Coupling Cultural Context to a User Model of Adaptive E-Learning: Fundamentals, Approach and Experiment

2018 ◽  
pp. 107-123
Author(s):  
Isabela Gasparini ◽  
Marcelo S. Pimenta ◽  
José Palazzo M. de Oliveira ◽  
Ricardo Miranda
Keyword(s):  
Cultural Context ◽  
User Model ◽  
E Learning

Information Technology

2010 ◽  
pp. 80-86
Author(s):  
Thao Lê ◽  
Quynh Lê
Keyword(s):  
Information Technology ◽  
Critical Discourse Analysis ◽  
Cultural Context ◽  
Social Power ◽  
Social Issues ◽  
Interdisciplinary Approach ◽  
Modern Society ◽  
The Internet ◽  
Social Discourse ◽  
E Learning

Information technology (IT) has permeated many fields and aspects of modern society such as education, business, health and entertainment. It provides users with innovative and powerful products which were unimagined decades ago. The Internet is one of the most powerful IT developments. The introduction of the Internet has brought in new areas such as e-commerce, e-health and e-learning. Thus the instrumental role of IT is unquestionable in this digital age. However, from a Critical Discourse Analysis (CDA) perspective, IT is socially situated and its role and impacts cannot be divorced from its socio-cultural context. CDA is an interdisciplinary approach which studies linguistic and social issues in relation to social discourse with a main aim to examine how social power permeates and controls discourses and consequently creates social inequality and injustice. As IT is closely linked to its social discourse, its use and value are embedded in social structures and processes which are organized through institutions and practices such as political systems, business, education and the media, each of which is located in and structured by a particular discussive field. There are different social groups with competing discourses and they can exert power to use IT to their advantage. The challenge to IT experts, educators and IT users is not about the instrumental power that IT has brought to them. The real challenge is how to use it wisely to enhance humanity.

Designing Informational Graphics for a Global Multi-Cultural Context

2010 ◽  
pp. 267-287
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Visual Imagery ◽  
Cultural Context ◽  
Digital Images ◽  
Global Environment ◽  
Learning Needs ◽  
Digital Imagery ◽  
Cultural Milieu ◽  
Cultural Implications ◽  
Explanatory Depth ◽  
E Learning

With many e-learning courses, modules, and artifacts being created for global delivery, those who design informational graphics need to be aware of the global environment for which they are building. They need to be more aware of the diverse cultural milieu and learning needs of the global learners. Visual imagery contains embedded meanings that may have different cultural implications in different milieu. This chapter will explore strategies to create digital images that are culturally neutral or at least culturally non-offensive. Building a layer of self-explanatory depth will also be helpful—for digital imagery with higher transferability and global utility.

Perceptions and Viability of Launching LIS E-Learning Programs in Developing Countries

2018 ◽  
pp. 1162-1188
Author(s):  
Sandra Hirsh ◽  
Debbie Faires ◽  
Alice Hines
Keyword(s):  
Developing Countries ◽  
Undergraduate Students ◽  
Cultural Context ◽  
Information Science ◽  
Professional Community ◽  
Technology Infrastructure ◽  
Perceptions And Attitudes ◽  
Learning Programs ◽  
National University ◽  
E Learning

E-Learning is still relatively uncommon in developing countries, but there is growing interest. This case study explores the factors influencing readiness to launch e-learning of a Library and Information Science (LIS) program in a developing country, with a focus on understanding attitudes toward e-learning and the viability of transitioning to an online delivery model in Vietnam. A technology infrastructure assessment was performed to understand whether changes were needed at Vietnam National University to support e-learning, and 5 key informant interviews and 4 focus group sessions with 39 participants were performed with faculty, graduate and undergraduate students, members of the professional community, and administrators to understand their usage of technology and their perceptions and attitudes toward e-learning. Study findings suggest the importance of understanding the cultural context and the need for further e-learning research, as well as the steps needed for e-learning readiness and integration.

Perceptions and Viability of Launching LIS e-learning Programs in Developing Countries

2014 ◽  
pp. 200-224
Author(s):  
Sandra Hirsh ◽  
Debbie Faires ◽  
Alice Hines
Keyword(s):  
Developing Countries ◽  
Undergraduate Students ◽  
Cultural Context ◽  
Information Science ◽  
Professional Community ◽  
Technology Infrastructure ◽  
Perceptions And Attitudes ◽  
Learning Programs ◽  
National University ◽  
E Learning

E-Learning is still relatively uncommon in developing countries, but there is growing interest. This case study explores the factors influencing readiness to launch e-learning of a Library and Information Science (LIS) program in a developing country, with a focus on understanding attitudes toward e-learning and the viability of transitioning to an online delivery model in Vietnam. A technology infrastructure assessment was performed to understand whether changes were needed at Vietnam National University to support e-learning, and 5 key informant interviews and 4 focus group sessions with 39 participants were performed with faculty, graduate and undergraduate students, members of the professional community, and administrators to understand their usage of technology and their perceptions and attitudes toward e-learning. Study findings suggest the importance of understanding the cultural context and the need for further e-learning research, as well as the steps needed for e-learning readiness and integration.

The Study of User Model of Personalized Recommendation System Based on Linked Course Data

2014 ◽  
Vol 519-520 ◽  
pp. 1609-1612
Author(s):  
Ji Yan Wu ◽  
Chan Le Wu
Keyword(s):  
Linked Data ◽  
Recommendation System ◽  
User Model ◽  
Personalized Recommendation ◽  
Learning Resources ◽  
Learning Path ◽  
E Learning ◽  
Linked Courses ◽  
Efficient Learning ◽  
Massive Information

The massive information on Internet makes users obtain information become in efficient.Similarly,the users in the field of e-learning face with the problems that learning resources are inefficient and learning paths unreasonable,etc .Linked Courses data is a standard of W3C proposed will be organized the courses in the national excellent courses into a linked data database. On the basis the author design a user model to meet the user's learning requirements, which will be the most suitable learning Resources recommended to the user. Finally, the author validate the model with experimental ,the application shows that the model can indicate the user's learning requirements,and rational and efficient learning path is recommended.

scholarly journals E-Learning and Transformative Learning in Adult Training

2019 ◽  
Vol 9 (2) ◽  
pp. 17
Author(s):  
Evgenia Pavlakou ◽  
Konstantinos Kalachanis ◽  
Sophia Kefali ◽  
Eleni Tsiouni
Keyword(s):  
Distance Learning ◽  
Adult Education ◽  
Transformative Learning ◽  
Cultural Context ◽  
Asynchronous Communication ◽  
Temporal Constraints ◽  
E Learning ◽  
Video Presentations ◽  
Perceptual Systems ◽  
E Mail

Transformative learning refers to the process of transforming frameworks through which adults interpret the experiences, values, feelings, and shape their actions and living conditions, combined with the cultural context in which they are socialized. In this process the adult re-evaluates the experiences he has gained since his childhood, resulting in a new knowledge through critical thinking. Transformative learning is applied to adult education where the aim is to acquire new professional skills based on the needs of learners. The ability to apply distance learning asynchronously releases it from spatial or temporal constraints, making it suitable for the implementation of transformative learning. The trainer can take advantage of the technological applications (video, presentations, etc. asynchronous communication, and e mail) and authoritative scientific sources of the internet. This activates the trainee in a heuristic course towards the knowledge that will move his interest and will change his / her perceptual systems by leading him / herself into self-realization. Therefore, the use of distance learning in adult education is fully in line with the principles of transforming learning.

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