Digital Technologies for Heritage Teaching: Trend Analysis in New Realities

The irruption of digital technologies in social contexts and their integration in educa-tion has led to new learning environments where the communication, interaction and access to knowledge are an essential part of the educational process. This paper shows a literature review and mapping of the most important technological tools used in the contexts where heritage teaching has been conducted in the last decade. For this aim developed a bibliometric analysis of scientific publications in high impact journals through selective searches in the specialized databases Scopus and Science Direct. The findings show trends in the educational practice approach regarding herit-age, integrating emerging technologies such as augmented reality, 3D modelling, arti-ficial intelligence, QR coding and virtual reality that offer situated and immersive learning experiences on mobile apps and web-based platforms. From the studies analyzed in different contexts, it is concluded that the integration of digital technolo-gies in the teaching and heritage appropriation is a field that in recent years shows a clear increase, so that it is necessary to consider the potential of these tools in it’s diffusion, teaching and preservation to strengthen existing work lines and open up possibilities to future studies.

Perspectives of Thai educators toward 21st century instruction

The rapidly changed in our society and education may influence to nature of learning and learning behaviors in young new generation. The 21st century learning is requiring educators to prepare our children by quality of learning and teaching. Teachers are key change agent to help learners live and learn with new learning environments. The study aimed to explore perspective of Thai educators toward 21st century learning and teaching by surveying method. The study investigated 41,991 educators who have responsibility or concerns in teaching and learning. Data were collected through online questionnaire and then analyzed by statistical package in terms of frequency and percentage. Finding revealed that 21st century learning and teaching in classroom should be conducted in appropriate ways, but a few misunderstand in support system and learning environment were reported. Educators should be discussed and prepared both teachers and learners to modern classroom.

FLIPPING THE CLASSROOM REMOTELY: IMPLEMENTATION OF A FLIPPED CLASSROOM COURSE IN HIGHER EDUCATION DURING THE COVID-19 PANDEMIC

In this article we present the results of a pilot implementation of the flipped classroom methodology during the second semester of the COVID-19 pandemic. We suggest the term Remote Flipped Classroom for the flipped classroom mode in online environments, especially in case of emergency. This implementation was carried out in a Department of Education at the University of Patras, Greece after the first semester and the initial familiarization of students with the new learning environments due to COVID-19 pandemic. The research data presented here lead us to the conclusion that both the traditional form of the flipped classroom and the remote flipped classroom may contribute to the teaching and learning in higher education, based on the role differentiation of instructors and students, to the promotion of active participation and engagement of students and to the improvement of the learning experiences they have. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0756/a.php" alt="Hit counter" /></p>

Post-16 Further Mathematics blended learning: learner self-regulation, mathematical resilience and technology

This paper reports on a study set in Wales where the Further Mathematics Support Programme Wales supports the provision of an advanced qualification in mathematics for 16- to 18-year-old students with courses delivered in reduced teaching time. The study aimed to understand how the students experienced the Further Mathematics (FM) courses which are delivered either face-to-face or online and, more generally, to negotiate a place of alternative forms of delivery in post-16 mathematics curriculum. Sixteen students, eight of whom studied through the online course, were interviewed; overall, although they found the course challenging both in terms of the content and relatively limited teaching time, they enjoyed it and appeared to perceive benefits from taking the course. Most volunteered ‘tips’ about coping with the challenges of the course and the tips can be seen as strategies of self-regulation. Self-regulation strategies were reported more strongly by the students taking the course online than those attending face-to-face classes. In view of the evidence of technology creating new learning environments perceived as advantageous by students, it is hypothesized that introducing blended learning as part of post-16 mathematics curriculum could be beneficial. Improving learner self-regulation is discussed as means of improving access to FM. Other findings included the importance of support from peers, parents and schools and gender differences.

Information Repositories and Learning Environments

Information repositories are collections of digital information which can be built in several different ways and with different purposes. They can be collaborative and with a soft control of the contents and authority of the documents, as well as directedto the general public (Wikipedia is an example of this). But they can also have a high degree of control and be conceived in order to promote literacy and responsible learning, as well as directed to special groups of users like, for instance, school students. In the new learning environments built upon digital technologies, the need to promote quality information resources that can support formal and informal e- learning emerges as one of the greatest challenges that school libraries have to face. It is now time that school libraries, namely through their regional and national school library networks, start creating their own information repositories, oriented for school pupils and directed to their specific needs of information and learning. The creation ofthese repositories implies a huge work of collaboration between librarians, school teachers, pupils, families and other social agents that interact within the school community, which is, in itself, a way to promote cooperative learning and social responsibility between all members of such communities. In our presentation, we will discuss the bases and principles that are behind the construction of the proposed information repositories and learning platforms as well as the need for a constant dialogue between technical and content issues.

Topologies of desire: Fantasies and their symptoms in educational policy futures

This article studies topological reflexivity in educational policy discourse, when policy is considered in terms of eradicating the distances involved and increasing mobility and commensurability. Topological reflexivity is critically evaluated from a Lacanian point of view as a form of political fantasy which structures reality within the coordinates of desire. The article also unpacks two prominent symptoms of fantasy – dislocation and paradoxical elements – that subvert the functioning of these very same fantasies. First, while heralding imminent fulfilment and the promise of pleasure in new learning environments, these discourses are also obliged to keep the object of desire at a certain distance. Second, while educational policy discourse is founded on subjective autonomy and a freedom to develop learning environments, it implicitly requires teachers and schools to implement new learning environments and to take pleasure in doing so. Attempts to grapple with these symptoms of fantasy take the form of denying not only the repetition inherent in such discourses, but also the othering of teachers who express resistance to such changes.

Using Infographics for Teaching

Outstanding advances in educational technology are significantly influencing new learning environments, where it is necessary for teachers to respond and for learners to be able to adapt to the modern age of knowledge and information dissemination. The development of ICT has catalyzed the ability of all types of data to be reproduced visually (visualization). The term visualization refers to the use of various visual aids, which makes a subject more eloquent. This is especially useful for teaching a variety of special courses (environmental education), geography (maps, atlases), history (historical maps, atlases). Geography is a comprehensive and one of the most demanding subjects, as its study deals with a variety of different topics. This course can be made more effective and produce more permanent results through the use of innovative tools. One of these tools is information. In the context of the present study, the use of infographics, a pioneering visual tool transformed into a reliable teaching tool-guide in the classroom, is presented.

AI and AR

This chapter presents some of the possibilities and approaches that are used in the application of AI (artificial intelligence) and AR (augmented reality) in the new learning environments. AI will add another dimension to distance learning or eLearning that in some cases already includes AR (augmented reality) virtual learning environments. Because of this advent in available technology and the impact it will have on learning, assessment of newly structured parameters and their impact on student outcomes is crucial when measuring student learning. For some of us there might be a concern about the domination of AI as seen in the movie The Terminator, but we can take ease in the notion that it is not only AI versus humans. A new version of human augmented intelligence (HI) is being developed as we speak.

Projecting the Future of Cloud Computing in Education

Technological advances have provided the opportunity to create entirely new learning environments. A major technological breakthrough that has sparked innovation to most human activities and has a huge potential to radically transform education is cloud computing. This chapter reports on a Delphi study focused on the current and future impact of Cloud computing and its applications on education. It first provides a background to the study through an overview of the Delphi technique. Next, it describes how Delphi was applied in two-round investigation aimed at collecting and systematically classifying the views and knowledge of three groups of stakeholders (‘experts') concerning the future of Cloud computing in education. The chapter then presents the major findings from the two rounds of the study. It ends with drawing of conclusions and recommendations regarding how to move ahead with the use of Cloud computing in education in European countries and beyond.