Self-Analysis Technology, Roles, and Cybersecurity in the Virtual Learning Environments

The focus is on how technology impacts the learner and educator identities, especially focusing on safety, privacy, and the cybersecurity of the technology-centric learning environments. Questions arise which will need to be resolved by designers of these systems. This chapter was completed at the end of the annual CES, Consumer Electronics Show, held January 2019 at Las Vegas. The justification for this approach was to assert the influences products displayed at this consumer show will have on future identities of the self among learners and educators. Concepts such as self-analysis technology are proposed and discussed, and challenges affecting learners and educators related to identity, authentication, authorization, and accountability are highlighted. It is concluded that solutions to these challenges are not a single entity but instead a combination of diverse continually evolving techniques.

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Rethinking communication in virtual learning environments through the concept of Bildung

Seminar.net ◽

10.7577/seminar.2983 ◽

2018 ◽

Vol 14 (2) ◽

pp. 109-119

Author(s):

Charlotta Hilli

Keyword(s):

Learning Environments ◽

Digital Technology ◽

New Technology ◽

Virtual Learning ◽

Physical World ◽

Virtual Learning Environments ◽

The Self ◽

Digital World ◽

World Communication ◽

Educational Perspective

The aim of this paper is to discuss the transformative relationship between the self and culture, or Bildung, while considering new technology such as virtual learning environments. It adopts a technocultural educational perspective; the digital world is an extension of the physical world, and as such an extension of humanity. It is the basis for developing identities that are constantly being re-addressed through new encounters with the world. Communication is a central theme in theories of Bildung. From a technocultural standpoint, communication is the space, or interface, where Bildung takes place. In virtual learning environments, there are different ways to communicate, both synchronously and asynchronously. These environments offer communicative spaces where the self is transformed through several actions because of communicating with the software or with other people. The paper suggests rethinking what communication means in education when it is mediated through digital technology. Virtual learning environments make new teaching practices possible that include digital sources and collaborative assignments through intelligent interactions in simulations or social media. Supporting students is crucial for them to learn how to use, understand and navigate these spaces.

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Game-Based Historical Learning

Handbook of Research on Effective Electronic Gaming in Education ◽

10.4018/978-1-59904-808-6.ch013 ◽

2009 ◽

pp. 219-234 ◽

Cited By ~ 3

Author(s):

Erik Malcolm Champion

Keyword(s):

Learning Environments ◽

Transfer Learning ◽

Computer Games ◽

Three Dimensional ◽

Virtual Learning ◽

Virtual Learning Environments ◽

The Self ◽

Computer Gaming ◽

Diverse Field ◽

Digital Environments

Serious games research typically uses modified computer games as virtual learning environments. Virtual heritage projects typically aim to provide three-dimensional interactive digital environments that aid the understanding of new cultures and languages, rather than merely transfer learning terms and strategies from static prescriptive media such as books. As an intersection between the two fields, game-based historical learning aims to provide ways in which the technology, interactivity, or cultural conventions of computer gaming can help afford the cultural understanding of the self, of the past, or of others with mindsets quite different to our own. This chapter will outline the major technological, pedagogical, and evaluation issues pertinent to game-based historical learning, provide working definitions of virtual learning that may lend themselves to evaluations, and endeavor to explain how specific issues of gamebased historical learning may be addressed. It will also forecast trends and suggest approaches to help focus this diverse field.

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Exploring Self-Regulation Based Virtual Learning Environments Using Diary

Neuroscience and Biomedical Engineering ◽

10.2174/2213385203666150828233907 ◽

2015 ◽

Vol 3 (2) ◽

pp. 66-75

Author(s):

Mahmoud Mohamed Hussien Ahmed ◽

Chaklam Silpasuwanchai ◽

Naglaa Mohammed Fares ◽

Zeinab Mohamed Amin ◽

Abd El-Rahem Ahmed Ahmed Salama

Keyword(s):

Learning Environments ◽

Self Regulation ◽

Virtual Learning ◽

Virtual Learning Environments

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Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽

10.1177/03400352211018231 ◽

2021 ◽

pp. 034003522110182

Author(s):

Evans F Wema

Keyword(s):

Learning Environments ◽

Information Literacy ◽

Teaching And Learning ◽

Virtual Learning ◽

Higher Learning ◽

Virtual Learning Environments ◽

Web Based ◽

Face To Face ◽

Institutions Of Higher Learning ◽

The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

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