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wastage</title> <meta name="description" content="Search results for: educational wastage"> <meta name="keywords" content="educational wastage"> <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="educational wastage"> <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> 3169</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: educational wastage</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3139</span> Design Off-Campus Interactive Cloud-Based Learning Model </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Osamah%20Al%20Qadoori">Osamah Al Qadoori</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using cloud computing in educational sectors grow rapidly in UAE. Initially, within Cloud-Learning Environment Students whenever and wherever can remotely join the online-classroom, on the other hand, Cloud-Based Learning is greatly decreasing the infrastructure and the maintenance cost. Nowadays in many schools (K-12), institutes, colleges as well as universities in UAE Cloud-Based Teaching and Learning environments gain a higher demand and concern. Many students don’t use the available online-educational resources effectively. The challenging question is to which extend these educational resources which are installed in the cloud environment are valuable and constructive? In this paper the researcher is seeking to design an expert agent prototype where the huge information being accommodated inside the cloud environment will go through expert filtration before going to be utilized by other clients (students). To achieve this goal, the focus of the present research would be on two different directions the educational human expertise and the automated-educational expert systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title="cloud computing">cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud-learning%20environment" title=" cloud-learning environment"> cloud-learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=online-classroom" title=" online-classroom"> online-classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20educational%20human%20expertise" title=" the educational human expertise"> the educational human expertise</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20automated-educational%20expert%20systems" title=" the automated-educational expert systems"> the automated-educational expert systems</a> </p> <a href="https://publications.waset.org/abstracts/22439/design-off-campus-interactive-cloud-based-learning-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22439.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">540</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3138</span> Evaluation of the Efficiency of French Language Educational Software for Learners in Semnan Province, Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Hashemi">Alireza Hashemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent decades, language teaching methodology has undergone significant changes due to the advent of computers and the growth of educational software. French language education has also benefited from these developments, and various software has been produced to facilitate the learning of this language. However, the question arises whether these software programs meet the educational needs of Iranian learners, particularly in Semnan Province. The aim of this study is to evaluate the efficiency and effectiveness of French language educational software for learners in Semnan Province, considering educational, cultural, and technical criteria. In this study, content analysis and performance evaluation methods were used to examine the educational software ‘Français Facile’. This software was evaluated based on criteria such as teaching methods, cultural compatibility, and technical features. To collect data, standardized questionnaires and semi-structured interviews with learners in Semnan Province were used. Additionally, the SPSS statistical software was employed for quantitative data analysis, and the thematic analysis method was used for qualitative data. The results indicated that the ‘Français Facile’ software has strengths such as providing diverse educational content and an interactive learning environment. However, some weaknesses include the lack of alignment of educational content with the learning culture of learners in Semnan Province and technical issues in software execution. Statistical data showed that 65% of learners were satisfied with the educational content, but 55% reported issues related to cultural alignment with their needs. This study indicates that to enhance the efficiency of French language educational software, there is a need to localize educational content and improve technical infrastructure. Producing locally adapted educational software can improve the quality of language learning and increase the motivation of learners in Semnan Province. This research emphasizes the importance of understanding the cultural and educational needs of learners in the development of educational software and recommends that developers of educational software pay special attention to these aspects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20software" title="educational software">educational software</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20language" title=" French language"> French language</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a>, <a href="https://publications.waset.org/abstracts/search?q=learners%20in%20Semnan%20province" title=" learners in Semnan province"> learners in Semnan province</a> </p> <a href="https://publications.waset.org/abstracts/187257/evaluation-of-the-efficiency-of-french-language-educational-software-for-learners-in-semnan-province-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187257.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">41</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">3137</span> Women Educational Leaders in an Age of Accountability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ann%20Vibert">Ann Vibert</a>, <a href="https://publications.waset.org/abstracts/search?q=Heather%20Hemming"> Heather Hemming</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presentation summarizes the findings and implications of research on the plight and practices of women educational leaders in public school systems and in one university. The authors, both women university administrators, are also scholars and researchers of education. The research project on which this paper presentation is based proposed to examine how women educational leaders imagined, experienced, and carried out their leadership roles in the context of a growing local and global accountability-based performativity discourse which is reshaping educational work especially for women, we argue, in both public school and post-secondary sites. The research employed critical ethnographic interviews with 20 women educational leaders in P-12 school systems and three women university level educational leaders. Data were collected on women educational leaders’ perceptions of the effects of accountability and performativity discourses on the nature of their work. Specifically, leaders were asked to speak to whether they experienced a growth in managerial work as a consequence of increased accountability demands; how they experienced their work changing as a consequence of accountability and performativity demands; how these changes impacted the central values they enacted in their work as women educational leaders changes; and how they responded to/negotiated/accommodated changes in the nature of their work developing as a consequence of accountability and performativity frameworks. Findings from the research data and analyses confirm and extend recent scholarly work on the gendered nature of performativity and accountability discourses and frameworks, and their differential effects across differing genders. The oral presentation we propose here focusses on those findings in terms of similarities for women educational leaders across different educational contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=women%20in%20educational%20leadership" title="women in educational leadership">women in educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20and%20educational%20performativity" title=" gender and educational performativity"> gender and educational performativity</a>, <a href="https://publications.waset.org/abstracts/search?q=accountability%20and%20women%20leaders" title=" accountability and women leaders"> accountability and women leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20and%20educational%20leadership" title=" gender and educational leadership"> gender and educational leadership</a> </p> <a href="https://publications.waset.org/abstracts/64476/women-educational-leaders-in-an-age-of-accountability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64476.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">295</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">3136</span> Towards a Distributed Computation Platform Tailored for Educational Process Discovery and Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Awatef%20Hicheur%20Cairns">Awatef Hicheur Cairns</a>, <a href="https://publications.waset.org/abstracts/search?q=Billel%20Gueni"> Billel Gueni</a>, <a href="https://publications.waset.org/abstracts/search?q=Hind%20Hafdi"> Hind Hafdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Christian%20Joubert"> Christian Joubert</a>, <a href="https://publications.waset.org/abstracts/search?q=Nasser%20Khelifa"> Nasser Khelifa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the ever changing needs of the job markets, education and training centers are increasingly held accountable for student success. Therefore, education and training centers have to focus on ways to streamline their offers and educational processes in order to achieve the highest level of quality in curriculum contents and managerial decisions. Educational process mining is an emerging field in the educational data mining (EDM) discipline, concerned with developing methods to discover, analyze and provide a visual representation of complete educational processes. In this paper, we present our distributed computation platform which allows different education centers and institutions to load their data and access to advanced data mining and process mining services. To achieve this, we present also a comparative study of the different clustering techniques developed in the context of process mining to partition efficiently educational traces. Our goal is to find the best strategy for distributing heavy analysis computations on many processing nodes of our platform. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20process%20mining" title="educational process mining">educational process mining</a>, <a href="https://publications.waset.org/abstracts/search?q=distributed%20process%20mining" title=" distributed process mining"> distributed process mining</a>, <a href="https://publications.waset.org/abstracts/search?q=clustering" title=" clustering"> clustering</a>, <a href="https://publications.waset.org/abstracts/search?q=distributed%20platform" title=" distributed platform"> distributed platform</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20data%20mining" title=" educational data mining"> educational data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=ProM" title=" ProM"> ProM</a> </p> <a href="https://publications.waset.org/abstracts/27675/towards-a-distributed-computation-platform-tailored-for-educational-process-discovery-and-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27675.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">454</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">3135</span> Study of Education Learning Techniques and Game Genres</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khadija%20Al%20Farei">Khadija Al Farei</a>, <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Kumar"> Prakash Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Vikas%20Rao%20Naidu"> Vikas Rao Naidu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Games are being developed with different genres for different age groups, for many decades. In many places, educational games are playing a vital role for active classroom environment and better learning among students. Currently, the educational games have assumed an important place in children and teenagers lives. The role of educational games is important for improving the learning capability among the students especially of this generation, who really live among electronic gadgets. Hence, it is now important to make sure that in our educational system, we are updated with all such advancement in technologies. Already much research is going on in this area of edutainment. This research paper will review around ten different research papers to find the relation between the education learning techniques and games. The result of this review provides guidelines for enhanced teaching and learning solutions in education. In-house developed educational games proved to be more effective, compared to the one which is readily available in the market. <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=education%20game" title=" education game"> education game</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=edutainment" title=" edutainment"> edutainment</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20genres" title=" game genres"> game genres</a>, <a href="https://publications.waset.org/abstracts/search?q=gaming%20in%20education" title=" gaming in education"> gaming in education</a> </p> <a href="https://publications.waset.org/abstracts/74367/study-of-education-learning-techniques-and-game-genres" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74367.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">415</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">3134</span> Information Society-Education Space</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monica%20Lia">Monica Lia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper has set the objective of researching how education is influenced by the information society. The first step was to define more precisely the information space. Second step was to identify how information space intersects the family space and institutional space educational levels represented by pre-school / school and pre-university (kindergarten, at elementary / middle school / high school). Interrelationship between the above-mentioned areas was another objective of the research. All these elements have been investigated through the original intention to identify how the information space can become an educational tool to support for the family space, education and institutional space. In addition, the aim of this research is to offer some solutions in this regard. Often the educational efforts appear to be blocked by the existence of this space. However, this paper demonstrates that Informational space can be an enemy of the educational system or be support systems if we know the internal structure and mechanisms. We can make the Informational Space to work for accomplish the educational objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=informational%20space" title="informational space">informational space</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20tool" title=" educational tool"> educational tool</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20diagram" title=" social diagram"> social diagram</a>, <a href="https://publications.waset.org/abstracts/search?q=information" title=" information"> information</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20structure" title=" information structure"> information structure</a>, <a href="https://publications.waset.org/abstracts/search?q=lessons" title=" lessons "> lessons </a> </p> <a href="https://publications.waset.org/abstracts/39912/information-society-education-space" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39912.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">3133</span> Nitrous Oxide Wastage: Putting Strategies “In the Pipeline” to Reduce Carbon Emissions from Nitrous Oxide</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Gallop">F. Gallop</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Ward"> C. Ward</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Zaky"> M. Zaky</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Vaghela"> M. Vaghela</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Sabaratnam"> R. Sabaratnam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nitrous oxide (N₂O) has been used in anaesthesia for over 150 years owing to advantageous physical and pharmacological properties. However, with a global warming potential of 310, we have an urgent responsibility to reduce its usage and emission. Anecdotal evidence in our hospital trust suggests minimal N₂O usage, yet our theatres receive a staggering supply. This warranted further investigation. We used a data collection tool to prospectively capture quantitative and qualitative data regarding N₂O cases during one week: this recorded demographics, N₂O indications, clinical management, and total N₂O consumption in litres. In addition, N₂O usage in dental sedation suites and paediatric theatres was separately quantified. Pipeline supply data was acquired from British Oxygen Company accounts. We captured 490 cases. 4% (n=19) used N₂O, 63% (n=12) of these in dental theatres. Common N₂0 indications were induction speed (37%) and rapidly increasing anaesthesia depth (32%). In adult cases, N₂O was always used intraoperatively rather than solely at induction. 74% (n=14) of anaesthetists reported environmental concern over using N₂O. The week’s total N₂O usage was 8109 litres, amounting to 421,668 litres annually. However, the annual N₂O pipeline supply is 2,997,000 litres; an enormous 1.8 million Kg of CO₂. Our results supportively demonstrate that the N₂O pipeline supply greatly exceeds its clinical use. Acknowledging clinical areas not audited, the discrepancy between supply and usage suggests approximately 2.5 million litres of yearly wastage. We consequently recommend terminating the N₂O pipeline supply in minimally used areas, eliminating 1.5 million Kg of CO₂ emissions. High usage clinical areas could consider portable N₂O cylinders as an alternative. In Sweden, N₂O destruction technology is routinely used to minimise CO₂ emissions. Our results support National Health System investment in similar infrastructure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anaesthesia" title="anaesthesia">anaesthesia</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20gases" title=" medical gases"> medical gases</a>, <a href="https://publications.waset.org/abstracts/search?q=nitrous%20oxide" title=" nitrous oxide"> nitrous oxide</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/142352/nitrous-oxide-wastage-putting-strategies-in-the-pipeline-to-reduce-carbon-emissions-from-nitrous-oxide" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142352.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">138</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">3132</span> Educational Robotics with Easy Implementation and Low Cost</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20R.%20A.%20R.%20Moreira">Maria R. A. R. Moreira</a>, <a href="https://publications.waset.org/abstracts/search?q=Francisco%20R.%20O.%20Da%20Silva"> Francisco R. O. Da Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Andr%C3%A9%20O.%20A.%20Fontenele"> André O. A. Fontenele</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%89rick%20A.%20Ribeiro"> Érick A. Ribeiro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article deals with the influence of technology in education showing educational robotics as pedagogical method of solution for knowledge building. We are proposing the development and implementation of four robot models that can be used for teaching purposes involving the areas of mechatronics, mechanics, electronics and computing, making it efficient for learning other sciences and theories. One of the main reasons for application of the developed educational kits is its low cost, allowing its applicability to a greater number of educational institutions. The technology will add to education dissemination of knowledge by means of experiments in such a way that the pedagogical robotics promotes understanding, practice, solution and criticism about classroom challenges. We also present the relationship between education, science, technology and society through educational robotics, treated as an incentive to technological careers. <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=mecatronics" title=" mecatronics"> mecatronics</a>, <a href="https://publications.waset.org/abstracts/search?q=robotics" title=" robotics"> robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/41312/educational-robotics-with-easy-implementation-and-low-cost" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41312.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">383</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">3131</span> Higher Education Institution Students’ Perception on Educational Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuek%20Teik%20Sheng">Kuek Teik Sheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Leaw%20Zee%20Guan"> Leaw Zee Guan</a>, <a href="https://publications.waset.org/abstracts/search?q=Lim%20Wah%20Kien"> Lim Wah Kien</a>, <a href="https://publications.waset.org/abstracts/search?q=Ting%20%20Tin%20Tin"> Ting Tin Tin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational technology such as YouTube and Kahoot have arisen as an alternative to effective learning among higher education institutions. There are many researches done in carrying out experiments to test different educational technologies and received positive feedback from students. Yet, similar study is hardly found in Malaysia especially study that includes the latest educational technologies. As a developing country, it is crucial to ensure that these emerging technologies are assisting students in learning process before it is widely adopted in institutions. This paper conducted a study to explore the perception of higher education institution students on the current educational technologies in Malaysia which include online educational games, online videos/course, social media, presentation tools and resource management tool. Some of these technologies have not been looked into its potential in effective learning process. An online survey using questionnaire is conducted among a target of 300 university/college. In the survey, the result shows that majority of the target students in Malaysia agree that the current educational technologies help them in learning, understanding and manage their studies. It is necessary to discover students’ perceptions on the educational technologies in order to provide guidelines for the educators/institutions in selecting appropriate technology to conduct the lecture/tutorial efficiently and effectively. <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=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=Facebook" title=" Facebook"> Facebook</a>, <a href="https://publications.waset.org/abstracts/search?q=PowerPoint" title=" PowerPoint"> PowerPoint</a>, <a href="https://publications.waset.org/abstracts/search?q=YouTube" title=" YouTube"> YouTube</a> </p> <a href="https://publications.waset.org/abstracts/65588/higher-education-institution-students-perception-on-educational-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65588.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">242</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">3130</span> Overall Student Satisfaction at Tabor School of Education: An Examination of Key Factors Based on the AUSSE SEQ</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Francisco%20Ben">Francisco Ben</a>, <a href="https://publications.waset.org/abstracts/search?q=Tracey%20Price"> Tracey Price</a>, <a href="https://publications.waset.org/abstracts/search?q=Chad%20Morrison"> Chad Morrison</a>, <a href="https://publications.waset.org/abstracts/search?q=Victoria%20Warren"> Victoria Warren</a>, <a href="https://publications.waset.org/abstracts/search?q=Willy%20Gollan"> Willy Gollan</a>, <a href="https://publications.waset.org/abstracts/search?q=Robyn%20Dunbar"> Robyn Dunbar</a>, <a href="https://publications.waset.org/abstracts/search?q=Frank%20Davies"> Frank Davies</a>, <a href="https://publications.waset.org/abstracts/search?q=Mark%20Sorrell"> Mark Sorrell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper focuses particularly on the educational aspects that contribute to the overall educational satisfaction rated by Tabor School of Education students who participated in the Australasian Survey of Student Engagement (AUSSE) conducted by the Australian Council for Educational Research (ACER) in 2010, 2012 and 2013. In all three years of participation, Tabor ranked first especially in the area of overall student satisfaction. By using a single level path analysis in relation to the AUSSE datasets collected using the Student Engagement Questionnaire (SEQ) for Tabor School of Education, seven aspects that contribute to overall student satisfaction have been identified. There appears to be a direct causal link between aspects of the Supportive Learning Environment, Work Integrated Learning, Career Readiness, Academic Challenge, and overall educational satisfaction levels. A further three aspects, being Student and Staff Interactions, Active Learning, and Enriching Educational Experiences, indirectly influence overall educational satisfaction levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attrition" title="attrition">attrition</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20experience" title=" educational experience"> educational experience</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teacher%20education" title=" pre-service teacher education"> pre-service teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20satisfaction" title=" student satisfaction"> student satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/50848/overall-student-satisfaction-at-tabor-school-of-education-an-examination-of-key-factors-based-on-the-ausse-seq" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50848.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3129</span> Influence of Emotional Intelligence on Educational Supervision and Leadership Style in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jawaher%20Bakheet%20Almudarra">Jawaher Bakheet Almudarra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An Educational Supervisor assists teachers to develop their competence and skills in teaching, solving educational problems, and to improve the teaching methods to suit the educational process. They evaluate their teachers and write reports based on their assessments. In 1957, the Saudi Ministry of Education instituted Educational Supervision to facilitate effective management of schools, however, there have been concerns that the Educational Supervision has not been effective in executing its mandate. Studies depicted that Educational supervision has not been effective because it has been marred by poor and autocratic leadership practices such as stringent inspection, commanding and judging. Therefore, there is need to consider some of the ways in which school outcomes can be enhanced through the improvement of Educational supervision practices. Emotional intelligence is a relatively new concept that can be integrated into the Saudi education system that is yet to be examined in-depth and embraced particularly in the realm of educational leadership. Its recognition and adoption may improve leadership practices among Educational supervisors. This study employed a qualitative interpretive approach that will focus on decoding, describing and interpreting the connection between emotional intelligence and leadership. The study also took into account the social constructions that include consciousness, language and shared meanings. The data collection took place in the Office of Educational Supervisors in Riyadh and involved 4 Educational supervisors and 20 teachers from both genders- male and female. The data collection process encompasses three methods namely; qualitative emotional intelligence self-assessment questionnaires, reflective semi-structured interviews, and open workshops. The questionnaires would explore whether the Educational supervisors understand the meaning of emotional intelligence and its significance in enhancing the quality of education system in Saudi Arabia. Subsequently, reflective semi-structured interviews were carried out with the Educational supervisors to explore the connection between their leadership styles and the way they conceptualise their emotionality. The open workshops will include discussions on emotional aspects of Educational supervisors’ practices and how Educational supervisors make use of the emotional intelligence discourse in their leadership and supervisory relationships. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=directors%20of%20educational%20supervision" title="directors of educational supervision">directors of educational supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title=" educational leadership"> educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20management" title=" education management"> education management</a> </p> <a href="https://publications.waset.org/abstracts/68314/influence-of-emotional-intelligence-on-educational-supervision-and-leadership-style-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68314.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">429</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">3128</span> Effective Use of Educational Technology for Teaching in Nigerian Colleges of Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edo%20O.%20Ekanem">Edo O. Ekanem</a>, <a href="https://publications.waset.org/abstracts/search?q=Eme%20S.%20Ndeh"> Eme S. Ndeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Ubong%20M.%20Nkok"> Ubong M. Nkok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of educational technology in teaching is of great importance because of its systematic way of conceptualizing the execution and evaluation of Educational process. This study therefore examines the use of Educational Technology for teaching in Colleges of Education in south south geo-political zone of Nigeria. Four specific purposes, four research questions and four null hypotheses guided the study. The study adopted descriptive research design of the survey type. A sample of 295 lecturers from six colleges of education was selected using stratified and simple random sampling techniques. The data for this study were collected through a self-designed questionnaire and was analyzed using frequency counts, percentage scores and t-test statistics. The hypotheses for the study were tested at 0.05 significance. Findings from the study reveal that Educational Technology facilities such as Internet, electronic notice boards and projectors were not adequately used for teaching in the Colleges. It was also found that most lecturers use more of visual media than electronic/digital media in the classrooms. Moreover, the study shows that lecturers’ use of educational technology is influenced by their highest academic qualification while their level of awareness about the value of technology in education is not gender based. Lecturers’ lack of competence, inadequate Educational Technology facilities and Power are among the factors that inhibit the adequate use of the facilities. Based on the findings, recommendations were made on how to ensure effective use of Educational Technology for teaching in the Colleges in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title="colleges of education">colleges of education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/59882/effective-use-of-educational-technology-for-teaching-in-nigerian-colleges-of-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59882.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">428</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">3127</span> Sustainable Opportunities of Educational Facilities Provided to the Imprisoned Women's Children in Karachi's Central Jail</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Waqar%20Un%20Nisa%20Faizi">Waqar Un Nisa Faizi</a>, <a href="https://publications.waset.org/abstracts/search?q=Anila%20Fatima%20Shakil"> Anila Fatima Shakil</a>, <a href="https://publications.waset.org/abstracts/search?q=Wilayat%20Bibi"> Wilayat Bibi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajjad%20Hayat%20Akhtar"> Sajjad Hayat Akhtar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study will discuss the sustainable opportunities regarding educational facilities provided to the children of imprisoned women in the different jails of Pakistan particularly in Central Jail of Karachi. It will also discuss the importance of educational facilities which are required for the mental and personal growth of the children as education has the capability to enhance the general knowledge and the personality of any individual. Education is extremely important for the children whether they live in a society or in prison, because they are the future of any country. Therefore, the point of discussion in this paper will be the provision of educational facilities and sustainable opportunities regarding these facilities to the children of imprisoned women in Karachi and other countries of the world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=imprisoned" title="imprisoned">imprisoned</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20facilities" title=" educational facilities"> educational facilities</a>, <a href="https://publications.waset.org/abstracts/search?q=criminal%20activities" title=" criminal activities"> criminal activities</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20atmosphere" title=" positive atmosphere"> positive atmosphere</a> </p> <a href="https://publications.waset.org/abstracts/42145/sustainable-opportunities-of-educational-facilities-provided-to-the-imprisoned-womens-children-in-karachis-central-jail" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42145.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">343</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">3126</span> Healthy Feeding and Drinking Troughs for Profitable Intensive Deep-Litter Poultry Farming</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Godwin%20Ojochogu%20Adejo">Godwin Ojochogu Adejo</a>, <a href="https://publications.waset.org/abstracts/search?q=Evelyn%20UnekwuOjo%20Adejo"> Evelyn UnekwuOjo Adejo</a>, <a href="https://publications.waset.org/abstracts/search?q=Sunday%20UnenwOjo%20Adejo"> Sunday UnenwOjo Adejo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The mainstream contemporary approach to controlling the impact of diseases among poultry birds rely largely on curative measures through the administration of drugs to infected birds. Most times as observed in the deep liter poultry farming system, entire flocks including uninfected birds receive the treatment they do not need. As such, unguarded use of chemical drugs and antibiotics has led to wastage and accumulation of chemical residues in poultry products with associated health hazards to humans. However, wanton and frequent drug usage in poultry is avoidable if feeding and drinking equipment are designed to curb infection transmission among birds. Using toxicological assays as guide and with efficiency and simplicity in view, two newly field-tested and recently patented equipments called 'healthy liquid drinking trough (HDT)' and 'healthy feeding trough (HFT)' that systematically eliminate contamination of the feeding and drinking channels, thereby, curbing wide-spread infection and transmission of diseases in the (intensive) deep litter poultry farming system were designed. Upon combined usage, they automatically and drastically reduced both the amount and frequency of antibiotics use in poultry by over > 50%. Additionally, they conferred optimization of feed and water utilization/elimination of wastage by > 80%, reduced labour by > 70%, reduced production cost by about 15%, and reduced chemical residues in poultry meat or eggs by > 85%. These new and cheap technologies which require no energy input are likely to elevate safety of poultry products for consumers' health, increase marketability locally and for export, and increase output and profit especially among poultry farmers and poor people who keep poultry or inevitably utilize poultry products in developing countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=healthy" title="healthy">healthy</a>, <a href="https://publications.waset.org/abstracts/search?q=trough" title=" trough"> trough</a>, <a href="https://publications.waset.org/abstracts/search?q=toxicological" title=" toxicological"> toxicological</a>, <a href="https://publications.waset.org/abstracts/search?q=assay-guided" title=" assay-guided"> assay-guided</a>, <a href="https://publications.waset.org/abstracts/search?q=poultry" title=" poultry"> poultry</a> </p> <a href="https://publications.waset.org/abstracts/105246/healthy-feeding-and-drinking-troughs-for-profitable-intensive-deep-litter-poultry-farming" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105246.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">155</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">3125</span> Unpacking Systemic Racism Within Educational Leadership</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Henry%20Lee">Henry Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Shiu"> Daniel Shiu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational organizations are currently exploring ways to increase equity, diversity, and inclusion (EDI), and this is now evident within the K-12 school system, universities, and teacher unions. These organizations have been creating and implementing new EDI specific policies. Their goal is to provide the framework and supports needed to establish EDI into the organizational culture. However, the implementation of EDI policies does not always lead to the intended outcomes. The purpose of this paper is to explore some factors regarding why the implementation of EDI policies within educational organizations can be problematic. This includes how Whiteness is replicated, promoted, and celebrated in educational leadership. How Whiteness and White supremacy are operationalized by BIPOC leaders within educational spaces, and how EDI specific training fails to understand the different training needed for both IBPOC (Indigenous, Black, People of Colour) and non-IBPOC leaders. This paper also addresses the model minority myth and how this informs and guides IBPOC identity and leadership within a predominately White dominant leadership in education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20race%20theory" title="critical race theory">critical race theory</a>, <a href="https://publications.waset.org/abstracts/search?q=equity%20%26%20diversity%20%26%20inclusion" title=" equity & diversity & inclusion"> equity & diversity & inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title=" educational leadership"> educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=intersectionality" title=" intersectionality"> intersectionality</a> </p> <a href="https://publications.waset.org/abstracts/152322/unpacking-systemic-racism-within-educational-leadership" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152322.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">133</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">3124</span> The Application of Computer and Technology in Language Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pouya%20Vakili">Pouya Vakili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since computers were first introduced into educational facilities, foreign language educators have been faced with the problem of integrating high-tech multimedia techniques into a traditional text-based curriculum. As studies of language teaching have pointed out, ‘Language teaching tends in practice to be eclectic…. There are not only exceptionally many paths and educational means for arriving at a given educational goal, but there are also many types of educational materials which can be used to achieve that goal’. For language educators who are trying to incorporate technology into their curricula, the choices seem endless. Yet the quantity, as well as the limitations, of available computer programs does not guarantee that these programs can be successfully integrated into a curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia" title=" multimedia"> multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology "> technology </a> </p> <a href="https://publications.waset.org/abstracts/27092/the-application-of-computer-and-technology-in-language-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27092.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">574</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">3123</span> The Socio-Economic Consequences of Educational Migration for Georgia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eteri%20Kharaishvili">Eteri Kharaishvili</a>, <a href="https://publications.waset.org/abstracts/search?q=Marina%20%20Chavleishvili"> Marina Chavleishvili</a>, <a href="https://publications.waset.org/abstracts/search?q=Manana%20Lobzhanidze"> Manana Lobzhanidze</a>, <a href="https://publications.waset.org/abstracts/search?q=Nino%20Grigolia"> Nino Grigolia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article analyzes Georgia's involvement in global migration processes, assessing migration research and policy regulatory documents. The socio-economic situation of young people has been studied in the paper, their employment and unemployment levels are analyzed, reasons for migration of youth are revealed, the impact of migration on the socio-economic development of the country is substantiated. Youth demand on education is also assessed, problems in the education sector are identified, educational migration indicators are analyzed according to the internationalization process of this sector. Based on the analysis of the motivations of young people in Georgia, orientation of values and the aspects conditioning life strategies the factors affecting educational migration are determined and the results of the positive and negative impact of educational migration on the socio-economic development of the country are substantiated. The importance of efficient management of educational migration for Georgia in getting closer to the EU and achieving inclusive economic grow this substantiated. Recommendations for efficient management of the process of Georgian citizens’ learning and acquiring experience, as well as the internationalization of education sector and educational migration, are drawn. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20migration" title="educational migration">educational migration</a>, <a href="https://publications.waset.org/abstracts/search?q=migration%20management" title=" migration management"> migration management</a>, <a href="https://publications.waset.org/abstracts/search?q=migration%20of%20youth" title=" migration of youth"> migration of youth</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-economic%20results%20of%20educational%20migration" title=" socio-economic results of educational migration"> socio-economic results of educational migration</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20employment" title=" youth employment"> youth employment</a> </p> <a href="https://publications.waset.org/abstracts/94606/the-socio-economic-consequences-of-educational-migration-for-georgia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94606.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">255</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">3122</span> Students’ Perceptions on Educational Game for Learning Programming Subject: A Case Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roslina%20Ibrahim">Roslina Ibrahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Azizah%20Jaafar"> Azizah Jaafar</a>, <a href="https://publications.waset.org/abstracts/search?q=Khalili%20Khalil"> Khalili Khalil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational games (EG) are regarded as a promising teaching and learning tool for the new generation. Growing number of studies and literatures can be found in EG studies. Both academic researchers and commercial developers come out with various educational games prototypes and titles. Despite that, acceptance of educational games still lacks among the students. It is important to understanding students’ perceptions of EG, since they are the main stakeholder of the technology. Thus, this study seeks to understand perceptions of undergraduates’ students using a framework originated from user acceptance theory. The framework consists of six constructs with twenty-eight items. Data collection was done on 180 undergraduate students of Universiti Teknologi Malaysia, Kuala Lumpur using self-developed online EG called ROBO-C. Data analysis was done using descriptive, factor analysis and correlations. Performance expectancy, effort expectancy, attitude, and enjoyment factors were found significantly correlated with the intention to use EG. This study provides more understanding towards the use of educational games among students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20games" title="educational games">educational games</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions" title=" perceptions"> perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=acceptance" title=" acceptance"> acceptance</a>, <a href="https://publications.waset.org/abstracts/search?q=UTAUT" title=" UTAUT"> UTAUT</a> </p> <a href="https://publications.waset.org/abstracts/2980/students-perceptions-on-educational-game-for-learning-programming-subject-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2980.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">411</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">3121</span> An Approach to Integrate Ontologies of Open Educational Resources in Knowledge Base Management Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Firas%20A.%20Al%20Laban">Firas A. Al Laban</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Chabi"> Mohamed Chabi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sammani%20Danwawu%20Abdullahi"> Sammani Danwawu Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are a real needs to integrate types of Open Educational Resources (OER) with an intelligent system to extract information and knowledge in the semantic searching level. Those needs raised because most of current learning standard adopted web based learning and the e-learning systems does not always serve all educational goals. Semantic Web systems provide educators, students, and researchers with intelligent queries based on a semantic knowledge management learning system. An ontology-based learning system is an advanced system, where ontology plays the core of the semantic web in a smart learning environment. The objective of this paper is to discuss the potentials of ontologies and mapping different kinds of ontologies; heterogeneous or homogenous to manage and control different types of Open Educational Resources. The important contribution of this research is to approach a methodology uses logical rules and conceptual relations to map between ontologies of different educational resources. We expect from this methodology to establish for an intelligent educational system supporting student tutoring, self and lifelong learning system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20systems" title="knowledge management systems">knowledge management systems</a>, <a href="https://publications.waset.org/abstracts/search?q=ontologies" title=" ontologies"> ontologies</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20educational%20resources" title=" open educational resources "> open educational resources </a> </p> <a href="https://publications.waset.org/abstracts/27021/an-approach-to-integrate-ontologies-of-open-educational-resources-in-knowledge-base-management-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27021.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">498</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3120</span> The Impact of the Atypical Crisis on Educational Migration: Economic and Policy Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manana%20Lobzhanidze">Manana Lobzhanidze</a>, <a href="https://publications.waset.org/abstracts/search?q=Marine%20Kobalava"> Marine Kobalava</a>, <a href="https://publications.waset.org/abstracts/search?q=Lali%20Chikviladze"> Lali Chikviladze</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The global pandemic crisis has had a significant impact on educational migration, substantially limiting young people’s access to education abroad. Therefore, it became necessary to study the economic, demographic, social, cultural and other factors associated with educational migration, to identify the economic and political challenges of educational migration and to develop recommendations. The aim of the research is to study the effects of the atypical crisis on educational migration and to make recommendations on effective migration opportunities based on the identification of economic and policy challenges in this area. Bibliographic research is used to assess the effects of the impact of the atypical crisis on educational migration presented in the papers of various scholars. Against the background of the restrictions imposed during the COVID19 pandemic, migration rates have been analyzed, endogenous and exogenous factors affecting educational migration have been identified. Quantitative and qualitative research of students and graduates of TSU Economics and Business Faculty is conducted, the results have been processed by SPSS program, the factors hindering educational migration and the challenges have been identified. The Internet and digital technologies have been shown to play a vital role in alleviating the challenges posed by the COVID-19 pandemic, however, lack of Internet access and limited financial resources have played a disruptive role in the educational migration process. The analysis of quantitative research materials revealed the problems of educational migration caused by the atypical crisis, while some issues were clarified during the focus group meetings. The following theoretical-methodological approaches were used during the research: a bibliographic research, analysis, synthesis, comparison, selection-grouping are used; Quantitative and qualitative research has been carried out, the results have been processed by SPSS program. The article presents the consequences of the atypical crisis for educational migration, identifies the main economic and policy challenges in the field of educational migration, and develops appropriate recommendations to overcome them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20migration" title="educational migration">educational migration</a>, <a href="https://publications.waset.org/abstracts/search?q=atypical%20crisis" title=" atypical crisis"> atypical crisis</a>, <a href="https://publications.waset.org/abstracts/search?q=economic-political%20challenges" title=" economic-political challenges"> economic-political challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20migration%20factors" title=" educational migration factors"> educational migration factors</a> </p> <a href="https://publications.waset.org/abstracts/150534/the-impact-of-the-atypical-crisis-on-educational-migration-economic-and-policy-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150534.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">145</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">3119</span> Human Performance Technology (HPT) as an Entry Point to Achieve Organizational Development in Educational Institutions of the Ministry of Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alkhathlan%20Mansour">Alkhathlan Mansour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Current research aims at achieving the organizational development in the educational institutions in the governorate of Al-Kharj through the human performance technology (HPT) model that is named; “The Intellectual Model to improve human performance”. To achieve the goal of this research, it tools -that it is consisting of targeted questionnaires to research sample numbered (120)- have been set up. This sample is represented in; department managers in Prince Sattam Bin Abdulaziz University (50), educational supervisors in the Department of Education (40), school administrators in the governorate (30), and the views of education experts through personal interviews in the proposal to achieve organizational development through the intellectual model to improve human performance. Among the most important research results is that there are many obstacles prevent the organizational development in the educational institutions, so the research suggested a model to achieve organizational development through human performance technologies, as well as the researcher recommended through the results of his research that the administrators have to take into account the justice in the distribution of incentives to employees of educational institutions and training leaders in educational institutions on organizational development strategies and working on the preparation of experts of organizational development in the educational institutions to develop the necessary policies and procedures of each institution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20performance" title="human performance">human performance</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational" title=" organizational "> organizational </a> </p> <a href="https://publications.waset.org/abstracts/60792/human-performance-technology-hpt-as-an-entry-point-to-achieve-organizational-development-in-educational-institutions-of-the-ministry-of-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60792.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">290</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">3118</span> The Facilitators and Barriers to the Implementation of Educational Neuroscience: Teachers’ Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Kawther">S. Kawther</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Marshall"> C. Marshall</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational neuroscience has the intention of transforming research findings of the underpinning neural processes of learning to educational practices. A main criticism of the field, hitherto, is that less focus has been put on studying the in-progress practical application of these findings. Therefore, this study aims to gain a better understanding of teachers’ perceptions of the practical application and utilization of brain knowledge. This was approached by investigating the answer to 'What are the facilitators and barriers for bringing research from neuroscience to bear on education?'. Following a qualitative design, semi-structured interviews were conducted with 12 teachers who had a proficient course in educational neuroscience. Thematic analysis was performed on the transcribed data applying Braun & Clark’s steps. Findings emerged with four main themes: time, knowledge, teacher’s involvement, and system. These themes revealed that some effective brain-based practices are being engaged in by the teachers. However, the lack of guidance and challenges regarding this implementation were also found. This study discusses findings in light of the development of educational neuroscience implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brain-based" title="brain-based">brain-based</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20neuroscience" title=" educational neuroscience"> educational neuroscience</a>, <a href="https://publications.waset.org/abstracts/search?q=neuroeducation" title=" neuroeducation"> neuroeducation</a>, <a href="https://publications.waset.org/abstracts/search?q=neuroscience-informed" title=" neuroscience-informed"> neuroscience-informed</a> </p> <a href="https://publications.waset.org/abstracts/123912/the-facilitators-and-barriers-to-the-implementation-of-educational-neuroscience-teachers-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123912.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">167</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">3117</span> Educational Justice as the Basis for Social Justice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baratali%20Monfaredraz">Baratali Monfaredraz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concept of justice has been able to occupy a lot of people’s minds and speeches for a long time. Justice has various dimensions such as economic justice, judicial justice, political justice, educational justice, ethnical justice and etc. Educational justice as one of the most basic dimensions of justice can alter our education in every field and it can flourish the talents and capabilities on macro level. One of the most efficient ways for social justice realization is to provide equal opportunities for all people in the society to be able to access equally to education as their human rights since today how progress occurs in education is regarded as the index of social development. On this basis, especially developing countries try to provide equal opportunities for all people in terms of access to education, specifically in higher education. At present, private education system violates the principles of conducting effort, meeting the needs and in part realizing the capabilities and so it cannot be justified to be a fair conductance. It seems that providing higher quality education in public schools and lowering role of teacher and educational facilities in educational achievement can be considered as a proper way to remove the discrimination in terms of unequal distribution of educational facilities. In addition, higher education development in deprived regions can initialize social activities among the inhabitants of these regions. Justice in educational field can result in access of all people to economic and social situations and job opportunities in future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20justice" title="educational justice">educational justice</a>, <a href="https://publications.waset.org/abstracts/search?q=deprivation" title=" deprivation"> deprivation</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20schools" title=" private schools"> private schools</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20opportunities" title=" job opportunities"> job opportunities</a> </p> <a href="https://publications.waset.org/abstracts/24724/educational-justice-as-the-basis-for-social-justice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24724.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">485</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">3116</span> Enhancing Teacher Retention and Professional Satisfaction: An Analysis of Salaries, Policies, and Educational Frameworks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melissa%20Beck%20Wells">Melissa Beck Wells</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the complex factors affecting teacher retention across states, focusing on the roles of salaries, educational policies, and professional development. Despite efforts to reduce teacher turnover, it remains a significant challenge, impacting the quality of education and student outcomes. Analysis of data from the National Education Association, the ‘Raise the Bar’ initiative, and the Education Commission of the States reveals a minimal negative correlation between teacher salaries and retention, indicating that salary alone does not determine retention. Additionally, thematic analysis of educational policies and development programs highlights effective strategies for addressing retention challenges. The research emphasizes the need for holistic support systems, including mentorship and professional growth opportunities, to improve retention. These findings urge policymakers and educational leaders to develop comprehensive strategies to maintain a qualified teaching workforce and enhance educational quality and equity nationwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20retention" title="teacher retention">teacher retention</a>, <a href="https://publications.waset.org/abstracts/search?q=salary%20levels" title=" salary levels"> salary levels</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20policies" title=" educational policies"> educational policies</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20turnover" title=" teacher turnover"> teacher turnover</a> </p> <a href="https://publications.waset.org/abstracts/187060/enhancing-teacher-retention-and-professional-satisfaction-an-analysis-of-salaries-policies-and-educational-frameworks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187060.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">45</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">3115</span> Exploring Global Perspectives of Educational Leadership: A Case of 10 Curriculum Changes in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mursidin%20Yusuf">Mursidin Yusuf</a>, <a href="https://publications.waset.org/abstracts/search?q=Fitri%20Wulandari"> Fitri Wulandari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Indonesia has changed its curriculum ten times, starting from 1947 to 2022, and it might change in upcoming years. This comprehensive study delves into the global perspectives of educational leadership, with a specific focus on examining curriculum changes within the context of Indonesia. Against the backdrop of an increasingly interconnected educational landscape, the necessity to comprehend diverse leadership approaches becomes paramount. By employing a qualitative case study methodology, this research meticulously scrutinizes ten notable curriculum modifications within the Indonesian educational framework and evaluates their impacts on the sector. Utilizing document analysis, pertinent literature, and interviews with school principals, the study thoroughly explores the leadership dynamics that have influenced these alterations. The findings offer multifaceted insights into the strategies, challenges, and outcomes associated with curriculum reform initiatives in Indonesia, providing a nuanced understanding of the effects of these changes on the education sector. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20changes" title="curriculum changes">curriculum changes</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title=" educational leadership"> educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20perspectives" title=" global perspectives"> global perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesia" title=" Indonesia"> Indonesia</a> </p> <a href="https://publications.waset.org/abstracts/185836/exploring-global-perspectives-of-educational-leadership-a-case-of-10-curriculum-changes-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185836.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">43</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">3114</span> On the Effectiveness of Educational Technology on the Promotion of Exceptional Children or Children with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasrin%20Badrkhani">Nasrin Badrkhani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increasing use of educational technologies has created a tremendous transformation in all fields and most importantly, in the field of education and learning. In recent decades, traditional learning approaches have undergone fundamental changes with the emergence of new learning technologies. Research shows that suitable educational tools play an effective role in the transmission, comprehension, and impact of educational concepts. These tools provide a tangible basis for thinking and constructing concepts, resulting in an increased interest in learning. They provide real and true experiences to students and convey educational meanings and concepts more quickly and clearly. It can be said that educational technology, as an active and modern teaching method, with capabilities such as engaging multiple senses in the educational process and involving the learner, makes the learning environment more flexible. It effectively impacts the skills of children with special needs by addressing their specific needs. Teachers are no longer the sole source of information, and students are not mere recipients of information. They are considered the main actors in the field of education and learning. Since education is one of the basic rights of every human being and children with special needs face unique challenges and obstacles in education, these challenges can negatively affect their abilities and learning. To combat these challenges, one of the ways is to use educational technologies for more diverse, effective learning. Also, the use of educational technology for students with special needs has increasingly proven effective in boosting their self-confidence and helping them overcome learning challenges, enhancing their learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20technology" title="communication technology">communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20with%20special%20needs" title=" students with special needs"> students with special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=self-confidence" title=" self-confidence"> self-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=raising%20the%20expectations%20and%20progress" title=" raising the expectations and progress"> raising the expectations and progress</a> </p> <a href="https://publications.waset.org/abstracts/187909/on-the-effectiveness-of-educational-technology-on-the-promotion-of-exceptional-children-or-children-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187909.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">13</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">3113</span> Transforming Educational Leadership With Innovative Administrative Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kofi%20Nkonkonya%20Mpuangnan">Kofi Nkonkonya Mpuangnan</a>, <a href="https://publications.waset.org/abstracts/search?q=Samantha%20Govender"> Samantha Govender</a>, <a href="https://publications.waset.org/abstracts/search?q=Hlengiwe%20Romualda%20Mhlongo"> Hlengiwe Romualda Mhlongo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational leaders are skilled architects crafting a vibrant environment where growth, creativity, and adaptability can flourish within schools. Their journey is one of transformation, urging them to explore administrative strategies that align seamlessly with evolving educational models and cater to the specific needs of students, educators, and stakeholders. Through this committed effort to innovate, they seek to enhance the effectiveness and influence of educational systems, paving the way for a more inclusive and forward-thinking educational environment. In this context, the authors explored the concept of transforming educational leadership with administrative strategies in alignment with the following research objectives. To find the strategies that can be adopted by transformation leaders to promote effective administrative practices in an educational setting and to explore the roles of educational leaders in promoting collaboration in education. To find answers to these questions, a systematic literature review underpinned by the transformational leadership model was adopted. Therefore, concepts integrated from a variety of outlets, including academic journals, conference proceedings, and reports found within SCOPUS, WoS, and IBSS databases. A search was aided using specific themes like innovative administrative practices, the roles of educational leaders, and interdisciplinary approaches to administrative practices. The process of conducting the search adhered to the five-step framework, which was subjected to inclusion and exclusion of studies. It was found that transformational leadership, agile methodologies, employee wellbeing, seminars and workshops could foster a culture of innovation and creativity among teachers and staff to transform administrative practices in education settings. It was recommended that professional development programs be organized periodically for educational leaders in educational institutions to help them revitalize their knowledge and skills in educational administration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title="educational leadership">educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20strategies" title=" innovative strategies"> innovative strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=administrative%20practices" title=" administrative practices"> administrative practices</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=stakeholder%20engaement" title=" stakeholder engaement"> stakeholder engaement</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20outcome" title=" student outcome"> student outcome</a> </p> <a href="https://publications.waset.org/abstracts/174053/transforming-educational-leadership-with-innovative-administrative-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174053.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">93</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">3112</span> Educational Innovation and ICT: Before and during 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Monge%20L%C3%B3pez">Carlos Monge López</a>, <a href="https://publications.waset.org/abstracts/search?q=Patricia%20G%C3%B3mez%20Hern%C3%A1ndez"> Patricia Gómez Hernández</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational innovation is a quality factor of teaching-learning processes and institutional accreditation. There is an increasing of these change processes, especially after 2000. However, the publications about this topic are more associated with ICTs in currently century. The main aim of the study was to determine the tendency of educational innovations around ICTs. The used method was mixed research design (content analysis, review of scientific literature and descriptive, comparative and correlation study) with 649 papers. In summary, the results indicated that, progressively, the educational innovation is associated with ICTs, in comparison with this type of change processes without ICTs. In conclusion, although this tendency, scientific literature must divulgate more kinds of pedagogical innovation with the aim of deepening in other new resources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=descriptive%20study" title="descriptive study">descriptive study</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20society" title=" knowledge society"> knowledge society</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20innovation" title=" pedagogical innovation"> pedagogical innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=technologies" title=" technologies"> technologies</a> </p> <a href="https://publications.waset.org/abstracts/10245/educational-innovation-and-ict-before-and-during-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10245.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">485</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">3111</span> Model Canvas and Process for Educational Game Design in Outcome-Based Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ratima%20Damkham">Ratima Damkham</a>, <a href="https://publications.waset.org/abstracts/search?q=Natasha%20Dejdumrong"> Natasha Dejdumrong</a>, <a href="https://publications.waset.org/abstracts/search?q=Priyakorn%20Pusawiro"> Priyakorn Pusawiro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explored the solution in game design to help game designers in the educational game designing using digital educational game model canvas (DEGMC) and digital educational game form (DEGF) based on Outcome-based Education program. DEGMC and DEGF can help designers develop an overview of the game while designing and planning their own game. The way to clearly assess players’ ability from learning outcomes and support their game learning design is by using the tools. Designers can balance educational content and entertainment in designing a game by using the strategies of the Business Model Canvas and design the gameplay and players’ ability assessment from learning outcomes they need by referring to the Constructive Alignment. Furthermore, they can use their design plan in this research to write their Game Design Document (GDD). The success of the research was evaluated by four experts’ perspectives in the education and computer field. From the experiments, the canvas and form helped the game designers model their game according to the learning outcomes and analysis of their own game elements. This method can be a path to research an educational game design in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructive%20alignment" title="constructive alignment">constructive alignment</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20theory" title=" constructivist theory"> constructivist theory</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20game" title=" educational game"> educational game</a>, <a href="https://publications.waset.org/abstracts/search?q=outcome-based%20education" title=" outcome-based education"> outcome-based education</a> </p> <a href="https://publications.waset.org/abstracts/130973/model-canvas-and-process-for-educational-game-design-in-outcome-based-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130973.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">3110</span> A Proposal on the Educational Transactional Analysis as a Dialogical Vision of Culture: Conceptual Signposts and Practical Tools for Educators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marina%20Sartor%20Hoffer">Marina Sartor Hoffer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The multicultural composition of today's societies poses new challenges to educational contexts. Schools are therefore called first to develop dialogic aptitudes and communicative skills adapted to the complex reality of post-modern societies. It is indispensable for educators and for young people to learn theoretical and practical tools during their scholastic path, in order to allow the knowledge of themselves and of the others with the aim of recognizing the value of the others regardless of their culture. Dialogic Skills help to understand and manage individual differences by allowing the solution of problems and preventing conflicts. The Educational Sector of Eric Berne’s Transactional Analysis offers a range of methods and techniques for this purpose. Educational Transactional Analysis is firmly anchored in the Personalist Philosophy and deserves to be promoted as a theoretical frame suitable to face the challenges of contemporary education. The goal of this paper is therefore to outline some conceptual and methodological signposts for the education to dialogue by drawing concepts and methodologies from educational transactional analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogic%20process" title="dialogic process">dialogic process</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20to%20dialogue" title=" education to dialogue"> education to dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20transactional%20analysis" title=" educational transactional analysis"> educational transactional analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=personalism" title=" personalism"> personalism</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20good%20of%20the%20relationship" title=" the good of the relationship"> the good of the relationship</a> </p> <a href="https://publications.waset.org/abstracts/85172/a-proposal-on-the-educational-transactional-analysis-as-a-dialogical-vision-of-culture-conceptual-signposts-and-practical-tools-for-educators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85172.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">267</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=educational%20wastage&page=1" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=educational%20wastage&page=1">1</a></li> <li class="page-item active"><span class="page-link">2</span></li> <li class="page-item"><a class="page-link" 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