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Auswahl der wissenschaftlichen Literatur zum Thema „Education, Higher – Computer network resources“
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Zeitschriftenartikel zum Thema "Education, Higher – Computer network resources"
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Tian, Yuan, Yingjie Sun, Lijing Zhang und Wanqiang Qi. „Research on MOOC Teaching Mode in Higher Education Based on Deep Learning“. Computational Intelligence and Neuroscience 2022 (29.01.2022): 1–10. http://dx.doi.org/10.1155/2022/8031602.
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With the rapid development of computer technology and network technology and the widespread popularity of electronic equipment, communication among people is more dependent on the Internet. The Internet has brought great convenience to people’s lives and work, and the Internet data is constantly being recorded. People’s data information and behavior information, which provides the basis for data mining and recommendation systems, mining users’ information and behaviors, and providing “user portraits” for each user, can provide better services to users and it is also an important part of the recommendation system. In one step, this article takes MOOC education resources as the research goal. In order to improve the effective management of MOOC platform resources based on traditional methods, this article combines relevant data sets and recommendation techniques to initially build a learning platform, implements a deep neural network algorithm, and recommends related services. The request and response data were explained, and through the online learning data set, based on the learner’s historical learning records, the learning resources were simulated and recommended to the learners. The resource customization module was elaborated. Through the results of resource recommendation, a personalized learning resource recommendation platform was initially realized, which more intuitively demonstrated the recommendation effect and better realized the teaching management of the MOOC platform.
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Shen, Ling, Guangming Wang und Haiwei Gao. „Regional Information Management of Higher Education Based on Network Security and Grey Relational Analysis“. Security and Communication Networks 2022 (31.03.2022): 1–7. http://dx.doi.org/10.1155/2022/6638408.
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The optimal allocation of higher education resources is related to the growth of the regional economy and the development of innovation ability. Therefore, it is essential to deal with the relationship between quality, scale, efficiency, and fairness in the process of regional educational resource allocation. This study uses a method that combines empirical and normative analysis to classify and integrate regional educational data using the grey relational method and to improve the status quo of regional educational resource distribution. The infrastructure and resource-sharing mode of a regional university information resource grid database is designed in combination with the network security method. Various performance indicators are used to evaluate the quality of resource sharing. The assessment of resources sharing using performance indicators can enhance the initiative and enthusiasm of resource sharing among colleges and universities in the region. The feasibility of the scheme is verified through the educational information integration test, which can effectively promote the regional development of higher education and improve the quality of educational services.
3
Bradshaw, Peter, Sarah Younie und Sarah Jones. „Open education resources and higher education academic practice“. Campus-Wide Information Systems 30, Nr. 3 (21.06.2013): 186–93. http://dx.doi.org/10.1108/10650741311330366.
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4
Mushimiyimana, Jean Baptiste, Gabriel Bazimaziki und Dieudonné Tuyishime. „ICT Integration in Educational curriculum in Higher Education: Challenges and opportunities in the University of Rwanda-College of Education“. Journal of Humanities and Education Development 4, Nr. 2 (2022): 118–37. http://dx.doi.org/10.22161/jhed.4.2.16.
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Information and Communication Technology is significantly relevant in all domains of today’s economy specifically in higher education. In this study, the researchers wanted to identify the opportunities and challenges available in the ICT integration with particular interest in educational curriculum at the University of Rwanda - College of Education. Framed on Constructive theory, the study is not only descriptive but also quantitative as it includes some quantifiable information. Using Yamane’s table of sample determination; 150 respondents were selected from 1984 people. Questionnaire, observation and focused discussions were used as research instruments. Results disclosed a range of ICT opportunities such as computer laboratories, loudspeakers and microphones, internet, projectors and personal mobile phones among others. As to how those resources are used profitably; findings revealed the provision of online assignments; urging students to use social networks responsibly especially for academic purposes, using personal computers, projectors, audio equipment and internet sharing in their daily practices of teacher - education journey. The identified challenges affecting effective integration of ICT in education include insufficiency of computers, limited skills of using ICT resources; slow network; big class size and for lecturers’ overload, among others. Findings also revealed that there is a need for provision of enough computers to students; increase of connectivity and other ICT infrastructure; reduction of lecturers’ workload and number of students in one classroom; train people in ICT usage and design a dual - mode policy to allow students and lecturers to use it as an accepted way of learning paired with the normal face to face method.
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Pratsri, Sajeewan, und Prachyanun Nilsook. „Design on Big data Platform-based in Higher Education Institute“. Higher Education Studies 10, Nr. 4 (08.10.2020): 36. http://dx.doi.org/10.5539/hes.v10n4p36.
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According to a continuously increasing amount of information in all aspects whether the sources are retrieved from an internal or external organization, a platform should be provided for the automation of whole processes in the collection, storage, and processing of Big Data. The tool for creating Big Data is a Big Data challenge. Furthermore, the security and privacy of Big Data and Big Data analysis in organizations, government agencies, and educational institutions also have an impact on the aspect of designing a Big Data platform for higher education institute (HEi). It is a digital learning platform that is an online instruction and the use of digital media for educational reform including a module provides information on functions of various modules between computers and humans. 1) Big Data architecture is a framework for an architecture of numerous data which consisting of Big Data Infrastructure (BDI), Data Storage (Cloud-based), processing of a computer system that uses all parts of computer resources for optimal efficiency (High-Performance Computing: HPC), a network system to detect the target device network. Thereafter, according to Hadoop’s tools and techniques, when Big Data was introduced with Hadoop's tools and techniques, the benefits of the Big Data platform would provide desired data analysis by retrieving existing information, to illustrate, student information and teaching information that is large amounts of information to adopt for accurate forecasting.
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Fatah Maulani, Galih Abdul, Nizar Alam Hamdani, Sukma Nugraha, Asri Solihat und Teten Mohamad Sapril Mubarok. „Information Technology Resources and Innovation Performance in Higher Education“. International Journal of Interactive Mobile Technologies (iJIM) 15, Nr. 04 (26.02.2021): 117. http://dx.doi.org/10.3991/ijim.v15i04.20193.
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<p class="0abstract"><strong>Abstract—</strong> Information technology encourages various forms of organizations to always adapt to changes so that they can sustain their business for a long time. Higher education institutions are organizational entities required to use information technology to support existing business processes. This study aims to examine the extent to which information technology resources have an influence on innovation performance in higher education. Quantitative research methods are used to determine this influence by involving 97 respondents who work in higher education institutions in Garut, Indonesia, besides processing and modeling research using SmartPLS. The results of the analysis show that information technology resources have an essential role in creating innovation performance improvement in higher education institutions, especially in terms of product innovation. The research was conducted only at private universities in Garut Regency. Therefore, further research involving universities in a nationwide scope is recommended. The results of this study imply that it is necessary for universities, which are expected to be ready for changes, to involve information technology in the creation of innovation in order for them to survive. The effect of information technology resources on the performance of innovation in private universities in Garut Regency has never been studied before; therefore, we consider that our study provides a novel contribution to the field.</p>
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Wei, Fu. „A Method of Recommending Physical Education Network Course Resources Based on Machine Learning Algorithms“. Security and Communication Networks 2021 (31.10.2021): 1–9. http://dx.doi.org/10.1155/2021/4925605.
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Aiming at the problem of difficult selection of physical education online course resources, a method of recommending online course resources based on machine learning algorithms is proposed. The information recommendation model is established through the expression of a collaborative filtering algorithm and resource feedback matrix. According to the feedback score of any user on the same data resource in the project set, the interest matching degree is established by comparative analysis, and the matching degree is substituted into the cosine similarity function to calculate the similarity threshold between each item and so on, calculate the similarity threshold number of all items, select the project resource that best matches the user according to the threshold number, and complete the recommendation. The experimental results show that the recommended method of physical education network curriculum resources based on machine learning algorithm is relatively excellent in recommendation accuracy and efficiency; this method can realize the innovation of higher physical education network curriculum teaching mode.
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Jones, Nory, Curtis Meadow und Miguel-Angel Sicilia. „Measuring Intellectual Capital in Higher Education“. Journal of Information & Knowledge Management 08, Nr. 02 (Juni 2009): 113–36. http://dx.doi.org/10.1142/s0219649209002282.
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Universities establish strategic plans to achieve their goals. However, these plans may not be successful if the needed resources are not available. Arguably, the most valuable resources in any university are the expertise of its faculty and staff; its intellectual capital. Therefore, if a university effectively measures and manages these valuable resources, it can more effectively create and deploy strategies to achieve its goals. This paper explores methods to effectively measure the intellectual capital in a university. It examines methodologies in the for-profit sector, creates analogies in the academic world, and then seeks to develop classifications which are meaningful in an academic environment. A study is done which mines an institutional repository to analyse expertise and proxy measures of intellectual capital. The results are analysed according to a production possibilities frontier theory.
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Brine, Alan. „Funding of development projects by Learning and Teaching Support Network - Centre for Information and Computer Sciences2“. Library and Information Research 25, Nr. 81 (12.08.2009): 12–16. http://dx.doi.org/10.29173/lirg124.
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The Learning and Teaching Support Network was established at the beginning of the year 2000 by the higher education funding bodies. It is intended to provide an integrated network of subject centres to enhance learning and teaching activity in UK higher education. The subject centre responsible for Information and Computer Sciences is responsible for promoting quality information, resources and expertise in computing and library and information science. The LTSN - ICS is addressing its strategic aims by creating networks and establishing contacts within the discipline. The Centre has made available a development fund to support small academic projects in teaching and learning from both information and computer sciences. The successful projects are described here, as is the detailed refereeing process that was undertaken to determine the final destination for the development fund money.
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Wang, Jing, und Wei Li. „The Construction of a Digital Resource Library of English for Higher Education Based on a Cloud Platform“. Scientific Programming 2021 (05.11.2021): 1–12. http://dx.doi.org/10.1155/2021/4591780.
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This paper conducts in-depth research and analysis on the construction of an English digital resource library for higher education through the cloud platform. The cloud platform allows the English resource library to achieve integration, efficiency, scalability, and interactivity and then solves the problems of how to realize the co-construction and sharing of resources among multiple platforms in vocational institutions and improve the utilization rate of resources. The construction of the English resource library in higher vocational institutions cannot be separated from the collaboration between institutions and enterprises, and institutions must face up to the problems existing in the construction of the current resource library. Firstly, the requirements of various aspects of the higher vocational English digital resource library system are given from three aspects, functional requirements, performance requirements, and operational requirements, in strict accordance with the requirement analysis steps; secondly, the overall technical architecture and network topology architecture of the education cloud platform where the higher vocational English digital resource library system is located are analyzed and given in general to ensure the security, scalability, and ease of operation of this platform and then the resource collection and resource storage. The application of cloud computing technology can solve the problems of difficulty in obtaining teaching resources, insufficient storage space, limited communication, and slow circulation; it can realize the integration and integrated management of various resources through technologies such as networking, virtualization, and distributed storage. Finally, based on the optimization strategies proposed in this paper, the core modules of the higher vocational English digital resource library system are designed and implemented, and some important and representative interfaces and source codes are demonstrated. To ensure the operation performance, the situation of multiple users operating the higher-level English digital resource library system at the same time is simulated, and the overall performance of the higher-level English digital resource library system is evaluated for the common operations such as uploading resource files, downloading resource files, and querying resource files, which confirms the rationality of the design strategy in this paper and greatly improves the user experience and increases the utilization rate of teaching resources.
Dissertationen zum Thema "Education, Higher – Computer network resources"
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Kisakye, Alex. „An investigation into information security practices implemented by Research and Educational Network of Uganda (RENU) member institution“. Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1004748.
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Educational institutions are known to be at the heart of complex computing systems in any region in which they exist, especially in Africa. The existence of high end computing power, often connected to the Internet and to research network grids, makes educational institutions soft targets for attackers. Attackers of such networks are normally either looking to exploit the large computing resources available for use in secondary attacks or to steal Intellectual Property (IP) from the research networks to which the institutions belong. Universities also store a lot of information about their current students and staff population as well as alumni ranging from personal to financial information. Unauthorized access to such information violates statutory requirement of the law and could grossly tarnish the institutions name not to mention cost the institution a lot of money during post-incident activities. The purpose of this study was to investigate the information security practices that have been put in place by Research and Education Network of Uganda (RENU) member institutions to safeguard institutional data and systems from both internal and external security threats. The study was conducted on six member institutions in three phases, between the months of May and July 2011 in Uganda. Phase One involved the use of a customised quantitative questionnaire tool. The tool - originally developed by information security governance task-force of EDUCAUSE - was customised for use in Uganda. Phase Two involved the use of a qualitative interview guide in a sessions between the investigator and respondents. Results show that institutions rely heavily on Information and Communication Technology (ICT) systems and services and that all institutions had already acquired more than three information systems and had acquired and implemented some of the cutting edge equipment and systems in their data centres. Further results show that institutions have established ICT departments although staff have not been trained in information security. All institutions interviewed have ICT policies although only a few have carried out policy sensitization and awareness campaigns for their staff and students.TeX
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Rothman, Jonathan Sean. „A framework for the secure use of portable storage devices : a South African higher education perspective“. Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1054.
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South African Higher Education has gone through various changes and challenges, one of these being the merger process. Various Universities and Technikons were forced to merge in an effort to aid the transformation and restructuring of the Higher Education landscape in the post-apartheid era. From an ICT point of view, the merged Institutions ended up with massive and distributed computing facilities. These facilities must be managed and secured and it can be appreciated that the complexity and magnitude of this task is compounded by the large and varied user population (i.e. students) using the facilities. With the exploding use of mobile consumer devices (such as cell phones, personal digital assistants, MP3 players, portable storage devices such as flash drives, etc), Higher Education Institutions are faced with the even more complex task of managing and securing the computing infrastructure, while large numbers of students can enter computer labs and use these devices at random. In some circles, portable devices are touted to be the next panacea in higher education. This, together with the popularity these devices enjoy under the student body, makes it a fait accompli that mobile consumer devices are “here to stay”. Therefore, banning these devices from campus computer labs, is not viable. Universities have to find ways to address security issues through the implementation of appropriate protective measures. This research focuses on finding a solution to mitigating the risks imposed on Higher Education Institutions in South Africa caused by the use of portable storage devices. The research proposes a framework which serves as an outline for the countermeasures that Universities must implement to mitigate the risks inherent to the use of portable storage devices. The scope of the research is limited to flash drives, smart phones and MP3 players.
3
Zhen, Yurui. „Investigating the Factors Affecting Faculty Members' Decision to Teach or Not to Teach Online in Higher Education“. Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/ZhenYR2008.pdf.
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Rassau, Anoushka. „Effects of synchronous chat-based on-line cognitive behavior therapy on study related anxiety and behavior“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1067.
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Very little research is currently available about therapy conducted in chat-based Internet environments. Most of the existing research concerns therapy delivered via email or on-line support groups. For this reason, this review first presents an overview of literature concerning practical issues relevant to Internet-based therapy in general and then presents a review of the research that is available regarding therapy provided in chat-based Internet environments. The literature reviewed in this paper has been obtained from several on-line databases and Internet search engines. The available research on chat-based therapy has produced mainly anecdotal or inconclusive results. There is a need for controlled research that more clearly displays the relationship between an intervention provided in a chat environment and the participants' problems.
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Kuang, Ping. „Translating for specific purposes : a review of web portal translations of Chinese Mainland universities“. Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2456310.
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6
Khunyeli, Ramotsamai Itumeleng. „'Technic' practices of the computer game Lanner: identity development through the LAN-gameplay experience“. Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1013405.
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This thesis is a reception analysis using qualitative interviews to investigate the formation of cultural groups around computer-game LANs present in Rhodes University. It also looks at how issues of social inequalities evident on the university's campus impact on the participation of students in these LANs. The findings of this study are that the participants have established a community around the practice of computer LAN-gameplay based on values developed through the combination of the material and gameworlds. It serves as a home-on-campus for them; where they can fully explore their passion for games thus reaffirming their identity as gamers on a campus where being a gamer is viewed negatively. In this light, computer-game playing is not just a practice these participants perform, but a culture they live out every day. This is a culture predominantly lived out by men. One of the reasons for this is because most women have been raised to believe to have negative predispositions about digital gaming e.g. that it is childish, addictive and anti-social, but also that computer are meant to be used by men - women use them only when it is absolutely necessary, for example, that it is childish, for academic-related purposes. As a result, not many of them will use computers for any otherreason for fear of being socially criticised. In addition, the gaming culture being dominated by whites is due to the fact that admittance in to this community is still unaffordable for the majority of black students on the Rhodes University campus as a result of their social backgrounds.
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Yang, Dai Fei. „Improving Networked Learning in Higher Education: Language Functions and Design Patterns“. Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/2465.
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The thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants in the learning process, having much greater control over their selection of technological learning tools, learning resources and learning methodologies. This is very much in line with the shift from the traditional focus on content design and knowledge transmission towards a more student-centred design for knowledge co-construction, a development which demands the type of new thinking about the design of learning tasks and learning resources contained in this study. Also set out are new lines of action for the fashioning of a collaborative learning environment, for community interaction and the sharing of knowledge, and for promoting good teaching and learning practice. The central argument of the study is that such pedagogical goals may be attained by juxtaposing the theories of Systemic Functional Linguistics (hereafter SFL) and pattern languages. These have not, thus far, been used in combination. SFL is a well established theory in the study of language, and is used in this thesis to help analyse and classify discourses produced and shared by teachers and students in networked learning. Pattern languages have their origin in architecture. Design patterns can be used as a means of representing and sharing important and specific empirical research results and design experiences. This new knowledge can be used to support and improve the quality of educational design. The study has two central components. The first uses the SFL theoretical framework to demonstrate how text is used as a key medium in networked learning. In other words, it is argued in this section that the quality of texts has a direct impact on the quality of learning and learning outcomes. The quality of text is assessed by means of a detailed discourse analysis of selected texts. This process involves deconstructing, identifying and capturing the linguistic resources and language strategies used in the texts. The detailed discourse analysis also illustrates and reveals how language is used in the construction of knowledge and the promotion of collaboration in teaching and learning. The second component centres on the argument that SFL provides valuable language knowledge which can be represented by using Alexander’s design patterns. New knowledge encoded in these design patterns can be used by teachers and designers as reusable and shared resources to help them improve their design work. The empirical research was carried out in three phases. The first involved a) the identification of text patterns of discourses used in networked learning based on detailed discourse analysis; b) Interviewing experienced academic staff to identify their perspectives on good online teaching practices and success factors. The second phase involved using the data which emerged from these interviews and discourse analysis to model illustrative patterns. (Here, illustrative means that due to the scope of the study, it is only possible to develop a limited number of patterns to illustrate the methods used for pattern development. It is not the intention to develop a full repository of design patterns in this study). In the third (validation) phase the patterns were reviewed by two groups of academic staff, with the aim of improving these patterns. Improved patterns were then tested on a group of educational design students for their usefulness and application. It is concluded from this research that it is possible to develop design patterns which ensure the best use of linguistic resources in both the teaching and learning process. Finally, it is argued that the combination of SFL and pattern languages provides a promising theoretical framework for the complex and demanding task of educational design. Future research could make use of such a framework to explore a fuller application of the pattern- based approach for the representation of new knowledge for educational design. Suggested additional research directions include finding new ways of capturing a new pedagogical approach to mobile learning and blended learning. Also, a promising direction could be the use of SFL Appraisal theory (Martin, 2000) for the investigation on how students construct interpersonal relationships (appraise peer work) in online joint projects. In the conclusion, it is contended that through its exploration of new ground in the use of SFL and pattern language theory in the construction of education design patterns, the study makes a significant contribution to knowledge in the field of networked learning.
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Yang, Dai Fei. „Improving Networked Learning in Higher Education: Language Functions and Design Patterns“. University of Sydney, 2007. http://hdl.handle.net/2123/2465.
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Doctor of PhilosophyThe thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants in the learning process, having much greater control over their selection of technological learning tools, learning resources and learning methodologies. This is very much in line with the shift from the traditional focus on content design and knowledge transmission towards a more student-centred design for knowledge co-construction, a development which demands the type of new thinking about the design of learning tasks and learning resources contained in this study. Also set out are new lines of action for the fashioning of a collaborative learning environment, for community interaction and the sharing of knowledge, and for promoting good teaching and learning practice. The central argument of the study is that such pedagogical goals may be attained by juxtaposing the theories of Systemic Functional Linguistics (hereafter SFL) and pattern languages. These have not, thus far, been used in combination. SFL is a well established theory in the study of language, and is used in this thesis to help analyse and classify discourses produced and shared by teachers and students in networked learning. Pattern languages have their origin in architecture. Design patterns can be used as a means of representing and sharing important and specific empirical research results and design experiences. This new knowledge can be used to support and improve the quality of educational design. The study has two central components. The first uses the SFL theoretical framework to demonstrate how text is used as a key medium in networked learning. In other words, it is argued in this section that the quality of texts has a direct impact on the quality of learning and learning outcomes. The quality of text is assessed by means of a detailed discourse analysis of selected texts. This process involves deconstructing, identifying and capturing the linguistic resources and language strategies used in the texts. The detailed discourse analysis also illustrates and reveals how language is used in the construction of knowledge and the promotion of collaboration in teaching and learning. The second component centres on the argument that SFL provides valuable language knowledge which can be represented by using Alexander’s design patterns. New knowledge encoded in these design patterns can be used by teachers and designers as reusable and shared resources to help them improve their design work. The empirical research was carried out in three phases. The first involved a) the identification of text patterns of discourses used in networked learning based on detailed discourse analysis; b) Interviewing experienced academic staff to identify their perspectives on good online teaching practices and success factors. The second phase involved using the data which emerged from these interviews and discourse analysis to model illustrative patterns. (Here, illustrative means that due to the scope of the study, it is only possible to develop a limited number of patterns to illustrate the methods used for pattern development. It is not the intention to develop a full repository of design patterns in this study). In the third (validation) phase the patterns were reviewed by two groups of academic staff, with the aim of improving these patterns. Improved patterns were then tested on a group of educational design students for their usefulness and application. It is concluded from this research that it is possible to develop design patterns which ensure the best use of linguistic resources in both the teaching and learning process. Finally, it is argued that the combination of SFL and pattern languages provides a promising theoretical framework for the complex and demanding task of educational design. Future research could make use of such a framework to explore a fuller application of the pattern- based approach for the representation of new knowledge for educational design. Suggested additional research directions include finding new ways of capturing a new pedagogical approach to mobile learning and blended learning. Also, a promising direction could be the use of SFL Appraisal theory (Martin, 2000) for the investigation on how students construct interpersonal relationships (appraise peer work) in online joint projects. In the conclusion, it is contended that through its exploration of new ground in the use of SFL and pattern language theory in the construction of education design patterns, the study makes a significant contribution to knowledge in the field of networked learning.
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Ruzicka, Matthew Robert. „Facilitating an online community among community college peer tutor trainees“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2895.
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The project presents a web-based component for a tutor training program at College of the Desert, Palm Desert, California. The application is designed to be responsive and adaptable to the tutor's needs. It also addresses the logistic and pedagogical problems that plague many community college tutor trainers and helps to mitigate this through an online instructional system that facilitates communication among the tutors so that learning can occur in a situated context.
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Ekermans, Gina. „An investigation into the usability of synchronous information technology for a virtual e-learning and information sharing environment at a university in South Africa“. Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53275.
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Thesis (MComm)--Stellenbosch University, 2003.ENGLISH ABSTRACT: As the information age evolves, society is undergoing changes based on developments in technology that have tremendous implications for the educational systems. Institutions of tertiary education are increasingly facing the pressures of globalisation. Associated with this is the knowledge society that demands experience with technology, different skills and a different learning experience (US, 2001). Furthermore, new information and communication technologies have demonstrated the potential to transform the way that knowledge is packaged, delivered, accessed and acquired, thereby altering higher educations' core production and delivery processes. Institutions of tertiary education that want to remain competitive, both locally and internationally, should, therefore, act proactively to facilitate the successful and innovative integration of relevant technologies into currently established practice and procedures. The University of Stellenbosch (US) recognises the importance of staying abreast with these global and local changes. The Virtual Information Space (VIS) project for optimal information sharing is a research initiative that developed as a direct response to the need for an inquiry into the functionality of alternative synchronous and asynchronous computer-mediated communication media (CMC), to be provided as part of the technological infrastructure of the US for enhanced information sharing and communication. The VIS project provides the framework within which this study was conducted. The aim of this study was to conduct an exploratory study through the use of empirical research and prototyping, by quantification of the usability of synchronous CMC media, for application in the South-African on and off-campus tertiary education environment (focused at post graduate level), in order to enhance information sharing between inter alia, information service suppliers, lecturers, students and researchers at the US. It was anticipated, however, that the degree to which the synchronous CMC media add value to the learning and information sharing processes within the VIS, will be influenced by the usability of the software applications within which the media are embedded, the perceived need of the role-players for the media, as well as the feasibility and viability of the systems when employed within the technological infrastructure of the US. These elements were, therefore, empirically investigated by conducting several usability experiments in a setting which simulated a usability laboratory, in order to acquire the necessary subjective and objective data, related to the identified goals and objectives that encapsulate the aim of this study. In order to demonstrate the value of the VIS environment, a theoretical perspective is provided by means of a literature review of the fundamental concepts of communities of practice and flexible learning. It is proposed that the use of the synchronous CMC media (embedded within the software applications) will assist in the creation of a VIS that supports the more advanced educational paradigm of constructivism by linking users into collaborative conversational networks, thus forming learning communities (better known as communities of practice) in cyberspace. The purpose of these communities is to create a means through which ideas and materials can be shared and exchanged, aiding individuals in building their own conceptual networks of interrelated ideas, strategies and theories and therefore construct and share knowledge. Information was obtained concerning participants' characteristics, preferences, needs and evaluation of the usability of the two software applications, NetMeeting and Yahoo Messenger, when utilised within the technological infrastructure of the US for the purpose of increased information sharing and communication. Performance measurement data (related to selected usability criteria) was obtained during the experimental phase, as well as information about the feasibility and viability of the systems when utilised within the technological parameters of the US. The analysis of the information consisted of descriptive statistics as the research aimed to illustrate the attitudes concerning usability, the perceived needs for the software applications, as well as the feasibility and viability of the systems. The results revealed that both NetMeeting and Yahoo Messenger were perceived by the participants as usable, achieving a positive rating on almost all of the dimensions of usability it was tested on. In the case on NetMeeting, technological limitations imposed on the system (such as bandwidth and network traffic) severely limited the effectiveness of the system as a whole and require further investigation to ensure successful implementation. Technological limitations in the case of Yahoo Messenger mainly centered on the unstable server environment that the system functions within. Hence, further research is therefore needed to ensure successful implementation and utilisation of NetMeeting and Yahoo Messenger within the technological parameters faced by the US.
AFRIKAANSE OPSOMMING: Soos wat die informasie-era ontplooi, is die samelewing besig om ingrypend te verander. Die dramatiese impak van die tegnologiese revolusie op die hoër onderwyssektor dwarsoor die wêreld hou dus aansienlike implikasies in vir tersiêre onderwysinstellings. Hierdie instellings is toenemend onderhewig aan die druk van globalisering en die kennis-samelewing wat al hoe meer vereistes stel in terme van ondervinding met tegnologie, verskillende vaardighede wat vereis word en 'n veranderende leer ervaring. Nuwe informasie- en kommunikasietegnologieë beskik oor die potensiaal om die maniere waarop informasie herwin, verwerk en gestoor word, te transformeer. Dit impliseer noodwendig 'n wysiging in die kern informasie produksie en -aflewerings prosesse van tersiêre onderwysinstellings. Sulke instellings word dus genoop om daadwerklik en pro-aktief op te tree ten opsigte van die suksesvolle en innoverende integrasie van relevante tegnologieë by bestaande prosedures, ten einde internasionale en nasionale mededingendheid te verseker. Die Universiteit van Stellenbosch (US) erken the belangrikheid daarvan om op hoogte te bly met verandering. Die Virtuele Informasie Spasie (VIS) projek vir optimale informasiedeling is 'n navorsingsinisiatief wat ontwikkel het vanuit 'n behoefte vir 'n ondersoek na die funksionaliteit van die verskillende sinkrone en asinkrone rekenaargebasseerde kommunikasie media, wat as deel van die tegnologiese infrastruktuur van die US voorsien sal word - ten einde verbeterde informasiedeling en kommunikasie teweeg te bring. Die VIS projek het 'n raamwerk verskaf waarbinne hierdie studie uitgevoer is. Die doel van hierdie navorsing was om 'n verkennende studie uit te voer, deur die gebruik van empiriese navorsing en prototipering, vir die kwantifisering van die bruikbaarheid van sinkrone rekenaar-gebasseerde kommunikasie media. Die spesifieke toepassingsarea is die Suid-Afrikaanse tersiêre onderwysomgewing (spesifiek gefokus op nagraadse vlak) met die doelom informasiedeling tussen informasiediensverskaffers, dosente, studente en navorsers te verbeter. Daar word egter verwag dat die graad waartoe die sinkrone media waarde toevoeg tot leer- en informasiedelings prosesse binne die VIS, beïnvloed sal word deur die bruikbaarheid van die sagteware waarbinne die media gesetel is, die waargenome behoeftes van die rolspelers vir die media, sowel as die uitvoerbaarheid en lewensvatbaarheid van die sisteme wanneer dit aangewend word binne die huidige tegnologiese infrastruktuur van die US. Hierdie elemente was dus empiries ondersoek deur die uitvoering van verskeie bruikbaarheidseksperimente in 'n omgewing wat 'n tradisionele bruikbaarheids laboratorium simuleer, ten einde the nodige subjektiewe en objektiewe data te ontgin wat gemik is op die doelwitte en mikpunte wat die strewe van hierdie studie omsluit. 'n Teoretiese perspektief word voorsien deur 'n literatuur-oorsig, ten einde die waarde van die VIS omgewing te konseptualiseer. Konsepte wat veral aandag geniet hou verband met die ontwikkeling van elektoniese gemeenskappe en buigsame leer omgewings. Die aanname word gemaak dat die gebruik van sinkrone rekenaargebasseerde kommunikasie media (soos gesetel in die sagteware pakkette, NetMeeting en Yahoo Messenger) die ontwikkeling van 'n effektiewe VIS sal fasiliteer wat 'n nuwe onderrigparadigma ondersteun. Die uitgangspunt van hierdie paradigma is dat kennis nie net weergegee moet word nie, maar dat dit gekonstrueer kan word soos wat die partye betrokke raak in relevante gespreksnetwerke binne die virtuele informasie spasie. So word elektroniese gemeenskappe dus geskep waarbinne individue idees en materiaal met mekaar kan deel en uitruil, terwyl kennis effektief geskep en gedeel word. Informasie is ingewin aangaande die deelnemers se kenmerke, voorkeure, afkeure, behoeftes en persepsies oor die bruikbaarheid van die sagtware pakkette, NetMeeting en Yahoo Messenger, wanneer dit aangewend word binne die tegnologiese infrastruktuur van die US, ten einde verhoogde informasiedeling en kommunikasie te bewerkstellig. Prestasiemetingsdata (gekoppel aan sekere bruikbaarheidskriteria) was ook verkry tydens die eksperimentele fase, sowel as informasie oor die uitvoerbaarheid en lewensvatbaarheid van die onderskeie sisteme wanneer dit aangewend word binne die huidige tegnologiese parameters van die US. Die analise van die data het beskrywende statistieke behels aangesien die navorsing ten doel gehad het om die ingesteldhede betreffende die bruikbaarheid en behoefte aan die sagteware pakkette, sowel as sekere tegniese aspekte rakende die stelsels, uit te lig. Die resultate het getoon dat die respondente beide NetMeeting en Yahoo Messenger as bruikbaar waargeneem het, aangesien 'n positiewe beoordeling op bykans al die dimensies van bruikbaarheid bereik was. In die geval van NetMeeting het sekere tegnologiese beperkinge van die sisteem, soos beperkte bandwyte, egter die effektiwiteit van die sisteem beduidend beinvloed. Tegnologiese beperkinge in die geval van Yahoo Messenger was hoofsaaklik as gevolg van die onstabiele omgewing waarbinne die bediener funksioneer. Verdere navorsing is dus nodig om suksesvolle implementering en aanwending van NetMeeting en Yahoo Messenger te laat realiseer, gegewe die tegnologiese parameters van die US.
Bücher zum Thema "Education, Higher – Computer network resources"
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1947-, Luker Mark A., Petersen Rodney J und EDUCAUSE (Association), Hrsg. Computer and network security in higher education. San Francisco: Jossey-Bass, 2003.
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Peter, Roberts, und Chambers Mark, Hrsg. Digital developments in higher education: Theory and practice. Cambridge: Taylor Graham, 2001.
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Networked learning: An educational paradigm for the age of digital networks. Cham, Switzerland: Springer, 2015.
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1955-, Berg Gary A., Hrsg. Cases on online tutoring, mentoring, and educational services: Practices and applications. Hershey, PA: Information Science Reference, 2010.
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1954-, Steeples Christine, und Jones, Chris, 1951 Apr. 30-, Hrsg. Networked learning: Perspectives and issues. London: Springer, 2002.
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Amerika kōtō kyōiku ni okeru e-rāningu: Nihon e no kyōkun. Tōkyō: Tōkyō Denki Daigaku Shuppankyoku, 2003.
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Yoshida, Aya. Kōtō kyōiku kikan ni okeru IT riyō jittai chōsa (2004-nendo): A national survey of IT use in higher education institutions in Japan, 2004. Chiba-shi: Media Kyōiku Kaihatsu Sentā, 2006.
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1949-, Baer Linda L., und Starke-Meyerring Doreen 1966-, Hrsg. Partnering in the learning marketspace. San Francisco: Jossey-Bass, 2001.
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Mosakusareru e-rāningu: Jirei to chōsa dēta ni miru daigaku no mirai. Tōkyō: Tōshindō, 2005.
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Ros, Sonia Lara. La evaluación formativa en la universidad a través de Internet: Aplicaciones informáticas y experiencias prácticas. Pamplona: Ediciones Universidad de Navarra, 2001.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Education, Higher – Computer network resources"
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Gu, Guangjuan. „Higher Education Evaluation System Based on Computer Network“. In Application of Big Data, Blockchain, and Internet of Things for Education Informatization, 647–59. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-23947-2_68.
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Lebenicnik, Maja, und Andreja Istenic Starcic. „The Online Learning Resources Definition and Students’ Use in Higher Education Across Disciplines“. In Lecture Notes in Computer Science, 371–80. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99737-7_40.
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Liu, Banteng, Xuejun Wu, Juhua Chen, Guoyong Dai und yue Ruan. „The Optimization Model of Campus Network Port Resources Based on Queuing Theory“. In Advanced Research on Computer Education, Simulation and Modeling, 47–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21783-8_8.
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Anaya, Phillip, und Dina Yankelewitz. „Inclusive Access Impact on Student Outcomes in a Community College Network“. In Inclusive Access and Open Educational Resources E-text Programs in Higher Education, 51–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45730-3_5.
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Nur, Nasheen, Noseong Park, Mohsen Dorodchi, Wenwen Dou, Mohammad Javad Mahzoon, Xi Niu und Mary Lou Maher. „Student Network Analysis: A Novel Way to Predict Delayed Graduation in Higher Education“. In Lecture Notes in Computer Science, 370–82. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23204-7_31.
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Zheng, Bin, Yongqi Liu, Ruixiang Liu und Jian Meng. „Research on Opening Modular Experiment Teaching in Pyrology Elements Based on Network Resources“. In Advances in Computer Science, Environment, Ecoinformatics, and Education, 133–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23357-9_25.
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Kim, Hyun-chul, Dongman Lee, Joonbock Lee, Jay JungWon Suh und Kilnam Chon. „A Measurement Study of Storage Resource and Multimedia Contents on a High-Performance Research and Education Network“. In Lecture Notes in Computer Science, 108–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-45076-4_11.
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Hua, Qian, und Jun Zhang. „An Empirical Study on English Elective Courses in Institutions of Higher Education Based on Web Resources“. In Advances in Computer Science, Environment, Ecoinformatics, and Education, 191–96. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23339-5_35.
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Song, Jianwei, und Hui Wu. „The English Teaching Model of Cooperative Learning in the Network Environment in Higher Vocational Education“. In Advances in Computer Science, Environment, Ecoinformatics, and Education, 100–104. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23357-9_19.
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Anderson, Peter, Levon Blue, Thu Pham und Melanie Saward. „Academic Practices: Current Strategies to Attract and Retain Indigenous Higher Degree by Research Students in Australia“. In SpringerBriefs in Education, 11–26. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5178-7_2.
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AbstractThe number of Indigenous higher degree by research (HDR) students has increased steadily over the past decade. Support for Indigenous students from the Australian government, universities and Indigenous Support Units has been documented in Australian higher education. Unfortunately, a range of barriers continue to hinder Indigenous HDR students to completion in their research journey. Presented in this book chapter is the literature review of barriers, including lack of academic skill set and research skills to pursue a research degree program, lack of social and academic support for Indigenous HDR students, the student—supervisor relationship issues and challenges relating to health, family and community responsibilities. Simultaneously, our review identified current strategies and initiatives to retain Indigenous HDR students in their research degree programs and to support them to completion, highlighting the roles of the Indigenous Postgraduate Support Officer and the National Indigenous Research and Knowledges Network. This review, we suggest, should move further to analyse the effectiveness of current strategies and initiatives provided for Indigenous HDR students in detail to inform Indigenous students of the available support resources and how to access to these resources.
Konferenzberichte zum Thema "Education, Higher – Computer network resources"
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Benítez-Andrades, José Alberto, Isaías García, Carmen Benavides, Javier Pérez-Paniagua, Pilar Marqués-Sánchez und Mercedes Reguera. „Networks that Cross the Boundaries of the Classroom: A Quasi-Experimental Study of University Students“. In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9282.
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Currently there is a trend towards facilitating multidisciplinary research and collaborations between different faculties and/or multi-university collaboration. In order to achieve standardization, we believe that this culture should begin with the teaching-learning processes. This research has investigated collaborative work between nursing students and computer engineering students. To analyze the group response, an analysis of the contacts was carried out through Social Network Analisys, pre- and post-intervention. The student networks analyzed were friendship, collaboration and negative networks. The results show that the intervention had a positive impact on networks among students, creating greater cohesiveness due to the resources they shared. The research adds useful evidence for proposing innovative and multidisciplinary strategies in terms of networks.
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Njenga, Ashington. „NETWAK - Digital Educational Training Support and Linkage to Employment for Needy and Marginalised People Globally“. In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9471.
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NETWAK is a global digital education strategy and network that aims to enhance the access of free education courses to the global disadvantaged individuals with an emphasis on gender sensitivity. // The main objective of the NETWAK strategy is to create an online authentication audit system that seeks and verifies needy students globally who are willing to learn and are hindered by lack of resources and lack of access to technology. // The strategy involves identification of sustainable funding sources for both technical manpower, computer and educational resources that make education networking and learning possible globally. // The technical setup will require a server network to be established with protocols that enable authentication of user inputs collected from both computer and android phones on the NETWAK system. NETWAK is a non-profit making organization that provides free and low-cost certified education globally. NETWAK will be accessible on the internet to any android phone, tablet, PC and all laptop. The network will be social media friendly to include networking capacity building on Facebook, Instagram, WhatsApp, Twitter, and many other social media platforms. // Structure and purpose // NETWAK provides linkages to education opportunities worldwide. Proper administrative privileges will be allocated to individuals chosen by the governing council under the leadership of the founder president. The president elects the ten members of the governing council and has the mandate to replace them at any time. // NETWAK is a global network that leverages the internet to provide authentication systems that vet the skills, qualifications, suitability and experience of network tutors and the credibility of individuals and communities intending to seek education via the network. // NETWAK creates linkages and networks with the aim of providing subsidized digital education opportunities by identifying scholarships for talents identified from needy early childhood to advanced college and university higher education students and tutors extending to industry professionals looking to further skills and training. // NETWAK collaborates with employer companies and industries globally to connect graduands with job opportunities and to inform curriculum development in relevant government institutions to meet industry employment standards.
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Abramov, A. G., A. V. Evseev und A. A. Gonchar. „National Research Computer Network: infrastructure and service basis for a Common digital space of scientific knowledge“. In Всероссийская научная конференция "Единое цифровое пространство научных знаний: проблемы и решения". Москва, Берлин: Директмедиа Паблишинг, 2021. http://dx.doi.org/10.51218/978-5-4499-1905-2-2021-320-333.
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The paper provides general information on the architecture
of the new generation National Research Computer Network (NIKS), operated and developed by JSCC RAS on the assignment of the Ministry of Science and Higher Education of the Russian Federation as an administrator and operator since 2019. The key functions and directions of functioning of NIKS today and in the short term development, some urgent tasks of the sphere of science and education of the country, requiring the engaging of the existing infrastructure and service capabilities of the
network, as well as its progressive comprehensive modernization. Information is provided on the current state of NIKS with the geographical and target user coverage within the country, the groundwork formed and the potential expansion of areas of international cooperation with foreign national research and education networks and network consortia in the interests of the sphere of science and education of Russia. The opportunities provided by NIKS for improvement of a Common digital space of scientific knowledge, increasing the level of accessibility, information security and network protection of its resources and services are denoted. Individual specialized scientific services, information technology services and services for collective use functioning on the basis of the NIKS infrastructure, built, including on promising and massively exploited technologies of federated authentication and developed in cooperation with the global research and education community are presented.
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Ulazia, Alain, Gabriel Ibarra-Berastegui, Mirari Antxustegi, Maria Gonzalez, Alvaro Campos und Aitor Urresti. „Using open software to teach resource assessment of renewable energies“. In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5296.
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The students of the Faculties of Engineering of the Universitty of Basque Country (Gipuzkoa-Eibar and Bilbao) in the last years of their studies, before becoming engineers, have the opportunity to select a block of subjects intended to enhance their knowledge on Wind Energy, Ocean Energy, Biomass and Hydraulic Energy. These subjects are devoted to different aspects of the water cycle management, and geographical representations of wind, ocean and biomass energy resource. Apart from the transmission of good practices, the focus is practical and is based on hands-on computer real-life exercises, which involves not only intensive programming using high-level software, but also the spatial representation of results. To that purpose three main open source codes are used: EPANET (https://www.epa.gov/water-research/epanet), QGIS (https://www.qgis.org/) and R (https://www.cran.r-project.org/). Students learn how to address real-life problems regarding the correct calculation of water distribution networks with EPANET, geographical representation of wind and ocean energy resource with R, and spatial representation of biomass resource with QGIS.
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Montebello, Matthew, Petrilson Pinheiro, Bill Cope, Mary Kalantzis, Samaa Haniya, Anastasia Olga Tzirides, Tabassum Amina und Duane Searsmith. „Enriching Online Education through Differentiated Learning“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8019.
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Online education has been going through numerous transformations as new and innovative technologies influence and shape new e-learning portals. Differentiated e-learning promises to add value and enhance the educational services provided by an academic institution. In this paper we present our online learning model that advocates and endorses differentiated learning as an e-learning affordance that has been facilitated through the development of new learning technologies. We demonstrate how the online portal enables and supports multiple instances whereby differentiated learning is applied and practiced, including through the use of a novel analytics tool that sums up the overall learner effort in one visual. The paper advances the notion of “productive diversity” in learning, replacing the templated sameness characterizing the communicative practices of “didactic pedagogy,” including textbooks, lectures, tests. Today’s computer-mediated, networked learning environments can support differentiated learning on a number of dimensions, where students are able to work at their own pace, choose their own topics within a general disciplinary rubric, and offer each other feedback in such a way that differences in perspective become a valuable resource for learning. The paper concludes by demonstrating a technology that attempts to translate these principles into practice—the CGScholar platform, including the high-level progress visualizations it offers in its learning analytics.
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He, Yongqiang, und Qin Qin. „Research on Teaching Resources Sharing Mechanism of Higher Education Park“. In International Conference on Education, Management, Computer and Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.83.
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Gabdrakhmanova, Rashida G. „Designing Electronic Educational Resources Through Teacher Network Cooperation In Higher Education“. In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.30.
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Lina Zhao und Guangming Li. „Research on higher education resources sharing system based on SOA“. In 2012 International Conference on Computer Science and Information Processing (CSIP). IEEE, 2012. http://dx.doi.org/10.1109/csip.2012.6309026.
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Mogase, Refilwe Constance, und Billy M. Kalema. „E-resources usage in South African higher institutions of learning“. In 2015 10th International Conference on Computer Science & Education (ICCSE). IEEE, 2015. http://dx.doi.org/10.1109/iccse.2015.7250253.
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„Application of Computer Network Information Resources in Physical Education“. In 2018 5th International Conference on Electrical & Electronics Engineering and Computer Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/iceeecs.2018.042.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Education, Higher – Computer network resources"
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Varina, Hanna B., Viacheslav V. Osadchyi, Kateryna P. Osadcha, Svetlana V. Shevchenko und Svitlana H. Lytvynova. Peculiarities of cloud computing use in the process of the first-year students' adaptive potential development. [б. в.], Juni 2021. http://dx.doi.org/10.31812/123456789/4453.
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Technologies based on cloud computing is one of the demanded and actively developing areas of the modern information world. Cloud computing refers to an innovative technology that allows you to combine IT resources of various hardware platforms into a single whole and provide the user with access to them via a local network or the global Internet. Cloud services from various providers offer users access to their resources via the Internet via free or shareware cloud applications, the hardware and software requirements of which do not imply that the user has high-performance and resource-consuming computers. Cloud technologies represent a new way of organizing the educational process and offers an alternative to traditional methods of organizing the educational process, creates an opportunity for personal learning, collective teaching, interactive classes, and the organization of psychological support. The scientific article is devoted to the problem of integrating cloud technologies not only in the process of training highly qualified specialists, but also in the formation of professionally important personality traits. The article describes the experience of introducing cloud technologies into the process of forming the adaptive potential of students in conditions of social constraints caused by the COVID-19 pandemic.
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Semerikov, Serhiy, Illia Teplytskyi, Yuliia Yechkalo, Oksana Markova, Vladimir Soloviev und Arnold Kiv. Computer Simulation of Neural Networks Using Spreadsheets: Dr. Anderson, Welcome Back. [б. в.], Juni 2019. http://dx.doi.org/10.31812/123456789/3178.
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The authors of the given article continue the series presented by the 2018 paper “Computer Simulation of Neural Networks Using Spreadsheets: The Dawn of the Age of Camelot”. This time, they consider mathematical informatics as the basis of higher engineering education fundamentalization. Mathematical informatics deals with smart simulation, information security, long-term data storage and big data management, artificial intelligence systems, etc. The authors suggest studying basic principles of mathematical informatics by applying cloud-oriented means of various levels including those traditionally considered supplementary – spreadsheets. The article considers ways of building neural network models in cloud-oriented spreadsheets, Google Sheets. The model is based on the problem of classifying multi-dimensional data provided in “The Use of Multiple Measurements in Taxonomic Problems” by R. A. Fisher. Edgar Anderson’s role in collecting and preparing the data in the 1920s-1930s is discussed as well as some peculiarities of data selection. There are presented data on the method of multi-dimensional data presentation in the form of an ideograph developed by Anderson and considered one of the first efficient ways of data visualization.
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Semerikov, Serhiy, Viacheslav Osadchyi und Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.
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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.
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Quality Assurance in HECA Colleges During the COVID-19 Pandemic: A Mixed Methods Analysis through the lens of QQI’s Core Criteria. Higher Education College's Assocation (HECA), Mai 2022. http://dx.doi.org/10.22375/hqf.tos22.
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The National Forum’s 2020 Network and Discipline Fund was launched in November 2020 and focuses on Shared Solutions to Common Challenges. Its overarching aim is to support networks and discipline groups to work together to respond proactively to identified challenges in teaching and learning in higher education, including those that have come to light through the sudden move to online/remote teaching and learning. The National Forum’s 2020 Network and Discipline Fund, drawing on the Higher Education Colleges’ Association (HECA) members’ experience, provided the HECA Academic Quality Enhancement Forum(HAQEF) with opportunities to strengthen its networks and discipline group, support their efforts to enhance teaching and learning, and produce useful insights and resources into the application of quality assurance of blended and online learning. In the pandemic period, many colleges were forced to change from a face-to-face delivery model of education and training to an online format of delivery. This disruption meant that assumptions about and plans for how the courses were to be delivered and managed had to be rapidly reviewed. With government pronouncements advising all staff to work from home where possible, the majority of internal roles and processes of colleges were also affected. The quality assurance (QA) policies, processes and procedures that were developed by colleges had to be modified to reflect this change in circumstances. This document reports on the results of a mixed methods study of QA developments that came about as a result of the initial changes enforced by the pandemic and the move to working from home. It also looked at what was learned about the management of quality in this sector during this time. Data was collected by HAQEF via a survey of QA personnel from the member colleges of HECA and follow up interviews. The survey consisted of 11 questions, one for each Core Area of Quality, as set out in the QQI Core QA Guidelines (2016). The questions asked for reflections on each provider’s experience of managing this aspect of QA, what resources or instances of good practice they could share with practitioners and which stakeholders were involved in this adaptation. The interviews asked about the measures that were undertaken to adapt QA processes in the pandemic period and what challenges could be reported from this adaptation. The report is divided into 11 chapters, with each chapter centred on a discussion of one Core Area of Quality as set out in the QQI Core QA Guidelines. An overview of the core area is developed, followed by a commentary on common experiences of the group in this area. Most sections conclude with resources, volunteered by member colleges of HECA, that was rated as useful in how the cohort navigated the management of QA in this core area.