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These proceedings contain the papers of the International Conference e-Learning 2016, which was organised by the International Association for Development of the Information Society, 1-3 July, 2016. This conference is part of the Multi Conference on Computer Science and Information Systems 2016, 1-4 July. The e-Learning (EL) 2016 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. These proceedings contain keynote lecture, "Twenty-First Century Skills, Technology and Open Learning: Re-Designing Teaching for the Digital Age" (Tony Bates) [abstract only] and workshop, "Making Sustainable Online Learning a Reality Informed by the Community of Inquiry Framework" (Susi Peacock and Lindesay Irvine). Full papers in these proceedings include: (1) Determining Factors of Students' Perceived Usefulness of e-Learning in Higher Education (Aleksander Aristovnik, Damijana Keržic, Nina Tomaževic and Lan Umek); (2) EvalCOMIX®: A Web-Based Programme to Support Collaboration in Assessment (María Soledad Ibarra-Sáiz and Gregorio Rodríguez-Gómez); (3) A Holistic Approach to Scoring in Complex Mobile Learning Scenarios (Marcel Gebbe, Matthias Teine and Marc Beutner); (4) Content Development for 72,000 Learners: An Online Learning Environment for General Practitioners. A Case Study (Dirk Pilat); (5) First Stages of Adult Students' Relationship to Scientific Knowing and Research in the Open University's Web-Based Methodology Course (Leena Isosomppi and Minna Maunula); (6) A Quantitative Analysis of the Role of Social Networks in Educational Contexts (Azam Shokri and Georgios Dafoulas); (7) Care Management: On Line-Based Approaches to Nurse Education in Ultrasound Imaging (Elena Taina Avramescu, Mitrache Marius and Adrian Camen); (8) Can e-Learning Change Work Practices? (Signe Schack Noesgaard); (9) A Practice of Mobile Learning Bases on Cloud Computing (Heng Wu and Zhong Dong); (10) Guidelines for Conducting a Post-Graduate Module within a Blended Synchonous Learning Environment, Facilitator and Student Perspectives (Christopher Upfold); (11) IT Tools in Initial Teacher Training (Dorin Herlo); (12) Application of a Reference Framework for Integration of Web Resources in DOLTRN--Case Study of Physics--Topic: Waves (Fabinton Sotelo Gomez and Armando Ordóñez); (13) Creating Micro-Videos to Demonstrate Technology Learning (Mark Frydenberg and Diana Andone); (14) An Analysis of Students Enrolled to an Undergraduate University Course Offered Also Online (Nello Scarabottolo); (15) How Do We Know What is Happening Online: A Triangulated Approach to Data Analysis (Marina Charalampidi and Michael Hammond); (16) Analysis of 3D Modeling Software Usage Patterns for K-12 Students (Yi-Chieh Wu, Wen-Hung Liao, Ming-Te Chi and Tsai-Yen Li); and (17) A Distributed Intelligent e-Learning System (Terje Kristensen). Short papers in these proceedings include: (1) Using Cognitive Maps to Promote Self-Managed Learning in Online Communities of Inquiry (Susi Peacock and John Cowan); (2) Automation in Distance Learning: An Empirical Study of Unlearning and Academic Identity Change Linked to Automation of Student Messaging within Distance Learning (Hilary Collins, Hayley Glover, Fran Myers and Mor Watson); (3) Developing the 1st MOOC of University of Porto: Challenges and Strategies (Isabel Martins, Nuno Regadas and Margarida Amaral); (4) Informal Language Learning in Authentic Setting, Using Mobile Devices and SNS (Ruthi Aladjem and Bibiana Jou); (5) Enhancing Third-Year Medical Clerkships: Using Mobile Technology for Teaching and Learning (Janette R. Hill, Michelle A. Nuss, Ronald M. Cervero, Julie K. Gaines and Bruce Middendorf); (6) Statistical Measures of Integrity in Online Testing: Empirical Study (Tom Wielicki); (7) The Complexities of Digital Storytelling: Factors Affecting Performance, Production, and Project Completion (Peter Gobel and Makimi Kano); (8) Collegewide Promotion on e-Learning/Active Learning and Faculty Development (Nobuyuki Ogawa and Akira Shimizu); (9) Training Portuguese Teachers Using Blended Learning--A Different Approach (Bertil P. Marques and Paula Escudeiro); (10) Gamify and Recognize Prior Learning: How to Succeed in Educators' Further Professional Training with Open Badges (Esko Lius); (11) How Do K-12 Students' Manage Applications on Their Mobile Devices? (Ruthi Aladjem and Sharon Hardof); (12) Digital Storytelling for Inclusive Education: An Experience in Initial Teacher Training (Marco Lazzari); and (13) Learning Factory--Assembling Learning Content with a Framework (Peter Steininger). Reflection papers in these proceedings include: (1) Equalizing Educational Opportunities by ICT (Ana María Delgado García and Blanca Torrubia Chalmeta); (2) The Acceptability of MOOC Certificates in the Workplace (Christina Banks and Edward Meinert); (3) Orchestration of Social Modes in e-Learning (Armin Weinberger and Pantelis M. Papadopoulos); (4) Information Competencies and Their Implementation in the Educational Process of Polish Universities. Exploratory Studies (Anna Tonakiewicz-Kolosowska, Iwona Socik and Monika Gajewska); (5) Virtual & Real Face to Face Teaching (Romeo Teneqexhi and Loreta Kuneshka); and (6) Virtual Scaffolding--Constructivism in Online Learning (Lachlan MacKinnon and Liz Bacon). The following poster is included: Active Learning Methods in Programming for Non-IT Students (Olga Mironova, Irina Amitan, Jüri Vilipõld and Merike Saar). An author index is included. Individual papers contain references.

Computer-mediated social learning contexts have become increasingly popular over the last few years; yet existing models of students' cognitive-affective states have been slower to adopt dyadic interaction data for predictions. Here, we explore the possibility of capitalizing on the inherently social component of collaborative learning by using keystroke log data to make predictions across conversational partners (i.e., using person A's data to make prediction about if person B is mind wandering). Log files from 33 dyads (total N = 66) were used to examine: (a) how mind wandering (defined here as task-unrelated thought) during computer-mediated conversations is related to critical outcomes of the conversation (trust, likability, agreement); (b) if task-unrelated thought can be predicted by the keystrokes of one's partner; and (c) how much data is needed to make predictions by testing various window-sizes of data preceding task-unrelated thought reports. Results indicated a negative relationship between task-unrelated thought and perceptions of the conversation, suggesting that attention is an important factor during computer mediated chat conversations. Finally, in line with our hypothesis, results from mixed effects models showed that one's level of task-unrelated thought was predicted by the keystroke patterns of their conversational partner, but only using small window sizes (5s worth of data). [For the complete proceedings, see ED630829.]

This paper discusses the process of analysing online discussion and argues for the merits of mixed methods. Much research of online participation and e-learning has been either message focused or person focused analysis. The former covers methodologies such as content and discourse analysis, the latter interviewing and surveys. The paper discusses the strength and weaknesses of these approaches in the context of a study of an online social educational network for gifted students. Here interviews, questionnaire survey and content analysis were all used in order to explore the process of online discussion and the experience of taking part. The paper argues for a mixed approach in which different types of data can be compared and contrasted. Such triangulation is time-consuming but it allows for a comprehensive picture of the use of the network and the experience of online participation. [For full proceedings, see ED571430.]

Government regulations require businesses to improve their processes and products/services in a green and sustainable manner. For being environmentally friendly, businesses should invest more on eco-innovation practices. Firms eco-innovate to promote eco-efficiency and sustainability. This paper evaluates the eco-innovation performance of Organisation for Economic Co-operation and Development (OECD) countries with data envelopment analysis (DEA). Data were gathered from the world bank database and global innovation index report. Findings show that for most OECD countries, energy use and ecological sustainability are more important than other inputs and outputs for enhancing eco-innovation. [For full proceedings, see ED571459.]

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.

Overhead contact wires on electrified railways often have to deviate from their standard height to pass over road crossings or under overbridges. Long height transitions are usually needed to ensure safe and reliable operation, otherwise line speeds need to be restricted. This paper sets out how data analysis combined with advanced simulation of the dynamic interaction between pantograph and overhead contact line proved that a location on the Great Western railway electrification programme in the UK could operate at much higher line speeds despite having a very steep wire gradient. The modelled results for Steventon in Oxfordshire showed a strong correlation with physical testing, enabling line speeds to nearly double. This approach could be used in future electrification projects to achieve significant time and cost savings. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic forced firms worldwide to find new ways to use technology to digitize their innovation management. Against this backdrop, there is a growing interest in the question of how virtual collaboration and the associated use of ICT (Information Communication Technology) changes traditional innovation management processes. Using an affordance lens, we conducted semi-structured interviews with a heterogenous group of innovation managers from different industries to provide an exploratory view on innovation management during the pandemic. Our findings unveil three key affordances related to ICT-enabled innovation management processes: flexibility & speed, global collaboration, and information & data sharing. However, these affordances also come with a set of constraints, including individual constraints (e.g., lack of digital literacy or face-to-face creative exchanges), as well as structural constraints such as reliance on haptic artifacts for physical innovation infrastructure (e.g., laboratory work). In light of these findings, we conclude by proposing an ICTdriven strategic renewal of traditional innovation management processes toward a hybrid innovation management model that leverages the advantages of both virtual and physical innovation spaces and mitigates the constraints accordingly. [ABSTRACT FROM AUTHOR]

An open-source peak finding algorithm has been used to calculate maximum sound pressure levels representing vehicle pass-bys as a part of a recent complaint investigation in the UK. Levels were matched to automated traffic count (ATC) data which were split into categories by axle count. A statistical analysis was then conducted to determine the effectiveness of various mitigation options to reduce sleep disturbance. A similar approach using the same peak-finding algorithm and related statistical analysis was used to determine the influence of resurfacing a highway in the US. The technique was refined during the study with respect to AASHTO T 389-20 and ISO 11819-1 for this purpose. [ABSTRACT FROM AUTHOR]

The long-term effects of participating in high cultural activities as a teenager are often assumed to be instrumentally beneficial in and of themselves; this paper assesses these effects, investigating whether any apparently effects are merely masking the effects of class and status. Using longitudinal data from the United Kingdom, we investigate the associations between teenage participation in a range of cultural activities and later educational attainment, destination class, and income. We do so by investigating whether any apparent benefits are down to instrumental value, or merely the cultural capital ascribed to participating. In addition to this, we investigate the relationships between different activities: whether a pure substitution effect emerges, as predicted by many commentators, or whether some activities are associated with higher levels of participation more generally. We find that there are clear positive associations between patterns of highbrow cultural participation and educational attainment, and no clear associations between lower-brow cultural participation and educational attainment. These effects largely disappear for jobs, however; while reading for pleasure is positively associated with entering the salariat, the expected positive effects of other highbrow participation, and negative effects of lowbrow participation, fail to materialise. There is no substitution effect in cultural participation. Our results indicate that, while the apparent instrumental value in cultural participation has some empirical support, this value is largely down to the cultural capital ascribed to participating, rather than participating being valuable in and of itself. This indicates that the privileging of some cultural activities over others is ultimately arbitrary. [ABSTRACT FROM AUTHOR]

When comparing Peru and the UK using Hofstede's 6D mode, we see that the two countries are almost complete opposites. In the Power Distance category; Peru scored a 64 whereas the UK scored a 35. This would indicate that Peru is a more hierarchical society while the UK has a more flat society. In the Individualism category; Peru scored a 16 whereas the UK scored an 89. In this category more than any of the others, they are polar opposites. Peru is a much more collectivist society, which is very common in many Latin American countries where many generations of a family often live in the same house. The UK is a very individualist society whose focus is on "I" meaning not only the individual but also immediate family. In the Masculinity category, the two countries scored much closer together, with Peru scoring 42 and the UK scoring 66. While both countries are close to the median, Peru is on the feminine, or more consensus driven side, and the UK is on the masculine or more competitive side. In the Uncertainty Avoidance category, Peru scored 87 and the UK scored 35. Again, these two countries are on opposite sides of the spectrum. Peru is uncomfortable with uncertainty while the UK is more accepting of uncertainty. In the Long-Term Orientation category, Peru scored a 25 while the UK scored a 51. Peru is a Short-Term Orientation country while the UK is almost exactly in the middle. In the Indulgence category, Peru scored 46 and the UK scored 69. Peru is very close to the middle in this category but is slightly on the side of restraint whereas the UK is a much more indulgent society. Many of the differences exhibited in the Hofstede 6D model can be attributed to the fact that Peru is a developing country while the UK is a developed country. Economic uncertainties account for Peru being a much more collectivist society, more focused on the short term, and being less indulgent. The economic security the UK enjoys allows for a more individualistic, competitive, and indulgent society. When examining Peru and the UK using the Big Five Personality traits, we can apply what we have learned about the two countries from Hofstede's 6D model. In terms of openness to experience, or inventive/curious vs. consistent/cautious, we can assume that Peru would fall on the side of cautious due to their high score in uncertainty avoidance, while the UK is more likely to be much more open to experiences due to their low score in the same category. In terms of conscientiousness, or efficient/organized vs. easy-going/careless, it becomes more difficult to determine. The UK being a more competitive society would suggest that they may be more efficient and organized in order to be successful, however Peru is a more collectivistic society may also contribute to them rating higher in terms of conscientiousness. Extraversion is also more difficult to determine, if we take the stereotypes of Latinos and the British, Latinos would be more outgoing and energetic whereas the British are typically more solitary and reserved. In my personal experience this is true to an extent. It is very difficult to judge an entire society's personality traits as individuals in each society will vary greatly, but in the most general terms the previous statement can be taken as true. In terms of agreeableness, the collectivist society of Peru would suggest that they work together and to successfully do so they must be agreeable, also their feminist society would also lend them towards being more compassionate. The UK on the other hand is an individualist and masculine society which means they lean towards being more analytical and detached. Finally, in terms of neuroticism, or being sensitive or nervous vs. being more secure or confident, Peru's developing economy is much less stable than the UKs so we can infer that Peru would be a more neurotic or nervous society whereas the UK would be less neurotic and more confident and secure. This is also supported by Peru tendency toward less indulgence and the UKs tendency toward being more indulgent. Because the UK feels more secure they can afford to be more indulgent, whereas the uncertainty in Peru would lead them to be less indulgent. When then considering customer service in the two countries, Peru can be considered a more friendly and outgoing country which would be reflected in their customer service strategies. Peru is more likely to greet customers quickly and warmly and would be more willing to help customers at any point. The UK on the other hand is a more reserved and individualist society and this would be reflected in their customer service strategy. While they would greet customers, it would be less energetic and they would seek to be less intrusive on their customers. [ABSTRACT FROM AUTHOR]