The Experts below are selected from a list of 227889 Experts worldwide ranked by ideXlab platform
Andreas Ahrens - One of the best experts on this subject based on the ideXlab platform.
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Social Dimension of WEB 2.0 in Teacher Education: Focus on Peer-Learning.
2010Co-Authors: Jelena Zascerinska, Andreas AhrensAbstract:The research deals with the analysis of efficiency of teaching techniques with the use of the Social Dimension of Web 2.0 within the English for Specific Purposes course in preschool and primary teacher education that would help students to become more cognizant and more responsive to the emerging needs of the market for educational services and to promote use of the Social Dimension of Web 2.0 by pre-school and primary student teachers. The paper introduces the study conducted in Latvia in 2008-2009. The conducted explorative research comprises four stages. The sample involved 47 pre-school and primary student teachers and revealed that teaching techniques with the use of the Social Dimension of Web 2.0 are efficient if peerlearning is emphasized to provide student’s personal experience in use of the Social Dimension of Web 2.0 as a condition for creation of new knowledge.
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Social Dimension of Web 2.0 in Teacher Education: Pedagogical Guidelines
2010Co-Authors: Andreas Ahrens, Jelena ZascerinskaAbstract:The research deals with the analysis of efficiency of the process of teaching and learning with use of the Social Dimension of Web 2.0 within the English for Specific Purposes course in pre-school and primary teacher education that would help students to become more cognizant and more responsive to the emerging needs of the market for educational services and to promote their use of the Social Dimension of Web 2.0. The analysis involves a process of analyzing the meaning of the key concepts “Social Dimension of Web 2.0”, “teaching and learning” and “peer-learning”. Moreover, the study demonstrates how the key concepts are related to the idea of “efficiency”. The paper introduces the study conducted in Latvia in 2008-2009. The conducted explorative research has been used. The sample involved 47 pre-school and primary student teachers. Descriptive statistics was implemented for primary data analysis. The findings of the research allow drawing conclusions on efficiency of the process of teaching and learning with use of the Social Dimension of Web 2.0. Directions of further research on the development of student’s personal experience in use of the Social Dimension of Web 2.0 as a condition for creation of new knowledge are elaborated.
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Social Dimension of Web 2.0 in Engineering Education: Students' View
2010Co-Authors: Jelena Zascerinska, Olaf Bassus, Andreas AhrensAbstract:Contemporary engineers need to become more cognizant and more responsive to the emerging needs of the market for engineering and technology services. The Social Dimension of Web 2.0, which penetrates our society more thoroughly with the availability of broadband services, has the potential to contribute decisively to the sustainable development of engineering education. However, the success of the Social Dimension of Web 2.0 in engineering education requires student engineers’ views on needs in the Social Dimension of Web 2.0 to be considered. Analysis of the needs of engineering students in the Social Dimension of Web 2.0 was undertaken alongside the efficient incorporation of the Social Dimension of Web 2.0 in the curriculum of engineering science. The study was conducted in the frame of the Fifth Baltic Summer School Technical Informatics and Information Technology at the Institute of Computer Science of the Tartu University, August 7222, 2009, Tartu, Estonia. The results of the empirical study reveal that the student engineers’ views on their needs in the Social Dimension of Web 2.0 have changed after the efficient incorporation of the Social Dimension of Web 2.0 in the curriculum of engineering science. The conclusions suggest the following hypothesis for further studies: in order to develop the use of the Social Dimension of Web 2.0 by student engineers it is necessary to promote student engineers’ use of the Social Dimension of Web 2.0 for organizational and professional purposes, as well as to create a favourable learning environment which supports learners’ needs in a multicultural environment.
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Collaboration within Social Dimension of Computing: Theoretical Background, Empirical Findings and Practical Development
Handbook of Research on Mobility and Computing, 1Co-Authors: Andreas Ahrens, Jelena Zascerinska, Olaf BassusAbstract:A proper development of computing which penetrate our society more thoroughly with the availability of broadband services is provided by varied cooperative networks. However, the success of Social Dimension of computing requires collaboration within a multicultural environment to be considered. Aim of the following chapter is to analyze collaboration within the Social Dimension of computing on the pedagogical discourse. The meaning of the key concepts of Social Dimension of computing, collaboration and its factors is studied within the search for the success of Social Dimension. The manuscript introduces the study conducted within the Baltic Summer School Technical Informatics and Information Technology in 2009. The conducted explorative research comprises four stages: exploration of the contexts of collaboration, analysis of the students’ needs (content analysis), data processing, analysis and data interpretation, and analysis of the results and elaboration of conclusions and hypothesis for further studies.
Eric J. Miller - One of the best experts on this subject based on the ideXlab platform.
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the Social Dimension in action a multilevel personal networks model of Social activity frequency between individuals
Transportation Research Part A-policy and Practice, 2009Co-Authors: Juan A. Carrasco, Eric J. MillerAbstract:This paper presents a Social activity-travel generation model, which explicitly incorporates the individual’s Social Dimension through the concept of personal networks, modeling the multilevel structure of Social relations defined by these networks. The objective of the analysis is to study the relevance of the Social Dimension as a source of explanation of Social activity-travel generation behavior between an individual and each relevant person of their Social life. The paper uses a disaggregated perspective of personal networks, explicitly incorporating the characteristics of each network member as well as the characteristics of the overall Social structure. Using an ordinal multilevel specification that accounts for the Social network in which individuals are embedded, four Dimensions are studied: personal characteristics, “with whom” activities are performed, Social network composition and structure, and ICT (information and communication technology) interaction. The results show that a proper and complete understanding of Social activity generation requires going beyond the individualistic paradigm, explicitly incorporating the role of the Social Dimension in the study of this decision-making process.
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The Social Dimension in Action: A Multilevel, Personal Network Model of Social Activity Frequency
2007Co-Authors: Juan A. Carrasco, Eric J. MillerAbstract:This paper presents a Social activity-travel generation model, which explicitly incorporates the individual’s Social Dimension through the concept of personal networks, modeling the multilevel structure of Social relations defined by these networks. The objective of the analysis is to study the relevance of the Social Dimension as a source of explanation of Social activity-travel generation behavior. The paper uses a disaggregated perspective of personal networks, explicitly incorporating the characteristics of each network member as well as the characteristics of the overall Social structure. Using an ordinal multilevel specification that explicitly accounts for the Social network in which individuals are embedded, four Dimensions are studied: personal characteristics, “with whom” activities are performed, Social network composition and structure, and ICT interaction. The results show that a proper and complete understanding of Social activity generation requires going beyond the individualistic paradigm, explicitly incorporating the role of the Social Dimension in the study of this decision making process.
Jelena Zascerinska - One of the best experts on this subject based on the ideXlab platform.
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Social Dimension of WEB 2.0 in Teacher Education: Focus on Peer-Learning.
2010Co-Authors: Jelena Zascerinska, Andreas AhrensAbstract:The research deals with the analysis of efficiency of teaching techniques with the use of the Social Dimension of Web 2.0 within the English for Specific Purposes course in preschool and primary teacher education that would help students to become more cognizant and more responsive to the emerging needs of the market for educational services and to promote use of the Social Dimension of Web 2.0 by pre-school and primary student teachers. The paper introduces the study conducted in Latvia in 2008-2009. The conducted explorative research comprises four stages. The sample involved 47 pre-school and primary student teachers and revealed that teaching techniques with the use of the Social Dimension of Web 2.0 are efficient if peerlearning is emphasized to provide student’s personal experience in use of the Social Dimension of Web 2.0 as a condition for creation of new knowledge.
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Social Dimension of Web 2.0 in Teacher Education: Pedagogical Guidelines
2010Co-Authors: Andreas Ahrens, Jelena ZascerinskaAbstract:The research deals with the analysis of efficiency of the process of teaching and learning with use of the Social Dimension of Web 2.0 within the English for Specific Purposes course in pre-school and primary teacher education that would help students to become more cognizant and more responsive to the emerging needs of the market for educational services and to promote their use of the Social Dimension of Web 2.0. The analysis involves a process of analyzing the meaning of the key concepts “Social Dimension of Web 2.0”, “teaching and learning” and “peer-learning”. Moreover, the study demonstrates how the key concepts are related to the idea of “efficiency”. The paper introduces the study conducted in Latvia in 2008-2009. The conducted explorative research has been used. The sample involved 47 pre-school and primary student teachers. Descriptive statistics was implemented for primary data analysis. The findings of the research allow drawing conclusions on efficiency of the process of teaching and learning with use of the Social Dimension of Web 2.0. Directions of further research on the development of student’s personal experience in use of the Social Dimension of Web 2.0 as a condition for creation of new knowledge are elaborated.
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Social Dimension of Web 2.0 in Engineering Education: Students' View
2010Co-Authors: Jelena Zascerinska, Olaf Bassus, Andreas AhrensAbstract:Contemporary engineers need to become more cognizant and more responsive to the emerging needs of the market for engineering and technology services. The Social Dimension of Web 2.0, which penetrates our society more thoroughly with the availability of broadband services, has the potential to contribute decisively to the sustainable development of engineering education. However, the success of the Social Dimension of Web 2.0 in engineering education requires student engineers’ views on needs in the Social Dimension of Web 2.0 to be considered. Analysis of the needs of engineering students in the Social Dimension of Web 2.0 was undertaken alongside the efficient incorporation of the Social Dimension of Web 2.0 in the curriculum of engineering science. The study was conducted in the frame of the Fifth Baltic Summer School Technical Informatics and Information Technology at the Institute of Computer Science of the Tartu University, August 7222, 2009, Tartu, Estonia. The results of the empirical study reveal that the student engineers’ views on their needs in the Social Dimension of Web 2.0 have changed after the efficient incorporation of the Social Dimension of Web 2.0 in the curriculum of engineering science. The conclusions suggest the following hypothesis for further studies: in order to develop the use of the Social Dimension of Web 2.0 by student engineers it is necessary to promote student engineers’ use of the Social Dimension of Web 2.0 for organizational and professional purposes, as well as to create a favourable learning environment which supports learners’ needs in a multicultural environment.
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Collaboration within Social Dimension of Computing: Theoretical Background, Empirical Findings and Practical Development
Handbook of Research on Mobility and Computing, 1Co-Authors: Andreas Ahrens, Jelena Zascerinska, Olaf BassusAbstract:A proper development of computing which penetrate our society more thoroughly with the availability of broadband services is provided by varied cooperative networks. However, the success of Social Dimension of computing requires collaboration within a multicultural environment to be considered. Aim of the following chapter is to analyze collaboration within the Social Dimension of computing on the pedagogical discourse. The meaning of the key concepts of Social Dimension of computing, collaboration and its factors is studied within the search for the success of Social Dimension. The manuscript introduces the study conducted within the Baltic Summer School Technical Informatics and Information Technology in 2009. The conducted explorative research comprises four stages: exploration of the contexts of collaboration, analysis of the students’ needs (content analysis), data processing, analysis and data interpretation, and analysis of the results and elaboration of conclusions and hypothesis for further studies.
Juan A. Carrasco - One of the best experts on this subject based on the ideXlab platform.
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the Social Dimension in action a multilevel personal networks model of Social activity frequency between individuals
Transportation Research Part A-policy and Practice, 2009Co-Authors: Juan A. Carrasco, Eric J. MillerAbstract:This paper presents a Social activity-travel generation model, which explicitly incorporates the individual’s Social Dimension through the concept of personal networks, modeling the multilevel structure of Social relations defined by these networks. The objective of the analysis is to study the relevance of the Social Dimension as a source of explanation of Social activity-travel generation behavior between an individual and each relevant person of their Social life. The paper uses a disaggregated perspective of personal networks, explicitly incorporating the characteristics of each network member as well as the characteristics of the overall Social structure. Using an ordinal multilevel specification that accounts for the Social network in which individuals are embedded, four Dimensions are studied: personal characteristics, “with whom” activities are performed, Social network composition and structure, and ICT (information and communication technology) interaction. The results show that a proper and complete understanding of Social activity generation requires going beyond the individualistic paradigm, explicitly incorporating the role of the Social Dimension in the study of this decision-making process.
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The Social Dimension in Action: A Multilevel, Personal Network Model of Social Activity Frequency
2007Co-Authors: Juan A. Carrasco, Eric J. MillerAbstract:This paper presents a Social activity-travel generation model, which explicitly incorporates the individual’s Social Dimension through the concept of personal networks, modeling the multilevel structure of Social relations defined by these networks. The objective of the analysis is to study the relevance of the Social Dimension as a source of explanation of Social activity-travel generation behavior. The paper uses a disaggregated perspective of personal networks, explicitly incorporating the characteristics of each network member as well as the characteristics of the overall Social structure. Using an ordinal multilevel specification that explicitly accounts for the Social network in which individuals are embedded, four Dimensions are studied: personal characteristics, “with whom” activities are performed, Social network composition and structure, and ICT interaction. The results show that a proper and complete understanding of Social activity generation requires going beyond the individualistic paradigm, explicitly incorporating the role of the Social Dimension in the study of this decision making process.
Maria Grazia Lerardi - One of the best experts on this subject based on the ideXlab platform.
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Endowing LOs with a Social Dimension
Lecture Notes in Computer Science, 2006Co-Authors: Giuliana Dettori, Paola Forcheri, Maria Grazia LerardiAbstract:Repositories of learning objects have the potential to support teachers' work and diffuse innovation in the school, nevertheless they did not arouse much interest from the teachers so far. We argue that this problem could be overcome by adding to repositories possibilities of focused interaction and collaboration among teachers, so as to foster reflection and value teachers' experience. To this end, we modelled the re-use process as a constructive activity. We implemented this view by means of a collaborative environment explicitly oriented to work with learning objects. In this paper, we describe our pedagogical view of re-use and the environment we realized, highlighting the interplay between individual reflection and Social Dimension. We also summarise the outcomes of the first use of the environment in a teacher training course.
