scholarly journals Performative Framework and Case Study for Technology-Enhanced Learning Communities

2021 ◽  
Vol 20 (4) ◽  
pp. 905-939
Author(s):  
Nektarios Moumoutzis ◽  
Yiannis Sifakis ◽  
Stavros Christodoulakis ◽  
Desislava Paneva-Marinova ◽  
Lilia Pavolva
Keyword(s):  
Teaching And Learning ◽  
Human Performance ◽  
Digital Technologies ◽  
Learning Opportunities ◽  
Social Contexts ◽  
Technology Enhanced Learning ◽  
Expert User ◽  
New Learning ◽  
New Community

This paper employs the overarching concept of communities to express the social contexts within which human creativity is exercised and learning happens. With the advent of digital technologies, these social contexts, the communities we engage in, change radically. The new landscape brought about by digital technologies is characterized by new qualities, new opportunities for action, new community affordances. The term onlife is adopted from the Onlife Manifesto and used to distinguish the new kind of communities brought about by the modern digital technologies, the onlife communities. Design principles are presented to foster such communities and support their members. These principles constitute a framework that emphasizes the concept of performativity, i.e. knowledge is based on human performance and actions done within certain social contexts, rather than development of conceptual representations. To demonstrate the use of the framework and the corresponding principles, the paper presents how they can be used to analyze, evaluate and reframe a concrete system addressing creativity and learning in the field of cultural heritage (history teaching and learning). One of the most significant results is the adoption of principles that facilitate students’ engagement in rich learning experiences moving from the role of end-user towards the role of expert-user with the support of so called maieuta-designers. The result of this process is the use of the studied software not only to consume ready-made content but the creation of new, student generated content, offering new learning opportunities to the students. As the evaluation shows, these new learning opportunities enable students to develop a deeper understanding of the topics studied.

Digital Technologies in Architecture and Engineering

2018 ◽  
pp. 618-653
Author(s):  
Sara Eloy ◽  
Miguel Sales Dias ◽  
Pedro Faria Lopes ◽  
Elisângela Vilar
Keyword(s):  
Computer Aided Design ◽  
Teaching And Learning ◽  
Systems Design ◽  
Digital Technologies ◽  
3D Modelling ◽  
Shape Grammar ◽  
Software Systems ◽  
Science Curricula ◽  
Aided Design

This chapter focuses on the development and adoption of new Multimedia, Computer Aided Design, and other ICT technologies for both Architecture and Computer Science curricula and highlights the multidisciplinary work that can be accomplished when these two areas work together. The authors describe in detail the addressed educational skills and the related developed research and highlight the contributions towards the improvements of teaching and learning in those areas. This chapter discusses the role of digital technologies, such as Virtual Reality, Augmented Reality, Multimedia, 3D Modelling software systems, Design Processes and its evaluation tools, such as Shape Grammar and Space Syntax, within the Architecture curricula.

Organizational Models for Faculty Support

2011 ◽  
pp. 17-32 ◽  
Author(s):  
Margaret Haughy
Keyword(s):  
Teaching And Learning ◽  
Digital Technologies ◽  
Faculty Support ◽  
Organizational Models ◽  
Organizational Responses ◽  
Senior Administrators ◽  
Canadian Universities ◽  
Advantages And Disadvantages

This chapter delineates changing organizational responses to the provision of faculty support for teaching and learning in six large Canadian universities since 1997. Various models from centralized to decentralized and from integrated to parallel units are described and their advantages and disadvantages identified. From the analysis, several recommendations pertinent to senior administrators involved in the enhancement of teaching and learning through the integration of digital technologies are provided. In particular, issues concerning the goals and culture of the institution, the integration of pedagogical and technological approaches, as well as involvement of faculty and the role of policy are reviewed.

The Role of Community Formation in Learning Processes

2009 ◽  
pp. 80-100 ◽  
Author(s):  
Margaret Rasulo
Keyword(s):  
Learning Opportunities ◽  
Information Resources ◽  
Course Delivery ◽  
Community Formation ◽  
The Internet ◽  
Full Time ◽  
Web Based ◽  
New Learning ◽  
Education Courses

The aim of this chapter is to discuss the effectiveness and the necessity of forming a community when engaged in online learning. The Internet and its online communities offer new learning opportunities for many who cannot attend full-time, residential training sessions or higher education courses. Web-based course delivery affords these students and professionals the opportunity to work together, “anytime, anywhere,” exchanging information, resources, expertise, without leaving their homes or their jobs

scholarly journals Online remote language teaching during and beyond the pandemic: echoes from the Anchor University in Lagos

2021 ◽  
pp. 63-78
Author(s):  
Tunde Ope-Davies
Keyword(s):  
Information And Communication Technologies ◽  
Communication Networks ◽  
Teaching And Learning ◽  
New Technologies ◽  
Digital Technologies ◽  
Technology Enhanced Learning ◽  
Tertiary Institution ◽  
Educational Benefits ◽  
Educational Challenges ◽  
Ict Industry

The outbreak of the coronavirus (COVID-19) brought along with it a number of socio-political, public health, administrative, economic, and educational challenges and impacts across the world. Teaching and learning as a critical component of our social existence have been equally impacted with new technologies providing both the tools and affordances for effective virtual learning. This chapter discusses the adoption and application of digital technologies for online teaching and learning at Anchor University, Lagos (AUL), a private tertiary institution in Lagos, Nigeria. The study foregrounds its theoretical principles on Kirkwood and Price’s (2014) perspective on Technology-Enhanced Learning (TEL) and Herring’s (2004) Computer-Mediated Discourse Analysis (CMDA). The dataset was drawn from Google Classroom’s platform deployed by AUL during the COVID-19 crisis. I used qualitative content-based analysis to discuss how the selected data reflect the reality of TEL during the pandemic. The study argues that the deployment of new technologies for teaching and learning in higher education utilised the existing framework and availability of digital tools and mobile communication networks resulting from the phenomenal development of the Information and Communication Technologies (ICT) industry in Nigeria. It confirms that the availability of a range of digital technologies and social media platforms has improved the possibilities of adapting to remote learning during the period and beyond. It concludes by highlighting socio-educational benefits of remote teaching and learning and some challenges of teaching language-related courses in Nigeria and other similar cultural contexts.

scholarly journals Reframing Writing Instruction in Physical Learning Environments: Making Connections Between Digital and Nondigital Technologies

2019 ◽  
Vol 8 (1) ◽  
pp. 87-98
Author(s):  
Andy Buchenot ◽  
Tiffany Anne Roman
Keyword(s):  
Active Learning ◽  
Writing Instruction ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Student Writing ◽  
Technology Enhanced Learning ◽  
Composition Course ◽  
Technological Affordances ◽  
Enhanced Learning

Active Learning Classrooms provide several advantages for teaching and learning by offering many physical and technological affordances that one can choose from when designing instruction. For courses where student writing is central activity to course learning outcomes, a challenge exists in that the innovative digital technologies may hide the opportunity to incorporate non-digital tools, such as paper-based student writing. We argue that treating student writing as a technology can increase opportunities for active learning within technology-enhanced learning environments. In this article, we describe an approach to writing instruction that builds intentional connections between paper-based texts and digital technologies, describing the rationale for the design decisions in an introductory composition course through a design case model. Classroom applications are discussed for physical learning spaces where student writing is incorporated into overall course learning activities.

scholarly journals Gender and teacher attitude toward digital literacy programme in Kisii county primary schools

2021 ◽  
Vol 10 (4) ◽  
pp. 383-390
Author(s):  
Edwin Obwoge Makworo ◽  
George Morara Nyakoe ◽  
Teresa Kwamboka Abuya
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Digital Technologies ◽  
Simple Random Sampling ◽  
Literacy Programme ◽  
Student Centered ◽  
Student Centered Learning

Digital technologies have been associated with improved and enriched learning experiences which include more student-centered learning. These technologies have made teaching and learning experiences more interesting. In view of the crucial role of digital technologies in enhancing learning, this study sought to assess teacher attitudes towards the Digital Literacy Programme (DLP) in Kisii County based on gender differences. Does the gender of the teachers involved in the Digital Literacy Programme in Kisii County affect their readiness to uptake and implement the program? A survey research design was applied in the study. The population of the study constituted of 1,420 standard one and two teachers selected from randomly sampled schools of the county. The sample size was determined using the Fisher formula and the sample consisted of 302 standard one and two teachers. Purposive sampling was used to select the specific teachers. Simple random sampling was used to select the specific schools to include in the study and proportionate sampling was used to determine the number of respondents from each school. Self-administered questionnaires were used to collect data. To ascertain the reliability of the research instruments, a pilot test was carried out and a Cronbach’s alpha coefficient of 0.76 was realized. Data were analyzed quantitatively using descriptive statistics in SPSS. The study established that difference in gender has no effect on the teachers’ attitude to the Digital Literacy Programme.

scholarly journals Digital capacity in current education 4.0 development tendency

2021 ◽  
pp. 51-59
Author(s):  
Phuong D.V Van ◽  
Hien T. Lam ◽  
Lam T. Nguyen
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Science And Technology ◽  
Digital Technologies ◽  
Learning Activities ◽  
Strong Impact ◽  
Education Environment ◽  
Development Tendency

The development of science and technology has had a strong impact on the education environment recently. The integration of digital technologies and tools in teaching and learning activities and curricula have renovated the role of the schools, educators, and learners. Accordingly, learners are at the center of the learning process while educators and schools create suitable conditions to promote creativity and autonomy in the learners' spirit. Both educators and learners need to have knowledge about digital capabilities which is one of the essential competencies in the 21st century

College Student Reception of Next-Generation Learning and Effective Approaches for Instructors

2018 ◽  
pp. 306-324
Author(s):  
Donna M. Farina ◽  
Natalia Coleman
Keyword(s):  
Higher Education ◽  
College Student ◽  
Student Success ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Next Generation ◽  
Diverse Student ◽  
New Learning ◽  
Student Reactions ◽  
Diverse Student Population

Next-generation learning (NxGL) approaches have been applied to improve learning outcomes for the diverse student population of New Jersey City University (NJCU), one of the top hundred most diverse institutions of higher education in the country. This chapter focuses on the variety of reactions that diverse students, both undergraduate and graduate, can have to unknown or unfamiliar learning experiences, as they move through different stages of adjustment to the next-generation classroom. The chapter discusses how instructors can anticipate common student reactions and what they can do to guide students toward successful participation in NxGL. The improved skills of the instructor will allow students to benefit to the fullest possible extent from new learning opportunities. If the instructor feels at home with next-generation teaching and learning, this will increase the potential for student success as well as satisfaction with these approaches.

Digital Technologies in Architecture and Engineering

2016 ◽  
pp. 368-402
Author(s):  
Sara Eloy ◽  
Miguel Sales Dias ◽  
Pedro Faria Lopes ◽  
Elisângela Vilar
Keyword(s):  
Computer Aided Design ◽  
Teaching And Learning ◽  
Systems Design ◽  
Digital Technologies ◽  
3D Modelling ◽  
Shape Grammar ◽  
Software Systems ◽  
Science Curricula ◽  
Aided Design

This chapter focuses on the development and adoption of new Multimedia, Computer Aided Design, and other ICT technologies for both Architecture and Computer Science curricula and highlights the multidisciplinary work that can be accomplished when these two areas work together. The authors describe in detail the addressed educational skills and the related developed research and highlight the contributions towards the improvements of teaching and learning in those areas. This chapter discusses the role of digital technologies, such as Virtual Reality, Augmented Reality, Multimedia, 3D Modelling software systems, Design Processes and its evaluation tools, such as Shape Grammar and Space Syntax, within the Architecture curricula.

Instructional Dynamic and Flexible Strategy

2014 ◽  
pp. 49-65 ◽  
Author(s):  
Elena Railean
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Self Regulation ◽  
Cognitive Activity ◽  
New Learning ◽  
Changing Roles ◽  
Teaching Learning ◽  
Educational Ideal

Globalization, Anthropology, and Existentialism (GAE) is a philosophical paradigm of PreK–12 education that adds value to a new educational ideal: professionalism, planetary thinking, and cultural pluralism. Critical pedagogy constitutes a part of this philosophy, which describes the interdependencies between teaching, learning, and environmental assessment. By comparing the Freirean approach to the affordance of new educational technologies in everyday classrooms, the authors propose an instructional dynamic and a flexible strategy. Such a strategy proves the changing roles of teacher and learner during the learning process. This chapter aims to describe the instructional dynamic and flexible strategy as integral to teaching and learning and to evaluation methods that engage learners in classroom cognitive activity. The objective of the chapter is to investigate the transition from algorithmic to empirical methods, encouraged by the increasing role of self-regulation techniques. This presents insights into the perceived significance of the new learning strategy.

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