scholarly journals O USO DA EDUCAÇÃO MIDIÁTICA PELAS BIBLIOTECAS UNIVERSITÁRIAS EM TEMPOS DE COVID-19: um relato de experiência na região norte do Brasil = THE USE OF MEDIA EDUCATION BY UNIVERSITY LIBRARIES IN TIMES OF COVID-19: an experience report in the Northern region of Brazil

2021 ◽  
Vol 20 (2) ◽  
pp. 211
Author(s):  
Hellinton Staevie dos Santos ◽  
Manuella Marinho Ferreira
Keyword(s):  
Virtual Environments ◽  
Teaching And Learning ◽  
Northern Region ◽  
Media Education ◽  
Technological Innovations ◽  
University Libraries ◽  
Qualitative Approaches ◽  
On Line ◽  
The University

Ao longo das últimas duas décadas do século XXI, as bibliotecas universitárias têm enfrentado um grande desafio: alinhar o suporte tradicional da informação às inovações tecnológicas voltadas para o ensino e aprendizagem. Isso se torna bastante evidente no contexto da pandemia do coronavírus SARS-CoV-2 (Covid-19), que obrigou as unidades de informação a repensarem ainda mais a forma de gestão e oferta de seus produtos em ambientes virtuais. Em razão das restrições impostas, as bibliotecas passaram a investir maciçamente em treinamentos, webinar (webconferências) e eventos on-line, tais como: seminários, congressos e oficinas. O objetivo geral direcionou-se a descrever a utilização de educação midiática pelas Bibliotecas Universitárias da UFRR e da UFAM. Para a consecução deste trabalho adotou-se uma pesquisa caracterizada como um estudo de caso, além de abordagens de caráter descritivo e qualitativo, com fito de estabelecer a correlação da qualidade informacional e dos serviços fornecidos. Propõe-se que os estudos, objetos deste trabalho, tenham prosseguimento, produzindo ações e conhecimentos novos.AbstractOver the last two decades of the 21st century, university libraries have faced a major challenge: to align the traditional support of information with technological innovations aimed at teaching and learning. This becomes quite evident in the context of the SARS-CoV-2 (Covid-19) coronavirus pandemic, which forced information units to further rethink the way they manage and offer their products in virtual environments. Due to the restrictions imposed, libraries started to invest massively in training, webinars (web conferences) and online events, such as: seminars, congresses and workshops. The general objective was aimed at describing the use of media education by the University Libraries of UFRR and UFAM. In order to carry out this work, a research characterized as a case study was adopted, in addition to descriptive and qualitative approaches, with the aim of establishing the correlation between the informational quality and the services provided. It is proposed that the studies, objects of this work, continue, producing new actions and knowledge.

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 21-28
Author(s):  
Abasiama G. Akpan ◽  
Chris Eriye Tralagba
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
University Education ◽  
Learning Approach ◽  
University System ◽  
Electronic Learning ◽  
E Learning ◽  
Nigerian University ◽  
The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

scholarly journals DOLARS, a Distributed On-Line Activity Recognition System by Means of Heterogeneous Sensors in Real-Life Deployments—A Case Study in the Smart Lab of The University of Almería

Sensors ◽  
2021 ◽  
Vol 21 (2) ◽  
pp. 405
Author(s):  
Marcos Lupión ◽  
Javier Medina-Quero ◽  
Juan F. Sanjuan ◽  
Pilar M. Ortigosa
Keyword(s):  
Real Time ◽  
Activity Recognition ◽  
Real Life ◽  
Recognition System ◽  
Machine Learning Algorithms ◽  
Sensor Data ◽  
Heterogeneous Sensors ◽  
On Line ◽  
The University

Activity Recognition (AR) is an active research topic focused on detecting human actions and behaviours in smart environments. In this work, we present the on-line activity recognition platform DOLARS (Distributed On-line Activity Recognition System) where data from heterogeneous sensors are evaluated in real time, including binary, wearable and location sensors. Different descriptors and metrics from the heterogeneous sensor data are integrated in a common feature vector whose extraction is developed by a sliding window approach under real-time conditions. DOLARS provides a distributed architecture where: (i) stages for processing data in AR are deployed in distributed nodes, (ii) temporal cache modules compute metrics which aggregate sensor data for computing feature vectors in an efficient way; (iii) publish-subscribe models are integrated both to spread data from sensors and orchestrate the nodes (communication and replication) for computing AR and (iv) machine learning algorithms are used to classify and recognize the activities. A successful case study of daily activities recognition developed in the Smart Lab of The University of Almería (UAL) is presented in this paper. Results present an encouraging performance in recognition of sequences of activities and show the need for distributed architectures to achieve real time recognition.

Shared strategic reflection process by a higher education institution: A case study

2021 ◽  
pp. 089202062110309
Author(s):  
María García-Feijoo ◽  
Leire Alcaniz ◽  
Almudena Eizaguirre
Keyword(s):  
Teaching And Learning ◽  
Business Schools ◽  
Education Institution ◽  
Theory U ◽  
Case Study Methodology ◽  
Process Implementation ◽  
Planning Models ◽  
Challenging Environment ◽  
The University

Business schools face social, economic, cultural, and technological changes that require constant rethinking not only of teaching and learning, but also of leadership and management. In contrast to traditional strategic planning models, this article proposes a new participatory approach for the university community, arriving at a common story and visualizing an exciting future for the school. Applying case study methodology, the paper describes a process of shared strategic reflection at a century-old European business school by following Otto Scharmer's Theory U. The process enabled achievement of shared definitions of vision, values, lines of progress, and strategic projects, and the study itself improved the participants’ perception of the process and its impact on a shared vision's generation. After process implementation, and as a general conclusion, Theory U contributed to promoting shared strategic reflection, with results that are very valuable in the highly uncertain, challenging environment in which business schools are immersed.

Research on the Spatial Reconstruction of University Libraries: A Case Study of Liu Xiao Ling Tong Book Pavilion of Yunnan Normal University

Libri ◽  
2018 ◽  
Vol 68 (3) ◽  
pp. 165-179
Author(s):  
Xin Chen ◽  
Yingxi Liu
Keyword(s):  
Chinese Culture ◽  
Participant Observation ◽  
University Libraries ◽  
Culture Theory ◽  
Spatial Reconstruction ◽  
Collection Period ◽  
Normal University ◽  
Observation Method ◽  
The University

Abstract With the spatial culture theory as the basis and from the perspective of cultural heritage, this paper elucidates the construction of the Liu Xiao Ling Tong Book Pavilion of Yunnan Normal University (which may also be interpreted as a Traditional Culture Commons), introduces modern library concepts such as ‘celebrity charm’, featured resources and space reconstruction, as well as provides enlightenment to the library cycle with Chinese wisdom and experience. This paper applies participant observation method, interviewing method and textual analysis method with the data collection period from September 2015 to December 2016. Through library space reconstruction and the inheritance of certain outstanding features of Chinese culture, the Liu Xiao Ling Tong Book Pavilion has had an influence among university faculty and students, the university library circle in China and even the entire education circle, while also complemented and improved the applicability of the spatial culture theory in the library circumstance.

scholarly journals Bullying: Perspectives on Research and Interventions

2004 ◽  
Vol 1 (3) ◽  
Author(s):  
Raymond T. Chodzinski ◽  
Debra Pepler ◽  
Ken Rigby
Keyword(s):  
Teaching And Learning ◽  
South Australia ◽  
International Literature ◽  
Interview Process ◽  
On Line ◽  
Learning Journal ◽  
The University ◽  
Do So ◽  
Bullying In Schools

While reviewing various articles submitted for this issue I thought that there are experts on bullying who are probably not familiar with the Teaching and Learning journal but might be willing to contribute their viewpoint if they were invited to do so. With that premise in mind I contacted Dr. Debra Pepler of the La Marsh Institute, York University and Dr. Ken Rigby of the University of South Australia. Both are highly respected contributors to the international literature about bullying in schools and communities. Both readily agreed to be part of an on-line interview process.

scholarly journals Students’ Perspective on Remote On-Line Teaching and Learning at the University of Latvia in the First and Second COVID-19 Period

2021 ◽  
Vol 13 (21) ◽  
pp. 11890
Author(s):  
Sanita Baranova ◽  
Dita Nīmante ◽  
Daiga Kalniņa ◽  
Alise Oļesika
Keyword(s):  
Teaching And Learning ◽  
Face To Face ◽  
Short Period ◽  
Digital Skills ◽  
On Line ◽  
Study Process ◽  
Survey Responses ◽  
Almost All ◽  
The University ◽  
Remote Learning

In Spring 2020, due to the rapid spread of COVID-19, all educational institutions in Latvia, including the University of Latvia (UL), transitioned from face-to-face on-site learning to remote learning. After a short period of face-to-face on-site learning in autumn, UL returned to remote learning in November for the second time. This paper investigates the UL students’ perspectives on remote teaching and learning at the UL during the first and second COVID-19 periods. The research assesses several remote study organization aspects, including the lecturer’s and student’s digital skills, their access to information and support during the study process, planning and implementation of the study process, and students’ acquisition of the content. The study used an original questionnaire designed in the Spring 2020 semester. Seven questions from the first questionnaire were included in another follow-up questionnaire distributed in the Spring 2021 semester. A total of 2248 UL students from the Spring 2020 semester and 742 students from the Spring 2021 semester participated in the study, representing 13 faculties across all study levels. The survey responses were collected via a QuestionPro survey platform and then downloaded into an IBM SPSS 28 file for a reliability check. Next, descriptive statistical analyses were conducted for each reported survey item using Microsoft Excel 2016. The research presented here implies that, in general, students perceive positive improvements in almost all the investigated aspects of the organization of the remote study process when comparing the first and second COVID-19 periods, which could indicate a certain level of resilience in students and university lecturers when subject to COVID circumstances. However, the results reveal that students have, in one year, developed a more realistic approach in assessing their digital skills. The results lead us to believe that remote on-line learning is not just a short-term solution but could become a valuable element for providing qualitative education in the long term. It could indicate that the students and lecturers at university are ready for new and sustainable higher education study organization solutions in the future.

Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development

2014 ◽  
pp. 341-368
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier’s (2004) research on academic engagement.

Implementation of Scholarship of Teaching and Learning through an On-Line Masters Program

2017 ◽  
pp. 888-918
Author(s):  
Klara Bolander Laksov ◽  
Charlotte Silén ◽  
Lena Engqvist Boman
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Time Study ◽  
Face To Face ◽  
Introductory Course ◽  
Part Time ◽  
On Line ◽  
The Individual

In this case study, the introductory course in an international masters program in medical education (MMedEd) called “Scholarship of Medical Education” is described. Some of the background to why the MMedEd was started and the underlying ideas and principles of the program are provided. The individual course, which consists of 10 weeks part time study on-line with an introductory face to face meeting, is described in terms of the intentions and pedagogical principles underlying the design, the teaching and learning activities, and how the students were supported to achieve the intended learning activities, as well as the challenges and concerns that arose throughout and after the course. Finally, some solutions to these problems are discussed.

Usability and Affordances for Teaching and Learning in Second Life

2012 ◽  
pp. 1307-1322
Author(s):  
Trevor Barker
Keyword(s):  
Virtual Environments ◽  
Small Groups ◽  
Second Life ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Three Dimensional ◽  
Task Completion ◽  
Science Students ◽  
The University ◽  
3D Virtual Environments

This chapter presents a summary of research undertaken at the University of Hertfordshire into the usability and affordances of three-dimensional (3D) virtual environments (VE) used in teaching and learning. Our earlier experimental work identified important variables related to individual differences and how these affected task completion, learning, and attitude to the environment. More recently the results of these laboratory-based empirical studies have been applied to teaching and learning in the Second Life virtual world. The results of two studies are presented with undergraduate Computer Science students. In the first study the affordances of the Second Life environment for project group working and teaching was evaluated. In the second study small groups of learners developed real world games and modified these for play in Second Life. Based on experiences from these studies, a set of recommendations related to the use of 3D virtual environments in teaching and learning is presented.

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