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<meta name="description" content="Search results for: wiki"> <meta name="keywords" content="wiki"> <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 navbar-toggler ml-auto" type="button" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="wiki"> <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> 14</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: wiki</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom and the Relationship between Them</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibraheem%20Alzahrani">Ibraheem Alzahrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified through given an example of the learning environment. Due to wiki characteristics, wiki can be used to understand the relationship between constructivist learning theory and collaborative learning environment. However, several evidences will come in this paper to support the idea of why wiki is the suitable method to explore the relationship between social constructivist theory and the collaborative learning and their role in learning. Moreover, learning activities in wiki classroom will be discussed in this paper to find out the result of the learners' interaction in the classroom groups, which will be through two types of communication; synchronous and asynchronous. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20constructivist" title="social constructivist">social constructivist</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=wiki" title=" wiki"> wiki</a>, <a href="https://publications.waset.org/abstracts/search?q=activities" title=" activities"> activities</a> </p> <a href="https://publications.waset.org/abstracts/45458/the-role-of-the-constructivist-learning-theory-and-collaborative-learning-environment-on-wiki-classroom-and-the-relationship-between-them" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45458.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">503</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">13</span> Using Wiki for Enhancing the Knowledge Transfer to Newcomers: An Experience Report</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hualter%20Oliveira%20Barbosa">Hualter Oliveira Barbosa</a>, <a href="https://publications.waset.org/abstracts/search?q=Raquel%20Feitosa%20do%20Vale%20Cunha"> Raquel Feitosa do Vale Cunha</a>, <a href="https://publications.waset.org/abstracts/search?q=Erika%20Muniz%20dos%20Santos"> Erika Muniz dos Santos</a>, <a href="https://publications.waset.org/abstracts/search?q=Fernanda%20Belmira%20Souza"> Fernanda Belmira Souza</a>, <a href="https://publications.waset.org/abstracts/search?q=Fabio%20Sousa"> Fabio Sousa</a>, <a href="https://publications.waset.org/abstracts/search?q=Luis%20Henrique%20Pascareli"> Luis Henrique Pascareli</a>, <a href="https://publications.waset.org/abstracts/search?q=Franciney%20de%20Oliveira%20Lima"> Franciney de Oliveira Lima</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Cl%C3%A1udia%20Reis%20da%20Silva"> Ana Cláudia Reis da Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Christiane%20Moreira%20de%20Almeida"> Christiane Moreira de Almeida</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Software development is intrinsic human-based knowledge-intensive. Due to globalization, software development has become a complex challenge and we usually face barriers related to knowledge management, team building, costly testing processes, especially in distributed settings. For this reason, several approaches have been proposed to minimize barriers caused by geographic distance. In this paper, we present as we use experimental studies to improve our knowledge management process using the Wiki system. According to the results, it was possible to identify learning preferences from our software projects leader team, organize and improve the learning experience of our Wiki and; facilitate collaboration by newcomers to improve Wiki with new contents available in the Wiki. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20product" title="mobile product">mobile product</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20transfer" title=" knowledge transfer"> knowledge transfer</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20process" title=" knowledge management process"> knowledge management process</a>, <a href="https://publications.waset.org/abstracts/search?q=wiki" title=" wiki"> wiki</a>, <a href="https://publications.waset.org/abstracts/search?q=GSD" title=" GSD"> GSD</a> </p> <a href="https://publications.waset.org/abstracts/147258/using-wiki-for-enhancing-the-knowledge-transfer-to-newcomers-an-experience-report" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147258.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">178</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">12</span> Pre-Service EFL Teachers' Perceptions of Written Corrective Feedback in a Wiki-Based Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mabel%20Ortiz">Mabel Ortiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Claudio%20D%C3%ADaz"> Claudio Díaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores Chilean pre-service teachers' perceptions about the provision of corrective feedback in a wiki environment during the collaborative writing of an argumentative essay. After conducting a semi-structured interview on 22 participants, the data were processed through the content analysis technique. The results show that students have positive perceptions about corrective feedback, provided through a wiki virtual environment, which in turn facilitates feedback provision and impacts language learning effectively. Some of the positive perceptions about virtual feedback refer to permanent access, efficiency, simultaneous revision and immediacy. It would then be advisable to integrate wiki-based feedback as a methodology for the language classroom and collaborative writing tasks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentative%20essay" title="argumentative essay">argumentative essay</a>, <a href="https://publications.waset.org/abstracts/search?q=focused%20corrective%20feedback" title=" focused corrective feedback"> focused corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=wiki%20environment" title=" wiki environment"> wiki environment</a> </p> <a href="https://publications.waset.org/abstracts/59910/pre-service-efl-teachers-perceptions-of-written-corrective-feedback-in-a-wiki-based-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59910.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">292</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">11</span> Students’ Perceptions of Using Wiki Technology to Enhance Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hani%20Mustafa">Hani Mustafa</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Gonzalez%20Ruiz"> Cristina Gonzalez Ruiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Estelle%20Bech"> Estelle Bech</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The growing influence of digital technologies has made learning and interaction more accessible, resulting in effective collaboration if properly managed. Technology enabled learning has become an important conduit for learning, including collaborative learning. The use of wiki technology, for example, has opened a new learning platform that enables the integration of social, linguistic, and cognitive processes of language learning. It encourages students to collaborate in the construction, analysis, and understanding of knowledge. But to what extent is the use of wikis effective in promoting collaborative learning among students. In addition, how do students perceive this technology in enhancing their language learning? In this study, students were be given a wiki project to complete collaboratively with their group members. Students had to write collaboratively to produce and present a seven-day travel plan in which they had to describe places to visit and things to do to explore the best historical and cultural aspects of the country. The study involves students learning French, Malay, and Spanish as a foreign language. In completing this wiki project, students will move from passive learning of language to real engagement with classmates, requiring them to collaborate and negotiate effectively with one another. The objective of the study is to ascertain to what extent does wiki technology helped in promoting collaborative learning and improving language skills from students’ perception. It is found that while there was improvement in students language skills, the overall experience was less positive due to unfamiliarity with a new learning tool. <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=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=wiki" title=" wiki"> wiki</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/144650/students-perceptions-of-using-wiki-technology-to-enhance-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144650.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">136</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">10</span> Experiences on the Application of WIKI Based Coursework in a Fourth-Year Engineering Module</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20Hassell">D. Hassell</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20De%20Focatiis"> D. De Focatiis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents work on the application of wiki based coursework for a fourth-year engineering module delivered as part of both a MEng and MSc programme in Chemical Engineering. The module was taught with an equivalent structure simultaneously on two separate campuses, one in the United Kingdom (UK) and one in Malaysia, and the subsequent results were compared. Student feedback was sought via questionnaires, with 45 respondents from the UK and 49 from Malaysia. Results include discussion on; perceived difficulty; student enjoyment and experiences; differences between MEng and MSc students; differences between cohorts on different campuses. The response of students to the use of wiki-based coursework was found to vary based on their experiences and background, with UK students being generally more positive on its application than those in Malaysia. <p class="card-text"><strong>Keywords:</strong> <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=student%20differences" title=" student differences"> student differences</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning" title=" student learning"> student learning</a>, <a href="https://publications.waset.org/abstracts/search?q=web%20based%20coursework" title=" web based coursework"> web based coursework</a> </p> <a href="https://publications.waset.org/abstracts/54160/experiences-on-the-application-of-wiki-based-coursework-in-a-fourth-year-engineering-module" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54160.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">296</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">9</span> User-Centered Design in the Development of Patient Decision Aids</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ariane%20Plaisance">Ariane Plaisance</a>, <a href="https://publications.waset.org/abstracts/search?q=Holly%20O.%20Witteman"> Holly O. Witteman</a>, <a href="https://publications.waset.org/abstracts/search?q=Patrick%20Michel%20Archambault"> Patrick Michel Archambault</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Upon admission to an intensive care unit (ICU), all patients should discuss their wishes concerning life-sustaining interventions (e.g., cardiopulmonary resuscitation (CPR)). Without such discussions, interventions that prolong life at the cost of decreasing its quality may be used without appropriate guidance from patients. We employed user-centered design to adapt an existing decision aid (DA) about CPR to create a novel wiki-based DA adapted to the context of a single ICU and tailored to individual patient’s risk factors. During Phase 1, we conducted three weeks of ethnography of the decision-making context in our ICU to identify clinician and patient needs for a decision aid. During this time, we observed five dyads of intensivists and patients discussing their wishes concerning life-sustaining interventions. We also conducted semi-structured interviews with the attending intensivists in this ICU. During Phase 2, we conducted three rounds of rapid prototyping involving 15 patients and 11 other allied health professionals. We recorded discussions between intensivists and patients and used a standardized observation grid to collect patients’ comments and sociodemographic data. We applied content analysis to field notes, verbatim transcripts and the completed observation grids. Each round of observations and rapid prototyping iteratively informed the design of the next prototype. We also used the programming architecture of a wiki platform to embed the GO-FAR prediction rule programming code that we linked to a risk graphics software to better illustrate outcome risks calculated. During Phase I, we identified the need to add a section in our DA concerning invasive mechanical ventilation in addition to CPR because both life-sustaining interventions were often discussed together by physicians. During Phase II, we produced a context-adapted decision aid about CPR and mechanical ventilation that includes a values clarification section, questions about the patient’s functional autonomy prior to admission to the ICU and the functional decline that they would judge acceptable upon hospital discharge, risks and benefits of CPR and invasive mechanical ventilation, population-level statistics about CPR, a synthesis section to help patients come to a final decision and an online calculator based on the GO-FAR prediction rule. Even though the three rounds of rapid prototyping led to simplifying the information in our DA, 60% (n= 3/5) of the patients involved in the last cycle still did not understand the purpose of the DA. We also identified gaps in the discussion and documentation of patients’ preferences concerning life-sustaining interventions (e.g.,. CPR, invasive mechanical ventilation). The final version of our DA and our online wiki-based GO-FAR risk calculator using the IconArray.com risk graphics software are available online at www.wikidecision.org and are ready to be adapted to other contexts. Our results inform producers of decision aids on the use of wikis and user-centered design to develop DAs that are better adapted to users’ needs. Further work is needed on the creation of a video version of our DA. Physicians will also need the training to use our DA and to develop shared decision-making skills about goals of care. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnography" title="ethnography">ethnography</a>, <a href="https://publications.waset.org/abstracts/search?q=intensive%20care%20units" title=" intensive care units"> intensive care units</a>, <a href="https://publications.waset.org/abstracts/search?q=life-sustaining%20therapies" title=" life-sustaining therapies"> life-sustaining therapies</a>, <a href="https://publications.waset.org/abstracts/search?q=user-centered%20design" title=" user-centered design"> user-centered design</a> </p> <a href="https://publications.waset.org/abstracts/59782/user-centered-design-in-the-development-of-patient-decision-aids" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59782.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">354</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">8</span> A Simulated Scenario of WikiGIS to Support the Iteration and Traceability Management of the Geodesign Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wided%20Batita">Wided Batita</a>, <a href="https://publications.waset.org/abstracts/search?q=St%C3%A9phane%20Roche"> Stéphane Roche</a>, <a href="https://publications.waset.org/abstracts/search?q=Claude%20Caron"> Claude Caron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Geodesign is an emergent term related to a new and complex process. Hence, it needs to rethink tools, technologies and platforms in order to efficiently achieve its goals. A few tools have emerged since 2010 such as CommunityViz, GeoPlanner, etc. In the era of Web 2.0 and collaboration, WikiGIS has been proposed as a new category of tools. In this paper, we present WikiGIS functionalities dealing mainly with the iteration and traceability management to support the collaboration of the Geodesign process. Actually, WikiGIS is built on GeoWeb 2.0 technologies —and primarily on wiki— and aims at managing the tracking of participants’ editing. This paper focuses on a simplified simulation to illustrate the strength of WikiGIS in the management of traceability and in the access to history in a Geodesign process. Indeed, a cartographic user interface has been implemented, and then a hypothetical use case has been imagined as proof of concept. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=geodesign" title="geodesign">geodesign</a>, <a href="https://publications.waset.org/abstracts/search?q=history" title=" history"> history</a>, <a href="https://publications.waset.org/abstracts/search?q=traceability" title=" traceability"> traceability</a>, <a href="https://publications.waset.org/abstracts/search?q=tracking%20of%20participants%E2%80%99%20editing" title=" tracking of participants’ editing"> tracking of participants’ editing</a>, <a href="https://publications.waset.org/abstracts/search?q=WikiGIS" title=" WikiGIS"> WikiGIS</a> </p> <a href="https://publications.waset.org/abstracts/54647/a-simulated-scenario-of-wikigis-to-support-the-iteration-and-traceability-management-of-the-geodesign-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54647.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">247</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">7</span> The Impact of Collaborative Writing through Wikis and Blogs on Iranian EFL Learners’ Writing Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farhad%20Ghorbandordinejad">Farhad Ghorbandordinejad</a>, <a href="https://publications.waset.org/abstracts/search?q=Shamsoddin%20Aref"> Shamsoddin Aref</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Wikis and blogs, defined as educational tools in line with the objectives of collaborative writing, are regarded as innovative ways of writing addressing the problems of conventional types of writing. Although writing in wikis and blogs step in different contexts, they are both aiming at betterment of collaborative writing procedures. It is believed that due to certain reasons bringing in wikis and blogs to learners' life can lead to better performance of writing. This study aimed at dipping into pedagogical aspects of wikis and blogs in the hope of eliminating prior traditional mistakes and bringing students together in a more constructive L2 context. To this end, three groups of intermediate students were experimented in three settings of wiki-group, blog-group and conventional (control) group. Despite conventional group learners, participants in both experimental groups experienced L2 writing in a new telecollaborative context. An achievement test was administered after the treatment to check learners’ degree of improvement in EFL writing. The results of this study provide a deep insight towards the effectiveness of writing in the contexts of wikis and blogs compared with conventional writing procedures. The overall conclusion drawn from the distinction of conventional writing, on one hand, and wikis and blogs, on the other hand, indicates that the latter channels of writing are more constructive for learners’ writing improvements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20writing" title="collaborative writing">collaborative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=wikis" title=" wikis"> wikis</a>, <a href="https://publications.waset.org/abstracts/search?q=blogs" title=" blogs"> blogs</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20achievement" title=" writing achievement"> writing achievement</a> </p> <a href="https://publications.waset.org/abstracts/41516/the-impact-of-collaborative-writing-through-wikis-and-blogs-on-iranian-efl-learners-writing-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41516.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">391</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">6</span> A Framework for Teaching Distributed Requirements Engineering in Latin American Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Sevilla">G. Sevilla</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Zapata"> S. Zapata</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Giraldo"> F. Giraldo</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Torres"> E. Torres</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Collazos"> C. Collazos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work describes a framework for teaching of global software engineering (GSE) in university undergraduate programs. This framework proposes a method of teaching that incorporates adequate techniques of software requirements elicitation and validated tools of communication, critical aspects to global software development scenarios. The use of proposed framework allows teachers to simulate small software development companies formed by Latin American students, which build information systems. Students from three Latin American universities played the roles of engineers by applying an iterative development of a requirements specification in a global software project. The proposed framework involves the use of a specific purpose Wiki for asynchronous communication between the participants of the process. It is also a practice to improve the quality of software requirements that are formulated by the students. The additional motivation of students to participate in these practices, in conjunction with peers from other countries, is a significant additional factor that positively contributes to the learning process. The framework promotes skills for communication, negotiation, and other complementary competencies that are useful for working on GSE scenarios. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=requirements%20analysis" title="requirements analysis">requirements analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=distributed%20requirements%20engineering" title=" distributed requirements engineering"> distributed requirements engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20experiences" title=" practical experiences"> practical experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20support" title=" collaborative support"> collaborative support</a> </p> <a href="https://publications.waset.org/abstracts/97296/a-framework-for-teaching-distributed-requirements-engineering-in-latin-american-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97296.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">204</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">5</span> CSR and Its Internal Communication – Effects on the Employee Commitment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Silke%20Bustamante">Silke Bustamante</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Pelzeter"> Andrea Pelzeter</a>, <a href="https://publications.waset.org/abstracts/search?q=Andreas%20Deckmann"> Andreas Deckmann</a>, <a href="https://publications.waset.org/abstracts/search?q=Rudi%20Ehlscheidt"> Rudi Ehlscheidt</a>, <a href="https://publications.waset.org/abstracts/search?q=Franziska%20Freudenberger"> Franziska Freudenberger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> CSR is associated with a great number of positive effects. This also includes the positive impact of CSR on the commitment of its employees. The internal CSR communication here takes the essential function as a mediator of the CSR performance of a company to the employees. The importance of CSR communication is, therefore, essential. Employees can usually only perceive the CSR efforts of a company if it is also communicated to them. Only if the employees perceive the CSR of their employer positively, the employer-CSR can also have a positive impact on their affective commitment. Therefore, organizational and individual factors are crucial and thus need to consider. This relationship between the organizational and individual factors was investigated in a qualitative case study in six companies of the German service sector. Expert interviews and focus group interviews were conducted and questionnaire-based ratings by company representatives were raised. Among the individual factors, in terms of CSR, the expectations and relevance of its employees, as well as the perception of CSR by the staff, are included. The organizational factors include the actual CSR performance and its communication. Ultimately, the impact of CSR on the commitment is examined with this holistic approach. The results show that the individual CSR perception does not always match the corporate CSR performance and its depiction in internal communication. Furthermore, employees have given suggestions on how CSR should be communicated by their employer. Knowledge memory systems (e.g. wiki) on the on hand and media-based information, on the other hand, were highlighted. Primarily the employee-related CSR is most important for the employees, whereas ecological CSR activities hardly play a role. The findings indicate the importance of CSR communication in the CSR concept as it provides the missing link between CSR performance and appreciation by an increase in commitment. It should only be communicated, what is done. CSR communication should also be carried out in a plausible and transparent way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CSR" title="CSR">CSR</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%20commitment" title=" employee commitment"> employee commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=employer%20brand" title=" employer brand"> employer brand</a>, <a href="https://publications.waset.org/abstracts/search?q=internal%20communication" title=" internal communication"> internal communication</a> </p> <a href="https://publications.waset.org/abstracts/46336/csr-and-its-internal-communication-effects-on-the-employee-commitment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46336.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">265</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">4</span> Self-Regulated Learning: A Required Skill for Web 2.0 Internet-Based Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pieter%20Conradie">Pieter Conradie</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Marina%20Moller"> M. Marina Moller</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Web 2.0 Internet-based technologies have intruded all aspects of human life. Presently, this phenomenon is especially evident in the educational context, with increased disruptive Web 2.0 technology infusions dramatically changing educational practice. The most prominent of these Web 2.0 intrusions can be identified as Massive Open Online Courses (Coursera, EdX), video and photo sharing sites (Youtube, Flickr, Instagram), and Web 2.0 online tools utilize to create Personal Learning Environments (PLEs) (Symbaloo (aggregator), Delicious (social bookmarking), PBWorks (collaboration), Google+ (social networks), Wordspress (blogs), Wikispaces (wiki)). These Web 2.0 technologies have supported the realignment from a teacher-based pedagogy (didactic presentation) to a learner-based pedagogy (problem-based learning, project-based learning, blended learning), allowing greater learner autonomy. No longer is the educator the source of knowledge. Instead the educator has become the facilitator and mediator of the learner, involved in developing learner competencies to support life-long learning (continuous learning) in the 21st century. In this study, the self-regulated learning skills of thirty first-year university learners were explored by utilizing the Online Self-regulated Learning Questionnaire. Implementing an action research method, an intervention was affected towards improving the self-regulation skill set of the participants. Statistical significant results were obtained with increased self-regulated learning proficiency, positively impacting learner performance. Goal setting, time management, environment structuring, help seeking, task (learning) strategies and self-evaluation skills were confirmed as determinants of improved learner success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=andragogy" title="andragogy">andragogy</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20self-regulated%20learning%20questionnaire" title=" online self-regulated learning questionnaire"> online self-regulated learning questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning" title=" self-regulated learning"> self-regulated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=web%202.0" title=" web 2.0 "> web 2.0 </a> </p> <a href="https://publications.waset.org/abstracts/14014/self-regulated-learning-a-required-skill-for-web-20-internet-based-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14014.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">417</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">3</span> A Settlement Strategy for Health Facilities in Emerging Countries: A Case Study in Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Domenico%20Chizzoniti">Domenico Chizzoniti</a>, <a href="https://publications.waset.org/abstracts/search?q=Monica%20Moscatelli"> Monica Moscatelli</a>, <a href="https://publications.waset.org/abstracts/search?q=Letizia%20Cattani"> Letizia Cattani</a>, <a href="https://publications.waset.org/abstracts/search?q=Piero%20Favino"> Piero Favino</a>, <a href="https://publications.waset.org/abstracts/search?q=Luca%20Preis"> Luca Preis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A settlement strategy is to anticipate and respond the needs of existing and future communities through the provision of primary health care facilities in marginalized areas. Access to a health care network is important to improving healthcare coverage, often lacking, in developing countries. The study explores that a good sanitary system strategy of rural contexts brings advantages to an existing settlement: improving transport, communication, water and social facilities. The objective of this paper is to define a possible methodology to implement primary health care facilities in disadvantaged areas of emerging countries. In this research, we analyze the case study of Lauro de Freitas, a municipality in the Brazilian state of Bahia, part of the Metropolitan Region of Salvador, with an area of 57,662 <a href="https://it.wikipedia.org/wiki/Chilometro_quadrato" title="Chilometro quadrato">km²</a> and 194.641 inhabitants. The health localization system in Lauro de Freitas is an integrated process that involves not only geographical aspects, but also a set of factors: population density, epidemiological data, allocation of services, road networks, and more. Data were collected also using semi-structured interviews and questionnaires to the local population. Synthesized data suggest that moving away from the coast where there is the greatest concentration of population and services, a network of primary health care facilities is able to improve the living conditions of small-dispersed communities. Based on the health service needs of populations, we have developed a methodological approach that is particularly useful in rural and remote contexts in emerging countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=healthcare" title="healthcare">healthcare</a>, <a href="https://publications.waset.org/abstracts/search?q=settlement%20strategy" title=" settlement strategy"> settlement strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20health" title=" urban health"> urban health</a>, <a href="https://publications.waset.org/abstracts/search?q=rural" title=" rural"> rural</a> </p> <a href="https://publications.waset.org/abstracts/64800/a-settlement-strategy-for-health-facilities-in-emerging-countries-a-case-study-in-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64800.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">368</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">2</span> Improving Subjective Bias Detection Using Bidirectional Encoder Representations from Transformers and Bidirectional Long Short-Term Memory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ebipatei%20Victoria%20Tunyan">Ebipatei Victoria Tunyan</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20A.%20Cao"> T. A. Cao</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheol%20Young%20Ock"> Cheol Young Ock</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Detecting subjectively biased statements is a vital task. This is because this kind of bias, when present in the text or other forms of information dissemination media such as news, social media, scientific texts, and encyclopedias, can weaken trust in the information and stir conflicts amongst consumers. Subjective bias detection is also critical for many Natural Language Processing (NLP) tasks like sentiment analysis, opinion identification, and bias neutralization. Having a system that can adequately detect subjectivity in text will boost research in the above-mentioned areas significantly. It can also come in handy for platforms like Wikipedia, where the use of neutral language is of importance. The goal of this work is to identify the subjectively biased language in text on a sentence level. With machine learning, we can solve complex AI problems, making it a good fit for the problem of subjective bias detection. A key step in this approach is to train a classifier based on BERT (Bidirectional Encoder Representations from Transformers) as upstream model. BERT by itself can be used as a classifier; however, in this study, we use BERT as data preprocessor as well as an embedding generator for a Bi-LSTM (Bidirectional Long Short-Term Memory) network incorporated with attention mechanism. This approach produces a deeper and better classifier. We evaluate the effectiveness of our model using the Wiki Neutrality Corpus (WNC), which was compiled from Wikipedia edits that removed various biased instances from sentences as a benchmark dataset, with which we also compare our model to existing approaches. Experimental analysis indicates an improved performance, as our model achieved state-of-the-art accuracy in detecting subjective bias. This study focuses on the English language, but the model can be fine-tuned to accommodate other languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=subjective%20bias%20detection" title="subjective bias detection">subjective bias detection</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=BERT%E2%80%93BiLSTM%E2%80%93Attention" title=" BERT–BiLSTM–Attention"> BERT–BiLSTM–Attention</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20classification" title=" text classification"> text classification</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a> </p> <a href="https://publications.waset.org/abstracts/133543/improving-subjective-bias-detection-using-bidirectional-encoder-representations-from-transformers-and-bidirectional-long-short-term-memory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133543.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">130</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">1</span> Regional Problems of Electronic Governance in Autonomous Republic of Adjara </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manvelidze%20irakli">Manvelidze irakli</a>, <a href="https://publications.waset.org/abstracts/search?q=Iashvili%20Genadi"> Iashvili Genadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research has shown that public institutions in Autonomous Republic of Ajara try their best to make their official electronic data (web-pages, social websites) more informative and improve them. Part of public institutions offer interesting electronic services and initiatives to the public although they are seldom used in communication process. The statistical analysis of the use of web-pages and social websites of public institutions for example their facebook page show lack of activity. The reason could be the fact that public institutions give people less possibility of interaction in official web-pages. Second reason could be the fact that these web-pages are less known to the public and the third reason could be the fact that heads of these institutions lack awareness about the necessity of strengthening citizens’ involvement. In order to increase people’s involvement in this process it is necessary to have at least 23 e-services in one web-page. The research has shown that 11 of the 16 public institutions have only 5 services which are contact, social networks and hotline. Besides introducing innovative services government institutions should evaluate them and make them popular and easily accessible for the public. It would be easy to solve this problem if public institutions had concrete strategic plan of public relations which involved matters connected with maximum usage of electronic services while interaction with citizens. For this moment only one governmental body has a functioning action plan of public relations. As a result of the research organizational, social, methodological and technical problems have been revealed. It should be considered that there are many feedback possibilities like forum, RSS, blogs, wiki, twitter, social networks, etc. usage of only one or three of such instruments indicate that there is no strategy of regional electronic governance. It is necessary to develop more mechanisms of feedback which will increase electronic interaction, discussions and it is necessary to introduce the service of online petitions. It is important to reduce the so-called “digital inequality” and increase internet access for the public. State actions should decrease such problems. In the end if such shortcomings will be improved the role of electronic interactions in democratic processes will increase. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-Government" title="e-Government">e-Government</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20services" title=" electronic services"> electronic services</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title=" information technology"> information technology</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20government" title=" regional government"> regional government</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20government" title=" regional government"> regional government</a> </p> <a href="https://publications.waset.org/abstracts/39167/regional-problems-of-electronic-governance-in-autonomous-republic-of-adjara" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39167.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">309</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul 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