Relevant bibliographies by topics / Internet in higher education Victoria

Academic literature on the topic 'Internet in higher education Victoria'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Internet in higher education Victoria"

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Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.

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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.
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Vakaliuk, Tetiana, Svitlana Ivanova, and Alla Kilchenko. "ELECTRONIC PORTFOLIO AS A TOOL OF REFLECTING THE RESULTS OF SCIENTIFIC AND PEDAGOGICAL ACTIVITIES OF TEACHERS OF HIGHER EDUCATION INSTITUTIONS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 53–58. http://dx.doi.org/10.24144/2524-0609.2021.48.53-58.

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In the period of digital transformation of all spheres of life, including the educational and scientific sphere, the opportunity for scientific and pedagogical workers (SPW) to present their achievements on the Internet, including the results of scientific and pedagogical activities becomes important. The results of scientific and pedagogical activities of SPW are not only certificates of various activities (training, internships, participation in various activities), but also profiles in scientific and metric databases and the number of citations of relevant publications, information about achievements, list of publications, information about the teacher (education, scientific degree, academic title), range of interests, victories of students under the guidance of SPW, etc. That is why the purpose of the article is to consider the possibility of using the electronic portfolio as a means of reflecting the results of scientific and pedagogical activities of teachers of free economic zones. The following research methods were used in this study: analysis, generalization, systematization. These methods were used to analyze and summarize the existing experience on this issue, as well as to systematize existing approaches to creating an e-portfolio. Under the e-portfolio of the scientific and pedagogical worker, we will understand the information system, which will contain all the information about the achievements of the scientific and pedagogical worker, including scientific work, awards, etc. The components that the electronic portfolio should contain are singled out if it is considered as a means of reflecting the results of scientific and pedagogical activities of teachers of free economic education. According to the authors, such a portfolio should contain: general information about the SPW: surname, name, patronymic, academic degree, academic title, information about higher education (about all, if more than one), place of work, position, etc.; information on SPW achievements: awards, prizes, participation in events, victories in competitions, etc.; SPW profiles in scientific-metric databases: Scopus, Web of Science (Publons), DBLP, Index Copernicus, Google Scholar, etc., publications; certificates; additional useful links; contacts; abbreviated profile in English, information on inventions, patents, participation in international projects, intellectual property rights to the work. The electronic portfolio of the scientific and pedagogical worker plays the role of a means of reflecting the results of the scientific and pedagogical activity, and acts as a business card of the teacher. The availability of such a portfolio will ensure the availability of SPW data in open access on the Internet. Prospects for further research include the search for other means of reflecting the results of scientific and pedagogical activities, as well as their expert evaluation.
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Constantinides, Efthymios, and Marc C. Zinck Stagno. "Higher Education Marketing." International Journal of Technology and Educational Marketing 2, no. 1 (January 2012): 41–58. http://dx.doi.org/10.4018/ijtem.2012010104.

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The importance of the Internet as commercial platform is by now universally recognized, and businesses increasingly adopt online marketing channels at the cost of traditional ones. The social media, being second generation (Web 2.0) internet applications, allow interaction, one-to-one communication, customer engagement, and user generated content. The interest of higher education institutions in social media as part of the marketing toolkit is increasing, but little is known about the potential of these channels in higher education marketing strategies. Even less is known about the role of social media as influencers of future students in the choice of study and university. This article presents the results of a study identifying the role and importance of social media on the choice of future students for a study and university in comparison with the traditional university marketing channels in the Netherlands. The study identifies and describes three market segments among future students based on their use of the social media.
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Matthews, Jermey N. A. "Internet startups look to reinvent higher education." Physics Today 66, no. 3 (March 2013): 26–28. http://dx.doi.org/10.1063/pt.3.1911.

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Coombs, Steven J., and Jillian Rodd. "Using the Internet to Deliver Higher Education." Computers in the Schools 17, no. 3-4 (July 2001): 67–90. http://dx.doi.org/10.1300/j025v17n03_05.

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Samokhvalova, Alexandra. "Branding Higher Education: The Case of Malaysian Higher Education Promotion on The Internet." Kajian Malaysia 35, no. 2 (2017): 87–104. http://dx.doi.org/10.21315/km2017.35.2.5.

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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.

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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.

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AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.
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Ene, Andreea Bianca. "Distance Education in Romanian Higher Education." HOLISTICA – Journal of Business and Public Administration 9, no. 1 (May 1, 2018): 65–70. http://dx.doi.org/10.1515/hjbpa-2018-0005.

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Abstract The global diffusion of Internet involves economic, political and demographic factors that can predict in real time. In this article, we demonstrate that according to data provided by EUROSTAT, the number of people looking for a job in Romania it is correlated with specific query terms using Google Trends. Search engine data is used to “predict the present” values of different economic indicators. The obtained results are compared with the classical method of developing the economic indicators, with official EUROSTAT employment data. In this paper, we demonstrate that the new methods to extract the economic indicators from web technologies are accurate.
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Niu, Xiaowei. "Internet-assisted English Teaching in Higher Vocational Education." Journal of Physics: Conference Series 2066, no. 1 (November 1, 2021): 012080. http://dx.doi.org/10.1088/1742-6596/2066/1/012080.

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Abstract The rapid development of information technology has brought opportunities and challenges to English teaching. Online teaching has become a trend in language teaching, and it is also the core of the ongoing reform of English teaching. It not only changes the traditional English classroom thinking and teaching methods, but also changes the students’ learning environment and learning methods. At present, many experts and scholars at home and abroad have conducted research on the teaching activities of English network. Researchers have also put in a lot of effort and research to study how to use online platforms to help teach English. This article focuses on the study of multimedia-assisted English teaching in higher vocational education based on the Internet. First, it uses the literature research method to explain the problems in multimedia-assisted English teaching in higher vocational education, then puts forward some relevant suggestions for improvement, and finally uses the questionnaire method to analyze the multimedia A survey on the status quo of English teaching in higher vocational colleges was conducted. The results of the survey showed that the multimedia construction in schools is still good at this stage. Among them, computer equipment accounts for the most, reaching about 39%, and then the slide projector, accounting for about 32%. Regarding whether multimedia teaching can replace traditional teaching, 55% of teachers think that it can be partially replaced, and 31% of teachers think that the two should be combined.
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Dissertations / Theses on the topic "Internet in higher education Victoria"

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Wang, Liang. "Internet-mediated intercultural English language education in China's higher education institutions." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530497.

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Paasse, Gail 1957. "Searching for answers in the borderlands : the effects of returning to study on the "classed" gender identities of mature age women students." Monash University, School of Graduate Studies, 2001. http://arrow.monash.edu.au/hdl/1959.1/8908.

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Wong, Yuet-yau Raymond. "Use of internet facilities for higher education in Hong Kong /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19872100.

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Gatward, Andrew James. "An internet-attached robot system supporting teaching in higher education." Thesis, University of Reading, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577780.

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This research addresses three questions in the area of networked robotics: I. A model-driven review of the requirements for an Internet-attached robot system for use as a teaching resource for undergraduate and taught postgraduate level degree courses. 3. Creation of a baseline model of electronics and mechanical manufacturing capabilities across UK Higher Education establishments. 4. Establish whether manufacturing an Internet-attached robot from a bespoke design which meets all these requirements demonstrates advantages over the use of commercial off-the-shelf products. 5. A discussion of the cost and benefits of three common approaches to student assignments in robotics and related fields; hands-on laboratory experiments, simulators, and remote access laboratories. A pedagogical model for an Internet-attached online robot system for use in higher education is presented, which has been built on both a survey of Universities within the United Kingdom, and published work from authors around the world. Complementing the pedagogical model is a summary of the manufacturing capabilities typically available in a University workshop. A custom designed and purpose built mobile robot platform is presented, which together with its supporting arena environment provides an implementation of the pedagogical model. The mobile robot platform is fully bespoke, and careful design ensured that the mechanical components did not exceed the manufacturing capabilities of a typical University. Features of the robot include four-wheel drive and steering, a number of different sensors, and stereo vision support. The on-board sensors include ultrasonic rangefinders, surface colour sensors, a low-cost laser object sensor, and three stereo vision heads. Connectivity to the robot is via standards-based 802.llg wireless Ethernet and TCP/IP. A decentralised processing approach was used, so as to enable robustness and resilience of the system, and attempting to ensure that a failure of one part of a subsystem does not affect the operation of the system as a whole.
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Wong, Yuet-yau Raymond, and 黃月有. "Use of internet facilities for higher education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3126945X.

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Capshaw, Norman Clark. "How the internet affects higher education a multi-country analysis." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/991507789/04.

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Anderson, Stoerm E. "The evolution of higher education in China storied experiences of internet usage by students and faculty /." online access from Digital Dissertation Consortium access full-text, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3243971.

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Ball, Mary Alice. "Advanced Internet connectivity in higher education: The states's role in equitable access." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284319.

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The Internet increasingly influences how we communicate with one another, conduct business, and educate our children. Our ability to connect to the Internet therefore becomes an integral part of our participating in and contributing to society. In this paper I examine equitable access to the telecommunications infrastructure that increasingly is used to transfer information around the country and the world. I focus my discussion on statewide networks and advanced Internet connectivity for publicly funded institutions of higher education. Using an informational questionnaire of all fifty United States and case studies of Mississippi and Washington, I investigate the role of state government in developing statewide networks that equitably serve public education. My findings indicate that more than any other source state government plays a critical role in financing the creation of statewide networks. They also show that the involvement of state government promotes equitable access to advanced networking but typically addresses this issue in terms of geographic location or socioeconomic status, rather than race. My research confirms that the more formalized the government's administrative structure for managing information technology, the more likely it is to fund the establishment of a statewide network. I also find that the presence of high technology corporations positively influences the development of a statewide network not so much because of the active involvement of industry but because the state government will act more entrepreneurially in constructing telecommunications infrastructure to promote industrial investment and economic growth.
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Goretsky, Andrew M. "Student Engagement of Traditional-Aged Undergraduates using Portable Internet Devices." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076079.

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The purpose of this qualitative study was to gain a better understanding of the expectations and experiences of traditional-aged undergraduates as they interacted through portable internet devices (PID) at their institution of higher education (IHE). A Basic interpretive qualitative design was used for this study (Merriam & Associates, 2002; Merriam, 2009). One-on-one interviews were utilized to gather data from 22 students. Interviews were conducted with students from a single institution who lived on campus and owned at least one PID. The data was analyzed using an open thematic analysis (Merriam, 2009) and was guided by Kuh’s (1993) theory of student engagement.

Six major findings were identified. First, there has been an emergence of a new digital divide due to the proliferation of these devices. Second, it is important to consider the context of a student’s interactions when trying to engage through PIDs. Third, students have high expectations of their IHE student life and personnel when interacting via PIDs. Fourth, for students, there is continuity of interactions that occur with peers, faculty, staff, and external communities. Fifth, students are conditioned to, and, in fact, expect greater flexibility in planning efforts due to PID use. Lastly, PIDs have enabled a new form of accountability for students, allowing them to set and meet goals.

Observations from the study led to seven primary recommendations for practitioners. These recommendations focused on policies and practices IHE personnel can employ to foster engagement most effectively in their students. The implications for practice included that IHE personnel need to: (a) assess how students use PIDS to interact at the IHE, (b) make prudent decisions about communication efforts through PIDs to maximize return on investment, (c) assess continuously in-person situations to ensure maximum engagement from students, (d) provide PIDs to students upon arrival, (e) enhance communication efforts with parents and external communities, (f) integrate accountability and expectation functions on to institutional apps, and (g) develop strategic and tactical plans for engagement through PIDs. Results of the study provided insight into the unique blending of both the physical and virtual worlds of traditional-aged undergraduates through their use of PIDs.

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Lima, Paulo Roberto Camargo de. "A comunicação educacional e a internet." Universidade do Oeste Paulista, 2008. http://bdtd.unoeste.br:8080/tede/handle/tede/15.

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Made available in DSpace on 2016-01-26T18:49:29Z (GMT). No. of bitstreams: 1 dissertacao Paulo Roberto.pdf: 307256 bytes, checksum: 72e960631e150ca562a0b12b15164a98 (MD5) Previous issue date: 2008-09-26
The objective of the present research was to investigate the use of the internet as a research tool by college students. For fundamental theory, we turned to the ideas of Paulo Freire concerning the dialogical character of education and authors like José Manuel Moran that have the same outlook that study the educational implications of the internet for the construction of collaborative and egalitarian learning cultures. As for methodology, it was of qualitative nature and had the data collection done by means of semi-structured interviews done in 2007 with the students studying the 4th module of the course of Technology in Marketing at a Higher Learning Institution in the north of Parana. The analysis had as focus the verbalization from the students regarding the following: access to computers, the ways of using the Internet and its use for academic procedures, and operating sites for school research, the individual interest in researching the Internet and the issues the students had researched on the net. As a result, it was found that students provide more attention to the networking of sites Orkut and MSN. Under the context of teaching-learning-study, the use of the internet limits the research of content of work proposed by professors, it appears as a replacement of traditional encyclopedia. From this analysis it is important to point out that both professors and students still suffer in need of a better understanding of the potential of the internet as a tool for collaborative learning.
A presente pesquisa teve como objeto de investigação a utilização da internet como instrumental de estudo por parte de alunos do ensino superior. Para a fundamentação teórica recorreu-se ao pensamento de Paulo Freire a respeito do caráter dialógico da educação e a autores que, com esse mesmo olhar, estudam implicações educativas da internet para a construção de culturas de aprendizagem colaborativas e igualitárias, entre eles José Manuel Moran. Quanto à metodologia, foi de natureza qualitativa. A coleta de dados foi realizada por meio de entrevista semi-estruturada, no ano de 2007, com os alunos do 4° módulo do curso de Tecnologia em Marketing, de uma IES privada do norte do Paraná. A análise tomou como foco a verbalização dos alunos referente: ao acesso a computadores; às formas de utilização da Internet e seu uso para procedimentos acadêmicos; os sites explorados para pesquisas escolares; o interesse individual em pesquisar pela Internet e os assuntos os alunos já haviam pesquisado na rede. Como resultados, verificou-se que os alunos dispensam maior atenção aos sites de relacionamento Orkut e MSN. No contexto de ensino-estudo-aprendizagem, o uso da Internet se limita a busca de conteúdos para trabalhos propostos por professores e aparece como substituta da clássica enciclopédia. Em decorrência desta analise, é importante ressaltar que tanto o aluno quanto o professor ainda se ressentem de uma melhor compreensão das potencialidades da Internet como ferramenta de colaboração cognitiva.
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Books on the topic "Internet in higher education Victoria"

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Baumgardner, Gerald D. Implementing the Internet into higher education. East Rockaway, NY: Cummings & Hathaway Publishers, 1997.

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Henderson, Byron. The components of online education: Higher education on the Internet. Saskatoon: Centre for the Study of Co-operatives, University of Saskatchewan, 1999.

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Seth, Preston David, ed. Virtual learning and higher education. Amsterdam: Rodopi, 2004.

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International Conference on Social and Technological Change (1984 University of Victoria, B.C.). The university into the 21st century: An international conference on social and technological change, May 2 to 5, l984, University of Victoria, Victoria, British Columbia, Canada. Victoria, B.C: University of Victoria, 1985.

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The wired tower: Perspectives on the impact of the Internet on higher education. Upper Saddle River, NJ: Financial Times/Prentice Hall, 2003.

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Scheg, Abigail G. Critical examinations of distance education transformation across disciplines. Hershey PA: Information Science Reference, 2015.

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Stefan, V. Alexander. The Open World University: Higher education in the information age. La Jolla, CA: Stefan University Press, 2008.

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Robertson, Frances. The impact of the higher education contribution scheme (HECS) on participation in higher education in Victoria in 1989. Bedford Park, S. Aust: National Institute of Labour Studies Inc., 1990.

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Verdejo, Felisa. The Virtual Campus: Trends for higher education and training. Boston, MA: Springer US, 1998.

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Glazer, Francine S. Blended learning: Across the disciplines, and across the academy. Sterling, Va: Stylus, 2012.

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Book chapters on the topic "Internet in higher education Victoria"

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Ziyadin, S., and A. Serikbek. "Internet-Marketing in the Sphere of Higher Education." In Lecture Notes in Networks and Systems, 290–97. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27015-5_35.

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Treesa, Jency. "Pathways for an Internet Equitable Higher Education in India." In Digitalization of Higher Education using Cloud Computing, 89–98. New York: Chapman and Hall/CRC, 2021. http://dx.doi.org/10.1201/9781003203070-8.

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von Schoultz, Dean John, Kerry-Lynn Thomson, and Johan Van Niekerk. "Internet Self-regulation in Higher Education: A Metacognitive Approach to Internet Addiction." In Human Aspects of Information Security and Assurance, 186–207. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57404-8_15.

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DeCusatis, C., P. Liengtiraphan, and A. Sager. "Advanced Intrusion Prevention for Geographically Dispersed Higher Education Cloud Networks." In Online Engineering & Internet of Things, 132–43. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64352-6_13.

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Liu, Lang. "Development of Higher Education Model Innovation Under the Internet." In Application of Intelligent Systems in Multi-modal Information Analytics, 367–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74811-1_53.

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Umejima, Masaki, Cherry H. Y. Wong, Jiro Kokuryo, Jun Murai, David Farber, Keiko Okawa, and Kan Suzuki. "Case Study on Distance Learning for K-12 Education in Japan: The Nagasaki-Takaoka Model." In Knowledge Studies in Higher Education, 123–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_8.

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AbstractA pre-existing partnership between the Japanese Government and Keio University paved the way for K-12 education to embrace distance learning. The university has been engaging in the revision of educational ICT policies in Japan for many years. In Japan, universities have been accumulating knowledge in distance learning practices since the emergence of the Internet, though earlier educational ICT policy required the ICT system in K-12 education to depend on dedicated Internet lines. In December 2019, the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) announced a new ICT policy to allow K-12 education to launch distance learning classes via public cloud on the Internet. The university’s experience with running distance learning, bundled with the stipulations of the new educational ICT policy, enabled K-12 education to carry out distance learning. New subjects can be taught daily, and continuity of education is ensured in disaster situations, such as the Covid-19 pandemic. The research team at Keio University built the “Nagasaki-Takaoka Model” as a reference model with the added aim of ensuring data security and trust in the open network. In December 2020, Takaoka City successfully deployed the “Nagasaki-Takaoka Model” across all public schools.
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Umejima, Masaki, Cherry H. Y. Wong, Jiro Kokuryo, Jun Murai, David Farber, Keiko Okawa, and Kan Suzuki. "Case Study on Distance Learning for K-12 Education in Japan: The Nagasaki-Takaoka Model." In Knowledge Studies in Higher Education, 123–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_8.

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AbstractA pre-existing partnership between the Japanese Government and Keio University paved the way for K-12 education to embrace distance learning. The university has been engaging in the revision of educational ICT policies in Japan for many years. In Japan, universities have been accumulating knowledge in distance learning practices since the emergence of the Internet, though earlier educational ICT policy required the ICT system in K-12 education to depend on dedicated Internet lines. In December 2019, the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) announced a new ICT policy to allow K-12 education to launch distance learning classes via public cloud on the Internet. The university’s experience with running distance learning, bundled with the stipulations of the new educational ICT policy, enabled K-12 education to carry out distance learning. New subjects can be taught daily, and continuity of education is ensured in disaster situations, such as the Covid-19 pandemic. The research team at Keio University built the “Nagasaki-Takaoka Model” as a reference model with the added aim of ensuring data security and trust in the open network. In December 2020, Takaoka City successfully deployed the “Nagasaki-Takaoka Model” across all public schools.
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Dziabenko, Olga, Valentyna Yakubiv, and Lyubov Zinyuk. "How Game Design Can Enhance Engineering Higher Education: Focused IT Study." In Online Engineering & Internet of Things, 619–27. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64352-6_58.

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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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Clipa, Otilia, Nuri Balta, and Liliana Mâță. "Investigating the Relationship Between Internet Ethics and Motivational Orientations in Higher Education." In Ethical Use of Information Technology in Higher Education, 65–81. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1951-9_5.

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Conference papers on the topic "Internet in higher education Victoria"

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Hawking, Paul, and Brendan McCarthy. "The ERP eLearning Model for the Delivery of ERP( SAP R/3) Curriculum into the Asian Region." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2398.

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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a phenomenal growth in the last decade in the US, Europe and Australian markets. With the recent upturn in South-East Asian economies, an increase in demand for ERP systems is expected and opportunities clearly exist for provision of high-quality ERP education programs in this region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by incorporating ERP education to take advantage of the current increase in demand of ERP employment opportunities in the South-East Asian The proposed ERP eLearning Model incorporates four different technologies for the delivery of ERP education into the Asian region via the internet. Each technological solution is discussed and advantages identified.
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Hawking, Paul, and Brendan McCarthy. "Integrating E-Learning Content into Enterprise Resource Planning (ERP) Curriculum." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2796.

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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a significant growth in the last decade in the US, Europe and Australian markets and, more recently, increasing growth in Asian countries. This increase in demand for ERP systems in Asia offers opportunities for the provision of high-quality ERP education programs in the region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by offering ERP education in the region to take advantage of the current increase in demand in ERP applications. To assist with the delivery of offshore ERP education an ERP e-Learning model has been developed that integrates synchronous and asynchronous content. Asynchronous e-learning does not involve the presence of a teacher. Typically the learning content is located on a web server that students can access using the Internet. Synchronous e-learning requires the learner and teacher to be present in the event at the same time. It is a real-time, instructor-led online learning event in which all participants are available at the same time and can communicate directly with each other. The model uses four technologies to facilitate teaching: application service provision (ASP), web-CT, computer-based training and virtual classroom technology. The ERP e-learning model provides an innovative and efficient means to deliver ERP curriculum. It is able to provide greater flexibility in offshore subject delivery and to maximise student learning outcomes. This is particularly relevant in light of recent international medical (SARS) and terrorists incidents.
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Oraison, Humberto Manuel, Loretta Konjarski, Janet Young, Samuel Howe, and Andrew Smallridge. "Staff Experiences of Victoria University’s First Year College During the Implementation of Block Mode Teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10975.

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This report reviews the findings of staff satisfaction surveys conducted in 2018 and 2019 following the creation of a transformative and revolutionary approach to tertiary education in Australia, namely the creation of a new First Year College at Victoria University. Lectures were abolished from all units; class sizes were reduced; class timetabling was dramatically changed to allow for greater student study flexibility and accessibility; learning and teaching professional staff numbers were increased and facilities were built and repurposed. This report discusses the staff satisfaction and challenges encountered by staff in 2018 and 2019 providing quantitative and qualitative data. This data revealed high levels of satisfaction along with concerns about workload and related issues. Variations between 2018 and 2019 indicate that despite an increase in overall satisfaction, staff were concerned about awards and recognition, involvement in decisions that affected them, and receiving support to conduct their roles. The First Year College implemented a series of measures to address the issues raised in the 2018 survey. Further measures are recommended following the 2019 survey as well as future surveys that include stress levels and other psychological markers.
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Kelly, Kate, and Edward Lock. "Constructing a Career Mindset in First Year Students: The Building Blocks for Curriculum Design." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9240.

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Higher Education Institutions are under increasing pressure to produce competent and qualified graduates for the ever-changing labour market. However, this is no easy feat. This paper shows how a transformational change in Victoria University’s teaching model created an opportunity for teachers to redesign first-year, employability-related curricula. The approach to this challenge focuses on the development of a career mindset in first year university students. Through the examination of two courses, one from the Bachelor of Arts and one from the Bachelor of Psychological Studies, this paper demonstrates a number of active learning and engagement strategies that can be incorporated into the classroom to empower first year students to develop a career mindset that can help them to develop and integrate employability related skills throughout their degrees and beyond.
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Brajnik, Giorgio, and Sanela Graca. "On Accessibility Policies for Higher Education Institutions." In W4A '18: The Internet of Accessible Things. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3192714.3192833.

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Tatnall, Arthur, Chris Groom, and Stephen Burgess. "Electronic Commerce Specialisations in MBAs: An Australian University Case Study." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2578.

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This paper looks at the development of Electronic Commerce specialisations in an MBA program, and particularly at a recent specialisation developed at Victoria University, Australia for its local and overseas MBA students. These MBA specialisations are very popular in Australia, and half of the MBA programs with specialisations have one in an e-Commerce related field. An examination of some of these specialisations highlighted in the literature, or in Australian universities, shows that the two most popular topics in them are e-Marketing, the management of e-Commerce in business and e-Commerce business models. Victoria University has recently introduced an e-Commerce specialisation that targets these areas, as well as other popular uses of Internet technologies in business and the development of e-Commerce web sites. This specialisation is explained in the paper, along with the different modes ol the specialisation delivered at Victoria University campuses in Melbourne, Singapore and Beijing.
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McCarthy, Brendan, and Paul Hawking. "Teaching SAP's ABAP Programming Language to IS Students: Adopting and Adapting Web-based Technologies." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2530.

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This paper describes the experiences of Victoria University in adopting and adapting web-based technology to enhance the teaching of SAP’s ABAP programming language. The involvement of SAP relates to Victoria University integrating Enterprise Resource Planning (ERP) systems into their curricula and research programs through a strategic alliance with SAP. The SAP technical infrastructure facilitates the development of courses using Internet technology and has particular suitability to the teaching of programming. This paper describes the Web-based technologies used and how they have been adapted to improve both the teaching of programming and management of assessment. Each technology is discussed and advantages identified with possible future research developments put forward.
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Tianbo, Zhang. "The Internet of Things Promoting Higher Education Revolution." In 2012 4th International Conference on Multimedia Information Networking and Security (MINES). IEEE, 2012. http://dx.doi.org/10.1109/mines.2012.231.

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Miliou, Ourania, and Charoula Angeli. "Measuring the Internet Skills of Gen Z Students in Higher Education: Validation of the Internet Skills Scale in University Settings." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13070.

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Abstract Internet technologies have infiltrated higher education institutions around the world. At the same time, the latest generation of students, the so-called Generation Z (Gen Z), are entering higher education. Gen Z is the first generation born in an Internet-connected world, and digital devices are a seamless part of its life. As a result, Gen Z students have already been engaged with informal digital learning via internet-based technologies outside of formalized education settings. However, previous research has shown that their engagement with these technologies is limited and might not sufficiently cover the knowledge and skills needed to perform internet activities effectively in higher education. Additionally, their familiarity with digital devices and tools varies. Consequently, there is a need for higher education institutions to close the skills gap by applying assessment processes that will assist them in forming policies and training resources for undergraduate students. To achieve the above, research efforts need to focus on developing theoretically informed and valid instruments that measure internet skills. This study has contributed to the validation of a self-assessment questionnaire, the Internet Skills Scale, that can be used in university settings. The questionnaire measures five types of internet skills: operational, information-navigation, social, creative, and critical. The results presented herein provide directions for future research in the field. Keywords: Internet Skills; Internet Skills Scale; Validation; Generation Z; Higher Education
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"Consumer Behavior on Shopping for Cosmetics through Internet of Kasem Bundit University Chinese Students." In Higher Education and Innovation Group. Higher Education and Innovation Group in Education (HEAIG), 2017. http://dx.doi.org/10.15242/heaig.h0117513.

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Reports on the topic "Internet in higher education Victoria"

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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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Mintii, Iryna S., Tetiana A. Vakaliuk, Svitlana M. Ivanova, Oksana A. Chernysh, Svitlana M. Hryshchenko, and Serhiy O. Semerikov. Current state and prospects of distance learning development in Ukraine. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4593.

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The article presents a thorough literature review and highlights the main stages in the development of distance learning in Ukraine. Moreover, the paper suggests the periodization of distance learning. Research data on distance learning peculiarities in Ukraine during and before the pandemic make it possible to outline the main problems faced by higher education institutions’ (HEIs) teachers and students. Therefore, the study emphasizes common problems, namely hardware/software issues, poor Internet connectivity, lack of students’ self-discipline and self-organization, absence of live communication, insufficient digital literacy skills etc. The paper analyzes the benefits of MOOCs that aim at digital competence development. It presents the results of students’ survey on qualitative changes in distance learning organization in 2020–2021 academic year compared to 2019–2020 academic year. The results prove that in current academic year, distance learning is better organized due to a sufficient structure of distance learning courses, the use of one platform for the whole educational institution, higher teachers’ digital competence, the use of various resources etc.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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STATEMENT OF THE NATIONAL ACADEMY OF EDUCATIONAL SCIENCES OF UKRAINE. National Academy of Educational Sciences of Ukraine, February 2022. http://dx.doi.org/10.37472/saveukraine.

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We consider it criminal and strongly condemn the violation of the territorial integrity and borders of Ukraine by the Russian Federation. We also consider inadmissible the statements of the leadership of the Russian Federation regarding our state, interference in the internal affairs of Ukraine by denying its civilizational subjectivity and demanding the abandonment of its own path of development. With great gratitude and confidence in the victory, we turn to the defenders of Ukraine: we are together, we are convinced of the strength and steadfastness of those who defend Democracy, Freedom, and Human Values! Resistance is not just military resistance. The opposition of every citizen is not to succumb to provocations and panic, to prevent escalation of tensions, to refute fakes, to maintain clarity of thinking. A patriot is someone who invests in the development of the country and preserves its defense capabilities in a way accessible to him. For representatives of pedagogical and psychological sciences — is to maintain the national identity and unity of the nation at the level of consciousness of every citizen, territorial community, society. This is the strengthening of the subjectivity of every citizen through his awareness of Ukrainian history from the times of Kyivan Rus, Ukrainian mentality of freedom from the Cossack era, the spirit of Ukrainian democracy from the Constitution of Philip Orlyk, invincibility of the Ukrainian army from the victories of Peter Konashevych-Sahaidachnyi and Bohdan Khmelnytskyi, exercise of self-awareness by Hryhorii Skovoroda and Taras Shevchenko. Scientists of the National Academy of Educational Sciences of Ukraine, as always, are ready for a dialogue with anyone who finds himself in difficult life circumstances, in situations of confusion or uncertainty, who needs advice or psychological help. We all have hard work ahead of us every day. But our goal is common and high — to preserve the sovereignty and territorial integrity of Ukraine. To this end, we have worked for Ukraine′s independence, we have also worked for the development of our state for the last 30 years, for this, we are mobilizing for further struggle! We will win! Glory to Ukraine!
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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