scholarly journals Enhancing Railway Engineering Student Engagement Using Interactive Technology Embedded with Infotainment

2019 ◽  
Vol 9 (2) ◽  
pp. 136 ◽  
Author(s):  
Sakdirat Kaewunruen
Keyword(s):  
Student Engagement ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Interactive Technology ◽  
Learning Performance ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Research Activity ◽  
Interactive Communication ◽  
Railway Engineering

Interactive learning technology is an emerging innovation for future communication-aided teaching and learning that could positively enhance students’ engagement and intrinsic motivation. Due to the virtue of interactive communication, classrooms are now anticipated to enable a variety of interaction-based learning technologies with diverse infotainment (a subset of “serious play”) integrated with practical enquiry-based projects and case studies for employability improvement. In this paper, a comprehensive review of various teaching and learning pedagogies is assessed. Their suitability and association with infotainment and interactive technology is discussed and highlighted. In addition, a recent research activity on interactive communication is presented to form a new teaching application using interactive technology and infotainment (or edutainment) appropriate for student engagement in railway geometry and alignment design classes. The development of the integrated interactive technology and infotainment was implemented and evaluated in a postgraduate railway engineering class. Questionnaires were used to survey students’ experiences in the classes with and without the technology enhanced learning. The outcome clearly shows that students enjoyed and felt they were significantly engaged in the class with the new interactive resources. Their participation and learning performance increased. Despite the favourable outcomes, the flexibility and viability of using this interactive technology still largely depends on the students’ background and their previous experience.

INNOVATIVE TECHNOLOGIES – THE FUTURE OF YOUTHS

2021 ◽  
pp. 19-20
Author(s):  
N. Lazaryan
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Interactive Technology ◽  
Traditional Methods ◽  
Innovative Technologies ◽  
Technology Learning ◽  
Design Learning ◽  
The Future ◽  
Methods Of Learning

The article discusses innovations in educational technology that have replaced traditional Methods of learning. Innovation involves all facets of the didactic process. Types Organization, content and learning technologies, teaching and learning. BasicInteractive learning technologies, design learning technologies, computer technologies Forms and methods of interactive technology learning are identified and described. In particular: the problem of lecture activities, seminar - discussions, educational discussions, "brainstorming "assault, didactic games, etc.

Media Streaming for Technological Innovation in Higher Education

2014 ◽  
pp. 691-712
Author(s):  
Moradeke Olaniyan ◽  
Deryn Graham
Keyword(s):  
Technological Innovation ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Media Streaming ◽  
Sample Survey ◽  
Educational Institutions ◽  
Learning Technology ◽  
E Learning ◽  
Streaming Technology ◽  
The University

Higher Educational Institutions (HEIs) can be slow in responding to technological innovation. Streaming technology offers a competitive advantage to a HEI if appropriately adopted and integrated with the marketing strategy compared to the Push-Pull strategy: when all available technological innovation is used to push educational options to the market and the potential people pull from the market. This chapter briefly describes the concepts of e-learning and media streaming, and their relationship to HEIs. The intangible business benefits of using media streaming to enhance teaching and learning in HEIs are explored through a literature review and small sample survey. The case study of a UK university is used to represent a HEI; e-learning technology is already in use within the university, considering the integration of media streaming technology into new or existing learning technologies. The hardware and software requirements are briefly examined, and possible business concerns and risks are identified with recommendations.

scholarly journals Facilitating Online Continuing Professional Development Opportunities in Technology-Enhanced Learning: the TELTA approach

2015 ◽  
Vol 8 (4) ◽  
pp. 39
Author(s):  
Pauline Rooney
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Continuing Professional Development ◽  
Learning Technologies ◽  
Technology Enhanced Learning ◽  
Dublin Institute ◽  
Information And Communication ◽  
Societal Changes ◽  
Institute Of Technology ◽  
Enhanced Learning

Information and communication technologies are fundamentally changing the way we live our lives. However, despite these huge societal changes, it is widely recognised that the potential of ICTs for enhancing teaching and learning has not yet been capitalised on in higher education, with traditional pedagogical methods still predominating. However it is crucial that educators are receptive to the potential of ICTs and that they have a sound understanding of this potential and how to capitalise on it. TELTA (Technology-Enhanced Learning, Teaching and Assessment) is a fully online eight-week course offered by the Dublin Institute of Technology which aims to address these issues by giving participants the opportunity to immerse themselves in existing and emerging learning technologies. This paper provides a case study of the TELTA approach, exploring key areas including target audience, module goals, underpinning pedagogical framework, assessment methodologies, technologies utilised and future plans for further developing the initiative.

scholarly journals FOCUS on technology-supported learning in further education

2011 ◽  
Vol 8 (3) ◽  
Author(s):  
Janice Smith
Keyword(s):  
Staff Development ◽  
Teaching And Learning ◽  
Further Education ◽  
Learning Technologies ◽  
Information And Communications Technology ◽  
Learning Technology ◽  
Ict In Education ◽  
Learning And Teaching ◽  
Software Products ◽  
Third Phase

The Dearing Report of 1997 has raised the profile of the use of information and communications technology (ICT) in learning and teaching. This in turn has led to a demand for staff development on the successful incorporation of ICT in education (Smith and Oliver, 2000). In HE, there have been a number of targeted funding initiatives such as the Computers in Teaching Initiative (CTI) and the current third phase of the Teaching and Learning Technology Programme. This latter programme focuses on embedding learning technologies rather than developing software products, leading to generic projects on the implementation of ICT in education. As these projects aim for cross-institutional transferability, there seems no reason why - although carried out in the context of HE - they should not be widened to address the needs of the FE sector.DOI:10.1080/0968776000080309 

scholarly journals Enhance, Extend, Empower: Understanding Faculty Use of E-Learning Technologies

2017 ◽  
Author(s):  
Vicki Squires ◽  
Nancy Turner ◽  
Sandra Bassendowski ◽  
Jay Wilson ◽  
Susan Bens
Keyword(s):  
Teaching And Learning ◽  
Learning Technologies ◽  
Postsecondary Institutions ◽  
Perceived Barriers ◽  
Learning Technology ◽  
Scholarship Of Teaching ◽  
Individual Interviews ◽  
Student Access ◽  
E Learning ◽  
The University

There has been scant nation-wide assessment of institutional use of learning technology in Canada (Grant, 2016) and where assessment has been done of student access to e-resources, considerable variability within and across institutions has been reported (Kaznowska, Rogers, & Usher, 2011). With a broad goal of improved and increased use of learning technologies, one university wanted to explore the use of e-learning technologies across campus. The purpose of this study was to identify instructors' needs and aspirations with respect to how learning technologies at the university could be designed, implemented, and supported. The 3E framework of Enhance, Extend, Empower, proposed by Smyth, Burce, Fotheringham, & Mainka (2011), was useful in examining the underlying purposes of using e-learning technologies. For this qualitative study, the research team engaged 32 instructors in individual interviews or in focus groups to discuss how they currently use e-learning technologies, how they hope to advance their uses of these technologies, and their perceived barriers or enablers to implementation. The study has implications for practice and policy at postsecondary institutions; additionally, this study suggests possibilities for further research into the scholarship of teaching and learning in the context of e-learning technologies.

scholarly journals Redesigning professional development: reconceptualising teaching using social learning technologies

2013 ◽  
Vol 21 ◽  
Author(s):  
Thomas Cochrane ◽  
Vickel Narayan
Keyword(s):  
Professional Development ◽  
Communities Of Practice ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Learning Technology ◽  
Practice Model ◽  
Mobile Web ◽  
The Impact ◽  
Development Course

This article evaluates the use of a community of practice model for redesigning a lecturer professional development course investigating the impact of mobile web 2.0 technologies in higher education. The results show a significant change in lecturer conceptions of pedagogy were achieved by this approach. Drawing on our experience of two iterations of implementing the new course model we propose a mobile social media framework for enabling pedagogical transformation as part of lecturer professional development.Keywords: communities of practice; Web 2.0; pedagogy; heutagogy; teaching and learning(Published: 20 June 2013)Citation: Research in Learning Technology 2013, 21: 19226 - http://dx.doi.org/10.3402/rlt.v21i0.19226

Student-Driven Learning within a Technology-Enhanced Learning Environment

2017 ◽  
pp. 87-103
Author(s):  
Gurnam Kaur Sidhu ◽  
Ranjit Kaur ◽  
Lim Peck Choo
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Learning Tools ◽  
Student Centered ◽  
Student Centered Learning ◽  
Online Collaborative Learning ◽  
Enhanced Learning ◽  
Networked Society

This chapter will discuss student-driven learning within a Technology-Enhanced Learning (TEL) environment. It will first put forward some technological learning tools that have encouraged student-centered learning (SCL) and later explore online collaborative learning which is seen as a pathway towards enhancing SCL in the 21st century classrooms. This is important as effective SCL instruction not only provides learners with skills and knowledge but also enable them to function capably and contribute effectively in a highly networked society in the future. This chapter highlights that today's technology enhanced learning environment has brought about various innovations in teaching and learning. Technology is moving at such a fast rate that information is at everyone's fingertips and learning goes far beyond the four walls of the classrooms. In such an age, students move into new flexible learning spaces and environments that can allow them to take ownership of their own learning.

scholarly journals Innovation Technologies in Student’s Independent Activity and Creativity Development: The Case of Medical Education

2019 ◽  
Vol 14 (11) ◽  
pp. 32 ◽  
Author(s):  
Nurila Maltabarova ◽  
Alexey Kokoshko ◽  
Aigul Abduldayeva ◽  
Nasrulla Shanazarov ◽  
Galiya Smailova
Keyword(s):  
Adaptive Learning ◽  
Teaching And Learning ◽  
Effective Means ◽  
Learning Technologies ◽  
Independent Learning ◽  
Learning Technology ◽  
Quality Outcomes ◽  
Subject Knowledge ◽  
The One ◽  
Main Components

Adaptive learning technologies, applied with supportive symbols and signals allow developing the subject and communicative competencies, as well as shaping the creative abilities of students. This article provides the assessment criteria for preliminary, formative, midpoint and summative assessments. This article substantiates the hypothesis on improving the Emergency Medical Service student’s independent performance at the stage of supportive notes introduction. Methodology is original as it contains the following method: students are the one to write notes as an effective means of independent activity organization. Besides, this method can be useful as an alternative recording technique. Accordingly, innovation-driven education (in our case, independent learning and skills developing for quality outcomes) is one of the main components of the teaching and learning process. The statistics have revealed that students gain better subject knowledge through this learning technology.

scholarly journals INTERACTIVE TECHNOLOGY IN THE TEACHING AND LEARNING PROCESS IN HIGHER EDUCATION

2018 ◽  
Vol 1 (2) ◽  
pp. 31-36
Author(s):  
Derist Touriano
Keyword(s):  
Teaching And Learning ◽  
Interactive Learning ◽  
Low Cost ◽  
Interactive Technology ◽  
Final Conclusion ◽  
Learning Technology ◽  
Educational Facilities ◽  
Lecture Material ◽  
Research Problems ◽  
Education Process

An important aspect that requires great attention in each college is related to the lack of educational facilities and the low interest in student learning which risks the education process. Therefore the purpose of this study is to develop an interactive learning technology so that the lecturers are more creative in providing explanations of lecture material not to go monotonous and exciting. This research method is divided into four stages from ten stages of research and development to solve research problems. The final conclusion of this study is use interactive learning technology, especially SmartBoard, is easy to implement with low cost so that lectures and students can explore information more effectively and efficiently.

scholarly journals Interactive Learning Technology

2020 ◽  
Vol 02 (12) ◽  
pp. 122-126
Author(s):  
Dilafruz Furkatovna Jabborova ◽  
◽  
Shirinboy Sharofovich Olimov ◽  
◽  
◽  
...  
Keyword(s):  
Interactive Learning ◽  
New Products ◽  
Learning Technologies ◽  
Information Delivery ◽  
Interactive Technology ◽  
Interactive Methods ◽  
Learning Technology ◽  
New Information ◽  
Interactive Exercises

In this article the authors explain the interactive technology of teaching, its essence, its forms and features. Features of interactive learning technologies include motivation, purposefulness, new information delivery, interactive exercises, new products, reflexion, evaluation and homework. Soft and active methods, approaches to interactive methods are highlighted.

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