Analysis of users' searches of CD-ROM databases in the national and university library in Zagreb

This study investigates the behavior of two groups with different degree of independence in the search of CD-ROM databases (PsyLit and BIOSIS, SPIRS software). In the group A were users who needed only some technical assistance in communication with a computer/database, while the members of the group B searched CD-ROM databases completely independently. Data were collected by means of questionnaires and transaction logs of search strategies. Statistical data support the hypothesis that the two groups differ both in their experience and frequency in using computer. However, by the analysis of variables used in search strategies/tactics i.e. a) variables relating to the knowledge of search systems and syntax, b) variables defining the search strategies (number of words, concepts, steps, and cycles), c) variables regarding the qualitative indicators (clarity, specificity and complexity of determined strategies in relation to search topic title, and errors) and search results variables (number of retrieved references, number of relevant references, search precision, and results with zero hits) we did not obtain statistically significant difference in the user behavior. Both groups used facilities for a more comprehensive and successful search they were offered onscreen to a low degree. Results obtained by this research show that end-user education is necessary for CD-ROM database searching, although CD-ROM is primarily designed for end-users.     

Comparison of the citation distribution and h-index between groups of different sizes

Evaluating the performance of institutions with different resources is not easy, any citation distribution comparisons are strongly affected by the differences in the number of articles published. The paper introduces a method for comparing citation distributions of research groups that differ in size. The citation distribution of a larger group is reduced by a certain factor and compared with the original distribution of a smaller group. Expected values and tolerance intervals of the reduced set of citations are calculated. A comparison of both distributions can be conveniently viewed in a graph. The size-independent reduced Hirsch index – a function of reducing factor that allows the comparison of groups within a scientific field – is calculated in the same way. The method can be used for comparing groups or units differing in full-time equivalent, funding or the number of researchers, for comparing countries by population, gross domestic product, etc. It is shown that for the calculation of the reduced Hirsch index, the upper part of the original citation distribution is sufficient. The method is illustrated through several case comparisons.     

Soil Erosion Study through Simulation: An Educational Tool

Abstract

The need for education and understanding about the continuing soil erosion problem is acute. Most segments of the population have little knowledge of the critical impacts erosion can have on the environment. The use of the Soil Conservation Service model for erosion determination, the Universal Soil Loss Equation (USLE), is a good perceptual tool to show the impacts of human and natural action on the land. Micro-DYNAMO, a special-purpose computer simulation language, was programmed to simulate the USLE under several different environmental and farming practice scenarios. This type of simulation will never duplicate nature but will allow natural processes to be evaluated and this information to be used for rational decision making and understanding.     

mLearning in a Europe‐wide network of schools

This paper presents a European Community supported project which investigated whether the use of electronic and mobile technologies in the hands of young learners might engage them in learning activities and start to change their attitudes towards learning. The mLearning system was implemented in a Europe‐wide network of 14 schools with over 500 students and 46 teachers participating in the implementation. In the paper special focus is given to three different mLearning contexts/scenarios implemented within the setting of one of the Europe‐wide network of schools.

mLearning in einem Europaweiten Netz von Schulen

Dieses Papier präsentiert ein von der Europäische Gemeinschaft unterstütztes Projekt, das erforschen sollte, ob der Gebrauch von elektronischen und mobilen Technologien in den Händen von jungen Anfängern diese im Lernen von Aktivitäten anregen und dazu führen könnte, ihre Einstellungen zum Lernen zu ändern. Das mLearning System wurde in einem Europaweiten Netz von 14 Schulen mit mehr als 500 Schülern und 46 Lehrern durchgeführt. In diesem Papier wurde der besondere Schwerpunkt auf drei unterschiedliche mLearning Zusammenhänge/Drehbücher gelegt, die innerhalb eines der europaweiten Netze von Schulen angelegt sind.

Le mLearning dans un réseau d’écoles à l’échelle européenne

Cet article présente un projet soutenu par la Communauté Européenne qui a examiné si l’usage des technologies électroniques mobiles mises entre les mains de jeunes apprenants pourrait les amener à se lancer dans des activités d’apprentissage et commencer à changer leur attitude vis‐à‐vis de l’apprentissage. Ce système de m(obile)‐learning a été mis en place dans un réseau trans‐européen de 14 écoles avec une participation active de la part de plus de 500 élèves et de 46 professeurs. Dans l’article on met un accent particulier sur trois contextes/scénarios de m‐learning mis en route au sein d’un réseau transeuropéen d’écoles.

El mLearning dentro de una red paneuropea de escuelas

Este artículo presenta un proyecto apoyado por la Comunidad Europea en el cual se investigó si el uso de tecnologías electrónicas y móviles por parte de jóvenes alumnos pudiera conducirles a lanzarse a actividades de aprendizaje y empezar a cambiar su actitud con respecto al aprendizaje. Este sistema de m‐learning fue aplicado dentro de una red transeuropea que incluye 14 escuelas con más de de 500 alumnos y 46 profesores participando en la aplicación. El artículo hace hincapie en tres diferentes contextos/guiones de mLearning aplicados dentro de una de las redes transeuropeas de escuelas.     

'Average Stray Aliens': An Average Australian Conversation on Eurocentrism

Prompted by a recent error in an Australian newspaper, by which voice-recognition technology inadvertently transformed ‘average Australians’ into ‘average stray aliens’, this paper appears as a conversation about Eurocentrism between five participants, all of whom work in European studies as teachers and researchers in Australia, the place of ‘stray aliens’. Our dialogue proceeded cumulatively in August 2001, with e-mail responses circulating between contributors. Our aim was to dislocate the debate about ‘Europe’ and ‘Eurocentrism’ away from the Eurocentre to one of Europe's blind spots, Australia. Emerging in the debate is a strong sense of the ways in which power and privilege inevitably accrue centrifugally: Eurocentrism affects and re-writes itself on us in ways perhaps unimagined in the Eurocentre. As a bid toward resistant practice against the centre, we have refrained self-consciously from explaining every local reference in our self-reflective, dialogic, and open-ended discussion about the ways ‘Europe’ and ‘Eurocentrism’ touch us as teachers, researchers and ‘average stray aliens’.     

Data-driven approaches to education governance and their implications

Educational Assessment, Evaluation and Accountability -