scholarly journals Virtual USATIC: A totally on-line conference to share good practices and experiences using ICT on Higher Education

2017 ◽  
Author(s):  
María Teresa Lozano Albalate ◽  
José Luis Alejandre Marco ◽  
Ana Allueva Pinilla ◽  
Raquel Trillo Lado
Keyword(s):  
Higher Education ◽  
Virtual Environment ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Learning Processes ◽  
Education Students ◽  
Virtual Training ◽  
Good Practices ◽  
Information And Communication ◽  
On Line

During the last decades, the use of virtural environments and platforms to leverage the learning-teaching processes has increased enormously. However, there exists few virtual initiatives to discuss and promote good practices on these environtments. This paper presents the initiative Virtual USATIC (Ubicuo y Social: Aprendizaje con TIC), a conference with a totally virtual format, whose main goal is to provide a virtual environment where people involved in higher education (students, professors, etc.) can share and discuss their experiences about the use of Information and Communication Technologies in learning processes. Moreover, the conference also promotes the participation of the attendants to on-line tutorials, courses and virtual training workshops on specific topics (Digital Right Managements of material, Accesability and Usuability of materials, etc.) where all participants can learn and experience  on issues related to the conference. This iniciative started on June 2013 and has been repeated every year since then. So, different parameters to evaluate its evolution and success are described along this paper.

ENHANCING THE QUALITY OF TEACHING AT HIGHER EDUCATION INSTITUTIONS IN MALAYSIA THROUGH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

2012 ◽  
Vol 02 (04) ◽  
pp. 20-25
Author(s):  
Anantha Raj A. Arokiasamy
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Education Students ◽  
Information And Communication ◽  
Geographically Distributed ◽  
Breaking Time

The purpose of this paper is to analyze the integration of Information and Communication Technologies (ICT) in higher education for imparting easily accessible, affordable and quality higher education leading to the uplift of Malaysia. The focus of the paper is on the benefits that ICT integration in education can provide, right from breaking time and distance barriers to facilitating collaboration and knowledge sharing among geographically distributed students. ICT increases the flexibility of delivery of education so that learners can access knowledge anytime and anywhere. It can influence the way students are taught and how they learn as now the processes are learner driven and not by teachers. This in turn would better prepare the learners for lifelong learning as well as to contribute to the industry. We will also analyze if ICT does indeed improve or hinder the quality of learning among higher education students. This paper reports on the changing trends in use of ICTs for instruction in higher education institutions (HEIs) and discusses a mini-case study of how ICTs are being used by lecturers in one university in Malaysia.

scholarly journals Active Methodologies of Learning and Educational Technologies in Higher Education

2020 ◽  
pp. 51-59
Author(s):  
Dr. Mario Vásquez Astudillo ◽  
Dr. Vanessa Dos Santos Nogueira ◽  
Jorge Arturo Ortiz
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Learning Processes ◽  
Virtual Learning Environment ◽  
Educational Technologies ◽  
Communication Space ◽  
Information And Communication ◽  
Planning Group ◽  
Group Characteristics

This research presents an analysis of the active methodologies of learning in higher education and its potential, from the use of Information and Communication Technologies applied to education. It is considered the thought of authors who discuss active methodologies today and a collection of information addressed with students of Pedagogy course in the context of the Open University of Brazil. The results point out the possibilities of the use of active methodologies, combined with the use of technologies, enabling greater student engagement and qualification in the learning processes. However, it should be noted that the technologies available arouse the students’ interest or have the potential to qualify learning processes according to planning, group characteristics, and teaching mediation. The Virtual Learning Environment, among the researched resources, are considered by students as the best communication space to study, followed by the moderate use of some social networks.

scholarly journals An examination of digital footprint awareness and digital experiences of higher education students

2019 ◽  
Vol 11 (1) ◽  
pp. 48-64 ◽  
Author(s):  
Yeşim Sürmelioğlu ◽  
Süleyman Sadi Seferoğlu
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Education Students ◽  
Digital Footprint ◽  
Information And Communication ◽  
Change Period ◽  
High Level ◽  
Research Show

Rapid changes are occurring in life owing to information and communication technologies. During this change period, digitalidentities have begun to emerge. These identities are associated with actions that users perform in online environments. Adigital footprint is formed with these actions. The purpose of this study is to determine the digital footprint awareness anddigital footprint experiences of higher education students. In order to collect data for the study, researchers developed adata collection tool titled ‘A survey for digital media use’. The study group consisted of 508 higher education students from41 Turkish universities. Data were collected through an online-form where participation was on a volunteer basis. Thefindings of the research show that students have a high level of digital footprint awareness ( x = 4.251) and a low level ofdigital footprint experience ( x = 1.907).Keywords: Digital footprint, digital footprint awareness, digital footprint experiences, higher education students.

The Effect of Innovative Communication Technologies in Higher Education

2019 ◽  
pp. 545-558
Author(s):  
Stavros Kiriakidis ◽  
Efstathios Kefallonitis ◽  
Androniki Kavoura
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Learning Processes ◽  
Government Support ◽  
Limited Government ◽  
Current Trends ◽  
Information And Communication ◽  
New Students

The aim of this chapter is to (1) present a review of some innovative communication technologies in higher education and how these are implemented for organizational, marketing, and learning processes, (2) illustrate how information and communication technologies (ICTs) may drive the introduction and use of inventive activities in education. Financial cutbacks and limited government support for institutions of higher education led to (1) either a withering effect for them that made them shrink or merge in order to survive, or (2) they had to find innovative ways to survive and attract new students and audiences as potential users while making connections with the community and firms. Current trends in higher education institutions (HEIs) are associated with supplying the student with those learning methods that can lead to skills and contribute to his/her creative and individual thought. At the same time, teaching instructors need to be aware of the know-how in the communication and information technology sectors that can be further employed.

As Competências Informacional e Midiática no Ensino Superior

2018 ◽  
Vol 13 (13) ◽  
pp. 02
Author(s):  
Fernando Célio Deus ◽  
Ana Maria Pereira Cardoso
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Communication Technologies ◽  
Teaching Methodology ◽  
Education Students ◽  
Scientific Texts ◽  
Face To Face ◽  
Information And Communication ◽  
Technology And Teaching

Os avanços dos recursos tecnológicos colocam grandes desafios para as Instituições de Ensino Superior que necessitam incorporar as tecnologias de informação e comunicação em suas atividades pedagógicas. A metodologia da Sala de Aula Invertida - SAI corresponde ao método de ensino com aulas presenciais e o suporte de conteúdos em ambientes virtuais.  O artigo apresenta um modelo de avaliação das competências informacional e midiática de alunos do Ensino Superior para utilização da metodologia SAI em sua potencialidade. O modelo foi baseado em revisão de literatura e testado em uma instituição, que adota a SAI como metodologia de ensino. Os resultados demonstraram um desempenho satisfatório dos alunos nas dimensões relacionadas ao acesso e exploração hipertextual dos recursos disponíveis na plataforma, no entanto identificou-se um gap referente às habilidades relacionadas com os aspectos éticos, que devem balizar a produção de textos acadêmicos e científicos. Palavras-chave:Competência Informacional e Midiática. Uso de Tecnologias no Ensino. AbstractAdvances in technological resources pose great challenges for higher education institutions that need to incorporate information and communication technologies into their pedagogical activities.The methodology of the Flipped Classroom corresponds to the method of teaching with face-to-face classes and with the contents support in virtual environments. This paper presents a model for the evaluation of the informational and mediatic competences of higher education students to use the SAI methodology in its potentiality. The model was based on literature review and tested in an institution that adopts SAI as a teaching methodology. The results showed a satisfactory performance of the students in the dimensions related to access and hypertextual exploitation of the resources available in the platform, nevertheless a gap was identified regarding the skills related to the ethical aspects that should be used to produce the academic and scientific texts. Keywords: Informational and Mediatic Competences;Technology and Teaching. 

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

Students' perceptions regarding the use of ICT in learning

2019 ◽  
Author(s):  
Ana Elisa Carreta de Sousa
Keyword(s):  
Labor Market ◽  
Public Schools ◽  
Information And Communication Technologies ◽  
Questionnaire Survey ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Good Practices ◽  
Private And Public ◽  
Information And Communication ◽  
Vocational Courses

This study focuses on how students of vocational courses related to Information and Communication Technologies (ICT) perceive the use they make of technologies in their learning. A questionnaire survey was applied in classroom to 314 students from 4 private and public schools, with the aim of understanding if the students recognize benefits in the use of ICT in teaching and learning, by answering the 34 premises presented to them. Most students recognize benefits from the use of ICT in teaching considering it improves and facilitates learning. They recognize the need to improve the pedagogical use of ICT and that teachers from the scientific and sociocultural components still make little use of the technologies in the classroom. These students consider that the courses they take prepare them to integrate the labor market, indicating good practices in learning with and from technologies in the technical classes. The premises about the disadvantages and obstacles resulting from the use of ICT were the ones that gathered the lowest consensus among students. They consider that the use of ICT is essential in learning and preparing to work with ICT and in a broader sense to live in a society of information and knowledge.

Web design skills and competencies: an empirical analysis

2002 ◽  
Vol 21 (2) ◽  
pp. 115-128
Author(s):  
Francesca Sgobbi
Keyword(s):  
Information And Communication Technologies ◽  
Web Design ◽  
Communication Technologies ◽  
Knowledge Domains ◽  
Skill Gaps ◽  
Key Factor ◽  
Fast Pace ◽  
Information And Communication ◽  
On Line ◽  
Design Skills

The availability of proper human capital represents a key-factor in order to support the current fast pace of diffusion of Internet-based applications. The careful assessment of the skills and competencies required to manage and develop Internet technologies in different application domains represents a necessary step to solve the emerging skill shortage and skill gap problems. While most existing analyses of skill needs in information and communication technologies deal with broad professional categories, the paper focuses the attention on a specific professional figure, the Web designer. By resorting to an on-line questionnaire administered to a sample of Italian Web designers, the paper shows that jobholders recognise greater usefulness to organisational rather than technical knowledge domains. However, perceived skill gaps are larger in the case of technical skills and competencies. Moreover, specialisation paths are emerging.

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