Digital Storytelling and Blockchain as Pedagogy and Technology to Support the Development of an Inclusive Smart Learning Ecosystem

Oyelere, Solomon Sunday; Silveira, Ismar Frango; Martins, Valéria Farinazzo; Eliseo, Maria Amélia; Akyar, Özgür Yaşar; Jáuregui, Vladimir Costas; Caussin, Bernardo; Motz, Regina; Suhonen, Jarkko; Tomczyk, Łukasz

doi:10.1007/978-3-030-45697-9_39

Cited by 16 publications

(8 citation statements)

References 8 publications

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“…Designed from scratch, the platform addresses different levels of the digital divide [43] by creating a friendly learning and teaching environment within formal, non-formal, and informal education. The platform has an interface that enables the website to be used by people with visual and hearing impairments [44][45][46]. The tool was created in cooperation with a team of IT specialists, teachers, pedagogues, and special education teachers [47].…”

Section: Research Proceduresmentioning

confidence: 99%

Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy

Tomczyk¹,

Potyrała²,

Włoch³

et al. 2020

Sustainability

Self Cite

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Recent civilizational transformations have led us to search for and introduce new didactic solutions. One of these is e-learning, which is a response to the needs of the education system and its individual stakeholders. The e-learning systems currently available offer similar solutions. Only during direct interaction with a given tool can one notice significant differences in their functionality. By carrying out evaluation studies the indicators that determine this functionality can be identified. The paper presents e-learning in the context of the academic training of the future generations of teachers. The reflections revolve around digital literacy and experience in using modern information and communication technologies in education. The goal of the research was to evaluate three areas: the functionality of the SELI platform, individual experiences with e-learning, and digital literacy. The technique used was an e-learning survey appended to the end of two e-learning courses offered on the platform. The survey was addressed to teachers and students of the biggest pedagogical university in Poland. The general impression of the content presented on the platform was, in most cases, rated as being very good or good. The platform itself was also evaluated positively. Based on the analyses conducted, two groups of platform users were identified. One third of the users have diverse experiences with e-learning, which corresponds with their digital literacy. The remaining two thirds of the respondents need more training in the areas evaluated. The authors of the paper believe that this type of study should accompany all activities that introduce e-learning at every stage of education. Only then will it be possible to discover where the digital divide lies among the teaching staff and learners.

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Section: Research Proceduresmentioning

confidence: 99%

Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy

Tomczyk¹,

Potyrała²,

Włoch³

et al. 2020

Sustainability

Self Cite

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“…At the same time, it becomes noticeable, due to the enhanced technical know-how that the teachers acquire, they attempt to model the educational design, based on their new knowledge and practical experiences, providing an educational project of high standards for all their students [20], who learn to accept heterogeneity as the regularity of the classroom and develop digital literacy skills, which are among the basic skills of the 21st century, for their dynamic integration in an open, competitive and sustainable knowledge-based society [5]. This is in line with the findings of research that have proven the higher degree of diversity in the learning environment as an important factor that maximizes learning outcomes for all classroom members [28].…”

Section: Students With Hearing and / Or Speech Impairmentsmentioning

confidence: 54%

Using New Technologies and Mobiles for Students with Disabilities to Build a Sustainable Inclusive Learning and Development Ecosystem

Karagianni

Drigas²

2023

Int. J. Interact. Mob. Technol.

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Nowadays, the educational policy, in many countries, promotes equal access for all students, including those with disabilities, to the general school, against all forms of social exclusion. Inclusion, in an innovative sense of the concept of diversity, focuses on the active participation and interaction of a heterogeneous student population in the general classroom. “E-inclusive” pedagogy refers to teachers’ decisions about the use of technology in the educational process with a view of compensating their developmental deficits and making functional use of their strengths. The aim of this paper is to propose tech tools and e-services for the access and active participation of students with sensory and motor disabilities in the educational procedures of the mainstream school and examine the role of teachers in realizing their inclusion / e-inclusion, as the main facilitators and modulators of the classroom settings to an open learning and development student-centered ecosystem. The results showed that teachers who accept as equal members of the school community all their students and incorporate flexibly new technologies into their teaching strategies to meet their unique needs, providing them with authentic opportunities for interaction and learning, contribute catalytically to their academic and social achievements, preparing them for substantial employment and integration opportunities in community life.

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“…El Proyecto ERANet-LAC SELI: "Smart Ecosystem for Learning and Inclusion" [1] es un proyecto que reúne a instituciones educativas de Europa, América Latina y el Caribe, siendo una plataforma educativa interuniversitaria. El objetivo de SELI es ofrecer un ecosistema de aprendizaje inclusivo ofreciendo un espacio en donde los estudiantes puedan tener acceso a materiales y cursos dictados por docentes de distintas instituciones educativas alrededor del mundo.…”

Section: Aportes De Ipfs a Implementaciones De Blockchainunclassified

“…En este sentido, en los últimos tiempos, ha habido un gran interés en renovar el entorno educativo para que sea abierto, accesible, confiable y cumpla con las expectativas de todas las partes interesadas, incluidos maestros, estudiantes, padres, regiones y gobiernos. Estas crecientes solicitudes llevaron al nacimiento de un proyecto conjunto, Smart Ecosystem for Learning and Inclusion (SELI) apoyado por la Unión Europea, América Latina y Caribe [1]. SELI aborda la brecha crucial de las metas educativas del siglo XXI a través de pedagogías, métodos, estrategias y tecnologías emergentes que son capaces de apoyar la implementación fluida del ecosistema de aprendizaje de acuerdo con el estándar de accesibilidad universal.…”

Section: Introductionunclassified

D-SELI: Proposal for a Distributed Educational Blockchain Network with IPFS

Boghosian,

Motz

2023

Journal of Technologies Information and Communication

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In recent years, there has been an increase in the use of blockchain networks in the educational field, with projects such as SELI (Smart Ecosystem for Learning and Inclusion) that have developed blockchain networks to exchange academic certificates and resources. However, storage space is limited in the use of blockchain networks since all transactions are stored in each node, which can lead to space and accessibility problems in centralized blockchain networks. To address this problem, this article proposes modifying the SELI educational blockchain network through the Interdisciplinary File System (IPFS) protocol in a fully distributed blockchain network, D-SELI. The D-SELI proposal seeks to solve the limitation of storage space and accessibility in blockchain networks by incorporating the IPFS protocol. IPFS is a distributed file system that uses a peer-to-peer network to store and share content decentralized, overcoming storage problems on a blockchain network. Implementing IPFS in D-SELI allows educational resources and certificates to be stored in a decentralized manner, eliminating the need to keep all transactions on each node in the network, which reduces the storage load on the nodes and improves accessibility to the data. Furthermore, being a wholly distributed network, data location problems present in centralized blockchain networks are overcome. In summary, this article presents a proposal to modify the SELI educational blockchain network through the use of the IPFS protocol in a fully distributed network (D-SELI) to solve the limitation of storage space and accessibility in blockchain networks, improve the efficiency and scalability of the network in the educational field.

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Digital Storytelling and Blockchain as Pedagogy and Technology to Support the Development of an Inclusive Smart Learning Ecosystem

Cited by 16 publications

References 8 publications

Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy

Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy

Using New Technologies and Mobiles for Students with Disabilities to Build a Sustainable Inclusive Learning and Development Ecosystem

D-SELI: Proposal for a Distributed Educational Blockchain Network with IPFS

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