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Generative Artificial Intelligence (AI), especially machine learning models that autonomously generate human-like content, has recently attracted significant attention in the education sector. This paper explores the potential of generative AI, including tools like ChatGPT, to shift from traditional outcome-oriented educational practices to a more balanced approach that values both the learning process and its outcomes. Traditionally, education has emphasized achieving predefined results, but the advent of generative AI tools, which enable students to easily produce tangible results, calls for a reevaluation of these practices. This shift suggests a need for a broader focus that encompasses the entire learning process leading to the final product, thereby promoting an educational practice that equally emphasizes both the journey and the destination of learning. Recognizing that the implementation of such practices, facilitated by generative AI, still requires exploration, this paper proposes a solution that integrates the experiential learning cycle and learning portfolio. This approach is designed to demonstrate the realization of process-outcome-balanced educational practices through the use of a pedagogical AI agent.

In this paper, we put in dialogue the local dimension of a nation-state with the global challenges faced by universities worldwide. We focus on the case of Denmark, a nation that was exceptionally active in implementing international university reforms and where digitalisation is a high priority of the public sector governance. The article seeks to contribute to speculative research and critical studies by presenting a mixed-methods study that explores higher education teachers' views about desirable and realistic future scenarios in Denmark. The study draws on data from a survey applied at a large Danish university, analysed both quantitatively (N = 755) and qualitatively (N = 53). The findings show that teachers share clusters of concern about uncontrolled digitalisation and teaching automation, commodification of education, and modularisation of university courses, the latter being a contested but realistic perspective in the latest political reforms. They reaffirm the mission of the university as preparing students for solving real problems and contributing to the challenges of the present time. The paper concludes with a call for university management to recalibrate future imaginaries to the values expressed by the teachers, and the university they wish to create.

As the globe gradually entered the post-pandemic phase, electronic portfolio practises during the COVID-19 pandemic should be examined for future implementation. During the lockdown, electronic portfolio use was observed in higher education institutions by urging the provision of teaching and learning in a virtual mode. Under these conditions, the study analyses empirical e-portfolio practices and proposes a co-design model for effective e-portfolio implementation. This study is based on a systematic review, which included searching for and retrieving 221 papers from academic paper databases in English, Chinese, and Spanish; systematic screening using the Rayyan tool and the PRISMA model; and finally, extracting 12 publications, which were analysed by VOS Viewer and Nvivo, focusing on collaboration. The data collected allows for gathering several patterns of collaboration in eportfolio practice. Based on the results obtained, a co-design strategy is suggested, which includes collaborative frameworks in e-portfolio implementation processes such as the community of inquiry (CoI) and community of practice (CoP). The co-design strategy provides the formulation of implementation recommendations related to collaborative e-portfolio. Conclusions reflect on utilising e-portfolios collaboratively in higher education settings by presenting a co-design strategy that is supported by the CoI and CoP frameworks.

This paper is based on the first two iterations of the Twitter reenactment in "History 450: The Growth of Metropolitan Milwaukee," taught at the University of Wisconsin-Milwaukee (UWM) in Fall 2020 and 2021. According to the authors, they did not come up with the Twitter reenactment as a pedagogical tool on their own. This paper describes the development and refinement of Twitter reenactments since 2009. The authors explain how they worked out the details of transforming what had been a volunteer activity into the core of a class. The authors conclude by examining some of the ethical and pedagogical questions raised by having students engage in a historical reenactment. According to the authors, historical reenactments can offer students an unusual opportunity to develop their historical thinking and share original research findings with a public audience.

This study was conducted to determine the effects of blog-based teaching on academic achievement and pre-service teachers' ideas about this implementation. Participants of the study consist of 51 sophomore students of the department of Computer Education and Educational Technology in Inonu University, Turkey. The research method is a mixed method in which qualitative and quantitative methods are combined. Pretest and post-test quasi-experimental method with control group in the quantitative part and case study in the qualitative part were used. Experimental procedure lasted for 5 weeks during 'Assessment and Evaluation' course that is among the teacher education programs. The web blog was prepared by the researchers in accordance with the purpose of this study, the data was collected through an academic achievement test and interview form. At the end of the research, there is a significant difference between the pre-tests and post-tests of the experimental and control groups. No significant difference between the post-tests of the groups and retention was found. It was observed from the interviews that besides the advantages such as facilitating preparation for the lesson, information sharing, active participation and increase in achievement, there were disadvantages of blog-based teaching such as achieving not a full form of participation, internet and computer requirements. Also, it was concluded that blog-based teaching can be used mostly in verbal lessons by rich resources and data diversification. [This paper was presented at The 3rd International Congress on Curriculum and Instruction, October 22-24, 2015, Adana, Turkey.]

COVID-19 pandemic has had a hard impact on all educational sectors where access to schools, educational institutions, and university campuses is forcibly halted. In this context, the Ministry of Higher Education and Scientific Research urged teachers to move from face-to-face to online learning to mitigate the spread of the virus, keep up the regular schedule and save the academic year. This paper highlights the issues, perspectives, and pedagogical practices of the instructors' overnight change, switching pre-existing face-to-face learning to the online environment. It also refers to the challenge of those learners lacking intercultural communication skills needed to participate virtually. The researchers used the documentary research method to develop their leading research question and analyse existing research documents and other e-sources of information such as university and government reports, newspapers, PDF books, papers, and YouTube channels to collect relevant data for this study. As a result, we could illustrate the Algerian universities' response and analyse government and university sources such as newspaper articles and ministry decrees. Therefore, we believe that the emergency to digitalize teaching in our higher institutions is a significant opportunity to keep engaged in the online environment now and after the pandemic and take advantage of the universities' best pedagogical practices. Thus, prepare for the online shift to better address the digital divide by promoting equal opportunities for all students to access the Internet, possess and effectively use Information and Communication Technology (ICTs) to fully participate in the modern educational system.

This paper presents personal insights and discussions on the exploration of specific strategies which relate to data collection and analysis used to support the focus group discussion data collection and preliminary analysis of a doctoral research entitled "Undergraduate students' experiences of learning with digital multimodal texts." The main objective of the doctoral research was to understand the different ways undergraduate students experienced learning with digital multimodal texts (DMTs) within the context of a history module included in their first-year programme of studies both as readers (consumers) and authors (producers). Data were collected through semi-structured interviews, written reflection accounts, a focus group discussion and consideration given to the DMT (a video) produced by the participants. The focus group discussion event included a hands-on task whereby participants were requested to write their views in response to a given prompt question in the form of tweets. Also, the written tweets were visualised as word clouds for the purpose of initial analysis. The findings reported in this paper, which are based on observation notes and investigation of the word clouds, suggest that the tweet-related, hands-on task acted as a good ice breaker, making the participants feel at ease and more relaxed about sharing their views amongst each other while eliciting discussions and fostering deeper thinking. Also, the word clouds were revealed to be an effective data visualisation tool allowing emerging and salient themes to stand out from the participants' written tweets and reflections.

In using software to write a scientific, technical, or other scholarly document, authors have essentially two options. They can either write it in a 'what you see is what you get' (WYSIWYG) editor such as a word processor, or write it in a text editor using a markup language such as HTML, LATEX, Markdown, or AsciiDoc. This paper gives an overview of the latter approach, focusing on both the non-visual accessibility of the writing process, and that of the documents produced. Currently popular markup languages and established tools associated with them are introduced. Support for mathematical notation is considered. In addition, domain-specific programming languages for constructing various types of diagrams can be well integrated into the document production process. These languages offer interesting potential to facilitate the non-visual creation of graphical content, while raising insufficiently explored research questions. The flexibility with which documents written in current markup languages can be converted to different output formats is emphasized. These formats include HTML, EPUB, and PDF, as well as file formats used by contemporary word processors. Such conversion facilities can serve as means of enhancing the accessibility of a document both for the author (during the editing and proofreading process) and for those among the document's recipients who use assistive technologies, such as screen readers and screen magnifiers. Current developments associated with markup languages and the accessibility of scientific or technical documents are described. The paper concludes with general commentary, together with a summary of opportunities for further research and software development.

Education institutions are rethinking their approaches as the world adjusts to a new normal after the pandemic. The e-Portfolio, an emerging tool in education that suits the current context, was reviewed in the study to aspire for better future implementation. Numerous studies have broadly investigated e-portfolios' use in teaching, learning, or assessment. It has risen to prominence, becoming commonplace. To narrow down the considerable volume of research, develop new knowledge, and detect gaps in the existing literature, this study conducted a systematic review of existing literature on e-portfolio use in education. This approach synthesises secondary publications during the past decade. A keyword search of eportfolio and reviews yielded 812 review papers. These articles were examined further to determine whether they met the predetermined criteria, and 12 review articles were identified. It was discovered that if successfully implemented, e-portfolios have promising benefits. Nevertheless, the implementation of e-portfolios also faces specific challenges. This article also synthesised the participants' perceptions of their e-portfolio experience. The focus of the paper is to offer implementation suggestions for practitioners. The diversity of technological e-portfolio platforms and related pedagogical frameworks were also discussed to inspire future implementation. Conclusions in this research advocate further longitudinal research into the pedagogical design of e-portfolio implementation.

This paper is a collaborative reflection on a graduate a/r/tographic (artist/researcher/teacher research project using vlogging as its means of inquiry into potential for subjective reconstruction. The initial study focused on shifting perspectives of self in times of solitude and new surroundings. Springgay et al.'s (2005) a/r/tographic renderings were used to methodologically investigate emergent perspectives and realities of Tyson Lepage's journey in grappling with repositionings needed to open himself to shifting courses of action. The initial study took place in Sydney and the North Coast of New South Wales, Australia from September 2017 to December 2017. This revisitation of Lepage's research results from subsequent and ongoing discussion and reflection between Lepage and his two graduate mentors, one in Australia and the other in Canada. William Pinar's scholarship on cosmopolitanism provides a theoretical lens for developing deeper understandings of a relational self and is used in both initial research and in this return to the research. The multidimensional movement of understanding self in relation to other, requires openness to the world but also to one's inner feelings and opinions. It requires individuals acting in the world with others while also cultivating solitude and independence of mind, the combined process of which, Pinar describes as worldliness, and which he claims is the pedagogical project of cosmopolitanism in curriculum theory. The authors revisit Pinar's worldliness and Lepage's renderings/findings from the initial research, to now extend their collective thinking regarding the research journey of making visual expressions of living a passionate and contemplative public life.

This paper aims to investigate how digital tools, such as blogs, could be used by drama teachers, already qualified on a Drama teaching postgraduate study course, in teaching Theatre/Drama Education in schools in Greece, and to record the ways in which they could interact through blogging with their students and similarly ways in which their students could interact between themselves. In order to attain this, a small-scale case study was planned and developed, with an interdisciplinary approach. Drama teachers and their students were asked to build and develop their blogs concerning drama and theatre education and then use them in Theatre/Drama lessons. After applying this with their students for some time, drama teachers were asked to express their personal views and perceptions. Their responses showed in general a positive attitude towards the integration and use of blogs in teaching Theatre/Drama courses in schools, because they appear to increase the interactivity between teachers and their students and to provide them both with opportunities to further develop their dramatic and digital skills either within or outside a school environment.

The use of an ePortfolio to support the education of health and social care professionals is increasing in higher education. ePortfolios support the educational journey of students; however, it is unclear how they are used to demonstrate competency or enhance employability. The aims of this study were to explore the literature to identify the use of ePortfolios in health and social care higher education curricula to demonstrate competency or improve employability. Three electronic databases were searched to identify papers using scoping review methodology. Studies that were published between 2001 and 2019 were included. A total of 1530 articles were initially identified after duplicates were removed. Nine studies were included in the final qualitative synthesis following a robust review. Data were synthesised into themes that describe the role of ePortfolios in demonstrating competencies in higher education or improving employability they were (1) Self-Directed Learning, (2) Deeper Learning, (3) Expanding Literacies, (4) Successful Implementation. These studies highlight that ePortfolio is both a product and a process. ePortfolios support students to gather artefacts that demonstrate professional competency which can be applied in the job-seeking process. The ePortfolio development process applies social constructionist approaches to learning which support lifelong learning and enhance employability. The findings also highlight the importance of providing students with clear expectations of the role of an ePortfolio in their professional learning journey.

A large body of research has been carried out on integrating picture dictionaries in EFL classes globally; however, a gap in the literature has been noticed on their effects at the tertiary level in the Iraq context. To address this issue, this paper, for the first time in the literature, focuses on the effects of the Oxford Picture Dictionary on 50 students' vocabulary expansion at a private university in Erbil, Iraq. Participants were determined through a simple random sampling method. A mixed methods research design was employed to collect data via a questionnaire, two vocabulary exams, and an interview. SPSS 26 and NVivo applications were used to analyze and categorize data accordingly. Quantitative data, via independent and paired samples t-test, revealed that experimental group students increased their marks significantly regarding vocabulary enhancement, while the progress was insignificant in the control group. Likewise, via content analysis, qualitative data unleashed that picture dictionary-enriched instruction sharpened learners' pronunciation, spelling, listening, reading, and speaking skills and drove them to learn more ambitiously. The outcomes indicated that picture dictionaries can be used effectively to reap their benefits in various aspects as supplementary material in main course lessons.

Reporting a Brisbane Catholic Education (BCE) project spanning 2018-2020, this paper looks at what happened when early primary English as an Additional Language or Dialect (EAL/D) learners were given eReaders with multilingual texts to take home to read together with their families. The shift in pedagogy to view our learners as multilingual and developing multicompetence rather than English language learners only, influenced our decision to make digital texts in community languages more readily available to our students. Although our increasingly digital world has led to improved access to information, texts in different languages and the opportunity for students to access learning in different ways, we realised that many students at BCE schools, particularly those from a refugee background, have limited access to these resources. Along with improved access for students, we also wanted parents to have access to reading materials in their home languages, so that they could read together with their young children. Our goal was not only to facilitate reading in both home languages and English but to create greater student engagement in reading, while strengthening home and English literacy. In the course of developing the BCE digital library, we realised that we needed to find out more about what helps our multilingual students with reading and gain a greater understanding of family literacy practices in our school communities. Our learnings about the sustainability of libraries, student progress in reading, and family literacy practices in Brisbane Catholic Education school communities has important implications for how we teach multilingual learners to read today.

This research paper explores podcasting as a viable assessment technique in current academic English language teaching pedagogy. The study was done with two 3rd-year university classes who created the podcast in groups of four as an academic English-speaking exam with the goal being to enhance the student's intrinsic and extrinsic motivation, through self-determination theory, to assess the students' speaking skills. Motivation is the core concept of this study, and it aligns with current trends in technology and a desire among students for speaking assignments to reflect real-world practices. Critique on the podcast as a form of academic English-speaking assessment was given in the form of questionnaire surveys and interviews with students from the selected classes, with the results presented giving evidence that podcasting is a suitable alternative method in assessing university student's academic speaking skills. It was seen to increase motivation, enhance self-efficacy, and encourage speaking in a suitably congenial environment.

Members of the Interactive Online Network of Inorganic Chemists (IONiC) report the development and sustained efforts to provide virtual professional development sessions: Supporting Learning with Interactive Teaching: a Hosted, Engaging Roundtable (SLiThEr). SLiThEr's emerged from a community need at the start of the COVID-19 pandemic; since then, SLiThEr's have become a standard event for the IONiC community. SLiThEr's are real- time virtual community events, after which a recording of the SLiThEr is posted on the IONiC YouTube channel. In this paper, an overview of the structure, format, and emergence of SLiThEr's is reported, followed by evaluation of SLiThEr offerings, a plan for future SLiThEr offerings, and a discussion of how SLiThEr's impact teaching practice.

In the ongoing pandemic context, short-term study abroad opportunities remain limited for many students. As a result, there has been a need for universities to develop educational innovations for home context learning to meet institutional intercultural learning aims. The purpose of this action research paper is to outline how a small-scale e-learning innovation was designed based on characteristics of intercultural citizenship education to encourage connections with, and responsibility towards, communities beyond national borders. The innovation involved critical exploration of a student-selected social issue using online texts, and reflections and blogging on the issue from individual, local, national, and international perspectives. A qualitative content analysis of reflections in blogposts of 49 students showed that the majority expressed connections with intercultural citizenship, though a minority rejected international identifications. The paper offers a timely and systematically designed intercultural e-learning innovation, implementable in other contexts, to support intercultural learning in a context of limited study abroad.

To align with Kenya 2030 Vision of education for self-reliance, there is a growing need for classroom instruction that develops students' capacity to be in control of their learning. This paper reports a two-year study that tested feasibility of implementing ePEARL, an e-portfolio, in the context of Kenyan public schools. By design, the digital portfolio supports the key learning processes though the phases of self-regulated learning--forethought, performance, and self-reflection. In this study, students (N=137) from four secondary classrooms used the tool as part of classroom instruction to complete their project assignments. Repeated measures analyses revealed that, over-time, students who demonstrated fuller use of ePEARL made significantly higher gains and reported higher level of self-regulated strategies compared to their classmates who hardly used the tool. The results suggest that in order to yield important benefits, the tool should be meaningfully integrated into classroom instruction.

The emergent COVID-19 pandemic in Wuhan, China, at the end of 2019 has affected the whole world in a short time. Therefore, schools have been closed worldwide, and online learning opportunities have been exploited. Although lessons are taught online, problems have been experienced about measuring and evaluating lessons. This quasi-experimental study with a quantitative method was conducted to offer suggestions for the measurement problems. The present study examined the relationship between the measures of academic achievement obtained through different approaches from the students studying at a university. According to the results, the achievement points earned by the students through weekly blogs had a high level of correlation with the traditional final scores. However, the scores of the practices such as online exams and term papers were not an acceptable fit with the final exams. Therefore, the scores of online missions extended over time can be claimed to be the approach that best substitutes the final exams.

This study focuses on how the use of digital portfolios in teacher education can support teacher candidates to shift their understanding of assessment as they form their assessment identity. The study was in the context of changing curriculum and assessment practices promoted in British Columbia. We draw on data from a cohort of teacher candidates in the first term of a 16-month post-degree teacher education program, where they created a digital portfolio across multiple courses as part of their final assessment to be used in an exit interview with instructors and teaching professionals from the field. Narratives of teacher candidates' experiences were collected to shed light on their changing understanding of assessment for learning practices and their emerging teacher identity as assessors promoted by the digital portfolio process. Significance of using digital portfolios to support their process of becoming teachers is focused in the conclusion of the paper.

Textbooks have always played an important role in mathematics education. Textbook tasks are widely used by students, so it is important to examine their requirements in order to identify the opportunities students have to learn mathematics. Publishers now produce both printed and digital versions of textbooks. While the requirements of the tasks in printed textbooks have been well examined all over the world, the tasks in digital textbooks are yet to be analysed and systematically developed. The research presented in this paper encompasses the analysis and comparison of the tasks in the printed and digital versions of the same mathematics textbook set. The examined set covers Grades 1 to 4 of primary education in Croatia. The aim was to find what task requirements are predominant in the printed and the digital textbooks, and to determine whether these textbook versions provide a wide variety of task features. In addition, the features and capacities typical of digital tasks, such as interactivity and dynamics, are examined. These task features are particularly important in geometry education for comprehending visual and dynamic geometrical objects and relations. The results show that both the printed and the digital textbook tasks have traditional requirements, with an emphasis on closed answer forms. Moreover, the new opportunities afforded by digital tasks are not realised. These findings reveal the potential of digital tasks as a new area to be explored and developed.

In this paper, we present the development, implementation, and lessons learned during the 2-year pilot integration of an ePortfolio across a rehabilitation sciences (RS) curriculum within a publicly funded state university. We consider the educational environment and discuss decision points during various stages of the project. Four key aspects of project development and implementation are highlighted, including a contextual analysis of goals, partnerships, curricular positioning, and foundational tools. Contextual analysis of goals includes the process of creating a project vision that aligns with the student population served, programmatic goals, and the guiding frameworks inherent to ePortfolios as a high impact practice. An exploration of partnerships describes the role of diverse stakeholders, within and outside the program, and their contribution to ongoing project development and success. Curricular positioning considers which courses are utilized for the introduction, conclusion, and touch points of the project, and how success is measured in each. A discussion of foundational tools identifies the student-facing resources required to facilitate a clear, relevant, and sustainable ePortfolio across the curriculum. When possible, we highlight student voices, including reflections on motivation, adaptive skill building, and engagement with the ePortfolio process. Ongoing challenges, preliminary outcomes, and next steps are also outlined.

ePortfolios, initially viewed as a technology in 1990s, gathered momentum a decade later and began to position themselves as a powerful pedagogy in education. Experience over three years with five groups of intermediate-level English as a second language learners (before and during the pandemic) has cemented the notion that the core value of an ePortfolio is predicated on the ability of the students to become aware of their learning history. A blended course (with a capstone project in the fifth and final module) developed for a learning center in Canada helped make visible student engagement during peer-feedback interactions which led to critical reflection throughout the ePortfolio development process. In this paper, I (a language instructor) share direct practical experience implementing ePortfolios as a capstone project in five iterations of a blended course with five stand-along modules. I also describe the evidence-based theoretical constructs undergirding the development of the projects and the interconnectedness with ePortfolio learning episodes in the designing, developing, and evaluating stages of the capstone project. As a robust field of inquiry and a digital transformation pedagogy, ePortfolio projects are part of a growing movement in the field of education. They are a substrate for a variety of learning behaviours among students, demonstrate alignment with some of the learning theories, and capacitate instructor and student philosophical positioning.

This paper reports on a blended learning approach for public speaking in an English as a foreign language (EFL) context. The researcher implemented the course design through reduced weekly face-to-face class sessions and online student interaction using a speech video-based blog. Using a survey conducted at the end of the semester, multiple comments provided for online peer feedback, structured outlines submitted to Turnitin, and instructor's weekly observation of the students' presence and performance online, the researcher collected data about the students' progressive learning of the public speaking skills, peer feedback, and the students' assessment of each aspect pertaining to the blended learning experience. The qualitative analysis revealed the effectiveness of online peer feedback in public speaking skills development as demonstrated by students' attainment of course intended learning outcomes, as well as an overall positive student perception towards the blended learning model, with minor reservation of less confident students at the onset of the online implementation phase.

The purpose of this causal-comparative mixed-method study was to investigate and compare Saudi EFL female students' perspectives utilizing e-dictionaries to increase vocabulary learning in the Language Department (ELD) and those in the Preparatory Year Program (PYP) at Taibah University. The participants comprised (143) fourth-year students, while (152) PYP students volunteered in the study. The data was gathered using a 3-point Likert scale and an open-ended question that obtained 38 replies. The results of the descriptive statistics indicated that EFL female students in the ELD and PYP agreed on the advantages of e-dictionaries in terms of speed, time savings, and accurately translating words from L2 to L1 and vice versa. At the same time, EFL female PYP students agreed more on the benefits of using e-dictionaries to verify vocabulary meaning, comprehension, alternatives, extensive definitions and examples, and acquiring accurate pronunciation. On the contrary, EFL female students in the ELD were more enthusiastic about the benefits of e-dictionaries in demonstrating the grammatical usage of new vocabulary and accelerating vocabulary recall and retention. The results of the Mann-Whitney U test revealed that EFL female PYP students outperformed EFL female ELD students. The findings of the open-ended question showed that EFL students preferred "Google translation" and "Mobile Apps" more than "Paper dictionaries" as alternate strategies for vocabulary learning.

In response to Canada's growing ethnic, cultural, and linguistic diversity, educators in French immersion classrooms are increasingly responding with enhanced cross-linguistic initiatives, and dual language books are promising resources in the promotion of multilingualism (Zaidi, 2020; Zaidi & Dooley, 2021). This paper details a research project we completed in a 2019 classroom-based qualitative case study in a French immersion school experiencing an increasing enrollment of linguistically diverse students. The researchers sought to determine if "Storybooks Canada," a free digital platform with 40 dual language books in multiple languages, could help promote literacy engagement and strengthen home-school connections. Five teacher participants identified a range of features that make the platform a useful resource for promoting literacy engagement, text comprehension, learner autonomy, meaning-making, and instructional differentiation. These included (i) the multilingual features, (ii) the ability to project stories on a large screen, (iii) the audio component, (iv) the illustrations, and (v) the different levels of text difficulty. While teachers made almost exclusive use of the French language features of the site, for classroom purposes, they supported cross-linguistic uses of the platform in the home context, with a view of strengthening home-school connections.

This paper describes the functionality, scalability, and cost of implementing and maintaining a suite of open source technologies, which have supported hundreds of thousands of learners in the past year, on an information technology infrastructure budget of less than US$10,000 per year. In addition, it reviews pedagogical opportunities offered by a fully open digital learning ecosystem, as well as benefits for learners and educators alike. The Open Education Resource universitas (OERu) is an international consortium made up of 36 publicly funded institutions and the OER Foundation. The OERu currently offers first-year postsecondary courses through OER-based micro-courses with pathways to gain stackable micro-credentials, convertible to academic credit toward recognised university qualifications. The OERu, adhering to open principles (Wiley, 2014b), has created an open source Next Generation Digital Learning Ecosystem (NGDLE) to meet the needs of learners, consortium partners, and OERu collaborators. The NGDLE--a distributed, loosely coupled component model, consisting entirely of free and open source software (FOSS)--is a global computing infrastructure created to reach learners wherever they are. All OERu services are hosted on commodity FOSS infrastructure, conferring significant advantages and creating opportunities for institutions adopting any of these services to enhance education opportunities at minimal cost. The NGDLE can also increase technological autonomy and resilience while providing exceptional learning opportunities and agency for learners and educators alike.

Blended learning (BL) is regarded as an effective strategy for combining traditional face-to-face classroom activities with various types of online learning tools (e.g., e-books). An effective feature of e-books is the ability to use digital notes. When e-books are used in BL, the strategic adoption of note-taking provides benefits that influence the learners' progress for self-regulated learning (SRL) and course achievements. However, learners tend to be unsure about how note-taking is performed using online learning materials and lack knowledge of effective strategies for SRL. Furthermore, few studies have investigated blended learners' sequential patterns of e-book note-taking for SRL. Thus, in this paper, an exploratory study was conducted in an undergraduate course that implemented the BL design. The learning task for the blended learners in the present study was to study the learning material using BookRoll, an e-book system, during in-class and out-of-class learning sessions. Lag sequential analysis of the e-book learning behavior data was conducted to identify the blended learners' sequential behaviors of e-book note-taking for the cognitive strategy use of SRL. Moreover, the difference between higher- and lower-achievement blended learners in terms of their sequential behaviors of e-book note-taking for SRL was revealed. This study can help educators provide evidence-based educational feedback to learners regarding the identified sequential patterns of e-book note-taking that can be applied as effective strategies for promoting the cognitive strategy use of SRL and improvement of course achievement in BL.

Digital reading is now an important way for children to read. This article defines the concept of children's digital reading based on the current situation, reading needs, and research progress of reading promotion methods. Aiming at the problem that only simple matching method is used for entity extraction in BAG model, this paper proposes an entity extraction method based on reference words and an entity graph construction method based on problem-related entities. Experiments on data sets verify the effectiveness of the model. The results show that the BAG model is improved by 2.4% on the verification set and 4.1% on the test set, which proves the effectiveness of the improved method. Based on the graph convolution algorithm of the central node, the local subgraph convolution and the global graph convolution are connected in the entity graph behind the central node, so that the model can obtain local and global information at the same time and enhance the reasoning ability of the model.

This article presents a systematic review of the literature on the role of educational vlogging in enhancing learning and teaching outcomes. The researcher analyzed a total of 60 papers published from 2011 to 2021 using qualitative analysis with complementary quantitative analysis. The findings shed light on the vital role of vlogging in education over the last decade. This systematic review provides scholars and practitioners in the fields of education and educational technology with valuable information about how to improve learning and teaching through vlogging. The data was collected using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) method. The findings indicated that students and teachers have a positive attitude toward vlogging. Vlogging in higher education is more extensive than in K-12. The main subject in which vlogging is used in K-12 was language, while the main subject in higher education (HE) was found to be reflective practices.

This paper investigates how a semester-long online course in a language and literacy teacher education department coupled a podcast project with archival pedagogy and restorying to explore how ELA (English Language Arts) teachers (preservice, inservice teachers, and those seeking re-entry) worked collaboratively to enrich understandings of instruction embedded in a high-tech environment. The course was taught in the southeastern United States at the height of a global pandemic. After the semester ended, three graduate students (from a class of 21) joined the instructor to qualitatively analyze data collected during the previous 14 weeks. Data sources included digitally stored videos, archived library objects, class emails, rubrics, asynchronous discussion boards, synchronous Zoom discussions, and student-generated podcast projects. Findings point to the merit of providing agentic-learning opportunities through podcasting practices that mediated students' archival work, ELA teacher education curricula, and digital identity formation. Implications are drawn for ELA classroom teachers and teacher educators.

The article describes the revolutionary new ways of communicating the written word when moving from the Medieval to Modern period in Europe, primarily the use of paper and moveable typeface printing and how these catalysed important cultural developments. A similar revolution has taken place in the last 50 years with the development of the internet. The article looks at how scientific publishing has changed with electronic publishing, including the development of Open Access. The journal Heritage Science is placed into this context. Especially important for scientific journals in an era when anyone can post anything on a webpage, is maintaining standards through high quality refereeing which distinguishes formal scientific literature from informal websites. [ABSTRACT FROM AUTHOR]

Opportunities for working, volunteering, and studying abroad have become popular in higher education as vehicles for the development of cultural awareness and global citizenship. However, such experiences on their own do not guarantee the development of such attributes. What appears to be essential to maximizing the benefits of educational sojourns are well-designed training and support provisions. In this paper, we present an analysis of a training and support program that we piloted in order to explore what aspects of the program facilitated the development of intercultural skills and how they did so. In our analysis, we draw on concepts from psychodynamic theory to discuss the impact that preparation and support can have in enabling students to venture out into the world of difference. Illuminating the phenomenon of study abroad through psychodynamic theory can offer a useful lens that may facilitate a move towards more relational and reflexive practices, promoting meaningful intercultural engagement.

Reaching a reading goal of 150,000 words in a semester is no easy feat for many language learners. To reach this goal, an extensive reading (ER) program needs to invest in and select a format that can best enable this achievement. This preliminary study compares the use of two different extensive reading (ER) formats that employ two learning management systems to determine which format has a greater impact on the number of words read and how they influence learner and teacher attitudes towards ER. Printed graded readers (PGRs) using MReader and digital graded readers (DGRs) using Xreading were used in an advanced required TOEFL course for first-year students at a large, private university in Japan in the spring semesters of 2019 and 2020, respectively. This paper examines student achievements (N=95) with MReader and Xreading reading logs (number of words read) and attitudes towards ER as revealed in the student survey responses and teacher (N=3) qualitative feedback. The preliminary findings suggest that PGRs may produce higher outcomes in terms of words read. In general, both PGRs and DGRs were received favorably by students and teachers, suggesting that institutions can successfully utilize either system based upon their existing infrastructure needs.

The COVID-19 pandemic has attracted a plethora of research from medical-related disciplines other than sociological and migration disciplines . While a significant number of research papers have considered the impacts of the COVID-19 lockdowns and school closures on students, their observations are not directly applicable to the over 5.3 million international students across the globe. The purpose of this study is to understand how African Student Migrants (ASMs) used technologies for social services during the COVID-19 pandemic in Moscow. This study adopted a qualitative research approach to understand the use of digital technologies for social services among 40 ASMs sampled through purposive and snowballing techniques. The findings established that, the use of digital technologies by ASMs played an instrumental role in social services such as accommodation, learning and purchasing patterns rather than social communication, religious or cultural practices, psychological and physical health, and dieting during the COVID-19 pandemic. For policy-level recommendations, tech-savvy developers, the International Organization for Migration (IOM), the United Nations Educational Science and Cultural Organization (UNESCO) and the African Union (AU) should collaborate and create digital technologies that are suitable for social services; devise an information platform to capture basic information about ASMs that will enable them to streamline welfare stimulus packages essential to their survival in times of pandemics. This will also serve as a coping mechanism for society to prepare for new social emergencies and use digital technologies to calibrate international education and inform future policies on public health, school closures and mobility beyond borders.

Digitized learning materials are a core part of modern education, and analysis of the use can offer insight into the learning behavior of high and low performing students. The topic of predicting student characteristics has gained a lot of attention in recent years, with applications ranging from affect to performance and at-risk student prediction. In this paper, we examine students reading behavior using a digital textbook system while taking an open-book test from the perspective of engagement and performance to identify the strategies that are used. We create models to predict the performance and engagement of learners before the start of the assessment and extract reading behavior characteristics employed before and after the start of the assessment in a higher education setting. It was found that strategies, such as: revising and previewing are indicators of how a learner will perform in an open ebook assessment. Low performing students take advantage of the open ebook policy of the assessment and employ a strategy of searching for information during the assessment. Also compared to performance, the prediction of overall engagement has a higher accuracy, and therefore could be more appropriate for identifying intervention candidates as an early-warning intervention system.

This paper describes the effects of a pairing method based on digital textbook logs and learners' artifacts in conceptual modeling exercises. The authors developed a digital textbook system called Smart E-Textbook Application (SEA) and a conceptual modeling tool called KIfU 3.0 to collect conceptual modeling activity logs in exercises. This study proposes a method that makes pairs of learners for group work by considering the characteristics of the artifacts created by them and digital textbook logs. An initial evaluation was conducted to evaluate the learning effects of the proposed pairing method compared to the random pairing method. From its results, this study found the discussion patterns and digital textbook browsing status in the maximum value of improvement and deterioration points of learners' artifacts in the conceptual modeling.

With the increasing use of digital learning materials in higher education, the accumulated operational log data provide a unique opportunity to analyzing student learning behaviors and their effects on student learning performance to understand how students learn with e-books. Among the students' reading behaviors interacting with e-book systems, we find that jump-back is a frequent and informative behavior type. In this paper, we aim to understand the student's intention for a jump-back using user learning log data on the e-book materials of a course in our university. We at first formally define the "jump-back" behaviors that can be detected from the click event stream of slide reading and then systematically study the behaviors from different perspectives on the e-book event stream data. Finally, by sampling 22 learning materials, we identify six reading activity patterns that can explain jump backs. Our analysis provides an approach to enriching the understanding of e-book learning behaviors and informs design implications for e-book systems.

Recent spread of the COVID-19 forces governments around the world to temporarily close educational institutions. In this paper, we evaluated learning engagement, level of satisfaction and anxiety of e-book based remote teaching strategy on an online learning platform. The research involves 358 students at an urban junior-high school in Japan. Learning logs were analyzed to measure student engagement, whereas survey responses indicated their perception regarding the remote learning experience. Log analysis revealed that the average completion rate over 267 learning materials was 67%. We also observed a significant decrease in engagement 3 weeks after remote learning and different subjects and grades. Survey analysis showed students felt both satisfaction and anxiety about remote learning. However, there were significant differences in the level of satisfaction between different grades. The results indicated that: (1) maintaining students' motivation is a challenge to remote learning in secondary schools; and (2) we need to relieve students' anxiety about their own progress in the class and their classes after the break. This study is the first to report trends in actual teaching--learning engagement, which were recorded during sessions of emergency remote teaching in Japanese schools. The results can inform the future implementation of remote learning in junior-high schools.

Copyright of Medical Library Forum is the property of Warszawski Uniwersytet Medyczny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Twitter, a microblogging platform, has developed into an increasingly invaluable information source, where millions of users post a great quantity of tweets with various topics per day. Heterogeneous information networks consisting of multi-type objects and relations are becoming more and more prevalent as an organization form of knowledge and information. The task of linking an entity mention in a tweet with its corresponding entity in a heterogeneous information network is of great importance, for the purpose of enriching heterogeneous information networks with the abundant and fresh knowledge embedded in tweets. However, the entity mention is ambiguous. Additionally, tweets are short and informal, making it difficult to mine enough information from a single tweet for entity linking. In this paper, we propose an unsupervised iterative clustering framework TELHIN to link multiple similar tweets with a heterogeneous information network jointly. Our framework takes three dimensions of tweet similarity into consideration: (1) content similarity, (2) temporal similarity, and (3) user similarity. The appropriate weights of different similarity dimensions for each entity mention are learned iteratively based on the metric learning algorithm by leveraging the pairwise constraints generated automatically. Experiments on real data demonstrate the effectiveness of our framework in comparison with the baselines. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Brucellosis produces losses in livestock raising in the Americas. This region reports prevalence variations associated with the implementation of control programs, thus requiring an analysis that permits the combination of results to reach conclusions, which may be conducted through meta-analysis. Aim. To estimate the combined prevalence of Brucellosis in Cattle and Buffaloes in Central America and the Caribbean, and South America in the 2010-2021 period, and to analyze the different time performances in all the regions and the species. Materials and methods: Several papers published in electronic databases, such as PubMed / PubMed Central, Science Direct, Scielo, Ebsco, and Google Scholar were selected. Original papers and postgraduate theses available were included, provided they offered information about cattle and buffaloes, using the serological techniques recommended by the World Animal Health Organization, and which provided the sample size and the number of positives. A meta-analysis was done to estimate the combined prevalence of the disease, and the effect on the subgroups was evaluated by meta-regression. Results: Overall, 65 that met the selection criteria were included, 56 related to cattle, and 11 to buffaloes. The combined prevalence was 3.0%; differences between cattle (2.7%) and buffaloes (5.2%) were observed. The differences between the periods studied accounted for 4.3% (2011-2016) and 2.0% (2017-2021), respectively. Conclusions: The combined prevalence of the disease was 3.0%, which was higher in buffaloes, which dropped in the last five years. No differences were observed between the two regions studied. [ABSTRACT FROM AUTHOR]

Objective: To assess the association between Cannabis use and bladder cancer. Methods: A systematic literature review was performed using studies published in electronic databases including PubMed, MEDLINE, and Google Scholar. Due to the scarcity of literature on this topic, the search was not limited to a specific design, year of publication, or human studies. The studies were screened by two reviewers in the following steps; first, the studies were discovered according to the predetermined search strategy; second, the unrelated studies and duplicates were eliminated by screening the abstracts, titles, and keywords; third, the full text of relevant and eligible papers were critically appraised and assessed for the risk of bias using the respective tool. The two review authors independently assessed the risk of bias and outcome levels using the Newcastle-Ottawa Scale for the outcomes in observational studies. Any disagreements were settled by a third party. Results: The search strategy yielded 39 research articles. After removing 21 duplicates, 18 publications were eligible for title and abstract review. Thirteen studies were found to be irrelevant and subsequently excluded. Only three full-text articles were evaluated and included in the qualitative synthesis. Conclusions: The role of Cannabis in bladder cancer has been seldom studied. The small number of studies show contradictory findings; potential carcinogenic versus protective effect. The growing interest in Cannabis use after legalization necessitates further investigations with a robust design to assess the long-term effect of Cannabis on bladder cancer. [ABSTRACT FROM AUTHOR]

Background: ChatGPT is an artificial intelligence based tool developed by OpenAI (California, USA). This systematic review examines the potential of ChatGPT in patient care and its role in medical research. Methods: The systematic review was done according to the PRISMA guidelines. Embase, Scopus, PubMed and Google Scholar data bases were searched. We also searched preprint data bases. Our search was aimed to identify all kinds of publications, without any restrictions, on ChatGPT and its application in medical research, medical publishing and patient care. We used search term "ChatGPT". We reviewed all kinds of publications including original articles, reviews, editorial/ commentaries, and even letter to the editor. Each selected records were analysed using ChatGPT and responses generated were compiled in a table. The word table was transformed in to a PDF and was further analysed using ChatPDF. Results: We reviewed full texts of 118 articles. ChatGPT can assist with patient enquiries, note writing, decision-making, trial enrolment, data management, decision support, research support, and patient education. But the solutions it offers are usually insufficient and contradictory, raising questions about their originality, privacy, correctness, bias, and legality. Due to its lack of human-like qualities, ChatGPT's legitimacy as an author is questioned when used for academic writing. ChatGPT generated contents have concerns with bias and possible plagiarism. Conclusion: Although it can help with patient treatment and research, there are issues with accuracy, authorship, and bias. ChatGPT can serve as a "clinical assistant" and be a help in research and scholarly writing. [ABSTRACT FROM AUTHOR]

Copyright of Texto & Contexto Enfermagem is the property of Universidade Federal de Santa Catarina, Programa de Pos-Graduacao de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines the value and potential pitfalls of establishing an IR, as well as the roles that librarians and authors play in its effective maintenance. In the modern era of electronic publishing, universities and other academic institutions have come to see the importance of having an institutional repository (IR) as part of their intellectual dissemination infrastructure. An IR is an online repository of academic resources that serves as a repository for the intellectual capital of a university or other organization. It's a way to manage the digital scholarship created by its community members before, during, and after publication, all while raising the visibility of the institution and the scholarly standing of its writers. The report recommends using an IR as the gold standard for scholarly digital work because of the significant impact IRs can have on realizing DS's full potential and advantages. Additionally, the challenges faced by repository managers and librarians throughout the development and rollout of IRs in Nigerian universities were identified. Challenges include a lack of resources, infrastructure, and IR-related policies; copyright worries; no required self-archiving policy; and a dearth of enthusiasm among contributors. To guide the effective development and upkeep of IRs, the study suggests that institutions with IR plans create access policy, content policy, submission policy, and preservation policy statements. [ABSTRACT FROM AUTHOR]