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检索条件"任意字段=7th International Conference on Smart Learning Ecosystems and Regional Development, SLERD 2022"

共 27 条记录，以下是11-20 订阅

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Student smartphone Experience Narratives Mediated by the Phygital School Library for learning ecosystems 7th

Student Smartphone Experience Narratives Mediated by the Phy...

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7th international conference on smart learning ecosystems and regional development, slerd 2022

作者： Fonseca, Maria José Mealha, Óscar School Cluster D. Maria II de Famalicão Vila Nova de Famalicão Gavião4760-067 Portugal Department of Communication and Art/DigiMedia University of Aveiro Aveiro3810-193 Portugal

this paper reports a Case Study that took place in the educational community of the D. Maria II school cluster at Famalic7;o, Portugal, from October 2019 to October 2021. It integrated 236 participants—students, ... 详细信息

ISBN: (纸本)9789811952395

this paper reports a Case Study that took place in the educational community of the D. Maria II school cluster at Famalicão, Portugal, from October 2019 to October 2021. It integrated 236 participants—students, teachers, and parents—with the goal of identifying the studentś daily infocommunicational experience narratives on their smartphones, capable of also being used for classroom activities. A Design-Based Research process was used with a conceptual prototype that simulated user narratives. the findings of this study were proposed as a heuristic model of infocommunicational services that students would like to have on their smartphones to be used in/out of the classroom with the mediation of the physical and digital (phygital) school library. Socialization and collaborative learning solutions were the most popular, such as student/teacher profile information, peer assessment, inter-student and teacher infocommunication possibilities, and student performance continuous follow-up. this study’s research process revealed potential to be used in other school ecosystems and the school library and librarian teacher proved to be absolutely fundamental agents to mediate the development, discussion, and validation of the findings and final results. © 2023, the Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

关键词： Students

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Environment Challenges of E-learning in Higher Education—the Teachers’ Perspective 7th

Environment Challenges of E-Learning in Higher Education—Th...

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7th international conference on smart learning ecosystems and regional development, slerd 2022

作者： Leoste, Janika Jõgi, Larissa Õun, Tiia Marjanovic, Ugljesa Rakic, Slavko Schöndorfer, Simone Lefkofridi, Zoe School of Educational Sciences Tallinn University Narva rd 25 Tallinn10120 Estonia Faculty of Technical Sciences University of Novi Sad Trg Dositeja Obradovica 6 Novi Sad21000 Serbia Department of Communication Studies Paris Lodron University of Salzburg Rudolfskai 42 Salzburg5020 Austria

ISBN: (纸本)9789811952395

the COVID-19 pandemic enforced higher education institutions worldwide to start using various digital technologies for providing synchronous digital online teaching and learning support. the new e-learning environment became a main challenge for the teachers, students, and university management. this paper is based on a study that aims to investigate the main challenges of digital teaching (a teacher-centered aspect of e-learning) from the teachers’ perspective. the data for this research is gathered through the ENLIVEN Video Podcasts, using the method of semi-structured interviews, in different locations of the Paris Lodron University of Salzburg. Qualitative analysis was used for data analysis. the results of this study provide five common themes which reflect teachers’ challenges: personal barriers to digital teaching, structural barriers to digital teaching, challenging factors to ensure the quality of teaching, recommendations for colleagues, and future vision. Furthermore, this paper presents a collective story of teachers’ experiences related to digital teaching practices and gives an overview of the major challenges when teaching via an e-learning environment. © 2023, the Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

关键词： E-learning

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smartness Comparison Among Different Age Group Students in an Integrated School: the Potential for Design and Management 4th

Smartness Comparison Among Different Age Group Students in a...

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4th international conference on smart learning ecosystems and regional development

作者： Mealha, Oscar Nunes, Jose Santos, Fernando Delgado Univ Aveiro Dept Commun & Art DigiMedia Res Grp Aveiro Portugal ASLERD Rome Italy Agrp Escolas Jose Estevao Aveiro AEJE Aveiro Portugal

ISBN: (纸本)9789811396526;9789811396519

the empirical research documented in this paper took place in a school ecosystem and considered 7th-9th-grade students and 10th-12th-grade students in a bottom-up approach to nurture the knowledge needed to understand the relation that is established between the educational community and school. the reported work contextualizes and explains the smart learning ecosystem strategy and describes the research method used to involve and gather stakeholders' motivations and sense of optimal experience in the school ecosystem. this particular paper tests the capability of having qualitative comparison smartness studies among different school stakeholders in the same (place and institution) school ecosystem. the qualitative research procedure, smart school questionnaires, data gathering, and analysis will be shared in the context of the study that took place May/June 2018 in the Jose Estevao Aveiro School (Portugal), namely with the younger students (7th-9th grade), n(1) = 157 and older students 10th-12th grade, n(2) = 108. the comparative analysis exercise leads to the potential for technology-mediated solutions driven by co-design initiatives and suggests some smart school management issues.

关键词： 7th–12th grade students Co-design Communication Educational community School smartness

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Exploiting the Web of Data to bridge formal and informal learning experiences 19

Exploiting the Web of Data to bridge formal and informal lea...

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7th international conference on Technological ecosystems for Enhancing Multiculturality (TEEM)

作者： Ruiz-Calleja, Adolfo Bote-Lorenzo, Miguel L. Vega-Gorgojo, Guillermo Serrano-Iglesias, Sergio Asensio-Perez, Juan I. Dimitriadis, Yannis Gomez-Sanchez, Eduardo Univ Valladolid ETSI Telecomunicac Valladolid Spain

ISBN: (纸本)9781450371919

smart Education promises personalized learning experiences that bridge formal and informal learning. Our proposal is to exploit the Web of Data to automatically create learning resources that can be, later on, recommended to a learner based on her learning interests and context. For example, a student enrolled in an arts course can get recommendations of learning resources (e.g., a quiz related to a monument she passes by) by exploiting existing geolocalized descriptions of historical buildings in the Web of Data. this paper describes a scenario to illustrate this idea and proposes a software architecture to support it. It also provides some examples of learning resources automatically created with a first prototype of a resource-generator module.

关键词： Web of Data informal learning smart learning

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De-Identification of Student Writing in Technologically Mediated Educational Settings 7th

De-Identification of Student Writing in Technologically Medi...

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7th international conference on smart learning ecosystems and regional development, slerd 2022

作者： Holmes, Langdon Crossley, Scott Hayes, Nick Kuehl, Dylan Trumbore, Anne Gutu-Robu, Gabriel Georgia State University Atlanta Georgia University of Virginia CharlottesvilleVA United States University Politehnica of Bucharest Bucharest Romania

ISBN: (纸本)9789811952395

When conducting research with data from smart learning systems, there is a need to protect user identities because the release of personally identifiable information (PII) poses a significant risk to participants and creates a barrier to analyzing data and/or creating open datasets. Massive open online courses (MOOCs) are a good example of learning systems where PII concerns may hamper data analysis, the well-being of users, and system innovation. PII is particularly hard to locate and clean because of the variations in formatting, texts, and assignments found in unstructured data. In particular, identifying and removing students’ names has proven difficult. this study examines the potential to use large, pre-trained language models to de-identify MOOC data and compares performance on these language models to human annotations. On a validation set, a pre-trained language model fine-tuned using spaCy default hyperparameters achieved 97% recall of student names in the validation set, including partial matches, and 30% precision. On a larger, unseen test set (n = 3,077), the model achieved 93% recall and 24% precision. the majority of the false positives leading to lower recall in the test set were known names belonging to authors and/or lecturers. the results of the ensemble approach used here show considerable promise for a difficult de-identification task and indicate that automated de-identification is, likely, mature enough for use on some education datasets. Clearing PII from smart learning systems would ethically protect learners within the systems, allowing for the release of large datasets that could be analyzed for intelligent insights to forward innovation within smart learning systems. © 2023, the Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

关键词： learning systems

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In-Service Teachers’ Attitude Towards Programming for All 6th

In-Service Teachers’ Attitude Towards Programming for All

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6th international conference on smart learning ecosystems and regional development, slerd 2021

作者： Rouhani, Majid Jørgensen, Victor Norwegian University of Science and Technology Trondheim7491 Norway

ISBN: (纸本)9789811639296

Coding instruction has increased widely throughout primary and secondary education in many countries, and educators are just beginning to understand the complexities of teaching students to code. A question raised is whether everyone should learn to code to be fully literate participants in our future society? What are the teachers’ main arguments concerning the concept of programming for all? We investigate these questions from a teacher’s perspective and aim to determine what attitudes teachers have towards programming for all. We gave teachers a task to describe their thoughts and perceptions on programming for all and collected data during a programming course for in-service teachers. this paper reports on preliminary findings. Although the vast majority in this study have positive attitudes towards programming, we can also see negative attitudes. these concerns are mainly related to lack of time. In-service teachers in this study believe that programming can be fun and engaging. they come with many arguments on reasons why they should include programming in school. © 2022, the Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

关键词： E-learning

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Co-design and Shared Practices: An Overview of Processes of learning in Nonformal Educational Contexts 6th

Co-design and Shared Practices: An Overview of Processes of ...

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6th international conference on smart learning ecosystems and regional development, slerd 2021

作者： Moura, Inês Santos Baldi, Vania University of Aveiro Aveiro Portugal

ISBN: (纸本)9789811639296

the present article is an overview that outlines co-design methodology in constructing an informal process of contextually situated and encouraged knowledge. the shared practices are related to emancipation and participation processes that integrate co-design implementation, as is the case of photovoice. On the other hand, the co-design methodology includes strategies and tools that foster digital literacy in a nonformal education context. In this regard, it is intended to reflect how co-design can also produce knowledge about that social context. Participatory methodologies, as co-design, digital literacy, and collaborative learning, are essential tools for promoting digital inclusion. therefore, "we may say that the anthropological transformations and mediamorphoses are interwoven, reflecting it in the practices of learning, knowledge and in participation in collective life" (Baldi in La comunicación especializada del siglo. McGraw-Hill/Interamericana, p. 591, 2020 [2]). In this context, it is essential to promote an inclusive smart education that will allow individuals to produce, access, and effectively communicate through technological means. © 2022, the Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

关键词： E-learning

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Space and Time in Hybrid Teaching and learning Environments: Two Cases and Design Principles 7th

Space and Time in Hybrid Teaching and Learning Environments:...

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7th international conference on smart learning ecosystems and regional development, slerd 2022

作者： Leinonen, Teemu Mäkelä, Tiina School of Arts Design and Architecture Aalto University Helsinki Finland University of Jyväskylä Jyväskylä Finland

ISBN: (纸本)9789811952395

the opportunities and challenges of teaching and learning in the same and different space and time have been discussed in the field of distance education for several decades. Within COVID-19, a new type of experimenting and research interest in so-called hybrid learning has emerged. In this article, we present the results from exploring "hybridity" from the perspective of classical categorizations of different forms of learning in terms of time and space. We explored the phenomenon through two cases with the same high-level strategic objective, serving hybrid interaction. In case A, we evaluated university library spaces renovated to serve hybrid teaching and learning. In case B, the focus was on the implementation of a university course redesigned during the pandemic from blended learning to include more hybrid interaction. Multifaceted data was collected, including video recordings (case A), recorded videoconference sessions, and written student feedback (case B). Qualitative data analyses relied on ethnography and contextual inquiry. Based on the analyses of the case studies, we propose five design principles for designing hybrid teaching and learning that aim to overcome the limitations of the same space and time: (1) Ensuring access to required tools, infrastructure, and support;(2) Design primarily for same time, different place learning;(3) Design primarily for same time, same place learning;(4) Less is more;and (5) "Le bon Dieu est dans le détail." these design principles provide guidance to the design process of hybrid teaching and learning to increase the chances of reaching a successful solution. © 2023, the Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

关键词： Video recording

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A Year After the Outbreak of COVID-19: How Has Evolved the Students’ Perception on the Online learning? 6th

A Year After the Outbreak of COVID-19: How Has Evolved the ...

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6th international conference on smart learning ecosystems and regional development, slerd 2021

作者： Giovannella, Carlo University of Rome Tor Vergata—Dip. SPSF Rome Italy ASLERD Rome Italy

ISBN: (纸本)9789811639296

During the last year students have been exposed to a continuous evolution of the learning processes (fully online, blended, parallel blended, rotation of the face-to-face activities, etc.) and, often, to a lot of different technologies, with only one common denominator: the carrying out of the educational activities. Despite the peculiarity of the pandemic situation, one year is a time long enough to analyze the evolution of the students’ perceptions and understand if could be put in relation with a possible start-up of processes of technology innovation and/or acceptance. In this article, we present the outcomes of an investigation conducted by means of an online survey at almost one year distance from the first one that involved, like this time, the students of the bachelor course in Educational Science of the University of Tor Vergata: this year 159 students (98% women). We have been able to explore the relevance of many categories of factors: intrinsic to the characteristics of the learning ecosystems, personal, contextual, related to the educational activities, perceived values of the technology-based processes. It appears that the main causal chain moves from the characteristics of the learning ecosystem, toward the impressions about the learning activities and their effectiveness to, finally, the future intentions and expectations. Not very relevant appear to be individual and contextual factors. the overall impressions of the students about the online activities seem to be positive but personal setting (equipment and connectivity) appear to be more effective than that provided by the university, possibly to underline criticalities met with the delivering of parallel blended activities. In addition, students deem very importantly the collaboration/interaction among peers and with the teachers and, as well, collaborative and design activities, while, on the contrary, most of the implemented learning activities seem to have a transmissive nature. © 2022, the Au

关键词： Students

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Selfit—Accounting for Sexual Dimorphism in Personalized Motor Skills learning 6th

Selfit—Accounting for Sexual Dimorphism in Personalized Mot...

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6th international conference on smart learning ecosystems and regional development, slerd 2021

作者： Neagu, Laurentiu-Marian Rigaud, Eric Guarnieri, Vincent Matei, Gabriel-Dănuț Travadel, Sébastien Dascalu, Mihai Centre of Research On Risks and Crisis Management MINES ParisTech PSL University 1 Rue Claude Daunesse Sophia Antipolis Paris France Computer Science Department University Politehnica of Bucharest 313 Splaiul Independentei Bucharest Romania

ISBN: (纸本)9789811639296

the development and the upkeep of psychomotor skills are fundamental for performing safely and efficiently daily life, professional, or leisure movements. Artificial intelligence offers the potential to develop adaptive systems that can support people's abilities to perform essential and specialized movements, by providing individualized and optimized learning sessions. Research on men is the building block of most theories and practices in the psychomotor development domain. However, it is assumed that women's inclusion will create potential interference due to their physiological variability (i.e., menstrual cycle and the effect of oral contraceptive). thus, personalization of motor skills learning must consider significant differences between men's and women's physiology. Our study describes female-specific issues on psychomotor skills development (e.g., strength level, menstrual cycle, and female athlete triad). the sexual dimorphism-based individualization principles and parameters are afterward presented, together with their implementation in the Selfit intelligent tutoring system for psychomotor skills development. A risk injury monitoring module was implemented using computer vision technologies to track user movements and evaluate risk. A simulation with a virtual population of hundreds of men and women was performed, demonstrating that considering sexual dimorphism in the tutoring module is critical for injury prevention and for providing personalized sessions for women training. © 2022, the Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

关键词： Physiology

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