Learning to succeed in a flat world: information and communication technologies for a new generation of business students

This article investigates the relationship of learning and its infrastructure using Web 2.0 technologies to facilitate the acquisition of skills needed to succeed in a global economy. We explore the learning phenomenon as a way to bring forward a process of continuous improvement supported by social software. We use a commonly accepted definition of learning to evaluate different learning theories, since it seems that the definition of learning itself is not a major source of difference between learning theories. Their differences are over issues of interpretation, not over definition. The theories reviewed are used in the design of a framework to assess the infrastructure against expectations of skill proficiency using Web 2.0 tools, i.e., wikis, blogs, social bookmarking, tagging, etc. which must emerge as a result of registering in an introduction to business information and communication technologies (ICT) course in a Canadian university. In this course, we use Friedman’s (The world is flat: a brief history of the twenty-first century release 3.0, Picador, New York, 2007) thesis that the “world is flat” to discuss issues of globalization and the role of ICT. Students registered in the course are usually familiar with some of the tools we introduce and use in the course. The students are members of Facebook or MySpace, regularly check YouTube, and use Wikipedia in their studies. These tools are the tools to socialize. In our course, we broaden the students’ horizons and explore the potential business benefits of such tools and empower the students to use Web 2.0 technologies within a business context.     

Efficiency of neutron tomography in visualizing the internal structure of metal artefacts from Mapungubwe museum collection with the aim of conservation

AimEstimating physical stability as well as revealing signs of fabrication in metal artefacts via two complementary nondestructive methods, neutron- and X-ray tomography were the main goals of this study.AbstractTo aid conservation management of metal artefacts improved knowledge of the internal structure and degree of corrosion therein is highly desired. In this study, neutron- and X-ray tomography were chosen as two complementary noninvasive visualization techniques to study internal structure and corrosion of five representative examples of archaeological metal artefacts from the Mapungubwe museum collection. Tomography was performed at the Neutron Radiography (SANRAD) facility of the South African Nuclear Energy Corporation where thermal neutrons as well as complementary X-rays are conveniently available under one roof. Comparative studies revealed neutron tomography to be generally superior to X-ray tomography due to the enhanced penetration properties of neutrons through the metal objects. In this paper the rich capability of neutron tomography as a nondestructive visualization aid for scientific conservation purposes is introduced and supported by results achieved for the five selected real artefacts.     

Structure vs. content in hierarchical corpora

We propose and describe Parameterized filesystem HITS (PFH), a lightweight rearrangement algorithm that performs a re-ranking of existing content-only search results in tree-like hierarchical corpora, such as a filesystem. PFH does this by combining the content analysis of the results with structural analysis of how they are organized. An α parameter is used to vary the structure-content bias, allowing us to observe changes in performance when we place more emphasis on structure or on content. Using real and simulated data, experiments are provided to show that α = 0.8 (i.e, 20% structure and 80% content) can substantially boost Mean Reciprocal Rank while keeping other IR metrics steady. Such an algorithm may be useful for building retrieval systems over hierarchical content such as Desktop Search, technical documents and books.     

Improving Mathematics Instruction and Learning in the Junior High School: An Israeli Example

Abstract

A 4‐year project is described which was designed to improve mathematics instruction and achievements in two Israeli junior high schools. Project activities focused on the individual teachers, the mathematics staff, and the organization of instruction at the school level, under the assumption that more efficient teaching would lead to greater pupil learning.

Evaluation data gathered from classroom observation, questionnaires and tests indicated a general positive impact: many teachers improved their teaching strategies, more curricular material was being covered in class, a school‐wide program for mathematics instruction was established, teamwork among teachers was formalized, and pupil achievements improved.     

A computer-based vocabulary program for three categories of student

Two experiments were designed to test the effectiveness of a computer-based vocabulary program. In Experiment One, high school students classified as learning disabled and remedial were given a 60-item pre-test made up of terms normally taught by their teacher. After selecting the 35 most difficult terms, 28 of them were assigned to a computer program involving a pre-test, practice, post-test sequence, and using cumulative review, mouse-controlled responding, and configuring responses to focus student attention. Seven terms were designated as control items by placing them in post-tests but not in the computer program. Students were given three computer sessions on consecutive school days, with a written multiple-choice post-test following each session. Results indicated a significant gain on computer items after the second computer session for the youngsters with learning disabilities, and after the first session for remedial pupils. Performance on control items did not improve across measures for either group.
In Experiment Two, a pre-test/post-test control group design was arranged to investigate the effects of the same computer program used to teach health terms to general education high school students. The results were similar to those of the first experiment.