ICT Developments

2011 ◽  
pp. 191-241
Author(s):  
Nigel Ford
Keyword(s):  
Learning Environments ◽  
Resource Discovery ◽  
Information And Communications Technology ◽  
Computer Assisted ◽  
Communications Technology ◽  
Tutoring Systems ◽  
Knowledge Representations ◽  
New Learning ◽  
Ict Tools

This chapter is the second of two chapters that explore developments in information and communications technology (ICT). This chapter discusses ICT tools and standards developed to support learning design and teaching. Such developments greatly affect the learning media and modes available for deployment by learning designers. These may enable existing learning designs to be delivered in different ways. However, they may also enable the development of new learning designs. The chapter begins by reviewing developments relating to computer-assisted learning (CAL), with particular emphasis on intelligent and adaptive tutoring systems that incorporate aspects of artificial intelligence and the use of reasoning mechanisms and knowledge representations to support learning. It goes on to discuss learning environments and management systems, and the move to interoperability, sharing, and reuse, which closely interrelates with resource discovery as discussed in the previous chapter.

Mental Health, Post-Secondary Education, and Information Communications Technology

2014 ◽  
pp. 196-213 ◽  
Author(s):  
Jenny Martin ◽  
Elspeth McKay
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Human Rights ◽  
Secondary Education ◽  
Negative Impact ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Ict Tools

The primary aim of this chapter is to explore the use of information and communications technology (ICT) in post-secondary education to provide opportunities for students with mental health difficulties to remain engaged in their studies during times of mental illness. Higher incompletion rates are particularly concerning amongst this group. The authors discuss how improved outcomes can be achieved through effective use of ICT. This is particularly important from a human rights perspective so that people diagnosed with mental illness are afforded the same opportunities as other members of the community. Strategies afforded by ICT tools that are essential for supporting students with mental illness to optimise their chances of success in their post-secondary education outcomes are outlined. The authors combine mental health and human-computer interaction (HCI) to argue for the need to design appropriate instructional ICT strategies to support students experiencing mental illness to remain engaged with their studies. ICT has evolved with powerful and unique features, offering special applications such as educational software, eCommerce, and healthcare. Yet, very little is being said about how to streamline these applications as effective HCI environments to enhance mental health and wellbeing. The chapter explores the positive and negative impact of ICT tools on teaching and learning. In considering mental health and post-secondary education, it focuses on human rights issues of access and equity, disclosure, and stigma. Authors suggest that ICT can enable students to remain engaged with their learning in general, while at the same time promote a deep sense of community.

scholarly journals Information and Communications Technology–Based Interventions Targeting Patient Empowerment: Framework Development (Preprint)

2020 ◽  
Author(s):  
Liran Karni ◽  
Koustuv Dalal ◽  
Mevludin Memedi ◽  
Dipak Kalra ◽  
Gunnar Oskar Klein
Keyword(s):  
Patient Empowerment ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Measurement Instruments ◽  
Digital Interventions ◽  
Proposed Model ◽  
Technology Intervention ◽  
Ict Tools ◽  
Framework Development ◽  
Core Characteristics

BACKGROUND Empowerment of patients is often an explicit goal of various information and communications technology (ICT) (electronic, digital) interventions where the patients themselves use ICT tools via the internet. Although several models of empowerment exist, a comprehensive and pragmatic framework is lacking for the development of such interventions. OBJECTIVE This study proposes a framework for digital interventions aiming to empower patients that includes a methodology that links objectives, strategies, and evaluation. METHODS This study is based on a literature review and iterated expert discussions including a focus group to formulate the proposed model. Our model is based on a review of various models of empowerment and models of technology intervention. RESULTS Our framework includes the core characteristics of the empowerment concept (control, psychological coping, self-efficacy, understanding, legitimacy, and support) as well as a set of empowerment consequences: expressed patient perceptions, behavior, clinical outcomes, and health systems effects. The framework for designing interventions includes strategies to achieve empowerment goals using different ICT services. Finally, the intervention model can be used to define project evaluations where the aim is to demonstrate empowerment. The study also included example indicators and associated measurement instruments. CONCLUSIONS This framework, which includes definitions, can be useful for the design and evaluation of digital interventions targeting patient empowerment and assist in the development of methods to measure results in this dimension. Further evaluation in the form of interventional studies will be needed to assess the generalizability of the model.

scholarly journals Extent of Use of Information and Communications Technology and Inventory Management in the Nigerian Brewery Industry

2018 ◽  
Vol 4 (2) ◽  
pp. 125
Author(s):  
Olusegun Timothy Odesola ◽  
Grace Oluyemisi Akinola
Keyword(s):  
Inventory Management ◽  
Information And Communications Technology ◽  
Primary Data ◽  
Communications Technology ◽  
Inferential Statistics ◽  
Efficiency And Effectiveness ◽  
Ict Tools

This paper examined the extent of usage of Information and Communications Technology (ICT) for inventory management in the Nigerian brewery industry; investigated the level of adoption of ICT in the inventory management phases; and the effect of the extent of ICT usage on its adoption by firms in the industry. Primary data formed the methodology of the study. The analysis of data collected was done using descriptive (tables and percentages) and inferential statistics. The results showed that majority of the respondents were using ICT tools and its associated components in their inventory management. It was revealed that the extent of ICT usage had significant effect on its adoption for inventory management by firms in the industry. Based on these findings, the study concluded that ICT is fully deployed and adopted to a very great extent for inventory management in the Nigerian brewery industry and that its adoption and usage in the brewery industry was influenced by its extent of use. The study recommends that firms in the industry should make judicious use of the identified ICT usage by adopting ICT solutions for their operations to boost the efficiency and effectiveness of their operations. 

The Future of Assessment for Personalized Naturalistic Learning

2019 ◽  
pp. 2053-2066
Author(s):  
Lauren Reinerman-Jones ◽  
Martin S. Goodwin ◽  
Benjamin Goldberg
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Intelligent Tutoring ◽  
Virtual Learning Environments ◽  
Open Architecture ◽  
Learning Paradigm ◽  
Tutoring Systems ◽  
On Demand ◽  
New Learning

Education in general has transcended boundaries of a physical classroom and given rise to the phenomenon of ubiquitous learning (u-learning) and the ability to access knowledge on-demand. To understand the effect of learning as it is evolving, the present chapter puts forth a framework of formal, non-formal, and informal virtual learning environments discussed on the basis of nine components. As the learning environment changes, the role of assessment within this new learning paradigm must be reconsidered. The chapter concludes with a discussion of integrating assessment into intelligent tutoring systems and the importance of designing such systems as open architecture for accommodation of a variety of domains.

Virtual Internationalization to Support Comprehensive Internationalization in Higher Education

2021 ◽  
pp. 102831532110527
Author(s):  
Elisa Bruhn-Zass
Keyword(s):  
Higher Education ◽  
Text Analysis ◽  
Two Dimensions ◽  
Information And Communications Technology ◽  
The Other ◽  
Institutional Commitment ◽  
Computer Assisted ◽  
Communications Technology ◽  
Internationalization In Higher Education ◽  
Comprehensive Internationalization

The study develops and presents a concept of Virtual Internationalization (VI) in higher education, which refers to internationalization implemented using information and communications technology (ICT). VI is contextualized with the inclusiveness of international experiences and with external challenges to internationalization (posed, for example, by the Covid-19 pandemic). Conceived as an institution-spanning concept, VI is developed from the ACE-CIGE model of Comprehensive Internationalization. It is inferred from actual practice based on a content analysis of conference abstracts from relevant fields, employing coding and computer-assisted text analysis (CATA). Based on the findings, the VI concept includes strategies and articulated institutional commitment as a transversal category and online and distance education (ODE) as an additional category in contrast to the concept of Comprehensive Internationalization. This research furthermore considers two dimensions of VI: one that is directly internationalization-related and the other concerned with broader aims of the combination of the virtual and the international. It concludes with a perspective on a “new normal” of hybrid internationalization in higher education.

scholarly journals Use of Information and Communications Technology (ICT) Tools in Increasing Income of Tribal Farmers of Karnataka

2020 ◽  
pp. 168-178
Author(s):  
H. Ravindra ◽  
Mukesh Sehgal ◽  
H. B. Narasimhamurthy
Keyword(s):  
Network Connectivity ◽  
Vital Role ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Ict Literacy ◽  
Attitudinal Barriers ◽  
Farming Community ◽  
Ict Tools ◽  
Tribal Farmers ◽  
Effective Use

Information and Communications Technology (ICT) tools play a vital role in accessing the information on agriculture and allied activities most of the tribal farmers of Uttara Kannada district are accessing the information via mobile phones, television and radio. They express their views on ICT tools helps in getting the information on agriculture especially  agriculture inputs, fertilizers, use of bioagents, insecticides and also management of pest an diseases in rice, chilli, areca nut and other vegetables, vermicomposting, value addition etc. The study has shown that poor finance facility in buying the ICT tools, lack of confidence in operating, lack of power supply, low network connectivity, lack of awareness of benefits of ICTs, lack of skill in handling ICTs, low ICT literacy, lack of repairing facilities, attitudinal barriers towards ICTs, lack of training and practical exposure, high cost of repairing ICTs and insufficient regional language were the major constraints faced by the farmers in the effective use of ICTs. Since there is an increased penetration in the level of availability and accessibility of ICTs among the farmers of the state, there is a need to ensure that the problems of the farmers are being met in order to enable the farming community derive maximum benefits on better access to information services through the use of ICTs for agriculture and other developmental purposes. This study seems to be the first report on usage of ICT tools by Tribal farmers in Karnataka.

Mental Health, Post-Secondary Education, and Information Communications Technology

2013 ◽  
pp. 1209-1226 ◽  
Author(s):  
Jenny Martin ◽  
Elspeth McKay
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Human Rights ◽  
Secondary Education ◽  
Negative Impact ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Ict Tools

The primary aim of this chapter is to explore the use of information and communications technology (ICT) in post-secondary education to provide opportunities for students with mental health difficulties to remain engaged in their studies during times of mental illness. Higher incompletion rates are particularly concerning amongst this group. The authors discuss how improved outcomes can be achieved through effective use of ICT. This is particularly important from a human rights perspective so that people diagnosed with mental illness are afforded the same opportunities as other members of the community. Strategies afforded by ICT tools that are essential for supporting students with mental illness to optimise their chances of success in their post-secondary education outcomes are outlined. The authors combine mental health and human-computer interaction (HCI) to argue for the need to design appropriate instructional ICT strategies to support students experiencing mental illness to remain engaged with their studies. ICT has evolved with powerful and unique features, offering special applications such as educational software, eCommerce, and healthcare. Yet, very little is being said about how to streamline these applications as effective HCI environments to enhance mental health and wellbeing. The chapter explores the positive and negative impact of ICT tools on teaching and learning. In considering mental health and post-secondary education, it focuses on human rights issues of access and equity, disclosure, and stigma. Authors suggest that ICT can enable students to remain engaged with their learning in general, while at the same time promote a deep sense of community.

Evaluating the Risk of Digital Addiction in Blended Learning Environments: Considering ICT Intensity, Learning Style, and Architecture

2018 ◽  
pp. 169-185
Author(s):  
Jonathan Bishop
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Style ◽  
Brain Activity ◽  
Information And Communications Technology ◽  
Cognitive Set ◽  
Communications Technology ◽  
Digital Addiction ◽  
Set Up

Digital addiction is a phenomenon where people who might take up addictive substances or other self-medicating activities do so instead with information and communications technology. The environment in which someone finds themselves is known to influence their behaviour. This might be as a result of the environment placing more demands on people with one cognitive set-up compared to those with a different one. One might not normally think of education environments as addictive, but the introduction of technology into them can affect different learners in different ways. Through computing a measure of brain activity called knol (k), this paper seeks to explore how learners with different learning styles react in environments that are differentiated according to the intensity of ICTs used and the physical architecture of the learning environment in which those ICTs are used.

Teachers’ and students’ perceptions of factors influencing the adoption of information and communications technology in physical education in Singapore schools

2021 ◽  
pp. 1356336X2110179
Author(s):  
Koon Teck Koh ◽  
Li Quan Warrick Tan ◽  
Martin Camiré ◽  
Maria Agnes Alcantara Paculdar ◽  
Wei Guang Andy Chua
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Pedagogical Tool ◽  
Cultural Conditions ◽  
Teachers And Students ◽  
Ict Tools

Although there have been studies on the use of information and communications technology (ICT) as a pedagogical tool to enhance teaching and learning in physical education (PE), more research is warranted to understand perceived barriers and facilitators to usage. The purpose of the present study was to understand key factors that influence the adoption of ICT in PE perceived by teachers and students in Singapore schools. Eleven PE teachers (two females, nine males) with two to 25 years of teaching experience were individually interviewed, and 72 students (39 females, 33 males) from 10 to 17 years of age participated in 11 focus groups. The study was guided by ontological relativism and situated within epistemological constructionism. Three themes were developed from the thematic analysis: (a) technological dispositions (i.e. self-efficacy and open-mindedness); (b) teaching approaches (i.e. pedagogical integration; cognitive, affective and psychomotor stimulation; and balanced integration of ICT and the traditional approach); and (c) contextual factors (i.e. technological conditions; cultural conditions; and teachers’ ICT-specific PE knowledge). Findings from the study support the notion that appropriate use of ICT tools has the potential to positively influence teaching and learning during PE lessons while emphasising the need for schools and professional development bodies to improve the ICT pedagogical proficiency of PE teachers. The study provides important insights into how teachers can better leverage ICT tools to support student learning in PE.

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