1,088 research outputs found
Digital Teaching and Learning in Higher Education: Culture, Language, Social Issues
Digital collaboration has been established in higher education for many years. But when the Covid-19 pandemic struck, digital learning and virtual mobility became of utmost importance for higher education. In the international project "Digital and International Virtual Academic Cooperation" (DIVA), scholars from Israel, Australia, and Germany focused on intercultural learning and online collaboration. Based on their findings, they show how digital arrangements can be used in higher education, how digital teaching can be theorized, and what potential can be gained for post-pandemic teaching
Mobile heritage practices. Implications for scholarly research, user experience design, and evaluation methods using mobile apps.
Mobile heritage apps have become one of the most popular means for audience
engagement and curation of museum collections and heritage contexts. This
raises practical and ethical questions for both researchers and practitioners, such
as: what kind of audience engagement can be built using mobile apps? what are
the current approaches? how can audience engagement with these experience
be evaluated? how can those experiences be made more resilient, and in turn
sustainable? In this thesis I explore experience design scholarships together with
personal professional insights to analyse digital heritage practices with a view to
accelerating thinking about and critique of mobile apps in particular. As a result,
the chapters that follow here look at the evolution of digital heritage practices,
examining the cultural, societal, and technological contexts in which mobile
heritage apps are developed by the creative media industry, the academic
institutions, and how these forces are shaping the user experience design
methods. Drawing from studies in digital (critical) heritage, Human-Computer
Interaction (HCI), and design thinking, this thesis provides a critical analysis of
the development and use of mobile practices for the heritage. Furthermore,
through an empirical and embedded approach to research, the thesis also
presents auto-ethnographic case studies in order to show evidence that mobile
experiences conceptualised by more organic design approaches, can result in
more resilient and sustainable heritage practices. By doing so, this thesis
encourages a renewed understanding of the pivotal role of these practices in the
broader sociocultural, political and environmental changes.AHRC REAC
Digital Technologies for Teaching English as a Foreign/Second Language: a collective monograph
Колективна монографія розкриває різні аспекти використання цифрових технологій у навчанні англійської мови як іноземної/другої мови (цифровий сторітелінг, мобільні застосунки, інтерактивне навчання і онлайн-ігри, тощо) та надає освітянам і дослідникам ресурс для збагачення їхньої професійної діяльності. Окрема увага приділена цифровим інструментам для впровадження соціально-емоційного навчання та інклюзивної освіти на уроках англійської мови.
Для вчителів англійської мови, методистів, викладачів вищих закладів освіти, науковців, здобувачів вищої освіти
Digitalization and Development
This book examines the diffusion of digitalization and Industry 4.0 technologies in Malaysia by focusing on the ecosystem critical for its expansion. The chapters examine the digital proliferation in major sectors of agriculture, manufacturing, e-commerce and services, as well as the intermediary organizations essential for the orderly performance of socioeconomic agents.
The book incisively reviews policy instruments critical for the effective and orderly development of the embedding organizations, and the regulatory framework needed to quicken the appropriation of socioeconomic synergies from digitalization and Industry 4.0 technologies. It highlights the importance of collaboration between government, academic and industry partners, as well as makes key recommendations on how to encourage adoption of IR4.0 technologies in the short- and long-term.
This book bridges the concepts and applications of digitalization and Industry 4.0 and will be a must-read for policy makers seeking to quicken the adoption of its technologies
A study on ways to strengthen the skills in media and information literacy education of librarians dispatched to developing countries through the Delphi method
Advances in technology and communication have brought various opportunities, conveniences, and benefits to human society. With the development of information and
communication technology around the world, people can connect with each other in real time, regardless of location. Globalization is also accelerating the movement of people and goods. By making the flow of people, capital, information, and goods relatively free from border restrictions, globalization and informatization have fundamentally changed
education. The educational paradigm is shifting in various directions. First, the role of non-formal education has become more prominent as education centered on knowledge acquisition, which was appropriate in the era of the Industrial Revolution, has transformed to a pattern in which learners mostly learn on their own. Second, governments and international organizations including the United Nations Educational, Scientific and Cultural Organization (UNESCO) have been stressing that the acquisition and use of information and communication technology (ICT) is an essential condition for people to lead prosperous lives. Third, education policies and curricula developed by countries, which used to target only the domestic education system, are now beginning to address the effects of globalization on education, global citizenship, and digital citizenship.
Along with this paradigm shift, the role of the library, which has traditionally been the center of education, society, and culture in the local community, is expanding. Libraries are representative non-formal educational institutions and local cultural venues that provide information, education, and culture services to their users. The composition and needs of libraries vary from country to country. Many developing countries has a history of colonial rule, and as their network infrastructure transforms in a leapfrogging manner directly into wireless internet, they suffer from the rapid widening of inequality in education and access to information. The purpose of this study is to understand the general impacts of this trend and to suggest ways to improve the media information literacy (MIL) competencies of residents in developing countries through the educational role that librarians can play, especially through librarians dispatched to developing countries. To this end, the relationship between library official development assistance (ODA), education in international development cooperation, and library MIL education were VI examined, and existing approaches for strengthening MIL education competency were analyzed through a literature review. In addition, the contents of current library MIL education were derived by analyzing government materials and summarizing the tasks
requested for dispatched librarians to developing countries. After that, in-depth interviews were conducted with librarians dispatched to libraries in developing countries to understand the status of librarians’ work and library education programs in developing countries. In addition, through a Delphi survey with various experts, such as teachers who performed MILeducation, professors specializing in MIL, public officers, training experts in developing countries, and dispatched librarians, a few suggestions on ways to strengthen the competencies of librarians in developing countries for MIL were obtained. The study found that major factors hindering the strengthening of MIL education
competencies in libraries in developing countries include the lack of professional human resources to carry out library ODA projects, understanding in ODA in the library field, and publicity for libraries’ role in sustainable education. There is also a need in developing MIL training materials and teaching methods. In conclusion, to build dispatched librarians’ MIL education knowledge and skills, it is necessary to conduct more research on the MIL education function of libraries and librarians and develop corresponding teaching methods and textbooks. In addition, various forms of MIL education training should be provided to dispatched librarians to enable them to work together consistently and continuously. Understanding the situation of recipient countries and organizations, their cultural environment, conditions, and customs, and their MIL environment are critical for the effective dispatch of librarians. To support smooth and sustainable education through libraries in the future, the need for building productive collaborative partnerships with various institutions is stressed. Among the functions that dispatched librarians perform in libraries in developing countries, improving users’ MIL competencies, providing information access rights, and supporting users’ non-formal learning are important roles that modern society requires libraries to perform. In addition, non-formal education is the most suitable form of education for MIL education, and MIL is a fundamental competency in modern society. If dispatched librarians and librarians in recipient countries can cooperate organically through activities in educational support, cultural program development, and MIL competency improvement, library ODA can head to a new direction that substantially contributes to the well-being of people in both donor and recipient countries
Reshaping Higher Education for a Post-COVID-19 World: Lessons Learned and Moving Forward
No abstract available
Beyond the Screen: An Exploration of Black Girls\u27 Social Media Content as Dialogue
The purpose of this qualitative case study was to understand the ways in which Black girls between the ages of 13 and 18 leveraged social media to address sociopolitical issues relevant to their lives within a digital literacy collaborative. This study drew upon Black feminist-womanism theories to unpack how the girls’ digital content creating on social media shifted during their time in the program, how they addressed sociopolitical issues through their content, and the composing processes instrumental to their digital content creating via social media. As forerunners in digital content creating, it appears that Black youth, particularly Black girls are drawing upon social media as a public platform to engage in sociopolitical transformation and that their literary practices appear to bear resemblance to Black women writers of the past. In order to learn more about adolescent Black girls’ digital content creating, I hosted a digital literacy collaborative where each session served as a space to learn about the importance of digital content creating to the girls’ lives. Data sources from these sessions included pre-program and post-program interviews, participants’ digital content, screen recordings, and think alouds which were analyzed using thematic analysis. The findings from this study revealed that throughout the digital literacy collaborative, the girls in this study gradually saw their social media platforms as an additional space for their sociopolitical engagement. Their sociopolitical engagement on social media consisted of bring awareness to the issues of importance to them and fostering conversations amongst their viewers. As the girls created content, their composing process was recursive. This study has the potential to assist literacy scholars, educators, and others to better understand the literacies Black girls draw upon during this specific social time to articulate their epistemologies, ideologies, and visions of the future
Defining Functional Illiteracy to Empower Inclusive Technology Design
Limited literacy presents a significant challenge in HCI research, yet the field lacks consistent definitions and measurement criteria. Researchers often interchange terms such as 'functional illiterates,' 'low literates,' and 'semi-literates,' further complicating the field. This paper conducts a systematic literature review (SLR) of 33 HCI studies, revealing concerns about the absence of a definition in 41% of the studies and the lack of measurement technique in 74%. Based on the results from our SLR and relevant research beyond HCI, we propose the following work-in-progress definition. 'Functional illiterates are motivated adults with some familiarity with text but insufficient to fully comprehend meanings and low skills in the measured digital skill, with enough language proficiency in the study language if they are literate in their native language. This understanding, coupled with addressing the identified issues, will empower the HCI4D community to design more inclusive technology solutions for functionally illiterate users in developing countries
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