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Jean-Marie Cognet

(PDF) Lecture capture in higher education: time to learn from the learners - 0 views

www.researchgate.net/...ime_to_learn_from_the_learners

study lecture capture student success education

shared by Jean-Marie Cognet on 15 Dec 19 - No Cached
  • Of particular and recurring concern to academic staff is the assumption that access to lecture recordings will result in a decrease in attendance at lectures (e.g. Gosper et al., 2010). In most courses, attendance is not in itself a learning outcome (Newton, Tucker, Dawson & Currie, 2014), therefore the concern over attendance must be the manifestation of a deeper concern over the impact on achieving the actual learning outcomes of the course and on other aspects of student engagement. It is also worth noting that falling lecture attendance is not a new phenomenon. As Massingham and Herrington (2006) have highlighted, attendance has been seen as an issue by lecturers for decades
  • Understanding the reasons why students opt not to attend lectures can lead to useful information that can inform pedagogic practice. The reasons students give often have little to do with the availability of recorded lectures
  • Their results revealed that the most important considerations were the predicted outcome of attending the lecture (e.g., Will it facilitate my own subsequent study and learning?), the topic or subject of the lecture (e.g., Will I learn this material better by attending a lecture or by individual study?), whether the lecture will meet the students current learning needs, and personal considerations (e.g., Do I have competing commitments that I view as having a higher priority?), and whether the student had had a previous positive or negative experiences with a particular teacher. Other studies have also highlighted the central importance of the lecturer in attendance decisions.
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  • Given this evidence of the value and distinct role of face-to-face lectures, concern over the wide spread replacement of lecturers with recordings would seem misplaced.
  • Similarly, Aldamen, Al-Esmail, and Hollindale, (2015) found no correlation between student attendance (as measured by attendance lists) and viewing lecture video recordings (as measured by LMS access data), for students on an introductory Accountancy course
  • Yeung, Raju and Sharma (2016) demonstrated that non-frequent attenders were also far less likely to make use of recordings to catch-up on missed classes. This is in line with the findings reported by von Konsky, Ivins and Gribble. (2009)
  • The balance of research suggests that having access to lecture recordings has either no or only a very small impact on attendance
  • studies have shown consistently that students value having access to and make use of recordings of lectures. For example, in a large survey in four Australian Universities, Gosper et al. (2010) found that 76% of students reported a positive experience with recordings, 79.9% felt that it made it easier to learn, and 66.7% felt it had improved their performance (see also McNeil et al., 2007).
  • Students use lecture recordings for a range of general purposes, for example to balance family, work, and other study commitments (e.g., Chester, Buntine, Hammond, & Atkinson, 2011; Dona, Gregory, & Pechenkina, 2017: Pons, Walker, Hollis & Thomas, 2011; Taplin, Kerr, & Brown, 2014), and as a backup for lectures that were unintentionally missed, for example, as the result of illness or transportation issues (e.g., Yeung et al., 2016; Gysbers, Johnston, Hancock, & Denyer, 2011).
  • However, the literature clearly indicates that for the majority of students the greatest value of recordings is as a learning resource. They use recordings to revisit and clarify complex confusing topics (e.g., Elliot & Neal, 2016, Yeung et al., 2016), to prepare for exams (e.g. Chen & Lin, 2012; Copley, 2007; Mallinson & Baumann, 2015; von Konsky et al., 2009), and to learn at their own pace (e.g., Cooke et al., 2011; Euzent, Martin, Moskal, & Moskal, 2011; Tarr et al., 2015). While Scutter, Stupans, Sawyer and King. (2010) do report that some students cited not having to attend the lecture in person as the most useful aspect of podcast access, this was ranked bottom behind advantages associated with personalising the learner experience including; flexibility, revision, clarification, reduced need to take notes in lectures, and simply being able to hear the lecture in full again.
  • Students learning in a second language and students who require additional learning support appear to make greater use of recordings (e.g. Leadbeater, Shuttleworth, Couperthwaite, 2013; Nordmann et al., 2017; Shaw & Molnar, 2011, Taplin et al., 2014)
  • following the Equality Act (2010). Jisc, the UK’s non-profit organisation for digital services and solutions recommends implementing institution-led lecture recording (Jisc, 2018) citing the ability to revisit content as required as the main benefit to inclusive learning.
  • For many first-year students, the university lecture format will be a new learning environment and although guidance is often provided about what they should do during lectures, it is unsurprising that these students value the opportunity to get a second chance at the lecture content when in this transitional stage.
  • in a study of medical students’ use of recordings by Topale (2016), students identified one of the major advantages of recordings as facilitating the ability to use multiple modes of learning, allowing them to view lectures, consult texts and other resources at the same time. Multimedia learning is suggested to have several pedagogic advantages linked with reductions in cognitive load (Mayer, 2005). Luttenberger et al. (2018) state that the driving force behind student satisfaction with lecture capture and podcasts are the opportunities for self-regulated learning
  • The ability to personalise the learner journey and self-regulate learning may also explain why research has suggested that the availability of lecture recordings can reduce feelings of anxiety. For example, Owston, Lupshenyuk, and Wideman (2011) report reduced anxiety when lecture capture is provided due to the ability to review the material later if any important points are missed. Similarly, in a survey conducted with Geology students, 69% agreed that the availability of lecture recordings reduced levels of student anxiety with the course (Traphagan, Kucsera, & Kishi, 2010)
  • Students frequently report that access to lecture recordings improves their learning and performance (e.g., Gosper et al., 2010) and while Ford, Burns, Mitch and Gomez (2012) found no association between access to recordings and grades, they reported that students with access were significantly more likely to report spending more hours studying, more likely to report that learning outcomes were effectively addressed, and more likely to report that they found that the course challenged them to do their best work
  • Cepeda et al. looked at lag effects (i.e., the time between learning sessions) and found that performance was best when the lag was 10-20% of the desired retention interval, for example, to remember something for one week, they recommended spacing learning episodes 12-24 hours apart whereas to remember something for 4 years, learning episodes should be 4.5-9 months apart (although they also recognise that these intervals do not necessarily align with the semesterisation of higher education and therefore recommend one month spacing for university students).
  • There has been relatively little research that has investigated the use of lecture capture as it relates to distributed practice. This may be in part due to the information that is available to researchers. Those studies that used self-reports did not report collecting information on the exact timescale of lecture capture usage across the term
  • First, students should be explicitly instructed that supplemental use is likely to produce the best outcomes.
  • Second, the concept of deep processing should be used to explain and promote that not only is supplemental use best, but selective supplemental use of recordings (rather than re-watching an entire lecture) will likely lead to better outcome
  • Finally, the concept of distributed practice should be linked to the use of lecture capture
Jean-Marie Cognet

Why do German students choose to study in the UK? | Times Higher Education (THE) - 1 views

www.timeshighereducation.com/...erman-students-choose-study-uk

trends education students study germany

shared by Jean-Marie Cognet on 27 Feb 19 - No Cached
  • Freed of exorbitant university fees, German students enjoy higher education of a comparably high standard that usually does not see them graduate with a huge pile of debt that then has to be paid off.  Still, a large number of German students decide to leave the “land of poets and thinkers” to pursue degrees at universities in the UK. Despite the costs and the tough application process, about 7,500 Germans head to the UK every year to take up their studies at universities in Oxford, London or Edinburgh, among other destinations.
  • The crucial factors are tuition quality and the staff-to-student ratio, which many Germans who have spent time studying in the UK say is excellent. With an average ratio of 1:66, German universities have a hard time standing their ground in this regard against rivals in the UK.  For comparison, Bishop Grosseteste University in England, considered one of the “worst” universities with respect to its staff per student number, has an average ratio of 1:25,
  • “In the UK, staff and students usually interact on a more equal and respectful level than in Germany, and in my experience UK professors are a lot more approachable than their German colleagues.”
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  • British universities still boast an international flai
Florent Thiery

Subjective quality evaluation of the upcoming HEVC/H.265 video compression standard - 1 views

hdfpga.blogspot.com/...ive-quality-evaluation-of.html

video codec quality upcoming compression

shared by Florent Thiery on 30 Aug 12 - No Cached
  • Florent Thiery on 30 Aug 12
     
    Comparing the current AVC/h264 vs HEVC/h265, quality study states "For the synthetic content considered in this study, a 75% bit rate reduction can be achieved based on subjective results". This number is huge, but in all cases looks promising for higher quality and more accessible video content streaming in the future.
Jean-Marie Cognet

2012 Study - major business benefits through learning technologies - 0 views

www.towardsmaturity.org/...12-benchmark-study-highlights-

tendances elearning marché corporate

shared by Jean-Marie Cognet on 30 Nov 12 - No Cached
  • the average company was able to roll out new products, services and IT systems over 20% faster. It also highlights average companies were achieving a 23% improvement in study time, 24% faster delivery time, 22% reduction in cost of training, 26% improvement in learning reach and 16% improvement in time to competency.
  • 90% of Learning & Development professionals are looking to integrate learning into their company’s different functions, i.e. sales, customer service, talent and production, with 41% saying that this is critical.
  • 95% want to use technology to increase the sharing of good practice but only 25% are currently achieving this, 92% of organisations seek to use learning technologies to respond faster to business change, but only 25% achieve this; 94% of organisations seek to speed up the application of learning back into the workplace, but only 23% achieve this; and 91% seek to improve talent or performance management, but only 20% achieve this.
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  • top learning companies spend 50% more of their learning budgets on technology than the average organisation.
  • In 2012, the proportion of training budget allocated to technology increased from 18% in 2011 to 20% in 2012.
  • 25% of organisations are now developing mobile apps for learning, an increase from 20% in 2010, with 30% of organisations encouraging individuals to use their own devices to access learning opportunities and 31% providing learners with mobile devices.
  • 68% of those organisations are using social learning to build networks inside the organisations; 55% to support learning generation and sharing of user generated content; 54% for individuals to communicate in real time; 51% to reinforce formal learning and 49% to support personal professional development.  
  • learning was not seen as a management priority by 53% of organisations surveyed in 2012,
  • he lack of knowledge of potential use and implementation remained the same, as the 2011 figure at 62%.
Jean-Marie Cognet

Online Learning Outcomes Equivalent to Traditional Methods, Study Finds -- Campus Techn... - 0 views

campustechnology.com/...ional-methods-study-finds.aspx

tendances elearning education

shared by Jean-Marie Cognet on 20 Jul 12 - No Cached
  • Interactive learning online (ILO) produces essentially the same outcomes as traditional face-to-face education at the university level, according to a recent report from Ithaka S+R. The report, "Interactive Learning Online at Public Universities: Evidence from Randomized Tests," suggested that educational institutions looking to reduce costs in the face of shrinking budgets can confidently turn to online education as a means of saving money without diminishing educational outcomes.
Hélène Baudet

IBM : les DSI sont des piliers transversaux de la « transformation en entrepr... - 0 views

www.itespresso.fr/ation-en-entreprise-42905.html

DSI

shared by Hélène Baudet on 18 May 11 - No Cached
  • Hélène Baudet on 18 May 11
     
    "Selon le baromètre IBM Global CIO Study 2011, les responsables informatiques donnent la priorité à la business intelligence, la mobilité, la virtualisation et le cloud."
Jean-Marie Cognet

Why Aren't Tech-Enhanced Learning Strategies More Widely Used? | EDUCAUSE - 1 views

er.educause.edu/...ng-strategies-more-widely-used

trends learning education

shared by Jean-Marie Cognet on 22 Aug 18 - No Cached
  • The discovery of this shared characteristic proved revelatory, helping identify several major barriers to wide use of tech-enhanced learning. Those included: A lack of alignment among project stakeholders: Herckis cited a disconnect between faculty and administrators as one key example:
  • The changing definition of success over the projects' life cycles: The technology the programs were based on was often not adaptable enough to keep up with the pace of change. The needs identified at the start of a project frequently evolved over time. Personnel changes and the resulting alteration of the definition of successful teaching played a big role
  • A fixed faculty mind-set regarding instructional methods: In reviewing Herckis's research, Smith was surprised to learn just how deeply committed CMU faculty study participants were to teaching their respective subjects in a particular way. This was linked to "mental models" often formed in the course of their own educational experiences. Smith cited the example of an educator who retains teaching practices inspired by a former professor from undergraduate studies.
Jean-Marie Cognet

Top 20 eLearning Statistics For 2019 - eLearning Industry - 0 views

elearningindustry.com/top-elearning-statistics-2019

trends statistics stats elearning corporate market

shared by Jean-Marie Cognet on 11 Dec 19 - No Cached
  • The global eLearning market was worth an impressive $107 billion in 2015 [1]. By 2025, however, Research and Markets believe that it will reach a staggering total market value of $325 billion [1]. The reasons for this explosion in value come on the back of several main drivers: the need to educate vast numbers of people at low cost, the falling price of learning solutions, the needs of the modern workforce to engage in life-long learning, and the fact that learning through an internet portal is often more convenient than going to school. The majority of the growth in the eLearning market will come from demand in developing countries.
  • 2. The Self-Paced eLearning Market Will Decline To $33.5 Billion By 2021
  • 77% Of US Companies Used Online Learning In 2017
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  • eLearning could reduce employee training time by as much as 40-60% [2]. Cutting training time means that workers can spend more time doing their primary role and companies don't need to organize as much cover.
  • eLearning may boost knowledge retention by an impressive 25-60% [2]
  • Deloitte, a professional services and research company, estimates that the average employee needs to dedicate around 1% of their time per week to training. Doing this, according to Deloitte, enables the worker to stay up to date with best practices and developments in their industry. 1% of the working week isn't much time at all. It translates to 24 minutes per week or 4.8 minutes per day, assuming a 5-day working week [14]. Arranging 4.8 minutes of training per day face-to-face would be impractical. But thanks to "microlearning"— a popular buzzword in the eLearning industry—companies can now take this approach. What's more, microlearning may be even more effective than regular learning because people are better at absorbing lots of small chunks of information than they are a few larger ones.
  • Data Suggests That When Employers Spend $1,500 Per Employee Per Year On Training, They Achieve Improvements In Profit Margins Of Around 24%
  • it's the conclusion of the American Society for Training and Development after a study of more than 2,500 firms
  • Data suggests that when employers spend $1,500 per employee per year on training, they achieve improvements in profit margins of around 24% [8]. Furthermore, for every additional $680 a company spends, shareholder return rises by 6%. Investing in the knowledge capital of a company, therefore, is just as important as investing in the physical capital [8].
  • This can be accomplished easily if the company opts for a value for money LMS.
  • Figures From An Open University Study Suggest That eLearning Cuts Energy Consumption By 90% And Slashes CO2 By More Than 85%
  • 72% of organizations believe that eLearning puts them at a competitive advantage [2]. eLearning is a flexible tool that firms can use to provide them with educational support when they need it. Keeping employees apprised of changes in the market is a significant challenge for many enterprises.
  • Data from a Gallup poll in 2015 found that only 32% of employees in the US were "engaged" and that more than 51% were "unengaged" [9]
  • According to data from The Molly Fletcher Company, eLearning helps firms achieve an 18% boost in employee engagement leading to higher productivity and customer satisfaction [2].
  • 49% Of Students Say That They Have Taken An Online Course In The Last 12 Months
Jean-Marie Cognet

Global Enterprise Lecture Capture Solutions Market Forecast 2016-2022 - Research and Ma... - 1 views

www.businesswire.com/...ture-Solutions-Market-Forecast

lecture capture trends education studies

shared by Jean-Marie Cognet on 10 Dec 16 - No Cached
  • DUBLIN--(BUSINESS WIRE)--Research and Markets has announced the addition of the "Global Enterprise Lecture Capture Solutions Market: Forecast to 2022" report to their offering. “Global Enterprise Lecture Capture Solutions Market: Forecast to 2022”Tweet this This research covers the global market for enterprise lecture capture solutions (LCS). Detailed global market trend analyses, including market drivers, market restraints, technology trends, vertical analysis, and pricing analysis, are provided in this research. Revenue forecasts are provided for the total enterprise LCS market.
Jean-Marie Cognet

Lecture capture | Education in Chemistry Blog - 0 views

www.rsc.org/...lecture-capture

trends education lecture capture

shared by Jean-Marie Cognet on 01 Apr 16 - No Cached
  • Campus-wide lecture capture technology – a way to record lectures – is a major investment for universities, but is hugely popular among students.
  • The most common concern about recording lectures is that it will reduce attendance. However, most studies do not support this theory. Of my own students, only 5 out of 99 indicated that recorded lectures influenced their decision to attend. Many pointed out that there is added value in attending a lecture because they are able to ask questions.
  • Students generally do not expect a professionally produced recording, and are happy provided they can hear clearly, the recording is free from background noise and the video is sufficient.
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  • But with most recordings being released via a virtual learning environment, access can be restricted to students doing a particular course in a particular year.
  • Lecture recordings are an excellent resource for international students grappling with concepts in another language and students with disabilities who may struggle to keep pace. Our students reported that it is nice to have more time to listen to what is being said without frantically trying to write it all down. Many lecture capture systems have ‘hot spot’ metrics that staff can use to discover which portions of a lecture have been reviewed repeatedly. This can indicate concepts that students are struggling with and can enable staff to modify their approach to that concept in future years or provide additional support as necessary. Lecture capture could be used for other applications such as student presentations, demonstrating procedures, providing recordings to support lecture flipping and more. The technology is well established, but our use and how we encourage our students to use it is not. This is an opportunity for innovation when developing our teaching.
Jean-Marie Cognet

Fans and Fears of 'Lecture Capture' | Inside Higher Ed - 0 views

www.insidehighered.com/...capture

stats marché education

shared by Jean-Marie Cognet on 24 Apr 12 - Cached
  • the panelists cited research indicating that students’ likelihood of skipping class has no correlation with whether a professor decides to capture her lecture
  • In 2008, 78 percent of undergraduate respondents to a University of Wisconsin at Madison study said they think having lectures available online would help them retain lesson material, and 76 percent said they believed it would help them improve their test scores.
Jean-Marie Cognet

Facebook, YouTube Top List of Best Recruitment Tools for education - 1 views

campustechnology.com/...uitment-tools-study-finds.aspx

tendances education

shared by Jean-Marie Cognet on 01 Aug 12 - No Cached
  • Ninety-two percent of undergraduate admissions officers interviewed report that social media is a worthy investment
Jean-Marie Cognet

Yes, You Can Trust Your Users to Tag Your Videos: Online Video News « - 0 views

gigaom.com/...-your-users-to-tag-your-videos

web Video tendances

shared by Jean-Marie Cognet on 15 Apr 11 - No Cached
  • When it comes to indexing and describing the content of videos, the key may just be to ask your users for help. At least, that seems to be the gist of a new study published this week
Jean-Marie Cognet

Why Video Is The Best Medium For Microlearning - eLearning Industry - 1 views

elearningindustry.com/ideo-best-medium-microlearning

trends elearning video

shared by Jean-Marie Cognet on 03 Feb 16 - No Cached
  • Could it be possible that the medium we choose be more important to improve knowledge transfer than our beloved content that we can’t get under 30 slides? The answer is YES. As Marshall McLuhan, the great Media Philosopher, said in 1964: “The Medium is the Message.” Simply put, the medium in which you deploy content to your people is more important than the content. It’s actually crazy to think about! But let’s not get too caught up philosophizing and get to the point. Since the medium can make or break your training, which medium should you choose? The answer is VIDEO. Here are the top 3 reasons to support this claim:
  • Alignment.  75% of Millennials visit YouTube monthly. Millennials coincidentally are going to make up 75% of the workforce by 2025
  • Retention and Transfer of Knowledge.  Video is the most effective medium for communicating information in a short period of time. Most people are visual learners, so combining visual examples with audio creates a higher likelihood of knowledge transfer. Studies show that humans only retain 10% of heard information after 3 days Vs 65% when visuals are added.
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  • Easily Produced.  Because of the advances in cameras and software, video is the easiest and cheapest to produce than it’s ever been.
Jean-Marie Cognet

Lecture capture takes a leap forward in higher education - 0 views

www.avinteractive.com/...rd-higher-education-09-07-2018

trends market video education

shared by Jean-Marie Cognet on 12 Jul 18 - No Cached
  • Higher education institutions are increasingly using lecture capture to help their students, according to a 2018 State of Video in Education report from Kaltura. There was a 21% increase in lecture capture use by institutions over the last two years, up from 65% in 2016 to 79% this year. Lecture capture doesn’t just take place in standard lecture halls too, with 10% of all those responding saying they already capture over half of all classes, wherever they take place, and 31% keen to follow their lead. Overall, 88% of respondents across higher education and K-12 (primary/secondary schools) already use lecture capture tools or intend to in the future.
  • 21% report that over half of their students are involved in creating (as opposed to simply watching) video; among higher education respondents, the figure is a little lower at 15%.
  • Closed captions are in use at over half (52%) of institutions today, while 34% use interactive video quizzes to help students learn more effectively. Mobile apps that make it easy for students to watch videos on the move, or offline, are used by 39% of institutions, and a further 53% are eager to add this capability.
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  • The use of video by students for assignments is on the rise, at 69% this year, up from 59% in 2017. Video feedback on student assignments is also growing and is now used by more than a third of institutions (35%) – up from 27% last year – perhaps due to the growth in remote learning.
  • Digital literacy remains high on the agenda as a critical skill for today’s students in an era of fake news and 95% view video as an important part of digital literacy; 97% feel it is important to continue to raise the level of digital and video literacy among both teachers and students. The good news is that 83% of students are already considered to be highly digitally literate, with teachers snapping at their heels with 78%.
  • 97% think that interactive videos, which encourage engagement and help students to learn, will be important; similarly, 97% anticipate that self-paced curricula and personalised learning paths will be of considerable value to many students; and 94% see predictive analytics as a game changer in education
  • The study also found that video has a positive impact on student achievements (84%), on increasing educator collaboration and professional development (83%), and on streamlining the onboarding process for new students (80%).
Jean-Marie Cognet

AI in HR: A Real Killer App - JOSH BERSIN - 1 views

joshbersin.com/...ai-in-hr-a-real-killer-app

trends learning AI HR

shared by Jean-Marie Cognet on 19 Jun 18 - No Cached
  • Hype and expectations for AI are now sky high
  • on one hand the hype is far ahead of the reality; on the other, the upside could be much bigger than we think. And in HR the opportunity for value is massive.
  • The systems can understand speech, identify photos, and use pattern matching to pick up signals about mood, honesty, and even personality. These algorithms are not “intuitive” like human beings, but they are fast, so they can analyze millions of pieces of information in seconds and quickly correlate them against patterns.
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  • you could imagine an AI system that looks at ll the possible demographics, job history, and interview questions with a candidate and then “predicts” how well they will perform on the job
  • In employee development and learning, we really don’t know how to “train” people perfectly. The global L&D industry is over $200 billion and most learning professionals tell us that at least half this is wasted (forgotten, inappropriately applied, or just wasting peoples’ time). But we don’t know which half this is! 
  • what if we had algorithms that monitored and studied the skills, behaviors, and activities of the highest performers in our teams and then just told us how to be more like them?  These kinds of “Netflix-like” algorithms are now entering the world of learning platforms, making learning as useful and fun as watching cable TV.  Again the market is young, but the opportunity is massive. Our research shows that the average employee has less than 25 minutes a week to train and learn;  if we make that time more relevant everyone will perform better.
  • The success of an HR tool will be dependent on many things: the accuracy and completeness of its algorithms, the ease of use of its systems, but more important than all its ability to provide what is called “narrow AI” – or very specific solutions that solve your problems. This can only be done when the vendor has massive amounts of data (to train its system) and they gain lots of feedback on how well it works. So I believe the barriers to entry are going to be focus, business strategy, and client intimacy, not just having great engineers. 
lauraschmitz1992

7 Advantages Digital Assessments Have over Paper Tests and Exams | Emerging Education T... - 0 views

www.emergingedtech.com/...ts-have-over-paper-tests-exams

éducation elearning education technologies

shared by lauraschmitz1992 on 01 Apr 19 - No Cached
  • In 2014, the Florida Department of Education gave a survey to students after taking end-of-course evaluations. The results showed that more students preferred computer tests over paper (53% of the students agreed to that statement). Another study in 2017 Saudi published in the International Journal of Information and Education Technology presented the opposite result. Here, only 42.5% prefer online over paper exam, which is still a considerable portion of the survey population. But while that may be the case, 77.5% of the total examinees liked the fact that they are able to receive results and feedback automatically after taking the test.
  • Below are 7 reasons to consider when deciding whether to incorporate online methods to your teaching and evaluation, from the perspective of students.
  • 1. Getting test results immediately give students peace of mind
  • ...5 more annotations...
  • 3. Students can take the exam anytime, anywhere
  • 4. Fun and interactive with the use of multimedia, simulations
  • 5. Students can take the exam in a more comfortable environment
  • 6. Avoid commute that adds stress and saves money
  • 7. Technology easily accommodates students with disabilities
lauraschmitz1992

When Bringing Your Own Device Isn't Enough: Identifying What Digital Literacy Initiativ... - 0 views

er.educause.edu/...teracy-initiatives-really-need

éducation technologies education elearning byod

shared by lauraschmitz1992 on 13 May 19 - No Cached
  • Device ownership alone doesn't make people digitally literate; rather, digital literacy is about how and why they use devices to achieve particular goals and outcomes.
  • Definitions of digital literacy can include the ability to use and access digital devices, but studies from the past decade tend to deepen this definition. A commonly cited definition from Colin Lankshear and Michele Knobel asserts that digital literacy is "shorthand for the myriad social practices and conceptions of engaging in meaning making mediated by texts that are produced, received, distributed, exchanged etc., via digital codification."
  • s." In other words, it's not just owning the devices that makes you digitally literate—it's how and why you use those devices to achieve particular goals and outcomes.
lauraschmitz1992

How Will IoT Change the Education Sphere? | Emerging Education Technologies - 0 views

www.emergingedtech.com/...ll-iot-change-impact-education

éducation technologies new digital education edtech trends stats

shared by lauraschmitz1992 on 03 Jun 19 - No Cached
  • According to a research study, “IoT in Education Market” by MarketsandMarkets, the global market size is expected to “grow from $4.8 billion in 2018 to $11.3 billion by 2023.”
  • Personalized Learning One of the biggest hurdles with the typical education system is the lack of flexibility in the course work. The course is the same for each and every student. The human-to-human interaction in a classroom space is collective and does not take into account the individual pace and needs of the student. Building on the idea of Big Data collection, with IoT each student can be evaluated and monitored on an individual basis. Weaker students may be granted a modified course work that caters to them individually to bring them up to speed. On top of that, the aggregate data can guide the instructors to modify the coursework on the go depending on the collective class needs.
  • More Human-to-Machine Interaction
  • ...2 more annotations...
  • Thus IoT has the potential to not only save time and physical resources, but also human resources all the while maintaining a better standard of teaching.
  • Financing Issues Financing is another hurdle. Government expenditure on Education is already stretched to its limit in most countries around the world. Plus, education isn’t really the sector that sees significant improvement in budget increase every fiscal year. It is general knowledge that education is kept on the back burner since it is not the topic that wins votes. Information Technology hardware can be expensive and IoT infrastructure can demands a lot of it. To implement IoT, either government or private investments may need to subsidize it.
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