The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence最新文献

Introduction The Future of Innovation and Technology in Education: A Case for Restoring the Role of the Teacher as a Mentor 教育创新和技术的未来:一个恢复教师作为导师角色的案例

The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence Pub Date : 2018-11-12 DOI: 10.1108/978-1-78756-555-520181002

Anna Visvizi, Miltiadis Demetrios Lytras, L. Daniela

引用次数: 6

Chapter 17 Do We All Speak the Same Language in Europe? Finding Out by Playing 第十七章在欧洲我们都说同一种语言吗?从游戏中发现

The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence Pub Date : 2018-11-12 DOI: 10.1108/978-1-78756-555-520181020

Evi Hatziandreou, Anthi Soulitsioti, Yannis Mastrogeorgiou

{"title":"Chapter 17 Do We All Speak the Same Language in Europe? Finding Out by Playing","authors":"Evi Hatziandreou, Anthi Soulitsioti, Yannis Mastrogeorgiou","doi":"10.1108/978-1-78756-555-520181020","DOIUrl":"https://doi.org/10.1108/978-1-78756-555-520181020","url":null,"abstract":"The most valuable resource of the European Union (EU) is its youth. The EU’s future depends on young people’s ability to identify themselves as Europeans, that is, united by a shared European identity and a solid commitment to be active EU citizens. Young people want and need to know more about what it means to be an EU citizen. However, the younger generation needs better education as to what the EU is, what it represents and how their daily lives are positively influenced because of the EU. With the intention to bring EU topics closer to the daily lives of students, we developed an innovative, user-friendly educational game titled ‘Do we all speak the same language in Europe?’ to convey to the audience an essential message, that is, there are common roots that over centuries have shaped who we are. This chapter elaborates the rationale behind the educational game, outlines the rules of the game and discusses its value added by referencing the survey filled out by students who actually played the game. Conclusions and recommendations follow.","PeriodicalId":409689,"journal":{"name":"The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115965771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chapter 11 Assessing the Impact of Virtual Reality on Engineering Students’ Spatial Ability 第11章评估虚拟现实对工科学生空间能力的影响

The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence Pub Date : 2018-11-12 DOI: 10.1108/978-1-78756-555-520181013

R. Molina-Carmona, M. L. Pertegal-Felices, A. Jimeno-Morenilla, H. Mora-Mora

{"title":"Chapter 11 Assessing the Impact of Virtual Reality on Engineering Students’ Spatial Ability","authors":"R. Molina-Carmona, M. L. Pertegal-Felices, A. Jimeno-Morenilla, H. Mora-Mora","doi":"10.1108/978-1-78756-555-520181013","DOIUrl":"https://doi.org/10.1108/978-1-78756-555-520181013","url":null,"abstract":"Spatial ability is essential for engineers’ professional performance. Several studies describe it as a skill that can be enhanced using new technologies. Virtual reality (VR) is an emerging technology that is proving very useful for training different skills and improving spatial perception. In this chapter, the authors firstly present some previous works that use VR to train students, mainly in the area of engineering studies, and which demonstrate that VR can improve some aspects of the spatial perception. This study took a group of engineering students who used VR technologies to carry out learning activities designed to improve their spatial perception, which was measured with a widely used spatial ability test. The results obtained confirm that the use of VR technologies can improve students’ spatial perception. This proposal is easily transferable to other educational contexts. On the one hand, it could be implemented to improve spatial ability in other engineering studies, and on the other hand, with simple adaptation, it could be used to enhance other skills.","PeriodicalId":409689,"journal":{"name":"The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127613695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Index 指数

The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence Pub Date : 2018-11-12 DOI: 10.1108/978-1-78756-555-520181022

引用次数: 0

Chapter 10 Using Facebook as a Massive Open Online Course Environment: Supported Functionalities and Challenges 第10章使用Facebook作为大规模开放在线课程环境:支持的功能和挑战

The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence Pub Date : 2018-11-12 DOI: 10.1108/978-1-78756-555-520181012

Dries Van De Weghe, Yves Wautelet

{"title":"Chapter 10 Using Facebook as a Massive Open Online Course Environment: Supported Functionalities and Challenges","authors":"Dries Van De Weghe, Yves Wautelet","doi":"10.1108/978-1-78756-555-520181012","DOIUrl":"https://doi.org/10.1108/978-1-78756-555-520181012","url":null,"abstract":"Virtual learning environments (VLE) have in the past 15 years radically changed the way learning objects are spread among students and the way learners communicate with teachers. In parallel, social networks are now widely used by users with all kinds of profiles. Among social networks, Facebook is the one offering the largest array of functions and possibilities to be used as an open platform for various kinds of applications. That is why, in this chapter, we provide an overview of the possible use of Facebook as a VLE supporting a Massive Open Online Course (MOOC). The authors distinguish generic functionalities that can be found in the three most popular xMOOC platforms as well as the relevant concepts needed for effective learning that are manipulated by such platforms. Then the authors evaluate how, within Facebook groups, features can be used to create a fully working MOOC environment. The authors distinguish notably class management, communication, collaboration, assessment, learning activity management and the possibilities for learning object management. Overall, the authors highlight that, except for the assessment, Facebook can support all of the functionalities required by a modern MOOC platform while offering a high social presence. While not vital for most MOOC followers, further developments can nevertheless be made to customise Facebook for ensuring this assessment functionality. The chapter can be used as guidance for an implementation of the social network as MOOC through the use of a Facebook group.","PeriodicalId":409689,"journal":{"name":"The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133844691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chapter 18 Innovation in a Dean’s Office: The Case of Polish HEIs 第十八章院长办公室的创新:波兰高等教育的案例

The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence Pub Date : 2018-11-12 DOI: 10.1108/978-1-78756-555-520181021

K. Górak-Sosnowska

{"title":"Chapter 18 Innovation in a Dean’s Office: The Case of Polish HEIs","authors":"K. Górak-Sosnowska","doi":"10.1108/978-1-78756-555-520181021","DOIUrl":"https://doi.org/10.1108/978-1-78756-555-520181021","url":null,"abstract":"Management of students’ affairs constitutes one of the key elements of the educational process, even though neglected and often treated as a minor issue. In all Polish higher education institutions (HEIs) the units charged with this administrative task are dean’s offices (in Polish, dziekanaty). The pace of work of dean’s offices is related to the schedule of the academic year. While resources are constant throughout the year, the workload differs significantly and peaks around October, when not only the new semester begins but also many students defend their theses and need to receive their award certificates. Work at dean’s office is therefore often demanding with many tasks cumulated in the same very short period of time and repeatable, that is, as many times as the number of students, which can be from 350 to over 700 per employee. This chapter examines innovative ways of managing students’ affairs at selected Polish HEIs. These innovations can be either top-down, that is, provided by HEI authorities responding to the needs of dean’s offices, or bottom-up, that is, worked out by the dean’s office staff (often due to lacking support of HEIs authorities).","PeriodicalId":409689,"journal":{"name":"The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129844748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chapter 3 A Review of Educational Innovation from a Knowledge-building Pedagogy Perspective 第三章:知识建构教育学视角下的教育创新述评

The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence Pub Date : 2018-11-12 DOI: 10.1108/978-1-78756-555-520181005

C. Gutiérrez-Braojos, J. Montejo-Gámez, A. Marín-Jiménez, Fátima Poza-Vilches

{"title":"Chapter 3 A Review of Educational Innovation from a Knowledge-building Pedagogy Perspective","authors":"C. Gutiérrez-Braojos, J. Montejo-Gámez, A. Marín-Jiménez, Fátima Poza-Vilches","doi":"10.1108/978-1-78756-555-520181005","DOIUrl":"https://doi.org/10.1108/978-1-78756-555-520181005","url":null,"abstract":"Knowledge-building (KB) pedagogy is a framework that promotes collective inquiry towards the continual resolution of knowledge problems that are relevant to a community (Bereiter & Scardamalia, 1993). Scardamalia (2002) proposes 12 principles to define KB pedagogy. The aim of this study is to provide a review that analyses the influences of these principles on empirical investigations on KB and the importance of technology in such investigations in order to understand the research trends on this pedagogy. The sample was selected from the most recent products published in the Web of Science database. The content analysis performed showed that researchers focussed mainly on the aspects related to a balanced distribution of knowledge and the improvement of ideas in a KB community. Results of this research suggest the addition of a sixth principle in KB pedagogy, that is, a technological principle. The latter highlights that KB is mediated by technology, which in turn facilitates communicating and sharing ideas within a community.","PeriodicalId":409689,"journal":{"name":"The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123870414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Chapter 4 Agile Digital Skills Examination for the Digital Economy: Knowledge and Social Capital Management Frameworks through Social Networking 第四章:面向数字经济的敏捷数字技能考试:通过社交网络的知识和社会资本管理框架

The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence Pub Date : 2018-11-12 DOI: 10.1108/978-1-78756-555-520181006

Fragkiskos Filippaios, Vladlena Benson

引用次数: 3

Chapter 2 Focus on the Agency of Learners to Innovate in Pedagogy 第二章:论学习者在教学法创新中的能动作用

The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence Pub Date : 2018-11-12 DOI: 10.1108/978-1-78756-555-520181004

Marc Nagels, Marie-Hélène Abel, Fatiha Tali

引用次数: 3

Chapter 7 How to Use ICT in the Classroom Effectively: The Technological Blend 第七章如何在课堂上有效地使用信息通信技术:技术融合

The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence Pub Date : 2018-11-12 DOI: 10.1108/978-1-78756-555-520181009

Theoni Tsinonis

{"title":"Chapter 7 How to Use ICT in the Classroom Effectively: The Technological Blend","authors":"Theoni Tsinonis","doi":"10.1108/978-1-78756-555-520181009","DOIUrl":"https://doi.org/10.1108/978-1-78756-555-520181009","url":null,"abstract":"Over the past years, across the Organization for Economic Cooperation and Development (OECD) member states, major investments in Information and Communication Technology (ICT) in schools have been made, and a shift towards a more technology-oriented curriculum is observable. However, evidence exists that literacy levels and mathematical skills of students who have computers and other ICT equipment/devices in their classrooms dropped. This highlights a challenge that the education systems worldwide have to address today, that is, how to use ICT in a classroom in a way that boosts the skills’ acquisition process rather than undermining it. The objective of this chapter is to explore this issue. The argument is structured as follows. First, existing technologies in the education system and their effects on society are addressed. Then research is presented concerning investments in technology by OECD countries and their implementations. Following the digital divide and other obstacles which surfaced due to technological advancements are discussed; lastly a pilot study of 62 students in OECD countries was conducted exploring any correlation between technology in classrooms, higher training and academic standing of students.","PeriodicalId":409689,"journal":{"name":"The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133871288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8