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educational resources</title> <meta name="description" content="Search results for: digital educational resources"> <meta name="keywords" content="digital educational resources"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="digital educational resources"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 10249</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: digital educational resources</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10249</span> Instructional Design Strategy Based on Stories with Interactive Resources for Learning English in Preschool</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vicario%20Marina">Vicario Marina</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruiz%20Elena"> Ruiz Elena</a>, <a href="https://publications.waset.org/abstracts/search?q=Peredo%20Ruben"> Peredo Ruben</a>, <a href="https://publications.waset.org/abstracts/search?q=Bustos%20Eduardo"> Bustos Eduardo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> the development group of Educational Computing of the National Polytechnic (IPN) in Mexico has been developing interactive resources at preschool level in an effort to improve learning in the Child Development Centers (CENDI). This work describes both a didactic architecture and a strategy for teaching English with digital stories using interactive resources available through a Web repository designed to be used in mobile platforms. It will be accessible initially to 500 children and worldwide by the end of 2015. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20design" title="instructional design">instructional design</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20resources" title=" interactive resources"> interactive resources</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20educational%20resources" title=" digital educational resources"> digital educational resources</a>, <a href="https://publications.waset.org/abstracts/search?q=story%20based%20English%20teaching" title=" story based English teaching"> story based English teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20education" title=" preschool education"> preschool education</a> </p> <a href="https://publications.waset.org/abstracts/29911/instructional-design-strategy-based-on-stories-with-interactive-resources-for-learning-english-in-preschool" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29911.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">472</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10248</span> SolarSPELL Case Study: Pedagogical Quality Indicators to Evaluate Digital Library Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lorena%20Alem%C3%A1n%20de%20la%20Garza">Lorena Alemán de la Garza</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcela%20Georgina%20G%C3%B3mez-Zerme%C3%B1o"> Marcela Georgina Gómez-Zermeño</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the SolarSPELL case study that aims to generate information on the use of indicators that help evaluate the pedagogical quality of a digital library resources. SolarSPELL is a solar-powered digital library with WiFi connectivity. It offers a variety of open educational resources selected for their potential for the digital transformation of educational practices and the achievement of the 2030 Agenda for Sustainable Development, adopted by all United Nations Member States. The case study employed a quantitative methodology and the research instrument was applied to 55 teachers, directors and librarians. The results indicate that it is possible to strengthen the pedagogical quality of open educational resources, through actions focused on improving temporal and technological parameters. They also reveal that users believe that SolarSPELL improves the teaching-learning processes and motivates the teacher to improve his or her development. This study provides valuable information on a tool that supports teaching-learning processes and facilitates connectivity with renewable energies that improves the teacher training in active methodologies for ecosystem learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20innovation" title="educational innovation">educational innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20library" title=" digital library"> digital library</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20quality" title=" pedagogical quality"> pedagogical quality</a>, <a href="https://publications.waset.org/abstracts/search?q=solar%20energy" title=" solar energy"> solar energy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a> </p> <a href="https://publications.waset.org/abstracts/129109/solarspell-case-study-pedagogical-quality-indicators-to-evaluate-digital-library-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129109.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10247</span> Open educational Resources' Metadata: Towards the First Star to Quality of Open Educational Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Audrey%20Romero-Pelaez">Audrey Romero-Pelaez</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20Carlos%20Morocho-Yunga"> Juan Carlos Morocho-Yunga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increasing amount of open educational resources (OER) published on the web for consumption in teaching and learning environments also generates a growing need to ensure the quality of these resources. The low level of OER discovery is one of the most significant drawbacks when faced with its reuse, and as a consequence, high-quality educational resources can go unnoticed. Metadata enables the discovery of resources on the web. The purpose of this study is to lay the foundations for open educational resources to achieve their first quality star within the Quality4OER Framework. In this study, we evaluate the quality of OER metadata and establish the main guidelines on metadata quality in this context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=open%20educational%20resources" title="open educational resources">open educational resources</a>, <a href="https://publications.waset.org/abstracts/search?q=OER%20quality" title=" OER quality"> OER quality</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20metadata" title=" quality metadata"> quality metadata</a> </p> <a href="https://publications.waset.org/abstracts/129865/open-educational-resources-metadata-towards-the-first-star-to-quality-of-open-educational-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129865.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">240</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10246</span> Digital Literacy Landscape of Islamic Boarding Schools in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zainuddin%20Abuhamid%20Muhammad%20Ghozali">Zainuddin Abuhamid Muhammad Ghozali</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Whitworth"> Andrew Whitworth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Islamic boarding school or pesantren is a distinctive education institution in Indonesia focusing on religious teachings. Its stance in restricting access to the internet raises a question about its students’ development of digital literacy. Inspired by Luckin’s ecology of resource model, this study aims to map out the digital literacy situation of the institution based on the availability of learning resources, such as digital facilities, digital accessibility, and digital competence. This study was carried out through a survey method involving 50 teachers from pesantrens across the nation. The result shows that pesantrens have provided students with digital facilities at a moderate level, yet the accessibility to using them is still limited. They also incorporated digital competencies into their curriculum, with an emphasis on digital ethics. The study also identifies different patterns of pesantrens’ behavior based on types and educational levels, where certain school types and educational levels tend to give a stricter policy compared to others or vice versa. The restriction of digital resources in pesantren indicated that they had done a filtration process to design their learning environment. The filtration was mainly motivated by sociocultural factors, where they drew concern for the negative impact of the internet. Notably, this restriction also contributes to students’ poor development of digital literacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20literacy" title="digital literacy">digital literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=ecology%20of%20resources" title=" ecology of resources"> ecology of resources</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesia" title=" Indonesia"> Indonesia</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20boarding%20school" title=" Islamic boarding school"> Islamic boarding school</a> </p> <a href="https://publications.waset.org/abstracts/171976/digital-literacy-landscape-of-islamic-boarding-schools-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171976.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10245</span> Evaluating Key Attributes of Effective Digital Games in Tertiary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roopali%20Kulkarni">Roopali Kulkarni</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuliya%20Khrypko"> Yuliya Khrypko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A major problem in educational digital game design is that game developers are often focused on maintaining the fun and playability of an educational game, whereas educators are more concerned with the learning aspect of the game rather than its entertaining characteristics. There is a clear need to understand what key aspects of digital learning games make them an effective learning medium in tertiary education. Through a systematic literature review and content analysis, this paper identifies, evaluates, and summarizes twenty-three key attributes of digital games used in tertiary education and presents a summary digital game-based learning (DGBL) model for designing and evaluating an educational digital game of any genre that promotes effective learning in tertiary education. The proposed solution overcomes limitations of previously designed models for digital game evaluation, such as a small number of game attributes considered or applicability to a specific genre of digital games. The proposed DGBL model can be used to assist game designers and educators with creating effective and engaging educational digital games for the tertiary education curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=DGBL%20model" title="DGBL model">DGBL model</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20games" title=" digital games"> digital games</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20games" title=" educational games"> educational games</a>, <a href="https://publications.waset.org/abstracts/search?q=game-based%20learning" title=" game-based learning"> game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=tertiary%20education" title=" tertiary education"> tertiary education</a> </p> <a href="https://publications.waset.org/abstracts/147502/evaluating-key-attributes-of-effective-digital-games-in-tertiary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147502.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10244</span> Assessing Distance Education Practices: Teachers Experience and Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Amraouy">Mohammed Amraouy</a>, <a href="https://publications.waset.org/abstracts/search?q=Mostafa%20Bellafkih"> Mostafa Bellafkih</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdellah%20Bennane"> Abdellah Bennane</a>, <a href="https://publications.waset.org/abstracts/search?q=Aziza%20Benomar"> Aziza Benomar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Distance education has become popular due to their ability to provide learning from almost anywhere and anytime. COVID-19 forced educational institutions to urgently introduce distance education to ensure pedagogical continuity, so all stakeholders were invited to adapt to this new paradigm. In order to identify strengths and weaknesses, the research focuses on the need to create an effective mechanism for evaluating distance education. The aims of this research were to explore and evaluate the use of digital media in general and official platforms in particular in distance education practices. To this end, we have developed and validated a questionnaire before administering it to a sample of 431 teachers in Morocco. Teachers reported lower knowledge and skills in the didactic use of ICT in the distance education process. In addition, although age and educative experience of the teachers continue to modulate the level of instrumental skills. Therefore, resources (digital resources and infrastructure) and the teachers’ ICT training present serious limitations, which require a training more focused on the distance educational paradigm and educational environments that allow teachers to create educational activities able to promote and facilitate the distance learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20perceptions" title=" teachers’ perceptions"> teachers’ perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a> </p> <a href="https://publications.waset.org/abstracts/147342/assessing-distance-education-practices-teachers-experience-and-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147342.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10243</span> Digital Library in India: Importance and Problem Issues in Present Days: A Conceptual Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehtab%20Alam%20Ansari">Mehtab Alam Ansari</a>, <a href="https://publications.waset.org/abstracts/search?q=Shamim%20Aktar%20Munshi"> Shamim Aktar Munshi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to find out the importance of digital libraries in Indian educational system, and also different types of problems faced by the digital library in modern age. This study uses both qualitative and quantitative approaches along with review of related literature. The conceptual and textual information related to the present study were collected from primary and secondary sources of information such as books and National and International journals etc. Websites were also used for collecting information. The study finds out that due to high demand of information resources so many digital libraries are established in India, e.g. IGNCA digital library, Digital Library of India, Archives of Indian Labour, Digital Library of Library and Information Science etc, and also it found that it is very helpful to the modern civilization. The digital library movement in India is rapidly increasing and the traditional libraries are now on their way to digitization in a phased manner. But digital library in India has failed to spread its root in each and every part. So many problems are facing to develop the digital libraries in present days. This study briefly explained the services, impact, and problems of digital libraries in Indian. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20Libraries" title="digital Libraries">digital Libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title=" information technology"> information technology</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/16770/digital-library-in-india-importance-and-problem-issues-in-present-days-a-conceptual-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16770.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">581</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10242</span> The Roles of Aesthetics and Information Quality on Intention to Continued Used of Digital Library within the Context of UTAUT2</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shahruhaida%20Adayu%20Mohd%20Paili">Shahruhaida Adayu Mohd Paili</a>, <a href="https://publications.waset.org/abstracts/search?q=Abd%20Latif%20Abdul%20Rahman"> Abd Latif Abdul Rahman</a>, <a href="https://publications.waset.org/abstracts/search?q=Asmadi%20Mohammed%20Ghazali"> Asmadi Mohammed Ghazali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital library was developed by many organizations, especially universities. The digital library can be considered as a new information system. Digital library brings many benefits to the users. There are many researches that have investigated the importance of the digital library, the acceptance, and continuance use of digital library. The investigation towards the digital library is important and it is crucial to understand the reason why users accept and continued use of digital library. Users can search the information and available resources through the digital library website. It is important to know the user’s perception towards the aesthetics of the digital library. Besides that, because of digital library provided information to the users, the researcher also needed to investigate the quality of information in digital library. This study used Extending the Unified Theory of Acceptance and Use of Technology (UTAUT2) in order to know the user’s intention to continued use of digital library. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20library" title="digital library">digital library</a>, <a href="https://publications.waset.org/abstracts/search?q=aesthetics" title=" aesthetics"> aesthetics</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20quality" title=" information quality"> information quality</a>, <a href="https://publications.waset.org/abstracts/search?q=intention%20to%20continued%20use%20of%20digital%20library" title=" intention to continued use of digital library"> intention to continued use of digital library</a>, <a href="https://publications.waset.org/abstracts/search?q=UTAUT2" title=" UTAUT2"> UTAUT2</a> </p> <a href="https://publications.waset.org/abstracts/45725/the-roles-of-aesthetics-and-information-quality-on-intention-to-continued-used-of-digital-library-within-the-context-of-utaut2" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45725.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10241</span> In the Spirit of Open Educational Resources: Library Resources and Fashion Merchandising</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lizhu%20Y.%20Davis">Lizhu Y. Davis</a>, <a href="https://publications.waset.org/abstracts/search?q=Gretchen%20Higginbottom"> Gretchen Higginbottom</a>, <a href="https://publications.waset.org/abstracts/search?q=Vang%20Vang"> Vang Vang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This presentation explores the adoption of library resources to engage students in a Visual Merchandising course during the 2016 spring semester. This study was a cross-disciplinary collaboration between the Fashion Merchandising Program and the Madden Library at California State University, Fresno. The goal of the project was to explore and assess the students’ use of library resources as a part of the Affordable Learning Solutions Initiative, a California State University (CSU) Office of the Chancellor Program that enables faculty to choose and provide high-quality, free or low-cost educational materials for their students. Students were interviewed afterwards and the results were generally favorable and provided insight into how students perceive and use library resources to support their research needs. This study reveals an important step in examining how open educational resources impact student learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=library%20resources" title=" library resources"> library resources</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20educational%20resources" title=" open educational resources"> open educational resources</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20merchandising" title=" visual merchandising"> visual merchandising</a> </p> <a href="https://publications.waset.org/abstracts/54415/in-the-spirit-of-open-educational-resources-library-resources-and-fashion-merchandising" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54415.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">313</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10240</span> The Pedagogical Integration of Digital Technologies in Initial Teacher Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V%C3%A2nia%20Gra%C3%A7a">Vânia Graça</a>, <a href="https://publications.waset.org/abstracts/search?q=Paula%20Quadros-Flores"> Paula Quadros-Flores</a>, <a href="https://publications.waset.org/abstracts/search?q=Altina%20Ramos"> Altina Ramos </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of Digital Technologies in teaching and learning processes is currently a reality, namely in initial teacher training. This study aims at knowing the digital reality of students in initial teacher training in order to improve training in the educational use of ICT and to promote digital technology integration strategies in an educational context. It is part of the IFITIC Project "Innovate with ICT in Initial Teacher Training to Promote Methodological Renewal in Pre-school Education and in the 1st and 2nd Basic Education Cycle" which involves the School of Education, Polytechnic of Porto and Institute of Education, University of Minho. The Project aims at rethinking educational practice with ICT in the initial training of future teachers in order to promote methodological innovation in Pre-school Education and in the 1st and 2nd Cycles of Basic Education. A qualitative methodology was used, in which a questionnaire survey was applied to teachers in initial training. For data analysis, the techniques of content analysis with the support of <em>NVivo</em> <em>software</em> were used. The results point to the following aspects: a) future teachers recognize that they have more technical knowledge about ICT than pedagogical knowledge. This result makes sense if we consider the objective of Basic Education, so that the gaps can be filled in the Master's Course by students who wish to follow the teaching; b) the respondents are aware that the integration of digital resources contributes positively to students' learning and to the life of children and young people, which also promotes preparation in life; c) to be a teacher in the digital age there is a need for the development of digital literacy, lifelong learning and the adoption of new ways of teaching how to learn. Thus, this study aims to contribute to a reflection on the teaching profession in the digital age. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20technologies" title="digital technologies">digital technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=initial%20teacher%20training" title=" initial teacher training"> initial teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20use%20of%20ICT" title=" pedagogical use of ICT"> pedagogical use of ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a> </p> <a href="https://publications.waset.org/abstracts/130818/the-pedagogical-integration-of-digital-technologies-in-initial-teacher-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130818.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10239</span> Going Viral: Constructively Aligning the Use of Digital Video to Effectively Support Faculty Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Olugbenga%20King">Samuel Olugbenga King</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This review article, which is a synthesis of the relevant research literature, focuses on the capabilities of digital video to support, facilitate and enhance faculty development. Based on the literature review, faculty development (i.e., academic or educational development) requires the continued adoption of cohesive, theoretical frameworks to guide research and practice; incorporation of relevant tools from analogous fields, such as teacher professional development; systematic program evaluations; and detailed descriptions of practice to further practice and creative development. A cohesive, five-heuristic framework is subsequently outlined to inform the design and evaluation of the use of digital video, so as to address the barriers to advancing faculty development, as identified through the literature review. Alternative impact evaluation approaches are also described, while the limitations of using digital video for faculty development are highlighted. This paper is therefore conceived as one way to meaningfully leverage the educational affordances of digital video to address some lingering gaps in faculty development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20video" title="digital video">digital video</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%2Feducational%20development" title=" faculty/educational development"> faculty/educational development</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=scholarship%20of%20teaching%20and%20learning%20%28SoTL%29" title=" scholarship of teaching and learning (SoTL)"> scholarship of teaching and learning (SoTL)</a> </p> <a href="https://publications.waset.org/abstracts/51184/going-viral-constructively-aligning-the-use-of-digital-video-to-effectively-support-faculty-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51184.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10238</span> An Approach to Integrate Ontologies of Open Educational Resources in Knowledge Base Management Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Firas%20A.%20Al%20Laban">Firas A. Al Laban</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Chabi"> Mohamed Chabi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sammani%20Danwawu%20Abdullahi"> Sammani Danwawu Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are a real needs to integrate types of Open Educational Resources (OER) with an intelligent system to extract information and knowledge in the semantic searching level. Those needs raised because most of current learning standard adopted web based learning and the e-learning systems does not always serve all educational goals. Semantic Web systems provide educators, students, and researchers with intelligent queries based on a semantic knowledge management learning system. An ontology-based learning system is an advanced system, where ontology plays the core of the semantic web in a smart learning environment. The objective of this paper is to discuss the potentials of ontologies and mapping different kinds of ontologies; heterogeneous or homogenous to manage and control different types of Open Educational Resources. The important contribution of this research is to approach a methodology uses logical rules and conceptual relations to map between ontologies of different educational resources. We expect from this methodology to establish for an intelligent educational system supporting student tutoring, self and lifelong learning system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20systems" title="knowledge management systems">knowledge management systems</a>, <a href="https://publications.waset.org/abstracts/search?q=ontologies" title=" ontologies"> ontologies</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20educational%20resources" title=" open educational resources "> open educational resources </a> </p> <a href="https://publications.waset.org/abstracts/27021/an-approach-to-integrate-ontologies-of-open-educational-resources-in-knowledge-base-management-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27021.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">498</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10237</span> Digital Preservation: Requirement of 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gaurav%20Kumar">Gaurav Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Shilpa"> Shilpa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital libraries have been established all over the world to create, maintain and to preserve the digital materials. This paper focuses on operational digital preservation systems specifically in educational organizations in India. It considers the broad range of digital objects including e-journals, technical reports, e-records, project documents, scientific data, etc. This paper describes the main objectives, process and technological issues involved in preservation of digital materials. Digital preservation refers to the various methods of keeping digital materials alive for the future. It includes everything from electronic publications on CD-ROM to Online database and collections of experimental data in digital format maintains the ability to display, retrieve and use digital collections in the face of rapidly changing technological and organizational infrastructures elements. This paper exhibits the importance and objectives of digital preservation. The necessities of preservation are hardware and software technology to interpret the digital documents and discuss various aspects of digital preservation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preservation" title="preservation">preservation</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20preservation" title=" digital preservation"> digital preservation</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20dark%20age" title=" digital dark age"> digital dark age</a>, <a href="https://publications.waset.org/abstracts/search?q=conservation" title=" conservation"> conservation</a>, <a href="https://publications.waset.org/abstracts/search?q=archive" title=" archive"> archive</a>, <a href="https://publications.waset.org/abstracts/search?q=repository" title=" repository"> repository</a>, <a href="https://publications.waset.org/abstracts/search?q=document" title=" document"> document</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title=" information technology"> information technology</a>, <a href="https://publications.waset.org/abstracts/search?q=hardware" title=" hardware"> hardware</a>, <a href="https://publications.waset.org/abstracts/search?q=software" title=" software"> software</a>, <a href="https://publications.waset.org/abstracts/search?q=organization" title=" organization"> organization</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20readable%20format" title=" machine readable format"> machine readable format</a> </p> <a href="https://publications.waset.org/abstracts/31308/digital-preservation-requirement-of-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31308.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">457</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10236</span> Reimagine and Redesign: Augmented Reality Digital Technologies and 21st Century Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jasmin%20Cowin">Jasmin Cowin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Augmented reality digital technologies, big data, and the need for a teacher workforce able to meet the demands of a knowledge-based society are poised to lead to major changes in the field of education. This paper explores applications and educational use cases of augmented reality digital technologies for educational organizations during the Fourth Industrial Revolution. The Fourth Industrial Revolution requires vision, flexibility, and innovative educational conduits by governments and educational institutions to remain competitive in a global economy. Educational organizations will need to focus on teaching in and for a digital age to continue offering academic knowledge relevant to 21st-century markets and changing labor force needs. Implementation of contemporary disciplines will need to be embodied through learners’ active knowledge-making experiences while embracing ubiquitous accessibility. The power of distributed ledger technology promises major streamlining for educational record-keeping, degree conferrals, and authenticity guarantees. Augmented reality digital technologies hold the potential to restructure educational philosophies and their underpinning pedagogies thereby transforming modes of delivery. Structural changes in education and governmental planning are already increasing through intelligent systems and big data. Reimagining and redesigning education on a broad scale is required to plan and implement governmental and institutional changes to harness innovative technologies while moving away from the big schooling machine. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fourth%20industrial%20revolution" title="fourth industrial revolution">fourth industrial revolution</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data" title=" big data"> big data</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality%20digital%20technologies" title=" augmented reality digital technologies"> augmented reality digital technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=distributed%20ledger%20technology" title=" distributed ledger technology"> distributed ledger technology</a> </p> <a href="https://publications.waset.org/abstracts/137323/reimagine-and-redesign-augmented-reality-digital-technologies-and-21st-century-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137323.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">277</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10235</span> Teachers' Attitude and Knowledge as Predictors of Effective Use of Digital Devices for the Education of Students with Special Needs in Oyo, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faseluka%20Olamide%20Tope">Faseluka Olamide Tope</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Giving quality education to students with special needs requires that all necessary resources should be harnessed and digital devices has become important part of resources used as instructional materials in educating students with special needs. Teachers who will make use of these technologies are considered as a part of the most important elements in any educational programme and the effective usage of these technologies largely depends on them. Out of numerous determinants of the effective use of these digital devices, this study examines teachers’ attitude and knowledge as predictors of effective use of digital technology for education of special needs student in Oyo state, Nigeria. The descriptive survey research design of the expo-facto type was adopted for the study, using simple random sampling technique. The study was carried out among sixty (60) participants. Two research questions and two research hypotheses were formulated and used. The data collected through the research instruments for the study were analysedusing frequency, percentage, mean and standard deviation, Pearson, Product, Moment Correlation (PPMC) and Multiple Regression Analysis. The study revealed a significant relationship between teachers attitude (50, < 0.05) and effective use of digital technologies for special needs students. Furthermore, there was a significant contribution F (F=4.289; R=0.876 and R2 =0.758) in the joint contribution of the independent variable (teacher’s attitude and teacher’s knowledge) and dependent variable (effective use of digital technologies) while teachers knowledge have the highest contribution(b=7.926, t=4.376), the study therefore revealed that teachers attitude and knowledge are potent factors that predicts the effective usage of digital technologies for the education of special needs student. The study recommended that due to the ever-changing nature of technology which comes with new features, teachers should be equipped with appropriate knowledge in order to effectively make use of them and teachers should also develop right attitude toward the use of digital technologies <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20knowledge" title="teachers’ knowledge">teachers’ knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20attitude" title=" teachers’ attitude"> teachers’ attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20devices" title=" digital devices"> digital devices</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs%20students" title=" special needs students"> special needs students</a> </p> <a href="https://publications.waset.org/abstracts/188221/teachers-attitude-and-knowledge-as-predictors-of-effective-use-of-digital-devices-for-the-education-of-students-with-special-needs-in-oyo-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188221.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">47</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10234</span> E-Resource Management: Digital Environment for a Library System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vikram%20Munjal">Vikram Munjal</a>, <a href="https://publications.waset.org/abstracts/search?q=Harpreet%20Munjal"> Harpreet Munjal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A few years ago we could hardly think of Libraries' strategic plan that includes the bold and amazing prediction of a mostly digital environment for a library system. However, sheer hard work by the engineers, academicians, and librarians made it feasible. However, it requires huge expenditure and now a day‘s spending for electronic resources (e-resources) have been growing much more rapidly than have the materials budgets of which such resources are usually a part. And many libraries are spending a huge amount on e-resources. Libraries today are in the midst of a profound shift toward reliance on e-resources, and this reliance seems to have deepened in recent years as libraries have shed paper journal subscriptions to help pay for online access. This has been exercised only to cater user behavior and attitudes that seem to be changing even more quickly in this dynamic scenario. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=radio%20frequency%20identification" title="radio frequency identification">radio frequency identification</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=scanning" title=" scanning"> scanning</a>, <a href="https://publications.waset.org/abstracts/search?q=barcodes" title=" barcodes"> barcodes</a>, <a href="https://publications.waset.org/abstracts/search?q=checkout%20and%20tags" title=" checkout and tags "> checkout and tags </a> </p> <a href="https://publications.waset.org/abstracts/26514/e-resource-management-digital-environment-for-a-library-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26514.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">404</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10233</span> Cognitive Footprints: Analytical and Predictive Paradigm for Digital Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marina%20Vicario">Marina Vicario</a>, <a href="https://publications.waset.org/abstracts/search?q=Amadeo%20Arg%C3%BCelles"> Amadeo Argüelles</a>, <a href="https://publications.waset.org/abstracts/search?q=Pilar%20G%C3%B3mez"> Pilar Gómez</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Hern%C3%A1ndez"> Carlos Hernández</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, the Computer Research Network of the National Polytechnic Institute of Mexico proposes a paradigmatic model for the inference of cognitive patterns in digital learning systems. This model leads to metadata architecture useful for analysis and prediction in online learning systems; especially on MOOc's architectures. The model is in the design phase and expects to be tested through an institutional of courses project which is going to develop for the MOOc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20footprints" title="cognitive footprints">cognitive footprints</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20analytics" title=" learning analytics"> learning analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=predictive%20learning" title=" predictive learning"> predictive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20learning" title=" digital learning"> digital learning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20computing" title=" educational computing"> educational computing</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20informatics" title=" educational informatics"> educational informatics</a> </p> <a href="https://publications.waset.org/abstracts/29913/cognitive-footprints-analytical-and-predictive-paradigm-for-digital-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29913.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">477</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10232</span> Challenges of the Implementation of Real Time Online Learning in a South African Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thifhuriwi%20Emmanuel%20Madzunye">Thifhuriwi Emmanuel Madzunye</a>, <a href="https://publications.waset.org/abstracts/search?q=Patricia%20Harpur"> Patricia Harpur</a>, <a href="https://publications.waset.org/abstracts/search?q=Ephias%20Ruhode"> Ephias Ruhode</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A review of the pertinent literature identified a gap concerning the hindrances and opportunities accompanying the implementation of real-time online learning systems (RTOLs) in rural areas. Whilst RTOLs present a possible solution to teaching and learning issues in rural areas, little is known about the implementation of digital strategies among schools in isolated communities. This study explores associated guidelines that have the potential to inform decision-making where Internet-based education could improve educational opportunities. A systematic literature review has the potential to consolidate and focus on disparate literature served to collect interlinked data from specific sources in a structured manner. During qualitative data analysis (QDA) of selected publications via the application of a QDA tool - ATLAS.ti, the following overarching themes emerged: digital divide, educational strategy, human factors, and support. Furthermore, findings from data collection and literature review suggest that signiant factors include a lack of digital knowledge, infrastructure shortcomings such as a lack of computers, poor internet connectivity, and handicapped real-time online may limit students’ progress. The study recommends that timeous consideration should be given to the influence of the digital divide. Additionally, the evolution of educational strategy that adopts digital approaches, a focus on training of role-players and stakeholders concerning human factors, and the seeking of governmental funding and support are essential to the implementation and success of RTOLs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20divide" title=" digital divide"> digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20skills" title=" digital skills"> digital skills</a>, <a href="https://publications.waset.org/abstracts/search?q=distance" title=" distance"> distance</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20strategy" title=" educational strategy"> educational strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=government" title=" government"> government</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=infrastructures" title=" infrastructures"> infrastructures</a>, <a href="https://publications.waset.org/abstracts/search?q=learners" title=" learners"> learners</a>, <a href="https://publications.waset.org/abstracts/search?q=limpopo" title=" limpopo"> limpopo</a>, <a href="https://publications.waset.org/abstracts/search?q=lukalo" title=" lukalo"> lukalo</a>, <a href="https://publications.waset.org/abstracts/search?q=network" title=" network"> network</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20systems" title=" online learning systems"> online learning systems</a>, <a href="https://publications.waset.org/abstracts/search?q=political-unrest" title=" political-unrest"> political-unrest</a>, <a href="https://publications.waset.org/abstracts/search?q=real-time" title=" real-time"> real-time</a>, <a href="https://publications.waset.org/abstracts/search?q=real-time%20online%20learning" title=" real-time online learning"> real-time online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=real-time%20online%20learning%20system" title=" real-time online learning system"> real-time online learning system</a>, <a href="https://publications.waset.org/abstracts/search?q=pass-rate" title=" pass-rate"> pass-rate</a>, <a href="https://publications.waset.org/abstracts/search?q=resources" title=" resources"> resources</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20area" title=" rural area"> rural area</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=support" title=" support"> support</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20and%20training" title=" teaching and learning and training"> teaching and learning and training</a> </p> <a href="https://publications.waset.org/abstracts/134577/challenges-of-the-implementation-of-real-time-online-learning-in-a-south-african-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134577.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10231</span> Smart Campus Digital Twin: Basic Framework - Current State, Trends and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Enido%20Fabiano%20de%20Ramos">Enido Fabiano de Ramos</a>, <a href="https://publications.waset.org/abstracts/search?q=Ieda%20Kanashiro%20Makiya"> Ieda Kanashiro Makiya</a>, <a href="https://publications.waset.org/abstracts/search?q=Francisco%20I.%20Giocondo%20Cesar"> Francisco I. Giocondo Cesar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study presents an analysis of the Digital Twin concept applied to the academic environment, focusing on the development of a Digital Twin Smart Campus Framework. Using bibliometric analysis methodologies and literature review, the research investigates the evolution and applications of the Digital Twin in educational contexts, comparing these findings with the advances of Industry 4.0. It was identified gaps in the existing literature and highlighted the need to adapt Digital Twin principles to meet the specific demands of a smart campus. By integrating Industry 4.0 concepts such as automation, Internet of Things, and real-time data analytics, we propose an innovative framework for the successful implementation of the Digital Twin in academic settings. The results of this study provide valuable insights for university campus managers, allowing for a better understanding of the potential applications of the Digital Twin for operations, security, and user experience optimization. In addition, our framework offers practical guidance for transitioning from a digital campus to a digital twin smart campus, promoting innovation and efficiency in the educational environment. This work contributes to the growing literature on Digital Twins and Industry 4.0, while offering a specific and tailored approach to transforming university campuses into smart and connected spaces, high demanded by Society 5.0 trends. It is hoped that this framework will serve as a basis for future research and practical implementations in the field of higher education and educational technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=smart%20campus" title="smart campus">smart campus</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20twin" title=" digital twin"> digital twin</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%204.0" title=" industry 4.0"> industry 4.0</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20trends" title=" education trends"> education trends</a>, <a href="https://publications.waset.org/abstracts/search?q=society%205.0" title=" society 5.0"> society 5.0</a> </p> <a href="https://publications.waset.org/abstracts/184120/smart-campus-digital-twin-basic-framework-current-state-trends-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184120.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">57</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10230</span> Emerging Barriers And Enablers Of Digital Inclusion For Students With Disabilities In Ethiopian Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Merih%20Welay%20Welesilassie">Merih Welay Welesilassie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research investigated the factors influencing digital inclusion for young students with disabilities in Ethiopian schools. In this context, socio-economic, infrastructural, and cultural challenges amplify educational disparities. In the era of digital technology's pivotal role in education, it is crucial to ensure equitable access for students with disabilities. Nevertheless, obstacles like inadequate infrastructure, insufficient teacher training, and economic constraints impede the incorporation of digital tools in educational environments, especially for marginalised groups. This study employed an explanatory sequential mixed-methods approach involving data collection through a survey administered to 300 students. Subsequently, in-depth interviews were conducted with 30 participants to provide comprehensive insights into their experiences. The quantitative analysis uncovered that students with disabilities have limited support for digital readiness, find digital technologies less accessible, and perceive digital tools as less easy to use. The study revealed that economic barriers, such as the high cost of devices and limited internet access, prevent students from fully utilising digital resources. Furthermore, infrastructural challenges, such as unreliable electricity and poor internet connectivity, exacerbate the issue. The qualitative data provided a more profound understanding by emphasising social and attitudinal obstacles, including a lack of empathy from both peers and educators, exclusion from participatory digital tasks, and enduring negative stereotypes regarding disabilities. The research highlights the importance of implementing interventions to enhance digital accessibility for students with disabilities. Essential suggestions encompass refining teacher training programs to effectively facilitate inclusive education, improving digital infrastructure, and offering financial assistance to procure digital tools. Furthermore, implementing policy reforms and public awareness campaigns is crucial to cultivate a cultural shift and nurture a more inclusive societal atmosphere. This study yields valuable perspectives on the digital inclusion scenario in Ethiopia, laying the groundwork for prospective research endeavours to narrow the digital gap for students with disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20inclussion" title="digital inclussion">digital inclussion</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20with%20disabilities" title=" students with disabilities"> students with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=ethiopian%20education" title=" ethiopian education"> ethiopian education</a>, <a href="https://publications.waset.org/abstracts/search?q=barries%20and%20access" title=" barries and access"> barries and access</a> </p> <a href="https://publications.waset.org/abstracts/192266/emerging-barriers-and-enablers-of-digital-inclusion-for-students-with-disabilities-in-ethiopian-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192266.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">20</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10229</span> Assessment of Digital Literacy Skills of Librarians in Tertiary Institutions Inniger State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mustapha%20%20Abdulkadir%20Gana">Mustapha Abdulkadir Gana</a>, <a href="https://publications.waset.org/abstracts/search?q=Jibrin%20%20Attahiru%20Alhassan"> Jibrin Attahiru Alhassan</a>, <a href="https://publications.waset.org/abstracts/search?q=Adamu%20%20Musa%20Baba"> Adamu Musa Baba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The exponential growth of information sources, resources and the continued Communication Technology (ICT) sophistication of libraries all over the world call for capable and ICT compliant librarians in Nigeria, this article assesses the digital literacy skills of librarians in tertiary institutions in Niger state. The survey research method was applied in the study using a random sampling technique to draw the sample. Fifty-eight copies of the questionnaire were administered while forty-nine copies were completed, returned, and used in the study, which represents 84% of the response rate. Two research questions were answered, and data were analyzed using Statistical Package for the Social Sciences (SPSS). The finding uncovered that the librarians lack the requisite digital literacy skills to access the wealth of digital information resources available. The study recommends some steps to turn around the situations amongst; librarians must be empowered with all necessary digital literacy skills, embark on rigorous training and retraining programs, workshops, conferences, and seminars, there should also be a coherent training policy for the librarians on a sustainable basis to increase their requisite digital literacy skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital" title="digital">digital</a>, <a href="https://publications.waset.org/abstracts/search?q=information" title=" information"> information</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a> </p> <a href="https://publications.waset.org/abstracts/119201/assessment-of-digital-literacy-skills-of-librarians-in-tertiary-institutions-inniger-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119201.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10228</span> Revisiting Historical Illustrations in the Age of Digital Anatomy Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julia%20Wimmers-Klick">Julia Wimmers-Klick</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the contemporary study of anatomy, medical students utilize a diverse array of resources, including lab handouts, lectures, and, increasingly, digital media such as interactive anatomy apps and digital images. Notably, a significant shift has occurred, with fewer students possessing traditional anatomy atlases or books, reflecting a broader trend towards digital approaches like Virtual Reality, Augmented Reality, and web-based programs. This paper seeks to explore the evolution of anatomy education by contrasting current digital tools with historical resources, such as classical anatomical illustrations and atlases, to assess their relevance and potential benefits in modern medical education. Through a comprehensive literature review, the development of anatomical illustrations is traced from the textual descriptions of Galen to the detailed and artistic representations of Da Vinci, Vesalius, and later anatomists. The examination includes how the printing press facilitated the dissemination of anatomical knowledge, transforming covert dissections into public spectacles and formalized teaching practices. Historical illustrations, often influenced by societal, religious, and aesthetic contexts, not only served educational purposes but also reflected the prevailing medical knowledge and ethical standards of their times. Critical questions are raised about the place of historical illustrations in today's anatomy curriculum. Specifically, their potential to teach critical thinking, highlight the history of medicine, and offer unique insights into past societal conditions are explored. These resources are viewed in their context, including the lack of diversity and the presence of ethical concerns, such as the use of illustrations from unethical sources like Pernkopf’s atlas. In conclusion, while digital tools offer innovative ways to visualize and interact with anatomical structures, historical illustrations provide irreplaceable value in understanding the evolution of medical knowledge and practice. The study advocates for a balanced approach that integrates traditional and modern resources to enrich medical education, promote critical thinking, and provide a comprehensive understanding of anatomy. Future research should investigate the optimal combination of these resources to meet the evolving needs of medical learners and the implications of the digital shift in anatomy education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20anatomy" title="human anatomy">human anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20illustrations" title=" historical illustrations"> historical illustrations</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20context" title=" historical context"> historical context</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title=" medical education"> medical education</a> </p> <a href="https://publications.waset.org/abstracts/188875/revisiting-historical-illustrations-in-the-age-of-digital-anatomy-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188875.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">21</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10227</span> Open Educational Resources (OER): Deciding upon Openness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eunice%20H.%20Li">Eunice H. Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This e-poster explores some of the issues that are linked to Open Educational Resources (OER). It describes how OER is explained by experts in the field and relates its value in attaining and using knowledge. ‘Open', 'open pedagogy', self-direction, freedom, and autonomy are the main issues identified for the discussion. All of these issues make essential contributions to OER in one way or another. Nevertheless, there are seemingly areas of contentions with regard to applying these concepts in teaching and learning practices. For this e-Poster, it is the teaching-learning aspects of OER that it is primarily concerned with. The basis for the discussion comes from a 2013 critique of OER presented by Jeremy Knox of the University of Edinburgh, tutor of the MSc in Digital Education Programme. This discussion is also supported by the analysis of other research work and papers in this area. The general view on OER is that it is a useful tool for the advancement of learner-centred models of education, but in whatever context, pedagogy cannot be diminished and overlooked. It should take into consideration how to deal with the issues identified above in order to allow learners to gain full benefit from OER. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=open" title="open">open</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning%20technologies" title=" e-learning technologies"> e-learning technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomy" title=" autonomy"> autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a> </p> <a href="https://publications.waset.org/abstracts/25134/open-educational-resources-oer-deciding-upon-openness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25134.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">399</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10226</span> Digital Preservation: A Need of Tomorrow</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gaurav%20Kumar">Gaurav Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital libraries have been established all over the world to create, maintain and to preserve the digital materials. This paper exhibits the importance and objectives of digital preservation. The necessities of preservation are hardware and software technology to interpret the digital documents and discuss various aspects of digital preservation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preservation" title="preservation">preservation</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20preservation" title=" digital preservation"> digital preservation</a>, <a href="https://publications.waset.org/abstracts/search?q=conservation" title=" conservation"> conservation</a>, <a href="https://publications.waset.org/abstracts/search?q=archive" title=" archive"> archive</a>, <a href="https://publications.waset.org/abstracts/search?q=repository" title=" repository"> repository</a>, <a href="https://publications.waset.org/abstracts/search?q=document" title=" document"> document</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title=" information technology"> information technology</a>, <a href="https://publications.waset.org/abstracts/search?q=hardware" title=" hardware"> hardware</a>, <a href="https://publications.waset.org/abstracts/search?q=software" title=" software"> software</a>, <a href="https://publications.waset.org/abstracts/search?q=organization" title=" organization"> organization</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20readable%20format" title=" machine readable format"> machine readable format</a> </p> <a href="https://publications.waset.org/abstracts/23433/digital-preservation-a-need-of-tomorrow" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23433.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">588</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10225</span> Evaluating the Effectiveness of Digital Game-Based Learning on Educational Outcomes of Students with Special Needs in an Inclusive Classroom </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shafaq%20Rubab">Shafaq Rubab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The inclusion of special needs students in a classroom is prevailing gradually in developing countries. Digital game-based learning is one the most effective instructional methodology for special needs students. Digital game-based learning facilitates special needs students who actually face challenges and obstacles in their learning processes. This study aimed to evaluate the effectiveness of digital game-based learning on the educational progress of special needs students in developing countries. The quasi-experimental research was conducted by using purposively selected sample size of eight special needs students. Results of both experimental and control group showed that performance of the experimental group students was better than the control group students and there was a significant difference between both groups’ results. This research strongly recommended that digital game-based learning can help special needs students in an inclusive classroom. It also revealed that special needs students can learn efficiently by using pedagogically sound learning games and game-based learning helps a lot for the self-paced fast-track learning system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20game-based%20learning" title=" digital game-based learning"> digital game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=fast-track%20learning" title=" fast-track learning"> fast-track learning</a> </p> <a href="https://publications.waset.org/abstracts/85229/evaluating-the-effectiveness-of-digital-game-based-learning-on-educational-outcomes-of-students-with-special-needs-in-an-inclusive-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85229.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">294</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10224</span> A Semantic E-Learning and E-Assessment System of Learners </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wiem%20Ben%20Khalifa">Wiem Ben Khalifa</a>, <a href="https://publications.waset.org/abstracts/search?q=Dalila%20Souilem"> Dalila Souilem</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Neji"> Mahmoud Neji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The evolutions of Social Web and Semantic Web lead us to ask ourselves about the way of supporting the personalization of learning by means of intelligent filtering of educational resources published in the digital networks. We recommend personalized courses of learning articulated around a first educational course defined upstream. Resuming the context and the stakes in the personalization, we also suggest anchoring the personalization of learning in a community of interest within a group of learners enrolled in the same training. This reflection is supported by the display of an active and semantic system of learning dedicated to the constitution of personalized to measure courses and in the due time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Semantic%20Web" title="Semantic Web">Semantic Web</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20system" title=" semantic system"> semantic system</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a> </p> <a href="https://publications.waset.org/abstracts/72932/a-semantic-e-learning-and-e-assessment-system-of-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72932.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10223</span> Digital Repository as a Service: Enhancing Access and Preservation of Cultural Heritage Artefacts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lefteris%20Tsipis">Lefteris Tsipis</a>, <a href="https://publications.waset.org/abstracts/search?q=Demosthenes%20Vouyioukas"> Demosthenes Vouyioukas</a>, <a href="https://publications.waset.org/abstracts/search?q=George%20Loumos"> George Loumos</a>, <a href="https://publications.waset.org/abstracts/search?q=Antonis%20Kargas"> Antonis Kargas</a>, <a href="https://publications.waset.org/abstracts/search?q=Dimitris%20Varoutas"> Dimitris Varoutas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The employment of technology and digitization is crucial for cultural organizations to establish and sustain digital repositories for their cultural heritage artefacts. This utilization is also essential in facilitating the presentation of cultural works and exhibits to a broader audience. Consequently, in this work, we propose a digital repository that functions as Software as a Service (SaaS), primarily promoting the safe storage, display, and sharing of cultural materials, enhancing accessibility, and fostering a deeper understanding and appreciation of cultural heritage. Moreover, the proposed digital repository service is designed as a multitenant architecture, which enables organizations to expand their reach, enhance accessibility, foster collaboration, and ensure the preservation of their content. Specifically, this project aims to assist each cultural institution in organizing its digital cultural assets into collections and feeding other digital platforms, including educational, museum, pedagogical, and games, through appropriate interfaces. Moreover, the creation of this digital repository offers a cutting-edge and effective open-access laboratory solution. It allows organizations to have a significant influence on their audiences by fostering cultural understanding and appreciation. Additionally, it facilitates the connection between different digital repositories and national/European aggregators, promoting collaboration and information sharing. By embracing this solution, cultural institutions can benefit from shared resources and features, such as system updates, backup and recovery services, and data analytics tools, that are provided by the platform. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20technologies" title="cultural technologies">cultural technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=gaming%20technologies" title=" gaming technologies"> gaming technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=web%20sharing" title=" web sharing"> web sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20repository" title=" digital repository"> digital repository</a> </p> <a href="https://publications.waset.org/abstracts/166912/digital-repository-as-a-service-enhancing-access-and-preservation-of-cultural-heritage-artefacts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166912.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10222</span> Design Off-Campus Interactive Cloud-Based Learning Model </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Osamah%20Al%20Qadoori">Osamah Al Qadoori</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using cloud computing in educational sectors grow rapidly in UAE. Initially, within Cloud-Learning Environment Students whenever and wherever can remotely join the online-classroom, on the other hand, Cloud-Based Learning is greatly decreasing the infrastructure and the maintenance cost. Nowadays in many schools (K-12), institutes, colleges as well as universities in UAE Cloud-Based Teaching and Learning environments gain a higher demand and concern. Many students don’t use the available online-educational resources effectively. The challenging question is to which extend these educational resources which are installed in the cloud environment are valuable and constructive? In this paper the researcher is seeking to design an expert agent prototype where the huge information being accommodated inside the cloud environment will go through expert filtration before going to be utilized by other clients (students). To achieve this goal, the focus of the present research would be on two different directions the educational human expertise and the automated-educational expert systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title="cloud computing">cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud-learning%20environment" title=" cloud-learning environment"> cloud-learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=online-classroom" title=" online-classroom"> online-classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20educational%20human%20expertise" title=" the educational human expertise"> the educational human expertise</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20automated-educational%20expert%20systems" title=" the automated-educational expert systems"> the automated-educational expert systems</a> </p> <a href="https://publications.waset.org/abstracts/22439/design-off-campus-interactive-cloud-based-learning-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22439.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">540</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10221</span> Digital Metroliteracies: Space, Diversity and Identity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sender%20Dovchin">Sender Dovchin</a>, <a href="https://publications.waset.org/abstracts/search?q=Alastair%20Pennycook"> Alastair Pennycook</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper looks at the relationship between online space, urban space and digital literacies. The everyday digital literacy practices of Facebook users (with a particular focus on young urban Mongolians) can be understood as ‘metrolingual’ because of the varied ways in which linguistic and cultural resources, spatial repertoires, and online activities are bound together to make meaning. Whereas the initial development of the term metrolingualism was dependent on a notion of physical urban space, we here argue that the digital practices of these Facebook users perform a range of social and cultural identities (sexual, ethnic, and class-based identities) that are both parts of but also adjacent to the metrolingual fabric. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metrolingualism" title="metrolingualism">metrolingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20literacy" title=" digital literacy"> digital literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=Mongolia" title=" Mongolia"> Mongolia</a>, <a href="https://publications.waset.org/abstracts/search?q=Facebook" title=" Facebook"> Facebook</a> </p> <a href="https://publications.waset.org/abstracts/74849/digital-metroliteracies-space-diversity-and-identity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74849.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">227</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10220</span> Digital Learning and Entrepreneurship Education: Changing Paradigms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shivangi%20Agrawal">Shivangi Agrawal</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsiu-I%20Ting"> Hsiu-I Ting</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entrepreneurship is an essential source of economic growth and a prominent factor influencing socio-economic development. Entrepreneurship education educates and enhances entrepreneurial activity. This study aims to understand current trends in entrepreneurship education and evaluate the effectiveness of diverse entrepreneurship education programs. An increasing number of universities offer entrepreneurship education courses to create and successfully continue entrepreneurial ventures. Despite the prevalence of entrepreneurship education, research studies lack inconsistency about the effectiveness of entrepreneurship education to promote and develop entrepreneurship. Strategies to develop entrepreneurial attitudes and intentions among individuals are hindered by a lack of understanding of entrepreneurs' educational purposes, components, methodology, and resources required. Lack of adequate entrepreneurship education has been linked with low self-efficacy and lack of entrepreneurial intent. Moreover, in the age of digitisation and during the COVID-19 pandemic, digital learning platforms (e.g., online entrepreneurship education courses and programs) and other digital tools (e.g., digital game-based entrepreneurship education) have become more relevant to entrepreneurship education. This paper contributes to the continuation of academic literature in entrepreneurship education by evaluating and assessing current trends in entrepreneurship education programs, leading to better understanding to reduce gaps between entrepreneurial development requirements and higher education institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title="entrepreneurship education">entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20technologies" title=" digital technologies"> digital technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20entrepreneurship" title=" academic entrepreneurship"> academic entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a> </p> <a href="https://publications.waset.org/abstracts/141012/digital-learning-and-entrepreneurship-education-changing-paradigms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141012.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">259</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=digital%20educational%20resources&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=digital%20educational%20resources&page=3">3</a></li> <li class="page-item"><a class="page-link" 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