Artificial Intelligence Assisted Learning (AIAL) Blueprint

Education is facing various challenges at the moment and needs to be reinvented. Some of the methods used have been inspired by the industrial revolution when an assembly line one-size-fits-all approach was setup in schools. Today, teachers are struggling to manage the number of students in a class thus making the quality of teaching inconsistent. Furthermore, they have to deal with students having different abilities in the same class which makes it impossible to give each and every student the individual attention they deserve. Through the artificial intelligence assisted learning (AIAL) system, the authors believe that they can personalise the learning and thus free a lot of time for the teacher which can be used to focus on those students that are really in need. This will be done on a case by case basis, thus creating a fairer educational system which is personalized for the needs of each and every student which guarantees equity.

I Am the Institution

The way adults pursue their education through life is changing as the technology around us relentlessly continues to enhance our quality of life and further enhances every aspect of the different tasks we set out to perform. This exploratory chapter looks into how every adult can embody a comprehensive set of academic services, platforms, and systems to assist every individual in the educational goals that one sets. A combination of three distinct technologies are presented together with how they not only come together but complement each other around a person in what is usually referred to as a personal area network. The network in this case incorporates an intelligent personal learning environment providing personalised content, intelligent wearables closer to the user to provide additional contextual customisation, and a surrounding ambient intelligent environment to close a trio of technologies around every individual.

ISTE Standards for Students, Digital Learners, and Online Learning

As perceptions toward online learning shift, more educators/students are embracing and enrolling in degree programs that are offered online. As a result, colleges and universities are increasingly introducing online learning as a valued approach to delivering education to learners (Parker, Lenhart, & Moore, 2011). This paper will outline the Performance Indicators of the International Society for Technology in Education (ISTE) Standards for Students (ISTE, 2016). It will discuss the characteristics of digital learners and examples of strategies that educators can use to meet these performance goals. Experts in the field, recognize that there are still underlying concerns about online learning in relation to what constitutes the design, delivery, and assessment of effective and meaningful content that utilizes current and emerging technologies (Magda, 2018). Moreover, while there is an understanding amongst researchers and practitioners that online learning is more than just creating a digital version of a paper syllabus, more research is needed to move from theory to practice and to further explore effective learning with digital tools.

Self-Directed Learning in Cooperative Online Networks

The past decade has seen an exponential rise in online courses, platforms, modules, as well as general online networks that contribute in a general way to learning and education. The more formal structures promise certification and accreditation for short modules or extended courses. Research shows that in terms of learner engagement of those enrolled in MOOCs, either drop out, or else passively lurk without any active participation. On the other hand, other figures show that with certain thematic online forum and discussion boards, users participate more enthusiastically, often at times contributing to content which may or may not be trustworthy. The characteristics and traits of the online learner can affect the outcome of the learning trajectories and this has to be taken into consideration when designing self-directed courses. In this chapter, the authors aim to provoke some thoughts on designing self-directed learning using cooperative online networks. In the discussion, they explore possibilities of setting up alternative pathways for a more genuine approach to education.

Online Language Learning

This chapter addresses two forces in contemporary societies. The first is that societies today are characterized by cultural and linguistic diversity and increasing human mobility. In this complex setting, language learning has acquired more significance, with the need to communicate worldwide. Secondly, our society is experiencing dramatic technological advancements, one of which pertains to online learning. In this era of ubiquitous learning, where the use of learning management systems, mobile applications, social networks, and other digital technologies can underpin learning, it is necessary to re-address language learning. This overview will categorize the types of online language learning tools and practices that are emerging and prevalent and it will analyze their instructional approaches in the use of the technology. Ιt will also focus on the digital learners that access them having as an ultimate goal to understand the characteristics and needs of the contemporary global, multilingual, and digital learners and how these can be addressed in the learning process.

Digital Muslimahs

The rationale of this chapter is to help to fill the gap observed in Greek literature on Muslim minority women in Greek Thrace regarding their contact with ICTs. The study contributed to the increase in empirical research among 137 minority women, in both technology acceptance model (TAM) and the theory of planned behavior (TPB) methods, to pinpoint that Muslim minority women in Greece show a behavioral intention towards computer use that aligns with Western attitudes. The research appraised the positive aspects of computer training, as concern the character and depth of empowerment experienced by 28 minority women. Additionally, the research looked into the reflections and views of key informants about the potential of computer education to encourage the social integration of women. It can be concluded that access to ICTs gives women the ability to find a more forceful voice at a societal, national, and international level.

Learner-Active, Technology-Infused Classroom

This chapter seeks to present an example of technologically-advanced curriculum through LATIC (learner-active, technology-infused classrooms). This study aimed to explore the specific application of LATIC curriculum in a 3rd grade Title 1 classroom in Southwest Florida. The research focused on 1) the intended and achieved learning outcomes of the curriculum, 2) student engagement with their peers, teacher, and technology, and 3) experienced successes as well as any challenges faced during the LATIC implementation process. Further, the purpose of this research was to experience the day to day functions of a LATIC in order to evaluate its appropriateness for learners of varying educational levels and backgrounds. Through the case study methodology, the researcher utilized classroom observations, interviews with the teacher, and an analysis of classroom documents and visual materials as a means to understand both the role of the students and of the teacher in a LATIC environment.

Beyond Acceptance

Technology acceptance model (TAM) has been the predominant model for decades to explain how and to what extent motivational factors affect technology use of people. Despite its robustness and validity for the research in educational technologies, TAM has a behaviorist nature, focusing mainly on extrinsic motivators to explain the acceptance of technology. Considering that learning requires cognitive and social immersion as well as behavioral engagement, behaviorist-oriented approach of TAM can only make limited explanation of acceptance of learning technologies. To overcome this shortcoming of TAM, a new model is proposed, the educational technology engagement model (ETEM), based upon the self-determination theory, which basically offers that both extrinsic and intrinsic motivational factors affect engagement of students for learning. ETEM identifies cognitive, social, and behavioral engagement along with the perceived achievement as motivational outcomes.

Valuing Technology in the L2 Classroom

This study explored both student and teacher perceptions and preferences regarding technology use in the second language (L2) classroom using the digital identity theoretical framework in order to examine when technology is a value-add. Five teacher participants' (n = 5) implemented both textbook and non-textbook technology, into 10 (n =10) intact L2 classes totaling 81 student participants (n = 81), for approximately three months. Analyses of pre-, post-, and monthly surveys revealed that technology implementation created connections between students, teachers, and L2 learning and teaching processes. Although participants had distinct experiences, they shared some perceptions and preferences. Not only does this study add to the small body of research exploring comparisons between students and teachers, but it also shows that both digital native students and digital immigrant teachers need support to better understand and value L2 technologies.

Learners as Meaning Makers

Text review activities in formal schooling settings are by and large carried out vertically and not rarely in an authoritarian way, in which teachers usually assign text production activities for the students whose only readers and reviewers are the own teachers. Then, students rarely have the experience of sharing their texts with one another. Conversely, in the Scholar e-learning environment, students have different experiences of both assessing their peers' texts and commenting on the peers' reviews (feedback on feedback). In order to understand how Scholar enables horizontally text reviewing practices, this chapter aims at developing a qualitative analysis of the peer reviewing process carried out in the Scholar e-learning environment for one online graduate course.