C. Carida, Thouliotis E. Vaggelis","doi":"10.4018/jksr.2012100107","DOIUrl":"https://doi.org/10.4018/jksr.2012100107","url":null,"abstract":"In this paper kindergarten teachers describe the types of services and practices they often use to design and implement an educational program. The authors' paper aims to identify and present the kindergarten teachers' views and practices, concerning the types of educational programs-they usually conduct-the kindergarten teachers' training status and needs on designing and implementing such programs according to the mandated Curriculum Studies of Preschool Education for Greece, as well as the teaching methods and equipment settings they usually use in an educational program. They also indicate the problems and difficulties most kindergarten teachers meet while carrying out an educational program, as well as the reasons most kindergarten teachers prefer to carry out an \"informal school program.\" An \"informal school program\" takes place at a local level and kindergarten teachers do not take this approach to a higher level, in order not to have any particular problems with the school context, the mandated Curriculum Studies and timetable of Preschool Education for Greece currently and the teaching methods, aids and materials.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131161898","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}
The goal of this paper is to recommend suitable competence assessment instruments and methods for assessing globalization competence in the Information Systems domain. This is done by matching globalization competences with suitable competence assessment methods. The results of the analysis indicate that the most applicable competence assessment methods for assessing globalization competences in the Information Systems domain are written format assessments especially essays, candidate self-reports, live interactions especially group work, and computer simulations. The validity of the outcome is confirmed through a mixed method of document analysis and expert interviews by analyzing and evaluating the assessment methods of Finnish higher education courses in the Information Systems field. Finally, a preliminary comparison between Finnish and Japanese assessment methods is conducted.
{"title":"The Globalization Competence Assessment Framework: Assessing Globalization Competences in the Information Systems Domain","authors":"Tiia Stén, J. Pawlowski, H. Pirkkalainen","doi":"10.4018/JKSR.2012100104","DOIUrl":"https://doi.org/10.4018/JKSR.2012100104","url":null,"abstract":"The goal of this paper is to recommend suitable competence assessment instruments and methods for assessing globalization competence in the Information Systems domain. This is done by matching globalization competences with suitable competence assessment methods. The results of the analysis indicate that the most applicable competence assessment methods for assessing globalization competences in the Information Systems domain are written format assessments especially essays, candidate self-reports, live interactions especially group work, and computer simulations. The validity of the outcome is confirmed through a mixed method of document analysis and expert interviews by analyzing and evaluating the assessment methods of Finnish higher education courses in the Information Systems field. Finally, a preliminary comparison between Finnish and Japanese assessment methods is conducted.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130001907","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 research-in-progress investigates how the usage of technology, specifically three dimensional 3D stereoscopic vision, might support astronomy learning in primary grades. 3D stereoscopic vision might be an effective means to observe the relationships among space objects through simulations. In order to explore this presumption, this pilot study examines how 3D stereoscopic vision might enhance urban second graders' understanding of a the shape of Sun, Moon, and Earth, b how day and night alternate, and c how Moon appears in different shapes. Currently, Indiana state standards for science do not suggest the teaching of these astronomical concepts explicitly before fourth grade. The authors project that students can learn these concepts earlier in their educational lives with the implementation of these new technologies. These technologies might challenge the views of when astronomical concepts could be taught to children and expand the ways the authors think about children's cognitive capacities in understanding scientific concepts.
{"title":"Can 3D Visualization Assist in Young Children's Understanding of Sun-Earth-Moon System?","authors":"Zeynep Isik-Ercan, Beomjin Kim, J. Nowak","doi":"10.4018/jksr.2012100102","DOIUrl":"https://doi.org/10.4018/jksr.2012100102","url":null,"abstract":"This research-in-progress investigates how the usage of technology, specifically three dimensional 3D stereoscopic vision, might support astronomy learning in primary grades. 3D stereoscopic vision might be an effective means to observe the relationships among space objects through simulations. In order to explore this presumption, this pilot study examines how 3D stereoscopic vision might enhance urban second graders' understanding of a the shape of Sun, Moon, and Earth, b how day and night alternate, and c how Moon appears in different shapes. Currently, Indiana state standards for science do not suggest the teaching of these astronomical concepts explicitly before fourth grade. The authors project that students can learn these concepts earlier in their educational lives with the implementation of these new technologies. These technologies might challenge the views of when astronomical concepts could be taught to children and expand the ways the authors think about children's cognitive capacities in understanding scientific concepts.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122556568","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}
J. Rodríguez, Jose Emilio Labra Gayo, P. O. Pablos
This paper presents an extensible framework for the Spreading Activation technique. This technique is supported by the ONTOSPREAD framework enabling the development, configuration, customization, and execution of the Spreading Activation method on graph-based structures. It has been used for a long time to the efficient exploration of knowledge bases built on semantic networks in Information and Document Retrieval domains. The emerging Web of Data and the sheer mass of information now available make it possible the deployment of new services and applications based on the reuse of existing vocabularies and datasets. A large amount of this information is published using semantic web languages and formats such as RDF, implicit graph structures developed using W3C standard languages; but new flexible and scalable methods to create added-value services and exploit the data are required. That is why ONTOSPREAD is considered relevant in providing a new way to implement the double process of activation and spreading of concepts in graph-based structures, more specifically to browse and rank resources in the Web of Data realm. The original constraints like weight degradation according to the distance are provided in combination with others coming from the extension of this technique like the converging paths reward. Finally an evaluation methodology and two examples using the well-known ontologies GALEN and SNOMED CT are presented to validate the goodness, the improvement, and the capabilities of this technique.
本文提出了一种扩展激活技术的框架。该技术由ONTOSPREAD框架支持，该框架支持在基于图形的结构上开发、配置、自定义和执行Spreading Activation方法。在信息和文档检索领域，语义网络一直被用于高效地探索基于语义网络的知识库。新兴的数据Web和大量可用的信息使得基于现有词汇表和数据集的重用部署新的服务和应用程序成为可能。大量此类信息使用语义web语言和格式发布，如RDF，使用W3C标准语言开发的隐式图结构;但是需要新的灵活和可扩展的方法来创建增值服务和利用数据。这就是为什么ONTOSPREAD被认为是相关的，它提供了一种新的方法来实现基于图的结构中概念的激活和传播的双重过程，更具体地说，是在Web of Data领域中浏览和排序资源。最初的约束，如根据距离的权重退化，与来自该技术扩展的其他约束(如收敛路径奖励)相结合。最后给出了一种评估方法和两个使用著名本体GALEN和SNOMED CT的例子来验证该技术的优点、改进和能力。
{"title":"An Extensible Framework to Sort out Nodes in Graph-Based Structures Powered by the Spreading Activation Technique: The ONTOSPREAD Approach","authors":"J. Rodríguez, Jose Emilio Labra Gayo, P. O. Pablos","doi":"10.4018/JKSR.2012100106","DOIUrl":"https://doi.org/10.4018/JKSR.2012100106","url":null,"abstract":"This paper presents an extensible framework for the Spreading Activation technique. This technique is supported by the ONTOSPREAD framework enabling the development, configuration, customization, and execution of the Spreading Activation method on graph-based structures. It has been used for a long time to the efficient exploration of knowledge bases built on semantic networks in Information and Document Retrieval domains. The emerging Web of Data and the sheer mass of information now available make it possible the deployment of new services and applications based on the reuse of existing vocabularies and datasets. A large amount of this information is published using semantic web languages and formats such as RDF, implicit graph structures developed using W3C standard languages; but new flexible and scalable methods to create added-value services and exploit the data are required. That is why ONTOSPREAD is considered relevant in providing a new way to implement the double process of activation and spreading of concepts in graph-based structures, more specifically to browse and rank resources in the Web of Data realm. The original constraints like weight degradation according to the distance are provided in combination with others coming from the extension of this technique like the converging paths reward. Finally an evaluation methodology and two examples using the well-known ontologies GALEN and SNOMED CT are presented to validate the goodness, the improvement, and the capabilities of this technique.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114063230","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}
Communities of Practice of E-learning CoPEs are considered as a virtual framework for exchanging and sharing techno-pedagogic knowledge and know-how between actors of e-learning. However, after analyzing of knowledge management modalities in some CoPEs, the authors noticed that knowledge is often represented in a way that does not facilitate its access and reuse. Accordingly, this paper focuses on knowledge capitalization in CoPEs and proposes an ontology-based framework aiming to facilitate knowledge sharing and reuse. This framework is structured into three layers: 1 the ontology layer, 2 the semantic annotation layer, and 3 the asset layer. It provides respectively, a common vocabulary within a CoPE aiming to enable a shared understanding between its members, a semantic support to annotate its knowledge assets facilitating their retrieval and reuse, and a means of storage and indexing its different assets. The paper is illustrated with a case study related to a semantic adaptive wiki, a service proposed for a CoPE made up of a teaching staff in computer science at the USTHB University in Algeria.
{"title":"A Semantic Based Approach for Knowledge Capitalization in Communities of Practice of E-Learning","authors":"L. Berkani, A. Chikh","doi":"10.4018/jksr.2012100101","DOIUrl":"https://doi.org/10.4018/jksr.2012100101","url":null,"abstract":"Communities of Practice of E-learning CoPEs are considered as a virtual framework for exchanging and sharing techno-pedagogic knowledge and know-how between actors of e-learning. However, after analyzing of knowledge management modalities in some CoPEs, the authors noticed that knowledge is often represented in a way that does not facilitate its access and reuse. Accordingly, this paper focuses on knowledge capitalization in CoPEs and proposes an ontology-based framework aiming to facilitate knowledge sharing and reuse. This framework is structured into three layers: 1 the ontology layer, 2 the semantic annotation layer, and 3 the asset layer. It provides respectively, a common vocabulary within a CoPE aiming to enable a shared understanding between its members, a semantic support to annotate its knowledge assets facilitating their retrieval and reuse, and a means of storage and indexing its different assets. The paper is illustrated with a case study related to a semantic adaptive wiki, a service proposed for a CoPE made up of a teaching staff in computer science at the USTHB University in Algeria.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126017221","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}
Eduardo Negrín Torres, Jorge Martín-Gutiérrez, María Dolores Meneses Fernández
The introduction of audiovisual language on communicative models of modern society is an uprising constant which has made it the leading communicative method amongst new generations over overcoming written media. In this paper, the authors focus on how important is use of video tutorial in university teaching as an efficient and accessible resource in the teaching and learning processes. They may introduce the initiative developed by the La Laguna University called 'ULLmedia Express yourself' which combines teaching staff's training work for the creation of video tutorials applied to teaching with the needed infrastructure for its production. This initiative seeks extension of video tutorial tool and its many aspects in university teaching without meaning additional costs for the institution, promoting 'communicative closeness' between teacher and students as well as creative and innovating spirit from teachers in their professional duties.
{"title":"Promoting Audiovisual Formats for Developing Teaching Digital Competences","authors":"Eduardo Negrín Torres, Jorge Martín-Gutiérrez, María Dolores Meneses Fernández","doi":"10.4018/jksr.2012100109","DOIUrl":"https://doi.org/10.4018/jksr.2012100109","url":null,"abstract":"The introduction of audiovisual language on communicative models of modern society is an uprising constant which has made it the leading communicative method amongst new generations over overcoming written media. In this paper, the authors focus on how important is use of video tutorial in university teaching as an efficient and accessible resource in the teaching and learning processes. They may introduce the initiative developed by the La Laguna University called 'ULLmedia Express yourself' which combines teaching staff's training work for the creation of video tutorials applied to teaching with the needed infrastructure for its production. This initiative seeks extension of video tutorial tool and its many aspects in university teaching without meaning additional costs for the institution, promoting 'communicative closeness' between teacher and students as well as creative and innovating spirit from teachers in their professional duties.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"279 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134343551","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}
In Greece, the training system and education can be adapted to distance lifelong e-learning and the teachers, the society and the economy can be benefited via the introduction and training of in-service teachers in a the Video Conferencing VC technology and mode of distant training, granted that VC is put into a learning framework, and b Knowledge Management KM methodology, through lectures and seminars. Incidentally, VC technology and KM methodology can be integrated into in-service teacher distance lifelong training and development, and to this end, an example, a hybrid model, of the manner VC technology and KM methodology can be integrated into in-service teacher distance lifelong training and development, that is, a microteaching session via VC and KM, which is advisable for Greek teachers of all specialisations in Greece or abroad, is given.
{"title":"Advanced E-Learning Services for Teachers","authors":"Anna Kamakari, A. Drigas","doi":"10.4018/jksr.2012100108","DOIUrl":"https://doi.org/10.4018/jksr.2012100108","url":null,"abstract":"In Greece, the training system and education can be adapted to distance lifelong e-learning and the teachers, the society and the economy can be benefited via the introduction and training of in-service teachers in a the Video Conferencing VC technology and mode of distant training, granted that VC is put into a learning framework, and b Knowledge Management KM methodology, through lectures and seminars. Incidentally, VC technology and KM methodology can be integrated into in-service teacher distance lifelong training and development, and to this end, an example, a hybrid model, of the manner VC technology and KM methodology can be integrated into in-service teacher distance lifelong training and development, that is, a microteaching session via VC and KM, which is advisable for Greek teachers of all specialisations in Greece or abroad, is given.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120974657","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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