Specifying Hotel Guestroom Reservation ystem Using Z Notation

The use of formal specification in software development is becoming increasingly prevalent. The Z nota-tion is a formal method, a language, and a style for expressing formal specification of software systems. This paperpresents a part of the specification work on a hotel guestroom reservation system.     

A Bayesian performance prediction model for mathematics education: A prototypical approach for effective group composition

This research work presents a Bayesian Performance Prediction Model that was created in order to determine the strength of personality traits in predicting the level of mathematics performance of high school students in Addis Ababa. It is an automated tool that can be used to collect information from students for the purpose of effective group composition. During the study, attributes that affect performance in mathematics were identified and the sources of the data were analysed. Based on collected data, a predictive tool was developed and a 70.9% prediction accuracy was achieved vis‐à‐vis actual exam results. Further work and modification of the prediction model increased the level of prediction accuracy to 78.4%. The findings of this research provide an insight into the possible applications of uncertainty management techniques, particularly to address some of the conflicting results relating to the significance of factors affecting student performance of the mathematics subject. This has implications regarding methods of grouping learners for optimum performance. Future research may include a deeper exploration of factors related to performance and more specifically how the Bayesian predictive model can be incorporated for effective group formation. Furthermore, researchers might be able to extend the application of similar performance prediction models for other academic subjects.     

Specifying hotel guestroom reservation system using Z notation

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Learner and instructor identified success factors in distance education

To better understand their perceptions of optimal tools and strategies for success, this research analyzed the experiences of learners and instructors in an online distance education environment. A qualitative constant comparative analysis methodology supported by an appropriate conceptual framework guided the study. Data were collected over multiple years and from multiple stakeholders. The study identified the following significant conclusions: the availability of multiple tools added flexibility to the learning environment; technology tools should appeal to multiple learning styles; collaboration, reflection, and building a learning community were important strategies supported by multiple tools; and participant satisfaction, appropriate prerequisite skills, and faculty and administrative involvement ensured programmatic success. According to this study, optimal distance education environments should address factors identified in the conceptual framework.     

Farmers’ Attitude towards a Participatory Research Method Used to Evaluate Weed Management Strategies in Bananas

Abstract

In this study, farmers were engaged in a participatory research project and their attitudes evaluated. The purpose was to identify the characteristics of farmers who are favourably predisposed towards meaningful participation in the process. Several cover crops were tested for possible use in the management of watergrass (Commelina diffusa), a noxious weed in banana cultivation. Small, limited-resource farmers were exposed to the essentials of systematic research through a process of experiential learning using participatory techniques. Thirty-six farmers evaluated three cover crops against the current weed control practice of farmers, which served as the control. Farmers and researchers collaborated on the experimental design, treatment allocation, data to be collected and the form of the analysis. Summary data were subjected by the farmers to the Overlap Test to evaluate differences among the treatments. Results indicated that one cover crop, Desmodium heterocarpon, was better than the others in controlling watergrass. These results were confirmed by ANOVA.

A Likert-type scale, used to assess farmers’ attitude, showed that overall, farmers were generally favourable towards the process. Differences in responses to attitudinal statements were based mainly on farmers’ differing education levels. Some level of attrition was experienced in this process, mainly by the older and more experienced farmers. The younger, less experienced farmers completed the trials to a large extent. The results provide useful information for the selection of farmers to be involved in future participatory technology development initiatives.     

Pulling and Pushing Forces for ICT Use in Initial Teacher Preparation for Secondary Schools

The transformative use of ICT （information and communication technology） in the educational setting is demanding continually assessing bottlenecks and conducive conditions with the aim of consolidating the pre-conditions and to dry the drawbacks from their root. As a result, this qualitative research approach employed to explore enablers and barriers of using ICT in initial teacher preparation in the context of JU （Jimma University）, Ethiopia. The study employed in-depth interviews with student teachers and teacher educators. Participants＇ perception of ICT as a vehicle for quality learning and multiple access to ICT use pointed as supportive conditions. Whereas, mismatch of methodologies being used in teacher education and schools, resource constraints, marginalizing teacher education program, unsuccessful experience of learning via ICT, and lack of clear directive and expertise on the use of ICT were some of the major issues forwarded by the participants. Redesigning of the teacher education program in the way of using ICT is clearly indicated, the system that forces and reinforces the use of ICT in place is among the recommendations forwarded.     

一个职员雇用系统的Z规格说明

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African philosophy for successful integration of technology in higher education

Due partly to the multimodal and multiscalar nature of technology applications, there lacks theories to explain successful technology integration in teaching and learning in higher education. Such multidisciplinary theories developed primarily within Western contexts as behaviourism, cognitivism, constructivism, connectivism, collaborationism, TPACK framework and authentic learning theory have been used to underpin technology-enhanced teaching and learning globally. However, their primary focus on basic education and their sensitivity to contextual reality seem to restrict their salience and fecundity to successfully explain technology integration in higher education in the Global South, including Africa. For more contextual relevance and significance, the embodiment in curricula and pedagogy of African knowledge systems and emerging societal needs and challenges is thus critical. Drawing on Asabiyya and Ubuntu humanistic philosophies respectively from Northern and Southern Africa and Yoruba empiricist and Zara Yacob rationalist epistemologies from Western and Eastern Africa, this study proposes African philosophical perspectives to underpin technology integration in higher education. The epistemologies define the nature of student and faculty engagements and strategies, whereas the humanistic philosophies offer values that could guide ethical technology use and engagement. Technologies are conceived alternatively as knowledge banks, communication media and cognitive tools to think through and with. Implications for further research and practice are identified.

Practitioner notes

What is already known about this topic

• Multidisciplinary theories developed primarily within Western contexts are used to underpin technology-enhanced teaching and learning globally.
• Their primary focus on basic education and their sensitivity to socio-cultural and economic contextual reality restrict their salience and fecundity to successfully explain technology integration in teaching and learning in higher education in the Global South, including Africa.
• African philosophical, theoretical, conceptual and methodological thinking is critical for successful technology integration.

What this paper adds

• This study interrogated how African philosophies of humanity and knowledge could support successful technology integration in teaching and learning in Africa.
• Drawing on Asabiyya and Ubuntu philosophies, respectively, from Northern and Southern Africa, the study proposes strategies for making the oppressive faculty–student relationships rampant in African campuses more humane and emancipatory.
• Drawing on Yoruba empiricist and Zara Yacob rationalist epistemological orientations from Western and Eastern Africa, this study proposes strategies for supporting truly engaging and empowering pedagogies within technology-enhanced spaces.

Implications for practice and/or policy

• The purpose of education in successful technology-enhanced spaces needs to aim at improving student capacities and skills for further learning and to ensure full participation in practice communities within and outside higher education.
• The content of education or curriculum needs to primarily embody African/local philosophical, theoretical, conceptual and methodological thinking, as well as emerging community needs and challenges.
• The method of education and student assessment need to support and promote the cultivation of student skills and capabilities as well as values and ethics highly needed in their communities and beyond.