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The purpose of this paper is to review recent developments in educational informatics relating to the provision by information systems of pedagogical support to web‐based learners, and to propose further investigation of the feasibility and potential value of web‐based “conversational” information systems to complement adaptive hypermedia and information retrieval systems.

The potential of Pask's conversation theory is considered as a potentially useful framework for the development of information systems capable of providing pedagogical support for web‐based learners, complementary to that provided by existing computer‐assisted learning and adaptive hypermedia systems. The potential role and application of entailment meshes are reviewed in relation to other forms of knowledge representation including classifications, semantic networks, ontologies and representations based on knowledge space theory.

Concludes that conversation theory could be a useful framework to support the development of web‐based “conversational” information that would complement aspects of computer‐assisted learning, adaptive hypermedia and information retrieval systems. The entailment mesh knowledge representation associated with conversation theory provides the potential for providing particularly rich pedagogical support by virtue of its properties of cyclicity, consistency and connectivity, designed to support deep and enduring levels of understanding.

Although based on a considerable body of theoretical and empirical work relating to conversation theory, the paper remains speculative in that the gap is still great between, on the one hand, what has so far been achieved and, on the other, the practical realisation of its potential to enhance web‐based learning. Much work remains to be done in terms of exploring the extent to which procedures developed and benefits found in relatively small‐scale experimental contexts can effectively be scaled to yield enhanced support for “real world” learning‐related information behaviour.

The ideas of Pask, discussed in this paper, are capable of guiding the structuring of information according to parameters designed to facilitate deep and enduring understanding via interactive “conversational” engagement between the conceptual structures of information source authors and learners. If one can scale Pask's work to “real world” learning‐related information behaviour, one can increase the range of web‐based information systems and services capable of providing pedagogical support to web‐based learners.

This paper aims to suggest that the concept of clinical governance goes beyond a bureaucratic accountability structure and can be viewed as a negotiated balance between imperfectly aligned and sometimes conflicting goals within a complex adaptive system. On this view, the information system cannot be separated conceptually from the system of governance it supports or the people whose work it facilitates or hinders.

The study, located within the English National Health Service (NHS) between 1999 and 2005, is case study based using a multi method approach to data collection within two primary care organisations (PCOs). The research strategy is conducted within a social constructionist ontological perspective.

The findings reflect the following broad‐based themes: mutual adjustment of a plurality of stakeholder perceptions, preferences and priorities; the development of information and communication systems, empowered by informatics; an emphasis on education and training to build capacity and capability.

Limitations of case study methodology include a tendency to provide selected accounts. These are potentially biased and risk trivialising findings. Rooted in specific context, their generalisability to other contexts is limited by the extent to which contexts are similar. Reasonable attempts were made to minimise any bias. The diversity of data collection methods used in the study was an attempt to counterbalance the limitations highlighted in one method by strength from alternative techniques.

The paper makes recommendations in two key governance areas: education and learning to manage health information. In practice, the lessons learned provide opportunities to inform future approaches to health informatics educational programmes.

With regard to topicality, it is suggested that many of the developmental issues highlighted during the establishment of quality improvement programmes within primary care organisations (PCGs/PCTs) are relevant in the light of current NHS reforms and move towards commissioning consortia.

The purpose of this paper is to present principles from the complex approach in education and describe some practical pedagogic experiences enhancing how “real world” perspectives have influenced and contributed to curriculum development.

Necessity of integration in terms of knowledge modeling is an historical trend in Engineering and Computer Sciences curricula. Integration of particular technical aspects with wide global aspects is a response to globalization demands. Globalization demands require new approaches, at both educational and teaching levels. Also, educational level embeds a wide range of pedagogical proposals or teaching proposals. Since the 1990s, Engineering and Computer Sciences curricula have emphasized, increasingly, the project‐oriented approach in the Engineering field of knowledge and software engineering contents has migrated to beginners or fresh‐man level in Computer Sciences courses. This approach is called the Complex Approach in education. COOL – “Comprehensive Object‐Oriented Learning” – is an educational project mentored by Emeritus Professor Kristen Nygaard, from the Department of Informatics at Oslo University, which deals with the complex approach in education. Professor Nygaard passed away in 2002. This project was published in 2006 under the title of “Comprehensive Object‐Oriented Learning: the Learner’s Perspective”. This paper analyses theoretical aspects in Nygaard's project and also compares aspects with the author's work teaching Object Oriented Modeling in Computer Sciences and Engineering, at Federal University of Santa Catarina – UFSC, Florianopolis, Brazil. The author's pedagogic proposal, developed on those contexts, since 1997, is supported by Nygaard theory and also by Edgar Morin “Complex Thought” theory adopted by UNESCO, titled Complex Thought cathedra.

Innovation, in terms of Engineering and Computer Sciences curriculum development, is deeply related to the complex approach educational paradigm. Consequently, innovation in terms of pedagogic practices is also deeply related to the complex approach perspective. Complex approach overpasses fragmented view of knowledge towards integrative view concerning curriculum development in technological areas.

The comprehensive object‐oriented learning presented here is applied to Computer Science and Engineering. However its development and application could impact other disciplines and education, especially in relation to technology integration in education.

The paper presents and discusses COOL as a concept and approach for enhanced learning, in a novel manner, taking account of theoretical underpinnings developed aligned to modern thinking.

Institutional repositories (IR) are usually used to archive and manage digital collections including research results, educational material, etc. Learning management systems (LMS) form a popular basis for e-learning and blended learning. This paper aims to study how to integrate IR and LMS to support accessibility of disabled students and students with learning difficulties (dyslexic students) in higher education. Customised ontologies focusing on disabled students can be used to facilitate indexing, and access of items in the repository.

The authors propose a simple methodological approach to establish an integrating system for supporting accessibility. First, the authors review research works related to adaptive learning environments (ALEs) and blended learning, and discuss issues of the interoperability of IR and LMS. Then, based on the review, the authors discuss the use of an integrated ALE for supporting disabled students in the domain of higher technological education. The integrated system is based on IR, LMS and assistive and adaptive technology. The open source software platform DSpace is used to build up the repository applications Use of the web ontology language (OWL) ontologies is also proposed for indexing and accessing the various, heterogeneous items stored in the repository. Various open source LMS (e.g. openeclass) could be used to build up the integrated system. Finally, the authors describe experimentation with a prototype implemented to provide the mentioned capabilities.

The technology is mature enough for building up integrated systems, combining capabilities of IR and LMS, for supporting disabled students. The use of ontologies focused on disabled students could facilitate the use of such integrated systems. Customisation and operation of a platform, for the selection and use of portions of OWL ontologies, could be based on the open source software Protégé. Such a platform forms a basis to create an appropriate ontology suitable for specific domains, e.g. the domain of technological education. Finally, the authors argue that the combined use of the OWL platform and the DSpace repository with open source LMS platforms could support domain experts for creating customised ontologies and facilitating searching.

A new perception of the term integrated system for supporting disabled students in the higher education context is presented. This perception tries to combine the IR technology that supports the self-archiving approach of information, open LMS technology and the user-centred approach to support students and manage the “life of information”.

Purpose – The purpose of the chapter is to provide an analytical overview of information research in the United Kingdom and of the role of the Research Assessment Exercises (RAE) in shaping the form and structure of that research.

Design/methodology/approach – The approach adopted is a detailed content analysis of the submissions made to the last UK RAE. This analysis is carried out in relation to four broad subject categorisations, and specific analysis of accounts of research carried out in the departments and research groups.

Findings – The RAE have played a key role in promoting research specialisms in library and information studies (LIS) research in the United Kingdom. The former general approach to research in information studies has been replaced by more focused research activities carried out in a variety of research groups spread across a diverse range of disciplines and departments, from LIS, to business and management, information systems, and computing and engineering.

Research implications – The prospects for general LIS research departments may be increasingly limited, as research becomes concentrated in sub-groups within larger organisational structures, subverting both departmental lines and conventional subject boundaries.

Originality/value – This overview provides a novel synthesis of information research in the United Kingdom in relation to four broad categories of research in information studies and information science, information management and social informatics, information systems and information interaction, and social computing and computational informatics. The account brings together a fragmented field of research in a compact and intelligible form.

The purpose of this paper is to find econometric evidence of a negative influence of educational mismatch on either wage or job satisfaction, once potential sources of bias are adequately considered. The analysis attempts to answer the question: do wage or job satisfaction really depends on educational mismatch?

The paper uses a panel data of 1690 early career Master graduates from Università della Svizzera italiana (USI), Switzerland. First, a wage equation with dummies representing educational mismatch and other control variables is estimated. On the other hand, a regression in which the dependent variable is the degree of self-assessed job satisfaction is run in order to identify the effect of mismatch on job satisfaction.

The analysis finds no robust econometric evidence of a negative influence of educational mismatch on either wage or job satisfaction, once potential sources of bias are adequately considered.

The estimates have been conducted on a specific sub-population, i.e. a limited sample of Master graduates from a single Swiss university in the years 2006–2016; it is then not straightforward that results can be generalised to the whole population.

The influence of educational mismatch on job satisfaction has been extensively studied in the previous literature; however, most of the existing studies are likely to report biased results due to unobserved heterogeneity and measurement error. The authors address these two serious econometric issues by proposing a new instrumental variable for a self-assessed mismatch, i.e. time spent in job search after graduation.

Based on a review of constructs that have been the subject of both educational and information science research, a model of learning‐related information behaviour is developed. The model details components of such behaviour, including: basic information processes, information processing types and information processing approaches; and factors affecting information behaviour relating to educational environments (in particular, learning objectives) and mental (including cognitive and affective) states. The complexity of information needs and associated relevance judgements implied by the model are discussed, as are implications for the provision of cognitively and affectively ergonomic access to information, and for research into learning‐related information behaviour.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

The purpose of this paper is to investigate the association of lack of awareness and human factors and the association of lack of awareness and significant attacks that threat computer security in higher education.

Five human factors and nine attacks are considered to investigate their relationship. A field research is conducted on Greek employees in higher education to identify the human factors that affect information security. The sample is consisted of 103 employees that use computers at work. Pearson correlation analysis between lack of awareness and nine (9) computer security risks is performed.

Examining the association of lack of awareness with these attacks that threat the security of computers, all nine factors of important attacks exert significant and positive effect, apart from phishing. Considering the relationship of lack of awareness to human factors, all five human factors used are significantly and positively correlated with lack of awareness. Moreover, all nine important attacks, apart from one, exert a significant and positive effect.

The paper extends understanding of the relationship of the human factors, the lack of awareness and information security. The study has focused on employees of the Technological Educational Institute (TEI) of Athens, namely, teachers, administrators and working post-graduate students.

The paper has used weighted factors based on data collection in higher education to calculate a global index for lack of awareness, as the result of the weighted aggregation of nine (9) risks, and extends the analysis performed in the literature to evaluate the effectiveness of security awareness in computer risk management.

This paper discusses how educational policies have shaped the development of large-scale educational data and reviews current practices on the educational data use in selected states. Our purposes are to: (1) analyze the common practice and use of educational data in postsecondary education institutions and identify challenges as the educational crossroads; (2) propose the concept of Data Literacy (DL) for teaching (Mandinach & Gummer, 2013a) and its relevance to researchers and stakeholders in postsecondary education; and (3) provide future implications for practices and research to increase educational DL among administrators, practitioners, and faculty in postsecondary education.

We used two guiding conceptual frameworks to analyze the common practice and use of educational data in postsecondary education institutions and identify challenges as the educational crossroads. First, we used the 4Vs of Big Data by Rajan (2012) to examine the misalignment between the policy mandate and the practices. The elements of the 4Vs of Big Data – volume, velocity, variety, and veracity – help us to depict how Big Data enables educators to organize, store, manage, and manipulate vast amounts of educational data at the right moment and at the right time. Second, we used the conceptual framework for DL proposed by Gummer and Mandinach (in press). They interpret DL “as the collection, examination, analysis, and interpretation of data to inform some sort of decision in an educational setting” (p. 1, in press).

Using the guiding frameworks, we identified four educational data crossroads as follows:

Crossroad 1: Unintended Increase in Workload Volume;

Crossroad 2: Unrealistic Expectations of Data Velocity;

Crossroad 3: Data Variety in Silos; and

Crossroad 4: Data Veracity and Policy Agenda Mismatch.

In this paper, we explain each of these crossroads in more detail with some examples.

Much of the existing body of literature, exemplary practices, as well as federal and state funding has been focused on K-12 education contexts. In this paper, we identify current practices and challenges of educational data in the institutions of higher education. Additionally, this paper presents the application of the exemplary practices of data literacy development in postsecondary education and implications for future practices of data literacy development in postsecondary education.