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community</title> <meta name="description" content="Search results for: learning community"> <meta name="keywords" content="learning community"> <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> <button class="d-block d-lg-none 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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="learning community"> <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> 11149</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: learning community</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10939</span> Innovations in International Trauma Education: An Evaluation of Learning Outcomes and Community Impact of a Guyanese trauma Training Graduate Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeffrey%20Ansloos">Jeffrey Ansloos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> International trauma education in low and emerging economies requires innovative methods for capacity building in existing social service infrastructures. This study details the findings of a program evaluation used to assess the learning outcomes and community impact of an international trauma-focused graduate degree program in Guyana. Through a collaborative partnership between Lesley University, the Government of Guyana, and UNICEF, a 2-year low-residency masters degree graduate program in trauma-focused assessment, intervention, and treatment was piloted with a cohort of Guyanese mental health professionals. Through an analytical review of the program development, as well as qualitative data analysis of participant interviews and focus-groups, this study will address the efficacy of the programming in terms of preparedness of professionals to understand, evaluate and implement trauma-informed practices across various child, youth, and family mental health service settings. Strengths and limitations of this international trauma-education delivery model will be discussed with particular emphasis on the role of capacity-building interventions, community-based participatory curriculum development, innovative technological delivery platforms, and interdisciplinary education. Implications for further research and subsequent program development will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20promotion" title="mental health promotion">mental health promotion</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20health%20promotion" title=" global health promotion"> global health promotion</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma%20education" title=" trauma education"> trauma education</a>, <a href="https://publications.waset.org/abstracts/search?q=innovations%20in%20education" title=" innovations in education"> innovations in education</a>, <a href="https://publications.waset.org/abstracts/search?q=child" title=" child"> child</a>, <a href="https://publications.waset.org/abstracts/search?q=youth" title=" youth"> youth</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20education" title=" mental health education"> mental health education</a> </p> <a href="https://publications.waset.org/abstracts/31652/innovations-in-international-trauma-education-an-evaluation-of-learning-outcomes-and-community-impact-of-a-guyanese-trauma-training-graduate-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31652.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">367</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">10938</span> Role of Community Participation in Sustainability of Projects: A Multiple Case Study of Developmental Projects in Khyber Pakhtunkhwa, Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sajid%20Ali%20Khan">Sajid Ali Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Karim%20Ullah"> Karim Ullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Usman%20Ghani"> Usman Ghani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Community participation is the collaboration of project beneficiaries; voluntarily or because of some incentives or persuasion agree to put effort and work with development projects. Sustainability of projects is the ability to maintain its services, operations, and other benefits during its anticipated time. This study investigated the dynamics of community participation and its contribution to the sustainability of projects. In multiple case-study designs with semi-structured questionnaires and interviews, this study analyzes community participation with the help of individual case analysis followed by cross-case analysis in the RAHA & CDLD developmental project. Finally, the study outcomes are linked with the specified literature in order to comprehend the phenomena. The findings of the study suggest an Analytical framework developed by the current study covering different barriers and enablers to community participation and its implications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20participation" title="community participation">community participation</a>, <a href="https://publications.waset.org/abstracts/search?q=enablers" title=" enablers"> enablers</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers" title=" barriers"> barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20sustainability" title=" project sustainability"> project sustainability</a> </p> <a href="https://publications.waset.org/abstracts/155370/role-of-community-participation-in-sustainability-of-projects-a-multiple-case-study-of-developmental-projects-in-khyber-pakhtunkhwa-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155370.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">248</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">10937</span> Global Service-Learning: Lessons Learned from Teacher Candidates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miranda%20Lin">Miranda Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This project examined the impact of a globally focused service-learning project implemented in a multicultural education course in a Midwestern university. This project facilitated critical self-reflection and build cross-cultural competence while nurturing a partnership with two schools that serve students with disabilities in Vietnam. Through a service-learning project, pre-service teachers connected via Skype with the principals/teachers at schools in Vietnam to identify and subsequently develop needed instructional materials for students with mild, moderate, and severe disabilities. Qualitative data sources include students’ intercultural competence self-reflection survey (pre-test and post-test), reflections, discussions, service project, and lesson plans. Literature Review- Global service-learning is a teaching strategy that encompasses service experiences both in the local community and abroad. Drawing on elements of global learning and international service-learning, global service-learning experiences are guided by a framework that is designed to support global learning outcomes and involve direct engagement with difference. By engaging in real-world challenges, global service-learning experiences can support the achievement of learning outcomes such as civic. Knowledge and intercultural knowledge and competence. Intercultural competence development is considered essential for cooperative and reciprocal engagement with community partners.Method- Participants (n=27*) were mostly elementary and early childhood pre-service teachers who were enrolled in a multicultural education course. All but one was female. Among the pre-service teachers, one Asian American, two Latinas, and the rest were White. Two pre-service teachers identified themselves as from the low socioeconomic families and the rest were from the middle to upper middle class.The global service-learning project was implemented in the spring of 2018. Two Vietnamese schools that served students with disabilities agreed to be the global service-learning sites. Both schools were located in an urban city.Systematic collection of data coincided with the course schedule as follows: an initial intercultural competence self-reflection survey completed in week one, guided reflections submitted in week 1, 9, and 16, written lesson plans and supporting materials for the service project submitted in week 16, and a final intercultural competence self-reflection survey completed in week 16. Significance-This global service-learning project has helped participants meet Merryfield’s goals in various degrees. They 1) learned knowledge and skills in the basics of instructional planning, 2) used a variety of instructional methods that encourage active learning, meet the different learning styles of students, and are congruent with content and educational goals, 3) gained the awareness and support of their students as individuals and as learners, 4) developed questioning techniques that build higher-level thinking skills, and 5) made progress in critically reflecting on and improving their own teaching and learning as a professional educator as a result of this project. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=global%20service-learning" title="global service-learning">global service-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity "> diversity </a> </p> <a href="https://publications.waset.org/abstracts/103878/global-service-learning-lessons-learned-from-teacher-candidates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103878.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">117</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">10936</span> Lifelong Education for Teachers: A Tool for Achieving Effective Teaching and Learning in Secondary Schools in Benue State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adzongo%20Philomena%20Ibuh">Adzongo Philomena Ibuh</a>, <a href="https://publications.waset.org/abstracts/search?q=Aloga%20O.%20Austin"> Aloga O. Austin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to examine lifelong education for teachers as a tool for achieving effective teaching and learning. Lifelong education enhances social inclusion, personal development, citizenship, employability, teaching and learning, community and the nation, and the challenges of lifelong education were also discussed. Descriptive survey design was adopted for the study. A simple random sampling technique was used to select 80 teachers as sample from a population of 105 senior secondary school teachers in Makurdi local government area of Benue state. A 20-item self designed questionnaire subjected to expert validation and reliability was used to collect data. The reliability Alpha coefficient of 0.87 was established using Crombach Alpha technique, mean scores and standard deviation were used to answer the 2 research questions while chi-square was used to analyze data for the 2 hypotheses. The findings of the study revealed that, lifelong education for teachers can be used to achieve as a tool for achieving effective teaching and learning, and the study recommended among others that government, organizations and individuals should in collaboration put lifelong education programmes for teachers on the priority list. The paper concluded that the strategic position of lifelong education for teachers towards enhanced teaching and learning makes it imperative for all hands to be on deck to support the programme financially and otherwise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective%20teaching%20and%20learning" title="effective teaching and learning">effective teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20education" title=" lifelong education"> lifelong education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=tool" title=" tool"> tool</a> </p> <a href="https://publications.waset.org/abstracts/31678/lifelong-education-for-teachers-a-tool-for-achieving-effective-teaching-and-learning-in-secondary-schools-in-benue-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31678.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">474</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">10935</span> Ethnography of Lamentation: Azadari as It Exists in the Tri-State Shi'i Community and Its Future in the American Milieu</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Safi%20Haider">Safi Haider</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work seeks to understand the fundamental mourning ceremonies termed azadari in the tristate Shi’i community. Azadari, a name derived from the Arabic aza (mourning) and the Persian dari (commemoration) as it exists in the Tri-State Shi'i community has a unique relation to the hearts and minds of its adherents. It shows the development of the community from the various perspective offered by the participants of this work. This work seeks to analyze Azadari in the light of the Tri-State Shi'i community, which is a deeply diverse community, consisting of immigrants from various other countries, including Pakistan, India, Iran, and the Arab communities. At its heart, this work is an ethnography, it seeks to know the experience of those who are a part of the Muharram commemorations and it seek to see what the underlying psychological and the social foundations of Azadari are. Five people from each of the four communities were interviewed, and the aim was to have at least two men, two women, two youth, two elders, and one person from either of these categories. What was found was that the Shi’i community is scarcely a monolith in its mourning practices, and there is a great difference not only when comparing one cultural community to another, but also within the communities as well. This work seeks to analyze azadari from the various perspective of the Shi’i community in the tri-state area. This work seeks to analyze interviews from twenty people in total: two men, two women, two youth, and two adults from each of the communities of the Shi’i of the tristate area, for a total of twenty people. Two Priests were also interviewed for the sake of the paper as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashura" title="Ashura">Ashura</a>, <a href="https://publications.waset.org/abstracts/search?q=Imam%20Husayn" title=" Imam Husayn"> Imam Husayn</a>, <a href="https://publications.waset.org/abstracts/search?q=Islam" title=" Islam"> Islam</a>, <a href="https://publications.waset.org/abstracts/search?q=Muharram" title=" Muharram"> Muharram</a>, <a href="https://publications.waset.org/abstracts/search?q=Shi%27i" title=" Shi'i"> Shi'i</a> </p> <a href="https://publications.waset.org/abstracts/95176/ethnography-of-lamentation-azadari-as-it-exists-in-the-tri-state-shii-community-and-its-future-in-the-american-milieu" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95176.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">135</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">10934</span> Attitude Towards E-Learning: A Case of University Teachers and Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhamamd%20Shahid%20Farooq">Muhamamd Shahid Farooq</a>, <a href="https://publications.waset.org/abstracts/search?q=Maazan%20Zafar"> Maazan Zafar</a>, <a href="https://publications.waset.org/abstracts/search?q=Rizawana%20Akhtar"> Rizawana Akhtar </a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-learning technologies are the blessings of advancements in science and technology. These facilitate the learners to get information at any place and any time by improving their self-confidence, self-efficacy and effectiveness in teaching learning process. E-learning provides an individualized learning experience for learners and remove barriers faced by students during new and creative ways of gaining information. It provides a wide range of facilities to enable the teachers and students for effective and purposeful learning. This study was conducted to explore the attitudes of university students and teachers towards e-learning working in a metropolitan university of Pakistan. The personal, institutional and technological characteristics of the teachers and students of higher education institution effect the adoption of e-learning. For this descriptive study 449 students and 35 university teachers were surveyed by using a Likert scale type questionnaire consisting of 52 statements relating to six factors "perceived usefulness, intention to adopt e-learning, ease of e-learning use, availability resources, e-learning stressors, and pressure to use e-learning". Data were analyzed by making comparisons on the basis of different demographic factors. The findings of the study show that both type of respondents have positive attitude towards e-learning. However, the male and female respondents differ in their opinion for e-learning implementation. <p class="card-text"><strong>Keywords:</strong> <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=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=e-sources%20of%20learning" title=" e-sources of learning"> e-sources of learning</a>, <a href="https://publications.waset.org/abstracts/search?q=questionnaire" title=" questionnaire"> questionnaire</a> </p> <a href="https://publications.waset.org/abstracts/14348/attitude-towards-e-learning-a-case-of-university-teachers-and-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14348.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">527</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">10933</span> Development of Macrobenthic Communities in the North Port, West Coastal Water of Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyedeh%20Belin%20Tavakoly%20Sany">Seyedeh Belin Tavakoly Sany</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosli%20Hashim"> Rosli Hashim</a>, <a href="https://publications.waset.org/abstracts/search?q=Majid%20Rezayi"> Majid Rezayi</a>, <a href="https://publications.waset.org/abstracts/search?q=Aishah%20Salleh"> Aishah Salleh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The primary objectives of this study were to investigate the distribution and composition of the macrobenthic community and their response to environmental parameters in the North Port, west coastal waters of Malaysia. A total of 25 species were identified, including 13 bivalvia, 4 gastropoda, and 3 crustacea. The other taxa were less diversified. There were no temporal changes in the macrobenthic community composition, but significant effects (p < 0.05) on the benthic community composition were found on a spatial scale. The correlation analyses and similarity tests were in good agreement, confirming the significant response of macrobenthic community composition to variations of environmental parameters. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distribution" title="distribution">distribution</a>, <a href="https://publications.waset.org/abstracts/search?q=macrobenthic%20community" title=" macrobenthic community"> macrobenthic community</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=North%20Port" title=" North Port"> North Port</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysia" title=" Malaysia"> Malaysia</a> </p> <a href="https://publications.waset.org/abstracts/43624/development-of-macrobenthic-communities-in-the-north-port-west-coastal-water-of-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43624.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">316</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">10932</span> An Automatic Method for Building Learners’ Groups in Virtual Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20Bourkoukou">O. Bourkoukou</a>, <a href="https://publications.waset.org/abstracts/search?q=Essaid%20El%20Bachari"> Essaid El Bachari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The group composing is one of the key issue in collaborative learning to achieve a positive educational experience. The goal of this work is to propose for teachers and tutors a method to create effective collaborative learning groups in e-learning environment based on the learner profile. For this purpose, a new function was defined to rate implicitly learning objects used by the learner during his learning experience. This paper describes the proposed algorithm to build an adequate collaborative learning group. In order to verify the performance of the proposed algorithm, several experiments were conducted in real data set in virtual environment. Results show the effectiveness of the method for which it appears that the proposed approach may be promising to produce better outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=building%20groups" title="building groups">building groups</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</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=learning%20objects" title=" learning objects"> learning objects</a> </p> <a href="https://publications.waset.org/abstracts/78363/an-automatic-method-for-building-learners-groups-in-virtual-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78363.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">297</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">10931</span> Developing Digital Competencies in Aboriginal Students through University-College Partnerships </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=W.%20S.%20Barber">W. S. Barber</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20L.%20King"> S. L. King </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on a pilot project to develop a collaborative partnership between a community college in rural northern Ontario, Canada, and an urban university in the greater Toronto area in Oshawa, Canada. Partner institutions will collaborate to address learning needs of university applicants whose goals are to attain an undergraduate university BA in Educational Studies and Digital Technology degree, but who may not live in a geographical location that would facilitate this pathways process. The UOIT BA degree is attained through a 2+2 program, where students with a 2 year college diploma or equivalent can attain a four year undergraduate degree. The goals reported on the project are as: 1. Our aim is to expand the BA program to include an additional stream which includes serious educational games, simulations and virtual environments, 2. Develop fully (using both synchronous and asynchronous technologies) online learning modules for use by university applicants who otherwise are not geographically located close to a physical university site, 3. Assess the digital competencies of all students, including members of local, distance and Indigenous communities using a validated tool developed and tested by UOIT across numerous populations. This tool, the General Technical Competency Use and Scale (GTCU) will provide the collaborating institutions with data that will allow for analyzing how well students are prepared to succeed in fully online learning communities. Philosophically, the UOIT BA program is based on a fully online learning communities model (FOLC) that can be accessed from anywhere in the world through digital learning environments via audio video conferencing tools such as Adobe Connect. It also follows models of adult learning and mobile learning, and makes a university degree accessible to the increasing demographic of adult learners who may use mobile devices to learn anywhere anytime. The program is based on key principles of Problem Based Learning, allowing students to build their own understandings through the co-design of the learning environment in collaboration with the instructors and their peers. In this way, this degree allows students to personalize and individualize the learning based on their own culture, background and professional/personal experiences. Using modified flipped classroom strategies, students are able to interrogate video modules on their own time in preparation for one hour discussions occurring in video conferencing sessions. As a consequence of the program flexibility, students may continue to work full or part time. All of the partner institutions will co-develop four new modules, administer the GTCU and share data, while creating a new stream of the UOIT BA degree. This will increase accessibility for students to bridge from community colleges to university through a fully digital environment. We aim to work collaboratively with Indigenous elders, community members and distance education instructors to increase opportunities for more students to attain a university education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aboriginal" title="aboriginal">aboriginal</a>, <a href="https://publications.waset.org/abstracts/search?q=college" title=" college"> college</a>, <a href="https://publications.waset.org/abstracts/search?q=competencies" title=" competencies"> competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=digital" title=" digital"> digital</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a> </p> <a href="https://publications.waset.org/abstracts/64367/developing-digital-competencies-in-aboriginal-students-through-university-college-partnerships" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64367.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">215</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">10930</span> Cooperative Learning Mechanism in Intelligent Multi-Agent System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayman%20M.%20Mansour">Ayman M. Mansour</a>, <a href="https://publications.waset.org/abstracts/search?q=Bilal%20Hawashin"> Bilal Hawashin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20A.%20Mansour"> Mohammed A. Mansour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we propose a cooperative learning mechanism in a multi-agent intelligent system. The basic idea is that intelligent agents are capable of collaborating with one another by sharing their knowledge. The agents will start collaboration by providing their knowledge rules to the other agents. This will allow the most important and insightful detection rules produced by the most experienced agent to bubble up for the benefit of the entire agent community. The updated rules will lead to improving the agents’ decision performance. To evaluate our approach, we designed a five–agent system and implemented it using JADE and FuzzyJess software packages. The agents will work with each other to make a decision about a suspicious medical case. This system provides quick response rate and the decision is faster than the manual methods. This will save patients life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent" title="intelligent">intelligent</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-agent%20system" title=" multi-agent system"> multi-agent system</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperative" title=" cooperative"> cooperative</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy" title=" fuzzy"> fuzzy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/47913/cooperative-learning-mechanism-in-intelligent-multi-agent-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47913.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">685</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">10929</span> The Role of Personality Type as Predictor of Trust among Ridesharing Community: Study in Nebengers Community Jakarta</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Firdaus%20Amri">Firdaus Amri</a>, <a href="https://publications.waset.org/abstracts/search?q=Ima%20Sri%20Rahmani"> Ima Sri Rahmani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Traffic jam becomes the main problem among the people in a metropolitan city, especially in Indonesia. Nebengers, as one of ridesharing community in Indonesia, offer solutions against this problem. Nebengers is a social media community that connect people who want to give the ride and who want to ask for the ride. But in reality, Nebengers still have quite problems, especially regarding the safety issue. Practically, in this issue, they (people in Nebengers) only depend on trust between the one who gives the ride and who asks for the ride. Trust is defined as an expectation that partners, including potential partners, have goodwill and benign intent in their dealing with one and another. This paper will examine the role of personality type as predictor of trust among Nebengers community. Hexaco Personality consists of six dimensions (honesty-humility, emotionality, agreeableness, conscientiousness, extraversion, and openness to experience) is used in this research. By using snowball sampling, we took 250 respondents from Nebengers community as participants for this research. They complete questionnaires which are provided in online form. The role of each personality type as a basic analysis to understand trust among Nebengers community will be discussed in this research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nebengers" title="Nebengers">Nebengers</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20type" title=" personality type"> personality type</a>, <a href="https://publications.waset.org/abstracts/search?q=ridesharing" title=" ridesharing"> ridesharing</a>, <a href="https://publications.waset.org/abstracts/search?q=trust" title=" trust"> trust</a> </p> <a href="https://publications.waset.org/abstracts/42657/the-role-of-personality-type-as-predictor-of-trust-among-ridesharing-community-study-in-nebengers-community-jakarta" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42657.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">360</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">10928</span> Inclusivity in Public Spaces through Architecture: A Case of Transgender Community in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sakshi%20Dhruve">Sakshi Dhruve</a>, <a href="https://publications.waset.org/abstracts/search?q=Ar.%20Sarang%20Barbarwar"> Ar. Sarang Barbarwar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Public spaces are the locus of activity and interaction in any urban area. Such spaces provide identity to cities, towns or neighborhoods and define the people and culture over there. Inclusiveness is one of the core aspects of public or community spaces. With its humongous population and rapidly expanding urban areas, India needs more inclusivity in public spaces to attain true equitable development. The aim of the paper is to discuss the sensitivity of public spaces in India to the transgender community. The study shows how this community was legally included as ‘Third Gender’ in country’s legislation yet lacks social acceptance and security. It shows the challenges and issues faced by them at public spaces. The community was studied on ethnographic basis to understand their culture, lifestyle, requirements, etc. The findings have indicated towards a social stigma from people and insensitivity in designing of civic spaces. The larger objective of the study is also to provide recommendations on the design aspects and interventions in public places to increase their inclusiveness towards the transgender society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20spaces" title="community spaces">community spaces</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnographic" title=" ethnographic"> ethnographic</a>, <a href="https://publications.waset.org/abstracts/search?q=stigma" title=" stigma"> stigma</a>, <a href="https://publications.waset.org/abstracts/search?q=Third%20Gender%20community" title=" Third Gender community"> Third Gender community</a> </p> <a href="https://publications.waset.org/abstracts/126330/inclusivity-in-public-spaces-through-architecture-a-case-of-transgender-community-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126330.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">282</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">10927</span> Students’ Perception of Their M-Learning Readiness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sulaiman%20Almutairy">Sulaiman Almutairy</a>, <a href="https://publications.waset.org/abstracts/search?q=Trevor%20Davies"> Trevor Davies</a>, <a href="https://publications.waset.org/abstracts/search?q=Yota%20Dimitriadi"> Yota Dimitriadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents study investigating how to understand better the psychological readiness for mobile learning (m-learning) among Saudi students, while also evaluating m-learning in Saudi Arabia-a topic that has not yet received adequate attention from researchers. Data was acquired through a questionnaire administered to 131 Saudi students at UK universities, in July 2013. The study confirmed that students are confident using mobile devices in their daily lives and that they would welcome more opportunities for mobile learning. The findings indicated that Saudi higher education students are highly familiar with, and are psychologically ready for, m-learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=m-learning" title="m-learning">m-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20technologies" title=" mobile technologies"> mobile technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20readiness" title=" psychological readiness"> psychological readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/22842/students-perception-of-their-m-learning-readiness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22842.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">520</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">10926</span> Initiating Learning to Know among Fishers for Sustainable Fishery on Lake Victoria. A Case of Kigungu Fishing Ground Wakiso District</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Namubiru%20Zula">Namubiru Zula</a>, <a href="https://publications.waset.org/abstracts/search?q=Aganyira%20Kelle"> Aganyira Kelle</a>, <a href="https://publications.waset.org/abstracts/search?q=Van%20der%20Linden%20Josje"> Van der Linden Josje</a>, <a href="https://publications.waset.org/abstracts/search?q=Openjuru%20George%20Laadah"> Openjuru George Laadah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning to know is a key principle to lifelong learning, with self-direction as the cornerstone. This study sought to initiate self-direction for lifelong learning through social constructivism among fishers; with the major goal of creating a community of fishers who continuously learn from each other for sustainable fishing. Government of Uganda has instituted several mechanisms like co-management with Beach Management Unit (BMU) System against illegal fishing. However, illegal fishing persists, there is reduced fish stocks with several outcry on how fishers are handled. Some studies have indicated that it’s the poor orientation of BMU leaders and fishers which are top down. This initial engagement of fishers was conducted through a meeting and use of stake holder’s analysis tool to discuss the relevance of the study; harnessing fishers’ knowledge for sustainable fisheries on Lake Victoria, its objectives, the key stake holders to enable them fish sustainably. It revealed initial attempt to learn from each other and learning to know among fishers, with some elements of self-direction. However, fishers attempt to learning and self-direction are affected by prior brutal enforcement experiences. This meeting led to fishers gain some sense of hope towards enforcement brutality. The key stakeholders highlighted include MAAIF, FAO, UNBS, NaFIRRI, LVFO, BMU, UFPEA, Fishers m employers, Fisheries Protection Unit, GIZ, and any Non-Government organization but declined the Association of Fisheries and Lake Users in Uganda. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self%20direction" title="self direction">self direction</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title=" lifelong learning"> lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20constructivism" title=" social constructivism"> social constructivism</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20fishing" title=" sustainable fishing"> sustainable fishing</a> </p> <a href="https://publications.waset.org/abstracts/164141/initiating-learning-to-know-among-fishers-for-sustainable-fishery-on-lake-victoria-a-case-of-kigungu-fishing-ground-wakiso-district" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164141.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">86</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">10925</span> E-Learning in Life-Long Learning: Best Practices from the University of the Aegean</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chryssi%20Vitsilaki">Chryssi Vitsilaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Apostolos%20Kostas"> Apostolos Kostas</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilias%20Efthymiou"> Ilias Efthymiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents selected best practices on online learning and teaching derived from a novel and innovating Lifelong Learning program through e-Learning, which has during the last five years been set up at the University of the Aegean in Greece. The university, capitalizing on an award-winning, decade-long experience in e-learning and blended learning in undergraduate and postgraduate studies, recently expanded into continuous education and vocational training programs in various cutting-edge fields. So, in this article we present: (a) the academic structure/infrastructure which has been developed for the administrative, organizational and educational support of the e-Learning process, including training the trainers, (b) the mode of design and implementation based on a sound pedagogical framework of open and distance education, and (c) the key results of the assessment of the e-learning process by the participants, as they are used to feedback on continuous organizational and teaching improvement and quality control. <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=life-long%20programs" title=" life-long programs"> life-long programs</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%2Fasynchronous%20learning" title=" synchronous/asynchronous learning"> synchronous/asynchronous learning</a> </p> <a href="https://publications.waset.org/abstracts/63528/e-learning-in-life-long-learning-best-practices-from-the-university-of-the-aegean" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63528.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">10924</span> Exploration of Community Space Environment Renewal Strategies Based on the Concept of Disaster Chain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ma%20Chaoyang">Ma Chaoyang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the acceleration of urbanization, old communities are facing renewal problems such as an aging material environment, declining living quality, and insufficient resilience. The once glorious old communities have become the most vulnerable areas in the city. Through a re-understanding of the ‘disaster chain’ and resilient communities, it is believed that considering the construction of resilient communities during community renewal is of great significance for promoting the sustainable development of communities. This article proposes renewal strategies for old communities based on the concept of preventing the occurrence of disaster chains. After analyzing the main demand characteristics of old communities, it proposes a reflection on improving community spatial safety resilience based on the ‘broken chain’ concept. In the four stages of ‘pre-disaster, mid-disaster, and post-disaster’, it elaborates that considering the occurrence of disaster chain in community renewal is the main content of research on spatial safety resilience construction and clarifies that community resilience is the idea and principle of responding with the process of disaster chain. The study focuses on the four dimensions of ‘pre-disaster, mid-disaster, and post-disaster’. This can provide ideas and references for resilience construction in community updates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20updates" title="community updates">community updates</a>, <a href="https://publications.waset.org/abstracts/search?q=disaster%20chain%20concept" title=" disaster chain concept"> disaster chain concept</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20resilience" title=" community resilience"> community resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=space%20environment" title=" space environment"> space environment</a> </p> <a href="https://publications.waset.org/abstracts/184627/exploration-of-community-space-environment-renewal-strategies-based-on-the-concept-of-disaster-chain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184627.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">51</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">10923</span> Community Empowerment: The Contribution of Network Urbanism on Urban Poverty Reduction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucia%20Antonela%20Mitidieri">Lucia Antonela Mitidieri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research analyzes the application of a model of settlements management based on networks of territorial integration that advocates planning as a cyclical and participatory process that engages early on with civic society, the private sector and the state. Through qualitative methods such as participant observation, interviews with snowball technique and an active research on territories, concrete results of community empowerment are obtained from the promotion of productive enterprises and community spaces of encounter and exchange. Studying the cultural and organizational dimensions of empowerment allows building indicators such as increase of capacities or community cohesion that can lead to support local governments in achieving sustainable urban development for a reduction of urban poverty. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20spaces" title="community spaces">community spaces</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20urbanism" title=" network urbanism"> network urbanism</a>, <a href="https://publications.waset.org/abstracts/search?q=participatory%20process" title=" participatory process"> participatory process</a> </p> <a href="https://publications.waset.org/abstracts/80422/community-empowerment-the-contribution-of-network-urbanism-on-urban-poverty-reduction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80422.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">331</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">10922</span> ‘Daily Speaking’: Designing an App for Construction of Language Learning Model Supporting ‘Seamless Flipped’ Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhou%20Hong">Zhou Hong</a>, <a href="https://publications.waset.org/abstracts/search?q=Gu%20Xiao-Qing"> Gu Xiao-Qing</a>, <a href="https://publications.waset.org/abstracts/search?q=L%C4%B1u%20Hong-Jiao"> Lıu Hong-Jiao</a>, <a href="https://publications.waset.org/abstracts/search?q=Leng%20Jing"> Leng Jing</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Seamless learning is becoming a research hotspot in recent years, and the emerging of micro-lectures, flipped classroom has strengthened the development of seamless learning. Based on the characteristics of the seamless learning across time and space and the course structure of the flipped classroom, and the theories of language learning, we put forward the language learning model which can support ‘seamless flipped’ environment (abbreviated as ‘S-F’). Meanwhile, the characteristics of the ‘S-F’ learning environment, the corresponding framework construction and the activity design of diversified corpora were introduced. Moreover, a language learning app named ‘Daily Speaking’ was developed to facilitate the practice of the language learning model in ‘S-F’ environment. In virtue of the learning case of Shanghai language, the rationality and feasibility of this framework were examined, expecting to provide a reference for the design of ‘S-F’ learning in different situations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=seamless%20learning" title="seamless learning">seamless learning</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=seamless-flipped%20environment" title=" seamless-flipped environment"> seamless-flipped environment</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20model" title=" language learning model"> language learning model</a> </p> <a href="https://publications.waset.org/abstracts/100868/daily-speaking-designing-an-app-for-construction-of-language-learning-model-supporting-seamless-flipped-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100868.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">189</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">10921</span> Studying the Relationship Between Washback Effects of IELTS Test on Iranian Language Teachers, Teaching Strategies and Candidates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Afsaneh%20Jasmine%20Majidi">Afsaneh Jasmine Majidi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language testing is an important part of language teaching experience and language learning process as it presents assessment strategies for teachers to evaluate the efficiency of teaching and for learners to examine their outcomes. However, language testing is demanding and challenging because it should provide the opportunity for proper and objective decision. In addition to all the efforts test designers put to design valid and reliable tests, there are some other determining factors which are even more complex and complicated. These factors affect the educational system, individuals, and society, and the impact of the tests vary according to the scope of the test. Seemingly, the impact of a simple classroom assessment is not the same as that of high stake tests such as International English Language Testing System (IELTS). As the importance of the test increases, it affects wider domain. Accordingly, the impacts of high stake tests are reflected not only in teaching, learning strategies but also in society. Testing experts use the term ‘washback’ or ‘impact’ to define the different effects of a test on teaching, learning, and community. This paper first looks at the theoretical background of ‘washback’ and ‘impact’ in language testing by reviewing of relevant literature in the field and then investigates washback effects of IELTS test of on Iranian IELTS teachers and students. The study found significant relationship between the washback effect of IELTS test and teaching strategies of Iranian IELTS teachers as well as performance of Iranian IELTS candidates and their community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20stake%20tests" title="high stake tests">high stake tests</a>, <a href="https://publications.waset.org/abstracts/search?q=IELTS" title=" IELTS"> IELTS</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20Candidates" title=" Iranian Candidates"> Iranian Candidates</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20testing" title=" language testing"> language testing</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20impact" title=" test impact"> test impact</a>, <a href="https://publications.waset.org/abstracts/search?q=washback" title=" washback"> washback</a> </p> <a href="https://publications.waset.org/abstracts/58198/studying-the-relationship-between-washback-effects-of-ielts-test-on-iranian-language-teachers-teaching-strategies-and-candidates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58198.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">327</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">10920</span> Developing an Out-of-Distribution Generalization Model Selection Framework through Impurity and Randomness Measurements and a Bias Index</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Todd%20Zhou">Todd Zhou</a>, <a href="https://publications.waset.org/abstracts/search?q=Mikhail%20Yurochkin"> Mikhail Yurochkin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Out-of-distribution (OOD) detection is receiving increasing amounts of attention in the machine learning research community, boosted by recent technologies, such as autonomous driving and image processing. This newly-burgeoning field has called for the need for more effective and efficient methods for out-of-distribution generalization methods. Without accessing the label information, deploying machine learning models to out-of-distribution domains becomes extremely challenging since it is impossible to evaluate model performance on unseen domains. To tackle this out-of-distribution detection difficulty, we designed a model selection pipeline algorithm and developed a model selection framework with different impurity and randomness measurements to evaluate and choose the best-performing models for out-of-distribution data. By exploring different randomness scores based on predicted probabilities, we adopted the out-of-distribution entropy and developed a custom-designed score, ”CombinedScore,” as the evaluation criterion. This proposed score was created by adding labeled source information into the judging space of the uncertainty entropy score using harmonic mean. Furthermore, the prediction bias was explored through the equality of opportunity violation measurement. We also improved machine learning model performance through model calibration. The effectiveness of the framework with the proposed evaluation criteria was validated on the Folktables American Community Survey (ACS) datasets. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=model%20selection" title="model selection">model selection</a>, <a href="https://publications.waset.org/abstracts/search?q=domain%20generalization" title=" domain generalization"> domain generalization</a>, <a href="https://publications.waset.org/abstracts/search?q=model%20fairness" title=" model fairness"> model fairness</a>, <a href="https://publications.waset.org/abstracts/search?q=randomness%20measurements" title=" randomness measurements"> randomness measurements</a>, <a href="https://publications.waset.org/abstracts/search?q=bias%20index" title=" bias index"> bias index</a> </p> <a href="https://publications.waset.org/abstracts/156788/developing-an-out-of-distribution-generalization-model-selection-framework-through-impurity-and-randomness-measurements-and-a-bias-index" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156788.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">124</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">10919</span> Reading Literacy, Storytelling and Cognitive Learning: an Effective Connection in Sustainability Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosa%20Tiziana%20Bruno">Rosa Tiziana Bruno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The connection between education and sustainability has been posited to have benefit for realizing a social development compatible with environmental protection. However, an educational paradigm based on the passage of information or on the fear of a catastrophe might not favor the acquisition of eco-identity. To build a sustainable world, it is necessary to "become people" in harmony with other human beings, being aware of belonging to the same human community that is part of the natural world. This can only be achieved within an authentic educating community and the most effective tools for building educating communities are reading literacy and storytelling. This paper is the report of a research-action carried out in this direction, in agreement with the sociology department of the University of Salerno, which involved four hundred children and their teachers in a path based on the combination of reading literacy, storytelling, autobiographical writing and outdoor education. The goal of the research was to create an authentic educational community within the school, capable to encourage the acquisition of an eco-identity by the pupils, that is, personal and relational growth in the full realization of the Self, in harmony with the social and natural environment, with a view to an authentic education for sustainability. To ensure reasonable validity and reliability of findings, the inquiry started with participant observation and a process of triangulation has been used including: semi-structured interview, socio-semiotic analysis of the conversation and time budget. Basically, a multiple independent sources of data was used to answer the questions. Observing the phenomenon through multiple "windows" helped to comparing data through a variety of lenses. All teachers had the experience of implementing a socio-didactic strategy called "Fiabadiario" and they had the possibility to use it with approaches that fit their students. The data being collected come from the very students and teachers who are engaged with this strategy. The educational path tested during the research has produced sustainable relationships and conflict resolution within the school system and between school and families, creating an authentic and sustainable learning community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educating%20community" title="educating community">educating community</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainability" title=" education for sustainability"> education for sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=literature%20in%20education" title=" literature in education"> literature in education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20relations" title=" social relations"> social relations</a> </p> <a href="https://publications.waset.org/abstracts/129567/reading-literacy-storytelling-and-cognitive-learning-an-effective-connection-in-sustainability-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129567.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">10918</span> Social Learning and the Flipped Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Albin%20Wallace">Albin Wallace</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the use of social learning platforms in conjunction with the emergent pedagogy of the ‘flipped classroom’. In particular the attributes of the social learning platform “Edmodo” is considered alongside the changes in the way in which online learning environments are being implemented, especially within British education. Some observations are made regarding the use and usefulness of these platforms along with a consideration of the increasingly decentralized nature of education in the United Kingdom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=Edmodo" title=" Edmodo"> Edmodo</a>, <a href="https://publications.waset.org/abstracts/search?q=Internet" title=" Internet"> Internet</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20platforms" title=" learning platforms "> learning platforms </a> </p> <a href="https://publications.waset.org/abstracts/14705/social-learning-and-the-flipped-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14705.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">544</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">10917</span> Mobile Learning in Teacher Education: A Review in Context of Developing Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehwish%20Raza">Mehwish Raza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile learning (m-learning) offers unique affordances to learners, setting them free of limitations posed by time and geographic space; thus becoming an affordable device for convenient distant learning. There is a plethora of research available on mobile learning projects planned, implemented and evaluated across disciplines in the context of developed countries, however, the potential of m-learning at different educational levels remain unexplored with little evidence of research carried out in developing countries. Despite the favorable technical infrastructure offered by cellular networks and boom in mobile subscriptions in the developing world, there is limited focus on utilizing m-learning for education and development purposes. The objective of this review is to unify findings from m-learning projects that have been implemented in developing countries such as Pakistan, Bangladesh, Philippines, India, and Tanzania for teachers’ in-service training. The purpose is to draw upon key characteristics of mobile learning that would be useful for future researchers to inform conceptualizations of mobile learning for developing countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20model" title="design model">design model</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20countries" title=" developing countries"> developing countries</a>, <a href="https://publications.waset.org/abstracts/search?q=key%20characteristics" title=" key characteristics"> key characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a> </p> <a href="https://publications.waset.org/abstracts/69187/mobile-learning-in-teacher-education-a-review-in-context-of-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69187.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">447</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">10916</span> An Investigation on Engineering Students’ Perceptions towards E-Learning in the UK</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Razzaghifard%20P.">Razzaghifard P.</a>, <a href="https://publications.waset.org/abstracts/search?q=Arya%20F."> Arya F.</a>, <a href="https://publications.waset.org/abstracts/search?q=Chen%20S.%20Chien-I"> Chen S. Chien-I</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdi%20B."> Abdi B.</a>, <a href="https://publications.waset.org/abstracts/search?q=Razzaghifard%20V."> Razzaghifard V.</a>, <a href="https://publications.waset.org/abstracts/search?q=Arya%20A.%20H."> Arya A. H.</a>, <a href="https://publications.waset.org/abstracts/search?q=Nazary%20A."> Nazary A.</a>, <a href="https://publications.waset.org/abstracts/search?q=Hosseinpour%20H."> Hosseinpour H.</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghabelnezam%20K."> Ghabelnezam K.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-learning, also known as online learning, has indicated increased growth in recent years. One of the critical factors in the successful application of e-learning in higher education is students’ perceptions towards it. The main purpose of this paper is to investigate the perceptions of engineering students about e-learning in the UK. For the purpose of the present study, 145 second-year engineering students were randomly selected from the total population of 1280 participants. The participants were asked to complete a questionnaire containing 16 items. The data collected from the questionnaire were analyzed through the Statistical Package for Social Science (SPSS) software. The findings of the study revealed that the majority of participants have negative perceptions of e-learning. Most of the students had trouble interacting effectively during online classes. Furthermore, the majority of participants had negative experiences with the learning platform they used during e-learning. Suggestions were made on what could be done to improve the students’ perceptions of e-learning. <p class="card-text"><strong>Keywords:</strong> <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=higher" title=" higher"> higher</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a> </p> <a href="https://publications.waset.org/abstracts/148727/an-investigation-on-engineering-students-perceptions-towards-e-learning-in-the-uk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148727.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">10915</span> Item Response Calibration/Estimation: An Approach to Adaptive E-Learning System Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adeniran%20Adetunji">Adeniran Adetunji</a>, <a href="https://publications.waset.org/abstracts/search?q=Babalola%20M.%20Florence"> Babalola M. Florence</a>, <a href="https://publications.waset.org/abstracts/search?q=Akande%20Ademola"> Akande Ademola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we made an overview on the concept of adaptive e-Learning system, enumerates the elements of adaptive learning concepts e.g. A pedagogical framework, multiple learning strategies and pathways, continuous monitoring and feedback on student performance, statistical inference to reach final learning strategy that works for an individual learner by “mass-customization”. Briefly highlights the motivation of this new system proposed for effective learning teaching. E-Review literature on the concept of adaptive e-learning system and emphasises on the Item Response Calibration, which is an important approach to developing an adaptive e-Learning system. This paper write-up is concluded on the justification of item response calibration/estimation towards designing a successful and effective adaptive e-Learning system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptive%20e-learning%20system" title="adaptive e-learning system">adaptive e-learning system</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20framework" title=" pedagogical framework"> pedagogical framework</a>, <a href="https://publications.waset.org/abstracts/search?q=item%20response" title=" item response"> item response</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20applications" title=" computer applications"> computer applications</a> </p> <a href="https://publications.waset.org/abstracts/5647/item-response-calibrationestimation-an-approach-to-adaptive-e-learning-system-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5647.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">596</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">10914</span> Transgender Community in Pakistan through the Lens of Television Dramas </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashbeelah%20Shafaqat%20Ali">Ashbeelah Shafaqat Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pakistan is a country where the transgender community has not been accepted as a third gender yet, but in recent years Pakistani drama industry has taken an initiative to include Transgender characters in the past few years. This research based on qualitative method i.e. content analysis and in-depth interviews investigates the depiction of transgender community in Pakistani television dramas. This study examined two dramas i.e.' Khuda Mera Bhi Hai' and 'Alif Allah Aur Insaan' to analyze the representation of transgender community whereas, in-depth Interviews from 15 transgender people lived in Lahore to observe their opinion regarding their representation in Pakistani television dramas. Snow-ball sampling technique was used for conducting interviews from the transgender community. The results concluded that transgender community did not get equal coverage in Pakistani television dramas but inclusion as characters were observed. This study is helpful in providing a base for observing role of Pakistani television dramas in the development of transgender identity. The major finding revealed is that the inclusion of representation of transgender community in Pakistani television dramas has indicated a successful development towards positive representation. Although, it was suggested by the interviewers that before producing a television drama, appropriate research must be conducted to depict the real life story, problems and struggles of the transgender community. Furthermore, it was analyzed that only fair and equal representation of transgender community by Pakistani drama industry can be beneficial in promoting the third gender rights in the society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pakistani%20dramas" title="Pakistani dramas">Pakistani dramas</a>, <a href="https://publications.waset.org/abstracts/search?q=portrayal" title=" portrayal"> portrayal</a>, <a href="https://publications.waset.org/abstracts/search?q=stereotypes" title=" stereotypes"> stereotypes</a>, <a href="https://publications.waset.org/abstracts/search?q=transgender" title=" transgender"> transgender</a> </p> <a href="https://publications.waset.org/abstracts/116172/transgender-community-in-pakistan-through-the-lens-of-television-dramas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116172.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">188</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">10913</span> Semantic Platform for Adaptive and Collaborative e-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Massra%20M.%20Sabeima">Massra M. Sabeima</a>, <a href="https://publications.waset.org/abstracts/search?q=Myriam%20lamolle"> Myriam lamolle</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamedade%20Farouk%20Nanne"> Mohamedade Farouk Nanne</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adapting the learning resources of an e-learning system to the characteristics of the learners is an important aspect to consider when designing an adaptive e-learning system. However, this adaptation is not a simple process; it requires the extraction, analysis, and modeling of user information. This implies a good representation of the user's profile, which is the backbone of the adaptation process. Moreover, during the e-learning process, collaboration with similar users (same geographic province or knowledge context) is important. Productive collaboration motivates users to continue or not abandon the course and increases the assimilation of learning objects. The contribution of this work is the following: we propose an adaptive e-learning semantic platform to recommend learning resources to learners, using ontology to model the user profile and the course content, furthermore an implementation of a multi-agent system able to progressively generate the learning graph (taking into account the user's progress, and the changes that occur) for each user during the learning process, and to synchronize the users who collaborate on a learning object. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptative%20learning" title="adaptative learning">adaptative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-agent" title=" multi-agent"> multi-agent</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a> </p> <a href="https://publications.waset.org/abstracts/144619/semantic-platform-for-adaptive-and-collaborative-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144619.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">176</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">10912</span> Songwriting in the Postdigital Age: Using TikTok and Instagram as Online Informal Learning Technologies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthias%20Haenisch">Matthias Haenisch</a>, <a href="https://publications.waset.org/abstracts/search?q=Marc%20Godau"> Marc Godau</a>, <a href="https://publications.waset.org/abstracts/search?q=Julia%20Barreiro"> Julia Barreiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Dominik%20Maxelon"> Dominik Maxelon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In times of ubiquitous digitalization and the increasing entanglement of humans and technologies in musical practices in the 21st century, it is to be asked, how popular musicians learn in the (post)digital Age. Against the backdrop of the increasing interest in transferring informal learning practices into formal settings of music education the interdisciplinary research association »MusCoDA – Musical Communities in the (Post)Digital Age« (University of Erfurt/University of Applied Sciences Clara Hoffbauer Potsdam, funded by the German Ministry of Education and Research, pursues the goal to derive an empirical model of collective songwriting practices from the study of informal lelearningf songwriters and bands that can be translated into pedagogical concepts for music education in schools. Drawing on concepts from Community of Musical Practice and Actor Network Theory, lelearnings considered not only as social practice and as participation in online and offline communities, but also as an effect of heterogeneous networks composed of human and non-human actors. Learning is not seen as an individual, cognitive process, but as the formation and transformation of actor networks, i.e., as a practice of assembling and mediating humans and technologies. Based on video stimulated recall interviews and videography of online and offline activities, songwriting practices are followed from the initial idea to different forms of performance and distribution. The data evaluation combines coding and mapping methods of Grounded Theory Methodology and Situational Analysis. This results in network maps in which both the temporality of creative practices and the material and spatial relations of human and technological actors are reconstructed. In addition, positional analyses document the power relations between the participants that structure the learning process of the field. In the area of online informal lelearninginitial key research findings reveal a transformation of the learning subject through the specific technological affordances of TikTok and Instagram and the accompanying changes in the learning practices of the corresponding online communities. Learning is explicitly shaped by the material agency of online tools and features and the social practices entangled with these technologies. Thus, any human online community member can be invited to directly intervene in creative decisions that contribute to the further compositional and structural development of songs. At the same time, participants can provide each other with intimate insights into songwriting processes in progress and have the opportunity to perform together with strangers and idols. Online Lelearnings characterized by an increase in social proximity, distribution of creative agency and informational exchange between participants. While it seems obvious that traditional notions not only of lelearningut also of the learning subject cannot be maintained, the question arises, how exactly the observed informal learning practices and the subject that emerges from the use of social media as online learning technologies can be transferred into contexts of formal learning <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=informal%20learning" title="informal learning">informal learning</a>, <a href="https://publications.waset.org/abstracts/search?q=postdigitality" title=" postdigitality"> postdigitality</a>, <a href="https://publications.waset.org/abstracts/search?q=songwriting" title=" songwriting"> songwriting</a>, <a href="https://publications.waset.org/abstracts/search?q=actor-network%20theory" title=" actor-network theory"> actor-network theory</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20of%20musical%20practice" title=" community of musical practice"> community of musical practice</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=TikTok" title=" TikTok"> TikTok</a>, <a href="https://publications.waset.org/abstracts/search?q=Instagram" title=" Instagram"> Instagram</a>, <a href="https://publications.waset.org/abstracts/search?q=apps" title=" apps"> apps</a> </p> <a href="https://publications.waset.org/abstracts/146839/songwriting-in-the-postdigital-age-using-tiktok-and-instagram-as-online-informal-learning-technologies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146839.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">127</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">10911</span> A Theoretical Framework for Design Theories in Mobile Learning: A Higher Education Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paduri%20Veerabhadram">Paduri Veerabhadram</a>, <a href="https://publications.waset.org/abstracts/search?q=Antoinette%20Lombard"> Antoinette Lombard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper a framework for hypothesizing about mobile learning to complement theories of formal and informal learning is presented. As such, activity theory will form the main theoretical lens through which the elements involved in formal and informal learning for mobile learning will be explored, specifically related to context-aware mobile learning application. The author believes that the complexity of the relationships involved can best be analysed using activity theory. Activity theory, as a social, cultural and activity theory can be used as a mobile learning framework in an academic environment, but to develop an optimal artifact, through investigation of inherent system's contradictions. As such, it serves as a powerful modelling tool to explore and understand the design of a mobile learning environment in the study’s environment. The Academic Tool Kit Framework (ATKF) as also employed for designing of a constructivism learning environment, effective in assisting universities to facilitate lecturers to effectively implement learning through utilizing mobile devices. Results indicate a positive perspective of students in the use of mobile devices for formal and informal learning, based on the context-aware learning environment developed through the use of activity theory and ATKF. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title="collaborative learning">collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperative%20learning" title=" cooperative learning"> cooperative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=context-aware%20learning%20environment" title=" context-aware learning environment"> context-aware learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/32401/a-theoretical-framework-for-design-theories-in-mobile-learning-a-higher-education-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32401.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">568</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">10910</span> Study on the Layout of 15-Minute Community-Life Circle in the State of “Community Segregation” Based on Poi: Shengwei Community and Other Two Communities in Chongqing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siyuan%20Cai">Siyuan Cai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper takes community segregation during major infectious diseases as the background, based on the physiological needs and safety needs of citizens during home segregation, and based on the selection of convenient facilities and medical facilities as the main research objects. Based on the POI data of public facilities in Chongqing, the spatial distribution characteristics of the convenience and medical facilities in the 15-minute living circle centered on three neighborhoods in Shapingba, namely Shengwei Community, Anju Commmunity and Fengtian Garden Community, were explored by means of GIS spatial analysis. The results show that the spatial distribution of convenience and medical facilities in this area has significant clustering characteristics, with a point-like distribution pattern of "dense in the west and sparse in the east", and a grouped and multi-polar spatial structure. The spatial structure is multi-polar and has an obvious tendency to the intersections and residential areas with dense pedestrian flow. This study provides a preliminary exploration of the distribution of medical and convenience facilities within the 15-minute living circle of a segregated community, which makes up for the lack of spatial research in this area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ArcGIS" title="ArcGIS">ArcGIS</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20segregation" title=" community segregation"> community segregation</a>, <a href="https://publications.waset.org/abstracts/search?q=convenient%20facilities%3B%20distribution%20pattern" title=" convenient facilities; distribution pattern"> convenient facilities; distribution pattern</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20facilities" title=" medical facilities"> medical facilities</a>, <a href="https://publications.waset.org/abstracts/search?q=POI" title=" POI"> POI</a>, <a href="https://publications.waset.org/abstracts/search?q=15-minute%20community%20life%20circle" title=" 15-minute community life circle"> 15-minute community life circle</a> </p> <a href="https://publications.waset.org/abstracts/150068/study-on-the-layout-of-15-minute-community-life-circle-in-the-state-of-community-segregation-based-on-poi-shengwei-community-and-other-two-communities-in-chongqing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150068.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">120</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20community&page=7" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" 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