ICT in Higher Education

This study is the first draft in the research of creating a framework for the skills involved in online teaching in Mexico. It presents a construction of the online educator’s profile from the perspective of
the five roles that Berge and Paulsen propose that an online teacher must fulfill, redefining each of these roles with a focus on skills.
A first result of the research process is the definition of each of the general competencies: pedagogical, social, organizational or administrative, technological and evaluative. The construction of
these general competencies for online instruction is the basis for further investigation on the skills that the online facilitator evidence in their regular practice. Although international data are available on the competencies that teachers must have for online facilitation, there are actually few studies that focus on this knowledge in the context of online education in Mexico. The definition of these skills will help us to know the profile of online teachers in Mexico and the possible ways to improve their training.

This study is focused on investigating into the causes of low level of ICT application in university education in Nigeria. One research question and one null hypothesis were formulated to direct the study. The target population for this study was 2,231 respondents comprising 2,021 university lecturers and 210 final year students. A total of 221 lecturers and 21 students were selected using simple random sampling technique. Low Level ICT Application Causes (LLIC) questionnaire was structured instruments used to elicit the needed information from the respondents. The data collected were analyzed using mean and standard deviation statistics to answer the research question and independent t-test statistical tool to test the null hypothesis at 0.05 level of significance and 240 degree of freedom. From the analyses, it was found out that factors such as poor information infrastructure, inadequate ICT facilities, frequent electricity interruption, poor ICT policy and project implementation strategy, inadequate ICT manpower in university education, high cost of ICT facilities, insufficient budget allocation for ICT facilities, lack of ICT skills among lecturers, poor perception of ICTs among lecturers and school administrators, inadequate educational software, lack of maintenance culture, lack of students’ interest in ICT application and use, among others are responsible for low level of ICT application among Nigerian universities. Based on the findings, it was recommended that government should adequately provide technical, human and physical infrastructures as well as ensure ICT policy statements of her university education are translated into reality, and all universities should be made beneficiaries of ICT projects.

Key Words: Potential causes; low level of ICT application; Nigerian university education

— Information Technology (IT) funding impacts the opportunities of the group as well as the opportunities of the entire organization. IT funding is among the top-ten IT issues in higher education institutions nowadays. The paper measured empirically the level of prioritization and degree of implementation of IT funding in higher education institutions (HEIs) in the Philippines. A total of 95 HEIs in the Philippines were evaluated. The respondents are all heads in the Management Information Technology units. A survey questionnaire was used that was based on the critical questions from EDUCAUSE. The study reveals that the level of prioritization of IT funding in the Philippine HEIs is high but the degree of implementation is moderate. The study shows that there is a significant positive relationship between degree of implementation of IT funding and level of technical skills possessed by the respondents. There is no significant positive relationship between degree of implementation of IT funding and the respondent's gender, educational attainment, teaching status, human skill level, conceptual skill level, working status, extent of decision-making, and HEI's internet bandwidth. It is concluded that there is a remarkable gap between the level of prioritization and degree of implementation of IT funding in these institutions.

Формулювання проблеми. Випускники технічних закладів вищої освіти ІТ-напрямів підготовки, зокрема майбутні бакалаври
комп’ютерних наук, сьогодні вкрай затребувані на вітчизняному ІТ-ринку праці. Тільки за останні два роки, кількість
спеціалістів в IТ-галузі зросла більше ніж на третину. Але не дивлячись на таке стрімке зростання кількості ІТ-
спеціалістів, в цілому по Україні, на вітчизняному ринку праці відкритих вакансій на IT-фахівців набагато більше, ніж,
власне, фахівців. Іншими словами, заклади вищої освіти готують достатню кількість бакалаврів ІТ-спеціальностей, з
яких лише 25% випускників можуть працевлаштуватись в ІТ-компанію. Інші випускники - не відповідають тим
вимогам, які висувають роботодавці при прийомі на роботу. Тому, важливим залишається питання підвищення
якості професійної підготовки майбутніх бакалаврів комп'ютерних наук, рівня їх професійної, зокрема ІК-
компетентності, яка б відповідала сучасним потребам ІТ-ринку, світовим вимогам і вимогам роботодавців.
Матеріали і методи. У процесі дослідження використовувались наступні методи: теоретичні – вивчення й аналіз педагогічної,
методичної та наукової літератури; аналіз результатів досліджень сучасних науковців для з’ясування стану
проблеми; обсерваційні – спостереження за освітньо-навчальним процесом; праксиметричні – вивчення та аналізу
навчальних планів, навчальної документації, програм і результатів діяльності студентів.
Результати. Проаналізовано професійну компетентність, що містить інтегральну, загальну та фахову компетентності
освітнього стандарту вищої освіти України першого рівня ступеня «бакалавр» за галуззю знань 12 «Інформаційні
технології» спеціальністю 122 «Комп’ютерні науки», узагальнено та уточнено їх зміст. Розглянуто інформаційно-
комунікаційну та ключову компетентності. Доведено, що для формування та підвищення рівня компетентностей
випускників необхідно: освітні стандарти бакалаврів комп’ютерних наук зробити гнучкими, для швидкого реагування
на зміни, що відбуваються в ІТ-галузі та на ринку праці; забезпечити якісний викладацький склад кафедр
університету; оновити матеріально-технічне забезпечення, методи та засоби навчання студентів-програмістів.
Висновки. Для формування та підвищення рівня професійної компетентності бакалаврів комп’ютерних наук необхідно:
гармонізувати освітні та професійні стандарти, які повинні затверджуватись представниками ІТ-компаній, а не
Міністерством освіти; запропонувати в освітній стандарт додати розділ «Потреби сучасного ІТ-ринку» для
врахування вимог роботодавців; зробити освітні стандарти та програми гнучкими, для швидкого реагування на
зміни, що відбуваються в ІТ-галузі; забезпечити якісний викладацький склад факультетів та кафедр університету;
застосовувати новітні форми, такі як змішане та дистанційне навчання, віртуальний клас, Web-орієнтовані засоби
навчання; систематично оновлювати матеріально-технічне забезпечення навчального процесу, форми, методи та
засоби навчання студентів програмістів.

The School of Chemistry at the University of New South Wales, Australia, is trialing an electronic laboratory notebook (ELN) to determine its suitability as a means to capture the research conducted by PhD students. ELN implementation required a partnership to be established between the Library (server space and digital curation), ICT services (technical expertise and IT management), researchers in School of Chemistry (end-users) and the creators of the ELN at Southampton University in the UK. Students who opted to participate in the trial were in the first year of their three-year PhD program, with students in later stages of their PhD (year two and onwards) seeing little value in investing in learning a new work process. The students participating in the trial use an average of five different types of instruments when conducting their experiments and this represents more than five different types of file format. We are now 6 months into the trial and can report that all student participants have found this particular ELN sufficiently flexible to accommodate their experimental work. We are yet to realise the capacity of the ELN as a means to publish data directly from the kinds of instruments used in chemistry research (e.g. mass spectrometers, nuclear magnetic resonance). However, once this has been achieved, we expect to introduce the ELN into undergraduate chemistry curricula.he School of Chemistry at the University of New South Wales, Australia, is trialing an electronic laboratory notebook (ELN) to determine its suitability as a means to capture the research conducted by PhD students. ELN implementation required a partnership to be established between the Library (server space and digital curation), ICT services (technical expertise and IT management), researchers in School of Chemistry (end-users) and the creators of the ELN at Southampton University in the UK. Students who opted to participate in the trial were in the first year of their three-year PhD program, with students in later stages of their PhD (year two and onwards) seeing little value in investing in learning a new work process. The students participating in the trial use an average of five different types of instruments when conducting their experiments and this represents more than five different types of file format. We are now 6 months into the trial and can report that all student participants have found this particular ELN sufficiently flexible to accommodate their experimental work. We are yet to realise the capacity of the ELN as a means to publish data directly from the kinds of instruments used in chemistry research (e.g. mass spectrometers, nuclear magnetic resonance). However, once this has been achieved, we expect to introduce the ELN into undergraduate chemistry curricula.

Ekspanzija digitalnih tehnologija koja je sveprisutna u savremenom obrazovnom
kontekstu ukazuje na neophodnost analize različitih pojmova koji su usko pove-
zani s njihovom implementacijom u visoko školstvo, kao i na problematizaciju njihove upo-
trebe iz polazišta različitih pedagoških koncepcija. Jedan od najraspostranjenijih vido-
va upotrebe digitalnih tehnologija predstavlja e-učenje koje sve više nalazi svoje mesto u
visokoškolskom obrazovanju. Imajući u vidu činjenicu da se pojmovi e-učenja i učenja na daljinu
veoma često koriste kao sinonimi, u ovom radu se pre svega vrši njihovo razgraničenje. Sta-
vljanjem fokusa na e-učenje, analizira se njegova rasprostranjenost i upotreba u savremenom
visokoškolskom obrazovanju, dva osnovna modela e-učenja (sinhroni i asinhroni), kao i Mudl
(Moodle) i Blekbord (Blackboard), najrasprostranjenije platforme za e-učenje koje se koriste u
visokoškolskoj nastavi. Pored prikaza nekih osnovnih elemenata e-učenja neophodnih za nje-
govo razumevanje, fokus je stavljen i na analizu e-učenja u kontekstu karakterističnih ele-
menata kritičke pedagogije Paula Freirea dva koncepta obrazovanja, političnost i dijalog.

Smart Ecosystems for Learning and Inclusion (SELI), traducido al español como Sistemas Inteligentes para el Aprendizaje y la Inclusión, es un proyecto de 24 meses, que apunta a promover la cooperación internacional en ciencia, tecnología e innovación. Sus objetivos son desarrollar un conjunto de herramientas y entornos digitales, promover la digitalización del ecosistema de aprendizaje y mejorar la inclusión y la accesibilidad en la educación. El proyecto fue presentado a la convocatoria ERANet-LAC 3rd Multi-Thematic Joint Call 2017/2018

In developing countries information and communication technology has played very important role in the development of education development. ICT is widely perceived that conventional education is now not meeting the emerging needs of higher education development. The paper discusses the significance of Information and Communication Technologies in the Educational sector. With the emergence of ICT's, there has been a rapid change in the way information is exchanged and how people communicate. There has been lot of innovative tools and ways of gathering and sharing information that would have been seem impossible few years back. Digital literacy has become a key in 21st century skill. What country should do is to prepare the students of this generation to cope up with the demands of the new digital age where there is a growing dependency on digital content instead of paper-based content through providing facilities in terms of infrastructure and opportunities to learn through ICT. The paper throws light on changing perspectives of education, quality of higher education, quality of life, demand for public and private education, distance education system, the use of ICTs for on and off campus education and learning and the challenges in effective use of ICT by students in India.

Ponencia presentada en el II Congreso Internacional de Educación a Distancia, realizado en la ciudad de Tunja en el mes de mayo de 2015.
La ponencia presenta los resultados finales de un estudio comparativo de plataformas LMS a partir de tres dimensiones de evaluación.

Market demand for computer sciences experts and software developers is increasing day by day in Ukraine. Therefore, the requirements to the professional competence of technical universities graduates are increasing, which in its turn needs improvement of training forms and teaching methods aimed at creating a coherent system of education. Success in the training of information technology specialists depends on many factors, one of which is self-studying. Independent work skills and self-studying abilities make the most important point in continuous education. This strongly applies to programming students who have to see it as a basis for their education. This article features basic points of independent work organization of future bachelors of computer science taking into account current condition of Ukraini-an universities development level. Increasing importance of independent work of future bachelors of computer science in technical universities requires improvement in organization of educational process, modernization of teaching and methodological documentation aimed at both effective independent work of programming students, and implementing new forms and methods of control and self-control. Types of independent studying as well as conditions for effective implementation of informational support of students' educational process for self-studies are determined. Emphasis is placed on students' motivation for independent studying activities and organization of development of a positive attitude towards non-auditing work, especially for first year students Keywords: independent work, the role of self-studying, independence, independent studying management

In the article possibilities of using the Twitter and Vkontakte in the educational process of higher school is examined. The factors of positive and negative effects of social networks on studying the students of higher educational institutions. As the negative impacts of social networks on their users called distraction from real cases, the ability to stress and weariness, superficial perception of information, the risk of addiction and attention deficit disorder. To the positive impacts attributed the possibility of quick consultation, impulse for self-development, promotion of self-fulfillment, improvement of skills of clearly and laconically express the idea, forming of individual identity. The effectiveness of social networks usage in education is achieved through the engaging to the work in group on educational project, providing the individual and group consultations, informal communication of students with teachers, professional discussion of controversial issues, pedagogical support of students research activities.

"Con la perspectiva que proporciona la docencia desde 1998 de asignaturas metodológicas de Licenciatura y de Máster en una Facultad de Filología (Universidad de Barcelona), esta comunicación se centrará en ver cómo han ido evolucionando las
necesidades de los investigadores noveles en lo referente al uso de tecnologías para la investigación lingüística. Para ello se centrará la
atención en los recursos que a lo largo de estos quince años se han presentado en las clases, cuáles se han ido descartando y por qué, y cuáles se han incorporado recientemente. En esta revisión se mencionarán desde herramientas de búsqueda avanzada hasta gestores de documentación académica, pasando por redes sociales y foros, sin olvidar los recursos específicamente lingüísticos, como son las interfaces de consulta lexicográfica y los corpus en línea.

A partir de los testimonios de los estudiantes y de la propia experiencia docente, se mostrará que, a diferencia de lo que oc
urría a finales del siglo XX, cuando las tecnologías eran poco comunes en los estudios de “Letras” y los alumnos estaban
ansiosos por descubrirlas, en la actualidad la situación es absolutamente diferente: hoy la red es un recurso omnipresente en la investigación, y lo que piden los jóvenes investigadores son recursos que les ayuden a localizar, valorar, compartir y manejar grandes volúmenes de información académica digital sin caer en la
infoxicación. Y es que la investigación –como la docencia– evoluciona con la sociedad.
"

eBot is an initiative of the University of Sydney Faculty of Science, School of Biological Sciences and the University of Sydney Library. eBot supports the use of images for research, teaching and learning in the plant sciences, with a specific focus on the Australian context. To date, images have been submitted by members of the university community. All content is freely available to the wider community as web-ready or powerpoint-ready objects. Images are metatagged according to botanical conventions with plant ‘family’ as a mandatory field for plant images. The collection is presented, indexed and navigated using the eXtensible Text Framework (XTF). XTF can be adapted to suit diverse metadata, and this flexibility offers a way of accommodating future phylogenetic changes. We believe that this way of organising and tagging biological images could serve as a model for sister repositories in the sciences.

T anulmányunkban arra keressük a választ, hogy milyen tényezők befolyásolják a megkérdezett magyarországi, erdélyi-partiumi és kárpátaljai egyetemeken ta-nuló hallgatókat abban, hogy alkalmazni tudják digitális kompetenciájukat az egyetemi életben. Továbbá, hogy a hallgatók melyik tanulási módot tartják a leghatéko-nyabbnak az egyetemi tanulmányaik során. Kíváncsiak vagyunk, hogy a hallgatók mi-lyen gyakran, milyen képzésben végzik inkább interneten a különböző egyetemmel kap-csolatos teendőiket. Azt is megnézzük, hogy milyen társadalmi háttérváltozóktól függ a hallgatók IKT-eszközök használata iránti érdeklődése, valamint, hogy létre tudunk-e hozni hallgatókra vonatkozóan egyetemi vagy egyéb internetes tevékenységek kapcsán jellemző faktorokat. Elemzésünk alapjául az IESA-TESSCEE II. 2014. adatbázis adatai szolgálnak. Az IESA-TESSCEE II. 2014 felmérésben magyarországi, romániai, ukraj-nai, szerbiai felsőoktatási intézmények hallgatói vettek részt. Az IESA-TESSCEE II. 2014 kutatás során 1792 hallgató válaszolt kérdőívünkre 2014 őszén a SZAKTÁRNET projekt keretén belül. 1 Elemzésünkben azt feltételezzük, hogy a hallgatók neme, az apa és az anya iskolai végzettsége, az objektív anyagi helyzet, az intézmények országai, az okta-tás fi nanszírozása és a kari jellemzők fényében a hallgatók IKT-eszközök iránti attitűdje között szignifi káns különbség tapintható majd ki. Eredmények Elsőként azt vizsgáltuk, hogy milyen összefüggés van a karok és intézmények fontos weboldalainak hallgatók általi látogatásának gyakorisága és ezen intézmények regionális elhelyezkedése között (1. ábra).

In the context of global changes the role of higher education is becoming increasingly important. Higher education is more and more reliant on information and communication technology and information systems (ICT& IS). In this sense, the purpose of this paper is to set up a multi-dimensional model for measuring the quality of ICT& IS use in the context of higher education in the tourism and hospitality industry. Also the paper will present the model of measurement and presentation of results in a multidimensional space. The introduction will present the specifics of the educational process in higher education. Challenges and specific issues of measurement the quality of ICT use & IS in the context of higher education will be explained. Furthermore, with the purpose of setting up of an analytical model the segmentation of specific points and aspects of the use of ICT and parts of IS will be performed. After that, the modules of multidimensional model for measuring the quality of IS & ICT use in higher education will be elaborated. Based on the defined modules a multi-dimensional analytical model will be presented. Based on the proposed model the process of making an application interface for multidimensional measurement of quality IS & ICT use in higher education will be described. Originality of this research and this paper reflects in the part of which a model for a multidimensional measurement of the quality and presentation of the results (the planes and directions of multidimensional space) using ICT & IS in the context of higher education will be presented. Also, the application interface for entering data for multidimensional analysis will be suggested and described. In this way, the measurement and raising the quality of IS & ICT use in higher education will increase the contribution in both the scientific and practical level.
Keywords: Higher Education, ICT, information systems, multidimensional analysis, quality

Quinnell R, Hibbert DB, Frey JG, Duffy N, Mocerino M, Todd M, Niamsup P, Plummer A, Milsted A. 2010. Extending the science curriculum: teaching instrumental science at a distance in a global laboratory using a collaborative Electronic Laboratory Notebook. Learning Technology Research Fest. Centre for Research on Computer Supported Learning and Cognition. The University of Sydney, 4th November, 2010. http://www.academia.edu/1152964/Extending_the_science_curriculum_teaching_instrumental_science_at_a_distance_in_a_global_laboratory_using_a_collaborative_Electronic_Laboratory_Notebook 
In the higher education sector there is a strong push to improve the synergy between re- search and teaching. There is a need, therefore, to introduce into the undergraduate curriculum new and emerging technologies that support our current research practices and processes in science. There is no doubt that future scientific practice will increasingly involve collaborations that exploit new technologies with data and information being shared via the web. This project will extend the science curriculum by demonstrating how instrumental science can be taught at a distance using a collaborative electronic laboratory notebook: http://altc.ourexperiment.org/.

It is through being able to 1) identify vegetative and reproductive structures and 2) identify shared characteristics that students of botany learn how to discriminate between taxa, particularly at the level of family (Quinnell et al., 2008). Table 1 shows the alignment of eBot content to ...

The foreign experts' research about the ITC implementation issue in the educational process had been analyzed. The possibilities of application experience in the national educational system, specifically domestic high school setting, had been considered by Joanna Dunlap, Diana Laurillard,
Patrick Lowenthal. The attention is concentrated to the didactic potential of social networks: the rapid exchange of information, improving of expressing opinions, experience from discussion participation,
developing individual identity.