33,237 research outputs found

    EU3D - BOOSTING DIGITAL SKILLS AND COMPETENCES OF THIRD SECTOR ORGANISATIONS AND SOCIAL ENTERPRISES

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    EDEN's 2022 Research Workshop entitled "Towards smart and inclusive learning ecosystem" focuses on improved learning environments that drive the digital transformation of educational institutions. COVID-19 has accelerated the shift to blended or fully online learning environments, enforcing educational institutions to embrace technology and offer their students an online or at least blended learning experience. A large amount of data accessible through different learning environments has been analysed and used to drive future strategies of education. This workshop aims to explore the consequences of emergency remote teaching and learning as well as to tackle the new approaches in creating learning environments that should be smarter, more inclusive, involve emerging technologies that will boost digital skills of students and bring them more personalised experienc

    Creating smarter teaching and training environments: innovative set-up for collaborative hybrid learning

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    This paper brings together previous work from a number of research projects and teaching initiatives in an effort to introduce good practice in setting up supportive environments for collaborative learning. The paper discusses prior use of social media in learning support, the role of dashboards for learning analytics in Global Software Development training, the use of optical head-mounted displays for feedback and the use of NodeXl visualization in managing distributed teams. The scope of the paper is to provide a structured approach in organizing the creation of smarter teaching and training environments and explore ways to coordinate learning scenarios with the use of various techniques. The paper also discusses challenges from integrating multiple innovative features in educational contexts. Finally the paper attempts to investigate the use of smart laboratories in establishing additional learning support and gather primary data from blended and hybrid learning pilot studies

    Creating smarter teaching and training environments: innovative set-up for collaborative hybrid learning

    Get PDF
    This paper brings together previous work from a number of research projects and teaching initiatives in an effort to introduce good practice in setting up supportive environments for collaborative learning. The paper discusses prior use of social media in learning support, the role of dashboards for learning analytics in Global Software Development training, the use of optical head-mounted displays for feedback and the use of NodeXl visualization in managing distributed teams. The scope of the paper is to provide a structured approach in organizing the creation of smarter teaching and training environments and explore ways to coordinate learning scenarios with the use of various techniques. The paper also discusses challenges from integrating multiple innovative features in educational contexts. Finally the paper attempts to investigate the use of smart laboratories in establishing additional learning support and gather primary data from blended and hybrid learning pilot studies

    A multi-modal study into students’ timing and learning regulation: time is ticking

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    Purpose This empirical study aims to demonstrate how the combination of trace data derived from technology-enhanced learning environments and self-response survey data can contribute to the investigation of self-regulated learning processes. Design/methodology/approach Using a showcase based on 1,027 students’ learning in a blended introductory quantitative course, the authors analysed the learning regulation and especially the timing of learning by trace data. Next, the authors connected these learning patterns with self-reports based on multiple contemporary social-cognitive theories. Findings The authors found that several behavioural facets of maladaptive learning orientations, such as lack of regulation, self-sabotage or disengagement negatively impacted the amount of practising, as well as timely practising. On the adaptive side of learning dispositions, the picture was less clear. Where some adaptive dispositions, such as the willingness to invest efforts in learning and self-perceived planning skills, positively impacted learning regulation and timing of learning, other dispositions such as valuing school or academic buoyancy lacked the expected positive effects. Research limitations/implications Due to the blended design, there is a strong asymmetry between what one can observe on learning in both modes. Practical implications This study demonstrates that in a blended setup, one needs to distinguish the grand effect on learning from the partial effect on learning in the digital mode: the most adaptive students might be less dependent for their learning on the use of the digital learning mode. Originality/value The paper presents an application of embodied motivation in the context of blended learning

    An Arakawa and Gins experimental teaching space : a feasibility study

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    This essay discusses the benefits of Arakawa and Gins procedural architecture for the development of interdisciplinary and transdisciplinary learning environments. the discussion of how the body is engaged in knoelwdge acquisition leads to a feasibility study undertaken at an Australian University to determine how an experimental, sensory and perceptually-based learning space might be built given the T&L priorties and the fiscal climate in which universitioes curently operat

    Media Culture 2020: collaborative teaching and blended learning using social media and cloud-based technologies

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    The Media Culture 2020 project was considered to be a great success by all the partners, academics and especially the students who took part. It is a true example of an intercultural, multidisciplinary, blended learning experience in higher education that achieved it goals of breaking down classroom walls and bridging geographical distance and cultural barriers. The students with different skills, coming from different countries and cultures, interacting with other enlarges the possibilities of creativity, collaboration and quality work. The blend of both synchronous and asynchronous teaching methods fostered an open, blended learning environment, one that extended the traditional boundaries of the classroom in time and space. The interactive and decentralized nature of digital tools enabled staff and students to communicate and strengthen social ties, alongside participation in the production of new knowledge and media content. For students and lecturers, the implementation of social media and cloud platforms offered an innovative solution to both teaching and learning in a collaborative manner. By leveraging the interactive and decentralised capabilities of a range of technologies in an educational context, this model of digital scholarship facilitates an open and dynamic working environment. Blended teaching methods allow for expansive collaboration, whereby information and knowledge can be accessed and disseminated across a number of networked devices
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