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LEARNING FROM THE KNOWLEDGE AND EXPERTISE OF OTHERS
Abstract
There is a broad consensus that the digital revolution is moving towards the reshaping of traditional professions and jobs. The key idea emerging from expert opinion is that continuing education and learning are essential to help people stay employable in the labor force, and this idea is behind most of the programs and projects co-funded by the European Union over the last decade. Experts are also persuaded that education systems should be adapted to prepare individuals for the changing labor market, and that technological advances will offer new widely available ways to access education. From this perspective, new forms of learning that harness digital technology should be explored.Recently, we have been seeing an increasing interest from researchers in the engagement of connected people in initiatives and processes with social relevance, such as crowdfunding, crowdsourcing, and crowd sensing. Crowd learning is a new topic whose borders are not still well-defined.This paper focuses on internet social learning and crowd learning, which appear to be closely related to two new topical fields of investigation: ubiquitous learning and smart and connected cities. It will present some preliminary results from an ongoing research on how interconnected citizen can use, share, remix, and co-construct learning and cultural resources.
... Thanks to joint action, not only were intergroup stereotypes broken, but real needs were discovered and better solutions were proposed. An intergenerational participatory approach enables direct interaction between solution developers and potential recipients, providing benefits to both parties (Marzano and Ochoa Siguencia, 2018). Thanks to an unconventional approach, seniors have completely new possibilities of contact with the latest technologies, which go far beyond the standard forms of adult education dominating in relation to seniors (Gródek-Szostak, et al., 2020;Gródek-Szostak et al., 2019). ...
The dynamic development of digital technologies and their widespread use in everyday life, especially by younger generations, forces urgent initiatives to counter the digital exclusion of older people. Adult Social Inclusion in and the Digital Environment (ASIDE) has offered activities to support inclusive education and digital skills, raising competences for digital social inclusion of adult social educators and adult social volunteers. The aim of the article is to present the experiences of the ASIDE project in the field of digital inclusion of seniors. Research methods typical of this type of study were used: critical analysis of the literature on the subject, analysis of project documents, analysis of published secondary data.
... In order to relate this typology to development processes, we can say that in successful attempts to create innovative solutions, the decisive role is played by tacit knowledge, which includes practical skills to achieve the desired results (know-how) and practical understanding of human resources, enabling cooperation (know-who). This knowledge cannot be reduced to the unequivocal knowledge of facts (know-what) and scientifically recognized regularities (know-why) [5]. The Internet can be overridden by our hearts and minds. ...
Consumer preferences at the interface between client and tourism service provider are characterized by large changes occurring nowadays. Observation of these changes may help in determining future required competencies required by an employee of a tourism service provider as well as technological trends used in communication and concluding transactions between companies and consumers. Accordingly, it is useful to analyze students' experiences on searching a tourism service to understand their preferences and in a second stage to apply these experiences to build knowledge for future job engagement as a potential tourism service providers. This paper presents the first step of an ongoing investigation that focuses on the tourist services experiences and construction of knowledge on undergraduate tourism management students. We report and discuss the result of a survey conducted involving the students of Tourism management at The Jerzy Kukuczka Physical Education Academy in Katowice-Poland. Structured questionnaires based on a 12-item importance scale were administered to a convenience sample of 220 respondents. Research questions are in the range of youth preferences regarding searching for information and communication with tourism service providers. Therefore, what payment channels are selected what are the preferences associated with the use of mobile applications in dynamically changing reality and websites. The changes taking place in 2015-2019 in the above areas was also be analyzed. The research was carried out, in each case, in the spring months. For our survey, we used "Google form tool" and "Statistica 13" software suite. The χ2 test was used for data analysis. From our research, it emerged that the preferred means of searching information about a tourism service provider searching the web, for communication purposes, the email and mobile phone are the most important software/device; Booking.com resulted to be the most popular tourism platform. The analysis of personal experience and construction of knowledge of students of Tourism management at The Jerzy Kukuczka Physical Education Academy in Katowice has influences in the restructuration of the course syllabuses on "Information and Communication Technologies in tourism organizations".
... As a result of the conducted research, it was found that the greatest value for participants of brokerage meetings was the opportunity to meet directly with a potential international technology partner and finalize a business contract. 30 Zrównoważone łańcuchy dostaw jako wyłaniający się obszar badawczy ...
Presentation of the book: Częstochowa, 12 June 2019 -----
http://research.inbie.pl/images/young_refugees_2019.pdf----------------
This book presents a bibliographic analysis of books and scientific papers where at least one of the co-authors is a member of “Research and Innovation in Education Institute” in the last five years [2015 – 2019] on two main fields: Information and Communication Technology applied to Education & Information and Communication Technology applied to Business.
The second part presents a desk research on refugees integration in Turkey and Poland. The data has been searched of the web as it is the most actual information we could find. Printed documents are not actualized and make difficult to have a clear idea of the real situation in the time the search has been done. In the end of the second part, the advantages and disadvantages of self-employment of refugees and migrants has been discussed.
The last part of the book presents a field research carried out from 19.11.2018 to 11.01.2019 in Turkey. The main topics analysed are the frequency refugees in Turkey use Information and communication Technology, which communication channels and if they know basic rools on online safety and browsing. This study will provide as with a clear idea of the refugee situation to start a self-employment activity.
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CITE
Nur Akarcay, Yeliz, & Ochoa-Daderska, Renata. (2019). Innovative management of the refugee integration model through self-employment (Version 1). Zenodo. http://doi.org/10.5281/zenodo.2616791
This chapter discusses how Schafer's approaches to music education can be applied in today's technological era to develop a highly creative workforce. It is anchored in a Bakhtinian dialogism framework as well as in Vygotsky's socio-constructivist theory. The aim of this research is to use and update an existing and successful twentieth-century philosophy of music education in the digital age as a way to provide an innovative approach to creativity that may now reach a wider audience through digital communication. As a result, a dialogical model of creativity through time emerges, in which the past and the future are interlocked and revolve around the axis of the present, and in which there are neither first nor last words.
Ubiquitous computing is currently emerging as an important element of wireless communication and sensing technologies. It builds an intelligent environment to support learning such that the users share learning services without the awareness of underlying technologies. This intelligent environment in ubiquitous computing is mainly achieved through context-awareness. A wide range of context-aware schemes has been proposed over the last decade. Those contributions are restricted to specific task only. They did not support a complete context-awareness in ubiquitous computing environment. It becomes a necessary to identify the reasons for those issues. Hence this paper reports the overview of context-aware ubiquitous learning environment systems with its types. It also concludes with pros and cons of ubiquitous learning environment systems noticed from the literature.
This research paper is a reflection of the results of collected data from Teacher Educators (TEs) regarding their skills and expertise in Information and Communication Technologies (ICT). Seven themes were inductively identified and called, 7Es like as: (a). Expertise in use of windows programmes; (b). Expertise in use of security measures; (c). Expertise in use of hardware instruments; (d). Expertise in use of internet; (e). Expertise in creating accounts; (f). Expertise in installation of softwares; and (g). Expertise in use of softwares. All extracted themes reveal the utility of the study and thematic analysis.
The paper introduces some pedagogical technologies for training of engineers and state their brief characteristics. We address such approaches as project based training, mind maps, theory of the resolution of invention-related tasks (TRIZ), case studies, master classes and business games. At the end we state some experience in comparing the performance of project based and non-project based organized seminars.
With the rapid development of wireless networks, mobile technology and sensing technology, context-aware ubiquitous learning (u-learning), which allows anytime and anywhere learning, has been widely discussed and investigated in recent years. It has been proven by several studies that situating students to learn from the real world, such as in museums, with u-learning systems is beneficial to them. However, the traditional context-aware ubiquitous learning environment suffers from some physical limitations. For example, the capacity of the learning targets is limited, and moving time for reaching the learning targets is required. These physical limitations may affect students’ learning efficiency. To create a more efficient ubiquitous learning environment, a novel learning framework, namely blended context-aware ubiquitous learning (b-learning), is proposed in this paper. A navigation algorithm, B-MONS, is also proposed for the novel learning framework to guide students to learn efficiently in the b-learning environment. Based on the proposed b-learning framework, a blended context-aware ubiquitous learning system, BCAULS, with a navigation support mechanism based on B-MONS was designed and developed. To compare the efficacy of this new proposed framework with other learning platforms, a field experiment of the learning activity, “Rocks and Fossils,” was conducted in the National Museum of Natural Science, Taiwan. The experiment results indicate that the students performed better in the b-learning environment than in the u-learning and e-learning environments.
Lots of research has been done on smart cities, however, only few studies can be found on smart cities from the educational perspective. This paper will discuss the framework of building smart city from educational perspective to identify the importance of promoting smart learning in smart cities. Then the characters of smart learning are elaborated, and the difference of traditional classroom learning, digital learning and smart learning are analyzed. After that, the paper analyzes the typical learning environments in cities: school, family, community, workplace, and museum. Based on the analysis, we develop indicators to evaluate learning environments in smart cities, which was used to evaluate the learning environments in the selected 68 cities in China.
Women and Media is a thoughtful cross-cultural examination of the ways in which women have worked inside and outside mainstream media organizations since the 1970s. Rooted in a series of interviews with women media workers and activists collected specifically for this book, the text provides an original insight into women's experiences. Explains the ways that women have organized their internal and external campaigns to improve media content (or working conditions) for women, and established womenowned media to gain a public voice. Identifies key issues and developments in feminist media critiques and interventions over the last 30 years, as these relate to production, representation and consumption. Functions as both a research case study and a teaching text.
Learning Theory and Online Technologies offers a powerful overview of the current state of elearning, a foundation of its historical roots and growth, and a framework for distinguishing among the major approaches to elearning. It effectively addresses pedagogy (how to design an effective online environment for learning), evaluation (how to know that students are learning), and history (how past research can guide successful online teaching and learning outcomes).
Recent mobile and Internet applications have made possible the development of ubiquitous learning (U-learning). One such application is social networks, which allow people to create and exchange information with each other in a collaborative manner, and these are especially popular with so-called “digital natives,” who have grown up using such technologies. This study thus explores the behavioral models associated with using social network websites in a U-learning context. To carry out a more comprehensive investigation, a modified technology acceptance model (TAM) is developed, augmented with external factors, including collective efficacy and personal innovativeness in information technology (PIIT). This model is then used to examine the influential factors in students’ use of social networks to learn, and also to evaluate their learning attitudes and usage effects. This study collected 321 valid questionnaires and used them to test the proposed model. The results show that personal innovativeness in information technology and collective efficacy affect learner attitudes through perceived playfulness, perceived usefulness, and perceived ease of use, and in turn affect dimensions, such as satisfaction, self-perceived usage effects, and continued usage intention. Based on these results, instructional designers should work to use the diversity and richness of existing social network sites to enhance learner perceptions of the playfulness and usefulness of information technology, which in turn can produce more positive usage attitudes and greater learning satisfaction.
