Technology and Culture

2009 ◽  
pp. 1777-1785
Author(s):  
Ramesh C. Sharma ◽  
Sanjaya Mishra
Keyword(s):  
Cultural Heritage ◽  
Learning Technologies ◽  
Learning Needs ◽  
Multicultural Society ◽  
Indian Culture ◽  
Technology And Culture ◽  
Learning Practices ◽  
Indian Context ◽  
E Learning ◽  
Differentiated Learning

This chapter discusses the deployment of e-learning technologies in the context of how they are helping towards preserving and disseminating knowledge on Indian cultural heritage. An analysis has also been offered as regards how the technologies like e-learning initiatives have their impact on sociocultural settings within Indian context. This chapter attempts to understand and frame Indian culture and experiences through ICT and e-learning practices, and how the differentiated learning needs of multicultural society can be addressed.

Technology and Culture

2011 ◽  
pp. 181-189
Author(s):  
Ramesh C. Sharma ◽  
Sanjaya Mishra
Keyword(s):  
Cultural Heritage ◽  
Learning Technologies ◽  
Learning Needs ◽  
Multicultural Society ◽  
Indian Culture ◽  
Technology And Culture ◽  
Learning Practices ◽  
Indian Context ◽  
E Learning ◽  
Differentiated Learning

This chapter discusses the deployment of e-learning technologies in the context of how they are helping towards preserving and disseminating knowledge on Indian cultural heritage. An analysis has also been offered as regards how the technologies like e-learning initiatives have their impact on sociocultural settings within Indian context. This chapter attempts to understand and frame Indian culture and experiences through ICT and e-learning practices, and how the differentiated learning needs of multicultural society can be addressed.

scholarly journals Enriching Online Education through Differentiated Learning

2018 ◽  
Author(s):  
Matthew Montebello ◽  
Petrilson Pinheiro ◽  
Bill Cope ◽  
Mary Kalantzis ◽  
Samaa Haniya ◽  
...  
Keyword(s):  
Online Education ◽  
Learning Technologies ◽  
Networked Learning ◽  
Communicative Practices ◽  
Online Portal ◽  
Computer Mediated ◽  
New Learning ◽  
E Learning ◽  
Differentiated Learning ◽  
High Level

Online education has been going through numerous transformations as new and innovative technologies influence and shape new e-learning portals. Differentiated e-learning promises to add value and enhance the educational services provided by an academic institution. In this paper we present our online learning model that advocates and endorses differentiated learning as an e-learning affordance that has been facilitated through the development of new learning technologies. We demonstrate how the online portal enables and supports multiple instances whereby differentiated learning is applied and practiced, including through the use of a novel analytics tool that sums up the overall learner effort in one visual. The paper advances the notion of “productive diversity” in learning, replacing the templated sameness characterizing the communicative practices of “didactic pedagogy,” including textbooks, lectures, tests. Today’s computer-mediated, networked learning environments can support differentiated learning on a number of dimensions, where students are able to work at their own pace, choose their own topics within a general disciplinary rubric, and offer each other feedback in such a way that differences in perspective become a valuable resource for learning. The paper concludes by demonstrating a technology that attempts to translate these principles into practice—the CGScholar platform, including the high-level progress visualizations it offers in its learning analytics.

scholarly journals Traditional and Innovative Educational Technologies at the University through the E-Learning Prism

2021 ◽  
Vol 110 ◽  
pp. 03002
Author(s):  
Maria Krylova ◽  
Yulia Novikova ◽  
Irina Totskaya ◽  
Irina Ostapenko
Keyword(s):  
Distance Learning ◽  
Rapid Development ◽  
Teaching Experience ◽  
Learning Technologies ◽  
University Teaching ◽  
Teacher Professionalism ◽  
Educational Technologies ◽  
Technological Education ◽  
E Learning ◽  
Differentiated Learning

The article is dedicated to comprehension the process of technological education in relation to E-learning. The relevance of the study is determined by the situation connected with the COVID-19 coronavirus pandemic, which required various educational organizations complete transition to distance learning for an indefinite period. It is noted that various educational technologies have been gaining new implementations in the conditions of distance education. The trend towards the gradual rejection of traditional (explanatory and illustrative) teaching methods and the transition to innovative technologies that were being operated within the educational system over the past decades has undergone changes due to the widespread transition to distance learning. Traditional technology, which structure includes elements of interactivity and innovation, has proven its effectiveness in the circumstances of E-learning. The least effective ones, based on the authors’ university teaching experience were training and game technologies. The technology of developing training can be effective if a teacher meets a number of conditions, depends on methods, means, and others learning technologies. Project technology, heuristic learning, problem – based learning, case-study technology, and differentiated learning proved to be the most effective ones. It is noted that the effectiveness of technologies application in the process of distance learning largely depends on a’s teacher professionalism and creative approach. The conclusion is made about the dynamism of the educational technologies system, its dependence on the conditions of training and the rapid development of educational technologies in response to conditions changes.

METHODS OF NETWORK COMMUNICATIVE COMPETENCE DEVELOPING WHEN PREPARING FUTURE TEACHERS FOR PROFESSIONAL ACTIVITIES IN THE ELECTRONIC EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 22 (12) ◽  
pp. 21-27
Author(s):  
Kostikova N.A.
Keyword(s):  
Teaching Practice ◽  
Communicative Competence ◽  
Educational Environment ◽  
Learning Technologies ◽  
Future Teachers ◽  
Electronic Information ◽  
Professional Activities ◽  
E Learning ◽  
Selection Of

Currently, in the context of the widespread use of e-learning technologies and distance educational technologies, it is necessary to train future teachers, taking into account the peculiarities of solving professional problems in an electronic information and educational environment, to develop students' relevant competencies, including network communicative competence. Despite the large number of studies devoted to the communicative aspect of the teacher's activities, the problem of the formation of network communicative competence in the electronic information and educational environment has not been sufficiently studied. Based on the analysis of scientific literature, the results of the questionnaire survey of students, some methods of forming network communicative competence in future teachers in the study of various disciplines, in the course of teaching practice, and scientific research are proposed. The analysis of the conditions and factors that determine the choice of methods for the formation of the specified competence has been carried out. These factors are associated with the teachers' perception of the peculiarities of communication in the electronic information and educational environment, the didactic and communicative potential of resources and tools of the electronic information and educational environment, the choice of methods and technologies for organizing interaction, the selection of educational material that allows the development of components of network communicative competence, the design of tasks and exercises for the development of network communicative competence, the choice of modes, schemes and forms of organization of interaction, the organization of feedback, control of the level of formation of the network communicative competence, the implementation of reflection. The formed network communicative competence will contribute to a more effective solution by the teacher of communicative tasks in the electronic information and educational environment, which will improve the quality of training of future teachers in the electronic information and educational environment.

Culturally-Sensitive E-Learning Practices for Library Education

2013 ◽  
Author(s):  
Leslie Farmer
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Culturally Sensitive ◽  
Cultural Dimensions ◽  
Educational Model ◽  
Cultural Impact ◽  
Online Learning Environments ◽  
Library Education ◽  
Learning Practices ◽  
E Learning

With globalization, library educators should address culturally-sensitive instruction design and curriculum, particularly in online learning environments. Hofstede’s cultural dimensions and Bigg’s educational model provide frameworks for addressing cultural impact on library education. Specific techniques are suggested for handling language and online learning issues.Avec la mondialisation, les professeurs de bibliothéconomie devraient incorporer les différences culturelles dans leurs cours ainsi que dans le cursus, notamment en milieu d'apprentissage en ligne. Les dimensions culturelles de Hofstede et le modèle éducatif de Bigg offrent un cadre permettant de traiter de l'impact culturel sur l'éducation. Seront présentées différentes techniques pour aborder les questions de langue et d'apprentissage en ligne.

e-Learning: Practices Among Undergraduates of a Medical College of Khyber Pakhtunkhwa

2020 ◽  
Keyword(s):  
Information Technology ◽  
Medical Students ◽  
Background Information ◽  
P Value ◽  
Undergraduate Medical Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Medical College ◽  
Learning Practices ◽  
E Learning

Background: Information technology (IT) is a new way of teaching and learning. One of the promising media of information technology is e-Learning, which is used to enhance knowledge and skills among users. A student gains better and deep knowledge through a useful tool. This survey aimed to determine practices among medical students for e-Learning. Methods: This cross-sectional survey was conducted on 184 students amongst the 500 students currently enrolled in medical college. Data was collected using questionnaires and were analyzed through SPSS version 22. Chi-square was used for qualitative values. Results: Majority 90.80% (n=167) students were aware of e-Learning and were statistically high in first year students (p-value: 0.018). The student did not show statistically significant results for content learned through e-Learning with a p-value of 0.063. Different resources were used for e-Learning in which videos had the highest percentage (87.60%) and audios were used as the least resource for e-Learning (29.20%). Daily, 56% of the students use e-Learning for 1 hour or less and only 3% of the students used it for more than 4 hours. Conclusion: Majority of undergraduate medical students were aware of the use of e-Learning and most of them preferred e-Learning for their course work and studies showing a significant increase in understanding and use, compared to studies conducted earlier. Participants found e-Learning useful and effective tool in increasing knowledge and understanding of their subject. Keywords: e-Learning; Practices; Students.

scholarly journals Technology-Powered Strategies to Rethink the Pedagogy of History and Cultural Heritage through Symmetries and Narratives

Symmetry ◽  
2019 ◽  
Vol 11 (3) ◽  
pp. 367 ◽  
Author(s):  
Martín López-Nores ◽  
Omar Bravo-Quezada ◽  
Maddalena Bassani ◽  
Angeliki Antoniou ◽  
Ioanna Lykourentzou ◽  
...  
Keyword(s):  
Deep Learning ◽  
Semantic Web ◽  
Cultural Heritage ◽  
Digital Humanities ◽  
Teaching And Learning ◽  
Computational Analysis ◽  
Learning Technologies ◽  
Cross Border ◽  
New Information ◽  
New Strategies

Recent advances in semantic web and deep learning technologies enable new means for the computational analysis of vast amounts of information from the field of digital humanities. We discuss how some of the techniques can be used to identify historical and cultural symmetries between different characters, locations, events or venues, and how these can be harnessed to develop new strategies to promote intercultural and cross-border aspects that support the teaching and learning of history and heritage. The strategies have been put to the test in the context of the European project CrossCult, revealing enormous potential to encourage curiosity to discover new information and increase retention of learned information.

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