Pub Date : 2018-03-30DOI: 10.20533/iji.1742.4712.2018.0174
J. Maggs
The purpose of this study was to explore undergraduate Chinese international students’ perceptions about their classroom experiences in a United States institution of higher education. Banking education, a term used by Paulo Freire to describe and critique the traditional education system, was used as the theoretical framework for this study. After analyzing the ten interviews of Chinese international students, the following areas were discussed: comparison of classroom experiences in the United States and China; assessment practices in the United States verses China; and the differences in the relationship between students and faculty in both countries. While most of the participants preferred the American classroom practices to practices in China, all faced challenges as they navigated cultural differences in the classroom. The concept of banking education helped to illustrate the difficulties Chinese students face when they enter Americanized classrooms and a different pedagogy.
{"title":"One Classroom, Two Cultures: The Experiences of Chinese Students in an American College","authors":"J. Maggs","doi":"10.20533/iji.1742.4712.2018.0174","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2018.0174","url":null,"abstract":"The purpose of this study was to explore undergraduate Chinese international students’ perceptions about their classroom experiences in a United States institution of higher education. Banking education, a term used by Paulo Freire to describe and critique the traditional education system, was used as the theoretical framework for this study. After analyzing the ten interviews of Chinese international students, the following areas were discussed: comparison of classroom experiences in the United States and China; assessment practices in the United States verses China; and the differences in the relationship between students and faculty in both countries. While most of the participants preferred the American classroom practices to practices in China, all faced challenges as they navigated cultural differences in the classroom. The concept of banking education helped to illustrate the difficulties Chinese students face when they enter Americanized classrooms and a different pedagogy.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127621178","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}
Pub Date : 2018-03-01DOI: 10.20533/IJI.1742.4712.2018.0175
Oliver Kerr, Nicky Danino
The fundamental concepts of programming are essential to any Computer Science course yet, these concepts can appear significantly more abstract than students have encountered in the past. These abstract concepts can become so daunting to students, that they experience ‘programming shock’ during their first encounter with programming, as they attempt to decipher a number of concepts, error messages and unfamiliar syntax all at once. Once a student encounters programming shock, it can be extremely disheartening and if not overcome, can sometimes result in a student dropping out from a course. Through the use of specifically designed aptitude tests conducted with first year Computing students, this investigation has provided sufficient evidence to prove a link between mental model usage and student performance in an introductory programming module, as well as enabling the development of the Programming Thought Process (PTP) model, which can be used to identify students most in need of support.
{"title":"The PTP Model: A Predictor for Computer Programming Success","authors":"Oliver Kerr, Nicky Danino","doi":"10.20533/IJI.1742.4712.2018.0175","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2018.0175","url":null,"abstract":"The fundamental concepts of programming are essential to any Computer Science course yet, these concepts can appear significantly more abstract than students have encountered in the past. These abstract concepts can become so daunting to students, that they experience ‘programming shock’ during their first encounter with programming, as they attempt to decipher a number of concepts, error messages and unfamiliar syntax all at once. Once a student encounters programming shock, it can be extremely disheartening and if not overcome, can sometimes result in a student dropping out from a course. Through the use of specifically designed aptitude tests conducted with first year Computing students, this investigation has provided sufficient evidence to prove a link between mental model usage and student performance in an introductory programming module, as well as enabling the development of the Programming Thought Process (PTP) model, which can be used to identify students most in need of support.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130598609","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}
Pub Date : 2017-12-01DOI: 10.20533/IJI.1742.4712.2017.0170
T. Izhar, Trieu Minh Nhut Le, Ahmad A. Alzahrani
Social media has a potential to be used as a professional and social networking to share interest. Social media such as Twitter can be used by users to share similar interests on the Internet. Despite the various existing methodologies on ontology, there are many opportunities that need to be explored. The aim of this paper focuses on structuring big data to set up a goal based on ontology to show the dependency relationship between social data and goal. At this stage of the research, we examine user trends on social media based on certain query as this query is defined as a goal. We use NodeXL to obtain and analyse data from Twitter. The results discuss the relationship for data from Twitter in relation to the specific goal. The outcome of this paper will contribute to a significant achievement that provides an important innovation in research methods in big data era to trace how data flows across the social media and how to analyse this data.
{"title":"Using Ontology for Goal-Based Query to Understand User Trends on Social Media: A Case of Twitter","authors":"T. Izhar, Trieu Minh Nhut Le, Ahmad A. Alzahrani","doi":"10.20533/IJI.1742.4712.2017.0170","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2017.0170","url":null,"abstract":"Social media has a potential to be used as a professional and social networking to share interest. Social media such as Twitter can be used by users to share similar interests on the Internet. Despite the various existing methodologies on ontology, there are many opportunities that need to be explored. The aim of this paper focuses on structuring big data to set up a goal based on ontology to show the dependency relationship between social data and goal. At this stage of the research, we examine user trends on social media based on certain query as this query is defined as a goal. We use NodeXL to obtain and analyse data from Twitter. The results discuss the relationship for data from Twitter in relation to the specific goal. The outcome of this paper will contribute to a significant achievement that provides an important innovation in research methods in big data era to trace how data flows across the social media and how to analyse this data.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125213449","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}
Pub Date : 2017-12-01DOI: 10.20533/IJI.1742.4712.2017.0171
U. Marcel-Okafor
This paper discusses the curriculum content and methods of teaching in architectural technology programmes in Nigerian polytechnics, and how these play out in preparing the polytechnic graduate of the programme for the professional practice in Nigeria. Three polytechnics offering architectural technology programmes were purposively selected for the study. The research method involved descriptive and thematic analysis of the curriculum contents and methods of teaching used in the schools, as well as responses from the primary data obtained using structured interviews administered to the tutorial staff of the selected polytechnics, and the HND graduates from December 2013 to October 2015 working in architectural firms or freelancing. Secondary data used were obtained from academic curriculum for architectural technology programmes of the selected polytechnics, refereed journals, some reports available from reliable internet sources and books. Chi square was used to test the significance of the teaching methods and courses taught on the effective performance of the graduates in professional practice. The findings of this study revealed that the core courses have prepared the graduates to the limited challenges of designing and drafting. The paper recommends that a reassessment of the value system is inevitable if the programme in Nigeria must remain relevant in the face of global trends in architectural technology and the emerging roles of the architectural technologist. The paper concludes that tackling the issues of funding for the programme in the polytechnics and increased productivity incentives for the architectural technologists will abate the major challenges of the programme.
{"title":"Curriculum and Methods of Teaching Architectural Technology in Nigerian Polytechnics: Challenges and Implications on Practice Performance of Graduates","authors":"U. Marcel-Okafor","doi":"10.20533/IJI.1742.4712.2017.0171","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2017.0171","url":null,"abstract":"This paper discusses the curriculum content and methods of teaching in architectural technology programmes in Nigerian polytechnics, and how these play out in preparing the polytechnic graduate of the programme for the professional practice in Nigeria. Three polytechnics offering architectural technology programmes were purposively selected for the study. The research method involved descriptive and thematic analysis of the curriculum contents and methods of teaching used in the schools, as well as responses from the primary data obtained using structured interviews administered to the tutorial staff of the selected polytechnics, and the HND graduates from December 2013 to October 2015 working in architectural firms or freelancing. Secondary data used were obtained from academic curriculum for architectural technology programmes of the selected polytechnics, refereed journals, some reports available from reliable internet sources and books. Chi square was used to test the significance of the teaching methods and courses taught on the effective performance of the graduates in professional practice. The findings of this study revealed that the core courses have prepared the graduates to the limited challenges of designing and drafting. The paper recommends that a reassessment of the value system is inevitable if the programme in Nigeria must remain relevant in the face of global trends in architectural technology and the emerging roles of the architectural technologist. The paper concludes that tackling the issues of funding for the programme in the polytechnics and increased productivity incentives for the architectural technologists will abate the major challenges of the programme.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125170020","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}
Pub Date : 2017-12-01DOI: 10.20533/IJI.1742.4712.2017.0169
P. Hodgson, M. Kajimoto, Betty Hui
Learning in massive open online courses (MOOCs) embraces an unexpected learning outcome that educators have not fathomed, enriched learning experiences through social interactions with learners with diverse backgrounds and experiences. Active learners were studied in the MOOC, ‘Making Sense of News’, which was offered in 2015. The methodology of the study included descriptive analysis of the MOOC’s entry survey and qualitative discourse analysis of the MOOC’s forum discussions. NVivo 11 Plus was used to analyse forum postings. Global participants made 783 postings. This paper analyses how active learners from the top five countries—Canada, China, Hong Kong, India and the United States of America— participated in forum discussions. Among the superposters, those who made six or more postings, Chinese active learners had the highest percentage of super-posters among the five countries. The MOOC active learners gained insights from other global learners, particularly the super-posters.
大规模在线开放课程(MOOCs)的学习包含了教育者未曾预料到的学习结果，通过与不同背景和经验的学习者的社交互动丰富了学习经验。主动学习者在2015年推出的MOOC课程“Making Sense of News”中进行了研究。研究方法包括对MOOC入门调查的描述性分析和对MOOC论坛讨论的定性话语分析。使用NVivo 11 Plus分析论坛帖子。全球参与者发表了783篇帖子。本文分析了排名前五的国家(加拿大、中国、香港、印度和美国)的积极学习者如何参与论坛讨论。在发布6条及以上帖子的超级发帖者中，中国主动学习者的超级发帖者比例在5个国家中最高。MOOC的主动学习者从其他全球学习者那里获得了见解，特别是超级海报。
{"title":"The Social Presence of Active Learners across Five Countries through MOOCs: From Single to Super Postings","authors":"P. Hodgson, M. Kajimoto, Betty Hui","doi":"10.20533/IJI.1742.4712.2017.0169","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2017.0169","url":null,"abstract":"Learning in massive open online courses (MOOCs) embraces an unexpected learning outcome that educators have not fathomed, enriched learning experiences through social interactions with learners with diverse backgrounds and experiences. Active learners were studied in the MOOC, ‘Making Sense of News’, which was offered in 2015. The methodology of the study included descriptive analysis of the MOOC’s entry survey and qualitative discourse analysis of the MOOC’s forum discussions. NVivo 11 Plus was used to analyse forum postings. Global participants made 783 postings. This paper analyses how active learners from the top five countries—Canada, China, Hong Kong, India and the United States of America— participated in forum discussions. Among the superposters, those who made six or more postings, Chinese active learners had the highest percentage of super-posters among the five countries. The MOOC active learners gained insights from other global learners, particularly the super-posters.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126859317","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}
Pub Date : 2017-09-01DOI: 10.20533/IJI.1742.4712.2017.0164
Fikret Er, Harun Sönmez, Sinan Aydın, Gülay Er
Facebook has become a widespread social network site around the world. As of January 2017, it is estimated that there are more than 1.86 billion monthly active Facebook users. In Europe, there are over 300 million people on Facebook. Facebook's user-friendliness attracts educators, especially for online learning, to use it for educational purposes. Use of Facebook may break the walls of a classroom to a wider audience which is dynamic. Anadolu University, Eskişehir Turkey, Open and Distance Education System is the first institution in Turkey that offers higher education through contemporary distance education model. There are approximately 1.400.000 students enrolled to the open education programs offered by Anadolu University. In this study, using Bergen Facebook Addiction survey, an analysis of the Facebook addiction of the students who are already enrolled in one of the open education programs offered by Anadolu University is investigated. Statistical analysis of the data is done by using exploratory data analysis techniques.
{"title":"Usage of Facebook among Open Education Students","authors":"Fikret Er, Harun Sönmez, Sinan Aydın, Gülay Er","doi":"10.20533/IJI.1742.4712.2017.0164","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2017.0164","url":null,"abstract":"Facebook has become a widespread social network site around the world. As of January 2017, it is estimated that there are more than 1.86 billion monthly active Facebook users. In Europe, there are over 300 million people on Facebook. Facebook's user-friendliness attracts educators, especially for online learning, to use it for educational purposes. Use of Facebook may break the walls of a classroom to a wider audience which is dynamic. Anadolu University, Eskişehir Turkey, Open and Distance Education System is the first institution in Turkey that offers higher education through contemporary distance education model. There are approximately 1.400.000 students enrolled to the open education programs offered by Anadolu University. In this study, using Bergen Facebook Addiction survey, an analysis of the Facebook addiction of the students who are already enrolled in one of the open education programs offered by Anadolu University is investigated. Statistical analysis of the data is done by using exploratory data analysis techniques.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128540056","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}
Pub Date : 2017-09-01DOI: 10.20533/IJI.1742.4712.2017.0165
Juan Zheng, Shan Li, Yunfeng Zheng
{"title":"Students’ Technology Acceptance, Motivation and Self-Efficacy towards the eSchoolbag: An Exploratory Study","authors":"Juan Zheng, Shan Li, Yunfeng Zheng","doi":"10.20533/IJI.1742.4712.2017.0165","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2017.0165","url":null,"abstract":"","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127537417","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}
Pub Date : 2017-09-01DOI: 10.20533/IJI.1742.4712.2017.0167
Pratima Pandit Wagh
One of the greatest challenges facing developing countries is the unhealthy disposal of solid waste which resulted from human activities of development and survival. Awareness and attitude of people in the community appear to be crucial. The problem of waste management has arisen recently in developing countries where there is little history of the implementation of formal and informal community environmental education awareness program. Community participation significantly reduces the cost of waste collection. Information communication technology (ICT) significantly assists the acquisition and amalgamation of knowledge, offering developing countries unprecedented opportunities to enhance educational systems. To gauge the effectiveness of raising awareness regarding domestic solid waste management (SWM) within the society using computer aided tools (CAL), the present research was carried out. The study was conducted to find knowledge of college students with respect to Solid waste management by using developed communication methods. Sample study was conducted with 50 students. Preliminary data was collected by using questionnaire, before and after employing CAL tool and analyzed by using‘t test’. Development of effective knowledge regarding SWM using multimedia package is guiding factor in this project. The findings suggest that CAL tool developed by investigator were effective in raising knowledge of students regarding SWM.
发展中国家面临的最大挑战之一是人类发展和生存活动所产生的固体废物的不健康处理。社区中人们的意识和态度似乎至关重要。废物管理问题最近在发展中国家出现，这些国家很少有正式和非正式社区环境教育意识方案的实施历史。社区的参与大大降低了废物收集的成本。信息通信技术大大有助于知识的获取和融合，为发展中国家加强教育系统提供了前所未有的机会。为了评估使用计算机辅助工具(CAL)提高社会对生活固体废物管理(SWM)认识的有效性，进行了本研究。本研究旨在利用先进的沟通方法，了解大学生对固体废物管理的认知。对50名学生进行抽样研究。采用问卷调查法收集前期资料，采用CAL工具前后资料，采用' t test '进行分析。利用多媒体软件包开发有效的SWM知识是本项目的指导因素。研究结果表明，研究者开发的CAL工具在提高学生对SWM的认识方面是有效的。
{"title":"A Conceptual Use of ICT to Approach Municipal Waste Problem","authors":"Pratima Pandit Wagh","doi":"10.20533/IJI.1742.4712.2017.0167","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2017.0167","url":null,"abstract":"One of the greatest challenges facing developing countries is the unhealthy disposal of solid waste which resulted from human activities of development and survival. Awareness and attitude of people in the community appear to be crucial. The problem of waste management has arisen recently in developing countries where there is little history of the implementation of formal and informal community environmental education awareness program. Community participation significantly reduces the cost of waste collection. Information communication technology (ICT) significantly assists the acquisition and amalgamation of knowledge, offering developing countries unprecedented opportunities to enhance educational systems. To gauge the effectiveness of raising awareness regarding domestic solid waste management (SWM) within the society using computer aided tools (CAL), the present research was carried out. The study was conducted to find knowledge of college students with respect to Solid waste management by using developed communication methods. Sample study was conducted with 50 students. Preliminary data was collected by using questionnaire, before and after employing CAL tool and analyzed by using‘t test’. Development of effective knowledge regarding SWM using multimedia package is guiding factor in this project. The findings suggest that CAL tool developed by investigator were effective in raising knowledge of students regarding SWM.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121013246","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}
Pub Date : 2017-09-01DOI: 10.20533/IJI.1742.4712.2017.0166
Lisa Tsumura, Lorayne Robertson
Programs for children who are 4-5 years old and in the K-12 school system are referred to as Early Years programs or Early Childhood Education (ECE) programs. Internationally, there is a trend for these Early Years programs to have less of a subjectspecific orientation (e.g., literacy, numeracy, or science) and instead become more oriented toward the development of the whole child. This change in program focus includes an increased emphasis on play as well as more attention focused on metacognition encouraging even young children to think about their thinking. In Ontario, Canada, two Early Years classes were at the point of implementing a new mandated Early Years curriculum policy while at the same time considering the deliberate introduction of technology into the Early Years classes. The Early Years educators involved engaged in an action research project involving two classes of early years’ students, the teachers and ECE assistants. One of the authors participated as one of the two Early Years teachers and as a teacherresearchers. She systematically recorded and analyzed their program planning, assessment, and student interactions with the technology. The findings from this study provide new insight into the barriers faced with technology implementation classrooms as well as recommendations for future Early Years teachers who want to introduce more child-centered, technology-focused programs in Early Years classrooms.
{"title":"Implementing Technology in an Early Years Program: Teachers and Students as Metacognitive Thinkers","authors":"Lisa Tsumura, Lorayne Robertson","doi":"10.20533/IJI.1742.4712.2017.0166","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2017.0166","url":null,"abstract":"Programs for children who are 4-5 years old and in the K-12 school system are referred to as Early Years programs or Early Childhood Education (ECE) programs. Internationally, there is a trend for these Early Years programs to have less of a subjectspecific orientation (e.g., literacy, numeracy, or science) and instead become more oriented toward the development of the whole child. This change in program focus includes an increased emphasis on play as well as more attention focused on metacognition encouraging even young children to think about their thinking. In Ontario, Canada, two Early Years classes were at the point of implementing a new mandated Early Years curriculum policy while at the same time considering the deliberate introduction of technology into the Early Years classes. The Early Years educators involved engaged in an action research project involving two classes of early years’ students, the teachers and ECE assistants. One of the authors participated as one of the two Early Years teachers and as a teacherresearchers. She systematically recorded and analyzed their program planning, assessment, and student interactions with the technology. The findings from this study provide new insight into the barriers faced with technology implementation classrooms as well as recommendations for future Early Years teachers who want to introduce more child-centered, technology-focused programs in Early Years classrooms.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129878922","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}
Pub Date : 2017-09-01DOI: 10.20533/IJI.1742.4712.2017.0168
Vesna Maljković
With the increase of local companies in digital media arts industries [1] and the number of job opportunities within those industries [2], the number of local media arts educational programs is on the rise as well [3]. Students who attend these programs are often expected to master artistic skills within one or two years without any previous experience or knowledge and in this process, they depend heavily on digital technology. A key area of concern focuses on novice digital artists' dependence on technology and the tendency for this dependence to detract from their ability to express artistically, think critically and analytically, and transfer their acquired skills into life/work settings. Maybe one way to address these concerns would be to review the teaching/learning processes, potentially postpone the focus on technology and instead offer an education where learners have the opportunity to develop toward their desired goals while building on their strengths and previously acquired knowledge. The purpose of this paper is to explore how digital media arts students can be supported in their artistic journeys in ways that meet their needs and graduation expectations.
{"title":"Directing Technology to Encourage Creativity amongst Digital Arts Practitioners","authors":"Vesna Maljković","doi":"10.20533/IJI.1742.4712.2017.0168","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2017.0168","url":null,"abstract":"With the increase of local companies in digital media arts industries [1] and the number of job opportunities within those industries [2], the number of local media arts educational programs is on the rise as well [3]. Students who attend these programs are often expected to master artistic skills within one or two years without any previous experience or knowledge and in this process, they depend heavily on digital technology. A key area of concern focuses on novice digital artists' dependence on technology and the tendency for this dependence to detract from their ability to express artistically, think critically and analytically, and transfer their acquired skills into life/work settings. Maybe one way to address these concerns would be to review the teaching/learning processes, potentially postpone the focus on technology and instead offer an education where learners have the opportunity to develop toward their desired goals while building on their strengths and previously acquired knowledge. The purpose of this paper is to explore how digital media arts students can be supported in their artistic journeys in ways that meet their needs and graduation expectations.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123979565","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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