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Perception of External Marketing Communication of Companies by Young Customers

Abstract

External marketing communication of companies is a purposeful process of transferring information to the company’s environment - society, competitors, clients and receiving their feedback. Based on the signals, the company adapts its way of communication. Choosing the most suitable type of communication may be one of the factors deciding about a company’s success. Even the best offer would not be able to attract customer’s attention if the information did not reach one. The article combines secondary data - results of the research conducted in Polish companies regarding the use of communication tools, and primary data obtained from own surveys carried out on students regarding the perception of those tools. The purpose of the article is to evaluate the perception of different communication forms by young customers.

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Is Facebook Really Facing the Needs of its Current Users?

Abstract

In the fast changing world social media change even faster and the changes they undergo try to address the demands of their users. The process of addressing the requirements is as complex as the users in question and their approach to social media. This study tries to look at possible reasons for the downfall in the number of active users in the biggest numbers of Facebook users nowadays the age 11 – 34 population. As this group constitutes the biggest target for Facebook’s activity it is crucial to understand if and how their expectations change. The complexity of the tool versus other social media is considered together with the problem of addressing the needs of its users in the time of their transition from childhood to adulthood.

Open access
Self-Presentation of Polish Football Managers on Linkedin

. CONLON, J., TAYLOR, A., ASHRUFF, P., & BIRD, L. (2017), LinkedIn Groups: Building a community to create real connections to benefit students and alumni in Fashion and Textiles. University of Huddersfield. COOPER, B., &NAATUS, M. K. (2016), LinkedIn as a Learning Tool in Business Education. American Journal of Business Education, 7(4), 299-306. DESZCZYŃSKI, B. (2017), Nawiązywanie relacji biznesowych z wykorzystaniem mediów społecznościowych - aktywność polskich menedżerów eksportu w serwisach LinedIn i GoldenLine, Marketing i Rynek, 9, 58–67. DUFFY

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Forums as a tool for negotiating knowledge in Higher Education

: Where Old and New Media Collide . New York: New York University Press. Jonassen, D. H. (1994). Thinking Technology: Toward a Constructivist Design Model, Educational Technology , 34 (4), 34-37. Ligorio, M. B. (2009). Identity as a product of knowledge building: The role of mediated dialogue, Qwerty , IV , 1, 33-46. Muukkonen, H., Hakkarainen, K. e Lakkala, M. (1999). Collaborative technology for facilitating Progressive Inquiry: The future Learning Environment tools. In C. Hoadley & J. Roschelle, (Eds.), Proceedings of the CSCL ‘99 conference

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Robotics for soft skills training

., Lepuschitz, W., Koppensteiner, G., Balogh, R. (2016). Robotics in Education. Miglino, O., Lund, H. H., & Cardaci, M. (1999). Robotics as an educational tool. Journal of Interactive Learning Research, 10(1), 25. Miglino, O., Rubinacci, F., Pagliarini, L., & Lund, H. H. (2004). Using artificial life to teach evolutionary biology. Cognitive Processing, 5(2), 123-129. Miglino, O., Di Ferdinando, A., Rega, A., & Ponticorvo, M. (2007). Le nuove macchine per apprendere: simulazioni al computer, robot e videogiochi multi-utente. Alcuni prototipi. Sistemi

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Designing MOOCs in Higher Education. Outcomes of an experimentation at the Catholic University of Milan

. (2010). Io scrivo, tu mi leggi? qualcuno risponderà… lurking e partecipazione nei gruppi di apprendimento on line. Information Sciences for DecisionMaking», 39, 417-429. Fini, A. (2009). The technological dimension of a massive open online course: The Case of the CCK08 course tools. The International Review of Research in Open and Distance Learning, 10(5). Ghislandi, P.M., & Raffaghelli, J.E. (2013). Massive Open Online Courses (MOOC). In D. Persico & V. Midoro (eds.), Pedagogia nell’era digitale (pp. 51-57). Ortona: Menabò. Gibbs, G., & Jenkins, A

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Think big: learning contexts, algorithms and data science

. D. Cielen, D., Meysman, A. D. B.,Ali, M. (2016). Introducing Data Science-Big data, machine learning, and more, using Python tools, New York: Manning, Shelter Island Conway, D. (2010). The data science venn diagram. Dataists Retrieved, from http://www.dataists.com/2010/09/thedata-science-venn-diagram/. Cordoba, R (2016). Foreword. In Daniel, Big data and learning analytics in higher education: Current theory and practice.(pp. vii-viii). Switzerland: Springer Daniel, B. K. (Ed.) (2016). Big data and learning

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A protocol for multidimensional assessment in university online courses

Technology & Society , 15 (4), 114–125. Clark, R.C. & Mayer, R.E. (2007). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning . San Francisco, CA: Pfeiffer. Horton, W. (2006). E-Learning by Design . San Francisco, CA: Pfeiffer. Impedovo, M.A., Ritella, G. & Ligorio, M.B. (2013). Developing Codebooks as a New Tool to Analyze Students’ e-Portfolios. International Journal of ePortfolio , 3 (2), 161-176 Ligorio, M.B. & Sansone N. (2009). Structure of a Blended University Course: Applying

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The Development of Diorama Learning Media Transportation Themes to Develop Language Skill Children’s Group B

Abstract

Early Childhood is the beginning of basic skills development, and one such skill is the language skill. During this time, appropriate stimulus is required to assist the optimal development of children’s language skills, which includes the utilization of effective media learning in kindergarten. Field observation obtained by the researcher in Kindergarten PGRI 3 Tulusayu Tumpang Malang district showed that the only learning media currently used is in the form of visual utilities exhibited by the teacher and does not involve many children in the utilization. The purpose of this research and development is to produce an instructional media diorama that can be used as a language development tool for children in language skill group B. The learning media diorama is expected to help teachers to be more creative in using learning media as interactive game tools.

Open access
Visuo-spatial attention and reading abilities: an action game prototype for dyslexic children

Abstract

The ability to play action videogames – not directly related to phonological or orthographic training – seems to be a teaching tool able to intervene specifically on spatial attention and drastically improve the reading skills of dyslexic children. The MADRIGALE project aims at the design and development of an action game, simultaneously involving both phonological and attention training in order to adapt educational game strategies for special needs.

Within the MADRIGALE project, the design of the prototype was presented at the International Conference on Intelligent Networking and Collaborative Systems, while an experimentation about educational effectiveness of the prototype, conducted using ‘Prove MT2’ as a benchmarking tool for measuring accuracy and speed of reading, was published in the International Journal of Emerging Technologies in Learning (iJET). This paper is an extension of the work presented in SIREM – SIEL 2014 Conference, and presents the results of a Game Evaluation Sheet administered to 50 primary school teachers with experience of dyslexic students

Open access