scholarly journals Ontology-Enhanced Educational Annotation Activities

2019 ◽  
Vol 11 (16) ◽  
pp. 4455 ◽  
Author(s):  
Joaquín Gayoso-Cabada ◽  
María Goicoechea-de-Jorge ◽  
Mercedes Gómez-Albarrán ◽  
Amelia Sanz-Cabrerizo ◽  
Antonio Sarasa-Cabezuelo ◽  
...  
Keyword(s):  
Domain Knowledge ◽  
Information And Communications Technology ◽  
Technology Enhanced Learning ◽  
Main Hypothesis ◽  
Expert Analysis ◽  
Digital Document ◽  
Development Goals ◽  
Pencil And Paper ◽  
Teaching Learning ◽  
Document Annotation

Information and communications technology and technology-enhanced learning have unquestionably transformed traditional teaching–learning processes and are positioned as key factors to promote quality education, one of the basic sustainable development goals of the 2030 agenda. Document annotation, which was traditionally carried out with pencil and paper and currently benefits from digital document annotation tools, is a representative example of this transformation. Using document annotation tools, students can enrich the documents with annotations that highlight the most relevant aspects of these documents. As the conceptual complexity of the learning domain increases, the annotation of the documents may require comprehensive domain knowledge and an expert analysis capability that students usually lack. Consequently, a proliferation of irrelevant, incorrect, and/or poorly decontextualized annotations may appear, while other relevant aspects are completely ignored by the students. The main hypothesis proposed by this paper is that the use of a guiding annotation ontology in the annotation activities is a keystone aspect to alleviate these shortcomings. Consequently, comprehension is improved, exhaustive content analysis is promoted, and meta-reflective thinking is developed. To test this hypothesis, we describe our own annotation tool, @note, which fully implements this ontology-enhanced annotation paradigm, and we provide experimental evidence about how @note can improve academic performance via a pilot study concerning critical literary annotation.

scholarly journals Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

2020 ◽  
Vol 12 (24) ◽  
pp. 10366
Author(s):  
Juan Carlos González-Salamanca ◽  
Olga Lucía Agudelo ◽  
Jesús Salinas
Keyword(s):  
Literature Review ◽  
21St Century ◽  
21St Century Skills ◽  
Knowledge Society ◽  
Information And Communications Technology ◽  
First Century ◽  
Depth Analysis ◽  
Digital Environments ◽  
Teaching Learning ◽  
New Instruments

Skills needed to be successful in the world have changed, and there is a gap between those learned at school and those required to function at work and in society. A broader range of skills is required to learn, communicate, collaborate, and solve problems in digital environments. Twenty-first century skills have been identified by UNESCO, OECD, and others as competences required for a sustainable future of the knowledge society. The aim was to learn the design principles involved in the incorporation of these skills into the curriculum, find out possible ways to teach and assess them, and examine how this process could be personalized using Information and Communications Technology (ICT). A literature review was carried out through a qualitative metasynthesis, which identified 43 studies that met the inclusion criteria. From the in-depth analysis, it can be seen that although the incorporation of 21st century skills into the curriculum, teaching methodologies, and the use of ICT are all recurrent themes, there is still a need for further research into the design and implementation of new instruments for assessment and the ways in which the teaching–learning process can be personalized.

scholarly journals Use of ICT to Enhance the Learning Process in Higher Education

2020 ◽  
Vol 8 (4) ◽  
pp. 97-102
Author(s):  
Chetlal Prasad ◽  
Pushpa Gupta
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Information And Communication ◽  
Teaching Learning

ICTs in Education refers to the development of information and communications technology specifically for teaching/learning purposes, while the ICTs in education involves the adoption of general components of information and communication technologies in the teaching learning process. The National Mission on Education through Information and Communication Technology (NME-ICT), launched in 2009 by the Central Government. Let’s see how Information and Communication Technology (ICT) evolved the Higher Education system: The role of ICT in higher education, what students learn, The role of ICT in Higher Education, how Students Learn, The role of ICT in Higher Education, when students learn, The role of ICT in higher education, where students learn. Online courses, development of e-content, e-learning, digital libraries, online encyclopaedias, journals, and books would promote learning and make knowledge available to all irrespective of the distance or location or financial resources. Government intervention is necessary so that ICT can be made successful in higher education. Information and Communications Technology (ICT) has the proven power to change the world. This acronym refers to the merging of audiovisual and telephone networks with the computer single unified system of cabling.

Approaches for Semantic Association Mining and Hidden Entities Extraction in Knowledge Base

2010 ◽  
pp. 119-141 ◽  
Author(s):  
Thabet Slimani ◽  
Boutheina Ben Yaghlane ◽  
Khaled Mellouli
Keyword(s):  
Semantic Web ◽  
Knowledge Base ◽  
Domain Knowledge ◽  
Information And Communications Technology ◽  
Association Mining ◽  
Semantic Association ◽  
Real World Data ◽  
Semantic Associations ◽  
Hyperclique Pattern ◽  
Flow Of Information

Due to the rapidly increasing use of information and communications technology, Semantic Web technology is being increasingly applied in a large spectrum of applications in which domain knowledge is represented by means of an ontology in order to support reasoning performed by a machine. A semantic association (SA) is a set of relationships between two entities in knowledge base represented as graph paths consisting of a sequence of links. Because the number of relationships between entities in a knowledge base might be much greater than the number of entities, it is recommended to develop tools and invent methods to discover new unexpected links and relevant semantic associations in the large store of the preliminary extracted semantic association. Semantic association mining is a rapidly growing field of research, which studies these issues in order to create efficient methods and tools to help us filter the overwhelming flow of information and extract the knowledge that reflect the user need. The authors present, in this work, an approach which allows the extraction of association rules (SWARM: Semantic Web Association Rule Mining) from a structured semantic association store. Then, present a new method which allows the discovery of relevant semantic associations between a preliminary extracted SA and predefined features, specified by user, with the use of Hyperclique Pattern (HP) approach. In addition, the authors present an approach which allows the extraction of hidden entities in knowledge base. The experimental results applied to synthetic and real world data show the benefit of the proposed methods and demonstrate their promising effectiveness.

Major Technology Trends Affecting Government Data in Developing Countries

2017 ◽  
pp. 127-135
Author(s):  
Saleem Zoughbi
Keyword(s):  
Sustainable Development ◽  
Developing Countries ◽  
Open Data ◽  
Critical Issue ◽  
Legal Framework ◽  
Information And Communications Technology ◽  
Development Goals ◽  
Government Data ◽  
The Government ◽  
Technology Trends

The success of government data platforms and systems do not depend only on technology. There are other issues that affect this progress. Some of these are very essential to the continuity and not only the implementation, such as leadership. Other issues are the absence of a clear well adopted policy and legal framework that governs its data, security of data, cyber legislation and laws. The government-provided ICT resources and the infrastructure would also be an important issue that would affect government data. Financing is also another critical issue. For developing countries, sustainability of development is a necessity for best impact of development projects. As it is adopted by the United Nations, sustainable development goals (SDG's for the agenda of 2030) have substantial dependency on information and communications technology. All goals practically require government data in one way or another, and hence sustainable development is directly related to government data should successful development is sought. Other issues include open data, open government. This chapter discusses such issues and sheds light on ways of handing them.

scholarly journals Australian Academic Leaders’ Perceptions of the Teaching–Research–Industry–Learning Nexus in Information and Communications Technology Education

2014 ◽  
Vol 10 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Tanya McGill ◽  
Jocelyn Armarego ◽  
Tony Koppi
Keyword(s):  
Student Learning ◽  
Technology Education ◽  
Information And Communications Technology ◽  
Potential Outcomes ◽  
Communications Technology ◽  
Academic Leaders ◽  
Teaching Research ◽  
Learning Research ◽  
Teaching Learning ◽  
Australian Universities

Strengthening the teaching-research-industry-learning (TRIL) nexus in information, communications and technology (ICT) education has been proposed as a way of achieving improvements in student learning (Koppi & Naghdy, 2009). The research described in this paper builds on previous work to provide a broader understanding of the potential outcomes associated with the TRIL nexus in relation to ICT education. It presents the results of a survey, of Australian ICT academic leaders, designed to clarify the outcomes associated with the TRIL nexus, and to investigate how the synergies associated with it can be better exploited. The results show that the benefits of strong relationships between aspects of teaching, learning, research and industry are recognized and emphasized in Australian universities, but that further action is needed to strengthen relationships with the industry component of the TRIL nexus. Recommendations to help achieve this are made.

scholarly journals LA REALIDAD AUMENTADA COMO APOYO DIDÁCTICO EN EL APRENDIZAJE DEL DOBLAJE DE ALAMBRES EN LOS PROCEDIMIENTOS DE ORTODONCIA Y ORTOPEDIA

2015 ◽  
Vol 6 (1) ◽  
pp. 45
Author(s):  
Jairo Augusto Cortes Mendez ◽  
Maria Alejandra Gonzalez B ◽  
Jaime Alberto Paez Paez ◽  
Adiela Ruiz
Keyword(s):  
Augmented Reality ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Information And Communications Technology ◽  
Traditional Teaching ◽  
Orthodontic Wires ◽  
Dental Procedures ◽  
Educational Processes ◽  
Teaching Content ◽  
Teaching Learning

Las Tecnologías de la Información y la Comunicación (TIC) enriquecen el proceso enseñanza-aprendizaje; el uso de los ambientes en Realidad Aumentada como apoyo a los procedimientos odontológicos, a través de la utilización de procesos educativos en la preclínica de ortodoncia, surge como alternativa para mejorar la práctica de los estudiantes en diferentes rutinas. El objetivo general de la investigación fue diseñar, implementar y evaluar una aplicación de la Realidad Aumentada como apoyo a los procedimientos odontológicos. La investigación se realizó en tres fases. Al aplicar la estrategia didáctica propuesta se buscaba determinar si esta es una herramienta más eficaz que el método de enseñanza tradicional para la enseñanza de los contenidos relacionados con doblaje de alambres en ortodoncia. El resultado de la investigación fue una aplicación en ambiente de Realidad Aumentada como apoyo a los procedimientos odontológicos, por medio de la utilización de procesos educativos en la preclínica de ortodoncia.Augmented Reality as a Didactic Support in the Learning of Dubbing of Wires in Orthodontic and Orthopedic ProceduresAbstractThe information and communications technology (ICT) enrich the teaching-learning process; the use of augmented reality environments to support dental procedures through the use of educational processes in preclinical orthodontic emerges as an alternative to improve the practice of students in different routines. The overall objective of the research was to design, implement and evaluate an application of Augmented Reality to support dental procedures. The research was conducted in three phases. By applying the teaching strategy proposal sought to determine if this is one that the traditional teaching method for teaching content related to orthodontic wires dubbing most effective tool. The result of the research was an application in Augmented Reality environment to support dental procedures, through the use of educational processes in pre-clinical orthodontics.Keywords: Instructional Design, Educational Technology, Virtual Environment

scholarly journals Uso de las TIC en la práctica pedagógica de los docentes del Departamento de Ciencias Jurídicas / Use of ICT in the Teaching Practice of Teachers of the Deparment of Legal Sciences

2015 ◽  
Vol 11 (22) ◽  
pp. 45-57
Author(s):  
Aldemaro Muñiz ◽  
Miriam Valdez
Keyword(s):  
Research Design ◽  
Learning Process ◽  
Teaching Practice ◽  
Information And Communications Technology ◽  
Research Use ◽  
Communications Technology ◽  
Quality Of Teaching ◽  
Technological Developments ◽  
Teaching Learning

ResumenEn la actualidad la tecnología contribuye a elevar la calidad de la práctica pedagógica y los procesos de renovación dentro de la actualización del docente. En la medida que se asumen las novedades tecnológicas, el proceso enseñanza aprendizaje contribuirá a elevar las competencias de los aprendices. Es la razón de este trabajo de investigación: “Uso de las TIC en la práctica pedagógica de los docentes del Departamento de Ciencias Jurídicas de la PUCMM campus Santiago”. Es por ello, que el objetivo general busca “Analizar el uso que dan los docentes del Departamento de Ciencias Jurídicas de la PUCMM, a las Tecnologías de la Información y la Comunicación en su práctica pedagógica”. El diseño de la investigación fue no experimental y de enfoque eminentemente cuantitativo.AbstractNowadays, technology helps raise the quality of teaching practice and processes of renewal in the retraining of teachers. To the extent that technological developments are assumed, the teaching learning process will help raise the skills of apprentices. That is why this research: “Use of ICT in teaching practice of teachers in the Department of Legal Sciences of the Pontificia Universidad Católica Madre y Maestra in Santiago”. It is therefore the overall objective sought to “analyze how teachers of the Department of Legal Sciences of the Pontificia Universidad Católica Madre y Maestra, use information and communications technology in their teaching practices.” The research design was non-experimental and eminently quantitative approach.

scholarly journals Narrativas digitales: Estrategias metodológicas para la enseñanza de mecanismos de trabajo de parto

2020 ◽  
Vol 3 (6) ◽  
pp. 339
Author(s):  
Santiago Fabricio Maldonado-Parra ◽  
Darwin Gabriel Garcia-Herrera ◽  
Ana Zulema Castro-Salazar ◽  
Juan Carlos Erazo-Álvarez
Keyword(s):  
Millennium Development Goals ◽  
Technological Progress ◽  
Learning Strategy ◽  
National Plan ◽  
Cross Sectional ◽  
Health Technologies ◽  
Development Goals ◽  
Good Living ◽  
Teaching Learning ◽  
Great Development

Scientific and technological progress has allowed a great development in the fields of health, technologies and education, which is why the objective of this work was to analyze the digital narrative in health as a teaching-learning strategy on the mechanisms of the work of delivery to the inmates of the Moreno Vázquez-Gualaceo Hospital in Ecuador. The research was descriptive, exploratory, non-experimental, cross-sectional cohort. The results show a great acceptance of this type of educational technology by the inmates, all this anchored and in accordance with the objectives of the National Plan for Good Living (PNBV), which is to provide comprehensive care to women and according to the Millennium Development Goals, improve Maternal Health: the goal is to reduce the maternal mortality rate by 75% between 1990 and 2015.

scholarly journals An Integrated Cybernetic Awareness Strategy to Assess Cybersecurity Attitudes and Behaviours in School Context

2021 ◽  
Vol 11 (23) ◽  
pp. 11269
Author(s):  
Mário Antunes ◽  
Carina Silva ◽  
Frederico Marques
Keyword(s):  
Junior High School ◽  
Lesson Plan ◽  
School Context ◽  
Sixth Grade ◽  
Information And Communications Technology ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
Ninth Grade Students ◽  
Teaching Learning ◽  
Individual Scores

Digital exposure to the Internet among the younger generations, notwithstanding their digital abilities, has increased and raised the alarm regarding the need to intensify the education on cybersecurity in schools. Understanding of the human factor and its influence on children, namely their attitudes and behaviors online, is pivotal to reinforce their awareness towards cyberattacks, and to promote their digital citizenship. This paper aims to present an integrated cybersecurity and cyberawareness strategy composed of three major steps: (1) Cybersecurity attitude and behavior assessment, (2) self-diagnosis, and (3) teaching/learning activities. The following contributions are made: Two questionnaires to assess risky attitudes and behaviors regarding cybersecurity; a self-diagnosis to measure students’ skills on cybersecurity; a lesson plan addressing cyberawareness to be applied on Information and Communications Technology (ICT) and citizenship education curricular units. Cybersecurity risky attitudes and behaviors were evaluated in a junior high school population of 164 students attending the sixth and ninth grades. The assessment focused on two main subjects: To identify the attitudes and behaviors that raise the risk on cybersecurity among the participating students; to characterize the acquired students’ cybersecurity and cyberawareness skills. Global and individual scores and the histograms for attitudes and behaviors are presented. The items in which we have observed significant differences between sixth and ninth grades are depicted and quantified by their corresponding p-values obtained through the Mann–Whitney non-parametric test. Regarding the results obtained on the assessment of attitudes and behaviors, although positive, we observed that the attitudes and behaviors in ninth grade students are globally inferior compared to those attained by sixth grade students. The deployed strategy for cyberawareness was applied in a school context; however, the same approach is suitable to be applied in other types of organizations, namely enterprises, healthcare institutions and public sector.

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