scholarly journals EDITORIAL: Learning Technologies in the Era of a Global Pandemic

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Betül Czerkawski
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
New Technologies ◽  
Real Life ◽  
Learning Technologies ◽  
The Other ◽  
Digital Learning ◽  
Global Pandemic ◽  
Teachers And Parents

Since early 2020, learning technologies have been tested by millions of students, teachers, and parents from all levels of education throughout the globe. many educators discussed learning losses, the inability of online learning to mimic real life learning environments, technological glitches, or the boring user  interface of Zoom meetings. On the other hand, if the COVID-19 pandemic had happened 20-25 years ago, students would have completely lost touch with their peers and would not have attended any school for more than a year. In this issue, we have two interesting articles that will guide us as we evaluate the value of digital learning. Both articles show that digital learning and new technologies have potential for advancing the quality of learning in our schools.

scholarly journals EDITORIAL: Learning Technologies in the Era of a Global Pandemic

2021 ◽  
Author(s):  
Betül Czerkawski
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
New Technologies ◽  
Real Life ◽  
Learning Technologies ◽  
The Other ◽  
Digital Learning ◽  
Global Pandemic ◽  
Teachers And Parents

Since the early days of 2020, learning technologies have been tested by millions of students, teachers, and parents from all levels of education throughout the globe. Many educators discussed learning losses, inability of online learning to mimic real life learning environments, glitches in the technologies, or the boring interface of Zoom meetings. On the other hand, if the pandemic had happened 20-25 years ago, students would have completely lost touch with their peers and would have received no education for more than a year. In this issue, we have two very interesting articles that will guide us as we evaluate the value of digital learning. Both articles show that digital learning and new technologies have potential for advancing the quality of learning in our schools. 

Constructivist Instructional Design

2010 ◽  
pp. 24-42 ◽  
Author(s):  
Carlos R. Morales
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environments ◽  
Real Life ◽  
Positive Influence ◽  
Learning Technologies ◽  
Learning Theories ◽  
Instructional Designers ◽  
Learning Needs ◽  
Design Of Learning Environments

With the continuous growth of online learning in higher education, the need to design course materials that capitalize and leverage on the richness of the Internet and learning technologies has taken on new dimensions. Constructivist theory paired with instructional design models is believed to have a positive influence on the design of learning environments that apply content to real-life situations. Constructivist instructional design for online learning challenges instructional designers regarding the philosophy and methodology to be used, while it provides the conditions for learner-centered instruction. Instructional design and learning theories have been separated into their own arenas. Developing online learning environments using constructivist instructional design addresses and serves the learning needs of students by providing opportunities for increased knowledge construction and participation.

scholarly journals ECOCAPTURE@HOME: Protocol for the Remote Assessment of Apathy and Its Everyday-Life Consequences

2021 ◽  
Vol 18 (15) ◽  
pp. 7824
Author(s):  
Valérie Godefroy ◽  
Richard Levy ◽  
Arabella Bouzigues ◽  
Armelle Rametti-Lacroux ◽  
Raffaella Migliaccio ◽  
...  
Keyword(s):  
Everyday Life ◽  
New Technologies ◽  
Electrodermal Activity ◽  
Real Life ◽  
Smartphone Application ◽  
Measurement Model ◽  
Strong Impact ◽  
Active Data ◽  
Personalised Treatment

Apathy, a common neuropsychiatric symptom associated with dementia, has a strong impact on patients’ and caregivers’ quality of life. However, it is still poorly understood and hard to define. The main objective of the ECOCAPTURE programme is to define a behavioural signature of apathy using an ecological approach. Within this program, ECOCAPTURE@HOME is an observational study which aims to validate a method based on new technologies for the remote monitoring of apathy in real life. For this study, we plan to recruit 60 couples: 20 patient-caregiver dyads in which patients suffer from behavioral variant Fronto-Temporal Dementia, 20 patient-caregiver dyads in which patients suffer from Alzheimer Disease and 20 healthy control couples. These dyads will be followed for 28 consecutive days via multi-sensor bracelets collecting passive data (acceleration, electrodermal activity, blood volume pulse). Active data will also be collected by questionnaires on a smartphone application. Using a pool of metrics extracted from these passive and active data, we will validate a measurement model for three behavioural markers of apathy (i.e., daytime activity, quality of sleep, and emotional arousal). The final purpose is to facilitate the follow-up and precise diagnosis of apathy, towards a personalised treatment of this condition within everyday life.

scholarly journals Notes on Corpoliteracy: Bodies in Post-digital Educational Contexts

2021 ◽  
pp. 167-182
Author(s):  
Gila Kolb
Keyword(s):  
Learning Environments ◽  
Teaching Practices ◽  
Power Relations ◽  
Teaching And Learning ◽  
Digital Art ◽  
Digital Learning ◽  
Conceptions Of Learning ◽  
Global Pandemic ◽  
Art Teaching ◽  
Digital Learning Environments

AbstractThis chapter demonstrates the potential to challenge power relations, and reconsider teaching practices and conceptions of learning bodies. How do bodies in a digital learning setting perform are read and observed? How they can be included in learning settings? Since teaching and learning increasingly take part in digital learning environments, especially since the outbreak of the COVID-19 global pandemic, digital art teaching needs rethinking toward the knowledge of learning bodies and of the perception of learning in the digital realm: a digital corpoliteracy.

New Technologies Shaping Learning?

2020 ◽  
pp. 195-214
Author(s):  
Kirsi Maria Aaltola
Keyword(s):  
Learning Environments ◽  
New Technologies ◽  
Learning Technologies ◽  
Learning Processes ◽  
Learning Technology ◽  
Constructive Learning ◽  
Implementation Model ◽  
Learning Content ◽  
Adult Training

Jean Piaget described that intelligence is shaped by experience. In augmented reality (AR) learning environments, the learner may have an immersive experience, from a sensor-motoric opportunity as a person to 3D experience. Few studies in the academic literature directly evaluate and analyze learning technology with regard to immersive experience in training. This chapter seeks to examine learning experiences when playing with AR learning technologies and suggests an alternative implementation model for the integration of immersive learning content to adult training. Specifically, this study examines a learning tool and a game targeted for the professionals working in security and peacebuilding context. This study points out a relevance of cognitive and constructive learning processes with a special attention to experience and reflection, and that technological immersive tools can positively support training when designed properly. Moreover, case study findings led to proposing an implementation model to integrate immersive content, AR tools, and games into adult training.

From Face-to-Face to Digital Learning

2021 ◽  
pp. 114-125
Author(s):  
Dionisia Tzavara ◽  
Dimitrios Koufopoulos
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Instructional Delivery ◽  
Learning Design ◽  
Digital Learning ◽  
Teaching Experiences ◽  
Learning And Teaching ◽  
Face To Face ◽  
Theoretical Considerations

As a result of the COVID-19 pandemic, universities worldwide were forced to close their campuses and move instructional delivery to a digital mode. Many argued that this massive emergency digitalisation of instructional delivery was a major move of higher education toward online learning. However, this view overlooks considerations of pedagogy and of online learning design and delivery. Online learning is not just about uploading content to an online space or about moving all lectures online, and there is a whole theory behind designing online learning environments and delivering online learning. This chapter will discuss key theoretical considerations behind online learning design and delivery in relation to the digitalisation of higher education during COVID-19 with a view to make recommendations that will help universities design fulfilling and effective online learning and teaching experiences for their students and faculty.

Using Online Learning Environments With Kindergarten Children During the COVID-19 Emergency

2021 ◽  
pp. 125-143
Author(s):  
Martina Benvenuti ◽  
Augusto Chioccariello ◽  
Sabrina Panesi
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Relationships ◽  
School Children ◽  
Kindergarten Children ◽  
Classroom Teachers ◽  
Trial And Error ◽  
Teacher Interviews ◽  
Teachers And Parents ◽  
Children’S Work

This chapter explores kindergarten children's use of specific online applications such as WhatsApp and YouTube to maintain social relationships between each other and with their classroom teachers during the COVID-19 pandemic lockdown. Using Vygotskian theorisation of learning through interaction with more expert people (teachers and parents) and Leontev's theory of functional organ, this study verifies that children often learned without an expert's presence, using strategies such as trial and error and discussion, and through maintaining social relationships among themselves and with their teachers. Specifically, the study involved two Italian kindergartens (42 children) and six teachers. Analysis of the children's work and of teacher interviews shows that, during the Italian lockdown, the pre-school children used applications as learning environments in the form of functional organs, and this proved useful for carrying on kindergarten activities and for maintaining social relationships.

Through the Eyes of Students and Faculty

2016 ◽  
pp. 557-584
Author(s):  
Maysaa Barakat ◽  
Debra N. Weiss-Randall
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Educational Leadership ◽  
Learning Environments ◽  
Social Exclusion ◽  
Research University ◽  
Attrition Rates ◽  
Face To Face

Online enrollments have been growing substantially faster than overall higher education enrollments. It is argued that online learning can help address issues of educational inequity, poverty, and social exclusion. The momentum is moving towards online learning, and universities are pressured to develop more online options for their students in order to stay relevant and provide needed flexibility. On average, courses that are delivered online have higher attrition rates than regular face-to-face courses. There are numerous challenges and difficulties in developing online learning environments without sacrificing the quality of learning. This case study examines the development, delivery, and evaluation of online learning through the eyes of students and faculty of an educational leadership department in a Southeast research university.

Improving the Quality of Online Learning Environments

2017 ◽  
pp. 278-300
Author(s):  
Komar Parveen Khan
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Specific Model ◽  
Design Guidelines ◽  
Online Learning Environments ◽  
Design Models ◽  
Design For Learning

In spite of the numerous changes in technology in the past decades, designers continue to utilize traditional instructional design models as a foundation for designing teaching and learning materials, which may not be suited for the design and development of online learning environments. A study was conducted to investigate the characteristics of an online-specific design model called Proactive Design for Learning (PD4L) (Sims, 2012; Sims & Jones, 2003) and its ability to address limitations of traditional design models. The study was conducted to examine in what ways the PD4L model would contribute to enhance the quality of online learning. Based on this research, this chapter will be able to provide readers with ideas on the ways the elements of an online specific model can serve as design guidelines, a framework or “a set of guiding principles” (Sims, 2011) for designers and developers to create quality teaching and learning environments.

Exploring Students’ Perceived Needs and Ideas About Feedback in Online Learning Environments

2012 ◽  
Vol 2 (2) ◽  
pp. 48-70 ◽  
Author(s):  
Lisa A. Ferrara ◽  
Kirsten R. Butcher
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Instructional System ◽  
Academic Experiences ◽  
Strong Impact ◽  
Digital Learning ◽  
Online Learning Environments ◽  
Perceived Needs ◽  
Prior Experiences ◽  
Online Feedback

Although research has found that students value timely, formative feedback, it’s unknown how students’ prior experiences influence their expectations for feedback in online learning environments. Two workshops were conducted to examine college students’ perceptions and preferences about feedback during traditional and online instruction. Survey, short response, and interview questions were used to collect students’ self-reported experiences in receiving and using feedback with a variety of work products (e.g., essays) in traditional academic experiences, examining their self-reported challenges and needs during online learning tasks. Students collaboratively worked to design storyboards that depicted optimal feedback environments for an online instructional system. Results show that students’ (positive and negative) prior experiences with traditional feedback guide their perceived preferences regarding online feedback. Students were aware of many specific challenges that they faced during online research, and expressed a strong desire for technologies that could support identification of valid and relevant online content. Self-reported, online feedback needs were consistent with successful features of digital learning environments that have been shown to support deeper learning. This research suggests that students’ perceived needs and preferences have a strong impact on the degree to which they are likely to value and utilize feedback in online learning environments.

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