Bristol City midfielder George Earthy called up to the England Under-21 squad for the first time after a series of withdrawals due to either injury or transitions into the senior squad.

Quick drawing about today's Stonehenge action by Just Stop Oil

The post Stonehenge appeared first on Dave Walker.

Alpine have officially announced they will use Mercedes power units when Formula 1 introduces its new engine regulations in 2026.

Entrada que trata la temática de las lenguas extintas o en peligro de extinción. ¿Por qué desaparecen los idiomas? ¿Existe alguna solución?

La entrada LENGUAS EXTINTAS O EN PELIGRO DE EXTINCIÓN se publicó primero en Nartran Translations.

La revista policial estadounidense PoliceMag contiene en su web un pequeño apartado llamado Cop-Slang para familiarizarse con el lenguaje policial. Las entradas son creadas por los propios usuarios y lectores por lo que se debe de tener la debida precaución a la hora de fiarse de las entradas y de si un término se usa […]

This post looks at how to translate the names of the two* main types of public-form Spanish notarial acts, escrituras públicas and actas notariales. It also identifies handy language to use in translations of them. Escritura pública An escritura pública records an act executed before a notary. How you translate the name of an escritura […]

How should you translate into English the terms de una parte and de otra parte that you find at the start of Spanish contracts?   What’s the job of de una parte and de otra parte in a Spanish contract? If you’ve read a couple of Spanish contracts, this seems obvious. But there is a […]

Translating the legislation or regulations of a country, company or university into English requires certain skills and know-how. This post lists five things your translator should know when translating legislation into English. 1. How to apply English drafting conventions Conventions on headings, numbering, referencing and capitalisation differ from one legal language to another. For instance, […]

This research explores vehicular ad hoc networks (VANETs) and their extensive applications, such as enhancing traffic efficiency, infotainment, and passenger safety. Despite significant study, widespread deployment of VANETs has been hindered by security and privacy concerns. Challenges in implementation, including scalability, flexibility, poor connection, and insufficient intelligence, have further complicated VANETs. This study proposes leveraging cloud computing to address these challenges, marking a paradigm shift. Cloud computing, recognised for its cost-efficiency and virtualisation, is integrated with VANETs. The paper details the nomenclature, architecture, models, services, applications, and challenges of VANET-based cloud computing. Three architectures for VANET clouds - vehicular clouds (VCs), vehicles utilising clouds (VuCs), and hybrid vehicular clouds (HVCs) - are discussed in detail. The research provides an overview, delves into related work, and explores VANET cloud computing's architectural frameworks, models, and cloud services. It concludes with insights into future work and a comprehensive conclusion.

1. British writer Samantha Harvey wins Booker Prize for space novel Orbital  Al Jazeera English
2. Samantha Harvey’s ‘beautiful and ambitious’ Orbital wins Booker prize  The Guardian
3. Samantha Harvey wins the Booker prize for “Orbital”  The Economist
4. British writer Samantha Harvey’s space-station novel ‘Orbital’ wins 2024 Booker Prize  CNN
5. Booker Prize Is Awarded to Samantha Harvey’s ‘Orbital’  The New York Times

1. Why is Trump’s election as US president prompting a Bitcoin surge?  Al Jazeera English
2. Why crypto mania is reaching new heights  The Economist
3. Cryptocurrency traders: share what got you into crypto, and how you feel about recent developments  The Guardian
4. Bitcoin Continues Its Ascent To $100,000 Amid Ethereum, Solana, Dogecoin, Shiba Inu, BNB, XRP, Avalanche Rebound  Forbes
5. What to know about bitcoin’s post-election rally  BNN Bloomberg

1. B.C. ports lockout update: Union says it will challenge Ottawa’s intervention in work stoppages  Vancouver Sun
2. Union says it will challenge Ottawa's intervention in B.C. port work stoppages  CTV News
3. Labour minister forcing end of negotiations at Quebec ports marks 'dark day for workers' rights,' union says  CBC.ca
4. Canada orders ports to restart as labour disputes choke trade  Financial Post
5. Opinion: Stuck in the middle, and risking union support  The Globe and Mail

1. Justin Welby resigns as archbishop of Canterbury over abuse scandal  Al Jazeera English
2. Church of England head resigns over handling of sex abuse scandal  CTV News
3. The four bishops at risk from child abuse cover-up report  The Telegraph
4. The archbishop and the abuser  The Economist
5. Archbishop of Canterbury Justin Welby resigns in abuse fallout: All to know  Al Jazeera English

C'est malin. A peine nommￜ ministre de la Santￜ, Franￜois Braun croyait avoir trouvￜ une astuce pour dￜsengorger les services d'urgences des hￜpitaux : demander aux patients d'appeler le 15,...

The prevalence of social media transforms e-business into social commerce and facilitates consumers' engagement in cross-cultural social commerce. However, social commerce operations encounter unpredictable challenges in cross-cultural business environment. It is vital to further investigate how contextual elements affect consumers' trust and their engagement when they are exposed to the complexity of cross-cultural business environment. The stimuli-organism-response paradigm is employed to examine how the two dimensions of social media usage influence consumers' engagement in cross-cultural social commerce. The current study surveyed 2,058 samples from 135 countries, and the regression analysis results illustrate the mechanism whereby informational and socialising usage of social media positively influences consumers' engagement in social commerce through consumers' trust toward social commerce websites. Additionally, the associations between two aspects of social media usage and consumers' trust towards social commerce are negatively moderated by cultural distance. Both theoretical and practical implications are also discussed.

The study investigated the influence of ebullient supervision on employee commitment in a Ghanaian public university through the mediating role of employee engagement. The simple random sampling technique was used to draw 302 administrative staff of the university to respond to the self-administered questionnaire on the constructs. Furthermore, the partial least square structural equation technique was deployed to test the research hypotheses in the study. The results showed that ebullient supervision had a significant positive relationship with employee commitment and employee engagement. The findings further revealed that employee engagement positively correlated with employee commitment. Finally, the study's findings established that employee engagement partially mediated the link between ebullient supervision and employee commitment. The study emphasised that various supervisors in a university's administration should create an environment that favours fun where subordinates can form ties with one another.

This paper examines the growing aspect of perceive organisational politics (POPs) in organisations by understanding their employee engagement with mediating effect of emotional intelligence. This study is cross-sectional, wherein a survey is conducted on executives of different sectors holding strategic positions. The purposive sampling technique is applied to find the 117 most suitable executives for this survey. The survey is self-administered, and a questionnaire is used as an instrument with 43 measurement scale items adopted from previous similar studies. Construct's reliability and validity followed by PLS-SEM is performed using JASP statistical application. The result revealed that the dimensionality support and validation of POP based on a new set of measures centred on generalised beliefs of the application and abuse of power, infrastructure, credibility, choice making, and line-of-sight. In line with previous findings, the current findings also showed that POP works as a barrier to individual behavioural demand and can negatively affect work efficiency. Existence of perceive organisational politics due to the normative belief of the situation happing in the organisation, disengagement of employees, and also evaluates new empirical insight into the organisation by mediating emotional intelligence.

This article explores dual affiliated graduate students that conduct research involving both universities and firms, which we conceptualise as a form of academic engagement, e.g., knowledge networks. We explore what they do during their studies, and their perceptions about their contributions to the firm's capacities for technology and innovation. So far, university-industry interactions in engineering are less researched than other fields, and this qualitative study focuses upon one department of Electrical Engineering in Sweden. First, we define and describe how the partner firms and universities organise this research collaboration as a form of academic engagement. Secondly, we propose a conceptual framework specifying how graduate students act as boundary-spanners between universities and firms. This framework is used for the empirical analysis, when exploring their perceptions of impact. Our results reveal that they primarily engage in problem-solving activities in technology, which augment particularly the early stages of absorptive capacities in firms.

Electronic portfolios (e-portfolios) have a positive impact on the learning process in a broad range of educational sectors and on learners of all ages. Yet because most e-portfolio-related studies are about their implementation in higher education, this type of research is less usual in the early childhood context, and there is no available research for Greek schools. This study aims to investigate the impact of e-portfolios on learning in a Greek primary school and to provide a resource regarding the educational benefits of e-portfolio in primary education. To do that, it employs the qualitative naturalistic method to collect data, along with mixed methods which were used to achieve triangulation and strengthen confidence in the outcomes. Participants in the research were fourteen 8-year-old pupils, and one of the researchers was their regular teacher. Data evaluation revealed that the e-portfolio added value in pupils’ learning, acted as a medium to involve parents, promoted pupils’ self-esteem, and was acknowledged as a valuable assessment tool and a challenge for the school community. Based on the experience of the e-portfolio implementation, the authors provide some suggestions that would possibly help researchers and primary school teachers adopt and develop e-portfolio systems in their particular settings.

Increasingly, numerous universities have identified benefits of flipped learning environments and have been encouraging instructors to adapt such methodologies in their respective classrooms, at a time when departments are facing significant budget constraints. This article proposes an instructional design framework utilized to strategically enhance traditional flipped methodologies in a first-year engineering course, by using low-cost technology aids and proven pedagogical techniques to enhance student learning. Implemented in a first-year engineering course, this modified flipped model demonstrated an improved student awareness of essential engineering concepts and improved academic performance through collaborative and active learning activities, including flipped learning methodologies, without the need for expensive, formal active learning spaces. These findings have been validated through two studies and have shown similar results confirming that student learning is improved by the implementation of multi-pedagogical strategies in-formed by the use of an instructional design in a traditional classroom setting.

Aim/Purpose: As smartphones proliferate, many different platforms begin to emerge. The challenge to developers as well as IS educators and students is how to learn the skills to design and develop apps to run on cross-platforms. Background: For developers, the purpose of this paper is to describe an alternative to the complex native app development. For IS educators and students, the paper provides a feasible way to learn and develop fully functional mobile apps without technical burdens. Methodology: The methods used in the development of browser-based apps is prototyping. Our proposed approach is browser-based, supports cross-platforms, uses open-source standards, and takes advantage of “write-once-and-run-anywhere” (WORA) concept. Contribution: The paper illustrates the application of the browser-based approach to create a series of browser apps without high learning curve. Findings: The results show the potentials for using browser app approach to teach as well as to create new apps. Recommendations for Practitioners : Our proposed browser app development approach and example would be useful to mobile app developers/IS educators and non-technical students because the source code as well as documentations in this project are available for downloading. Future Research: For further work, we discuss the use of hybrid development framework to enhance browser apps.

Aim/Purpose : To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers’ perceptions towards the flipped classroom pedagogy? (2) How can teachers transfer their flipped classroom experiences to teaching other classes/subjects? (3) What are students’ perceptions towards the flipped classroom pedagogy? (4) How can students transfer their flipped classroom experiences to studying other subjects? (5) Will students have significant gain in the knowledge of the lesson topic trialled in this study? Methodology: A total of 57 students from two Secondary 2 classes in a Band 3 secondary school together with two teachers teaching these two classes were involved in this study. Both quantitative and quantitative data analyses were conducted. Contribution: Regarding whether the flipped classroom pedagogy can help students gain significantly in their knowledge of a lesson topic, only one class of students gained statistically significantly in the subject knowledge but not for another class. Findings: Students in general were positive about the flipped classroom. On the other hand, although the teachers considered that the flipped classroom pedagogy was creative, they thought it may only be useful for teaching English grammar. Recommendations for Practitioners: Teachers thought that flipping a classroom may only be useful for more motivated students, and the extra workload of finding or making suitable pre-lesson online videos is the main concern for teachers. Recommendations for Researchers: Both quantitative and qualitative analyses should be conducted to investigate the effectiveness of a flipped classroom on students’ language learning. Impact on Society : Teachers and students can transfer their flipped classroom experiences in English Language to teaching and studying other subjects. Future Research: More classes should be involved and a longer period of time should be spent on trial teaching in which a flipped classroom can be implemented in different lesson topics, not only teaching grammar. Teachers also need to determine if students can use the target language item in a task.

Aim/Purpose: This paper presents the findings of an Activity-Oriented Teaching Strategy (AOTS) conducted for a postgraduate level Software Engineering (SE) course with the aim of imparting meaningful software development experience for the students. The research question is framed as whether the activity-oriented teaching strategy helps students to acquire practical knowledge of Software Engineering and thus bridge the gap between academia and software industry. Background: Software Engineering Education (SEE) in India is mainly focused on teaching theoretical concepts rather than emphasizing on practical knowledge in software development process. It has been noticed that many students of CS/IT background are struggling when they start their career in the software industry due to inadequate familiarity with the software development process. In the current context of SE education, there is a knowledge gap between the theory learned in the classroom and the actual requirement demanded by the software industry. Methodology: The methodology opted for in this study was action research since the teachers are trying to solve the practical problems and deficiencies encountered while teaching SE. There are four pedagogies in AOTS for fulfilling the requirements of the desired teaching strategy. They are flipped classroom, project role-play for developing project artifacts, teaching by example, and student seminars. The study was conducted among a set of Postgraduate students of the Software Engineering programme at Cochin University of Science and Technology, India. Contribution: AOTS can fulfil both academic and industrial requirements by actively engaging the students in the learning process and thus helping them develop their professional skills. Findings: AOTS can be molded as a promising teaching strategy for learning Software Engineering. It focuses on the essential skill sets demanded by the software industry such as communication, problem-solving, teamwork, and understanding of the software development processes. Impact on Society: Activity-oriented teaching strategies can fulfil both academic and industrial requirements by actively engaging the students in the SE learning process and thus helping them in developing their professional skills. Future Research: AOTS can be refined by adding/modifying pedagogies and including different features like an online evaluation system, virtual classroom etc.

Aim/Purpose: This study was aimed at enhancing students’ learning of software engineering methods. A collaboration between the Computer Science, Business Management, and Product Design programs was formed to work on actual projects with real clients. This interdisciplinary form of collaboration simulates the realities of a diverse Software Engineering team. Background: A collaborative approach implemented through projects has been the established pedagogy for introducing the Software Engineering course to undergraduate Computer Science students. The collaboration, however, is limited to collaboration among Computer Science students and their clients. This case study explored an enhancement to the collaborative approach to project development by integrating other related disciplines into the project development framework; hence, the Interdisciplinary Approach. Methodology: This study adopted the case method approach. An interdisciplinary service innovation activity was proposed to invite other disciplines in the learning process of the computer science students. The agile methodology Scrum was used as the software development approach during project development. Survey data were collected from the students to establish (a) their perception of the interdisciplinary approach to project development; (b) the factors that influenced success or failure of their team to deliver the project; and (c) the perceived skills or knowledge that they acquired from the interdisciplinary approach. Analysis of data followed a mixed method approach. Contribution: The study improved the current pedagogy for Software Engineering education by integrating other related disciplines into the software project development framework. Findings: Data collected showed that the students generally accepted the interdisciplinary approach to project development. Factors such as project relevance, teamwork, time and schedule, and administration support, among others, affect team performance towards project completion. In the case of the Computer Science students, results show that students have learned skills during the experience that, as literature reveal, can only be acquired or mastered in their future profession as software engineers. Recommendations for Practitioners: The active collaboration of the industry with the University and the involvement of the other related courses in teaching software engineering methods are critical to the development of the students, not only in learning the methodology but also as a working professional. Recommendation for Researchers: It is interesting to know and eventually understand the interactions between interdisciplinary team members in the conduct of Software Engineering practices while working on their projects. More specifically, what creative tensions arise and how do the interdisciplinary teams handle the discourse? Impact on Society: This study bridges the gap between how Software Engineering is taught in the university and how Software Engineering teams work in real life. Future Research: Future research is targeted at refining and elaborating the elements of the interdisciplinary framework presented in this paper towards an integrated course module for Software Engineering education.

Aim/Purpose: Bioengineering is a burgeoning interdisciplinary learning domain that could inspire the imaginations of elementary aged children but is not traditionally taught to this age group for reasons unrelated to student ability. This pilot study presents the BacToMars videogame and accompanying curricular intervention, designed to introduce children (aged 7-11) to foundational concepts of bioengineering and to the interdisciplinary nature of scientific endeavors. Background: This pilot study explores the bioengineering-related learning outcomes and attitudes of children after engaging with the BacToMars game and curriculum intervention. Methodology: This study drew on prior findings in game-based learning and applied them to a videogame designed to connect microbiology with Constructionist microworlds. An experimental comparison showed the learning and engagement affordances of integrating this videogame into a mixed-media bioengineering curriculum. Elementary-aged children (N = 17) participated in a 9-hour learning intervention, with one group of n = 8 children receiving the BacToMars videogame and the other group (n = 9) receiving traditional learning activities on the same content. Pre- and post-surveys and interview data were collected from both groups. Contribution: This paper contributes to education research on children’s ability to meaningfully engage with abstract concepts at the intersection of science and engineering through bioengineering education, and to design research on developing educational technology for introducing bioengineering content to elementary school children. Findings: Children in both groups showed improved knowledge and attitudes related to bioengineering. Children who used BacToMars showed slightly stronger performance on game-specific concepts, while children in the control condition showed slightly higher generalized knowledge of bioengineering concepts. Recommendations for Practitioners: Practitioners should consider bioengineering as a domain for meaningful, interdisciplinary learning in elementary education.. Recommendation for Researchers: Design researchers should develop playful ways to introduce bioengineering concepts accurately and to engage children’s imaginations and problem-solving skills. Education researchers should further investigate developmentally appropriate ways to introduce bioengineering in elementary education. Impact on Society: BacToMars introduces a meaningful scenario to contextualize complex con-cepts at the intersection of science and engineering, and to engage children in real-world, interdisciplinary problem solving. Future Research: Future research should explore BacToMars and bioengineering curricula for elementary-aged children in larger samples, with longer intervention times.

Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be challenging, and at times lead to isolation for ELLs. While technology can be engaging, devices alone do not shift instructional practices, nor lead to student learning. Technology must be leveraged through shifts to pedagogical practice and linked thoughtfully to content goals. Methodology: This research was conducted through a qualitative case study of educators at an international school. Contribution: This study describes promising pedagogical practices for leveraging 1:1 mobile devices for ELLs. Findings: iPads can be a support for ELL students. One-to-one iPads allowed teachers to experiment with new pedagogical approaches, but this development varies greatly between teachers. During the 1:1 implementation there were challenges reported. Recommendations for Practitioners: In order to mitigate some of these challenges, and build on the success of this study, the researcher suggests developing a common vision for technology integration, using collaborative models of ELL teaching, and investing in professional development. Recommendation for Researchers: Researchers should continue to document and observe the learning outcomes of ELL students in 1:1 environments, including an experimental study. Impact on Society: ELLs can benefit from 1:1 technology, and new pedagogical practices. For teachers to implement these new practices conversations on philosophy, engagement with families, and consistent professional development. Future Research: Future research can continue to expand the population of ELL students in 1:1 mobile learning environments; and the most powerful pedagogical practices.

Aim/Purpose: This paper reports on a case study project which had three goals; to develop a suite of original interactive digital skills e-tutorials to be embedded in undergraduate and postgraduate courses; to evaluate the students’ experience and engagement with the e-tutorials over one semester; and to explore their general attitudes towards online and blended learning. Background: Online and blended learning modes continue to grow in popularity in higher education, with the aim of streamlining and enhancing student learning, supporting collaboration and creativity, and equipping students with the skills they will require to work and live in an increasingly digitized world. This practice-based case study highlights factors which positively and negatively affect user engagement with digital learning objects and explores students’ perceptions of the role of online learning within their academic programs. Methodology: A suite of nine interactive e-tutorials, addressing essential digital literacy skills for university students, was developed through instructor and student peer collaboration using Articulate software, informed by best practice. The e-tutorials were embedded in the institutional Learning Management System for three undergraduate and postgraduate courses, in which digital literacy formed the core learning content, to complement classroom-based learning. Students in these courses were surveyed via SurveyMonkey about their specific experience of using the e-tutorials, as well as their general perceptions of digital literacy and online learning. Eighty-six students in total completed the questionnaire, which consisted of twenty-three closed- and open-ended questions. Contribution: Through highlighting both the positive and the challenging aspects of the students’ reported experience of online learning, this case study contributes useful insights to the body of literature on user engagement with digital learning objects in higher education, as well as students’ perceptions and experience of blended learning. Findings: The e-tutorials were perceived as valuable in reinforcing classroom learning, allowing respondents to revise concepts and materials covered in face-to-face classes, at their own pace and in their own time. Survey responses showed that the accessibility, ease-of-use, design and duration of the e-tutorials were deemed effective in terms of user engagement; however, several technological challenges were identified, such as browser incompatibility, uneven sound quality and general Internet connection issues, which disrupted their learning. Overall, students expressed enjoyment of the learning facilitated by the e-tutorials; however, rather than favoring online learning alone, they expressed a preference for a blended learning environment, with a combination of complementary learning approaches; survey respondents did not generally wish to forego face-to-face classes entirely. Recommendations for Practitioners: Instructors should seek to strategically embed interactive digital learning objects in their courses at defined points of need in a logical structure, e.g., to reinforce classroom-based learning, or to support specific skill development. Potential disruption to learning should be minimized by following best practice guidelines to ensure ease of access, a seamless user experience, and timely feedback, as well as providing adequate support for rapid resolution of technical glitches. Recommendation for Researchers: E-tutorials offer a useful means of exploring ways in which students acquire learning in the digital environment. A wider, collaborative exploration is needed to provide comparative studies which move beyond case studies. Impact on Society: Online learning mechanisms, such as e-tutorials, offer students different means of acquiring essential literacy skills and different ways to interact with content. E-tutorials constitute reusable learning objects, which can be accessed as just-in-time delivery modes, when students perceive they need to review particular skills or reinforce learning material. Future Research: This research is now expanding into different types of reusable learning objects. E-tutorials may be developed in multiple ways, and comparative research around e-tutorial models will deepen our understanding of how students interact with content in formal learning contexts. As the digital educational landscape continues to expand alongside traditional face-to-face and analogue learning modes, a key research focus will be student and instructor perceptions and experience of blended learning in different contexts.

Aim/Purpose: The purpose of this research is to determine whether ESL teaching videos as a form of asynchronous online knowledge sharing can act as an aid to ESL learners internalizing knowledge in language acquisition. In this context, internalizing knowledge carries the meaning of being able to remember language, and purposefully and accurately use it context, including appropriacy of language, and aspects of correct pronunciation, intonation, stress patterns and connected speech, these being the elements of teaching and practice that are very often lacking in asynchronous, online, instructional video. Background: Knowledge Management is the field of study, and the practice, of discovering, capturing, sharing, and applying knowledge, typically with a view to translating individuals’ knowledge into organizational knowledge. In the field of education, it is the sharing of instructors’ knowledge for students to be able to learn and usefully apply that knowledge. In recent pandemic times, however, the mode of instruction has, of necessity, transitioned from face-to-face learning to an online environment, transforming the face of education as we know it. While this mode of instruction and knowledge sharing has many advantages for the online learner, in both synchronous and asynchronous learning environments, it presents certain challenges for language learners due to the absence of interaction and corrective feedback that needs to take place for learners of English as a Second Language (ESL) to master language acquisition. Unlike other subjects where the learner has recourse to online resources to reinforce learning through referencing external information, such as facts, figures, or theories, to be successful in learning a second language, the ESL learner needs to be able to learn to process thought and speech in that language; essentially, they need to learn to think in another language, which takes time and practice. Methodology: The research employs a systematic literature review (SLR) to determine the scope and extent to which the subject is covered by existing research in this field, and the findings thereof. Contribution: Whilst inconclusive in relation to internalizing language through online, asynchronous instructional video, through its exploratory nature, the research contributes towards the body of knowledge in online learning through the drawing together of various studies in the field of learning through asynchronous video through improving video and instructional quality. Findings: The findings of the systematic literature review revealed that there is negligible research in this area, and while information exists on blended and flipped modes of online learning, and ways to improve the quality and delivery of instructional video generally, no prior research on the exclusive use of asynchronous videos as an aid to internalizing English as a second language were found. Recommendations for Practitioners: From this research, it is apparent that there is considerably more that practitioners can do to improve the quality of instructional videos that can help students engage with the learning, from which students stand a much better chance of internalizing the learning. Recommendation for Researchers: For researchers, the absence of existing research is an exciting opportunity to further explore this field. Impact on Society: Online learning is now globally endemic, but it poses specific challenges in the field of second language learning, so the development of instructional videos that can facilitate this represents a clear benefit to all ESL learners in society as a whole. Future Research: Clearly the absence of existing research into whether online asynchronous instructional videos can act as an aid to internalizing the acquisition of English as a second language would indicate that this very specific field is one that merits future research. Indeed, it is one that the author intends to exploit through primary data collection from the production of a series of asynchronous, online, instructional videos.

Aim/Purpose: This paper describes a technologies education model for introducing Simulation Learning and Extended Reality (XR) solution creation skills and knowledge to students at the tertiary education level, which is broadly applicable to higher education-based contexts of teaching and learning. Background: This work is made possible via the model’s focus on advancing knowledge and understanding of a range of digital resources, and the processes and production skills to teach and produce playable educational digital content, including classroom practice and applications. Methodology: Through practice-based learning and technology as an enabler, to inform the development of this model, we proposed a mixed-mode project-based approach of study within a transdisciplinary course for Higher Education students from the first year through to the post-graduate level. Contribution: An argument is also presented for the utility of this model for upskilling Pre-service Teachers’ (PSTs) pedagogical content knowledge in Technologies, which is especially relevant to the Australian curriculum context and will be broadly applicable to various educative and non-Australian settings. Findings: Supported by practice-based research, work samples and digital projects of Simulation Learning and XR developed by the authors are demonstrated to ground the discussion in examples; the discussion that is based around some of the challenges and the technical considerations, and the scope of teaching digital solutions creation is provided. Recommendations for Practitioners: We provide a flexible technologies teaching and learning model for determining content for inclusion in a course designed to provide introductory Simulation Learning and XR solution creation skills and knowledge. Recommendation for Researchers: The goal was to provide key criteria and an outline that can be adapted by academic researchers and learning designers in various higher education-based contexts of teaching and inclusive learning design focused on XR. Impact on Society: We explore how educators work with entities in various settings and contexts with different priorities, and how we recognise expertise beyond the institutional interests, beyond discipline, and explore ‘what is possible’ through digital technologies for social good and inclusivity. Future Research: The next step for this research is to investigate and explore how XR and Simulation Learning could be utilised to accelerate student learning in STEM and HASS disciplines, to promote knowledge retention and a higher level of technology-enhanced learning engagement.

Aim/Purpose: The study seeks to utilize Augmented Reality (AR) in creating virtual laboratories for engineering education, focusing on enhancing teaching methodologies to facilitate student understanding of intricate and theoretical engineering principles while also assessing engineering students’ acceptance of such laboratories. Background: AR, a part of next-generation technology, has enhanced the perception of reality by overlaying virtual elements in the physical environment. The utilization of AR is prevalent across different disciplines, yet its efficacy in facilitating Science, Technology, Engineering, and Mathematics (STEM) education is limited. Engineering studies, a part of STEM learning, involves complex and abstract concepts like machine simulation, structural analysis, and design optimization; these things would be easy to grasp with the help of AR. This restriction can be attributed to their innovative characteristics and disparities. Therefore, providing a comprehensive analysis of the factors influencing the acceptance of these technologies by students - the primary target demographic – and examining the impact of these factors is essential to maximize the advantages of AR while refining the implementation processes. Methodology: The primary objective of this research is to develop and evaluate a tool that enriches the educational experience within engineering laboratories. Utilizing Unity game engine libraries, digital content is meticulously crafted for this tool and subsequently integrated with geo-location functionalities. The tool’s user-friendly interface allows both faculty and non-faculty members of the academic institution to establish effortlessly the virtual laboratory. Subsequently, an assessment of the tool is conducted through the application of the Unified Theory of Acceptance and Use of Technology (UTAUT2) model, involving the administration of surveys to university students to gauge their level of adaptability. Contribution: The utilization of interactive augmented learning in laboratory settings enables educational establishments to realize notable savings in time and resources, thereby achieving sustainable educational outcomes. The study is of great importance due to its utilization of student behavioral intentions as the underlying framework for developing an AR tool and illustrating the impact of learner experience on various objectives and the acceptance of AR in Engineering studies. Furthermore, the research results enable educational institutions to implement AR-based virtual laboratories to improve student experiences strategically, align with learner objectives, and ultimately boost the adaptability of AR technologies. Findings: Drawing on practice-based research, the authors showcase work samples and a digital project of AR-based Virtual labs to illustrate the evaluation of the adaptability of AR technology. Adaptability is calculated by conducting a survey of 300 undergraduate university students from different engineering departments and applying an adaptability method to determine the behavioral intentions of students. Recommendations for Practitioners: Engineering institutions could leverage research findings in the implementation of AR to enhance the effectiveness of AR technology in practical education settings. Recommendation for Researchers: The authors implement a pragmatic research framework aimed at integrating AR technology into virtual AR-based labs for engineering education. This study delves into a unique perspective within the realm of engineering studies, considering students’ perspectives and discerning their behavioral intentions by drawing upon previous research on technology utilization. The research employs various objectives and learner experiences to assess their influence on students’ acceptance of AR technology. Impact on Society: The use of AR in engineering institutions, especially in laboratory practicals, has a significant impact on society, supported by the UTAUT2 model. UTAUT2 model assesses factors like performance, effort expectancy, social influence, and conditions, showing that AR in education is feasible and adaptable. This adaptability helps students and educators incorporate AR tools effectively for better educational results. AR-based labs allow students to interact with complex engineering concepts in immersive settings, enhancing understanding and knowledge retention. This interactive augmented learning for laboratories saves educational institutions significant time and resources, attaining sustainable learning. Future Research: Further research can employ a more comprehensive acceptance model to examine learners’ adaptability to AR technology and try comparing different adaptability models to determine which is more effective for engineering students.

Aim/Purpose: Despite playing a critical role in shaping the future, 70% of undergraduate engineers report low levels of motivation. Student disengagement and a lack of ownership of their learning are significant challenges in higher education, specifically engineering students in the computer science department. This study investigates the various causes of these problems among first-year undergraduate engineers. Background: Student disengagement has become a significant problem, especially in higher education, leading to reduced academic performance, lower graduation rates, and less satisfaction with learning. The study intends to develop approaches that encourage a more interesting and learner-motivated educational environment. Methodology: This research uses a mixed methods approach by combining quantitative data from a survey-based questionnaire with qualitative insights from focus groups to explore intrinsic and extrinsic motivators, instructional practices, and student perceptions of relevance and application of course content. The aim of this method is to make an all-inclusive exploration into undergraduate engineering students’ perspectives on factors contributing to this disengagement and the need for more ownership. Contribution: Inculcating passion for engineering among learners seems demanding, with numerous educational programs struggling with issues such as a lack of interest by students and no personal investment in learning. Understanding the causes is of paramount importance. The study gives suggestions to help teachers or institutions create a more engaged and ownership-based learning environment for engineering students. Findings: The findings revealed a tangled web influencing monotonous teaching styles, limited opportunities and applications, and a perceived gap between theoretical knowledge and real-world engineering problems. It emphasized the need to implement more active learning strategies that could increase autonomy and a stronger sense of purpose in their learning journey. It also highlights the potential use of technology in promoting student engagement and ownership. Further research is needed to explore optimal implementation strategies for online simulations, interactive learning platforms, and gamification elements in the engineering curriculum. Recommendations for Practitioners: It highlights the complex interplay of intrinsic and extrinsic motivation factors and the need to re-look at instructional practice and emphasize faculty training to develop a more student-centered approach. It also stresses the need to look into the relevance and application of the course content. Recommendation for Researchers: More work needs to be done with a larger, more diverse sample population across multiple institutions and varied sociocultural and economic backgrounds. Impact on Society: Enhancing learners’ educational experience can result in creating a passionate and competent team of engineers who can face future obstacles fearlessly and reduce the production of half-baked graduates unprepared for the profession’s challenges. Future Research: Conduct long-term studies to assess the impact of active learning and technology use on student outcomes and career readiness. Investigate scaling up successful strategies across diverse engineering programs. See if promising practices work well everywhere.

Aim/Purpose: The digital ecosystem has contributed to the acceleration of digital and mobile educational tools across institutions worldwide. The research displays educators’ perspectives on web applications on mobile devices that can be used to engage and challenge students while impacting their learning. Background: Explored are elements of technology in education and challenges and successes reported by instructors to shift learning from static to dynamic. Methodology: Insights for this study were gained through questionnaires and focus groups with university educators in the United Arab Emirates. Key questions addressed are (1) challenges/benefits, (2) types of mobile technology applications used by educators, and (3) strategies educators use to support student learning through apps. The research is assisted by focus groups and a sample of 42 completed questionnaires. Contribution: The work contributes to web/mobile strategic considerations in the classroom that can support student learning and outcomes. Findings: The results reported showcase apps that were successfully implemented in classrooms and provide a perspective for today’s learning environment that could be useful for instructors, course developers, or any educational institutions. Recommendations for Practitioners: Academics can integrate suggested tools and explore engagement and positive associations with tools and technologies. Recommendation for Researchers: Researchers can consider new learning applications, mobile devices, course design, learning strategies, and student engagement practices for future studies. Impact on Society: Digitization and global trends are changing how educators teach, and students learn; therefore, gaps need to be continually filled to keep up with the pace of ever-evolving digital technologies that can engage student learning. Future Research: Future research may focus on interactive approaches toward mobile devices in higher education learning and shorter learning activities to engage students.

In order to improve recommendation coverage, a personalised recommendation method for English online learning resources based on improved collaborative filtering algorithm is studied to enhance the comprehensiveness of personalised recommendation for learning resources. Use matrix decomposition to decompose the user English online learning resource rating matrix. Cluster low dimensional English online learning resources by improving the K-means clustering algorithm. Based on the clustering results, calculate the backfill value of English online learning resources and backfill the information matrix of low dimensional English online learning resources. Using an improved collaborative filtering algorithm to calculate the predicted score of learning resources, personalised recommendation of English online learning resources for users based on the predicted score. Experimental results have shown that this method can effectively backfill English online learning resources, and the resource backfilling effect is excellent, and it has a high recommendation coverage rate.

Due to the problems of low clustering accuracy and efficiency in traditional similar resource clustering methods, this paper studies an English MOOC similar resource clustering method based on grey correlation. Principal component analysis was used to extract similar resource features of English MOOC, and feature selection methods was used to pre-process similar resource features of English MOOC. On this basis, based on the grey correlation method, the pre-processed English MOOC similar resource features are standardised, and the correlation degree between different English MOOC similar resource features is calculated. The English MOOC similar resource correlation matrix is constructed to achieve English MOOC similar resource clustering. The experimental results show that the contour coefficient of the proposed method is closer to one, and the clustering accuracy of similar resources in English MOOC is as high as 94.2%, with a clustering time of only 22.3 ms.

The conventional methods for identifying English online course learning behaviours have the problems of low recognition accuracy and high time cost. Therefore, a multimodal data fusion-based method for identifying English online course learning behaviours is proposed. Firstly, the analytic hierarchy process is used for decision fusion of multimodal data of learning behaviour. Secondly, based on the fusion results of multimodal data, weight coefficients are set to minimise losses and extract learning behaviour features. Finally, based on the extracted learning behaviour characteristics, the optimal classification function is constructed to classify the learning behaviour of English online courses. Based on the transfer information of learning behaviour status, the identification of online course learning behaviour is completed. The experimental results show that the recognition accuracy of the proposed method is above 90%, and its recognition accuracy is and can shorten the recognition time of learning behaviour, with high practical application reliability.

In order to enhance the accuracy of teaching resource recommendation results and optimise user experience, a personalised recommendation method for English teaching resources on the MOOC platform based on data mining is proposed. First, the learner's evaluation of resources and resource attributes are abstracted into the same space, and resource tags are established using the Knowledge graph. Then, interest preference constraints are introduced to mine sequential patterns of user historical learning behaviour in the MOOC platform. Finally, a graph neural network is used to construct a recommendation model, which adjusts users' short-term and short-term interest parameters to achieve dynamic personalised teaching recommendation resources. The experimental results show that the accuracy and recall of the resource recommendation results of the research method are always higher than 0.9, the normalised sorting gain is always higher than 0.5.

In order to shorten the integration and sharing time of English teaching resources, a MOOC English online and offline mixed teaching resource integration model based on convolutional neural networks is proposed. The intelligent integration model of MOOC English online and offline hybrid teaching resources based on convolutional neural network is constructed. The intelligent integration unit of teaching resources uses the Arduino device recognition program based on convolutional neural network to complete the classification of hybrid teaching resources. Based on the classification results, an English online and offline mixed teaching resource library for Arduino device MOOC is constructed, to achieve intelligent integration of teaching resources. The experimental results show that when the regularisation coefficient is 0.00002, the convolutional neural network model has the best training effect and the fastest convergence speed. And the resource integration time of the method in this article should not exceed 2 s at most.

Intellectual property rights face new obstacles and possibilities as a result of the emergence of the Metaverse, a simulation of the actual world. This paper explores the current status of intellectual property rights in the Metaverse and examines the challenges and opportunities for enforcement. The article describes virtual assets and investigates their copyright and trademark protection. It also examines the protection of user-generated content in the Metaverse and the potential liability for copyright infringement. The article concludes with a consideration of the technological and jurisdictional obstacles to enforcing intellectual property rights in the Metaverse, as well as possible solutions for stakeholders. This paper will appeal to lawyers, policymakers, developers of virtual assets, platform owners, and anyone interested in the convergence of technology and intellectual property rights.

In order to overcome the problems of low evaluation accuracy and long evaluation time in traditional teaching quality evaluation methods, a method of English distance information teaching quality evaluation based on decision tree classification algorithm is proposed. Firstly, construct teaching quality evaluation indicators under different roles. Secondly, the information gain theory in decision tree classification algorithm is used to divide the attributes of teaching resources. Finally, the rough set theory is used to calculate the index weight and establish the risk evaluation index factor set. The result of teaching quality evaluation is obtained through fuzzy comprehensive evaluation method. The experimental results show that the accuracy rate of the teaching quality evaluation of this method can reach 99.2%, the recall rate of the English information teaching quality evaluation is 99%, and the time used for the English distance information teaching quality evaluation of this method is only 8.9 seconds.

The EU 'General Data Protection Regulation' (GDPR) marked the most important step towards reforming data privacy regulation in recent years, as it has brought about significant changes in data process in various sectors, ranging from healthcare to banking and beyond. Various concerns have been raised, and as a consequence of these, certain parts of the text of the GDPR itself have already started to become questionable due to rapid technological progress, including, for example, the use of information technology, automatisation processes and advanced algorithms in individual decision-making activities. The road to GDPR compliance by all European Union members may prove to be a long one and it is clear that only time will tell how GDPR matters will evolve and unfold. In this paper, we aim to offer a review of the practical, ethical and constitutional aspects of the new regulation and examine all the controversies that the new technology has given rise to in the course of the regulation's application.

This paper presents a review of the literature on the challenges of national information and communication technology (ICT) policies in the context of African countries. National ICT policies have been aligned with socio-development agendas of African countries. However, the policies have not delivered the expected outcomes due to many challenges. Studies have been conducted in isolation to highlight the challenges in the policy process. The study used grounded theory informed literature review to holistically analyse the problems in the context of African countries. The results were categorised in the typology of the policy process to understand the challenges from a broad perspective. The problems were categorised into agenda setting, policy formulation, legal frameworks, implementation and evaluation. In addition, there were constraints related to policy monitoring in the policy phases and imbalance of power among the policy stakeholders. The review suggests areas of further research.

This research was carried out with an objective of studying the existing mushroom value chain, identifying demand-supply gap, carrying out SWOT analysis to explore challenges, proposing action plan and presenting finally standard operating procedure for enhancing value chain effectiveness. Data was collected from 71 actors identified in the oyster mushroom value chain in Tumakuru Taluk, Karnataka State, India and analysed. Analysis showed that there were five different models of value chain, and the shortest value chain was the most profitable one. Based on the respondents' perceptions, mushroom cultivation offers many opportunities such as creating employment, improving economic condition and diet. Meanwhile they face challenges like, pest attack, hike in input materials' prices, lack of technical guidance during farming, finance support, inefficient marketing system. There is a need to address demand-supply gap, invest more in facilities and related research, integrate all the actors in value chain to enhance productivity.