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Blended Learning. Intelligent Computing in Education : 17th International Conference on Blended Learning, ICBL 2024, Macao SAR, China, July 29 - August 1, 2024, Proceedings
| Blended Learning. Intelligent Computing in Education : 17th International Conference on Blended Learning, ICBL 2024, Macao SAR, China, July 29 - August 1, 2024, Proceedings |
| Autore | Ma Will W. K |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore Pte. Limited, , 2024 |
| Descrizione fisica | 1 online resource (355 pages) |
| Altri autori (Persone) |
LiChen
FanChun Wai ULeong Hou LuAngel |
| Collana | Lecture Notes in Computer Science Series |
| ISBN | 9789819744428 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Organization -- Contents -- Keynotes -- Building a Learner-Centric Citywide Digital Literacy Ecosystem: Train-the-Trainer, Community-Based Learning, and Gifted Education -- 1 Introduction -- 2 What is a Learner-Centric Citywide Digital Literacy Ecosystem? -- 3 What are the Benefits of Building a Learner-Centric Citywide Digital Literacy Ecosystem? -- 4 What are the Challenges of Building a Learner-Centric Citywide Digital Literacy Ecosystem? -- 5 How Can Train-the-Trainer, Community-Based Learning, and Gifted Education Approaches Support Building a Learner-Centric Citywide Digital Literacy Ecosystem? -- 6 Use Case 1: HKSAR Gifted Education Programme -- 6.1 What is It? -- 6.2 What Has Been Taught? -- 6.3 Short-Term Results -- 6.4 Long-Term Results -- 6.5 Challenges and Recommendations for Improvement -- 7 Use Case 2: CityU Apps Lab (CAL) Train-the-Trainer City-Wide Programme -- 7.1 CityU Apps Lab Programs -- 7.2 Apps Lab's Problem-Based Learning Method -- 7.3 Students Achievements -- 7.4 Apps Lab Students Feedback -- 8 Conclusions -- References -- Trends and Challenges in Digital Education in the Age of Artificial Intelligence -- 1 Introduction -- 2 Overcoming Myths About Using Technology in Education -- 3 Educational Technology Trends in the AI Era -- 3.1 A Need for Increased Personalization of Educational Processes -- 3.2 Integration with Educational Uses of Virtual Reality (VR) and Augmented Reality (AR) -- 3.3 Improved Educational Feedback -- 3.4 Ethics and Improved Bias in Results -- 3.5 Educational Lifelong Learning Trajectories -- 4 Generative AI's Main Future Challenges -- 4.1 Adaptive Systems and Personalization -- 4.2 Profiling and Prediction -- 4.3 Assessment and Evaluation -- 4.4 Intelligent Tutoring Systems (ITS) -- 5 AI in HE: Ethical and Social Implications -- References.
How to Design Scientific, Happy and Effective Educational Games: Research on Educational Game Design from the Perspective of Learning Sciences -- 1 Introduction -- 2 Rationale for the Design of Educational Games -- 2.1 Theoretically Based on Research Findings in Educational Neuroscience -- 2.2 Technically Supported by Research Findings in Learning Analytics -- 3 Cases of Educational Game Design -- 3.1 The Arithmetic Game Monster Blocks -- 3.2 The Fraction Game Run Fraction -- 3.3 The Spatial Game Cube Elimination -- 3.4 The Number Cognition Game Find Stars -- 4 Characterization and Design Model of Educational Games -- 4.1 Characterization of Educational Games -- 4.2 Design Model for Educational Games -- 5 Design Principles of Educational Games -- 5.1 Balance of Skills and Challenges -- 5.2 Balance of Education and Game -- 5.3 Balance of Theory and Practice -- 5.4 Balance of Individuality and Commonality -- 6 Conclusion -- References -- Blended Learning and AI: Enhancing Teaching and Learning in Higher Education -- 1 Introduction -- 2 A Survey of Recent Scholarship on GenAI and BL -- 2.1 GenAI in Higher Education -- 2.2 GenAI in BL -- 3 Discussion: Observations and Strategies -- 3.1 AI Readiness, Literacy and Competency -- 3.2 Professional Development for Instructors -- 3.3 Learners' Use and Perception -- 3.4 Learning Analytics -- 3.5 Infrastructure -- 3.6 Co-Regulation -- 3.7 Copyright -- 3.8 Data Privacy -- 3.9 Inclusivity and Accessibility -- 4 Conclusion -- References -- Digital Literacy: Evolution, Evaluation and Enhancement -- 1 Introduction -- 2 Literature Review -- 2.1 Connotation Development of Digital Literacy -- 2.2 Connotation Development of Digital Literacy -- 3 Evaluation of Chinese Students' Digital Literacy -- 3.1 Sample Selection -- 3.2 Research Instrument -- 3.3 Results -- 4 Recommendations for Enhancing Students' Digital Literacy. 4.1 Building a Multi-Body Synergistic System to Cultivate Students' Digital Literacy -- 4.2 Exploring a Comprehensive Cultivation System for Students' Digital Literacy -- 4.3 Creating a Data-Driven Assessment System for Students' Digital Literacy -- References -- Revolutionizing Education with AI -- Complexities of Using Large Language Model Generative AI in Health Education and Robots -- 1 Introduction -- 2 Case Studies Using GPT3.5 (Accessed 01.28.2024) -- 2.1 Teaching the Human Circulatory System to Students in an American High School Grade 10 -- 2.2 Teaching Complex Health Issues Related to Blood Circulation in a Required Pathophysiology Course for American Undergraduate Students Applying to an American Bachelor of Science in Nursing Program -- 3 Discussion -- 4 Related Ongoing and Future Research Directions -- References -- New Dimensions: The Impact of the Metaverse and AI Avatars on Social Science Education -- 1 Introduction -- 2 Method -- 3 Results -- 4 Discussion -- 4.1 The Role of 'Interesting' in Predicting Intent to Use the Metaverse -- 4.2 Environment Topics Are More Usable and There is a Statistical Relationship Between Performance, Usefulness, and Interest -- 4.3 Environments with AI Avatars Are Less Easy to Use -- 4.4 Implications of Regression Findings -- 4.5 Comparison with Existing Works -- 4.6 Limitations -- 5 Conclusion -- References -- Construction and Implementation of Generative AI-Based Human-Machine Collaborative Classroom Teaching Model in Universities -- 1 Introduction -- 2 Literature Review -- 2.1 A Review of Research on the Application of GAI in University Classroom Teaching -- 2.2 A Review of Research on Human-Machine Collaboration Classroom Teaching -- 3 Research Design and Research Methods -- 3.1 Status Investigation -- 3.2 Theoretical Analysis -- 3.3 Model Construction -- 3.4 Model Implementation. 3.5 Effectiveness Evaluation -- 4 The Construction of GAI-Based Human-Machine Collaborative Classroom Teaching Model in Universities -- 4.1 Main Theoretical Basis -- 4.2 The Connotation Elements of GAI-based Human-Machine Collaborative Classroom in Universities -- 4.3 The Teaching Mechanism of GAI-based Human-Machine Collaborative Classroom in Universities -- 4.4 The Construction of GAI-based Human-Machine Collaborative SOCAEE Classroom Teaching Model in Universities -- 5 The Implementation of GAI-Based Human-Machine Collaborative SOCAEE Classroom Teaching Model in Universities -- 5.1 The Overview of Research Implementation -- 5.2 The First Round of Action Research -- 5.3 The Second Round of Action Research -- 6 Research Effect -- 6.1 Students' Classroom Learning Performance -- 6.2 Students' Human-Machine Collaborative Learning Ability -- 6.3 Students' Human-Machine Collaborative Learning Experience -- 7 Discussion -- 8 Conclusion -- References -- DMPAI: An AI-Aided K-12 System for Teaching and Learning in Diverse Schools -- 1 Introduction -- 2 Related Work -- 2.1 Predictive Analysis -- 2.2 Early Warning System (EWS) -- 2.3 Learning Analytics -- 2.4 Talented/Gifted Students Prediction and Identification -- 2.5 Recommender System -- 3 Methodology -- 3.1 Student Academic Performance and Behavior Prediction and Intervention -- 3.2 Early Warning System -- 3.3 Analytics of Individualized Education Plan (IEP) -- 3.4 Talented Students' Prediction and Identification -- 3.5 Cross-School Personalized Electives Recommendation -- 4 Results -- 5 Conclusion -- References -- A Case Study Examines How a New Content Integration Impacts Learning Outcomes with AI Experience Inputs -- 1 Introduction -- 2 Background -- 2.1 Targets for Higher Education -- 2.2 Shaping of Teaching Characteristics -- 2.3 Promotion of AI Courses. 2.4 Integrating AI Content into Existing Curriculum -- 3 CG/CAD Courses and the Study -- 3.1 Digital Applications in Architecture -- 3.2 Initial Ideas for Incorporating AI -- 3.3 Execution of AI Experiential Learning -- 4 Research Method -- 5 Results and Discussions -- 5.1 Usability Surveys on AI Only -- 5.2 Comprehensive Quiz Scores -- 5.3 Focus Group Interviews -- 5.4 Discussion and Recommendations -- 6 Limitations and Conclusions -- References -- Blended Learning and Technological Innovations -- Understanding Characteristics of Teacher-Student Dialogue in Urban-Rural Blended Synchronous Classroom: A Learning Analytics Perspective -- 1 Introduction -- 2 Theoretical Framework -- 3 Method -- 3.1 Research Sample -- 3.2 Data Collection -- 3.3 Data Analysis -- 4 Result -- 4.1 Characteristics in Teacher-Student Dialogue in Two Types of Urban-Rural Synchronous Classrooms Taught by Different Teachers -- 4.2 Analysis of the Characteristics of Teacher-Questioning Behavior Transitions in Two Types of Classrooms Taught by Different Teachers -- 4.3 Analysis of Key Teacher Questioning Behaviors in Two Types of Classrooms Taught by Different Teachers -- 5 Discussion -- 5.1 The Frequency of Teacher-Student Dialogue Interaction of the Two Types of BSC Was not Well Balanced -- 5.2 The Cognitive Level of Teacher-Student Dialogue of the Two Types of BSC Mainly Remained at the Level of Understanding -- 5.3 The Teacher Questioning Behavior Transition Characteristics of the Two Types of Classrooms Were Different -- 6 Implications -- 7 Conclusions -- References -- Integrating a Digital Math Vector Game into a Blended Classroom: Technological and Instructional Design Principles -- 1 Introduction -- 2 Theoretical Framework -- 2.1 Vector Learning Difficulty -- 2.2 Digital Vector Game -- 2.3 Blended Classroom Integrating Digital Game -- 2.4 GoVector: A Digital Math Game. 3 Research Design. |
| Record Nr. | UNINA-9910869182203321 |
Ma Will W. K
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| Singapore : , : Springer Singapore Pte. Limited, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Engaged Learning and Innovative Teaching in Higher Education : Digital Technology, Professional Competence, and Teaching Pedagogies
| Engaged Learning and Innovative Teaching in Higher Education : Digital Technology, Professional Competence, and Teaching Pedagogies |
| Autore | Ma Will W. K |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore Pte. Limited, , 2024 |
| Descrizione fisica | 1 online resource (304 pages) |
| Collana | Lecture Notes in Educational Technology Series |
| ISBN | 981-9721-71-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Committees -- Foreword -- Preface -- Contents -- About the Editor -- 1 Engaged Learning and Innovative Teaching -- 1.1 The Innovative Curriculum-Educating for Knowledge, Educating for Skills -- 1.2 Engaged Learning-Deep Knowledge Learning, Deep Approach to Learning -- 1.3 Theory and Practice: Engaged Learning and Innovative Teaching -- 1.4 Outline of the Book -- 1.5 Theme: Innovative and Digital Learning Environments -- 1.6 Theme: Assessment and Development of Future Professional Competencies -- 1.7 Theme: Innovative Curriculum Design and Teaching Pedagogies -- References -- Part I Innovative and Digital Learning Environments -- 2 Educators' Experiences in Enabling Students Learning for the VUCA World -- 2.1 Introduction -- 2.2 Theoretical Background -- 2.2.1 Innovation Pedagogy -- 2.2.2 Learning Environments -- 2.2.3 Educators as Integrators of a Learning Environment and Working Life in VUCA World -- 2.3 Method -- 2.3.1 Sample -- 2.3.2 Instruments -- 2.3.3 Data Analysis -- 2.4 Results -- 2.4.1 Important Elements in Designing a Learning Environment that Aims to Prepare Students for the VUCA World -- 2.4.2 Variation in Perceptions on the Importance of ESIST Elements in Designing Learning Environment Across the Three Educators' Profiles -- 2.5 Discussion -- 2.6 Conclusion -- References -- 3 An Examination and Analysis of the Integration of Artificial Intelligence and Gamification in the Pedagogy of Chinese Higher Education -- 3.1 Introduction -- 3.2 Literature Review -- 3.3 Research Method and Data Source -- 3.3.1 Research Method -- 3.3.2 Data Source -- 3.4 Results -- 3.4.1 Publication Volume Time Analysis -- 3.4.2 Research Field Analysis -- 3.5 Keywords Collinear Analysis -- 3.6 Keywords Emergent Analysis -- 3.7 Keywords Cluster Analysis -- 3.8 Keywords Time View Analysis -- 3.9 Cases -- 3.9.1 Application of the Game "Assassin's Creed".
3.10 Discussion -- 3.11 Conclusion -- References -- 4 Peer Learning to Promote Active Learning in Online/Hybrid Classes-A Case Study for Science Education -- 4.1 Introduction -- 4.2 Background -- 4.3 Methodology -- 4.4 Results and Discussion -- 4.5 Conclusion -- References -- 5 Value and Challenges of an Integrated Course on Digital Marketing and Big Data: A Focus Group Study -- 5.1 Introduction -- 5.2 Background -- 5.3 Literature Review -- 5.3.1 Big Data Courses in Other Disciplines -- 5.3.2 Integrating Big Data Technology into Digital Marketing -- 5.3.3 New Program and Paradigm -- 5.3.4 The Type of Big Data Used in New Course -- 5.3.5 New Class Activities Integrating Big Data Technology in Digital Marketing -- 5.4 Research Methodology -- 5.5 Findings -- 5.6 Discussion -- 5.7 Limitations -- 5.8 Conclusion -- References -- 6 The Impacts of e-Learning and Virtual Reality on Diagnostic Radiography Education -- 6.1 Introduction -- 6.2 E-learning -- 6.3 Advantages of E-learning -- 6.3.1 Convenience and Cost Saving -- 6.3.2 Enhanced Radiographic-Related Skills and Examination Performances -- 6.3.3 Engaged in Learning -- 6.3.4 Effective University Policy and Administration -- 6.3.5 Designs and Concepts of e-learning in Engaging and Enhancing Learning -- 6.4 Disadvantages -- 6.4.1 Radiographic-Related Skills and Examination Performances Were not Enhanced -- 6.4.2 Difficulties with Motivation to Learn -- 6.4.3 Learning Did not Take Place Effectively Due to Designs and Concepts of e-learning -- 6.5 E-learning Impacts on Teachers -- 6.6 Virtual Reality -- 6.6.1 Effective Learning Promoted in VR -- 6.6.2 Positive Impacts of VR in Pre-Clinical Preparations -- 6.6.3 Drawbacks and Barriers of VR -- 6.7 Incorporation of e-learning and VR in Blended Learning Patterns -- 6.7.1 Limitation -- 6.8 Conclusion -- References. Part II Assessment and Development of Future Professional Competencies -- 7 Vocational Education Input for a Sustainable Hospitality Industry -- 7.1 Introduction -- 7.2 Literature Review -- 7.2.1 Sustainability Issues -- 7.2.2 Significance of Positive Self-perceptions -- 7.2.3 Self-perceptions and Relations with Outcomes -- 7.2.4 VE Inputs -- 7.2.5 Essential Vocational Outcomes -- 7.2.6 The Present Investigation -- 7.3 Methodology -- 7.3.1 Participants -- 7.3.2 Materials -- 7.3.3 Procedure -- 7.3.4 Data Analysis -- 7.4 Results -- 7.4.1 Participants Backgrounds -- 7.4.2 CFA -- 7.4.3 SEM -- 7.5 Discussion -- 7.5.1 Practical Implications -- 7.6 Strengths, Limitations, and Future Research -- 7.7 Conclusion -- Appendix 1: Constructs and Related Items -- References -- 8 Closing Competency Gaps for Engineering Students Using a Competence-Based Assessment Format -- 8.1 Introduction -- 8.2 Literature Reviews -- 8.3 Research Methods -- 8.4 Results -- 8.4.1 The Attributes -- 8.4.2 Technical and Technology -- 8.5 Discussion -- 8.6 Implications -- 8.7 Conclusions -- Appendix 1: Results Statistics of Learners and Employers Regarding "the Attributes" -- Appendix 2: Results Statistics of Learners and Employers Regarding "Training Structure" -- Appendix 3: Results Statistics of Learners and Employers Regarding "Training and Development" -- Appendix 4: Results Statistics of Learners and Employers Regarding "Technical and Technology" -- References -- 9 Empowering the Future of Construction and Quantity Surveying Professionals: Unveiling the Skills Revolution in New Zealand's Construction Industry -- 9.1 Introduction -- 9.2 Literature Review -- 9.2.1 Smart Opportunities -- 9.2.2 Resilience Over Skills -- 9.2.3 Sustainable Development -- 9.3 Research Methodology -- 9.4 Findings and Discussion -- 9.4.1 Characteristics of Respondents -- 9.4.2 Results. 9.5 Conclusion and Further Research -- References -- 10 Modeling of Domain-Specific Competence Among Technicians (EQF 6) at Higher Education Facilities in Germany and Integration Thereof in Ackerman's PPIK Theory as a Possible Framework -- 10.1 Introduction -- 10.1.1 Theoretical Framework -- Research Situation -- and Development of the Questions or Hypotheses -- 10.2 Material and Methods -- 10.2.1 Hypothesis -- 10.2.2 Method -- 10.3 Results -- 10.4 Discussion and Conclusion -- References -- 11 Re-validating an Assessment Tool to Identify, Assess, and Develop Higher Education Students' Innovation Competence in Online Education -- 11.1 Introduction -- 11.2 Data and Method(s) -- 11.3 Results -- 11.3.1 Main Result of First Round of the Validation Process -- 11.3.2 Main Results of Second Round of the Validation Process -- 11.3.3 Re-validated SINCOE@ Assessment Tool -- 11.4 Discussion -- References -- Part III Innovative Curriculum Design and Teaching Pedagogies -- 12 Work-Life-Study Balance Challenges and the Overcoming Strategies of Women in the New Zealand Construction Industry -- 12.1 Introduction -- 12.2 Literature Review -- 12.2.1 Work-Life Balance -- 12.2.2 Work/life/study Balance -- 12.2.3 Work-Life Balance from Women's Perspectives -- 12.2.4 Work-Life Balance in the Construction Industry -- 12.2.5 Factors Influencing the Work-Life Balance -- 12.2.6 Work-Life Conflict -- 12.2.7 Work-Life Balance Potential Solutions -- 12.3 Research Methodology -- 12.4 Findings and Discussion -- 12.4.1 Data Analysis -- 12.4.2 Thematic Analysis -- 12.4.3 Work-Life Balance Factors (WLBFs) for Women in the New Zealand Construction Industry -- 12.4.4 Strategies Respondent Adopted to Improve Work-Life Balance. -- 12.5 Conclusion -- References -- 13 A Philosophical Approach to Teacher Education -- 13.1 Introduction -- 13.1.1 Review of Related Literature. 13.1.2 Questions and Significance of the Study -- 13.2 Method -- 13.2.1 Participants -- 13.2.2 Data Collection and Sources -- 13.2.3 Design -- 13.2.4 Procedure -- 13.3 Results -- 13.3.1 Professional Development of Teachers -- 13.3.2 Teachers' Attitude Towards P4C -- 13.4 Discussion -- 13.4.1 Conclusions -- 13.4.2 Recommendations -- References -- 14 The Structure of Vocational Interests of Future Technicians (EQF 6) in Mechanical Engineering for Interpreting Technical Drawings -- 14.1 Introduction -- 14.2 Theoretical Framework -- 14.3 Hypotheses -- 14.4 Method -- 14.4.1 Sample -- 14.4.2 Instruments Used -- 14.4.3 Analysis and Evaluation -- 14.5 Results -- 14.6 Discussion -- References -- 15 Technology-Aided Learning at the Intersection of Presence-At-Hand and Readiness-To-Hand and the Fusion of Horizons Among Students, Technology and Teachers -- 15.1 Introduction -- 15.2 Heideggerian Philosophy and Gadamerian Philosophy -- 15.2.1 Heideggerian Readiness-To-Hand and Presence-At-Hand -- 15.2.2 Gadamerian Expansion of the Fusion of Horizons -- 15.3 From Presence-At-Hand to Readiness-To-Hand of Technology to Expand the Fusions of Horizons For-The-Sake-Of Learning -- 15.4 From Cooperation Between Readiness-To-Hand and Presence-At-Hand of Technology to Expanding the Fusion of Horizons Between Teachers as "the They" and Students -- 15.5 Conclusion -- References -- 16 Existential Relationship Between Teacher-Centred Learning and Student-Centred Learning Inauthentic Solicitude as a Necessary Condition of Authentic Solicitude -- 16.1 Introduction -- 16.2 Teacher-Centred Learning and Student-Centred Learning Approaches -- 16.2.1 Depth of the Following Discussion of the Learning Approaches -- 16.2.2 Engagement and Responsibility: Passive or Active -- 16.2.3 Customization and Individualization -- 16.2.4 Importance of Feedback -- 16.2.5 Self-Directedness. 16.2.6 Academic Realm, Subjectivity and Intersubjectivity. |
| Record Nr. | UNINA-9910855369403321 |
|
Ma Will W. K
|
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| Singapore : , : Springer Singapore Pte. Limited, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||