NEMESYS: First Year Project Experience in Telecom Italia Information Technology

2013 ◽  
pp. 399-407 ◽  
Author(s):  
Madalina Baltatu ◽  
Rosalia D’Alessandro ◽  
Roberta D’Amico
Keyword(s):  
Information Technology ◽  
First Year

scholarly journals The formation of a professionally-oriented communicative competence of foreign students-economists by means of distance technologies

2019 ◽  
Keyword(s):  
Information Technology ◽  
Distance Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Educational Process ◽  
Learning System ◽  
First Year ◽  
Special Role ◽  
Full Time ◽  
Language Training

The article deals with the use of foreign language distance learning for first-year foreign students of economic specialties. The implementation of distance learning is one of the ways to modernize the education in Ukraine in the context of globalization and the intensive development of information technologies. Distance technologies are now widely used in many fields of education, especially when teaching a foreign language to inophones. Creating an effective learning system, based on information technology, is an urgent task at all levels of education. One of the systems focused on the professional development of future specialists is the system of teaching students a foreign language using information technology. The possibilities of organizing the educational process are not limited to traditional and distance learning. There is a significant educational sector in which distance learning cannot be fully applied, but individual elements of e-learning can be used (in particular, distance learning technologies). It is referred to full-time and part-time (1-2 courses) forms of higher education. The mixed learning has become a special role as a more perfect model of the educational process organization, which takes the advantage of distance learning and compensates for these disadvantages. To improve the organization of the educational process for the language training of foreign students, we consider appropriate to use the materials of distance courses in the models of mixed learning. The options for integrating distance learning into the traditional system of language training for foreigners in the mixed learning models have been analyzed. When integrating the model into a traditional educational process at this stage of foreigners' training, it is suggested to use the distance course developed by us with the prevailing classroom component, because the degree of students' independent work in learning the teaching material of the discipline in the first year is not high. The structure and content of the distance course «Foreign Language» (educational-professional sphere of communication connection), designed on the Moodle platform, are considered in the article. The importance of using distance technologies in the process of organizing language training for foreign students is noted. It contributes to the formation of professional competence of future specialists in the field of economics.

scholarly journals Internet based teaching in geography at Macquarie University: An analysis of student use

1999 ◽  
Vol 15 (2) ◽  
Author(s):  
A. J. Pitman ◽  
M. Gosper ◽  
D. C. Rich
Keyword(s):  
Information Technology ◽  
World Wide ◽  
The Internet ◽  
First Year ◽  
Teaching Program ◽  
Final Grade ◽  
Course Materials ◽  
Internet Browser ◽  
The World ◽  
Bulletin Boards

<span>The design of a first year course with enrolments of about 400 students which is delivered using information technology via the Internet or Intranet is reviewed. The course is composed of a variety of information technology based applications including course materials, bulletin boards, email, quizzes, access to the World Wide Web and multimedia packages linked together using a single Internet browser interface. Access statistics through the entire course were collected hourly over the sixteen weeks of semester and separated on the basis of gender and final grade. Statistical analysis is presented which shows that different groups of students access the course in different ways. Performance in the course is statistically related to the number of times the student accesses the package. We find no evidence that males are advantaged or disadvantaged compared to females through the use of information technology although females appear to use the communications part of the course more than males. Based on the access statistics, we make recommendations on the components which seem to be well received by students and we note some components which will require more careful integration into a teaching program. Overall, the delivery of a first year course via information technology works well provided the components are carefully integrated into the course framework.</span>

Teaching and Learning Information Technology through the Lens of Web 2.0

2010 ◽  
pp. 128-148 ◽  
Author(s):  
Mark Frydenberg
Keyword(s):  
Information Technology ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Web Applications ◽  
First Year ◽  
Digital Information ◽  
First Year College ◽  
The Social ◽  
College Information ◽  
Collaboration And Communication

Recent advances in Internet technologies, combined with a society that relies upon them, have brought about a new toolset for working and sharing on the World Wide Web. The term “Web 2.0” suggests an updated version of the Web, but really names a new genre of web applications, along with the technologies they rely on and the social content contain. Web 2.0 marks the evolution from a “one-way” Web filled with static content to a dynamic “read/write” Web that has become a platform promoting collaboration and communication, linking people as well as the digital information they share. This chapter applies a connectivist learning approach to creating authentic learning spaces for teaching Web 2.0 concepts in a first-year college information technology course. It suggests best practices for fostering learning by using Web 2.0 tools to create connections with people, ideas, and technology.

Retaining Women in Undergraduate Information Technology Programs

2011 ◽  
pp. 1081-1086
Author(s):  
Tona Henderson
Keyword(s):  
Information Technology ◽  
Computer Science ◽  
Random Sample ◽  
Research Question ◽  
Phase 1 ◽  
First Year ◽  
Research Association ◽  
Decision To Leave ◽  
Undergraduate Programs ◽  
Experiences Of Women

While the experiences of women in computer science (CS) are well documented (Cohoon, 2001, 2002; Computing Research Association, 2002; Margolis & Fisher, 2001), information technology is a relatively new discipline (Denning, 2001; Mitchell, 2002) and does not enjoy the same level or scope of inquiry. This study focuses on women in undergraduate IT programs and attempts to identify the factors involved in the attrition of women from these programs. In Phase 1 of this study, all freshman IT and CS women as well as a random sample of IT men at an eastern university (15,000 students) were interviewed and asked about their experiences in the IT program. These interviews were qualitatively analyzed, and the results are currently being used to develop a national survey of women in undergraduate IT programs. The primary research question of this study is, What factors are most influential in the decision of female students in IT undergraduate programs to enter these programs, and, where applicable, what factors most influence their decision to leave the programs during their first year of study?

Control Systems

2014 ◽  
pp. 96-107
Author(s):  
Roger La Brooy
Keyword(s):  
Information Technology ◽  
Control Systems ◽  
Systems Approach ◽  
Time Frame ◽  
First Year ◽  
High Quality ◽  
Knowledge Application ◽  
Materials Engineering ◽  
Engineering Degree ◽  
Quality Framework

The field of engineering is undergoing rapid advances in knowledge application. Present drivers for the advances in engineering are clearly electronics, materials engineering, and information technology. As innovation applications abound, employers expect educators to produce students having the latest knowledge of advances in their native discipline. This aim needs to be achieved in the same four-year time-frame and yet the degree needs to contain increasing research-orientated content to comply with Australian Quality Framework requirements. How these ends can be achieved within the context of a high-quality engineering degree becomes a challenging task. The author suggests that a solution can arise by utilising a systems approach from the very first year of an engineering degree across several electro-mechanical disciplines.

SOX 404 Reported Internal Control Weaknesses: A Test of COSO Framework Components and Information Technology

2009 ◽  
Vol 23 (2) ◽  
pp. 1-23 ◽  
Author(s):  
Bonnie K. Klamm ◽  
Marcia Weidenmier Watson
Keyword(s):  
Information Technology ◽  
Internal Control ◽  
Negative Impact ◽  
Internal Controls ◽  
First Year ◽  
Section 404 ◽  
Sarbanes Oxley ◽  
Material Weaknesses ◽  
Assessment And Monitoring ◽  
Internal Control Weaknesses

ABSTRACT: This paper examines internal controls, from both an information technology (IT) and non-IT perspective, in relation to the five components of the Committee of Sponsoring Organization's Internal Control-Integrated Framework (COSO 1992), as well as the achievement of one of COSO's three objectives-reporting reliability. Our sample consists of 490 firms with material weaknesses reported under Sarbanes-Oxley Section 404 during the first year of compliance. We classify the weaknesses by COSO component and as IT-related or non-IT-related. Our results support the interrelationships of the COSO Framework. The results also show that the number of misstated accounts is positively related to the number of weak COSO components (i.e., scope) and certain weak COSO components (i.e., existence). Firms with IT-related weak components report more material weaknesses and misstatements than firms without IT-related weak components, providing evidence on the pervasive negative impact of weak IT controls, especially in control environment, risk assessment, and monitoring.

scholarly journals The integration of computerised accounting in the accounting curriculum as an educational learning curve for students entering the business world

2014 ◽  
Vol 52 ◽  
Author(s):  
Elmarie Papageorgiou
Keyword(s):  
Information Technology ◽  
Learning Curve ◽  
Real Life ◽  
Accounting Students ◽  
First Year ◽  
Academic Environment ◽  
Business World ◽  
Accounting Curriculum ◽  
Key Drivers ◽  
It Knowledge

At universities, educating students on real-life practices is one of the key drivers in a changing academic environment. Academic institutions encourage the study of the learning environment and ensure that appropriate strategies are in place for educating students. A first-year Accounting I student stated the importance of computerised accounting: ‘Computerised accounting is used in the workplace and therefore using it in varsity, grants students a view on how things will be after completion of their respective degrees.’ Accordingly, the purpose of this study was to empirically investigate the perceived acquisition of information technology (IT) knowledge and determine the skills required for students to convert the knowledge gained into actions as a learning curve for accounting students entering the business world. The results indicated that students’ knowledge of Accounting I increased with the integration of computerised Accounting in the Accounting I Curriculum.

Sign in / Sign up

Export Citation Format

Share Document