Intelligent University Library Information Systems to Support Students Efficient Learning

2018 ◽  
pp. 193-204
Author(s):  
Laszlo Barna Iantovics ◽  
Corina Rotar ◽  
Elena Nechita
Keyword(s):  
Information Systems ◽  
University Library ◽  
Efficient Learning ◽  
Support Students

scholarly journals The Impact of Outdoor Views on Students’ Seat Preference in Learning Environments

Buildings ◽  
2018 ◽  
Vol 8 (8) ◽  
pp. 96 ◽  
Author(s):  
Zhonghua Gou ◽  
Maryam Khoshbakht ◽  
Behnam Mahdoudi
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Gold Coast ◽  
Occupancy Rate ◽  
University Library ◽  
Good Learning ◽  
The Impact ◽  
Support Students ◽  
Seat Preference

A Good learning environment should support students’ choices and attract them to stay. Focusing on outdoor views, this research explores two questions: How important outdoor views are in seat selection in learning environments? How do the view elements influence students’ seating behaviors in learning environments? A seat preference survey and view elements and occupancy rate measurements were conducted in a university library building in Gold Coast, Australia. This study not only echoes the previous research indicating that territory and privacy are important factors for choosing seats in a learning environment; more importantly, this study contributes to the literature with evidence that outdoor views might be an important factor for seat preference. Specifically, sky views and shading views were found positively related to occupancy rate. Based on this point, open views with appropriate shading were found as an optimal outdoor view composition. The singularity of greenery views would less likely be attractive to building occupants.

scholarly journals Positioning the Writing Centre

2020 ◽  
Vol 12 (2) ◽  
pp. 71-77
Author(s):  
David A. Burke
Keyword(s):  
Academic Writing ◽  
Open Future ◽  
University Library ◽  
The Future ◽  
The Open Future ◽  
Key Aspects ◽  
University Of Oslo ◽  
The University ◽  
Support Students ◽  
Successes And Challenges

Implicit in the discussion about the “open” future of the library are questions about the library’s identity in an increasingly digital context and anticipations of change (Anderson et al., 2017). But the “open” future of the library does not need to be a passive future. Much like the traditional library, whose books and reading rooms were positioned between students and faculties, the future library can still occupy a similar liminal space, even as digital access supplants books and librarians do less shushing. But the future library must actively seek to occupy that space. As a future library service, a writing centre can be positioned to help do so. This paper draws on the experience of the Academic Writing Centre at the University of Oslo (UiO). As part of the University Library, the Writing Centre is already actively helping to mediate the space between students and instructors. Empowered by its liminal position, the Writing Centre offers tailored, non-hegemonic writing support based on student and faculty needs. As a best practices presentation, this paper identifies key aspects of the Writing Centre’s operational model to demonstrate how the Writing Centre at UiO has already begun to actively (re)position the University Library in the space between students and faculties. Drawing from Academic Literacy theory (Lillis, 2001; Lea & Street, 1998), this paper characterizes the space between students and instructors in the context of academic writing, emphasizing the aspects of identity formulation germane to the writing process (Ivanič, 1998; Lillis, 2010), as well as the faculties’ mandates to develop discourse literacy. From its liminal position between the faculties and the students, and with an awareness of the nature of the gap between the two, the Writing Centre (as part of the University Library) aims to actively support students and instructors toward each other and spark broader collaboration with the University Library, now and in the future. On a practical level, this paper discusses successes and challenges for the Academic Writing Centre so far and offers insight into the Writing Centre’s important role in the future library.

scholarly journals Manajemen Risiko Sistem Informasi Perpustakaan (Studi Kasus di Perpustakaan Universitas Gadjah Mada)

2016 ◽  
Vol 10 (2) ◽  
pp. 1
Author(s):  
Arif Nurochman
Keyword(s):  
Information Technology ◽  
Risk Management ◽  
Information Systems ◽  
Human Resources ◽  
Risk Mitigation ◽  
Security Systems ◽  
Study Approach ◽  
University Library ◽  
Frame Work ◽  
The University

Library information systems and information assets administered to users become the backbone of library service with the support of information technology. Howevet the application of library information systems that grows rapidly may raise the riskthat causesfailures threatening librarians in assessing sources of risk threats. Risks may include events and conditions that lead to disruption in information services and the problem of the decision-making process evaluation although not documented in writing. Informants of this study consist of librarians who have social interaction with library information system. The method uses qualitative case study approach with in-depth interviews and direct observation.The results ofthe study identifies the riskin a hang of backup server is high, iThe purpose of this study is to describe the implementation of risk management in information systems at Gadjah Mada University Library using NISTSP 800-30 frame work and to determine factors that affect the implementation of risk management in information systems at the library. Risk management in information systems at Gadjah Mada University Library has been implemented to anticipate the various sources of risk threats by conducting risk assessment, risk mitigation and risk electricity is high, in security systems is high, in passwords is high, in authorization permission is moderate and in human resources is moderate. To reduce and eliminate the risk impact, Gadjah Mada University Library conducts risk mitigation by transferring the risk from a library information systemservers to PSDI (Center for Systems and Information Resources), while the risk evaluation of the activities is carried out continuously and consistently by the librarians to implement control and activities in risk mitigation to the extent acceptable to the library. Factors affectiig the implementation of risk management information systems at the Gadjah Mada University Library are influenced by the policies of the University, the perception of the library's head and human resources and technicalcapabilities in the fi eld of information technology.

scholarly journals Use of GIS for Presentation of the Map and Pictorial Collection of the National and University Library of Slovenia

2005 ◽  
Vol 24 (4) ◽  
pp. 196 ◽  
Author(s):  
Renata Solar ◽  
Dalibor Radovan
Keyword(s):  
Information Systems ◽  
Geographic Information Systems ◽  
Spatial Data ◽  
New Technologies ◽  
Geographic Information ◽  
Digital Archive ◽  
Web Based ◽  
University Library

<span>The Map and Pictorial Collection of the National and University Library of Slovenia encompasses map and pictorial documents that are part of the national collection. New technologies such as geographic information systems (GIS) provide a novel way to display, access, and research the valuable, interdisciplinary holdings of an institution. This paper discusses a pilot, Web-based application that explores the possibilities of GIS by creating a virtual collection of diverse materials. Spatial data are the basis for this digital archive on which other pictorial elements, such as views and portrait images, are connected by hyperlinks.</span><br />

Next Generation University Library Information Systems Based on Cooperative Learning

2016 ◽  
Vol 21 (2) ◽  
pp. 101-116 ◽  
Author(s):  
Laszlo Barna Iantovics ◽  
Laszlo Kovacs ◽  
Gyula Laszlo Fekete
Keyword(s):  
Information Systems ◽  
Cooperative Learning ◽  
Next Generation ◽  
University Library

scholarly journals Quality of Using Google Classroom to Support the Learning Processes in the Automation and Programming Course

2021 ◽  
Vol 16 (06) ◽  
pp. 72
Author(s):  
Maysa Abuzant ◽  
Monji Ghanem ◽  
Ayshi Abd-Rabo ◽  
Wajeeh Daher
Keyword(s):  
Information Systems ◽  
Secondary School ◽  
Teaching And Learning ◽  
School Teacher ◽  
Virtual Classroom ◽  
Intention To Use ◽  
Educational Tool ◽  
Information Systems Success ◽  
Support Students

Virtual and blended learning are suggested as means to support students’ learning of the subject matter. The present study sought to examine how one educational tool for the classroom; specifically Google Classroom, was used by a teacher of automation and programming course in the secondary school. One secondary school teacher and her two students participated in the re-search. The data collection tools were interviews of two types: asking the participants semi-structured questions, and requesting the teacher to show how she used the Google Classroom options to engage her students in online learning. The transcribed interviews were analyzed using thematic analysis depending on the model of Information Systems Success by DeLone and McLean. The research results indicated that Google Classroom contributed to the quality of the learning of the students, which affected positively the teach-er’s and students’ satisfaction and intention to use this educational tool in the automation and programming class. The participants pointed at the benefits of using Google Classroom, which once again influenced positively the par-ticipants’ satisfaction and intention to use it for teaching and learning. The present study showed how a virtual classroom could be utilized in technolo-gy courses. The described phenomenon could give insights, not only to tech-nology teachers but to the teachers of other disciplines, how to utilize virtual and information systems in their teaching in order to enrich students’ learn-ing.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Collaborating to Support Students With Feeding Difficulties

ASHA Leader ◽  
2018 ◽  
Vol 23 (5) ◽  
pp. 30-31 ◽  
Author(s):  
April Anderson
Keyword(s):  
Feeding Difficulties ◽  
Support Students

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

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