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This paper proposes an education 3.0 system called Mutual Learning Community (MLCOM) by combining the subsystems of the Virtual based Learning Classroom (VLC), Mobile based Learning Classroom (MLC), and Flipped Learning Classroom (FLC). In terms of originality, the findings lead to the key elements of the system architecture to develop MLCOM, which enhance twenty-first century skills for higher education learners in Thailand. The list of discovered elements for each subsystem indicates that a virtual smart classroom consists of (1) learning and innovation via a smart agent, Inno Ed Tools, (2) experience exchange via technological educational media, (3) access to learning resources various media in the virtual smart classroom, and (4) testing and evaluation of work submitted via the virtual smart classroom system. Smart classroom application consists of (1) presenting questions or problems, (2) identifying information for answering questions or problems, and (3) choosing media and information technology to research, as well as (4) evaluating information and sources critically, (5) connecting information and formulating a summary, and (6) presenting the project. A flipped classroom consists of (1) self-learning preparation, (2) various online media for diverse learners, (3) learning reflection and questioning, (4) in-class collaboration, (5) learning transition facility, and (6) learning evaluation. However, the construction of such a community was no implemented in this paper due to limited resources and the sheer enormity of scale required for the task. [ABSTRACT FROM AUTHOR]

This paper examines the usage of institutional and non-institutional technologies to support learning and teaching in UK higher education. Previous work on disruptive technology and disruptive innovation has argued that users prefer simple and convenient technologies, and often repurpose technologies from designers' intentions; this paper evaluates its data in relation to this argument. The paper uses a structured observation as its research instrument; seven participants (three lecturers and four students) were given one of two tasks. Results showed the participants using a narrow range of technologies, and showed a preference for non-institutional over institutional technologies. The paper argues that there is a misalignment between the technologies provided by higher education institutions (HEIs) and the technologies used in practice by students and lecturers, and further argues that disruptive technology and disruptive innovation comprise a useful means of assessing the likely success, in terms of usage, of a technology. [ABSTRACT FROM PUBLISHER]

In view of the discrepancies in teacher training and teaching practice, this paper put forward a context-adaptive teacher training model in a ubiquitous learning (u-learning) environment. The innovative model provides teachers of different subjects with adaptive and personalized learning content in a u-learning environment, implements intra- and inter-group collaboration to facilitate knowledge construction and in-depth study, and promotes reflection with the help of the supervising teacher's review and summarization. To test the effect, the model was applied to a general teacher training. Participants were then given questionnaires and interviews were conducted to assess the effectiveness of the model and attitude. Results showed that the model promoted teachers’ learning effectively, achieved the combination of teacher training and teaching practice. Moreover, teachers held positive attitude toward the model. [ABSTRACT FROM PUBLISHER]

This design-based research project is concerned with the design, development and deployment of interactive technological learning environments to support contemporary education. The use of technologies in education often replicates instructivist positions and practices. However, the use of Cultural Historical Activity Theory (C), authentic learning (A), and educational technologies as tools (T) to mediate learning provides an integrated CAT framework to design and use learning experiences that transform not only individuals but also their world view. The work reports on the design, redesign, and evaluation of an honors course on the use of information communication technologies in teaching and learning. Analyses identified a number of design principles useful in conceiving learning tasks to support the theoretical framework. The CAT framework fosters the use of learning mediation through the use of educational tools that support collective knowledge construction of individuals and their communities, rather than replicate the use of technology for instruction. [ABSTRACT FROM PUBLISHER]

The engineering students of today must be educated and trained in the foundations and methods that are necessary for the efficient use of modern technologies and tools, in teamwork and in the procurement and management of information. These goals can only be achieved in a sophisticated course environment that enables the individual work of each student as well as teamwork with data sharing, release procedures, communication, and coordination and which gives access to exercises and exams. All exercises and exams as well as their approval or rejection are done within this environment. The information that is needed for the task is either supplied in the form of lecture material or standards, or it must be found somewhere else on the Web. Within this environment, methods for the application of modern technology and tools are taught and practiced in a “simulated” product development process. This article describes this environment in the mechanical engineering facult y at the Darmstadt University of Technology (http://www.iim.maschinenbau.tu-darmstadt.de). [ABSTRACT FROM AUTHOR]

This article provides an international comparative overview of institutionalstrategies, collaboration patterns and governmental policies related to theuse of ICT in higher education. It has been produced as part of an internationalcomparative study on the use of ICT in higher education. A study commissioned by the Dutch Ministry of Economic Affairs and theMinistry of Education, Culture and Science and published as: “The Useof Information and Communication Technology in Higher Education: An InternationalOrientation on Trends and Issues”, B. Collis and M. van der Wende (Eds).University of Twente, CHEPS, 1999. It covers the following range of countries: Belgium, Finland, the UnitedKingdom, Australia and the United States of America. Additionally some maininitiatives at the European level have been taken into account. On the basisof this international comparison, the following main conclusions were drawn.Due in part to the fact that in many cases institutional strategies for ICTare still lacking, interesting experimentation does not generally lead tosuccessful dissemination and adoption on a wider scale. In many cases, thepush for a substantial use of ICT in distance learning programs has come fromnew educati onal markets, life-long learning and international education inparticular. The response of higher education to these markets is leading inmany countries to a convergence of distance and traditional (on-campus) education.Inter-institutional and inter-sectoral collaboration between universitiesand companies are characteristics of many successful ICT initiatives, althoughthey do not generally continue into sustainable implementation in the individualinstitutions. Governments facilitate the use of ICT through the establishmentof infrastructure, networks and inter-institutional and public–privatepartnerships, and try to create the right regulatory environment. Furtherderegulation will enable institutions to respond to new mar... [ABSTRACT FROM AUTHOR]