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1
Sheail, Philippa, and Jen Ross. "Symposium 4: Disrupting the illusion of sameness." Proceedings of the International Conference on Networked Learning 9 (April 7, 2014): 555–58. http://dx.doi.org/10.54337/nlc.v9.9063.
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This article challenges what the authors consider to be the potential for ‘illusions of sameness’ in online learning in higher education. Drawing on the work of Dall’Alba and Barnacle (2005) and Sidhu and Dall’Alba (2012) on disembodied education, and on work by Ross et al (2013) on ‘making distance visible’, the authors consider strategies for ‘bringing the outside in’ in digital education. If we accept that the local context of the student is important, and recognise the significance of bodies and embodied knowing, particularly in relation to professional practice, in online learning environments, the authors ask what strategies educators might adopt in terms of recognising and communicating bodies and locales in digital spaces. How might the illusion of sameness be disrupted? Two examples of disruption from the MSc in Digital Education at the University of Edinburgh are outlined: the participant map, and the digital postcard.
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Wang, Tingting, Yun Wang, P. John Clarkson, Judith Rietjens, and Marijke Melles. "Evaluating a web-based guide for designing digital patient experiences: preliminary results of a user test with design students." Proceedings of the Design Society 4 (May 2024): 1687–96. http://dx.doi.org/10.1017/pds.2024.171.
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AbstractWe created a web-based design guide to transfer our previous research findings to better support design education in the digital health design area for improving patient experience. To seek insights to iteratively improve the design guide, we conducted a workshop with 19 MSc students who specialized in design for healthcare. The guide was perceived as having the potential to improve their understanding of digital PEx improvements, but the content clarity and information presentation need to be improved.
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P., K. Paul, and S. Aithal P. "Digital Education and Learning: The Growing Trend in Academic and Business Spaces—An International Overview." International Journal on Recent Researches in Science, Engineering & Technology (IJRRSET) 6, no. 5 (2018): 11–18. https://doi.org/10.5281/zenodo.1292856.
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The world becomes Digital day by day and thus activities, features and sectors and different spaces are highly associated with Digital Tools, Techniques and Technologies. Education domain becomes highly technology enabled in recent past and this strategy is rising out and as a result, various concepts, areas, and domains have been created viz. Education Technology, E-Learning, Online Education, Blended Learning and as a whole this concept and this area may be called as a Digital Education/ Digital Learning. Internationally many universities have started educational programs leading to Bachelors and Masters Degree in respect of Digital Education and its subfields (mentioned above). The awards are offered in different subjects and are tagged with concentration and major in this area. The Digital Education becomes an important area of research as well due to its importance, many universities have started research program leading to PhD and other professional doctorate degrees. This study is concentrated on Masters degrees in the field of Digital Education and Digital Learning which are available internationally, based on selected research methodologies. This paper emphasizes the role, growth and values of Digital Education and Learning including future growth and stakeholders in this field.
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Vaezi-Nejad, S. M., M. Cullinan, and P. Bishop. "Telematics Education I: Teaching, Learning and Assessment at Postgraduate Level." International Journal of Electrical Engineering & Education 42, no. 2 (2005): 132–46. http://dx.doi.org/10.7227/ijeee.42.2.2.
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In the context of recent developments in the Department of Computing, Communications Technology and Mathematics at London Metropolitan University, telematics describes the discipline resulting from the coming together of computing, communications technology, electronics, multimedia and information technology. The purpose of this paper is threefold: first, to outline the research and development projects undertaken by the Telematics Research Group. Secondly, to describe our new MSc programme with its dual pathways of digital communication networks and data communications and industrial applications. Thirdly, to discuss the group's approach to teaching, learning and assessing our postgraduate students who are studying telematics-related subjects.
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Husniyah, Nur Iftitahul. "Tantangan Globalisasi Pendidikan Islam (Study Komparasi Budaya Pop di Indonesia dan Malaysia)." AKADEMIKA 11, no. 1 (2017): 78–91. http://dx.doi.org/10.30736/akademika.v11i1.46.
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Popular culture broadcast from electronic media in this paper is aimed at introdution children to the importance of good moral messages in addition to being a medium of Islamic religious education transfer in the matters of worship or moral and social values. Animated Upin Ipin film produced in Malaysia, the business management, creative ideas, and quality of the image could deliver the Upin & Ipin film in getting some awards. In 2008, Upin & Ipin was awarded International Achievement Appreciation Award, Best of Media Entertainment Category-Merit Award (MSC Malaysia APICTA 2008), and President's Award (Malaysia-Canada Business Council Business Excellence 2008). Meanwhile, in 2009, it was awarded Winner of MSC-Malaysia Management Game 2009, IT Frank 2009 (Global Emerging Innovative Enterpreneur), First 3D Animation Feature Film (Malaysia Book of Records), Viewer Choice Award (Kids Film Festival), Anugerah Khas Juri and Anugerah Box Office (Malaysia Film Festival), Best on Screen Chemistry Awards (Shout Awards), and Best Editing and Best Music (MSC Creative Digital Contents Conference). These awards have once again marked the high quality of Upin & Ipin series and Upin & Ipin technology innovation in Malaysia.
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Nicolaou, Stella A., and Ioanna Petrou. "Digital Redesign of Problem-Based Learning (PBL) from Face-to-Face to Synchronous Online in Biomedical Sciences MSc Courses and the Student Perspective." Education Sciences 13, no. 8 (2023): 850. http://dx.doi.org/10.3390/educsci13080850.
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PBL is a widely used teaching approach that is increasingly incorporating digital components. Although, by its nature, a face-to-face approach is the preferred mode of delivery, its digital counterpart is gaining ground. The current paper discusses the digital redesign of PBL in an MSc in Biomedical Sciences. Face-to-face and online PBL followed the seven steps of the PBL process, and each case was completed in three sessions. For the delivery of online PBL, collaborative tools were utilized, including CiscoWebex, the online platform for synchronous meetings, and OneDrive, shareable PPT, and Moodle for synchronous and asynchronous self-directed learning. Three cohorts were followed, and students had both face-to-face and online PBL experiences. Student feedback was obtained using focus groups, and data analysis utilized a deductive and inductive approach. Our data indicate that CiscoWebex is a suitable and user-friendly platform for synchronous online PBL. The students enjoyed both formats and stated that online PBL is an effective teaching approach for promoting student learning. In regards to student interaction, the face-to-face mode was preferred, while online PBL was perceived as more organized. The redesign allowed for effective student learning and could pave the way forward for a fully online MSc program in Biomedical Sciences.
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Song, Xiaoduo, and Pramote Phokha. "Applications of Artificial Intelligence-Assisted Computing in “Piano Education”." Journal of Ecohumanism 3, no. 7 (2024): 1648–59. https://doi.org/10.62754/joe.v3i7.4315.
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Introduction: The field of music is benefiting from the promotion and implementation of contemporary machine technology and information technologies due to the continuous developments in this industry. Artificial Intelligence (AI) is a popular and highly demanding science and technology that offers a broad range of approaches, ideas, and technical assistance. Artificial intelligence technologies have substantially enhanced learning and instruction, training, music applications, intelligent devices, etc. in the music education sector by giving new life to educational endeavours. Methods: Education department have shown the most effective use of technological innovations in their methods of instruction and learning when compared to other organisations. For educators and learners in distant locations, Instruction and Education (TaL) using music and musical devices may be very difficult. TaL of playing the piano is taken advantage of in this research project by using the Musical Instrument Digital Interface (MIDI) and Acoustic Editing for Synchronisation Tracks and Organising (MAESTRO) dataset. Results: The result includes virtual recordings of recording piano performances with labels and audio waveforms. Artificial Intellect (AI) is used to apply the Multimodal Signals Classifier (MSC) approach to a dataset in order to give learners intelligent assistance during their educational experience. This MSC methodology is used on Wi-Fi Networks (WN) to classify signals after gathering and updating the collected data. Conclusion: This paper represents a new effort in the field of artificial intelligence, hoping to help piano students in a timely manner by solving some challenging piano practice problems using cutting-edge neural networks, in addition to using big data technologies for teaching assistance. Identify and fix any rhythmic and fingering problems in your performance. Through the use of artificial intelligence technology, it is examined, processed, and provides guidance for piano practice, enabling practitioners to more precisely address practice-related issues and increase practice efficiency.
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Wendrich, Karine, Pim van Oirschot, Marijn Bart Martens, Marco Heerings, Peter Joseph Jongen, and Lotte Krabbenborg. "Toward Digital Self-monitoring of Multiple Sclerosis." International Journal of MS Care 21, no. 6 (2019): 282–91. http://dx.doi.org/10.7224/1537-2073.2018-083.
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CME/CNE Information Activity Available Online: To access the article, post-test, and evaluation online, go to http://www.cmscscholar.org. Target Audience: The target audience for this activity is physicians, physician assistants, nursing professionals, and other health care providers involved in the management of patients with multiple sclerosis (MS). Learning Objectives: Accreditation Statement: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Delaware Media Group. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. Physician Credit The CMSC designates this journal-based activity for a maximum of 0.75 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Nurse Credit The CMSC designates this enduring material for 0.75 contact hour (none in the area of pharmacology). Disclosures: Editor in Chief of the International Journal of MS Care (IJMSC), has served as physician planner for this activity. He has disclosed relationships with Springer Publishing (royalty); Qr8 (receipt of intellectual property rights/patent holder); Abide Therapeutics, GW Pharma (consulting fee); Biogen (speakers' bureau); and Adamas Pharmaceuticals (contracted research).Francois Bethoux, MD, has served as reviewer for this activity. She has disclosed no relevant financial relationships.Laurie Scudder, DNP, NP, has disclosed no relevant financial relationships.Karine Wendrich, MSc, has disclosed a relationship with Orikami/MS sherpa BV (salary).Pim van Oirschot, MSc, has disclosed no relevant financial relationships.Marijn Bart Martens, PhD, has disclosed no relevant financial relationships.Marco Heerings, MANP, has disclosed relationships with Bayer (educational/consultancy activities) and MS sherpa BV (consulting fee).Peter Joseph Jongen, PhD, has disclosed no relevant financial relationships.Lotte Krabbenborg, PhD, One peer reviewer has disclosed relationships with Genentech (consulting fee, contracted research) and Novartis (contracted research). The other peer reviewers for IJMSC have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Delaware Media Group who are in a position to influence content have disclosed no relevant financial relationships. Note: Financial relationships for some authors may have changed in the interval between listing these disclosures and publication of the article. Method of Participation: Release Date: December 1, 2019 Valid for Credit Through: December 1, 2020 In order to receive CME/CNE credit, participants must: Statements of Credit are awarded upon successful completion of the post-test with a passing score of >70% and the evaluation. Disclosure of Unlabeled Use: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. CMSC and Delaware Media Group do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of CMSC or Delaware Media Group. Disclaimer: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health-care professionals without first evaluating their patients' conditions, considering possible contraindications or risks, reviewing any applicable manufacturer's product information, and comparing any therapeutic approach with the recommendations of other authorities.
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P., K. Paul, and S. Aithal P. "Digital Business towards an Academic and Professional Degree: An International Perspective." International Journal on Recent Researches in Science, Engineering & Technology (IJRRSET) 6, no. 5 (2018): 1–10. https://doi.org/10.5281/zenodo.1292852.
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Digital business is one of the important and valuable industry names today and it is the combination of business and IT components and its uses. The application of digital technologies or IT Applications in the business and organizations in contemporary age is also called Digital Business. Digital Business also plays a leading role in the behavior study of the consumer of organizations. Different kind of professionals of an organizations and companies viz. directors, executive members, general professionals, people etc have great role in the applications and in Digital systems into their system ultimately these helps in better relationship with the customers, collaborate and business operation and thus it is a people-centric approach and also processes to enable different stakeholders viz. customers, employees, managers, etc. Hence it is about the employing different kind of IT and Computing products, tools and technologies in the current age for promoting business functions. Hence a Digital Business is about making digital business venture and also making digital environment of an enterprise and corporate bodies. The interconnections and ecosystem of an organization and companies become perfect with the help of Digital Business and it is for the betterment of the corporate houses and thus digital business also helps in common people and to work effectively. This is important to note that in recent past Digital Business is become a field of study due to its importance and applications in different areas. The leading universities internationally are offering a different kind of programs leading to a degree in the field of Digital Business. In this paper, a case study cum policy based research has been considered emphasizing Masters program in Digital Business.
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Bayne, Siân, and Jen Ross. "Manifesto Redux." Proceedings of the International Conference on Networked Learning 10 (May 9, 2016): 120–28. http://dx.doi.org/10.54337/nlc.v10.8821.
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The Manifesto for Teaching Online is a series of short statements first written in 2011 by the Digital Education group at the University of Edinburgh. It was designed to articulate a position about online education that informs the work of the group and the MSc in Digital Education programme it leads. This position was perhaps best summarised by the first of the manifesto statements: Distance is a positive principle, not a deficit. Online can be the privileged mode. Such a position was (and to an extent still is) at odds with dominant discourses of digital education that described it either in terms of replication of offline practices, or in terms of inadequacy, where online learning is the ‘second best' option when ‘real' (face-to-face) encounters are not possible or practical. We rejected both of these positions, and the instrumental approaches to online education that tend to accompany them. The manifesto was initially developed over a period of a year, June 2010-May 2011, and it was further shaped and refined during a series of discussions and events among students and colleagues at the University of Edinburgh. Responses to the document ranged from excitement to discomfort, and when the manifesto was launched in early 2012, it was met with considerable interest. It was intended to stimulate ideas about creative online teaching, and to reimagine some of the orthodoxies and unexamined truisms surrounding the field. Each point was deliberately interpretable, and it was made open so that others could remix and rewrite it. In early 2015, the Digital Education group itself began to revisit and reassemble the manifesto, with new points covering emerging issues such as openness and ‘massiveness' in online education, teacher automation, new research on spatiality and temporality, and digital authorship. This paper discusses the way the manifesto has changed between 2011 and 2015 to reflect shifts in the field of research. In addressing some of the themes and issues informing the 2015 version, it discusses what we believe to be some of the most pressing critical issues facing practitioners of networked and digital education in the current moment.
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Kamogawa, Akiko. "Higher Education Reform: Challenges towards a Knowledge Society in Malaysia." African and Asian Studies 2, no. 4 (2003): 545–63. http://dx.doi.org/10.1163/156920903773004059.
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AbstractThe Malaysian government regards highly skilled human capital as the nucleus of a knowledge-based economy and has been attempting to reform higher-educational policies in both the public and private sectors since the mid-1990s. The research reported here seeks to evaluate higher-educational policy reform as it relates to the development of human resources in an era of information and communication technologies (ICT). This research has three goals: first, to determine how Malaysian higher-educational policies have changed by looking at socioeconomic backgrounds; second, to examine case studies of the Malaysia Multimedia University (MMU), Malaysia National University (UKM), and University Malaysia Sarawak (Unimas); and third, to discuss whether ICT is affecting access and course selection in higher education in terms of gender equality. The analysis reported here concludes that the new challenges facing Malaysia offer possibilities not only for bridging the digital divide, in some aspects, nationally, but also for Malaysia to emerge as fundamental to a South-South Corporation and as a Center of Excellence internationally. It will be pointed out how, and to what extent, the government of Malaysia should reconceptualize the Malaysia Super Corridor project (MSC) in order to become a fully developed nation, equipped as a knowledge society.
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P., S. Aithal, and K. Paul P. "Health Information Science and its growing popularities in Indian self financed universities: Emphasizing Private Universities—A Study." International Journal of Scientific Research in Biological Sciences 5, no. 1 (2018): 1–11. https://doi.org/10.5281/zenodo.1201384.
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Health is a major concern of today’s age. The development of information technology and computing changes the entire arena of life and the gradual development became responsible for the emergence of Digital Society. Information Technology is about the collection, selection, organization, processing, management and dissemination of information and similar contents viz. data and knowledge. For this task and affairs, several information technological tools have been used and it is increasing rapidly. Today it is very difficult to find out an area where utilization of information technology is absence. Hence healthcare is not an exception. Digital Health becomes an important concept these days for the creation of digital health and medical contents. Similar to other areas like Digital Business, Digital Marketing, Digital Education, Digital Health become a concept and key strategy for the development and modernization of healthcare affairs powered by Information Science and Technology. The integration and combination of information technology and computing create a separate domain and branch called ‘Health Information Science’. However, it is important to note that it is also known as Health Informatics nomenclature in the line of UK based academic units. Initially, the branch was mainly popular in the western countries and developed countries but gradually it is rising as a branch of study in a country like India. Private universities in India are rapidly increasing and the growth, initiative of private initiative is noticeable. This paper is conceptual in nature and deals with aspects of Health Informatics including its growing trends as a program of study in private universities in India.
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Cranfield, Desireé J., Isabella M. Venter, and John Mulyata. "Conversational Artificial Intelligence: A Catalyst for Rethinking Assessment in Higher Education." European Conference on Knowledge Management 25, no. 1 (2024): 1097–105. http://dx.doi.org/10.34190/eckm.25.1.2935.
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Conversational Artificial Intelligence has disrupted higher education by fundamentally altering its landscape. Fuelled by natural language processing and machine learning this technology has gained widespread adoption particularly since the release of ChatGPT in November 2022. As universities embrace digital transformation, assessment practices must evolve to align with the capabilities of Artificial Intelligence-driven chatbots and virtual assistants. This paper explores how conversational artificial intelligence impacts higher education, in particular, student assessment. A fundamental shift in assessment and evaluation of student competencies is necessary to not only consider knowledge retention but also critical thinking, communication, and adaptability skills. A review of the literature was conducted to understand how assignments should change due to the emergence of this disruptive technology. Conversational Artificial Intelligence and its application within the higher education context is uncertain, with disparate practices—in terms of ethical consideration and understanding—across the sector. A case study was conducted in which MSc Management students undertaking a specific module were tasked to use three Artificial Intelligence tools in their report writing of a business, to verify the sources and content provided by the Artificial Intelligence tool, and to critically evaluate the process as well as the output received for each prompt. The paper proposes a collaborative approach to navigate the ethical implementation and utilization of conversational Artificial Intelligence in higher education, advocating for the co-creation of guidelines through forums like Knowledge Cafés, stressing the need to rethink student assignments and its assessment and the adoption of artificial intelligence technologies by students for assignments.
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ZIYATDINOVA, Julia N. "INTRODUCING EUROPEAN UNION NEW SKILLS INITIATIVES IN TEACHING MASTER’S DEGREE STUDENTS." PRIMO ASPECTU, no. 4(44) (December 23, 2020): 54–61. http://dx.doi.org/10.35211/2500-2635-2020-4-44-54-61.
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Internationalization of education imposes new requirements on higher education, more attention is given to new skills for the future, with a special attention to developing new skills for the future and exploring new communication strategies in the English language in academic and professional contexts. These requirements are of special importance for the Russian engineering education which trains professionals for the industry of the future. Unfortunately, little attention is paid to soft skills including intercultural competencies which are considered as most necessary for professional activities in any field. The paper proposes a solution to this problem at the level of master’s degree studies through changing the contents of the course in the foreign language. The paper analyses the experience of encouraging intercultural communication of MSc students through studying the EU new skills initiatives during the English language classes with the use of interactive and digital technologies. The results show that under conditions of internationalization of higher education and collaboration between the Russian and European Union universities, it is efficient to train master’s degree students for intercultural communication using the new skills initiatives of EU in the English language classes. These educational materials contribute to developing intercultural and communicative competences of master’s degree students and their personal interest in studying the course of the foreign language. The author concludes that it is necessary and efficient to study the experience of the EU as one of the key economic partners of Russia. The results of this study can be further used in teaching other courses of humanities in engineering master’s degree programs.
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Papanikolaou, Dimitrios. "Connective Environments: Towards Interdisciplinary Pedagogical Models for Design of Networked, Interactive, Participatory Systems." Interaction Design and Architecture(s), no. 58 (October 1, 2023): 132–56. http://dx.doi.org/10.55612/s-5002-058-006.
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The integration of digital media into the curricula of design and architecture schools raises important pedagogical questions as to what kind of technical skills and what kind of critical thinking should designers of future interactive systems have and how these skills and mindsets should be cultivated. This paper argues for a pedagogical model for the design of intelligent environments that sees designers and architects as engineers, humanists, system thinkers, and researchers. The paper presents these ideas through the case of a new graduate course that introduces design, prototyping, programming and evaluation of physical telepresence media for individual or collective interactions with and through the built environment. The course was offered as a core course to a dual MSc degree program in Architecture and Information Technology and it aimed to cultivate three skills: an engineering ingenuity; a critical understanding of information and computation; and a technical skillset of network-based communications for connecting people, objects, and places. The discussion concludes with teaching experiences and future directions for development.
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Chuzair, Andi Muhammad Yuandana Putra, and Andika Putra Pratama. "Community-Based Business Technology to Improve Village Independency in Sumedang Regency." Journal of Applied Business, Taxation and Economics Research 4, no. 5 (2025): 730–37. https://doi.org/10.54408/jabter.v4i5.421.
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The Desa Mandiri program, initiated by the Sumedang Regency Government, aims to enhance rural welfare and economic independence. A significant example is Cipari Village, where the Bhakti Insan Motekar (BIM) Foundation fosters agricultural entrepreneurship through community-based learning. However, sustainable agricultural development requires more than food security—it necessitates social inclusion and environmental resilience. This research proposes a Community-Based Business Technology model to support village independence, focusing on three key parameters: Technology Integration Requirements (TIR), Technological Training Methods (TTM), and Monitoring & Evaluation Mechanisms (MEM). A qualitative approach using participant observation and the Most Significant Change (MSC) method was employed to assess stakeholder perspectives, including government and foundation representatives. Findings highlight the need for technological adaptation among small-scale farmers, interactive training methodologies, and structured monitoring mechanisms. The study suggests a mobile-based technology solution as an initial step toward digital integration. Further, collaborations between government, foundations, and educational institutions can enhance capacity-building initiatives. The Koperasi model emerges as a viable framework for structuring farmer participation and monitoring progress. These findings contribute to developing scalable strategies for rural economic independence, balancing technological advancement, education, and policy support for sustainable agricultural ecosystems.
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Griffin, Daniel, Silvia Gallagher, Vanessa Vigano, et al. "Best Practices for Sustainable Inter-Institutional Hybrid Learning at CHARM European University." Education Sciences 12, no. 11 (2022): 797. http://dx.doi.org/10.3390/educsci12110797.
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CHARM European University offers an inter-institutional Master’s (MSc) in Global Challenges for Sustainability across five European university campuses using innovative, challenge-based, transdisciplinary, and student-centered pedagogies. However, delivering modules across multiple locations at the same time poses a major challenge. Multiple hybrid classrooms solve this challenge by offering spaces for students and staff to teach and learn locally and remotely. This study describes the first Participatory Action Research (PAR) cycle iteration of the design, implementation, testing, and delivery of hybrid classrooms within a European university alliance. Hybrid classroom collaboration was facilitated through videoconference software, and this research describes a collaborative space design for transdisciplinary teamwork within this environment. Perspectives from a technical expert on virtual learning environments, an educationalist who supports teaching staff, and a classroom-based teaching assistant are presented. Integrating educational principles and module learning outcomes, aligning physical build specifications, testing hardware and software, identifying pedagogical needs, facilitating professional development, and ensuring adequate time for testing is crucial for successful hybrid classroom delivery. This research contributes practical use cases and recommendations for educational and support staff delivering digital transformation through hybrid classrooms across inter-institutional co-operations.
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Feder, Judy. "The Changing Role of Education in the New Era of Energy." Journal of Petroleum Technology 73, no. 11 (2021): 32–35. http://dx.doi.org/10.2118/1121-0032-jpt.
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To say that the next generation of workers and leaders in our industry will be confronted by challenges unlike any we have known before is likely an understatement. For the foreseeable future, the list below provides a glimpse of what lies ahead. - An industry whose engineering and scientific foundation are still valid and necessary after 100 years but whose aversion to change has left it struggling to catch up in some areas, most notably in digital transformation (although significant progress has taken place in the past 18 months because of the pandemic) - The paradox of a world that will use fossil fuels to meet a large proportion of its energy demand for the foreseeable future while addressing the negative public and political perception of an industry tied to global climate change - Oil and gas companies morphing into “energy” companies, and petroleum engineers and geoscientists increasingly becoming known as “petrotechnical professionals” (PTPs) - The reality that petroleum engineering roles have expanded to straddle upstream, midstream, and downstream, whereas petroleum engineering programs are mostly geared to upstream and, more particularly, reservoir engineering - The replacement of Baby Boomers with Gen Zers who have an approach to work styles, life, and values generally different from the workforce they will need to lead This labyrinth of challenges, which is raising anxiety and questions about the future of petroleum engineering (PE) education, generated much interest and numerous ideas in the “Future Leaders’ Challenges and Educational Road Map” technical session at the 2021 SPE Annual Technical Conference and Exhibition (ATCE) in September. The papers in the session focused on what academia (and industry) can do to nurture the leaders of the future. A common thread was the need to enable students to not only sur-vive but also thrive as they transition into an evolving industry. The authors discussed issues they believe academia can control and govern—i.e., upgrading education and restructuring academic units—and issues such as demand changes, oil prices, and world politics that are beyond academia’s control. They also expressed agreement that certain elements within teaching and learning practices need periodic modifications—and sometimes serious paradigm shifts or even radical changes. Trends: What’s New (or Not) Paper SPE 205964 asked a rhetorical question, “Is it the end of an era or a new start?” Tayfun Babadagli, professor of petroleum engineering at the University of Alberta, pointed out that beginning with the first publication of an article on PE education in 1937, periodic reviews and evaluations—generally corresponding to industry downturns and drops in enrollment—have questioned whether PE programs should be removed from universities or restructured, depending on local conditions and industry needs. Following the 2014 crisis and a sharp decline in PE enrollments, several SPE papers suggested modernization options and changes in education that included options for local needs in certain geographic areas, field-based education, use of visual tools, and information technologies for smart wells and fields at a graduate (MSc) level. Inclusion of training in geothermal engineering was suggested in 2015. In the past couple of years, digital information sciences and new applications of PE sciences and subsurface storage and groundwater hydrology have been suggested.
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Molloy, Ken, and Yvonne Crotty. "How an e-Learning Course Was Created to Support Primary Teachers’ Facilitation of Student Reflective Practice through Educational Vlogging." International Journal for Transformative Research 11, no. 1 (2024): 1–17. http://dx.doi.org/10.2478/ijtr-2024-0001.
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Abstract This article explains how teachers can use educational vlogging as a tool to facilitate students’ reflective practice in primary schools. Vlogging is a short duration video recording that engages the learner in critical self-reflection. The widespread accessibility of digital devices in Irish schools offer primary teachers opportunities to use vlogging as a tool to enable students to reflect on their learning, and gather learning analytics that provide insight into the learning process. The Educational Entrepreneurial Approach (EEA) (Crotty, 2014) to action research was employed to show how examining a Covid-19 school news broadcasting project provided the rationale for developing and creating an e-learning course. This course consisted of fifteen educational videos that aimed to enable teachers to facilitate student vlogging in a disadvantaged primary school. Research data was gathered through reflective journaling and validated through meetings between me as researcher (Author 1), my Supervisor (Author 2), and fellow students on the MSc. in Education and Training Management (eLearning) colleagues – hereafter referred to as MEME. Findings offer insights into the benefits and limitations of educational vlogging and detail how creating the e-learning course, Vlogging in the Primary School, was transformative for me and for the school. The outcomes indicate that educational vlogging can potentially benefit teachers and students in Irish primary schools and beyond.
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Borda D’água, J., A. P. Cláudio, M. B. Carmo, et al. "POS0068-PARE VITORIA, A VIRTUAL ASSISTANT TO PROMOTE EDUCATION AND AWARENESS ON JUVENILE RHEUMATIC MUSCULOSKELETAL DISEASES." Annals of the Rheumatic Diseases 82, Suppl 1 (2023): 245.1–245. http://dx.doi.org/10.1136/annrheumdis-2023-eular.5927.
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BackgroundThe range of musculoskeletal and connective tissue conditions that manifest in children is referred to as paediatric rheumatic diseases[1]. Juvenile idiopathic arthritis (JIA) is the most common childhood chronic rheumatic disease[2]. This disease is the most frequent cause of chronic pain in young people, which negatively affects their quality of life. To mitigate the burden of chronic condition, self-management (e.g., lifestyle) should be combined with medical management. More effective information strategies are required to respond to the needs of those living with rheumatic diseases and their caregivers. Virtual Humans (VH) have been utilized in interactive computational simulations to boost users’ acceptability and knowledge of health conditions while also promoting lifestyle changes in healthy individuals or in the management of chronic illnesses, such as juvenile rheumatic musculoskeletal diseases (RMDs)[3,4].ObjectivesThis project aimed to develop a web application to support education for disease management and health promotion, in children and young people with RMDs, their caregivers and peers[5].MethodsThe use of gamification as well as a virtual character incorporated in a narrative, with the dual goal of maintaining user engagement and improving the play experience, was the core idea underpinning the development of our application. Group discussions with youngsters (members of the patient organisation ANDAI) were used to obtain feedback and experiences from application users during the requirement phase, intermediate feedback and testing the developed application. The application was also assessed by an evaluation survey following the testing phase.ResultsA virtual assistant was developed to communicate with users through speech (voice and subtitles) as well as face and body motions[6]. This 2D animated young female model, portrays a character with juvenile RMDs and shares information about her lived experiences with the illness. An assessment of user knowledge follows each interaction. Users are encouraged to play and learn more by awarding points and digital badges for right answers or by displaying the solutions when incorrect answers are chosen. In short, on a scale of 1 to 5, 83% of the participants in application testing rated the application with maximal punctuation, indicating that users, which were children with RMDs, their young relatives and/or friends, found this tool useful.ConclusionA virtual assistant web application that uses a narrative approach and gamification concepts to encourage education on juvenile RMDs was successfully developed. This web application is intended to be lodged on the ANDAI website to convey easy access. In addition, this tool will be also made available in tablets at the waiting room of paediatric rheumatology services, facilitating education when children are diagnosed.References[1]Davies, K. & Copeman, A. The spectrum of paediatric and adolescent rheumatology.Best Pract. Res. Clin. Rheumatol.20, 179–200 (2006).[2]EULAR RheumaMap Task Force.RheumaMap A Research Roadmap to transform the lives of people with Rheumatic and Musculoskeletal Diseases Prepared by a European League Against Rheumatism Taskforce. (2019).[3]Wonggom, P., Kourbelis, C., Newman, P., Du, H. & Clark, R. A. Effectiveness of avatar-based technology in patient education for improving chronic disease knowledge and self-care behavior: A systematic review.JBI Database Syst. Rev. Implement. Reports17, 1101–1129 (2019).[4]Walters, R., Leslie, S. J., Polson, R., Cusack, T. & Gorely, T. Establishing the efficacy of interventions to improve health literacy and health behaviours: A systematic review.BMC Public Health20, 1–17 (2020).[5]D’Água, J. B. B. Personagem virtual numa abordagem digital para apoio a jovens com doença reumática, MSc Thesis in Informatics;https://repositorio.ul.pt/handle/10451/53774. (Universidade de Lisboa, Faculdade de Ciências, 2021).[6]Vitoria.http://www.di.fc.ul.pt/~apc/VITORIA_ANDAI/Site/Website/inicio.html.Acknowledgements:NIL.Disclosure of InterestsNone Declared.
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Mohd Nasir, Nur Yuhanis, Nurhamizah Hashim, and Awang Azman Awang Pawi. "PENELITIAN KANDUNGAN TERHADAP SIRI ANIMASI UPIN DAN IPIN, BOBOIBOY DAN OMAR DAN HANA: KAJIAN ASPEK STRUKTUR CERITA." Jurnal Pengajian Melayu 33, no. 1 (2022): 108–24. http://dx.doi.org/10.22452/jomas.vol33no1.7.
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Abstract Animation allows a story to be produced and presented in interesting ways. It displays sets of continuous drawings or model manipulation to create the illusion of movement. The technology has undergone many stages of innovation and is utilised in different industries, such as medicine, education and entertainment. In Malaysia, the animation industry has grown rapidly since the establishment of the Multimedia Super Corridor (MSC) and the Malaysia Digital Economy Corporation (MDEC) in 1996, which aims to catalyse the country‟s digital economy development. Many local production houses were set up and, in turn, produced better animations. These efforts incorporated various genres, such as family, Islam and superheroes. Hence, this study aims to examine the story structures of three popular Malaysian animated series – Upin dan Ipin, BoBoiBoy and Omar dan Hana. The three series were chosen based on their popularity despite being introduced in 2007, 2011 and 2014. This qualitative research was conducted using content analysis, whereby one episode from each series was picked at random to be analysed based on Stanton‟s Structural Model (2007). The findings of this study showed that the storytelling for all three series was similar through their presentation of facts, usage of literary devices and features of different themes. Keywords: animation, storytelling, structural model, fact, literary device, themes. Abstrak Teknologi animasi membolehkan suatu cerita diolah dan disampaikan dengan menarik. Animasi ialah teknologi paparan jujukan lukisan secara berterusan atau manipulasi model untuk menghasilkan ilusi pergerakan. Walau bagaimanapun, teknologi ini telah melalui banyak pembaharuan dan dimanfaatkan dalam banyak industri seperti perubatan, pendidikan dan hiburan. Industri animasi di Malaysia semakin berkembang pesat semenjak penubuhan Koridor Raya Multimedia dan Perbadanan Pembangunan Multimedia pada tahun 1996 yang bertujuan untuk memacu pembangunan ekonomi digital negara. Banyak syarikat produksi tempatan yang ditubuhkan dan semenjak itu, penghasilan karya animasi Malaysia juga semakin berkualiti. Pelbagai genre diketengahkan melalui cerita-cerita animasi antaranya kekeluargaan, Islamik dan juga cerita yang berkonsepkan adiwira. Aspek yang difokuskan melalui kajian ini ialah berkaitan penceritaan menerusi tiga siri animasi Malaysia yang popular, iaitu Upin dan Ipin, BoBoiBoy dan Omar dan Hana. Justifikasi pemilihan siri animasi ini ialah berdasarkan kejayaan ketigatiganya untuk terus popular walaupun telah beberapa tahun diperkenalkan, iaitu masing-masing dari tahun 2007, 2011 dan 2014. Kajian ini dilakukan secara kualitatif dengan membuat analisis kandungan. Satu episod daripada setiap animasi kajian dipilih secara rawak untuk dinilai struktur cerita dan dianalisis menggunakan Model Struktural Stanton (2007). Dapatan kajian ini menunjukkan bahawa penceritaan animasi kajian mempunyai kesepaduan yang terbina daripada struktur fakta, sarana dan tema. Kata kunci: animasi, penceritaan, model struktural, fakta, sarana, tema.
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Mohd Nasir, Nur Yuhanis, Nurhamizah Hashim, and Awang Azman Awang Pawi. "PENELITIAN KANDUNGAN TERHADAP SIRI ANIMASI UPIN DAN IPIN, BOBOIBOY DAN OMAR DAN HANA: KAJIAN ASPEK STRUKTUR CERITA." Jurnal Pengajian Melayu 33, no. 1 (2022): 108–24. http://dx.doi.org/10.22452/jomas.vol33no1.7.
Full textAbstract:
Abstract Animation allows a story to be produced and presented in interesting ways. It displays sets of continuous drawings or model manipulation to create the illusion of movement. The technology has undergone many stages of innovation and is utilised in different industries, such as medicine, education and entertainment. In Malaysia, the animation industry has grown rapidly since the establishment of the Multimedia Super Corridor (MSC) and the Malaysia Digital Economy Corporation (MDEC) in 1996, which aims to catalyse the country‟s digital economy development. Many local production houses were set up and, in turn, produced better animations. These efforts incorporated various genres, such as family, Islam and superheroes. Hence, this study aims to examine the story structures of three popular Malaysian animated series – Upin dan Ipin, BoBoiBoy and Omar dan Hana. The three series were chosen based on their popularity despite being introduced in 2007, 2011 and 2014. This qualitative research was conducted using content analysis, whereby one episode from each series was picked at random to be analysed based on Stanton‟s Structural Model (2007). The findings of this study showed that the storytelling for all three series was similar through their presentation of facts, usage of literary devices and features of different themes. Keywords: animation, storytelling, structural model, fact, literary device, themes. Abstrak Teknologi animasi membolehkan suatu cerita diolah dan disampaikan dengan menarik. Animasi ialah teknologi paparan jujukan lukisan secara berterusan atau manipulasi model untuk menghasilkan ilusi pergerakan. Walau bagaimanapun, teknologi ini telah melalui banyak pembaharuan dan dimanfaatkan dalam banyak industri seperti perubatan, pendidikan dan hiburan. Industri animasi di Malaysia semakin berkembang pesat semenjak penubuhan Koridor Raya Multimedia dan Perbadanan Pembangunan Multimedia pada tahun 1996 yang bertujuan untuk memacu pembangunan ekonomi digital negara. Banyak syarikat produksi tempatan yang ditubuhkan dan semenjak itu, penghasilan karya animasi Malaysia juga semakin berkualiti. Pelbagai genre diketengahkan melalui cerita-cerita animasi antaranya kekeluargaan, Islamik dan juga cerita yang berkonsepkan adiwira. Aspek yang difokuskan melalui kajian ini ialah berkaitan penceritaan menerusi tiga siri animasi Malaysia yang popular, iaitu Upin dan Ipin, BoBoiBoy dan Omar dan Hana. Justifikasi pemilihan siri animasi ini ialah berdasarkan kejayaan ketigatiganya untuk terus popular walaupun telah beberapa tahun diperkenalkan, iaitu masing-masing dari tahun 2007, 2011 dan 2014. Kajian ini dilakukan secara kualitatif dengan membuat analisis kandungan. Satu episod daripada setiap animasi kajian dipilih secara rawak untuk dinilai struktur cerita dan dianalisis menggunakan Model Struktural Stanton (2007). Dapatan kajian ini menunjukkan bahawa penceritaan animasi kajian mempunyai kesepaduan yang terbina daripada struktur fakta, sarana dan tema. Kata kunci: animasi, penceritaan, model struktural, fakta, sarana, tema.
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Mohd Nasir, Nur Yuhanis, Nurhamizah Hashim, and Awang Azman Awang Pawi. "PENELITIAN KANDUNGAN TERHADAP SIRI ANIMASI UPIN DAN IPIN, BOBOIBOY DAN OMAR DAN HANA: KAJIAN ASPEK STRUKTUR CERITA." Jurnal Pengajian Melayu 33, no. 1 (2022): 108–24. http://dx.doi.org/10.22452/jomas.vol33no1.7.
Full textAbstract:
Abstract Animation allows a story to be produced and presented in interesting ways. It displays sets of continuous drawings or model manipulation to create the illusion of movement. The technology has undergone many stages of innovation and is utilised in different industries, such as medicine, education and entertainment. In Malaysia, the animation industry has grown rapidly since the establishment of the Multimedia Super Corridor (MSC) and the Malaysia Digital Economy Corporation (MDEC) in 1996, which aims to catalyse the country‟s digital economy development. Many local production houses were set up and, in turn, produced better animations. These efforts incorporated various genres, such as family, Islam and superheroes. Hence, this study aims to examine the story structures of three popular Malaysian animated series – Upin dan Ipin, BoBoiBoy and Omar dan Hana. The three series were chosen based on their popularity despite being introduced in 2007, 2011 and 2014. This qualitative research was conducted using content analysis, whereby one episode from each series was picked at random to be analysed based on Stanton‟s Structural Model (2007). The findings of this study showed that the storytelling for all three series was similar through their presentation of facts, usage of literary devices and features of different themes. Keywords: animation, storytelling, structural model, fact, literary device, themes. Abstrak Teknologi animasi membolehkan suatu cerita diolah dan disampaikan dengan menarik. Animasi ialah teknologi paparan jujukan lukisan secara berterusan atau manipulasi model untuk menghasilkan ilusi pergerakan. Walau bagaimanapun, teknologi ini telah melalui banyak pembaharuan dan dimanfaatkan dalam banyak industri seperti perubatan, pendidikan dan hiburan. Industri animasi di Malaysia semakin berkembang pesat semenjak penubuhan Koridor Raya Multimedia dan Perbadanan Pembangunan Multimedia pada tahun 1996 yang bertujuan untuk memacu pembangunan ekonomi digital negara. Banyak syarikat produksi tempatan yang ditubuhkan dan semenjak itu, penghasilan karya animasi Malaysia juga semakin berkualiti. Pelbagai genre diketengahkan melalui cerita-cerita animasi antaranya kekeluargaan, Islamik dan juga cerita yang berkonsepkan adiwira. Aspek yang difokuskan melalui kajian ini ialah berkaitan penceritaan menerusi tiga siri animasi Malaysia yang popular, iaitu Upin dan Ipin, BoBoiBoy dan Omar dan Hana. Justifikasi pemilihan siri animasi ini ialah berdasarkan kejayaan ketigatiganya untuk terus popular walaupun telah beberapa tahun diperkenalkan, iaitu masing-masing dari tahun 2007, 2011 dan 2014. Kajian ini dilakukan secara kualitatif dengan membuat analisis kandungan. Satu episod daripada setiap animasi kajian dipilih secara rawak untuk dinilai struktur cerita dan dianalisis menggunakan Model Struktural Stanton (2007). Dapatan kajian ini menunjukkan bahawa penceritaan animasi kajian mempunyai kesepaduan yang terbina daripada struktur fakta, sarana dan tema. Kata kunci: animasi, penceritaan, model struktural, fakta, sarana, tema.
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Fawns, Tim, and Clara O'Shea. "Distributed Learning and Isolated Testing." Proceedings of the International Conference on Networked Learning 11 (May 14, 2018): 132–39. http://dx.doi.org/10.54337/nlc.v11.8747.
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Traditional assessment in higher education often measures performance in controlled conditions, isolating students from the people and many of the resources they have interacted with in the process of learning. While a desire to maximise reliability and standardise the measurement of ability is understandable, there is a danger that such practices privilege internal, individual and abstract forms of knowledge at the expense of contextualised, collective and adaptive practices. Most university graduates will need to be effective networked learners, using social and material resources to adapt to changing and complex workplace settings and, increasingly, digital networks. If we accept that assessment is an important driver of learning, then it follows that assessments in which students are able to make use of available resources and networks, may afford a more appropriate preparation for future employment, particularly in light of an increasing need to adapt to technological change.In this paper, we draw on ideas from distributed cognition, in which processes of thinking are shared across people, tools and objects, to question traditional assessment practices. To ground our discussion, we present findings from a thematic analysis of blog posts of MSc Clinical Education students (made up of clinical educators from a variety of nationalities and disciplines) about the process of learning a novel motor skill. While these students tended to consider mastery of the skill to involve the ability to perform it without the help of people or supporting resources (instructions, images, video demonstrations, etc.), our analysis shows that there was often no clear boundary between supported and unsupported performance and that a requirement to reduce dependency on supportive networks and materials could be a barrier to development. Further, the acknowledgement by many students that learning and performance are contextual leads us to the conclusion that, while reducing reliance on resources may help to stabilise some forms of knowledge, it may also reduce opportunities to develop effective practices and the adaptive capacity to integrate into complex social and technological environments. In conclusion, we call for the development of assessments in which students are not only allowed but encouraged to make effective use of networks, technologies, environments and artefacts in ways that test both understanding and the ability to operate as components of distributed systems.
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Gartner, Georg, Menno-Jan Kraak, Dirk Burghardt, et al. "Envisioning the future of academic cartographic education." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-89-2019.
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<p><strong>Abstract.</strong> Why do we teach cartography? The need for cartographic education:</p><p>In our day to day life, on an individual or societal level there is a continual need or even demand for geospatial information. On an individual level this need is expressed by questions like: Where am I?, How far away is my new doctor’s office?, Which route should I take to get to my destination based on current traffic patterns? Other questions may include: What is the spatial extent of my land parcel? What do I have permission to build on my parcel? On a societal level questions include: What cities suffer from high unemployment? What are the most efficient spots to build a new wind farm? Where is the optimal place to build a new road without fragmenting important species habitats? To offer answers to these questions, geographic information systems (GIS) including tools and instruments have been developed. The most important communication tool to foster decision making, as part of a GIS, is the map. Reality is too complex to comprehend with the naked eye. Therefore patterns are often missed, maps and other cartographic models are an interface between humans and the reality used to abstract, symbolized, a simplify view of the world. These maps then allow us to view spatial patterns and relationships between objects in the world. The world cannot do without maps. Why? Because they tell us about spatial issues on both local and global scale that influence our lives. How? Maps are the most effective and the most efficient tools to into and overview of geographical data which help us answer spatio-temporal questions and to provide new insight.</p><p> </p><p>What is ongoing in our world? Trends in our domain: yesterday, today and tomorrow:</p><p>Looking at the timeline of our domain, cartography, we could argue that after a long period where maps where seen as artifacts, maps are now considered to be interactive and dynamic (web) services, and in the near future we move to human centered cognitive map displays that are immersive and ubiquitous. Yesterday, the map could be considered an artifact, a static object, on paper or on a screen. The map stores the information and can no longer be changed. The user did not play a prominent role in map design. Today, with the internet, there has been a huge increase in data access and generation resulting in maps being produced and used especial to satisfy individual location-based queries such as ’Where am I right now’ and ‘How-do-I-get-there?’ questions. Societal questions are answered by maps available via automated services accessible via dedicated portals. Today maps are no longer artifacts, but provided as a digital map services. However, tomorrow the map will yet again be different. We are able to sense and monitor the world real time and ubiquitously, including human users’ spatial abilities, emotions, needs and requirements. With developments in interface design including more opportunities for 3d/4d/Virtual Reality/Augmented Reality Human-Computer-Interfaces are becoming even "closer" to our human processing system. Maps will increasingly become human-centered, highly interactive, dynamic and adjustable visual displays.</p><p> </p><p>Purpose: What are the cartographic consequences of these developments? Required cartographic competences:</p><p> The above developments have resulted in the expansion of what define the existing established cartographic method: making geospatial data and information accessible for users to foster discovery and insight into and overview of spatiotemporal data. Map design, including fundamentals such as projection, scale, generalization and symbolization, remain core to cartography. Yesterday, cartographic education was focused on how to optimally create fixed graphical representations at a defined scale constrained by the media, but with an eye for syntactical as well as graphical/aesthetical quality. Today knowledge and skills cartographers require have expanded, and they include an understanding of Spatial Data Infrastructures (SDI) that house Big Data and Data Science, Web Services, Programming, Style Definitions, Algorithms, Semantic web and Linked Data and Interactivity and other relevant technological skills. Increasingly, more attention has also been, and will have to be, paid to use and user (requirement) analysis and usability assessment. Users will simple not use cartographic services that are not enjoyable and do not help them meet their goals. We will continue to conduct usability evaluations in new sensing and map display environments. Based on technological advances and social uptake thereof, tomorrow will yet again ask for an adaption of the cartographic education and research dealing more and more with the "human" embodied experience.</p><p> Figure 1a shows the relation among the current skills and competences a cartographer needs. In the center of the triangle the map and the cartographic method. Data, Media and Users are found around. Knowledge and skills about data handling refer to selection, integration and abstraction, as well as analysis. Media skills and knowledge are about the interface, interaction, adapted design, technology and coding. Users refers to usability (enjoyment), cognition, perception, sensors (robots) and requirements. In Figure 1b the changing paradigm of the map as interface between human and reality as seen yesterday, today and tomorrow.</p><p> How do we do it? Our MSc Cartography:</p><p>The Erasmus Mundus Master of Science in Cartography program is characterized by its worldwide unique profile and comprehensive and in-depth cartographic lectures and lab works. All four partner universities (see involved authors) jointly developed and defined the learning outcomes after intensive cooperation and consultation. The program takes all theoretical as well as practical aspects of the broad and interdisciplinary field of cartography into account. Graduates of the program are able to meet the variety of requirements placed on a cartographer today. </p><p>An obvious strength of this program is the clear research-driven orientation of selected lectures, e.g. visual analytics, web and mobile cartography and the close binding of M.Sc. topics to ongoing research projects. Students in the Cartography program learn how to develop and evaluate cartographic tools on the basis of firmly established theories and methods. The focus lays in developing and applying scientific methods and techniques to improve geo-information services for a diverse range of heterogeneous users.</p><p> Another added value of the program is its educational execution in locations across Europe, a historic center of excellence in the field of cartography, integrating it within interdisciplinary fields. Excellently educated students from this program will fill the gaps not only in the cartographic research community and geosciences, but also in other related research fields that address the global challenges as defined by bodies like the United Nations or the European Union.</p>
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Xu, Baomin. "Practice of Digital Media Art Education Based on Virtual Reality Technology." Journal of Electrical Systems 20, no. 3s (2024): 1714–23. http://dx.doi.org/10.52783/jes.1711.
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Digital media art education has entered a new era with the integration of virtual reality (VR), offering students immersive and interactive learning experiences. Through VR technology, students can explore the creative possibilities of digital media art in a simulated environment that transcends traditional classroom boundaries. From interactive installations to virtual exhibitions, VR enables students to experiment with diverse mediums, techniques, and concepts in a safe and engaging space. Moreover, VR facilitates collaboration and peer feedback, allowing students to showcase their work, receive critiques, and collaborate with peers from around the world in virtual studios and galleries. This paper explores the practical implementation of digital media art education utilizing virtual reality (VR) technology, augmented by Multimedia Linear Statistical Feature Classification (MLSC). VR technology offers immersive and interactive learning environments, allowing students to explore and create digital media art in three-dimensional spaces. The incorporation of MLSC enhances the educational experience by providing personalized feedback and assessment based on statistical analysis of multimedia features. Through simulated experiments and empirical validations, the effectiveness of the VR-based digital media art education approach with MLSC is evaluated. Results demonstrate significant improvements in student engagement, creativity, and learning outcomes. The students using the VR platform with MLSC achieved a 40% increase in project completion rates and a 30% improvement in artistic proficiency compared to traditional methods. These findings highlight the potential of combining VR technology with MLSC to revolutionize digital media art education, preparing students for careers in the dynamic and interdisciplinary field of digital media.
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Sousa, D.S. "Plataforma MEC RED e portal do professor: Facilitadores metodológicos para o ensino de Educação Ambiental." Educação Ambiental (Brasil) 2, no. 2 (2021): 062–74. https://doi.org/10.5281/zenodo.5213910.
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The use of digital platforms such as MEC RED and Professor’s Portal promotes the interests of academics by the use and adaptations activities applicable in classrooms for the promotion and awareness of Environmental Education, especially for the development of environmental pedagogical practices. Based on the theoretical references that portray the use of digital tools and technologies applied in educational practices is elaborated as a pedagogical proposal that when applying it contributes to achieving the goals set out in the lesson plans and the legislation advocated in the national Environmental Education programs. This work proposes a systematic survey of the digital objects available in the MEC RED platform and the teacher’s portal for the teaching of Environmental Education in basic education in which from this analysis can direct the realization of new pedagogical activities and that such proposed activities aim at critical environmental knowledge and the expansion of the concept of the environment in schools.
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Gregory, W. J., S. Burchett, and C. Mccrum. "POS1493-HPR IMPACT OF THE EULAR HCP CORE COMPETENCIES ON RHEUMATOLOGY PHYSIOTHERAPISTS IN THE UK: SURVEY RESULTS." Annals of the Rheumatic Diseases 80, Suppl 1 (2021): 1031.2–1031. http://dx.doi.org/10.1136/annrheumdis-2021-eular.2808.
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Background:A European Alliance of Associations for Rheumatology (EULAR) initiative in 2019 saw the first-ever publication of Core Competencies for Health Care Professionals (HCPs) working in Rheumatology (Edelaar et al 2019). This document sets the tone for how HCPs in Rheumatology should be working. One of the listed research agenda items created as a part of this project was to define discipline-specific competencies related to each of the HCPs unique roles in the multidisciplinary team.Objectives:In response to this call for discipline-specific application, a recent national survey of physiotherapists working in rheumatology in the UK included a section looking at the comfort these clinicians feel in the day-to-day application of these Core Competencies.Methods:In late 2019, an internet-based survey was emailed, and shared via other digital platforms, aiming to target all UK-based rheumatology physiotherapists. Other areas were covered and have been published (Gregory, Burchett and McCrum 2021), but there are unpublished data from Question 8 on this survey which involved listing the EULAR HCP Core Competencies and asking responders to rate on a 5-point Likert scale their comfort with these statements in relation to their day-to-day practice.Results:Ninety-seven UK-based physiotherapists working at least some of their job in rheumatology completed the survey. Overall the EULAR HACP core competency statements with the highest scores were statements 2 and 5; those statements with the lowest comfort response were statements 4 and 6.Statement 2 relates to assessment and statement 5 to non-pharmacological management; it is in line with the traditional physiotherapy job role that these are the two areas identified by survey responders as their strongest areas.Statement 4 relates to pharmacological management, and as this is not a formal part of expected specialist rheumatology physiotherapist job role at banding levels below band 8, this result was lower level of comfort probably to be expected. Statement 6 relates to patient education and whilst this is clearly a big part of the physiotherapist role, we expect the lower score here represents respondents awareness that broader disease education may sit better with other members of the rheumatology multi-disciplinary team.Conclusion:Written for all HCPs, the competency statements do show less comfort on this survey of physiotherapists with regards to less profession-specific statements, namely medication management and disease education. Team working means these areas will be picked up by other rheumatology HCPs.Generally there is a good amount of familiarity with and comfort in application of these new core competencies. An alternative conclusion is that the EULAR working group creating the competencies achieved a strong understanding of the HCP roles and the competencies are hence seen to fit well in this survey. As per the concluding statements of the 2019 EULAR core competencies document, there does remain a requirement to work on profession specific competencies in rheumatology.References:[1]Edelaar L, Nikiphorou E, Fragoulis GE, et al. 2019 EULAR recommendations for the generic core competences of health professionals in rheumatology. Annals of the Rheumatic Diseases 2020;79:53-60.[2]Gregory, W.J., Burchett, S. and McCrum, C. (2021), National survey of the current clinical practices of the UK rheumatology physiotherapists: A short report. Musculoskeletal Care. https://doi.org/10.1002/msc.1516Disclosure of Interests:William J. Gregory Speakers bureau: Speaker fees from Novartis and Abbvie., Consultant of: Advisory boards for Pfizer and Novartis., Sharon Burchett: None declared, Carol McCrum Speakers bureau: Speaker fees from Novartis
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Naser ud Din, Shazia. "Time Efficient and Cost-Effective Online Teaching Tool." Pacific Journal of Technology Enhanced Learning 6, no. 1 (2024): 4–5. http://dx.doi.org/10.24135/pjtel.v6i1.179.
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Background
 Traditional teaching methods in orthodontics with models and static images for 3-Dimensional (3D) changes in tooth positions have posed immense challenges as the learner is unable to clear concepts on the different planes that affect the final tooth positions not to mention the protracted treatment time ranges from 12 months (simple cases) to 36 months (complex cases). Furthermore, orthodontic movements can pose difficulty in understanding the changes particularly in growing children adding to the fourth dimension. At the University of Queensland (UQ) (Naser-ud-Din, 2015) and internationally (Bridges, 2015) over a decade of experience with creating online teaching modules in orthodontics education highlight its strengths of flexibility, ease of access on demand and global presence. UQ had SBLi -Scenario Based Learning interactive for Postgraduate Orthodontic students who found it highly engaging, with self-reflective and self-assessment elements (Khoo et al., 2023; Naser-ud-Din, 2016). Generally simulations can be expensive (Kröger et al., 2017) and it’s essential to explore cost effective simulation teaching tools.
 Aims
 There is a gap in the dental education sector to enhance the learning of core concepts in biomechanics with the aid of 3D simulated online learning for the student in undergraduate courses to feel confident and clinically ready on graduation as Dentist. Over the past 5 years, in particular, there has been an exponential drive by the industry providing 3D simulations for treatment planning and patient communication. The aim of this presentation is to highlight the time efficiency and cost effectiveness of the learning tool.
 Material and Methods
 Currently the CAD CAM industry is providing 3D simulations as open access that can be utilized for teaching and clearing core concepts related to biomechanics foundations for student learning, engagement and assessment. This project envisages to create a new forum encompassing education revolution with robust online presence of an interactive textbook (iConcepts) under the banner of the University of Melbourne (UoM) to assist students in Doctor of Dental Surgery (DDS) years 2-4.
 Results
 The purpose of iConcepts is to create lifelong learning opportunities in non-judgmental space by visual and kinesthetic interactive learning of concepts that directly translates into clinical applications. In the past decade CAD CAM has become clinically relevant particularly with Clear Aligner Therapy adding to higher precision and patient satisfaction. Moreover, it is imperative to have Long Term Retention (LTR) (Irvine, 2020) of learning new tasks. It is essential that students in dentistry are aware of the digital workflows and have clinical preparedness on graduation as it’s the future and here to stay. Both qualitative and quantitative data on student experience shall be collected and analyzed to seek out the best practice and processes for instruction of delivery in Orthodontics for DDS cohort encompassing time efficiency and cost effectiveness.
 Conclusion
 The current iConcepts is developed with Apple Education and prototype is being assessed with MSc Data Science cohort at the UoM.
 Future Recommendations
 It can be marketed to developing universities internationally assisting the dissemination of information a flagship for UoM and revenue generation for department of Education at UoM. As we progress there will be more and more demand towards interactive concepts clarification (Poblete et al., 2020) hence iConcepts.
 References
 
 Bridges, S. (2015). An emic lens into online learning environments in PBL in undergraduate dentistry. Pedagogies: An International Journal,10(1), 22-37. https://doi.org/10.1080/1554480X.2014.999771
 Irvine, J. (2020). Marzano's New Taxonomy as a Framework for Investigating Student Affect. Journal of Instructional Pedagogies, 24.
 Khoo, E., Le, A., & Lipp, M. J. (2023). Learning Games: A New Tool for Orthodontic Education. International Journal of Environmental Research and Public Health, 20(3), 2039. https://www.mdpi.com/1660-4601/20/3/2039
 Kröger, E., Dekiff, M., & Dirksen, D. (2017). 3D printed simulation models based on real patient situations for hands-on practice. European Journal of Dental Education, 21(4), e119-e125. https://doi.org/https://doi.org/10.1111/eje.12229
 Naser-ud-Din, S. (2015). Introducing Scenario Based Learning interactive to postgraduates in UQ Orthodontic Program. Eur J Dent Educ,19(3), 169-176. https://doi.org/10.1111/eje.12118
 Naser-ud-Din, S. (2016). Bewertung von unterschiedlichen asynchronen Lehrstilen für das E-Learning in der Kieferorthopädie FAU - Naser-ud-Din, Shazia. Quintessence Publishing Deutschland DJKFO, 1(0945-7917 (Print)).
 Poblete, P., McAleer, S., & Mason, A. G. (2020). 3D Technology Development and Dental Education: What Topics Are Best Suited for 3D Learning Resources? Dentistry Journal, 8(3), 95. https://www.mdpi.com/2304-6767/8/3/95
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Hess, M., C. Schlieder, V. Schnier, and A. Troi. "M.Sc. in Digital Technologies in Heritage Conservation. Sustainable mission for education in heritage." IOP Conference Series: Earth and Environmental Science 863, no. 1 (2021): 012035. http://dx.doi.org/10.1088/1755-1315/863/1/012035.
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Sella, Tal, Craig Snow, Hannah Freeman, Philip D. Poorvu, Shoshana M. Rosenberg, and Ann H. Partridge. "Young, Empowered and Strong: A Web-Based Education and Supportive Care Intervention for Young Women With Breast Cancer Across the Care Continuum." JCO Clinical Cancer Informatics, no. 5 (August 2021): 933–43. http://dx.doi.org/10.1200/cci.21.00067.
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PURPOSE Patient-centered digital interventions may help empower young women to self-manage symptoms and psychosocial concerns and support informational needs often unaddressed in clinic. METHODS Young, Empowered and Strong (YES) is an interactive web-based intervention designed to engage young women with personalized education and symptom self-management resources on the basis of responses to patient-reported outcome–based questionnaires. We piloted YES among young women (< 45 years) with newly diagnosed early breast cancer (EBC) or metastatic breast cancer (MBC) and breast cancer survivors (BCSs). Assessments were deployed weekly (EBC and MBC) or every 4 weeks (BCSs) over 12 weeks. At study completion, use, feasibility, and acceptability of YES were evaluated via a survey and semistructured interview. RESULTS Thirty women were enrolled between April and June 2019: 10 EBC, 10 BCSs, and 10 MBC. The mean age at diagnosis and enrollment was 36 (range 25-44) and 39 (range 31-44) years, respectively. Most participants were actively treated (96%, 27 of 28) with endocrine therapy (54%, 15 of 28) or chemotherapy (43%, 12 of 28). Overall, 61% (180 of 296) of assessments were completed (EBC: 70%, BCSs: 63%, and MBC: 52%). Of 37 patient-reported outcome and need domains, the most frequently triggered were sexual health (EBC: 90%, BCSs: 90%, and MBC: 90%), anxiety (EBC: 80%, BCSs: 90%, and MBC: 90%), stress and mindfulness (EBC: 80%, BCSs: 90%, and MBC: 90%), and fatigue (EBC: 90%, BCSs: 80%, and MBC: 90%). On postpilot survey, participants reported that YES helped them to learn (50%, 7 of 14), monitor (43%, 6 of 14), and manage (57%, 8 of 14) their symptoms. CONCLUSION YES is a feasible and acceptable digital intervention to support young women across the breast cancer care continuum. The nearly universal triggering of sexual and mental health needs suggests suboptimal management in the clinical setting and the potential for self-management through a digital platform.
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Jahan, Kausar, Pala Kalyani, V. Satya Sai, GRK Prasad, Syed Inthiyaz, and Sk Hasane Ahammad. "Design and Analysis of High Speed Multiply and Accumulation Unit for Digital Signal Processing Applications." International Journal on Recent and Innovation Trends in Computing and Communication 11, no. 1 (2023): 95–102. http://dx.doi.org/10.17762/ijritcc.v11i1.6055.
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Unit for Digital Signal Processing Applications
 
 Kausar Jahan1, Pala Kalyani2, V Satya Sai3, GRK Prasad4, Syed Inthiyaz5, Sk Hasane Ahammad6
 1Department of ECE, Dadi Institute of Engineering and Technology
 Anakapalle, Andhra Pradesh, India
 2Department of ECE, Vardhaman College of Engineering
 Kacharam, Shamshabad, India
 3Department of ECE, Koneru Lakshmaiah Education Foundation
 Guntur, India-522502
 4Department of ECE, Koneru Lakshmaiah Education Foundation
 Guntur, India-522502
 5Department of ECE, Koneru Lakshmaiah Education Foundation
 Guntur, India-522502
 6Department of ECE, Koneru Lakshmaiah Education Foundation
 Guntur, India-522502
 
 Abstract—The fundamental component used in many of the Digital signal Processing (DSP) applications are Multiply and Accumulation Unit (MAC). In the literature, a multiplier consists of greater number of full adders and half adder in partial product reduction stage, which increases the hardware complexity and critical path delay to MAC unit. To overcome this problem, two novel multipliers are proposed in this article. The proposed multipliers are designed and implemented in hardware, which reduces the circuit complexity and improves the overall performance of the MAC unit with less delay. The proposed multipliers are compared with the 4-bit existing designs and observed that the number of slices Look Up Tables (LUTs) are minimized from 113 to 43, Slices are reduced from 46 to 14, Full Adders (FAs) are lessened from 28 to 23, bonded Input Output Blocks (IOBs) and Half Adders (HAs) were not altered. The time delay is reduced from 14.251ns to 7.876ns. The proposed multipliers are compared in the literature with the 8-bit multiplier, then the number of Slice LUTs are reduced from 510 to 231, Slices are reduced from 218 to 113, FAs are reduced from 120 to 110, HAs are reduced from 56 to 39, time delay is reduced from 26.228ns to12.748ns, but bonded IOBs count remains same. The synthesis and simulations results are verified by using Xilinx ISE 14.7 version tool.
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Macedo Higgins Joyce, Vanessa De, and Zahra Khani. "Consensus building on trust in government." Agenda Setting Journal 3, no. 2 (2019): 165–85. http://dx.doi.org/10.1075/asj.18011.mac.
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Abstract This study contrasts the effects of news media to those of neighborhood in building consensus regarding trust in government. Consensus building is a consequence of agenda setting at a societal level. It conducts a secondary data analysis from an online survey with a panel of 983 older Texans from November/December 2015. We found significant correlation between trust and following the news, accessing TV news, using digital media, online news and newspapers. We found that news media in general and online news increased consensus both within education and location; radio and television increased consensus for education and digital media for income. Our spatial auto-correlation test found a minimal tendency of similar values of trust to be clustered. We cannot infer that neighborhood contributes in the formation of trust. We found evidence, in a case study of older Texans, that the news media may bring us closer together than next-door neighbors
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Bonnaud, O. "The Challenges of Microelectronics for the Future Digital Society: The Roles of Thin Film Technologies and of the Higher Education." Journal of Materials Science and Chemical Engineering 07, no. 12 (2019): 47–56. http://dx.doi.org/10.4236/msce.2019.712006.
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Ribeiro, Renato Carauta, Murilo Góes de Almeida, and Edna Dias Canedo. "A Digital Signature Model Using XAdES Standard as a Rest Service." Information 12, no. 8 (2021): 289. http://dx.doi.org/10.3390/info12080289.
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The digital signature of documents and degrees is a topic widely discussed in the Federal Public Administration. Several laws and ordinances were created to standardize the issuance, validation and legal validity of digitally signed documents in national territory, such as the ordinances created by the Ministry of Education (MEC) to regulate the issuance of degrees in digital format. These ordinances created guidelines and standards that must be adopted by Federal Universities for the signing of in digital format. The main objective of this work is to study these ordinances, the main technologies and digital signature standards used in the literature to create a digital signature system model for University of Brasília-UnB, which complies with the MEC and ICP-Brazil standards. Moreover, the model must be developed with the main standards and technologies in the market, cohesive to the current UnB architecture, easy to maintain and update to new standards that may emerge, and also be a fully open source project. An architectural model and a prototype in Java language were developed using XAdES4j library as a microservice intermediated by the bus used in UnB. The prototype developed was compared with the current digital signature system named C3Web. The comparative tests and results between the two solutions showed that the current system used in UnB does not perform the signature in accordance with the standard proposed by the MEC, in addition to being a private system using proprietary technologies for the execution of digital signatures. The tests performed with the proposed model demonstrated that it performs the digital signature in accordance with the XAdES-T standard, regulations of the MEC and ICP-Brazil. In addition, the solution presented a performance comparable to the current system used by UnB with a little more effective security than the current system used. The current model developed in this work can be a basis for the creation of future subscription systems for Brazilian Universities.
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Lazović, Vujica, Milorad Jovović, Tamara Backović, Tamara Djuričković, and Biljana Rondović. "Is Digital Economy a Good Samaritan to Developing Countries?" Sustainability 14, no. 14 (2022): 8471. http://dx.doi.org/10.3390/su14148471.
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It is no surprise that the digital economy (DE) has raised expectations and it is still raising them. The aim of this study is to implement testing which will indicate how much the digital economy can help the less developed countries to overcome the economic lag. In order to come up with an answer, the study is based on provocative hypotheses which will elaborate on the development paradox by which the digital economy cannot help the less developed countries. The argument that supports the main hypothesis of this study declares that GDP growth is not equivalent to the growth of investment in DE infrastructure and, therefore, DE is contributing to the increase in inequality instead of reducing it. The paradox is confirmed with the implementation of the SEM modelling on high-income countries (HIC) and middle-income countries (MIC). Moreover, the study measured, i.e., determined, the relative importance and impact of each DE component on the economic growth in HIC and MIC countries. According to the results of this research, in MIC the most significant DE factor which has an impact on GDP growth is the investment in education, whereas in HIC countries infrastructure has the leading part when it comes to economic growth. The final part of this study includes a proposition of a set of guidelines relating to the direction of public policy development in order to make the most of DE’s impact on the creation of a fairer and better system and society. Due to the comprehensive range of questions that come from this study, several topics for future research have been recommended.
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Barreto, Raquel Goulart. "Tecnologias na formação de professores: o discurso do MEC." Educação e Pesquisa 29, no. 2 (2003): 271–86. http://dx.doi.org/10.1590/s1517-97022003000200006.
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Como síntese da pesquisa Tecnologias da informação e da comunicação e educação a distância: o discurso do MEC, o presente artigo analisa o discurso das políticas de formação de professores em curso no Brasil. Está organizado em quatro seções. A primeira aborda os sentidos atribuídos às tecnologias na educação, na sua relação com os modos pelos quais as tecnologias da informação e da comunicação (TIC) têm sido incorporadas aos processos educacionais. Para tanto, focaliza as perspectivas e propostas definidoras da recontextualização das TIC no discurso pedagógico. A segunda seção discute o conjunto das ressignificações que têm sustentado as políticas de formação de professores, com especial destaque para noções como a do ''divisor digital'', bem como para as relações entre o deslocamento do trabalho docente para atividade e tarefa, a proposta da formação baseada em competências e o uso intensivo de tecnologias. Em outras palavras, está centrada na relação entre as TIC e a educação a distância (EaD), nas suas múltiplas dimensões. A terceira seção explicita as reduções operadas na incorporação das tecnologias na educação, a partir da análise de discurso dos textos do MEC, cujo movimento principal tem sido o de priorizar a formação de professores à distância, em consonância com as recomendações dos organismos internacionais aos países em desenvolvimento. Finalmente, a quarta seção pontua as tendências atuais das políticas de formação de professores, retomando e remetendo às questões relativas aos sentidos das tecnologias e aos modos da sua apropriação educacional, em diferentes contextos.
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Chek, M. Z. A., I. L. Ismail, H. Hasim, and Z. H. Zulkifli. "Revolutionizing Social Security Education: A Micro-Credentialing Approach for Financial Literacy in Malaysia." International Journal of Research and Innovation in Social Science IX, no. III (2025): 836–45. https://doi.org/10.47772/ijriss.2025.90300065.
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In an era of increasing financial uncertainty and economic volatility, social security programs serve as a fundamental pillar in safeguarding the financial well-being of individuals and families. Despite their significance, a significant proportion of Malaysians remain unaware of the full extent of available social security programs and their benefits. This lack of knowledge leads to suboptimal financial planning, reduced preparedness for retirement, and inefficient utilization of social security resources. This study introduces Micro-Credentials (MCs) as an innovative and scalable educational tool aimed at enhancing financial literacy and accessibility to social security information. The research focuses on Malaysia’s key social security programs, including Government Pension, Employees’ Provident Fund (EPF), Social Security Organisation (SOCSO), and Private Retirement Scheme (PRS). By leveraging the MC-based uFuture platform of UiTM (https://ufuture.uitm.edu.my/courses/overview/UMC381), this initiative promotes self-directed, competency-based learning in an engaging, flexible, and modular format. The methodology involves the structuring of social security concepts into bite-sized learning modules, integrated with interactive assessments, real-world case studies, and digital certification. The study evaluates the effectiveness of these MCs through a pilot program, where participants’ knowledge retention, engagement levels, and ability to make informed financial decisions were measured. Findings indicate that 87% of learners found the content engaging and accessible, while 88% reported increased confidence in managing their social security benefits. These results underscore the potential of MCs in bridging the knowledge gap, fostering financial resilience, and contributing to the broader goal of improving social security literacy. This paper provides a comprehensive analysis of the impact of MCs on social security education, detailing its practical implementation, effectiveness, and future scalability. As financial landscapes evolve, MCs offer a sustainable solution to empowering individuals with lifelong learning opportunities, ensuring greater retirement preparedness and economic stability.
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Kuru, Esma. "Digital Literacy Skill Levels of Teacher Candidates." International Journal of Education and Literacy Studies 10, no. 4 (2022): 27–35. http://dx.doi.org/10.7575/aiac.ijels.v.10n.4p.27.
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Aşıcı, M. (2009). Literacy as a personal and social value. Journal of Values Education, 7(17), 9-26.Akgün, İ. H., Akgün, M. (2020). Analysis of digital literacy levels of social studies candidates. Journal of Ahi Evran University Kirsehir Education Faculty, 21(2), 1-19.Aksoy, N.C., Karabay, E. Aksoy, E. (2021). Analysis of digital literacy levels of classroom teachers. Selcuk University Journal of Communication, 14(2), 859-894. doi: 10.18094/JOSC.871290Altun, N., Alpan, G. B. (2021). Digital literacy in basic education programs. Journal of Education and Social Studies, 8(2), 280-294. DOI: 10.51725/etad.971177Arslan, S. (2019). Analysis of Digital Literacy Levels of Primary School and Middle-School Teachers in terms of Various Variables. Published master’s thesis. Sakarya University, Educational Sciences Institution.Aydemir, Z., Sakız, G., Doğan, M.C. (2019). Development of digital literacy skills rubric at the primary school level. National Education, 48(1), 617-638.Balay, R. (2004). Globalization, information society and education, Journal of Ankara University Faculty of Educational Sciences, 37(2), 61-82.Bay, D. N. (2021). Digital literacy levels of pre-school teacher candidates. Journal of Mustafa Kemal University Faculty of Education, 5(7), 72-187.Büyüköztürk, Ş. (2016). Scientific Research Techniques. Pegem Akademi Publications.Büyüköztürk, Ş., Çakmak, K. E., Akgün, E. Ö., Karadeniz, Ş., Demirel, F. (2010). Scientific Research Techniques. Pegem Publications.Deye, S. (2015). Promoting digital literacy among students and educators. National Conference Of State Legislatures. Retrieved from https://www.ncsl.org/Portals/1/Documents/educ/digLiteracy_final.pdfDirekçi, B., Akbulut, S., Şimşek, S. (2019). Analysis of Turkish lesson curriculum (2018) and middle-school Turkish textbooks in terms of digital literacy skills. Eurasian Journal of International Studies, 7(16), 797-813.Doğan, D. (2020). The perceptions of university students of their own digital literacy. Journal of Technology Applications in Education, 1(1), 26-35. https://doi.org/10.29329/jtae.2020.283.2.Duggan, F. (2013). Why Universities Should Acquire And Teach Digital Literacy. The Guardian. https://www.theguardian.com/education/2013/apr/23/universities-should-teach-digital-literacy. Access date: 14/04/2022Duran, E., Ertan Özen N. (2018). Digital literacy in Turkish lessons. Turkish Journal of Education, 3(2), 31-46.Eshet, Y. (2004). Digital literacy: A conceptual frame work for survival skills in the Digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93-106.Fraenkel, J. R., Wallen, N.E. (2006). How to design and evaluate research in education. McGraw-Hill International Edition.Göldağ, B. (2021). Analysis of the relationship between university students’ digital literacy levels and awareness levels of digital data security. E-international journal of educational research, 12(3), 82-100.Hamutoğlu, N. B., Canan Güngören, Ö., Kaya Uyanık, G., Gür Erdoğan, D. (2017). Digital literacy scale: Study on its adaptation to Turkish. Aegean Journal of Education, 18(1), 408- 429.Karabacak, Z. İ., Sezgin, A. A. (2019). Digital transformation and digital literacy in Turkey. Turkish Journal of Administration, 488, 319-343.Karasar, N. (2011). Scientific research methods. Nobel Publications.Kazu, İ. Y., Erten, P. (2014). Digital competency levels of teacher candidates. Bartın University Journal of Education Faculty, 3(2), 132-152.Korkmaz, M. (2020). Identification of the digital literacy levels of classroom teachers [Published master’s thesis]. Eskişehir Osmangazi University, Educational Sciences Institute.
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Suanpang, Pannee. "Mobile IPTV: Implications for Education." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 11, no. 3 (2013): 2373–86. http://dx.doi.org/10.24297/ijct.v11i3.1168.
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Mobile IPTV (Internet Protocol Television) provides digital content which users watch as a television broadcast via the Internet on a mobile device. This paper presents the development of IPTV, Suan Dusit Internet Broadcasting, (SDIB) to mobile IPTV and discusses the implications for education. Mobile IPTV was developed as a prototype and designed to support users via wireless and mobile networks regardless of the mobile device. The system can be broadcasted through both live and video on demand (VOD) utilizing a mobile browser (smart phones, smart TVs, and tablets) and web browsers (Windows, Mac, and UNIX). The mobile IPTV prototype has been used and evaluated in this study. The results of student’s behavior when using mobile phones in their learning found that the highest mobile use was for Facebook and Line to communicate and share information with their classmates. The results of student’s attitudes towards using mobile phones in their learning found that the highest mobile use was for sharing information with classmates, sharing learning experiences on social networks, and using mobile phones to support their studies. The result of the IPTV and mobile IPTV system evaluation found that overall mobile IPTV had a higher user satisfaction than IPTV. Furthermore, mobile IPTV creates a good learning experience for the users. This paper provides guidelines in technical issues for helping educational institutions to develop mobile IPTV for education.
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Zuend, Falasha, Shyrea Thompson, and Lori Wilson. "Abstract P1-08-09: DIVAS - DC Pink Divas Intervening Virtually to Advance Saving Lives: Assessing the impact of digital behavioral health breast cancer education program for Black women." Cancer Research 83, no. 5_Supplement (2023): P1–08–09—P1–08–09. http://dx.doi.org/10.1158/1538-7445.sabcs22-p1-08-09.
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Abstract Breast cancer is now the most common cancer. Thirty years of increased awareness, early diagnosis, and treatment access contributed to a 40% decline in breast cancer deaths. Yet, in 2021, more than 281,550 new cases of invasive and 49,290 new cases of non-invasive breast cancer will be diagnosed in U.S. women. Black women are 40% more likely to die of breast cancer - the highest breast cancer death rate across racial and ethnic groups. Today, the Black-white breast cancer mortality gap persists, and Black metastatic breast cancer (MBC) patients have a poorer prognosis. The pandemic exacerbated breast cancer disparities. In 2020, delays and avoidance contributed to an 85% breast cancer screening drop while MBC patients’ risk of severe illness and death from COVID-19 elevated. Therapy interruptions and abandonment increased, and conversely, clinical trial enrollment decreased. COVID-19 has accelerated the digital platform shift to telemedicine, online psychosocial support programs, virtual patient navigation, and digital engagement across the oncology care continuum. DC Pink Divas Intervening Virtually to Advance Saving Lives (DIVAS) is an award-winning evidence-based training, outreach, and patient navigation program developed to address the educational needs of Black early-stage, MBC breast cancer patients, survivors, and caretakers and provide strategies to educate, empower and impact women by increasing breast health knowledge, decreasing gaps in screenings and access, increasing awareness of MBC to ensure that where a woman lives, will not determine if she lives through a 1-year commitment of attendance in 8 cohort-based education modules where Black breast cancer mortality is highest. The DIVAS Health Behavioral Change Model adapts the Precaution Adoption Process Model, Health Behavior Model, and Social-Ecological Model. DIVAS implements innovative virtual outreach programs, training, and intervention strategies to empower Advocates to educate peers, providers, and policymakers. 3 Cohorts of Black women impacted by breast cancer trained as Lay Breast Health Advocates from 2011, 2020, and 2021 (N = 57; 77.5 % 45 years or younger; 36.7% early-stage 0-II, 50% late stage III-IV, 10.3% caretakers) self-reported their lifestyle behaviors, breast cancer diagnosis, breast health education, social media use, and interest in a digital-based lifestyle intervention. Participants completed pre-and post-surveys, interviews, and journaling over 10.5+ hours of education modules to understand their breast health, provider-related challenges, and community-related resources. Findings provide evidence that cohort-tailored education is a successful method of supporting Black women in a behavioral-health intervention. The provision of printed culturally attuned information along with the digital-based instruction from a Black woman health care provider or public health expert is effective in helping Black breast cancer survivors transition into patient empowerment, improve QOL and contribute to better patient outcomes. After the intervention and completion of breast health modules, participants reported increased: self-efficacy in communicating with providers (70%) and self-efficacy in making treatment decisions (70%) self-confidence (85%), and a decrease in lifestyle risk factors (87%). Patient-centric behavioral health interventions in breast cancer education must be advanced digitally to address the pandemic’s compounded crisis. DC Pink Divas provides insights to combat rising disparities by educating, empowering, and mobilizing Black lay breast health advocates to improve outcomes. Collaborative digital interventions across the care continuum to improve awareness, access, adherence, infrastructure, culturally attuned training, and support are evidence-based methods for navigating the cancer care transformation accelerated by COVID-19 to advance breast health equity. DIVAS Logic Model 2011- 2022 Logic model demonstrating inputs, activities, outputs and short and long term outcomes 2020- 2021 Cohort Sentiments and Behaviors Cohort outcomes from DC Pink Divas DIVAS In-Person vs Virtual Training Lay Breast Health Advocates recorded outcomes from cohorts 2011, 2020, and 2021 Citation Format: Falasha Zuend, Shyrea Thompson, Lori Wilson. DIVAS - DC Pink Divas Intervening Virtually to Advance Saving Lives: Assessing the impact of digital behavioral health breast cancer education program for Black women [abstract]. In: Proceedings of the 2022 San Antonio Breast Cancer Symposium; 2022 Dec 6-10; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2023;83(5 Suppl):Abstract nr P1-08-09.
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Ó Ceallaigh, T. J. "Comhtháthú Ábhar agus Teanga le Cuidiú Teicneolaíochta san Ardoideachas (E-CÁTA): Eispéiris Mac Léinn Iarchéime." TEANGA, the Journal of the Irish Association for Applied Linguistics 28 (December 9, 2021): 56–85. http://dx.doi.org/10.35903/teanga.v28i.700.
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Úsáidtear an iliomad téarmaí chun tagairt do chuir chuige theagaisc ina ndéantar an fhoghlaim ábhair agus an fhoghlaim teanga a chomhtháthú, mar shampla tumoideachas, teagasc ábharbhunaithe (CBI), foghlaim chomhtháite ábhair agus teanga (FCÁT), cé go bhfuil mar an cuspóir coiteann acu go léir an dátheangachas suimitheach ina ndírítear ag an am céanna ar an bhfoghlaim ábhair agus ar an bhfoghlaim teanga. Tá fás tagtha ar an teagasc i dteanga iasachta ar fud na cruinne san ardoideachas (i.e. CÁTA) ach níl tuiscint iomlán againn go fóill ar conas an cumasc is éifeachtaí agus is éifeachtúla a dhearadh san ardoideachas ná ar conas a théann CÁTA i bhfeidhm ar eispéiris mac léinn iarchéime atá mar fhoghlaimeoirí teanga agus ábhar araon. Sa pháipéar seo, dírítear ar pheirspictíochtaí agus ar eispéiris mac léinn iarchéime agus iad ag gabháil le clár CÁTA le cuidiú teicneolaíochta (i.e. E-CÁTA) ar mhaithe le solas a chaitheamh ar an ábhar seo. Bailíodh sonraí cáilíochtúla agus cainníochtúla ó fhoinsí éagsúla, mar shampla meastóireachtaí deireadh modúil ar líne, meastóireachtaí na modúl le mic léinn ar an láthair, fócasghrúpaí, obair na mac léinn, breathnóireacht á déanamh ag teagascóirí, agus nótaí a scríobh na teagascóirí ar an láthair. Soláthraítear leis na torthaí léargais uathúla maidir lena éifeachtaí atá E-CÁTA mar a léirítear le hinspreagadh, neamhspleáchas agus rath na mac léinn. Cothaíodh pobal agus acmhainneacht, mar aon le hinniúlacht dhigiteach na mac léinn. Mar fhocal scoir, roinntear freisin na ceachtanna a foghlaimíodh mar aon le príomhthréithe a bhaineann le heispéiris foghlama E-CÁTA atá éifeachtach, faoi mar a léirítear sa staidéar seo, ar mhaithe leis an ngort a shaibhriú. [A wide range of terms are used to refer to instructional approaches for the integration of content and language learning e.g. immersion, content-based instruction (CBI), content and language integrated learning (CLIL), although they all commonly share the purpose of additive bilingualism via a dual focus on content and language learning. Instruction in a foreign language in higher education (i.e. ICLHE) has increased around the globe but we still have an incomplete understanding of how to design the most effective and efficient blend in higher education and of how ICLHE affects the experiences of postgraduate students who are both language and content learners. In this paper, perspectives and experiences of postgraduate students who are undertaking a technology-enhanced ICLHE programme (i.e. ICLHE) are explored in order to shed light on this topic. Qualitative and quantitative data were collected from a variety of sources e.g. online end-of-module evaluations, on-site student evaluations of modules, focus groups, students’ work, tutor observations, and tutor field notes. Findings provide unique insights in relation to the effectiveness of E-ICLHE as indicated by student motivation, autonomy and success. Community and capacity were cultivated and students’ digital competence was fostered. Finally, the lessons learned are shared along with the main characteristics associated with E-ICLHE learning experiences which are effective in enriching the field, as shown in this study.]
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Rodas Garay, César David, Fabrizio Flores, and Fredesvinda Alfonso. "LOS DOCENTES DE INSTITUCIONES EDUCATIVAS DEL NIVEL MEDIO DE PARAGUAY Y LA ENSEÑANZA A DISTANCIA, DURANTE LA PANDEMIA COVID-19, EN EL AÑO 2020." La Saeta Universitaria Académica y de Investigación 10, no. 2 (2022): 81–105. http://dx.doi.org/10.56067/saetauniversitaria.v10i2.294.
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El presente artículo refiere resultados de una investigación cuyo objetivo específico fue identificar las habilidades en TIC con que cuentan los docentes para la ejecución de la educación a distancia en contexto de pandemia por Covid 19, durante el año 2020. El estudio de diseño cuantitativo, exploratorio-descriptivo y de corte transversal, llevado a cabo por el equipo técnico de la Dirección General de Investigación Educativa (DGIE), del Ministerio de Educación y Ciencias (MEC), aplicó una encuesta digital autoadministrada con un formulario Microsoft Forms, validada mediante juicio de expertos y con una prueba piloto, con una muestra intencional, seleccionada bajo criterio por conveniencia, que integró 672 docentes de 9 departamentos del país. Entre los principales hallazgos se puede mencionar que para el momento del trabajo investigativo la mayoría de los docentes contaban con una caracterización general de habilidades TIC de dominio básico con niveles diversos de profundización. También se destacan los indicios sobre el conocimiento significativo y nivel de uso frecuente con que contaban sobre la app WhatsApp y de la plataforma educativa oficial del MEC ¨Tu escuela en casa¨, así como de algunas estrategias didácticas de la educación a distancia entre los que se sitúan los trabajos individuales, los grupales, las videoconferencias y los videotutoriales.
 Palabras claves: Educación a Distancia, COVID-19, Docencia, Habilidades TIC.
 ABSTRACT 
 This article refers to the results of an investigation whose specific objective was to identify the ICT skills that teachers have for the execution of distance education in the context of the Covid 19 pandemic, during the year 2020. The quantitative, exploratory design study -descriptive and cross-sectional, carried out by the technical team of the General Directorate of Educational Research (DGIE), of the Ministry of Education and Sciences (MEC), applied a self-administered digital survey with a Microsoft Forms form, validated by judgment of experts and with a pilot test, with an intentional sample, selected under convenience criteria, which included 672 teachers from 9 departments of the country. Among the main findings, it can be mentioned that at the time of the investigative work, most of the teachers had a general characterization of basic domain ICT skills with various levels of depth. The indications about the significant knowledge and level of frequent use they had about the WhatsApp app and the official educational platform of the MEC ¨Your school at home¨ are also highlighted, as well as some didactic strategies of distance education among those who Individual work, group work, videoconferences and video tutorials are located.
 Key words: Distance Education, COVID-19, Teaching, ICT Skills.
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Khatib, Rasha, Maggie McCue, Chris Blair, et al. "Design and Implementation of a Digitally Enabled Care Pathway to Improve Management of Depression in a Large Health Care System: Protocol for the Implementation of a Patient Care Platform." JMIR Research Protocols 12 (June 23, 2023): e43788. http://dx.doi.org/10.2196/43788.
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Background Major depressive disorder (MDD) is a serious public health concern worldwide. A treatment approach that incorporates measurement-based care (MBC) and shared decision-making between patients with MDD and their providers may foster patient engagement and improve clinical outcomes. While digital tools such as mobile apps show promise for expanding health interventions, these apps are rarely integrated into clinical practice. Objective The primary objective of this ongoing study is to determine whether implementation of a digital tool—the Pathway Platform—in primary care improves adherence to MBC practices; here, we present the study methods. Methods This large-scale, real-world implementation study is based on a pilot study of an earlier iteration of a mobile app (the Pathway app) that confirmed the feasibility of using the app in patients with MDD and showed a positive trend in patient engagement in the app arm. In addition, a user-centered design approach that included qualitative assessments from patients and providers was used to improve understanding of the patient journey and care team workflows. User feedback highlighted the need for enhanced features, education modules, and real-time data sharing via integration with the electronic health record. The current iteration of the Platform includes the newest version of the Pathway app, education modules for both patients and providers, and real-time patient-level data sharing with the electronic health record. The study takes place in primary care sites within the Advocate Aurora Health system in Illinois and includes adult patients with MDD who were recently prescribed monotherapy antidepressant medication (defined as a new start, medication switch, or dose change in the past 3 months). Clinical performance and selected patient outcomes will be compared before and after the implementation of the Platform. Results Patient recruitment was completed in July 2022, with initial results expected in mid-2023. Conclusions This study will provide useful insights into real-world integration of a digital platform within a large health system. The methods presented here highlight the unique user-centric development of the Pathway Platform, which has resulted in an enhanced digital tool with the potential to foster MBC and shared decision-making, improve patient-provider communication, and ultimately lead to optimized treatment outcomes for patients with MDD. Trial Registration ClinicalTrials.gov NCT04891224; https://clinicaltrials.gov/ct2/show/NCT04891224 International Registered Report Identifier (IRRID) DERR1-10.2196/43788
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VERMEIRE, LOTTE, den Broeck Wendy Van, Fazlyn Petersen, and Audenhove Leo Van. "Beyond Numeracy, a Data Literacy Topical Scoping Review (2011-2023)." Media and Communication 13 (January 16, 2025): 1–24. https://doi.org/10.17645/mac.9237.
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you will find both the article and the datafile. As society increasingly recognises the value of data, proficiency in using and understanding data has become crucial. However, there is no universal consensus on the definition of data literacy. Therefore, this study provides the first extensive, mixed methods scoping review of the topical evolution of data literacy within social and educational sciences from 2011 to 2023. By identifying key themes and research trends, this review offers a comprehensive understanding of the dynamic nature of data literacy. Our sample consists of 210 English‐language, peer‐reviewed articles from Scopus and Web of Science. The findings reveal a field that is evolving alongside media and digital literacy discussions, with notable growth in publications, particularly in 2019, 2020, and 2023, thus highlighting data literacy’s recognition as a distinct paradigm. Data literacy is shifting beyond traditional frameworks, with increasing attention to issues of equity and accessibility—areas still underexplored in current literature. Notably, the research demonstrates a shift from simply developing individual data skills to fostering a socially aware form of data literacy that empowers citizens to critically engage with data and navigate a datafied society actively and responsibly. This review emphasises the need for a nuanced, context‐specific approach to data literacy, much like digital literacy, as different demographics and contexts encounter varying needs and challenges. As a dynamic, ever‐evolving concept, future research and programs must address these diverse levels of engagement and expertise, ensuring that data literacy is inclusive, adaptable, and supported by social structures.
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Hickie, Ian B., Frank Iorfino, Cathrin Rohleder, et al. "EMPOWERED trial: protocol for a randomised control trial of digitally supported, highly personalised and measurement-based care to improve functional outcomes in young people with mood disorders." BMJ Open 13, no. 10 (2023): e072082. http://dx.doi.org/10.1136/bmjopen-2023-072082.
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ObjectivesMany adolescents and young adults with emerging mood disorders do not achieve substantial improvements in education, employment, or social function after receiving standard youth mental health care. We have developed a new model of care referred to as ‘highly personalised and measurement-based care’ (HP&MBC). HP&MBC involves repeated assessment of multidimensional domains of morbidity to enable continuous and personalised clinical decision-making. Although measurement-based care is common in medical disease management, it is not a standard practice in mental health. This clinical effectiveness trial tests whether HP&MBC, supported by continuous digital feedback, delivers better functional improvements than standard care and digital support.Method and analysisThis controlled implementation trial is a PROBE study (Prospective, Randomised, Open, Blinded End-point) that comprises a multisite 24-month, assessor-blinded, follow-up study of 1500 individuals aged 15–25 years who present for mental health treatment. Eligible participants will be individually randomised (1:1) to 12 months of HP&MBC or standardised clinical care. The primary outcome measure is social and occupational functioning 12 months after trial entry, assessed by the Social and Occupational Functioning Assessment Scale. Clinical and social outcomes for all participants will be monitored for a further 12 months after cessation of active care.Ethics and disseminationThis clinical trial has been reviewed and approved by the Human Research Ethics Committee of the Sydney Local Health District (HREC Approval Number: X22-0042 & 2022/ETH00725, Protocol ID: BMC-YMH-003-2018, protocol version: V.3, 03/08/2022). Research findings will be disseminated through peer-reviewed journals, presentations at scientific conferences, and to user and advocacy groups. Participant data will be deidentified.Trial registration numberACTRN12622000882729.
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Hurst, Simi Thomas, and James Martorano. "573. Continuing Medical Education: Leveraging a Digital Tool to Help Improve CMV Management Strategies." Open Forum Infectious Diseases 7, Supplement_1 (2020): S351—S352. http://dx.doi.org/10.1093/ofid/ofaa439.767.
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Abstract Background Increasing the risk for complications and negatively impacting patient health outcomes, an estimated 45% - 80% of HSCT patients experience CMV infection/reactivation, with mortality rates sometimes reaching as high as 60%. Figure. Assessment of Educational Effectiveness Methods This study assessed the ability of digital education to improve the ability of ID specialists to make evidence-based recommendations for CMV management in HSCT recipients. A CME/ABIM MOC educational program featuring interactive discussion between two ID faculty was developed and launched on 12/12/19, on a website dedicated to continuous professional development. Educational effectiveness was assessed with a repeated-pairs pre-/post-assessment study design; each individual served as his/her own control. A chi-square test assessed changes pre- to post-assessment. P values &lt; 0.05 are statistically significant. Effect sizes were evaluated using Cramer’s V (&lt; 0.05 modest; 0.06–0.15 noticeable effect; 0.16–0.26 considerable effect; &gt; 0.26 extensive effect). Data for this matched-learner analysis were collected through 04/14/20. Results To date, 3315 HCPs (2891 physicians; 162 nurses/NPs) have participated in the activity. Data from the subset of ID specialists (n=190) who answered all pre-/post-assessment questions during the initial study period were analyzed. Following activity participation, significant improvements were observed in the proportion of ID specialists who answered all assessment questions correctly (8% pre vs 28% post; P &lt; .0001; V=.217). Improvements were also observed in several specific areas of assessment (Figure). Additionally, 65% of ID specialists indicated they planned to modify their patient assessment or treatment approach because of participating in the education. Conclusion Participation in this digital educational program significantly improved ID specialists’ ability to differentiate among therapeutic options when developing management strategies for HSCT recipients with CMV infection/reactivation. These findings highlight the potential for well-designed online education to positively impact physicians’ competence and confidence. Disclosures All Authors: No reported disclosures
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Pinto, Eliene de Almeida, and Débora Araújo Leal. "Teacher training for the use of digital information and communication technologies in the classroom, a study in a public school in Bahia." Concilium 23, no. 9 (2023): 35–48. http://dx.doi.org/10.53660/clm-1212-23e24d.
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Prioritizing students and teachers from all over Brazil, since 2004 the MEC has had a continuing education network that has contributed politically to improving the training of these educational classes in the country. The methodology adopted was the incorporated case study, seeking to understand the reasons for the lack of motivation in the training and qualification of teachers in the school under study. In the experience of the school situation, among students, teachers and all education professionals, considering the virtual interactivity in social networks, the context of existence of resources and conceptions of education in Brazilian educational guidelines, this study is justified in lack of understanding about why there is neglect of teaching specialization in dealing with knowledge, methods and practices so present in the daily life of the school public. Supported by theories relevant to the chosen theme, therefore, the relevance of the study is considerable, since its results will add scientific explanations in the face of the disparities to be explored and analyzed in the researched and theorized reality.
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Aws Alshamsan, Ahmed H. Alshamrani, Adel I. Qahmash, et al. "Responsive Strategy on Healthcare Workforce Transformation Needs in Saudi Arabia: The Case for Innovation in Vocational Education and Training." Journal of Medical and Health Studies 6, no. 2 (2025): 60–68. https://doi.org/10.32996/jmhs.2025.6.2.11.
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Saudi Arabia’s Vision 2030 outlines ambitious reforms to establish a sustainable and efficient healthcare system. Central to this transformation is the Model of Care (MOC), which delivers patient- and population-centered services across six systems of care. Yet, persistent workforce shortages and competency gaps among local health practitioners threaten to undermine these goals. Vocational education and training (VET) framed within a functional career shifting approach has emerged as a strategic lever to develop national talent, reduce reliance on expatriates, and provide defined career pathways. This study assesses VET’s effectiveness in meeting the Kingdom’s healthcare workforce transformation needs. A combination of policy and program analysis comprising: (i) a systematic review of Saudi Vision 2030 healthcare directives, MOC guidelines, and Saudi Commission for Health Specialties (SCFHS) - Health Academy reports (May 2025 data); (ii) comparative case studies of WHO’s Treat–Train–Retain model and the EU Quality Assurance Framework for VET; (iii) descriptive statistics on enrolment, graduation, and employment outcomes; and (iv) development of a logic model to map inputs, activities, outputs, and outcomes. Semi-structured interviews with SCFHS officials and private-sector partners enriched the contextual analysis for alignment to the practical relevance within Saudi Vision 2030 health sector transformation program. Towards mid-2025, the Health Academy’s VET program had enrolled between 40,000 and 45,000 trainees, and produced 30,000 to 33,000 graduates, with up to 93 percent securing employment in healthcare roles. Five core enablers emerged: (i) capacity building through competency-based and simulation-enhanced curricula; (ii) structured role redefinition underpinned by regulatory support; (iii) ongoing career progression through modular lifelong-learning pathways; (iv) integration of digital tools (telemedicine platforms, AI-driven diagnostic simulations) for flexible training delivery; and (v) robust public–private partnerships aligning curricula with industry needs. Application of the IDEAL model (Initiate, Draw Up, Elevate, Loop, Action) facilitated continuous program refinement. A logic model projects enhanced equitable access, sustainable workforce scaling, and alignment with national healthcare priorities. The findings illustrate that VET, operationalized through functional career shifting, effectively strengthens Saudi Arabia’s healthcare workforce in line with MOC and Saudi Vision 2030 objectives. Policy implications include expanding modular VET to underserved regions through digital platforms, deepening public-private partnership governance for co-developed curricula, and leveraging predictive analytics for dynamic workforce planning. Future research should evaluate the long-term impacts on service quality, staff retention, and cost-effectiveness, particularly within decentralized health clusters.
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Melín-Aldana, Héctor, Valdas Gasilionis, and Umesh Kapur. "Use of Digital Video for Documentation of Microscopic Features of Tissue Samples." Archives of Pathology & Laboratory Medicine 132, no. 5 (2008): 820–22. http://dx.doi.org/10.5858/2008-132-820-uodvfd.
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Abstract Context.—Digital photography is commonly used to document microscopic features of tissue samples, but it relies on the capture of arbitrarily selected representative areas. Current technologic advances permit the review of an entire sample, some even replicating the use of a microscope. Objective.—To demonstrate the applicability of digital video to the documentation of histologic samples. Design.—A Canon Elura MC40 digital camcorder was mounted on a microscope, glass slide–mounted tissue sections were filmed, and the unedited movies were transferred to a Apple Mac Pro computer. Movies were edited using the software iMovie HD, including placement of a time counter and a voice recording. Results.—The finished movies can be viewed in computers, incorporated onto DVDs, or placed on a Web site after compression with Flash software. The final movies range, on average, between 2 and 8 minutes, depending on the size of the sample, and between 50 MB and 1.6 GB, depending on the intended means of distribution, with DVDs providing the best image quality. Conclusions.—Digital video is a practical methodology for documentation of entire tissue samples. We propose an affordable method that uses easily available hardware and software and does not require significant computer knowledge. Pathology education can be enhanced by the implementation of digital video technology.