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2019 | Buch

Smart Education and e-Learning 2018

herausgegeben von: Vladimir L. Uskov, Robert J. Howlett, Prof. Lakhmi C. Jain, Prof. Ljubo Vlacic

Verlag: Springer International Publishing

Buchreihe : Smart Innovation, Systems and Technologies

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Über dieses Buch

This book features the contributions presented at the 5th International KES Conference on Smart Education and e-Learning, which took place in Gold Coast, Australia, June 20–22, 2018. The peer-reviewed papers are grouped into several interconnected parts: Part 1 – Smart Education: Systems and Technology, Part 2 – Smart Pedagogy, Part 3 – Smart Education: Case Studies and Research, and Part 4: Sustainable Learning Technologies: Smart Higher Education Futures.

Smart education and smart e-learning are emerging and rapidly growing areas with the potential to transform existing teaching strategies, learning environments, and educational activities and technology in the classroom. Smart education and smart e-learning focus on enabling instructors to develop new ways of achieving excellence in teaching in highly technological smart classrooms, and providing students with new opportunities to maximize their success and select the best options for their education, location and learning style, as well as the mode of content delivery. This book serves as a useful source of research data and valuable information on current research projects, best practices and case studies for faculty, scholars, Ph.D. students, administrators, and practitioners – all those who are interested in smart education and smart e-learning.

Inhaltsverzeichnis

Frontmatter

Smart Education: Systems and Technology

Frontmatter
Smart Learning Analytics: Conceptual Modeling and Agile Engineering
Abstract
Learning analytics focuses on collecting, cleaning, processing, visualization and analyzing teaching and learning related data or metrics from a variety of academic sources. Our vision for engineering of smart learning analytics – the next generation of systems and tools for learning analytics - is based on the concept that this technology should strongly support “smartness” levels of smart academic institutions such as adaptivity, sensing, inferring, anticipation, self-learning, and self-organization. This paper presents the up-to-date findings and outcomes of research, design and development project at the InterLabs Research Institute at Bradley University (Peoria, IL, U.S.A.) that is focused on conceptual modeling of smart learning analytics systems, including identification of goals, objectives, features and functions, main components, inputs and outputs, hierarchical and smartness levels, mathematical methods and algorithms for those systems. Agile software engineering approach has been used for a development of a series of software prototypes to verify the design and development process and validate the obtained outcomes for smart learning analytics systems.
Vladimir L. Uskov, Jeffrey P. Bakken, Ashok Shah, Timothy Krock, Alexander Uskov, Jitendra Syamala, Rama Rachakonda
GOLDi-Lab as a Service – Next Step of Evolution
Abstract
The GOLDi-Lab is a cloud-based grid of online labs for teaching design and verification of digital control systems in hardware and software. The paper presents a concept of enhancing this lab with IoT- features to make it more flexible and to prepare learners for the Internet of Things (IoT).
Karsten Henke, Heinz-Dietrich Wuttke, René Hutschenreuter, Aleander Kist
PerspectivesX: A Collaborative Multi-perspective Elaboration Learning Tool
Abstract
There currently exists a lack of scaffolded collaborative activities within MOOC’s. In this paper, we introduce the PerspectivesX tool which has been designed to scaffold multi-perspective collaborative learning activities within MOOCs. The PerspectivesX tool is able to promote learner knowledge construction and curation for a range of multi-perspective elaboration techniques (e.g., SWOT analysis, Six Thinking Hats and activities with custom dimensions). The tool serves as a searchable knowledge base, is able to persist collective intelligence across course re-runs and clusters similar student responses together. In this paper, we illustrate that a good theoretical background already exists to support the design of CSCL tools and that via the LTI specification, feature-rich collaborative tools can be embedded within multiple courses. An evaluation of MOOC platform extension frameworks is presented to substantiate the implementation of the tool using the LTI standard. Key design principles, tool features, and proposed embedded analytics are also discussed.
Aneesha Bakharia, Marco Lindley
Developing an Adaptive Mobile Platform in Family Medicine Field Experiences: User Perceptions
Abstract
EASEL (education through application-supported experiential learning) is a platform designed to provide just-in-time content and reflection opportunities to students during field experiences, such as interviews or field labs, conducted as part of the workload in a course. This study was conducted in area of family medicine education at Indiana University-Purdue University Indianapolis. EASEL allows instructors and students flexibility to engage with course content based on the time of day and the location of each student conducting field work by providing access to questions and content before, during, and after a targeted field experience. In this study, three cohorts of family medicine students (N = 20) interviewed either a health care professional or a patient. Students used EASEL to facilitate and support their experience in the field. This study examined the student perceptions of EASEL. The data indicated instructive information on the usability of the EASEL platform and aided developers in considering future technologies to use as a part of the platform.
Christian Rogers, Corinne Renguette, Shannon Cooper, Scott Renshaw, Mary Theresa Seig, Jerry Schnepp
The Quality of Text-to-Voice and Voice-to-Text Software Systems for Smart Universities: Perceptions of College Students with Disabilities
Abstract
Smart Universities and Smart Classrooms are the wave of the future. To better educate local and distant college students we will need to approach education and how we teach these students differently. In addition, college students are more technological than ever before and are demanding new and innovative ways to learn. This paper presents some ideas about how college students with disabilities might also benefit from Smart Classrooms and smart systems – especially from software systems. Even though students with disabilities are not the majority of learners in our classes, by incorporating university-wide smart systems and technologies we believe many of these students will also benefit. This paper presents the outcomes of a pilot research study analyzing two different commercially available and open source text-to-voice software systems and two different voice-to-text software systems by actual college students with disabilities. It describes (1) testing data obtained from actual college students with disabilities analyzing text-to-voice and voice-to-text software systems, (2) student suggestions for these types of systems for Smart Universities to consider, and (3) the impact these software systems could have on the learning of students with disabilities and how this software could aid universities to a possible transformation from a traditional university into a smart one.
Jeffrey P. Bakken, Vladimir L. Uskov, Narmada Rayala, Jitendra Syamala, Ashok Shah, Lavanya Aluri, Karnika Sharma
Automation System of Intellectual Activity on Creating Programs in the Language of Logical Programming
Abstract
The article presents a developed software package that implements the training system that automates intellectual activity in creating programs in the language of logical programming. The choice of semantic networks as a way of the representation of knowledge in the process of modeling subject domains in the learning system during the formulation of educational logical problems is substantiated. The typology of the learning tasks used to master the logical programming language Prolog is grounded, including the following types of tasks: logical, arithmetic, value analysis tasks with subsequent selection or ordering and creation of knowledge bases on the subject domain. In this case, for each type of problem, the possibility of applying analysis of formal concepts to solve them has been investigated and a set of examples has been compiled. The technique of analysis of formal concepts and their grouping depending on the parameters of objects of the domain is developed, the essence of which is to identify an invariant set of descriptors suitable for representing different subject areas, which allows the generation of rules. The technique for generating domain representation rules based on the declaration of predicates with one or more parameters, which are correlated with the peculiarities of formulations of typical learning tasks, is developed.
Marina V. Lapenok, Olga M. Patrusheva, Galina V. Pokhodzey, Anastasiya I. Suetina, Anna M. Lozinskaya, Irina V. Rozhina
Historical, Cultural, Didactic and Technical Challenges in Designing a Learning Environment for the Protestant Reformation on a Large Touch-Display
Abstract
The paper introduces a gesture-driven, complex web application that conveys historical content for students and tourists on the effects of the Protestant Reformation on a 100 in. touch-display inside the Historical Superintendency in Torgau. Seven restored historic buildings have been modularly implemented as interactive 360° panoramas that are “walkable” within the application and serve as an anchor point for interactions. Each module comprises a set of mini-games and interactions that allow students and tourists to explore and interact with historical-theological content. The article presents historical, didactic and technical challenges to design such a cross-cultural learning environment.
Gudrun Görlitz
Intellectualization of Educational Information Systems Based on Adaptive Semantic Models
Abstract
For effective functioning of information systems and technological processes in the field of education, as well as strategic management of educational institutions, it is necessary to solve a number of problems. The paper presents a brief analysis of the results of the author’s research team on the problems of intellectualization of information systems and technological processes in the field of education, as well as the proposed approaches to solve them. In the existing intellectual information systems there is no their purposeful use for management of educational process according to the required principles of didactic systems. In addition, the problem of realization of interactivity and creativity in teaching with the use of intellectual information systems for educational purposes (IISEP) and determining its quality is insufficiently investigated. To eliminate the existing shortcomings of IISEP, we propose to create intelligent modules that will be integrated directly into IISEP.
Tamara Shikhnabieva, Alexey Brezhnev, Marida Saidakhmedova, Aleksandra Brezhneva, Seda Khachaturova
Smart Interactive System for Learning of Tax Planning
Abstract
This article describes principally new for the Russian practice course, which serves for studying of taxation on the basis of a newly created computer program – “Smart Presentation”. It was utilized at first for the teaching of subject “International tax planning” for 2 consecutive years (2016–2017) to masters groups of the second year of studies at the Institute of Business Studies of the Russian Presidential Academy of National Economy and Public Administration of the Russian Federation. The innovation is that the program modules a situation, in which a virtual enterprise is created and students through the management of the activities of this enterprise receive certain tax consequences. In case of achievement of negative results of the business activity student can return to the previous business case proposed. Implementation of the program into learning process brought quiet positive results. The studying efficiency indicator increased even up to 100% (in some groups). This experience represents first attempt of implementation of e-learning technologies for the teaching economic subject - taxation. Creation of an educational game on the basis of “Smart Presentation” now is under development. In frames of this game teams of students can manage virtual companies, making decisions without the possibility to change given answer and at the end the results of the teams will be compared on a competitive basis. Also “Smart Presentation” can help any teacher, even without any skills in programming, to make interactive presentations for students on any subject. Description of the technical decisions used is highlighted in the article.
Natalya V. Serdyukova, Kirill Potapov
Smart Education Analytics: Quality Control of System Links
Abstract
One of the most important questions in the development of the work of the system of Smart Education is the problem of quality control of its functioning, and therefore the questions of system connections. Links in Smart Education are characterized by different types of assessments, such as exam grades, matriculation certificate obtained at the end of school, ranking assessments, etc. So, to analyze links one needs to use method that can combine qualitative and quantitative characteristics. We propose to study connections of Smart Education System using the method of algebraic formalization. This method makes it possible to describe the hierarchy of system’s structural links, to set off the levels of the system’s links, and to prove theorem on the description of the system’s links of each finite level. Different types of system’s links are singled out. The notion of a factor - fractal system on the links of finite levels are defined. The classification of the system’s links based on the number of synergetic effects of the group of the system’s links of a finite level is constructed. There are several practice applications of this method in the paper. Thus, the justification of Granovetter hypothesis on the connections in social systems has been obtained. The next example relates to Smart Education. The structure of ranking systems for evaluating the effectiveness of the functioning of Smart University is proposed based on the formalization of the process of decomposition of system. Tensor efficiency index is introduced.
Natalia A. Serdyukova, Vladimir I. Serdyukov, Vladimir A. Slepov

Smart Pedagogy

Frontmatter
Learning Analytics Based Smart Pedagogy: Student Feedback
Abstract
Learning Analytics is a dynamic interdisciplinary field that encompasses educational sciences and state-of-the-art technology, methods and systems from various fields of computing such as data science, data visualization, software engineering, human-computer interaction, statistics, artificial intelligence, with various stakeholders, e.g. instructors, students, department and college administrators, practitioners, university top managers, computer scientists, IT experts, and software developers. Despite some current achievements and initial developments in Learning Analytics, we are still in a very early stage of development of sophisticated technologies and well-thought practices, tools and applications in this field as well as understanding the impact of Learning Analytics on (a) student learning and privacy, and (b) faculty instruction and autonomy. This paper presents the up-to-date research findings and outcomes of a multi-aspect project on Smart Learning Analytics at Bradley University (USA). It describes the obtained research outcomes about student perception and attitude to Learning Analytics on an academic course level and corresponding Learning Analytics-based pedagogy.
Vladimir L. Uskov, Jeffrey P. Bakken, Lavanya Aluri, Narmada Rayala, Maria Uskova, Karnika Sharma, Rama Rachakonda
Procedural Medical Training in VR in a Smart Virtual University Hospital
Abstract
A smart virtual university hospital representing a real-life one, can prepare students for direct patient contact and provide possibilities for clinical practice. Such a virtual hospital will support student learning by providing adaptive and flexible solutions for practicing a variety of clinical situations at the students’ own pace. This paper builds on a previous research on the Smart Virtual University concept and explores the possibilities for medical procedural training with Virtual Reality. A scenario focusing on pre-operative neurosurgical procedural training was developed and tested. The procedural training has been enhanced with real world medical data (MRI and ultrasound). The feedbacks from the tests have been generally positive, both in terms of general user experience and expected learning outcomes. The paper presents the implementation procedure, evaluation results and outlines the directions for future work.
Håvard Snarby, Tarald Gåsbakk, Ekaterina Prasolova-Førland, Aslak Steinsbekk, Frank Lindseth
Learning English Grammar in the Smart Learning Environment
Abstract
Smart education in the smart learning environment belongs to the fields which are rather new; therefore, researches are highly required. In this article results of the research which focused of the process of learning within the smart learning environment are presented. The learning content acquired by the students includes selected English grammar phenomena. The main objective of the research is to find out how students learn in the smart learning environment. Research sample consisted of 61 part-time bachelor students of Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. Data were collected in three phases: (1) face-to face monitoring the entrance knowledge before the process of learning started by pre-test, (2) autonomous learning supported by teacher’s feedback in the smart environment and continuous testing by post-test1, (3) final face-to-face testing of acquired knowledge by post-test2. Results proved that the process of learning conducted in the smart learning environment brought some improvements, however, students had problems in application of advanced grammar phenomena in the active way.
Ivana Simonova
In Re Launching a New Vision in Education and e-Learning: Fostering a Culture of Academic Integrity in e-Learning
Abstract
This paper presents the results of two studies conducted in 2017 on students’ use of technology, specifically social media, to enhance their e-learning experience. The first study focused on how students had used social media for e-learning. The second shifted the focus from the students’ own experiences to their observations on all students’ use of social media. Both studies emanated from earlier research on students’ perceptions of academic integrity and the use of technology in the online learning environment. One hundred eight-five graduate and undergraduate students participated in the first survey. One hundred sixty graduate and undergraduate students participated in the second. Based on enrollment status and academic level, there were statistically significant differences in both studies with regard to the use of Facebook and Snapchat to enhance students’ learning experience. There were differences between the two studies when the questions focused on the student’s individual use or all students’ use, of social media to cheat. In the first, students admitted to having used one or more social media to cheat “a few times” (3.85%–6.15%). In the second, more students said that other students used social media to cheat “a few times” (10.53%–21.05%). Based on enrollment status and academic level, there were statistically significant differences in the second study on using technology to cheat. Responses to the final questions concerning the student’s own feelings about academic dishonesty and what actions he/she might take to stop others from cheating did not evidence a culture of academic integrity.
Michele T. Cole, Daniel J. Shelley, Louis B. Swartz
Social Map Tool: Analysis of the Social Interactions of Elderly People in a Virtual Learning Environment
Abstract
The aim of this article is to analyze the social interactions of the elderly in a distance course in order to propose pedagogical strategies that can maximize the relationships in the virtual. The perspective of a long life for a large part of population poses new challenges in terms of technology, as public policies as individuals themselves. In this process discuss a permanent education during aging is fundamental. In this sense, there is a need to investigate the social interactions established in a virtual learning environment in Distance Learning, in order to build pedagogical strategies that enable the improvement of the quality of life of the elderly. Therefore, in order to reach the main objective of the research the methodology adopted was in a quanti-qualitative approach, composed of four stages: (1) Construction of theoretical framework; (2) Development of Distance Courses “Viv@EAD”; (3) Construction of Pedagogical Strategies for the social interactions of the elderly in Distance Learning; (4) Disclosure of results. Thirty elderly people participated in the research and at the blended course, over the 60 years. The results obtained showed a greater interaction when the elderly were instigated by the teachers of the course, being necessary the adoption of pedagogical strategies that make possible this engagement.
Leticia Rocha Machado, Jozelina Mendes, Tássia Priscila Grande, Larissa Justin, Patricia Behar
Smart Approaches in Facilitating Engineering Students to Learn Health Technology
Abstract
Partly due to the aging population around the world, job markets for developing biomedical devices and technology have been rapidly expanding. Organizations are recruiting engineers of various disciplines to design and test biomedical devices. This arouses interest of some engineering students to take academic subjects to learn some health technology, while keeping their main disciplines in specific engineering areas like mechanical engineering. Engineers need to have good understanding of the human body and different sorts of diseases, before they can apply good engineering solutions to solve the medical problems. However, teaching engineering students without prior education in medical-related aspects could be challenging. This paper presents the use of e-learning and some other interactive teaching approaches to facilitate master-degree engineering students to learn biomedical devices and technology. The factors which may assist in success in multi-disciplinary learning and the possibility of implementing the similar in undergraduate courses are discussed.
Winson C. C. Lee, Gursel Alici

Smart Education: Case Studies and Research

Frontmatter
Enhancing Students’ Involvement in the Process of Education Through Social Applications
Abstract
Findings presented in this paper contribute to the exploration of the evolving role of social applications in teaching/learning languages in engineering education. Utilization of internet sources, language websites and applications in the survey is approached from the perspective of students; it is based on ‘Students’ Language Needs Analysis’. The aim of the paper is to present selected findings relating to current language needs of students, which are relevant to the long-time explored issue on utilization of Web 2.0 in the university environment. The sub-goal is to propose ways of students’ engagement into the studies reflecting their needs formulated in the ‘Students’ Language Needs Analysis’. Three quarters of students use the Internet for language study purposes. Website ‘Help for English’ is the most frequently used language portal, because it is a Czech portal and students know it from secondary school. Each participating respondent has his/her profile on the Facebook. But Facebook doesn’t seem to be the proper place for systematic language use in the university setting because of many disturbing factors. A convenient solution might be a G + and its offer. A great deal of students has their profile on this net due to the Android but they use Facebook as a main communication channel. We believe that creation own classroom in this environment is a new challenge for both tutors and students.
Miloslava Cerna, Anna Borkovcova
Emerging Technologies, Social Computing and University Promotion
Abstract
At the turn of the millennium, birth rates have declined very much in the Czech Republic as in other European countries. This demographic trend is currently reflected in the declining number of graduates and at the same time in the lower number of applicants for the university study. Universities must therefore intensively focus on marketing and the acquisition of high-quality students. In this demanding competition, emerging technologies and social computing play an important role in the whole process. The purpose of this article is to show how new media such as Facebook can contribute to the promotion of an institution of higher learning among future applicants for university study and in this way to attempt to acquire more potential candidates for this type of study.
Petra Poulova, Blanka Klímová
Application of Smart-Education Technologies in the Institutions of the Russian System of Additional Education of Children
Abstract
The article deals with the possibility of introducing the new toolkit in the segment of technologies Smart-education (computer (multimedia)) in the curricula of institutions of Russian supplementary education (children’s music schools, children’s art schools), the introduction of the educational process of the disciplines “Listening to Music” and “Musical Literature” presentation, video-clavier, electronic textbooks with audio and video sections, materials of sites related to musical art, multimedia programs for developing new children musical material in various formats). The teachers used this tool will successfully implement the personally oriented and activity-based methodological approaches in teaching: effectively organize the control of students’ knowledge, build individual educational trajectories, successfully expand their musical experience, which determines the achievement of the goal of musical education - the formation of the musical culture of students as part of their common spiritual culture. The article also reveals the idea that the technologies of Smart-education are compatible with traditional methods of learning music. The effectiveness of the introduction of Smart-education technologies in the educational process of the disciplines “Listening to Music” and “Musical Literature” is confirmed by the qualitative and quantitative analysis of the experimental data using the capabilities of the statistical analysis apparatus (Pearson’s criterion).
Svetlana A. Konovalova, Nataliya I. Kashina, Nataliya G. Tagiltseva, Svetlana V. Ward, Elvira M. Valeeva, Sergey I. Mokrousov
Blended Learning 3.0: Getting Students on Board
Abstract
It is widely acknowledged that smart technologies offer exciting potential for university teaching and learning. In this brave new world, educators are urged to discard traditional teaching methods, such as the lecture, and replace them with student-centred modes that incorporate digital technology, self- and peer-based teaching and online content. In the communications and media studies discipline, many educators have been incorporating new technology for 10 years or more. However, we tend to use technology to enhance existing Material and methods: effectively, we are still using the lecture-tutorial teaching model of last century. We are approaching the third decade of the 21st century, yet research shows that real technology-driven change to teaching methods has been slow to develop. This is for many reasons, including institutional lag in providing access to cutting-edge software and networks. More often cited is educators’ resistance, particularly in light of surveys in which students express dissatisfaction when blended or flipped classroom methods are introduced. I contend that the main reason for this dissatisfaction is about training: not of university staff, but of students, who we expect to automatically accept major changes to the way most have always been taught and assessed, without adequate explanation. Student training is part of what I see as the move to ‘blended learning 3.0’, in which we reassess what has worked and what has failed, on the way to revolutionising the way educators teach and students learn in 21st-century smart universities.
Caron Eastgate Dann
The Elderly in SMART Cities
Abstract
With the concept of Smart cities, computer literacy as an inseparable part of everyday life becomes a kind of ‘necessity’. This paper discusses requirements of the elderly people regarding skills in technologies and actual computer competency. The study, which is presented in this paper, brings findings from the research which was run by the authors on the local scene with a group of elderly people who attended computer courses within the frame of the ‘Internet for the Senior Citizens’ intergeneration project. The project is annually organized by municipality and primary schools to improve computer literacy in the senior attendees. Researchers applied quantitative and qualitative methods. Results relating to the respondents’ history in gaining computer skills showed that self-education and assistance from family members represent the main role in this field, nearly one third of attendees marked attendance of computer courses. As for skills, which the elderly would like to gain or practice, work with photography and files dominated. Most attendees were familiar with E-mail; they found learning to use Skype communication application more beneficial. The aim of the paper is to identify computer skills that the seniors attending the free courses would like have or develop in order to be able to participate partially or fully in Smart City without feeling ‘aside’. Research results were presented at the meeting of the directors and municipality representatives and are being incorporated into a next phase of the project with an updated design and content of the courses in a new learning environment.
Miloslava Cerna, Petra Poulova, Libuse Svobodova
A Framework for Planning and Control of the Education Organization
Abstract
Education logistics concerns the integral planning and control (P&C) of education related activities in education organizations, encompassing activities such as scheduling, facility management, staffing, performance management, curriculum development, and ICT management. It has a significant impact on the overall effectiveness and efficiency of the organization. The use of P&C needs to transcend the overtone of finance and aim for the much broader meaning of integral coordination or the organization. This paper introduces a new framework for education organizations to design, optimize, and govern their education logistics and its developments. It introduces hierarchical layers of P&C in a similar way as existing theoretical P&C frameworks for other sectors such as industry and healthcare, and distinguishes different process areas within these layers. We demonstrate that the current dominant way of P&C in education is falling short in numerous aspects, thereby impeding both innovation and the effective and efficient implementation of emerging educational paradigms. Our framework for smart education organizations counters current P&C deficiencies by closing existing coordination gaps between directive-, primary-, and support processes. Currently, these process areas in higher education organizations are often functionally dispersed through lack of horizontal alignment. Our framework defines and integrates levels of control for different process areas, thereby integrating and aligning decision making in the organization.
Rudy Oude Vrielink, Verin Nijhuis-Boer, Carien van Horne, Erwin Hans, Jos van Hillegersberg

Sustainable Learning Technologies: Smart Higher Education Futures

Frontmatter
Proposing an Innovative Design Based Evaluation Model for Smart Sustainable Learning Technologies
Abstract
The proposed evaluation model has been created from the principles of adopting a Design Based Research (DBR) approach. The DBR process has been reviewed in terms of its current limitations and then extended into a new paradigm and academic epistemology. The proposed framework explains the nature of all design-based phenomena and provides an epistemological postulate for a Design Based Evaluation research design and methodology. In creating this model the authors have considered various theories and research methods and methodologies e.g. Activity Theory, Actor Network Theory, Grounded Theory, Collaborative Protocol Analysis, Evaluation of Self-reflection. This synthesis of ‘theories’ has provided a structure in the otherwise unelaborated empty shell of DBR. Using the proposed Design Based Evaluation (DBE) Model it is possible to introduce and evaluate new learning technology innovations and at the same time explore its potential and make improvements for long-term implementation and sustainability. The authors in this article suggest that continuous improvement of technologies and support systems are needed in order to move forwards and not to lag behind, thereby ensuring a future of smart sustainable learning technologies.
Madhumita Bhattacharya, Steven Coombs
Knowledge Control in Smart Training on the Example of LMS MOODLE
Abstract
Though lecture materials are important, electronic smart training requires the comprehensive control of students’ knowledge. Lecture materials are used for knowledge assessment in progress, which is better applied when revising the material rather than for the common knowledge control.
Leonid L. Khoroshko, Maxim A. Vikulin, Vladimir M. Kvashnin
New Vision in Microelectronics Education: Smart e-Learning and Know-How, A Complementary Approach
Abstract
The evolution towards a digital society is indisputable and the development of online tools adapted to education is becoming a priority. At the same time, the technologies that allow the development of these tools as well as the connected objects become more and more complex with a need for know-how as well for the design of these objects as for their manufacture and production. Let us mention that the connected objects cover a large spectrum of applications opened to other disciplines. A new approach to education is needed. Following a presentation of the context, this article discusses the strategy that has been adopted to successfully combine engineering learning, and more especially the microelectronics training with the e-learning and the acquisition of know-how through practice. Because practical training is becoming more and more complex and costly, the trend is to share platforms dedicated to education within the framework of a network. This was set up in France for more than thirty years. The evolution of this network in this new context of digital society with an increasing priority of development of Internet of Things is presented and discussed.
Olivier Bonnaud
Smart Platform for e-Learning Circumstances
Abstract
Mobile learning is a very wide term which encompasses not only learning principles, but also in most cases a bunch of smart devices, from smart-phone to tablet or wearable devices. Any device that allows learning anywhere and anytime is a channel to information and channel that helps gain knowledge and apply it, and this is the main goal of mobile learning. It is not so simple to develop such a system in practice. One of the main objectives of this platform is to adapt students’ knowledge and communication skills with the needs of the current economy and society. Another objective why we choose to create disciplines in mobile learning or blended learning format refers to the integration of transversal competences, including the communication in learning and teaching. This paper presents the development of new tools for our smart platform, with implications and analysis from the point of view human computer interaction and mobile learning. The goal of tools is to improve the educational process by helping the professor form a correct mental model of each student’s performance. Besides this, the developed applications are also analyzed from human computer interaction and attempt to offer effective and highly usable tools. The languages supported by this module are both English and Romanian.
Dumitru Dan Burdescu
Engineering Affordances for a New Convergent Paradigm of Smart and Sustainable Learning Technologies
Abstract
The proposed new paradigm for smart and sustainable learning technologies has been created from the notion of how and why smart thinking supports smart learning. Indeed, smart thinking has been pedagogically associated with the use of cognitive tools to assist deeper learning in the form of scaffolding in general and e-scaffolding in online environments. From this basis the idea of a smart learning technology has been linked to a sustainable learning technology in terms of its affordances and ability to evolve and converge. This idea has been developed from a sustainable change model built upon self-organizing systems related to useful and necessary evolutionary improvement. Finally, a new framework for smart sustainable learning technologies has been proposed. This paradigm maintains that a smart learning environment is supported by e-scaffolding interactive tools for the co-construction of knowledge, communication and interpersonal skills and reflective thinking skills, along with peer and self-assessment for learning. It can represent a convergent set of sustainable learning technologies such as eportfolios for learning and assessment.
Steven Coombs, Madhumita Bhattacharya
Backmatter
Metadaten
Titel
Smart Education and e-Learning 2018
herausgegeben von
Vladimir L. Uskov
Robert J. Howlett
Prof. Lakhmi C. Jain
Prof. Ljubo Vlacic
Copyright-Jahr
2019
Electronic ISBN
978-3-319-92363-5
Print ISBN
978-3-319-92362-8
DOI
https://doi.org/10.1007/978-3-319-92363-5