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"Electronic digital computers Study and teaching"
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Connected Code
Coding, once considered an arcane craft practiced by solitary techies, is now recognized by educators and theorists as a crucial skill, even a new literacy, for all children. Programming is often promoted in K-12 schools as a way to encourage \"computational thinking\" -- which has now become the umbrella term for understanding what computer science has to contribute to reasoning and communicating in an ever-increasingly digital world.InConnected Code,Yasmin Kafai and Quinn Burke argue that although computational thinking represents an excellent starting point, the broader conception of \"computational participation\" better captures the twenty-first-century reality. Computational participation moves beyond the individual to focus on wider social networks and a DIY culture of digital \"making.\" Kafai and Burke describe contemporary examples of computational participation: students who code not for the sake of coding but to create games, stories, and animations to share; the emergence of youth programming communities; the practices and ethical challenges of remixing (rather than starting from scratch); and the move beyond stationary screens to programmable toys, tools, and textiles.
eBook
Mobile Screens
Nanna Verhoeff’s new book is a must for anybody interested in visual culture and media theory. It offers a rich and stimulating theoretical account of the central dimension of our contemporary existence – interfacing and navigating both data and physical world through a variety of screens (game consoles, mobile phones, car interfaces, GPS devices, etc.) In the process of exploring these new screen practices, Verhoeff offers fresh perspectives on many of the key questions in media and new media studies as well as a number of new original theoretical concepts. As the first theoretical manual for the society of mobile screens, this book will become an essential reference for all future investigations of our mobile screen condition. – Lev Manovich
Deze studie geeft een terugblik op vormen van schermmedia; van het negentiende-eeuwse panorama en het begin van de film, via snelwegpanorama's, schermen op straat, naar touchscreen-kunstinstallaties, draagbare spelcomputers en smartphones van vandaag de dag. Hoe kunnen we deze nieuwe technologieen bestuderen, in het licht van de voorgangers die ze hebben? Mobile Screens biedt een methodologisch voorstel van aanpak. Met een historisch-vergelijkend, theoretisch perspectief worden de intersecties tussen mobiliteit en visualiteit uitgewerkt aan de hand van een reeks case studies. Het boek vertelt ons hoe we omgaan met schermen en hoe deze als interfaces ruimtelijke, temporele en haptische ervaringen mogelijk maken: principes van navigatie vormen een visueel 'format' dat ons denken stuurt. Hoe sturen principes van navigatie onze ervaringen met hedendaagse schermmedia?
eBook
Coding as a Playground
Coding as a Playground, Second Edition focuses on how young children (aged 7 and under) can engage in computational thinking and be taught to become computer programmers, a process that can increase both their cognitive and social-emotional skills. Learn how coding can engage children as producers-and not merely consumers-of technology in a playful way. You will come away from this groundbreaking work with an understanding of how coding promotes developmentally appropriate experiences such as problem-solving, imagination, cognitive challenges, social interactions, motor skills development, emotional exploration, and making different choices. Featuring all-new case studies, vignettes, and projects, as well as an expanded focus on teaching coding as a new literacy, this second edition helps you to learn how to integrate coding into different curricular areas to promote literacy, math, science, engineering, and the arts through a project-based approach and a positive attitude to learning.
eBook
Digital proficiency: assessing knowledge, attitudes, and skills in digital transformation, health literacy, and artificial intelligence among university nursing students
Background
Implementing digital transformation and artificial intelligence (AI) in education and practice necessitates understanding nursing students’ attitudes and behaviors as end-users toward current and future digital and AI applications.
Purpose
This study aimed to assess the perceived knowledge, attitudes, and skills of nursing students regarding digital transformation, as well as their digital health literacy (DHL) and attitudes toward AI. Furthermore, we investigated the potential correlations among these variables.
Methods
A descriptive correlational design was employed in a Saudi nursing college utilizing a convenience sample of 266 nursing students. A structured questionnaire consisting of six sections was used, covering personal information, knowledge, skills and attitudes toward digital transformation, digital skills, DHL, and attitudes toward AI. Descriptive statistics and Pearson correlation were employed for data analysis.
Results
Nursing students exhibited good knowledge of and positive attitudes toward digital transformation services. They possessed strong digital skills, and their DHL and positive attitude toward AI were commendable. Overall, the findings indicated significant positive correlations between knowledge of digital transformation services and all the digital variables measured (p = < 0.05). Senior students reported greater digital knowledge and a positive attitude toward AI.
Conclusion
The study recommends an innovative undergraduate curriculum that integrates opportunities for hands-on experience with digital healthcare technologies to enhance their digital literacy and skills.
Journal Article
Becoming a media mentor
In a time of rapidly changing technologies, the role of the youth services librarian has expanded to include the realm of digital media. Supporting children's literacy now means serving as a media mentor. This book empowers youth services staff to confidently assist families and caregivers as they navigate the digital world, guiding them towards digital media experiences that will translate into positive and productive lifelong learning skills, regardless of format. Melding the latest research and key messages from a variety of experts with replicable examples, this book -defines what it means to be a media mentor, providing historical background and context -outlines three types of media mentorship: media advisory, programming, and access to curated media -outlines the implications of media mentorship in libraries, focusing on a shift from the notion of screen time to healthy media decisions -draws on detailed case studies from a wide variety of libraries and community partnerships to showcase inspiring media mentorship in action with ages 0-14 -provides guidelines for working with diverse families and caregivers and -explores management issues around media mentorship, ALSC competencies, suggestions of additional resources, and professional development. Guiding children's librarians to define, solidify, and refine their roles as media mentors, this book in turn will help facilitate digital literacy for children and families.
eBook
Preparing the Workforce for Digital Curation
The massive increase in digital information in the last decade has created new requirements for institutional and technological structures and workforce skills. Preparing the Workforce for Digital Curation focuses on education and training needs to meet the demands for access to and meaningful use of digital information, now and in the future. This study identifies the various practices and spectrum of skill sets that comprise digital curation, looking in particular at human versus automated tasks. Additionally, the report examines the possible career path demands and options for professionals working in digital curation activities, and analyzes the economic benefits and societal importance of digital curation for competitiveness, innovation, and scientific advancement. Preparing the Workforce for Digital Curation considers the evolving roles and models of digital curation functions in research organizations, and their effects on employment opportunities and requirements. The recommendations of this report will help to advance digital curation and meet the demand for a trained workforce.
eBook
Impact of the COVID-19 pandemic on medical education: Medical students’ knowledge, attitudes, and practices regarding electronic learning
The Coronavirus Disease 2019 (COVID-19) pandemic has caused an unprecedented disruption in medical education and healthcare systems worldwide. The disease can cause life-threatening conditions and it presents challenges for medical education, as instructors must deliver lectures safely, while ensuring the integrity and continuity of the medical education process. It is therefore important to assess the usability of online learning methods, and to determine their feasibility and adequacy for medical students. We aimed to provide an overview of the situation experienced by medical students during the COVID-19 pandemic, and to determine the knowledge, attitudes, and practices of medical students regarding electronic medical education. A cross-sectional survey was conducted with medical students from more than 13 medical schools in Libya. A paper-based and online survey was conducted using email and social media. The survey requested demographic and socioeconomic information, as well as information related to medical online learning and electronic devices; medical education status during the COVID-19 pandemic; mental health assessments; and e-learning knowledge, attitudes, and practices. A total of 3,348 valid questionnaires were retrieved. Most respondents (64.7%) disagreed that e-learning could be implemented easily in Libya. While 54.1% of the respondents agreed that interactive discussion is achievable by means of e-learning. However, only 21.1% agreed that e-learning could be used for clinical aspects, as compared with 54.8% who disagreed with this statement and 24% who were neutral. Only 27.7% of the respondents had participated in online medical educational programs during the COVID-19 pandemic, while 65% reported using the internet for participating in study groups and discussions. There is no vaccine for COVID-19 yet. As such, the pandemic will undeniably continue to disrupt medical education and training. As we face the prospect of a second wave of virus transmission, we must take certain measures and make changes to minimize the effects of the COVID-19 outbreak on medical education and on the progression of training. The time for change is now, and there should be support and enthusiasm for providing valid solutions to reduce this disruption, such as online training and virtual clinical experience. These measures could then be followed by hands-on experience that is provided in a safe environment.
Journal Article
Evaluating an Artificial Intelligence Literacy Programme for Developing University Students' Conceptual Understanding, Literacy, Empowerment and Ethical Awareness
Emerging research is highlighting the importance of fostering artificial intelligence (AI) literacy among educated citizens of diverse academic backgrounds. However, what to include in such literacy programmes and how to teach literacy is still under-explored. To fill this gap, this study designed and evaluated an AI literacy programme based on a multi-dimensional conceptual framework, which developed participants' conceptual understanding, literacy, empowerment and ethical awareness. It emphasised conceptual building, highlighted project work in application development and initiated teaching ethics through application development. Thirty-six university students with diverse academic backgrounds joined and completed this programme, which included 7 hours on machine learning, 9 hours on deep learning and 14 hours on application development. Together with the project work, the results of the tests, surveys and reflective writings completed before and after these courses indicate that the programme successfully enhanced participants' conceptual understanding, literacy, empowerment and ethical awareness. The programme will be extended to include more participants, such as senior secondary school students and the general public. This study initiates a pathway to lower the barrier to entry for AI literacy and addresses a public need. It can guide and inspire future empirical and design research on fostering AI literacy among educated citizens of diverse backgrounds.
Journal Article
Digital learning designs in physiotherapy education: a systematic review and meta-analysis
Background
Digital learning designs have the potential to support teaching and learning within higher education. However, the research on digital learning designs within physiotherapy education is limited. This study aims to identify and investigate the effectiveness of digital learning designs in physiotherapy education.
Methods
The study was designed as a systematic review and meta-analysis of randomized and non-randomized trials. A search of eight databases on digital learning designs and technology was conducted. Study selection, methodology and quality assessment were performed independently by three reviewers. The included studies were mapped according to the types of digital interventions and studies. For similar interventions, the learning effects were calculated using meta-analyses.
Results
Altogether, 22 studies were included in the review (17 randomized controlled trials and five cohort studies). A blended learning design was used in 21 studies, a flipped classroom model in five and a distance learning design in one. Altogether, 10 of the 22 articles were included in meta-analyses, which showed statistically significant effects for flipped classrooms on knowledge acquisition (standardized mean difference [SMD]: 0.41; 95% confidence interval [CI]: 0.20, 0.62), for interactive websites or applications (apps) on practical skills (SMD: 1.07; 95% CI: 0.71,1.43) and for students self-produced videos on a practical skill in a cervical spine scenario (SMD: 0.49; 95% CI: 0.06, 0.93). Overall, the effects indicated that blended learning designs are equally as or more effective than traditional classroom teaching to achieve learning outcomes. Distance learning showed no significant differences compared to traditional classroom teaching.
Conclusions
The current findings from physiotherapy education indicate that digital learning designs in the form of blended learning and distance learning were equally or more effective compared to traditional teaching. The meta-analyses revealed significant effects on student learning in favour of the interventions using flipped classrooms, interactive websites/apps and students self-produced videos. However, these results must be confirmed in larger controlled trials. Further, research should investigate how digital learning designs can facilitate students’ learning of practical skills and behaviour, learning retention and approaches to studying as well as references for teaching and learning in digital learning environments.
Journal Article