Literacy and educational fundamentalism: an interview with Allan Luke

An interview on literacy at McGill University, 2003

Personal data broker instead of blockchain for students’ data privacy assurance

Data logs about learning activities are being recorded at a growing pace due to the adoption and evolution of educational technologies (Edtech). Data analytics has entered the field of education under the name of learning analytics. Data analytics can provide insights that can be used to enhance learning activities for educational stakeholders, as well as helping online learning applications providers to enhance their services. However, despite the goodwill in the use of Edtech, some service providers use it as a means to collect private data about the students for their own interests and benefits. This is showcased in recent cases seen in media of bad use of students’ personal information. This growth in cases is due to the recent tightening in data privacy regulations, especially in the EU. The students or their parents should be the owners of the information about them and their learning activities online. Thus they should have the right tools to control how their information is accessed and for what purposes. Currently, there is no technological solution to prevent leaks or the misuse of data about the students or their activity. It seems appropriate to try to solve it from an automation technology perspective. In this paper, we consider the use of Blockchain technologies as a possible basis for a solution to this problem. Our analysis indicates that the Blockchain is not a suitable solution. Finally, we propose a cloud-based solution with a central personal point of management that we have called Personal Data Broker.Peer ReviewedPostprint (author's final draft

Virtual Reality Games for Motor Rehabilitation

This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any product’s acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion

Review and Theory Symbiosis: An Introspective Retrospective

This paper presents a polylithic framework of review and theory development (RTD) papers. Based upon a reflective analysis of review papers that I have written, read, and/or reviewed, I build a framework suggesting four types of RTD papers: organizing reviews, assessing reviews, specific-theorizing reviews, and broad-theorizing reviews. The four types vary according to the research focus and research objectives, with research focus ranging from primarily description to the identification of gaps, and research objective ranging from primarily synthesizing to primarily theorizing. The framework and accompanying discussion are intended to provide scholars a perspective of the different ways that theory development and review papers intersect. The paper proposes criteria to help evaluate the quality of RTD papers and provides suggestions to authors on how to craft RTD papers

Public value and public services in the post-virus economy

This article explores public value and public management through the lens of economic factors – an unusual stance since public management research mostly features the economy as background rather than foreground. Responding to calls for deeper investigations into public value, it argues that public value is not confined to the formal public sector and should also include use-values created and distributed by households, the third-sector and informal associations. Arguing that economic context is paid insufficient attention in public management research, the paper shows how alternative models are possible based on social reproduction, Regulation Theory, and Modern Monetary Theory as an alternative to traditional Keynesianism – favouring a balanced economy above balanced budget

TECHNOLOGIE CHMUROWE W EDUKACJI: PRZEGLĄD BIBLIOGRAFICZNY

The paper considers the use of cloud technologies in education through the prism of bibliographic analysis. The article characterizes the current state of cloud technologies in education, summarizes the trends, and forecasts the directions of recent scientific research. The leading research methods were bibliographic (visual and quantitative) analysis of keyword networks and qualitative discussion. The bibliographic analysis is based on publications indexed by the scientometric database Web Of Science over the past 20 years. The sample for analysis was formed by searching for the words cloud technology, education, learning, and teaching. The results of the study showed: a significant increase in the popularity of cloud technologies in education in recent years; an increase in the number of studies related to various aspects of educational activities under the influence of Industry 4.0; a gradual increase in the number of studies on the virtualization of the educational process and the use of artificial intelligence in education; dissemination of research on the effectiveness of various types of training using cloud services and teaching methods based on artificial intelligence; the relevance of the trend of visualization of educational material and visual analysis in education. The qualitative discussion provided grounds to identify general trends regarding future research directions.: development of mass online courses and learning technologies (immersive, the use of virtual, augmented, and mixed reality, gaming learning technologies, BYOD approach); further virtualization of universities; development of inclusive education, educational analytics, and assessment (formative and adaptive computer assessment); early training of teachers to use cloud technologies and specialized services in subject learning; research related to visualization (big data, design, simulation, simulation of various processes, etc.) and the designing of relevant new academic disciplines; research of STEM and STEAM education.W artykule omówiono wykorzystanie technologii chmurowych w edukacji pod kątem analizy bibliograficznej. W artykule scharakteryzowano obecny stan wykorzystania technologii chmurowych w edukacji, podsumowano trendy i prognozy kierunków odpowiednich badań naukowych. Wiodącymi metodami badawczymi były wizualna i ilościowa analiza sieci słów kluczowych oraz dyskusja jakościowa. Analiza bibliograficzna została przeprowadzona na publikacjach indeksowanych przez scjentometryczną bazę Web Of Science przez ostatnie 20 lat. Próbkę do analizy tworzy się poprzez wyszukiwanie słów words cloud technology, education, learning, teaching. Wyniki analizy wykazały: znaczący wzrost popularności technologii chmurowych w edukacji w ostatnich latach; wzrost liczby badań związanych z różnymi aspektami działalności edukacyjnej pod wpływem Przemysłu 4.0; stopniowy wzrost liczby badań nad wirtualizacją procesu edukacyjnego i wykorzystaniem sztucznej inteligencji w edukacji; upowszechnianie badań nad efektywnością różnego rodzaju szkoleń z wykorzystaniem usług chmurowych oraz metod nauczania opartych na sztucznej inteligencji; znaczenie trendu wizualizacji materiałów edukacyjnych i analizy wizualnej w edukacji. Dyskusja jakościowa dała podstawy do przewidywania kierunków odpowiednich badań: rozwoju masowych kursów online i technologii uczenia się (immersyjne, wykorzystanie rzeczywistości wirtualnej, rozszerzonej i mieszanej, technologie uczenia się w grach, podejście BYOD); dalsza wirtualizacja uczelni; rozwój uczenia się włączającego, analityki edukacyjnej i oceny (formatywna i adaptacyjna ocena komputerowa); proaktywne szkolenie nauczycieli w zakresie korzystania z technologii chmurowych i specjalistycznych usług w zakresie uczenia się przedmiotów; badania związane z wizualizacją (big data, projektowanie, symulacja, symulacja różnych procesów itp.) oraz rozwój nowych dyscyplin akademickich do prezentacji różnych danych; badanie edukacji STEM i STEAM

Letting Go and Letting the Angels Grow: Using Etienne Wenger's Community of Practice Theory to Facilitate Teacher Education

This paper describes a small-scale qualitative research study conducted within a community of English Language teachers, and explores how teacher development workshops can be used to foster or cultivate Communities of Practice. The study was situated in a Language Centre within the domain of UK Higher Education where there was an institutional drive to better integrate the use of new technologies with traditional approaches to pedagogy. Data was collected through focus group sessions with a team of English Language teachers before, during and after a series of teacher development workshops on the use of technology in the English for Academic Purposes classroom. These focus group sessions were then followed up with individual interviews, drawing on a framework of stimulated recall. The data was then analysed through an established discourse analysis framework in the early stages, followed by a more inductive approach of thematic analysis in the later stages; triangulated by classroom observations of all participants. The purpose of the paper is to understand the functioning of a Community of Practice in terms of its contribution to teacher development The core argument within this paper is that Communities of Practice theory can contribute much to the fields of EAP (English for Academic Purposes), and teacher development in both theoretical and practical terms. It advocates a loosening of the reins on the part of organisations so that teachers are allowed to develop at their own pace and in a manner that is self-directed and tailored to their individual needs. It draws on Vygotskian-based theories of teacher cognition which suggest that in order for development to occur in a teacher education programme, participants need some form of prompting to move from within their "zone of proximal development" (Manning & Payne, 1993, p. 361). This prompting or scaffolding, as described in Vygotsky's own work (1934), generally takes place through a combination of support from more experienced practitioners in the first instance and then "situated engagement and negotiation" with peers and practitioners within a teaching community (Samaras & Gismondi, 1998, pp. 715-733)

LITERATURE REVIEW OF THE INNOVATIVE LEARNING GLASS / LIGHTBOARD IN HYBRID EDUCATION

This article provides a review of recent literature regarding the use of the innovative Learning Glass-type technologies in different educational settings. Learning Glass “LG” / Lightboard in Hybrid education, a modern educational tool produced in the United States (Western Michigan University, Southeastern University, San Diego State University & Cornell University) which works a two-sided flip board proven to promote learning growth and keeps students of typical and non-typical development engaged. Our purpose is to investigate the potential of this technology to serve as a supplement tool in a range of specifically targeted education settings, including culturally diverse learners, hybrid education and social media involvement. Preliminary evidence indicates the capabilities of LG to help instructors retain their students’ attention in the meta COVID-19 era. Αυτό το άρθρο παρέχει μια ανασκόπηση της πρόσφατης βιβλιογραφίας σχετικά με τη χρήση των καινοτόμων τεχνολογιών τύπου Learning Glass σε διαφορετικά εκπαιδευτικά περιβάλλοντα. Το Γυαλί Μάθησης "LG" / Lightboard στην υβριδική εκπαίδευση, είναι ένα σύγχρονο εκπαιδευτικό εργαλείο που παράγεται και χρησιμοποιείται στις Ηνωμένες Πολιτείες (Πανεπιστήμιο Δυτικού Μίτσιγκαν, Πανεπιστήμιο Southeastern, Πολιτειακό Πανεπιστήμιο του Σαν Ντιέγκο & Πανεπιστήμιο Κορνέλ), λειτουργεί με μια πλακέτα διπλής όψης που αποδεδειγμένα προωθεί τη γνωστική ανάπτυξη και κρατά αφοσιωμένους μαθητές τυπικής και μη τυπικής ανάπτυξης. Σκοπός μας είναι να διερευνήσουμε τις δυνατότητες αυτής της τεχνολογίας και το πώς χρησιμεύει ως συμπληρωματικό εργαλείο σε μια σειρά ειδικών στοχευμένων εκπαιδευτικών πλαισίων, συμπεριλαμβανομένων πολιτιστικά διαφορετικών μαθητών, μέσω της υβριδικής και δια ζώσης εκπαίδευσης και της συμμετοχής στα μέσα κοινωνικής δικτύωσης. Τα πρώτα στοιχεία υποδεικνύουν τις ποικίλες δυνατότητες του LG, το οποίο βοηθά τους εκπαιδευτές να διατηρήσουν την προσοχή των μαθητών τους στην εποχή της μετα COVID-19.  Article visualizations

Students Perception and Willingness to E-learning in Republic of Croatia

The subject of this paper is e – learning, education process which is held with the use of some form of information and communication technologies to improve the quality of the process and the quality of educational outcomes. New information technologies allow a new attitude to information, digitalization, easy and quickly storing, reproduction, distribution and use. Internet provides us with a variety of opportunities for creativity and the spread of new ideas and knowledge, pushing the boundaries of what we consider our own environment. Through this paper the importance of e - learning as an integral part of the today’s educational process will be shown. This paper will take us through the theme of e-learning starting from its definition, historical development of its types, then the technological aspects, statistical information on the topic and it will analyse the survey based on the research. Research on students perception in Republic of Croatia about e-learning will show that Republic of Croatia has a relatively favourable environment for the development and implementation on Croatian universities, and that application of new technologies on the Croatian universities achieves a significant impact on the efficiency of the teaching process. This work is licensed under a&nbsp;Creative Commons Attribution-NonCommercial 4.0 International License.</p