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This edited book seeks to evolve a global community of practice to
share case studies, engage in critical discussion and spearhead
thought leadership, to address the paradigm shift in next
generation educational practice. This book showcases novel research
studies in various forms and engenders interdisciplinary
conversation and exchange concerning innovation,
technology, and the role
of applied education in workforce futures.
It also equips readers
with global perspectives on the latest
developments in applied degree education and thinking
on new education futures.
This edited book collects papers with perspectives from scholars
and practitioners in Asia, Australia, and Europe to reveal the pros
and cons, chances and challenges, constraints, and potential risks
that educators and learners are facing as the new paradigm for
communication and learning takes place, with a view to shedding
light on the global education climate in the midst of the pandemic.
Since the onset of the global pandemic, education has been
revolutionized in almost every aspect. The emergency precautionary
measures which were once supposed to be temporary school
arrangements only have now become the new normal, reshaping our
understanding of learning environments, redefining the pedagogic
standards in terms of teaching practices, learning designs,
teacher-student interaction, feedback, and assessment. Online
teaching, distanced learning, flipped classrooms, and self-paced
e-learning have all played an increasingly vital role in shaping a
new education culture in various education settings, affecting
school management, teachers, students, and parents alike. While ICT
in education, alongside new media, has provided ample benefits and
convenience for educators and students, communication and virtual
lessons conducted in the socially distanced classroom appear to
have brought issues such as the digital divide, e-mental health,
insufficient technical support, inefficient classroom management,
reduced interaction between teachers and students, not to mention
the growing concerns over privacy and security.
This special edition of the Educational Communications and
Technology Yearbook Series bears a title of "Learning Environment
and Design: Current and Future Impact". It provides a timely forum
to share theoretical and practical insights in both the local and
international contexts in response to the fact that new media and
technologies have infiltrated and shaped the learning environments
from mere physical spaces into multifaceted possibilities,
impacting the ways individuals teach and learn. Designs of learning
environments to harness technologies appropriately to engage
learners better, as well as the roles of learners and educators
play in this changing learning environment, are examples of
important global issues in the discourse of the contemporary
educational developments. Having gathered a diverse collection of
research papers written by scholars and practitioners in the fields
of education, communication and humanities across Asia,
Australasia, Europe and the United States, this book gives readers
a cross-cultural background on the developments of technological
designs and educational practices, investigating areas in
redefining of quality education; online learning and blended
learning; new media in education; gamification, AI, and innovative
learning technologies. Aimed to catalyze knowledge exchanges and
provide fresh views on interdisciplinary research, the book sheds
light on how emerging technologies can be adapted in the fields of
education and communication, so as to facilitate the current and
future designs of learning environments to improve learners'
performances.
This edited volume sets the stage for discussion on Education 4.0,
with a focus on applied degree education and the future of work.
Education 4.0 refers to the shifts in the education sector in
response to Industry 4.0 where digital transformation is impacting
the ways in which the world of work and our everyday lives are
becoming increasingly automated. In the applied degree sector,
significant change and transformation is occurring as leaders,
educators and partners evolve smart campus environments to include
blended learning, artificial intelligence, data analytics, BYOD
devices, process automation and engage in curriculum renewal for
and with industries and professions. This volume aims to profile
and enhance the contribution of applied educational practice and
research particularly in the applied degree sector and includes
contributions that show case real world outcomes with students and
industry as partners. This edited volume includes a wide range of
topics, such as rethinking the role of education and educators;
curriculum and the future of work; industrial partnership,
collaboration and work integrated learning; vocational and
professional practices; students, industry and professions as
partners; employability skills and qualities for the 21st century
world of work; innovative pedagogy and instructional design;
adaptive learning technologies; and data analytics, assessment and
feedback. The contributors come from different parts of the world
in higher education, including, Canada, China, Finland, Germany,
Hong Kong, Italy, Macau, Singapore and the United Kingdom.
This special edition of the Educational Communications and
Technology Yearbook Series bears a title of "Learning Environment
and Design: Current and Future Impact". It provides a timely forum
to share theoretical and practical insights in both the local and
international contexts in response to the fact that new media and
technologies have infiltrated and shaped the learning environments
from mere physical spaces into multifaceted possibilities,
impacting the ways individuals teach and learn. Designs of learning
environments to harness technologies appropriately to engage
learners better, as well as the roles of learners and educators
play in this changing learning environment, are examples of
important global issues in the discourse of the contemporary
educational developments. Having gathered a diverse collection of
research papers written by scholars and practitioners in the fields
of education, communication and humanities across Asia,
Australasia, Europe and the United States, this book gives readers
a cross-cultural background on the developments of technological
designs and educational practices, investigating areas in
redefining of quality education; online learning and blended
learning; new media in education; gamification, AI, and innovative
learning technologies. Aimed to catalyze knowledge exchanges and
provide fresh views on interdisciplinary research, the book sheds
light on how emerging technologies can be adapted in the fields of
education and communication, so as to facilitate the current and
future designs of learning environments to improve learners'
performances.
This edited volume sets the stage for discussion on Education 4.0,
with a focus on applied degree education and the future of work.
Education 4.0 refers to the shifts in the education sector in
response to Industry 4.0 where digital transformation is impacting
the ways in which the world of work and our everyday lives are
becoming increasingly automated. In the applied degree sector,
significant change and transformation is occurring as leaders,
educators and partners evolve smart campus environments to include
blended learning, artificial intelligence, data analytics, BYOD
devices, process automation and engage in curriculum renewal for
and with industries and professions. This volume aims to profile
and enhance the contribution of applied educational practice and
research particularly in the applied degree sector and includes
contributions that show case real world outcomes with students and
industry as partners. This edited volume includes a wide range of
topics, such as rethinking the role of education and educators;
curriculum and the future of work; industrial partnership,
collaboration and work integrated learning; vocational and
professional practices; students, industry and professions as
partners; employability skills and qualities for the 21st century
world of work; innovative pedagogy and instructional design;
adaptive learning technologies; and data analytics, assessment and
feedback. The contributors come from different parts of the world
in higher education, including, Canada, China, Finland, Germany,
Hong Kong, Italy, Macau, Singapore and the United Kingdom.
This book gathers the best papers from the HKAECT-AECT 2017 Summer
International Research Symposium. Revealing the complex
interactions between communication and learning, which are
represented by the symbol "X" in the title, it provides a platform
for knowledge exchange on the new ecology for education in the
digital era. It also equips readers to handle complex issues in
both communication and education, and clarifies the difference
between practitioners and academics in communication and in
education.
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Technology in Education. Innovative Solutions and Practices - Third International Conference, ICTE 2018, Hong Kong, China, January 9-11, 2018, Revised Selected Papers (Paperback, 1st ed. 2018)
Simon K S Cheung, Jeanne Lam, Kam Cheong Li, Oliver Au, Will W. K Ma, …
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R1,562
Discovery Miles 15 620
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Ships in 10 - 15 working days
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This book constitutes extended papers from the Third International
Conference on Technology in Education, ICTE 2018, held in Hong
Kong, China, in January 2018. The 27 full papers presented in this
volume were carefully reviewed and selected from 88 submissions.
They are organized in topical sections on new learning experience
with technologies; mobile learning and flipped classrooms;
instructional design and teaching practices; learning
administration with technologies.
This book gathers the best papers from the HKAECT-AECT 2017 Summer
International Research Symposium. Revealing the complex
interactions between communication and learning, which are
represented by the symbol "X" in the title, it provides a platform
for knowledge exchange on the new ecology for education in the
digital era. It also equips readers to handle complex issues in
both communication and education, and clarifies the difference
between practitioners and academics in communication and in
education.
This volume highlights key aspects of new media, knowledge
practices and multiliteracies in communication and education,
providing readers with a range of empirical findings, novel
theories and applications. The reports also include best practices,
case studies, innovative solutions and lessons learned with regard
to three core fields: (1) New media: discussions on the effects of
traditional and new media, legal risks concerning social media, the
effects of media intervention on help-seeking attitudes, obstacles
of using tablets for learning, qualitative interpretation of media
reporting, use of social media for enhancing design practices, and
news-reading habits; (2) Knowledge practices: exploration of online
viewing and lifestyles, reform of school management models,
undergraduate students' mathematics learning experiences, perceived
accounting ethics and online knowledge sharing, creating knowledge
repositories, digital technologies outside school, smartphone usage
and life satisfaction, and cultural differences and isomerism; and
(3) Multiliteracies: studies on learning style inventories, the
impact of ICT in interdisciplinary approaches, ePortfolios for
learning, video production and generic skills enhancement,
mobile-assisted collaborative learning, and the effects of
project-based learning on student achievements. The reports
presented are from various countries and organizations.
This volume highlights key aspects of new media, knowledge
practices and multiliteracies in communication and education,
providing readers with a range of empirical findings, novel
theories and applications. The reports also include best practices,
case studies, innovative solutions and lessons learned with regard
to three core fields: (1) New media: discussions on the effects of
traditional and new media, legal risks concerning social media, the
effects of media intervention on help-seeking attitudes, obstacles
of using tablets for learning, qualitative interpretation of media
reporting, use of social media for enhancing design practices, and
news-reading habits; (2) Knowledge practices: exploration of online
viewing and lifestyles, reform of school management models,
undergraduate students' mathematics learning experiences, perceived
accounting ethics and online knowledge sharing, creating knowledge
repositories, digital technologies outside school, smartphone usage
and life satisfaction, and cultural differences and isomerism; and
(3) Multiliteracies: studies on learning style inventories, the
impact of ICT in interdisciplinary approaches, ePortfolios for
learning, video production and generic skills enhancement,
mobile-assisted collaborative learning, and the effects of
project-based learning on student achievements. The reports
presented are from various countries and organizations.
This book draws on the responses to learning and teaching and
applied education futures thinking, that provide insights
into the future of learning. It brings together more than 30 novel
and important applied research and scholarly contributions from
around the world, including Australia, Canada, Finland, Germany,
Hong Kong, Japan, Macau, Mainland China, Malaysia, Morocco,
Pakistan, and the UK. The chapters, including reflective essays and
practice-based case examples, are divided into five major themes:
• Future ready values and competencies for the future of work •
Innovative pedagogies in applied degree learning and training •
Driving student access, engagement, and success through digital
technologies • Intelligent technologies: Embedding the new world
of work into applied degrees • Lifelong learning, partnering, and
the future of work This book is important for readers interested in
international perspectives on the future of work and professional
education.
This edited book collects papers with perspectives from scholars
and practitioners in Asia, Australia, and Europe to reveal the pros
and cons, chances and challenges, constraints, and potential risks
that educators and learners are facing as the new paradigm for
communication and learning takes place, with a view to shedding
light on the global education climate in the midst of the pandemic.
Since the onset of the global pandemic, education has been
revolutionized in almost every aspect. The emergency precautionary
measures which were once supposed to be temporary school
arrangements only have now become the new normal, reshaping our
understanding of learning environments, redefining the pedagogic
standards in terms of teaching practices, learning designs,
teacher–student interaction, feedback, and assessment. Online
teaching, distanced learning, flipped classrooms, and self-paced
e-learning have all played an increasingly vital role in shaping a
new education culture in various education settings, affecting
school management, teachers, students, and parents alike. While ICT
in education, alongside new media, has provided ample benefits and
convenience for educators and students, communication and virtual
lessons conducted in the socially distanced classroom appear to
have brought issues such as the digital divide, e-mental health,
insufficient technical support, inefficient classroom management,
reduced interaction between teachers and students, not to mention
the growing concerns over privacy and security.
This book draws on the responses to learning and teaching and
applied education futures thinking, that provide insights into the
future of learning. It brings together more than 30 novel and
important applied research and scholarly contributions from around
the world, including Australia, Canada, Finland, Germany, Hong
Kong, Japan, Macau, Mainland China, Malaysia, Morocco, Pakistan,
and the UK. The chapters, including reflective essays and
practice-based case examples, are divided into five major themes: *
Future ready values and competencies for the future of work *
Innovative pedagogies in applied degree learning and training *
Driving student access, engagement, and success through digital
technologies * Intelligent technologies: Embedding the new world of
work into applied degrees * Lifelong learning, partnering, and the
future of work This book is important for readers interested in
international perspectives on the future of work and professional
education.
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Blended Learning. New Challenges and Innovative Practices - 10th International Conference, ICBL 2017, Hong Kong, China, June 27-29, 2017, Proceedings (Paperback, 1st ed. 2017)
Simon K S Cheung, Lam-for Kwok, Will W. K Ma, Lap-Kei Lee, Harrison Yang
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R3,062
Discovery Miles 30 620
|
Ships in 10 - 15 working days
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This book constitutes the refereed proceedings of the 10th
International Conference on Blended Learning, ICBL 2017, held in
Hong Kong, China, in June 2017. The 42 papers presented were
carefully reviewed and selected from 100 submissions. The papers
are organized in topical sections named: Keynotes; Experiences in
Blended Learning; Strategies in Blended Learning; Assessment for
Blended Learning; Computer-Support Collaborative Learning; Improved
Flexibility of Learning Processes; Open Educational Resources;
Pedagogical and Psychological Issues.
This book gathers selected papers from the Hong Kong Association
for Educational Communications and Technology 2019 International
Conference on the theme of "Shaping the Future of Education,
Communication and Technology." It contributes to a scholarly
discussion that looks beyond what future media and technology can
offer for education, and reflects on best practices and lessons
learned from applying new media and technology in a wide range of
fields. Scholars from educational technology, communication, and
higher education share their research work in various formats such
as empirical research, best-practice case studies, literature
reviews, etc. The topics of the papers are divided into four main
areas, including curriculum, pedagogy and instructional design;
teaching and learning experiences with technology; online learning
and open education resources; and communication and media. The
book's unique quality is its combination of perspectives and
research work on communication, education and technology. Thus, it
will encourage an interdisciplinary discourse and exchange
concerning communication, new media, and educational practices.
Many researchers have investigated the acceptance of information
technology in a wide range of organizational contexts and subject
domains. However, the prominent model frameworks seem to view the
phenomenon through specific and rather restricted lenses. The
objectives of this research study are thus to examine and develop
an integrated model that explains information technology acceptance
from several perspectives within a particular organizational
context, and to determine whether the model explains adoption
behavior over time. An integrated model that is composed of the
social perspective (subjective norm), the technology perspective
(perceived usefulness and perceived ease of use), and the-self
perspective (computer self-efficacy) better explains information
technology acceptance than the models commonly used in past
information technology research. A longitudinal field study shows
that the key determinants of intention to use a system diminish in
effect over a prolonged period. Some implications of these findings
for academics and practitioners in designing and implementing
information technology strategies are presented.
Online learning environments are perceived to facilitate
interaction and knowledge sharing among individuals. However,
participants do not log on frequently or are reluctant to share
ideas with others. Therefore, it is crucial for teachers to
understand when and how interaction and knowledge sharing happen.
The present study develops two new scales to measure an
individual's evaluation of the degree to which an online learning
environment can facilitate the formation and maintenance of
relationships. Then, the hypothesized relationships between the two
constructs and knowledge sharing in online learning environments
are tested. The results indicate that both the need to form and to
maintain relationships are important determinants. Individuals who
found that an online learning environment helped him or her to form
or maintain relationships reported knowledge sharing behaviour. In
addition, the higher was the evaluation of individuals of the
degree to which an online learning environment supported
relationship maintenance, the higher was their evaluation of the
degree to which the online learning environment facilitated
relationship formation.
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