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Memorization is essential when new knowledge is based on association with existing knowledge. It is key in acquiring logographic languages, such as Chinese and Japanese. Such languages present challenges to students possessed of alphabet-based mother tongues. To meet these challenges, we discuss a technology-enhanced learning method to address the needs of second language learners and support the development of appropriate logographic skills. Our novel approach facilitates the memorization of pictograms through the augmented method of loci. We detail augmented method of loci, discuss its wide impact in a range of disciplines, and provide a case study of its application.

Open educational resources (OER) are educational materials with an open license so that they can be freely copied, modified, and reused. While the rising cost of textbooks is a concern in higher education, over 50% of the surveyed educators stated that they are unaware of the OER and how they could replace the traditional textbooks. In addition, not many instructors understand the Creative Commons licenses under which OER can be used. In this work, we consider the types of OER and outline the sources of OER for business courses. We describe our experience of using such resources for innovative business courses and discuss the choices we made and the lessons learned. Finally, we share the results of surveys about OER we conducted with students and reflect on them.

Collaboration among students in the course of learning plays an important role in developing communication skills. In particular, it helps for team building and brainstorming on solutions of complex problems. While an effective group organization is critical for the success of such collaborative learning, many instructors would make arbitrary decisions about student grouping. This is mainly due to the lack of in-depth studies analyzing group setup in face-to face settings and providing recommendations and practical guidelines for group assignment and management. To address this problem, we conducted a series of experiments exploring the dynamic formation of collaborative groups among foreign language students at different proficiency levels. On the basis of the obtained results and the identified limitations of the current methods, we propose a novel technology-enhanced approach to optimized group setup and effective management. This approach provides a scaffold for integrating Tangible Technology Enhanced Learning and Computer Supported Collaborative Learning into an instructional system with advanced interaction capabilities for augmented learning and enhanced instructor support for dynamic group management.

In all areas of human activity, decision-making based on data analysis is very important. As the availability of data grows, it becomes critical to educate not only traditional students but also those individuals who are now in the workforce, as many of them are expected to manage the complex data streams and to provide evidence and guidance for organizational action. We consider several technological tools that prepare the learners with data analytic skills. Among them are data analysis and visualization tools, Six Sigma, and operations research methods. We provide a survey of respective software systems suitable for a broad audience.

We place collaborative student engagement in a nontraditional perspective by considering a novel, more interactive educational environment and explaining how to employ it to enhance student learning. To this end, we explore modern technological classroom enhancements as well as novel pedagogical techniques which facilitate collaborative learning. In our setup, the traditional blackboard or table is replaced by a digitally enabled interactive surface such as a smart board or a tabletop computer. The information displayed on the digital surface can be further enhanced with augmented reality views through mobile apps on student smartphones. We also discuss ways to enhance the instructional process through elements of game mechanics and outline an experimental implementation. Finally, we discuss an application of the proposed technological and pedagogical methods to human anatomy training.

This paper considers how a biologics manufacturer took the lagging data expressed in nonconformance data to build a system of analysis towards prioritizing improvements in terms of risk management to facilitate meeting the challenges of a consent decree.

Recent years have seen an increase in interest with regard to offering music industry undergraduate programs at institutes of higher learning. Such programs typically cover a mix of courses in both music and business areas. An emerging trend in the music industry is the rising application of digital technologies in all business aspects. This makes it necessary to enhance the curriculum with opportunities that familiarize students with various digital technologies and the possibilities they offer, so graduates are well-prepared for their future careers. This paper presents a case study conducted at the State University of New York—Fredonia. It revealed a need to enhance the school’s Music Industry program, in terms of course content, with information and communication technologies. A proposal of novel courses to enhance music industry student acquisition of technology competencies resulted from the study. Additionally, opportunities for the possible enrichment of existing courses with material on digital technologies applications are provided. This work is aimed not only at music industry educators but also at instructors in other disciplines willing to make their students aware of the latest technological trends.

We study the breadth of inclusion of information technology in sport management (SM) programs, surveying program sponsoring colleges and universities within a prominent state-university system. Our results indicate a very low number of SM programs require any type of information technology courses as part of their core requirements. In fact, only three programs have a requirement for a technology course specific to SM. To aid in the adoption of software and information technology into SM programs, we researched software systems that may provide skills to enhance the various components of SM. In an effort to make our recommendations even more meaningful, we pair specific software programs and their attributes with particular courses in SM. Moreover, we consider the common professional component requirements of the SM accrediting body Commission on Sport Management Accreditation and make suggestions as to how our software discoveries might aid colleges and universities in meeting accreditation requirements.

In this work, we consider the challenges of studying Japanese, both as a mother tongue and as a second language, stemming from the complexity of its writing system employing over 2000 ideograms (kanji) and two different alphabets. We discuss a novel educational approach based on computer assisted collaborative learning incorporating direct interactions with digitally encoded physical artifacts acting as tangible interfaces components. The learning experiences are further enhanced by the BYOD based Virtual and Augmented Reality support engaging the tangible interface objects as physical attractors for focused discussions and collaboration.

This work presents a novel multifaceted approach for facilitating education in data analytics. This novel approach is necessary as this new and growing discipline warrants understanding within diverse organizational arenas while recognizing that students are likely non-traditional, usually already employed in various fields and having different level of preparation. Elements of the approach are applied at the State University of New York (SUNY) – one of the largest university systems in the world.

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, June, 2017 The big data issue is relatively recent. Under this term are meant data that cannot be processed with the traditional algorithms and software. There are many predictions that big data analysis will become necessary in every field of computer activity, as nowadays it is important to possess abilities to use computer and communication technology. The article discusses ways to educate specialists to analyze big data, with a focus on life-long learning, graduate, undergraduate, and secondary education. Association for the Development of the Information Society, Institute of Mathematics and Informatics Bulgarian Academy of Sciences, Plovdiv University "Paisii Hilendarski"

Image analysis is a scientific discipline which provides theoretical foundations and methods for solving problems appearing in a range of areas as diverse as biology, medicine, physics, astronomy, chemistry, robotics, industrial manufacturing, and security. The very nature of the subject of image analysis determines its close relations to various facets of artificial intelligence. Unlike traditional approaches, which are based on continuous models requiring float arithmetic computations and rounding, "combinatorial" (or "discrete") approaches are based on studying combinatorial properties of discrete structures. They provide models and algorithms, which often appear to be more efficient and accurate than those based on continuous models. Some recent combinatorial approaches aim at constructing a self-contained digital topology and geometry, which might be of interest and importance not only for image analysis, but also as independent mathematical disciplines.

We present two case studies of motion tracking applicable to gesture recognition in fencing and kanji sports. Through them, we illustrate how the two basic techniques for gesture extraction - camera based video analysis and wearable device motion tracking - could be employed in sports applications. In the first case, advanced video frame analysis is applied to gesture recognition for improved fencing training. The second case uses portable devices for tracking of hand motion and recognition of strokes in a kanji sports educational game. Prototype applications for both gesture recognition approaches have been implemented on different platforms and employed in practice.

Reneta P. Barneva, Valentin E. Brimkov, Joaquin O. Carbonara, John Favata, Barbara Sherman, and Kamen Kanev 1Department of Applied Professional Studies, The State University of New York at Fredonia, NY 14063, USA 2Department of Mathematics, SUNY Buffalo State, Buffalo, NY 14222, USA 3Department of Computer Information Systems, SUNY Buffalo State, Buffalo, NY 14222, USA 4Shizuoka University, Hamamatsu, Japan