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2. Proceedings of the International Conference e-Learning 2014. Multi Conference on Computer Science and Information Systems (Lisbon, Portugal, July 15-19, 2014)
- Author
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International Association for Development of the Information Society (IADIS), Baptista Nunes, Miguel, and McPherson, Maggie
- Abstract
These proceedings contain the papers of the International Conference e-Learning 2014, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Lisbon, Portugal July 15-19, 2014). The e-Learning 2014 conference aims to address the main issues of concern within e-Learning. This conference covered technical as well as the non-technical aspects of e-Learning under seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. The conference included the Keynote Lecture: "Moving Higher Education Forward in the Digital Age: Realising a Digital Strategy," by Neil Morris, Professor of Educational Technology, Innovation and Change and Director of Digital Learning, University of Leeds, UK. Papers in these proceedings include: (1) Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions Across Three Continents, Thomas Richter and Asta Zelenkauskaite; (2) IPads In Learning: The Web of Change Bente Meyer; (3) A Blended Approach to Canadian First Nations Education, Martin Sacher, Mavis Sacher and Norman Vaughan; (4) A Storytelling Learning Model For Legal Education, Nicola Capuano, Carmen De Maio, Angelo Gaeta, Giuseppina Rita Mangione, Saverio Salerno and Eleonora Fratesi; (5) Acceptance and Success Factors for M-Learning of ERP Systems Curricula, Brenda Scholtz and Mando Kapeso; (6) Self-Regulation Competence in Music Education, Luca Andrea Ludovico and Giuseppina Rita Mangione; (7) Time-Decayed User Profile for Second Language Vocabulary Learning System, Li Li and Xiao Wei; (8) E-Learning Trends and Hypes in Academic Teaching: Methodology and Findings of a Trend Study, Helge Fischer, Linda Heise, Matthias Heinz, Kathrin Moebius and Thomas Koehler; (9) Proof of Economic Viability of Blended Learning Business Models, Carsten Druhmann and Gregor Hohenberg; (10) Does Satellite Television Program Satisfy Ethiopian Secondary School Students? Sung-Wan Kim and Gebeyehu Bogale; (11) Organisation and Management of a Complete Bachelor Degree Offered Online at the University of Milan for Ten Years, Manuela Milani, Sabrina Papini, Daniela Scaccia and Nello Scarabottolo; (12) Structural Relationships between Variables of Elementary School Students' Intention of Accepting Digital Textbooks, Young Ju Joo, Sunyoung Joung, Se-Bin Choi, Eugene Lim and Kyung Yi Go; (13) Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases, Sofia B. Dias, José A. Diniz and Leontios J. Hadjileontiadis; (14) Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?, Chi-Cheng Chang, Hao Lei and Ju-Shih Tseng; (15) The Use of ELGG Social Networking Tool for Students' Project Peer-Review Activity, Ana Coric Samardzija and Goran Bubas; (16) Educational Multimedia Profiling Recommendations for Device-Aware Adaptive Mobile Learning, Arghir-Nicolae Moldovan, Ioana Ghergulescu and Cristina Hava Muntean; (17) Inside, Outside, Upside Down: New Directions in Online Teaching and Learning, Lena Paulo Kushnir and Kenneth C. Berry; (18) A Study on the Methods of Assessment and Strategy of Knowledge Sharing in Computer Course, Pat P. W. Chan; (19) Using Agent-Based Technologies to Enhance Learning in Educational Games, Ogar Ofut Tumenayu, Olga Shabalina, Valeriy Kamaev and Alexander Davtyan; (20) Designing a Culturally Sensitive Wiki Space for Developing Chinese Students' Media Literacy, Daria Mezentceva; (21) Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies, Christine Redman and John Vincent; (22) Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom, Michael J. Canuel and Beverley J. White; (23) The Effectiveness of SDMS in the Development of E-Learning Systems in South Africa, Kobus van Aswegen, Magda Huisman and Estelle Taylor; (24) Online Learning Behaviors for Radiology Interns Based on Association Rules and Clustering Technique, Hsing-Shun Chen and Chuen-He Liou; (25) The Use of SDMS in Developing E-Learning Systems in South Africa, Estelle Taylor, Kobus van Aswegen and Magda Huisman; (26) Assessment of the Use of Online Comunities to Integrate Educational Processes Development Teams: An Experience in Popular Health Education in Brazil, Elomar Castilho Barilli, Stenio de Freitas Barretto, Carla Moura Lima and Marco Antonio Menezes; (27) Stereo Orthogonal Axonometric Perspective for the Teaching of Descriptive Geometry, José Geraldo Franco Méxas, Karla Bastos Guedes and Ronaldo da Silva Tavares; (28) Delivery of E-Learning through Social Learning Networks, Georgios A. Dafoulas and Azam Shokri; (29) The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries, Oranuch Sawetrattanasatian; (30) Designing Educational Social Machines for Effective Feedback, Matthew Yee-King, Maria Krivenski, Harry Brenton, Andreu Grimalt-Reynes and Mark d'Inverno; (31) A Support System for Error Correction Questions in Programming Education, Yoshinari Hachisu and Atsushi Yoshida; (32) A Platform for Learning Internet of Things, Zorica Bogdanovic, Konstantin Simic, Miloš Milutinovic, Božidar Radenkovic and Marijana Despotovic-Zrakic, (33) Dealing with Malfunction: Locus of Control in Web-Conferencing, Michael Klebl; (34) Copyright and Creative Commons License: Can Educators Gain Benefits in the Digital Age? (Wariya Lamlert); (35) The Curriculum Design and Development in MOOCs Environment (Fei Li, Jing Du and Bin Li); (36) Stakeholders Influence in Maltese Tourism Higher Education Curriculum Development (Simon Caruana and Lydia Lau); (37) Online Social Networks and Computer Skills of University Students (Maria Potes Barbas, Gabriel Valerio, María Del Carmen Rodríguez-Martínez, Dagoberto José Herrera-Murillo and Ana María Belmonte-Jiménez); (38) Implementation of Artificial Intelligence Assessment in Engineering Laboratory Education (Maria Samarakou, Emmanouil D. Fylladitakis, Pantelis Prentakis and Spyros Athineos); (39) An Exploration of the Attitude and Learning Effectiveness of Business College Students towards Game Based Learning (Chiung-Sui Chang, Ya-Ping Huang and Fei-Ling Chien); (40) Application of E-Learning Technologies to Study a School Subject (Nadia Herbst and Elias Oupa Mashile); (41) Possibilities of Implementation of Small Business Check-Up Methodology in Comparative Analysis of Secondary Schools and Universities in Slovakia (Katarína Štofková, Ivan Strícek and Jana Štofková); (42) Digging the Virtual Past (Panagiota Polymeropoulou); (43) Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa (Ashwin Mehta); (44) Development of an E-Learning Platform for Vocational Education Systems in Germany (Andreas Schober, Frederik Müller, Sabine Linden, Martha Klois and Bernd Künne); (45) Facebook Mediated Interaction and learning in Distance Learning at Makerere University (Godfrey Mayende, Paul Birevu Muyinda, Ghislain Maurice Norbert Isabwe, Michael Walimbwa and Samuel Ndeda Siminyu); (46) Assessing the Purpose and Importance University Students Attribute to Current ICT Applications (Maurice Digiuseppe and Elita Partosoedarso); (47) E-Learning System for Design and Construction of Amplifier Using Transistors (Atsushi Takemura); (48) Technology, Gender Attitude, and Software, among Middle School Math Instructors (Godwin N. Okeke); (49) Structuring Long-Term Faculty Training According to Needs Exhibited by Students' Written Comments in Course Evaluations (Robert Fulkerth); (50) Integration of PBL Methodologies into Online Learning Courses and Programs (Roland Van Oostveen, Elizabeth Childs, Kathleen Flynn and Jessica Clarkson); (51) Improving Teacher-Student Contact in a Campus Through a Location-Based Mobile Application (Vítor Manuel Ferreira and Fernando Ramos); (52) Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers (Seamus Delaney and Christine Redman); (53) The Efficiency of E-Learning Activities in Training Mentor Teachers (Laura Serbanescu and Sorina Chircu); (54) Development of an IOS App Using Situated Learning, Communities of Practice, and Augmented Reality for Autism Spectrum Disorder (Jessica Clarkson); (55) Using Case-Based Reasoning to Improve the Quality of Feedback Provided by Automated Grading Systems (Angelo Kyrilov and David C. Noelle); (56) International Multidisciplinary Learning: An Account of a Collaborative Effort among Three Higher Education Institutions (Paul S. H. Poh, Robby Soetanto, Stephen Austin and Zulkifar A. Adamu); (57) Interactive Learning to Stimulate the Brain's Visual Center and to Enhance Memory Retention (Yang H. Yun, Philip A. Allen, Kritsakorn Chaumpanich and Yingcai Xiao); (58) How Digital Technologies, Blended Learning and MOOCs Will Impact the Future of Higher Education (Neil P. Morris); (59) Factors Influencing the Acceptance of E-Learning Adoption in Libya's Higher Education Institutions (Mahfoud Benghet and Markus Helfert); (60) Motivation as a Method of Controlling the Social Subject Self-Learning (Andrey V. Isaev, Alla G. Kravets and Ludmila A. Isaeva); (61) Designing Environment for Teaching Internet of Things (Konstantin Simic, Vladimir Vujin, Aleksandra Labus, Ðorde Stepanic and Mladen Stevanovic); (62) Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning (Kathleen Flynn); and (63) A System for the Automatic Assembly of Test Questions Using a NO-SQL Database (Sanggyu Shin and Hiroshi Hashimoto). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.
- Published
- 2014
3. An Approach to Comparative Adult Education. Papers by Members of a Graduate Seminar.
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Hull Univ. (England). Dept. of Adult Education.
- Abstract
These papers, produced for a graduate seminar at the University of Wisconsin, Madison, represent an attempt to devise a methodology for the comparative study of adult education. "Introduction," by G.S. Bains, provides a justification for the study of comparative adult education. "Comparative Philosophies of Adult Education," by Donald Verwayen, and "An Exploration of the 'Developmental/Rationalistic' Dichotomy for Comparative Adult Education Studies," by Michael J. Heus, examine basic philosophies. "The National Establishment of Adult Education," by Barbara D'Onofrio, concerns the status of adult education. "The Organization of Adult Education," by A. Brian Calhoun, "A Comparative Adult Education Inventory," by Marianne Maynard, and "The Arrangement of Study Activities," by Thomas C. Smrcka, present different forms of arrangement. "Cultural Differences and Evaluation," by D. Merrill Ewert, explores cultural influences creating differences between countries. (KM)
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- 1972
4. Proceedings of the International Association for Development of the Information Society (IADIS) International Conferences on Educational Technologies (ICEduTech), Sustainability, Technology and Education (STE), Internet Technologies & Society (ITS), and Applied Management Advances in the 21st Century (AMA21) (Virtual, December 14-16, 2022)
- Author
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International Association for Development of the Information Society (IADIS), Piet Kommers, Tomayess Issa, Adriana Backx Noronha Viana, Theodora Issa, Pedro Isaías, Piet Kommers, Tomayess Issa, Adriana Backx Noronha Viana, Theodora Issa, Pedro Isaías, and International Association for Development of the Information Society (IADIS)
- Abstract
These proceedings contain the papers and posters of the International Conferences on: Educational Technologies 2022 (ICEduTech 2022), Sustainability, Technology and Education 2022 (STE 2022), Internet Technologies & Society 2022 (ITS 2022), and Applied Management Advances in the 21st Century 2022 (AMA21 2022) held virtually, from December 14-16, 2022, and organized by the International Association for Development of the Information Society (IADIS). The International Conference on Educational Technologies 2022 (ICEduTech 2022) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Topics for this conference were: (1) Education in Context; (2) Education as Professional Field; (3) Curricular Evolution; (4) Learner Orientation; (5) Integrating Educational Technologies; and (6) International Higher Education. The International Conference on Sustainability, Technology and Education 2022 (STE 2022) has the purpose to address the main issues which occur by evaluating the relationship between Sustainability, Education, and Technology. The main areas of interest for this conference are: (1) Sustainability and Leadership; (2) Sustainability and Green IT; and (3) Sustainability and Education. The International Conference on Internet Technologies & Society 2022 (ITS 2022) aims to address the main issues of concern within WWW/Internet as well as to assess the influence of Internet in the Information Society. Broad areas of interest are Internet Technologies, Information Management, e-Society and Digital Divide, e-Business/e-Commerce, e-Learning, New Media and e-Society, Digital Services in e-Society, e-Government/e-Governance and e-Health. The International Conference on Applied Management Advances in the 21st Century 2022 (AMA21 2022) seeks to provide a unique forum for presentation and discussion of the last research developments and solutions for the current issues of the world economy. Its core areas of interest are: (1) Managing with ICT; (2) E-Marketing & Digital Communication; (3) Digital Economy; (4) Entrepreneurship & Innovation; (5) Finances & Fintech; and (6) Teaching & Learning in Business. [Individual papers are indexed in ERIC.]
- Published
- 2022
5. Literacy, Knowledge and Development: South-South Policy Dialogue on Quality Education for Adults and Young People
- Author
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UNESCO Institute for Lifelong Learning (UIL) (Germany), Singh, Madhu, and Castro Mussot, Luz-Maria
- Abstract
This publication contains the results of the conference "South-South Policy Dialogue on Quality Education for Adults and Young People" that took place in Mexico City in 2005. Articles were written by participants who presented their national programmes from the governmental perspective, which were reflected in the literacy policies, but there were also important contributions on basic education and competence recognition. Accent was put on the experiences of four countries that were considered as locomotives of development in the field: Brazil, India, South Africa and Mexico. Nevertheless, dialogue was also enriched by information provided by other African, Asian and Latin American countries: Angola, Mozambique, Namibia, Tanzania, Bangladesh, Thailand, China, Guatemala, Nicaragua and the Arab States as a whole. This publication contains the following papers: (1) Adult Learning: Situation, Trends and Prospects (Chris Chinien); (2) Brazil's National Programme for Adult and Youth Education (Ricardo Henriques and Timothy Ireland); (3) India's National Adult Education Programme (Satish Loomba and A. Mathew); (4) Mexico's National Adult Education Programme (Luz-Maria Castro-Mussot and Maria Luisa de Anda); (5) South Africa's National Adult Education Programme (Morongwa Ramarumo and Vernon Jacobs); (6) Adult Literacy and Learning in Bangladesh: The UNESCO and NGO Experience (Ahmadullah Mia and Wolfgang Vollmann); (7) Thailand's National Programme of Adult and Youth Education (Roong Aroon and Wilaipan Somtrakool); (8) A System of Quality Education for Adults and Youth in China (Yuquan Qiao); (9) Adult and Youth Education in Nicaragua (Nydia Veronica Gurdian and Elizabeth Navarro); (10) Challenges for the Construction of a Policy for Quality Adult and Youth Education in Guatemala (Ilda Moran de Garcia and Otto Rivera); (11) Namibia's Adult Literacy and Learning Programme (Beans Uazembua Ngatjizeko); (12) Mozambique's Literacy and Adult Education Programmes: A Sub-sector Strategy (Ernesto Muianga); (13) Educating Adults and Youth in Tanzania: Complementary Basic Education (COBET) and Integrated Community-Based Adult Education (ICBAE) (Basilina Levira and Valentino Gange); (14) The Context of Literacy Development and Adult Education in Angola (Juao Romeu and Luisa Grilo); and (15) Adult Education in the Arab Region (Seham Najem, Aicha Barki and Nour Dajani-Shehabi). Also included are: (1) Index of Persons; (2) Index of Subjects; and (3) Index of Subjects by Country. Individual papers contain figures, tables, footnotes and references. [This paper was created with the Mexican National Institute for Adult Education (INEA).]
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- 2007
6. Literacy and Women's Empowerment: Stories of Success and Inspiration
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UNESCO Institute for Lifelong Learning (UIL) (Germany) and Eldred, Janine
- Abstract
This paper explores how literacy learning can support women's empowerment and the development of greater equality, benefitting not only individual women, but families, communities and economies too. It describes and reflects upon some of the most promising approaches to developing literacy and learning for women, who form the majority of the world's illiterate adults. Key success factors are identified to inform recommendations for others seeking to support the empowerment of women. These are stories of hope and possibility. They demonstrate how, with imagination and determination, literacy learning is taking place and making a difference. Some programmes are available because policies and strategies are in place at international, national or regional levels. In other cases, developments are due to local initiatives, inspired belief in learning for everyone, and voluntary determination. They show how change, transformation and empowerment of some of the world's most vulnerable women, and the development of greater equality are possible. The stories are drawn from LIFE (Literacy Initiative for Empowerment), E-9 (nine high-population countries) and SAARC (South Asian Association for Regional Co-operation) countries. A bibliography is included.
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- 2013
7. U.S. Competitiveness in the World Wheat Market. Proceedings of a Research Conference (Washington, D.C., June 17-18, 1986).
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Economic Research Service (USDA), Washington, DC.
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These proceedings contain presentations and summaries of papers presented at a Wheat Competitiveness Conference. They begin with two presentations--"The Wheat Prototype Study within an Overall Conceptual Framework of Competitiveness" (James Langley) and "U.S. Competitiveness in the World Wheat Market: A Prototype Study" (Jerry Sharples). The 23 summaries of contributing reports are divided into four groups. Papers in the section on aggregate analysis of export supply and demand in world wheat markets are "Patterns and Trends in World Wheat Competitiveness" (Mathew Shane), "Measuring Economic Competitiveness in Trade" (Peter Perkins), "Revealed Competitive Advantage for Wheat" (Thomas Vollrath), and "Potential Growth in the World Wheat Market: The Impact of Factors Underlying Demand" (Mervin Yetley). The section on major factors affecting supply, demand, and trade on world wheat markets contains "Forces That Could Expand U.S. Wheat Exports: Estimates from a World Wheat Trade Model" (Jerry Sharples, Praveen Dixit), "Shortrun Impact of U.S. Macroeconomic Policy on the U.S. Wheat Market" (Mark Denbaly), "The Value of the Dollar and Competitiveness of U.S. Wheat Exports" (Stephen Haley, Barry Krissoff), "Protection and Liberalization in World Wheat Markets" (Nicole Ballenger, Cathy Jabara), "International Transportation and the Competitiveness of U.S. Wheat Exports" (Kay McLennan), "Enhancing the International Competitiveness of U.S. Wheat through Agricultural Research" (Ira Branson, Yao-chi Lu), "The Green Revolution for Wheat in Developing Countries" (Gary Vocke), and "Variability in Wheat Land Values of Major Exporting Countries" (John Sutton). In the section on wheat export markets and factors affecting supply, demand, and trade are "Summary of Export Markets" (John Sutton, Ron Trostle) and these summaries: "The U.S. Wheat Market" (William Lin, Robert McElroy), "The Canadian Wheat Market" (Pat Weisgerber, et al.), "The Australian Wheat Market" (Paul Johnston), "The French Wheat Market" (Mark Newman), and "The Argentine Wheat Market" (Jorge Hazera). In the section on wheat import markets and factors affecting supply, demand, and trade are "Summary of Import Markets" (James Langley, Gene Mathia) and these summaries: "The Mexican Wheat Market" (Myles Mielke), "The Brazilian Wheat Market" (Edward Allen), "The Conduct of Wheat Marketing in North Africa" (George Gardner, David Skully), "The Dynamics of China's Wheat Trade" (Frederic Surls), "The Soviet Wheat Market" (Emily Moore), and "The East European Wheat Market" (Robert Cummings). Other contents include a conference summary and comments by review panels of trade and university economists. (YLB)
- Published
- 1987
8. Prolegomenos a um estudo da lingua brasileira nos terreiros de origem africana (Prolegomena to a Study of the Brazilian Language of the Voodoo Rites of African Origin).
- Author
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Megenney, William W.
- Abstract
Determination of the authenticity of lexical items with Sub-Saharan origin in the voodoo rites of candomble and umbanda in Brazil requires establishing a socio-historical basis for the African diaspora and the current configuration of terreiros. The terreiros demonstrate varying linguistic repertoires according to their affiliation with candomble or umbanda. The terreiros may be of three types 1) yoruban (Nago) in Bahia and Recife; 2) Fon in Sao Luis; and 3) Bantu in the oldest layers of umbanda, the caboclo candombles of Bahia, and the Northeastern cantimbo, the latter being the least apparent. Umbanda has lost a greater amount of Sub-Saharan traditions and contains more Bantu elements, although they appear less frequently since they are in the oldest layers of umbanda. The task of determining the African origins of linguistic data is complicated by pragmatic factors such as the existence of phonological correspondence without accompanying semantic correspondence, the difficulty of determining the meaning of a word in a given text and of tracing which Sub-Saharan language influenced which terreiro, and the scarcity of dictionaries and grammars of Sub-Saharan languages brought to Brazil by the slaves. (SR)
- Published
- 1991
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