Social Media Tools in Experiential Internship Learning

Theoretical foundations and empirical findings on the potential value of using social media to assist internship program management have been discussed in previous chapters. Indeed, existing literature has demonstrated that social media platforms (e.g., SNS and blogs) can serve as valuable tools to enhance learning experiences in different subjects. However, previous investigations paid little attention to the development of course-related activities and processes that can aid university lecturers who are teaching/managing internship courses.

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Mediated democracy – Linking digital technology to political agency

Although the relationship between digitalization and democracy is the subject of growing public attention, the nature of this relationship is rarely addressed in a systematic manner. The common understanding is that digital media are the driver of the political change we are facing today. This paper argues against such a causal approach und proposes a co-evolutionary perspective instead. Inspired by Benedict Anderson’s “Imagined Communities” and recent research on mediatisation, it introduces the concept of mediated democracy. This concept reflects the simple idea that representative democracy requires technical mediation and that the rise of modern democracy and of communication media are therefore closely intertwined. Hence, mediated democracy denotes a research perspective, not a type of democracy. It explores the changing interplay of democratic organization and communication media as a contingent constellation, which could have evolved differently. Specific forms of communication media emerge in tandem with larger societal formations and mutually enable each other. Following this argument, the current constellation reflects a transformation of representative democracy and the spread of digital media. The latter is interpreted as a “training ground” for experimenting with new forms of democratic agency.

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Posted in Democracy, Digital democracy, Digital technologies | Tagged , ,

Simultaneous Training of 10,000 Teachers through Weapons of Mass Instruction

Spoken Tutorial and T10KT (Train 10,000 Teachers) are two highly successful large scale educational methodologies, respectively, using asynchronous and synchronous teaching methods. These two are combined to come up with a massive blended workshop methodology. Using this method we trained a large number of learners on Koha, Moodle, Scilab and Python, training of the order of 5,000 teachers and librarians at a time. A financial model to make this approach self-sustaining in the long run, without burning a hole in the pockets of the participants, has also been successfully tested. The blended method proposed here is effective, scalable and sustainable. 2019.

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The Cognitive Internet of Things

It is not difficult to find that the structure of the Internet is getting more and more similar to brain structure. The structure of the Internet from the perspective of neurology is very similar to the human brain, specifically the Internet virtual brain. When cognitive computing is applied to the Internet of Things, the result is what we call Cognitive IoT, which we define as systems that infuse intelligence into and learn from the physical world. This paper explores the general relation between artificial intelligence and the Internet of Things, cloud computing, big data and the Industrial Internet from the perspective of cognitivism.

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Posted in Cognition, Digital devices, Intelligence, Internet | Tagged , , ,

Psycho-Social Aspects of Learning in MOOC Courses

Recent researchers emphasize the need for Massive Open Online Course (MOOC) designers and instructors to consider the impact of MOOCs on psycho-social aspects of participant learning and behavior in today’s 24/7, mobile environment. This article
examines research findings related to the skill sets, characteristics, and preferences of individual MOOC users that impact their success in this learning setting; the impact of learner motivation and level of engagement in the course; and how the context of a MOOC learning experience can vary in terms of time/location/modality. The implications for MOOC designers, instructors, and researchers are presented, along with future research directions.

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Using technology to help revitalize indigenous languages

Our planet is home to over 7,000 human languages currently spoken and signed. Yet this unique linguistic diversity—the defining characteristic of our species—is under extreme stress, as are the communities that speak these increasingly endangered languages.

The pressures facing endangered languages are as severe as those recorded by conservation biologists for plants and animals, and in many cases more acute. But linguistic endangerment is by no means a natural or inevitable process. Some of the complex, interrelated processes that result in language loss include presumptuous beliefs about the inevitability and inherent value of monolingualism and networks of global trade languages that are increasingly technologized. Currently, over two-thirds of the world’s population speak one of 12 languages as their mother tongue. Such homogenization leaves in its wake a linguistic landscape that is increasingly endangered and fragmented.

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Read also: Language Revitalization

Posted in Indigenous, Languages, Technology | Tagged , ,

Emotions, Technology, and Social Media

Book – Emotions, Technology, and Social Media discuss the ways the social media sphere uses emotion and technology, and how each of these has become part of the digital culture. The book explores this expression within a psychological theoretical framework, addressing feelings about social media, and its role in education and knowledge generation. The second section investigates the expression of feelings within social media spaces, while subsequent sections adopt a paradigm of active audience consumption to use social media to express feelings and maintain social connectivity.

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Social Media, Television And Children

This report outlines the key findings of a co-produced study,  developed in collaboration between academics from the University of Sheffield’s School of Education, BBC Children’s and Dubit. The project was co-produced in that all project partners contributed to the development of the project aims and objectives and were involved in data collection, analysis, and dissemination. The aim of the study was to identify children and young people’s (aged from birth to 16) use of social media and television.

Social media are defined in this context as websites and applications that enable users to create and share content, and/ or to network with others. Television is defined as a mass medium that disseminates moving image media, with content that is broadcast as part of a timetabled schedule (referred to in this report as ‘live television’), and as video on demand (VOD). The report also considers children and young people’s use of television, film and video content that is packaged and offered through subscription, referred to as ‘subscription video on demand’ (SVOD) and/ or ‘over the top’ (OTT) services. YouTube and YouTube Kids are defined in this study as social media website/ applications, even though they offer content from television channels because one of YouTube’s most significant affordances is that it enables users to share content and to network with others through the commenting facility.

The study does not address the extent of children’s engagement in other media content, such as video games, although where children’s interest in video games relates to their use of social media and television, this is mentioned.

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Posted in Children, Social media, Television | Tagged , ,

Didactics of Smart Pedagogy: Smart Pedagogy for Technology Enhanced Learning

Book – The focus on smart education has become a new trend in the global educational field. Some countries have already developed smart education systems and there is increasing pressure coming from business and tech communities to continue this development. Simultaneously, there are only fragmented studies on the didactic aspects of technology usage. Thus, pedagogy as science must engage in a new research direction—smart pedagogy. This book seeks to engage in a new research direction, that of smart pedagogy. It launches discussions on how to use all sorts of smart education solutions in the context of existing learning theories and on how to apply innovative solutions in order to reduce the marginalization of groups in educational contexts. It also explores transformations of a pedagogical science, the role of the educator, applicable teaching methods, learning outcomes, and research and assessment of acquired knowledge in an effort to make the smart education process meaningful to a wide audience of international educators, researchers, and administrators working within and tangential to TEL

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