scholarly journals Augmented Reality and Mobile Devices: A Binominal Methodological Resource for Inclusive Education (SDG 4). An Example in Secondary Education

2018 ◽  
Vol 10 (10) ◽  
pp. 3446 ◽  
Author(s):  
Francisco del Cerro Velázquez ◽  
Ginés Morales Méndez
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Augmented Reality ◽  
Mobile Devices ◽  
Inclusive Education ◽  
Contextual Information ◽  
Quality Education ◽  
Conceptual Approach ◽  
Development Goals ◽  
The Way

The rise of so-called emerging technologies is broadening the way in which students access information and in turn changing the way in which they can interact and the experiences to which they are exposed. Mobile devices are regarded as flexible tools that facilitate access to information in different formats and in any environment. For its part, Augmented Reality is a technique that, through mobile tools, can enhance the globalization of content and access to contextual information in various ways. Together, the globalization of mobile devices and Augmented Reality contribute to an inclusive, equitable, and quality education, as mentioned by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in goal four on Sustainable Development (Sustainable Development Goals 4 (SDG 4)). This article analyses the binomial Augmented Reality-mobile devices, and takes a conceptual approach to these technological environments, both the technique and the tool, in the context of quality education. To assess the potential of Augmented Reality-mobile devices as a methodological learning resource, a learning unit of Secondary Education is presented in the field of Technology, enriched with different materials related with Augmented Reality.

scholarly journals Higher Education and Sustainable Development Goals (SDG)—Potential Contribution of the Undergraduate Courses of the School of Social Sciences of the University of Évora

2021 ◽  
Vol 13 (4) ◽  
pp. 1828
Author(s):  
Elisa Chaleta ◽  
Margarida Saraiva ◽  
Fátima Leal ◽  
Isabel Fialho ◽  
António Borralho
Keyword(s):  
Social Sciences ◽  
Economic Growth ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Quality Education ◽  
The Other ◽  
Potential Contribution ◽  
Decent Work ◽  
Development Goals ◽  
The University

In this work we analyzed the mapping of Sustainable Development Goals in the curricular units of the undergraduate courses of the School of Social Sciences at the University of Évora. Of a total of 449 curricular units, only 374 had students enrolled in 2020/2021. The data presented refer to the 187 course units that had Sustainable Development Goals in addition to SDG4 (Quality Education) assigned to all the course units. Considering the set of curricular units, the results showed that the most mentioned objectives were those related to Gender Equality (SDG 5), Reduced Inequalities (SDG 10), Decent Work and Economic Growth (SDG 8) and Peace, Justice and Strong Institutions (SDG 16). Regarding the differences between the departments, which are also distinct scientific areas, we have observed that the Departments of Economics and Management had more objectives related to labor and economic growth, while the other departments mentioned more objectives related to inequalities, gender or other.

scholarly journals Usability of an Affective Emotional Learning Tutoring System for Mobile Devices

2021 ◽  
Vol 13 (14) ◽  
pp. 7890
Author(s):  
Tao-Hua Wang ◽  
Hao-Chiang Koong Lin ◽  
Hong-Ren Chen ◽  
Yueh-Min Huang ◽  
Wei-Ting Yeh ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Mobile Devices ◽  
User Satisfaction ◽  
Quantitative Research ◽  
Negative Emotions ◽  
User Interaction ◽  
Feedback Mechanism ◽  
Quality Education ◽  
Tutoring System ◽  
System Usability Scale

To echo the United Nations formulated Sustainable Development Goals (SDGs), SDG 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Furthermore, high-quality education is the base on which human lives can be improved and sustainable development can be accomplished. Therefore, the affective emotional tutoring system established in this study enables learning via mobile devices, which are indispensable in daily life. The real-time interactive agent in the system guides learners to turn negative emotions into positive ones. We explored the usability of and user satisfaction with the affective emotional tutoring system. Sixty-two students participated in the study which used a quantitative research design to explore a learning situation. The overall usability of the system was evaluated with the System Usability Scale (SUS), and the Questionnaire for User Interaction Satisfaction (QUIS) was used to evaluate user satisfaction with the different elements of the system. The results showed that both the usability of and satisfaction with the affective emotional tutoring system were high. The emotional feedback mechanism of the system can help learners turn negative emotions into positive ones.

Trade and Investment Accords for Sustainable Development Goals 1–5

2021 ◽  
pp. 267-276
Author(s):  
Marie-Claire Cordonier Segger
Keyword(s):  
Sustainable Development ◽  
Gender Equality ◽  
Sustainable Development Goals ◽  
Quality Education ◽  
Economic Recovery ◽  
The Sustainable Development ◽  
Health And Wellbeing ◽  
Development Goals ◽  
Investment Agreements ◽  
Trade And Investment

The Sustainable Development Goals (SDGs) set aspirational objectives for governments, international organizations and other stakeholders seeking to support sustainable development to achieve by 2030 or before, as well as indicators to facilitate measurement of attainment levels. Chapter 19 is the first of three chapters exploring provisions from over 110 innovative bilateral and regional economic treaties that could facilitate achievement of certain SDGs and their associated targets, to enable countries to maximize opportunities for their economic accords to assist in effectively contributing towards achievement of the SDG targets, particularly in a time of post-pandemic economic recovery. This chapter addresses trade and investment agreements provisions relevant to a first set of SDGs which target ‘basic needs’ challenges: eradicating poverty (SDG 1); ending hunger (SDG 2); promoting health and wellbeing (SDG 3); ensuring quality education (SDG 4) and achieving gender equality (SDG 5). The chapter canvasses the requirements of each goal and provides examples of treaty provisions that address each SDG.

scholarly journals The Contribution of UNESCO Chairs toward Achieving the UN Sustainable Development Goals

2018 ◽  
Vol 10 (12) ◽  
pp. 4471 ◽  
Author(s):  
Zinette Bergman ◽  
Manfred Bergman ◽  
Kiran Fernandes ◽  
Daphne Grossrieder ◽  
Lea Schneider
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Quality Education ◽  
Negative Consequences ◽  
Cultural Organization ◽  
The United Kingdom ◽  
Research And Teaching ◽  
2030 Agenda ◽  
Development Goals ◽  
The Chairs

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) aims to enhance peace, security, and sustainable development by fostering international collaboration. Based on this aim, it stands to reason that the organization ought to contribute to the UN 2030 Agenda for Sustainable Development. In this research, we examined how an important program of UNESCO, the UNESCO Chairs, contributes to the achievement of the UN Sustainable Development Goals (UN SDGs). Specifically, we studied the activities of 34 UNESCO Chairs from seven countries of the Northern Hemisphere (Germany, Iceland, Portugal, Slovenia, South Korea, Switzerland, and the United Kingdom) to assess the contribution of the chairs toward the UN SDGs. The data for this study are based on in-depth narrative interviews, and we used Hermeneutic Content Analysis, a mixed methods framework, for analysis. Our results show that, unsurprisingly, all chairs contribute to UN SDG 4 (Quality Education) and 17 (Partnerships for the Goals) based on their extensive research and teaching activities. Interestingly, their academic focal areas contribute to specific UN SDG clusters. Using Multidimensional Scaling, we analyzed the UN SDG clusters across different focal areas to reveal the implicit models of sustainability among the chairs. Our findings have implications on the limits of how UNESCO Chairs conceptualize sustainability and show how this has positive and negative consequences on their contribution toward achieving the UN SDGs.

Inclusive Education in Central America and the Caribbean (CA-DR)

2020 ◽  
Author(s):  
Marta Caballeros ◽  
Jeannette Bran ◽  
Gabriela Castro
Keyword(s):  
Inclusive Education ◽  
Social Mobility ◽  
Social Protection ◽  
Quality Education ◽  
Drop Out ◽  
Education Policies ◽  
Education Services ◽  
Historical Factors ◽  
Development Goals ◽  
Attention To Diversity

Inclusive education, as stated in declarations and human development goals, features in the educational policies being implemented in Central American and Caribbean (CA-DR) countries (Belize, Guatemala, El Salvador, Honduras, Nicaragua, Costa Rica, Panama, and the Dominican Republic). The policies seek to give the entire population of each country permanent access to quality education services, and they have a particular focus on people with disabilities. However, there are considerable challenges to be overcome, caused by a combination of historical factors and the sociopolitical and economic context. Some of the countries still have significant levels of poverty and inequity, both of which hinder the development of inclusive education. At the same time, inclusive education is expected to help eradicate social exclusion and facilitate social mobility. This paradigm began as an effort to secure disabled people’s right to education, and countries have since been working to offer disabled people access to regular schools. Nevertheless, segregated education services or services with an integration aim still persist. Moreover, poverty causes many students to drop out of school, or never to enroll at all. Each country has vulnerable or marginalized groups in its population. The work being done, from an inclusive perspective, follows two main routes: reorienting education systems toward inclusivity; and offering these groups affirmative actions to ensure their regular attendance at mainstream schools that have quality programs for all. If CA-DR countries are to achieve inclusive education, they must fulfill two requirements. Firstly, they must develop intersectorial interventions that revert causes of exclusion—education policies in isolation are unable to do that. Secondly, they must take action to ensure that inclusive education is achieved in practice in the classroom. There are advances toward inclusion, but more work is needed to answer the question of how CA-DR countries can develop inclusive societies, based on social protection and quality education services for all, that give proper attention to diversity, practice equity, and promote social mobility. Bottom-up strategies are valuable in the effort to achieve inclusive education.

scholarly journals Design and Implementation of a Connection between Augmented Reality and Sensors

Robotics ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 3
Author(s):  
Marlon Aguero ◽  
Dilendra Maharjan ◽  
Maria del Pilar Rodriguez ◽  
David Dennis Lee Mascarenas ◽  
Fernando Moreu
Keyword(s):  
Augmented Reality ◽  
Data Collection ◽  
Real Time ◽  
Strain Gauge ◽  
Low Cost ◽  
Contextual Information ◽  
Wireless Sensor ◽  
Infrastructure Management ◽  
Data Collection And Analysis ◽  
The Way

Wireless sensor networks (WSN) are used by engineers to record the behavior of structures. The sensors provide data to be used by engineers to make informed choices and prioritize decisions concerning maintenance procedures, required repairs, and potential infrastructure replacements. However, reliable data collection in the field remains a challenge. The information obtained by the sensors in the field frequently needs further processing, either at the decision-making headquarters or in the office. Although WSN allows data collection and analysis, there is often a gap between WSN data analysis results and the way decisions are made in industry. The industry depends on inspectors’ decisions, so it is of vital necessity to improve the inspectors’ access in the field to data collected from sensors. This paper presents the results of an experiment that shows the way Augmented Reality (AR) may improve the availability of WSN data to inspectors. AR is a tool which overlays the known attributes of an object with the corresponding position on the headset screen. In this way, it allows the integration of reality with a virtual representation provided by a computer in real time. These additional synthetic overlays supply data that may be unavailable otherwise, but it may also display additional contextual information. The experiment reported in this paper involves the application of a smart Strain Gauge Platform, which automatically measures strain for different applications, using a wireless sensor. In this experiment, an AR headset was used to improve actionable data visualization. The results of the reported experiment indicate that since the AR headset makes it possible to visualize information collected from the sensors in a graphic form in real time, it enables automatic, effective, reliable, and instant communication from a smart low-cost sensor strain gauge to a database. Moreover, it allows inspectors to observe augmented data and compare it across time and space, which then leads to appropriate prioritization of infrastructure management decisions based on accurate observations.

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