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Transforming Digital Learning and Assessment
Responding to both the trend towards increasing online enrollments as the demand for face-to-face education declines, and to the immediate surge in remote learning owing to the COVID-19 pandemic, this book provides vital guidance to higher education institutions on how to develop faculty capacity to teach online and to leverage the affordances of an ever-increasing array of new and emerging learning technologies.This book provides higher education leaders with the context they need to position their institutions in the changing online environment, and with guidance to build support in a period of transition.It is intended for campus leaders and administrators who work with campus teams charged with identifying learning technologies to meet an agreed upon program- or institution-level educational needs; for those coordinating across campus to build consensus on implementing online strategies; and for instructional designers, faculty developers and assessment directors who assist departments and faculty effectively integrate learning technologies into their courses and programs. It will also appeal to faculty who take an active interest in improving online teaching.The contributors to this volume describe the potential of artificial intelligence algorithms, such as those that fuel learning analytics software that mines LMS data to enable faculty to quickly and efficiently assess individual students' progress in real time, prompting either individual attention or the need to more generally clarify concepts for the class as whole. They describe and provide access to a hybrid professional development MOOC and an associated WIKI that curate information about a wide range of learning software solutions currently available; and present case studies that offer guidance on building the buy-in and consensus needed to successfully integrate learning technologies into course, program- and institution-level contexts.In sum, this book provides readers with a comprehensive understanding of the technological capabilities available to them and identifies collaborative processes related to engaging and building institutional support for the changes needed to provide the rapidly growing demand for effective and evidence-based online learning.
eBook
Designing the Online Learning Experience
This book provides instructors with a holistic way of thinking about learners, learning, and online course design. The distinctive strategies derived from an integrated framework for designing the online learning experience help create an experience that is more personalized, engaging, and meaningful for online learners.
eBook
Mixed reality and games : theoretical and practical approaches in game studies and education
Video games allow us to immerse ourselves in worlds that are reflective of cultural phenomena. At the same time, games are in a process of occupying and utilising the real world as a part of the game. The book provides a combination of theoretical and practical approaches to mixed reality through the lenses of game studies and pedagogy. These novel approaches invite the reader to rethink their conceptions of games and mixed reality. They are complemented with classical analyses of games and applications in educational contexts. In uniting theory and hands-on approaches, the book provides a broad spectrum that facilitates and inspires interdisciplinary thinking and work.
Book
Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning
This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change intervention. The HMD group scored significantly higher than the video group on presence (d = 1.43), enjoyment (d = 1.10), interest (d = .57), and retention in an immediate (d = .61) and delayed posttest (d = .70). A structural equation model indicated that enjoyment mediated the pathway from instructional media to immediate posttest, and interest mediated the pathway from instructional media to delayed posttest score, indicating that these factors may play different roles in the learning process with immersive media. This work contributes to the cognitive affective model of immersive learning, and suggests that immersive lessons can have positive longitudinal effects for learning.
Journal Article
A critical evaluation, challenges, and future perspectives of using artificial intelligence and emerging technologies in smart classrooms
The term \"Smart Classroom\" has evolved over time and nowadays reflects the technological advancements incorporated in educational spaces. The rapid advances in technology, and the need to create more efficient and creative classes that support both in-class and remote activities, have led to the integration of Artificial Intelligence and smart technologies in smart classes. In this paper we discuss the concept of Artificial Intelligence in Education and present a literature review related to smart classroom technology, with an emphasis on emerging technologies such as AI-related technologies. As part of this survey key technologies related to smart classes used for effective class management that enhance the convenience of classroom environments, the use of different types of smart teaching aids during the educational process and the use of automated performance assessment technologies are presented. Apart from discussing a variety of technological accomplishments in each of the aforementioned areas, the role of AI is discussed, allowing the readers to comprehend the importance of AI in key technologies related to smart classes. Furthermore, through a SWOT analysis, the Strengths, Weaknesses, Opportunities, and Threats of adopting AI in smart classes are presented, while the future perspectives and challenges in utilizing AI-based techniques in smart classes are discussed. This survey targets educators and AI professionals so that the former get informed about the potential, and limitations of AI in education, while the latter can get inspiration from the challenges and peculiarities of educational AI-based systems.
Journal Article
Critical perspectives on technology and education
\"Critical Perspectives on Technology and Education shows how researchers working in the area of technology and education can use critical perspectives to broaden the \"ed-tech\" research imagination, opening up new topics, asking new questions, developing theory and articulating an agenda for informed action\"-- Provided by publisher.
Book
A Framework for the Use of Immersive Virtual Reality in Learning Environments
Immersive Virtual Reality (iVR) technologies can enrich teaching and learning environments, but their use is often technology-driven and instructional con-cepts are missing. The design of iVR-technology-supported learning environ-ments should base on both, an evidence-based educational model as well as on features specific to iVR. Therefore, the article provides a framework for the use of iVR in learning environments based on the Cognitive Theory of Multi-media Learning (CTML). It outlines how iVR learning environments could and should be designed based on current knowledge from research on Multimedia Learning.
Journal Article