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Abstract

International Journal of Knowledge Society Research Volume 7 • Issue 4 • October-December-2016 • ISSN: 1947-8429 • eISSN: 1947-8437 An official publication of the Information Resources Management Association Special Issue on Teaching in Higher Education: Guest Editorial Preface

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... Some of the methods that are increasingly being used in STEM teaching include interactive discussions, flipped lessons, role playing, peer teaching, lab activities and case study analysis, while problem based learning, experiential learning but also collaborative and cooperative methods are promoted. Sometimes, students' engagement with learning not only mentally but also physically and emotionally is sought, with the aim to trigger their curiosity and imagination [1], [2], [3], [4], [5], [6], [7], [8], [9], [10], [11], [12], [13]. As Confucius said: "I hear and I forget. ...
... • aim to promote engaged and active learning [6][7][8][9][10][11][12][13] and [43][44][45] and comprise a clever mix of bits of knowledge, emotive stimulators and digital or other tools. ...
Conference Paper
The teaching of Science, Technology, Engineering and Mathematics (STEM) courses in Higher Education is challenging and requires not only well educated teachers but also use of innovative methods including Information and Communications Technology (ICT) tools in order to encourage creativity, and positive change through the excitement of the emotions and the imagination. Furthermore, new and effective ways of student engagement and satisfaction should be explored. In this paper, we present our experience from applying Learning Objects (LOs) in our teaching of STEM courses. We provide successful examples from biology, chemistry and environmental studies courses we teach. Our discussion focuses on what Learning Objects in STEM courses are, how they are produced and copyrighted and in what kind of repositories they can be found. Then, we discuss the ways the specific examples support student learning and engagement, as well as methods of assessment. We demonstrate how Learning Objects can be connected to ICTs in “smart” ways for both real life and virtual reality learning environments. We discuss how the use of Learning Objects increases student enjoyment, motivation and curiosity and helps students become emotionally connected to the topic. Globally, educators and institutions practice the use and sharing of Learning Objects as a good way to enhance collaboration and trigger the generation of new ideas and ways of teaching, moving toward better Communities of Practice. keywords: learning objects, stem courses, engagement, sharing, higher education, communities of practic
... The data/information that is generated will require that student training and translation of emerging technologies blend in appropriately. Papadopoulou, Marouli, Misseyanni, & Lytras, 2016;. Overall, our literature review and examination of European reports pointed to the following main recommendations concerning Greece. ...
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Major advances and breakthroughs in Medicine and Healthcare are transforming our world. How will we manage to tackle our disease burden to improve our day-to-day well-being especially if in developed countries the global population of people over 80 will more than triple by 2050 and in the less developed ones the youth profile will escalate? Will Europeans as an example, find ways to balance budgets and restrain spending and come up with a sustainable survival strategy for Europe’s healthcare systems? This work addresses a number of challenging questions and offers “smart” solutions and a framework on how to develop and sustain new models of care and improve the public services profile with the vision to become globally leading healthcare institutions mainly in Europe and particularly in Greece. The nature of programs in biomedical and healthcare sciences, the kind of educators and healthcare professionals and how to technologically and practically support such programs is considered. How to connect Biomedical programs with Medical Centers and what kind of student internships can be developed is discussed. What it means to have patient-centered medical centers which abide by strict European and international guidelines and certifications and how to provide top quality medical services is also examined. Keywords: Education, Healthcare, Medicine, Biomedical Programs, Smart Solutions, Internships, International Certifications
... As a response to contemporary global challenges -economic, environmental, social-and the need for graduates possessing a new set of skills -more practical, but also transferable, sometimes referred to as soft skills-, HE institutions are shifting towards more integrated and interdisciplinary curricula, more technology-enhanced learning, and an overall higher emphasis on active learning approaches. [1], [2]. ...
Conference Paper
Higher Education (HE) institutions, as centers of creation and dissemination of knowledge, are called to respond to contemporary challenges. In the 21st century knowledge society, which is increasingly globalized and dominated by an expansion of Information and Communication Technologies (ICTs), new skills are cultivated. Students learn to approach knowledge in a more collaborative, creative and innovative way. To prepare students for the international job market, HE institutions should increasingly aim at developing students’ practical and transferable skills such as digital competency, skills for effective communication, problem solving, teamwork and entrepreneurship. In parallel, it is important that they cultivate a sense of social responsibility and cultural awareness, as well as an ability to address ethical dilemmas. As a response to contemporary challenges and needs, new trends emerge in higher education. Course redesigns, more integrated and interdisciplinary curricula, growing numbers of online/blended courses and programs, more student-driven personalized learning, experimentation with new teaching and learning spaces, emphasis on active learning, introduction of virtual reality are some examples of such trends. Academics, students and HE administration play an important role in this changing learning environment. This study focuses on instructors’ perceptions and practices of active learning in higher education. It addresses the following main questions: How do instructors practice active learning? How do instructors’ active learning practices get affected by their perception of effective pedagogy, knowledge of active learning and their instructional goals? The study is based on the results of a survey addressed to academics from different disciplines and different countries. Aspects examined are: teaching pedagogy and goals, the role of the instructor, active learning methods used in different disciplines, collaborative learning, the importance of ICTs, assessment, and evaluation of active learning methods used. The results of this exploratory study will be used to identify factors that lead to effective active learning strategies and thus prepare academics for change. keywords: active learning, teaching pedagogy, teaching goals, role of the instructor, collaborative learning, assessment, icts, higher education.
... This paper is part of a larger research project based on qualitative research methods, using on-line questionnaires with open-ended questions which focused on instructors' experiences and perceptions of Active Learning Strategies together with Student Evaluation and Assessment in Higher Education with focus on STEM disciplines. The first results of our effort to identify active learning strategies used in STEM courses in Greece were presented in the 6th Future of Education Conference-Florence Italy, 2016, (10], [11], [12], [13]). This effort was further enriched with an in-depth case study [14]. ...
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E-learning with many outstanding advantages in training has drastically changed the self-study process due to the ability to personalize and effectively meet the learning activities of learners. E-learning and building an e-learning environment are currently paying attention and being deployed in many universities in Vietnam with different scope and levels. Especially in the current period, when science and technology are developing, many applications of technology and technology products have been applied in the field of education, changing the way of teaching and learning activities, the practice of both lecturers and students. Big Data and Artificial Intelligence (AI) technologies have replaced people not only for manual labour but also for intellectual labour, including the teaching of teachers. In this article, the authors will give some analysis, evaluation of the current legal policies for eLearning at higher-education level in Vietnam. Then, the authors will propose some solutions to improve the quality of online training in the future.
Book
Various technologies and applications such as cognitive computing, artificial intelligence, and learning analytics have received increased attention in recent years. The growing demand behind their adoption and exploitation in different application contexts has captured the attention of learning technology specialists, computer engineers, and business researchers who are attempting to decipher the phenomenon of personalized e-learning, its relation to already conducted research, and its implications for new research opportunities that effect innovations in teaching. Cognitive Computing in Technology-Enhanced Learning is a critical resource publication that aims to demonstrate state-of-the-art approaches of advanced data mining systems in e-learning, such as MOOCs and other innovative technologies, to improve learning analytics, as well as to show how new and advanced user interaction designs, educational models, and adoptive strategies can expand sustainability in applied learning technologies. Highlighting a range of topics such as augmented reality, ethics, and online learning environments, this book is ideal for educators, instructional designers, higher education faculty, school administrators, academicians, researchers, and students.
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In the rapidly changing, 21st century globalized world, with increasing environmental pressures and challenges, education for the environment and sustainability is a priority at all levels; from kindergarten to higher education. It is the education that will create the environmentally aware and socially responsible individuals, capable of addressing existing and future environmental challenges. Courses on the environment and/or sustainability are now an essential element of all Higher Education Institutions with a sustainability vision. But, does teaching about the environment and sustainability lead to a change in student attitudes? What teaching and learning methods seem to have a more significant effect on attitudes and behaviors and what are the challenges for instructors? In this study, instructors reflect on which educational methods seem most effective in promoting change in student attitudes and behaviors towards the environment and sustainability. This reflection is based on instructor experiences from selected courses or course activities (learning objects) and it focuses on the goals, teaching methods and effect on student learning and attitudes; changes in student attitudes in the course of the last years are also discussed. Suggestions are offered and implications for higher education institutions are outlined. Keywords: education for the environment, education for sustainability, higher education, active learning, student behaviors, emotional engagement
Chapter
Virtual and Augmented Reality (VR & AR) with its various computer-based virtual simulations and teaching aids have already begun to transform the medical education and training. The use of virtual labs and anatomy lessons including the use of Virtual Learning Environments (VLEs) as in the delivery of lectures and surgery operations are explored. The purpose of this chapter is to promote the role of VR & AR in the context of medical education as an innovative, effective, and cost-reasonable solution for the provision of better and faster practical training. This chapter overall investigates and explores the potential of VLEs in terms of the necessary concepts and principles that allow students to develop a more direct and meaningful experiential understanding of the learning goals and outcomes of courses and of the practical and transferable skills required. A business model related to cloud active learning in medical education and training is proposed in line with the idea of an Open Agora of Virtual Reality Learning Services.
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