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This position paper describes the legal framework requirements when crediting digital teaching formats towards the teaching load in higher education medical teaching, as exemplified by the Federal State of Bavaria in Germany. It reveals the need for precise rules adapted to the advances in technology, if the process of digitalisation in higher education (HE) is not to come to a halt. If HE institutions are to act as centres of innovation with respect to the implementation of digital teachingand learningformats, then structural and strategic positioning with regard to e- and blended learning above all is called for in addition to financial resources, as well as the distribution and sustainable incorporation of digital offerings in faculties and HE institutions. There is a great deal of insecurity however with respect to the legal framework requirements and how best to count digital teaching towards one's own teaching load. This results to some extent from the complexity of current laws and regulations partially overtaken by didactic and methodological changes in education, with decentralised educational federalism only adding to the complexity. Bearing in mind teaching and learning formats that are undergoing change or have already been transformed, ways of adaptingthe (legal) framework to the digital shift need to be found, last but not least in order to offer enthusiastic teaching staff incentives to develop and expand digital formats. [ABSTRACT FROM AUTHOR]

There are still disparities in technology-access despite economic pressures and widespread promises to overcome them. The induced digital gap defines the degree of digital citizenship for which, unified policies have yet to be drawn at various educational levels to reduce that gap. The quest for a broad participation to develop digital citizenship competencies needs further investigations into innovative educational approaches, pedagogical methods, and routine practices that foster digital literacy, and narrows the digital divide. This special issue accumulates original theoretical and empirical research contributions across contemporary digital citizenship perspectives. The final selection of the papers explores digital citizenship concepts such as ethics, digital literacy and participation, in various contexts to develop opportunities for a wider engagement in social actions. The international perspectives of contributing authors shed lights on digital citizenship prospects across unique contexts among different nations. [ABSTRACT FROM AUTHOR]

In the era of digital intelligence, developing the workforce's digital innovation capabilities is essential for enhancing corporate digital prowess, fostering business transformation, and ensuring high-quality enterprise growth. College students, as future contributors to the labor market, must therefore be equipped with robust digital innovation skills. Currently, however, these skills among students in domestic institutions are broadly deficient, and both theoretical and practical research in this area remain underdeveloped. This gap threatens the sustainable progress of domestic businesses and necessitates urgent development of effective training strategies. Extensive review of international literature and current practices reveals that college students' digital innovation skill development is hindered by inadequate theoretical underpinnings, ambiguous training objectives, a scarcity of collaborative educational mechanisms, limited resources, and imperfect instructional systems. Addressing these issues requires a redefinition of digital innovation competencies tailored to college students, aligned with labor market demands. This paper advocates for the establishment of joint training ecosystems, the broadening of resource integration channels, the enhancement of dynamic interdisciplinary systems, and the reform of flexible pedagogical and assessment methods. These recommendations aim to fortify the framework for nurturing digital innovation capabilities among college students in China. [ABSTRACT FROM AUTHOR]

This paper outlines how digital technologies support innovation in teaching and learning the English language across Palestinian Higher Education Institutes. A European project collaborated to build staff capacity in knowledge and skills, shown here through the redesign of curricula, pedagogical training, the design and implementation of interactive textbooks, the creation of language labs, helping to develop expertise in creating and utilising Open Educational Resources (OER) and significantly, the development of individual agency as a form of OER. In this paper, we draw on three years of data to present a model for teacher innovation showing how digital innovation is firstly personal at a practitioner level and shaped by need, before becoming driven by collaboration at an organisational level with like-minded colleagues. Shared practice at this level can lead to community discourse through practitioner networks, which in turn can lead to dialogue initiating instances of organisational change. This resonates with literature which shows innovation has three outcomes: originality (practitioner-based agency); scale (going beyond the site of creation) and value (how this produces benefits for others). We perceive that the resulting capacity-building extends beyond the redesign of curricula mentioned to professional enrichment, collegiality through cascading innovation to other areas, and enhanced practitioner agency. [ABSTRACT FROM AUTHOR]

Copyright of Facta Universitatis: Series Philosophy, Sociology, Psychology & History is the property of University of Nis, Serbia 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.)

Today, theoretical and practical advancements in information and communication technologies (ICT) have proven to be indispensable towards achieving the goals of modern educational institutions including the underlying process models. There is evidence that existing technologies such as learning analytics (LA) can not only be used to understand the users (e.g. learners) and the context in which learning takes place, but also can take educators further in achieving different learning goals and innovation. On the one hand, there is a need for educators to adopt digital technologies in support of different activities that constitute educational processes; ranging from the changing higher institutional labour market to the rapid renovation of information systems and tools used to support learners. Moreover, such a requirement also relates to an educational community that is expected to include more proactive and creative learning strategies and experiences for the said stakeholders (e.g. teachers and students). On the other hand, this study shows that to meet those needs, learning analytics which implies measurement, collection, analysis, and reporting of data about the progress of stakeholders and learning contexts; is of importance. To this end, this paper conducts a systematic mapping study of current literature to determine trends in learning analytical methods and its application over the past decade. We look at how learning analytics has been used to support improved process monitoring and management (e.g. educational process innovation) within different organizational settings and case studies application. Consequently, this paper proposes a Learning Analytics Educational Process Innovation (LAEPI) model that leverages the ever-increasing amount of data that are recorded and stored about different learning activities or digital footprints of users within the educational domain to provide a method that proves to be useful towards maintaining continuous improvement and monitoring of different educational platforms. Thus, the notion of learning analytics for Educational Process Innovation in this paper. Technically, this work illustrates the implication of the method using dataset about online learning activities of university students for its experimentations and analysis. [ABSTRACT FROM AUTHOR]

Across the world the digital era has proven to transform most education processes and systems. Yet along with this new development a challenge has been how most developing countries including Tanzania can benefit from the digital era while avoiding its downsides in education systems. Through the integrative literature review, the article draws on the recent increasing use of digital technologies among education systems in developing countries. While understanding the infrastructural and resource challenges in the region, the paper seeks to address the knowledge gap related to the digital technology in education by pointing out both the problematic areas and the promising approaches to be adapted in the efforts to harness advantages of digital technology in education processes. It is recommended in this paper that the decision to either use a particular strategy in addressing the technology gap or not, needs to be done carefully so that a particular technology for use is not blindly adopted, rather guided by research evidence that demonstrates productive and counter-productive approaches to technology in use. [ABSTRACT FROM AUTHOR]

The growth of Sino-foreign cooperative universities, departments and courses in China necessitates further discussion of how to develop teaching approaches that suit students attending these institutions. Despite substantial analysis of the commercial dimensions of Sino-foreign university partnerships, discussion of effective teaching strategies within these settings remains underdeveloped. This paper shares the author's experience of developing and delivering a Western civilization course to 210 students attending a Sino-foreign undergraduate program at a Chinese university over the course of one academic year. Specific attention is paid to how digital tools can be used to address the challenges of unfamiliar teaching styles, limited language comprehension, and the lack of prior exposure to course content. Student feedback and anecdotal observations are drawn upon to underscore the potential utility of certain digital course aids deployed in the classroom and lecture hall, as well as being accessible to students through an online platform. [ABSTRACT FROM AUTHOR]

This paper provides in-depth critical analysis and reflections on how technology, innovation and digital literacy can help to bring awareness on the need for a new dimension and approach to foster a transformational attitude towards education. Learning drives change, and if the aim is to make an impact, there is a need to enable collaboration between different disciplines so that new transformative educational models can emerge. The analysis identifies the role of pedagogy and how it can contribute to put forward humans as central and critical actors in using science, technology, and innovations (STIs) to foster human security. It explores the critical role of Higher Education Institutions (HEIs) and their engagement with science, technology, and innovation in the search for educational transformation that supports multicultural, diverse and inclusive learning environments within the tenets of social engagement and cohesion that guide us towards the principles of human security. [ABSTRACT FROM AUTHOR]

Copyright of Latin American Law Review is the property of Universidad de los Andes 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 paper aims to explore the potential role of Master's of Education dissertation/thesis work in developing twenty-first century skills. A total of 600 education professionals studying Master's of Education programmes in five countries – Poland, Portugal, England, Latvia, and Romania – were surveyed. The findings have revealed that participants recognise the usefulness of twenty-first century skills for their (future) professional practice, and perceive dissertation/thesis work as a valuable foundation for developing these skills. This study offers practical implications for designers of Master's of Education programmes and contributes to our understanding that this assignment is not only a formal requirement for obtaining a degree, but that it also serves as a pathway towards deepening students' professional learning. [ABSTRACT FROM AUTHOR]

Image processing technology can develop appropriate interactions and functions according to different scenarios, enhance the immersion and participation of online teaching, comprehensively improve the quality of teaching and learning, provide technical support for the improvement of online learning, and play an important role in music teaching. School music courses can broaden students' thinking, broaden their horizons, enrich their cultural connotation, and enable them to have a deep cultural heritage. With the deepening of education reform, the demand for talents is no longer single but requires talents to develop in an all-around way to meet the needs of social development. As an art education, music can lead students to touch and understand beauty, which has a positive impact on the cultivation of students' aesthetic consciousness and the spread of personal thinking. Therefore, it is necessary to have an innovative consciousness of music education, so that students' physical and mental development can be comprehensive. Therefore, this paper starts with finding out some innovative ways and methods of music education. [ABSTRACT FROM AUTHOR]

The dominant roles that digital connective technologies have in the 21st century are causing profound changes in all domains of life, which signal that we have reached a new age: the digital age. Education is one of the fundamental domains of life re-engineered to adopt to the changing landscape of what it means to function in this new age. The school paradigm which rests on the conditions and requirements of the industrial age appears to fall short in terms of meeting the needs and demands of the 21st century learner. The emerging digital connective technologies and the educational innovations they triggered such as open educational resources (OER), massive online open courses (MOOCs) and learning analytics are disrupting the learning processes and structures of the industrial age such that it is now an imperative to develop a new educational paradigm. These new innovations enable learners to extend learning outside the boundaries of traditional learning institutions through informal and enriched learning experiences using online communities on new platforms such as social media and other social platforms. The digital innovations aforementioned also free the learners from the shackles of time so that learners can, not only access but also create knowledge through social interaction and collaboration. The age we live in is ripe for unprecedented fundamental changes and opportunities for higher education (HE). Therefore, policymakers involved in education need to re-think the implications of digital connective technologies, the challenges and opportunities they bring to the educational scene while developing value-added policies regarding HE. This paper addresses the learner, instructor, learning environments and the administration dimensions of HE and how the digital connective technologies are impacting on these dimensions in the digital age. The paper also offers, as a conclusion, a road map for HE to better function in this age. [ABSTRACT FROM AUTHOR]

Educators' digital fluency has been noted as one of the most important skill required for effective curriculum delivery in connected classrooms. Evidence shows that even though many Western Cape classrooms have Internet connectivity, many educators are unable to take advantage of the connectivity for teaching and learning. Hence, this paper focuses on the educators' digital fluency as a necessary competence for effective curriculum delivery in connected classrooms. The study was done qualitatively by randomly selecting thirty-six educators who participated in one-on-one and focus group interviews. Results show that most educators perceive their digital fluency and the complex knowledge of how to effectively integrate digital technologies into curriculum delivery to be inadequate. Hence they are unable to take advantage of the connectivity in the classrooms. Therefore, the authorities in education need to ensure educators are well equipped to develop digital fluency and the ways of integrating technologies into curriculum delivery. [ABSTRACT FROM AUTHOR]

The paper describes one of the progressive forms of innovation of the educational process through the implementation of a QR code on worksheets in biology. QR code as a new technology is already accepted and fully used in biology. A part of mobile education (m-learning) is also the application of innovative methods and tools that develop students' key competencies. Emphasis is placed on the real work of students, the use of digital technologies, Internet literacy, the strengthening of interdisciplinary relationships and the elements of informal science education. The educational application of QR codes increases the attractiveness and demostrativeness of Biology lessons. [ABSTRACT FROM AUTHOR]

Reconsidering the concept of digital citizenship and the essential component of education the authors propose that the concept of Hybrid Education may serve both as a guideline for the utilization of digital technologies in education and as a methodology for fostering new forms of participation, inclusion and engagement in society. Following T.H. Marshall's conception of citizenship the authors suggest that becoming, belonging and the capabilities to do so is essential to digital citizenship in a culturally diverse and digitally mediated world. The paper presents a theory-based, value driven and practical orientated framework for innovation in education. The paper documents a process where participants situated around the globe worked in collaboration with a group of participants gathered at a workshop on the concept of hybridity in education and on identifying and describing educational patterns for Hybrid Education that are directly applicable in relation to the concept of digital citizenship. The process introduces a value-based and vision-driven design pattern approach to innovation in education by framing and aligning values and visions of the participants. This work resulted in approximately 85 unique pattern candidates that address various aspects of hybridity in education. In conclusion, the concept and practice of Hybrid Education is both productive and conducive to the reconsidered idea of digital citizenship proposed in the paper. [ABSTRACT FROM AUTHOR]

The objective of this study is to identify and analyze the scientific literature with a bibliometric analysis to find the main topics, authors, sources, most cited articles, and countries in the literature on virtual reality in education. Another aim is to understand the conceptual, intellectual, and social structure of the literature on the subject and identify the knowledge base of the use of VR in education and whether it is commonly used and integrated into teaching–learning processes. To do this, articles indexed in the Main Collections of the Web of Science, Scopus and Lens were analyzed for the period 2010 to 2021. The research results are presented in two parts: the first is a quantitative analysis that provides an overview of virtual reality (VR) technology used in the educational field, with tables, graphs, and maps, highlighting the main performance indicators for the production of articles and their citation. The results obtained found a total of 718 articles of which the following were analyzed 273 published articles. The second stage consisted of an inductive type of analysis that found six major groups in the cited articles, which are instruction and learning using VR, VR learning environments, use of VR in different fields of knowledge, learning processes using VR applications or games, learning processes employing simulation, and topics published during the Covid-19 pandemic. Another important aspect to mention is that VR is used in many different areas of education, but until the beginning of the pandemic the use of this so-called "disruptive process" came mainly from students, Institutions were reluctant and slow to accept and include VR in the teaching–learning processes. [ABSTRACT FROM AUTHOR]

Design-based research (DBR) and cognate, practitioner-oriented methodologies have gained increased prominence in the last twenty-five years, and in particular have become established approaches for exploring how we might best optimise the potential impact of digital technologies in education. This is highlighted by the research that shows how DBR has become a mainstay, ubiquitous feature of graduate programmes in the Learning Sciences internationally (Sommerhoff et al, 2018). The Learning Sciences is a field of academic enquiry concerned with advancing our understanding of how we can innovate systematically to improve educational experiences and systems; and invariably where we are trying to exploit the novel, interactive affordances and capabilities offered by new digital technology. The increased use of design as a systematic research methodology around the world highlights its continued, and growing relevance and importance. The increasing popularity of educational design research methodologies, including DBR, owes to their potential to be both practically focused but theoretically robust. DBR, as a participatory and principled research methodology, can potentially support educational designers, innovators, policymakers and technologists to bridge practice and theory. Starting with an outline of the provenance and history of DBR methodology, this paper describes educational design research methodologies, illustrating how DBR can be employed to enhance the development of digital technologies in education. [ABSTRACT FROM AUTHOR]

The diversified literature on innovation processes impedes innovation and entrepreneurship education in providing a holistic innovation process model while practitioners struggle to implement innovation processes in the face of trends such as servitization and digitalization. This paper aims to shed light on how innovation processes are depicted by lectures and educators to establish a validated process view on digital innovation for services which will help provide grounding for innovation and entrepreneurship teaching. Consequently, this work expands innovation process and innovation teaching literature and contributes to high-quality up to date innovation and entrepreneurship education by providing propositions towards innovation processes and teaching practices. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to show the evaluation of the learning process to determinate if engineering student marks would be better from sand-table teaching than from traditional teaching.Design/methodology/approach The innovative teaching project incorporating digital sand-table use was evaluated by asking undergraduate and postgraduate students to rate their learning experiences and by analyzing their academic performance.Findings The results show that the percentage of students passing the courses, and marks on the course tests were higher for students taught using sand-table, compared to students taught without using this tool.Practical implications Engineering curricula are constantly revised to address the demands for undergraduate courses and specialization courses, and the differing needs of actual practice in relation to theoretical knowledge.Originality/value The experience at the University of Córdoba (Spain) offers some insights to other engineering degrees and educational institutions that wish to focus on the development of innovative academic programs and student capabilities. [ABSTRACT FROM AUTHOR]

The digital mediation resources used in Distance Education can hinder the teacher's perception about the student's state of mind. However, the textual expression in natural language is widely encouraged in most Distance Education courses, through the use of Virtual Learning Environments and other digital tools. This fact has motivated research efforts in order to identify feelings expressed by students in textual messages. A significant part of the known approaches in this area apply textual analysis without a deep linguistic representation, which can lead to some weakness in the results obtained. This paper reports an approach using theories of Computational Lexical Semantics for the representation of the lexicon of emotion. The methodology was developed through studies regarding corpus analysis, lexical unit description, and the implementation of a computational system to identify the feelings expressed in the textual messages in natural language, using the lexicon of emotion. This system was used in evaluation experiments that indicate improvements when comparing the adopted approach with other similar approaches. [ABSTRACT FROM AUTHOR]

New media technology has been widely used in the teaching of various disciplines in colleges and universities, which is a significant change and innovative development of the traditional teaching mode. This paper investigates the current situation of vocabulary teaching in college English courses, and analyzes the main problems, such as single teaching method, lack of interaction in the teaching process, lack of context in vocabulary training, and students' low evaluation of the course. In view of the above problems, based on the characteristics of new media technology, this paper explores the application path of new media technology in college English vocabulary teaching, as well as the problems that should be paid attention to in order to improve the application effect. Through the research, we can promote the reform of college English vocabulary teaching, change the attitude and evaluation of college students to vocabulary teaching, stimulate their initiative to learn vocabulary, and improve the quality of college English vocabulary teaching. [ABSTRACT FROM AUTHOR]

In the context of digital era, as an indispensable part of general education in colleges and universities, the classroom teaching of dance education is faced with the status quo of low degree of digital application and lack of era pertinence in teaching objective. This paper proposes a research on the innovative development of dance teaching in digital era. Firstly, based on the analysis of status quo of dance education in colleges, this paper studies the digital application situation of dance education in colleges under the current social conditions through empirical methods, on which the cultivation target of innovative talent and the curriculum arrangement of college dance education in digital era are put forward. Finally, it summarizes the development strategy of dance education in digital age. The results show that the arrival of digital age provides more diversified teaching methods for modern dance education, and plays an important role in their application to dance classroom teaching, and explores more development paths for the innovation of dance teaching concept and mode. [ABSTRACT FROM AUTHOR]

This research analyses the role of certain social networks as educational tools in learning architecture, specifically in project workshops focused on parametric design, a method closely linked to the conceptualization and application of computational design. The research focuses on the question of whether these digital experiences can match social interaction in design workshops, an aspect considered essential by several education experts for the development of technical and creative skills. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion 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.)

Set within the context of a global pursuit towards the internationalisation of higher education, this paper critically examines student discourse in a globally connected classroom between learners in the USA and Singapore. It makes salient some of the cultural assumptions and tensions that undergird students’ discourse in collaborative international exchanges. We argue that technological innovation can enhance campus internationalisation efforts by providing opportunities for groups of students to intersect and interact across cultures. Such opportunities for social connection can bring about a transformative third space wherein domestic students and their international peers can engage in meaningful and productive dialogic exchanges. However, as this analysis suggests, the mere opportunity for connection will not necessarily manifest outcomes consistent with ideals of internationalisation and may instead result in superficial exchanges and reified stereotypes. Specifically, findings from this study demonstrate several tensions in US students’ discourse, revealing ways in which they simultaneously reject and represent American identity, challenge and reify national stereotypes, and pursue open-mindedness while maintaining ‘strong convictions'. Finally, as a practical application of findings, we suggest training students to self-reflect through critical examination of their own and others’ discourse as a means for pushing beyond the superficial towards genuine cultural learning. [ABSTRACT FROM PUBLISHER]

Universities have discovered that learning need not dwell inside the confines of the four traditional classroom walls. The internet provides a vital link to information like never before. As the number of internet users has increased, universities have begun to rely more heavily on technology in the delivery of course content and instruction. The use of technology has been purported to have the potential to lead the way in developing more competent technology and educational leaders in schools as well as reforming leadership preparation and reaching a more inclusive population of administrator aspirants. Online education seems set on its course to overtake traditional colleges within the next few decades, especially as society becomes ever more dependent on the internet to get work done. This research paper examines areas in which educational programs can meet today's global standards, allow for the greatest flexibility in meeting student needs, and yet continue to increase leadership and educational opportunities for all student groups. The purpose of the study is to outline: whether distance technology is indeed used; what types of distance technology are employed; what goals drive the implementation of distance technology; and what factors inhibit the successful use of distance technology in higher education engagement graduate employability. The paper aims to focus on the issues involve the role of higher education in improving employability in developing the students' potential and flexibility to adapt their knowledge, skills, and attitudes to the labor market. In view of this, distance universities may have an important role in designing and implementing accreditation standards for employability. The attention should be paid to the development of transferable skills such as critical thinking, oral expression and team work to promote employability while raising the quality standards of the Higher Education Degree. [ABSTRACT FROM AUTHOR]

This article explores the role of digital cultural heritage as a strategic resource for fostering innovations across various sectors. Beyond its traditional cultural and historical significance, cultural heritage is recognized as a valuable resource for innovation, necessitating strategic management to unlock its economic potential in the digital era. The article suggests utilizing the intellectual property system to achieve economic realization of digital cultural heritage and foster innovation. The strategic management at the national level is emphasized to yield returns on investments, especially in the digitization of cultural heritage. Recognizing its potential beyond traditional cultural realms, the article emphasizes strategic management to unlock economic value and advocates for innovation in sectors such as education, research, healthcare, and tourism. [ABSTRACT FROM AUTHOR]

This inquiry explored preservice teachers (PSTs) developing learner and professional identities while participating in a university course that explicitly incorporates the use of technology into teaching. The paper posits that it is important for initial teacher education to explicitly engage with the role of technology in these developing identities to minimise the risk of digital inequity, both for PSTs' learning and that of their future students. Two central questions are addressed: How did PSTs make sense of their identities as they took part in an educational technology course? And what challenges did they encounter in incorporating technology into their learning experiences? An exploratory case study of a group of tutors and participating students in an ongoing action research project directed at redesigned educational technology and innovation course at a higher education institution was undertaken for this inquiry. By critically interrogating students' reflexive accounts and focus group discussions with academics teaching into the course, this inquiry has investigated and built emerging explanations in relation to identity and digital equity. Implications for practice or policy: * Positive learner and professional identities are associated with better outcomes. * PSTs develop learner and professional identities in ways that are intertwined with their attitudes towards and experiences with technology. * PSTs with negative digital learner-teacher identities may first experience digital inequity at university and subsequently contribute to digital inequity in their own future students -- double jeopardy digital inequity. * Initial teacher education should explicitly cultivate positive digital learner-teacher identities in preservice teachers. [ABSTRACT FROM AUTHOR]

In the digital age, the personalization of learning has become a critical priority in education. This article delves into the cutting-edge of educational innovation by exploring the essential role of ontology-based knowledge representation in transforming the educational experience. This research stands out for its significant and distinctive contribution to improving the personalization of learning. For this, concrete examples of use cases are presented in various academic fields, from formal education to corporate training and online learning. It is identified how ontologies capture and organize knowledge semantically, allowing the intelligent adaptation of content, the inference of activity and resource recommendations, and the creation of highly personalized learning paths. In this context, the novelty lies in the innovative approach to designing educational ontologies, which exhaustively considers different use cases and academic scenarios. Additionally, we delve deeper into the design decisions that support the effectiveness and usefulness of these ontologies for effective learning personalization. Through practical examples, it is illustrated how the implementation of ontologies transforms education, offering richer educational experiences adapted to students' individual needs. This research represents a valuable contribution to personalized education and knowledge management in contemporary educational environments. The novelty of this work lies in its ability to redefine and improve the personalization of learning in a constantly evolving digital world. [ABSTRACT FROM AUTHOR]

Tertiary education redefines its role in research and innovation, acting as a proponent of the research and innovation culture, creating real-world solutions, and bridging the gap between decision-making, governance, and innovation. We empirically explore tertiary education's effect on innovation and national intellectual capital's role. The empirical findings of the 2SLS and instrumental variable fixed effect model with Driscoll-Kraay robust standard errors, based on panel evidence from 79 economies from 1995 to 2017, show that tertiary education has a positive and substantial effect on innovation performance as determined by patent and trademark applications. Comparable results are obtained using instrumental variable panel quantile regression as robustness tests to support the findings. Also, theoretically, the result shows that national intellectual capital reinforces the impact of tertiary education as a catalyst for technological progress. The findings support R&D data policies that support specific digital innovation, skills, knowledge creation, and diffusion. Proactive policy frameworks should be adopted to promote national intellectual capital through internet infrastructure for economic inclusion that fosters innovativeness; tertiary education using digital technology redefines creativity, stimulates cooperation, and aids in forming innovative ecosystems; boosting government and private grants to university academics allows for identifying ideas with the greatest long-term potential. Tertiary education and technological progress in a panel of 79 economies from 1995–2017 were examined. Empirical results using 2SLS, IV fixed effect model with Driscoll-Kraay robust standard errors, and IV panel quantile regressions indicate tertiary education is essential to innovation. National intellectual capital reinforces the impact of tertiary education to promote technological progress. The findings support R&D data policies that support specific digital innovation, skills, knowledge creation, and diffusion. Proactive policy frameworks should be adopted to promote national intellectual capital through internet infrastructure for economic inclusion that fosters innovativeness. Tertiary education using digital technology can redefine creativity, stimulates cooperation, and aids in forming innovative ecosystems. Boosting government and private grants to university academics allows for identifying ideas with the greatest long-term potential. [ABSTRACT FROM AUTHOR]

Since 2020, the master's program "Multiple Sclerosis Management" has been running at Dresden International University, offering structured training to become a multiple sclerosis specialist. Due to the COVID-19 pandemic, many planned teaching formats had to be changed to online teaching. The subject of this paper was the investigation of a cloud-based digital hub and student evaluation of the program. Authors analyzed use cases of computer-supported collaborative learning and student evaluation of courses and modules using the Gioia method and descriptive statistics. The use of a cloud-based digital hub as a central data platform proved to be highly successful for learning and teaching, as well as for close interaction between lecturers and students. Students rated the courses very positively in terms of content, knowledge transfer and interaction. The implementation of the master's program was successful despite the challenges of the COVID-19 pandemic. The resulting extensive use of digital tools demonstrates the "new normal" of future learning, with even more emphasis on successful online formats that also increase interaction between lecturers and students in particular. At the same time, there will continue to be tailored face-to-face events to specifically increase learning success. [ABSTRACT FROM AUTHOR]

The contribution describes a study on the organizational devices and the professional development programs carried out at the Teaching and Learning Center (TLC) of the University of Siena and at the Teaching and Learning Lab (TLL) of the University of Macerata. The focus is on systemic actions capable to elicit innovation at an organizational level, starting from the work of the institutional centers for research, professional training, and digital enhanced learning embedded in the university. In the final paragraph, future developmental trajectories for constituting an inter-universities network of TLCs are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Riwayat: Educational Journal of History & Humanities is the property of Riwayat: Educational Journal of History & Humanities 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.)

On the one hand, the pandemic has posed unprecedented challenges for teachers all across the world; on the other, created opportunities for teacher professional development (TPD) as well. Furthermore, this educational emergency has uncovered the potential of digital technologies authentically and showcased its relation to the TPD and educational innovation. In this article, the concepts such as teacher agency, networked learning and reorganization are reexamined and theorized. The current article is a continuation of the research that has shed light on the TPD patterns and peer learning in the context of the pandemic and represents qualitative research covering 15 representatives of different-level schools from three different countries (Italy, Spain and Turkey), focusing on their experiences and future opportunities for TPD. Based on the said theorization, through iterative and abductive reasoning, and narrative inquiry, the lived experiences of teachers are examined and explored. The results indicate that in times of uncertainty and relaxation of macro-level frames, teachers have reorganized their teaching and learning activities relying on peer networks and collaboration while reinforcing their agentic qualities. The implications of the research contribute to the theory, policy and practice of TPD. [ABSTRACT FROM AUTHOR]

This paper explores how pedagogy is being influenced by fast developing digital technologies. Results are presented from exploratory research conducted in 2016. The findings are addressed in terms of the transformation of learning and education, including the move from the measured to the engaged classroom. Emerging technology creates a natural synergy of Constructivist educational theory with new convivial tools, making possible the emergence of a new Digital Pedagogy able to liberate learning. [ABSTRACT FROM AUTHOR]

This paper offers the results of a quantitative study carried out with the aim of defining the technological skills profile of 301 students entering the BA in elementary education. A 29-question digital survey was used; results reflect a prevalence of female students over 30 years of age, who have access to a computer with an Internet connection, prefer to interact using phones, use e-mail, surf the Internet every day, are able to use technology at a basic level, particularly office suites, and are unfamiliar with the use of modern tools such as blogs and social bookmarking. It is concluded that these students do not display the characteristics expected of digital natives: the production, dissemination and consumption of culture online. [ABSTRACT FROM AUTHOR]

This study is the first known attempt to employ Roger's diffusion of innovation (2003) theory to analyse how innovation spreads across Latvia's entire museum sector over time and how the museums classified as earliest innovation adopters in museum education differ from the rest of the pool. The study rests on a quantitative strategy. The results of the study suggest three aspects that differentiate earlier adopters from non-adopters in museum education: (1) financial aspect - resources, funding diversification and dynamics during pandemic, (2) museum aspirations towards overall digital development and (3) communication function performance to serve the society. Moreover, available funding per se is insufficient to predict the adoption of digital innovation in museum education. Although, it has a substantial impact, it plays out only in conjunction with two other factors - prior experience in onsite museum education and prior introduction of digital innovation in other areas of museum work. [ABSTRACT FROM AUTHOR]

This study investigated the motivation of Taiwanese undergraduate EFL students in learning English-to-Chinese translation and the intention to use a digital game-based learning app called CHEN-slate. The app, consisting of a learning zone, practice zone, and competition zone and including translation skills needed for actual translation practice, was developed as a supportive learning tool to equip students with the necessary translation skills and to enhance their translation experiences. This study was conducted in spring semester in 2020. The responses to a questionnaire, designed based on theories including Dörnyei's L2 motivational self-system and the technology acceptance model, were analyzed quantitatively and qualitatively to identify the most prevalent type of motivation among students to learn English-to-Chinese translation (one-way repeated-measures ANOVA), students' perception toward the use of CHEN-slate, and the relationship between students' intention to use CHEN-slate and their learning motivation (linear regression analysis). Moreover, the pre-test and post-test variables were compared by using a paired-sample t test. The results of the study indicated that achieving the ideal self-image and translation learning experience are the most prevalent motivation types that encourage Taiwanese students to learn translation. The findings of this study also indicate that students have positive attitudes toward the adoption of CHEN-slate and have high intention to use the app facilitate their learning process. Finally, a significant positive relationship was found between students' intention to use the app and their translation learning experience. This study offers pedagogical implications for instructors in translation courses to enhance students' learning motivation and effectively use game-based learning apps in translation courses. [ABSTRACT FROM AUTHOR]

The adaptation of traditional systems to service-oriented architectures is very frequent, due to the increase in technologies for this type of architecture. This has led to the construction of frameworks or methodologies for adapting computational projects to service-oriented architecture (SOA) technology. In this work, a framework for adaptation to SOA in an educational organization is presented, through a specific case of adaptation of an autonomous recommendation system. The framework has a business model that extracts the specific needs of the organization and that will help to project the service architecture from an administrative perspective for a generation of value. The framework has components that conform to the organizational governance of Information Technology (IT) linked to the control mechanisms managed by any IT government of the organization. Finally, the framework has a self-management process that integrates intelligent mechanisms or paradigms for any autonomous process that manages the SOA. In general, the framework describes a methodological process of four general phases, allowing to identify requirements, design services, develop them, and deploy them in an organization, to be managed through control mechanisms through governance. The framework was tested in the adaptation of an autonomous recommendation system for virtual learning environments (VLE), which has two main processes, the creation of an academic course and the use of the course. [ABSTRACT FROM AUTHOR]