scholarly journals Digital Learning Tools in Music Technology - A letter from the front line

2019 ◽  
Author(s):  
Jon Marius Aareskjold
Keyword(s):  
Digital Humanities ◽  
Music Technology ◽  
Digital Learning ◽  
Learning Tools ◽  
Front Line

Presentation given at UiT Digital Humanities Conference 2017

Music Technology in Ethnomusicology

2017 ◽  
pp. 56-64
Author(s):  
Gabriel Solis
Keyword(s):  
Twentieth Century ◽  
Digital Humanities ◽  
Data Analytics ◽  
Music Technology ◽  
Vantage Point ◽  
Contextual Knowledge ◽  
Recording Technology ◽  
Critical Engagement ◽  
Ambivalent Relationship ◽  
Critical Turn

Ethnomusicology has often had an ambivalent relationship with technology: we owe our discipline to mid-twentieth-century developments in recording technology. Nevertheless there is a strong counter-modern streak that characterizes ethnomusicologists as a group. This essay investigates the reasons for ethnomusciologists’ mistrust of certain kinds of music technology and interprets ambivalence as a mode of critical engagement. It surveys turning points in the field from comparative musicology to the critical turn and from the critical turn to the new digital humanities. I conclude that digital humanities needs ethnomusicological ambivalence in the form of critical engagement. Good data analytics needs a skeptical view from the vantage point of music scholars and contextual knowledge-bearers in the cultures of study.

Education Faculty Lived Experiences of Student Interaction and Engagement in Online Courses

2021 ◽  
pp. 60-83
Author(s):  
Nikleia Eteokleous ◽  
Rita Panaoura
Keyword(s):  
Lived Experiences ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Digital Learning ◽  
Online Environment ◽  
Learning Tools ◽  
Education Faculty ◽  
Faculty Experiences ◽  
Online Teaching And Learning

In this chapter, the two authors co-construct meaning of their individual lived experiences as education faculty engaging in online teaching and learning. It highlights each faculty unique experiences facilitating graduate student learning in an online environment. Co-construction of meaning centers on pedagogical approaches, program design and focus, reflection of faculty-self experiences, employment of digital learning tools, and utilization of best practices of each faculty experience with teaching and learning in an online environment. This narrative is co-constructed following a collaborative autoethnographic approach by two faculty, whereby the central descriptions of each faculty member is situated in one's lived experiences and rich story of facilitating and instructing courses in an online learning environment. The faculty experiences are mainly derived from teaching graduate courses offered by a department of education. The research method in presenting two self-reflective narratives in online teaching and learning extends to doing “collaborative autoethnography.”

scholarly journals Integrating Educational Technologies to Augment Learners' Academic Achievements

2020 ◽  
Vol 15 (02) ◽  
pp. 145 ◽  
Author(s):  
Preeti Jaiswal
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Information Age ◽  
Educational Technologies ◽  
Digital Learning ◽  
Learning Tools ◽  
Academic Achievements ◽  
Information And Communication ◽  
University Of Bahrain ◽  
Academic Year

Considering the manner in which technology is proliferating in all spheres of life, it is becoming pivotal to use Information and Communication Technology (ICT) in teaching and learning process, in today’s information age classrooms, by implementing digital learning tools. The purpose of this study is to determine the consequences of technological implementation on students’ academic achievements, in higher education. A mixed method, qualitative and quantitative, was used to collect data. A total of 40 students studying the course entitled English for Business in Department of English Language & Literature, College of Arts, during the academic year 2017-18 at University of Bahrain participated in this study. The findings obtained from the quantitative evaluation and qualitative dimensions of the study revealed that the course educators and students had a positive attitude towards the use of educational technologies as it impacted students’ performances positively.

scholarly journals From Digital Humanities to a Renewed Approach to Digital Learning and Teaching

2019 ◽  
pp. 1682-1693 ◽  
Author(s):  
Samuel Nowakowski ◽  
Guillaume Bernard
Keyword(s):  
Artificial Intelligence ◽  
Online Learning ◽  
21St Century ◽  
Digital Humanities ◽  
Full Measure ◽  
Digital Learning ◽  
Learning And Teaching ◽  
Learning Platform ◽  
The World ◽  
The Relationship

In a world in which digital interfaces, dematerialization, automation, so-called tools of artificial intelligence aim to drive away the human or eliminate the relationship with humans! The way other beings see us is important. What would happen if we took the full measure of this idea? How would this affect our understanding of society, culture, and the world we inhabit? How would this affect our understanding of the human, since in this world beyond the human, we sometimes find things that we prefer to attribute only to ourselves? What impacts on education, learning, teaching? After having explored the field opened by these questions, we will bring an answer with a reinvention of the learning platform named KOALA (KnOwledge Aware Learning Assistant). KOALA is a new online learning platform that comes back to internet sources. Symmetrical and acentric, KOALA combines analyzes from the digital humanities and answers to the challenges of education in the 21st century

scholarly journals REMOTE TEACHING OF INFORMATICS: FEATURES, PROBLEMS, DIGITAL TOOLS

2021 ◽  
pp. 191-202
Author(s):  
Iryna Sokol ◽  
Kyra Stadnychenko
Keyword(s):  
Distance Learning ◽  
Secondary Education ◽  
Approaches To Learning ◽  
Digital Tools ◽  
Full Time ◽  
Digital Learning ◽  
Learning Tools ◽  
Traditional System ◽  
Methodological Principles ◽  
Methods Of Learning

Today, in a pandemic crisis, there is a forced transition from the traditional system of education, designed for full-time «classroom», to a paradigm of learning, where face-to-face stages must be organically combined with remote, and their alternation must occur as required by conditions quarantine restrictions. The usual «quarantine vacations» of previous years have become impossible, when students were able to simply stay at home, and the lost time was further compensated by the intensification of education. Education now faces a situation where views on the basic organizational and methodological principles of learning, the format of the lesson, the use of digital tools, the involvement of students in online work, the use of new distance forms and methods of learning must change. During 2020, significant changes in the regulatory framework took place in education in Ukraine, in particular, the provisions on the distance form of full general secondary education and sanitary regulations for general secondary education institutions were approved, and electronic journals were introduced. However, the analysis of the definitions showed that different documents provide different definitions of the basic concepts of «distance education», «distance learning». Much attention is now being paid to teaching teachers the current way of teaching and the digital tools that can provide it. However, there are still many problems and issues regarding the effectiveness of distance learning, the choice of appropriate programs and services, the rational presentation of educational material. The article highlights a topical issue – providing remote teaching of certain school subjects, in particular the subject «Computer Science». Various methods and approaches to learning are given, digital learning tools tested by the authors of the article are proposed, which can be used as an alternative to local software during distance learning, relevant examples are given.

scholarly journals ACCESSIBILITY AND USABILITY OF THE LEARNING TOOLS TO ACCELERATE INNOVATION IN THE FIELD OF SMART MATERIALS DEVELOPMENT

2021 ◽  
Vol 2021 ◽  
pp. 328-333
Author(s):  
R. M. Aileni ◽  
L. Chiriac
Keyword(s):  
Smart Materials ◽  
Circular Economy ◽  
Production Management ◽  
Learning Technologies ◽  
Digital Learning ◽  
Learning Tools ◽  
Design Development ◽  
Materials Development ◽  
General Aspects ◽  
Protective Systems

This work presents the general aspects concerning the accessibility and usability of the learning tools existent for smart materials development using eco-design in the context of the circular economy. These learning tools will be used in part and some of them developed in the framework of the Erasmus+ project DigiTEX and will cover also the aspects of digital learning technologies capable to accelerate innovation in the field of healthcare and protective systems based on electroconductive materials. In DigiTEX Erasmus+ project will be developed solution-based software technologies, database development and creative methods for coaching the innovative ideas from design, development and production management in the context of circular economy and sustainable development with reduced environmental impact. This paper is structured in 5 sections such as introduction, smart materials overview, eco-design for smart materials, circular economy approach and conclusions.

scholarly journals Visual Literacy Skills of Students in College-Level Biology: Learning Outcomes following Digital or Hand-Drawing Activities

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Justine C Bell
Keyword(s):  
Learning Outcomes ◽  
Visual Literacy ◽  
Literacy Skills ◽  
Learning Activity ◽  
Cell Group ◽  
Digital Learning ◽  
Learning Tools ◽  
College Level ◽  
Biological Images ◽  
Group 2

To test the claim that digital learning tools enhance the acquisition of visual literacy in this generation of biology students, a learning intervention was carried out with 33 students enrolled in an introductory college biology course. This study compared learning outcomes following two types of learning tools: a traditional drawing activity, or a learning activity on a computer. The sample was divided into two random groups. In the first intervention students learned how to draw and label a cell. Group 1 learned the material by computer and Group 2 learned the material by hand drawing. In the second intervention, students learned how to draw the phases of mitosis, and the two groups were inverted. After each learning activity, students were given a quiz, and were also asked to self-evaluate their performance in an attempt to measure their level of metacognition. At the end of the study, participants were asked to fill out a questionnaire that was used to measure the level of task engagement the students felt towards the two types of learning activities. The students who learned the material by drawing had a significantly higher average grade on the associated quiz compared to that of those who learned the material by computer. There were no other significant differences in learning outcomes between the two groups. This study provides evidence that drawing by hand is beneficial for learning biological images compared to learning the same material on a computer. Afin de vérifier le bien-fondé de l’assertion voulant que les outils d’apprentissage numériques renforcent l’acquisition de la littératie visuelle parmi la génération présente d’étudiants en biologie, une intervention d’apprentissage a été effectuée auprès de 33 étudiants inscrits dans un cours collégial d’introduction à la biologie. Cette étude compare les résultats d’apprentissage suite à l’utilisation de deux types d’outils d’apprentissage : une activité de dessin traditionnel ou une activité d’apprentissage par ordinateur. L’échantillon a été divisé en deux groupes formés au hasard. Au cours de la première intervention, les étudiants ont appris à dessiner et à caractériser une cellule. Le groupe 1 a appris la matière par ordinateur et le groupe 2 l’a apprise en faisant les dessins à la main. Au cours de la seconde intervention, les étudiants ont appris à dessiner les phases de la division cellulaire (mitose) et la manière dont les deux groupes ont appris cette matière a été inversée. Après chaque activité d’apprentissage, les étudiants ont subi un test de contrôle et on leur a également demandé d’auto-évaluer leurs résultats pour tenter de mesurer leur niveau de métacognition. À la conclusion de l’étude, on a demandé aux participants de remplir un questionnaire qui a été utilisé pour mesurer le niveau de participation à la tâche perçu par les étudiants par rapport aux deux types d’activités d’apprentissage. Les étudiants qui avaient appris la matière en dessinant ont obtenu une note moyenne considérablement plus élevée à leur test de contrôle que ceux qui avaient appris la matière par ordinateur. Il n’y a eu aucune autre différence significative dans les résultats d’apprentissage entre les deux groupes. Cette étude fournit la preuve que le fait de dessiner à la main est bénéfique pour apprendre des images de biologie par rapport à l’apprentissage par ordinateur de la même matière.

Towards Selecting Effective Open Source Learning Management System/Software (OSLMS) for Higher Education Domain

2020 ◽  
pp. 234763112097008
Author(s):  
Md Ajimuddin Sk ◽  
Sibsankar Jana ◽  
Samima Khatun
Keyword(s):  
Higher Education ◽  
Open Source ◽  
Management System ◽  
Learning Management System ◽  
Digital Learning ◽  
Learning Tools ◽  
Higher Education System ◽  
Learning Platform ◽  
Learning Management ◽  
The Right

We are in the age of information and communication technology (ICT), where the learning communities (i.e., learners, teachers, scholars, etc.), mainly in higher education domains, are more technology dependent. The stakeholders always handle advanced research, study and technologies, and therefore they need some authentic and updated information to satisfy their daily needs. They simply need some updating as well as real-time interactive digital learning platforms that can provide fast, authentic and updated information to satisfy their academic needs. This learning platform completely depends on the judicious designing methodologies, and this designing methodology totally depends on the reliable and effective digital learning tools or learning management system (LMS). The present study is an attempt to design the standard process towards selecting an authentic, reliable and effective open source learning management software/system (OSLMS) for the higher education platform. In this regard, the study has been designed in three layers for the selection of the popular and most downloaded OSLMS in the world. Later in the third layer, a comparative study of the final six OSLMSs has been conducted based on the features under various criteria and parameters to select the right one. Lastly, it is found that the Moodle fulfilled most of the criteria and is selected as the most authentic, interactive and trustworthy OSLMS for the higher education system.

Teachers’ use of digital learning tool for teaching in higher education

2019 ◽  
Vol 11 (3) ◽  
pp. 522-537 ◽  
Author(s):  
Xiang Ying Mei ◽  
Endre Aas ◽  
Magnhild Medgard
Keyword(s):  
Higher Education ◽  
Teaching Practices ◽  
Rapid Development ◽  
Digital Tools ◽  
Digital Learning ◽  
Learning Tools ◽  
Learning Organisation ◽  
Structured Interviews ◽  
Content Type ◽  
Teaching In Higher Education

Purpose The purpose of this paper is to explore teachers’ use of digital learning tools for teaching in higher education. Moreover, it investigates how the use of digital tools affects educational practices and how teachers experience the culture of sharing among colleagues and within the organisation. Design/methodology/approach A qualitative methodology was chosen, and semi-structured interviews were conducted with teachers at a higher education institution in Norway. The study uses the TPACK-framework, which illustrates the relationship between technology, professional content knowledge and pedagogical approaches as its theoretical foundation. Findings The findings conclude that teachers are concerned with the convergence of how technology and digital learning tools can support educational processes by engaging and involving the students. The findings further indicate that they are committed to using digital tools to motivate, engage and facilitate student-based education, which in turn leads to more reflection on teachers’ own teaching practices. Based on the theory of Professional Learning Communities, the respondents agree that sharing is a basic prerequisite for a learning organisation. They experience, however, that sharing between colleagues is easier in formal forums than at informal settings. Originality/value The rapid development of technology suggests that many sectors including the education sector must adapt to the new changes in their teaching practices. Nevertheless, many teachers merely use the basic form of digital learning tools to distribute the teaching materials, as such tools are less utilised to support students’ learning process (Fossland, 2015). The research indicates that digital learning tools have positive effect on teaching practices and that they can function as tools to improve the teachers’ own teaching practices. Positive teaching practices should also be shared in a learning organisation to improve teaching practices on an organisational level. Hence, sharing at a professional level can impact learning and the organisational culture in academic institutions.

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