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Figure 11. Communication between the author(s) and the app objects in an SQLite database (Fig.11). An update mechanism reacts dynamically to changes in the content by communicating with an Apache-Server. That way, the content on the smartphone is always held current.

Figure 11 Communication between the author(s) and the app objects in an SQLite database (Fig.11). An update mechanism reacts dynamically to changes in the content by communicating with an Apache-Server. That way, the content on the smartphone is always held current.

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This information about IMSCI 2012 is summarized in the following table, along with the other collocated conferences: We also extend our gratitude to the co-editors of these proceedings for the hard work, energy and eagerness they shown preparing their respective sessions. We express our intense gratitude to Professor William Lesso for his wise and opportune tutoring, for his eternal energy, integrity, and continuous support and advice, as the Program Committee Chair of past conferences, and as Honorary President of WMSCI 2012, as well as for being a very caring old friend and intellectual father to many of us. We also extend our gratitude to Professor Belkis Sanchez, who brilliantly managed the organizing process.
This information about IMSCI 2012 is summarized in the following table, along with the other collocated conferences: We also extend our gratitude to the co-editors of these proceedings for the hard work, energy and eagerness they shown preparing their respective sessions. We express our intense gratitude to Professor William Lesso for his wise and opportune tutoring, for his eternal energy, integrity, and continuous support and advice, as the Program Committee Chair of past conferences, and as Honorary President of WMSCI 2012, as well as for being a very caring old friend and intellectual father to many of us. We also extend our gratitude to Professor Belkis Sanchez, who brilliantly managed the organizing process.
Table 7: Difference between NN’s and CC’s quizzes and exam results in the first and second term. According to Table 7, CC’s second term midterm exam mean is significantly higher than NN’s, though NN’S IRS practice results on units 8, 9 and 10 are significantly higher than CC’s. The reason why CC outperformed NN on the exam could be contributed to factors other than IRS practice so the SG eLearning report and PP learning log were explored to examine the cause (research question 3).
Table 7: Difference between NN’s and CC’s quizzes and exam results in the first and second term. According to Table 7, CC’s second term midterm exam mean is significantly higher than NN’s, though NN’S IRS practice results on units 8, 9 and 10 are significantly higher than CC’s. The reason why CC outperformed NN on the exam could be contributed to factors other than IRS practice so the SG eLearning report and PP learning log were explored to examine the cause (research question 3).
Table 5: Descriptive statistics for the different majors in LS course exam results. Based on Tables 5 and 6, there was no significant difference among the three target groups regarding their first term final
Table 5: Descriptive statistics for the different majors in LS course exam results. Based on Tables 5 and 6, there was no significant difference among the three target groups regarding their first term final
Table 6: ANOVA analysis of the difference between the different majors in LS course exam results.
Table 6: ANOVA analysis of the difference between the different majors in LS course exam results.
Table 4: ANOVA analysis of the difference in the degree of satisfaction with IRS between the different majors who used it in the first and second term study. As seen in Table 4, a significant difference was found among the three groups in the first term in overall impression of IRS. Scheffe analysis reveals that EI rated IRS significantly higher than NN. Regarding the second survey results, NN was significantly higher than CC (F=8.342, p<0.05). Thus, there are significant differences in our survey outcomes among the three majors (research question 2).
Table 4: ANOVA analysis of the difference in the degree of satisfaction with IRS between the different majors who used it in the first and second term study. As seen in Table 4, a significant difference was found among the three groups in the first term in overall impression of IRS. Scheffe analysis reveals that EI rated IRS significantly higher than NN. Regarding the second survey results, NN was significantly higher than CC (F=8.342, p<0.05). Thus, there are significant differences in our survey outcomes among the three majors (research question 2).
Table 8: Correlations between IRS test practice results for units of the course and mid/final exam grades in the first and second term (* = significant at p<.05).
Table 8: Correlations between IRS test practice results for units of the course and mid/final exam grades in the first and second term (* = significant at p<.05).
Tables 2 and 3 show that the degree of satisfaction with the use of IRS maintains an average level of 4 on a 5 point scale, indicating an overall high degree of satisfaction with its use from all non-English major learners who used it in our first and second study. Though surveys showed that students considered the purchase of IRS system by the university might be too costly (item 6), students’ reported concentration and motivation were not the least affected by this perception. Thus, our first research question was positively answered. Table 3: The means and standard deviations of the satisfaction ratings of each major with the use of IRS in the second term survey.
Tables 2 and 3 show that the degree of satisfaction with the use of IRS maintains an average level of 4 on a 5 point scale, indicating an overall high degree of satisfaction with its use from all non-English major learners who used it in our first and second study. Though surveys showed that students considered the purchase of IRS system by the university might be too costly (item 6), students’ reported concentration and motivation were not the least affected by this perception. Thus, our first research question was positively answered. Table 3: The means and standard deviations of the satisfaction ratings of each major with the use of IRS in the second term survey.
Table 2 Test Results in Database Systems The test results are displayed in tables 2, 3 and 4.
Table 2 Test Results in Database Systems The test results are displayed in tables 2, 3 and 4.
Table 4 Test Results in IT English Proceeding from the above results the critical value Tcrit is 1,9866; all the calculated values Tcalcul are lower than the critical value, i. no statistically significant differences in experimental and control group performances were discovered. The null hypotheses H,/ H./ H3 were accepted.
Table 4 Test Results in IT English Proceeding from the above results the critical value Tcrit is 1,9866; all the calculated values Tcalcul are lower than the critical value, i. no statistically significant differences in experimental and control group performances were discovered. The null hypotheses H,/ H./ H3 were accepted.
Table 3 Test Results in Management
Table 3 Test Results in Management
Figure 1 Results of the pretest and posttest in Database Systems Test results in Database Systems are displayed in figure 1.
Figure 1 Results of the pretest and posttest in Database Systems Test results in Database Systems are displayed in figure 1.
Figure 2 Results of the pretest and posttest in Management Test results in Management are presented in figure 2.
Figure 2 Results of the pretest and posttest in Management Test results in Management are presented in figure 2.
Figure 3 Results of the pretest and posttest in IT English Test results in IT English results are presented in figure 3.
Figure 3 Results of the pretest and posttest in IT English Test results in IT English results are presented in figure 3.
Table 1 Each form in to infinitives and Ving form In my class, I begin teaching by comparing three underlined words below.
Table 1 Each form in to infinitives and Ving form In my class, I begin teaching by comparing three underlined words below.
Figure 4 The passive voice of the 5.1 sentence pattern Noticeably, in the Etoki 5.2 sentence pattern, the bare to infinitive comes back to the original form, the ¢o infinitive as illustrated in Fig 5.
Figure 4 The passive voice of the 5.1 sentence pattern Noticeably, in the Etoki 5.2 sentence pattern, the bare to infinitive comes back to the original form, the ¢o infinitive as illustrated in Fig 5.
Figure 3 The passive voice of the fourth sentence pattern
Figure 3 The passive voice of the fourth sentence pattern
Figure 5 The passive voice of the 5.2 sentence pattern
Figure 5 The passive voice of the 5.2 sentence pattern
Figure 2 The passive voice of the fourth sentence pattern Then the point is what is placed on the tray. With this regard, as for the fourth sentence pattern, the object arrayed on the left in a declarative sentence is placed on the tray as illustrated in Fig 2.
Figure 2 The passive voice of the fourth sentence pattern Then the point is what is placed on the tray. With this regard, as for the fourth sentence pattern, the object arrayed on the left in a declarative sentence is placed on the tray as illustrated in Fig 2.
The flow of transformation of the passive voice is illustrated in the picture of Fig 1 along with the Japanese translation.
The flow of transformation of the passive voice is illustrated in the picture of Fig 1 along with the Japanese translation.
Conceptual Framework: Management within the sector of services should use ICT because it provides many benefits at different levels [9] operational level, tactical level and strategic level. As figure 2 reveals, the use of ICT in Education management within the sector of services could improve management functions in secondary schools e.g. communication, ability to exchange data, teamwork, customer relations, visibility of services, and competitive advantage etc. This statement is based on the fact that ICT allows schools management to obtain, to process, to accumulate and to exchange information. Furthermore, in a knowledge management context, ICT can _ support transformation within and between tacit and explicit knowledge. Successful knowledge management initiatives could transform the small management capacity into a sustainable higher performance [10].
Conceptual Framework: Management within the sector of services should use ICT because it provides many benefits at different levels [9] operational level, tactical level and strategic level. As figure 2 reveals, the use of ICT in Education management within the sector of services could improve management functions in secondary schools e.g. communication, ability to exchange data, teamwork, customer relations, visibility of services, and competitive advantage etc. This statement is based on the fact that ICT allows schools management to obtain, to process, to accumulate and to exchange information. Furthermore, in a knowledge management context, ICT can _ support transformation within and between tacit and explicit knowledge. Successful knowledge management initiatives could transform the small management capacity into a sustainable higher performance [10].
Fig 2: Operational Benefits of ICT Adoption and Usage by the Management
Fig 2: Operational Benefits of ICT Adoption and Usage by the Management
Table 1.Type of school and ICT classification Cross tabulation The results imply that more boarding secondary schools had embraced modem ICT in the performance of management functions as compared to day schools. The study also established that the level of adoption and use of ICT in Wareng District schools was limited in as far as performing management functions was concemed, as compared to performing other functions such as typing examinations and other secretarial duties.
Table 1.Type of school and ICT classification Cross tabulation The results imply that more boarding secondary schools had embraced modem ICT in the performance of management functions as compared to day schools. The study also established that the level of adoption and use of ICT in Wareng District schools was limited in as far as performing management functions was concemed, as compared to performing other functions such as typing examinations and other secretarial duties.
The findings show that ICT is mostly used for record storage purposes, timetabling, communication and secretarial work E.G typing examinations and staff meeting minutes in that order. Analysis of both academic results and financial accounting, use of internet and power point presentations recorded very low ratings. The level of ICT use was scored on a scale of 12 to 60 with those closer to 12 on the scale performing better in ICT adoption and use. It was observed that on the whole, the adoption and use of ICT in Wareng schools was average with a mean of 37.214 and a standard deviation of 8.14 with the respondents score ranging from 22 to 52. When the ICT usage score was grouped and categorized into low, average and high, it was observed that ICT adoption and use in schools in Wareng District was average as recorded in figure 2.
The findings show that ICT is mostly used for record storage purposes, timetabling, communication and secretarial work E.G typing examinations and staff meeting minutes in that order. Analysis of both academic results and financial accounting, use of internet and power point presentations recorded very low ratings. The level of ICT use was scored on a scale of 12 to 60 with those closer to 12 on the scale performing better in ICT adoption and use. It was observed that on the whole, the adoption and use of ICT in Wareng schools was average with a mean of 37.214 and a standard deviation of 8.14 with the respondents score ranging from 22 to 52. When the ICT usage score was grouped and categorized into low, average and high, it was observed that ICT adoption and use in schools in Wareng District was average as recorded in figure 2.
Figure 2 Level of ICT usage in Managing schools in Wareng District
Figure 2 Level of ICT usage in Managing schools in Wareng District
Table 3 Benefits of Using ICT in Performing Management Functions
Table 3 Benefits of Using ICT in Performing Management Functions
Table 4 Challenges of ICT use in Secondary Schools
Table 4 Challenges of ICT use in Secondary Schools
The Left Brain: The left brain is better with verbal, logical, and analytical thinking. It excels in naming and categorizing things, symbolic abstraction, speech, reading, writing, and arithmetic. It is associated with thinking and learning in a logical sequence, or stepwise fashion. (Mann 2005) Left brain dominant people are good at focusing on individual components, attending to details and solving problems in a methodical, serial-ordered manner. They learn best by exploring things sequentially. They see the trees instead of the forest (Critcher & Ferguson 2010). Table 1: Left Brain and Right Brain functioning.
The Left Brain: The left brain is better with verbal, logical, and analytical thinking. It excels in naming and categorizing things, symbolic abstraction, speech, reading, writing, and arithmetic. It is associated with thinking and learning in a logical sequence, or stepwise fashion. (Mann 2005) Left brain dominant people are good at focusing on individual components, attending to details and solving problems in a methodical, serial-ordered manner. They learn best by exploring things sequentially. They see the trees instead of the forest (Critcher & Ferguson 2010). Table 1: Left Brain and Right Brain functioning.
Table 2: Relationship between multimedia/interactive features applicable
Table 2: Relationship between multimedia/interactive features applicable
Figure 1: Categorization of Digital Learning Games The criteria listed by Prensky and Meier & Seufert matched perfectly with the results of our interviews with the customers. Therefore, we decided to use a quiz format for the game. This is based upon the widespread use of quiz games around the world and also on their acceptance across ages. Furthermore, it gives us great flexibility with the content and a familiar learning environment, especially for short sessions, so-called “learning nuggets”. Our QUIZ LOUNGE is based on the idea of "Who wants to be a millionaire?" (Fig.2), the internationally known and famous TV show.
Figure 1: Categorization of Digital Learning Games The criteria listed by Prensky and Meier & Seufert matched perfectly with the results of our interviews with the customers. Therefore, we decided to use a quiz format for the game. This is based upon the widespread use of quiz games around the world and also on their acceptance across ages. Furthermore, it gives us great flexibility with the content and a familiar learning environment, especially for short sessions, so-called “learning nuggets”. Our QUIZ LOUNGE is based on the idea of "Who wants to be a millionaire?" (Fig.2), the internationally known and famous TV show.
Figure 2. Typical screen of the "Who wants to be a millionaire?" show (http://mobile-suite.ru/uploads/posts/2011- 02/1297656273 rvgawcluxusehli.jpeg) Besides looking at the motivational aspect of a game-based app, we needed to take into consideration the time of development as well as the amount of data that needs to be presented, stored and processed on the mobile device. Educational video games, sometimes referred to as Edutainment, involve large amounts of data and were thus excluded from further plans for the design. Instead of attracting and convincing our users with fancy videos, we focused on an appealing design and textual data.
Figure 2. Typical screen of the "Who wants to be a millionaire?" show (http://mobile-suite.ru/uploads/posts/2011- 02/1297656273 rvgawcluxusehli.jpeg) Besides looking at the motivational aspect of a game-based app, we needed to take into consideration the time of development as well as the amount of data that needs to be presented, stored and processed on the mobile device. Educational video games, sometimes referred to as Edutainment, involve large amounts of data and were thus excluded from further plans for the design. Instead of attracting and convincing our users with fancy videos, we focused on an appealing design and textual data.
After reading the "Nice-to-know fact" on the Welcome screen, the user is shown the main menu (Fig.5), where he can either start a new game, continue a game, look-up a word in a glossary or exit. This corresponds to approximately 40.000.000 e-mails which could contain confidential data about you or your company.
After reading the "Nice-to-know fact" on the Welcome screen, the user is shown the main menu (Fig.5), where he can either start a new game, continue a game, look-up a word in a glossary or exit. This corresponds to approximately 40.000.000 e-mails which could contain confidential data about you or your company.
‘Figure 5. Main menu
‘Figure 5. Main menu
During the design process for the different Blackberry devices (Lufthansa’s management is presently equipped with Bold 9700 and Torch 9800), we faced several challenges imposed by the Blackberry itself. The Bold 9700 is held in portrait mode, the Torch in landscape mode (Fig.3).The fact that the Blackberry is a mobile device restricts the possibilities for the design of the application. The relatively small display shows the content in very high resolution, but the font it uses is often too small and unreadable. To ensure sufficient readability, we had to pay special attention to the font size. Due to the size of the screen, only a limited amount of the content can be shown at one time. Too much text on a page causes the content to be difficult to comprehend, causing the user to quickly lose the joy of using the application. Figure 3. The Privacy Quiz running on a Blackberry Bold 9700 and Torch 9800
During the design process for the different Blackberry devices (Lufthansa’s management is presently equipped with Bold 9700 and Torch 9800), we faced several challenges imposed by the Blackberry itself. The Bold 9700 is held in portrait mode, the Torch in landscape mode (Fig.3).The fact that the Blackberry is a mobile device restricts the possibilities for the design of the application. The relatively small display shows the content in very high resolution, but the font it uses is often too small and unreadable. To ensure sufficient readability, we had to pay special attention to the font size. Due to the size of the screen, only a limited amount of the content can be shown at one time. Too much text on a page causes the content to be difficult to comprehend, causing the user to quickly lose the joy of using the application. Figure 3. The Privacy Quiz running on a Blackberry Bold 9700 and Torch 9800
Figure 6. Typical quiz question with 4 possible answers When choosing to start a game and selecting a topic and a subcategory inside that topic, a quiz starts (Fig.6). Each quiz consists of 10 questions in three different difficulty levels. Green marking relatively easy questions, yellow marking an intermediate level, and red marking challenging questions. If a question is answered correctly, the user gets a detailed explanation for his answer (Fig.7).
Figure 6. Typical quiz question with 4 possible answers When choosing to start a game and selecting a topic and a subcategory inside that topic, a quiz starts (Fig.6). Each quiz consists of 10 questions in three different difficulty levels. Green marking relatively easy questions, yellow marking an intermediate level, and red marking challenging questions. If a question is answered correctly, the user gets a detailed explanation for his answer (Fig.7).
In case an incorrect answer was chosen, a detailed explanation is given as well — this time on a red background, marking the incorrect choice (Fig.8).
In case an incorrect answer was chosen, a detailed explanation is given as well — this time on a red background, marking the incorrect choice (Fig.8).
In order for Lufthansa to be able to modify the content of the data privacy app and also in order for them to be able to create new mobile quiz apps, we designed and uniquely developed a web-based authoring tool which enables users to modify the content of the app using an easy-to-use, self- explanatory interface which enables the author to create new quizzes and new questions for existing quizzes, as well as change existing content (Fig.10). Figure 10. The GUI of the authoring tool
In order for Lufthansa to be able to modify the content of the data privacy app and also in order for them to be able to create new mobile quiz apps, we designed and uniquely developed a web-based authoring tool which enables users to modify the content of the app using an easy-to-use, self- explanatory interface which enables the author to create new quizzes and new questions for existing quizzes, as well as change existing content (Fig.10). Figure 10. The GUI of the authoring tool
In order not to be limited to Blackberry devices, and because the smartphone market is very diverse (Fig.12), we explored the question of porting the app to other mobile devices. Figure 12. Diversity of the mobile device market After exploring the smartphone market and looking at current sales figures, five main platforms and their different operating systems could currently be identified: Research in Motion (RIM) with their Blackberrys, Apple’s iOS and their iPhones, Android devices, Microsoft’s Windows Phone and Symbian. For answering the question of portability, we disregarded Symbian phones, as this operating system is undergoing a clear decline in market share [6].
In order not to be limited to Blackberry devices, and because the smartphone market is very diverse (Fig.12), we explored the question of porting the app to other mobile devices. Figure 12. Diversity of the mobile device market After exploring the smartphone market and looking at current sales figures, five main platforms and their different operating systems could currently be identified: Research in Motion (RIM) with their Blackberrys, Apple’s iOS and their iPhones, Android devices, Microsoft’s Windows Phone and Symbian. For answering the question of portability, we disregarded Symbian phones, as this operating system is undergoing a clear decline in market share [6].
Figure 13. Native Programming of an app for different operating systems and platforms
Figure 13. Native Programming of an app for different operating systems and platforms
After implementing and comparing the alternatives, we didn’t come to a clear conclusion as to which of the alternatives is to be preferred. The native approach involves the detailed understanding of different operating systems as well as different programming languages for those operating systems, but leads to a direct transfer of all functionalities of the app, including its navigation on the GUI. The CPD approach, which initially appeared to be faster, resulted in a fast transfer of most of the functionalities, but demanded thorough programming in detail, e.g. when certain details didn’t get translated and had to
After implementing and comparing the alternatives, we didn’t come to a clear conclusion as to which of the alternatives is to be preferred. The native approach involves the detailed understanding of different operating systems as well as different programming languages for those operating systems, but leads to a direct transfer of all functionalities of the app, including its navigation on the GUI. The CPD approach, which initially appeared to be faster, resulted in a fast transfer of most of the functionalities, but demanded thorough programming in detail, e.g. when certain details didn’t get translated and had to
providing the user instantly information on the estimated security of a password entered. Figure 1: CrypT ool 1 - Password Quality Meter
providing the user instantly information on the estimated security of a password entered. Figure 1: CrypT ool 1 - Password Quality Meter
Authentication [12] at the border in the moment the ePassport is read by an electronic inspection system. As described before, the protocol requires the exchange of information between two different communication partners (here: inspection system and ePassport). As a result, protocols are a very good candidate for an animation or visualization because the user can be guided step by step through the protocol viewing both perspectives (compare Figure 2). Figure 2: CrypT ool 1 - Diffie-Hellman Demonstration
Authentication [12] at the border in the moment the ePassport is read by an electronic inspection system. As described before, the protocol requires the exchange of information between two different communication partners (here: inspection system and ePassport). As a result, protocols are a very good candidate for an animation or visualization because the user can be guided step by step through the protocol viewing both perspectives (compare Figure 2). Figure 2: CrypT ool 1 - Diffie-Hellman Demonstration
Figure 4: CrypT ool 2 — Workspace with PRESENT Cipher Independently of how the user starts, a workflow will be displayed: It could be as easy as the AES cipher in Figure 3 or more complex like the PRESENT cipher [15] in Figure 4, which shows, that even within a component of the workflow, visualizations can be displayed.
Figure 4: CrypT ool 2 — Workspace with PRESENT Cipher Independently of how the user starts, a workflow will be displayed: It could be as easy as the AES cipher in Figure 3 or more complex like the PRESENT cipher [15] in Figure 4, which shows, that even within a component of the workflow, visualizations can be displayed.
The wizard allows a user to choose from the features in the tool and to combine them by choosing step by step from different options, with explanations provided in each step. At the end of the wizard process, the result is shown as a workflow in a new project. The second possibility to start with is to choose from the predefined templates. If the user selects one of the templates, a complete workflow for that mechanism is opened up as a specific project. A workflow consists of different components that are in some way connected to each other.
The wizard allows a user to choose from the features in the tool and to combine them by choosing step by step from different options, with explanations provided in each step. At the end of the wizard process, the result is shown as a workflow in a new project. The second possibility to start with is to choose from the predefined templates. If the user selects one of the templates, a complete workflow for that mechanism is opened up as a specific project. A workflow consists of different components that are in some way connected to each other.
In order to get a better understanding on how the usability of CT1 and CT2 was perceived the pupils were also asked to rate the two applications. In 2011 CT1 was rated by 29% with very good and 63% with good usability by the students. At the same time CT2 was rated 50% very good and 29% good usability. The students from the Schuelerkrypto 2012 event rated CT1 with 10% (36%) very good and 59% (45%) good. The usability of CT2 was rated 24% (45%) very good and 76% (36%) good. The results are also shown in Figure 5.
In order to get a better understanding on how the usability of CT1 and CT2 was perceived the pupils were also asked to rate the two applications. In 2011 CT1 was rated by 29% with very good and 63% with good usability by the students. At the same time CT2 was rated 50% very good and 29% good usability. The students from the Schuelerkrypto 2012 event rated CT1 with 10% (36%) very good and 59% (45%) good. The usability of CT2 was rated 24% (45%) very good and 76% (36%) good. The results are also shown in Figure 5.
Table 1 Computer Attitude Scores for Cognitive style and gender Cognitive style and gender
Table 1 Computer Attitude Scores for Cognitive style and gender Cognitive style and gender
Fig.2. Logical structure of software model for primary school mathematics learning.
Fig.2. Logical structure of software model for primary school mathematics learning.
The model class includes four categories of objects, vehicles, roads, road signs, and instructions. Instruction includes arrows and their data prompt. These four categories of objects were inherited from the general category of car-road model root class in order to facilitate different objects to be called in the same way, in addition to a time object, it also can act on all objects. The model is the correlation between design objects are as Fig. 4. Fig. 4. Relation design of classes in car-road model
The model class includes four categories of objects, vehicles, roads, road signs, and instructions. Instruction includes arrows and their data prompt. These four categories of objects were inherited from the general category of car-road model root class in order to facilitate different objects to be called in the same way, in addition to a time object, it also can act on all objects. The model is the correlation between design objects are as Fig. 4. Fig. 4. Relation design of classes in car-road model
Through working together over the years with the teachers of LFDE in primary mathematics, after classifying, abstracting and analysis of a dozen textbooks (PEP textbooks) of primary school mathematics, based on the logical integrity of the content of primary school mathematics, the design of inquiry learning support software were advanced as Fig. 1. Fig. 1. Design of primary mathematics learning support software.
Through working together over the years with the teachers of LFDE in primary mathematics, after classifying, abstracting and analysis of a dozen textbooks (PEP textbooks) of primary school mathematics, based on the logical integrity of the content of primary school mathematics, the design of inquiry learning support software were advanced as Fig. 1. Fig. 1. Design of primary mathematics learning support software.
Fig. 3. Class design of car-road model
Fig. 3. Class design of car-road model
As the signs L on the road can be set up at any position, while the action execution time T can be arbitrarily set, which ensures that users can realize the full range of vehicle control and explore. You can let the car on the road anywhere, any time of the implementation of user-defined actions. In the implementation of the action A, both U-turn driving f, can also use the fs first U-turn to stop and then start driving. This can be implemented step by step approach to achieve for any kind of topics of linear encounter problems, and it could be stopped at the right time to enable students to analyze in order to support the students to solve it. The specific model of car flow path is shown in Fig. 5.
As the signs L on the road can be set up at any position, while the action execution time T can be arbitrarily set, which ensures that users can realize the full range of vehicle control and explore. You can let the car on the road anywhere, any time of the implementation of user-defined actions. In the implementation of the action A, both U-turn driving f, can also use the fs first U-turn to stop and then start driving. This can be implemented step by step approach to achieve for any kind of topics of linear encounter problems, and it could be stopped at the right time to enable students to analyze in order to support the students to solve it. The specific model of car flow path is shown in Fig. 5.
Fig. 6. Setting of car-road model Due to space limitations, we can not list all the mathematical objects and their relations corresponding interface. Here we still took encounter problems as an example to give brief introduction of its interface and application. Encounter problem was important and difficult in primary mathematics; more and more people began to study this problem in recent years. They put forward many solutions about how to make students feel easy when learning this problem. Yet almost all of these solutions were based on PPT or Flash. These solutions couldn’t let teachers easily and voluntary control on parameters of all problems of encounter. And our encounter tool of moving was based on C#.Net; teachers could easily set all parameters about moving. The core GUI of car-road model of moving exploration tool was showed as fig 6.
Fig. 6. Setting of car-road model Due to space limitations, we can not list all the mathematical objects and their relations corresponding interface. Here we still took encounter problems as an example to give brief introduction of its interface and application. Encounter problem was important and difficult in primary mathematics; more and more people began to study this problem in recent years. They put forward many solutions about how to make students feel easy when learning this problem. Yet almost all of these solutions were based on PPT or Flash. These solutions couldn’t let teachers easily and voluntary control on parameters of all problems of encounter. And our encounter tool of moving was based on C#.Net; teachers could easily set all parameters about moving. The core GUI of car-road model of moving exploration tool was showed as fig 6.
Teachers could set parameters of road, car, special position, rules and prompt through this GUI. Under the label button of rules, they could choose whether a single car moving or double car. Each kind of situation had a few parameters to be set. They could choose which double cars to run, could choose which action car should do, and could choose when car should take action. They could also choose by which condition (time or length of driving) car should take action. There were 5 kinds of actions of car could be chosen altogether. The 5 kinds of action were as following: Stop Driving, Continue Driving, Reverse Driving, Reverse and Stop Driving, Time Stop. The last action Time Stop would control both cars. The fig.7 showed the situation during driving. It also showed the entities of car-road model.
Teachers could set parameters of road, car, special position, rules and prompt through this GUI. Under the label button of rules, they could choose whether a single car moving or double car. Each kind of situation had a few parameters to be set. They could choose which double cars to run, could choose which action car should do, and could choose when car should take action. They could also choose by which condition (time or length of driving) car should take action. There were 5 kinds of actions of car could be chosen altogether. The 5 kinds of action were as following: Stop Driving, Continue Driving, Reverse Driving, Reverse and Stop Driving, Time Stop. The last action Time Stop would control both cars. The fig.7 showed the situation during driving. It also showed the entities of car-road model.
Figure 4. Symmetry of squares.
Figure 4. Symmetry of squares.
5. PROJECT REFLECTION
5. PROJECT REFLECTION
Table 1. Mapping HEQF/SAQA Graduateness Characteristics on NQF Critical Cross-Field Outcomes and the ACM IS and CS Curricula’s Graduate Attributes
Table 1. Mapping HEQF/SAQA Graduateness Characteristics on NQF Critical Cross-Field Outcomes and the ACM IS and CS Curricula’s Graduate Attributes
“SSA begins immediately south of the Sahara Desert below the Tropic of Cancer (latitude 23/2 N) through the Equator down to 35° South, just north of South Africa. North Affica is not included in this region, as it resembles the Middle East much more than the rest of Africa’ [8]. It is clear from the comparison in Table 1 that there is high correspondence between the ideal graduate attributes suggested by SAQA and the ACM, both in IS and CS. The CS cuniculum places less emphasis on negotiation and leadership skills and involvement in academic discourses, while the IS cuniculum places less emphasis on rigorous thinking. However, these are limited to slight differences in emphasis. It is, actually, rather surprising that both disciplines share most of the “softer” graduate attributes, assuming and underlining the idea that these contribute to a graduate student’s employability since CS is often perceived as a “harder” science than IS. The implication of the high correspondence is that South African computing may model their curricula on the ACM’s guidelines and be sure that they also meet SAQA’s requirements. The derived mapping could form a roadmap for quality assurance by CS/IS departments.
“SSA begins immediately south of the Sahara Desert below the Tropic of Cancer (latitude 23/2 N) through the Equator down to 35° South, just north of South Africa. North Affica is not included in this region, as it resembles the Middle East much more than the rest of Africa’ [8]. It is clear from the comparison in Table 1 that there is high correspondence between the ideal graduate attributes suggested by SAQA and the ACM, both in IS and CS. The CS cuniculum places less emphasis on negotiation and leadership skills and involvement in academic discourses, while the IS cuniculum places less emphasis on rigorous thinking. However, these are limited to slight differences in emphasis. It is, actually, rather surprising that both disciplines share most of the “softer” graduate attributes, assuming and underlining the idea that these contribute to a graduate student’s employability since CS is often perceived as a “harder” science than IS. The implication of the high correspondence is that South African computing may model their curricula on the ACM’s guidelines and be sure that they also meet SAQA’s requirements. The derived mapping could form a roadmap for quality assurance by CS/IS departments.
Figure 3: Graphical solution of task from “Coordinate systems” part [Math I with support WinPlot]
Figure 3: Graphical solution of task from “Coordinate systems” part [Math I with support WinPlot]
Figure 4. Example of interactive tutorial for Maxima tool
Figure 4. Example of interactive tutorial for Maxima tool
Figure 2 Example of auto test from part “Integral” Auto tests for each part of the Mathematics course taught in 1* study year of Bachelor studies have been developed as a tool for knowledge a competence assessment during the semester. Immediate feedback is a big advantage for the students
Figure 2 Example of auto test from part “Integral” Auto tests for each part of the Mathematics course taught in 1* study year of Bachelor studies have been developed as a tool for knowledge a competence assessment during the semester. Immediate feedback is a big advantage for the students
Figure 6. Comparison of final marks in academic years 2006/2007 and 2007/2008
Figure 6. Comparison of final marks in academic years 2006/2007 and 2007/2008
Table 1: F-test values
Table 1: F-test values
Figure 7. Semantic profile of e-study materials for Analytic geometry course
Figure 7. Semantic profile of e-study materials for Analytic geometry course
Figure 8. Usage of different study material types within analytic geometry. Research covered the investigation of usage degree of particular study materials types, as well. Therefore question about interactive learning materials e-lectures, e-texts, interactive self tests, and notes from lectures and consultations were placed into questionnaire. Students most often used e-lectures and e-texts with set of solved tasks and exercises during analytic geometry course study, as it can be seen from fig. 8. These materials have been used more often than material self prepared by students e.g. notes from face-to-face teaching. Doubtless, e-material enabled the students to choose appropriate time for them to study and not to take part in face-to-face teaching, because the most of the students live outside the campus. They at least used the self tests.
Figure 8. Usage of different study material types within analytic geometry. Research covered the investigation of usage degree of particular study materials types, as well. Therefore question about interactive learning materials e-lectures, e-texts, interactive self tests, and notes from lectures and consultations were placed into questionnaire. Students most often used e-lectures and e-texts with set of solved tasks and exercises during analytic geometry course study, as it can be seen from fig. 8. These materials have been used more often than material self prepared by students e.g. notes from face-to-face teaching. Doubtless, e-material enabled the students to choose appropriate time for them to study and not to take part in face-to-face teaching, because the most of the students live outside the campus. They at least used the self tests.
Figure 9. Relative successfulness of students in Mathematics I course
Figure 9. Relative successfulness of students in Mathematics I course
Figure I. Ishikawa diagram of Co-Education Model’s Relativistic Failure We used brain storm technique to determine the possible candidate reasons of relativistic failure. Then a team which consists of professors voted the candidate reasons. After this phase the reasons were sorted by degree of importance. Reasons with weak relations and reasons which are less relevant were pruned. Furthermore main reasons, sub reasons were displayed.
Figure I. Ishikawa diagram of Co-Education Model’s Relativistic Failure We used brain storm technique to determine the possible candidate reasons of relativistic failure. Then a team which consists of professors voted the candidate reasons. After this phase the reasons were sorted by degree of importance. Reasons with weak relations and reasons which are less relevant were pruned. Furthermore main reasons, sub reasons were displayed.
The crystallization of the proposal was made possible through both a quantitative and a qualitative approach. From the quantitative cut, the study was the descriptive or survey type which was used in collecting the necessary information through the use of a questionnaire for the teachers. The method of data collection was basically the survey, so that the data obtained were analyzed through descriptive The design of the research project was conducted from the research - Action with collaborative approach, which consists of a research process focused on understanding a specific phenomenon within its real life context, and this process usually involves multiple sources of information (Grinnell, 1997). In this regard, what is ideal is the research perspective that focuses its interest on analyzing and controlling how changes is produced in educational practices after using the Methodological Guide for assistance. This research process is promoted by the subjects themselves and then referred to action research, whose task is shared by groups of teachers, students, parents and staff. The proposed training stage (Fig. No. 1) takes its cue from the teachers’ lack of knowledge on Information Technology and Communication. In turn, the Ministry of Education is implementing the Colombia Bilingual program by 2019. This will definitely involve major changes in the course of English through the inclusion of ICT guidelines. This then became the ultimate bases for the construction of this methodological guide.
The crystallization of the proposal was made possible through both a quantitative and a qualitative approach. From the quantitative cut, the study was the descriptive or survey type which was used in collecting the necessary information through the use of a questionnaire for the teachers. The method of data collection was basically the survey, so that the data obtained were analyzed through descriptive The design of the research project was conducted from the research - Action with collaborative approach, which consists of a research process focused on understanding a specific phenomenon within its real life context, and this process usually involves multiple sources of information (Grinnell, 1997). In this regard, what is ideal is the research perspective that focuses its interest on analyzing and controlling how changes is produced in educational practices after using the Methodological Guide for assistance. This research process is promoted by the subjects themselves and then referred to action research, whose task is shared by groups of teachers, students, parents and staff. The proposed training stage (Fig. No. 1) takes its cue from the teachers’ lack of knowledge on Information Technology and Communication. In turn, the Ministry of Education is implementing the Colombia Bilingual program by 2019. This will definitely involve major changes in the course of English through the inclusion of ICT guidelines. This then became the ultimate bases for the construction of this methodological guide.
On the whole, the investigation helped to build knowledge around the implementation of the B-Learning type, based on the experience of the Virtual program. This brought about a different dynamic on teachers, and with this, the Methodological Guide was developed and implemented as the end product (Figure # 2) from the perspective of the teacher. The purpose of the development of the Methodological Guide was to encourage the use of Web 2.0, with the results to highlight that include interactivity, accessibility, and information feedback. The last one allows the teacher - tutor to identify and control the situation if the student responds to the approach outlined in collaborative activities such as YouTube and blogs.
On the whole, the investigation helped to build knowledge around the implementation of the B-Learning type, based on the experience of the Virtual program. This brought about a different dynamic on teachers, and with this, the Methodological Guide was developed and implemented as the end product (Figure # 2) from the perspective of the teacher. The purpose of the development of the Methodological Guide was to encourage the use of Web 2.0, with the results to highlight that include interactivity, accessibility, and information feedback. The last one allows the teacher - tutor to identify and control the situation if the student responds to the approach outlined in collaborative activities such as YouTube and blogs.
Table [2] Subcategory for Social Networking Tools Here n is the number of categories in the same platform.
Table [2] Subcategory for Social Networking Tools Here n is the number of categories in the same platform.
Table [6] Subcategory for Management Features eS ___._____&___f LD * Table [5] Subcategory for Presentation Tools
Table [6] Subcategory for Management Features eS ___._____&___f LD * Table [5] Subcategory for Presentation Tools
Table [4] Subcategory for Administration Tools OT TS oO Table [3] Subcategory for productivity fools
Table [4] Subcategory for Administration Tools OT TS oO Table [3] Subcategory for productivity fools
Table[7] Platform final evaluation. It continues below. Note Numbers are given in percentages.
Table[7] Platform final evaluation. It continues below. Note Numbers are given in percentages.
Figure [1] chart for the final results of the open source e-learning platform evaluation
Figure [1] chart for the final results of the open source e-learning platform evaluation
We have studied all universities in Jordan accredited by the Ministry of Higher Education in Jordan and almost all of them are adopting open source e-learning platforms, as shown in Table [8].
We have studied all universities in Jordan accredited by the Ministry of Higher Education in Jordan and almost all of them are adopting open source e-learning platforms, as shown in Table [8].
Figure [2] percentage of Jordanian universities using oper source E-learning platforms.
Figure [2] percentage of Jordanian universities using oper source E-learning platforms.
Teaching material Regarding the teaching material strictly related with the final project presentation, students were asked the following questions:
Teaching material Regarding the teaching material strictly related with the final project presentation, students were asked the following questions:
Figure 2 Present@: inside a video Figure 3 Page to upload videos
Figure 2 Present@: inside a video Figure 3 Page to upload videos
Table 1 Student Satisfaction in Hybrid Courses
Table 1 Student Satisfaction in Hybrid Courses
headset can receive or send audio to a mobile phone or to a handheld device. This promotes discussion amongst the students themselves or the teacher. Classroom arrangement or over crowding in the class does not inhibit interaction since the devices makes it simpler and easier. One Bluetooth device can browse a file system, create or delete files or folders or transfer files or folders or transfer files to and from another Bluetooth device. Other devices like tablet PC can be used to improve the handwriting of students. It collects data about the words a student uses and he / she writes them hence the student learns the writing style and vocabulary. The Tablet PC recognizes the handwriting of every student and converts it into typed text. This helps the teacher to receive every student’s personal work neatly. The applications of Bluetooth technology in classroom are quite varied depending on the availability of digital devices. Images can be transferred from a still or video camera to another device such as a computer for storage, editing and printing. No specific printer drivers are required for the printer to print from a Bluetooth enabled device. Instead, the printer has the capability to decipher the information sent to it so that it can produce the desired format. In case of excursions or any form of tour, students can take varied pictures and easily share with their peers and at any time. These enhance deeper understanding of the content learnt as they freely and easily relate what they are seeing to the subject matter. A Bluetooth device that has voice capability can act as a cordless phone when in the area of Bluetooth access point or other device that has a connection to voice network. This can help to explain a point regardless of the number of students. As long as a student is within a scatter net where he / she can still understand the teachers’ instructions and _ respond accordingly. A sample of an ear device which is Bluetooth enabled is shown below.
headset can receive or send audio to a mobile phone or to a handheld device. This promotes discussion amongst the students themselves or the teacher. Classroom arrangement or over crowding in the class does not inhibit interaction since the devices makes it simpler and easier. One Bluetooth device can browse a file system, create or delete files or folders or transfer files or folders or transfer files to and from another Bluetooth device. Other devices like tablet PC can be used to improve the handwriting of students. It collects data about the words a student uses and he / she writes them hence the student learns the writing style and vocabulary. The Tablet PC recognizes the handwriting of every student and converts it into typed text. This helps the teacher to receive every student’s personal work neatly. The applications of Bluetooth technology in classroom are quite varied depending on the availability of digital devices. Images can be transferred from a still or video camera to another device such as a computer for storage, editing and printing. No specific printer drivers are required for the printer to print from a Bluetooth enabled device. Instead, the printer has the capability to decipher the information sent to it so that it can produce the desired format. In case of excursions or any form of tour, students can take varied pictures and easily share with their peers and at any time. These enhance deeper understanding of the content learnt as they freely and easily relate what they are seeing to the subject matter. A Bluetooth device that has voice capability can act as a cordless phone when in the area of Bluetooth access point or other device that has a connection to voice network. This can help to explain a point regardless of the number of students. As long as a student is within a scatter net where he / she can still understand the teachers’ instructions and _ respond accordingly. A sample of an ear device which is Bluetooth enabled is shown below.
Figure 1: LOD Structure and Brazilian Government Data [10]
Figure 1: LOD Structure and Brazilian Government Data [10]
*Figure 2. Domain Model adopted with respective cardinalities. The AEAT contains data on Work Related Accidents that were administratively registered or characterized as such by INSS (Brazilian Social Security) in the process of granting benefits. This information is processed, organized and made available in aggregated series. For the first version it was possible to get to the representation in Figure 2 as the final model for publication:
*Figure 2. Domain Model adopted with respective cardinalities. The AEAT contains data on Work Related Accidents that were administratively registered or characterized as such by INSS (Brazilian Social Security) in the process of granting benefits. This information is processed, organized and made available in aggregated series. For the first version it was possible to get to the representation in Figure 2 as the final model for publication:
Figure 1: E-Government Implementations as a Communication Process The successful functioning of communication, which generally means the sending of messages between a source and a receiver by means of some channels, is possible through the fact that all
Figure 1: E-Government Implementations as a Communication Process The successful functioning of communication, which generally means the sending of messages between a source and a receiver by means of some channels, is possible through the fact that all
that are at the bottom of the ranking. In general, the countries in the first group present the lowest levels of dispersion in the level of development of e-participation on environmental topics, so the cities in each of these countries show homogenous patterns, whereas countries in group 2 and 3 present a high degree of dispersion in the total scores. Looking at the data of the individual cities, most local governments obtain transparency scores over 75%. On the contrary, the maximum score obtained in interactivity is 65% and only 13 local governments obtain scores over 50% in this dimension. Our results suggest that in the initial steps of e-participation the importance given to transparency, interactivity, usability and maturity is similar, with few differences among them. When the cities want to improve in this regard, they start by improving transparency and usability (the dimensions that require less effort and costs), creating great differences in the developments of these two dimensions in comparison with interactivity and maturity, respectively.
that are at the bottom of the ranking. In general, the countries in the first group present the lowest levels of dispersion in the level of development of e-participation on environmental topics, so the cities in each of these countries show homogenous patterns, whereas countries in group 2 and 3 present a high degree of dispersion in the total scores. Looking at the data of the individual cities, most local governments obtain transparency scores over 75%. On the contrary, the maximum score obtained in interactivity is 65% and only 13 local governments obtain scores over 50% in this dimension. Our results suggest that in the initial steps of e-participation the importance given to transparency, interactivity, usability and maturity is similar, with few differences among them. When the cities want to improve in this regard, they start by improving transparency and usability (the dimensions that require less effort and costs), creating great differences in the developments of these two dimensions in comparison with interactivity and maturity, respectively.
Ui ST ey OLUULTILOS ee AAT Pg The specialisation of the further training and education provider in e-learning can be expressed by the number of e-learning courses offered within the total training output. About a quarter (22.7%) of the providers that provided e-learning courses during the last 12 months had a proportion of e-learning courses more than 80% of the total output. These organsiations can be regarded as specialised e-learning providers. The majority of e- learning providers (50.8%) were non-specialised e-learning providers that supplement their traditional learning and delivery mode with e-learning. About a quarter (26.5%) ranges between these two ends of the scale (Fig. 1). Figure 1: E-learning courses as % of total training output
Ui ST ey OLUULTILOS ee AAT Pg The specialisation of the further training and education provider in e-learning can be expressed by the number of e-learning courses offered within the total training output. About a quarter (22.7%) of the providers that provided e-learning courses during the last 12 months had a proportion of e-learning courses more than 80% of the total output. These organsiations can be regarded as specialised e-learning providers. The majority of e- learning providers (50.8%) were non-specialised e-learning providers that supplement their traditional learning and delivery mode with e-learning. About a quarter (26.5%) ranges between these two ends of the scale (Fig. 1). Figure 1: E-learning courses as % of total training output
With regard to the quality of further education, it is necessary to ensure that (further) learning opportunities are equal for all people irrespective of place and level of education. Easy-to-use e-learning courses can increase levels of access, motivation and acceptance among users. Providers should judge different individual qualities of the e-students for a successful completion of their e-learning courses on a five-level evaluation scale (1=No Priority, 5=Top Priority). From the viewpoint of the providers, e-learning can particularly benefit persons with a high potential for self-discipline and willingness to learn (Fig.4). Figure 4: Providers expectations from students
With regard to the quality of further education, it is necessary to ensure that (further) learning opportunities are equal for all people irrespective of place and level of education. Easy-to-use e-learning courses can increase levels of access, motivation and acceptance among users. Providers should judge different individual qualities of the e-students for a successful completion of their e-learning courses on a five-level evaluation scale (1=No Priority, 5=Top Priority). From the viewpoint of the providers, e-learning can particularly benefit persons with a high potential for self-discipline and willingness to learn (Fig.4). Figure 4: Providers expectations from students
the labour market. 60.8% of the e-learners stated that they participate in an e-learning course in order to do a better job and to improve their career prospects and 34.3% wanted to increase their chances of getting a job or changing their job; the same in the control group with 52.3% and 39.3% respectively. For e- learners, particularly for the survey participants more than 35 years old, the acquisition of knowledge for everyday use also plays an important role, which is significantly higher in the e- learners group (45.1%) than in the control group (19.6%). Besides their professional ambitions, personal reasons are also a focus of interest for e-learners. This can be interpreted as an indicator of the particular interest in further education (Fig.5). Figure 5: Reasons for selecting the recent training course
the labour market. 60.8% of the e-learners stated that they participate in an e-learning course in order to do a better job and to improve their career prospects and 34.3% wanted to increase their chances of getting a job or changing their job; the same in the control group with 52.3% and 39.3% respectively. For e- learners, particularly for the survey participants more than 35 years old, the acquisition of knowledge for everyday use also plays an important role, which is significantly higher in the e- learners group (45.1%) than in the control group (19.6%). Besides their professional ambitions, personal reasons are also a focus of interest for e-learners. This can be interpreted as an indicator of the particular interest in further education (Fig.5). Figure 5: Reasons for selecting the recent training course
In both groups, further training is mainly financed by the participant or by the employer. E-learners more often paid their courses, while the control group more often received public subsidies (Fig.8). Figure 8: Funding of e-learning courses
In both groups, further training is mainly financed by the participant or by the employer. E-learners more often paid their courses, while the control group more often received public subsidies (Fig.8). Figure 8: Funding of e-learning courses
group (49.04%) use the newly acquired knowledge a lot, while for e-learners the share is lower (35.64%).
group (49.04%) use the newly acquired knowledge a lot, while for e-learners the share is lower (35.64%).
Figure 7: Suggestions for improvement of e-learning courses
Figure 7: Suggestions for improvement of e-learning courses
3.1, E-learning skills
3.1, E-learning skills
The survey on the e-learning skills showed that one third of the respondents did not have any experience in participating in any online courses before this course, while one third of them had participated in 1-5 online courses. Almost all (97%) of them had access to computer and internet either at home or work or study place. More than 50% had access to broadband. More than 90% of the students had laptops and had used an USB flash drive to store the data. Gadgets like mobile phone with internet and music player were also seen in use by more than 30% of the respondents. However, the use of DVD/CD writer and e book readers were found to be very less (less than 20%). Two of the respondents had not previously used the audio and video conferencing systems and one respondent have not had used any mobile devices.
The survey on the e-learning skills showed that one third of the respondents did not have any experience in participating in any online courses before this course, while one third of them had participated in 1-5 online courses. Almost all (97%) of them had access to computer and internet either at home or work or study place. More than 50% had access to broadband. More than 90% of the students had laptops and had used an USB flash drive to store the data. Gadgets like mobile phone with internet and music player were also seen in use by more than 30% of the respondents. However, the use of DVD/CD writer and e book readers were found to be very less (less than 20%). Two of the respondents had not previously used the audio and video conferencing systems and one respondent have not had used any mobile devices.
Measurable improvement in the awareness and knowledge of students on social media, social media tools, content generation and Creative Commons licensing was observed after their participation in the course. The increased rating on the awareness and knowledge of students on various aspects social media is illustrated below.
Measurable improvement in the awareness and knowledge of students on social media, social media tools, content generation and Creative Commons licensing was observed after their participation in the course. The increased rating on the awareness and knowledge of students on various aspects social media is illustrated below.
Significant in increase in the level of skill was seen among students in using all the social media tools recommended for the-learning tasks. The difference in the level of skills in both using the tools and creating different presentations are illustrated below.
Significant in increase in the level of skill was seen among students in using all the social media tools recommended for the-learning tasks. The difference in the level of skills in both using the tools and creating different presentations are illustrated below.
Tahle 1: Responses to the SET 10 core questions Themes that emerged from the SET optional text responses were: engagement with the tutor in an enjoyable learning experience; and becoming deep, independent learners. These are drawn from 21 relevant responses of the 23 to the question about the best aspects of the tutor’s teaching (2 related to the workshop) and 11 relevant responses (out of 14) to “Any other comments?”
Tahle 1: Responses to the SET 10 core questions Themes that emerged from the SET optional text responses were: engagement with the tutor in an enjoyable learning experience; and becoming deep, independent learners. These are drawn from 21 relevant responses of the 23 to the question about the best aspects of the tutor’s teaching (2 related to the workshop) and 11 relevant responses (out of 14) to “Any other comments?”
Figure 2. Overview of the personal laboratory booth
Figure 2. Overview of the personal laboratory booth
of each student. This is expected to help improve for next class by feedback to teachers. Figure 1. An example of a web-based manual (in Japanese)
of each student. This is expected to help improve for next class by feedback to teachers. Figure 1. An example of a web-based manual (in Japanese)
to build Ak content, we are using the “—rLAK ToolKit” [6] that is a programming library for creation of AR application by using ActionScript3. Because of this, our content can be used in existing manual page as Flash content. Incidentally, our content requires a marker (simple black square) for recognize experiment equipment. Therefore, we installed the Web-cam to existing experiment environment. Incidentally, this is fixed by a flexible arm clip as shown in Figure 3. Content captures it, decides positions of superimpose instructions. For this reason, we installed the marker to experiment equipment. Content search the marker from captured image via Web-cam, and then superimpose the instruction images. Figure 3. An example of fixing for Web-cam
to build Ak content, we are using the “—rLAK ToolKit” [6] that is a programming library for creation of AR application by using ActionScript3. Because of this, our content can be used in existing manual page as Flash content. Incidentally, our content requires a marker (simple black square) for recognize experiment equipment. Therefore, we installed the Web-cam to existing experiment environment. Incidentally, this is fixed by a flexible arm clip as shown in Figure 3. Content captures it, decides positions of superimpose instructions. For this reason, we installed the marker to experiment equipment. Content search the marker from captured image via Web-cam, and then superimpose the instruction images. Figure 3. An example of fixing for Web-cam
Figure 4. View of an actual equipment
Figure 4. View of an actual equipment
Figure 5. An example of running new e-Learning content. 3.2 Definition of instruction image
Figure 5. An example of running new e-Learning content. 3.2 Definition of instruction image
Figure 7. An example of superimposed image which is specified in Figure 6 Figure 6. An example of specification of instruction object
Figure 7. An example of superimposed image which is specified in Figure 6 Figure 6. An example of specification of instruction object
Figure 8. An example of playback the video that specified in Figure 5
Figure 8. An example of playback the video that specified in Figure 5
Figure 10. Students who are using our content Moreover, in the question 4 and 5, many students answered agree. These results indicated that our contents are helpful for student who can't understand operation of equipment using illustrated contents. In finally question 6, all students answered agree. By these results, it is indicated that our content is useful for laboratory courses. We think that to use content more effectively in real classes, it is important that teacher should devise the content such as attach the video and build in more detail. Therefore as next step, we will develop an authoring tool for teacher will be able to create a new AR content freely.
Figure 10. Students who are using our content Moreover, in the question 4 and 5, many students answered agree. These results indicated that our contents are helpful for student who can't understand operation of equipment using illustrated contents. In finally question 6, all students answered agree. By these results, it is indicated that our content is useful for laboratory courses. We think that to use content more effectively in real classes, it is important that teacher should devise the content such as attach the video and build in more detail. Therefore as next step, we will develop an authoring tool for teacher will be able to create a new AR content freely.
Figure 9. Answers of students in the evaluation experiment We should experiment for our contents to use in real classes. Therefore, we conducted the evaluation experiment to six students. Moreover, we asked six questions to students after uses our content. In this section, we report the answers of students in the evaluation experiment. Table 1 is showing the questions. Results of evaluation experiment are shown in Figure 9.
Figure 9. Answers of students in the evaluation experiment We should experiment for our contents to use in real classes. Therefore, we conducted the evaluation experiment to six students. Moreover, we asked six questions to students after uses our content. In this section, we report the answers of students in the evaluation experiment. Table 1 is showing the questions. Results of evaluation experiment are shown in Figure 9.
In order to measure the quantity of Netspeak elements the authors created 10 standards grouped into 4 categories regarding their provenience. The first group is ICT and gathers 3 standards: words in English (11), acronyms and abbreviations (12), emoticons (I3). The second group is grammar and syntax and gathers also 3 standards: lower case graphemes (G1), diacritics (G2), space (G3). The third group is prosody and gathers 3 standards too: punctuation (P1), uppercase graphemes (P2), prolonged graphemes. The fourth group is ,,other” where the authors placed individual and _ sporadic elements such as the use of past tense ,,aorist“, etc.
In order to measure the quantity of Netspeak elements the authors created 10 standards grouped into 4 categories regarding their provenience. The first group is ICT and gathers 3 standards: words in English (11), acronyms and abbreviations (12), emoticons (I3). The second group is grammar and syntax and gathers also 3 standards: lower case graphemes (G1), diacritics (G2), space (G3). The third group is prosody and gathers 3 standards too: punctuation (P1), uppercase graphemes (P2), prolonged graphemes. The fourth group is ,,other” where the authors placed individual and _ sporadic elements such as the use of past tense ,,aorist“, etc.
NUMBER OF STUDENTS WHO PARTICIPATED IN THE DISCUSSIONS The most active generation of students is the one of the academic year 2008/09, when 45.42% of students actively participated in discussions as a supplementary activity within the course.
NUMBER OF STUDENTS WHO PARTICIPATED IN THE DISCUSSIONS The most active generation of students is the one of the academic year 2008/09, when 45.42% of students actively participated in discussions as a supplementary activity within the course.
INDICATORS OF THE REPRESENTATIVE ARITHMETIC MEAN OF THE SAMPLE The results show that the coefficient of variation of the mean for all samples through academic year is less than 50%, which confirm that the arithmetic mean is representative enough.
INDICATORS OF THE REPRESENTATIVE ARITHMETIC MEAN OF THE SAMPLE The results show that the coefficient of variation of the mean for all samples through academic year is less than 50%, which confirm that the arithmetic mean is representative enough.
Average use of Netspeak elements quantity is 30.26. Figure 2 shows the distribution of Netspeak elements by academic years. It is expected the new generations of DISTRIBUTION OF NETSPEAK ELEMENTS IN TEN STANDARDS
Average use of Netspeak elements quantity is 30.26. Figure 2 shows the distribution of Netspeak elements by academic years. It is expected the new generations of DISTRIBUTION OF NETSPEAK ELEMENTS IN TEN STANDARDS
students to be keener to the use of Netspeak but there are many other factors affecting the amount of used elements, such as student’s activity or the quality of the discussion. [10, 11] In generation 08/09 as many as 45.42% of students have actively participated in discussion, but the generation of 09/10 had a very high quality discussion, so there are slight discrepancies regarding the mean values used in analyzes of Netspeak in the last four generations of students. Netspeak elements appear approximately equally often in all generations. Netspeak elements at least appear in the generation of 2010/2011, mostly in the generation of 2009/2010. But the difference is negligible and amounts only to 3.99.
students to be keener to the use of Netspeak but there are many other factors affecting the amount of used elements, such as student’s activity or the quality of the discussion. [10, 11] In generation 08/09 as many as 45.42% of students have actively participated in discussion, but the generation of 09/10 had a very high quality discussion, so there are slight discrepancies regarding the mean values used in analyzes of Netspeak in the last four generations of students. Netspeak elements appear approximately equally often in all generations. Netspeak elements at least appear in the generation of 2010/2011, mostly in the generation of 2009/2010. But the difference is negligible and amounts only to 3.99.
THE QUANTITY OF EACH STANDARDS OF NETSPEAK Figure 4 shows the quantity of each standard within Netspeak elements used as a whole.
THE QUANTITY OF EACH STANDARDS OF NETSPEAK Figure 4 shows the quantity of each standard within Netspeak elements used as a whole.
Figure 5 shows the distribution ratio by each group. Majority of the percentage, 63.47% goes to the group one, ICT; 23.7% belongs to the second group, Grammar; 12.81% is the percentage of standards belonging the third group, Prosody, and just 0.02% goes to others.
Figure 5 shows the distribution ratio by each group. Majority of the percentage, 63.47% goes to the group one, ICT; 23.7% belongs to the second group, Grammar; 12.81% is the percentage of standards belonging the third group, Prosody, and just 0.02% goes to others.
PIGUKRE 5 THE FREQUENCY OF USE OF THE EACH NETSPEAK STANDARD
PIGUKRE 5 THE FREQUENCY OF USE OF THE EACH NETSPEAK STANDARD
Within the ICT group there is a correlation between the use of English words and the use of acronyms and abbreviations and emoticons. Also, there is a correlation between the use of acronyms and abbreviations and emoticons. It is evident that there are statistically significant correlations between standards: I1 and I2, the correlation is significant at the 0.01 level and its value is 0.290 which is a weaker correlation. Standard 12, correlate with standard I1 as well as with the standard I3. In the group of Grammar there is a very weak correlation between using lower cases and the omission of diacritical marks as well as the low correlation between writing without using space and the omission of diacritics. Standard G1 correlate very weakly with the standard G3, with statistical significance of 95%. In weak correlation of 0.1 are also G2 and G3. Within the Prosody group there is a correlation between all standards, though it is very weak. The correlation ratio goes from 0.123 between the standards P2 and P3 to 0.187 between the standards P1 and P3.
Within the ICT group there is a correlation between the use of English words and the use of acronyms and abbreviations and emoticons. Also, there is a correlation between the use of acronyms and abbreviations and emoticons. It is evident that there are statistically significant correlations between standards: I1 and I2, the correlation is significant at the 0.01 level and its value is 0.290 which is a weaker correlation. Standard 12, correlate with standard I1 as well as with the standard I3. In the group of Grammar there is a very weak correlation between using lower cases and the omission of diacritical marks as well as the low correlation between writing without using space and the omission of diacritics. Standard G1 correlate very weakly with the standard G3, with statistical significance of 95%. In weak correlation of 0.1 are also G2 and G3. Within the Prosody group there is a correlation between all standards, though it is very weak. The correlation ratio goes from 0.123 between the standards P2 and P3 to 0.187 between the standards P1 and P3.
See INDICATOR OF THE REPRESENTATIV SAMPLE Arithmetic mean of the selected sample of students coincides with the arithmetic mean calculated using Netspeak elements obtained by analyzing the sample of 421 students across all academic years, and the coefficient of variation confirmed that the arithmetic mean is representative.
See INDICATOR OF THE REPRESENTATIV SAMPLE Arithmetic mean of the selected sample of students coincides with the arithmetic mean calculated using Netspeak elements obtained by analyzing the sample of 421 students across all academic years, and the coefficient of variation confirmed that the arithmetic mean is representative.
LADLE / CORRELATION BETWEEN MORE ACTIVE STUDENTS IN DISCUSSIONS AND THOSE WHICH THE DISCUSSIONS ARE OF BETTER QUALITY AND THE USE OF NETSPEAK It is possible to see that there is a correlation which value is 0.276, which with 2-tailed significance shows that there are weak links in the use of Netspeak elements and the quality of discussion. Or we can accept the hypothesis that students who are more active or have a better discussion more often used Netspeak than the less active students.
LADLE / CORRELATION BETWEEN MORE ACTIVE STUDENTS IN DISCUSSIONS AND THOSE WHICH THE DISCUSSIONS ARE OF BETTER QUALITY AND THE USE OF NETSPEAK It is possible to see that there is a correlation which value is 0.276, which with 2-tailed significance shows that there are weak links in the use of Netspeak elements and the quality of discussion. Or we can accept the hypothesis that students who are more active or have a better discussion more often used Netspeak than the less active students.
Table 1: Number of Publications by Content Categories 3. RESEARCH TYPE
Table 1: Number of Publications by Content Categories 3. RESEARCH TYPE
Table 2: Research versus Theory Based Papers At the same time research based papers include both quantitative and qualitative research (see Table 3). Table 3 shows the research types namely quantitative research and qualitative research. Clearly, quantitative research dominates qualitative research in numbers. Although there is an increase in the number of qualitative research papers compared to previous years [1] [3] even last year [11], it is not adequate for marketing academia. Hanson and Grimmer [12] focused on analyzing the mix of qualitative and quantitative research published in major marketing joumals from 1993 to 2002. It was found that overwhelming amount of research articles in marketing academia were quantitative similar to our study. This result can be interpreted that doing qualitative research seemed to be not preferred by most of marketing academicians. Personal preferences of researchers and not having required expertise related to qualitative research may be the reasons of this situation.
Table 2: Research versus Theory Based Papers At the same time research based papers include both quantitative and qualitative research (see Table 3). Table 3 shows the research types namely quantitative research and qualitative research. Clearly, quantitative research dominates qualitative research in numbers. Although there is an increase in the number of qualitative research papers compared to previous years [1] [3] even last year [11], it is not adequate for marketing academia. Hanson and Grimmer [12] focused on analyzing the mix of qualitative and quantitative research published in major marketing joumals from 1993 to 2002. It was found that overwhelming amount of research articles in marketing academia were quantitative similar to our study. This result can be interpreted that doing qualitative research seemed to be not preferred by most of marketing academicians. Personal preferences of researchers and not having required expertise related to qualitative research may be the reasons of this situation.
Table 5: Specific Research Design Usage In 45.9 % of the studies, researchers have developed research hypotheses and tested these hypotheses. But, hypotheses are not formulated in some studies having descriptive-predictive and causal models. Unfortunately, in some studies hypotheses are developed incorrectly (null hypotheses versus altemative hypotheses) and these wrong hypotheses are also tested.
Table 5: Specific Research Design Usage In 45.9 % of the studies, researchers have developed research hypotheses and tested these hypotheses. But, hypotheses are not formulated in some studies having descriptive-predictive and causal models. Unfortunately, in some studies hypotheses are developed incorrectly (null hypotheses versus altemative hypotheses) and these wrong hypotheses are also tested.
Table 3: Quantitative versus Qualitative Research 4, RESEARCH MODELING AND HY POTHESES
Table 3: Quantitative versus Qualitative Research 4, RESEARCH MODELING AND HY POTHESES
Table 4: Research Models In some of the studies, there is no specific research design based on the research purposes, showing the variables sets and their relations. Approximately, 40.7 % of marketing publications has appropriate research designs although it is not sufficient yet. This result shows that there is a considerable increase in research design usage compared to the previous research results [1]. On the other hand 34.3 % of marketing publications did not use research designs. It is also observed that there is no design in about 25 % of papers which are mostly soft and exploratory researches,
Table 4: Research Models In some of the studies, there is no specific research design based on the research purposes, showing the variables sets and their relations. Approximately, 40.7 % of marketing publications has appropriate research designs although it is not sufficient yet. This result shows that there is a considerable increase in research design usage compared to the previous research results [1]. On the other hand 34.3 % of marketing publications did not use research designs. It is also observed that there is no design in about 25 % of papers which are mostly soft and exploratory researches,
Table 6: Hypotheses Usage
Table 6: Hypotheses Usage
The papers are evaluated in terms of the analyses’ choice and their appropriate usage in our study. Number of analyses used in marketing publications can be seen in Table 9 above. Table 9: Data Analyses
The papers are evaluated in terms of the analyses’ choice and their appropriate usage in our study. Number of analyses used in marketing publications can be seen in Table 9 above. Table 9: Data Analyses
Table 8: Sample Sizes According to research findings, the sample sizes are not calculated in the majority of the marketing publications. The sample size is determined by researchers arbitrarily. In most of the publications, sample sizes are less than 200 respondents or between 201 - 400 and 401 - 600 respondents as shown in Table 8.
Table 8: Sample Sizes According to research findings, the sample sizes are not calculated in the majority of the marketing publications. The sample size is determined by researchers arbitrarily. In most of the publications, sample sizes are less than 200 respondents or between 201 - 400 and 401 - 600 respondents as shown in Table 8.
Table 7: Sampling Methods Convenience sampling is the most widely used sampling method whereas systematic sampling, simple random sampling and cluster sampling are also used rarely in marketing publications. Besides, census is used in three of 172 research based studies instead of sampling. In the study of Kolbe and Bumett [14], a content analysis research, the majority of samples used are also classified as convenience samples. On the other hand, systematic sampling are found more frequently among other probability samples such as proportionate, simple random and stratified sampling in their study. Although snowball and judgmental sampling methods were not used in the past, only three studies have these sampling this year [11].
Table 7: Sampling Methods Convenience sampling is the most widely used sampling method whereas systematic sampling, simple random sampling and cluster sampling are also used rarely in marketing publications. Besides, census is used in three of 172 research based studies instead of sampling. In the study of Kolbe and Bumett [14], a content analysis research, the majority of samples used are also classified as convenience samples. On the other hand, systematic sampling are found more frequently among other probability samples such as proportionate, simple random and stratified sampling in their study. Although snowball and judgmental sampling methods were not used in the past, only three studies have these sampling this year [11].
Table 1 Parameters for individual risk As an example, consider a hypothetical case comparing the risk associated with 2 suppliers, 2 carriers and 2 ports. For these six possible supply chain members, individual assurance scores may be evaluated and individual risk scores calculated according to [1] and [2]. They are:
Table 1 Parameters for individual risk As an example, consider a hypothetical case comparing the risk associated with 2 suppliers, 2 carriers and 2 ports. For these six possible supply chain members, individual assurance scores may be evaluated and individual risk scores calculated according to [1] and [2]. They are:
Table 2. Type I and Type II risk for dual members in series and in parallel For elements in parallel, for the Type I risk, the multiplication rule of probability for independent events applies [19]. While for Type II risk, again it is assumed that when the disruption occurs it stops all processes and so the risk will equal the maximum of the risks.
Table 2. Type I and Type II risk for dual members in series and in parallel For elements in parallel, for the Type I risk, the multiplication rule of probability for independent events applies [19]. While for Type II risk, again it is assumed that when the disruption occurs it stops all processes and so the risk will equal the maximum of the risks.
Figure 1 Graphical representation of supply chain members and their risk interactions. The first rule is neutral interaction. When the interaction between members in a supply has no effect on assurance, the risk factor for the combined unit equals the rating of the member with the highest risk factor. In other words, the weakest member drives the supply chain risk.
Figure 1 Graphical representation of supply chain members and their risk interactions. The first rule is neutral interaction. When the interaction between members in a supply has no effect on assurance, the risk factor for the combined unit equals the rating of the member with the highest risk factor. In other words, the weakest member drives the supply chain risk.
Table 1: Sample from the survey’s questions the online survey and covered similar questions and it captured Internet and non-Intemet users. ii i es,
Table 1: Sample from the survey’s questions the online survey and covered similar questions and it captured Internet and non-Intemet users. ii i es,
Table 2: the non-parametric corr test of the online survey since our significance level of r was set at .05. Ie. the increase in the level of “education” increases the “computer skills”. In contrast, the lesser “computer skills” they have the lesser “educated” they are likely to be. The correlation/relation is weak as the r and P-Value are close to zero, which means significant effect in this relationship. Each variable affects the other one highly in a positive direction as predicted (Increase/decrease together which is called a two-tailed prediction)) The “Computer skills” and the “compatibility of the Internet with lifestyle” are positively and moderately correlated. The r=.337** and, the sig.(2 tailed P-Value=.000) which means the relationship between the two variables has a highly statistical significant effect proving that as the “computer skills” increase so does the “compatibility of the Internet with lifestyle” and vice versa. and the “computer skills” variables. Despite this, the effect of the relationship between the two variables is statistically significant because the Sig.(2 tailed P- Value=.020) and
Table 2: the non-parametric corr test of the online survey since our significance level of r was set at .05. Ie. the increase in the level of “education” increases the “computer skills”. In contrast, the lesser “computer skills” they have the lesser “educated” they are likely to be. The correlation/relation is weak as the r and P-Value are close to zero, which means significant effect in this relationship. Each variable affects the other one highly in a positive direction as predicted (Increase/decrease together which is called a two-tailed prediction)) The “Computer skills” and the “compatibility of the Internet with lifestyle” are positively and moderately correlated. The r=.337** and, the sig.(2 tailed P-Value=.000) which means the relationship between the two variables has a highly statistical significant effect proving that as the “computer skills” increase so does the “compatibility of the Internet with lifestyle” and vice versa. and the “computer skills” variables. Despite this, the effect of the relationship between the two variables is statistically significant because the Sig.(2 tailed P- Value=.020) and
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