Digital and Spatial Education Intertwining in the Evolution of Technology Resources for Educational Curriculum Reshaping and Skills Enhancement

2019 ◽  
pp. 330-347 ◽  
Author(s):  
Flavia Santoianni ◽  
Alessandro Ciasullo
Keyword(s):  
Learning Environments ◽  
Virtual Worlds ◽  
Spatial Interaction ◽  
Visual Presentation ◽  
Web Based ◽  
Educational Curriculum ◽  
Spatial Design ◽  
Evolution Of Technology ◽  
Based Instruction ◽  
Technology Resources

The aim of this research is to deepen how digital education has been intertwined with spatial education throughout the evolution of technology resources. In the last years, the user experience has been improved by open-source, collaborative user-generated, and immersive content – starting from multimedia/hypermedia architectures to synthetic learning environments. This research analyses which spatial design principles have influenced multimedia/hypermedia, collaborative web 2.0 interfaces, and more recently the synthetic environments of virtual worlds. The evolution of technology resources supports the hypothesis of a continuous intertwining between digital and spatial education since multimedia/hypermedia architectures, in which spatial knowledge may play a significant role in web-based design according to individual differences in hypermedia fruition, prior knowledge in the field, and personal experience in web-based instruction. In collaborative user-generated content technology, visual presentation facilitates learning co-construction and spaces are intended as synchronous and asynchronous virtual knowledge spaces of communication. In 3D virtual learning environments, spatial interaction is really developed and may open full accessibility to further studies on digital and spatial education. In the joined field of learning and ICT, the main scope of digital technology knowledge sharing, and re-shaping, is the enhancement of digital skills based on experiences in educational activities and the re-thinking of the nature and the format of educational curriculum to implement more experiences in the digital – and, possibly, spatial – fields.

Digital and Spatial Education Intertwining in The Evolution of Technology Resources for Educational Curriculum Reshaping and Skills Enhancement

2018 ◽  
Vol 9 (2) ◽  
pp. 34-49 ◽  
Author(s):  
Flavia Santoianni ◽  
Alessandro Ciasullo
Keyword(s):  
Learning Environments ◽  
Virtual Worlds ◽  
Spatial Interaction ◽  
Visual Presentation ◽  
Spatial Knowledge ◽  
Web Based ◽  
Educational Curriculum ◽  
Knowledge Spaces ◽  
Evolution Of Technology ◽  
Technology Resources

The aim of this research is to deepen how digital education has been intertwined with spatial education throughout the evolution of technology resources. In the last years, the user experience has been improved by open-source, collaborative user-generated, and immersive content – starting from multimedia/hypermedia architectures to synthetic learning environments. This research analyses which spatial design principles have influenced multimedia/hypermedia, collaborative web 2.0 interfaces, and more recently the synthetic environments of virtual worlds. The evolution of technology resources supports the hypothesis of a continuous intertwining between digital and spatial education since multimedia/hypermedia architectures, in which spatial knowledge may play a significant role in web-based design according to individual differences in hypermedia fruition, prior knowledge in the field, and personal experience in web-based instruction. In collaborative user-generated content technology, visual presentation facilitates learning co-construction and spaces are intended as synchronous and asynchronous virtual knowledge spaces of communication. In 3D virtual learning environments, spatial interaction is really developed and may open full accessibility to further studies on digital and spatial education. In the joined field of learning and ICT, the main scope of digital technology knowledge sharing, and re-shaping, is the enhancement of digital skills based on experiences in educational activities and the re-thinking of the nature and the format of educational curriculum to implement more experiences in the digital – and, possibly, spatial – fields.

Teacher Technology Education for Spatial Learning in Digital Immersive Virtual Environments

2020 ◽  
pp. 350-366
Author(s):  
Flavia Santoianni ◽  
Alessandro Ciasullo
Keyword(s):  
Technology Education ◽  
Learning Environments ◽  
Spatial Learning ◽  
Virtual Worlds ◽  
Spatial Interaction ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Spatial Design ◽  
Evolution Of Technology ◽  
Teacher Technology

The aim of this research is to deepen how teacher technology education can be designed to enhance spatial education, which is intertwined with digital education. The evolution of technology resources can actually sustain spatial learning. In the last years, the user experience has been improved by open-source, collaborative user-generated, and immersive content of synthetic learning environments. This research analyses which spatial design principles have influenced the virtual worlds of digital immersive virtual learning environments. In 3D virtual learning environments spatial interaction is really developed and may open full accessibility to further studies on digital and spatial education. In the joined field of learning and ICT, the main scope of digital technology knowledge sharing, and re-shaping, is the enhancement of digital skills based on experiences in educational activities and the re-thinking of the nature and the format of educational curriculum to implement more experiences in the digital—and, possibly, spatial—fields.

Virtual Worlds as the Next Asset of Virtual Learning Environments for Students in Business?

2012 ◽  
Vol 3 (2) ◽  
pp. 59-76
Author(s):  
Jean-Eric Pelet ◽  
Benoît Lecat
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Exploratory Study ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Web Based

The authors’ research examines the effectiveness of a web-based virtual learning environment (VLE) in the context of management studies. This article provides two main contributions. First, an exploratory study introduces and describes the concept of VLE applied to the training of seven students in an “interactivity design” (IS) course. Second, a confirmatory study conducted with 168 students in management presents a framework of VLE application in the context of management courses (MS). Results indicate that in the context of management studies, singular differences in the knowledge of VLEs exist between low/high skilled students. Even if a VLE can benefit skilled students, low skilled students must first understand and appreciate the full meaning of VLEs. A VLE leads to good training of students in IS courses. However, its existence must be communicated more intensively in the context of managerial studies. Furthermore, these students will need to be trained before achieving a sufficient level of competency to be able to manage projects using Second Life (SL).

Inquisitivism

2011 ◽  
pp. 125-154
Author(s):  
Dwayne Harapnuik
Keyword(s):  
Experimental Design ◽  
Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Final Project ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Based Instruction ◽  
University Course ◽  
Constructivist Approaches

This chapter introduces inquisitivism as an approach for designing and delivering Web-based instruction that shares many of the same principles of minimalism and other constructivist approaches. Inquisitivism is unique in that its two primary or first principles are the removal of fear and the stimulation of an inquisitive nature. The approach evolved during the design and delivery of an online full-credit university course. The results of a quasi-experimental design-based study revealed that online students in the inquisitivism-based course scored significantly higher on their final project scores, showed no significant difference in their satisfaction with their learning experiences from their face-to-face (F2F) counterparts, and had a reduction in fear or anxiety toward technology. Finally, the results revealed that there was no significant difference in final project scores across the personality types tested. The author hopes that inquisitivism will provide a foundation for creating effective constructivist-based online learning environments.

Structuring Online Instruction by Dynamic Design, Delivery, and Assessment

2017 ◽  
pp. 78-88
Author(s):  
Selma Koç ◽  
Marius Boboc
Keyword(s):  
Learning Environments ◽  
Online Courses ◽  
Delivery Methods ◽  
Dynamic Design ◽  
Student Centered ◽  
Web Based ◽  
Quality Matters ◽  
Peer Reviewers ◽  
Based Instruction ◽  
The U.S

Over 900 colleges and universities across the U.S. have adopted the Quality Matters Rubric for the design of their online courses with the intention of providing guidance to both instructors and peer reviewers. Given the challenge of how design components align with Web-based instruction delivery in terms of interactivity and formative assessment, there is a need to develop guidelines to establish a strong connection between design and delivery. Such information could support a dynamic, balanced, and student-centered approach to instructional development in virtual learning environments. This chapter proposes a matrix built on the linkage among well-established design practices, delivery methods or strategies, and assessment routines.

Inquisitivism

2011 ◽  
pp. 3047-3068
Author(s):  
Dwayne Harapnuik
Keyword(s):  
Experimental Design ◽  
Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Final Project ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Based Instruction ◽  
University Course ◽  
Constructivist Approaches

This chapter introduces inquisitivism as an approach for designing and delivering Web-based instruction that shares many of the same principles of minimalism and other constructivist approaches. Inquisitivism is unique in that its two primary or first principles are the removal of fear and the stimulation of an inquisitive nature. The approach evolved during the design and delivery of an online full-credit university course. The results of a quasi-experimental design-based study revealed that online students in the inquisitivism-based course scored significantly higher on their final project scores, showed no significant difference in their satisfaction with their learning experiences from their face-to-face (F2F) counterparts, and had a reduction in fear or anxiety toward technology. Finally, the results revealed that there was no significant difference in final project scores across the personality types tested. The author hopes that inquisitivism will provide a foundation for creating effective constructivist-based online learning environments.

Future Challenges of Mobile Learning in Web-Based Instruction

2010 ◽  
pp. 63-76 ◽  
Author(s):  
Rochelle Jones ◽  
Chandre Butler ◽  
Pamela McCauley-Bush
Keyword(s):  
Learning Environments ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Classroom Environment ◽  
Educational Material ◽  
Social Cues ◽  
Web Based ◽  
Educational Environments ◽  
Future Challenges ◽  
Based Instruction

Mobile learning is becoming an extension of distance learning, providing a channel for students to learn, communicate, and access educational material outside of the traditional classroom environment. Because students are becoming more digitally mobile, understanding how mobile devices can be integrated into existing learning environments is advantageous however, the lack of social cues between professors and students may be an issue. Understanding metrics of usability that address the concern of student connectedness as well as defining and measuring human engagement in mobile learning students is needed to promote the use of mobile devices in educational environments.

Factor Influencing Consumers on Beguiling Craze of Online Shopping: A Study of Attitude in Nagpur City of Maharashtra (India)

2019 ◽  
Vol 118 (11) ◽  
pp. 137-145
Author(s):  
Sohail Imran Khan ◽  
Rohat Zada
Keyword(s):  
Online Shopping ◽  
Young Generation ◽  
Web Based ◽  
High Significance ◽  
Online Fraud ◽  
Return Policy ◽  
Large State ◽  
Evolution Of Technology ◽  
Center City ◽  
General Product

Evolution of technology has completely revolutionaries’ day to day life of common man. Technology has penetrated in our life like anything. These days everybody is using technology for their benefit’s and marketers are no an exception to it. They are using technology to reach to the customers. Days are far gone when people used to line up in stores to purchase the general product. These days, more and more individuals lean toward online shopping, which is presently a pattern of style and fashion. Nagpur, the center city of the country and world-famous for its oranges is advancing towards computerized explosion that makes high significance on the assessment of the present acknowledgment level of online shopping by the youngsters. In this way, understanding the by and a large state of customer's attitude towards web-based shopping is significant for the Nagpurians. In this study, 143 respondents took part in the survey. Respondents were selected through simple random technique. Data was analyzed using SPSS Version 22. This study found that online shopping is very common in this young generation of Nagpur. Major reason for Nagpurains to do online shopping is that it saves a lot of time. However, consumer those who do not shop online is only because of online fraud, lack of personal touch and no return policy. Nagpur consumers do prescribe online shopping as an elective path for shopping.

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