Relevant bibliographies by topics / Digital education resource

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Digital education resource'

Author: Grafiati
Published: 11 September 2021
Last updated: 1 February 2022

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Journal articles on the topic "Digital education resource"

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Carolan, K., J. Verran, M. Amos, M. Crossley, J. Redfern, N. Whitton, and D. Louttit. "SimFection: a digital resource for vaccination education." Journal of Biological Education 53, no. 2 (May 24, 2018): 225–34. http://dx.doi.org/10.1080/00219266.2018.1469534.

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Zahay, Debra, David Altounian, Wesley Pollitte, and Juli James. "EFFECTIVE RESOURCE DEPLOYMENT IN DIGITAL MARKETING EDUCATION." Marketing Education Review 29, no. 3 (December 24, 2018): 182–92. http://dx.doi.org/10.1080/10528008.2018.1555000.

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Wannapiroon, Panita, Prachyanun Nilsook, Nutthapat Kaewrattanapat, Naphong Wannapiroon, and Wera Supa. "The Virtual Learning Resource Center for the Digital Manpower." International Education Studies 14, no. 9 (August 22, 2021): 28. http://dx.doi.org/10.5539/ies.v14n9p28.

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This research aims to develop the models of Virtual Learning Resource Center (VLRC) for the digital manpower. The results of the research are that: 1) The VLRC development process consists of 5 steps: requirements analysis, planning and designing, prototyping and testing, implementing and monitoring, and evaluation and reporting. 2) The VLRC for the digital manpower consists of two models: 2.1) the physical learning resource, which is a physical space that the learner can actually touch. It can be divided into 5 categories: location-based learning resources, human-based learning resources, material-based learning resources, equipment-based learning resources, and event-based learning resources; and 2.2) the digital learning resource, which is a virtual space that learners can access through information and communication technology tools. It can be divided into 5 categories: search engine and translator’s tools, management and storage tools, distance learning tools, content creation, presentation and dissemination tools, social networking and online learning communities’ tools. 3) The goals of VLRC development are learning to know, learning to do, learning to live together, and learning to be.
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Baptiste, Yvonne M., Samuel Abramovich, and Cherylea J. Browne. "Measuring the value of a digital supplemental resource." Advances in Physiology Education 45, no. 4 (December 1, 2021): 685–93. http://dx.doi.org/10.1152/advan.00080.2021.

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Supplemental resources in science education are made available to students based on the belief that they will improve course-based student learning. This belief is ubiquitous, with supplemental resources being a traditional component of physiology education. In addition, the recent large-scale transition to remote learning caused by the Covid-19 pandemic suggests an increased relevance and necessity of digital versions of supplemental resources. However, the use of a supplemental resource is entirely dependent on whether students view it as beneficial. If students in a specific course do not perceive a supplemental resource as useful, there is little reason to believe the resources will be used and are worthy of investment. Consequently, measurement of student perception regarding the effectiveness of any digital learning tool is essential for educators and institutions in order to prioritize resources and make meaningful recommendations to students. In this study, a survey was used to determine student perceptions of a digital, supplemental resource. Quantitative methods, including exploratory factor analysis, were performed on data collected from the survey to examine the dimensionality and functionality of this survey. The findings from this study were used to devise an improved, standardized (i.e., reliable and valid) survey that can be used and adapted by physi3ology researchers and educators to determine student perception of a digital supplemental resource. The survey, with known construct validity and internal reliability, can provide useful information for administrators, instructors, and designers of digital supplemental resources.
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Arcia, Adriana, Samantha Stonbraker, and Eva Rose Asaan Warner. "Continuing Education Module—Information Needs and Information-Seeking Processes of Low-Income Pregnant Women in Relation to Digital Maternity Education Resources." Journal of Perinatal Education 28, no. 3 (July 1, 2019): 151–62. http://dx.doi.org/10.1891/1058-1243.28.3.151.

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Pregnant women need high-quality, timely information for self-management. The extent to which digital education resources meet their needs is unclear. This study elucidated how low-income pregnant women characterize their digital information needs and seeking processes and identified barriers/facilitators to meeting them. Focus groups bookending field-testing of a digital maternity education resource elicited barriers to and facilitators of Internet access, Internet use patterns, preferred methods to access information, and explored acceptability and desired features of online resources. Content analysis was used to analyze transcripts and six thematic categories were identified. Digital maternity education resources should be flexible, easily shared with loved ones, and responsive to users' experiences. Although helpful, digital resources are insufficient to meet pregnant women's need for social support.
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Rogers, Daniel, and Paul Coughlan. "Digital video as a pedagogical resource in doctoral education." International Journal of Research & Method in Education 36, no. 3 (August 2013): 295–308. http://dx.doi.org/10.1080/1743727x.2013.819325.

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Alves, L. S., and J. M. Granjeiro. "Development of digital Open Educational Resource for metrology education." Journal of Physics: Conference Series 1044 (June 2018): 012022. http://dx.doi.org/10.1088/1742-6596/1044/1/012022.

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Mokovaya, Tatiana. "Using digital resources at Chelyabinsk State Institute of Culture Scientific Library." Scientific and Technical Libraries, no. 2 (February 1, 2017): 92–102. http://dx.doi.org/10.33186/1027-3689-2017-2-92-102.

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Design and use of digital resources at universities are discussed. The conclusions of testing optimal model of university library’s collection development are made. Experimental stages are described: the issues of building university’s digital information and education environment, collection compliance with disciplines standards, budget minimization through purchasing access to digital learning resources, teaching skills of digital publication use and resource use control for education to use are discussed. Interaction of digital library systems and digital information education environment is highlighted. The necessity for investigating into the functionality of university digital resources and finding appropriate solutions is justified.
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Miziuk, Viktoriia. "ANALYSIS OF THE READINESS OF GENERAL SECONDARY EDUCATION INSTITUTIONS TO INTRODUCE DIGITAL EDUCATION." Educational Discourse: collection of scientific papers, no. 15(7-8) (September 6, 2019): 51–65. http://dx.doi.org/10.33930/ed.2019.5007.15(7-8)-4.

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The influence of digital technologies on the educational sector, the requirements of educational reform in the direction of introducing digital education in the educational process of institutions of general secondary education are examined. It is established that the basis of the digital space is the information and educational environment, which consists of information resources, pedagogical technologies, technological means and means of maintaining the system’s performance. It turned out that a modern teacher, regardless of the subject he teaches, should have informational and digital competencies. The article presents the results of a study of the existing conditions for the introduction of digital education in institutions of general secondary education at the regional level. An insufficient level of resource provision of institutions, a low level of teachers' knowledge of digital information competencies was found, problems were formulated that needed to be solved. An adaptive approach to the organization of teacher training courses on the formation of information and digital competencies is proposed.
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Solovyova, Valentina Aleksandrovna. "SYSTEM OF DIGITAL CRITERIA FOR EDUCATIONAL WEB RESOURCE ASSESSMENT." CBU International Conference Proceedings 5 (September 23, 2017): 820–26. http://dx.doi.org/10.12955/cbup.v5.1032.

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An educational web resource is a tool that can help discern useful data on the Internet. A system of criteria, however, is needed to assess the quality of this resource. Existing assessment models use various principles for this purpose. Ten such models are considered in this paper, though none of these use the basic principles of education. This paper suggests a unique new model that considers the major pedagogical principles of scientific content, visualization, the availability and feasibility of education, humanization of education, and students’ consciousness and participation. These principles are modified for the requirements of e-learning. The main focus of creating the model is the learner. Some assessment-related points in the suggested model are described in a more detailed manner than in previous models. The new model provides criteria that can ensure the quality of an educational Web resource. Thus, the model can form the foundation for creating educational resources.
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Dissertations / Theses on the topic "Digital education resource"

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Strydom, Cornus. "Modulayer-Berea Park learner Resource centre." Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-11202003-163127.

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Kautz, Jaime N. "A Study of Middle-School Mathematics Teachers’ Colloquial Evaluations of Digital Mathematics Resources: The Measures Used to Evaluate Digital Mathematics Resource Quality and the Influence of a Formal Evaluation Rubric." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587640460466024.

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Cameron, David John. "Giving games a day job developing a digital game-based resource for journalism training /." Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041220.144608/index.html.

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Kellam, Hugh. "Designing Digital Video to Support Learner Outcomes: A Study in an Online Learning Resource for Healthcare Professionals and Students." Thesis, University of Ottawa (Canada), 2011. http://hdl.handle.net/10393/28902.

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Instructors are incorporating video into their blended and web-based courses at an ever increasing rate. Thus the need for research in this area is required to understand how to design, utilize, and incorporate video most effectively as a pedagogical tool. This study explored how the design and implementation of digital video resources in an online educational environment affected learning outcomes. Forty-five health professionals and students evaluated the digital videos incorporated into ePhysicianHealth.com. Three types of digital video genre were examined in this study: modeling/demonstrations, personal stories/commentaries, and content expert narratives. The findings suggested that the majority of the participants found that the digital videos to be a valuable addition to ePhysicianHealth.com, as they made the learning environment more authentic, memorable, realistic, varied, and accommodating to different learning styles. Key Words: eLearning; online learning; video; healthcare education; physician wellness; disruptive behaviour; emerging technologies
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Münster, Sandra, and Florian Niebling. "Building a Wiki resource on digital 3D reconstruction related knowledge assets." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33983.

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Purpose – While single theoretical approaches related to visual humanities research and in particular digital 3D reconstruction – as the virtual, interpretative 3D modeling and visualization of historical objects – are widely described in compendia like Wikipedia, and various publications discuss approaches from certain disciplinary perspectives, a comprehensive and multidisciplinary systematization is still missing. Against this background, the research activity described within this article is intended to gain a wide and multidisciplinary overview for research approaches, theories, and methods which are relevant to investigate or explain knowledge-related phenomena in the context of visual humanities research and education. Design/methodology/approach – To meet these interests we intend to set up a Wiki resource as a structured repository. The content will be based on (a) interactive workshops held at conferences to collect and structure knowledge assets on visual knowledge involving experts from different domains. Moreover, (b) a student seminar starting in early 2017 is designated to describe some typical research designs as well as amend related methods and theories in the Wiki resource based on Wikipedia articles. A content structuring principle for the Wiki resource follows the guidelines of Wikimedia as well as plans for the results to be populated again in Wikipedia. Originality/value – While Wiki approaches are frequently used in the context of visual humanities, these resources are primarily created by experts. Furthermore, Wiki-based approaches related to visualization are often focused on a certain disciplinary context as, for example, art history. A unique aspect of the described setting is to build a Wiki on digital 3D reconstruction including expertise from different knowledge domains – i.e. on perception and cognition, didactics, information sciences, as well as computing and visual humanities. Moreover, the combination of student work and assessments by experts also provides novel insights for educational research. Practical implications – The intended product is a comprehensive and multidisciplinary structured repository on digital 3D reconstruction research approaches, methods, theories, publication bodies, and good practice examples. The editing of the project results into the Wikipedia will lead to a wide dissemination and visibility of group activities and outcomes as well as enhance competencies of all contributors on collaborative work.
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Lonzo, Lavonia Lonzo. "Adult Public Library Patrons' Perceptions of an Academic Library E-Learning Resource." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5370.

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Many Americans lack the skills required to use public access computers and the Internet at public libraries (PLs). Staff members of a PL in the Midwestern United States provide basic computer training to support patrons' Internet and public access computer use. However, adult patrons who are beyond the basic skills level and those with sensory-disabilities are underserved. The purpose of this qualitative single-case study was to understand how an academic library's information literacy e-resource affected the PL's adult patrons' learning based on the perceptions of adult patrons at a PL. Kling's social informatics served as the study's conceptual framework and the research questions centered on how academic library's e-resource affected the participants' learning. Purposive homogeneous sampling was used to identify 10 participants over the age of 18 who were patrons at the target site. Data were collected using observations, semi structured interviews, and document review. The data were analyzed using coding and structural analysis. Themes supporting the findings of an academic e-resource affecting the participants' learning included standards-based e-resource sharing across library types, digital exclusion, digital inclusion, change, and innovation. A white paper was developed including a summary of the findings and the recommendation that library leaders adopt the academic library's e-resource system to improve access and to support individuals who have sensory disabilities as well as patrons beyond the basic skills level at the study site. The implications for social change include enhanced e-services and the potential expansion of the patron base to include underserved stakeholders within the urban PL community.
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Barbosa, Gisele. "Objetos de aprendizagem como recurso educacional digital para educação financeira: análise e avaliação." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/625.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-02T10:34:04Z No. of bitstreams: 1 giselebarbosa.pdf: 1866961 bytes, checksum: 5643ef3c50da178f29178554ce1c54dd (MD5)
Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-02T11:43:45Z (GMT) No. of bitstreams: 1 giselebarbosa.pdf: 1866961 bytes, checksum: 5643ef3c50da178f29178554ce1c54dd (MD5)
Made available in DSpace on 2016-02-02T11:43:45Z (GMT). No. of bitstreams: 1 giselebarbosa.pdf: 1866961 bytes, checksum: 5643ef3c50da178f29178554ce1c54dd (MD5) Previous issue date: 2014-08-28
Este estudo propõe a utilização dos objetos de aprendizagem para o ensino de educação financeira nas escolas, cujos objetivos advêm das propostas pedagógicas de inserção da educação financeira na escola. No entanto, muitos desses recursos precisam ser avaliados e analisados quanto aos aspectos tecnológicos e pedagógicos, que os tornam úteis para os professores. Essa deficiência, por vezes pode inviabilizar sua utilização e reutilização. Nesta direção, indagamos sobre quais são os aspectos tecnológicos e pedagógicos analisáveis de um objeto de aprendizagem para que sejam considerados como recurso educacional para o ensino de educação financeira escolar? A trajetória desse estudo ocorreu através da análise e avaliação de objetos de aprendizagem. Observamos ainda a pluralidade de aspectos mencionados para caracterizar os objetos de aprendizagem. Em decorrência disso, entendemos a dificuldade em desenvolver um recurso que atenda a todos eles. Outro resultado desta pesquisa foi que os materiais que serviram à nossa investigação, embora apresentassem muitos aspectos do checklist da pesquisa, esbarram em questões importantes e aspectos que comprometem a característica de utilização e reutilização atribuídas aos objetos de aprendizagem. O cruzamento das informações nas etapas de avaliação e análise dos objetos da pesquisa nos serviu de orientação para o desenvolvimento de um produto educacional, o qual foi mostrado na forma de um manual para o professor se orientar quanto ao uso de um objeto de aprendizagem para educação financeira escolar.
This study proposes the use of learning objects for teaching financial education in schools, whose goals involve insertion of pedagogical proposals financial education at school. However, many of these features need to be evaluated and analyzed regarding the pedagogical and technological aspects, which make them useful for teachers. This deficiency can sometimes derail its use and re-use. This study set out to inquire about: what are the technological and pedagogical aspects of a learning object analyzable for them to be considered as educational resource for teaching school financial education? The trajectory of this study occurred through the analysis and evaluation of learning objects. We observe the plurality of aspects mentioned to characterize the learning objects. As a result, we understand the difficulty in developing a resource that meets all of them. Another result of this research was that the materials used in our research, although present many aspects of the checklist of research, based on important issues and aspects that compromise the use and reuse characteristic assigned to learning objects. The intersection of information in steps of evaluation and analysis of search objects in served as a guideline for the development of an educational product, which was shown in the form of a prototype of a learning object. We observe the plurality of aspects mentioned to characterize the learning objects. As a result, we understand the difficulty in developing a resource that meets all of them. Another result of this research was that the materials used in our research, although present many aspects of the checklist of research, based on important issues and aspects that compromise the use and reuse characteristic assigned to learning objects. The intersection of information in steps of evaluation and analysis of search objects in served as a guideline for the development of an educational product, which was shown in the form of a prototype of a learning object for financial education in schools.
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Bergström, Emelie, and Aleks Durowicz. "Establishing requirements for a gamified digital math tool in a South African township primary school : A case study based on gamification and interaction design." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-260253.

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This project is based on the desire to increase the understanding and knowledge of digital resource usage within the math education in South African townships. Digital education is considered to facilitate solutions for current shortcomings, yet knowledge and experience of the local circumstances are vital for successful implementation. Interviews, observations and analyses of existing games were used to define requirements regarding design and usability, which were implemented through prototypes and evaluated formatively. This study indicates that the requirements of an educational and stimulating digital tool are the most important and suggest consideration of feedback, gamification features, such as storytelling, as well as the balance of formal and informal settings. Furthermore, user characteristics heavily implies low complexity, few distractions and a logical structure. Requirements of appropriate level, in both language and content, also proved to be crucial. However, this demands further assessment before implementation. The developed tool was perceived as suitable and was accepted as a long-term solution to make better use of the current resources. Although the limited time and the difficulty to comprehend the users’ opinions bounded the conclusions, the established requirements are suggested to provide a solid foundation for further research.
Detta projekt baseras på en strävan efter ökad förståelse och kunskap för digitala resurser inom matteundervisningen i sydafrikanska kåkstäder. Digital utbildning anses möjliggöra lösningar för nuvarande brister, men kunskap och erfarenhet om lokala förhållanden är avgörande för lyckad implementering. Intervjuer, observationer och analyser av existerande spel användes för att definiera design- och användbarhetskrav, vilka implementerades genom prototyper och utvärderas formativt. Denna studie indikerar att kraven om ett utbildande och stimulerande spel är de mest betydelsefulla och föreslår beaktning av återkoppling, inkludering av spelifiering, exempelvis i form av “storytelling”, samt en balans av formell och informell miljö. Vidare innebär användaregenskaper krav på låg komplexitet, få distraktioner och en logisk struktur. Krav på lämplig nivå, både i fråga om mattekunskap och språk, visade sig också vara vitalt. Dessa krav kräver dock vidare utvärdering inför implementering. Det utvecklade verktyget uppfattades som passande och accepterades som en långsiktig lösning för att bättre utnyttja nuvarande resurser. Trots att tidsbegränsningen och svårigheter att förstå användarnas åsikter begränsade slutsatserna, ger de etablerade kraven en solig grund för framtida forskning.
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Sinker, Rebecca. "To what extent is the internet an appropriate medium for learning through and about contemporary visual art? : a case study of the digital art resource for education (DARE) project." Thesis, Middlesex University, 2006. http://eprints.mdx.ac.uk/4965/.

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This research looks at the Internet in relation to art, where art is examined broadly as a cultural, social and economic activity and body of knowledge, and specifically as it features within art and design education at secondary school. It considers the way digital technology features in learning, particularly in the art and design context, examining if and how this relates to the uses made of digital technology - particularly the Internet - by contemporary art practitioners. Recognising a gap here, a web-based art resource (www.dareonline.org) has been devised, created and evaluated trying in some way to bridge this gap, both through its practical usage and - by raising questions in the mind of the user - manifested in the language of its construction. The problems and possibilities of access, communication, collaboration and diversity offered by the use of web-based technologies as demonstrated by a number of artists, set against a generally utilitarian and apparently uncritical view of these technologies offered by statutory education materials, frame this research. The overarching research question, “To what extent is the Internet an appropriate medium for learning through and about contemporary visual art?” was in large part prompted by a consideration of these different perceptions and applications. If artists are using the hybrid and collaborative aspects of digital technology to critique conventional modes of production and exhibition, engaging with issues of identity, authorship and audience, why is most art and technology practice in education focussed solely on the acquisition of skills? In addition, with the Internet being used primarily as a research medium in formal learning, to what extent could an interactive Web resource also be a critical and creative space? These considerations have led to the development of the evaluative questions used to inform the key research question in this study. The development and use of DARE forms a case study, examined by both ethnographic educational research methods and an art practice-based methodology. In combining qualitative research techniques, such as the semi-structured interview and observation, with art-practice-based methods such as the creative reflective journal, the researcher/maker employs a unique hybrid method to reflect on the creation of DARE, its evolution and use and its relationship to other applications of Web-based technology. Having developed, trialled and revised the resource, with the help of secondary school pupils, teachers and PGCE student teachers, conclusions relating to the design and use of DARE are drawn, including recognition of the successes and failures of the aims of the initial project. Key issues and questions are identified to consider how the research question relates to secondary education. The key research findings suggest a number of recommendations, which the evaluation of DARE suggests are in fact interdependent, including the need for young people's creative visual and interpretive responses to be published diversifying the voices (authorship) for the Web's various audiences, highlighting the essential value of dialogue in relation to the form and uses of Webbased (and other) digital media, forming a key element in developing critical digital literacy. This should extend to an examination of the relationship between the digital and other forms of cultural production. Finally, the need for producers of Web-based art educational media to take account of and employ a range of design conventions and devices, as practiced by those net artists who are specifically interrogating the nature of the media and the ideas it can address or convey.
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Edminster, Judith Rhoades. "The diffusion of new media scholarship [electronic resource] : power, innovation, and resistance in academe / by Judith R. Edminster." [Tampa, Fla. : s.n.], 2002. http://purl.fcla.edu/fcla/etd/SFE0000035.

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Books on the topic "Digital education resource"

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Zabelina, Ol'ga, Irina Omel'chenko, Anna Mayorova, and Ekaterina Safonova. Human resource Development in the Digital Age: Strategic Challenges, Challenges, and Opportunities. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1243772.

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The monograph, based on the identification of trends and problems of changes in the demand and supply of skills, as well as the study of modern mechanisms of their formation and actualization, substantiates the priority areas of human resources development in the Russian Federation that meet the strategic challenges of the period of digital transformation of the labor sphere. The authors identify and systematize current and future trends related to changes in the demand for professions and skills in the Russian and global labor markets. The directions of transformation of the demand for skills and professions in the conditions of digitalization of the economy, skills and professions of the future are determined. Quantitative and qualitative imbalances and trends in labor supply and demand in the Russian labor market are identified (based on statistical analysis of data from 2009-2019). The features and problems of supply and demand of professions/skills in the segments of the Russian labor market covered by Internet recruitment are identified (based on data from resume parsing and vacancies of Internet recruitment portals in 2018 and 2020). Methodological approaches to identifying widely-and poorly-demanded skills are proposed and tested during the competence analysis of labor supply and demand using Big Data technologies.the competence profile of the vacancies of the professional core and extra - skills. An innovative author's approach to assessing the potential of skills capitalization — a possible increase in the salary of an applicant due to the expansion of the set of skills that he has-is proposed and tested. The current policy directions of formation and improvement of skills of the population in the Russian Federation are identified and systematized. The strategic challenges of the period of digital transformation of the labor sphere facing the Russian Federation and the priority areas of human resources development that meet these challenges are identified. The conclusions and recommendations can be used in the work of the Ministry of Labor of Russia, Rostrud, the Ministry of Education and Science of Russia, the Ministry of Education of Russia, government authorities, employment services of the Russian regions, as well as organizations of the professional education system.
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Cohen, Stuart. Photographer's resource: The Watson-Guptill guide to workshops, conferences, artists' colonies, academic programs, digital imaging programs, on-the-road programs. New York: Watson-Guptill Publications, 1997.

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Pandian, Dr M. Paul. Emerging technologies for knowledge resource management. [S.l.]: Chandos, 2007.

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Berger, Pam. Choosing Web 2.0 tools for learning and teaching in a digital world. Santa Barbara, Calif: Libraries Unlimited, 2010.

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Berger, Pam. Choosing Web 2.0 tools for learning and teaching in a digital world. Santa Barbara, Calif: Libraries Unlimited, 2010.

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Berger, Pam. Choosing Web 2.0 tools for learning and teaching in a digital world. Santa Barbara, Calif: Libraries Unlimited, 2010.

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Petri, Gail. The American Memory collection from A-Z: Primary resource guide and reproducible activities across the curriculum : grades 4-6. Worthington, Ohio: Linworth Learning, 2003.

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Elaine, Magusin, ed. Exploring the digital library: A guide for online teaching and learning. San Francisco, CA: Jossey-Bass, 2005.

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Menyaev, Mihail. Digital economy enterprises. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1045031.

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The tutorial allows you to learn basic scientific concepts in the field of formation and application of digital economy in the enterprise, to the organization skills of the digital space in the enterprise management system. The analysis of economic methods of formation and active use of Internet resources in the organization of high-tech industry and business. Meets the requirements of Federal state educational standards of higher education of the last generation. Intended for students of higher educational institutions studying the digital economy, innovation, management, industrial and logistics network, trained on a direction of preparation of bachelors in "mechanical engineering".
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Conference, Uniwersytet Jagielloński Instytut Bibliotekoznawstwa i. Informacji Naukowej International. Użytkownicy informacji elektronicznej. Kraków: Wydawn. Uniwersytetu Jagiellońskiego, 2000.

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Book chapters on the topic "Digital education resource"

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Luan, Anna, and James Chang. "Educator Workshops: Visiting Educators, Curricula, and Digital Education." In Global Cleft Care in Low-Resource Settings, 497–502. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59105-2_35.

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Drijvers, Paul, Verônica Gitirana, John Monaghan, Samet Okumus, Sylvaine Besnier, Cerenus Pfeiffer, Christian Mercat, et al. "Transitions Toward Digital Resources: Change, Invariance, and Orchestration." In The 'Resource' Approach to Mathematics Education, 389–444. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20393-1_12.

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Quennerstedt, Mikael, Béatrice Gibbs, Jonas Almqvist, Johnny Nilsson, and Helle Winther. "Beatrice: Dance Video Games as a Resource For Teaching Dance." In Digital Technologies and Learning in Physical Education, 69–85. Abingdon, Oxon ; New York, NY : Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315670164-5.

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Park, Jung-ran, and Andrew Brenza. "Semi-automatic Metadata Generation Workflow for Developing a Continuing Education Resource Repository." In Digital Libraries: Providing Quality Information, 235–45. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-27974-9_24.

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Qian, Li, Sujing Zhang, and Ke Jin. "Strategy Research about Exploiting the Attention Resource of Learners in Educational Games." In Entertainment for Education. Digital Techniques and Systems, 376–84. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14533-9_39.

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Liu, Dongxue, Zhen Liu, Lin Liu, and Yun Ren. "Resource Organization and Management of the Platform for Supporting Teacher Education Innovation Based on IPv6." In Entertainment for Education. Digital Techniques and Systems, 353–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14533-9_36.

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Bo, Li. "Security Problems and Strategies of Digital Education Resource Management in Cloud Computing Environment." In Lecture Notes in Electrical Engineering, 2495–99. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7618-0_310.

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Hoel, Trude, Margrethe Jernes, and Mary Genevieve Billington. "Language Track: An Open Education Resource for Supporting Professional Development in Norwegian ECEC Institutions." In Handbook for Online Learning Contexts: Digital, Mobile and Open, 115–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67349-9_9.

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Schulten, Cleo, Sven Manske, Angela Langner-Thiele, and H. Ulrich Hoppe. "Digital Value-Adding Chains in Vocational Education: Automatic Keyword Extraction from Learning Videos to Provide Learning Resource Recommendations." In Addressing Global Challenges and Quality Education, 15–29. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57717-9_2.

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Churchill, Daniel. "Educational Reforms, Learning-Centred Education and Digital Resources for Learning." In Digital Resources for Learning, 1–17. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3776-4_1.

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Conference papers on the topic "Digital education resource"

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Liu, Bing. "Research on Universities Digital Education Resource Sharing Mechanism." In 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ieesasm-16.2016.264.

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Wang, Zhigang. "Analysis of Digital Library Resource Discovery Service System." In 2015 International Conference on Education, Management, Information and Medicine. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/emim-15.2015.142.

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Tang, Qianjun, Jitka Laitochová, Yang Lei, and David Nocar. "DIGITAL RESOURCE TRENDS IN EDUCATION IN ETHNIC AREAS OF CHINA." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1548.

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Raimúndez-Urrutia, Elena, and Mariella Azzato Sordo. "New pedagogical configurations for traditional learning tools: a proposal." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5149.

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Digital technologies have changed the world dramatically and, as a consequence, higher education is undergoing significant teaching and learning transformations based on their use. The need to plan and produce disruptive innovations for traditional learning tools brings a challenge in this sense. One of these modern pedagogical perspectives is the use of transmedia storytelling in education, which has given a new configuration to instructional tools and have changed their forms and educational function. We present a proposal of specialized vocabulary in reproductive biology of plants using the principles of transmedia storytelling. The design of an educational transmedia artifact for the particular terminological entry of the term «polinizador» is shown to illustrate the proposed structure for the vocabulary. This artifact is constituted by diverse resources made with the use of different media and is based on the use of tags linked to each resource, which allow interactive navigation between them, structuring the storytelling about the selected term. Each resource adds particular information on the definition of the term, so that the student can obtain the answer he needs. Transmedia storytelling allows the students’ interaction with resources in a way consistent with their own interests, making them the center of their learning.
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Yapparova, Venera, and Aliya Miftakhova. "GUIDELINES AND FEEDBACK AS COMPONENTS OF A DIGITAL RESOURCE." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1696.

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Xiao-Qin Qi, Mei-Yun Zeng, Yun-Gang Zhang, and Yi Yao. "Digital English education resource sharing mechanism research in a cloud environment." In 2013 8th International Conference on Computer Science & Education (ICCSE). IEEE, 2013. http://dx.doi.org/10.1109/iccse.2013.6554084.

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Darinskaia, Larisa, and Natalia Moskvicheva. "Intergenerational Education As a Resource of Digital Socialization of Older People." In Proceedings of the 2019 International Conference on Pedagogy, Communication and Sociology (ICPCS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpcs-19.2019.99.

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Rezer, Tatiana. "Digital Learning Environments and New Forms of Didactogeny." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-77.

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Humanity’s progress is determined by its spiritual, intellectual and physical potential. The role of each of them is equally important. All types of potential capabilities are developed through the process of learning and education, which have their own types of resources and technologies to ensure the quality of education and health. The digital learning environment is a new kind of educational resource that has emerged as a result of technological advances in this century. Based on a comparative analysis, the reasons for the emergence of a new form of didactogeny in the digital educational environment: nomophobia, caused by smartphone addiction among young people, have been identified. The method of theoretical analysis of relevant publications allowed for the propagation level of this form of didactogeny to be revealed. The result: 53% of UK residents suffer from nomophobia, while in Russia only 3 teenagers out of 68 subjects were able to go without a using phone for 8 hours and engage in intellectual activities, from which they gained satisfaction and new knowledge. An empirical questionnaire study showed that 41.29 per cent of young people in Russia’s student population reported being overloaded with information from various types of sources. Conclusions: there are no formal health and hygiene requirements for the digital learning environment; ‘cliched’ thinking is widespread among the new generation; an emotional overload of students is emerging, which leads to neuroticism and depression; new forms of didactogenia such as nomophobia are developing in the educational process; low digital academic literacy is diagnosed among educational process participants.
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Fei, Li, and Du Jing. "Research and Application of Web-Based Digital Video Resource Library." In 2010 Second International Workshop on Education Technology and Computer Science. IEEE, 2010. http://dx.doi.org/10.1109/etcs.2010.266.

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Li, Fei, and Jing Du. "Application of Virtual Storage Technology in Digital Resource Management in Higher Education." In 2011 Third Pacific-Asia Conference on Circuits, Communications and System (PACCS). IEEE, 2011. http://dx.doi.org/10.1109/paccs.2011.5990143.

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Reports on the topic "Digital education resource"

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Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.102.

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This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the literature was largely disability-blind. The literature notes that birth registration is considered as a fundamental human right, allowing access to services such as healthcare and education; it is the basis for obtaining other identity documents, e.g. driving licenses and passports; it protects children, e.g. from child marriage; and it enables production of vital statistics to support government planning and resource allocation. Registration rates are generally lower than average for vulnerable children, e.g. from minority groups, migrants, refugees, children with disabilities. Discriminatory policies against minorities, restrictions on movement, lack of resources, and lack of trust in government are among the ‘additional’ barriers affecting the most marginalised. Women, especially unmarried women, also face greater challenges in getting births registered. General approaches to promoting birth registration include legal and policy reform, awareness-raising activities, capacity building of registration offices, integration of birth registration with health services/education/social safety nets, and the use of digital technology to increase efficiency and accessibility.
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Iwatani, Emi, Barbara Means, Maria R. Romero, and Mai Chou Vang. Deepening Science Engagement With Challenge Based Learning: Research Report. Digital Promise, February 2020. http://dx.doi.org/10.51388/20.500.12265/93.

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Learn about the Challenge Based Science Learning Project and its larger implications for the fields of Next Generation Science Learning and Open Educational Resources. The project involved 18 middle school teachers and five administrators from three U.S. school districts partnering with instructional coaches and learning sciences researchers from Digital Promise to address an ambitious educational challenge: How might we deepen engagement and learning of middle school science in our schools and beyond?
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