scholarly journals GAMIFICATION IN THE NEW LEARNING CONTEXT: CHANGE OF PERSPECTIVE THROUGH NEW TECHNOLOGIES

2021 ◽  
Author(s):  
Stefania Palmieri ◽  
Francesco De Luca ◽  
Masia Sofia Romanazzo ◽  
Mario Bisson ◽  
Martino Zinzone ◽  
...  
Keyword(s):  
New Technologies ◽  
Learning Context ◽  
Context Change ◽  
New Learning ◽  
Change Of Perspective

The Impact of New Technologies on Professional Development

2013 ◽  
pp. 40-52
Author(s):  
Sarah T. Meltzer
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
21St Century ◽  
New Technologies ◽  
Effective Professional Development ◽  
The Past ◽  
New Learning ◽  
Specific Activities ◽  
The Impact ◽  
Support Students

Professional development in schools is not a new concept; however, the impact of new technologies in the past two decades has shown it is important to incorporate research-based strategies in order to be effective. While strategies for curriculum-focused trainings may have been effective in the past, technology-focused training must take a different approach in the 21st century. Effective professional development will positively impact student achievement and is critical for sustainable school reform. This chapter addresses the importance of developing a new learning environment conducive to supporting professional development in technology. Key strategies necessary to support students’ needs in the 21st century are explained. Without an emphasis on specific activities and opportunities throughout the phases of planning and implementation, professional development will not be sustainable and student achievement will not be impacted.

Smart Education Using Internet of Things Technology

2019 ◽  
pp. 385-412
Author(s):  
Palanivel Kuppusamy
Keyword(s):  
Internet Of Things ◽  
New Technologies ◽  
New Technology ◽  
Typical Feature ◽  
Reference Architecture ◽  
Learning Context ◽  
Redundant Design ◽  
Institutional Learning ◽  
Design Activities ◽  
Smart Education

Smart education is now a typical feature in education emerging from information communications technologies (ICT) and the constant introduction of new technologies into institutional learning. The smart classroom aims users to develop skills, adapt, and use technologies in a learning context that produces elevated learning outcomes which leads to big data. The internet of things (IoT) is a new technology in which objects equipped with sensors, actuators, and processors communicate with each other to serve a meaningful purpose. The technologies are rapidly changing, and designing for these situations can be complex. Designing the IoT applications is a challenging issue. The existing standardization activities are often redundant IoT development. The reference architecture provides a solution to smart education for redundant design activities. The purpose of this chapter is to look at the requirements and architectures required for smart education. It is proposed to design a scalable and flexible IoT architecture tor smart education (IoTASE).

Augmented Reality as a Search System in Libraries

2018 ◽  
pp. 25-57
Author(s):  
Gerardo Reyes Ruiz ◽  
Marisol Hernández Hernández ◽  
Samuel Olmos Peña
Keyword(s):  
Augmented Reality ◽  
New Technologies ◽  
Dimensional Space ◽  
Three Dimensional ◽  
Public Library ◽  
Educational Environments ◽  
Educational Spaces ◽  
New Learning ◽  
Digital Environments ◽  
Short Time

The technology has now ventured into multiple educational environments. The case of augmented reality has served to create new digital environments of search that help the location of any physical reference in a public library. In these educational spaces, it is important to have information resources that are innovative and, simultaneously, which motivate the users to enter them. For physical learning resources, these informative tools must provide a fast and efficient inquiry/location. Augmented reality helps this location by showing, through digital content, the three-dimensional space (3D) of that location, highlighting categories and classifications of physical references so that, in turn, the user able to visualize it, using a mobile device, and is therefore directed to the exact place of the location in a relatively short time. Thus, this study shows that the application of new technologies in a public library can make the user feel immersed in a new learning environment, which is transmitted through a digital environment through augmented reality.

scholarly journals Review of doctoral research on second language teaching and learning in Spain (2008–2010)

2012 ◽  
Vol 46 (1) ◽  
pp. 87-107
Author(s):  
Raquel Serrano ◽  
Imma Miralpeix
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Language Teachers ◽  
Learning Context ◽  
Learning And Teaching ◽  
Doctoral Research ◽  
Immigrant Populations ◽  
Selection Of

This paper reviews a selection of doctoral theses on language learning and teaching completed in Spain between 2008 and 2010. A total of 16 theses have been identified as representative – in terms of the topics under investigation and the methodology employed – of the doctoral research undertaken in Spain. Current topics include the development of speaking skills, motivation, learner autonomy, pragmatics, learning context, Content and Language Integrated Learning (CLIL), language learning by immigrant populations and, especially, classroom teaching. A variety of research methods were employed in the theses under review, and while most of them focus on adult learners, some also consider children. The interest of researchers in these topics is consistent with the challenges faced by language teachers in Spain, as well as with the new realities of teaching in this country, with its recently-arrived immigrant population, the expansion of CLIL programmes and the use of new technologies.

scholarly journals Teletandem and telepresence: Rethinking the cultural component in language teaching and language teacher education

2015 ◽  
Vol 31 (3) ◽  
pp. 781-800
Author(s):  
Ana Cristina Biondo SALOMÃO
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Language Teaching ◽  
Learning Context ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Body Of Knowledge ◽  
Cultural Experiences ◽  
Cultural Component

ABSTRACT This articles discusses some of the results of a qualitative ethnographic research on foreign language teacher's conceptions of culture in an extension course for continuing education in the virtual collaborative learning context of "Teletandem Brazil: foreign languages for all", UNESP. The results have implications for the fields of language teaching and learning mediated by new technologies and teacher education. They suggest that telepresence in teletandem provided a means for dialogically undergoing the complexities of cultural experiences. Grounded in real world interaction, these experiences can lead to the change of the knowledge base of language teacher education for intercultural communication and the teaching and learning of culture. Culture can, then, be dissociated from the idea of a homogeneous, fixed and transparent body of knowledge.

scholarly journals El potencial de las TIC para la interpretación y puesta en valor del patrimonio: la relación entre las TIC y la satisfacción de los visitantes a centros culturales

2019 ◽  
Vol 1 ◽  
pp. 1-15
Author(s):  
Ana Quesada de la Rosa
Keyword(s):  
Virtual Reality ◽  
New Technologies ◽  
Management Program ◽  
Key Factors ◽  
Cultural Management ◽  
New Learning ◽  
Innovative Solutions ◽  
Cultural Sector ◽  
The Impact ◽  
Culture Technology

During the last years the impact of ICT into the cultural sector has exponentially grown up. New technologies offer innovative solutions to create new experiences for a non-stopping changing audience. Virtual Reality (VR) and Augmented Reality (AR) take the lead as two of the main ingredients on this recipe that we call ‘culture + technology’. The principal aim of this analysis has been to look over some of the study cases which analyze the impact of new technologies on cultural places’ visitors, aiming to glimpse part of their great potential. The results show that the use of new technologies, specially VR and AR, help to improve significantly user’s satisfaction by offering new learning experiences which makes easier for them to understand and connect with cultural heritage. In addition, the use of new technologies increases the intention of visit, as well as the return’s rate to a place they have already visited, key factors in every cultural management program.

scholarly journals Designing a Theoretical Integration Framework for Mobile Learning

2019 ◽  
Vol 13 (12) ◽  
pp. 152
Author(s):  
Youness Zidoun ◽  
Rachid Dehbi ◽  
Mohamed Talea ◽  
Fatima-Zohra El Arroum
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Learning ◽  
New Technologies ◽  
Learning System ◽  
Learning Context ◽  
Technology Learning ◽  
Learning Content ◽  
Learning Platform ◽  
Synthesis Methodology ◽  
Five Axis

<br /><table class="data" width="100%"><tbody><tr valign="top"><td class="value"><p>New technologies are rapidly changing mobile learning and making it difficult to control. In addition to educational factors and learning content, a modern mobile learning system must take into account the technical and personal aspects of learning, the devices and aspects related to its evolution and interoperability. Teaching on the other hand has also evolved involving more flexibility in tasks and learning stages, thus using modern technologies that offer more alternatives now. In addition, such tasks may be specific to the learning content as well as the learning context or furthermore the learner's environment.</p><p>Traditionally, mobile platform design relies on the skills of a mobile developer whose knowledge allows him to design mobile applications that are useful to users. But with mobile learning, the design phase involves more than just mobile development skills. For example, if you are designing a platform for practical work, the instructors responsible for the training should be involved. However, the empirical results show that educators do not integrate technology effectively into their curricula. To enable these instructors to develop mobile learning platforms, it is important to facilitate their integration through a theoretical model that will take into account all the ingredients necessary to complete this learning and to balance them in order to ensure its efficiency. In this study authors used a thematic synthesis methodology to present a framework for mobile devices integration in learning. They focused on three models that they think are the most cited in the field of ICT (information and communication technologies) integration in learning.</p><p>The five-axis framework consists of enriching the TPACK framework(Technological Pedagogical Content Knowledge model in order to more precisely address mobile learning by covering the following parts: pedagogy, content, mobile technology, learning environment and learner’s profile. It describes relatively in depth the various factors involved as well as the effective interconnection to be ensured to achieve an optimal and efficient integration of m-learning. Balancing those five parts will be a matter of plural reflection when designing or consulting on a mobile learning platform.</p></td></tr></tbody></table>

Collaborative e-Learning and ICT Tools to Develop SME Managers

2010 ◽  
Vol 1 (3) ◽  
pp. 71-82 ◽  
Author(s):  
Genoveffa Jeni Giambona ◽  
David W. Birchall
Keyword(s):  
Collaborative Learning ◽  
Small Firms ◽  
New Technologies ◽  
Action Learning ◽  
Administrative Staff ◽  
Contextual Influences ◽  
Face To Face ◽  
New Learning ◽  
E Learning ◽  
Ict Tools

Small and medium-sized enterprises (SMEs) create a dynamic and successful European economy. Existing skill deficiencies in sales, management and administrative staff are adversely affecting competitiveness in almost a third of those small firms surveyed (Bolden, 2001, 2007). Additionally, attending face-to-face and classroom-based development courses is problematic for time-poor SME managers. Thanks to the development of new technologies online learning is becoming commonplace due to wireless and mobile devices, together with the Internet boom, are providing the infrastructure necessary to support the development of new learning forms. Collaborative learning, especially as represented by an action learning approach, would seem ideal for SME managers. But can collaborative learning be adopted as a blanket approach in the case of SME managers? Or should one first take into account the contextual influences on learning, networking and collaboration?

Enhancing Learner-Driven Informal Learning in a Virtual Practice Community

2018 ◽  
pp. 207-226 ◽  
Author(s):  
Chungil Chae ◽  
Boyung Suh ◽  
Seung-hyun Han ◽  
Heeyoung Han ◽  
Doo Hun Lim
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
New Technologies ◽  
Digital Content ◽  
Learning Needs ◽  
Learning Context ◽  
Massive Open Online Course ◽  
Modern Learning ◽  
Learning Platforms

Professional development is an individual's lifelong learning process. Accessing knowledge in an unfamiliar domain (however necessary for professional development) can be limited within traditional higher education and training settings because addressing immediate needs is expensive and time consuming. Active learners often seek new channels of information in order to fulfill learning needs. One example is the Massive Open Online Course (MOOC). Even though many research studies have emphasized the importance of understanding how technology and digital content lead to changes in the learning context, particularly with respect to informal learning and communities of practice (CoP), there is a notable gap about this issue in the professional development area. This book chapter aims to address this research void by exploring how emergent learning platforms are equipped with new technologies and digital content that may benefit modern learning environments in regards to professional development, such as informal learning in virtual CoPs.

An Evaluation of E-Learning in Healthcare

2010 ◽  
pp. 183-203 ◽  
Author(s):  
George Athanasiou ◽  
Nikos Maris ◽  
Ioannis Apostolakis
Keyword(s):  
Quality Assurance ◽  
Learning Process ◽  
New Technologies ◽  
Learning Approaches ◽  
Community Learning ◽  
Learning Standards ◽  
New Learning ◽  
E Learning ◽  
User Groups ◽  
Radical Transformation

As new technologies enable a radical transformation of the learning process, new learning approaches and techniques appear, and the need for quality assurance of all learning assets emerges. Although, the existing e-learning standards have managed to cover most of the different aspects of the e-learning process, the shift to new paradigms such as collaborative and community learning sets the need for new standards. The main goal of e-learning standards is to enable and ensure interoperability and re-usability of solutions, systems, objects and processes. E-learning is an extremely useful tool for the healthcare community since it allows professionals, researchers, companies and individuals to improve their skills and expand their knowledge. However, it has faced several difficulties mainly due to the heterogeneity of educational needs. The different user groups have different requirements from e-learning, different availability and resources and consequently different quality standards. In this chapter, the authors emphasize on the quality assurance, and the community aspect of e-learning.

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