ReDesign: Redesigning learning through a new Learning Management System

[EN] In a world which abounds with digitally-driven changes, an orthodoxy of technology adoption and utilisation in higher education is emerging, and it is deemed critical for steering the discussions of experts for planning and implementing a digitally-enabled ecology where students and faculty members alike will benefit. Although several types of software that host educational or training content for students have been used in previous studies, the aim of this EU-funded project was to design a digitally-enabled platform that would afford culturally-driven exchanges between university students and collaboration among faculty members of the same disciplines across Europe. The platform is based on, but extends beyond, principles of standard Learning Management Systems (LMSs) and Facebook, by affording Web 2.0 tools, Augmented Reality (AR) applications, and QR codes. Further, the platform has been designed based on multiple pilot testing phases, students’ individual needs, instructors’ constructive feedback, and the tailored needs of each academic discipline. This EU-funded project is a joint effort to guide instructors and students in experiencing the curricula in different academic institutions, to guide instructors and students in understanding the affordances and contradictions of intercultural telecollaboration, and to guide students in developing a conceptual understanding of complex constructs in their discipline.European Commission funded projectAvgousti, MI.; Hadjistassou, S. (2019). ReDesign: Redesigning learning through a new Learning Management System. The EuroCALL Review. 27(1):48-63. https://doi.org/10.4995/eurocall.2019.11202OJS4863271Avgousti. M. I. (2018). Intercultural communicative competence and online exchanges: A systematic review. 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Presence and agency in real and virtual spaces: The promise of extended reality for language learning

Augmented and virtual realities (together “extended reality”) offer language learners the opportunity to communicate and interact in real and virtual spaces. In augmented reality (AR), users view computer-generated layers added to a phone camera’s view of the world. Virtual reality (VR) immerses users in a 3D environment that might simulate aspects of the outside world or project an entirely imagined reality. This column looks at opportunities and challenges in the use of extended reality (XR) for second language learning. Opportunities include higher learner motivation and personal agency through XR uses that feature collaboration and open-ended interactions, particularly in simulations, games, and learner co-design. That direction offers more alignment with current theories of second language acquisition (SLA)–emphasizing holistic language development and ecological frameworks–than most commercial VR apps currently available. Those posit a linear language development and focus largely on vocabulary learning and language practice within closed role-play scenarios. Offering both AR and VR access, mixed reality may present opportunities to combine the best features of each medium. Advances in generative artificial intelligence (AI) provide additional possibilities for personalized language learning in a flexible and dynamic VR environment

Abstracts: HASTAC 2017: The Possible Worlds of Digital Humanities

The document contains abstracts for HASTAC 2017

Handbook of research on urban tourism, viral society, and the impact of the covid-19 pandemic

In addition to a Foreword, by Dean MacCannell, Emeritus Professor at the University of California at Davis, USA, and a Preface of the book, made by the editors themselves, the Handbook of Research on Urban Tourism, Viral Society, and the Impact of the COVID-19 Pandemic has the participation of 66 authors, from eight countries: Portugal, Brazil, Spain, United States of America, France, Italy, Netherlands and Bulgaria. The book has 30 chapters, divided into 10 sections. Section 1 has four chapters and is entitled “Pre-/Post-Touring Within the Viral Society”. Section 2 has three chapters and the title: “Journeys Across Virulent and Violent Urban Territories”. Section 3 has six chapters and the title: “Pandemic Cases at Tourist Cities”. Section 4 has three chapters and the title: “COVID-19’s Tourist Economy”. Section 5 has two chapters and the title: “Outbreak Politics, Policies, and Power Within Hospitality”. Section 6 has two chapters and the title: “The “Virtualization” of Mobile Heritage and Culture”. Section 7 has three chapters and the title: “Confined Travels on Art Worlds and Museums”. Section 8 has two chapters and the title: “Itineraries on Education for Deconfinement”. Section 9 has two chapters and the title: “Contaminated Cinema Destinations”. Section 10 has three chapters and the title: “New Media for Post-Viral Flows”.Além de um Prefácio (“Foreword”), da autoria de Dean MacCannell, Professor emérito da Universidade da Califórnia, em Davis, USA, e de uma Apresentação (“Preface”) do livro, feita pelos próprios editores, o Handbook of Research on Urban Tourism, Viral Society, and the Impact of the COVID-19 Pandemic conta com a participação de 66 autores, de oito países: Portugal, Brasil, Espanha, Estados Unidos da América, França, Itália, Países Baixos e Bulgária. O livro tem 30 capítulos, distribuídos por 10 secções. A secção 1 tem quatro capítulos e intitula- se “Pre-/Post-Touring Within the Viral Society”. A secção 2 tem três capítulos e o título: “Journeys Across Virulent and Violent Urban Territories”. A secção 3 tem seis capítulos e o título: “Pandemic Cases at Touristic Cities”. A secção 4 tem três capítulos e o título: “COVID- 19’s Touristic Economy”. A secção 5 tem dois capítulos e o título: “Outbreak Politics, Policies, and Power Within Hospitality”. A secção 6 tem dois capítulos e o título: “The “Virtualization” of Mobile Heritage and Culture”. A secção 7 tem três capítulos e o título: “Confined Travels on Art Worlds and Museums”. A secção 8 tem dois capítulos e o título: “Itineraries on Education for Deconfinement”. A secção 9 tem dois capítulos e o título: “Contaminated Cinema Destinations”. A secção 10 tem três capítulos e o título: “New Media for Post-Viral Flows”

Emerging spaces for language learning: AI bots, ambient intelligence, and the metaverse

Looking at human communication from the perspective of semiotics extends our view beyond verbal language to consider other sign systems and meaning-making resources. Those include gestures, body language, images, and sounds. From this perspective, the communicative process expands from individual mental processes of verbalizing to include features of the environment, the place and space in which the communication occurs. It may be—and it is increasingly the case today—that language is mediated through digital networks. Online communication has become multimodal in virtually all platforms. At the same time, mobile devices have become indispensable digital companions, extending our perceptive and cognitive abilities. Advances in artificial intelligence are enabling tools that have considerable potential for language learning, as well as creating more complexity in the relationship between humans and the material world. In this column, we will be looking at changing perspectives on the role of place and space in language learning, as mobile, embedded, virtual, and reality-augmenting technologies play an ever-increasing role in our lives. Understanding that dynamic is aided by theories and frameworks such as 4E cognition and sociomaterialism, which posit closer connections between human cognition/language and the world around us

Facing the technology challenge: Art education concepts and digital media in Germany

Though cutting edge media technologies have been introduced into art education at school in general education in 2001 (Reimann et al), there is still big scepticism about integrating the computer and digital media into the art lessons at school. Some perceive it time consuming, taking away urgently needed time for drawing and painting, others do not agree with the idea of addressing technology issues such as programming and coding as a form of media literacy in the art classroom. The research project “MediaArt@Edu” (Acronym) which is funded by the German Federal Ministry of Education and realised in collaboration with ZKM, the Center for Media and Art Karlsruhe, as well as the Agency for Employment Karlsruhe, will be presented. It links artistic approaches to interactive technology in creative processes with disadvantaged, and unemployed young people in vocational preparation measure

A critical outlook at augmented reality and its adoption in education

Despite a significant volume of empirical research suggesting that augmented reality has a positive impact on student learning outcomes, it has not been widely adopted within education. This review critically analyses the literature to determine why this is the case. Our review methodology was based on the PRISMA strategy. A total of 169 papers were identified for use in this study and this group of papers was evaluated using content analysis. Specifically we analysed the research goals, motivation and the extent of the application of co–design in the research papers. We found that the research in this area is primarily student–centred, and a minority of papers apply co–design as a technique. This is significant because it is well understood that student–centred outcomes have the least effect on technology adoption within education. Based on these findings we make a series of recommendations including a shift away from research focused solely on learning outcomes and towards research which also considers how augmented reality integrates into the teaching environment

Proceedings of the GPEA Polytechnic Summit 2022: Session Papers

Welcome to GPEA PS 2022 Each year the Polytechnic Summit assembles leaders, influencers and contributors who shape the future of polytechnic education. The Polytechnic Summit provides a forum to enable opportunities for collaboration and partnerships and for participants to focus on innovation in curriculum and pedagogy, to share best practices in active and applied learning, and discuss practice-based research to enhance student learning. This year a view on the aspects of applied research will be added. How to conduct research in a teaching first environment and make use of this. Which characteristics of applied research are important to be used in teaching and vice versa?The Summit will – once again - also provide an opportunity to examine the challenges and opportunities presented by COVID-19 and will offer us all an opportunity to explore the ways in which we can collaborate more effectively using our new-found virtual engagement skills and prepare for a hybrid future. PS2022 Themes: Design (Programmes, Curriculum, Organisation);Practice-Based Learning;Applied Research; Employability and Graduate Skills; Internationalisation, Global Teaching & Collaboration and Sustainability Theme

Learning in a Mixed Reality System in the Context of ‚Industrie 4.0‘

This contribution in the field of innovative approaches to training and education in technical subjects focuses on the potential of modern teaching and learning environments. The contribution is based on a theoretical introduction to Mixed Reality Systems and virtual teaching and learning systems, and as such provides an overview of current research regarding modern learning environments. In particular, it takes a close look at motivational effects in the context of web-based learning structures, human-object interactions, gamification and immersion. The article discusses both technical, user-relevant and pedagogical aspects as well as suggestions for further research in the context of Ausbildung 4.0.Keywords: Industry 4.0, Vocational Training 4.0, Mixed Reality System, virtual learning AcknowledgementThe author would like to thank the ChinaScholarshipCouncil(CSC) for the financial support (No. 201406030091)