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

{"title":"Chapter 9 School Website as a Media: Practice and Potential of the School Website Content","authors":"Baiba Āriņa","doi":"10.1108/978-1-78756-555-520181011","DOIUrl":"https://doi.org/10.1108/978-1-78756-555-520181011","url":null,"abstract":"The school website still has a lot of unrealised potential. Nonetheless, the website as a technological tool can improve both the learning process and the school image, as well as serve as an information channel in the local community. Schools, for the most part, do not control their self-image, as well as the choice of content on the website is often not strategic enough. Overall, schools focus on regularly informing the audience, but much less on the marketing and learning solutions on the website. The represented image of the schools include both the characteristics of the local community and the formal institution. Identifying audience and its desires, as well as redistributing resources, are one of the necessities for realising the website’s potential.","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":"130858313","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}

{"title":"Chapter 16 A Prescriptive Instructional Systems Design Model: A Rasch-model Case for Saudi Arabia","authors":"A. Barefah, E. McKay, Sulaiman Alqahtani","doi":"10.1108/978-1-78756-555-520181019","DOIUrl":"https://doi.org/10.1108/978-1-78756-555-520181019","url":null,"abstract":"There is continual evidence of ineffective e-Learning programmes that are set amid emerging information and communication technology (ICT) tools by higher education (HE) providers. While many of the existing accounts outline the potential of integrating such educational technology into their teaching and learning practice, other studies point out the adoption challenges of such programmes. This chapter tackles this dilemma in two respects. Firstly, through an examination of the limitations surrounding the instructional systems design (ISD) models while urging the need for empirical evidence and ratification processes to substantiate these models as they relate to online instructional environments. Secondly, through the investigation of the effectiveness offered by ICT tools under different instructional environments in order to facilitate the effective application of e-Learning. Field evaluation in the form of a series of 2×3 factorial quasi-experiments was conducted at four higher education institutions in Saudi Arabia. The empirical results confirm the validity of the ISD model and reliably captured its effects in improving learners’ performance under three instructional delivery modes. The empirical evidence reveals the extent of effectiveness of the proposed prescriptive ISD model enabling an improved design of ICT-based HE instructional strategies. On a managerial level, the findings facilitate the delivery mode decision making by HE providers in terms of the congruence of technology integration under each of the three learning experiences. The calibrated assessment measures provide a discussion to extend the practical implication of the current e-Pedagogical practice in the e-Learning industry.","PeriodicalId":409689,"journal":{"name":"The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence","volume":"66 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":"134115710","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}

{"title":"Prelims","authors":"","doi":"10.1108/978-1-78756-555-520181023","DOIUrl":"https://doi.org/10.1108/978-1-78756-555-520181023","url":null,"abstract":"","PeriodicalId":409689,"journal":{"name":"The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence","volume":"17 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132399624","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}

{"title":"Chapter 1 How to Predict the Unpredictable: Technology-enhanced Learning and Learning Innovations in Higher Education","authors":"L. Daniela, Anna Visvizi, Miltiadis Demetrios Lytras","doi":"10.1108/978-1-78756-555-520181003","DOIUrl":"https://doi.org/10.1108/978-1-78756-555-520181003","url":null,"abstract":"Abstract \u0000The digitisation of various parts of society is developing at an increasingly rapid rate, which effects the way people receive services and how familiar they are with new innovations and technological challenges in educational environments. The future members of society must be prepared to participate in the creation of new innovative solutions as well as to support the process of knowledge creation. Despite the fact that rapid development of technologies requires society to immediately respond, even under these circumstances society must be able to make meaningful decisions. These processes put on the forefront of competence have the ability to predict the unpredictable, which means that the educational environment must to a certain extent be able to predict what has not yet existed and cannot be verified. However, it must at the same time involve specialists from different fields who must deal with technologies and technological solutions that have not been tested or proven consistent in the long run, measure their impact and predict what services are up to date and what technologies and skills are required. This section examines the conditions for technology-enhanced learning (TEL) in a higher education (HE) context to understand what technologies and digital solutions have traditionally been used as well as the role of educators in driving TEL. The aim of the research is to conduct a pilot study to identify the most recent trends in the use of technologies in HE, identify the future research directions, predict the future directions of development and collect and analyse the obtained data.","PeriodicalId":409689,"journal":{"name":"The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence","volume":"11 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":"125171527","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}

{"title":"Chapter 19 Education, Innovation and the Prospect of Sustainable Growth and Development","authors":"Anna Visvizi, Miltiadis Demetrios Lytras, L. Daniela","doi":"10.1108/978-1-78756-555-520181015","DOIUrl":"https://doi.org/10.1108/978-1-78756-555-520181015","url":null,"abstract":"Abstract \u0000Tacit in the debate on sustainable growth and development is the recognition that dialogue, best practice sharing, peer review as well as evidence-based and coherent policies and strategies can effectively address the problem of inequality and exclusion worldwide. Central in the debate on sustainable development is the imperative of advancing equality in opportunities. This requires a careful focus on promoting societies’ and individuals’ worldviews, knowledge and skills conducive to their ability to recognise, seize and multiply opportunities that exist. Education plays the role of a key enabler in this process today. In this context the relevance and utility of advances in information and communication technology (ICT) boost. Their skilful use may enhance the efficiency of teaching and learning process, and, thus, may substantially contribute towards the goals and objectives associated with sustainable inclusive growth and development. This edited volume sought to shed light on this issue by exploring current ICT-driven developments and advances in the practice of teaching and learning worldwide. The rich collection of chapters and the variety of topics they address offer not only a good overview of the value-added ICT-enhanced teaching and learning generate but also, even if implicitly, an insight into the state of affairs in education today. Taking stock of arguments, findings and ideas presented throughout the book, the objective of this chapter is to place these ideas in the broader context of goal of promoting inclusive sustainable growth and development. The argument is structured as follows. First, the relationship between innovation, education and sustainable inclusive growth is outlined. By advancing the argument of the need to conceive education and its role in society in a holistic manner, a case for education as upbringing is made. Against this backdrop, it is argued that the agency of both the learner and the teacher/professor has to be brought back to the analysis if education is to regain its role of the major driver of change and innovation in the society, and indeed the key enabler of sustainable inclusive growth. Conclusions and recommendations for education systems in the post-truth era follow.","PeriodicalId":409689,"journal":{"name":"The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence","volume":"16 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":"114590003","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}

{"title":"Chapter 13 Educational Data Mining for Peer Assessment in Communities of Learners","authors":"M. De Marsico, F. Sciarrone, A. Sterbini, M. Temperini","doi":"10.1108/978-1-78756-555-520181016","DOIUrl":"https://doi.org/10.1108/978-1-78756-555-520181016","url":null,"abstract":"In the last years, the design and implementation of web-based education systems has grown exponentially, spurred by the fact that neither students nor teachers are bound to a specific location and that this form of computer-based education is virtually independent of any specific hardware platform. These systems accumulate a large amount of data: educational data mining and learning analytics are the two much related fields of research with the aim of using these educational data to improve the learning process. In this chapter, the authors investigate the peer assessment setting in communities of learners. Peer assessment is an effective didactic strategy, useful to evaluate groups of students in educational environments such as high schools and universities where students are required to answer open-ended questions to increase their problem-solving skills. Furthermore, such an approach could become necessary in the learning contexts where the number of students to evaluate could be very large as, for example, in massive open online courses. Here the author focus on the automated support to grading open answers via a peer evaluation-based approach, which is mediated by the (partial) grading work of the teacher, and produces a (partial as well) automated grading. The author propose to support such automated grading by means of two methods, coming from the data-mining field, such as Bayesian Networks and K-Nearest Neighbours (K-NN), presenting some experimental results, which support our choices.","PeriodicalId":409689,"journal":{"name":"The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence","volume":"49 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":"126999187","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}

{"title":"Chapter 5 Innovation in Higher Education: Towards Enhancing Sustainable Development","authors":"S. H. Bakry","doi":"10.1108/978-1-78756-555-520181007","DOIUrl":"https://doi.org/10.1108/978-1-78756-555-520181007","url":null,"abstract":"Abstract \u0000This chapter is concerned with three main integrated issues. It looks forward towards enhancing ‘sustainable development’, using ‘innovation’, enabled by ‘higher education’ institutions. Therefore, sustainable development is the ‘target’; innovation is the ‘mean’; and higher education (HE) is the ‘enabler’ of the mean for achieving the target. The chapter starts by addressing the ‘target’ through explaining the ‘long time scale’ and the ‘wide scope of issues’ of sustainable development, in addition to elaborating on the past efforts, and considering the current directions expressed by the ‘sustainable development goals’. It then moves on to the ‘mean’ that is the innovation that drives sustainable development, considering its various types and its correlated components given by the ‘global innovation index’. HE, as an important enabler of innovation, is then addressed by considering its impact, its missions and their contribution to innovation, in addition to its challenges and the future development. The chapter finally emphasises views on the future role of ‘HE’ in promoting ‘innovation’ towards enhancing ‘sustainable development’.","PeriodicalId":409689,"journal":{"name":"The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence","volume":"107 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":"123249561","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}

{"title":"Chapter 6 Collaborative Writing and Knowledge Creation in a Social Media Online Community","authors":"A. Suominen, J. Jussila","doi":"10.1108/978-1-78756-555-520181008","DOIUrl":"https://doi.org/10.1108/978-1-78756-555-520181008","url":null,"abstract":"Abstract \u0000This chapter deals with teaching and learning knowledge creation in higher-education institutions (HEI) via collaborative writing. The challenge of HEIs is that teaching should build capabilities that enable learners to make use of and advance academic knowledge while simultaneously developing skills relevant for the future work life. In practice, teaching at university is often disconnected from authentic work life and the tasks are far more simplified than those in the future jobs. Therefore, to address the challenge HEIs face, this chapter focusses on knowledge creation, expanding it from bounded-learning communities to online communities in social media. In online communities, it is intrinsic to act and think globally, as demanded by the new imperative. This chapter portrays the case of one knowledge management course at an HEI in which the syllabus included collaborative writing for both a bounded-learning community and the online community of Wikipedia. The student group was multidisciplinary and multicultural, with both classroom learning and distance learning options available. The research material, analysed with qualitative methods, consisted of pre-course and anonymous post-course feedback surveys, as well as learning diaries. The results show that although prior to the course many students held a prejudice and lacked knowledge about social media as part of knowledge management, they expressed they had had eye-opening learning experiences because of the expanded learning community from the traditional bounded to the online community. Based on the results of the study and the experience of teachers, recommendations are given for developing learning activities of knowledge creation in HEIs.","PeriodicalId":409689,"journal":{"name":"The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence","volume":"19 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":"126340191","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}

{"title":"Chapter 15 Online-to-Offline Teaching Reform in China: Outcomes-based Education","authors":"Muqiang Zheng, Chien-Chi Chu, Yenchun Jim Wu","doi":"10.1108/978-1-78756-555-520181018","DOIUrl":"https://doi.org/10.1108/978-1-78756-555-520181018","url":null,"abstract":"With the continuous development and penetration of the Internet, there have been vast amounts of changes to the traditional method of classroom teaching. The massive open online course (MOOC) shows a significant combination of network information technology and educational resources. However, in order to make up for the disadvantages which occur when making transition from classroom to online learning such as ‘large-scale’ and ‘no feedback’, the Online-to-Offline (O2O) mode was created and developed. Using the course of ‘microeconomics’ taught by Chinese university professors as a reference, this chapter aims at explaining the course design and innovation which is a modification of the outcomes-based education (OBE) theory, the introduction of O2O teaching reform and application. The process is carried out by firstly setting the expected learning goal of this course on the basis of the OBE educational goal of the university, college and the major; secondly, designing this course with ‘online 311 class’ and ‘offline 271 course’; thirdly, implementing the O2O teaching model; and lastly, evaluating the teaching result in order to provide some enlightenment for the tryout of ‘MOOC+O2O’ and OBE theory under the Internet background.","PeriodicalId":409689,"journal":{"name":"The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence","volume":"11 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":"125152642","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}

{"title":"Chapter 8 The Use of Tablets in Lower Secondary Education: Students’ Perspectives and Experiences","authors":"Margarida Lucas","doi":"10.1108/978-1-78756-555-520181010","DOIUrl":"https://doi.org/10.1108/978-1-78756-555-520181010","url":null,"abstract":"Abstract \u0000Current trends and recommendations regarding one-to-one (1:1) educational initiatives suggest that they are efficacious ways to achieve innovative change in education, namely through the promotion of active and innovative teaching practices. From a constructivist point of view, tablet devices offer teachers the potential to adopt interactive student-centred activities and to facilitate a process of learning in which students are actively involved and encouraged to be responsible and autonomous. This chapter describes a 1:1 tablet initiative that aims to promote changes in education by broadening and diversifying the activities in which students are involved and learn. It examines tablet use and teaching practices as experienced by 42 students from two lower secondary schools in Portugal. Data collection involved a questionnaire and two focus groups conducted a year after the implementation of the initiative. Results suggest tablet use to support innovative teaching practices, which fostered students’ engagement and deeper understanding of topics. Results also evidence tablet use to maintain traditional teaching practices, which undermined students’ expectations and prevented them to become more active learners.","PeriodicalId":409689,"journal":{"name":"The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence","volume":"46 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":"134275965","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}