scholarly journals eBook Technology Facilitating University Education During COVID-19: Japanese Experience

2021 ◽  
Vol 47 (4) ◽  
Author(s):  
Rwitajit Majumdar ◽  
Brendan Flanagan ◽  
Hiroaki Ogata
Keyword(s):  
Artificial Intelligence ◽  
Management System ◽  
Teaching And Learning ◽  
University Education ◽  
Learning Materials ◽  
Japanese Experience ◽  
Reading Materials ◽  
National University ◽  
Artificial Intelligence In Education ◽  
University Level

UNESCO reported that 90% of students are affected in some way by COVID-19 pandemic. Like many countries, Japan too imposed emergency remote teaching and learning at both school and university level. In this study, we focus on a national university in Japan, and investigate how teaching and learning were facilitated during this pandemic period using an ebook platform, BookRoll, which was linked as an external tool to the university’s learning management system. Such an endeavor also reinforced the Japanese national thrust regarding explorations of e-book-based technologies and using Artificial Intelligence in education. Teachers could upload reading materials for instance their course notes and associate an audio of their lecture. While students who registered in their course accessed the learning materials, the system collected their interaction logs in a learning record store. Across the spring semesters from April - July 2020, BookRoll system collected nearly 1.5 million reading interaction logs from more than 6300 students across 243 courses in 6 domains. The analysis highlighted that during emergency remote teaching and learning BookRoll maintained a weekly average traffic above 1,900 learners creating more than 78,000 reading logs and teachers perceived it as useful for orchestrating their course.

Teaching and Learning With Artificial Intelligence

2021 ◽  
pp. 73-98
Author(s):  
Libi Shen ◽  
Irene Chen ◽  
Anne Grey ◽  
Anchi Su
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
Learning Assessment ◽  
Modern World ◽  
Learning And Teaching ◽  
Curriculum Assessment ◽  
Education Major ◽  
Fast Speed ◽  
Artificial Intelligence In Education ◽  
Teaching Learning

Artificial intelligence (AI) is developing at a fast speed and has incessantly impacted the modern world for decades. AI technologies are beneficial for all kinds of industries, including businesses, economics, transportation, hospitals, schools, universities, and so forth. Many researchers have investigated the development of artificial intelligence in education (AIEd), specifically on how AI assists teaching, learning, assessment, references, and collaboration. Several questions arise. What impact do AI technologies have on education? How do AI technologies assist teaching (e.g., curriculum, assessment, student learning, and teaching practices)? How do teachers cope with AI Technologies in education? What are the ethical concerns of AI technologies? What are the barriers of AI-based learning in education? The purpose of this chapter is to explore the evolution and the challenges of AI technologies in education. Major research on AI from 1999 to 2019 will be reviewed. Problems with AI in education will be raised and solutions for solving the issues will be recommended.

scholarly journals “Lost in translation”. Soft skills development in European countries

2016 ◽  
Vol 3 (2) ◽  
pp. 389 ◽  
Author(s):  
Maria Cinque
Keyword(s):  
Labour Market ◽  
Global Economy ◽  
Teaching And Learning ◽  
Soft Skills ◽  
University Education ◽  
Soft Skill ◽  
Qualitative Focus Groups ◽  
The Subject ◽  
University Level ◽  
Lost In Translation

The world of work is changing profoundly, at a time when the global economy is not creating a sufficient number of jobs. Many documents issued by the EU and various researches, carried out by companies and human resources experts, point out that the so-called “soft” skills are closely connected with employability, particularly for young people entering the labour market. At present, EU countries have different methodologies and approaches to the teaching and assessment of soft skills. Another obstacle is represented by the absence of a common language. There are different ways of naming ‘soft skills’, different definitions of them, different manners of classifying and clustering them. The article explores some classifications of soft skills and presents a collection of best practices and methods for teaching and learning them at University level, taking into account different perspectives and basing on the results of two European projects focused on this topic. The final goal is to provide an analysis aimed at the identification of the most important soft skills needed for a successful transition from University education to the labour market. The analysis includes a brief chronological excursus on relevant studies on the subject, a review of current literature on employability skills, quantitative (surveys) and qualitative (focus groups) researches from Europe and Third Countries, identifying the range of soft skills relevant for newly graduates. The aim of this overview is to enhance understanding of soft skills and to indicate key areas for soft skill development at University level.

Developing Reading Materials Based on the Student’s Multiple Intelligence Types for Junior High School Students

2021 ◽  
Vol 19 (2) ◽  
pp. 244
Author(s):  
Hanie Ika Setyowati ◽  
Sugirin Sugirin
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Multiple Intelligence ◽  
Needs Analysis ◽  
Average Score ◽  
School Students ◽  
Learning Materials ◽  
Reading Materials

Abstract: Students are unique with their characteristics and differences. In line with the current learning paradigm, learner-centered paradigm, teaching and learning process places greater emphasis on individuality. One of the differences is multiple intelligence types possessed by all individuals resulting in various ways of learning. Learning materials, one of the learning resources, ideally have to accommodate the students’ multiple intelligence types. However, the current learning materials contain neither sufficient reading texts nor tasks fostering their multiple intelligence types that happen in every classroom. Thus, this research intends to develop reading materials based on multiple intelligence to accommodate students’ intelligence. This research belongs to research and development of which steps are conducting a needs analysis, developing the product, getting an expert judgement, trying-out the materials and revising the product (Gall, Gall & Borg, 2007). In order to develop the appropriate reading materials that meet the students’ needs, a needs analysis was initially conducted. The needs analysis was conducted in five junior high schools in Magelang district including state and private schools. The data of the needs analysis were obtained by distributing questionnaires which were used as the consideration in developing the materials. Then, the materials developed were validated by material and learning experts before being tried out at SMP N 1 Windusari, Magelang to complete and to perfect the materials. From the data analysis, the average score of the appropriateness of the content, the language, the presentation and the design of the materials was 3.54 which was classified as “very good” and “appropriate” to be implemented. Furthermore, the result indicated that the materials also fulfilled the criteria of good materials, for instance, considering that students are different. Thus, teachers and educational stakeholders should develop learning materials catering to the students’ multiple intelligence types to accommodate their differences.Key words: reading materials, differences, multiple intelligence

Game On! Teaching Foreign Language Online

2014 ◽  
pp. 208-226
Author(s):  
Kim Carter-Cram
Keyword(s):  
Second Language ◽  
Management System ◽  
Teaching And Learning ◽  
Language Instruction ◽  
Target Language ◽  
Second Language Instruction ◽  
Successful Development ◽  
University Level ◽  
The University ◽  
Learning Language

This case discusses the development and delivery of a course designed to teach elementary French at the university level in a fully online environment. Included in the discussion are issues related to the problematics of creating an interactive locus where effective communication in the target language can take place both between the instructor and the student and between students. The study examines attitudes about teaching (and learning) language online, how the textbook industry has attempted (or not) to deal with the advent of more online second language instruction, and how advances in tools available to instructors in the Learning Management System can both help and hinder the successful development and deployment of a course in second language instruction. Also examined here are questions of student motivation and retention, and proposed solutions to both problems via innovative quest-based gamification of course lessons and materials.

scholarly journals Analysis of Worldwide Research Trends on the Impact of Artificial Intelligence in Education

2021 ◽  
Vol 13 (14) ◽  
pp. 7941
Author(s):  
Seungsu Paek ◽  
Namhyoung Kim
Keyword(s):  
Artificial Intelligence ◽  
Evaluation System ◽  
Teaching And Learning ◽  
Latent Dirichlet Allocation ◽  
Research Trends ◽  
Dramatic Rise ◽  
Artificial Intelligence In Education ◽  
Current Impact ◽  
Future Direction ◽  
The Impact

In today’s world, artificial intelligence (AI) and human intelligence coexist, and no field is free from the impact of AI. At present, education cannot be discussed without mentioning AI, which has an omnidirectional impact on all its areas, including the purpose, content, method, and evaluation system. This study aimed to explore the future direction of education by examining the current impact and predicting future impacts of AI. It also examined research trends and collaboration status by country through network analysis, topic modeling and global research trends in AI in education (AIED), by applying the Latent Dirichlet Allocation algorithm. Over the past 20 years, the number of papers on AIED has steadily increased, with a dramatic rise since 2015. The research can be broadly classified into eight topics, including “changes in the content of teaching and learning.” Using a linear regression model, three hot topics, two cold topics and trend changes for each research topic were identified. The study found that AIED research should be more thematically diversified and in-depth; this directly applies AI algorithms and technologies to education, which should be further promoted. This study provides a reference for exploring the direction of future AIED research.

scholarly journals Power to the Teachers: An Exploratory Review on Artificial Intelligence in Education

Information ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 14
Author(s):  
Petros Lameras ◽  
Sylvester Arnab
Keyword(s):  
Artificial Intelligence ◽  
Data Analysis ◽  
Teaching And Learning ◽  
Data Driven ◽  
Synthesis Process ◽  
Analysis And Synthesis ◽  
Analysis Strategy ◽  
Artificial Intelligence In Education ◽  
The Impact ◽  
Meaningful Data

This exploratory review attempted to gather evidence from the literature by shedding light on the emerging phenomenon of conceptualising the impact of artificial intelligence in education. The review utilised the PRISMA framework to review the analysis and synthesis process encompassing the search, screening, coding, and data analysis strategy of 141 items included in the corpus. Key findings extracted from the review incorporate a taxonomy of artificial intelligence applications with associated teaching and learning practice and a framework for helping teachers to develop and self-reflect on the skills and capabilities envisioned for employing artificial intelligence in education. Implications for ethical use and a set of propositions for enacting teaching and learning using artificial intelligence are demarcated. The findings of this review contribute to developing a better understanding of how artificial intelligence may enhance teachers’ roles as catalysts in designing, visualising, and orchestrating AI-enabled teaching and learning, and this will, in turn, help to proliferate AI-systems that render computational representations based on meaningful data-driven inferences of the pedagogy, domain, and learner models.

scholarly journals A Review on Artificial Intelligence in Education

2021 ◽  
Vol 10 (3) ◽  
pp. 206
Author(s):  
Jiahui Huang ◽  
Salmiza Saleh ◽  
Yufei Liu
Keyword(s):  
Artificial Intelligence ◽  
Education Reform ◽  
Adaptive Learning ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Virtual Classroom ◽  
Teaching Evaluation ◽  
Innovative Technologies ◽  
Artificial Intelligence In Education ◽  
Positive Meaning

The emergence of innovative technologies has an impact on the methods of teaching and learning. With the rapid development of artificial intelligence (AI) technology in recent years, using AI in education has become more and more apparent. This article first outlines the application of AI in the field of education, such as adaptive learning, teaching evaluation, virtual classroom, etc. And then analyzes its impact on teaching and learning, which has a positive meaning for improving teachers' teaching level and students' learning quality. Finally, it puts forward the challenges that AI applications may face in education in the future and provides references for AI to promote education reform.   Received: 16 January 2021 / Accepted: 24 March 2021 / Published: 10 May 2021

scholarly journals Developing Reading Materials Based on the Student’s Multiple Intelligence Types for Junior High School Students

2020 ◽  
Vol 19 (2) ◽  
pp. 244
Author(s):  
Hanie Ika Setyowati ◽  
Sugirin Sugirin
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Multiple Intelligence ◽  
Needs Analysis ◽  
Average Score ◽  
School Students ◽  
Learning Materials ◽  
Reading Materials

Abstract: Students are unique with their characteristics and differences. In line with the current learning paradigm, learner-centered paradigm, teaching and learning process places greater emphasis on individuality. One of the differences is multiple intelligence types possessed by all individuals resulting in various ways of learning. Learning materials, one of the learning resources, ideally have to accommodate the students’ multiple intelligence types. However, the current learning materials contain neither sufficient reading texts nor tasks fostering their multiple intelligence types that happen in every classroom. Thus, this research intends to develop reading materials based on multiple intelligence to accommodate students’ intelligence. This research belongs to research and development of which steps are conducting a needs analysis, developing the product, getting an expert judgement, trying-out the materials and revising the product (Gall, Gall & Borg, 2007). In order to develop the appropriate reading materials that meet the students’ needs, a needs analysis was initially conducted. The needs analysis was conducted in five junior high schools in Magelang district including state and private schools. The data of the needs analysis were obtained by distributing questionnaires which were used as the consideration in developing the materials. Then, the materials developed were validated by material and learning experts before being tried out at SMP N 1 Windusari, Magelang to complete and to perfect the materials. From the data analysis, the average score of the appropriateness of the content, the language, the presentation and the design of the materials was 3.54 which was classified as “very good” and “appropriate” to be implemented. Furthermore, the result indicated that the materials also fulfilled the criteria of good materials, for instance, considering that students are different. Thus, teachers and educational stakeholders should develop learning materials catering to the students’ multiple intelligence types to accommodate their differences.Key words: reading materials, differences, multiple intelligence

The Development of Learning Material of Nursery English Through Task Based Activities

2014 ◽  
Vol 11 (1) ◽  
Author(s):  
Devi Windari ◽  
Busmin Gurning ◽  
Sri Minda Murni
Keyword(s):  
Teaching And Learning ◽  
Learning Task ◽  
Physical Structure ◽  
Learning Material ◽  
Learning Materials ◽  
Reading Material ◽  
Reading Materials ◽  
Student Center ◽  
Teaching Learning ◽  
Essay Test

This research is aiming at  1) to know the existing phenomena of teaching and learning reading material of  English for Nursery Purposes, 2)  to  find out kinds  of reading materials of English for Nursery Purposes are needed by the students at STIKES Sari Mutiara,  and 3)  to find  out a task-based learning reading materials of English for Nursery Purposes design.  The research method used is research and development (R&D). The sources of the data are the students, the alumni, and the stakeholders whereas The targeted clients are the students of semester IV STKIES Sari Mutiara Medan. The instrument for collecting data are questionairre, documentation, and in depht interview. The data are analyzed by descriptive analysis.The results show  that 1) in general the teaching learning is not optimal yet, particularly the learning materials are not relevant to the students and stakeholders’ need even the adequacy and availability are relatively adequate and available. 2)  The students’ need in line with teaching learning reading is oriented in a student center learning, task activities, authentic reading materials, and strucutured essay test. and 3) the physical structure of learning materials consists of the following sections that is Preview, Getting Started, Orientation, Assessment, Related vocabulary Usages. Key Words: Reading Learning Material; Task based learning; and Nursery English

scholarly journals Utilizing the Quranic Arabic Corpus as a Supplementary Teaching and Learning Material for Arabic Syntax: An Overview of a Web-based Arabic Linguistics Corpus

2021 ◽  
Author(s):  
Muhammad Lukman Arifianto
Keyword(s):  
Teaching And Learning ◽  
Syntactic Analysis ◽  
Learning Material ◽  
Teaching Materials ◽  
Learning Materials ◽  
Web Based ◽  
Arabic Linguistics ◽  
University Level ◽  
The University ◽  
Research Resources

This article discusses the plan to implement the Quranic Arabic Corpus for the development of Arabic syntax teaching and learning materials (TLM), especially at the university level. The study explores an alternative Arabic syntax TLM development by utilizing a corpus, one of the most important linguistic research resources. In recent years, corpora have been widely utilized in developing teaching materials. The Quranic Arabic Corpus is beneficial not just in terms of additional references or examples, but also in facilitating grammatical understanding and discussion. The highly adequate syntactic annotations recorded in this corpus can also be used to discover and explore the syntactic analysis of every word in the Quran, so that it can be easily implemented in the analysis, examples of each chapter, or section of the discussions in Arabic syntax. Based on the analysis of this corpus’s content and its relevance with the existing Arabic syntax teaching materials, it is shown that this corpus can be incorporated as a supplement of Arabic syntax TLM. The following six steps should be followed to utilize this corpus in Arabic Syntax learning: (1) prepare the necessary tools, (2) select learning materials, (3) determine keywords, (4) access QAC, (5) search for keywords in QAC, and (6) select search results and proceed with the syntactic analysis. Keywords: Arabic syntax, linguistic corpus, Quranic Arabic corpus, teaching and learning materials

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