ICT-Based Learning

2011 ◽  
pp. 39-54 ◽  
Author(s):  
Hakikur Rahman
Keyword(s):  
Social Inclusion ◽  
End Users ◽  
Fundamental Question ◽  
Education For All ◽  
Evidence Based ◽  
Mediated Learning ◽  
Learning Mechanisms ◽  
Depth Analysis ◽  
Effective Role

ICT mediated learning provides utilities for achieving the goal of education for all, and in turn acts as an enabler in reducing the digital divide, reducing poverty, and promoting social inclusion. However, the integration of ICTs in education deserves considerable investment in time and resources. Consequently, during planning to integrate ICTs in evidence-based information for making sound decisions by the end users incorporate extensive research and sharing of critical information along different phases of planning. Furthermore, implementation of ICT based learning demands in depth analysis and intelligent feedback of the processes. Technology does not improve learning in a straight way and the fundamental question remains always unanswered, in assessing the effectiveness of ICTs or assessing the effectiveness of instructional treatments that were initially (and effectively) less than perfect. This chapter has tried to critically analyze the effective role of ICT methods in learning and put forwards several success cases of learning mechanisms that assisted in socioeconomic empowerment and at the same time, provided a few futuristic recommendations in establishing similar endeavors in promising economies.

ICT Based Learning

2011 ◽  
pp. 387-399
Author(s):  
Hakikur Rahman
Keyword(s):  
Social Inclusion ◽  
End Users ◽  
Fundamental Question ◽  
Education For All ◽  
Evidence Based ◽  
Mediated Learning ◽  
Learning Mechanisms ◽  
Depth Analysis ◽  
Effective Role

ICT mediated learning provides utilities for achieving the goal of education for all, and in turn acts as an enabler in reducing the digital divide, reducing poverty, and promoting social inclusion. However, the integration of ICTs in education deserves considerable investment in time and resources. Consequently, during planning to integrate ICTs in evidence-based information for making sound decisions by the end users incorporate extensive research and sharing of critical information along different phases of planning. Furthermore, implementation of ICT based learning demands in depth analysis and intelligent feedback of the processes. Technology does not improve learning in a straight way and the fundamental question remains always unanswered, in assessing the effectiveness of ICTs or assessing the effectiveness of instructional treatments that were initially (and effectively) less than perfect. This chapter has tried to critically analyze the effective role of ICT methods in learning and put forwards several success cases of learning mechanisms that assisted in socioeconomic empowerment and at the same time, provided a few futuristic recommendations in establishing similar endeavors in promising economies.

ICT-Based Learning

2008 ◽  
pp. 443-455
Author(s):  
Hakikur Rahman
Keyword(s):  
Social Inclusion ◽  
End Users ◽  
Fundamental Question ◽  
Education For All ◽  
Evidence Based ◽  
Mediated Learning ◽  
Learning Mechanisms ◽  
Depth Analysis ◽  
Effective Role

ICT mediated learning provides utilities for achieving the goal of education for all, and in turn acts as an enabler in reducing the digital divide, reducing poverty, and promoting social inclusion. However, the integration of ICTs in education deserves considerable investment in time and resources. Consequently, during planning to integrate ICTs in evidence-based information for making sound decisions by the end users incorporate extensive research and sharing of critical information along different phases of planning. Furthermore, implementation of ICT based learning demands in depth analysis and intelligent feedback of the processes. Technology does not improve learning in a straight way and the fundamental question remains always unanswered, in assessing the effectiveness of ICTs or assessing the effectiveness of instructional treatments that were initially (and effectively) less than perfect. This chapter has tried to critically analyze the effective role of ICT methods in learning and put forwards several success cases of learning mechanisms that assisted in socioeconomic empowerment and at the same time, provided a few futuristic recommendations in establishing similar endeavors in promising economies.

scholarly journals Optometric Care of the Patient with Diabetes 2008: A Core Document of the Canadian Association of Optometrists

2008 ◽  
Vol 70 (6) ◽  
Author(s):  
Len Koltun
Keyword(s):  
Cost Effective ◽  
Morbidity And Mortality ◽  
Evidence Based ◽  
Eye Care ◽  
Patient Centered ◽  
Healthcare Burden ◽  
Canadian Association ◽  
Effective Role

The objective of this document is to provide the reader with an overview of the epidemic of diabetes currently facing Canada and the morbidity and mortality associated with this growing healthcare burden. Specifically, an evidence based, patient centered, cost effective role of the optometrist in the eye care of Canadians with diabetes will be presented.

Language and social inclusion

2014 ◽  
Vol 37 (3) ◽  
pp. 198-212 ◽  
Author(s):  
Simon Musgrave ◽  
Julie Bradshaw
Keyword(s):  
Cultural Diversity ◽  
Intercultural Communication ◽  
Social Inclusion ◽  
Linguistic Diversity ◽  
Evidence Based ◽  
Economic Aspects ◽  
Australian Society ◽  
Language And Culture ◽  
Key Issues

Social inclusion policy in Australia has largely ignored key issues of communication for linguistic minorities, across communities and with the mainstream community. In the (now disbanded) Social Inclusion Board’s reports (e.g., Social Inclusion Unit, 2009), the emphasis is on the economic aspects of inclusion, while little attention has been paid to questions of language and culture. Assimilatory aspects of policy are foregrounded, and language is mainly mentioned in relation to the provision of classes in English as a Second Language. There is some recognition of linguistic diversity but the implications of this for inclusion and intercultural communication are not developed. Australian society can now be characterised as super-diverse, containing numerous ethnic groups each with multiple and different affiliations. We argue that a social inclusion policy that supports such linguistic and cultural diversity needs an evidence-based approach to the role of language and we evaluate existing policy approaches to linguistic and cultural diversity in Australia to assess whether inclusion is construed primarily in terms of enhancing intercultural communication, or of assimilation to the mainstream.

Self-Regulatory Aspects of Bullshitting and Bullshit Detection

2020 ◽  
Vol 51 (4) ◽  
pp. 239-253
Author(s):  
John V. Petrocelli ◽  
Haley F. Watson ◽  
Edward R. Hirt
Keyword(s):  
Evidence Based ◽  
Regulatory Aspects

Abstract. Two experiments investigate the role of self-regulatory resources in bullshitting behavior (i.e., communicating with little to no regard for evidence, established knowledge, or truth; Frankfurt, 1986 ; Petrocelli, 2018a ), and receptivity and sensitivity to bullshit. It is hypothesized that evidence-based communication and bullshit detection require motivation and considerably greater self-regulatory resources relative to bullshitting and insensitivity to bullshit. In Experiment 1 ( N = 210) and Experiment 2 ( N = 214), participants refrained from bullshitting only when they possessed adequate self-regulatory resources and expected to be held accountable for their communicative contributions. Results of both experiments also suggest that people are more receptive to bullshit, and less sensitive to detecting bullshit, under conditions in which they possess relatively few self-regulatory resources.

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