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Memorization is essential when new knowledge is based on association with existing knowledge. It is key in acquiring logographic languages, such as Chinese and Japanese. Such languages present challenges to students possessed of alphabet-based mother tongues. To meet these challenges, we discuss a technology-enhanced learning method to address the needs of second language learners and support the development of appropriate logographic skills. Our novel approach facilitates the memorization of pictograms through the augmented method of loci. We detail augmented method of loci, discuss its wide impact in a range of disciplines, and provide a case study of its application.

Open educational resources (OER) are educational materials with an open license so that they can be freely copied, modified, and reused. While the rising cost of textbooks is a concern in higher education, over 50% of the surveyed educators stated that they are unaware of the OER and how they could replace the traditional textbooks. In addition, not many instructors understand the Creative Commons licenses under which OER can be used. In this work, we consider the types of OER and outline the sources of OER for business courses. We describe our experience of using such resources for innovative business courses and discuss the choices we made and the lessons learned. Finally, we share the results of surveys about OER we conducted with students and reflect on them.

Collaboration among students in the course of learning plays an important role in developing communication skills. In particular, it helps for team building and brainstorming on solutions of complex problems. While an effective group organization is critical for the success of such collaborative learning, many instructors would make arbitrary decisions about student grouping. This is mainly due to the lack of in-depth studies analyzing group setup in face-to face settings and providing recommendations and practical guidelines for group assignment and management. To address this problem, we conducted a series of experiments exploring the dynamic formation of collaborative groups among foreign language students at different proficiency levels. On the basis of the obtained results and the identified limitations of the current methods, we propose a novel technology-enhanced approach to optimized group setup and effective management. This approach provides a scaffold for integrating Tangible Technology Enhanced Learning and Computer Supported Collaborative Learning into an instructional system with advanced interaction capabilities for augmented learning and enhanced instructor support for dynamic group management.

In all areas of human activity, decision-making based on data analysis is very important. As the availability of data grows, it becomes critical to educate not only traditional students but also those individuals who are now in the workforce, as many of them are expected to manage the complex data streams and to provide evidence and guidance for organizational action. We consider several technological tools that prepare the learners with data analytic skills. Among them are data analysis and visualization tools, Six Sigma, and operations research methods. We provide a survey of respective software systems suitable for a broad audience.

We place collaborative student engagement in a nontraditional perspective by considering a novel, more interactive educational environment and explaining how to employ it to enhance student learning. To this end, we explore modern technological classroom enhancements as well as novel pedagogical techniques which facilitate collaborative learning. In our setup, the traditional blackboard or table is replaced by a digitally enabled interactive surface such as a smart board or a tabletop computer. The information displayed on the digital surface can be further enhanced with augmented reality views through mobile apps on student smartphones. We also discuss ways to enhance the instructional process through elements of game mechanics and outline an experimental implementation. Finally, we discuss an application of the proposed technological and pedagogical methods to human anatomy training.

We study the breadth of inclusion of information technology in sport management (SM) programs, surveying program sponsoring colleges and universities within a prominent state-university system. Our results indicate a very low number of SM programs require any type of information technology courses as part of their core requirements. In fact, only three programs have a requirement for a technology course specific to SM. To aid in the adoption of software and information technology into SM programs, we researched software systems that may provide skills to enhance the various components of SM. In an effort to make our recommendations even more meaningful, we pair specific software programs and their attributes with particular courses in SM. Moreover, we consider the common professional component requirements of the SM accrediting body Commission on Sport Management Accreditation and make suggestions as to how our software discoveries might aid colleges and universities in meeting accreditation requirements.

In this article we outline our previous implementations of multilingual multimedia dictionaries and discuss possibilities for adding new functionalities and expanding their coverage. Independently developed sign language dictionary resources are further explored and considered for inclusion in an integrated multilingual multimedia dictionary with video support. Print-based interfaces for direct access to digital content are implemented and a novel concept for dynamic linking to printed documents based on mapping of printed and digital content is proposed. Printed texts in different languages and language independent images are used as interface components for addressing diverse multimedia content including sign language and lip reading multimedia resources. Finally, enabling learning and its social dimensions are discussed in the context of the contemporary technological advancements and innovative educational methods and approaches.