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Understanding students' learning of knowledge components (KCs) is an important educational data mining task and enables many educational applications. However, in the domain of computing education, where program exercises require students to practice many KCs simultaneously, it is a challenge to attribute their errors to specific KCs and, therefore, to model student knowledge of these KCs. In this paper, we define this task as the KC attribution problem. We first demonstrate a novel approach to addressing this task using deep neural networks and explore its performance in identifying expert-defined KCs (RQ1). Because the labeling process takes costly expert resources, we further evaluate the effectiveness of transfer learning for KC attribution, using more easily acquired labels, such as problem correctness (RQ2). Finally, because prior research indicates the incorporation of educational theory in deep learning models could potentially enhance model performance, we investigated how to incorporate learning curves in the model design and evaluated their performance (RQ3). Our results show that in a supervised learning scenario, we can use a deep learning model, code2vec, to attribute KCs with a relatively high performance (AUC > 75% in two of the three examined KCs). Further using transfer learning, we achieve reasonable performance on the task without any costly expert labeling. However, the incorporation of learning curves shows limited effectiveness in this task. Our research lays important groundwork for personalized feedback for students based on which KCs they applied correctly, as well as more interpretable and accurate student models.

The aim of this study was to determine the high school students' views about the trip to the science and technology center with QR code brochure. In the study, the design and development research method was used. The study group consisted of a total of 21 students studying in the 11th and 12th grades of the Technical Anatolian High School in the Marmara region in Turkey. In the study, an information brochure of the science and technology center located in the Marmara region was re-designed by enriched with QR code. Afterwards, a day trip to the STC was organized. Data were collected with semi-structured interview forms and analyzed according to the content analysis technique. According to the results of the study, before the trip the students stated that the QR code brochure had different, remarkable, informative, and lively elements. The students emphasized that the QR code brochure increased their interest and curiosity about the trip. The students indicated that they had a better quality of the trip thanks to the QR code brochure, they could visit many places in a short time, and the brochure guided them. After the trip, the students asserted that their favorite parts of the science and technology center were the Simulator and Planetarium. Most of the students confirmed that the science and technology center trip contributed to the lessons, that they applied and tried what they learned in the lesson. Therefore, QR codes can be used in teaching materials and outdoor activities since QR codes increase students' motivation to lessons.

Data transfer between isolated clusters is imperative for cybersecurity education, research, and testing. Such techniques facilitate hands-on cybersecurity learning in isolated clusters, allow cybersecurity students to practice with various hacking tools, and develop professional cybersecurity technical skills. Educators often use these remote learning environments for research as well. Researchers and students use these isolated environments to test sophisticated hardware, software, and procedures using full-fledged operating systems, networks, and applications. Virus and malware researchers may wish to release suspected malicious software in a controlled environment to observe their behavior better or gain the information needed to assist their reverse engineering processes. The isolation prevents harm to networked systems. However, there are times when the data is required to move in such quantities or speeds that it makes downloading onto an intermediate device untenable. This study proposes a novel turnstile model, a mechanism for one-way file transfer from one enterprise system to another without allowing data leakage. This system protects data integrity and security by connecting the isolated environment to the external network via a locked-down interconnection. Using medium-security isolated clusters, the researchers successfully developed a unidirectional file transfer system that acts as a one-way "turnstile" for secure file transfer between systems not connected to the internet or other external networks. The Turnstile system (source code available at github.com/monnin/turnstile) provides unidirectional file transfer between two computer systems. The solution enabled data to be transferred from a source system to a destination system without allowing any data to be transferred back in the opposite direction. The researchers found an automated process of transferring external files to isolated clusters optimized the transfer speed of external files to isolated clusters using Linux distributions and commands.

Children actively and selectively transmit information to others based on the type of information and the context during learning. Four- to 7-year-old children preferentially transmit generalizable information in teaching-like contexts. Although 2-year-old children are able to distinguish between generalizable and non-generalizable information, it is not known whether they likewise transmit generalizable information selectively. We designed a behavioral study to address this question. Two-year-old children were presented with three novel boxes, identical except for their color. In each box, one of two equally salient actions led to a generalizable outcome (e.g., playing a [different] tune in each box), whereas the other led to a non-generalizable outcome (e.g., turning on a light, vibrating the box, or making a noise). In the discovery phase, children had a chance to discover the functions of each box presented one-by-one. Then, in the exploration phase, they were given the opportunity to independently explore all three boxes presented together. Finally, in the transmission phase, an ignorant recipient entered the room and asked the child to show them how these toys work. We measured whether children preferentially transmitted either generalizable or non-generalizable information when they were asked to demonstrate the function of the toys to a naïve adult. We found that children did not display any preference for transmitting generalizable information. These findings are discussed with respect to toddlers' selectivity in transmitting information but also the development of sensitivity to information generalizability.

In this article, we introduce a novel framework called Rural Definition Triangulation (RDT) to enhance the categorization of rurality in educational research. This approach leverages the credibility component from Tracy's "Eight 'Big Tent' Criteria for Excellent Qualitative Research," applying it across qualitative, multimethod, and mixed methods research paradigms. RDT serves as a guide for scholars to authenticate definitions of rurality. We present RDT as a matrix with a vertical axis that represents the continuum of site-centric to participant-centric definitions. The horizontal axis represents the continuum of positivist leaning to interpretivist leaning definitions. We detail the matrix-based structure of RDT, which encompasses four distinct definitional approaches: definition reliance, site definition checking, participation definition checking, and personal description definition. To demonstrate the applicability and effectiveness of RDT, we also provide examples of these four approaches in already published research.

Purpose: The purpose of this study is to understand the influence of the transformational, transactional and laissez-faire leadership styles and collaborative integrative behavior of the team with respect to organizational ambidexterity (the combination of exploration and exploitation learning) in university research groups. Design/methodology/approach: From a survey conducted with a sample of 506 researchers, members of 165 research groups, working in an emerging economy, a multiple regression model analysis was performed. Findings: Findings of this study provide evidence that the coordinator's transformational leadership and the collaborative integrative behavior of the team positively influence organizational ambidexterity of research groups. Transactional leadership and laissez-faire style do not show any significant influence. Originality/value: This study addresses the lack of knowledge regarding organizational learning in research groups to explore and exploit knowledge through research result transfer processes based on the organizational ambidexterity logic in higher education institutions (HEIs) from emerging economies. The study aims to contribute to the literature on leadership styles and ambidexterity in HEIs in emerging economies, particularly in Latin America, where there is still a scarcity of research on the attributes of effective leadership.

The introduction of advanced technology and mobile instant messaging has constituted a novel social milieu which creates opportunities for individuals to initiate interactive and informative communications. Despite the benefits, negative consequences of social media use have been determined, some of which were presented through matters of concerns including isolation, information leaking, social media reliance, and mental devastation. The current study aimed to examine different types of concerns, namely fear of missing out (FoMO), compulsive usage, and privacy concerns, predicting LINE users' motivations for information sharing intention and information sharing behavior. The data was collected from 562 LINE users with sharing experiences in Thailand. The results of the confirmatory factor analysis (CFA) manifested that all adapted constructs were adequately reliable and valid. The structural modeling analysis (SEM) further revealed that only FoMO and compulsive usage influenced LINE users' motivations for information sharing intention which in turn influenced their information sharing behavior. However, the three types of concerns did not have a direct relationship with information sharing behavior. In addition, when different types of shared information were examined, greeting messages significantly influenced information sharing behavior. The findings also yielded implications for understanding the roles of concerns on sharing information via mobile instant messaging (MIM).

Purpose: This study aims to understand in what way international cooperation between universities and/or firms can be seen as a vehicle in the transfer of knowledge and innovation for implementation of environmentally sustainable practices. Design/methodology/approach: To do so, a qualitative approach was adopted, resorting to the case study method: the "EdgeWise" project. Data were obtained from interviews, documentation provided by partners and observation, and the content analysis technique was also used. Findings The results lead to the conclusion that this type of international cooperation is supported by solid dimensions, such as knowledge transfer and appropriate choice of partners. In addition, the dimension related to organisational culture is not considered a barrier in the cooperation process studied here, but rather as a form of learning among partners. Practical implications: The empirical evidence suggests that it will add value to the understanding of the various issues surrounding resources (water and energy) that differ from country to country. However, the administrative-bureaucratic dimension is identified as a barrier to this type of cooperation/project, with its analysis being suggested for future studies. Originality/value: This innovative study shows that the literature and the case study made identified various dimensions; motivations, barriers and drivers, of knowledge transfer, choice of partners and organisational culture. In addition, this study contributes for international universities-firms cooperation in sustainability area.

Sustainable Development Goal No. 4 (SDG4) resonates with all education systems of the world. It has resulted in education policies being created and promulgated with sustainability and development in mind. In the context of the Fourth Industrial Revolution (4IR), sustainability speaks to the need for schooling systems to operate as a knowledge society and to maximally exploit the abundance of knowledge assets that exist in their ecologies. This implies that they must adopt knowledge management (KM) to take advantage of the 4IR era aligned technological innovations, instructional practices and administrative standards. In light of the view that, of all KM processes, knowledge sharing reigns supreme and gives rise to the generation of new organisational knowledge as well as the innovation of existing organisational knowledge; the study adopted a qualitative approach embedded in an interpretivist paradigm to explore the perceptions of teaching and support staff- specifically six teachers and four administrative clerks (altogether ten participants) - of factors contributing to unequal power relations in knowledge sharing practices at two selected schools in Nkangala Education District, Mpumalanga Province (South Africa). The study found that poor leadership practices contributed to unhealthy professional interactions, knowledge hoarding, contravention of contextual ethics (of Ubuntu), trust deficit, top-down communication and workplace bullying.

Just as the adoption of eXtensible Business Reporting Language has standardized the exchange, transmission, and reporting of accounting and financial data, this paper proposes the eXtensible Computing Curriculum Reporting Language as a standard for the exchange, transmission, and reporting of computing curriculum information in hopes of achieving semantic comparability among the descriptions of the computing disciplines. This specificity in the extension of eXtensible Business Reporting Language to the computing disciplines in the form of eXtensible Computing Curriculum Reporting Language acknowledges the nascent and emergent nature of computing and the need to reconcile, semantically, between uses of computing terminology and concepts to achieve clarity. This paper provides a brief background on eXtensible Business Reporting Language and demonstrates how the same concept may be applied in computing curriculum reporting. This paper is related to efforts to support the Computing Curricula 2020 initiative of the Association for Computing Machinery and the Institute of Electrical and Electronics Engineers and represents the ongoing work of the Education Special Interest Group Standing Committee on Curricular Matters.

Academic research has evolved tremendously over the last century. The middle of the twentieth century saw the development of research and the strengthening of trust both within academia and between academics and external actors. Since the later part of the twentieth century, however, the development of academic research has been characterised by reduced trust in universities and academics. It is argued that the lowering degrees of trust in universities and science are reflected in the current incentives in academia, often driven by governmental funding agencies, and the result of the altered position of universities within innovation systems. Universities are still important contributors to knowledge production, but they have slowly become more peripheral within innovation systems. Rather than setting their own research directions, they face strong incentives to do research primarily to serve others. This requires them to interact with organisations with which they have little in common and with which they find it difficult to communicate. The academic research pendulum seems to have swung too much towards knowledge transfer and application, with problematic outcomes. These developments indicate that it is necessary to reassess the purposes and potential benefits of academic research to restore trust in universities and increase the integrity and usefulness of research.

Electromagnetic (EM) waves are indispensable in modern telecommunications. Despite their essential role in modern technology, EM waves are considered to be an abstract concept by many students. In this activity, an inexpensive two-coil system was constructed in a teaching laboratory and used to demonstrate information transfer by non-sinusoidal EM waves. Twenty secondary school students were invited to try out a hands-on activity developed based on this system. The participants were divided into teams, with some members in each team encoding and transmitting a message using EM signals followed by other members receiving the signal and decoding the message. The message was encoded using different frequencies and amplitudes of the sinusoidal components in the EM signal. In this outreach activity, a significant number of participants was found to hold the misconception that all EM waves are sinusoidal. After this hands-on activity, the number of participants holding this misconception decreased.

This report investigates communication and data sharing between K-12 and community colleges to identify best practices. This wide-ranging topic encompassed many efforts that impact student recruitment, retention and success in their postsecondary education. To prioritize the most pressing issues, this report focuses on recent system-wide findings and recommendations. In 2016, the Virginia General Assembly directed the Joint Legislative Audit and Review Commission (JLARC) to review the VCCS, a process that had not been done since 1991. The JLARC report in 2017 stated that a relatively low percentage of community college students obtain a degree or credential (39 percent). In addition to the JLARC report on student success findings among Virginia's Community Colleges, community colleges do not consistently ensure the quality of dual enrollment courses. To meet the JLARC report's call to action, strong communication and data sharing between Virginia's Community Colleges and their K-12 partners is essential. Through background literature research, surveys and interviews with key stakeholders, this report identifies current practices in data sharing and communication, including successes and shortcomings. Recommendations will provide concrete steps to improve communications and data sharing between Virginia's Community Colleges and their K-12 partners.

The Internet is a high-speed communication link incorporating computers, networks and users throughout the world via TCPLP (Transmission Control Protocol/Internet Protocol) which allows dissimilar systems to interoperate (Krol,1992). This article presents how Iowa students participating in the international Internet experience learned how to access the Internet and become aware of the value of the speed at which knowledge can be obtained. These students were seeking information about studying and traveling abroad. The majority of the students felt they were ready for the challenge to assist their future employers to gain entry and travel the Internet highway. Instead of being limited by local perspectives, these Internet users felt they were becoming better members of the global community. [This article is reprinted (with updated format editing) from the archives of the Phi Beta Delta International Review, Volume VI, Spring 1996, pp. 77-87.]

Introduction: Personality and trust have been found to be important precursors of information-sharing behaviour, but little is known about how these factors interact with each other in shaping information-sharing behaviour. By integrating both trust and user personality into a unified research framework, this study examines how trust mediates the effect of personality traits (specifically, agreeableness and conscientiousness) in triggering information-sharing behaviour in an online social networking environment. Method: Integrating the Big Five theory of personality and the theory of generalised trust, a research framework is proposed for the determinants of information-sharing behaviour on social media. Data about personality, trust, and information sharing were collected from Chinese youths through an online survey. Analysis: Structural equation modelling was applied to data from 311 valid questionnaires to verify the research framework. Results: Both personality traits and generalised trust have a significant impact on information-sharing behaviour on social media, and generalised trust plays a mediating role between personality traits and information-sharing behaviour. Conclusion: This research advances the understanding of why information is shared within social media contexts with regards to trust and personality traits. It also clarifies the connections between personality traits, information-sharing behaviour on social media, and generalised trust.

This article explores the implications of a mobilities perspective for the conceptualization, teaching, and study of academic literacies. Mobility has come to serve as a catalyst for rethinking scholarly work in a variety of fields--most provocatively, the assumed stability as well as uniformity of what is studied and the location and products of acts and actors of study. The concept of academic literacies aligns with a mobilities perspective in its challenge to a still-dominant conception of "literacy" as singular, universal, uniform, and stable. However, in recognition that any attempt to define mobility, academic literacies, or "mobility and academic literacies" may itself be antithetical to the inherent mobility of all concepts, including "mobility" and "academic literacies," this exploration takes the form of an epistolary conversation whose movement--its turns, eddies, currents--may illustrate both the potential directions and navigational challenges of taking a mobilities perspective on academic literacies.

Introduction: The study describes the conditions for long-term preservation of the content of the institutional repositories of Swedish higher education institutions based on an investigation of how deposited files are managed with regards to file format and how representatives of the repositories describe the functions of the repositories. Method: The findings are based on answers to a questionnaire completed by thirty-four institutional repository representatives (97% response rate). Analysis: Questionnaire answers were analysed through descriptive statistics and qualitative coding. The concept of information infrastructures was used to analytically discuss repository work. Results: Visibility and access to content were considered to be the most important functions of the repositories, but long-term preservation was also considered important for publications and student theses. Whereas a majority of repositories had some form of guidelines for which file formats were accepted, very few considered whether or not file formats constitute open standards. This can have consequences for the long-term sustainability and access of the content deposited in the repositories. Conclusion: The study contributes to the discussion about the sustainability of research publications and data in the repositories by pointing to the potential difficulties involved for long-term preservation and access when there is little focus on and awareness of open file formats.

Multimedia instruction, the combination of pictures and words to produce meaningful learning, involves attention, selection, organization, and integration of new information with previously learned information. Because there is a large, theory-based literature supporting the effectiveness of multimedia instruction, we proposed that multimedia instruction could be leveraged to address issues in health communication. The cognitive theory of multimedia learning outlines techniques to improve meaningful learning when the processing load of essential information exceeds the cognitive capacity of the learner (Mayer, 2014). Specifically, segmentation, or presentation of the material in a learner paced fashion, results in deeper learning of the material than continuous presentation (Mayer & Chandler, 2001). We proposed a conceptual replication of the segmentation effect with multimedia materials relevant in a health communication context. We hypothesized that transfer of information from a multimedia presentation about kidney function would be improved in a segmented, versus continuous, condition. Additionally, we hypothesized that participants' perceived cognitive load during the learning task would be lower in the segmented, versus continuous, presentation condition. We were unable to replicate either of these advantages for the use of segmentation with health-related materials.

This article explores challenges and opportunities associated with sharing qualitative data in engineering education research. This exploration is theoretically informed by an existing framework of interpretive research quality with a focus on the concept of Communicative Validation. Drawing on practice anecdotes from the authors' work, the article examines which aspects of the social reality under investigation and what details of the contextual research process would need to be understood by a researcher attempting a secondary analysis. To foster a thoughtful discussion in the community, we propose to conceptualize data sharing as the tentative re-use of data analogous to the concept of the tentative transfer of interpretive research findings. We contend that such a tentative re-use of data would need to be supported by communicating sufficiently detailed "thick metadata" to safeguard the continuity and robustness of the theoretical, methodological, and value commitments made in the original study.

Supplier selection knowledge of OTAs businesses is one of the most valuable and significant knowledge since OTAs now operate businesses that gain their benefits from having many kinds of tourism products and services for customers to browse from in their own online booking systems. The better the suppliers, the more successful will OTAs be. The knowledge in supplier selection is, therefore, relayed through manuals, mentoring and coaching. After that there has been a creation of knowledge management systems to be used as a media to pass on the knowledge via online means. The knowledge contents presented are retention and transfer knowledge. To evaluate the efficiency of using Knowledge Management System (KMS), the research has provided a study in increased learning performances of related staff in supplier selection who have learned through the KMS system. The result found that the group that learned through KMS gained higher learning performances than the one who learned from documents. This reflects that the KMS system will be suitable to be used as a tool in knowledge management and can be relayed to organizations in this present time.

The paper considers elements of modern media environment taking more and more space in day-to-day life of people. The modern media environment enriched with various informational and technological resources, information transfer speed and availability of all kinds of content in unlimited quantities, requires careful examination--first of all, revealing dangerous and harmful effects of human interaction with media environment. There is a necessity of development of media hygiene from early childhood for the purpose of safe use of media content. The safety of media space is in general the task of state as the institution of society organization.

Misconceptions are a barrier to understanding biology hence, to promote meaningful learning, it is necessary to overcome these difficulties with the help of different instructional methods rather than traditional instructional methods. Therefore it could be very interesting to find out "how students' prior knowledge of genetics affects genetic knowledge of pupils during class education?" The preliminary investigations have been shown that usually the students have some difficulties in understanding the microscopic level of genetic topics: such as the fertilization process and its products, the genetic variation, the mitotic cell cycle, and the meiotic cell cycle. The findings of this study have been shown that students mostly have fragmented basic genetic knowledge at the beginning of the teaching process. They have basic understanding of DNA, genes and chromosomes, but lack detail. It could be interesting to work out if students' previous knowledge about genetic concepts education could affect their knowledge in genetics permanently.

Introduction: Pressed by the increasing social importance of digital information, including the current attention given to the "big data paradigm", several research projects have taken up the challenge to quantify the amount of technologically mediated information. Method: This meta-study reviews the eight most important inventories in a descriptive and comparative manner, focusing on methodological differences and challenges. Results: It shows that approaches differ in terms of scope and research focus. This leads to different answers to the question of "how much information?". Differences include how the information realm is conceptualised (e.g., in terms of stocks or flows, or in terms of creation or consumption, etc.); differences in the unit of measurement (words, bits, minutes, etc.); varying geographic and temporal scopes; and diverse additional attributes that highlight complementary aspects of the amount of information (e.g., the kind of technology, the sort of content, the type of user sector, etc.). Conclusion: The study reveals how different answers to the "How much information?" question hinges upon the particular question on the researchers' mind and on the subsequent methodological choices. Differences in findings stem from different research interests. The review ends with a discussion of the remaining theoretical and practical challenges.

In two articles, "Might Knowledge Be Insertable?" and "Is Knowledge Insertion Desirable?," John Tillson argues that knowledge insertion is conceivable and desirable for the person who has it inserted. By knowledge insertion, he means the immediate or almost immediate acquisition of knowledge by means other than traditional processes of learning. He takes the case presented in the science fiction film "The Matrix" as paradigmatic and characterizes it as a special case of direct intervention, which begin with change in brain structure and function and result in in changes in thought patterns and behavior, by contrast to indirect interventions, which begin with changes in thought patterns and behavior and result in rewiring brain structure and functioning. Here, Gonzalo Obelleiro follows Tillson's argument and offers one special case in which knowledge insertion is not desirable and that is not fully elucidated by Tillson's conditions for desirability. John Dewey's notion of growth as "summum bonum" depends in important ways on gradual, progressive, traditional processes of learning. Deweyan growth constitutes a case of intrinsically valuable learning that can be tragically jeopardized by calculation errors in knowledge insertion. This is a significant risk that Tillson does not consider in his articles. [For "Might Knowledge Be Insertable?" see EJ1215187. For "Is Knowledge Insertion Desirable?" see EJ1275559.]

In this article, John Tillson discusses the conditions under which what he calls "knowledge insertion" would be desirable "for the one who has knowledge inserted." He argues that making use of knowledge insertion would not be cost free; in particular, it would come at the price of relationship goods realized through teacher-learner relationships, and of the "achievement" of learning, at least for the knowledge inserted. Despite these costs, though, Tillson concludes that knowledge insertion would "most often" be desirable since the losses could usually be more than compensated by the knowledge gained or would matter little so long as one realizes the relevant relationship and achievements goods to a satisfactory level at some point in one's life.

Postsecondary instructors and students alike perceive the primary function of a learning management system (LMS) as a means of static information dissemination, particularly assessment-related information such as grades. Subsequently, the most-used LMS features are those that facilitate such information transfer. Perhaps because of these usage patterns and perceptions, a growing number of scholars and practitioners are calling for alternatives to the LMS. This article argues, however, that the LMS is not limited to (nor designed around) its current use as a grade delivery service, but can, rather, be leveraged as a vehicle for critical pedagogy and praxis through technology. Specifically, we seek to explore some of the current uses and perceptions of the LMS in higher education, as well as considerations and implications for faculty and educational technologists working with these systems in higher educational contexts.

This article reports on an exploratory study of quantitative data use situated in families' management routines while taking care of a child with Type 1 diabetes (T1D). T1D treatment requires frequent measurement and recording of numerical data about blood sugar concentration, nutritional intake, and insulin dosage at the child's home, at school, and at other activities. We analyze coordination work between family members and others involved in the care of children with T1D using the lens of distributed cognition, and we introduce the notion of a data catchment to refer to the pathways of data flow and information storage within and between multiple agents and spaces. Interviews and observations reveal three main features of storage and use in data catchments: First, there is a great variability in how data move and are retained to enable communication between family members and others. Second, families tended to focus more on individual data points and less on aggregate readings despite some indications of ability to narrate through aggregate readings. Third, families engage in recurrent conversations and sometimes use novel artifacts to make numerical values meaningful to children with T1D. Implications for understanding this space of practice as constituting a data catchment are discussed.

This paper illustrates the cloud-based telemonitoring framework that implements healthcare automation system for myocardial infarction (MI) disease classification. For this purpose, the pathological feature of ECG signal such as elevated ST segment, inverted T wave, and pathological Q wave are extracted, and MI disease is detected by the rule-based rough set classifier. The information system involves pathological feature as an attribute and decision class. The degree of attributes dependency finds a smaller set of attributes and predicted the comprehensive decision rules. For MI decision, the ECG signal is shared with the respective cardiologist who analyses and prescribes the required medication to the first-aid professional through the cloud. The first-aid professional is notified accordingly to attend the patient immediately. To avoid the identity crisis, ECG signal is being watermarked and uploaded to the cloud in a compressed form. The proposed system reduces both data storage space and transmission bandwidth which facilitates accessibility to quality care in much reduced cost.

Over the last decade, there has been much interest in mobile technologies in teaching and learning as emerging and innovative tools. Despite this focus, mobile learning (m-Learning) implementation is facing many challenges. This study presents a tentative conceptual framework that consolidates existing research related to mobile learning implementation barriers. The study adopted a systematic review of the literature on challenges to mobile learning. A total of 125 papers published between 2007 and 2017 were extracted from established peer reviewed journals. A qualitative content analysis was used to define 24 barriers that have been grouped into four conceptual categories: Technological, Learner, Pedagogical and Facilitating Conditions. The proposed framework acts as guide for educators, systems developers, policy makers, researchers and stakeholders interested in implementing mobile learning programs.

Introduction: This paper reports on an extensive research project which aimed at exploring information sharing activities in a scholarly context. The paper presents and synthesises findings from a literature review and three qualitative case studies. The empirical setting is a geographically distributed Nordic network of design scholars. Method: The project is characterised by an explorative approach encompassing semi-structured interviews, document studies, and ethnographically oriented participatory observations. Apart from addressing the empirical question of how, where, when, and why the researchers in the network share information, the paper elucidates the reciprocal relationship between information sharing and the wider practice of design research. Analysis: The research questions are addressed through close reading and interrelated analysis of four previous studies. Results: When scholarly information sharing takes place organizational structures are sometimes complemented, or substituted, by flexible communities of practice such as those in the investigated network. Information sharing appears as a means to reach collective understanding, also regarding issues that stretches beyond the immediate information practices, for instance about how to act as a design scholar. Conclusions: This research clarifies and provides examples of how information sharing is embedded in and intertwined with a range of other activities, such as writing, reading and information seeking. It also presents information sharing as a contributor to the enactment of a discipline. [This paper was published in: "Proceedings of ISIC, the Information Behaviour Conference" (Leeds, England, Sep 2-5, 2014), Part 2, Paper isic26.]

Tacit knowledge sharing (TKS) is important to improve the teaching skill and researching knowledge of university teachers. In this paper, the tacit knowledge sharing of university teachers is catalogued as four modes from perspectives of the psychological risk and psychological value which are measured by two grades--high and low. The four modes are named "Peer-review", "Learning Community", "Thumb-a-lift" and "Academic Conference", which are characterized by different values and risks. Some suggestions are proposed to promote the tacit knowledge sharing of university teachers.

Knowledge of the appropriate technologies for sustainable development projects has encouraged grass roots development, which has in turn promoted sustainable and successful community development, which a requirement is to share and reuse this knowledge effectively. This research aims to propose a tutorial ontology effectiveness modeling on organic rice farming as an appropriate technology based on sustainable development projects for non-science and technology educated farmers using knowledge engineering approach, using Phrao District in Chiang Mai Province, Thailand as a case study. The effective tutorial ontology model focuses on social science and technology ontologies based on Thai's curriculum of lower secondary school which provides biology, chemistry, math and physics concepts in order to effectively represent knowledge of the organic rice farming. The additional social science ontology knowledge developed in this research provides such a support to vocational learning and used by rural community in the case study to effectively navigate and utilize the appropriate technological knowledge of the sustainable development project knowledge to enhance their communities. The effectiveness of tutorial social science ontology in learning process was measured by counting and validating the average throughput of organic rice farming domain knowledge in learning process in terms of practicing domain knowledge, appropriate domain knowledge with their community and acquiring knowledge by themselves in both control and experimental groups. This study concludes by emphasizing the benefits of effective tutorial ontology modeling on organic rice farming for supporting knowledge transfer technique for non-science and technology educated farmers using knowledge engineering in the community of the case study to enhance their vocational lifelong learning. Ultimately, the tutorial ontology modeling in appropriate technology provides a knowledge transfer for non-science and technology educated farmers effectively.

Temoa is a distributor of knowledge that provides a multilingual public catalog of collections of Open Educational Resources (OER). Temoa seeks to support the educational community to find the resources and materials that meet their needs for teaching and learning, through a specialized search system and collaborative social tools. Temoa was established after the need to expand educational coverage in the world, and specifically in developing countries. This paper aims to analyze the system of classification and metadata schemes of Temoa. Interviews were carried out to obtain information. Results shows Temoa's cataloging process: reviewing OER design, form, and content; the actors participating in the process. We conclude that Temoa is a useful tool that helps to integrate OER into teaching practices, encouraging Knowledge Transfer and Dissemination of innovative educational strategies.

Every academic institution contributes to knowledge. The generated information and knowledge is to be compiled at a central place and disseminated among the society for further growth. It is observed that the generated knowledge in the academic institute is not stored or captured properly. It is also observed that many a times generated information or knowledge in the academic institute is not known to any one and remains as grey literature, which might be useful if proper recoding is maintained in the organization. In fact academic environment is a treasure of knowledge but it is not organized properly and hence utility is also lacking and cause for the repetitions of the activity. This project is undertaken under the Board of University and Colleges, University of Pune for finding importance of KM of past knowledge of an institute. Also study on data capture, data analysis, data categorization, data mining, data mapping, knowledge mapping, concept mapping, indexing, linking and repackaging of knowledge, tools, techniques, strategies and copyright issues in sharing this knowledge through knowledge base.

The paper shows how the methodology for a pedagogical experiment can be improved through including the pre-research stage. If the experiment has the form of a test procedure, an improvement of methodology can be achieved using for example the methods of statistical and didactic analysis of tests which are traditionally used in other areas, i.e. measuring the learning outcomes. In particular, we deal with measuring the impact of different text styles of educational texts on the rate of knowledge transfer. For this purpose we are using the methods of statistical and didactic analysis. Statistical methods allow us to determine working hypotheses on statistical significance of differences in didactic characteristics of tests used for measuring the learning outcomes. The working hypotheses, whose validity have not been rejected, show us the weak points of the experiment and allow us to improve it before the experiment has been run in the full scale.

This paper presents a co-teaching mentor model, which improved the teaching of academics and enhanced student satisfaction and retention. Two research-focused lecturers responsible for first-year units were partnered with a co-teaching mentor to offer guidance on how the content (urban and regional planning) could be delivered more effectively with an emphasis on student engagement and motivation. These two case studies are discussed and the findings demonstrate the effective transfer of teaching awareness and skills through this process. Five key educational theories underpin the substantive changes made to the way that classes were delivered. The applied relevance and transfer of these ideas can be demonstrated in the reflections from the participating staff through a pedagogical analysis of the before and after changes in their teaching practices, and in the improved student evaluation and retention results.

One model for successful university research centers is based upon close collaboration with other organizations, including large and small companies as well as federal and state agencies. Collaborations of this nature often involve an Institutional Advisory Board (IAB), which can have significant responsibility for management and financial oversight. This paper addresses two critical areas for facilitating a strong working relationship between a university research center and an IAB: (1) streamlining information transfer, and (2) organizing a well-run center meeting. The paper addresses specific strategies for effective information transfer among center participants including sponsors, faculty and students. Also discussed are best practices for center meetings that ensure a suitable level of efficiency expected of an IAB. The methods described in the paper are established, well-accepted psychological and organizational principles. These methods have contributed to the paradigm for successful industry-university collaboration developed over the last 25+ years by the National Science Foundation's I/U CRC program.

This study aimed to examine the scholarly community's authentic use of Twitter at a professional conference, #ICIS2016, and to investigate how Twitter supports the conference learning community by examining users' levels of participation in Twitter-enabled conference backchannels and the overall structure of this communication network. We also explored how individuals can better engage in the Twitter-based conference community via revealing the primary characteristics of the central users within the network and studying the significant factors that impact the central status of users. Through an in-depth social network analysis and statistical path analysis, our data revealed users' varying levels of participation and a relatively low network density, which may suggest participants' novelty of using Twitter as a conference backchannel. The data further indicated three types of central users: interaction initiator, opinion leader, and conversation bridge, as well as unveiling the relationships among several key variables impacting the central status of a user. Discussion and practical implications are provided.

In the 21st century when knowledge-based economy is emphasized, the cultivation of autonomous learning and problem-solving abilities presents the importance. With web-based collaborative problem-based learning (CPBL), learners could more conveniently cultivate their problem-solving abilities through autonomous learning. Nevertheless, learners are often guided to solve a target problem by the information announced by teachers during the CPBL processes. Individual learners often could not effectively absorb such standard information, thus ignoring the important information from teachers. In the information communication theory, the two-step flow of communication through opinion leaders has been proved that it can better change audiences' attitudes than the one-step flow of communication through mass media. This study thus employs the modularity Q function as the fitness function of genetic algorithm to optimally detect learning communities and uses PageRank measure to accurately find out community opinion leaders according to the social network interaction data of learners in the CPBL process. Based on quasi-experimental design, this study examines whether learners in the experimental group using the two-step flow of communication through opinion leaders to convey information for solving the target CPBL missions could more significantly enhance web-based CPBL performance, social network interaction and group cohesion than learners in the control group using the one-step flow of communication through teachers' information. Analytical results show learners in the experimental group remarkably outperform those in the control group on learning performance and peer interaction under a CPBL environment. Particularly, female learners in the experimental group notably outperform female learners in the control group on learning performance, while there is no significant difference in male learners between both groups. More importantly, learners in the experimental group present significantly higher group cohesion than those in the control group. This study confirms that using the two-step flow of communication instead of the one-step flow of communication traditionally used in web-based learning environments could significantly promote web-based CPBL performance, social network interaction and group cohesion.

I comment upon the recent blossoming of writing on art, knowledge and research and connect this to its material roots in the changing nature of higher education. I find much of this writing wanting in that it implies a division of art into 'knowledge-producing' and 'non knowledge-producing' art. I examine how art objects might be said to generate knowledge, particularly the kind of propositional knowledge which sits at the centre of both traditional epistemology and 'knowledge transfer' in the contemporary academy. Although there are many ways in which artworks might variously generate such knowledge, I conclude that there is none that is common to all. I go on to examine other kinds of knowledge, particularly Gilbert Ryle's 'knowledge-how' and use this as a staging post to suggest that there is yet another kind of knowledge, produced by all works of art. Finally I borrow some ideas from recent work in the philosophy of science to suggest a concrete mechanism by which this knowledge is made available to us.

Can we coherently conceive of our having knowledge inserted into our minds, bypassing forms of knowledge acquisition hitherto relied on? In this article, John Tillson contends that there is value in giving serious consideration to this question. First, insofar as technology develops apace, it is wise to start thinking about how we would use it "before" its uses are available to us lest we should unreflectively abuse it. Second, even though having knowledge inserted might turn out to be physically impossible, its metaphysical possibility would still make reflecting on its desirability fruitful, since evaluating this will help us to better understand what it is that we value about education and about knowledge. While handling practical knowledge and theoretical knowledge (or "knowledge how" and "knowledge that") somewhat separately, Tillson argues that, for each, insertion is conceivable. He contends that if (a) we seem to be able to imagine inserting knowledge, (b) our seeming to be able to imagine it survives extended critical reflection, and (c) we can elaborate what it would consist of with plausible detail, then we have defeasible reason for thinking that inserting knowledge is in fact metaphysically possible. In the first section, Tillson begins by motivating the question, next briefly considers an imaginary scenario presented in the film "The Matrix" as an example of what is meant by implanting or inserting knowledge, and then fleshes out the scenario with some more plausible details to help make the case for its coherent conceivability. In the second section, he discusses five objections to the thesis, so as to subject the case to extended critical reflection. These include arguments that inserting knowledge requires inserting justification, but that justification cannot be inserted; that the possibility of inserting false beliefs undermines the possibility of self-trust, which is crucial to knowledge; that inserted content has the wrong causal history to count as knowledge; and that inserted knowledge would lack the appropriate connections to other mental items in order to count as knowledge. Upon answering each of these objections, Tillson concludes that the notion of knowledge insertion as coherently conceivable can survive extended critical reflection.