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Journal articles on the topic 'Adequate digital skills'
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Kaarakainen, Meri-Tuulia, Suvi-Sadetta Kaarakainen, and Antero Kivinen. "Seeking Adequate Competencies for the Future." Nordic Journal of Science and Technology Studies 6, no. 1 (September 14, 2018): 4–20. http://dx.doi.org/10.5324/njsts.v6i1.2520.
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Digital skills are a prerequisite today for working, studying, civic participation, and maintaining social relationships in our digitalised technical world. These skills are also important both as a general goal and an instrument for learning. This study briefly presents the aims that are related to digital skills of the Finnish curricula, and explores, using a large sample (N = 3,206) of Finnish upper secondary school students, these young people’s digital skills and their distribution. The study provides new insights into the state of these skills and differences found in them and focuses on the relationship between these results and the students’ present educational choices and future study/employment intentions. The actual variability of digital skills among upper secondary students is one of the main findings of the study. On the same educational level, it was found that digital skills vary enormously, particularly for students’ current educational choices and their future intentions. Digital skills are also distinctly associated with age for 15 to 22-year-olds. At the same time, gender alone appears to have no prominent effect on the level or adeptness of upper secondary school students’ digital skills.
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Che Had, Mohd Zulhilmi, and Radzuwan Ab Rashid. "A Review of Digital Skills of Malaysian English Language Teachers." International Journal of Emerging Technologies in Learning (iJET) 14, no. 02 (January 30, 2019): 139. http://dx.doi.org/10.3991/ijet.v14i02.8732.
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This paper reviews the use of digital skills among teachers to teach English language lesson at schools in Malaysia. It starts by tracking the scenario of digital natives in Malaysia who are studying at school. Next, it reviews the government policies related to the integration of ICT in education especially in English language education as the government has invested a large amount of money to roll out the plan. This is followed by the discussion on teachers’ digital skills in conducting English language classes. It reveals that the barriers of ICT integration are the lack of system support and teachers’ reluctance to adopt the integration in English language lesson. This paper also reviews the courses of continuous professional development among language teachers as to deliver e-learning effectively. This paper concludes the ICT integration in English language lessons is vital and the teachers have to equip themselves with adequate digitals skills to meet digital natives’ expectations in learning English.
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Sánchez-Cruzado, Cristina, Raúl Santiago Campión, and Mª Teresa Sánchez-Compaña. "Teacher Digital Literacy: The Indisputable Challenge after COVID-19." Sustainability 13, no. 4 (February 8, 2021): 1858. http://dx.doi.org/10.3390/su13041858.
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The COVID-19 outbreak opened a new scenario where teachers must have adequate digital literacy to teach online and to implement a current and innovative educational model. This paper provides the most relevant results obtained from a quantitative study in which 4883 Spanish teachers of all education levels participated to measure their digital skills, during the last school years. It also proposes a digital skills teacher training plan, taking the joint framework of digital skills of INTEF (Spanish acronym for National Institute of Educational Technologies and Teacher Training) as its reference point. The tool ACDC (Analysis of Common Digital Competences) was used for data collection. The results of descriptive analysis show, overall, the low self-perception that teachers have of their digital skills. In addition, this paper studies the relationship existing between the characteristics that define the population and the teachers’ digital skills level. This relationship is obtained through a multiple linear regression model. The study reveals that digital literacy is not a reality that has favored the teaching–learning process and that a training program is urgently required for teachers to reach optimal levels of digital skills, so as to undergo a true paradigm shift, ultimately combining methodology and educational strategies.
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Bejaković, Predrag, and Željko Mrnjavac. "The importance of digital literacy on the labour market." Employee Relations: The International Journal 42, no. 4 (April 6, 2020): 921–32. http://dx.doi.org/10.1108/er-07-2019-0274.
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PurposeThe purpose of this paper is to examine the relationship between digital skills and employment and in this way accentuate importance of policy interventions for improving digital literacy.Design/methodology/approachUsing Eurostat data, this paper demonstrates statistically significant correlation between digital skills and employment rates in EU.FindingsThis implies why it is so important for governments and employers to seek, propose and implement new strategies to promote digital inclusion, literacy and the training not only for new ICT professionals but also for the whole workforce.Social implicationsDigital skills, particularly digital literacy, are an important factor for socio-economic development of the society and employability of the labour force. Without adequate digital literacy, it is not possible to participate in the economy and the digital society, particularly having in mind the digital transformation that the world of work is experiencing in the content and the organisation. Beyond the work environment, it also affects the way people live and communicate.Originality/valueIn this paper, the importance and definition of digital literacy are elaborated, explaining the measurement of digital literacy and skills, as well as the relation between digital literacy and employability.
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Khan, Shakeel Ahmad, and Rubina Bhatti. "Digital competencies for developing and managing digital libraries." Electronic Library 35, no. 3 (June 5, 2017): 573–97. http://dx.doi.org/10.1108/el-06-2016-0133.
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Purpose The purpose of this study was to explore the essential digital competencies for developing and managing digital libraries. The study identified useful training programs for university librarians to acquire digital competencies. It examined their digital competencies for developing and managing digital libraries in universities of Pakistan. This study also evaluates their digital knowledge in applying security measures to protect digital contents. Design/methodology/approach The quantitative research method was used to conduct this study. Research questions and hypothesis were developed to achieve the objectives. In-depth review of related literature was conducted to draft a list of essential digital competencies for developing and managing digital libraries. It was circulated among the panel of experts to get their valuable feedback to make a final list of digital competencies for developing and managing digital libraries. A questionnaire was developed to measure the status of digital competencies of university librarians in Pakistan. It was pre-tested on 20 respondents before applying to the whole population. SPSS software was used to analyze data. Descriptive and inferential statistics were applied to achieve results. Findings The findings of the study showed that digital competencies for developing and managing digital libraries fall into three main categories: digital competencies for developing digital libraries; digital competencies for managing digital libraries; and digital competencies to protect digital contents. The results revealed that training programs offered by Higher Education Commission (HEC), library associations, library schools, in-house trainings, use of online tutorials and trainings offered by skilled professionals are highly important and useful for university librarians to acquire digital competencies. The study concluded that the university librarians working in HEC recognized universities in Punjab province possess basic level of digital competencies for developing and managing digital libraries. Their digital competencies vary on the basis of their university type, i.e. public and private sector. Research limitations/implications This study measures digital competencies of university librarians in Pakistan. The study has practical implications for librarians, library schools, library associations, university libraries and HEC. Practical implications This study has practical implications for librarians, information professionals, libraries and library schools. The results are useful for librarians to get knowledge of digital competencies which are essential for developing and managing digital libraries and protecting digital contents. They can develop their digital competencies in identified areas. This study has identified useful training programs for university librarians for acquiring digital competencies. The university librarians should use these programs to gain needed digital skills. Social implications Librarians can get knowledge of digital competencies for developing and managing digital libraries to face the challenges of digital age. Originality/value In contrast to previous research work on investigating computer skills, information and communication technology skills, technological skills and general digital skills, this study particularly identifies the essential digital competencies for developing and managing digital libraries. It helps library and information science schools, library associations, training groups and university libraries to offer adequate training opportunities in identified areas to meet the challenges of the digital age.
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Iglesias-Rodríguez, Ana, Azucena Hernández-Martín, Yolanda Martín-González, and Patricia Herráez-Corredera. "Design, Validation and Implementation of a Questionnaire to Assess Teenagers’ Digital Competence in the Area of Communication in Digital Environments." Sustainability 13, no. 12 (June 14, 2021): 6733. http://dx.doi.org/10.3390/su13126733.
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This article describes the process of design, validation, and implementation (N = 609) of a questionnaire drawn up ad hoc to assess the digital competence of compulsory education students (ages 11 to 13) in the area of communication. The test measures students’ knowledge, skills, and attitudes in the six competences that make up the area of communication, as established in the Framework for the Development and Knowledge of Digital Competence in Europe (DigComp): interacting through new technologies, sharing of information and content, online citizen participation, collaboration through digital technologies, netiquette, and digital identity management. The purposes of the study are to design and validate an instrument to assess compulsory education students’ digital competences in the area of communication based on their knowledge, skills, and attitudes and to analyse such instrument’s psychometric characteristics with special emphasis on its reliability and validity. The method used consisted of the implementation of various psychometric validation techniques and the analysis of the results based on statistical descriptions. Items show adequate discrimination and difficulty indices. Validity was guaranteed through expert judgement and factorial analysis of the test. The conclusion stresses the pressing need for education centres to provide students with adequate educational-communicative training.
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Basnak, Jesse Paul, Emeka Nzekwu, Meghan Chow, and Jennifer Ortynski. "A digital peer-to-peer learning platform for clinical skills development." Canadian Medical Education Journal 8, no. 1 (February 24, 2017): e59-66. http://dx.doi.org/10.36834/cmej.36795.
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Background: Due to constraints in time and resources, medical curricula may not provide adequate opportunities for pre-clerkship students to practice clinical skills. To address this, medical students at the University of Alberta developed a digital peer-to-peer learning initiative. The initiative assessed if students can learn clinical skills from their peers in co-curricular practice objective structured clinical exams (OSCEs).Methods: A total of 144 first-year medical students participated. Students wrote case scenarios that were reviewed by physicians. Students enacted the cases in practice OSCEs, acting as the patient, physician, and evaluator. Verbal and electronic evaluations were completed. A digital platform was used to automate the process. Surveys were disseminated to assess student perceptions of their experience.Results: Seventy-five percent of participants said they needed opportunities to practice patient histories and physical exams in addition to those provided in the medical school curriculum. All participants agreed that the co-curricular practice OSCEs met this need. The majority of participants also agreed that the digital platform was efficient and easy to use.Conclusion: Students found the practice OSCEs and digital platform effective for learning clinical skills. Thus, peer-to-peer learning and computer automation can be useful adjuncts to traditional medical curricula.
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SAVINA, M. V., A. A. STEPANOV, and I. A. STEPANOV. "FORMATION OF HUMAN CAPITAL IN THE DIGITAL TRANSFORMATION PARADIGM." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 2, no. 5 (2020): 115–19. http://dx.doi.org/10.36871/ek.up.p.r.2020.05.02.016.
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The article highlights the problems of the impact of "digitalization" of society on the formation and transformation of human capital, and above all, the development of new competencies, knowledge and skills. The main components of human capital in the modern era, the features of the formal and informal educational process are clarified and disclosed. The necessity of minimizing the precariat class is proved. The main directions of qualitative improvement of human capital adequate to the challenges of the digital age and globalization are defined.
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Fedorova, Svetlana Ivanovna, Yulia Sergeyevna Krylova, Antonina Yuryevna Nesterova, Viktoria Sergeyevna Plotnikova, and Galina Mikhailovna Yanushkina. "Leadership for Education in a Digital Age." SHS Web of Conferences 121 (2021): 02014. http://dx.doi.org/10.1051/shsconf/202112102014.
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The article deals with some pedagogical aspects of the digitalization of education. The idea of a digital teacher as the leader of digital educational activity is in the focus of the theoretical analysis presented in the article. It is noted that knowledge and information, together with sustainability initiatives, organizational and technological innovations, start-ups, next-practice platforms, smart solutions, systems, technologies and instruments, etc., have become the present-day key drivers of innovative educational platforms, online courses, digital textbooks, etc. influence on the transformation of the educational environment. Education is becoming more personalized. The content of teaching and learning is being changed radically according to its new values, meanings, orientations, as well as educational and pedagogical discourses. It is stressed in the article that teacher’s digital skills and competencies should be identified as the key professional pedagogical skills and competencies for his or her life-long learning, professional development and professional growth due to the challenges of the 21st-century knowledge, information and innovations society and education. As it is stated in the article, to fulfill a system of professional-pedagogical and educational functions more effectively and to guarantee the optimal implementation of information and communication technologies. It is quite necessary for teachers to have adequate skills and competencies that characterize his or her digital professional culture of teaching.
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Samodra, Joko, Andreas Syah Pahlevi, and Yon Ade Lose Hermanto. "PASAR DESA DIGITAL BERBASIS WEB SEBAGAI MEDIA PROMOSI BAGI UMKM." Jurnal KARINOV 2, no. 3 (November 25, 2019): 177. http://dx.doi.org/10.17977/um045v2i3p177-180.
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Permasalahan yang dimiliki pelaku Usaha Kecil Mikro dan Menengah (UMKM) di desa Tunjungtirto kecamatan Singosari Kabupaten Malang yaitu masih menjalankan usahanya dengan sistem tradisional, belum memiliki media promosi dan pemasaran serta belum memiliki ketrampilan yang memadai dalam menggunakan media berbasis web. Tujuan kegiatan ini agar para pelaku usaha memiliki media promosi dan pemasaran yang efektif bagi peningkatan penjualan produknya. Metode pendekatannya adalah pelatihan dan pendampingan dengan konten pembuatan platform ecommerce pasar desa digital berbasis web, fungsi dan fitur media berbasis web, dan memberikan bekal ketrampilan yang memadai tentang cara menggunakan medianya. Hasil pengembangan dan evaluasi kegiatan dapat disimpulkan bahwa terdapat peningkatan pengetahuan dan ketrampilan dalam hal pembuatan, pemanfaatan media berbasis web dengan indikator telah terwujudnya media online dan sekaligus diuji coba untuk kegiatan promosi dan pemasaran produk mereka.Kata kunci—Pasar Desa, Digital, Media Promosi, UMKM Abstract Problems that are owned by Micro and Medium Enterprises (SMEs) in the village of Tunjungtirto, Singosari sub-district, Malang Regency, are still running their business with traditional systems, do not have promotion and marketing media and do not yet have adequate skills in using web-based media. The purpose of this activity is for businesses to have effective promotional and marketing media to increase sales of their products. The approach method is training and mentoring with the content of making web-based digital village market ecommerce platforms, web-based media functions and features, and providing adequate skills on how to use the media. The results of the development and evaluation of activities can be concluded that there is an increase in knowledge and skills in terms of making, using web-based media with indicators that online media have been realized and at the same time being tested for promotional activities and marketing of their products.Keywords—Village Market, Digital, Media Promotion, SMEs
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Idiegbeyan-ose, Jerome, Christopher Nkiko, Mary Idahosa, and Nwanne Nwokocha. "Digital Divide." Journal of Cases on Information Technology 18, no. 3 (July 2016): 29–39. http://dx.doi.org/10.4018/jcit.2016070103.
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This paper discussed digital divide, issues and strategies for intervention in Nigerian libraries. It defined digital divide as the gap that exist between countries, within countries, individuals, families and so on in their access and usage of Information Technology facilities such as the internet, computers, laptops, various handheld devices, application software etc. The paper also discussed the causes of digital divide comprising finance, level of education, location of the individual and language as well as discussing the effects of digital divide to encompass inequality in access to information; ineffective services to users, libraries being unable to satisfy their clientele. The paper went further to discuss the present state of ICT facilities adoption and use by Libraries in Nigeria, compared to their equals in developed countries. The paper pointed out that most Nigerian libraries are far from full automation and Internet connectivity; the staff lack technical skills to build and maintain ICT for enhanced service delivery; libraries in rural areas of these developing countries are more neglected as available ICT facilities and internet connections are mostly available and accessible in the urban areas thus, those leaving in the rural areas are cut off from the numerous benefits of ICT. The paper concluded that Digital divide is a menace that affects information availability and access; growth and development in between countries and within countries and has led to inequality in access and use of ICT facilities as such, Nigerian libraries should wake up to their responsibilities by providing the required infrastructure needed to bridge the gap to prevent the escalation of digital divide. The paper finally recommended the formulation and implementation of ICT policy, adequate funding of libraries by those concerned, education and training of human resources to build and maintain ICT facilities, curriculum innovation by library schools so as to inculcate ICT courses for skills acquisitions of the professionals, improvement of maintenance culture and eradication of corruption in the entire system to enable developing countries take advantage of ICT facilities, make progress and move along with modernity and global sophistication.
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Fedorova, Elena Nikolayevna, Tamara Ivanovna Berezina, Marina Sergeyevna Moskalenko, Anna Vladimirovna Tukshumskaya, and Yulia Yevgenyevna Timokhina. "Digital Teacher for the 21st-century School 4.0." SHS Web of Conferences 121 (2021): 02015. http://dx.doi.org/10.1051/shsconf/202112102015.
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The article deals with some pedagogical aspects of the digitalization of education. As it is shown in the article, the problem of digital education has been systematically analyzed and discussed for the last two decades by various analysts, researchers, and experts. Most of them consider the transition of education into its digital stage as the greatest turning point in the history of civilization and its culture. At present, teachers are facing quite new educational and pedagogical functions. The idea of a digital teacher as the leader of digital educational activity is in the focus of the analysis presented in the article. Educational platforms, online courses, digital textbooks, etc. influence on the transformation of the educational environment. Education is becoming more personalized. The content of teaching and learning is being changed radically according to its new values, meanings, orientations, as well as educational and pedagogical discourses. It is stressed in the article that teacher’s digital skills and competencies should be identified as the key professional pedagogical skills and competencies for his or her life-long learning, professional development and professional growth due to the challenges of the 21st-century knowledge, information and innovations society and education. To fulfill a system of professional-pedagogical and educational functions more effectively and to guarantee the optimal implementation of information and communication technologies (ICTs), it is quite necessary for teachers to have adequate skills and competencies that characterize his or her digital professional culture of teaching.
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Jardim, Jacinto. "Entrepreneurial Skills to Be Successful in the Global and Digital World: Proposal for a Frame of Reference for Entrepreneurial Education." Education Sciences 11, no. 7 (July 16, 2021): 356. http://dx.doi.org/10.3390/educsci11070356.
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For most professionals to succeed in the current job market, they need some entrepreneurial skills (ES). This study aimed to describe and systematize these skills, considering the current globalization and digital transformation phenomena. The documental analysis and the critical reflection on the collected data allowed us to identify the socio-economic and socio-cultural reasons for the relevance of this problem. Consequently, to elaborate a frame of reference intended to be adequate to the needs of the professionals of the current global and digital era. The results pointed to a tripartite ES model—to be open to novelty, to create solutions to emerging problems, and to communicate effectively—which integrates the following skills: Creativity and innovation, the spirit of initiative, self-efficacy and resilience, strategic planning, and evaluation, resolution of problems and decision-making, transformational leadership, clear and visual communication, teamwork and networking, and digital communication. In the continuation of this study, an ES scale will be created and validated according to this model, which will make it possible to measure the degree of development of these competencies.
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León-Pérez, Francisco, María-Carmen Bas, and Alexandro Escudero-Nahón. "Self-perception about emerging digital skills in Higher Education students." Comunicar 28, no. 62 (January 1, 2020): 91–101. http://dx.doi.org/10.3916/c62-2020-08.
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The current labor market demands new qualities and knowledge from the recent graduates of universities. This has been called ‘21st century digital skills’ and there is not enough research on the self-perception of students in this regard. The objective of this research was to measure student self-perception about their own 21st century digital skills related to the use of information and communication technologies (ICT) in Higher Education. A questionnaire was generated and applied to 356 students with the stratified random sampling technique. A principal component analysis was carried out, supported by adequate values of the Kaiser-Meyer-Olkin coefficient and the Bartlett sphericity test. The data indicate that the students use digital technology in academic projects, primarily; they have a lot of skill when using ICT for information management, to develop critical thinking and to solve problems, as well as to manage mobile devices. However, their self-perception in the use of ICT in teaching classes is low. The results suggest that the students do not believe that the use of ICT in the classroom is useful to develop this kind of emerging digital skills. Instead, they think that carrying out academic projects does strengthen the acquisition and development of such skills in relation to the use of ICT. El mercado laboral actual exige nuevas cualidades y conocimientos a los recién egresados de las universidades, incluidas las habilidades digitales, no existiendo suficientes investigaciones sobre la autopercepción del estudiantado al respecto. El objetivo de esta investigación fue medir la percepción que el estudiantado tiene sobre sus propias habilidades digitales del siglo XXI, en relación con el uso de las tecnologías de la comunicación (TIC) en la Educación Superior. Se generó y aplicó un cuestionario a 356 estudiantes con la técnica de muestreo aleatorio estratificado. Se realizó un análisis de componentes principales avalado por valores adecuados del coeficiente Kaiser-Meyer-Olkin y de la prueba de esfericidad de Barlett. Los datos indican que el estudiantado usa la tecnología digital en proyectos académicos primordialmente, y posee alta habilidad al usar las TIC para la gestión de información, para desarrollar pensamiento crítico y para resolver problemas, así como para manejar dispositivos móviles. Sin embargo, su autopercepción es baja respecto al uso de las TIC en la impartición de clases. Los resultados sugieren que el estudiantado no cree que el uso de las TIC en el aula sea útil para desarrollar este tipo de habilidades digitales emergentes. En cambio, indican que la realización de proyectos académicos sí fortalece la adquisición y desarrollo de tales habilidades en relación con el uso de las TIC.
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Erceg, Vanja, and Tihomir Zoranović. "Required competencies for successful digital transformation." Ekonomika 66, no. 3 (2020): 47–54. http://dx.doi.org/10.5937/ekonomika2003047e.
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In the middle of the Fourth Industrial Revolution there is a digital transformation that will completely change our understanding of business. The development of Industry 4.0 with technologies such as Cloud computing, the Internet of Things, and artificial intelligence will significantly impact on current business models. In order to successfully implement the digital transformation and survive in the global market, companies must own adequate intellectual capital. Apart from technical skills, employees will need to adapt to the new digital strategy, organizational structure, and business culture. In response to this trend, there is a need to establish new professions in companies. The aim of this paper is to try to find the answers to the next questions: which professions are needed to be introduced to companies that are digitally transformed and what is their role, as well as what competencies are necessary for company executives to successfully slow down digital transformation.
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Zulpahmi, Zulpahmi, Sumardi Sumardi, and Edi Setiawan. "Pembekalan Bisnis Digital bagi Angkatan Muda Muhammadiyah Kabupaten Bogor." SYUKUR (Jurnal Inovasi Sosial dan Pengabdian Masyarakat) 1, no. 1 (June 5, 2018): 90. http://dx.doi.org/10.22236/syukur_vol1/is1pp90-97.
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Building a business through the Internet or so-called digital business is one way to expand the market reach of business people. Through online marketing, product information can reach consumers far away from domicile, without having to go directly to the area to promote the product. Thus, the opportunity for Muhammadiyah citizens in establishing and managing an online business is huge. In order to be able to establish and manage an online business properly and properly, adequate knowledge and skills are required. Thus, it is necessary to have a briefing in building a digital business for the youth Muhammadiyah Youth Bogor Regency. This program is intended to improve the ability to develop online business.
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Muhamad, Tauvik, Hirania Wiryasti, and Eka Novitasari. "Affirmative Approach in Strengthening Women’s Access to the Information and Communication Technology’s Vocational Training." Jurnal Perempuan 26, no. 1 (August 13, 2021): 49. http://dx.doi.org/10.34309/jp.v26i1.553.
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<p>Despite growing of internet users and digitalizing economy as result of Industry Revolution 4.0, Indonesia experiences with digital divide in which young women are still left behind in the digital economy. To address the issue, affirmative action in accessing skills development and labour market are crucial. The aim of the study is observing whether affirmative action for women exist and it helps to address the issue. The paper uses mixed qualitative and quantitative methods in which primary and secondary data collected respectively through interview, and online survey as well as literature review. The study argues that the affirmative action will not be adequate to address gender inequality in the digital economy, unless integrated approaches through capacity building and women engagement are in place. The paper concludes that the affirmative action is only effective if the intervention integrated with skills development and women engagement at various level of process for policy formulation and its implementation. </p>
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Shukla, Anuja, Priyanka Kushwah, Eti Jain, and Shiv Kumar Sharma. "Role of ICT in emancipation of digital entrepreneurship among new generation women." Journal of Enterprising Communities: People and Places in the Global Economy 15, no. 1 (March 5, 2021): 137–54. http://dx.doi.org/10.1108/jec-04-2020-0071.
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Purpose The role of information and communications technology (ICT) has been tested in various contexts of online shopping and the results show that ICT has successfully transformed the way of doing business. This study aims to propose that if women have adequate internet skills, namely, operative, informational and creative skills, their entrepreneurial intentions will be high. Design/methodology/approach This is descriptive research. The data was collected from 246 university students and analyzed using PLS-SEM. Findings The results of the study show that students belonging to entrepreneurial backgrounds have a positive attitude toward entrepreneurship. The impact of internet skills was mixed on the relationship of entrepreneurial attitude and entrepreneurial intention. Research limitations/implications The sample was not generalized as the sample consisted of urban and internet-using women. Future research can test the model for rural women entrepreneurs or usage of m-commerce for the same. Practical implications The results of the study show that women having the skills to operate the internet have higher intentions to become an entrepreneur. Thus, the e-commerce web-space can use the results to influence women of the new generation to use available tools in their journey of entrepreneurship. Social implications Women are an indispensable part of society. Empowering them will not only improve their confidence but will also strengthen the pillars of society. Originality/value Extensive research work has been done in the context of women entrepreneurship. The study is a novel attempt to test the effects of internet skills on entrepreneurial intention among new generation women. The results will be very much useful for future research and will extend the body of academic literature.
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Bakkalbasi, Nisa, Damon Jaggars, and Barbara Rockenbach. "Re-skilling for the digital humanities: measuring skills, engagement, and learning." Library Management 36, no. 3 (March 9, 2015): 208–14. http://dx.doi.org/10.1108/lm-09-2014-0109.
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Purpose – The purpose of this paper is to describe an assessment design for the Developing Librarian training program. The Developing Librarian training program created by and for librarians and professional staff in the Humanities and History division is a two-year training program to acquire new skills and methodologies to support the digital humanities. The program is based on the assumption that learning must happen in context; therefore the training is project based with all participants engaged in building a digital humanities research site as a team. This approach enables participants to learn about new tools in a sustained manner that parallels the way humanities researchers are likely to use them. Design/methodology/approach – In order to measure the success of achieving this goal, program designers defined three objectives: learn tools and methods that support the emerging research needs and trends in the humanities; create a more interesting and engaging work environment for librarians and professional staff; and engage effectively with the humanities research community across the University. Three methods/instruments were: Explicit Self-Reflections to assess what participants learned in each training unit; the Utrecht Work Engagement Scale to measure how participants feel about their work before and after the training program; and the Skill Set, Knowledge and Attitude Assessment to be administered at completion to measure the effectiveness of the training program as a whole. Findings – At the time of writing, the Developing Librarian Project is mid-way to completion, and implementation of the assessment plan is ongoing. Based on these self-reports, there is evidence that the training program has been effective, and participants have been successful in meeting most of the learning objectives identified in the units completed. While self-assessment of knowledge and skills may have its limitations, this technique is proving adequate and efficient for achieving the program’s goals. This method encourages experimentation and establishes failure as an important aspect of the learning process. Research limitations/implications – An assessment approach such as this does not measure the impact of training and development on digital humanities research, but initiates a valuable process, highlighting skills gaps at the individual, and organizational levels. These data are important for identifying and implementing appropriate training opportunities for librarians supporting emergent research activities and for understanding what skills and professional preparation are needed for new staff recruited into the organization. Originality/value – A successful training program should be benchmarked, evaluated in a substantive and systematic way, and improved continuously. A formal assessment plan, directly tied to clearly articulated objectives, helps assure that such a program is effectively evaluated, iteratively developed, and successfully implemented. The Developing Librarian Project provides a useful model of how an academic library can leverage assessment and evaluation processes to identify skills gaps and training needs and generate actionable data for improving staff learning.
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Harangus, Katalin, Zsófia-Irén Horváth, and Gabriella Kovács. "A study of trainee teachers’ image of practising teachers and their ICT expectations." World Journal on Educational Technology 8, no. 1 (May 2, 2016): 25. http://dx.doi.org/10.18844/wjet.v8i1.497.
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Digital illiteracy is one of the great challenges of education. In our information society, an adequate level of digital proficiency is an important requirement and teachers’ skills, personality, competence and professional experience are important factors in determining the efficiency of the teaching-learning process. This research has two goals. First, we tried to find out what characteristics a “good” and a “bad” teacher would have based on the trainee teachers’ own experience as secondary school students. We also wanted to know what they think about the social roles of teachers; about the importance of native language in education; what expectations they have regarding the computer skills and competences of secondary school teachers; and what experience they have regarding the use of ICT equipment in the education process. The answers to the open questions about teachers were grouped into four categories: professional expectations, preparedness, teaching skills, personality traits and behaviour. We developed four statistically relevant factors to determine the level of teachers’ computer skills and we used a set of questions containing 10 items to examine the experience of trainee teachers regarding the use of ICT in education. Our study reveals the situation of Hungarian vocational training from Romania, which is a key factor for high-quality teacher training. Keywords: teacher image, computer skills and competences, trainee-teachers
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Ehlers, Ulf-Daniel, and Laura Eigbrecht. "Reframing Working, Rethinking Learning: The Future Skills Turn." EDEN Conference Proceedings, no. 1 (June 22, 2020): 1–10. http://dx.doi.org/10.38069/edenconf-2020-ac0001.
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Research on Future Skills is one of the current hot topics in education, management and organizational research. In times of global networked organizations and steadily accelerating product cycles, the model of qualification for future jobs seems debatable. Can we really prepare graduates and employees for the future by the predominant model of knowledge acquisition? Do we already have adequate concepts for competence development in higher education and work environments? An international study led to the identification of the change processes that the working and learning world are undergoing as well as of the Future Skills that will be needed in highly emergent future contexts – including digital competences, but transcending them. This calls for new strategies and concepts concerning structural, teaching and learning aspects and a new way of embracing lifelong learning concepts. “Future organizations” have been identified that have already set out for dealing with those new demands. By learning about their innovative approaches concerning employees’ competence and skills acquisition, a veritable turn away from specialist knowledge and towards Future Skills can be observed – and cannot be ignored by higher education.Keywords: Future Skills, Higher Education, Learning, Competence, Delphi Survey, Education Research
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Et. al., Dr Mrinal Phalle,. "A STUDY ON CONSUMER PERCEPTION TOWARDS CHALLENGES OF DIGITAL MARKETING." Psychology and Education Journal 57, no. 9 (April 5, 2021): 7085–91. http://dx.doi.org/10.17762/pae.v57i9.4576.
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Worldwide technology has changed a type of marketing techniques that embeds the company’s brand and product on digital platforms. Digital marketing has become important fulcrum for business organizations giving access to the mass market at an affordable price. The objective behind the present study is to analyze awareness level as well as challenges faced in digital marketing. The survey has been conduct at Mumbai city. Descriptive Study was conducted to analyses response of consumer towards digital marketing and factor analysis was carried out to identify major challenges of digital marketing. It is open from the present study that major challenges faced in digital marketing are lack of adequate skills and training to employees, technology , security and creative content for increasing awareness towards digital marketing. Further the study suggests that to ensure success of digital marketing staff should be well trained so that they have the right knowledge and expertise to handle new tools, platforms and trends as they change rapidly. Further to enhance the access of digital marketing in India more prominence needs to give on improving infrastructure facilities and awareness of the digital marketing as a cost-effective way of marketing.
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Tsvetkova, Milena, Irina Ushatikova, Nataliya Antonova, Svetlana Salimova, and Tatyana Degtyarevskaya. "The Use of Social Media for the Development of Digital Literacy of Students: From Adequate Use to Cognition Tools." International Journal of Emerging Technologies in Learning (iJET) 16, no. 02 (January 26, 2021): 65. http://dx.doi.org/10.3991/ijet.v16i02.18751.
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The study focuses on the possibility of turning social media into an effective tool to improve digital literacy and facilitate cognition. In view of this, a one-month experiment involving 268 eighth graders from two Moscow schools was con-ducted; the participants were divided into a control and an experimental group. The students were encouraged to independently search and develop social net-work skills to solve educational issues and improve cognition. Objective perfor-mance tests were conducted based on the curriculum results. According to the ac-ademic performance, the mean grade on a 12-point scale in the experimental group increased from 7.77 to 8.76 points, while in the control group the change remained within the statistical error (7.64 and 7.76, respectively). A strong corre-lation between the grades obtained in different groups (0.8 when comparing the final results in two groups) was found. The study can be put into practice within the framework of the widespread introduction of social media in school curricula as a tool to access information, develop digital literacy and the ability to use digi-tal cognition tools being supervised and supported by a skillful teacher.
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Hidayah, Yayuk, Sapriya Sapriya, Cecep Darmawan, and Elly Malihah. "Protes Sosial Dalam Komunikasi Politik di Era Digital Melalui Civic Community Pada mahasiswa." Jurnal Studi Komunikasi (Indonesian Journal of Communications Studies) 4, no. 1 (March 5, 2020): 220. http://dx.doi.org/10.25139/jsk.v4i1.1964.
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Academics tend to not pay adequate attention to the student’s civic community, especially around its contribution to the formation of good citizens. Meanwhile, the era continues to evolve and civic student’s civic continues to change by aiming to emphasise its function as a forum for coaching students to acquire or add skills outside the classroom. This research focused on social protests in digital political communication through civic community among students. The method used in this research was qualitative phenomenology. The findings in this study indicated that social protest in digital political communication through the civic community among student has various schemes. Social media, a medium of political communication expression, has a role in providing a place to be active as an individual.
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Nechaeva, O. A. "Digital portfolio of the teacher as a means of developing professional competencies." SHS Web of Conferences 113 (2021): 00069. http://dx.doi.org/10.1051/shsconf/202111300069.
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The technology of the electronic portfolio of a teacher is presented, which ensures the continuous development of professional skills and assessment of competencies, for the implementation of effective professional activities using new methods of teaching and education in a modern and safe digital educational environment. The study is aimed at creating an adequate system of continuous professional development of teachers and assessment of competencies based on e-portfolio technology, taking into account Russian and international academic and professional standards, ready and able to implement professional activities at a high-quality level in a modern and safe digital educational environment. The practical significance of the research carried out lies in the organization of continuous professional training and support of pedagogical personnel, the effective assessment of competencies based on the e-portfolio technology in a modern and safe digital educational environment.
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Marin, Alina-Andreea, and Andreea Chitimiea. "Entrepreneurial Knowledge and Digital Competencies – Keys for a Success of Students Entrepreneurship." Studia Universitatis „Vasile Goldis” Arad – Economics Series 30, no. 2 (June 1, 2020): 57–69. http://dx.doi.org/10.2478/sues-2020-0012.
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AbstractIn today’s economy, which is extremely challenging and competitive at the same time, many people want to have their own business and manage their own incomes. Entrepreneurship is a key driver of today’s economy. This observation underscores the need to ensure adequate entrepreneurial education, in line with the demands on the labor market. The purpose and role of this experience are to educate students to understand the entrepreneurial activity, to develop their entrepreneurial skills and competencies and the intention to run a business. The learning environment is crucial for a successful entrepreneur and he can generate change. This article describes experiences from developing and using the entrepreneurial learning environment in high schools with a technological profile. In this study 1200 students from three technological high schools were observed, the behavior and the results obtained after studying the specialized economic modules were analyzed. Our goal was to identify the main challenges of these students. In our study, we used a mixed-method: questionnaires, topic-based interviews, direct and participatory observation as data collection methods. According to our results, the main challenges were: difficulties in understanding new entrepreneurial notions due to traditional teaching methods, lack of ICT skills, lack of team learning principles and inefficient communication within a group.
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Tusiime, Wycliff Edwin, Monica Johannesen, and Gréta Björk Guðmundsdóttir. "The dilemma of teaching with digital technologies in developing countries: Experiences of art and design teacher educators in Uganda." Nordic Journal of Comparative and International Education (NJCIE) 3, no. 2 (June 13, 2019): 55–71. http://dx.doi.org/10.7577/njcie.3313.
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This case study explores how teacher educators use digital technologies in teaching Art and Design (A&D) in a developing country. It uses semi-structured interviews and non-participant observations to gather qualitative data from teacher educators at two teacher training institutions in central Uganda. To understand the actual use of technologies by teacher educators in the A&D classroom, analysis of the data employed concepts from van Dijk’s resources and appropriation theory (RAT) and Mishra and Koehler’s TPACK framework. The findings indicate that low digital competence among teacher educators and insufficient access to appropriate hardware, software and the Internet means that A&D teacher educators in Uganda only occasionally use digital technologies in the classroom. Instead, teacher educators use non-professional software such as Microsoft Office to teach Art and Design subjects. The findings further confirm teacher educators’ limited awareness of the relationship between technology, pedagogy and content knowledge in the Art and Design classroom. Insufficient access to adequate digital resources, skills and knowledge explains the low creative use of digital technologies in teaching A&D lessons.
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Yapinus, Pin Panji, Leon Karsten, Emmanuel F. Sigit Bayu P., Gilberth Giandy Taruna Kesumah, Rudianov Z. A. Parera, and Richard Anderson. "Service Learning to Increase Utilization of X Video Editing Software Features within Limited Facilities for the Youth of Gereja Kristen Pasundan Cideres." Journal of Innovation and Community Engagement 1, no. 2 (May 26, 2021): 121–37. http://dx.doi.org/10.28932/jice.v1i2.3373.
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The service learning in multimedia skills for teenagers and young people as training program for the community was conducted through the expertise of Bachelor Program in Computer Engineering, Faculty of Engineering, Universitas Kristen Maranatha, for Gereja Kristen Pasundan (GKP) Cideres. The purpose of this training was to equip people with skills or knowledge that can be useful in daily activities. As this training was given during the Covid-19 pandemic, by requirement of health and safety protocols, the service learning was implemented online via the internet in a form of webinar. Online digital activities are increasingly important as conventional physical interactions and communication in work or study environment become unsafe and to be avoided or to be done less often than usual. Unfortunately for most people, technical skills for working or studying online are not yet adequate, especially in multimedia using some recent tools and softwares. So in this program, basic multimedia producing skills using Microsoft Photos (video editing feature) and Microsoft Power Point were introduced. The end result of the training was satisfactory, as those who participate are being able to produce simple digital multimedia presentation using the aforementioned tools and softwares. The training program was held online on November 28th, 2020 via Zoom Meeting Application, and was made possible thanks to the collaboration of Bachelor Program in Computer Engineering with the Directorate of Student and Alumni Affairs, Universitas Kristen Maranatha.
Keywords: Covid-19 pandemic; multimedia; service learning
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Binler, Danielle, L. McLean House, Ryan Mattie, Mikhail Saltychev, Masato Nagao, Murat Pekmeczi, Lionel Metz, Conor O’Neil, Vinil Shah, and Zachary L. McCormick. "The Reliability of a Grading System for Digital Subtraction Imaging Quality During Cervical Transforaminal Epidural Steroid Injection." Pain Medicine 21, no. 11 (March 13, 2020): 3126–32. http://dx.doi.org/10.1093/pm/pnaa032.
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Abstract Objective Digital subtraction imaging (DSI) decreases the risk of intravascular injection during cervical transforaminal epidural steroid injection (CTFESI); however, sequence acquisition and interpretation are operator-dependent skills. This study tests the reliability of a grading system to determine adequate DSI during CTFESI. Setting Academic tertiary medical center. Methods A grading scheme for adequate DSI quality during CTFESI was created by the study authors based on patient positioning, mask image, and volume of contrast injected. The inter-rater and intrarater reliability values of this grading scheme were tested using 50 DSI images evaluated by three raters during two distinct sessions separated by four weeks. Based on a power analysis, a sample of 50 scans was sufficient to detect significant correlations. Inter-rater reliability was determined by percent agreement between graders for dichotomized categories of “quality of DSI is adequate for safe C-TFESI” vs “quality of DSI is inadequate for safe C-TFESI.” The percentage of agreement was reported, along with Gwet’s agreement coefficient (AC). The intrarater (pre/post) correlation was assessed using Yule’s Q statistics. Results Correlation coefficients were interpreted as follows: 0.00–0.19 “very weak,” 0.20–0.39 “weak,” 0.40–0.59 “moderate,” 0.60–0.79 “strong,” and 0.80–1.00 “very strong.” Inter-rater reliability analyses demonstrated that the patient position category had “very strong” agreement, contrast volume had “strong” agreement, and mask image had “moderate” agreement. The overall inter-rater reliability was “moderate.” All of the raters demonstrated “very strong” intrarater reliability. Conclusions The proposed grading system for adequate-quality DSI during CTFESI showed overall “moderate” and “very strong” inter- and intrarater reliability, respectively. This scheme provides an objective measure of DSI quality for CTFESI. Refinement is needed to improve the reliability of this scheme.
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Polonyová, Simona. "Adult Education in the EU and the Main Challenges in Response to the Covid-19 Pandemic." Lifelong Learning 11, no. 1 (2021): 75–95. http://dx.doi.org/10.11118/lifele20211101075.
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The importance of adult education in today’s world is constantly growing. The need for adult education in the EU intensifies with demographic and climate changes, automation, new technologies as well as digital transformation. Adult education provides an opportunity for individuals to adapt to changes in the labour market and society, especially for the low-skilled and older workers. Although people understand the importance of adult education, progress in achieving participation rates in adult education towards the EU target is insufficient. The current situation associated with COVID-19 has further highlighted the importance of non-formal adult education, especially for the most vulnerable groups of people to whom it has created or deepened barriers to education. It emphasized, even more, the problem of limited digital skills and equipment, reinforced the need for the importance of the right skills from a work and social perspective and the need to build resilience. It has set out new challenges aimed at strengthening the adult education strategy at the EU level, at promoting civic, financial, environmental and health literacy, as well as structural support to countries where such support is absent, and at ensuring stable and adequate funding with specific support for vulnerable groups of the adult population. The study aims to present a current view on adult education in EU conditions and to point out the main challenges that adult education has to face in the context of lifelong learning regarding the ongoing Covid-19 pandemic.
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De Leeuw, Jacqueline A., Hetty Woltjer, and Rudolf B. Kool. "Identification of Factors Influencing the Adoption of Health Information Technology by Nurses Who Are Digitally Lagging: In-Depth Interview Study." Journal of Medical Internet Research 22, no. 8 (August 14, 2020): e15630. http://dx.doi.org/10.2196/15630.
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Background The introduction of health information technology (HIT) has drastically changed health care organizations and the way health care professionals work. Some health care professionals have trouble coping efficiently with the demands of HIT and the personal and professional changes it requires. Lagging in digital knowledge and skills hampers health care professionals from adhering to professional standards regarding the use of HIT and may cause professional performance problems, especially in the older professional population. It is important to gain more insight into the reasons and motivations behind the technology issues experienced by these professionals, as well as to explore what could be done to solve them. Objective Our primary research objective was to identify factors that influence the adoption of HIT in a sample of nurses who describe themselves as digitally lagging behind the majority of their colleagues in their workplaces. Furthermore, we aimed to formulate recommendations for practice and leadership on how to help and guide these nurses through ongoing digital transformations in their health care work settings. Methods In a Dutch university medical center, 10 face-to-face semi-structured interviews were performed with registered nurses (RN). Ammenwerth’s FITT-framework (fit between the Individual, Task, and Technology) was used to guide the interview topic list and to formulate themes to explore. Thematic analysis was used to analyze the interview data. The FITT-framework was also used to further interpret and clarify the interview findings. Results Analyses of the interview data uncovered 5 main categories and 12 subthemes. The main categories were: (1) experience with digital working, (2) perception and meaning, (3) barriers, (4) facilitators, and (5) future perspectives. All participants used electronic devices and digital systems, including the electronic health record. The latter was experienced by some as user-unfriendly, time-consuming, and not supportive in daily professional practice. Most of the interviewees described digital working as “no fun at all,” “working in a fake world,” “stressful,” and “annoying.” There was a lack of general digital knowledge and little or no formal basic digital training or education. A negative attitude toward computer use and a lack of digital skills contributed to feelings of increased incompetency and postponement or avoidance of the use of HIT, both privately and professionally. Learning conditions of digital training and education did not meet personal learning needs and learning styles. A positive impact was seen in the work environment when colleagues and nurse managers were aware and sensitive to the difficulties participants experienced in developing digital skills, and when there was continuous training on the job and peer support from digitally savvy colleagues. The availability of a digital play environment combined with learning on the job and support of knowledgeable peers was experienced as helpful and motivating by participants. Conclusions Nurses who are digitally lagging often have had insufficient and ineffective digital education. This leads to stress, frustration, feelings of incompetency, and postponement or avoidance of HIT use. A digital training approach tailored to the learning needs and styles of these nurses is needed, as well as an on-the-job training structure and adequate peer support. Hospital management and nurse leadership should be informed about the importance of the fit between technology, task, and the individual for adequate adoption of HIT.
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Pozdeeva, Elena, Olga Shipunova, Nina Popova, Vladimir Evseev, Lidiya Evseeva, Inna Romanenko, and Larisa Mureyko. "Assessment of Online Environment and Digital Footprint Functions in Higher Education Analytics." Education Sciences 11, no. 6 (May 25, 2021): 256. http://dx.doi.org/10.3390/educsci11060256.
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The article is devoted to learning analytics problems associated with the digital culture development in the university educational space and with the student activity control in the vocational training process. The empirical basis of the study was a series of surveys conducted by the Center for Sociological Research of the Peter the Great Polytechnic University in 2018–2020. To systematize the information on the traces of students’ activity in the digital space, the method of constructing a personal mental map, reflecting the cognitive characteristics of the student’s interactive actions in the network, was used. Because of the analysis of the mental maps, the general structure of the personal digital footprint was identified, which is significant for analytics of the student’s academic history and self-assessment of his activities in professional development. In conclusion, the constructive role of digital technology in assessing and modeling the educational process is emphasized. The study of students’ digital footprints on the university platforms, supplemented by the study of their activity in social networks, allows the development of educational modeling aimed at creating a more adequate set of competencies and soft skills of the graduate.
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McGuinness, Claire, and Crystal Fulton. "Digital Literacy in Higher Education: A Case Study of Student Engagement with E-Tutorials Using Blended Learning." Journal of Information Technology Education: Innovations in Practice 18 (2019): 001–28. http://dx.doi.org/10.28945/4190.
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Aim/Purpose: This paper reports on a case study project which had three goals; to develop a suite of original interactive digital skills e-tutorials to be embedded in undergraduate and postgraduate courses; to evaluate the students’ experience and engagement with the e-tutorials over one semester; and to explore their general attitudes towards online and blended learning. Background: Online and blended learning modes continue to grow in popularity in higher education, with the aim of streamlining and enhancing student learning, supporting collaboration and creativity, and equipping students with the skills they will require to work and live in an increasingly digitized world. This practice-based case study highlights factors which positively and negatively affect user engagement with digital learning objects and explores students’ perceptions of the role of online learning within their academic programs. Methodology: A suite of nine interactive e-tutorials, addressing essential digital literacy skills for university students, was developed through instructor and student peer collaboration using Articulate software, informed by best practice. The e-tutorials were embedded in the institutional Learning Management System for three undergraduate and postgraduate courses, in which digital literacy formed the core learning content, to complement classroom-based learning. Students in these courses were surveyed via SurveyMonkey about their specific experience of using the e-tutorials, as well as their general perceptions of digital literacy and online learning. Eighty-six students in total completed the questionnaire, which consisted of twenty-three closed- and open-ended questions. Contribution: Through highlighting both the positive and the challenging aspects of the students’ reported experience of online learning, this case study contributes useful insights to the body of literature on user engagement with digital learning objects in higher education, as well as students’ perceptions and experience of blended learning. Findings: The e-tutorials were perceived as valuable in reinforcing classroom learning, allowing respondents to revise concepts and materials covered in face-to-face classes, at their own pace and in their own time. Survey responses showed that the accessibility, ease-of-use, design and duration of the e-tutorials were deemed effective in terms of user engagement; however, several technological challenges were identified, such as browser incompatibility, uneven sound quality and general Internet connection issues, which disrupted their learning. Overall, students expressed enjoyment of the learning facilitated by the e-tutorials; however, rather than favoring online learning alone, they expressed a preference for a blended learning environment, with a combination of complementary learning approaches; survey respondents did not generally wish to forego face-to-face classes entirely. Recommendations for Practitioners: Instructors should seek to strategically embed interactive digital learning objects in their courses at defined points of need in a logical structure, e.g., to reinforce classroom-based learning, or to support specific skill development. Potential disruption to learning should be minimized by following best practice guidelines to ensure ease of access, a seamless user experience, and timely feedback, as well as providing adequate support for rapid resolution of technical glitches. Recommendation for Researchers: E-tutorials offer a useful means of exploring ways in which students acquire learning in the digital environment. A wider, collaborative exploration is needed to provide comparative studies which move beyond case studies. Impact on Society: Online learning mechanisms, such as e-tutorials, offer students different means of acquiring essential literacy skills and different ways to interact with content. E-tutorials constitute reusable learning objects, which can be accessed as just-in-time delivery modes, when students perceive they need to review particular skills or reinforce learning material. Future Research: This research is now expanding into different types of reusable learning objects. E-tutorials may be developed in multiple ways, and comparative research around e-tutorial models will deepen our understanding of how students interact with content in formal learning contexts. As the digital educational landscape continues to expand alongside traditional face-to-face and analogue learning modes, a key research focus will be student and instructor perceptions and experience of blended learning in different contexts.
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Brunetti, Federico, Dominik T. Matt, Angelo Bonfanti, Alberto De Longhi, Giulio Pedrini, and Guido Orzes. "Digital transformation challenges: strategies emerging from a multi-stakeholder approach." TQM Journal 32, no. 4 (April 24, 2020): 697–724. http://dx.doi.org/10.1108/tqm-12-2019-0309.
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PurposeThis paper proposes adequate strategies that companies, public administrators and organisations in the education industry can undertake to successfully face the challenges of digital transformation in a regional innovation system. This research considers stakeholders that operate in the Tyrol–Veneto macroregion (the Tyrol, South Tyrol and Veneto areas), a significant case of moderately innovative European macroregion.Design/methodology/approachThis study undertakes explorative research based on a qualitative method. It adopts a place-based multi-stakeholder approach to emphasise the role of three categories of stakeholders (companies, educational system and regional governments) in facing digital changes. More precisely, interviews with 60 stakeholders from the Tyrol–Veneto macroregion were conducted and examined via both text mining analysis and content analysis. First, correspondence factor analysis was performed using IRaMuTeQ software to identify homogeneous subsets of concepts (pillars–i.e., macroareas of strategic actions). Second, two coding phases were implemented using NVivo software to detect strategic fields of action and specific strategic actions undertaken to address the challenges of digital transformation.FindingsThe results highlight that digital transformation is a pervasive challenge of regional innovative system that requires a multifaceted set of strategic actions falling into three main pillars. The first pillar, named “culture and skills”, includes three strategic fields of action as follows: digital education, talents and digital culture. The second pillar, named “infrastructures and technologies”, points out the need of information, interaction and artificial intelligence as key strategic fields of action. The third pillar, named “ecosystems”, highlights the importance of investing in medium- to long-term visions, partnerships and life quality. In brief, this study shows that standalone interventions are insufficient to tackle digital transformation from a systemic perspective. Moreover, this study outlines the potential contribution of each category of stakeholder to foster the digitalisation of the Tyrol–Veneto macroregion.Practical implicationsThis study highlights the importance of developing digital culture and skills before investing in digital infrastructure and technology in a moderately innovative macroregion. Companies should alter their vision before reconfiguring their business models, invest in smart working and establish contacts with start-ups. In addition, this study recommends that public administration should mainly invest in digital education and partnerships, while, in terms of education and training organisations, it suggests providing digital skills to several cohorts of both students and workers. Policy implications call for the creation of new occasions of cooperation among stakeholders by fostering “table talks” as strategic and policy actions and by making more financial resources available to encourage the digital transformation processes.Originality/valueThe results of this study may be adapted to the characteristics of other regional innovative systems and used as a reference point in terms of the improvement of business, market and local development.
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Marta, Rustono Farady, Alvin Alexander Prasetya, Bella Laurensia, Stevani Stevani, and Kenn Lazuardhi Syarnubi. "Imbalance Identity in E-Sports News Intersectionality on Covid-19 Pandemic Situation." Jurnal ASPIKOM 5, no. 2 (July 15, 2020): 206. http://dx.doi.org/10.24329/aspikom.v5i2.769.
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The COVID-19 situation is a moment that homogenizes everyone's efforts to reduce outdoor activities, so a space of self-actualization is required to trigger creative skills and sportsmanship. The most qualified alternative to answer these needs for everyone in the digital age is the E-sport. Trying to take advantage of this opportunity, Bubu Gaming, as an Indonesian digital sports games marketer, initiated "LiveStream Aid 2020" with the theme "PlayFromHome, Stay Safe, Donate." Tirto.id and Kompas.com covered the two-day event. However, researchers interrogate those two news frames and discover different perspectives. Guided by Entman Framing Analysis with the theory of intersectionality, the results obtained indicate the imbalance of identity in those news frames. Tirto.id viewed from the category of structural intersectionality and built the reader's opinion that the government, through Sandiaga Uno, supports these activities. On the other hand, Kompas.com put the name of Pevita Pearce without adequate narrative so that it can be categorized as representational intersectionality.
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Riccio, M. "What future for therapeutic education (TE)?" Journal of AMD 23, no. 2 (July 2020): 111. http://dx.doi.org/10.36171/jamd20.23.2.3.
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The exponential increase in cases of type 2 diabetes mellitus (T2DM), particularly in developing countries, is combined with the progressive failure of healthcare facilities to provide adequate assistance. The role of Therapeutic Education (TE) in the treatment of T2DM has long been certified. However, despite efforts to implement educational interventions, these have proved to be largely insufficient in meeting current needs. Diabetology – like modern medicine – has therefore been looking into digitization as a possible solution. The increasingly widespread diffusion of the Network and the means for accessing it have in fact triggered a full-fledged race to computerization, a growth that is not always consistent. TE could not get away from these new circumstances. The digital world offers opportunities for reviewing and updating TE without denying or replacing its recent and prestigious past. This new way of doing TE, however, requires attention and new skills to be acquired and tested extensively. KEY WORDS therapeutic education; health literacy; digital therapeutic education; video; social media.
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Kokol, Peter, Helena Blažun Vošner, Jernej Završnik, Joeri Vermeulen, Samaa Shohieb, and Frank Peinemann. "Serious Game-based Intervention for Children with Developmental Disabilities." Current Pediatric Reviews 16, no. 1 (April 9, 2020): 26–32. http://dx.doi.org/10.2174/1573396315666190808115238.
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Background: Children with developmental disabilities may need support with motor skills such as balance improvement, cognitive skills such as vocabulary learning, or social skills such as adequate interpretation of emotional expressions. Digital interactive games could support the standard treatments. We aimed to review clinical studies which investigated the application of serious games in children with developmental disabilities. Methods: We searched MEDLINE and Scopus on 05 May 2019 limited to the English language. We included people between two and 24 years of age who were affected by neurodevelopmental disorders and who received digital serious game-based medical interventions such as any computer- based or video-based games. We considered any study design reporting primary data. We used title, abstract, and full-text of journal articles to build diagnostic groups, and we described some selected specific game applications. Results: The majority of the 145 relevant studies reported on autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), developmental coordination disorder (DCD), and disabilities affecting intellectual abilities (DAIA). 30 of the 145 studies reported a randomized design. We detailed six specific applications aimed at improving abilities in children with ASD, ADHD, cerebral palsy, and Down syndrome. We visualized the diagnostic groups by bibliographic mapping, and limited the text to the title and abstract of journal articles. Conclusion: We identified promising results regarding anxiety reduction, stress regulation, emotion recognition, and rehabilitation. Currently, there appears to be a lack of clinical evidence that children with neurodevelopmental disorders can benefit from the application of serious games.
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Semchuk, Bohdan. "APPLICATION OF DIGITAL TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF FUTURE PRESCHOOL EDUCATION SPECIALISTS." Psychological and Pedagogical Problems of Modern School, no. 1(5) (May 27, 2021): 111–17. http://dx.doi.org/10.31499/2706-6258.1(5).2021.235207.
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The article describes the process of formation of digital competence in future specialists of preschool education, special skills and abilities of orientation in information flows, application of necessary digital information, its adequate perception and critical thinking. Examples of practical application of digital technologies in preschool education are given: analysis of pedagogical phenomena that take place when using Power Point, social media, networks, blogs and websites to teach students. The concept of “digital competence” is revealed. The article clarifies that with the help of digital technologies can be implemented educational, didactic, organizational and creative functions: stimulation and development of cognitive processes; ensuring democratization, openness, individualization, interactivity, flexibility and accessibility of learning, creative self-realization, and personal self-development. It is determined that the use of digital technologies expands the operational capabilities of pedagogical reality, deepens its virtual characteristics, which include: travel to the world of mathematical, natural, philological, artistic, anthropological concepts; spiritualization of categories, phenomena, characters and communication with them; moving along the axis of time and imaginary stay in distant epochs, communication with people who lived in different historical periods; transfer to parallel realities (book, television, Internet); safe experimentation with concepts, phenomena, arbitrary choice of actions that do not lead, as in real life, to irreparable consequences; correction of events that occurred; recurrence of events in order to change their consequences; creative development of educational and cognitive reality from the local to the global level.
Keywords: digital competence, digital technologies, functions of digital competence, preschool education specialists, information and communication technologies.
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Wahyuni, Sri, Welda Mudiar, and Andyni Yulfanis Aulia Masrifa. "Digital Marketing Training and Assistance for SMEs as an Effort to Improve the Jabet Sop Sales Service." MITRA: Jurnal Pemberdayaan Masyarakat 3, no. 2 (November 28, 2019): 195–203. http://dx.doi.org/10.25170/mitra.v3i2.890.
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From their developments, food stalls, especially those in DKI Jakarta, experienced very rapid growth. The increasing number of businesses in the culinary field provides the consumers with many choices. For soup fans in Jakarta, one alternative is Jabet Sop. In one area in Kemayoran Subdistrict, Serdang District, there are several SMEs and one of them is Jabet Sop. Perbanas IKPIA, in collaboration with the DKI Jakarta Department of Industry and Energy, provided training for SMEs in making financial reports and simple bookkeeping and building adequate business facilities and infrastructure. This method of community-empowerment activities was carried out through training and mentoring programs and resolving ongoing problems by providing entrepreneurial motivation and managerial skills training, training in the use of information technology for marketing. After the training, Jabet Sop has been able to market their product through social media namely IG, become a merchant of both GrabFood and GoFood, provide decent facilities and infrastructure such as tables, and prepare financial statements and bookkeeping.
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Hell, Anna, Anna-Lena Godhe, and Eva Wennås Brante. "Young L2-learners' meaning-making in engaging in computer-assisted language learning." EuroCALL Review 29, no. 1 (April 20, 2021): 2. http://dx.doi.org/10.4995/eurocall.2021.12859.
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<p>This study explores how newly arrived young students created meaning, communicated, and expressed themselves using digital technology in the subject of Swedish as a second language (SSL). The qualitative case study presented in this article focuses on how the orchestration of teaching contributed to opportunities for digital meaning-making in the SSL subject in four classrooms at three schools in a city in Sweden. The notion of language as being fluid, which involves a critical approach to languages as separable entities, considers linguistic and embodied meaning-making, including digital technology, in social processes. This approach recognizes the roles of technology and digital meaning-making in young students’ second language acquisition. Moreover, technological innovations facilitate immediate and accessible communication. In today’s language studies, ethnicity only is not considered an adequate focus of analysis. Furthermore, the meaning-making practices of newly arrived primary school-aged students remain under-investigated. In the present study, data collected in classroom observations and teacher interviews revealed three themes regarding the students’ utilization of digital technology to develop their multilingual skills. One insight was that the newly arrived students used digital technology strategically when they engaged in meaning-making activities with peers and teachers. When the students took the initiative in computer-assisted language learning, they displayed agency in meaning-making by being their own architects. The findings of this research provided insights into how the orchestration of teaching in Swedish as a second language to newly arrived students affects their opportunities to use multilingualism in meaning-making while employing digital technology.</p>
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Classe, Tadeu Moreira de, Renata Mendes De Araujo, Geraldo Bonorino Xexéo, and Sean Siqueira. "The Play Your Process Method for Business Process-Based Digital Game Design." International Journal of Serious Games 6, no. 1 (March 14, 2019): 27–48. http://dx.doi.org/10.17083/ijsg.v6i1.269.
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Serious games have been understood as a useful tool to engage, educate and train individuals in many areas. They are also suitable for the business processes management area where it is expected that business-process-based digital games can bring together players (process actors) to better understand and learn organizational business processes. This paper presents a game design method for the development of serious games which aims to provide business process understanding to players, as well as to allow them to reflect on process challenges and difficulties. The design of serious business process games requires game designers to have business process modeling skills and instructions on how to represent business process elements in the game context. This research was conducted using the Design Science Research Methodology, and addresses the challenge of providing a method for the design of serious business process games. The method receives business process models as input and comprises steps to (i) map business process elements into game design elements, game design and development, and (ii) evaluate games with game designers, process actors, and game players. In order to validate the method, a set of games was built and evaluated with players. The designed games were evaluated as to adequate quality, although fun and entertainment can still be improved, and players´ understanding regarding process increase after games are played
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Gil Quintana, Javier, and Sara Osuna-Acedo. "Transmedia Practices and Collaborative Strategies in Informal Learning of Adolescents." Social Sciences 9, no. 6 (June 4, 2020): 92. http://dx.doi.org/10.3390/socsci9060092.
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Transmedia literacy is the evolution from traditional media literacy to informal learning and participatory cultures. It analyzes the media literacy processes of young people through communities of practice in participatory contexts and through the use of digital discourses that enable the creation of transmedia universes. The present study is approached from a mixed research method, whose main objective is the analysis of adolescents’ digital habits through several data-collecting tools: A survey, participative workshops, in-depth interviews, a media diary, and online observation. From that background information, the study subject has focused on Spain, and it is framed within the “Transliteracy: Transmedia skills and informal learning strategies” project, funded by Spain’s ministry of Economy, Industry, and Competitivity. The studio is based on a sample of 237 adolescents, from 12 to 14 years old, all intensive users of digital technologies. Interesting results were obtained concerning different transmedia practices that are frequent in adolescents and the informal learning collaborative strategies they currently use. This research work concludes that the use of the Internet, although occasionally lacking adequate safety measures, increases self-sufficiency in adolescents’ informal learning. They take control of their own learning, thus enhancing self-motivation and increasing the acquisition of transmedia competences.
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Hassan, Isyaku, Musa Barau Gamji, Qaribu Yahaya Nasidi, and Mohd Nazri Latiff Azmi. "WEB 2.0-BASED LEARNING AND THE CHALLENGES OF CULTURE SHOCK AMONG INTERNATIONAL STUDENTS IN CYPRUS." Asian People Journal (APJ) 4, no. 1 (April 30, 2021): 205–13. http://dx.doi.org/10.37231/apj.2021.4.1.257.
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With the emergence of new communication technologies, learning has been transformed digitally through Web 2.0 tools, in which digital devices are used to blend the learning system. Some students of tertiary institutions, especially international students who migrate to study out of their community or country, have different cultures of learning, thereby lacking skills and awareness on how to use the new learning system. This study, therefore, aims to investigate the use of web 2.0-based learning facilities and culture shock among international students at the Eastern Mediterranean University (EMU), North Cyprus. The data were collected from a purposive sample of 15 Nigerian students using a semi-structured interview as a data collection instrument. The data were analyzed using inductive thematic analysis. The study reveals that even though some Nigerian students face difficulties in managing Web2.0-based learning facilities like student portal and Moodle, their computer literacy helped them from the initial stage. The findings also indicate that some participants suggest adequate orientation to be organized for international students on the use of learning facilities in the institution. The study suggests that there is a need for further research on digital learning culture from the African perspective.
Keywords: Culture shock, international students, digital learning, Web 2.0 tools
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Changwony, Rose J., Pamela Ochieng, and Bernard Chemwei. "Influence of Instructional Resources Provision and Performance in Mathematics Subject in Public Girls Secondary Schools Baringo Central Sub-County." East African Journal of Education Studies 2, no. 1 (November 1, 2020): 141–49. http://dx.doi.org/10.37284/eajes.2.1.231.
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This paper looks at the contribution of instructional resources towards the performance of girls in Kenya Certificate of Secondary Examination mathematics in girls’ secondary schools in Baringo Central. Based on Hanushek, education production function theory, the instructional resources were considered critical inputs for ensuring the output (examinations performance in mathematics by girls’ students) is attained. The study targeted mathematics Heads of Department, mathematics teachers and girls enrolled in 6 girls’ secondary schools in Baringo Central Sub County, Kenya. A sample of 6 HODs, 18 mathematics teachers and 166 girls were selected to participate in the study. The research found out that all respondents said that adequate provision of infrastructural and educational resources did have a significant effect (p<0.05) on girls’ performance in mathematics in the six public secondary schools. Schools that had inadequate learning resources performed poorly compared to those that had adequate instructional materials. The paper recommends that there is a need for the government of Kenya to equip all schools with necessary supportive infrastructure (electricity, internet and computers) to facilitate instruction in the current digital age. In addition, teachers need to improve their knowledge and skills in using information technological resources.
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Martin-Key, Nayra Anna, Benedetta Spadaro, Thea Sofie Schei, and Sabine Bahn. "Proof-of-Concept Support for the Development and Implementation of a Digital Assessment for Perinatal Mental Health: Mixed Methods Study." Journal of Medical Internet Research 23, no. 6 (June 4, 2021): e27132. http://dx.doi.org/10.2196/27132.
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Background Perinatal mental health symptoms commonly remain underdiagnosed and undertreated in maternity care settings in the United Kingdom, with outbreaks of disease, like the COVID-19 pandemic, further disrupting access to adequate mental health support. Digital technologies may offer an innovative way to support the mental health needs of women and their families throughout the perinatal period, as well as assist midwives in the recognition of perinatal mental health concerns. However, little is known about the acceptability and perceived benefits and barriers to using such technologies. Objective The aim of this study was to conduct a mixed methods evaluation of the current state of perinatal mental health care provision in the United Kingdom, as well as users’ (women and partners) and midwives’ interest in using a digital mental health assessment throughout the perinatal period. Methods Women, partners, and midwives were recruited to participate in the study, which entailed completing an online survey. Quantitative data were explored using descriptive statistics. Open-ended response data were first investigated using thematic analysis. Resultant themes were then mapped onto the components of the Capability, Opportunity, and Motivation Behavior model and summarized using descriptive statistics. Results A total of 829 women, 103 partners, and 90 midwives participated in the study. The provision of adequate perinatal mental health care support was limited, with experiences varying significantly across respondents. There was a strong interest in using a digital mental health assessment to screen, diagnose, and triage perinatal mental health concerns, particularly among women and midwives. The majority of respondents (n=781, 76.42%) expressed that they would feel comfortable or very comfortable using or recommending a digital mental health assessment. The majority of women and partners showed a preference for in-person consultations (n=417, 44.74%), followed by a blended care approach (ie, both in-person and online consultations) (n=362, 38.84%), with fewer participants preferring online-only consultations (n=120, 12.88%). Identified benefits and barriers mainly related to physical opportunity (eg, accessibility), psychological capability (eg, cognitive skills), and automatic motivation (eg, emotions). Conclusions This study provides proof-of-concept support for the development and implementation of a digital mental health assessment to inform clinical decision making in the assessment of perinatal mental health concerns in the United Kingdom.
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Buchem, Ilona, and Oriol Borrás Gené. "Motivational effects of open badges in MOOCs. A learner perception study in OpenVM Learning Hub and MiriadaX." e-mentor 86, no. 4 (2020): 22–35. http://dx.doi.org/10.15219/em86.1479.
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Open Badges have become a metadata standard that has been used to transform digital credentialing practices in learning contexts including Massive Open Online Courses (MOOCs). Badges may be designed and used in diverse ways to enhance learner motivation in MOOCs. However, empirical research about the motivational effects of the badging process has been limited to anecdotal evidence. Objective: The goal of this study was to explore the motivational effects of open badges in MOOCs. The primary research question was whether and how open badges motivate participants to: a) learn in MOOCs, b) to complete MOOCs, and c) to use Open Badges outside of the MOOC environment. Method: An exploratory learner perception study was conducted in two platforms: OpenVM and MiriadaX. Both platforms issue Open Badges to recognize learning outcomes in MOOCs. The research sample included 1788 participants with diverse backgrounds, who participated in OpenVM (n = 1412) and in MiriadaX (n = 376) courses. Learner perceptions were self-reported via two online surveys, which included an aligned set of items in English (OpenVM) and Spanish (MiriadaX). Results: The findings show that regardless of the MOOC platform, the topic of the course and the language of instruction, MOOC participants were motivated by open badges, especially by an adequate description of the skills developed in the MOOCs. A regression analysis indicated that an adequate skill description in the open badges had the greatest predictive value for motivation to learn in MOOCs and to complete the course (r2 = 56.3%). The instrument with five items showed high internal consistency (α = 0.92).
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Sampaio, Alcínia Zita. "Introducing BIM in Curricular Programs of Civil Engineering." International Journal of Higher Education 11, no. 1 (July 9, 2021): 31. http://dx.doi.org/10.5430/ijhe.v11n1p31.
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Building Information Modelling (BIM) enables the Civil engineers professional to accomplish the digital requiremnts and also the integration and collaboration on the elaboration of projects and maintenance of buildings. BIM methodology is currently the main subject of investigation and application in the construction industry and the education have been exploring the introduction of this issue in curricular programs. The students of civil engineering and architecture, as future professionals, must updated their skills with the most recent innovative technology and knowledge. Several academies better classified within the architecture and engineer sector, were selected and its curricular programs were analyzed: the didactic strategies of inserting BIM teachings are similar in the main concept and practice, but depending of the expertize of the school, the aspects related to architecture, structures, construction or planning are deeper taught; the level cycles of introduction BIM (bachelor, master or postgraduate), the professional courses offered to architects and engineeres and the main subjects were discussed. The principal aim of the curricular research is the characterization of BIM education in distinct academies. A resume of actions and organization of topics that promotes an adequate updating of the students skills was achived, helping BIM educators in their activity.
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J. Limaye, Rupali, Anne Ballard Sara, Naheed Ahmed, Saori Ohkbuo, Sidhartha Deka, Cassandra Mickish Gross, and Rebecca Arnold. "Enhancing the Knowledge and Behaviors of Fieldworkers to Promote Family Planning and Maternal, Newborn, and Child Health in Bangladesh Through a Digital Health Training Package: Results From a Pilot Study." International Quarterly of Community Health Education 40, no. 2 (July 5, 2019): 143–49. http://dx.doi.org/10.1177/0272684x19861866.
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Community health workers, also known as fieldworkers (FWs), are frontline health-care providers in Bangladesh, where unmet need in family planning outcomes related to maternal and child health are high. A digital health intervention provided netbook computers to Bangladeshi FWs with eLearning courses and an eToolkit, which included material on family planning, maternal, newborn, and child health topics to enhance FWs’ knowledge and skills. To understand how the intervention affected FW’s knowledge and counseling behavior, this pre-poststudy measured FWs’ knowledge related to family planning, maternal, newborn, child health, and counseling on family topics before and after the pilot. Bivariate analyses were used to determine changes in FW knowledge, and multivariate analyses were conducted to determine changes in behavior, comparing knowledge and behaviors prepilot to postpilot. Comparing mean knowledge scores after and before the pilot, the difference in mean scores was significant ( p < .05) related to knowledge of benefits of birth spacing (1.26) and benefits of a small family (1.3) and related to maternal health, anemia prevention (0.95), and recommended number of antenatal care visits (0.13). Regarding newborn and child health, the difference in mean scores was significantly ( p < .05) related to knowledge of proper attachment for breastfeeding (3.56) and signs of adequate breast milk supply (1.08). Postintervention, FWs were significantly more likely to counsel couples on all available contraceptive options (adjusted odds ratio: 4.64; 95% CI [3.16, 6.83]) and birth spacing benefits (adjusted odds ratio: 4.54; 95% CI [3.17, 6.50]). Digital health training approaches can improve FWs’ knowledge and counseling skills within an international context, specifically in low-resource settings.
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van der Kroon, Linda, Kristi Jauregi, and Jan D. ten Thije. "Telecollaboration in Foreign Language Curricula." International Journal of Computer-Assisted Language Learning and Teaching 5, no. 3 (July 2015): 20–41. http://dx.doi.org/10.4018/ijcallt.2015070102.
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The development of intercultural communicative competence is increasingly important in this globalised and highly digitalised world. This implies the adequate understanding of otherness, which entails a myriad of complex cognitive competences, skills and behaviour. The TILA project aims to study how the use of digital communication means in foreign language education can contribute to the development of intercultural understanding when communicating with peers across borders. Understanding is the result of a collaborative construction of shared knowledge, which can be supported through the use of meta-communicative devices (MCDs) (). This case study investigates how pupils used communication strategies during video communication sessions to achieve intercultural understanding. Results reveal that task-based telecollaboration sessions offer learners the opportunity to achieve mutual understanding by utilizing a variety of meta-communicative devices that help the learners to compare their cultures in relation to time, space and habits, verify meaning and clarify utterances.
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Akchulpanova, Alfiya, Irina Boronilova, Nelli Syrtlanova, Guzel Shabayeva, and Yelena Pilipenko. "Education in the city of Ufa: digital environment as a condition for improving the quality of ethnocultural training of teachers." SHS Web of Conferences 98 (2021): 05021. http://dx.doi.org/10.1051/shsconf/20219805021.
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This article discusses search of adequate tools for training of psychological and pedagogical staff of preschool education institutions, aiming at improvement of living quality in city, under conditions of electronic education for working in ethnocultural environment of preschool children. The choice of humanitarian approach assuming studying of personality as a subject of cultural self-development in education is theoretically substantiated. The contents of projects on training professional staff of the City of Ufa (Bashkiria) for preschool education institutions, as well as their advanced training in the frames of implementation of innovation technologies and practices have been determined. Some activities on training of teachers for working in ethnocultural kindergartens have been described. Experience of development of online courses aimed at formation of working activities related with ICT competences of participants in educational relations has been disclosed. The following projects have been presented: Network Electronic Kindergarten promoting efficient training of teachers for working in ethnocultural educational and digital environment of Bashkiria; Centers of competence development: Preschool Education Teacher, Electronic Education Teacher, as well as workshops of department of higher education entity on World Skills of Preschool Education competence disclosing opportunities to improve life quality in city.