To see the other types of publications on this topic, follow the link: Enhanced ebooks.
Journal articles on the topic 'Enhanced ebooks'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Enhanced ebooks.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Frederick, Donna Ellen. "On eBooks in academic libraries: an article based on a presentation at the Library 2.014 Conference." Library Hi Tech News 32, no. 5 (July 6, 2015): 12–15. http://dx.doi.org/10.1108/lhtn-02-2015-0015.
Full textAbstract:
Purpose – The purpose of this paper is to demonstrate and discuss some of the commonly held misconceptions about using and managing eBooks in academic research libraries and to outline what skills, abilities and knowledge are required of librarians and other library staff who work with eBooks. eBooks are an important presence in the vast majority of academic libraries. It is reasonable to expect that this presence will increase in the years to come. The value of eBooks to many students, faculty and researchers is undeniable and their availability has created new learning and teaching opportunities which were not possible with print-only library collection. Design/methodology/approach – eBooks bring multiple benefits to the academic environment. Findings – eBooks provide portable information resources for students and researchers doing fieldwork. eBooks have the potential for relieving pressure on space in some libraries. Some eBook platforms offer students new and enhanced ways for interacting with library materials, including accessibility features. Originality/value – The addition of eBooks to academic library collections addresses a growing preference among some patrons for information in electronic format.
2
McGovern, Marguerita. "Touch, click and be informed: Making a series of multi-touch ebooks to support social work placement." Journal of Practice Teaching and Learning 15, no. 1 (January 18, 2018): 94–108. http://dx.doi.org/10.1921/jpts.v15i1.1105.
Full textAbstract:
his innovative project set out to develop a series of seven ‘wraparound’ multi-touch electronic ebooks to support pre-placement training within a professional social work course. The aim and main focus concentrated on developing and presenting the wisdom of practice teachers, social work students and tutors in a multimedia content, encompassing aural and visual podcasts. This was further enhanced by including expert topic based opinion, theory and supportive slide presentations. The concept of making the ebooks was to change the delivery of the fieldwork pre-placement module, refocusing it from a didactic lecture based delivery to a more modern technology enhanced relevant method of improving the pre-placement knowledge, skills and values of social work students.Keywords: e-learning; podcasting; social work; fieldwork practicum; practice teachers,
3
Wondrak, Stephan. "Development of a Planet Tool for an interactive School Atlas as eBook." Proceedings of the ICA 1 (May 16, 2018): 1–6. http://dx.doi.org/10.5194/ica-proc-1-123-2018.
Full textAbstract:
The present thesis describes the development of a planet tool for an interactive school atlas using an eBook format. Especially the technical and cartographical capabilities of the open standard ePUB 3 are evaluated. An eBook application with interactive and dynamic 2-dimensional visualizations is developed especially to show whether the re-al-world dimensions and distances in the solar system can be mapped in a cartographical correct and for students easy understandable manner. In the first part of the work, the requirements of the planet tool are evaluated in co-operation with experts. The open standards PDF and ePUB 3 are investigated with regard to the requirements for the development of the planet tool. Another chapter describes in detail all significant steps of the development process for a prototype of the planet tool. A graphic file originally created for print production is prepared and enhanced with interactive features to generate one of the eBook pages. This serves to show a potential workflow for the generation of eBook pages in a cross-media atlas production. All sample pages of the prototype show different layouts and contain the entire spectrum of interactive features and multimedia content of modern eBooks. The sample pages are presented and discussed in an own chapter. The results of the present work aim at answering the question concerning the suitability of the open standard ePUB 3 for the development of a multimedia eBook for high school education.
4
Eiff, Tanja, and Heinz-Werner Nienstedt. "Finding Direction When Developing New Media Products. An Empirical Study of Readers’ Preferences for Enhanced Fiction EBooks." Journal of Creative Industries and Cultural Studies 1 (2017): 50–63. http://dx.doi.org/10.56140/jocis-v1-2.
Full textAbstract:
In times of media convergence, media managers are under increased competitive pressure. New technologies result in a change of the customers’ preferences, which – if ignored by established market participants – attract players from other industries to satisfy their needs. Therefore, the investigation of the preferences of consumers in the context of new media channels is essential and can provide decisive competitive advantages. This study aims to elaborate on one of the methods to increase more appropriate knowledge about the customers’ needs, even in an early stage of the media product development process. Using the example of eBooks, a best-worst analysis concerning potential enhancement features was applied. Estimated utilities by the hierarchical Bayes model and customer segments by latent class analysis lead to clear profiles of two different benefit segments characterized by distinct patterns of utility profiles. The first segment consists of heavy readers of books, conservative and budget conscious in their attitudes. The second segment is characterized by a more sporadic reading style. These kinds of readers are highly multimedia affinitive and their willingness to pay for eBooks is higher than that the one of the first segment. Media managers should take advantage of the potential of such research to make better investment decisions and rely less on the pure intuition and/or internal views of creative media people.
5
Hammond, Simon P. "Enhanced eBooks and multimodal publishing: spitting games and making claims with multimodal data." Qualitative Research 14, no. 4 (April 17, 2013): 442–58. http://dx.doi.org/10.1177/1468794113481793.
Full text
6
Çetin, Gürcan, Osman Özkaraca, Murat Sakal, and Ercüment Güvenç. "A USABILITY ASSESSMENT OF AN EPUB 3.0 BASED EBOOK DEVELOPED FOR ALGORITHMS AND PROGRAMMING COURSE." Information Technologies and Learning Tools 58, no. 2 (April 29, 2017): 129. http://dx.doi.org/10.33407/itlt.v58i2.1576.
Full textAbstract:
The digital self-learning among students is becoming increasingly popular with the widespread use of mobile devices. In this context, many academic institutions generate digital learning sources for their learners. EBooks offer new opportunities in the matter of the visualization of educational materials, access them from any place at any time. It is inevitable to use interactive eBooks in engineering education as well. This paper presents an eBook for students studying in Information System Engineering. It has been aimed to enhance algorithmic skills of students. Moreover, in this article, we have evaluated the usability of this eBook. The results of research show how the students assessed the interface quality, information quality and overall satisfaction of our eBook. The research was conducted by using a questionnaire method.
7
Hsiao, Yu-Ting, Hsuan-Yin Liu, and Chih-Cheng Hsiao. "Development of a Novel Interactive Multimedia E-Learning Model to Enhance Clinical Competency Training and Quality of Care among Medical Students." Healthcare 8, no. 4 (November 20, 2020): 500. http://dx.doi.org/10.3390/healthcare8040500.
Full textAbstract:
Clinical competencies consisting of skills, knowledge, and communication techniques should be acquired by all medical graduates to optimize healthcare quality. However, transitioning from observation to hands-on learning in clinical competencies poses a challenge to medical students. The aim of this study is to evaluate the impact of a novel interactive multimedia eBook curriculum in clinical competency training. Ninety-six medical students were recruited. Students in the control group (n = 46) were taught clinical competencies via conventional teaching, while students in the experimental group (n = 50) were taught with conventional teaching plus interactive multimedia eBooks. The outcomes of clinical competencies were evaluated using Objective Structured Clinical Examination (OSCE) scores, and feedback on their interactive eBook experiences was obtained. In the experimental group, the average National OSCE scores were not only higher than the control group (214.8 vs. 206.5, p < 0.001), but also showed a quicker improvement when comparing between three consecutive mock OSCEs (p < 0.001). In response to open-ended questions, participants emphasized the importance of eBooks in improving their abilities and self-confidence when dealing with ‘difficult’ patients. Implementing interactive multimedia eBooks could prompt a more rapid improvement in clinical skill performance to provide safer healthcare, indicating the potential of our innovative module in enhancing clinical competencies.
8
Dube, Juliane. "Digitales mehrsprachiges Lernen bei neu zugewanderten Schülerinnen und Schüler der Grundschule." Einzelbeiträge 2020 2020, Occasional Papers (April 1, 2020): 44–67. http://dx.doi.org/10.21240/mpaed/00/2020.04.02.x.
Full textAbstract:
Wenngleich in den vergangenen 30 Jahren zum Für und Wider von digitalen Medien in der Schule zahlreiche Studien erschienen sind, generiert die ständige Weiter- und Neuentwicklung dieser in einem sich ebenfalls stetig verändernden Bildungsgefüge immer wieder neue Fragen. Für die Grundschule gilt es u.a. aktuell z.B. den Einsatz digitaler Formen wie (enhanced) eBooks oder Bilderbuch-Apps sowie digitale Audiostifte zur barrierefreien Rezeption von (Bilder-)Büchern aus deutschdidaktischer Perspektive stärker in den Blick zu nehmen. Ziel des Projektes MesH (Digitale Medien und sprachliche Heterogenität) war es audio-digitale Lernumgebungen zu mehrsprachigen Bilderbüchern zu entwickeln und diese sowohl im Labor- als auch im Schulsetting zu evaluieren (April 2017 – Juni 2018). Im vorliegenden Beitrag sollen die Ergebnisse des dritten Design-Zyklus vorgestellt werden, der sich mit der Frage beschäftigte, ob und inwieweit der Einsatz audio-digitaler Stifte als eine Form des computer assisted language learning (CALL) die Lernenden nicht nur zum Lesen motiviert, sondern auch eine Binnendifferenzierung im offenen Unterricht erlaubt, die den individuellen Stärken und Schwächen der mehrsprachigen Lernenden Rechnung trägt.
9
Tsai, Tina Pingting, and Jyhjong Lin. "Using ePUB3 eBook-based Project-Inquired Quality Talk to Enhance Students’ Learning Effects in Flipped Classes." WSEAS TRANSACTIONS ON ELECTRONICS 13 (September 14, 2022): 67–74. http://dx.doi.org/10.37394/232017.2022.13.9.
Full textAbstract:
In flipped learning, students take learning activities based on their preferred ways to promote their learning interests and effects. For its advantages, we presented earlier an ePUB3 eBook-based problem-inquired quality talk flipped learning model that supports students’ learning by ePUB3 eBooks and Problem-solving Inquired Quality Talk discussions. In this paper, to enhance further the students’ discussion effects, we explore the employment of a more practical Project-based Inquired Quality Talk method in students’ discussions to form a new ePUB3- based project-inquired quality talk flipped learning model. As a result, the new model provides students in their discussions with project-based inquiry steps to find the solutions of a designated project where quality talk questions/responses are executed in each inquiry step. For illustration, the model is applied to a ‘Reading & Writing’ class at a university in Taiwan where a comparative study on students’ reading & writing abilities in experimental and controlled groups is taken to validate its usefulness.
10
Sonawane, S. S. "Do we need Diagnostic Decision Support For Pathologists in Anatomic Pathology Laboratory Information System (APLIS)?" American Journal of Clinical Pathology 158, Supplement_1 (November 1, 2022): S147—S148. http://dx.doi.org/10.1093/ajcp/aqac126.313.
Full textAbstract:
Abstract Introduction/Objective On a typical day, pathologists spend time not just looking at the slides but have various information needs in order to facilitate the sign-out. This study was performed to find out various resources utilized by pathologists to facilitate the sign-out and if having the diagnostic decision support in APLIS will improve the sign-out experience? To answer these questions a survey was created. Methods/Case Report An anonymous Google survey of 10 questions inquiring about practice setting, training level, work experience, various resources utilized to facilitate daily sign-out, time spent to find the information, and ways the sign-out experience can be enhanced was created and distributed among the pathologists via a social media platform. Results (if a Case Study enter NA) 85 pathologists participated in the survey, and the results showed that 66% of respondents worked in an academic setting while 34% worked in a community practice setting. 37% of respondents had work experience >5 years while 23% had work experience < 5 years and the remainder of them were in training. 44% of them had a subspecialty sign-out system. EPICBeaker (27.3%) was the most commonly utilized APLIS system, followed by Cerner (22%) and Copath(16%), and reminder used Novopath, soft path, Med-tech, and Power path. The pathologists use various resources to facilitate daily sign out which include textbooks, ebooks, PubMed, CAP protocols, WHO books, own notes, and internet searches. Reasons to refer to these resources include finding the grossing guidelines, differential diagnosis, special or immunohistochemical stains, practices guidelines, correct tumor stage, and grade or molecular tests. On a typical day, 41% of the respondents spend 1-2 hours/day, and 25% of the respondents spend 2-3hrs/day finding the correct information to sign out their cases. 81% of the pathologists responded that if all the resources are available in APLIS will increase their productivity. Conclusion Having all the resources in one place in APLIS in the form of diagnostic decision support will enhance the sign-out experience for pathologists and will increase productivity.
11
van Erp, Jan B. F., Maarten A. Hogervorst, and Ysbrand D. van der Werf. "Toward physiological indices of emotional state driving future ebook interactivity." PeerJ Computer Science 2 (May 23, 2016): e60. http://dx.doi.org/10.7717/peerj-cs.60.
Full textAbstract:
Ebooks of the future may respond to the emotional experience of the reader. (Neuro-) physiological measures could capture a reader’s emotional state and use this to enhance the reading experience by adding matching sounds or to change the storyline therewith creating a hybrid art form in between literature and gaming. We describe the theoretical foundation of the emotional and creative brain and review the neurophysiological indices that can be used to drive future ebook interactivity in a real life situation. As a case study, we report the neurophysiological measurements of a bestselling author during nine days of writing which can potentially be used later to compare them to those of the readers. In designated calibration blocks, the artist wrote emotional paragraphs for emotional (IAPS) pictures. Analyses showed that we can reliably distinguish writing blocks from resting but we found no reliable differences related to the emotional content of the writing. The study shows that measurements of EEG, heart rate (variability), skin conductance, facial expression and subjective ratings can be done over several hours a day and for several days in a row. In follow-up phases, we will measure 300 readers with a similar setup.
12
Musdalifah, Musdalifah, Asri Widowati, Suyanta Suyanta, Sabar Nurohman, and Sri Rejeki. "Implementation of Interactive Science Ebook Innovation Based on Project-Based Learning (PjBL) to Enhance Students Critical Thinking Skills." Jurnal Penelitian Pendidikan IPA 9, no. 9 (September 25, 2023): 7462–67. http://dx.doi.org/10.29303/jppipa.v9i9.4155.
Full textAbstract:
The ability to think critically is one of the profiles of Pancasila students that students must possess in the independent curriculum. Critical thinking skills are one of the abilities that students need in solving problems. This research aims to describe the implementation of interactive Science ebooks based on PBL to enhance the critical thinking skills of students in the topic of environmental pollution. The research design used is quantitative descriptive. The research design used a one-group pretest-posttest design. The population of the study is all seventh-grade students of SMPN in Yogyakarta. The sample of this research is the seventh-grade student’s one of the junior high schools in Yogyakarta, selected through simple random sampling technique. The research instrument used is a multiple-choice critical thinking test with five indicators. Indicators of critical thinking abilities are explaining, evaluation, concluding, analysis, and designing strategies. The results showed an improvement in critical thinking skills through the N-gain test of 0.8, indicating a high category. The average indicator of students' critical thinking skills who obtained the highest score was the explaining indicator with an average of 90.5%, while the indicator with the lowest average among students' critical thinking skills was the analysis indicator with an average of 70.01%. This indicates that the use of Science Ebook Innovation Based on Project-Based Learning (PjBL) can enhance the critical thinking skills of students. It is expected that this research can provide references for future researchers, and innovations related to interactive teaching materials can be developed not only for one subject but for all subjects in middle school science.
13
Chenglin, Lin, Ma Xuehai, and Cheng Sanguo. "The Pace of Ebook Development in China." Logos 23, no. 2 (2012): 14–20. http://dx.doi.org/10.1163/1878-4712-11111113.
Full textAbstract:
AbstractThis paper bases its argument on a 'Three Worlds' theory of e-book development. The theory believes that in terms of developmental paths, it is important to understand the worlds of ebook 1.0(e-format of paper book), 2.0(digital-only) and 3.0(enhanced ebook), in which 1.0 represents very much the transformation of traditional print book publishing. That one follows another, a trend as shown and proven in the US and some other markets, is seemingly obvious and inevitable. However, China has a unique situation, in which ebook 2.0 is the first to develop and 1.0 yet to take off. It may also be the case that ebook 3.0 comes ahead of 1.0. There is certainly much to do for Chinese traditional publishing in the development of ebook 1.0, or one may see a completely reversed order or pace of development.
14
Yaman, İsmail. "Teacher Development in Technology-Enhanced Language Teaching." EuroCALL Review 27, no. 1 (March 30, 2019): 64. http://dx.doi.org/10.4995/eurocall.2019.11473.
Full textAbstract:
<p>Teacher Development in Technology-Enhanced Language Teaching</p><p>Jeong-Bae Son</p><p>Palgrave Macmillan</p><p>2018</p><p>ISBN 978-3-319-75710-0</p><p>ISBN 978-3-319-75711-7 (eBook)</p><p>https://doi.org/10.1007/978-3-319-75711-7</p><p>233 pages </p>
15
Pickering, James D. "Introduction of an anatomy eBook enhances assessment outcomes." Medical Education 49, no. 5 (April 28, 2015): 522–23. http://dx.doi.org/10.1111/medu.12708.
Full text
16
Cozzi, F., and E. Göttlich. "Enhanced Background Oriented Schlieren (EBOS)." Journal of Physics: Conference Series 1249 (May 2019): 012017. http://dx.doi.org/10.1088/1742-6596/1249/1/012017.
Full text
17
Miller, Rebekah S., Don Accamando, and Lee Wagner. "Collaboration between an Academic Library and Campus Partners to Connect with Military and Veteran Students." Pennsylvania Libraries: Research & Practice 5, no. 1 (May 12, 2017): 35–41. http://dx.doi.org/10.5195/palrap.2017.145.
Full textAbstract:
Working with the Duquesne University School of Nursing and Office of Military and Veteran Students, Duquesne’s Gumberg Library used grant funds to purchase a collection of resources that address the social, economic, physical, and psychological issues veterans face in the transition to civilian and student life. The library collaborated with campus partners to select materials that fit the needs of students and faculty, and purchased approximately 170 new books, ebooks, DVDs, and streaming videos. As a result of the project the library also increased programming and outreach to veteran students on campus. This article discusses the methods used to select materials, the marketing efforts to promote the new collection, usage to date, and the library’s plans to further enhance veteran student engagement with both the library and the university.
18
Horne, Alastair. "The Future's Live, the Future's Digital." Logos 23, no. 2 (2012): 7–13. http://dx.doi.org/10.1163/1878-4712-11111112.
Full textAbstract:
AbstractThis paper explores how publishers might mitigate a fall in revenues caused by the rise in ebook sales and the associated decline in book prices. By ending their historical reliance on selling single formats to undifferentiated classes of consumer (the 'one-size-fits-all' model), and instead producing formats tailored to specific types of customer, at different price points, might publishers maintain revenues? Lessons drawn from the experiences of the music industry suggest that live events such as literary festivals and author tours might have a key part to play in new business models; they might also offer a cost-effective means of generating enhanced content to add value to premium products.
19
Park, Mi Hee. "A Study on an eBook Planning Strategy for Enhanced Enjoyment -focused on Disney Appbook-." Humanities Contens 39 (December 31, 2015): 75. http://dx.doi.org/10.18658/humancon.2015.12.39.75.
Full text
20
Vladimirov, F. E., S. O. Bazaev, and A. R. Khakimov. "Comparison of In-Rumen Systems for Monitoring the Physiological State of Cattle." Agricultural Machinery and Technologies 17, no. 2 (June 22, 2023): 35–39. http://dx.doi.org/10.22314/2073-7599-2023-17-2-35-39.
Full textAbstract:
This paper explores a method for the early detection of subacute rumen acidosis through continuous monitoring of rumen content acidity using wireless pH sensors. The study emphasizes the importance of reliable device operation and measurement accuracy as primary requirements for such devices. (Research purpose) This study aims to evaluate the functionality and accuracy of the eBolus (USA) and BoviSan (Russia, FSBSI FSAC VIM) sensors throughout their declared service life of 150 days. (Materials and methods) Three dairy cows with a rumen fistula were administered two boluses from each manufacturer during a period of 154 days. In order to ensure accurate measurements, the boluses were activated and calibrated prior to use. On the first day of data collection, the activated and calibrated boluses were sequentially immersed in buffer solutions with a pH of 4 and pH of 7. The buffer solutions were maintained at a controlled temperature of 39 degrees Celsius for a minimum of 2 hours. At 14-day intervals, the boluses were extracted from the rumen and subjected to retesting in buffer solutions. (Results and discussion) For BoviSan, the confidence interval for the mean difference suggests a systematic negative pH bias (– 0.33 to – 0.25). The average lifespan of the eBolus was determined to be 82 days, with a range of 28 to 126 days. In contrast, BoviSan boluses consistently recorded pH levels throughout their announced lifespan. Statistical analysis of the data revealed a 95% confidence interval for the mean pH difference of the eBolus boluses (– 0.02 to 0.19), indicating no significant bias. Conversely, the confidence interval for the mean difference in pH for BoviSan suggested a consistent negative bias (– 0.33 to – 0.25). (Conclusions) In practical applications, it is essential to ensure enhanced reliability of eBolus boluses, while prioritizing higher measurement accuracy with BoviSan boluses.
21
Lanjekar, Kunal, Prashant Kalshetti, and Joe C. Lopez. "Role of social media in lead generation." Scientific Temper 14, no. 04 (December 31, 2023): 1563–68. http://dx.doi.org/10.58414/scientifictemper.2023.14.4.72.
Full textAbstract:
The role of social media in lead generation is pivotal for contemporary businesses seeking to expand their customer base. Social media platforms serve as dynamic channels for brand promotion, offering widespread visibility and engagement opportunities. Through targeted advertising, businesses can reach specific demographics, ensuring a higher quality of leads. Content marketing on social media, including informative posts and interactive content, establishes credibility and attracts potential leads. Direct interaction with the audience fosters relationships and builds trust, guiding leads through the sales funnel. Additionally, social media facilitates the promotion of lead magnets, such as eBooks or webinars, incentivizing users to provide contact information. Positive social proof garnered through reviews and testimonials enhances a business’s credibility. The objective of the present study is to study the impact of social media on lead generation. The researchers have used descriptive research design for the present study. The nonprobability convenience sampling method is used for the selection of sample size. The data is collected from 215 respondents, with the help of a well-structured questionnaire using the survey method. The results of this study will be helpful to companies in designing their social media strategies to get more leads for their business.
22
Ifeyinwa, Odiaka, Stella, and Areola, TitilayoAbosede. "Influence of Textual Schema on Secondary School Students’ Organisational and Mechanical Accuracy Skills in Continuous Writing." Journal of English Language Teaching and Applied Linguistics 4, no. 4 (November 20, 2022): 62–68. http://dx.doi.org/10.32996/jeltal.2022.4.4.8.
Full textAbstract:
Previous studies have indicated that textual and content schemata influence literacy skills. This study was designed to investigate the influence of textual schema on students’ organisational and mechanical accuracy skills in writing. The population of participants included all the Senior Secondary School II students in Ibadan. A total number of one hundred and fifty (150) students, selected through a random sampling technique, took part in the study. The descriptive design of the ex post facto type was adopted in the study. A self-structured questionnaire on textual schema and an essay test within the readability level of candidates formed the instruments for data collection. Students’ essays were scored based on content, organisation, expression and mechanical accuracy: each aspect was scored based on 100%. Three hypotheses were raised and tested using the Pearson Product Moment Correlation Coefficient. It was discovered that students who had high levels of textual schema reflected adequate organisational and mechanical skills in their essay writing. Based on these findings, it was recommended that students should be exposed to a constant reading of books, ebooks, novels, newspapers, magazines and essays to enhance their textual schema for effective writing.
23
Troseth, Georgene L., Gabrielle A. Strouse, Israel Flores, Zachary D. Stuckelman, and Colleen Russo Johnson. "An enhanced eBook facilitates parent–child talk during shared reading by families of low socioeconomic status." Early Childhood Research Quarterly 50 (2020): 45–58. http://dx.doi.org/10.1016/j.ecresq.2019.02.009.
Full text
24
Ritchie, Laura. "Opening the Curriculum through Open Educational Practices: International experience." Open Praxis 10, no. 2 (April 20, 2018): 201. http://dx.doi.org/10.5944/openpraxis.10.2.821.
Full textAbstract:
A successful international learning initiative focusing on student agency began with a link facilitating OE-enhanced teaching between a UK university and a US high school class. It became an international trip organised and funded by five UK students and their teacher who travelled to California, teaching and performing music across formal and informal learning settings. The project is now a credit-bearing class, retaining the original initiative’s openness within the university curriculum where final-year students collaborate with the teacher, self-organising to design and plan curricular details from travel logistics to musical interactions. Students engage in heutagogy, demonstrating the highest levels of autonomous, personal learning in this co-learning environment. Their assessment, a reflective journal, encourages engage with deeper learning processes. The original trip was documented as an eBook including 10,000 student-authored words telling their collaborative learning journey. The book was published without DRM an accessible model for other students and educators.
25
Behrend, Dawn. "ProQuest One Psychology." Charleston Advisor 25, no. 3 (January 1, 2024): 52–56. http://dx.doi.org/10.5260/chara.25.3.04.
Full textAbstract:
ProQuest One Psychology is an extensive aggregate of multiformat resources in psychology and counseling. The product brings together a wide range of content, source, and material types culled from multiple ProQuest platforms to offer the convenience of a single point of access for research in the discipline from the undergraduate to graduate levels. A hallmark feature of ProQuest One Psychology is its ability to integrate with American Psychological Assocation (APA) products, such as APA PsycInfo and APA PsycBooks, to which users have a subscription from ProQuest. Additional features that differentiate the product are the availability of Topic Pages and specialized search filters designed to enhance exploration and discovery of resources. Users will appreciate the intuitive ProQuest platform, along with the company’s proprietary ebook reader and video playback functionality. Institutions will benefit from customized pricing to allow for existing, overlapping ProQuest content in their collection. Limitations in the currency of ebook holdings, minimal content in Tests & Measures, and the requirement to switch to APA products via the ProQuest platform for users with subscriptions to other platforms may detract from the product’s appeal. Those who prefer the APA platform and/or do not require resources outside of APA products may consider PsycNet as an alternative. EBSCO’s Psychology & Behavioral Sciences Collection may be of interest for those seeking primarily a full-text journal database, although ProQuest One Psychology offers significantly more holdings of such journals in comparison. While there is much to recommend this product with its truly immense collection of resources, subscribers to ProQuest One Psychology will likely continue to require subscriptions to databases beyond those offered by ProQuest to provide their users with the most comprehensive resources possible.
26
Laura Tres M.D. Ph.D., Abraham L. Kierszenbaum M. D. Ph D. ,. "Histology and Cell Biology: An Introduction to Pathology 5th Edition 2020." Morphologia 15, no. 1 (December 28, 2021): 92–98. http://dx.doi.org/10.26641/1997-9665.2021.1.92-98.
Full textAbstract:
Linking basic science to clinical application throughout, Histology and Cell Biology: An Introduction to Pathology, 5th Edition, helps students build a stronger clinical knowledge base in the challenging area of pathologic abnormalities. This award-winning text presents key concepts in an understandable, easy-to-understand manner, with full-color illustrations, diagrams, photomicrographs, and pathology photos fully integrated on every page. Student-friendly features such as highlighted clinical terms, Clinical Conditions boxes, Essential Concepts boxes, concept mapping animations, and more help readers quickly grasp complex information.
Features new content on cancer immunotherapy, satellite cells and muscle repair, vasculogenesis and angiogenesis in relation to cancer treatment, and mitochondria replacement therapies.
Presents new material on ciliogenesis, microtubule assembly and disassembly, chromatin structure and condensation, and X chromosome inactivation, which directly impact therapy for ciliopathies, infertility, cancer, and Alzheimer’s disease.
Provides thoroughly updated information on gestational trophoblastic diseases, molecular aspects of breast cancer, and basic immunology, including new illustrations on the structure of the T-cell receptor, CD4+ cells subtypes and functions, and the structure of the human spleen.
Uses a new, light green background throughout the text to identify essential concepts of histology – a feature requested by both students and instructors to quickly locate which concepts are most important for beginning learners or when time is limited. These essential concepts are followed by more detailed information on cell biology and pathology.
Contains new Primers in most chapters that provide a practical, self-contained integration of histology, cell biology, and pathology – perfect for clarifying the relationship between basic and clinical sciences.
Identifies clinical terms throughout the text and lists all clinical boxes in the table of contents for quick reference.
Helps students understand the links between chapter concepts with concept mapping animations on Student Consult™ – an outstanding supplement to in-class instruction.
Student Consult™ eBook version included with purchase. This enhanced eBook experience allows you to search all of the text, figures, and references from the book on a variety of devices.
27
Trung Ninh, Trần. "Using ebook to support self-study among10th year chemistry students to enhance lesson effectiveness using teaching methods from a tectonic theory point of view." Journal of Science, Educational Science 60, no. 1 (2015): 75–81. http://dx.doi.org/10.18173/2354-1075.2015-0009.
Full text
28
Fami, Amata, Irma Rasita Gloria Barus, and Bontisesari Wahyoedi. "Project-Based Learning as a Catalyst for Promoting Digital Literacy: A Case Study of Software Engineering Technology Students." E3S Web of Conferences 454 (2023): 03012. http://dx.doi.org/10.1051/e3sconf/202345403012.
Full textAbstract:
Students of software engineering technology program must continually implement innovative pedagogical and instructional approaches to prepare the best graduates who exhibit technology adaptability. Project-based learning (PBL) encourages students to use critical thinking skills to create real-world products. This study aimed to explore students’ perceptions and experiences of a PBL instructional design for digital literacy skill development in a software engineering program. All students in the course completed eBook projects about local community villages. A questionnaire was distributed to 127 students as data sources, which were analysed thematically. After aligning the project-based learning and digital literacy components, the results show that the students have positive perceptions of the implementation of project-based learning with the infusion of digital literacy skills and describe how the project helped them enhance their skills, including acquiring, synthesizing, and creating digital content, and evaluating the intended prototype using various kinds of digital tools. Lastly, this study hopefully contributes to the existing literature on how project-based learning can be implemented to promote digital literacy skills so that further studies within other disciplines and enormous scope can be conducted.
29
B. Ramirez, Mary Rose, and Jeryll Nicko L. Mercado. "Use of E – Book in Science Learning of Junior High Students in the University of Batangas." International Multidisciplinary Research Journal 1, no. 1 (March 27, 2019): 132–42. http://dx.doi.org/10.54476/iimrj418.
Full textAbstract:
The Department of Education Order 105, s. 2009 stated that as this country advances through the 21st - century, the use of technology to research, organize, evaluate and communicate information has grown. In response to this, the use of E-book or Electronic Book is one of the 21st - century educational tools that provide opportunities to practice learning fundamentals in as many as possible. Moreover, this study aimed to assess the use of e-book as an instructional material in science learning among the junior high students of the University of Batangas, Batangas City, Philippines with the end purpose of developing activities that will enhance the teaching-learning process. It determined the usefulness of ebook in improving students’ achievement, study habits and acquired skills including the common problems met by teachers and students in using an e-book. The descriptive method was used with a questionnaire as the main data gathering instrument with an interview. The respondents were composed of two groups, 40 Grade 10 students and 42 teachers are selected through purposive sampling. The statistical tools used were t-test and weighted mean. The results of the study revealed that teachers agreed that the content presents a series of activities in each section or unit, while students agreed that the contents have comprehensive and appropriate topics. The teachers agreed that the graphics use contrasting colors to the background for easy reading, while students agreed that it uses varying fonts and sizes. There are no significant differences between the assessment of teachers and students on the use of e-book as instructional material in learning Science in terms of contents, design, and graphics. The teachers and students agreed that e-book helps in enhancing student’s achievement in the attainment of the content standard. The teachers agreed that students enhanced their acquired skills by demonstrating independent learning, while students agreed that their skills improved because they can transfer specific print-based reading skills to interactive. The common problems met by the respondents are the compatibility and design limitation of the software. The proposed activities have interactive visual features, varying fonts, sizes and color that can sustain the interest of the learners.
30
van Tol, Sarah, Birte Kalveram, Philipp A. Ilinykh, Adam Ronk, Kai Huang, Leopoldo Aguilera-Aguirre, Preeti Bharaj, et al. "Ubiquitination of Ebola virus VP35 at lysine 309 regulates viral transcription and assembly." PLOS Pathogens 18, no. 5 (May 9, 2022): e1010532. http://dx.doi.org/10.1371/journal.ppat.1010532.
Full textAbstract:
Ebola virus (EBOV) VP35 is a polyfunctional protein involved in viral genome packaging, viral polymerase function, and host immune antagonism. The mechanisms regulating VP35’s engagement in different functions are not well-understood. We previously showed that the host E3 ubiquitin ligase TRIM6 ubiquitinates VP35 at lysine 309 (K309) to facilitate virus replication. However, how K309 ubiquitination regulates the function of VP35 as the viral polymerase co-factor and the precise stage(s) of the EBOV replication cycle that require VP35 ubiquitination are not known. Here, we generated recombinant EBOVs encoding glycine (G) or arginine (R) mutations at VP35/K309 (rEBOV-VP35/K309G/-R) and show that both mutations prohibit VP35/K309 ubiquitination. The K309R mutant retains dsRNA binding and efficient type-I Interferon (IFN-I) antagonism due to the basic residue conservation. The rEBOV-VP35/K309G mutant loses the ability to efficiently antagonize the IFN-I response, while the rEBOV-VP35/K309R mutant’s suppression is enhanced. The replication of both mutants was significantly attenuated in both IFN-competent and -deficient cells due to impaired interactions with the viral polymerase. The lack of ubiquitination on VP35/K309 or TRIM6 deficiency disrupts viral transcription with increasing severity along the transcriptional gradient. This disruption of the transcriptional gradient results in unbalanced viral protein production, including reduced synthesis of the viral transcription factor VP30. In addition, lack of ubiquitination on K309 results in enhanced interactions with the viral nucleoprotein and premature nucleocapsid packaging, leading to dysregulation of virus assembly. Overall, we identified a novel role of VP35 ubiquitination in coordinating viral transcription and assembly.
31
Chikovani, Irina, and Ekaterine Pipia. "Enhancing Primary Schoolchildren’s Autonomy and Interest towards Reading through Inquiry-based Activities and Digital Applications (A Case of Georgian Private School)." European Scientific Journal, ESJ 18, no. 12 (April 30, 2022): 172. http://dx.doi.org/10.19044/esj.2022.v18n12p172.
Full textAbstract:
Over the last century language teaching methods have undergone fundamental changes. A different set of approaches has appeared in response to the ineffectiveness of traditional teaching methods. As traditional approaches are not designed to pursue students’ interests and do not encourage them to cooperate in self-directed learning, there is an urgent need to develop more effective teaching and learning approaches for 21st-century learners. Nowadays, teacher-centered education gives the way to more student-centered approaches, where the main goal of learning is to nourish interest in students and give them an opportunity to inquire and master learning in a more meaningful way. As technology-assisted education has become an indispensable and challenging part of student-centered education, it has become absolutely vital for teachers to enhance the integration of technology into their classrooms. Inquiry-based English language teaching through digital applications is among the most contemporary teaching approaches, which perfectly corresponds to the 21st-century demands while enhancing autonomy and fostering students’ reading interest. Considering the urgency of integrating contemporary teaching methods in English as a Foreign Language (EFL) class, the objective of the presented study has been shaped to outline the impact of inquiry-based English language teaching through digital applications on primary learners’ autonomy and interest development in one of the Georgian private schools. A quantitative method was applied to the present study in order to compare pre and post-experimental questionnaire results and measure primary schoolchildren’s autonomy level, curiosity, and interest in reading through digital applications before and after the experiment. The learning processes of the experimental and control groups were compared. The obtained data has been analyzed using SPSS to compare the survey results. The quantitative study has revealed that the 21st-century generation positively responds to contemporary teaching methods and inquiry-based teaching through digital applications has proved to be effective. Based on the research findings, eBooks and digital applications are reasonable resources to be utilized in EFL reading lessons as learning only with the help of traditional books appears to be boring for students. Based on the study results, it is obvious that working on electronic texts through inquiry-based approaches has assisted students in completely changing their negative attitudes toward reading and increased engagement and autonomy. Consequently, because of the decreasing interest in reading through traditional books, there is a need of promoting more student-centered teaching practices and increase technology integration in the teaching and learning process.
32
Zhai, Zhongxu, Jeremy L. Tinker, Arka Banerjee, Joseph DeRose, Hong Guo, Yao-Yuan Mao, Sean McLaughlin, Kate Storey-Fisher, and Risa H. Wechsler. "The Aemulus Project. V. Cosmological Constraint from Small-scale Clustering of BOSS Galaxies." Astrophysical Journal 948, no. 2 (May 1, 2023): 99. http://dx.doi.org/10.3847/1538-4357/acc65b.
Full textAbstract:
Abstract We analyze clustering measurements of BOSS galaxies using a simulation-based emulator of two-point statistics. We focus on the monopole and quadrupole of the redshift-space correlation function, and the projected correlation function, at scales of 0.1 ∼ 60 h −1 Mpc. Although our simulations are based on wCDM with general relativity (GR), we include a scaling parameter of the halo velocity field, γ f , defined as the amplitude of the halo velocity field relative to the GR prediction. We divide the BOSS data into three redshift bins. After marginalizing over other cosmological parameters, galaxy bias parameters, and the velocity scaling parameter, we find f σ 8(z = 0.25) = 0.413 ± 0.031, f σ 8(z = 0.4) = 0.470 ± 0.026, and f σ 8(z = 0.55) = 0.396 ± 0.022. Compared with Planck observations using a flat Lambda cold dark matter model, our results are lower by 1.9σ, 0.3σ, and 3.4σ, respectively. These results are consistent with other recent simulation-based results at nonlinear scales, including weak lensing measurements of BOSS LOWZ galaxies, two-point clustering of eBOSS LRGs, and an independent clustering analysis of BOSS LOWZ. All these results are generally consistent with a combination of γ f 1 / 2 σ 8 ≈ 0.75 . We note, however, that the BOSS data is well fit assuming GR, i.e., γ f = 1. We cannot rule out an unknown systematic error in the galaxy bias model at nonlinear scales, but near-future data and modeling will enhance our understanding of the galaxy–halo connection, and provide a strong test of new physics beyond the standard model.
33
Lehoucq, Fabrice. "Javier Corrales, Fixing Democracy: Why Constitutional Change Often Fails to Enhance Democracy in Latin America. New York: Oxford University Press, 2018. Tables, figures, maps, bibliography, chronologies, index, 286 pp.; hardcover $99, paperback $31.95, ebook." Latin American Politics and Society 61, no. 03 (May 30, 2019): 164–66. http://dx.doi.org/10.1017/lap.2019.11.
Full text
34
Cardinal, Pierre, Glenn Barton, Kirk DesRosier, Sharon Yamashita, Angèle Landriault, Aimee Sarti, Stephanie Sutherland, Susan Brien, Kevin McCarragher, and Tobias Witter. "Mapping the Expert Mind: Integration Method for Revising the ACES Medical Simulation Curriculum." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052091327. http://dx.doi.org/10.1177/2382120520913270.
Full textAbstract:
Purpose: This article shares our experience developing an integrated curriculum for the ACES (Acute Critical Event Simulation) program. The purpose of the ACES program is to ensure that health care providers develop proficiency in the early management of critically ill patients. The program includes multiple different types of educational interventions (mostly simulation-based) and targets both specialty and family physicians practicing in tertiary and community hospitals. Methods: To facilitate integration between different educational interventions, we developed a knowledge repository consisting of cognitive sequence maps that make explicit the flow of cognitive activities carried out by experts facing different situations - the sequence maps then serving as the foundation upon which multimodal simulation scenarios would be built. To encourage participation of experts, we produced this repository as a peer-reviewed ebook. Five national organizations collaborated with the Royal College of Physicians and Surgeons of Canada to identify and recruit expert authors and reviewers. Foundational chapters, centered on goals/interventions, were first developed to comprehensively address most tasks conducted in the early management of a critically ill patient. Tasks from the foundational chapters were then used to complete the curriculum with situations. The curriculum development consisted of two-phases each followed by a peer-review process. In the first phase, focus groups using web-conferencing were conducted to map clinical practice approaches and in the second, authors completed the body of the chapter (e.g., introduction, definition, concepts, etc.) then provided a more detailed description of each task linked to supporting evidence. Results: Sixty-seven authors and thirty-five peer reviewers from various backgrounds (physicians, pharmacists, nurses, respiratory therapists) were recruited. On average, there were 32 tasks and 15 situations per chapter. The average number of focus group meetings needed to develop a map (one map per chapter) was 6.7 (SD ± 3.6). We found that the method greatly facilitated integration between different chapters especially for situations which are not limited to a single goal or intervention. For example, almost half of the tasks of the Hypercapnic Ventilatory Failure chapter map were borrowed from other maps with some modifications, which significantly reduced the authors’ workload and enhanced content integration. This chapter was also linked to 6 other chapters. Conclusions: To facilitate curriculum integration, we have developed a knowledge repository consisting of cognitive maps which organize time-sensitive tasks in the proper sequence; the repository serving as the foundation upon which other educational interventions are then built. While this methodology is demanding, authors welcomed the challenge given the scholarly value of their work, thus creating an interprofessional network of educators across Canada.
35
Bhowmick, Aklant K., Tiziana DiMatteo, Sarah Eftekharzadeh, and Adam D. Myers. "On the small-scale clustering of quasars: constraints from the MassiveBlack II simulation." Monthly Notices of the Royal Astronomical Society 485, no. 2 (February 20, 2019): 2026–40. http://dx.doi.org/10.1093/mnras/stz519.
Full textAbstract:
Abstract We examine recent high-precision measurements of small-scale quasar clustering (at z ∼ 0.5–2 on scales of ${\sim }25~\mathrm{kpc}\, h^{-1}$) from the SDSS in the context of the MassiveBlack II (MBII) cosmological hydrodynamic simulation and conditional luminosity function (CLF) modelling. At these high luminosities (g < 20.85 quasars), the MBII simulation volume ($100~\mathrm{cMpc}\, h^{-1}$ comoving boxsize) has only three quasar pairs at distances of 1–4 Mpc. The black hole masses for the pairs range between $M_{\rm bh}\sim 1{\, \rm and\, }3\times 10^{9}~\mathrm{M}_{\odot }\, h^{-1}$ and the quasar hosts are haloes of $M_{\rm h}\sim 1\hbox{--}3\times 10^{14}~\mathrm{M}_{\odot }\, h^{-1}$. Such pairs show signs of recent major mergers in the MBII simulation. By modelling the central and satellite AGN CLFs as lognormal and Schechter distributions, respectively (as seen in MBII AGNs), we arrive at CLF models which fit the simulation predictions and observed luminosity function and the small-scale clustering measured for the SDSS sample. The small-scale clustering of our mock quasars is well-explained by central--satellite quasar pairs that reside in $M_{\rm h}\gt 10^{14}~\mathrm{M}_{\odot }\, h^{-1}$ dark matter haloes. For these pairs, satellite quasar luminosity is similar to that of central quasars. Our CLF models imply a relatively steep increase in the maximum satellite luminosity, $L^*_{\mathrm{sat}}$, in haloes of $M_{\rm h}\gt 10^{14}~\mathrm{M}_{\odot }\, h^{-1}$ with associated larger values of $L^*_{\mathrm{sat}}$ at higher redshift. This leads to increase in the satellite fraction that manifests itself in an enhanced clustering signal at ≲1 Mpc h−1. For the ongoing eBOSS-CORE sample, we predict ∼200–500 quasar pairs at z ∼ 1.5 (with $M_{\rm h} \gtrsim 10^{13}~\mathrm{M}_{\odot }\, h^{-1}$ and $M_{\rm bh} \gtrsim 10^{8}~\mathrm{M}_{\odot }\, h^{-1}$) at ∼25 kpc scales. Such a sample would be ≳ 10 times larger than current pair samples.
36
Haldey, Olga. "The Rite of Spring at 100. Ed. Severine Neff, Maureen Carr, Gretchen Horlacher, and John Reef. Musical Meaning and Interpretation. Bloomington: Indiana University Press, 2017. xxvii, 520 pp. Notes. Bibliography. Index. Illustrations. Photographs. Musical examples. Audiovisual examples. $54.99, enhanced ebook. $50.00, hard bound." Slavic Review 77, no. 3 (2018): 847–48. http://dx.doi.org/10.1017/slr.2018.264.
Full text
37
Warren, John W. "Always the eBook of the Future." Journal of Electronic Publishing, December 15, 2021. http://dx.doi.org/10.3998/jep.1954.
Full textAbstract:
In their third decade, depending on one’s definition, eBooks are still in their incunabula moment. While eBooks began to emerge prior to the year 2000, they began to garner a more robust market after the launch of Amazon’s Kindle and Apple’s iPhone, both in 2007, and Apple’s iPad in 2010. At least by some measures, eBooks today are thriving, and are bound to continue to evolve, just as publishing itself has evolved over more than five centuries. This article examines the current state and potential future of digital publishing, including enhanced eBooks, hypertext, interactivity, artificial intelligence, augmented reality, data- and gesture-based manipulation, and other evolutionary features that transform the eBook into a fundamentally different, immersive experience in reading and engagement.
38
Lam, Paul, Shun Leung Lam, John Lam, and Carmel McNaught. "Usability and usefulness of eBooks on PPCs: How students' opinions vary over time." Australasian Journal of Educational Technology 25, no. 1 (February 19, 2009). http://dx.doi.org/10.14742/ajet.1179.
Full textAbstract:
<blockquote><p>The number of academic eBooks in university libraries is increasing. Reading digital materials such as newspapers is valued in Hong Kong; however, students' perceptions of the value of reading academic eMaterials are not well known. In this study we investigated 12 students' use of academic eBooks on mobile readers in two ways. Six students had brief introduction to eBooks and they reported their first impressions of the technology. The other six students had a 12-week eBook reading period that was closely monitored by the research team. The experiences from the two groups of students generally affirmed that the technology has potential to enhance teaching and learning in a university setting. However, the experiences (especially of the long-term users) highlight a number of challenges that need to be addressed.</p></blockquote><p> </p>
39
Ng, Davy Tsz Kit, Chen Xinyu, Jac Ka Lok Leung, and Samuel Kai Wah Chu. "Fostering students' AI literacy development through educational games: AI knowledge, affective and cognitive engagement." Journal of Computer Assisted Learning, May 16, 2024. http://dx.doi.org/10.1111/jcal.13009.
Full textAbstract:
AbstractBackgroundAs the significance of artificial intelligence (AI) continues to increase, there is a need for effective scaffolding and support for novice learners. Educators have encountered challenges in effectively scaffolding novice learners AI concepts, and providing appropriate motivational support. Research evidence has shown the potential of game‐based approaches to fostering secondary school students' AI literacy and motivation to learn AI.ObjectivesThis study developed an online platform TreasureIsland to gamify ebooks and investigated whether and how students playing with it can effectively enhance their AI literacy. This study aims to contribute an empirical and theoretical basis for AI literacy education and promote the use of gamification that would be broadly applied in other schools.MethodsA quasi‐experiment was conducted to evaluate the effects of the proposed gamified approach, which included a control group using an ebook with playful resources. To triangulate the quantitative results obtained from the pre and post‐test, focus group interviews were also conducted.ResultsThe platform was effective in improving students' motivation, self‐efficacy, career interest, and understanding of AI concepts and ethics, but did not enhance their confidence of using AI, and high cognition of applying, evaluating and creating AI. TreasureIsland players demonstrated significant improvement in all affective and cognitive domains, except for the ability to apply, evaluate, and create AI. Interviews revealed that the gamified approach could promote students' AI literacy by adhering to guidelines, including (1) creating a competitive and motivating learning environment through game mechanics, (2) providing scaffolding modules and feedback, and (3) visualising complex AI concepts via simulations. Feedback collected from the study suggested adding pedagogical elements such as flipped classrooms and project‐based learning in future research to improve the instructional design, and enable students to reach a higher level of cognition.ConclusionsThis study concludes that the use of gamification can provide affective and cognitive support and an enjoyable experience for fostering learners' AI literacy. It helps instructional designers and teachers enrich the pedagogical knowledge related to gamified platform and AI literacy.
40
Ortega, Alejandra. "Intersections of New Media and Narratives: The Enhanced Ebook Reading Experience." Rhizomes: Cultural Studies in Emerging Knowledge, no. 37 (June 1, 2021). http://dx.doi.org/10.20415/rhiz/037.e06.
Full text
41
Majumdar, Rwitajit, Geetha Bakilapadavu, Reek Majumder, Mei-Rong Alice Chen, Brendan Flanagan, and Hiroaki Ogata. "Learning analytics of humanities course: reader profiles in critical reading activity." Research and Practice in Technology Enhanced Learning 16, no. 1 (August 3, 2021). http://dx.doi.org/10.1186/s41039-021-00164-w.
Full textAbstract:
AbstractThis study investigates learner’s reading behaviors in a critical reading task in humanities course using learning analytics techniques. A Critical Analysis of Literature and Cinema course was selected as a context. The course activities evolved over 10 years, and for this instance, some face-to-face classroom critical reading activities were migrated to online mode by using BookRoll, a learning analytics enhanced eBook platform. Students (n=22 out of the 50 registered) accessed Hayavadana, an Indian play uploaded on BookRoll, and attempted to identify performative elements and cultural references in the text and highlight them. In this study, we analyze learner’s reading logs gathered in the learning record store linked to BookRoll during that activity. We extend our previous work where we identify four online reading profiles: effortful, strategic, wanderers, and check-out, based on learner’s clickstream interactions and time spent with the content. We validate the profiles with qualitative interview data collected from the learners and illustrate the quantified learning behaviors of each of those profiles based on an engagement metric. Our work aims to initiate further discussion related to the application of learning analytics in humanities courses both to probe into the learning behaviors of the students and thereby enhance the experiences with the use of interactive learning environments and data-driven services.
42
Rahmawati, Miftah Sigit, Rendra Soekarta, and Faisal Eka Mahendra. "Digital Literacy Strengthen Based of Cycle Learning-Constructivism on GeoGebra Strategy Training." Proceeding of International Conference on Science and Technology, December 29, 2022, 7–11. http://dx.doi.org/10.36378/internationalconferenceuniks.v0i0.2817.
Full textAbstract:
One of application that can be used in education is GeoGebra. GeoGebra improved the quality of the learning process, increased the creativity of educators in learning processes, and upgraded understanding and knowledge of virtual learning media. The profile of educators is expected to be educators who are able to provide good learning. Therefore, this activity makes educators have the ability to operate or use technology-based learning media such as the GeoGebra application. The strategy carried out is a GeoGebra workshop or training for Mathematics educator in Sorong, West Papua, Indonesia. The implementation of this training or workshop is carried out of participant active learning or direct online practice educators. The online media used are ebooks called EPUB, that enhance and strengthen digital literacy. This workshop based on cycle learning-construktivism in GeoGebra training. The benchmark used as an indicator of the success of this activity is the output produced by educators, such GeoGebra skills and collection of teaching guide with GeoGebra learning media.
43
Spence, Charles, Natalia Kucirkova, Janine Campbell, Yang Gao, and Jas Brooks. "Narrative historical review of scratch-and-sniff books and their key storytelling features." i-Perception 15, no. 3 (May 2024). http://dx.doi.org/10.1177/20416695241257566.
Full textAbstract:
This conceptual paper examines the use of odours and scents in books to enhance storytelling and engage readers. While books often possess a distinctive smell linked to their material production, the intentional use of scents in books is rare. Our study focuses on scratch-and-sniff books, examining their narrative purposes and contributions to young children's literature. We conduct a narrative historical review, supplemented by a systematic search of databases, online catalogues and lists, to identify a collection of these scented books. Through this review, we explore the extent to which these books represent a unique category of children's picture books, investigating how their features align with theoretical understandings of quality characteristics in children's literature and the role of olfactory cues in storytelling. We address why most scented books target younger readers and discuss possible reasons for the absence of scented books for an adult readership. This intriguing asymmetry contrasts the use of scent in other media (such as film, theatre or virtual reality), often directed toward adults. In addition, this review sheds light on the innovative use of scents in books and their impact on reader immersion and narrative experience. Finally, we consider possible future uses of scent in the context of digital books (ebooks).
44
Qezlou, Mahdi, Simeon Bird, Adam Lidz, Guochao Sun, Andrew B. Newman, Gwen C. Rudie, Yueying Ni, Rupert Croft, and Tiziana Di Matteo. "Boosting Line Intensity Map Signal-to-Noise with the Ly-α forest cross-correlation." Monthly Notices of the Royal Astronomical Society, June 26, 2023. http://dx.doi.org/10.1093/mnras/stad1906.
Full textAbstract:
Abstract We forecast the prospects for cross-correlating future line intensity mapping (LIM) surveys with the current and future Ly-α forest measurements. Using large cosmological hydrodynamic simulations, we model the emission from the CO rotational transition in the COMAP LIM experiment at the 5-year benchmark and the Ly-α forest absorption signal for eBOSS, DESI, and PFS. We show that CO × Ly-α forest significantly enhances the detection signal-to-noise ratio of CO, with up to to $300~{{\%}}$ improvement when correlated with the PFS Ly-α forest survey and a 50–75% enhancement with the available eBOSS or the upcoming DESI observations. This is competitive with even CO × spectroscopic galaxy surveys. Furthermore, our study suggests that the clustering of CO emission is tightly constrained by CO × Ly-α forest due to the increased sensitivity and the simplicity of Ly-α absorption modeling. Foreground contamination or systematics are expected not to be shared between LIM and Ly-α forest observations, providing an unbiased inference. Ly-α forest will aid in detecting the first LIM signals. We also estimate that [C ii] × Ly-α forest measurements from EXCLAIM and DESI/eBOSS should have a larger S/N ratio than planned [C ii] × quasar observations by about an order of magnitude.
45
Ssekamatte, David. "The role of monitoring and evaluation in climate change mitigation and adaptation interventions in developing countries." African Evaluation Journal 6, no. 1 (March 7, 2018). http://dx.doi.org/10.4102/aej.v6i1.254.
Full textAbstract:
Background: Although the role of monitoring and evaluation (M&E) in enhancing evidence-based management in development work is increasingly recognised, M&E remains under-utilised as a vital tool in informing climate change mitigation and adaptation interventions in many developing countries. Practitioners in climate change mitigation and adaptation interventions are yet to exploit M&E to enhance effectiveness of their programmes.Objectives: This article underscores the critical role that M&E can and should play in enhancing effectiveness of climate change mitigation and adaptation interventions in developing countries. It provides a scholarly look at M&E and its visibility in climate change mitigation and adaptation work, the evidence of its role in mitigation and adaptation interventions across developing nations and the missing gaps in utilisation of M&E for mitigation and adaptation. This article presents key insights that practitioners need to design effective M&E systems for climate change mitigation and adaptation.Methods: The article was compiled based on Cooper’s stages of literature review 1984. A total of 15 peer-reviewed articles, a few eBooks and hard copy textbooks as well as reports from credible international organisations that met the inclusion criteria of focus, goal and coverage on M&E and climate change mitigation and adaptation were reviewed.Results: The findings show that M&E can be used as an effective tool for learning, informing evidence-based decision-making, promoting accountability and helping organisations to improve on climate change mitigation and adaptation interventions.Conclusion: M&E if well designed and implemented can be handy and useful in informing climate change mitigation and adaptation interventions.
46
Matumba, Muvhulawa, and Mogiveny Rajkoomar. "Academic librarians’ perceptions of mobile technology’s usefulness in library service delivery at universities of technology in South Africa." Digital Library Perspectives, January 2, 2024. http://dx.doi.org/10.1108/dlp-08-2023-0072.
Full textAbstract:
Purpose Globally, mobile technology is a significant factor influencing how libraries are changing the ways of delivering services to today’s users. This paper aims to explore academic librarians’ perceptions of the usefulness of mobile technology in delivering library services and the efforts required for its successful adoption. Design/methodology/approach The study was conducted within an interpretive paradigm. The research objectives were underpinned by the unified theory of acceptance and use of technology as a theoretical framework. Data were collected through semi-structured interviews and analyses using NVIVO for thematic analysis. Findings Results show that, in general, academic librarians support the use of mobile technology to provide services such as access to eBooks and Journals, Online Public Access Catalogue, Bookmyne application, information literacy consultations and training. Library managers, fellow librarians and users were identified as encouraging the adoption of mobile technology to enhance library services. The paper further confirms that the successful adoption of mobile technology requires some effort. However, due to some of the challenges presented in the study, a majority of respondents felt that their libraries are not yet ready to fully embrace mobile technology the way it is envisioned in today’s world. Practical implications The study endeavours to address the divergence between students and academic librarians’ viewpoints regarding the application of mobile technology in the provision of library services. Originality/value This paper highlights numerous ways that academic librarians could adopt and embrace mobile technology, which can benefit both academic libraries and other institutions of higher learning. The knowledge presented in this paper could assist academic librarians in assessing their institutions’ vulnerabilities, challenges and strengths in using mobile technologies to provide library services.
47
Kannan, Vijayanandhini, Jayakrishnan M. Warriem, Rwitajit Majumdar, and Hiroaki Ogata. "Learning dialogs orchestrated with BookRoll: effects on engagement and learning in an undergraduate physics course." Research and Practice in Technology Enhanced Learning 17, no. 1 (July 22, 2022). http://dx.doi.org/10.1186/s41039-022-00203-0.
Full textAbstract:
AbstractWith COVID-19 pandemic forcing academic institutions to shift to emergency remote teaching (ERT), teachers worldwide are attempting several strategies to engage their learners. Even though existing research in online learning suggests that effectiveness of the online session is more dependent on pedagogical design rather than technology feature, teachers may still focus on the intricacies of the technology. In this paper, we present the evolution of an active learning pedagogy, supported by technology (eBook reader—BookRoll, Analytics Dashboard—LAViEW), for an undergraduate physics classroom across a semester that was affected by the lockdown due to pandemic. The technology-enhanced pedagogy evolved in three phases—technology used in “Content Focus” mode, technology used in “Problem Focus” mode and technology used in “Learning Dialogue Focus” mode. The entire activities were designed and implemented within the technology-enhanced and evidence-based education and learning (TEEL) ecosystem, which supported integration of learning technologies with analytics system. Comparison of the student’s learning logs indicated that there was a sustained engagement in the learning activities conducted during the blended (before lockdown) and online mode (during lockdown). We had conducted one-way ANOVA to compare the post-test scores for each teaching phase and found statistically significant differences in the latter phases. A preliminary qualitative analysis of the learner artifacts generated as memos in BookRoll during each phase revealed that students were posing conceptual clarifications during the latter phases. These were also having greater alignment with the session agenda and showed construction of new knowledge based on the seed knowledge provided during the instructor–learner interaction sessions. The study provides key insights into how reflection and practice by both learner and teacher improves the acceptance of technology-enabled pedagogy.
48
Thorne, Chris. "Valuation uncertainty – when and why this is important." Journal of Property Investment & Finance ahead-of-print, ahead-of-print (September 28, 2020). http://dx.doi.org/10.1108/jpif-07-2020-0077.
Full textAbstract:
PurposeThe recent coronavirus pandemic created uncertainty across most markets. This has resulted in many valuations being reported with caveats warning that they are uncertain. However, many valuers and their clients remain unclear as to what these warnings are supposed to convey and why they are required by many valuation standards, including the International Valuation Standards. The purpose of this paper is to explain how recognition of the need for uncertainty disclosures has developed over the past 25 years and how such disclosures can enhance overall trust in valuation.Design/methodology/approachThe author has been involved in the development of the guidance issued by both the International Valuation Standards Council and Royal Institution of Chartered Surveyors, which included extensive consultation with financial regulators and valuation users alike. He has also examined the wider economic theories of risk and uncertainty and how these need to be clearly distinguished in valuations.FindingsThis paper identifies the situations under which valuation uncertainty can occur, and steps that a valuer can follow to determine whether it is sufficiently material to require an appropriate caveat to be issued alongside the valuation. It also examines the merits of different ways in which material uncertainty can be disclosed.Practical implicationsThe paper should provide valuers with a better understanding of the reason why uncertainty disclosures are required and the circumstances in which they are required. It also provides principles to help them formulate disclosures that are appropriate in different circumstances.Originality/valueThis is an abridged version of a Valuers' Briefing “Valuation Uncertainty – Reporting the unknowable” by the author and published as either an eBook or paperback available from Amazon.
49
Zhang, Xue, Tingting Zhang, John N. Davis, Andrea Marzi, Anthony M. Marchese, Michael D. Robek, and Anthony N. van den Pol. "Mucin-Like Domain of Ebola Virus Glycoprotein Enhances Selective Oncolytic Actions against Brain Tumors." Journal of Virology 94, no. 8 (February 12, 2020). http://dx.doi.org/10.1128/jvi.01967-19.
Full textAbstract:
ABSTRACT Given that the Ebola virus (EBOV) infects a wide array of organs and cells yet displays a relative lack of neurotropism, we asked whether a chimeric vesicular stomatitis virus (VSV) expressing the EBOV glycoprotein (GP) might selectively target brain tumors. The mucin-like domain (MLD) of the EBOV GP may enhance virus immune system evasion. Here, we compared chimeric VSVs in which EBOV GP replaces the VSV glycoprotein, thereby reducing the neurotoxicity associated with wild-type VSV. A chimeric VSV expressing the full-length EBOV GP (VSV-EBOV) containing the MLD was substantially more effective and safer than a parallel construct with an EBOV GP lacking the MLD (VSV-EBOVΔMLD). One-step growth, reverse transcription-quantitative PCR, and Western blotting assessments showed that VSV-EBOVΔMLD produced substantially more progeny faster than VSV-EBOV. Using immunodeficient SCID mice, we focused on targeting human brain tumors with these VSV-EBOVs. Similar to the findings of our previous study in which we used an attenuated VSV-EBOV with no MLD that expressed green fluorescent protein (GFP) (VSV-EBOVΔMLD-GFP), VSV-EBOVΔMLD without GFP targeted glioma but yielded only a modest extension of survival. In contrast, VSV-EBOV containing the MLD showed substantially better targeting and elimination of brain tumors after intravenous delivery and increased the survival of brain tumor-bearing mice. Despite the apparent destruction of most tumor cells by VSV-EBOVΔMLD, the virus remained active within the SCID mouse brain and showed widespread infection of normal brain cells. In contrast, VSV-EBOV eliminated the tumors and showed relatively little infection of normal brain cells. Parallel experiments with direct intracranial virus infection generated similar results. Neither VSV-EBOV nor VSV-EBOVΔMLD showed substantive infection of the brains of normal immunocompetent mice. IMPORTANCE The Ebola virus glycoprotein contains a mucin-like domain which may play a role in immune evasion. Chimeric vesicular stomatitis viruses with the EBOV glycoprotein substituted for the VSV glycoprotein show greater safety and efficacy in targeting brain tumors in immunodeficient mice when the MLD was expressed within the EBOV glycoprotein than when EBOV lacked the mucin-like domain.
50
de Waal, Alita, Amy Killian, Afika Gagela, Jada Baartzes, and Susan de Klerk. "Therapeutic Approaches for the Prevention of Upper Limb Repetitive Strain Injuries in Work-Related Computer Use: A Scoping Review." Journal of Occupational Rehabilitation, June 6, 2024. http://dx.doi.org/10.1007/s10926-024-10204-z.
Full textAbstract:
Abstract Purpose To explore and describe therapeutic approaches for the prevention of upper limb (UL) repetitive strain injuries (RSI) amongst computer users in the twenty-first century. Methods A scoping review was conducted using the method described by Arksey and O’Malley, further enhanced by Levac et al. to ensure rigor, validity and reliability during analysis. Key concepts pertaining to the research question have been mapped, following comprehensive searches of relevant electronic databases namely EBSCOHost (Academic Search Premier, CINAHL, eBook Collection, E-Journals, Health Source-Consumer Edition, Health Sources—Nursing/Academic Edition and MEDLINE), PUBMED and Google Scholar. The identified studies have been presented in a descriptive numerical summary to address the research aim. Results From the 577 studies initially identified, 58 studies were eligible for inclusion in the scoping review after abstract and full text screening. Strategies for the prevention of UL RSIs in computer users were categorised into overarching types of intervention as well as the factors which contribute towards sustained implementation of prevention strategies. Using ergonomic equipment was the most prevalent approach during intervention, breaks and rest periods were found to be the less common intervention offered to prevent RSIs. The majority of the studies noted personal worksite adjustments, including adjustments of the chair, back rest, lumbar support, handles or any arm support to the individual as a strategy to prevent UL RSIs. In high income countries the use of ergonomic equipment was the most common type of approach during intervention, in middle income countries stretches were the most common therapeutic intervention strategy and in low-income countries there was an even distribution between a number of different therapeutic interventions aimed at preventing RSIs. Conclusions The review provides an overview of approaches and a comprehensive baseline for identifying further research required to generate prevention approaches. The information within the review may be used to impact company practice, policy and decision making in terms of developing prevention strategies.