An adaptive educational system for higher education

The main objective of an Adaptive System is to adequate its relation with the user (content presentation, navigation, interface, etc.) according to a predefined but updatable model of the user that reflects his objectives, preferences, knowledge and competences [Brusilovsky, 2001], [De Bra, 2004]. For Educational Adaptive Systems, the emphasis is placed on the student knowledge in the domain application and learning style, to allow him to reach the learning objectives proposed for his training [Chepegin, 2004]. In Educational AHS, the User Model (UM), or Student Model, has increased relevance: when the student reaches the objectives of the course, the system must be able to readapt, for example, to his knowledge [Brusilovsky, 2001]. Learning Styles are understood as something that intent to define models of how given person learns. Generally it is understood that each person has a Learning Style different and preferred with the objective of achieving better results. Some case studies have proposed that teachers should assess the learning styles of their students and adapt their classroom and methods to best fit each student's learning style [Kolb, 2005], [Martins, 2008]. The learning process must take into consideration the individual cognitive and emotional parts of the student. In summary each Student is unique so the Student personal progress must be monitored and teaching shoul not be not generalized and repetitive [Jonassen, 1991], [Martins, 2008]. The aim of this paper is to present an Educational Adaptive Hypermedia Tool based on Progressive Assessment.

Bullying in hazing pratices : a study on higher education

7 th International Conference of Education, Research and Innovation (ICERI2014 Proceedings), Seville, Spain, 17-19 November 2014.

Hazing practices in higher education : a study with portuguese students

Hazing practices in higher education institutions are perceived controversially. This study looked at the perception towards hazing practices of students from the University of the Azores in first cycle (n=247). It analyses if their perception was positive, emphasizing the integrative aspects of hazing practices, or if it was negative, inclining to define those practises like being violent and humiliating. The applied questionnaire measures 3 factors to define individual’s perception with hazing practices (positive relation with hazing practices, negative relation and the social dimension of the practices). This study used descriptive analyses to observe the level of agreement with hazing practices and non-parametrical statistical test to analyse the relationship between their levels of agreement with hazing practices and socio-demographic variables. Results emphasised balanced proportion of students perceiving positively and negatively those practices and incline to define hazing practices with the same components in both perceptions. It didnot highlight a strong mandatory integrative component in students’ perception. Also, results stressed a large part of students disinterested in hazing practices. Additionally factors of hazing practices’ perception showed significant relationships with respondent’s sex, age and academic degree. Hazing practices in this study did not seem to meet their main objectives of welcoming and integrating freshmen in higher education institutions.

About hazing In higher education

Not a year goes by that we don't hear of another hazing scandal in a higher education institution. Many researchers took interest in this issue in order to understand its causes and consequences. They provided definitions and lead to prevent it. We found hazing in many social groups around the world, with different names, and under specific forms. This paper aims to better understand hazing and its actors, with a specific focus on hazing in higher education. We presented three definitions to offer several perspectives on hazing, and facilitate its apprehension. Our method was to analyze the relevant scientific literature with the intention of reflecting on its roots and representation among individuals. Results are an exposition of motivations from hazing's actors, recommendations about how to define it and how to prevent derivations. Our main conclusions assume hazing is usually depicted as a deviant behavior, but it would appear to be a norm. Also, its core purpose would be the progression from newcomer to a group member. A lack of structure or meaning could lead to its misuse and facilitate outrageous events. In higher education, hazing seems to be used as a tool to integrate freshmen in their new institutional world. Scandals including violence, sexual and alcohol abuse could be a symptom of something deeper from hazing's environment.

Entrepreneurship Education : The role of the Higher Education Institutions in the Entrepreneurial Attitudes of the Students

8th International Conference of Education, Research and Innovation. 18-20 November, 2015, Seville, Spain.

Learning management systems in higher education

The use of Laptops and the Internet has produced the technological conditions for instructors and students can take advantage from the diversity of online information, communication, collaboration and sharing with others. The integration of Internet services in the teaching practices can be responsible for thematic, social and digital improvement for the agents involved. There are many benefits when we use a Learning Management Systems (LMS) such as Moodle, to support the lectures in higher education. We also will consider its implications for student support and online interaction, leading educational agents to a collaborating of different learning environments, where they can combine face-to-face instruction with computer-mediated instruction, blended-learning, and increases the possibilities for better quality and quantity of human communication in a learning background. In general components of learning management systems contain synchronous and asynchronous communication tools, management features, and assessment utilities. These assessment utilities allow lecturers to systematize basic assessment tasks. Assessments can be straightaway delivered to the student, and upon conclusion, immediately returned with grades and detailed feedback. Therefore learning management systems can also be used for assessment purposes in Higher Education.

The potential benefits of using videos in higher education

The developments of digital technology have opened new outlooks for online education which offer students the flexibility to learn at any time and any place. With all this instructional changes instructors, in all levels of the educational chain have been compelled to adapt quickly to this reality. They have a wide diversity of tools available to grab student’s attention and motivate them to embrace the knowledge in their own learning process. One of these resources is the use of videos. Through them lecturers can deliver complex information and contents to students and, if used creatively, videos can become a powerful technological tool in education. In this article we will explore some of the potential benefits and challenges associated with the use of videos in the teaching and learning process at higher education levels. We will also discuss some thoughts and examples for the use of teaching materials to enhance student’s learning and try to change ideas about the potentialities and future of video’s annotation new software resources, as incoming open tools for group work involvement.

The potential benefits of using videos in higher education

The developments of digital technology have opened new outlooks for online education which offer students the flexibility to learn at any time and any place. With all this instructional changes teachers, in all levels of the educational chain have been compelled to adapt quickly to this reality. They have a wide diversity of tools available to grab student’s attention and to motivate them to embrace the knowledge in their own learning process. One of these resources is the use of videos. Through them teachers can deliver complex information and contents to students and, if used creatively, videos can become a powerful technological tool in education. In this article we will explore some of the potential benefits and challenges associated with the use of videos in the teaching and learning process at higher education levels. We will also discuss some thoughts and examples for the use of teaching materials to enhance student’s learning and try to share ideas about the potentialities and future of video’s annotation new software resources, as incoming open tools for group work involvement.

Learning in higher education: strategies to overcome challenges faced by adult students – lessons drawn from two case studies in Portugal

This paper appears in International Journal of Information and Communication Technology Education edited by Lawrence A. Tomei (Ed.) Copyright 2007, IGI Global, www.igi-global.com. Posted by permission of the publisher. URL:http://www.idea-group.com/journals/details.asp?id=4287.

Digital storytelling: emotions in higher education

The results presented in the article are part of a wider PhD project developed under the Doctoral program in Multimedia in Education from the University of Aveiro. The project, which sought to understand student ID in Higher education through the use of Digital Storytelling, was made possible through the Doctoral Grant awarded by Fundação para a Ciência e Tecnologia (FCT).

Knowledge management in higher education institutions: a framework to improve collaboration

The purpose of this paper is to present a framework that increases knowledge sharing and collaboration in Higher Education Institutions. The paper discusses the concept of knowledge management in higher education institutions, presenting a systematization of knowledge practices and tools to linking people (students, teachers, researchers, secretariat staff, external entities)and promoting the knowledge sharing across several key processes and services in a higher education institution, such as: the research processes, learning processes, student and alumni services, administrative services and processes, and strategic planning and management. The framework purposed in this paper aims to improve knowledge practices and processes which facilitate an environment and a culture of knowledge collaboration,sharing and discovery that should characterize an institution of higher education.

The impact of an online mathematics education project (MATACTIVA) on higher education students

The Online Mathematics Education Project (MatActiva) is an exciting new initiative which aims to support and enhance mathematics education. The project is led by the Institute of Accounting and Administration of Porto (ISCAP), part of the Polytechnic Institute of Porto (IPP). It provides innovative resources and carefully constructed materials around themes such as Elementary Mathematics, Calculus, Algebra, Statistics and Financial Mathematics to help support and inspire students and teachers of mathematics. The goal is to increase mathematical understanding, confidence and enjoyment, enrich the mathematical experience of each person, and promote creative and imaginative approaches to mathematics. Furthermore the project can be used to deliver engaging and effective mathematics instruction through the flipped classroom model. This paper also presents the findings of a large survey, whose propose was to study the student’s reaction to the project.

Digital storytelling: student ID in higher education

Identity achievement is related to personality, as well as cognitive and interpersonal development. In tandem with the deep structural changes that have taken place in society, education must also shift towards a teaching approach focused on learning and the overall development of the student. The integration of technology may be the drive to foster the needed changes. We draw on the literature of multiple subject areas as basis for our work, namely: identity construction and self-representation, within a psychological and social standpoint; Higher Education (HE) in Portugal after Bologna, college student development and other intrinsic relationships, namely the role of emotions and interpersonal relationships in the learning process; the technological evolution of storytelling towards Digital Storytelling (DS) – the Californian model – and its connections to identity and education. Ultimately we propose DS as the aggregator capable of humanizing HE while developing essential skills and competences. Grounded on an interpretative/constructivist paradigm, we implemented a qualitative case study to explore DS in HE. In three attempts to collect student data, we gathered detailed observation notes from two Story Circles; twelve student written reflections; fourteen Digital Stories and detailed observation notes from one Story Show. We carried out three focus groups with teachers where we discussed their perceptions of each student prior to and after watching the Digital Stories, in addition to their opinion on DS in HE as a teaching and learning method and its influence on interpersonal relationships. We sought understandings of the integration of DS to analyze student selfperception and self-representation in HE contexts and intersected our findings with teachers’ perceptions of their students. We compared teachers’ and students’ perspectives, through the analysis of data collected throughout the DS process – Story Circle, Story Creation and Story Show – and triangulated that information with the students’ personal reflections and teacher perceptions. Finally we questioned if and how DS may influence teachers’ perceptions of students. We found participants to be the ultimate gatekeepers in our study. Very few students and teachers voluntarily came forth to take part in the study, confirming the challenge remains in getting participants to see the value and understand the academic rigor of DS. Despite this reluctance, DS proved to be an asset for teachers and students directly and indirectly involved in the study. DS challenges HE contexts, namely teacher established perception of students; student’s own expectations regarding learning in HE; the emotional realm, the private vs. public dichotomy and the shift in educational roles.

Gender differences in internet usage habits: a case study in higher education

The usage of information and communication technologies has been growing among students and teachers. In order to improve the use of the Internet as a tool to support teaching and learning it is necessary to understand the Internet usage habits of students. Thus, a study was conducted with 1397 students from five schools of the Polytechnic of Porto. The data was collected through an online questionnaire abd was analized by age range, gender and scientific field. In this paper,gender differences are analyzed and presented in 3 dimensions: type of Internet usage, communication tools and the role of the Internet tools in education.

HRM higher education in Europe

Higher education has earned in the recent years an increasing attention in Europe. European Higher Education Area (EHEA) is being developed, a three-cycle qualifications structure is formally in place, the principles of quality assurance are agreed, and a range of mobility instruments is being created. A European Qualifications Framework (EQF) is established (2008), and national qualifications frameworks in Europe should be all be published this year. In the HRM field, higher education is remaining largely unexamined. It is undertheorised and with lack of empirical research, especially if we consider the European reality. With the exception of Brewster et al. (2000) and Boxall et al. (2007), all the research published on the specific HRM higher education field seems to be American (Barber, 1999; Chadwick, 2005; Hayton et al.,2005; Kaufman, 1996, 1999; Langbert, 2005, 2000; Sincoff & Owen, 2004; Van Eyden et al., 1997; Wimbush 2008). This study analyses HRM higher education in Europe with the aim to identify the current trends of European HRM academic qualifications system. In order to provide strategic indicators on the subject, research was carried out in 14 European countries. The sample was constituted by the three cycles defined in Bergen (bachelor, master and PhD) and the primary information source was the Portal on Learning Opportunities throughout the European Space promoted by the European Commission (PLOTEUS). Within a qualitative methodology, qualifications’ structures, approaches, and competencies are explored as main analytical categories.