This paper examines how to leverage the design studio learning environment throughout long-term Digital Design education in order to support students to progress from tactical, well-defined, device-centric routine design, to confidently design sustainable solutions for strategic, complex, problems for a wide range of devices and platforms in the digital space. We present a framework derived from literature on design, creativity, and theories on learning that: (a) implements a theory of formal learning sequences as a user-centered design process in the studio; and (b) describes design challenge progressions in the design studio environment modeled in seven dimensions. The framework can be used as a tool for designing, evaluating, and communicating course progressions within – and between series of – design studio courses. This approach is evaluated by implementing a formal learning sequence framework in a series of design studio courses that progress in an undergraduate design-oriented Informatics program. Reflections from students, teachers, and external clients indicate high student motivation and learning goal achievement, high teacher satisfaction and skill development, and high satisfaction among external clients.

Aim/Purpose: This paper describes the context, development, implementation, and the potential transferability of an integrated online research environment that allows its users to conduct all aspects of research online. Background: While the content of most traditional courses can be delivered online and learning outcomes can be achieved by adopting equivalents to face-to-face pedagogic approaches, certain courses, such as those that require a substantial research component, present significant constraints for delivery online. To overcome these limitations, Australia’s largest university developed and implemented a Research Portal. Methodology: The development team conducted a functional requirements analysis, identified the components that would be necessary to meet user needs, and reviewed existing solutions. The Monash University Psychology Research Portal was designed, tested, developed, tested for user experience, implemented, and reviewed. The Research Portal is structured according to the usual research sequence and provides users with access to supporting information and integrated capacities including research supervision, participant acquisition, and data collection, analysis, and storage. Contribution: This integrated online research environment is equivalent to and, in some ways, superior to an on campus/non-online research capacity. Findings: The usage of the Research Portal has grown rapidly and has satisfied the requirements and met the research needs of students of an online course that includes a research project, providing a common, ubiquitously accessible, and integrated online research environment. Recommendations for Practitioners: Further refinement, personalization, and expanded implementation and dissemination of the Research Portal components are required. The formation of networks and working partnerships to operate, maintain, and promote Research Portal initiatives is recommended to reduce operational costs, increase access, and create an impact. Impact on Society: The Research Portal is an efficient resource that provides easy access to a standard interface at any time and from anywhere and can potentially be used by other online research courses, as well as by online and non-online researchers.

Aim/Purpose: This paper provides a general-purpose categorization scheme for assessing the utility of new and emerging three-dimensional interactive digital environments (3D-IDEs), along with specific pedagogic approaches that are known to work. It argues for the use of 3D-IDEs on the basis of their ludic appeal and ability to provide intrinsic motivation to the learner, and their openness that allows the learner to gain a more holistic understanding of a topic. Background: Researchers have investigated the affordances, benefits, and drawbacks of individual 3D-IDEs, such as virtual worlds, but teachers lack a general-purpose approach to assessing new 3D-IDEs as they appear and applying them to teaching practice. Methodology: The categorization scheme is based on the analysis, reflection, and comprehension of the research on limitations, challenges, and opportunities for teaching in virtual environments by Angel Rueda, Valdes Godines and Guzmán Flores; the scheme is discussed in terms of an experiment to trial virtual genetics labs in Second Life. Contribution: The paper describes a general-purpose approach to applying existing and new 3D virtual spaces to education, shows a worked example of the use of the categories, and describes six approaches to consider in applying these technologies. Findings: 3D-IDEs are categorized in terms of the way in which they interface with the user’s senses and their ability to provide ‘immersion’; two forms of immersion are examined: digital perceptual immersion – the generated sense of reality – and ludic narrative immersion – a less cognitive and more emotional engagement with the learning environment. Recommendations for Practitioners: Six specific forms of pedagogy appropriate for 3D-IDEs are examined and discussed, in terms of the affordances and technology required, as assessed by the categorization scheme. More broadly, the paper argues for a change in the assessment of new digital technologies from the technology’s features to its affordances and the pedagogies it can support. Recommendation for Researchers: The paper offers a practical approach to choosing and using 3D-IDEs for education, based upon previous work. The next step is to trial the scheme with teachers to ascertain its ease of use and effectiveness. Impact on Society: The paper argues strongly for a new approach to teaching, where the learner is encouraged to use 3D-IDEs in a ludic manner in order to generate internal motivation to learn, and to explore the topic according to their individual learning needs in addition to the teacher’s planned route through the learning material. Future Research: The categorization scheme is intended to be applied to new technologies as they are introduced. Future research is needed to assess its effectiveness and if necessary update the scheme.

Aim/Purpose: The current study examines the impact of an intervention program to train teachers to collaborate with their students while creating digital games. Background: Teachers seem unable to leverage the potential of ICT to present students with a rich learning environment. ICT integration is usually at a relatively simple and concrete level without changing the traditional teacher-student paradigm. Methodology: The study is both quantitative and qualitative. Participants were 63 active teachers studying in the M.Ed. program at a teacher education college. The teachers responded to a series of pre- and post-questionnaires and wrote a concluding reflection. Contribution: Teaching based on creating digital games, combined with teacher-class collaboration, is a viable and real alternative of constructivist teaching, adapted to different learners. Findings: The SEM path analysis showed that it was only after the intervention that the lower the teachers’ resistance to changing teaching patterns, the higher their intrinsic motivation to learn an innovative pedagogical-technological program and likewise the sense of mastery of 21st-century skills, resulting in a positive attitude towards classroom collaboration. The qualitative findings reveal eight categories dealing with two main themes: the first is professional development, including conceptual, behavioral and emotional change, and the second is the teachers’ perception of the learners. Recommendations for Practitioners: Teacher training should be ongoing in order to change teaching-learning processes and promote an active approach based on constructive principles, 21st-century skills and collaboration between teachers and students in a computer environment. Recommendation for Researchers: Future studies should start by sampling teachers and education professionals who have convenient access to technology in their teaching-learning environment. Impact on Society: Collaboration between teachers and students in creating learning games in a computer environment and teacher-class collaboration, in general, require very different training than that which exists today. Hence there should be some rethinking of teacher training. The proposed pedagogical model is one such idea in the right direction. Future Research: A larger study with a greater number of participants, including a control group, should be conducted.

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: This study seeks to present a learning model of discrete mathematics elements, elucidate the content of teaching, and validate the effectiveness of this learning in a digital education context. Background: Teaching discrete mathematics in the realm of digital education poses challenges, particularly in crafting the optimal model, content, tools, and methods tailored for aspiring computer science teachers. The study draws from both a comprehensive review of relevant literature and the synthesis of the authors’ pedagogical experiences. Methodology: The research utilized a system-activity approach and aligned with the State Educational Standard. It further integrated the theory of continuous education as its psychological and pedagogical foundation. Contribution: A unique model for instructing discrete mathematics elements to future computer science educators has been proposed. This model is underpinned by informative, technological, and personal competencies, intertwined with the mathematical bedrock of computer science. Findings: The study revealed the importance of holistic teaching of discrete mathematics elements for computer science teacher aspirants in line with the Informatics educational programs. An elective course, “Elements of Discrete Mathematics in Computer Science”, comprising three modules, was outlined. Practical examples spotlighting elements of mathematical logic and graph theory of discrete mathematics in programming and computer science were showcased. Recommendations for Practitioners: Future computer science educators should deeply integrate discrete mathematics elements in their teaching methodologies, especially when aligning with professional disciplines of the Informatics educational program. Recommendation for Researchers: Further exploration is recommended on the seamless integration of discrete mathematics elements in diverse computer science curricula, optimizing for varied learning outcomes and student profiles. Impact on Society: Enhancing the quality of teaching discrete mathematics to future computer science teachers can lead to better-educated professionals, driving advancements in the tech industry and contributing to societal progress. Future Research: There is scope to explore the wider applications of the discrete mathematics elements model in varied computer science sub-disciplines, and its adaptability across different educational frameworks.

Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy.

Aim/Purpose: This study aims to explore the value of utilizing non-immersive virtual reality (VR) to create virtual learning environments (VLEs) to support and prepare optometry students in their transition into preclinical and clinical teaching spaces. Background: Digital education is widely integrated into university curricula with the use of online simulators, immersive VR, and other digital technologies to support student learning. This study focuses on non-immersive VR as an accessible and low-friction means of accessing VLEs to reduce students’ learning burden. Methodology: Current optometry students were invited to explore 360° 3D panoramic virtual learning environments of preclinical and clinical teaching spaces. Students were recruited to participate in an online Qualtrics survey and individual semi-structured interviews. Quantitative data was analyzed, and thematic analysis was conducted on qualitative data from students’ responses to identify key takeaways on the accessibility and impact of VLEs on students’ learning. Contribution: Non-immersive VR has utility in alleviating student stress and helping transition students into practicum. The VLEs have the means to supplement the curriculum to provide support to students entering the preclinical and clinical teaching spaces. Findings: Students engaged voluntarily with the novel VLEs and utilized the resources to help familiarize themselves with the preclinical and clinical teaching spaces. The open-access resource supported students in their preparation for practical learning and helped to reduce self-reported stress and build confidence prior to entering practical classes. Many of the students enjoyed the experience of navigating through the spaces, which helped to appease their curiosity and reduce the learning curve associated with entering new spaces. The VLEs did not replace attending practical spaces but rather were supportive learning resources that aided students due to limited face-to-face contact hours. For students with existing familiarity with the spaces, through their in-person attendance in pre-clinical and clinical teaching sessions prior to accessing the VLEs, the digital resources were not as beneficial compared to students who were still transitioning into practicum. Recommendations for Practitioners: Introductory digital resources like non-immersive VR are accessible platforms that help to orient and familiarize students with new environments. VLEs can potentially help to relieve student stress and reduce the learning load associated with entering practicum or new learning spaces. Recommendation for Researchers: More work needs to be done on how student preparation can translate to feeling less stressed and more confident in relation to transitioning from traditional learning environments to practical learning spaces. Impact on Society: A broader application of non-immersive VR can be implemented as an introductory learning preparation tool across different disciplines to alleviate student stress and maximize the limited time in practicum to allow focus on learning outcomes and practical skills. Future Research: Future studies should consider different cohorts to study, with a focus on objective measures of engagement with VLEs. The effect of VLEs on students’ cognitive load should be assessed and assessment of self-perceived stress can be evaluated with instruments such as Cohen’s Perceived Stress Scale.

Aim/Purpose: This article explores the critical need for adaptable educational models in times of crisis, focusing on strategies to overcome infrastructural and digital inequalities exacerbated by the COVID-19 pandemic. Background: By examining a case study of an offline digital library project implemented in South Sudan, this paper seeks to examine the impact of an offline digital educational solution for low-resource and crisis situations. Methodology: The authors utilize a mixed-methods approach, integrating both qualitative interviews and quantitative data analysis, to evaluate the use and impact of the SolarSPELL Initiative’s offline digital libraries in South Sudan. Contribution: This study contributes to our understanding of digital and information literacy within crisis contexts, highlighting the vital role of localized, offline content. Findings: The findings demonstrate that offline digital solutions can effectively mitigate educational disruptions by providing an accessible means to continue education during emergencies. Recommendations for Practitioners: Recommendations for practitioners include the adoption of robust offline digital learning solutions to promote educational continuity. Recommendation for Researchers: The authors recommend that researchers continue investigating the potential of offline digital educational solutions for low-resource and crisis situations. Impact on Society: Ultimately, this article finds that offline digital libraries, when paired with skill-building, are a viable means to lessen digital disparities and promote educational continuity in times of crisis and beyond. Future Research: The study suggests further exploration into the long-term impacts of such interventions on learning outcomes.

Aim/Purpose: The aim of the study is to test whether the perception of self-regulated learning during text reading in online teacher education is improved by using a digital tool for the use of metacognitive strategies for planning, monitoring, and self-assessment. Background: The use of self-regulated learning is important in reading skills, and for students to develop self-regulated learning, their teachers must master it. Therefore, teaching strategies for self-regulated learning in teacher education is essential. Methodology: The sample size was 252 participants with the tool used by 42% or the participants. A quasi-experimental design was used in a pre-post study. ARATEX-R, a text-based scale, was used to evaluate self-regulated learning. The 5-point Likert scale includes the evaluation of five dimensions: planning strategies, cognition management, motivation management, comprehension assessment and context management. A Generalized Linear Model was used to analyse the results. Contribution: Using the tool to self-regulate learning has led to an improvement during text reading, especially in the dimensions of motivation management, planning management and comprehension assessment, key dimensions for text comprehension and learning. Findings: Participants who use the app perceive greater improvement, especially in the dimensions of motivation management (22,3%), planning management (19.9%) and comprehension assessment (24,6%), which are fundamental dimensions for self-regulation in text reading. Recommendations for Practitioners: This tool should be included in teacher training to enable reflection during the reading of texts, because it helps to improve three key types of strategies in self-regulation: (1) planning through planning management, (2) monitoring through motivation management and comprehension assessment, and (3) self-assessment through comprehension assessment. Recommendation for Researchers: The success of the tool suggests further study for its application in other use cases: other student profiles in higher education, other teaching modalities, and other educational stages. These studies will help to identify adaptations that will extend the tool’s use in education. Impact on Society: The use of Metadig facilitates reflection during the reading of texts in order to improve comprehension and thus self-regulate the learning of content. This reflection is crucial for students’ knowledge construction. Future Research: Future research will focus on enhancing the digital tool by adding features to support the development of cognition and context management. It will also focus on how on adapting the tool to help other types of learners.

Aim/Purpose: To conduct a needs assessment and subsequently create micro-storytelling media aimed at enhancing the Digital Intelligence Quotient (DQ) skills of young individuals. Background: In today's digital society, DQ has emerged as a vital skill that elevates individuals in all aspects of life, from daily living to education. To empower Thai youth, this study seeks to innovate DQ content by adapting it into a digital format known as micro-storytelling. This unique approach combines the art of storytelling with digital elements, creating engaging and effective micro-learning media Methodology: The methodology comprises three phases: 1) assessing the need for digital micro-storytelling development; 2) developing digital micro-storytelling; and 3) evaluating the DQ skills among young individuals. The sample group consisted of 55 higher education learners for needs assessment and 30 learners in the experiment group. Data analysis involves PNI modified, mean, and standard deviation. Contribution: This research contributes by addressing the urgent need for DQ skills in the digital era and by providing a practical solution in the form of digital micro-storytelling, tailored to the preferences and needs of Thai youth. It serves as a valuable resource for educators and policymakers seeking to empower young learners with essential digital competencies. Findings: The findings demonstrate three significant outcomes: 1) The learners wanted to organize their own learning experience with self-paced learning in a digital landscape, and they preferred digital media in the form of video. They were most interested in developing DQ to enhance their understanding of digital safety, digital security, and digital literacy; 2) according to a consensus of experts, digital micro-storytelling has the greatest degree of quality in terms of its development, content, and utilization, with an overall average of 4.86; and 3) the overall findings of the assessment of DQ skills indicate a favorable level of proficiency. Recommendations for Practitioners: Align materials with micro-learning principles, keeping content concise for effective knowledge retention. Empower students to personalize their digital learning and promote self-paced exploration based on their interests. Recommendation for Researchers: Researchers should continuously assess and update digital learning materials to align with the evolving digital landscape and the changing needs of students and investigate the long-term effects of DQ improvement, especially in terms of online safety and digital literacy in students' future lives and careers. Impact on Society: This study's impact on society is centered around fostering a DQ, promoting innovative educational approaches, and elevating Thai youth with essential digital skills. It contributes to a safer, more informed, and digitally literate generation prepared for the challenges of the digital era. Future Research: Undertake comparative studies to analyze the effectiveness of different digital learning formats and methodologies. Comparing micro-storytelling with other approaches can help identify the most efficient and engaging methods for enhancing DQ.

Scientific progress has a significant impact on both reality and the law that applies to it. As the ICT system has positive points that are considered an added value to it, it made it easier for people to perform their tasks and facilitate interpersonal communication for individuals, saved effort and money, and reduced the time needed to accomplish part of the duties. However, at the same time, it has become a means of committing offences and a fertile space for the existence of offence, to the extent that offence in our current era has become the result of intermarriage between human intelligence and artificial intelligence. Thus, the issue of proving cybercrimes requires a deep exploration in the notion of the authenticity of audio evidence obtained from electronic searches, as well as the process of eavesdropping and recording phone calls, and the use of expert and inspection procedures in criminal lawsuits and its impact on proof before the criminal courts.

This study aims to examine the intellectual capital and its effect on the financial performance of Ethiopian private commercial banks using the pulic model. Quantitative panel data from audited annual reports of Ethiopian private commercial banks from 2011 to 2019 are collected. The robust fixed effect regression model has been adopted to investigate the effect of IC and the financial performance measures of the banks. The study results show a positive relationship between the value added intellectual coefficient (VAIC) and the financial performance of private commercial banks in Ethiopia. The study also revealed that the components of VAIC (i.e., human capital efficiency, capital employed efficiency, and structural capital efficiency) have a positive and significant effect on the financial performance of banks measured by return on asset and return on equity over the study periods. Practically, the results of the study could be useful for shareholders to consider IC as a strategic resource and hence emphasise these intangibles, and to the bank managers to benchmark themselves against the best competitors based on the level of efficiency rankings.

Nostalgia has an intrinsic association with consumer behaviour. Retrieval of memories drives emotions among consumers and reinforces experience-led buying decisions. Despite nostalgia, and consumption being a common practice at various times in life, issues regarding the nostalgia stimuli on customers' perceptions and buying decisions remain less explored. This article aims at exploring the consumption pattern of adult consumers by analysing the influence of nostalgic behaviour referring to the autobiographic memories and social motivations. It describes the purchase intentions and consumption pattern among adult consumers in the context of self-reference criteria based on nostalgic memories and social motivations. This article offers constructive understanding on establishing relationship between nostalgic memories and consumption pattern over the temporal framework and establishing the brand loyalty and hedonic satisfaction. It contributes to the existing literature by critically examining the theoretical concepts and empirical findings of previous studies on perceptions of consumers on nostalgic emotions and their role in making buying decisions.

The world is transitioning towards the digitalisation of everyday tasks significantly. The impact of digital literacy on technological usage is immense. The awareness and utilisation of the digital India schemes are needed to determine unorganised retailers' overall satisfaction with digitalisation and technological usage. The chief motive of this research is to assess and analyse digital literacy in terms of technology usage and the awareness cum utilisation level of the various digital India schemes proposed by the Government of India for unorganised retailers. The conceptual framework consists of the factors such as digital literacy and digital India schemes that determine the overall satisfaction of retailers with technology usage. The corresponding results of the study synthesised the impact of digital literacy, digital India schemes, and the awareness cum utilisation level of technology among unorganised retailers based on recommendations to enhance the performance of the unorganised retail sector.

Human behaviour, which is led by the human, emotional and occasionally fallible brain, is highly influenced by the environment in which choices are presented. This research paper explores the synergistic potential of the Internet of Behaviours (IoB) and digital nudges in the financial sector as new avenues for intervention while shedding light on the IoB benefits and the digital nudges' added value in these financial settings. Afterward, it proposes an IoB-Nudges conceptual model to explain how these two concepts would be incorporated and investigates their complementary relationship and benefits for this sector. Finally, the paper also discusses key challenges to be addressed by the IoB framework.

For decades, data analytics has been instrumental in helping companies enhance their performance and achieve growth. By leveraging data analytics and visualisation, businesses have reaped numerous benefits, including the ability to identify emerging trends, analyse relationships and patterns within data, conduct in-depth analysis, and gain valuable insights from these patterns. Given the current demands of the industry, it is crucial to thoroughly explore these concepts to capitalise on the advantages they offer. This research specifically focuses on examining a dataset from Capital Bikes in Washington DC, providing a comprehensive understanding of data analytics and visualisation.

In this paper, we describe our recent work in using cloud computing to provision digital library services. We consider our original and current motivations, technical details of our implementation, the path we took, and our future work and lessons learned. We also compare our work with other digital library cloud efforts.

In the realm of digital data, vendor-supplied cloud systems will still leave the user with responsibility for curation of digital data. Some of the very tasks users thought they were delegating to the cloud vendor may be a requirement for users after all. For example, cloud vendors most often require that users maintain archival copies. Beyond the better known vendor cloud model, we examine curation in two other models: inhouse clouds, and what we call "open" clouds—which are neither inhouse nor vendor. In open clouds, users come aboard as participants or partners—for example, by invitation. In open cloud systems users can develop their own software and data management, control access, and purchase their own hardware while running securely in the cloud environment. To do so will still require working within the rules of the cloud system, but in some open cloud systems those restrictions and limitations can be walked around easily with surprisingly little loss of freedom. It is in this context that REDDnet (Research and Education Data Depot network) is presented as the place where the Texas Tech University (TTU)) Libraries have been conducting research on long-term digital archival storage. The REDDnet network by year's end will be at 1.2 petabytes (PB) with an additional 1.4 PB for a related project (Compact Muon Soleniod Heavy Ion [CMS-HI]); additionally there are over 200 TB of tape storage. These numbers exclude any disk space which TTU will be purchasing during the year. National Science Foundation (NSF) funding covering REDDnet and CMS-HI was in excess of $850,000 with $850,000 earmarked toward REDDnet. In the terminology we used above, REDDnet is an open cloud system that invited TTU Libraries to participate. This means that we run software which fits the REDDnet structure. We are beginning to complete the final design of our system, and starting to move into the first stages of construction. And we have made a decision to move forward and purchase one-half petabyte of disk storage in the initial phase. The concerns, deliberations and testing are presented here along with our initial approach.

As more institutions continue to work with large and diverse type of content for their digital repositories, there is an inherent need to evaluate, prototype, and implement user-friendly websites -regardless of the digital files' size, format, location or the content management system in use. This article aims to provide an overview of the need and current development of Document Viewers for digitized objects in DSpace repositories -includign a local viewer developed for an newspaper collection and four other viewers currently implemented in DSpace repositories. According to the DSpace Registry, 22% of institutions are currently storing "Images" in their repositories and 21% are using DSpace for non-traditional IR content such as: Image Repository, Subject Repository, Museum Cultural, or Learning Resources. The combination of current technologies such as Djatoka Image Server, IIPImage Server, DjVu Libre, and the Internet Archive BookReader, as well as the growing number of digital repositories hosting digitized content, suggests that the DSpace community will probably benefit with an "out-of-the-box" Document Viewer, especially one for large, high-resolution, and multi-page objects.

This paper presents a validation research of seven Digital Learning Domains (DLDs) and sixty-five performance statements (PSs) as perceived by students with experience in learning via ICT. The preliminary findings suggest a statistical firmness of the inventory. The seven DLDs identified are Social Responsibility, Team-based Learning, Information Research and Retrieval, Information Management, Information Validation, Processing and Presentation of Information, and Digital Integrity. The 65 PSs will enable a teacher to identify the level of competency the learner has in each DLD, thus identifying students’ strengths and weaknesses that must be addressed in order to facilitate learning in the current era. As can be concluded from the findings, most of the participants evaluate themselves as digitally literate with regard to the basic information research and retrieval skills, validation and information management. But when it comes to PSs that require complex decision making or higher order thinking strategies, it seems that a large number of participants lack these skills. Also, social responsibility and digital integrity domains are perceived as known by the participants but not very well taken in terms of pro-active action to enforce appropriate digital behavior, or avoiding illegally obtained music or movies.

One of the key attempts towards a collective African vision is the New Economic Partnership for African Development (NEPAD). Barnard and Vonk (2003) report that “53 countries have been urged to implement ICTs in three crucial development arenas: education, health and trade”. While NEPAD and other initiatives have contributed to the provision of ICT infrastructure with positive results as seen in the growth of Internet uses, the disparities in development across Africa are enormous. The challenge to Higher Education Institutions in Africa has been summarised by Colle (2005): “central to creating digital resources and academic infrastructure is the question of universities’ relevance to the world around them, and especially to the challenge of being an active player – ‘an anchor of a broad-based poverty alleviation strategy’ in an increasingly knowledge-based economy”. It can be inferred from Colle that the activities of HEIs in Africa ought to be geared towards contributing to the realisation of the Millennium development goals.

This longitudinal, quasi-experimental study investigated students’ cognitive personality type using the Myers-Briggs personality Type Indicator (MBTI) in Internet-based Online and Face-to-Face (F2F) modalities. A total of 1154 students enrolled in 28 Online and 32 F2F sections taught concurrently over a period of fourteen years. The study measured whether the sample is similar to the national average percentage frequency of all 16 different personality types; whether specific personality type students preferred a specific modality of instructions and if this preference changed over time; whether learning occurred in both class modalities; and whether specific personality type students learned more from a specific modality. Data was analyzed using regression, t-test, frequency, and Chi-Squared. The study concluded that data used in the study was similar to the national statistics; that no major differences in preference occurred over time; and that learning did occur in all modalities, with more statistically significant learning found in the Online modality versus F2F for Sensing, Thinking, and Perceiving types. Finally, Sensing and Thinking (ST) and Sensing and Perceiving (SP) group types learned significantly more in Online modality versus F2F.

Aim/Purpose: The aim of this study was to develop a prototype of an information-generating computer tool designed to automatically map the dental restorations in a panoramic radiograph. Background: A panoramic radiograph is an external dental radiograph of the oro-maxillofacial region, obtained with minimal discomfort and significantly lower radiation dose compared to full mouth intra-oral radiographs or cone-beam computed tomography (CBCT) imaging. Currently, however, a radiologic informative report is not regularly designed for a panoramic radiograph, and the referring doctor needs to interpret the panoramic radiograph manually, according to his own judgment. Methodology: An algorithm, based on techniques of computer vision and machine learning, was developed to automatically detect and classify dental restorations in a panoramic radiograph, such as fillings, crowns, root canal treatments and implants. An experienced dentist evaluated 63 panoramic anonymized images and marked on them, manually, 316 various restorations. The images were automatically cropped to obtain a region of interest (ROI) containing only the upper and lower alveolar ridges. The algorithm automatically segmented the restorations using a local adaptive threshold. In order to improve detection of the dental restorations, morphological operations such as opening, closing and hole-filling were employed. Since each restoration is characterized by a unique shape and unique gray level distribution, 20 numerical features describing the contour and the texture were extracted in order to classify the restorations. Twenty-two different machine learning models were evaluated, using a cross-validation approach, to automatically classify the dental restorations into 9 categories. Contribution: The computer tool will provide automatic detection and classification of dental restorations, as an initial step toward automatic detection of oral pathologies in a panoramic radiograph. The use of this algorithm will aid in generating a radiologic report which includes all the information required to improve patient management and treatment outcome. Findings: The automatic cropping of the ROI in the panoramic radiographs, in order to include only the alveolar ridges, was successful in 97% of the cases. The developed algorithm for detection and classification of the dental restorations correctly detected 95% of the restorations. ‘Weighted k-NN’ was the machine-learning model that yielded the best classification rate of the dental restorations - 92%. Impact on Society: Information that will be extracted automatically from the panoramic image will provide a reliable, reproducible radiographic report, currently unavailable, which will assist the clinician as well as improve patients’ reliance on the diagnosis. Future Research: The algorithm for automatic detection and classification of dental restorations in panoramic imaging must be trained on a larger dataset to improve the results. This algorithm will then be used as a preliminary stage for automatically detecting incidental oral pathologies exhibited in the panoramic images.

Aim/Purpose: To capture digital training experiences, the paper introduces a novel data collection method – a graphic questionnaire. It aims to demonstrate the opportunities and limitations of this tool for collecting feedback from socially disadvantaged participants of digital literacy training about their progress. Background: In training of digital skills for disadvantaged audiences through informal educational interventions, it is important to get sufficient knowledge on factors that lead to their progress in the course of training. There are many tools to measure the achievements of formal education participants, but assessing the effectiveness of informal digital skills training is researched less. The paper introduces a small-scale case study of the training programme aimed at the developing of reading and digital skills among the participants from three socially disadvantaged groups – people with hearing impairments, children from low income families, and elderly persons. The impact of the training on participants was evaluated using different tools, including a short graphic questionnaire to capture the perceptions of the participants after each training. Methodology: We performed a thematic analysis of graphic questionnaires collected after each training session to determine how the students perceived their progress in developing literacy and digital skills. Contribution The findings of the paper can assist in designing assessment of digital literacy programmes that focus not only on final results, but also on the process of gaining digital skills and important factors that facilitate progress. Findings: The graphic questionnaire allowed the researchers to get insights into the perception of acquired skills and progressive achievements of the participants through rich self-reports of attitudes, knowledge gained, and activities during training sessions. However, the graphic questionnaire format did not allow the collection of data about social interaction and cooperation that could be important in learning. Recommendations for Practitioners: Graphic questionnaires are useful and easy-to-use tools for getting rich contextual information about the attitudes, behaviour, and acquisition of knowledge in digital literacy training. They can be used in applied assessments of digital literacy training in various settings. Their simplicity can appeal to respondents; however, in the long-run interest of respondents in continuing self-reports should be sustained by additional measures. Recommendations for Researchers: Researcher may explore the variety of simple and attractive research instruments, such as “honeycomb” questionnaires and similar, to facilitate data collection and saturate feedback with significant perception of personal experiences in gaining digital literacy skills. Impact on Society: Designing effective digital literacy programmes, including engaging self-assessment methods and tools, aimed at socially disadvantaged people will contribute to their digital inclusion and to solving the issues of digital divide. Future Research: Exploration of diverse research methods and expanding the research toolset in assessing digital literacy training could advance our understanding of important processes and factors in gaining digital skills.