Generating metadata to study and teach about African issues
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| Publicado en: | Information Technology & People vol. 27, no. 3 (2014), p. 341-365 |
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| Autor principal: | |
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| Publicado: |
Emerald Group Publishing Limited
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| Acceso en línea: | Citation/Abstract Full Text Full Text - PDF |
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| 100 | 1 | |a Alshameri, Faleh |u Howard University, Washington, District of Columbia, USA | |
| 245 | 1 | |a Generating metadata to study and teach about African issues | |
| 260 | |b Emerald Group Publishing Limited |c 2014 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Purpose – After almost three centuries of employing western educational approaches, many African societies are still characterized by low western literacy rates, civil conflicts, and underdevelopment. It is obvious that these western educational paradigms, which are not indigenous to Africans, have done relatively little good for Africans. Thus, the purpose of this paper is to argue that the salvation for Africans hinges upon employing indigenous African educational paradigms which can be subsumed under the rubric of ubuntugogy, which the authors define as the art and science of teaching and learning undergirded by humanity toward others. Design/methodology/approach – Therefore, ubuntugogy transcends pedagogy (the art and science of teaching), andragogy (the art and science of helping adults learn), ergonagy (the art and science of helping people learn to work), and heutagogy (the study of self-determined learning). That many great African minds, realizing the debilitating effects of the western educational systems that have been forced upon Africans, have called for different approaches. Findings – One of the biggest challenges for studying and teaching about Africa in Africa at the higher education level, however, is the paucity of published material. Automated generation of metadata is one way of mining massive data sets to compensate for this shortcoming. Originality/value – Thus, the authors address the following major research question in this paper: What is automated generation of metadata and how can the technique be employed from an African-centered perspective? After addressing this question, conclusions and recommendations are offered. | |
| 651 | 4 | |a South Africa | |
| 651 | 4 | |a Zambia | |
| 651 | 4 | |a Africa | |
| 653 | |a Metadata | ||
| 653 | |a Internet access | ||
| 653 | |a Individualism | ||
| 653 | |a Education | ||
| 653 | |a Massive data points | ||
| 653 | |a Neural networks | ||
| 653 | |a Adults | ||
| 653 | |a Digital divide | ||
| 653 | |a Higher education | ||
| 653 | |a Teaching | ||
| 653 | |a Andragogy | ||
| 653 | |a Mining | ||
| 653 | |a Automation | ||
| 653 | |a Capitalism | ||
| 653 | |a Paradigms | ||
| 653 | |a Data mining | ||
| 653 | |a Machine learning | ||
| 653 | |a Process controls | ||
| 653 | |a Astrophysics | ||
| 653 | |a Datasets | ||
| 653 | |a Data analysis | ||
| 653 | |a Knowledge | ||
| 653 | |a Databases | ||
| 653 | |a Informatics | ||
| 653 | |a Digital technology | ||
| 653 | |a Artificial intelligence | ||
| 653 | |a Information technology | ||
| 653 | |a Internet service providers | ||
| 653 | |a User behavior | ||
| 653 | |a Educational attainment | ||
| 653 | |a Adult education | ||
| 653 | |a Educational systems | ||
| 653 | |a Literacy | ||
| 653 | |a Black people | ||
| 700 | 1 | |a Abdul Karim Bangura |u Howard University, Washington, District of Columbia, USA | |
| 773 | 0 | |t Information Technology & People |g vol. 27, no. 3 (2014), p. 341-365 | |
| 786 | 0 | |d ProQuest |t ABI/INFORM Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/2093343267/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/2093343267/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/2093343267/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |