Sustainable eLearning in a Changing Landscape: A Scoping Study (SeLScope)

The report begins by exploring the concept of sustainable e-learning - defining it and establishing its characteristics in the context of Higher Education. To ensure a sound and systematic process, the review is informed by a five-phase methodological framework for scoping reviews by Arksey and O'Malley (2005). Examples and perspectives on the concept of sustainable e-learning are summarised and key factors impacting on sustainability are abstracted. highlights potential gaps and suggests directions for further research on the topic

Using Technology to Support At-Risk Students' Learning

A new report finds that technology - when implemented properly -can produce significant gains in student achievement and boost engagement, particularly among students most at risk

Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

Decoding learning: the proof, promise and potential of digital education

With hundreds of millions of pounds spent on digital technology for education every year – from interactive whiteboards to the rise of one–to–one tablet computers – every new technology seems to offer unlimited promise to learning. many sectors have benefitted immensely from harnessing innovative uses of technology. cloud computing, mobile communications and internet applications have changed the way manufacturing, finance, business services, the media and retailers operate. But key questions remain in education: has the range of technologies helped improve learners’ experiences and the standards they achieve? or is this investment just languishing as kit in the cupboard? and what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited? There is no doubt that digital technologies have had a profound impact upon the management of learning. institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity. yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive. The education sector has invested heavily in digital technology; but this investment has not yet resulted in the radical improvements to learning experiences and educational attainment. in 2011, the Review of Education Capital found that maintained schools spent £487 million on icT equipment and services in 2009-2010. 1 since then, the education system has entered a state of flux with changes to the curriculum, shifts in funding, and increasing school autonomy. While ring-fenced funding for icT equipment and services has since ceased, a survey of 1,317 schools in July 2012 by the british educational suppliers association found they were assigning an increasing amount of their budget to technology. With greater freedom and enthusiasm towards technology in education, schools and teachers have become more discerning and are beginning to demand more evidence to justify their spending and strategies. This is both a challenge and an opportunity as it puts schools in greater charge of their spending and use of technolog

Out with the Old, In with the New? Comparing the effectiveness and visitor attitudes between a digital trail guide and a traditional paper booklet for self-guided interpretive walks at the Adirondack Interpretive Center

While the impact and use of technology in our everyday lives are significantly increasing, the impact of nature is in great decline. Society has become more interested in staying connected via smartphones and computers and less comfortable with or fascinated by the outdoors. This declining attention to the outdoors has led to a large disconnect between society nature and numerous human actions that threaten the wellbeing of our environment. These trends suggest a potential role technology can play in interpretive efforts to reestablish society’s connection with nature. To assess this possibility, a digital trail guide was constructed using a preexisting paper booklet created for self-guided interpretive walks along the Sucker Brook Trail at the Adirondack Interpretive Center (AIC) in Newcomb, NY. The goal of developing this digital guide was to compare its effectiveness and reception by visitors with that of the traditional paper booklet. Assessment of visitor experiences and attitudes were to be measured using post-experiences surveys of either form of the walk. The lack of wireless internet and cell phone service along AIC’s trails presented initial challenges in the development of the digital guide. The unforeseen challenge of inconsistent compatibilities of PDF Portfolios on computers and handheld devices delayed implementation of the digital trial booklet and the associated data collection. Despite this, this research project has important implications in interpretive product design and raises an interesting aspect in the debate among interpreters regarding the role technology should play in these fields. Further research and development of the digital trail guide will be essential in completion of this research project

Media Usage in Post-Secondary Education and Implications for Teaching and Learning

The Web 2.0 has permeated academic life. The use of online information services in post-secondary education has led to dramatic changes in faculty teaching methods as well as in the learning and study behavior of students. At the same time, traditional information media, such as textbooks and printed handouts, still form the basic pillars of teaching and learning. This paper reports the results of a survey about media usage in teaching and learning conducted with Western University students and instructors, highlighting trends in the usage of new and traditional media in higher education by instructors and students. In addition, the survey comprises part of an international research program in which 20 universities from 10 countries are currently participating. Further, the study will hopefully become a part of the ongoing discussion of practices and policies that purport to advance the effective use of media in teaching and learning

The Impact of ICT on Economic Sectors

As the author could not find a reassuring mathematical and statistical method in the literature for studying the effect of information communication technologyon enterprises, the author suggested a new research andanalysis method that he also used to study the Hungarian economic sectors. The question of what factors have an effecton their net income is vital for enterprises. The highest increment of specific Gross Value Added was produced by thefields of ‘Manufacturing’, ‘Electricity, gas and water supply’,‘Transport, storage and communication’ and ‘Financialintermediation’. With the exception of ‘Electricity, gas andwater supply’, the other economic sectors belong to the groupof underdeveloped branches (below 50%).On the other hand, ‘Construction’, ‘Health and social work’and‘Hotels and restaurants’ can be seen as laggards, so theygot into the lower left part of the coordinate system.‘Agriculture, hunting and forestry’ can also be classified as alaggard economic sector, but as the effect of the compoundindicator on the increment of Gross Value Added was lesssignificant, it can be found in the upper left part of thecoordinate system. Drawing a trend line on the points, it can bemade clear that it shows a positive gradient, that is, the higherthe usage of ICT devices, the higher improvement can bedetected in the specific Gross Value Added