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Editorial: Novakian concept mapping in university and professional education

Novakian concept mapping has the potential to make a major impact in the development of higher education as universities strive to support students’ generation of powerful knowledge. This can be achieved by increasing the accessibility of multiple perspectives on knowledge that reveal and exploit the epistemic chaos that lies beneath a veneer of curriculum coherence. This veneer has only served to restrict the impact of university teaching so that institutions have typically acted as centres of non-learning. Papers in this special issue will support the development of the application of concept mapping into an era of knowledge transformation, where concept maps can help to challenge redundant non-learning discourses.

11/29/2019 5:28:15 AM +00:00

Editorial: Digital systems supporting cognition and exploratory learning in 21st century

Digital systems and digital technologies are globally investigated for their potential to transform learning and teaching towards offering unique learning experiences to the 21st century learners. This Special Issue on Digital Systems supporting Cognition and Exploratory Learning in 21st Century aims to contribute to the dialogue between the educational technology and educational psychology research community and the educational practitioners on current issues towards large scale take-up of educational technology.

11/29/2019 5:27:56 AM +00:00

Editorial: Models, technologies and approaches toward widening the open access to learning and education

This special issue is devoted to novel models and technologies as well as current methodical approaches and best practices in the field of Open Learning and Open Education as enablers of personal growth, social inclusion, open innovation, and sustainable economic development in the challenging conditions of globalization and world-wide competition in productivity and services. The Open Access to Learning and Education embraces not only various technologies, such as mobile and intelligent technologies, content and data management, user-centered design, but also diverse directions of use, such as e-learning and training, organizational development, Massive Open Online Courses, special needs education, all building an excellent basis for various educational and business arrangements that widen the learning and education opportunities for all people around the globe.

11/29/2019 5:27:34 AM +00:00

Does social presence relate to knowledge sharing in virtual learning teams?

The purpose of this study was to identify whether social presence relates to knowledge sharing in virtual learning teams in distance education. The participants in the study were 1355 students engaged in distance education programs. Both split sample and the total sample were used for different analyses. The findings of the study confirmed social presence as a twodimensional construct, which involves interactive responses and cohesiveaffective responses. Only interactive responses were found to relate to knowledge sharing. The results of the study can be used by instructional designers and instructors to design instructional environments that encourage effective social interaction towards knowledge sharing.

11/29/2019 5:27:20 AM +00:00

Do no harm: Risk aversion versus risk management in the context of pedagogic frailty

Innovation in teaching ensures that education remains fit for purpose in a changing world. The model of pedagogic frailty proposes that educators may perceive innovation as risky, which may inhibit innovation, and thus reduce opportunities to update learning experiences. Within psychology, psychological literacy (the skills, knowledge and attributes acquired as outcomes of studying psychology) is becoming increasingly central to the curriculum. Educators are teaching more applied psychology, which requires new pedagogic approaches and are adopting and modelling core professional values espoused as components of psychological literacy, including evidencebased practice, ethics, and professional competence. We argue that psychology educators (and those from other disciplines) may assess the risk of innovation through the lenses of these professional values. The decision to maintain ‘safe’ practices may reflect a risk management approach, rather than frailty. We propose a model whereby frailty may depend on social context and risk in different educational circumstances. The professional values associated with psychological literacy and similar integrative disciplinary constructs, which at first seem to hinder innovation, may promote innovation which is creative and safe, and will facilitate the development of a rigorous evidence base to inform future practice.

11/29/2019 5:27:06 AM +00:00

Distinguishing a ‘hit’ from a ‘view’: Using the access durations of lecture recordings to tell whether learning might have happened

Audiovisual recordings of lectures are available to many students in all disciplines. The use of lecture recordings has been studied extensively, but it is still not clear how, or how much, they are actually used. Previous analysis of their use has been based on either survey data or computer logs of access. In the latter case, measurements of actual use have usually been based on counts of the number of times recordings have been accessed. This does not distinguish those that happen accidentally (‘hits’), from those that might permit learning (‘views’). This distinction is essential to the meaningful analysis of the log of the actual use of recorded lectures.

11/29/2019 5:26:53 AM +00:00

Development and use of a digital signage system for revitalizing regional shopping districts

In Japan, regional shopping districts are on the decline because residents prefer suburban-type large-scale shopping stores. Such issues can be addressed in the context of the “Smart City”, of which functions depend on the information and communication technology (ICT). We established the “KIT Digital Signage Project,” which aims to help the regional stores around the Kanazawa Institute of Technology (KIT). In our project, we developed a digital signage system that is low-cost and easy to introduce in small stores. We conducted an experiment to evaluate the effect of our system. During the experiment, store-advertising movies were shown on digital signage terminals, which were placed in each store. The total average watching time and audience rate of our system were 24 s and 50%, respectively. In addition, we investigated the educational aspects of our project.

11/29/2019 5:26:27 AM +00:00

Determinants of knowledge-sharing intention and knowledge-sharing behavior in a public organization

The purpose of this paper is to examine the factors that affect the knowledge-sharing intention and knowledge-sharing behavior in a public sector organization. A survey was conducted with 188 knowledge workers of a public-sector organization at the national level in Colombia. In this public organization significant relationships between self-efficacy and knowledgesharing intention, subjective norms, and knowledge-sharing behavior, and between knowledge-sharing intention and knowledge-sharing behavior were found. There was a direct effect of perceived organizational support on knowledge-sharing behavior and a moderator role of perceived organizational support between the studied variables. The findings clarify how some personal variables and perceived organizational support interact in the explanation of knowledge sharing.

11/29/2019 5:26:14 AM +00:00

Designing learning scenarios for serious games with ARGILE

The design of Serious Games for training in complex areas of expertise presents many difficulties related to trainers’ participation in the design phase, the formalization of scenarios describing highly complex situations, the limited number of scenarios in Serious Games due to their high costs, and the low re-use level of real-life scenarios. This study proposes functional and technical infrastructure with ARGILE (Architecture for Representations, Games, Interactions, and Learning among Experts) for design of Serious Games. We illustrate our solution applied to a project in the sustainable development field.

11/29/2019 5:25:46 AM +00:00

Knowledge Management & E-Learning: An International Journal (KM&EL)

In this paper we describe an innovative approach to the design process of Smart City interventions. We tested it with participants enrolled in the Master’s Degree program in “Innovators in enterprise and public administration”: the objective of the Master was to stimulate the acquisition of technical and methodological skills useful in designing and implementing specific Smart City actions. During the project work phase, participants learned about a design method named SAM – Smart City Model - based on the Cultural Historical Activity Theory (CHAT). We present an overview of design criteria for Smart City projects, the description of the theoretical framework of Activity Theory, and our proposal of the SAM design model. We also present some examples of student’s “projects” and a more extensive description of one case study about the full design process of an App planned using SAM, for “smart health” vaccine management and monitoring services. The App was later published and made available to the citizens and was successful in attracting thousands of users. All the participants considered the model very useful in particular because it made possible to understand the interaction and solve contradictions between different stakeholders and systems involved.

11/29/2019 5:25:20 AM +00:00

Design of a computer-based learning environment to support diagnostic problem solving towards expertise development

Learning through problem solving is a pedagogical approach that situates learning in problem-solving contexts. As a form of constructivist learning, problem solving has received increased attention in complex and illstructured domains such as scientific inquiry and medical education. However, effective learning in problem-solving contexts is difficult to realize because problem-solving tasks often involve complex processes that are inaccessible to learners. It is important to make such complex processes visible for observation and practice, and provide learners with necessary help during the learning process. This study explored the design of a computer-based learning environment that helps medical students to externalize the sophisticated process of diagnostic problem-solving and provides them with adaptive feedback when they work with a number of simulated clinical cases. The proposed approach attempted to utilize expert knowledge to transform open-ended problemsolving experience into systematic and deliberate effort towards expertise development.

11/29/2019 5:25:09 AM +00:00

Design and evaluation of a Facebook game for selfdirected e-learning

Social networking sites (SNSs) such as Facebook have a potential to become a valuable learning environment. Facebook games with appropriate instructional design may provide players with better learning experiences and outcomes. Using an effective educational Facebook game, we aimed to explore the educational effects of Facebook games as self-directed e-learning environments. We tested our hypotheses on a sample of 73 undergraduates (42 females). The participants completed the Facebook game and self-administered questionnaires over a 3-week period. Path analysis demonstrated that Internet self-efficacy, usability, and fun positively affected perceived learning effectiveness and user satisfaction in a Facebook learning environment. We discussed the research and practical implications of these findings for the future development of self-directed e-learning on SNS.

11/29/2019 5:24:45 AM +00:00

Continuous-learning work environment: A study with developers in software development organizations

This study aims to perceive how the work environment in SDOs supports continuous learning in multiple ways. The specific objectives are to understand and describe the characteristics of the SDOs’ work environment which demonstrate the occurrence of continuous learning and to understand how developers apply the resources and structures available in this environment for their learning. Semi-structured interviews were used to collect data from the subjects involved in the software development process. Seven common characteristics were identified in all the participants’ organizations, which are also typical in a work environment conducive to continuous learning: continuous learning as a responsibility and a competitive advantage; emphasis on innovation and competition; an open and error tolerant environment; supporting structures and resources; reward and recognition systems; leader support and peer support. Based on the result, this paper proposes a continuous learning model in software development environments.

11/29/2019 5:24:29 AM +00:00

Concept maps which visualise the artifice of teaching sequence Cognition, linguistic and problem-based views on a common teaching problem

This paper is concerned with the ways in which undergraduates are first introduced to Law of Contract in a University Law School. Concept mapping is used to document students’ changing understanding in the course of one first year undergraduate module. Forty seven students (the members of four tutorial groups) made concept maps of “Law of Contract” at the start and at the finish of a twenty-four week study-programme and their maps were compared with two other concept maps made by their lecturer: 1) a map of the teaching sequence; 2) a map of the practices of Law of Contract. The analysis shows how the teaching sequence inscribes itself upon the students’ concept mapping structures even while this temporal pattern has little (or no) genuine accord with the knowledge-shape of legal analysis.

11/29/2019 5:23:59 AM +00:00

Concept maps as versatile tools to integrate complex ideas: From kindergarten to higher and professional education

Knowledge is getting increasingly more complex. Learners, from Kindergarten to higher education, require powerful tools to connect complex ideas. This paper explores the range of studies that investigated concept maps as learning, metacognitive, collaborative, and assessment tools to support integrating complex ideas. Research suggests that concept maps can be successfully implemented in a wide variety of settings, from K12 to higher and professional education. However, the effectiveness of concept maps depends on different factors, such as concept map training and choosing a suitable form of concept map to match the task and learner. Developing proficiency in concept mapping takes time and practice and should not be first introduced in higher education. Concept map training could start as early as Kindergarten and include concept map generation, interpretation, and revision. This paper concludes that, if implemented thoughtfully, concept maps can be versatile tools to support knowledge integration processes towards a deeper understanding of the relations and structures of complex ideas and facilitate life-long learning.

11/29/2019 5:23:40 AM +00:00

Competencies affecting knowledge sharing in virtual learning teams

This study is designed to identify which competencies have predictive relationship with knowledge sharing in virtual learning team in distance education. The study was conducted with 1,355 distance education students at undergraduate and graduate levels. This study suggests that loyalty, integrity, cooperativeness and trust have statistically significant predictive relationship with knowledge sharing. The results of the study have implications for instructional designers and instructors to design learning environments and to provide instruction in virtual classrooms by taking into consideration the impact of the identified variables on knowledge sharing.

11/29/2019 5:23:26 AM +00:00

Competences and knowledge: Key-factors in the smart city of the future

The effective and modern management of competence development, which represents a distinguishing key-factor in future Smart Cities, cannot be limited to the Learning Management exclusively, but rather be inclusive of aspects pertaining to Human Capital and Performance Management in a holistic vision that encompasses not only the sphere of operations but also the tactical and strategic levels. In particular, organizations need solutions that especially integrate Learning Management, Performance Management, and Human Resource Management (HRM). We propose an approach considering the competences as key-factors in the management and valorization of Human Capital and making use of a socio-constructivist learning model, based on the explicit (ontological) modeling of domain competences as well as a learner and didactic oriented approach. Unlike most of the current solutions, far from the proposed vision and concentrated on specific functionalities and not on the processes as a whole, the solution offered by MOMA, spin-off of the Research Group of the University of Salerno led by Prof. Salerno, is here presented as a demonstrative case of the proposed methodology and approach. A distinctive feature of our proposal, supported by the MOMA solution is the adoption of semantic technologies that for instance allows for the discovery of unpredictable paths linking them in the Knowledge Graph. Finally, we discuss how this framework can be applied in the context of the Smart Cities of the future, taking advantage of the features, enabled especially by semantics, of researching, creating, combining, delivering and using in a creative manner the resources of superior quality offered by Smart Cities.

11/29/2019 5:23:11 AM +00:00

Collaborative learning using VoiceThread in an online graduate course

Collaborative learning enables participants in a learning community to externalize and share knowledge, experiences, and practice. However, collaborative learning in an online environment can be challenging due to the lack of face-to face interaction. This current study examined twenty graduate students’ experiences of using VoiceThread for a collaborative activity in an entirely online course to explore students’ perceptions of using multi-modal communication for collaboration and knowledge sharing. The results of this study revealed that graduate students had very positive experiences toward using VoiceThread for collaborative learning. The participants found VoiceThread easy to learn and use, and reported that audio and video interaction on VoiceThread helped connect them with their peers. More than half of the participants interacted with peers using audio, followed by text and then by video. Half of the students felt they were more connected to peers; however, feeling more connected did not result in more participation as most of the students only participated at the level that met the course requirement. Participants identified benefits and drawbacks of using VoiceThread for collaboration as compared to using text-based discussion forums. The most frequently mentioned benefit of using VoiceThread for collaboration exemplifies its multi-modal affordance that enables learners to communicate emotion, personality, and other non-verbal cues conducive to better understanding and interpretation of meanings. About half of the participants indicated that they preferred VoiceThread to text-based discussion forums for collaborative learning activity. Challenges and implications for future research are also discussed.

11/29/2019 5:22:57 AM +00:00

Cognitive diffusion model with user-oriented context-totext recognition for learning to promote high level cognitive processes

There is a large number of studies on how to promote students’ cognitive processes and learning achievements through various learning activities supported by advanced learning technologies. However, not many of them focus on applying the knowledge that students learn in school to solve authentic daily life problems. This study aims to propose a cognitive diffusion model called User-oriented Context-to-Text Recognition for Learning (UCTRL) to facilitate and improve students’ learning and cognitive processes from lower levels (i.e., Remember and Understand) to higher levels (i.e., Apply and above) through an innovative approach, called User-Oriented Context-toText Recognition for Learning (U-CTRL). With U-CTRL, students participate in learning activities in which they capture the learning context that can be scanned and recognized by a computer application as text. Furthermore, this study proposes the use of an innovative model, called Cognitive Diffusion Model, to investigate the diffusion and transition of students’ cognitive processes in different learning stages including pre-schooling, after-schooling, crossing the chasm, and higher cognitive processing. Finally, two cases are presented to demonstrate how the U-CTRL approach can be used to facilitate student cognition in their learning of English and Natural science.

11/29/2019 5:22:41 AM +00:00

Challenges and weaknesses in the use of concept maps as a learning strategy in undergraduate health programs

This paper considers the analysis of concept maps utilized as a learning tool in disciplines dealing with immunological responses in two undergraduate Health programs. In total, 48 concept maps were assessed regarding their propositions and structure. The clarity of the propositions was analyzed by using the Propositional Clarity Table and they were classified as adequate propositions (AP) and inadequate propositions (IP). In 48 concept maps, 648 propositions were analyzed in order to determine semantic clarity and conceptual mistakes. Assessments revealed that 69 % of the propositions were classified as adequate and 31 % as inadequate. All the maps analyzed were categorized as showing a network structure.

11/29/2019 5:22:01 AM +00:00

Book review: e-Learning in the workplace: A performanceoriented approach beyond technology

The book has been an attempt to address technology-oriented approach to e-learning, which makes e-learning initiatives less effective and demotivating for individuals and organizations. It has also been intended to explore approaches and strategies to create an effective and manageable system to improve workplace e-learning through a performance-oriented approach. The goals of the book are to provide a comprehensive review and analysis of workplace e-learning research and development and to present a theory-driven design, implementation, and analysis of a performance-oriented, technologyenabled approach for e-learning. The book features performance-oriented approach by addressing the following areas: (a) establishing workplace learning on measurable goals, (b) aligning individual needs with organizational goals in setting the performance measures, and (c) using clearly specified measurable performance goals to facilitate self-directed learning at workplace.

11/29/2019 5:21:39 AM +00:00

Automatic selection of informative sentences: The sentences that can generate multiple choice questions

Traditional education cannot meet the expectation and requirement of a Smart City; it require more advance forms like active learning, ICT education etc. Multiple choice questions (MCQs) play an important role in educational assessment and active learning which has a key role in Smart City education. MCQs are effective to assess the understanding of well-defined concepts. A fraction of all the sentences of a text contain well-defined concepts or information that can be asked as a MCQ. These informative sentences are required to be identified first for preparing multiple choice questions manually or automatically. In this paper we propose a technique for automatic identification of such informative sentences that can act as the basis of MCQ. The technique is based on parse structure similarity. A reference set of parse structures is compiled with the help of existing MCQs. The parse structure of a new sentence is compared with the reference structures and if similarity is found then the sentence is considered as a potential candidate. Next a rulebased post-processing module works on these potential candidates to select the final set of informative sentences. The proposed approach is tested in sports domain, where many MCQs are easily available for preparing the reference set of structures. The quality of the system selected sentences is evaluated manually. The experimental result shows that the proposed technique is quite promising.

11/29/2019 5:21:00 AM +00:00

Automatic annotation of lecture videos for multimedia driven pedagogical platforms

To address this issue, this paper proposes three major contributions namely, automated video annotation, the 3- Dimensional (3D) tag clouds, and the hyper interactive presenter (HIP) eLearning platform. Combining existing state-of-the-art SIFT together with tag cloud, a novel approach for automatic lecture video annotation for the HIP is proposed. New video annotations are implemented automatically providing the needed random access in lecture videos within the platform, and a 3D tag cloud is proposed as a new way of user interaction mechanism. A preliminary study of the usefulness of the system has been carried out, and the initial results suggest that 70% of the students opted for using HIP as their preferred eLearning platform at Gjøvik University College (GUC).

11/29/2019 5:20:43 AM +00:00

Assessment of entrepreneurship pedagogy on entrepreneurship knowledge and entrepreneurial human capital asset: A conceptual model

This study is an effort to propose a conceptual model to measure the impact assessment of entrepreneurship pedagogic. It delineates entrepreneurship education pedagogic into four dimensions and opined specific level for each dimension. Reviewing the entrepreneurship education programme, assessment of entrepreneurship pedagogic evaluates the structure that influence growth mindset development through embedded heuristic strategies, thus, the impact on entrepreneurship knowledge and entrepreneurial capital asset context is proposed. Affirming Fayolle, Gailly, and Lassa-Clerc conceptual affinity that entrepreneurship education share with learning theories and entrepreneurship pedagogical content knowledge were conceptualized to suggest some practical realism guidelines of what insightful philosophy of teaching entrepreneurship need to achieve.

11/29/2019 5:20:28 AM +00:00

Application of MOOCs for borrowers’ financial education in microfinance

The main objective of this research was to explore current borrowers’ financial education in microfinance and determine the possibilities of adopting massive open online courses (MOOCs) for such individuals. We adopted a semi-structured interview research strategy. A total of 25 employees and borrowers in BRAC’s (Bangladesh Rehabilitation Assistance Committee and then Bangladesh Rural Advancement Committee, currently, BRAC does not represent an acronym) microfinance program were interviewed and the data were analyzed qualitatively. The results show that BRAC’s microfinance program provides borrowers’ financial education in terms of a predisbursement orientation and four-day training through the creation of a new role of customer service assistant. The results also reveal that eduentertainment, easy understanding, and more borrower participation are the main possible opportunities for adopting MOOCs for borrowers’ financial education. We identified infrastructure, Internet connection, and funding as possible hindrances to adopting MOOCs for financial education. Finally, we propose a framework for adopting MOOCs for borrowers’ financial education in microfinance.

11/29/2019 5:20:14 AM +00:00

Analysis of learners’ behaviors and learning outcomes in a massive open online course

This paper introduces a massive open online course (MOOC) on educational technology, and studies the factors that may influence learners’ participation and performance in the MOOC. Students’ learning records captured in the course management system and students’ feedback collected from a questionnaire survey are explored. Regression analysis is adopted to examine the correlation among perceived learning experience, learning activities and learning outcomes; data mining is applied to optimize the correlation models.

11/29/2019 5:19:34 AM +00:00

An open learning system for special needs education

The field of special needs education in case of speech and language deficiencies has seen great success, utilizing a number of paper-based systems, to help young children experiencing difficulty in language acquisition and the understanding of languages. These systems employ card and paper-based illustrations, which are combined to create scenarios for children in order to expose them to new vocabulary in context. While this success has encouraged the use of such systems for a long time, problems have been identified that need addressing. This paper presents research toward the application of an Open Learning system for special needs education that aims to provide an evolution in language learning in the context of understanding spoken instruction. Users of this Open Learning system benefit from open content with novel presentation of keywords and associated context. The learning algorithm is derived from the field of applied computing in human biology using the concept of spaced repetition and providing a novel augmentation of the memorization process for special needs education in a global Open Education setting.

11/29/2019 5:19:20 AM +00:00

An investigation into the attraction and completion rates of MOOCs

Many studies are dedicated to MOOCs, however there was no clear answer to what makes a particular MOOC popular. This study was an attempt to answer this question. Data about MOOC distribution was collected for this research, including category data, university types and MOOC platforms, data regarding MOOC popularity in different time periods, and regarding MOOC completion rates. It was determined that university type and MOOC category did not influence the number of enrolled students. However, Coursera and edX attracted many more students than the other MOOC platforms. Besides these facts, the number of students who really completed the course was much higher for the MOOCs created by top universities. Thus, courses by top universities did not have higher enrolment, however they became more well-known because of the number of students who really took them. The assessment format had a high influence on the completion rates as well. A traditional MOOC format and auto grading caused higher completion rates than other formats. Thus, popular MOOCs could be created in any category by each university, however Coursera and edX’s courses attracted more students, and an auto grading course format involved them in studying the course.

11/29/2019 5:19:05 AM +00:00

An exploration into pedagogic frailty: Transitioning from face-to-face to online

Pedagogic frailty and concept mapping can simultaneously encourage personal and organisational change by supporting critical reflection and resilience. These ideas are nascent within higher education institutions and currently, at the University of Surrey, are only developed through face-to-face sessions. This revealed the need for a scalable intervention which engages academics with the discourse on introspective and professional development practices. In response, we have created the design for a blended programme of online foundation for concept mapping leading to face-to-face workshops to explore the pedagogic frailty model. This paper will discuss some significant challenges arising from transitioning self-reflective practices from face-to-face to online spaces. In the process, we will consider ways in which learning design can take the learner context into account.

11/29/2019 5:18:41 AM +00:00

An analysis of user-generated comments on the development of social mobile learning

In this study, the authors used a mixed-method approach to analyze user-generated comments on social mobile learning from three leading news sites that report the latest development in higher education. Koole’s mobile learning model was used to code comments made by the public on the three news sites. Results showed that social mobile learning has gained an increasing public engagement in the past four years. Responders’ discussion in the comments primarily focused on four themes of social mobile learning: technology adoption, effective design, faculty training, and student training. In the end, the authors discussed the implications for developers and educators and concluded with recommendations for future research in social mobile learning using user-generated comments.

11/29/2019 5:18:00 AM +00:00