E-Government System Design and Port Authorities

2013 ◽  
pp. 111-130
Author(s):  
Jim Prentzas ◽  
Gregory Derekenaris ◽  
Athanasios Tsakalidis
Keyword(s):  
Information Flow ◽  
Learning Technologies ◽  
Public And Private ◽  
Government Services ◽  
Port Authority ◽  
Port Authorities ◽  
Private Organizations ◽  
E Learning ◽  
Key Aspects

Port authorities constitute very active organizations that frequently interact with citizens as well as public and private organizations. The employees and administration of port authorities require effective e-government services in order to implement their tasks. The required services should provide effective information flow and collaboration to improve decision making, governance, and integration of all sectors. In this chapter, the authors briefly outline issues concerning the usefulness of intranets in organizations and corresponding services provided to organization employees. They briefly present key aspects of certain recent approaches concerning e-governance and intranets in ports. The authors also present a case study involving the e-government services implemented for Patras’s Port Authority in Greece. The specific port authority has a lot of workload because the corresponding port is the third largest in Greece and a main gate to countries abroad. The case study combined Internet-based technologies with e-learning technologies. E-learning services assist employees in acquainting themselves with newly introduced e-government services. Therefore, e-learning may contribute in the successful realization of e-government projects.

scholarly journals Moodling beyond Bollywood: e-teaching the language, literature and culture of the Indian diaspora

English Today ◽  
2009 ◽  
Vol 25 (3) ◽  
pp. 18-28 ◽  
Author(s):  
Dorothea Fischer-Hornung ◽  
Christiane Brosius ◽  
Marianne Hundt ◽  
Rajend Mesthrie
Keyword(s):  
Joint Venture ◽  
Learning Technologies ◽  
Private Life ◽  
Educational Institutions ◽  
Indian Diaspora ◽  
Public And Private ◽  
E Learning ◽  
The Rich ◽  
Interdisciplinary Projects ◽  
Language Literature

ABSTRACTA report on an interdisciplinary e-course experiment on language, literature and culture in the Indian Diaspora.One of the rich potentials of the World Wide Web is to enable international and interdisciplinary projects by utilizing e-learning technologies. Further, contemporary students are used to structuring much of their public and private life and learning around the use of electronic technologies. Certainly, when learning, thinking and working are no longer solitary activities, then traditional notions of teaching must be redesigned throughout our educational institutions in order to meet the challenges of the communication age – language teaching and the humanities at our universities cannot be an. Since the classroom can transcend spatially limited locations, it can transform the ‘traditional scene of instruction […] into a joint venture involving many scholars, including our students as active researchers’.

scholarly journals Learning ecologies in online students with disabilities

Comunicar ◽  
2020 ◽  
Vol 28 (62) ◽  
pp. 53-65
Author(s):  
Covadonga Rodrigo ◽  
Bernardo Tabuenca
Keyword(s):  
Students With Disabilities ◽  
Learning Style ◽  
Scientific Literature ◽  
Online Courses ◽  
Ease Of Use ◽  
E Learning ◽  
Key Aspects ◽  
Learning Ecologies

E-Learning environments are enhancing both their functionalities and the quality of the resources provided, thus simplifying the creation of learning ecologies adapted for students with disabilities. The number of students with disabilities enrolled in online courses is so small, and their impairments are so specific that it becomes difficult to quantify and identify which specific actions should be taken to support them. This work contributes to scientific literature with two key aspects: 1) It identifies which barriers these students encounter, and which tools they use to create learning ecologies adapted to their impairments; 2) It also presents the results from a case study in which 161 students with recognised disabilities evaluate the efficiency and ease of use of an online learning environment in higher education studies. The work presented in this paper highlights the need to provide multimedia elements with subtitles, text transcriptions, and the option to be downloadable and editable so that the student can adapt them to their needs and learning style. Los entornos de aprendizaje en línea están mejorando sus funcionalidades y la calidad de los recursos, facilitando que estudiantes con discapacidad puedan crear y adaptar sus propias ecologías de aprendizaje. Normalmente, el número de estudiantes con discapacidad matriculados es tan residual y sus discapacidades tan particulares, que resulta difícil identificar y cuantificar qué medidas de asistencia son relevantes para este colectivo en general. El objetivo de este trabajo es hacer entender cómo aprenden los estudiantes en entornos en línea dependiendo de su discapacidad y de las características del entorno. Consistentemente, se definen cinco ecologías de aprendizaje que son más frecuentes. Este trabajo contribuye a la literatura científica en dos aspectos fundamentales: 1) identificar qué barreras se encuentran, qué herramientas de apoyo utilizan los estudiantes online con discapacidad y cómo las combinan para formar ecologías de aprendizaje adaptadas a discapacidades específicas; 2) presentar los resultados en los que 161 estudiantes con discapacidad reconocida evalúan la eficiencia y facilidad de uso de un entorno de aprendizaje online en el ámbito universitario. Se resalta la necesidad de proveer elementos multimedia con subtítulos, transcripciones de texto, y la opción de que sean descargables y editables para que el estudiante pueda adaptarlos a sus necesidades y estilo de aprendizaje.

scholarly journals The Carbon Footprint of Valencia Port: A Case Study of the Port Authority of Valencia (Spain)

2020 ◽  
Vol 17 (21) ◽  
pp. 8157
Author(s):  
Víctor Cloquell Ballester ◽  
Vanesa G. Lo-Iacono-Ferreira ◽  
Miguel Ángel Artacho-Ramírez ◽  
Salvador F. Capuz-Rizo
Keyword(s):  
Carbon Footprint ◽  
Environmental Performance ◽  
Ghg Emissions ◽  
Transport Sector ◽  
Ship Traffic ◽  
Port Authority ◽  
Port Authorities ◽  
Demographic Challenge ◽  
Ecological Transition

Maritime transport is responsible for 13% of the Greenhouse Gases (GHG) emissions of the transport sector. Port authorities, terminals, shipping companies, and other stakeholders have joined efforts to improve this sector’s environmental performance. In Spain, the Ministry for Ecological Transition and Demographic Challenge has developed a methodology to assess the carbon footprint. This methodology has been adapted to ports and applied to processes under the Port Authority of Valencia’s umbrella achieving scopes 1, 2, and 3. The results highlight that ship traffic, within the port, of containers and cruises (categorized in scope 3) had a major impact on the carbon footprint. Buildings lighting managed by the terminals has a significant effect on scope 2. Diesel consumption shares with gasoline consumption the primary representation in scope 1. The carbon footprint between 2008 and 2016 was maintained, although traffic in the port increased by 24% during this period. The results show a decrease of 17% when emissions are compared using the base year’s emissions factors to avoid external factors. Future projects that include self-consumption or renewable energy policies seem to be the next step in a port that shows good results but still has room for improvement in activities of scope 3.

Developing the Quality of (Working) Life in a Community - The Case of a French Region

2000 ◽  
Vol 44 (12) ◽  
pp. 2-780-2-783
Author(s):  
Pascale Carayon ◽  
Jean-Louis Coujard
Keyword(s):  
Working Life ◽  
Sociotechnical Systems ◽  
Participatory Approaches ◽  
Public And Private ◽  
Quality Of Working Life ◽  
Sociotechnical System ◽  
Private Organizations ◽  
French Region

The ergonomics and sociotechnical systems field has made a number of contributions to the improvement of quality of working life. Most of the contributions have tackled single organizations. Recently, ergonomists and sociotechnical system specialists have contributed to the quality of life in communities (i.e. the Community Ergonomics movement). In this paper, we present the case of a French region in which various efforts have been implemented to foster economic development and increase quality in the community. At the center of these efforts are the organizations of the region (both public and private organizations) and the linkages between those organizations. This case study is analyzed in light of models of job development and work design, in particular participatory approaches.

Development of a Transnational Framework for E-Learning Technologies

2010 ◽  
pp. 187-202 ◽  
Author(s):  
Deryn Graham
Keyword(s):  
Environmental Factors ◽  
Cooperative Work ◽  
Original Study ◽  
Learning Technologies ◽  
Point Of View ◽  
Computer Supported Cooperative Work ◽  
Political Factors ◽  
E Learning ◽  
Political Economic

This case study looks at the creation of a Transnational Framework for e-Learning Technologies. It describes how the original study which aimed to “Develop a Framework for e-Learning” through a given exemplar in a United Kingdom institution, has gone through several iterations. From initially considering e-Tutoring/e-Moderating from a Human-Computer Interaction (HCI) point of view, to the adoption of Blended Learning as a solution to problems revealed by the Framework. Proceeding to evaluate e-Learning in terms of PESTE (Political, Economic, Social, Technical and Environmental) factors, restated here in the form of STEP (Social, Technological, Economical and Political) factors, which led to the realization of major external issues for e-Learning. Most recently, the study evolved to revisit e-Learning from an HCI and Computer-Supported Cooperative Work (CSCW) perspective, by applying a Cooperative Work Framework. The resulting final incarnation, a Transnational Framework for e-Learning, is thus presented.

Meaningful Learning from Sustained Online Communication

2013 ◽  
pp. 208-216
Author(s):  
Salam Abdallah ◽  
Fayez Albadri
Keyword(s):  
Critical Thinking ◽  
Adult Students ◽  
Arab World ◽  
Learning Experience ◽  
Online Communication ◽  
Learning Technologies ◽  
Discussion Board ◽  
Discussion Boards ◽  
E Learning

This case study discusses a model of evaluating a group of adult students learning resulting from using an online social constructivist tool. The study is based on using a discussion board for sharing and co-constructing knowledge. Learning through social interactions and critical thinking is increasingly considered an essential teaching approach and especially for adult students. This approach promotes active learning and leads to better understanding of the subject matter. Online interaction evidently promotes critical thinking, problem solving, and knowledge construction. The literature provides a large set of approaches for evaluating discussion boards. However, their uses are not easily adoptable by faculty who are primarily interested in measuring the quality of online discussion. The authors contend that faculty should not adhere to a single measure but rather to be experiential and to develop their own models of evaluation of the students’ online learning experience. This case study discusses our own model for understanding the students’ learning experience and the authors’ approach to assess an individual’s level of engagement in critical thinking. The study contributes to the body of knowledge on adopting e-learning technologies at institutions in the Arab World for teaching adult students.

scholarly journals Processes of Cross-Sector Collaboration: A Case Study of the Virginia Coastal Zone Management Program

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Madeleine W. McNamara
Keyword(s):  
Coastal Zone ◽  
Public Management ◽  
Coastal Zone Management ◽  
Management Program ◽  
Public And Private ◽  
Zone Management ◽  
Private Organizations ◽  
Successful Collaboration

Organizations representing the nonprofit, public, and private sectors often collaborate to enhance capacities while addressing complex, interconnected problems. Using the framework of Bryson, Crosby, and Stone, processes used to support successful collaboration are explored empirically through a multiple sector arrangement involving 15 nonprofit, public, and private organizations. Findings are offered to augment the framework to incorporate organizational interests and leveraging resources. Implications for the study and practice of public management are discussed.

scholarly journals Should we be Allowing Technology to Remove "Distance" from "Distance Education"?

2008 ◽  
Author(s):  
Richard Fisher
Keyword(s):  
Distance Education ◽  
Rapid Evolution ◽  
Learning Technologies ◽  
Education For Sustainability ◽  
Geographical Separation ◽  
Teachers And Students ◽  
Special Value ◽  
E Learning ◽  
Learning Policies

Some researchers suggest that the rapid evolution of increasingly sophisticated e-learning technologies, in combination with synchronous delivery, have resulted in the death of distance education. This paper distinguishes traditional distance education from e-learning, on the basis of geographical separation of teachers and students, no online access requirements, and the historical rationale for distance education. These and other factors, including relative costs, point to longevity, rather than an early demise for this form of distance education. Education for sustainability (EFS) is used as a cautionary case study to illustrate the ways in which e-learning may not adequately serve the goals of EFS as well as traditional distance education. Caution is urged in the further development of e-learning policies to ensure that they distinguish traditional distance education on the basis of its ongoing, special value to learners.

scholarly journals Applying E-learning Technologies to Library Information Literacy Instruction

2010 ◽  
pp. 227-243
Author(s):  
Jamie Ward
Keyword(s):  
Information Literacy ◽  
Teaching Styles ◽  
Learning Technologies ◽  
Academic Librarians ◽  
Instructional Content ◽  
Learning Techniques ◽  
E Learning ◽  
Learning Platforms ◽  
Instructional Interaction

Academic libraries have adopted and adapted the e-learning technologies for delivery of their Information Literacy programmes. This chapter describes some of the ways in which academic librarians have been very inventive in using emerging technologies to enhance their instructional content. By using a case study of DkIT the chapter details how information literacy and the e-learning technologies emerged together. E-learning platforms like the virtual learning environments (VLE) are the natural place for libraries to use as portals for their IL instruction. This chapter argues that using the VLE (with the inherent instructional interaction made possible by this technology), and adopting some amalgam of the newer teaching styles like problem-based learning and blended learning techniques completes the IL circle for librarians. Librarians now have the tools at their disposal to finally fulfil the promises we undertook when we embarked on our information literacy programmes.

scholarly journals E-learning and m-learning as tools for enhancing teaching and learning in higher education: a case study of Russia

2021 ◽  
Vol 110 ◽  
pp. 03007
Author(s):  
Oksana Marunevich ◽  
Valentina Kolmakova ◽  
Irina Odaruyk ◽  
Denis Shalkov
Keyword(s):  
Online Education ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Learning Activities ◽  
Learning Tools ◽  
Teachers And Students ◽  
E Learning ◽  
Russian Universities ◽  
Vital Factor

In the world of online education, teachers are constantly looking for ways to interact with students both synchronously and asynchronously. The next decade is likely to witness a considerable rise in the development of more advanced e-learning and m-learning tools since they have become a vital factor for education due to the global shutdown of learning activities forced by the COVID-19 pandemic. This paper is a preliminary attempt to analyze the use of e-learning and m-learning technologies by Russian universities. E-learning and m-learning mean sharing knowledge and skills by using web- or mobile-based technology, respectively. The most commonly employed learning tools are social networks, LMS, and video conferencing which due to their accessibility, immediacy, interactivity, and context-awareness benefit both teachers and students in a number of ways.

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