Category Archives: 2006/3-4

Convergencia con Europa y cambio en la universidad. Los profesores y las nuevas tecnologías como elementos clave en el nuevo modelo de aprendizaje del Espacio Europeo de Educación Superior

The author of this paper makes a sociological reflection based on the institutional and organizational analysis of the Spanish university facing up to the challenge of the new European Space for Higher Education (ESHE), focusing in professors and new technologies as key issues of transformation. The author maintains that the bet on building “strong and competitive universities for a strong Europe”, to be successful in an environment of “ambivalences” and “threats” as result of the liberal information society model and knowledge economy development, requires new strategies of transformation and a suitable change management; both in the incorporation of the new information and communication technologies, as in the adoption of the new pedagogical paradigm based on learning.

Article originally appeared in: “Edutec. Revista Electrónica de Tecnología Educativa”, n. 20, January 2006. Reprinted with permission of the autor and the publisher

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Open content and the emerging global Meta-University

In the open-access movement, we are seeing the early emergence of a meta-university, a transcendent, accessible, empowering, dynamic, communally constructed framework of open materials and platforms on which much of higher education worldwide can be constructed or enhanced.
The emerging meta-university, built on the power and ubiquity of the Web and launched by the open courseware movement, will give teachers and learners everywhere the ability to access and share teaching materials, scholarly publications, scientific work in progress, teleoperation of experiments and worldwide collaborations, thereby achieving economic efficiencies and raising the quality of education through a noble and global endeavour.
Article originally appeared in: “EDUCAUSE Review”, V. 41(2006), n. 3, May/June, pp. 18–30. Reprinted with permission of the author and the publisher

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Memex at 60: Internet or iPod?

It has been 61 years since the 1945 Memex article, and so much has changed since then that we might well wonder whether the article is still worth looking at. It certainly inspired some of the leading figures in information technology, but now it seems to be cited either for things it did not really say, or because everything it proposed has been pretty much accomplished, albeit with alternate technology. If we take another look at the Memex description, though, there are a few key ideas that can still be goals in terms of an easy-to-use personal collection that is a supplement to one’s own memory. Perhaps in today’s terms, the device would be a combination of the iPod design and a tablet computer. As such, it could function as a handy information pod, with certain Memex features, serving as an extended personal memory.

Article originally appeared in: “Journal of the American Society for Information Science and Technology”, V. 57(2006), n. 9, pp. 1233-1242. Reprinted with permission of the author and the publisher.

Methodology and Technology – Knowledge based approach for e-learning in the future networks of distance education

E-learning is characterised by the latest forms of technology and methodology. The future development of e-learning will find its expression in the transfer to the knowledge based e-learning. Especially technology and methodology will influence the further process by many innovations balanced with the improvement of the organisation and social life. The future development will be focused on networking, in order to be able to control efficient solutions of very complex problems. The future networks for distance education will be driven by the latest methodologies and technologies and based on knowledge transfer for e-learning in the framework of the systemic approach.

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Podcasting lectures: Formative evaluation strategies helped identify a solution to a learning dilemma

At some point in their educations, students must learn copious amounts of information. To do this, they use a variety of well-known strategies such as study groups, note-taking services, and videotapes of lectures. In fall 2004, a group of first-year dental students at the University of Michigan (U-M) School of Dentistry asked to have all dental school lectures videotaped and recordings made available on a Web site. The students doubted their ability to accurately summarize in their notes the quantity of information presented in lectures. The students thought that reviewing a video recording of each lecture would help them better retain the biomedical information presented.

The Office of Dental Informatics is responsible for the development, implementation, and evaluation of learning-technology activities in the school. This includes faculty development, course Web pages, research with and about learning technology, and the formative and summative evaluation of learning technology projects. The office is also responsible for the acquisition, installation, and operation of classroom and computer lab equipment.

In response to the students’ request, the Dental Informatics group applied formative evaluation strategies to determine the ultimate solution. The group determined that podcasting audio recordings of lectures provided a better technology solution for the students’ needs than the originally requested video recordings.

Article originally appeared in: “Educause Quarterly”, V. 29(2006), n.3, pp. 24-31. Reprinted with permission of the authors and the publisher.

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Sistemas tutoriales multiagentes con modelado del estudiante y del autor

This communication presents an architecture for STI – Intelligent Tutoring System – and considers the most significant aspects of agents technology. This architecture considers the incorporation of agents in the modules designed for the tutor and the student in order to be able to integrate them together, considering the Theory One of Perkins, the styles of learning and multiple intelligences of Gardner.

Article originally appeared in: “Edutec. Revista Electrónica de Tecnología Educativa”, n. 20, January 2006. Reprinted with permission of the autor and the publisher.

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Transforming higher education in Lesotho through Open and Distance Learning: issues and challenges

This article presents the case of two higher education institutions in Lesotho, the National University of Lesotho and the Lesotho College of Education which are by definition operating as dual mode institutions. While their efforts at opening more access to higher education are commendable, these are falling short of meeting the current demand. Distance education challenges inherent in this kind of arrangement are well documented. These include among others the lower level status accorded the distance education units within the traditional systems. This has led to unequal treatment in terms of resource allocation and treatment of both the staff and students.
This paper proposes that their efforts can be transformed through promoting a culture of open and distance method, where the leadership, the academic, the administrative and the government embrace ODL. The issues and challenges that need to be confronted are explored.

Revised version of paper presented at the conference Developing a common platform for global co-operation – GUIDE2006, Rome, 13-14 February 2006.

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iPod forensics

The iPod is one of the most popular digital music devices in today’s marketplace. The newest versions of the iPod have become more PDA/storage like than ever before. With this new functionality the iPod has recently found its way into the criminal world. With the continued growth of the digital music device market, the iPod’s use in criminal activity will only continue to increase. This paper discusses some of the features of the iPod and how a criminal could use them. A literature review found little or no documentation or discussion on the forensic analysis of the iPod or similar devices. Therefore, this research outlines what should be considered when an iPod is found at the crime scene, and offers a critical analysis of some common forensic tools and their ability to collect and analyze data from an iPod. Suggestions for future research are also provided.

Article originally appeared in: “International Journal of Digital Evidence, V. 4(2005), n. 2. Reprinted with permission of the authors and the publisher

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TULP2G – An open source forensic software framework for acquiring and decoding data stored in electronic devices

TULP2G is a forensic software framework for acquiring and decoding data stored in electronic devices. The framework consists of a layered architecture with communication, protocol, conversion, and export plug-ins to acquire, decode, and report evidence in customizable layouts. All acquired data is stored in an XML formatted evidence file along with information for auditing purposes. XML files can also be used to customize the framework with different user interface languages. A profile mechanism is built in to save and load framework configuration settings for common investigations.
Conversion and export plug-ins can also be used to decode data acquired with other data acquisition methods. TULP2G is implemented in C# using .NET1.1 and released under a BSD license. All software, including source code is available at // Currently available plug-ins are mainly targeted towards GSM phone examinations, but the applied open source strategy tries to stimulate other parties in developing more examination functionality.

Article originally appeared in: “International Journal of Digital Evidence”, V. 4(2005), n. 2. Reprinted with permission of the author and the publisher.

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Best practices for online business education

This integrative review of literature on online educational best practices is intended to provide a quick reference for those interested in designing online business courses and programs. Primarily American in its perspective, this review may be helpful for business schools seeking optimal online course designs that foster quality learning experiences comparable in outcomes to traditional methods. Paramount in this review are the emphases on consistency, cohesiveness, and assessment.

Article originally appeared in: “The International Review of Research in Open and Distance Learning”, V. 7(2006), n. 1. Copyright © 2006 Athabasca University, Canada’s Open University. Reprinted with permission of the authors and the publisher

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