Karsten Øster Lundqvist

Ontology supported competency system

Traditionally, representation of competencies has been very difficult using computer-based techniques. This paper introduces competencies, how they are represented, and the related concept of competency frameworks and the difficulties in using traditional ontology techniques to formalise them. A ‘vaguely’ formalised framework has been developed within the EU project TRACE and is presented. The framework can be used to represent different competencies and competency frameworks. Through a case study using an example from the IT sector, it is shown how these can be used by individuals and organisations to specify their individual competency needs. Furthermore, it is described how these representations are used for comparisons between different specifications applying ontologies and ontology toolsets. The end result is a comparison that is not binary, but tertiary, providing ‘definite matches’, possible/partial matches, and ‘no matches’ using a ‘traffic light’ analogy.

Massive Open Online Courses and Economic Sustainability

Abstract Millions of users around the world have registered on Massive Open Online Courses (MOOCs) offered by hundreds of universities (and other organizations) worldwide. Creating and offering these courses costs thousands of pounds. However, at present, revenue generated by MOOCs is not sufficient to offset these costs. The sustainability of MOOCs is a pressing concern as they incur not only upfront creation costs but also maintenance costs to keep content relevant, as well as on-going facilitation support costs while a course is running and re-running. At present, charging a fee for certification seems to be a popular business model adopted by leading platform providers. In this position paper, the authors explore possible business models for courses, along with their advantages and disadvantages, by conducting a literature study and applying personal insights gained from attending various MOOC discussion fora. Some business models discussed here are: the Freemium model, sponsorships, initiatives and grants, donations, merchandise, the sale of supplementary material, selective advertising, data-sharing, follow-on events, and revenue from referrals. This paper looks at the sustainability of MOOCS as opposed to the sustainability of MOOC platforms, while observing the tight link between them.

Evaluating the Effect of Arabic Engineering Students' Learning Styles in Blended Programming Courses.

This study investigated the complex relationship among learning styles, gender, perceived satisfaction, and academic performance across four programming courses supported by an e-learning platform. A total of 219 undergraduate students from a public Iraqi university who recently experienced e-learning voluntarily took place in the study. The integrated courses adopted a blended learning mode and all learners were provided the same learning content and pathway irrespective of their individual styles. Data were gathered using the Index of Learning Styles (ILS), three closed-ended questions, and the academic record. Traditional statistics and partial least squares structural equation modelling (PLS-SEM) were performed to examine the proposed hypotheses. The findings of this research suggested that, overall, learning style dimensions are uncorrelated with either academic performance or perceived satisfaction, except for the processing dimension (active/reflective) that has a significant effect on the latter. Furthermore, gender is unassociated with any of the proposed model’s constructs. Finally, there is no significant correlation between academic performance and perceived satisfaction. These results led to the conclusion that even though Arabic engineering students prefer active, sensing, visual, and sequential learning as do other engineering students from different backgrounds, they can adapt to a learning context even if their preferences are not met. The research contributes empirically to the existing debate regarding the potential implications of learning styles and for the Arabic context in particular, since respective research remains rare.

Virtualization for Cost-Effective Teaching of Assembly Language Programming

This paper describes a virtual system that emulates an ARM-based processor machine, created to replace a traditional hardware-based system for teaching assembly language. The virtual system proposed here integrates, in a single environment, all the development tools necessary to deliver introductory or advanced courses on modern assembly language programming. The virtual system runs a Linux operating system in either a graphical or console mode on a Windows or Linux host machine. Student feedback indicates that teaching with the virtual system has become progressively easier, clearer and more interesting while keeping staff support to a minimum. Since no software licenses or extra hardware are required to use the virtual system, students are able to carry their own ARM emulator with them on a USB memory stick. Institutions adopting this, or a similar, virtual system can also benefit by reducing the capital investment in hardware-based development kits, and by enabling distance-learning courses.

MOOCs as a Method of Distance Education in the Arab World – A Review Paper

Abstract Massive Open Online Courses (MOOCs) in the Arab World are still in their infancy. Many Arab countries are now starting to launch their MOOC platforms; however, there are only a few who have actually implemented such systems. This paper will explore online learning, in particular the rise of MOOCs around the world and their impact on the Arab World. The purpose of this paper is to give a true picture of the development of the first MOOC platforms in the Arab World. It will analyse in detail the concept, definitions, background, and types of MOOCs (xMOOCs and cMOOCs), as well as the main MOOCs platform in the Western and Arab worlds, and a timeline of the development of MOOCs. It will then observe the status of MOOCs in the developed world, opportunities in the Middle East, and the influence of Western MOOCs on the Arab world, from many perspectives, e.g. educational, religious, cultural and social.

RedGloo: Experiences of developing and using an emerging technology in higher education

The article considers RedGloo, an online social network created for students of the School of Systems Engineering at the University of Reading in England in 2006. The creation of RedGloo and its use by students from 2006 both in formal and informal education are discussed. The use of other social media by students with access to RedGloo is discussed. Criticisms and praise of RedGloo by college graduates who used the network during its existence from 2006-2011 are examined. It is concluded that the growth of other social media effectively replaced the need for RedGloo as a means of communication in learning.

Evolving Complete L-Systems: Using Genetic Algorithms for the Generation of Realistic Plants

This paper introduces the idea of producing a platform, from which to set into motion the evolution of a virtual plant. The plants are represented and generated using the mathematical formalism of Lindenmayer Systems, with the genome being embodied by the production rules and variables of the L-System, for both the plant and its roots. Evolution is then simulated using Genetic Algorithms, which are driven by a user defined fitness function, in the form of an equation. This is all packaged in a Graphical User Interface (GUI), allowing the user control over the different genetic operators of the genetic algorithm.

Development of a universal design for Learning-Based Teaching Collaborative System (UDL-BTCS) to support accessible learning

Educational environments should flexibly be designed to serve all learners irrespective of their individual differences, needs, and abilities. However, preparation of qualified instructors is a mainstay for developing inclusive learning. Academic staffs, more specifically, in developing countries need special training programs and efficient interaction environments to improve their teaching abilities. This research aims to develop a Universal Design for Learning-Based Teaching Collaborative System (UDL-BTCS) to support accessible learning. The proposed application represents a network between academic staff and educational institutions allowing them to embrace UDL principles in post k-12. A similar disciplinary approach will be adopted to recommend the best peers in a particular subject. The distributed pre-survey to 156 academic staff in Iraq indicates the need for such a collaborative system. It will assist addressing learner differences and responding to their individual needs. The core contribution of the proposed framework is delivering accessible teacher training courses to develop their individual skills and this, in turn, can promote the educational system in developing countries. A case study is chosen from Iraq because this country has experienced a series of conflicts that duplicated the number of people with special learning needs.

Using Social Networking Tools for Teaching and Learning: A Perspective of University Lecturers and Students

The use of online social networking tools (SNTs) has become commonplace within higher education. In this paper a definition and a typology of educational affordance of social networking service (SNS) are presented. The paper also explores the educational affordances whilst examining how university lecturers and students use SNTs to support their educational activities. The data presented here were obtained through a survey in which 38 participants from three universities took part; two universities in Uganda and one in the United Kingdom. The results show that Facebook is the most popular tool with 75 % of participants having profiles. Whilst most participants perceived the educational significance of these tools, social affordances remain more pronounced compared to pedagogical and technological affordances. The limitations of this study have also been discussed.

Students’ Perception of Privacy Risks in Using Social Networking Sites for Learning: A Study of Uganda Christian University

Although social networking sites (SNSs) present a great deal of opportunities to support learning, the privacy risk is perceived by learners as a friction point that affects their full use for learning. Privacy risks in SNSs can be divided into risks that are posed by the SNS provider itself and risks that result from user’s social interactions. Using an online survey questionnaire, this study explored the students’ perception of the benefits in using social networking sites for learning purposes and their perceived privacy risks. A sample of 214 students from Uganda Christian University in Africa was studied. The results show that although 88 % of participants indicated the usefulness of SNSs for learning, they are also aware of the risks associated with these sites. Most of the participants are concerned with privacy risks such as identity theft, cyber bullying, and impersonation that might influence their online learning participation in SNSs.