Pub Date : 2008-12-01DOI: 10.1109/ITICT.2008.4806649
M. El-Hadidi, H. Anis, S. El-Akabawi, A. Fahmy, M. Salem, A. Tantawy, A. El-Rafie, M. Saleh, T. El-Ahmady, I. Abdel-Moniem, A. Hassan, A. Saad, H. Fahim, T. Gharib, M. Sharawy, K. Abdel-Fattah
Information and communication technology (ICT) is playing an ever-increasing role in the services provided by academic institutions of today. With the rapid advent in technology and the breadth of tools made available, academic institutions are finding it more challenging to quantify their needs and optimize their ICT investments. Moreover, the pressing demands that academic institutions should meet international accreditation criteria, dictate that wise deployment of ICT should be given adequate consideration. In this paper, we review recent efforts carried out by the ICTP S&Q Committee - an offspring of the ICTP project of the HEEP initiative in Egypt - in order to quantify the ICT needs of academic institutions. A systematic approach for determining such needs is proposed, which invokes the concept of the service category-stakeholder matrix.
{"title":"Quantifying the ICT Needs of Academic Institutes Using the Service Category-Stakeholder Matrix Approach","authors":"M. El-Hadidi, H. Anis, S. El-Akabawi, A. Fahmy, M. Salem, A. Tantawy, A. El-Rafie, M. Saleh, T. El-Ahmady, I. Abdel-Moniem, A. Hassan, A. Saad, H. Fahim, T. Gharib, M. Sharawy, K. Abdel-Fattah","doi":"10.1109/ITICT.2008.4806649","DOIUrl":"https://doi.org/10.1109/ITICT.2008.4806649","url":null,"abstract":"Information and communication technology (ICT) is playing an ever-increasing role in the services provided by academic institutions of today. With the rapid advent in technology and the breadth of tools made available, academic institutions are finding it more challenging to quantify their needs and optimize their ICT investments. Moreover, the pressing demands that academic institutions should meet international accreditation criteria, dictate that wise deployment of ICT should be given adequate consideration. In this paper, we review recent efforts carried out by the ICTP S&Q Committee - an offspring of the ICTP project of the HEEP initiative in Egypt - in order to quantify the ICT needs of academic institutions. A systematic approach for determining such needs is proposed, which invokes the concept of the service category-stakeholder matrix.","PeriodicalId":429437,"journal":{"name":"2008 ITI 6th International Conference on Information & Communications Technology","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125203382","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 : 2008-12-01DOI: 10.1109/ITICT.2008.4806637
I.E. Arribillaga
Social and cultural transformations caused by the globalisation have fostered changes in current universities, institutions which, doing an intensive and responsible use of technologies, have to create a continuous improvement-based pedagogical model consisting on communities. To this end, we propose here the adoption of the so-called hacker ethic, which highlights the importance of collaborative, passionate, creative as well as socially-valuable work. Applying this ethic to higher education, current universities may become Net-Academy-based universities. Therefore, these institutions require a new digital culture that allow the transmission of hacker ethic's values and, in turn, a Net-Academy-based learning model that enable students transform into knowledge generators. In this way, wiki-technology-based systems may help universities to achieve the transformation they need. We present here an experiment to check whether these kind of resources transmit to the students the values of the hacker ethic allowing them to become active knowledge generators. This experiment revealed the problems of such technologies with the limits of the scope of the community created and the non-so-active knowledge-generator role of the students. Against these shortcomings, we address here a Wikipedia-based methodology and discuss the possibilities of this alternative to help current universities upgrade into Net-Academy-based universities.
{"title":"Active Knowledge Generation by University Students through Cooperative Learning","authors":"I.E. Arribillaga","doi":"10.1109/ITICT.2008.4806637","DOIUrl":"https://doi.org/10.1109/ITICT.2008.4806637","url":null,"abstract":"Social and cultural transformations caused by the globalisation have fostered changes in current universities, institutions which, doing an intensive and responsible use of technologies, have to create a continuous improvement-based pedagogical model consisting on communities. To this end, we propose here the adoption of the so-called hacker ethic, which highlights the importance of collaborative, passionate, creative as well as socially-valuable work. Applying this ethic to higher education, current universities may become Net-Academy-based universities. Therefore, these institutions require a new digital culture that allow the transmission of hacker ethic's values and, in turn, a Net-Academy-based learning model that enable students transform into knowledge generators. In this way, wiki-technology-based systems may help universities to achieve the transformation they need. We present here an experiment to check whether these kind of resources transmit to the students the values of the hacker ethic allowing them to become active knowledge generators. This experiment revealed the problems of such technologies with the limits of the scope of the community created and the non-so-active knowledge-generator role of the students. Against these shortcomings, we address here a Wikipedia-based methodology and discuss the possibilities of this alternative to help current universities upgrade into Net-Academy-based universities.","PeriodicalId":429437,"journal":{"name":"2008 ITI 6th International Conference on Information & Communications Technology","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132910556","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 : 2008-12-01DOI: 10.1109/ITICT.2008.4806650
Y. Dakroury
This paper introduces a case study of the Egyptian e-learning university (EELU) as the first higher education institution in Egypt that adopts e-learning model for teaching and learning. The EELU case study presents the experience of applying the characteristics and framework of e-universities. The objective of the author is to help the reader understand what has been set out to do and how and to convey lessons learned. The paper begins with an introduction section to familiarize the reader with the university. The following sections are about e-learning definitions and concepts, Characteristics of an efficient e-learning and e-university framework applied to EELU. The paper ends with a conclusion and lessons learned.
{"title":"Egyptian E-Learning University: Case Study","authors":"Y. Dakroury","doi":"10.1109/ITICT.2008.4806650","DOIUrl":"https://doi.org/10.1109/ITICT.2008.4806650","url":null,"abstract":"This paper introduces a case study of the Egyptian e-learning university (EELU) as the first higher education institution in Egypt that adopts e-learning model for teaching and learning. The EELU case study presents the experience of applying the characteristics and framework of e-universities. The objective of the author is to help the reader understand what has been set out to do and how and to convey lessons learned. The paper begins with an introduction section to familiarize the reader with the university. The following sections are about e-learning definitions and concepts, Characteristics of an efficient e-learning and e-university framework applied to EELU. The paper ends with a conclusion and lessons learned.","PeriodicalId":429437,"journal":{"name":"2008 ITI 6th International Conference on Information & Communications Technology","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122508140","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 : 2008-12-01DOI: 10.1109/ITICT.2008.4806636
G. León
The redefinition of the ICT engineering curricula at the postgraduate level (master or Ph.D. programmes) in the framework of Bologna process advises to link research, innovation and education activities within the concept of "knowledge triangle"; its implementation offers new opportunities to strengthen public-private partnerships in the European Union. The convergence between the European Research Area (ERA) and the European Higher Education Area (EHEA) with initiatives like the European Institute of Technology will accelerate curriculum adaptation and a close interaction between education and research. The experience shows that only large enterprises bit not SMEs could cope with the relevant aspects of stable interaction with engineering curriculum development because their internal capabilities and recruitment needs advise them to be deeply involved. This process is more intense in postgraduate studies where the level of specialization closes up the contents associated to academic curricula to job positions in industry. The evolution of engineering studies in Spain from the dual structure of 3 and 5-6 year curriculums to obtain an engineering degree to a full cycled structure where master degrees could be jointly designed independently from graduate degrees offers new opportunities to strengthening the open cooperation between stakeholders.
{"title":"Public-private Partnerships in ICT Education from the Open Innovation Perspective","authors":"G. León","doi":"10.1109/ITICT.2008.4806636","DOIUrl":"https://doi.org/10.1109/ITICT.2008.4806636","url":null,"abstract":"The redefinition of the ICT engineering curricula at the postgraduate level (master or Ph.D. programmes) in the framework of Bologna process advises to link research, innovation and education activities within the concept of \"knowledge triangle\"; its implementation offers new opportunities to strengthen public-private partnerships in the European Union. The convergence between the European Research Area (ERA) and the European Higher Education Area (EHEA) with initiatives like the European Institute of Technology will accelerate curriculum adaptation and a close interaction between education and research. The experience shows that only large enterprises bit not SMEs could cope with the relevant aspects of stable interaction with engineering curriculum development because their internal capabilities and recruitment needs advise them to be deeply involved. This process is more intense in postgraduate studies where the level of specialization closes up the contents associated to academic curricula to job positions in industry. The evolution of engineering studies in Spain from the dual structure of 3 and 5-6 year curriculums to obtain an engineering degree to a full cycled structure where master degrees could be jointly designed independently from graduate degrees offers new opportunities to strengthening the open cooperation between stakeholders.","PeriodicalId":429437,"journal":{"name":"2008 ITI 6th International Conference on Information & Communications Technology","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133602737","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 : 2008-12-01DOI: 10.1109/ITICT.2008.4806640
J. Cain
Accreditation can play a vital role in human capital development. Here the history of engineering and computing accreditation in the United States is reviewed. An example of an accrediting body structure, a criteria set and an accreditation process is then presented followed by the history of the development of an accreditation body. Finally, a discussion of IEEE efforts to further international accreditation is presented.
{"title":"Engineering and Computer Science Accreditation","authors":"J. Cain","doi":"10.1109/ITICT.2008.4806640","DOIUrl":"https://doi.org/10.1109/ITICT.2008.4806640","url":null,"abstract":"Accreditation can play a vital role in human capital development. Here the history of engineering and computing accreditation in the United States is reviewed. An example of an accrediting body structure, a criteria set and an accreditation process is then presented followed by the history of the development of an accreditation body. Finally, a discussion of IEEE efforts to further international accreditation is presented.","PeriodicalId":429437,"journal":{"name":"2008 ITI 6th International Conference on Information & Communications Technology","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124609410","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 : 2008-12-01DOI: 10.1109/ITICT.2008.4806644
H. Abdul-Kader
E-learning is one of the emerging needs of the information age. Therefore a lot of potential is seen in distance learning development. Virtual environment interface to E-learning systems have recently appeared on the Internet. Using virtual reality environment, the applications appear to be promising to E-learning tasks more nature and interactive. Also using this technology, it is possible to get a sense of three dimensional environments and level of user immersion. Extensible 3D (X3D) is the most common tool for building 3D viewing and browsing of E-learning systems. In this paper the benefits of virtual reality environment using X3D in E-learning applications are demonstrated. Those will be shown via implementing two Web enabled virtual environment E-learning systems. The first one is an on-line virtual chemistry lab system. This application gives the student the ability to perform all experiments in a certain crucial. The second application is an on-line English language education system. This application gives the students the ability to learn the language audile and visual via on line interactive system. X3D is used as the main implementation tool which give the systems users the full visualization and interactivity of all learning steps.
{"title":"E-Learning Systems in Virtual Environment","authors":"H. Abdul-Kader","doi":"10.1109/ITICT.2008.4806644","DOIUrl":"https://doi.org/10.1109/ITICT.2008.4806644","url":null,"abstract":"E-learning is one of the emerging needs of the information age. Therefore a lot of potential is seen in distance learning development. Virtual environment interface to E-learning systems have recently appeared on the Internet. Using virtual reality environment, the applications appear to be promising to E-learning tasks more nature and interactive. Also using this technology, it is possible to get a sense of three dimensional environments and level of user immersion. Extensible 3D (X3D) is the most common tool for building 3D viewing and browsing of E-learning systems. In this paper the benefits of virtual reality environment using X3D in E-learning applications are demonstrated. Those will be shown via implementing two Web enabled virtual environment E-learning systems. The first one is an on-line virtual chemistry lab system. This application gives the student the ability to perform all experiments in a certain crucial. The second application is an on-line English language education system. This application gives the students the ability to learn the language audile and visual via on line interactive system. X3D is used as the main implementation tool which give the systems users the full visualization and interactivity of all learning steps.","PeriodicalId":429437,"journal":{"name":"2008 ITI 6th International Conference on Information & Communications Technology","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121635140","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 : 2008-12-01DOI: 10.1109/ITICT.2008.4806651
M. Azer, A. El-Sherbini
The traditional methods and strategies for educational learning training do not respond to the learning needs of students that are already experienced working in the domain of ICT and that for various reasons and motivations are not able to attend classroom courses. In this environment, the national telecommunication institute (NTI) is experimenting a form of blended E-learning aimed at supporting classroom lessons, during which a network approach to knowledge and some forms of collaboration and cooperation in know-how building are integrated. Experimentation has proposed integration of on-line activities that students are able to carry out on their own, and other activities to be performed in small learning groups, consistent with the class courses envisaged for teacher training. In this paper we present a case study of NTI's capacity building and the E-learning strategies while focusing on the blended E-learning approach. Conclusions and future directions are provided at the end of the paper.
{"title":"Capacity Building in the New Era Using Blended E-learning","authors":"M. Azer, A. El-Sherbini","doi":"10.1109/ITICT.2008.4806651","DOIUrl":"https://doi.org/10.1109/ITICT.2008.4806651","url":null,"abstract":"The traditional methods and strategies for educational learning training do not respond to the learning needs of students that are already experienced working in the domain of ICT and that for various reasons and motivations are not able to attend classroom courses. In this environment, the national telecommunication institute (NTI) is experimenting a form of blended E-learning aimed at supporting classroom lessons, during which a network approach to knowledge and some forms of collaboration and cooperation in know-how building are integrated. Experimentation has proposed integration of on-line activities that students are able to carry out on their own, and other activities to be performed in small learning groups, consistent with the class courses envisaged for teacher training. In this paper we present a case study of NTI's capacity building and the E-learning strategies while focusing on the blended E-learning approach. Conclusions and future directions are provided at the end of the paper.","PeriodicalId":429437,"journal":{"name":"2008 ITI 6th International Conference on Information & Communications Technology","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127083942","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 : 2008-12-01DOI: 10.1109/ITICT.2008.4806635
A. Tatnall
Those of us involved in teaching about or using Information and Communications Technologies (ICT) are well aware that this is an area subject to continual rapid change. This paper begins by examining the various external influences on ICT curriculum. It then makes the point that any new technology or idea must be adopted before it can be used and asserts that the adoption and use of both new ICT curriculum and the educational technology used in its delivery should be considered in terms of innovation theory. Giving several examples, the paper then examines how innovation theory can be used to explain and even to foster this adoption.
{"title":"Factors Affecting the Adoption of ICT Curriculum Innovations and Educational Technology","authors":"A. Tatnall","doi":"10.1109/ITICT.2008.4806635","DOIUrl":"https://doi.org/10.1109/ITICT.2008.4806635","url":null,"abstract":"Those of us involved in teaching about or using Information and Communications Technologies (ICT) are well aware that this is an area subject to continual rapid change. This paper begins by examining the various external influences on ICT curriculum. It then makes the point that any new technology or idea must be adopted before it can be used and asserts that the adoption and use of both new ICT curriculum and the educational technology used in its delivery should be considered in terms of innovation theory. Giving several examples, the paper then examines how innovation theory can be used to explain and even to foster this adoption.","PeriodicalId":429437,"journal":{"name":"2008 ITI 6th International Conference on Information & Communications Technology","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125949531","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：