Learning with Technologies and Technologies in Learning: Experience, Trends and Challenges in Higher Educatio

Foreword
Preface
Contents
The Future of Learning
Introduction to ‘The Future of Learning’
1 Section Overview
2 The Chapters
Reimagining the Future of Higher Education Teaching
1 Context, Purpose and Approach
2 Foresight Studies Considered
3 Categories of Analysis
4 Outcomes
4.1 Results of the Analyses of Selected Foresight Studies
4.2 Pandemic-Related Surveys Considered
4.3 Results of the Analysis of Selected COVID-19-Related Surveys
5 Conclusions
References
Dual Educational Engineering Towards the Goals of the 2030 Agenda for Sustainable Development
1 Introduction
2 Methodology
2.1 Inspiration Domains of Fractal Principles for Fractal Design
2.2 Fractal Principles
2.3 Methodology Development
3 Conclusions
References
Social Interaction and Communication in Digital Learning Environments
1 Introduction
2 Approach
2.1 Implementation of the Inverted Classroom: “The Digital Teacher Bag”
2.2 Study Design and Procedure
2.3 Outcomes
3 Conclusions and Recommendations
4 Outlook
References
Potential Impact of Open Educational Resources and Practices for Good Teaching at Universities. The OER Impact Assessment at TU Graz
1 Introduction: The Need for OER Impact Analysis
2 Research Questions and Research Design
3 OER in Austrian Higher Education Institutions
4 Expectations from OER Concerning Good Teaching in the TU Graz OER Policy
5 Development of an Impact Assessment Framework for OER at TU Graz
5.1 A Framework for OER Impact Assessment at TU Graz
5.2 Collection of Current OER Activities, Results, and Outcomes at TU Graz
5.3 Sketch of Measures Concerning Data Collection and Analysis
6 Examples and Evidence on How OER Positively Influenced Teaching and Teaching Innovations at TU Graz (and Beyond)
6.1 Quality Online Learning: OER for Lecturers –TELucation and Other Materials
6.2 Further Education and OER Certification of TU Graz Staff
6.3 MOOCs as OER and the National OER Platform iMooX.at
6.4 How TU Graz OER Support Open Teaching
6.5 Teaching Innovations Through OER at TU Graz
7 Discussion and Outlook Concerning Good Teaching
References
Augmented Reality and Its Use as a Helping Tool in Education
1 Introduction
1.1 Research Problem
1.2 Objectives
2 Methodological Procedures
3 Augmented Reality
3.1 Online Laboratories
3.2 Experiments
4 Comparison Amongst Apps
5 Analyses and Results
6 Final Consideration
7 Future Work
References
The Use of Augmented Reality as an Aid in the Perception and Learning of Human Body Anatomical Structures by Students of Medical Schools
1 Introduction
2 Medicine School and the Study of the Body
3 Steps of the Integrative Literature Review
4 Results
5 Discussion
6 Conclusion
References
Learning Tool for Phobia Handling Based on Virtual Reality
1 Introduction
1.1 Anxiety Disorder and Fear
1.2 Phobia Handling
2 Related Works
3 Description of Developed Application for Virtual Reality Exposure Therapy
3.1 General Composition of Application
3.2 Scenes and Levels
4 Testing and Case Studies
4.1 Case Study: Participant No. 1—Ophidiophobia
4.2 Case Study: Participant No. 2—Arachnophobia
4.3 Case Study: Participant No. 3—Acrophobia
4.4 Case Study: Participant No. 4—Acrophobia
5 Conclusion
References
Eruptive Technologies in Learning
Introduction to ‘Eruptive Technologies in Learning’
1 Section Overview
2 The Chapters
Towards Developing Computational Thinking Skills Through Gamified Learning Platforms for Students with Autism
1 Introduction
2 Related Work
3 Methodology
3.1 Analysis and Literature Review
3.2 Platforms Design
3.3 Development
3.4 Implementation
4 Evaluation of Systems
4.1 Engagement Test
4.2 System Usability Scale
4.3 Learning Gain Test
5 Results
5.1 Engagement
5.2 System Usability
5.3 Learning Gain
6 Discussion
7 Limitations
8 Interface Design Guidelines for Children with ASD in the Context of Learning Programming
9 Conclusion and Future Work
Appendix 1 Engagement Test
Appendix 2 System Usability Scale (SUS)
Appendix 3 Learning Gain Test
References
Augmented Reality as a Teaching Resource in Higher Education
1 Introduction
2 Background
2.1 Didactic Media, Augmented Reality and Its Benefits in Education
2.2 The Computer Architecture Course
3 Methods and Methodology
3.1 Approach and Design
3.2 Participants
3.3 Intervention
4 Results and Discussion
5 Conclusions
References
Practical Digital Engineering Education: Integration of Multiple Innovative Technologies in One Smart Factory Example
1 Introduction
2 Related and Previous Work
3 Methodology
3.1 Subject Isolation
3.2 Topic Overlap and Gap Review
3.3 Learning Objective Definition
3.4 Exercise Creation
3.5 Learning Nugget Creation
3.6 Lecture Delivery
3.7 Feedback and Evaluation
4 Implementation Concept
4.1 Subject Isolation
4.2 Topic Overlap and Gap Review
4.3 Learning Objective Definition
4.4 Exercise Creation
4.5 Learning Nugget Creation
5 Hard- and Software Implementation
6 Survey on Learning Experience and Outcomes
7 Conclusion
References
New Ways for Distributed Remote Web Experiments
1 Introduction in Learning Laboratories
2 Decomposition of experiments—definition of terms
2.1 Example: Hands On Laboratory Teaching Technical Computer Science
3 New Ways
3.1 Laboratories with Multiple Remotely Coupled Laboratory Devices
3.2 Crosslab—Breaking Institutional Borders
3.3 Hybrid Take-Home-Labs
4 Architectural Concerns
4.1 Experiment Bus
4.2 Experiment Setup
4.3 Supporting Infrastructure
4.4 Federated Remote Laboratories
4.5 Experiment Runtime Issues
5 Proposed Interface
5.1 Registration Point
5.2 Experiment Bus
5.3 Right and Identity Management
6 Summary
References
Pedagogical Intelligence in Virtual Reality Environments
1 Introduction
2 Immersion for Pedagogy
3 Why Intelligent Agents for Pedagogy?
4 Archetypes of Intelligent Pedagogical Interaction
5 Supporting Processes and Models
6 Summary and Conclusion
References
REEdI-Rethinking Engineering Education in Ireland
1 Introduction
2 Immersive Technologies in Education
2.1 History and Introduction to Immersive Technologies
2.2 Immersive Technologies in the General Education Domain
2.3 Immersive Technologies in the Engineering Education Domain
3 Considerations for Implementing Immersive Technologies as a Pedagogical Tool
3.1 Advantages of Immersive Technologies
3.2 Disadvantages of Immersive Technologies
3.3 Considerations When Developing Immersive Applications for Engineering Education
3.4 How to Improve the Design of Immersive Applications for Engineering Education
4 The REEdI Immersive Learning Environment Case Study
5 Next Steps and Future Directions
6 Conclusion
References
Experience API (xAPI) for Virtual Reality (VR) Education in Medicine
1 Introduction
2 Background Work
2.1 Emerging Technologies for Medicine Training
3 Problem Domain: Lesson Plans
4 xAPI Implementation
4.1 Learning Record Store
4.2 xAPI VR Adaptability
5 Research Methodology
6 Conclusions
References
Pedagogy of Active and Practical Learning Online
Introduction to ‘Pedagogy of Active and Practical Learning Online’
1 Section Overview
2 The Chapters
References
The Impact of COVID-19 on Higher Education: A Systematic Literature Review of Pedagogical Approaches and Challenges
1 Introduction
2 Pedagogy of Online Learning
3 CHAT Theoretical Framework
4 Methodology
4.1 Search Method
4.2 Screening Criteria
4.3 Sample
4.4 Data Coding
5 Analysis of Findings
5.1 Applying the CHAT Framework
5.2 Thematic Indicators
6 Discussion and Conclusion
Appendix (i): List of the 23 Empirical Research papers that met our criteria, grouped by who were the “subjects” (participant/s) of the research
Appendix (ii) Shared themes for 23 papers (between 2 or more papers) The numbers used below link to papers in Appendix (i)
References
An Architectural Concept for Didactics that Integrates Technology into Teaching, Learning and Assessment
1 Motivation
2 State of the Art
3 Goal
4 Approach
5 Architectural Model
5.1 High-Level Overview
5.2 Detailed Structure
6 Process View
6.1 High Level Process
6.2 Intermediate Level Process
7 Instantiation Examples
7.1 Module Level
7.2 Teaching and Learning Unit Level
7.3 Artifact Level
8 Conclusion
References
Online Assessment: Exemplars as the Best Sources for Comparison Processes?
1 Introduction
2 Rethinking Assessment in a Digital Environment
2.1 The Role of Feedback in Online Assessment Processes: New Emerging Scenarios with Comparative Processes
3 Research Purpose, Sample and Methods
4 Results
5 Discussion
6 Limitations and Conclusions
References
The Flipped Laboratory—Extending the Flipped Classroom with Hands-On Training
1 The Flipped Classroom Method
1.1 Introduction
1.2 Didactic Considerations and Literature
2 Online and Pocket Labs
2.1 Overview
2.2 Remote Labs
2.3 Pocket Labs
3 Engineering Course Design
3.1 Didactic Considerations for the Use of Online and Pocket Labs
3.2 Students' Feedback
3.3 The Flipped Laboratory Approach
4 Conclusion
References
Use of Instructional Design, Instructional Strategy, and Learning Theory in Mobile Learning Application Development
1 Introduction
2 Methodology
2.1 Inclusion and Exclusion Criteria
2.2 Search Strategy
2.3 Study Selection
2.4 Analysis Framework and Coding
3 Results and Discussion
3.1 Research Question One
3.2 Limitations and Recommendations
4 Conclusion
References
Machine Learning and Human Learning
Introduction to ‘Machine Learning and Human Learning’
1 Section Overview
2 The Chapters
References
Towards a Recommender System Based on Community Detection and Performed Activities in the Context of Social Learning
1 Introduction
2 Literature Review
2.1 Recommender Systems
2.2 Recommender Systems in eLearning
2.3 Community Detection
3 Proposed Approaches
3.1 Recommender System Based on Correlation and Co-occurrence
3.2 Recommender System Based on Friends Communities
3.3 Recommender System Based on Community Detection Within Two-Mode Networks
4 Conclusion
References
Computer Science Students Early Drop-Out Prediction Using Machine Learning: A Case Study
1 Introduction
2 Background and Related Work
3 Methods
3.1 Datasets’ Description
3.2 Data Preprocessing and Analysis
3.3 Experiments
4 Results
4.1 Prediction Accuracies with Pre-university Data
4.2 Prediction with Students’ Admission Interview and Essay
4.3 Prediction with Students’ Admission Interview, Survey, and Essay
5 Discussion
6 Conclusion
References
Teaching and Learning with AI in Higher Education: A Scoping Review
1 Introduction
2 Methodology
2.1 Literature Search Strategy
2.2 Data Extraction, Loading, and Conversion
2.3 Inclusion and Exclusion Criteria
2.4 Limitations
3 Teaching and Learning with Artificial Intelligence in Higher Education
3.1 AI Technology Used in a Smart Learning Environment
3.2 Application of AI in Smart Learning Environments
3.3 Competences and Skills for the 21st Century
4 Conclusion
References
Reimagining and Rapid Transition of Learning
Introduction to ‘Reimagining and Rapid Transition of Learning’
1 Section Overview
2 The Chapters
References
Reimagining Language Learning in Higher Education: Key-Roles for Technology
1 Introduction
2 Introduction to the Area of Foreign Language Learning and Teaching: Current Trends in Pedagogical Approaches, Focus Points and Learning Objectives
3 State of the Art About CALL
4 Three Strands for Digital Tools in Language Learning
4.1 Digital Tools as Communication Channels: Virtual Exchange for Intercultural Competence
4.2 Digital Tools as Partners in Cognition
4.3 Digital Tools as Channels for Delivering Instruction
5 Imagining the Future: Challenges, Drivers, Obstacles, and Opportunities
6 Conclusion
References
Promoting Students’ Learning and Involvement Under Demanding Remote Environments
1 Introduction
2 Background
3 Methodology
4 Results
5 Discussion
6 Conclusions
7 Future Perspectives
References
Developing and Evidencing Attainment of Graduate Learning Outcomes Through an Institution-Wide Feedback System
1 Introduction
2 Background
2.1 Defining SMU Graduate Learning Outcomes
2.2 Framework for GLO Measurement
2.3 Development of GLO System: Instructor Feedback
3 Pilot Study
4 Results of Pilot Study
5 Reflections and Insights
6 Updating the GLO Measurement and Feedback Plan
6.1 Improving Assessment and Feedback
6.2 Empowering Students to Take Ownership of Their Learning
6.3 Institutionalizing a Feedback Culture
6.4 Developing a Shared Understanding of the Feedback Processes
6.5 Developing Student and Instructor Assessment and Feedback Literacies
7 Conclusion
References
Emerging Energy Engineering Education on the Way to Employment
1 Facing the Transition of Teaching and Learning
2 Learning Oriented to Employability
2.1 Work-Based Learning WBL
2.2 Work-Integrated Learning WIL
2.3 Stakeholders of Employability Programs
3 Internationalization and Accessibility of Employment
4 Infrastructure Development
5 Learning Through Applied Research Programs
6 Discussion
7 Conclusions
References
Global Skills in the Global Pandemic: How to Create an Effective Bichronous Learning Experience During an Emergency Shift to Remote Instruction
1 Introduction
2 Approach
2.1 Preliminary ERT Adjustments
2.2 Community of Inquiry (CoI) Model for Online as Well as Blended Learning
2.3 The Teaching Presence, the Cognitive Presence, and the Social Presence–an Overview
2.4 The Teaching Presence, the Cognitive Presence and the Social Presence Applied
2.5 The Universal Design for Learning
3 Case Study
3.1 Transition of a Sophomore Business English Writing Class to an Alternate Delivery Mode
4 Bichronous Online Learning
4.1 Asynchronous Mode
4.2 Learning Management System
4.3 Synchronous Mode
5 Online Project-Based Learning in the Business English Writing Class
5.1 The Survey
5.2 Survey Results
5.3 The Report
6 Conclusions
6.1 Recommendations
Appendix 1
Appendix 2
Appendix 3
References