Ethical Information and Communication Technologies for Development Solutions

2018 ◽  
pp. 155-173 ◽  
Author(s):  
Leilani Goosen
Keyword(s):  
Information And Communication Technologies ◽  
Research Methodology ◽  
Online Courses ◽  
Research Integrity ◽  
Communication Technologies ◽  
Massive Open Online Courses ◽  
Responsible Conduct Of Research ◽  
Massive Open Online ◽  
Responsible Conduct ◽  
Information And Communication

The purpose of this chapter is firstly to build on the existing literature in the field of research methodology, especially as applicable in the emerging areas of information and communication technologies for development (ICT4D) and massive open online courses (MOOCs). This chapter is further aimed at enabling readers to understand why ethics is important in research relating to ICT4D and MOOCs, as well as identifying other elements critical to the responsible conduct of research in the areas of ICT4D and MOOCs. The chapter specifically discusses research integrity in the context of a MOOC entitled Ethical Information and Communication Technologies for Development Solutions.

Use of Augmented Reality a New Vision on the Massive Open Online Courses

2016 ◽  
pp. 254-271
Author(s):  
Julio Ponce ◽  
Francisco Ornelas ◽  
Francisco Álvarez ◽  
Beatriz Toscano
Keyword(s):  
Augmented Reality ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Communication Technologies ◽  
Primary Objective ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Support Tool ◽  
Information And Communication ◽  
New Vision

This study explains the importance of use Augmented Reality in education and how it can be used on the Massive Open Online Courses (MOOCs) in order to improve specific advantages. Augmented reality (AR) is an area that mixes real-world images, whose elements are augmented by computer-generated sensory input such as sound, video, graphics or GPS data. This study further shows the development tools, application areas, and results obtained through augmented reality in the education, as a support tool to achieve the primary objective of education, which is learning through the use of MOOCs, making it a more attractive with the use of information and communication technologies. Currently there is a great variety of applications that use the augmented reality in areas such as medicine, military, education, among others.

Use of Augmented Reality a New Vision on the Massive Open Online Courses

2018 ◽  
pp. 680-697
Author(s):  
Julio Ponce ◽  
Francisco Ornelas ◽  
Francisco Álvarez ◽  
Beatriz Toscano
Keyword(s):  
Augmented Reality ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Communication Technologies ◽  
Primary Objective ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Support Tool ◽  
Information And Communication ◽  
New Vision

This study explains the importance of use Augmented Reality in education and how it can be used on the Massive Open Online Courses (MOOCs) in order to improve specific advantages. Augmented reality (AR) is an area that mixes real-world images, whose elements are augmented by computer-generated sensory input such as sound, video, graphics or GPS data. This study further shows the development tools, application areas, and results obtained through augmented reality in the education, as a support tool to achieve the primary objective of education, which is learning through the use of MOOCs, making it a more attractive with the use of information and communication technologies. Currently there is a great variety of applications that use the augmented reality in areas such as medicine, military, education, among others.

scholarly journals The Implementation of Massive Open Online courses into Educational Processes at Russian Universities

2021 ◽  
Vol 30 (2) ◽  
pp. 3329-3341
Author(s):  
Tatiana Nikolaevna Bokova ◽  
Olga Aleksandrovna Kabanova
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Rapid Development ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Face To Face ◽  
Educational Processes ◽  
Information And Communication ◽  
Effective Use

Interest in massive open online courses (MOOCs) as a new resource for distance learning is due to the rapid development of information and communication technologies within the framework of education. The 2000s precipitated the development of e-learning in the direction of open learning opportunities which resulted in the phenomenon known as MOOCs. MOOCs are now a widespread and accepted means of higher education which implies interactive online learning. Therefore, it is relevant to define the most appropriate form of MOOC integration, to study the contemporary experiences of MOOC implementation into higher education along with analysing the experience of using online courses within the context of face-to-face classes. This study observes the development of MOOCs by using comparative analysis and literature examination to reveal some accepted blended learning models for higher education. This paper also attempts to show possible challenges and outcomes of MOOC integration into a face-to-face class. The findings are dedicated to effective use of massive open online courses in universities in Russia.

Organizational Knowledge and Administration Lessons From an ICT4D MOOC

2021 ◽  
pp. 245-261
Author(s):  
Leila Goosen
Keyword(s):  
Information And Communication Technologies ◽  
Growth And Development ◽  
Online Courses ◽  
Communication Technologies ◽  
Massive Open Online Courses ◽  
Information Technology Management ◽  
Organizational Growth ◽  
The World ◽  
Information And Communication ◽  
Key Topics

The undeniable rapid acceleration of both human-centred and technology-oriented advancements in a multitude of industries and fields means that most organizations could greatly benefit from an expansion of coverage into all aspects of organizational research, allowing for a greater breadth and range of content. The purpose of this chapter therefore is to offer insights into key topics, such as organizational structure, strategic leadership, information technology management, analytics, among others, especially as applicable in the emerging areas of Information and Communication Technologies for Development (ICT4D) and Massive Open Online Courses (MOOCs). This chapter will be comprised of content that highlights authoritative research results for researchers, educators, students, professionals, and knowledge seekers all around the world, as these pertain to aspects of organizational growth and development, specifically discussed in the context of a MOOC entitled ‘Ethical Information and Communication Technologies for Development Solutions'.

Flipping the Classroom to Gain Time

2019 ◽  
pp. 2146-2164
Author(s):  
Paula Peres ◽  
Anabela Mesquita
Keyword(s):  
Secondary Education ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Online Courses ◽  
Communication Technologies ◽  
Open Educational Resources ◽  
Online Course ◽  
Information And Communication ◽  
Master Model ◽  
Educational Field

This article describes the European project GainTime developed in the educational field. The objectives of the project concern the development of professional and pedagogical competences among teachers and trainers. It intends to enhance learning through the use of Information and Communication Technologies and increase the access to Open Educational Resources (OER) with the aim to combine higher levels of excellence and attractiveness with increased opportunities for all. To attain the objectives, an online course that teaches teachers on how to innovate in their classroom, specially using flipped classroom and games supported on OER, will be developed. The target of the project is secondary education. In order to identify the best practices in Portugal concerning the use of flipped classroom and games as well as creative classroom, a questionnaire was administered and results are presented. Furthermore, the handbook regarding the master model developed as well as the online courses are also presented.

Flipping the Classroom to Gain Time

2016 ◽  
Vol 18 (4) ◽  
pp. 36-52 ◽  
Author(s):  
Paula Peres ◽  
Anabela Mesquita
Keyword(s):  
Best Practices ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Online Courses ◽  
Communication Technologies ◽  
Open Educational Resources ◽  
Online Course ◽  
Information And Communication ◽  
Master Model ◽  
Educational Field

This article describes the European project GainTime developed in the educational field. The objectives of the project concern the development of professional and pedagogical competences among teachers and trainers. It intends to enhance learning through the use of Information and Communication Technologies and increase the access to Open Educational Resources (OER) with the aim to combine higher levels of excellence and attractiveness with increased opportunities for all. To attain the objectives, an online course that teaches teachers on how to innovate in their classroom, specially using flipped classroom and games supported on OER, will be developed. The target of the project is secondary education. In order to identify the best practices in Portugal concerning the use of flipped classroom and games as well as creative classroom, a questionnaire was administered and results are presented. Furthermore, the handbook regarding the master model developed as well as the online courses are also presented.

scholarly journals Athabasca University: Conversion from Traditional Distance Education to Online Courses, Programs and Services

2001 ◽  
Vol 1 (2) ◽  
Author(s):  
Alan Davis
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Communication Technologies ◽  
Online Delivery ◽  
Online Distance Education ◽  
Information And Communication ◽  
Online Distance ◽  
Undergraduate Programs ◽  
The University

In its 30 years of operation, Athabasca University has witnessed the full impact of the growth of online distance education. Its conversion from mixed media course production and telephone/mail tutoring to a variety of electronic information and communication technologies has been heterogeneous across disciplines and programs. Undergraduate programs in business, computing, and some social science programs have largely led the conversion, and all graduate programs have, since their inception, employed various features of online delivery. The parallel conversion of student services has been equally important to the effectiveness of these processes. The implications of this approach for the quality of offerings, support systems, costing, and the primary mandate of the University (which is to remove barriers, not create them) are discussed.

Harnessing information and communication technologies for effective knowledge creation

2017 ◽  
Vol 30 (5) ◽  
pp. 831-855 ◽  
Author(s):  
Vikas Gupta ◽  
Namita Jain
Keyword(s):  
Information And Communication Technologies ◽  
Customer Service ◽  
Online Courses ◽  
Communication Technologies ◽  
Content Type ◽  
The Future ◽  
Brick And Mortar ◽  
Technological Developments ◽  
Information And Communication ◽  
Future Of Education

Purpose Education is subject to the same pressures as a business, it has to spur innovation, improve customer service and achieve operational excellence. Education is expected to solve intricate problems that heralded the twenty-first century. Niche areas emerged in education that need further study and research. The authors postulate such demands may be met by information and communication technologies (ICTs) that opened up the avenue for innovation and experimentation in education. One such innovation is online learning and massive open online courses (MOOCs) that represent immense opportunities in education. With their advent, even the permanent relevance of physical classrooms has been questioned. The purpose of this paper is to answer to all these questions and attempts to fill gaps in the understanding of the future of education. Design/methodology/approach The paper came into being after a review of literature pertaining to the changing ecosystem of education and an analysis of newer platforms like MOOCs. The paper surveyed books, scholarly articles, reports, conference proceedings and online databases in the area of education and related technological developments. Findings The existence of MOOCs in the education landscape cannot be ignored. This is proven by the fact that MOOC enrollment surpassed 35 million users in 2015. MOOCs were considered a popular concept in the developed world to start with. But, today MOOCs are being offered by universities in developing nations too. As the number of participant countries increases, MOOCs in vernacular languages are being developed to overcome the language barrier. The paper found that the online model cannot replace the brick and mortar model completely. Rather, it will complement it by providing an enriching experience to various stakeholders, including the learner and the instructor. In the future, students will have the advantage of a blended classroom where the best of online and offline models converge into an optimal experience. Research limitations/implications As the theme of the paper is new and the educational landscape continues to evolve, it is very difficult to determine the pace of transformation of education. However, the authors have tried to suggest a conceptual framework for the future in education, subject to empirical validation. Practical implications This paper helps us understand that we are in a rapidly evolving scenario where innovations have the potential to disrupt the existing model. Such disruptions can have behavioral, economical and social ramifications. A better understanding of such alterations will help academicians equip themselves for evolving classrooms and the changing nature of their jobs. The new ICT enabled ecosystem will also try to overcome issues related to the quality of education and knowledge dissemination. Originality/value The present paper is a comprehensive study of the opportunities and challenges posed by emerging classrooms.

scholarly journals SPOC y formación del profesorado: aproximación bibliométrica y pedagógica en Scopus y Web of Science

2020 ◽  
Vol 23 (2) ◽  
Author(s):  
Ernesto Colomo Magaña ◽  
Enrique Sánchez Rivas ◽  
José María Fernández Lacorte ◽  
Juan Manuel Trujillo Torres
Keyword(s):  
Social Sciences ◽  
Information And Communication Technologies ◽  
Web Of Science ◽  
Online Courses ◽  
Communication Technologies ◽  
Scientific Production ◽  
Digital Competence ◽  
Information And Communication ◽  
E Learning ◽  
Competencia Digital

La enseñanza online, vinculada a la incorporación de las tecnologías de la información y la comunicación al ámbito educativo, han supuesto una revolución para los procesos formativos. En este sentido, los small private online courses (SPOC) se convierten en un recurso con el que poder diseñar acciones formativas para el profesorado. Este estudio, mediante un análisis pedagógico y bibliométrico, pretende conocer las características de los SPOC como recurso formativo y la evolución de su producción científica en las bases de datos Scopus y Web of Science. Los resultados reflejan un aumento significativo de la producción científica en los últimos años, destacando el interés creado en las instituciones universitarias y en las áreas de ciencias de la computación y ciencias sociales. Entre los motivos pedagógicos, encontramos la amplia oferta académica, la personalización del proceso formativo o la mejora de la competencia digital al formarse mediante SPOC. En definitiva, el crecimiento de los SPOC está relacionado con las ventajas que aportan sus características didácticas en un contexto educativo en el que las tecnologías juegan un papel clave, por lo que se convierte en un recurso de interés para la formación de los docentes. E-learning, linked to the incorporation of information and communication technologies in education, has been a revolution for training processes. In this sense, the small private online courses (SPOC) become a resource with which to design training actions for teachers. This study, through a pedagogical and bibliometric analysis, aims to know the characteristics of SPOCs as a training resource and the evolution of its scientific production in the Scopus and Web of Science databases. The results reflect a significant increase in scientific production in recent years, highlighting the interest created in university institutions and in the areas of computer science and social sciences. Among the pedagogical reasons, we find the wide academic offer, the personalization of the training process or the improvement of the digital competence when being formed through SPOC. In short, the growth of SPOCs is related to the advantages that their didactic characteristics bring in an educational context in which technologies play a key role, so it becomes a resource of interest for teacher training.

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