Innovative Technologies for Education and Learning

2009 ◽  
pp. 202-223 ◽  
Author(s):  
Jeffrey Hsu
Keyword(s):  
Cognitive Psychology ◽  
Instant Messaging ◽  
Constructivist Learning ◽  
Future Research ◽  
The Internet ◽  
Learning Tools ◽  
Innovative Technologies ◽  
Communications Technologies ◽  
Recreational Use

A number of new communications technologies have emerged in recent years that have been largely regarded and intended for personal and recreational use. However, these “conversational technologies” and “constructivist learning tools,” coupled with the power and reach of the Internet, have made them viable choices for both educational learning and knowledge-oriented applications. The technologies given attention in this article include instant messaging (IM), Weblogs (blogs), wikis, and podcasts. A discussion of the technologies and uses, underlying educational and cognitive psychology theories, and also applications for education and the management of knowledge, are examined in detail. The implications for education, as well as areas for future research are also explored.

Innovative Technologies for Education and Learning

2009 ◽  
pp. 1308-1329 ◽  
Author(s):  
Jeffrey Hsu
Keyword(s):  
Cognitive Psychology ◽  
Instant Messaging ◽  
Constructivist Learning ◽  
Future Research ◽  
The Internet ◽  
Learning Tools ◽  
Innovative Technologies ◽  
Communications Technologies ◽  
Recreational Use

A number of new communications technologies have emerged in recent years that have been largely regarded and intended for personal and recreational use. However, these “conversational technologies” and “constructivist learning tools,” coupled with the power and reach of the Internet, have made them viable choices for both educational learning and knowledge-oriented applications. The technologies given attention in this article include instant messaging (IM), Weblogs (blogs), wikis, and podcasts. A discussion of the technologies and uses, underlying educational and cognitive psychology theories, and also applications for education and the management of knowledge, are examined in detail. The implications for education, as well as areas for future research are also explored.

Innovative Technologies for Education and Learning

2008 ◽  
pp. 1666-1687
Author(s):  
Jeffrey Hsu
Keyword(s):  
Cognitive Psychology ◽  
Instant Messaging ◽  
Constructivist Learning ◽  
Future Research ◽  
The Internet ◽  
Learning Tools ◽  
Innovative Technologies ◽  
Communications Technologies ◽  
Recreational Use

A number of new communications technologies have emerged in recent years that have been largely regarded and intended for personal and recreational use. However, these “conversational technologies” and “constructivist learning tools,” coupled with the power and reach of the Internet, have made them viable choices for both educational learning and knowledge-oriented applications. The technologies given attention in this article include instant messaging (IM), Weblogs (blogs), wikis, and podcasts. A discussion of the technologies and uses, underlying educational and cognitive psychology theories, and also applications for education and the management of knowledge, are examined in detail. The implications for education, as well as areas for future research are also explored.

Employing Interactive Technologies for Education and Learning

2011 ◽  
pp. 234-258
Author(s):  
Jeffrey Hsu
Keyword(s):  
Cognitive Psychology ◽  
Web 2.0 ◽  
Social Networking ◽  
Instant Messaging ◽  
Future Research ◽  
The Internet ◽  
Learning Tools ◽  
Interactive Technologies ◽  
Communications Technologies

A number of new communications technologies have emerged in recent years which were originally used primarily for personal and recreational purposes. The emphasis of these is on social networking and communications. However, these “conversational, constructivist Web 2.0 learning tools”, coupled with the power and reach of the Internet, have been identified and employed effectively for both educational learning and knowledge-oriented applications. In particular, the technologies given attention in this paper include Instant Messaging (IM), weblogs (blogs), wikis, and podcasts. A discussion of these technologies and their uses, underlying educational and cognitive psychology theories, and also applications for education and the management of knowledge, are examined in detail. The implications for education, as well as areas for future research are also explored.

scholarly journals Utilizing The Internet To Facilitate Classroom Learning

2010 ◽  
Vol 7 (7) ◽  
Author(s):  
Jan Tucker ◽  
Bari Courts
Keyword(s):  
Teaching And Learning ◽  
Instant Messaging ◽  
Point Of View ◽  
College Classroom ◽  
Traditional Learning ◽  
The Internet ◽  
Learning Tools ◽  
Classroom Learning ◽  
Course Content ◽  
Technology Age

Traditional theories on classroom learning focus on fixed curriculum, static learning tools and believe learning is achieved through repetition and rote memorization. The instructor’s role in a traditional learning environment focuses on providing direction to the student versus facilitating learning. As the technology age becomes more prevalent in educational institutions, it is time to approach teaching and learning from a technological point of view.  Due to the extensive and diverse technologies available to higher education institutions, many are considering and implementing initiatives to take advantage of the coverage and the return on investment features of these technologies. This adaptation often involves the use of multimedia and the transfer of course content over the Internet.  A detailed look at applications on the Internet can identify multimedia items, such as animation, slideshows, announcements, blogging and even instant messaging, which can be implemented successfully in the college classroom. Multimedia, which uses the Internet as its transfer mechanism, should be a consideration when designing an effective and dynamic college classroom experience.

scholarly journals Learning in the 21st century cyber-physical age

2017 ◽  
Vol 6 ◽  
Author(s):  
Chandrakant Patel ◽  
Yang Lei ◽  
Lei Liu ◽  
Rares Vernica ◽  
Jian Fan ◽  
...  
Keyword(s):  
21St Century ◽  
Future Research ◽  
The Internet ◽  
Early 20Th Century ◽  
Global Information ◽  
Learning Tools ◽  
The Past ◽  
Learning Platform ◽  
Physical Infrastructure ◽  
The 19Th Century

The learning tools necessary to prepare the next generation of students must be shaped by the socio-economic needs of the 21st century. The needs of the 21st century – from rebuilding city scale physical infrastructure to personalized healthcare – not only require learning from the wealth of global information available on the Internet, but also the building of a strong grounding in fundamentals. History has shown that the depth in fundamentals has been achieved through conventional books. Indeed, authoritative books in physical fundamentals have been penned in the 19th century and early 20th century. We present a 21st century cyber-physical learning platform that combines the best of physical books with information systems. The systemic instantiation of the platform combines modern optics and computing to view books, scan objects, and enable interactive learning – while simultaneously benefitting from the vast pool of information on the Internet. The hybrid learning platform preserves the best of the past to pave the way for the future. It also enables future research such as meta-data and descriptive tagging of the large number of images available on the web.

Political psychology in the digital (mis)information age: A model of news belief and sharing

2020 ◽  
Author(s):  
Jay Joseph Van Bavel ◽  
Elizabeth Ann Harris ◽  
Philip Pärnamets ◽  
Steve Rathje ◽  
Kimberly Doell ◽  
...  
Keyword(s):  
Risk Factors ◽  
Cognitive Psychology ◽  
Information Age ◽  
Policy Research ◽  
Integrative Model ◽  
Future Research ◽  
Fake News ◽  
Policy Makers ◽  
Conspiracy Theories ◽  
The Social

The spread of misinformation, including “fake news,” propaganda, and conspiracy theories, represents a serious threat to society, as it has the potential to alter beliefs, behavior, and policy. Research is beginning to disentangle how and why misinformation is spread and identify processes that contribute to this social problem. We propose an integrative model to understand the social, political, and cognitive psychology risk factors that underlie the spread of misinformation and highlight strategies that might be effective in mitigating this problem. However, the spread of misinformation is a rapidly growing and evolving problem; thus scholars need to identify and test novel solutions, and work with policy makers to evaluate and deploy these solutions. Hence, we provide a roadmap for future research to identify where scholars should invest their energy in order to have the greatest overall impact.

Reaching Spanish-Speakers in Self-Administered Surveys

2019 ◽  
Vol 3 (4) ◽  
Author(s):  
J Michael Brick ◽  
Andrew Caporaso ◽  
Douglas Williams ◽  
David Cantor
Keyword(s):  
Single Phase ◽  
Spanish Language ◽  
Spanish Speakers ◽  
English Speakers ◽  
Future Research ◽  
The Internet ◽  
English Only ◽  
Eligible Population ◽  
The Us ◽  
Survey Estimates

Decisions on public policy can be affected if important segments of the population are systematically excluded from the data used to drive the decisions. In the US, Spanishspeakers make up an important subgroup that surveys conducted in English-only underrepresent. This subgroup differs in a variety of characteristics and they are less likely to respond to surveys in English-only. These factors lead to nonresponse biases that are problematic for survey estimates. For surveys conducted by mail, one solution is to include both English and Spanish materials in the survey package. For addresses in the US where Spanish-speakers are likely to be living, this approach is effective, but it still may omit some non-English-speakers. Traditionally, including both English and Spanish materials for addresses not identified as likely to have Spanish-speakers was considered problematic due to concerns of a backlash effect. The backlash effect is that predominantly English-speakers might respond at a lower rate because of the inclusion of Spanish materials. Prior research found no evidence of a backlash, but used a twophase approach with a short screener questionnaire to identify the eligible population for an education survey. In this paper, we report on experiments in two surveys that extend the previous research to criminal victimization and health communication single-phase surveys. These experiments test the effect of the inclusion of Spanish language materials for addresses not identified as likely to have Spanish-speakers. Our findings confirm most results of the previous research; however we find no substantial increase in Spanish-only participation when the materials are offered in both languages for addresses that are not likely to have Spanish-speakers. We offer some thoughts on these results and directions for future research, especially with respect to collecting data by the Internet.

Tendencies of development of modern innovative technologies and the digital economy

2018 ◽  
Vol 35 (2) ◽  
pp. 40-47
Author(s):  
S. M. Doguchaeva
Keyword(s):  
Internet Of Things ◽  
Digital Economy ◽  
Digital Transformation ◽  
The Internet ◽  
Successful Development ◽  
Innovative Technologies ◽  
Digital World ◽  
Blockchain Technology ◽  
The Internet Of Things

The era of digital transformation provides the opportunity for leading companies to change priorities - to begin to take care of the support environment using innovative technologies and become a leading creative platform open for innovation. The successful development of the digital world, the blockchain technology, the Internet of things – the mechanism which will change the financial world. 

Citizen Deliberation Online

2019 ◽  
pp. 689-712
Author(s):  
Patrícia Rossini ◽  
Jennifer Stromer-Galley
Keyword(s):  
Political Engagement ◽  
Future Research ◽  
The Internet ◽  
Digital Platforms ◽  
The Core ◽  
Political Conversation ◽  
Political Talk ◽  
Citizen Deliberation ◽  
The Impact

Political conversation is at the heart of democratic societies, and it is an important precursor of political engagement. As society has become intertwined with the communication infrastructure of the Internet, we need to understand its uses and the implications of those uses for democracy. This chapter provides an overview of the core topics of scholarly concern around online citizen deliberation, focusing on three key areas of research: the standards of quality of communication and the normative stance on citizen deliberation online; the impact and importance of digital platforms in structuring political talk; and the differences between formal and informal political talk spaces. After providing a critical review of these three major areas of research, we outline directions for future research on online citizen deliberation.

scholarly journals Mapping Digital Religion: Exploring the Need for New Typologies

Religions ◽  
2021 ◽  
Vol 12 (6) ◽  
pp. 373
Author(s):  
Piotr Siuda
Keyword(s):  
Conceptual Framework ◽  
Religious Movements ◽  
New Religious Movements ◽  
Future Research ◽  
The Internet ◽  
Traditional Religion ◽  
Dynamic Nature ◽  
Visual Frame

Today, it is challenging to separate online and offline spaces and activities, and this is also true of digital religion as online and offline religious spaces become blended or blurred. With this background, the article explores the need for new typologies of what is religious on the Internet and proposes a conceptual framework for mapping digital religion. Four types of that which is religious on the Internet are presented based on influential classification by Helland. He introduced (1) religion online (sites that provide information without interactivity) and (2) online religion (interactivity and participation). Helland’s concept is developed by, among others, adding two types: (3) innovative religion (new religious movements, cults, etc.) and (4) traditional religion (e.g., Christianity or Islam). Each type is illustrated by selected examples and these are a result of a larger project. The examples are grouped into three areas: (1) religious influencers, (2) online rituals and (3) cyber-religions (parody religions). Additionally, the visual frame for mapping digital religion is presented including the examples mentioned. The presented framework attempts to improve Helland’s classification by considering a more dynamic nature of digital religion. The model is just one possible way for mapping digital religion and thus should be developed further. These and other future research threads are characterized.

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