%{search_type} search results

• Introduction
• e-Learning so far
• MOOCs, Crowdsourcing and Social Networks
• User Profiling and Personalisation
• Personal Learning Networks, Portfolios and Environments
• Customised e-Learning
• Looking Ahead.

This book reviews a blend of artificial intelligence (AI) approaches that can take e-learning to the next level by adding value through customization. It investigates three methods: crowdsourcing via social networks; user profiling through machine learning techniques, and personal learning portfolios using learning analytics. Technology and education have drawn closer together over the years as they complement each other within the domain of e-learning, and different generations of online education reflect the evolution of new technologies as researcher and developers continuously seek to optimize the electronic medium to enhance the effectiveness of e-learning. Artificial intelligence (AI) for e-learning promises personalized online education through a combination of different intelligent techniques that are grounded in established learning theories while at the same time addressing a number of common e-learning issues. This book is intended for education technologists and e-learning researchers as well as for a general readership interested in the evolution of online education based on techniques like machine learning, crowdsourcing, and learner profiling that can be merged to characterize the future of personalized e-learning.
(source: Nielsen Book Data)

• 1 Introduction.- 1.1 Introduction.- 1.2 Teacher-Centred Pedagogy.- 1.3 Student-Centred and Reflexive Methodologies.- 1.4 Learning Modalities and Affordances.- 1.5 Conclusion.- References.- 2 Ambient Intelligence.- 2.1 Introduction.- 2.2 Historical Background.- 2.2.1 Ubiquitous and Pervasive.- 2.2.2 Internet of Things.- 2.2.3 Smart and Calm Computing.- 2.3 Enabling Technologies.- 2.3.1 Techniques.- 2.3.2 Sensors.- 2.3.3 Setups.- 2.4 AmI in Action.- 2.4.1 Assisted Living.- 2.4.2 Transportation.- 2.4.3 Civic Environments.- 2.5 Case for the Classroom.- 2.5.1 Social Dimension.- 2.5.2 Technological Dimension.- 2.5.3 Educational Dimension.- 2.6 Conclusion.- References.- 3 Social Aspect.- 3.1 Introduction.- 3.2 Human Aspect of a Classroom.- 3.2.1 Multidimensionality.- 3.2.2 Simultaneity.- 3.2.3 Immediacy.- 3.2.4 Unpredictability.- 3.2.5 Publicness.- 3.2.6 History.- 3.3 Connectivism Learning Theory.- 3.4 Related Work
• 3.5 Implications to the AmI Classroom.- 3.6 Conclusion.- References.- 4 Technological Aspect.- 4.1 Introduction.- 4.2 Technology in Education.- 4.3 Adaptive Learning Theory.- 4.4 Related Work.- 4.4.1 The 'Intelligent Classroom'.- 4.4.2 iClass.- 4.4.3 ClassMATE.- 4.5 Implications to the AmI Classroom.- 4.5.1 Unobtrusive Hardware.- 4.5.2 Seamless Communication Infrastructure.- 4.5.3 Distributed Device Network.- 4.5.4 Intuitive User Interface.- 4.5.5 Dependable and Secure.- 4.5.6 Learner Profile and the Educator.- 4.5.7 Compatibility and Scope.- 4.5.8 Fruitfulness and Role.- 4.5.9 Student Outcome and Clarity.- 4.6 Conclusion.- References.- 5 Educational Aspect.- 5.1 Introduction.- 5.2 Learning Models.- 5.2.1 New Learning Affordances.- 5.2.2 Modalities and Spaces within a School Environment.- 5.2.3 Merging Models.- 5.3 Personal Learning Environment.- 5.3.1 Personal Learning Network.- 5.3.2 Personal Learning Portfolio.- 5.3.3 Ambient Intelligent PLE.- 5.4 Related Work.- 5.4.1 Psychological Type Model.- 5.4.2 Learner Type Model.- 5.4.3 Experiential Type Model.- 5.4.4 Personality Type Model.- 5.4.5 Experiences Type Model.- 5.5 Implications to the AmI Classroom.- 5.6 Conclusion.- References.- 6 The Ambient Intelligent Classroom.- 6.1 Introduction.- 6.2 Background Rationale.- 6.2.1 Scenario Description.- 6.2.2 Virtual Space.- 6.2.3 Physical Space.- 6.2.4 Converging Technologies
• 6.3 Architectural Design.- 6.3.1 AmI-PLE.- 6.3.2 Smart Classroom.- 6.3.3 Combined Educational Environment.- 6.4 Implementation Details.- 6.4.1 Software Development.- 6.4.2 Classroom Setup.- 6.4.3 Interoperability Affairs.- 6.5 Empirical Testing.- 6.5.1 The Human Aspect.- 6.5.2 The Software Aspect.- 6.5.3 The Physical Aspect.- 6.6 Conclusion.- References.- 7 Future Directions.- 7.1 Introduction.- 7.2 Learning 4.0.- 7.2.1 Complete Automation.- 7.2.2 Global Knowledge.- 7.2.3 Assessment Repurposed.- 7.3 Evolving Educator.- 7.3.1 Digital Educator.- 7.3.2 Social Advocate.- 7.3.3 LifeLong Learner.- 7.4 Digital Learners.- 7.4.1 Technology Adopter.- 7.4.2 Social Player.- 7.4.3 New Skills Assessed.- 7.5 Education Environments.- 7.5.1 AI Enabled.- 7.5.2 Authenticating Sources.- 7.5.3 Holistic Skills.- 7.6 Conclusion.- References.- Glossary.- References.
• (source: Nielsen Book Data)

This book explores Ambient Intelligence as applied to the classroom, while especially focusing on the use of personalized education to optimize the learning process. In the years to come, the dynamics of learning spaces in higher education will need to evolve and adapt to a constantly changing digital society, as learners and educators alike attune their learning competences and teaching skills. Ambient Intelligence is another way that Artificial Intelligence is being utilized in a plethora of real-world situations, amongst which classrooms and other learning spaces offer fitting settings and ideal environments for employing this assistive technology. The book presents a complete and novel approach to deploying the Ambient Intelligent Classroom, based on three interrelated aspects - the Social, the Technological and the Educational, - in order to provide a rich three-dimensional learning environment. This book is intended for education technologists and AI researchers, as well as for those tech-savvy readers interested in applying technology to the future of learning spaces. Educators in particular will find valuable insights and guidelines on how to shape the evolution of their own classroom.
(source: Nielsen Book Data)

• Preface
• Acknowledgment
• Chapter 1. The CGScholar Learning Environment
• Chapter 1. Creating a Different Kind of Learning Management System: The CGScholar Experiment
• Chapter 2. Examining the User Experience in Common Ground Scholar
• Chapter 3. Assessment and Analysis Through CGScholar
• Chapter 4. CGScholar and How It Interfaces With Mobile Devices: An Examination of Accessibility and Security
• Chapter 2. E-Learning Affordances
• Chapter 5. Integration of Multimodality and Critical Clinical Thinking Approaches in Medical Education: A Futuristic Perspective
• Chapter 6. The Collaborative Affordance Through CGScholar: The Case of Greece
• Chapter 7. Multimodal Embeds in the Multimodal Texts: Rhetorical Purposes of Multimodal Embeds and Modal Affordances
• Chapter 8. Conceptualizing Recursive Feedback in Digital Learning Spaces: Reflection, Inquiry, and Epistemic Depth
• Chapter 3. Pedagogical Implications
• Chapter 9. Critical Literacies and the Prototype Design in CGScholars
• Chapter 10. A Smart Learning Environment for a Blended Experience
• Chapter 11. CGScholar: Promoting Reflexive Pedagogy in a Web-Based Writing and Learning Ecosystem
• Chapter 12. The Development of Digital Learning Modules: Impacts on Brazilian Pre-Service Teachers' Professional Learning
• Chapter 4. CGScholar Use Cases
• Chapter 13. Influencing Student Learning Through a Community-Based Peer Review Process
• Chapter 14. Creating Communities of Learners: Education Without Frontiers
• Chapter 15. Learning by Sharing Field Experiences and Providing Feedback in a Humanitarian Network Scenario
• Chapter 16. Designing a 21st-Century Learning Module With CGScholar: An Example of Design for Brazilian Educators
• Compilation of References
• About the Contributors
• Index

"Virtual learning environments are crucial portals for students to take full advantage of the educational process, especially as we have seen a rise in the use of such environments due to the COVID-19 pandemic. A next-generation virtual learning environment, called Common Ground Scholar (CGScholar), has been researched, developed, and employed in different scenarios, countries, and domains.Promoting Next-Generation Learning Environments Through CGScholar provides first-hand experience on how this innovative social network-like learning environment has changed the way students interact with their teachers, the content, and their peers. It outlines all conceptual and philosophical underpinnings that have enabled the realization of a next-generation virtual learning environment that assists educators and learners. Covering topics such as community-based peer review process, medical education, and collaborative affordance, this premier reference source is an essential resource for educators and administrators of both K-12 and higher education, pre-service teachers, teacher educators, librarians, government officials, researchers, and academicians."-- Provided by publisher

• Chapter 1. Digital storytelling and augmented reality-based scenarios for foreign language teaching
• Chapter 2. Christian majority and muslim minority students in Komotini-Greece: similarities and differences on ICT use
• Chapter 3. Gamified e-reading experiences and their impact on students reading comprehension and digital attitude in EFL classes
• Chapter 4. Improving reading comprehension of third-grade students through a serious-game prototype
• Chapter 5. Audio vs. video conferencing for language learning: choosing the right tool for the right job
• Chapter 6. Mobile-assisted language learning: ubiquitous language learning and an examination of the mobile learning environment
• Chapter 7. Translanguaging and digital technologies in the realm of language learning
• Chapter 8. Technodiscursive affordances in innovative e-learning ecologies: analyzing digital language practices of/on the web
• Chapter 9. Promoting the effectiveness of language teaching through online academic word lists and extensive reading in the COVID-19 pandemic
• Chapter 10. Digital communication: overcoming digital teaching and learning barriers during the COVID-19 lockdown
• Chapter 11. Blended learning training course for teachers' professional development: what are the prospects within the field of education in Greece?
• Chapter 12. Blended learning: is it the way ahead?
• Chapter 13. Creative digital writing: a multilingual perspective
• Chapter 14. Scaling for meaning making and cultural inclusivity
• Chapter 15. Producing personal recounts through collaborative tweets

Education has undergone numerous radical changes as the digital era has transformed the way we as humans communicate, inform ourselves, purchase goods, and perform other mundane chores at home and at work. Social media is one of those phenomena that has affected not only society at large but has heavily influenced educational processes around the world. The demand for and availability of networked educational services have also increased, enabling online education to gain popularity and become an internationally accessible option. Furthermore, universities and other private higher educational institutions embrace digital technology and have adopted the new learning medium as they realize the prospects of having the world's population as a potential source of revenue. A related phenomenon has been the proliferation of massive open online courses (MOOCs). These have changed the ways in which learners interact with educational institutions, professors, and with each other. At the same time, the upsurge in digital education has raised issues with language as online learners from all over the world and from a plethora of cultures and foreign languages have found themselves challenged to take full advantage and optimally benefit from the same educational media and resources that English-speaking counterparts have tapped into. Digital Pedagogies and the Transformation of Language Education will answer questions of how to optimize language learning in such a defining new era and what the educational, sociological, and technological dimensions of radical change are. The book will explore the different challenges and the multitude of opportunities that new and transformative pedagogies have enabled. Beyond teaching/learning practices being presented, this book also focuses on how learners will adjust to the technology and the readiness of practitioners to psychologically adjust to the changing and demanding media technology has unleashed. The chapters provide international experiences and perspectives on the impact of e-educational technologies on student experience, success, learning, and comprehension in the realm of language learning specifically. This book is essential for educational technologists, online instructional designers, education policymakers and administrators, curriculum developers, practitioners, stakeholders, researchers, academicians, and students who are interested in digital language pedagogies.
(source: Nielsen Book Data)

• Chapter 1. Digital storytelling and augmented reality-based scenarios for foreign language teaching
• Chapter 2. Christian majority and muslim minority students in Komotini-Greece: similarities and differences on ICT use
• Chapter 3. Gamified e-reading experiences and their impact on students reading comprehension and digital attitude in EFL classes
• Chapter 4. Improving reading comprehension of third-grade students through a serious-game prototype
• Chapter 5. Audio vs. video conferencing for language learning: choosing the right tool for the right job
• Chapter 6. Mobile-assisted language learning: ubiquitous language learning and an examination of the mobile learning environment
• Chapter 7. Translanguaging and digital technologies in the realm of language learning
• Chapter 8. Technodiscursive affordances in innovative e-learning ecologies: analyzing digital language practices of/on the web
• Chapter 9. Promoting the effectiveness of language teaching through online academic word lists and extensive reading in the COVID-19 pandemic
• Chapter 10. Digital communication: overcoming digital teaching and learning barriers during the COVID-19 lockdown
• Chapter 11. Blended learning training course for teachers' professional development: what are the prospects within the field of education in Greece?
• Chapter 12. Blended learning: is it the way ahead?
• Chapter 13. Creative digital writing: a multilingual perspective
• Chapter 14. Scaling for meaning making and cultural inclusivity
• Chapter 15. Producing personal recounts through collaborative tweets

Education has undergone numerous radical changes as the digital era has transformed the way we as humans communicate, inform ourselves, purchase goods, and perform other mundane chores at home and at work. Social media is one of those phenomena that has affected not only society at large but has heavily influenced educational processes around the world. The demand for and availability of networked educational services have also increased, enabling online education to gain popularity and become an internationally accessible option. Furthermore, universities and other private higher educational institutions embrace digital technology and have adopted the new learning medium as they realize the prospects of having the world's population as a potential source of revenue. A related phenomenon has been the proliferation of massive open online courses (MOOCs). These have changed the ways in which learners interact with educational institutions, professors, and with each other. At the same time, the upsurge in digital education has raised issues with language as online learners from all over the world and from a plethora of cultures and foreign languages have found themselves challenged to take full advantage and optimally benefit from the same educational media and resources that English-speaking counterparts have tapped into. Digital Pedagogies and the Transformation of Language Education will answer questions of how to optimize language learning in such a defining new era and what the educational, sociological, and technological dimensions of radical change are. The book will explore the different challenges and the multitude of opportunities that new and transformative pedagogies have enabled. Beyond teaching/learning practices being presented, this book also focuses on how learners will adjust to the technology and the readiness of practitioners to psychologically adjust to the changing and demanding media technology has unleashed. The chapters provide international experiences and perspectives on the impact of e-educational technologies on student experience, success, learning, and comprehension in the realm of language learning specifically. This book is essential for educational technologists, online instructional designers, education policymakers and administrators, curriculum developers, practitioners, stakeholders, researchers, academicians, and students who are interested in digital language pedagogies.
(source: Nielsen Book Data)

• Chapter 1. Digital communication: information communication technology (ICT) usage for teaching and learning
• Chapter 2. Impact of innovative and interactive instructional strategies on student classroom participation
• Chapter 3. Learner-active, technology-infused classroom: a qualitative case study exploring the learning and success in a 3rd grade LATIC curriculum
• Chapter 4. Facebook Page as a digital pedagogical tool in the business studies class
• Chapter 5. Educators as digital learners: a social innovation collaborative experience
• Chapter 6. Learners as meaning makers
• Chapter 7. Digital Muslimahs: ICTs and changes of minority women in Greek Thrace
• Chapter 8. A study on the democratization of knowledge promoted by e-learning in China
• Chapter 9. Online language learning: understanding and supporting the contemporary digital multilingual learner
• Chapter 10. The path to digitalisation in ELT classes: an insight into the social nature of web-based language learning
• Chapter 11. Valuing technology in the l2 classroom: student and teacher perceptions, preferences, and digital identity
• Chapter 12. MOOCs learners: self-motivation and success in online learning
• Chapter 13. The development of massive scale learning and its implications for the digital learner
• Chapter 14. Self-directed learning in cooperative online networks: faux learning or genuine education?
• Chapter 15. The contribution of the technology acceptance model for an active teaching and learning process in higher education: a bibliometric analysis
• Chapter 16. Beyond acceptance: a new model for technology engagement in 21st century learning
• Chapter 17. ISTE standards for students, digital learners, and online learning
• Chapter 18. I am the institution: a personal learning environment
• Chapter 19. The invisible breadcrumbs of digital learning: how learner actions inform us of their experience
• Chapter 20. Artificial intelligence assisted learning (AIAL) blueprint.

Education has gone through numerous radical changes as the digital era has transformed the way we as humans communicate, inform ourselves, purchase goods, and perform other mundane chores at home and at work. New and emerging pedagogies have enabled rapid advancements, perhaps too rapidly. It's a challenge for instructors and researchers alike to remain up to date with educational developments and unlock the full potential that technology could have on this significant profession. The Handbook of Research on Digital Learning is an essential reference source that explores the different challenges and opportunities that the new and transformative pedagogies have enabled. The challenges will be portrayed through a number of case studies where learners have struggled, managed, and adapted digital technologies in their effort to progress educational goals. Opportunities are revealed and displayed in the form of new methodologies, institutions scenarios, and ongoing research that seeks to optimize the use of such a medium to assist the digital learner in the future of networked education. Featuring research on topics such as mobile learning, self-directed learning, and cultural considerations, this book is ideally designed for teachers, principals, higher education faculty, deans, curriculum developers, instructional designers, educational software developers, IT specialists, students, researchers, and academicians.
(source: Nielsen Book Data)