Humanities 2.0: E-Learning in the Digital World

2011 ◽  
Vol 116 (1) ◽  
pp. 102-127 ◽  
Author(s):  
Suzanne Guerlac
Keyword(s):  
Online Education ◽  
Digital Literacy ◽  
Digital Humanities ◽  
Public Universities ◽  
Digital World ◽  
The Social ◽  
Economic Forces ◽  
E Learning ◽  
The University

This essay analyzes the social and economic forces behind the push for online education (especially in public universities), the discourses that support it, and the sometimes surprising discursive alliances that form among critics of the university. It also considers the opportunities as well as the risks of digital humanities and calls for increasing digital literacy on the part of humanists.

The Value of Postgraduate Students Opinions in the Quality Management of Academic E-Learning

2021 ◽  
Vol 13 (1) ◽  
pp. 183-194
Author(s):  
Grażyna Rembielak ◽  
Renata Marciniak
Keyword(s):  
Online Education ◽  
Online Survey ◽  
Small Sample ◽  
Academic Education ◽  
Postgraduate Students ◽  
Special Obligation ◽  
Learning Platform ◽  
E Learning ◽  
The University

Abstract The quality of online education is of interest to universities around the world. Only high quality and cyclical evaluation are the conditions for obtaining students’ satisfaction with this form of education. In the pandemic era, digital dissemination and open education have become a special obligation of academic education. This paper aims to present the opinions of postgraduate students on the quality of e-learning forced by the Covid-19 pandemic. The study was conducted using an online survey questionnaire sent to all 173 MBA and Executive MBA (EMBA) students studying during the pandemic era in Poland's leading Business School, 40% of whom returned completed valid surveys. Students assessed aspects of e-learning such as teaching materials, communication with lecturers, the attractiveness of online classes, networking, strategies, and criteria for evaluating didactic activities, e-learning platform, and support received from the university. The results showed that although most examined aspects are perceived very well or well by the students, there is always some space for improvement. Despite the fact that the study was conducted on a small sample of students, their opinions obtained during the survey provide valuable information to universities about the quality of postgraduate e-learning from its main actors, that is, students. Based on this, the paper presents clear recommendations to universities on how the quality of online education could be managed and improved.

The Roles of Digital Literacy in Social Life of Youth

2019 ◽  
pp. 103-117 ◽  
Author(s):  
Dragana Martinovic ◽  
Viktor Freiman ◽  
Chrispina S. Lekule ◽  
Yuqi Yang
Keyword(s):  
Digital Literacy ◽  
Social Life ◽  
The Internet ◽  
Digital Information ◽  
Youth Services ◽  
Digital World ◽  
Digital Era ◽  
Norms And Values ◽  
The Social ◽  
Information And Communication

This chapter contains findings related to social aspects of digital activities of youth. Computers, mobile devices, and the internet are increasingly used in everyday social practices of youth, requiring competencies that are largely still not being taught in schools. To thrive in the digital era, youth need to competently use digital tools and define, access, understand, evaluate, create, and communicate digital information. Being able to develop perceptions of, and respect for, social norms and values for functioning in the digital world, without compromising one's own privacy, safety, or integrity is also important. After addressing the social prospects of information and communication technology (ICT) use among youth, this chapter describes their online behavior through the paradoxical nature of the internet (i.e., providing opportunities for social development vs. introducing risks). Educators and youth services are advised to consider these factors in designing flexible, innovative, and inclusive programs for young people that use ICT.

scholarly journals Az online oktatás könyvtári támogatása a Szegedi Tudományegyetemen

2021 ◽  
Author(s):  
Tiffany Fülöp ◽  
Gyula Nagy
Keyword(s):  
Online Education ◽  
General Education ◽  
Information Science ◽  
Online Courses ◽  
Learning Material ◽  
Electronic Learning ◽  
E Learning ◽  
Electronic Teaching ◽  
Education Platform ◽  
The University

Fortunately, the forced change to online education required by the pandemic situation did not caught the University of Szeged completely unprepared. Our institution has a long tradition of using electronic teaching materials in various projects and situations. One of the most important tool is the SZTE Repository of Educational Resources, operated by the Klebelsberg Library, which stores almost 4,500 electronic learning material and it has more than 1 million downloads. In the first part of our study, we show our experiences gained during the development and running of the database. In the second part, we would like to talk about the development of an online education platform (https://edu.ek.szte.hu). It has launched last year and we presented here our first e-learning course, ‘Introduction to library and information science’. This course was previously held-in-person by the library staff to hundreds of students per semester at the university as a general education course. Redesigning the course took several months. During this time, we had to face several technical and education-related issues and questions which gave us the experience and the necessary knowledge about the methods of switching from classroom teaching to online courses.

scholarly journals Guest editorial - Networked collaboration, sharing and response

Seminar.net ◽  
2008 ◽  
Vol 4 (2) ◽  
Author(s):  
Olav Skundberg
Keyword(s):  
Student Teachers ◽  
Digital Learning ◽  
Online Learning Communities ◽  
Multiple Choice Tests ◽  
Digital World ◽  
The Social ◽  
Wide Range ◽  
Teachers And Students ◽  
E Learning ◽  
Digital Learning Resources

 This issue of Seminar.net contains three articles that were written in connection with a Norwegian e-learning conference titled “Networked collaboration, sharing and response”. The conference was held in Mars 2008 in Trondheim, and the presentations from the conference is available (in norwegian language) at http://www.nvu.no. Networked collaboration was chosen as a theme because collaboration is important to achieve learning, according to the social-constructivistic pedagogy that has a strong standing in Norway, but how should this occur on the net? Sharing of content, as in digital learning resources, is a phenomenon with increasing popularity as described in the OECD-report “Giving Knowledge for Free”. But to achieve reuse of content, not only publishing it, it is important with a networked community where the plethora of information can be sorted with relevance to specific topics. Response is about guiding, coaching and tutoring. In what ways may resources and tools be used to move in the direction of solving Bloom’s two sigma problem/challenge? The first article, by Morten Flate Paulsen, shows how cooperative learning can be implemented successfully so that students have optimal individual freedom within online learning communities. The second article, by Carl F. Dons, shows how student teachers can be prepared to deal with pupils who have a wide range of experiences of the digital world. The third and last article, by Kristin Dale, is sharing experiences with multiple choice-tests to give midterm responses to students. In addition, this issue has a commentary article by Rune Krumsvik discussing the need to develop new practices for teachers and students on the background of the digital developments. The conference and articles covers three big themes. It may be difficult to find more important issues, apart from finding money and time to support its development. Olav Skundberg, guest editorAssociate professorSør-Trøndelag University CollegeEmail: [email protected]

scholarly journals Realitas Penerapan Literasi Digital bagi Mahasiswa FKIP Universitas Muhammadiyah Sidoarjo

2018 ◽  
Vol 1 (3) ◽  
Author(s):  
Vevy Liansari ◽  
Ermawati Z. Nuroh
Keyword(s):  
Information Literacy ◽  
Digital Technology ◽  
Social Networking Sites ◽  
Digital Literacy ◽  
Internet Usage ◽  
Digital Information ◽  
Digital World ◽  
Internet Users ◽  
Academic Information ◽  
The University

The development of the digital world can be used to further enhance the ability to find, use, summarize, evaluate, create and communicate information using digital technology. Digital literacy also with digital information literacy is the ability to understand and use information from a variety of digital sources. This article was motivated by difficulties in the implementation of student literacy and PEDAGOGY at the University of Muhammadiyah Sidoarjo. The fact of the current internet users has increased and the majority of the teenager. Internet usage by teenagers vary, not just used to looking for academic information, but also to build relationships through social networking sites. Therefore, this article will discuss the reality of the implementation of digital literacy in FKIP University of Muhammadiyah Sidoarjo.

scholarly journals a-REAEDUCA: Revista de Educação para o Século XXI: Pensar, Desenvolver e Criar um REA

EAD em FOCO ◽  
2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Hélder Ferreira Pereira ◽  
Ana Maria Nobre ◽  
Rui Rosa
Keyword(s):  
Online Education ◽  
21St Century ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Network Society ◽  
Online Journal ◽  
The Social ◽  
E Learning ◽  
Education Journal ◽  
Educational Paradigm

O presente artigo relata a concepção de uma revista online de Educação para o Século XXI: REAeduca, sustentada na filosofia dos Recursos Educacionais Abertos. A sua origem encontra-se no desenvolvimento de uma atividade da unidade curricular Materiais e Recursos para E-Learning, do mestrado em Pedagogia do E-Learning da Universidade Aberta em Portugal. A metodologia seguiu a seleção do tema, o planejamento da revista e a revisão de literatura sobre a temática em foco para atingir-se uma revista cientificamente fundamentada e a criação efetiva da revista online. Composta por abordagens temáticas variadas e concebida em uma página web, apresenta outras referências para a temática em estudo. O efeito do projeto foi extremamente satisfatório, quer pelos testemunhos recolhidos na página da revista, quer pelas partilhas nas redes sociais nas quais a revista foi compartilhada. Os resultados foram triangulados e evidenciam o movimento de recursos educacionais abertos como pilar de uma mudança do paradigma educativo, que integra tecnologia e metodologia, rumo a melhorias tanto para a prática docente quanto para o estudante. Com o desenvolvimento da revista, adaptações foram necessárias, como a evolução do nome para a-REAeduca, com o prefixo alusivo à abertura da informação e do conhecimento na sociedade em rede em que vivemos, e o seu alargamento em três domínios: acadêmico, organizacional e didático-pedagógico, entre outras conquistas. Palavras-chave: Recursos educacionais abertos, Educação online, Educação aberta, Revista de Educação, Sociedade em rede, Projetos educativos.  a-REAEDUCA - Journal of Education for the 21st Century: think, develop and create an OER AbstractThis article focuses on the design of an online journal of Education for the 21st Century - REAeduca, supported by open educational resources philosophy. Its origin lies in the development of an activity of the course unit Materiais e Recursos para E-Learning, of the Master in E-Learning Pedagogy by the Universidade Aberta, Portugal. The methodology followed the theme selection, the journals planning and a content analysis on the subject in focus, to achieve a scientifically based magazine, and the effective creation of the online journal. Consisting of various thematic approaches and designed in a web page with other references to the topic under study. The effect of the project was extremely satisfactory, either by the evidence gathered in the journal page, or by shares in the social networks in which the journal was shared. The results show that the movement of Open Educational Resources as a pillar of the change of the educational paradigm that integrates technology and methodology towards improvements both for teaching and for the student. With the development of the journal adaptations were necessary, among which the evolution of the journal's name to a-REAeduca, with allusive prefix of an open information and knowledge in the network society we live in, and its extension in three areas: academic, organizational and didactic-pedagogic, and other achievements presented in this article. Keywords: Open Educational Resources, Online Education, Open Education, Education Journal, Network Society, Educational projects.

scholarly journals Collaborative Approaches to Archaeology Programming and the Increase of Digital Literacy Among Archaeology Students

2019 ◽  
Vol 5 (1) ◽  
pp. 137-154 ◽  
Author(s):  
Peter J Cobb ◽  
John H Sigmier ◽  
Petra M Creamer ◽  
Emily R French
Keyword(s):  
Digital Literacy ◽  
Digital Humanities ◽  
Engineering Students ◽  
Literacy Skills ◽  
University Of Pennsylvania ◽  
Learning Potential ◽  
Archaeological Data ◽  
Collaborative Models ◽  
Programming Process ◽  
The University

AbstractDigital methods provide archaeologists with ever-increasing opportunities to collect more data about the past in new formats. These larger evidentiary datasets, in turn, help us to address questions about the human past with increasing precision. To take full advantage of these opportunities, archaeologists must develop digital literacy skills and learn how to lead digital projects. Here, we describe seven digitally-based projects we have undertaken at the University of Pennsylvania in order to create new tools for archaeological data collection and sharing, as well as to test collaborative models for the digital humanities programming process. In these projects, archaeology students work directly with engineering students. Through this interface, the students from both areas gain valuable transdisciplinary experience while experimenting with new ways to accomplish programming goals and to collect archaeological data. The learning potential for these students was a key motivation for our initiative. Our projects have already led to several websites and digital applications that are available as open source downloads. We present our impressions of this collaborative process with the goal of encouraging other archaeologists to form similar digital humanities partnerships.

Embracing Technology and Community Engagement as a Teaching and Learning Medium in Social Justice Education

2011 ◽  
Vol 1 (4) ◽  
pp. 1-9 ◽  
Author(s):  
Loshini Naidoo
Keyword(s):  
Social Justice ◽  
Community Engagement ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Educational Achievement ◽  
Marginalised Groups ◽  
The Social ◽  
Subject Content Knowledge ◽  
E Learning ◽  
The University

This paper examines the varied learning experiences that integrated socio-cultural theory, community engagement and e-learning offered by the “Diversity, Social Justice and Schooling” subject at the University of Western Sydney. This subject engaged university students in the learning process in a reflective and critical way, by responding to a need identified by community. Together with education technology, subject content knowledge and community engagement, the social justice subject aimed to enhance the educational achievement of marginalised groups, while simultaneously supporting pre-service teachers in the context of their development as educators committed to a social justice ethos.

Embracing Technology and Community Engagement as a Teaching and Learning Medium in Social Justice Education

2013 ◽  
pp. 206-215
Author(s):  
Loshini Naidoo
Keyword(s):  
Social Justice ◽  
Community Engagement ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Educational Achievement ◽  
Marginalised Groups ◽  
The Social ◽  
Subject Content Knowledge ◽  
E Learning ◽  
The University

This paper examines the varied learning experiences that integrated socio-cultural theory, community engagement and e-learning offered by the “Diversity, Social Justice and Schooling” subject at the University of Western Sydney. This subject engaged university students in the learning process in a reflective and critical way, by responding to a need identified by community. Together with education technology, subject content knowledge and community engagement, the social justice subject aimed to enhance the educational achievement of marginalised groups, while simultaneously supporting pre-service teachers in the context of their development as educators committed to a social justice ethos.

scholarly journals Literacy: Promoting Sustainability in a Digital Society

2020 ◽  
Vol 2 (1) ◽  
pp. p1
Author(s):  
Ana Isabel Santos ◽  
Sandro Serpa
Keyword(s):  
Digital Literacy ◽  
Industry 4.0 ◽  
Social Economic ◽  
Digital Society ◽  
Digital World ◽  
The Social ◽  
Sustainability Literacy ◽  
Physical Interactions ◽  
The Relationship

We increasingly live simultaneously immersed in physical interactions and in a world where the digital dimension is present at various levels, such as the social, economic and political ones. In this context, the relationship between the digital world and Sustainability is pivotal. This aim of this paper is to discuss, in a reasoned manner, the importance of literacy in the promotion of sustainability in a digital society. For this purpose, the results of a literature review will be mobilized, as well as our 20 years of experience in teaching and research in the fields of sociology, education and organizations, without forgetting the publications that we have on similar topics, which will be, whenever heuristically relevant, mobilized to substantiate and justify the arguments presented herein. The conclusions show that, in a reality where the digital involves many of the life dimensions—for example, in the form of Industry 4.0 and Society 5.0—the role of literacy and, in particular, digital literacy, are critical in the development of sustainability literacy. For this to be possible, significant training work must be carried out. Furthermore, it is not possible to assume that the access, the skills in its use and the benefits of this wonderful digital world will automatically be grasped and felt by all citizens, in an ideology that must be fought. Only in this way will it be possible to foster sustainability, which must necessarily be inclusive.

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