A Blockchain-Based Quality Control Model for Online Collaboration Systems

The objective of the present study was to investigate the usage of audio-tactile maps in an educational context with visually impaired users, to pinpoint problem areas and to enhance or re-design a suitable system correspondingly. The gained insights led to the design of a modular e-learning tool, based on playful exploration, expression and participation. This is accomplished by harnessing recent advancements in collaborative content generation and geo-localized data available online.

This paper reports on a project undertaken to trial social networking with Telecommunications students and staff from Swinburne University of Technology. Web 2:0 technologies including social networking sites can encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving students access to a wide range of ideas. A Ning was used with the intention of engaging students and staff in informal discussions relating to the Telecommunications industry in general, rather than course material directly. Although staff contributed enthusiastically and a large number of students enrolled, student participation was low. Follow-up surveys and informal discussions revealed reasons for the low student participation included the risk of appearing foolish in front of peers and teachers, and an intention to use the Ning in a passive manner by seeing what others are doing without necessarily contributing themselves. We conclude that social media in education may be useful but needs some incentive for it to be adopted by students.

Following the increased interest in students becoming partners in teaching and learning in higher education settings, this study explores students’ perceptions on a collaborative content generation activity, in which students assume also the role of peer-tutors. Students in an Information Systems course collaborated on domain topics, assigned to them by the teacher, and created learning material for their fellow students. In the peer-tutoring session following the creation of the learning material, students presented the topic in class and discussed it with their peers. Each peer tutoring session was assessed by the students as audience (students attending the student-tutoring sessions). The aim of the study is to explore students’ perspectives on the collaborative content generation assignment. Our focus primarily is to examine how students’ experiences regarding the collaboration were affected by learning strategies in self-regulation, peer learning, and help seeking. Results showed that students were more engaged in the course after participating in the co-creating learning material activity and also, four distinct patterns of collaboration were revealed by analyzing student activity. Even though students were in general satisfied with their collaboration, as they could suit the activity to their needs, those students who relied more on their group for help proved to be less satisfied by the communication among group members. In addition, the teacher and the audience evaluated positively the students’ performance as peer-tutors. This paper is an extended version of [1], presented at the 9th International Conference on Computer Supported Education.

<blockquote><p>Research findings in recent years provide compelling evidence of the importance of encouraging student control over the learning process as a whole. The socially based tools and technologies of the Web 2.0 movement are capable of supporting informal conversation, reflexive dialogue and collaborative content generation, enabling access to a wide raft of ideas and representations. Used appropriately, these tools can shift control to the learner, through promoting learner agency, autonomy and engagement in social networks that straddle multiple real and virtual learning spaces independent of physical, geographic, institutional and organisational boundaries. As argued in this article, however, in order for self-regulated learning to come to fruition, students need not only to be able to choose and personalise what tools and content are available, but also to have access to the necessary scaffolding to support their learning. Emerging practices with social computing technologies, a number of examples of which are showcased in this article, signal the need for pedagogies that are more personal, social and participatory. The authors conclude with a discussion of some of the key implications for practice, including an outline of the current challenges faced by tertiary educators.</p></blockquote><p> </p>

This study looked at the types of interactions in social networks (Face book – Twitter) this socially based tools and technologies of the Web 2.0 movement are capable of supporting informal conversation, reflexive dialogue and collaborative content generation, enabling access to a wide raft of ideas and representations. In this study was used (Face book – Twitter) as part of E-Learning platform in a course of E-learning skills. The course is offered to education technology postgraduate student's faculty of education Fayoum University.

SCiMet: Stable, sCalable and reliable Metric-based framework for quality assessment in collaborative content generation systems

Peer Effects in Collaborative Content Generation: The Evidence from German Wikipedia

Recent educational research attests to an increasing awareness of the need to encourage learner control over the entire learning process. Web 2.0 and social software tools are capable of supporting informal conversation, dialogue and collaborative content generation, enabling access to a wide raft of ideas and representations. Used appropriately, they can shift control to the learner by promoting agency, autonomy and engagement in social networks that straddle multiple real and virtual learning spaces independent of physical, geographic, institutional and organisational boundaries. However, in order for self- regulated learning to come to fruition, students need not only to be able to choose and personalise what tools and content are available, but also to have access to appropriate scaffolding to support their learning. Emerging practices with social software, examples of which are showcased in this paper, signal the need for pedagogies that are more social, personal and participatory. The paper concludes with a discussion of the implications for practice, including current challenges faced by tertiary educators.

Contemporary Multi-User Virtual Environments (MUVEs) allow health educators, researchers, and practitioners (ERPs) to engage students, participants, and patients through innovative and uniquely rewarding methods. The technology’s value lies in its access to non-traditional participant pools, novel forms of social interaction, and cost-effective improvements to existing methods. These benefits are built on key Web 2.0 principles, namely social networking, community synthesis, and collaborative content generation. In light of ongoing dynamic development of virtual platforms, advancements in networking and immersion technology, and sustained consumer interest, the appeal of these environments will likely increase. Linden Lab’s Second Life (SL), a widely recognized and heavily populated MUVE, illustrates the technology’s broad spectrum of possibilities through the documented efforts of early adopters involved in health promotion, research, and therapy. However, ERPs must be mindful of the medium’s complexities, technological and social parameters, and weaknesses before considering development within virtual worlds (in-world). As these environments operate independently of the real world in some aspects, knowledge of gathering and creating relevant in-world and real-world resources, attracting and retaining project interest, and addressing common obstacles is essential. Through an analysis of the Texas Obesity Research Center at the University of Houston’s International Health Challenge in SL and the documented findings of past and existing health-related programs in SL, the authors seek to provide best practices to overcome these challenges and establish realistic parameters for program design and implementation.

The increasing adoption of smartphones by the society has created a new research area in mobile collaboration. This new domain offers an interesting set of possibilities due to the introduction of augmented reality techniques, which provide an enhanced collaboration experience. As this area is relatively immature, there is a lack of conceptualization, and for this reason, this chapter proposes a new taxonomy called Collaborative Content Generation Pyramid that classifies the current and future mobile collaborative AR applications in three different levels: Isolated, Social and Live. This classification is based on the architectures related to each level, ­taking into account the way the AR content is generated and how the collaboration is carried out. Therefore, the principal objective of this definition is to clarify terminology issues and to provide a framework for classifying new researches across this environment.

Collaborative content generation on social media platforms: Social capital, team dynamics, and viewer engagement

A new regularized Poisson regression estimator for effectively modelling multicollinear count data

Measuring the expressivity of graph kernels through Statistical Learning Theory

Economic space of the Russian Federation is undergoing certain significant changes. Firstly, due to appearance of the system theory of economic development, the subjects of the economic environment were divided within socio-economic systems. Secondly, the key directions of the post-industrial paradigm of development became obsolete due to appearance of new factors and conditions of interaction between economic relations at the national and global levels. These preconditions influence the regional socio-economic systems that occupy a rather important position in the development of the national economy of the Russian Federation. According to this, we study the factors and conditions of functioning and development of regional socio-economic systems. The purpose of the article is to consider the conditions and factors of development of regional socio-economic systems through modeling these processes within the current and required state of functioning. It is necessary to solve the following tasks for implementation of the set goal: consider the theoretical and methodological aspects of study of the regional socio-economic systems; determine the key approaches to wide study of factors and conditions within socio-economic systems; offer the models of regional socio-economic systems, formed on the basis of current factors of functioning and required conditions of development. The methodology of the research includes the methods of modeling, theoretical comparison, analysis, synthesis, and comparative evaluation. Within this research, the key moment is creating the model of development of regional socio-economic systems. This study poses substantial interest from the position of determining the theoretical regularities of the categorical machine and modeling of the current situation for comparison with the required conditions of development of regional socio-economic systems.

As agent technology is expected to become a possible base platform for an electronic services framework, especially in the area of Electronic Commerce, reliable security protection is a crucial aspect, since some transactions in this area might involve confidential information, such as credit card number, bank account information or some form of digital cash, that has value and might therefore be attacked. In addition, without proper and reliable security protection, the wide spread use of agent technology in real world applications could be impeded. In this paper, evaluation of the Recorded State Mechanism (RSM) previously proposed by the authors is presented. The evaluation examines the RSM security protection and implementation overhead, in order to analyse the RSM security strength and implementation feasibility in real world application.