A Cloud Based Solution for Smart Education

2020 ◽  
Vol 11 (2) ◽  
pp. 28-37 ◽  
Author(s):  
M. Afshar Alam ◽  
Anam Saiyeda
Keyword(s):  
Cloud Computing ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Educational Television ◽  
Smart Cities ◽  
Learning Experience ◽  
Learning System ◽  
Digital Learning ◽  
Smart Learning ◽  
Smart Cars

This article describes how in the current digital era, smart is the latest buzzword. From smartphones, smart homes, smart cars to smart cities every technological as well as traditional device is becoming smarter. In the field of education digital learning has always been present daring back to the educational television shows. Now it has evolved into e-learning, m-learning and now s-learning. Campuses are becoming smart with the use of latest technologies like IoT and cloud computing. Smart learning is the use of all these latest paradigms in order to optimize the teaching and learning experience. It enhances the traditional classroom environment to make learning more fruitful. Cloud computing is now invading all realms, as it reduces dependency on hardware and reduces cost and the headache of maintenance. Cloud technology can be integrated with learning to make learning smarter. We propose a solution to combine these both in order to get an optimized learning system which will help students in self-evaluation and will use cloud to provide its services.

A Real-time Interactive Visualizer for Large Classroom

2021 ◽  
Vol 11 (1) ◽  
pp. 1-26
Author(s):  
Samit Bhattacharya ◽  
Viral bharat Shah ◽  
Krishna Kumar ◽  
Ujjwal Biswas
Keyword(s):  
Real Time ◽  
Classroom Environment ◽  
Critical State ◽  
Teaching And Learning ◽  
Matrix Representation ◽  
Learning Experience ◽  
Large Classes ◽  
Display Area ◽  
The Status ◽  
Large Classrooms

In improving the teaching and learning experience in a classroom environment, it is crucial for a teacher to have a fair idea about the students who need help during a lecture. However, teachers of large classes usually face difficulties in identifying the students who are in a critical state. The current methods for classroom visualization are limited in showing both the status and location of a large number of students in a limited display area. Additionally, comprehension of the states adds cognitive load on the teacher working in a time-constrained classroom environment. In this article, we propose a two-level visualizer for large classrooms to address the challenges. In the first level, the visualizer generates a colored matrix representation of the classroom. The colored matrix is a quantitative illustration of the status of the class in terms of student clusters. We use three colors: red, yellow, and green, indicating the most critical, less critical, and the normal cluster on the screen, respectively. With tap/click on the first level, detailed information for a cluster is visualized as the second level. We conducted extensive studies for our visualizer in a simulated classroom with 12 tasks and 27 teacher participants. The results show that the visualizer is efficient and usable.

Emerging EdTechs Amidst the COVID-19 Pandemic

2021 ◽  
pp. 93-107
Author(s):  
Trevor Wood-Harper
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Processes ◽  
Faculty Members ◽  
Learning Engagement ◽  
Optimal Learning ◽  
Role Of Information

The role of information technology (IT) transforming higher education (HE) institutions is flourishing. Students, lecturers, and faculty staff adopt overarching platforms and applications that are driven by ubiquitous technology such as big data and cloud computing to support their teaching and learning activities. In this chapter, the authors analysed cases of EdTechs (apps) used in the higher education institutions (HEIs) and their impact on teaching and learning processes. They draw the benefits, challenges, and appropriate cases pertaining to the apps used in HEIs in supporting such processes. They find that EdTechs have a high potential to provide better education for students, easier teaching process for lecturers, and clearer managerial process for administrators and faculty members. The chapter concludes that while EdTechs used during the pandemic can provide an alternative learning experience, it still lacks in providing optimal learning engagement.

scholarly journals PENGEMBANGAN MEDIA PEMBELAJARAN DIGITAL SISTEM ANTENA BERBASIS REACT PADA MATA PELAJARAN PENERAPAN SISTEM RADIO DAN TELEVISI KELAS XI TEKNIK AUDIO VIDEO DI SMK NEGERI 2 SINGOSARI

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Agus Budiana
Keyword(s):  
Small Group ◽  
Teaching And Learning ◽  
Antenna System ◽  
Learning System ◽  
Independent Learning ◽  
Digital Learning ◽  
Media Planning ◽  
Large Group ◽  
Contextual Teaching ◽  
Group Trial

ABSTRAK : Media pembelajaran menempati posisi penting sebagai salah satu komponen sistem pembelajaran. Tanpa media pembelajaran komunikasi tidak akan terjadi dan proses pembelajaran tidak akan bisa berjalan secara optimal. Kurangnya bahan ajar yang relevan dengan kondisi SMK Negeri 2 Singosari dan belum tersedianya media pembelajaran mandiri untuk siswa, sehingga pembelajaran belum tercapai sesuai dengan tujuan pembelajaran. Oleh karena itu, dalam memenuhi kebutuhan tersebut dikembangkan sebuah media pembelajaran digital berbasis model pembelajaran REACT yang dapat membantu guru untuk menanamkan konsep pada siswa. Siswa diajak menemukan sendiri konsep yang dipelajarinya, bekerja sama, menerapkan konsep tersebut dalam kehidupan sehari-hari dan mentransfer dalam kondisi baru. Model pengembangan yang digunakan adalah Brog and Gall yang disusun dengan modifikasi sepuluh langkah, yaitu: (1) studi pendahuluan yang meliputi studi pustaka dan pengamatanlapangan, (2) pengembangan yang meliputi perencanaan media, penyusunan draf produk, validasi produk dan revisi validasi produk, dan (3) uji coba yang meliputi uji coba kelompok kecil, revisi uji coba kelompok kecil, uji coba kelompok besar, dan revisi produk akhir. Hasil uji coba didapatkan bahwa validasi produk oleh ahli media dengan persentase sebesar 94,87%, validasi oleh ahli materi I denganpersentase sebesar 94,56%, validasi oleh ahli materi II dengan persentase sebesar 93,48%, pada uji coba kelompok kecil yang melibatkan sepuluh siswa dengan persentase sebesar 89,70%, pada uji coba kelompok besar yang melibatkan dua puluh siswa dengan persentase sebesar 86,36%. Sehingga dapat disimpulkan bahwa pengembangan media pembelajaran digital ini layak untuk digunakan sebagai media pembelajaran.Kata Kunci : Media Pembelajaran, Sistem Antena, Contextual Teaching and Learning, REACT.ABSTRACT : Learning media occupy an important position as one component of the learning system. Without learning media communication will not occur and the learning process will not run optimally. The lack of teaching materials relevant to the condition of Singosari State Vocational High School 2 andthe unavailability of independent learning media for students, so that learning has not been achieved according to the learning objectives. Therefore, in meeting these needs a digital learning media was developed based on the REACT learning model that can help teachers to embed concepts in students. Students are invited to find their own concepts learned, work together, apply the concepts in everyday life and transfer in new conditions. The development model used is Brog and Gall which are compiled with ten-step modifications, namely: (1) preliminary studies which include literature studies and field observations, (2) development which includes media planning, product drafting, product validation and revisions to product validation, and (3) trials which included small group trials, revisions to small grouptrials, large group trials, and final product revisions. The results of product validation by media experts with a percentage of 94.87%, validation by material experts I with a percentage of 94.56%, validation by material experts II with a percentage of 93.48%, in a small group trial which involved ten students with apercentage of 89.70%, in a large group trial involving twenty students with a percentage of 86.36%. So it can be concluded that the development of digital learning media is feasible to be used as a learning media.Keywords : Learning Media, Antenna System, Contextual Teaching and Learning, REACT.

scholarly journals Integrating book, digital content and robot for enhancing elementary school students' learning of English

2011 ◽  
Vol 27 (3) ◽  
Author(s):  
Nian-Shing Chen ◽  
Benazir Quadir ◽  
Daniel C. Teng
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Learning Process ◽  
Learning Experience ◽  
Learning System ◽  
Digital Learning ◽  
School Students ◽  
Learning Content ◽  
Basic Language ◽  
Common Learning

<blockquote>Early school years are an important period to lay out the foundation for learning a second language. In addition to mastering the basic language skills and keeping the learning process fun, promoting a lifelong learning habit should also be emphasised. Motivating elementary school students to learn English and avoiding misconceptions associated with the learning process are very important issues. This study attempted to explore the integration of book, computer and robot to create a novel and joyful English learning environment. Books are the most common learning media. If we can design a special mechanism linking books with digital learning content and a robot, students will be able to obtain supplementary learning content including motions performed by the robot to enhance learning outcomes. To implement this idea, a new learning system was designed and developed. Learning activities included vocabulary, single sentence read-along, full article read-along, conversation, sing-along and dancing. Cloze tests were implemented and the feasibility of the learning system was evaluated. Data collected from field observation and interviews were analysed. The results suggest that this system did enrich students' learning experience and enhance their motivation and engagement.</blockquote><p> </p>

Ubiquitous smart learning system for smart cities

2017 ◽  
Author(s):  
Hisham Elhoseny ◽  
Mohamed Elhoseny ◽  
Samir Abdelrazek ◽  
A.M. Riad ◽  
Aboul Ella Hassanien
Keyword(s):  
Smart Cities ◽  
Learning System ◽  
Smart Learning

A Step Towards Smart Learning

2019 ◽  
Vol 14 (4) ◽  
pp. 26-48 ◽  
Author(s):  
Saurabh Pal ◽  
Pijush Kanti Dutta Pramanik ◽  
Prasenjit Choudhury
Keyword(s):  
Mobile Devices ◽  
Learning Process ◽  
Learning Experience ◽  
Streaming Video ◽  
Learning System ◽  
High Rate ◽  
Video Adaptation ◽  
Smart Learning Environment ◽  
Smart Learning ◽  
Teaching Learning

The popularity of smart learning has soared due to its flexibility, ubiquity, context-awareness, and adaptiveness. In particular, video-based m-learning has the biggest impact on the learning process. Its live and realistic features make learning interactive, easy, and fast. This article establishes the importance of video-based learning and m-learning in smart learning while discussing the basics of a smart learning environment and requirements. A framework and model for smart learning is presented. A streaming video adaptation model is also proposed for mobile devices. Based on the model, an interactive video-based smart learning system has been designed, which allows for the streaming video of live as well as prerecorded lecture sessions offering an interactive teaching-learning experience. The application supports both mobile devices and desktop computers. The model is practically implemented with a group of students and their feedback shows a high rate of acceptance of the system while a sizable percentage of them acknowledged that it improved their teaching-learning process significantly.

scholarly journals Responses to COVID-19 in Higher Education: Students’ Learning Experience Using Microsoft Teams versus Social Network Sites

2021 ◽  
Vol 13 (18) ◽  
pp. 10036
Author(s):  
Abu Elnasr E. Sobaih ◽  
Amany E. Salem ◽  
Ahmed M. Hasanein ◽  
Ahmed E. Abu Elnasr
Keyword(s):  
Social Network ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Social Network Sites ◽  
Public Institutions ◽  
Digital Learning ◽  
Education Students ◽  
Paired Samples ◽  
Learning Platform

The long-lasting impact of COVID-19 forced governments to continue with distance learning. Due to the absence of a formal digital learning management system (DLMS), public universities in many countries adopted social network sites (SNSs), e.g., Facebook and WhatsApp, and/or digital communication platforms, e.g., Microsoft (MS) Teams and Zoom for teaching and learning. This research investigates students’ learning experiences and responses to course/s incorporating SNSs and MS Teams as a sole distance learning platform during COVID-19. An online, pre-tested, questionnaire was used, directed at bachelor students in public institutions in Egypt, offering tourism and hotel programs, who received their courses using both SNSs and MS Teams. The results showed that the usage of both SNSs and MS Teams helped students to access information and learning resources, have good impact on their knowledge construction and critical refection, and report overall positive learning experience. The results of paired-samples t-test showed statistically significant differences between students’ experiences of course/s incorporating SNSs and MS Teams. However, students recorded limited support by their educators and peers and low participation in course activities that adopted MS Teams. They also reported poor assessment and feedback with course/s that incorporated SNSs. Hence, several implications for scholars, policymakers, and educators were presented for achieving better learning experience and to cope with the pandemic or similar crises, especially in universities with poor infrastructure, including unavailability of DLMS.

scholarly journals On the Key Factors in Higher Education Classroom Design: Physical Aspects of the Undergraduate Teaching and Learning Experience in Malaysia

2019 ◽  
Author(s):  
Laura De Pretto ◽  
Ching Lik Hii ◽  
Choon Lai Chiang ◽  
Sze Pheng Ong ◽  
Darlene Elizabeth Sin Yi Tan ◽  
...  
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Design Principles ◽  
Undergraduate Teaching ◽  
Classroom Design ◽  
Learning And Teaching ◽  
And Shifts

The design, facilities and conditions inside a classroom play a significant role in the teaching and learning experience for both students and lecturers. Prior studies of primary schoolchildren indicate three design principles affecting student learning, namely: naturalness, individualisation and stimulation. The current study extends these investigations to Higher Education through a survey of undergraduate students and university lecturers aimed at determining the most critical factors in undergraduate classroom design. One-to-one interviews were conducted with students and lecturers (n. 31) at the University of Nottingham, Malaysia Campus. Interviewees were encouraged to express their opinions, comments, concerns and suggestions through open-ended questions. The interviews were recorded and then transcribed and coded using NVivo10. Results show a strong desire among lecturers and students for improved classroom equipment, greater flexibility in classroom arrangement, more attractive decoration and for the addition of natural elements to the classroom environment. Of the three design principles, individualisation and naturalness emerged most strongly from the interviews and appear to be more important factors for undergraduates than stimulation. These findings could make a novel and significant contribution to the physical aspects of classroom design in Higher Education settings. Educational institutions are increasingly employing non-traditional classroom designs, which are expected to provide for more flexible, collaborative, and active learning and teaching experiences. Taking into consideration the environmental psychology of teaching and learning, several of the reported design attributes can serve as benchmarks for upgrading current classroom design and facilities in the future, as institutions look to upgrade their physical infrastructures to meet the changing demands of teachers and learners arising from technological innovations and shifts in our understanding of the methods and purposes of Higher Education.

scholarly journals A journey through digital storytelling during COVID-19 Students preparedness to use technology for learning in the language classroom

2021 ◽  
Vol 6 (2) ◽  
pp. 169-182
Author(s):  
Elma Marais
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Learning Experience ◽  
Teacher Educator ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Digital Learning ◽  
Digital Stories ◽  
Learning Competencies

The COVID-19 pandemic has forced lecturers at South African universities to reconceptualise their teaching and learning activities. Universities had to embark on remote teaching to salvage the 2020 academic year. This created the opportunity to draw on students’ creative and digital skills to promote digital storytelling as a way of enhancing their learning experience.   This article describes the journey of a teacher educator and a group of students registered for a language didactics module in an initial teacher education programme. Film study was traditionally presented through lively conversations in a contact session where students could exchange their perceptions and opinions regarding various aspects of film. Because of the COVID-19 lockdown this approach had to be reviewed. The lecturer in question employed digital learning competencies to transform learning through the innovative use of digital tools and resources to rethink student engagement with film. Students were invited to create digital stories. The outcome of the process not only improved their understanding of teaching film but also promoted their digital competencies and empowered them to create resources they could use in their careers.

scholarly journals Teaching, Learning, and Assessment: Insights into Students’ Motivation to Learn

2017 ◽  
Author(s):  
Simon Walters ◽  
Pedro Silva ◽  
Jennifer Nikolai
Keyword(s):  
Learning Environment ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Motivation To Learn ◽  
Teaching And Learning Environment ◽  
Second Year ◽  
The Impact

This study draws upon the perspectives of sport and recreation undergraduate students in New Zealand who were involved in the design of their own assessments, and discusses the implication of the teaching and learning environment on this process. In a previous study, student criticism had emerged of current teaching strategies and assessment methods at their institution. The purpose of this current study was to directly address some of these concerns and for lecturers and students to work collaboratively to develop a more learner-centred teaching and learning environment. Students from a second-year sociology of sport paper were invited to design their own exam. A session was facilitated where learning outcomes and exam strategies were addressed. Students were then given the opportunity to create their own exam questions in a student-led classroom environment. Concurrently, students from a third-year sports coaching paper were invited to fully design their own assessments. Student experience was captured through focus group interviews. Self-determination theory (SDT) provided the theoretical lens used to examine the data, with a specific focus on how the basic psychological needs (autonomy, competence, and relatedness) of participants were either supported or thwarted. The findings suggest that the second-year students struggled with a perceived lack of teaching direction throughout the process. However, third-year students were extremely positive about the opportunity to have ownership of their learning experience, and analysis revealed an increase in intrinsic motivation to learn. This study highlights the importance of student voice, and encourages a process that allows students to contribute meaningfully toward the design and delivery of their own programmes of study. Additionally, it provides an opportunity for a co-leadership model of students’ learning experience to emerge. Furthermore, it allows for reflection from both staff and students regarding the impact of the learning environment on student motivation to learn.

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