Search

The age of globalization is closely associated with the society of knowledge and information. In this context, the need of the citizens to be technologically literate in order to be able to respond to the rapid and multidimensional changes occurring in the social and economic reality is indispensable at the national and international levels. This entails that university studies in the academic field of information and communication technologies (ICT) attract the interest of a great number of people, because these studies are associated with the satisfaction of the needs and demands of the work force in the contemporary age of post-modernity. This paper is a sociological approach and interpretation of the flow of university studies in Greece in the field of computing at the end of the first decade of the year 2000, and just before the economic crisis remarkably influenced the social and financial life of the country with unpredictable consequences in the relation between university degrees and the work force. Specifically, we will be occupied with the approach of the following questions. In the field of computing, is the grouping of the departments formed according to their scientific specialization and their high or low demand on the basis of the students' earned grade in the National Entrance Examinations in them? What is the effect of the gender variable in the realization of the undergraduate and postgraduate studies in the field of computing in the case of Greek universities? Is the students' choice of departments of high demand determined by the economic and cultural capital of their families in relation to the earned high grade requirement? [ABSTRACT FROM AUTHOR]

This paper provides an overview of what media students should know to successfully compete in today's tapeless/HD professional work environment, which goes well beyond competency in industry standard editing programs. In today's production and broadcasting environments, where most content is high definition video and which are in transition to tapeless workflows, media students who have an understanding of file-based digital media will have a clear advantage in the workplace. Further, media organizations are increasingly delivering files to on-demand Internet streaming outlets such as Netflix, social networking sites like YouTube and Facebook, and to low bandwidth mobile devices. Creating a streaming media experience for the consumer in this quickly changing environment requires capturing and encoding techniques for repurposing broadcast material for use on Internet-based media, knowledge of digital video compression technologies and familiarity with file delivery workflows. [ABSTRACT FROM AUTHOR]

First-year computer science (CS1) requires students to simultaneously acquire a technical vocabulary and to develop an array of technical and communication skills. As a result, fewer than two-thirds of students typically complete the course. To improve the course success rate, this faculty-librarian collaboration developed the Learning Outcomes Assessment Matrix (LOAM). LOAM is a process that helps instructors to understand the relationships between multiple perspectives on their course: the instructional settings, learning outcomes, and the cognitive skill levels at which students engage with the material. Using LOAM, the authors explored the information literacy and communication skills necessary to demonstrate CS1 outcomes and discovered opportunities to support required non-technical skills within the course. LOAM is a practical and flexible process that supports teaching practice in any domain. In areas which require quick progression along the cognitive hierarchy or which feature complex structural relationships, LOAM can help instructors identify where the course's instructional settings do no adequately support student development. Although LOAM seeks to relate course learning outcomes to instructional settings and, if needed, to standards, it does not promote the standardization of learning outcomes, unlike related projects. Instead, LOAM facilitates the development of fertile instructional settings by helping instructors analyze the content and cognitive skills required to achieve course learning outcomes. [ABSTRACT FROM AUTHOR]