Nykvist, Shaun, Blundell, Chris, Mukherjee, Michelle · QUT ePrints (Queensland University of Technology) · 2019
<p>This chapter develops an understanding of the importance of digital learning in the primary years through a discussion of definitions, models and relevant literature, introduces the WHO workflow for purposefully planning digital learning and outlines and describes practical approaches to digital learning through the use of school-based scenarios for the primary years. The term ‘digital technologies’ is used in this chapter to collectively describe hardware and software, including current and emerging technologies for example, information and communication technologies, digital media tools, robotics, coding, virtual and augmented reality technologies, and wearable technologies. The selection of digital technologies is a secondary process. All the specific technologies cited in the scenarios can be substituted with a range of other technologies that enable the same or similar learning engagements.</p>
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Cavalli, Nicola, Mangiatordi, Andrea, Scenini, Francesca et al. · BiblioBoard Library Catalog (Open Research Library) · 2010
This eBook is the first research report on the media diet of young university students. The research deals with investigating their cultural consumption, closely observing the students' familiarity with the most innovative technological tools, monitoring the consumption habits of contents and cultural products, verifying the frequency and the main ways in which students connect to Internet, analyzing the knowledge and use of web 2.0 platforms and tools.
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Wibke Matthes · 2024
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Purdue University Press eBooks · 2022
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Wibke Matthes · RePEc: Research Papers in Economics
Abstract As the digital transformation accelerates, while the education system has not yet won the race with technology and a shortage of skilled workers pushes companies to the limits of their working capacity, digital learning is needed to motivate the existing workforce across all departments to learn. Because the employees are the ones who desire further development, they want to face new challenges in a self-directed manner, perceive individualized, tailor-made learning opportunities regardless of time and place, and meet the digital transformation with digital competencies. The required competency repertoire of digital learning includes information and data management, digital interaction, technological competence, data protection, and digital ethics. At the level of knowledge, skills, and values, it is necessary to integrate these into a learning ecosystem that continuously adapts to the requirements of the digital transformation.
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Stephen Boyle, David McKinstry, Kenneth McLaughlin · 2018
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Saleh, M. Sahib · Eprints (Universitas Negeri Makassar)
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rizkyna · OSF Preprints (OSF Preprints) · 2020
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Boyle, Stephen, McKinstry, David, McLaughlin, Kenneth · ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) · 2018
No abstract available.
Cited by 0Open access
Michelle Harrison · 2023
Throughout the pandemic, educators struggled to provide flexible educational approaches in response to the constantly shifting need for safe spaces and places for learning. The move to remote learning and the increasing adoption of supportive digital technologies made the need to consider how merging physical/virtual, online/offline spaces can provide more equitable and inclusive access to education even more urgent as ongoing digital inequities were exposed. This chapter explores how Open Educational Practices (OEP), which focus on participatory pedagogies, the use of open licensing and open technologies, the development and adoption of open educational resources (OER), and collaboration with and recognition of multiple voices and perspectives can help promote student agency and create more inclusive and just learning experiences. It will also take a critical approach to openness, to consider what kinds of exclusions and closedness can be inadvertently introduced when we work in open, online networked learning spaces. Using a spatial lens, the chapter examines what engaging with openness can look like in practice and includes analysis of a specific case of an open learning design that uses OER and an open platform to help create a more student-centered, equitable, and accessible learning space.
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Nigel Ecclesfield, Fred Garnett · Advances in educational technologies and instructional design book series · 2020
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Boyle, Stephen, McKinstry, David · ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) · 2014
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Bulletin of Miscellaneous Information (Royal Gardens Kew)
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AA.VV · Directory of Open access Books (OAPEN Foundation) · 2010
Questo eBook è il primo rapporto di ricerca sulla dieta mediale dei giovani studenti universitari. La ricerca si occupa di indagare i loro consumi culturali, osservare da vicino la familiarità degli studenti con i piu innovativi strumenti tecnologici, monitorare le abitudini di consumo di contenuti e prodotti culturali, verificare la frequenza e le modalità principali con cui gli studenti si collegano a Internet, analizzare la conoscenza e l’utilizzo di piattaforme e strumenti del web 2.0.
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Lorraine Delaney, Margaret Farren · ASCILITE Publications · 2016
Many countries have policies to improve the equality of opportunities afforded by higher education; to enable people from a wider range of backgrounds to benefit. In recent decades, Ireland has experienced a dramatic expansion in higher education (HE) participation. However, research indicates that certain groups continue to be under-represented; namely those from lower socio-economic backgrounds. Additionally, when working class students do participate in higher education they don't necessarily complete honours degree programmes. The possibility of economic mobility provided by lower level courses is often slight as they tend to have a low value in the labour market. Furthermore, costs associated with travelling, or having to live away from home while studying, present a significant barrier to accessing full-time HE for many working class students. Based on a case study of 268 distance graduates from Dublin City University (DCU) Ireland, this paper argues that without digital higher education provision, significant progress in widening participation is improbable.
Cited by 1Open access
Deborah M. Winn · 2023
Cited by 1
Shaun Nykvist, Christopher N. Blundell, Michelle Mukherjee · 2020
This chapter develops an understanding of the importance of digital learning in the primary years through a discussion of definitions, models and relevant literature, introduces the WHO workflow for purposefully planning digital learning and outlines and describes practical approaches to digital learning through the use of school-based scenarios for the primary years. The term ‘digital technologies’ is used in this chapter to collectively describe hardware and software, including current and emerging technologies for example, information and communication technologies, digital media tools, robotics, coding, virtual and augmented reality technologies, and wearable technologies. The selection of digital technologies is a secondary process. All the specific technologies cited in the scenarios can be substituted with a range of other technologies that enable the same or similar learning engagements.
Cited by 0
Harris, Anna, Wojcik, Andrea · Data Archiving and Networked Services (DANS) · 2020
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Bodo Möslein-Tröppner, Willi Bernhard · 2021
Cited by 9
Fischer, Stefan 1966-, Heilmann, Jan 1984-, Wagner, Thomas 1971- et al.
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