scholarly journals Characterising and managing paediatric SARSCoV‐2 infection: Learning about the virus in a global classroom

2020 ◽  
Author(s):  
Maria C. Cardenas ◽  
Samyd S. Bustos ◽  
Elizabeth Ann L. Enninga ◽  
Lynne Mofenson ◽  
Rana Chakraborty
Keyword(s):  
Global Classroom

scholarly journals GLOBAL CLASSROOM: A CASE STUDY IN ONLINE LEARNING ON SUSTAINABLE CITIES

2019 ◽  
Author(s):  
Nadine Ibrahim ◽  
Allison Van Beek
Keyword(s):  
Online Learning ◽  
Engineering Students ◽  
Course Design ◽  
Civil Engineering ◽  
Learning Experience ◽  
Sustainable Cities ◽  
Diverse Classroom ◽  
Design Learning ◽  
Global Classroom

A new learning opportunity among civil engineering students is learning about urbanization in cities, which combines the sub-disciplines of civil engineering in a seamlessly interdisciplinary manner.  One of the greatest benefits of learning about a global phenomenon such as urbanization is introducing the opportunities to offer examples of the technological, cultural and social diversity surrounding the evolution of urban design, technologies and sustainable strategies from global cities. The ability to have a globally diverse classroom to bring in these perspectives and create a learning experience that captures this information sharing and exchange can be created through course design, learning activities, and assessments, hence the “global classroom.”  The authors present a case study of the global classroom for the online course “Sustainable Cities: Adding an African Perspective” and share their perspective on learner-driven formats that support the global classroom, which hinges upon students’ own interest and commitment to an online learning format.  

Learning With Artificial Intelligence Systems

2021 ◽  
pp. 236-253
Author(s):  
Tarana Singh ◽  
Jyoti Mishra
Keyword(s):  
Artificial Intelligence ◽  
Learning Experience ◽  
The Internet ◽  
Course Quality ◽  
Promising Technology ◽  
Feedback Data ◽  
Monitoring Performance ◽  
Artificial Intelligence Systems ◽  
Global Classroom

Artificial intelligence (AI) is a part of our lives. Everything that we do on the internet is influenced to various extents by AI. It can automate various tasks in education as well as in other domains. Education domain is mainly benefited by AI, especially for the learning purpose. There may be the software to perform all activities which needs automation. This software can point out that course needs improvement. An AI software can give students and educators helpful feedback. Data, which is powered by AI, also helps schools, teachers, and supports students. There are lots of benefits of AI in education, which improves the learning experience of the students, for example personalization, teaching, grading, feedback on course quality, creating a global classroom, monitoring performance, and a lot more. When a new promising technology emerges and when the limitation of technology and the challenges of applying are often not perfectly understood, then the technology may seem to open radically new possibilities for solving old problems.

scholarly journals Global Climate Exchange: Peer collaboration in a “Global classroom”

2014 ◽  
Vol 10 (1) ◽  
pp. 105-120 ◽  
Author(s):  
Majken Korsager ◽  
James D Slotta ◽  
Doris Jorde
Keyword(s):  
Climate Change ◽  
Learning Environment ◽  
Conceptual Understanding ◽  
Positive Impact ◽  
Peer Interactions ◽  
Global Climate ◽  
Peer Collaboration ◽  
Online Environment ◽  
Global Classroom ◽  
Interactions With Peers

This paper reports on student peer collaboration in an online environment in an international shared curriculum, the Global Climate Exchange. Four cohorts of students (age 16 -19) from Canada, China, Norway and Sweden (n=157) were engaged in four wiki-based activities where they collaborated with peers locally and internationally. Previously, impact from Global Climate Exchange on students’ conceptual understanding was analysed, indicating a positive impact which might be explained by the amount of interactions with peers and international peer collaboration.  This paper looks further into the details of the students’ peer interactions in terms of how they communicate in the online Global Climate Exchange learning environment. The study revealed that communication between international peers might be more constructive than when communication is limited to national peers. This might be a possible explanation for our previously findings indicating that international peer collaboration may well be an approach to enhance students’ conceptual understanding of climate change. 

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