This paper discusses possible motivations to adopt cognitive computing-based solutions in the field of healthcare and surveys some recent experiences. From a very practical point of view, the use of cognitive computing techniques can provide machines with human-like reasoning capabilities, thus allowing them to face heavy uncertainties and to cope with problems whose solution may require computing intensive tasks. Moreover, empowered by reliable networking infrastructures and cloud environments, cognitive computing enables effective machine-learning techniques, resulting in the ability to find solutions on the basis of past experience, taking advantage from both errors and successful findings. Owing to these special features, it is perceptible that healthcare can greatly benefit from such a powerful technology. In fact, clinical diagnoses are frequently based on statistics and significant research advancements were accomplished through the recursive analysis of huge quantity of unstructured data such as in the case of X-ray images or computerized axial tomography scans. As another example, let us consider the problem of DNA sequence classification with the uncountable combinations that derive from such a complex structure.
{"title":"Adopting Cognitive Computing Solutions in Healthcare","authors":"M. Coccoli, P. Maresca","doi":"10.20368/1971-8829/1451","DOIUrl":"https://doi.org/10.20368/1971-8829/1451","url":null,"abstract":"This paper discusses possible motivations to adopt cognitive computing-based solutions in the field of healthcare and surveys some recent experiences. From a very practical point of view, the use of cognitive computing techniques can provide machines with human-like reasoning capabilities, thus allowing them to face heavy uncertainties and to cope with problems whose solution may require computing intensive tasks. Moreover, empowered by reliable networking infrastructures and cloud environments, cognitive computing enables effective machine-learning techniques, resulting in the ability to find solutions on the basis of past experience, taking advantage from both errors and successful findings. Owing to these special features, it is perceptible that healthcare can greatly benefit from such a powerful technology. In fact, clinical diagnoses are frequently based on statistics and significant research advancements were accomplished through the recursive analysis of huge quantity of unstructured data such as in the case of X-ray images or computerized axial tomography scans. As another example, let us consider the problem of DNA sequence classification with the uncountable combinations that derive from such a complex structure.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"321 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72388605","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}
One of the big challenges faced by research in the Technology Enhanced Learning (TEL) field has to do with the injection of innovation into real educational contexts. Very often, innovative technologies fail to be taken up by practitioners because of difficulties in absorbing both methodological and technological innovation of the target contexts. This may be caused by resistance of the target users associated with conservatism of the contexts, but also by inadequate approaches to innovation promotion or even lack of evidence of the return of investment of the innovation itself. Thus, a crucial need of the TEL field consists in the ability to evaluate both the efficacy of a new technology in the specific context to permeate, and the effectiveness and adequacy of the intervention designed to inject this innovation into the intended situation. This paper contributes to fill in this gap by proposing an approach that joins aspects of Guskey’s model to evaluate the effectiveness of teacher training events together with indicators of the well-known Technology Acceptance Model, generally used to predict acceptance of a new technology. The approach proposed, called T&EAM (Technology & Event Acceptance Model), is illustrated. The discussion concerns its strengths and weaknesses and provides inputs for future applications and research.
{"title":"Evaluating Innovation Injection into Educational Contexts","authors":"F. Pozzi, D. Persico, L. Sarti","doi":"10.20368/1971-8829/1302","DOIUrl":"https://doi.org/10.20368/1971-8829/1302","url":null,"abstract":"One of the big challenges faced by research in the Technology Enhanced Learning (TEL) field has to do with the injection of innovation into real educational contexts. Very often, innovative technologies fail to be taken up by practitioners because of difficulties in absorbing both methodological and technological innovation of the target contexts. This may be caused by resistance of the target users associated with conservatism of the contexts, but also by inadequate approaches to innovation promotion or even lack of evidence of the return of investment of the innovation itself. Thus, a crucial need of the TEL field consists in the ability to evaluate both the efficacy of a new technology in the specific context to permeate, and the effectiveness and adequacy of the intervention designed to inject this innovation into the intended situation. This paper contributes to fill in this gap by proposing an approach that joins aspects of Guskey’s model to evaluate the effectiveness of teacher training events together with indicators of the well-known Technology Acceptance Model, generally used to predict acceptance of a new technology. The approach proposed, called T&EAM (Technology & Event Acceptance Model), is illustrated. The discussion concerns its strengths and weaknesses and provides inputs for future applications and research.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"32 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81449323","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}
A. Damiani, C. Masciocchi, L. Boldrini, R. Gatta, N. Dinapoli, J. Lenkowicz, G. Chiloiro, M. Gambacorta, L. Tagliaferri, R. Autorino, M. Pagliara, M. Blasi, J. V. Soest, A. Dekker, V. Valentini
The new era of cognitive health care systems offers a large amount of patient data that can be used to develop prediction models and clinical decision support systems. In this frame, the multi-institutional approach is strongly encouraged in order to reach more numerous samples for data mining and more reliable statistics. For these purposes, shared ontologies need to be developed for data management to ensure database semantic coherence in accordance with the various centers’ ethical and legal policies. Therefore, we propose a privacy-preserving distributed approach as a preliminary data analysis tool to identify possible compliance issues and heterogeneity from the agreed multi-institutional research protocol before training a clinical prediction model. This kind of preliminary analysis appeared fast and reliable and its results corresponded to those obtained using the traditional centralized approach. A real time interactive dashboard has also been presented to show analysis results and make the workflow swifter and easier.
{"title":"PRELIMINARY DATA ANALYSIS IN HEALTHCARE MULTICENTRIC DATA MINING: A PRIVACY-PRESERVING DISTRIBUTED APPROACH","authors":"A. Damiani, C. Masciocchi, L. Boldrini, R. Gatta, N. Dinapoli, J. Lenkowicz, G. Chiloiro, M. Gambacorta, L. Tagliaferri, R. Autorino, M. Pagliara, M. Blasi, J. V. Soest, A. Dekker, V. Valentini","doi":"10.20368/1971-8829/1454","DOIUrl":"https://doi.org/10.20368/1971-8829/1454","url":null,"abstract":"The new era of cognitive health care systems offers a large amount of patient data that can be used to develop prediction models and clinical decision support systems. In this frame, the multi-institutional approach is strongly encouraged in order to reach more numerous samples for data mining and more reliable statistics. For these purposes, shared ontologies need to be developed for data management to ensure database semantic coherence in accordance with the various centers’ ethical and legal policies. Therefore, we propose a privacy-preserving distributed approach as a preliminary data analysis tool to identify possible compliance issues and heterogeneity from the agreed multi-institutional research protocol before training a clinical prediction model. This kind of preliminary analysis appeared fast and reliable and its results corresponded to those obtained using the traditional centralized approach. A real time interactive dashboard has also been presented to show analysis results and make the workflow swifter and easier.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"27 1","pages":"71-81"},"PeriodicalIF":1.1,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85890447","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 pervasiveness of technology is affecting also the education field, so it is possible to evaluate whether technology can foster collaboration among students or improve the learning outcomes. A community of practice online is the subject of the present study, it represents a kind of blended learning which is defined as the integration of classroom face-to-face learning with online learning experiences with the objective to increase students’ engagement and motivation. A recent experience of blended learning education has been carried out by four Italian Universities and in the present research study we have implemented social network analysis technique in order to observe online interactions of students, thus describing the nodes that exert the most influence in the group and to evaluate if the online interactions can positively affect the learning process. As result we can state that the outcomes of social network analysis are
{"title":"Community of practice online, the importance of technology for learning: an application of Social Network Analysis","authors":"Stefania Fantinelli, V. Russo","doi":"10.20368/1971-8829/1545","DOIUrl":"https://doi.org/10.20368/1971-8829/1545","url":null,"abstract":"The pervasiveness of technology is affecting also the education field, so it is possible to evaluate whether technology can foster collaboration among students or improve the learning outcomes. A community of practice online is the subject of the present study, it represents a kind of blended learning which is defined as the integration of classroom face-to-face learning with online learning experiences with the objective to increase students’ engagement and motivation. A recent experience of blended learning education has been carried out by four Italian Universities and in the present research study we have implemented social network analysis technique in order to observe online interactions of students, thus describing the nodes that exert the most influence in the group and to evaluate if the online interactions can positively affect the learning process. As result we can state that the outcomes of social network analysis are","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"79 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72853673","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 concerns the analysis of the outcomes of a role-play activity aimed at fostering conceptual understanding of linear algebra for the firstyear engineering students. The role of the teacher is considered in order to investigate about whether the designed role–play activity is able to affect the passage from practical to theoretical thinking. The analysis shows that, in spite of some difficulties related to the use of language, the students have improved their mastery of theoretical thinking.
{"title":"From Practical to Theoretical Thinking: The Impact of the Role-Play Activity","authors":"A. Pierri","doi":"10.20368/1971-8829/1375","DOIUrl":"https://doi.org/10.20368/1971-8829/1375","url":null,"abstract":"This paper concerns the analysis of the outcomes of a role-play activity aimed at fostering conceptual understanding of linear algebra for the firstyear engineering students. The role of the teacher is considered in order to investigate about whether the designed role–play activity is able to affect the passage from practical to theoretical thinking. The analysis shows that, in spite of some difficulties related to the use of language, the students have improved their mastery of theoretical thinking.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"102 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81080993","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 work is funded by the CIEd - Centre for Research in Education, projects UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds from FCT / MCTES-PT.
{"title":"Fostering teachers’ adoption of Moodle: An action-research framed on Evolutionary Game Theory","authors":"Luciana Pereira de Brito, M. Martinho","doi":"10.20368/1971-8829/1443","DOIUrl":"https://doi.org/10.20368/1971-8829/1443","url":null,"abstract":"This work is funded by the CIEd - Centre for Research in Education, projects UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds from FCT / MCTES-PT.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"40 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80364368","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}
Computational complexity is regarded by many Computer Science students as extremely difficult and as a topic to be avoided. However, the concepts of an algorithm and of computational complexity as a means of characterising the resource consumption of algorithms are fundamental in Computer Science and are included in all curricula for it. To better motivate students and to increase their interest in computational complexity, this paper suggests introducing it by examining algorithms, a.k.a. recipes, for making noodles. This paper describes several traditional algorithms for making Chinese and Italian noodles and classifies each according to its computational complexity. It compares the power of the algorithms. It considers the nature of variations of the traditional algorithms. It examines machines that implement some of the algorithms. It cites a world speed record for making a large number of noodles using the algorithm with the maximal complexity. It shows how computational thinking and other topics can be introduced in the same manner. It concludes by mentioning avenues for further studies.
{"title":"A Gentle Introduction to Computational Complexity Through an Examination of Noodle Making","authors":"Luisa Mich, D. Berry","doi":"10.20368/1971-8829/1399","DOIUrl":"https://doi.org/10.20368/1971-8829/1399","url":null,"abstract":"Computational complexity is regarded by many Computer Science students as extremely difficult and as a topic to be avoided. However, the concepts of an algorithm and of computational complexity as a means of characterising the resource consumption of algorithms are fundamental in Computer Science and are included in all curricula for it. To better motivate students and to increase their interest in computational complexity, this paper suggests introducing it by examining algorithms, a.k.a. recipes, for making noodles. This paper describes several traditional algorithms for making Chinese and Italian noodles and classifies each according to its computational complexity. It compares the power of the algorithms. It considers the nature of variations of the traditional algorithms. It examines machines that implement some of the algorithms. It cites a world speed record for making a large number of noodles using the algorithm with the maximal complexity. It shows how computational thinking and other topics can be introduced in the same manner. It concludes by mentioning avenues for further studies.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88742533","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}
D. Keržič, Aleksander Aristovnik, Nina Tomaževič, Lan Umek
In the present study, the correlations between selected aspects of e-learning in the blended learning environment and the competencies students should acquire during their study are explored. The research was based on two different questionnaire-based surveys conducted among Faculty of Administration students. In the research 41 2nd year students of the university study programme were involved. We found that the problem-solving competency is highly correlated with the adequacy of e-learning. Our findings also suggest a high correlation between the computer skills competency and the usefulness of e-learning. The results could serve as a guide for the faculty management when further investigating how to enhance the students’ competencies while employing modern solutions in the teaching process.
{"title":"Evaluating the impact of e-learning on students` perception of acquired competencies in a university blended learning environment","authors":"D. Keržič, Aleksander Aristovnik, Nina Tomaževič, Lan Umek","doi":"10.20368/1971-8829/1440","DOIUrl":"https://doi.org/10.20368/1971-8829/1440","url":null,"abstract":"In the present study, the correlations between selected aspects of e-learning in the blended learning environment and the competencies students should acquire during their study are explored. The research was based on two different questionnaire-based surveys conducted among Faculty of Administration students. In the research 41 2nd year students of the university study programme were involved. We found that the problem-solving competency is highly correlated with the adequacy of e-learning. Our findings also suggest a high correlation between the computer skills competency and the usefulness of e-learning. The results could serve as a guide for the faculty management when further investigating how to enhance the students’ competencies while employing modern solutions in the teaching process.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"42 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91097242","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 article describes the cross-referenced results of two educational experiments on the use of social platforms in the teaching and learning of mathematics. These were conducted over the course of two years in two mathematics courses at secondary schools in the Campania region of Southern Italy and in two courses of Calculus at University of Salerno, in the south of Italy. It aimed to highlight the role that the teacher assumes in online discussion, revisiting their role as a transmitter of knowledge and taking on the role of facilitator in the acquisition of skills. The qualitative results seem to point to significant benefits in the processes of evolution in the use and coordination of semiotic representation systems. Thanks partly to the help offered by the teacher, the peer comparison between enhanced the transition both from common to evolved language and from interpsychic to intrapsychic functions, i.e. the transition from forms of social activity to forms of entirely individual activity
{"title":"E-Teaching in Mathematics Education: The Teacher’s Role in Online Discussion","authors":"R. Capone, Flora Del Regno, F. S. Tortoriello","doi":"10.20368/1971-8829/1538","DOIUrl":"https://doi.org/10.20368/1971-8829/1538","url":null,"abstract":"This article describes the cross-referenced results of two educational experiments on the use of social platforms in the teaching and learning of mathematics. These were conducted over the course of two years in two mathematics courses at secondary schools in the Campania region of Southern Italy and in two courses of Calculus at University of Salerno, in the south of Italy. It aimed to highlight the role that the teacher assumes in online discussion, revisiting their role as a transmitter of knowledge and taking on the role of facilitator in the acquisition of skills. The qualitative results seem to point to significant benefits in the processes of evolution in the use and coordination of semiotic representation systems. Thanks partly to the help offered by the teacher, the peer comparison between enhanced the transition both from common to evolved language and from interpsychic to intrapsychic functions, i.e. the transition from forms of social activity to forms of entirely individual activity","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"7 1","pages":"1-11"},"PeriodicalIF":1.1,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84656334","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}
A. O. Colon, Inés María Muñoz Galiano, M. Colmenero-Ruiz
This study presents the applications of the flipped classroom model (JITT) as an emergent didactic strategy with two groups of students in Childhood Teaching Degree, using the methodology of collaborative learning, where the professor implemented the flipped classroom model in one of the groups. From a quasi-experimental design, a total of 152 students participated on it. After applying the model to one of the groups, the student presented positive scores in the flipped classroom group. The students from the experimental group completed an open survey –online- before the implementation of the flipped classroom model and another one at the end of it to organise and follow the on-site sessions. The conclusions of the study based on the designed instruments showed progress regarding the use of collaborative learning in both groups, appearing particularly more valued in the flipped classroom group. In reference to the implementation of the model teachers´amount of work and students´ effort are highlighted, underlining the increase of students’ competence in the obtained average score.
{"title":"Impact of the Flipped Classroom Model and Collaborative Learning in Childhood Teaching University Degree","authors":"A. O. Colon, Inés María Muñoz Galiano, M. Colmenero-Ruiz","doi":"10.20368/1971-8829/1358","DOIUrl":"https://doi.org/10.20368/1971-8829/1358","url":null,"abstract":"This study presents the applications of the flipped classroom model (JITT) as an emergent didactic strategy with two groups of students in Childhood Teaching Degree, using the methodology of collaborative learning, where the professor implemented the flipped classroom model in one of the groups. From a quasi-experimental design, a total of 152 students participated on it. After applying the model to one of the groups, the student presented positive scores in the flipped classroom group. The students from the experimental group completed an open survey –online- before the implementation of the flipped classroom model and another one at the end of it to organise and follow the on-site sessions. The conclusions of the study based on the designed instruments showed progress regarding the use of collaborative learning in both groups, appearing particularly more valued in the flipped classroom group. In reference to the implementation of the model teachers´amount of work and students´ effort are highlighted, underlining the increase of students’ competence in the obtained average score.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"22 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2017-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75088979","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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