Pervasive Learning Environment for Educational Makerspaces with Emerging Technologies and Teaching and Learning Transformation

In 21st century the technological innovation has reshaped our educational system. Different educational methods and environments are used to facilitate students and teachers. Educational makerspaces are also one of them. This new trend has shifted educational system to student centered instead of teacher centered. Pervasive Learning (P-Learning) environment for educational makerspaces is one of the emerging environments for teaching and learning due to price reduction in handheld devices’, facility for sharing the technological resources, support, and smartness of smartphone technology. Educational Makerspaces environment provide the facility to teachers and learners to create a virtual environment fully equipped with latest ICT tools to share ideas, to perform experiments and collaborate with each other whenever and wherever they are. Thus, P-learning for educational makerspaces can access and share the resources for teaching and learning material beyond the boundaries of the traditional classroom arrangement. This paper presents the idea of P-learning environment for educational makerspaces which is not limited to a single geographic location or mobile or location-based technologies; rather, it accesses, shares the resources, and facilitates teaching and learning from anywhere and at any time with any handheld device means 24*7*12. The purpose of this paper is to propose a fully equipped makerspace classroom so that the students from remote areas or who cannot afford laboratory expenses can access virtually labs, share their ideas, collaborate with each other, and perform experiments

Τεχνητή νοημοσύνη - ηθική ευθύνη - σύγχρονη και εξ αποστάσεως εκπαίδευση

Η ανάπτυξη των νέων τεχνολογιών είναι ένα ιδιαίτερα επίκαιρο θέμα, καθώς οι τεχνικές της τεχνητής νοημοσύνης (ΤΝ), το διαδίκτυο των πραγμάτων (ΙοΤ), η επαυξημένη εικονική πραγματικότητα (augmented reality), δεν είναι όροι οι οποίοι αναφέρονται σε ένα απώτερο αύριο μιας επιστημονικής φαντασίας, αλλά είναι ήδη εδώ. Οι επιδράσεις τους είναι πολύ έντονες σε πολλούς τομείς της παγκόσμιας καθημερινότητας, διαμορφώνοντας νέες συνήθειες και νέους κανόνες για το μέλλον. Η μετάβαση στο επόμενο στάδιο, αυτό της σύζευξης ανθρώπου και μηχανής χάρη στις δυνατότητες της ΤΝ, συνιστά μία προσαρμογή η οποία απαιτεί ριζικές τομές στην καθημερινότητα του μέσου ανθρώπου. Απαιτείται ιδιαίτερο θάρρος, ώστε να μπορέσουμε να αντιμετωπίσουμε και όχι να παραγνωρίσουμε τις μεγάλες αυτές προκλήσεις που η τέταρτη βιομηχανική επανάσταση προβάλλει ήδη ως ερωτήματα. Σημαντικά ηθικά διλήμματα που έχουν ήδη διατυπωθεί αναζητούν άμεσα απαντήσεις, μέσα από ένα πλαίσιο ηθικών κανόνων που είναι αναγκαίο να διατυπωθεί. Ερωτήματα που αφορούν την προσωπικότητα, την προστασία των προσωπικών δεδομένων, τη λογοδοσία και την ανάληψη ευθύνης σε περίπτωση αστοχίας των αποφάσεων που λαμβάνουν μηχανές με ΤΝ, την υπαρξιακή ανασφάλεια της ανθρώπινης οντότητας κ.ά., πρέπει να απαντηθούν πριν τη δημιουργία μιας υπέρ νοημοσύνης, ικανής να κατακτήσει το ακατόρθωτο. Ωστόσο, σε καμία περίπτωση δεν μπορούμε να παραβλέψουμε τη διαφαινόμενη ωφέλεια σε αρκετούς τομείς της ανθρώπινης καθημερινότητας, ιδιαίτερα εν προκειμένω στην εκπαίδευση, καθώς φαίνεται πως η συμβολή των εφαρμογών της ΤΝ μπορεί να προσφέρει τεράστιες δυνατότητες για την βελτίωση όλων των δραστηριοτήτων στο εκπαιδευτικό οικοσύστημα, να αναπτύξει την εξ αποστάσεως εκπαίδευση, να εκκινήσει την εκπαίδευση των ατόμων με αναπηρία, να πολλαπλασιάσει τη γνώση και τα μέλη της εκπαιδευτικής κοινότητας και να εμπλουτίσει με νέα εκπαιδευτικά μοντέλα διεισδυτικής-διάχυτης μάθησης (Pervasive learning), την καθημερινή πρακτική των εκπαιδευτών οικουμενικά, χωρίς βέβαια να παραλείπουμε την εξασφάλιση της προστασίας των συμβαλλομένων σε κρίσιμα ηθικά ζητήματα της εκπαιδευτικής διαδικασίας που πρέπει πρωτίστως να επιλυθούν.

IoT and Big Data Technologies: Opportunities and Challenges for Higher Learning

Internet of Things (IoT) and Big data have been speculated to result in various opportunities and challenges to higher learning. The two mentioned technologies inclusive of cloud computing, pervasive learning and 3D printer can improve teaching and learning beyond classrooms. Furthermore, the above-mentioned technologies have led to enhancements and valuable living in many sectors like education, medicine, agriculture, and even security. Taking into consideration the predictions made for IoT and Big Data, it is beneficial to provision for confidence in this current world. IoT and Big Data have therefore emerged as innovations to change the education sector for quality training, education, and research. However, there have been challenges accruing to the mentioned technologies. This study gave an approach of how both IoT and Big Data could play similar beneficial roles to higher learning. This paper suggests that IoT and Big data can be incorporated in learning as they complement each other in supporting intelligent connections. The outcome is an enriched learner with effective and efficient study surrounding. Further, from the study, both technologies also share similar issues like security, transparency, and huge gathered information. Hence, this paper concentrates on the relationship between IoT and Big Data, examines their opportunities in education and mentions their challenges to improve the education sector.

Pervasive Learning and Technology Usage for Creativity Development in Education

This paper’s aim is to investigate the role of creativity and pervasive learning in a modern education paradigm. The research was conducted by relevant literature review along with reflective analysis on sub-context such as creativity, educational development, pedagogical methods, important factors behind of creativity development and technology-learning systems affects. Various issues may become a supportive factor or barrier for creativity development in educational processes. Technology in an education field provides many opportunities for creativity enhancement, among which supports to enhance curiosity to develop some skills to improve student's cognitive processes and engagement as well as to increase intrinsic motivation, self-regulation. Authors attempted to consider all the benefits, challenges and risks related to enhancing creativity with the help of technology in modern educational paradigm. Many studies have been analyzed in order to answer main research question: How technology-pervasive learning environment can enhance stimulation and development of creativity among students?

Prime Example Ingress Reframing the Pervasive Game Design Framework (PGDF)

The growing availability of mobile communication infrastructure over the last decade has contributed significantly to the maturity of Pervasive Gaming. The massive success of games such as Ingress and Pokémon Go made pervasive gaming a viable option for transforming learning. By its adaptability to location and context, pervasive technology is a valuable support for the design of engaging learning experiences. Despite profound examples of pervasive gaming as learning tool, there is still a lack of reliable methodologies to construct purposeful pervasive learning experiences. The Pervasive Game Design Framework (PGDF) is intended to fill this gap. In this article, we present the PGDF using the example of Ingress. Ingress is a prominent pervasive game, as it has received huge attention since its appearance in 2012. A large community of players and third-party-tool suppliers has created a rich set of experiences since then. In this research, we examine Ingress according to PGDF’s categories based on a survey among long-term Ingress players (N=133). Founded on this analysis we identify three main benefits for Ingress players. Furthermore, we discuss the consequences of these findings on the PGDF. Summarizing, this work strengthens the applicability of the PGDF, in order to enable the construction of enriched pervasive learning experiences.