Education 3.0: breaking the mold with technology

Watson, William R.; Watson, Sunnie Lee; Reigeluth, Charles M.

doi:10.1080/10494820.2013.764322

Cited by 37 publications

(41 citation statements)

References 8 publications

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“…Так, новая концепция [23,24] Образование 3.0 целиком ори-ентирована на обучающегося. Она подразумевает генерацию персональной траектории каж-дого студента/школьника и обращает внимание на фор-мирование у учеников новых навыков и компетенций, а не просто отметок о прохождении какого-либо предмета.…”

Section: цифровые среды используемые в образовательном процессеunclassified

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Modern digital educational tools and digital competence: analysis of cases and trends

Kalimullina

2018

Otkryt. obraz. (Mosk.)

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Ключевые слова: e-learning, инновации, LMS, цифровое образо-вание, Образование 3:0, MOOC, цифровые компетенции The introduction of digital tools takes place in all spheres of life, including the education. The author of this paper attempted to structure and characterize the existing digital educational tools in terms of functions and capabilities for users, characteristics of user interactions in tools. In the literary review in first part of this work, the current state of digitalization of various spheres of life was investigated, and the relation of society to perspective universal automation and digitalization of all on the basis of the published scientific works were studied. The paper highlights three types of digital environments: modular digital educational environments, LMS and LCMS, as well as remote online education, presented on the platforms MOOC. The analysis of interaction of teachers and pupils within the specified digital environments was carried out, opportunities of each environmentwere defined, and shortcomings of each of them were performed in this study. In conclusion, the article formulates the forecast of the possibilities of further research in the direction of this article. In addition, the paper contains the conclusion about the necessity for the transfer of digital technologies in the educational process and the important role of the teacher in the process of obtaining knowledge by students even in case of using digital automated environments.

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Section: цифровые среды используемые в образовательном процессеunclassified

“…Одна из таких -PIES [24] (personalized integrated educational system). На данный момент система находится на стадии доработки.…”

Section: а) модульные цифровые об-разовательные средыunclassified

Modern digital educational tools and digital competence: analysis of cases and trends

Kalimullina

2018

Otkryt. obraz. (Mosk.)

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“…6) Social media have changed the way people interact, present ideas, and information, and communicate. Educators, students, and even the public routinely use social media to share current events, opinions, and articles of interest [35]- [37]. The fact that all of these various groups are using social media speaks to its effectiveness in engaging people [38].…”

Section: Technology and Education Paradigm Shiftsmentioning

confidence: 99%

Designing a Business Model for Online Education Resources and e-Learning Implementation in a Developing Country: Case of Tanzania

Kihoza¹,

Zlotnikova²,

Bada³

et al. 2016

IJEEEE

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This paper presents a business model for the ICT in education projects implementation. Using a design-research approach, we analyzed cases of the Online Resources and eLearning Implementation (OREI) framework that we developed. After the theoretical background, we discussed the proposed framework and a set of steps to guide the implementation. We formulated the framework practices and the levels of implementation precedencies using Matlab tools, and used Unified Modeling Language (UML) artifacts to present a business model for planning, implementation, and evaluation for the framework. A total of seven key components of 1) Government support, 2) infrastructures deployment, 3) technology enhancement, 4) training and recruitment of users and experts, 5) policies and guidelines, 6) stakeholders' participation, and 7) the monitoring and evaluation for acceptability, performance, and usability were discussed. Finally, we present a conceptual block diagram of the OREI framework business model to illustrate its validity on the enhancement of the ICT projects in education.

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“…With relation to content, it is equally important to mention learning objects. Their reusability and scalability endow teachers with the capacity of adapting them to their specific purposes (Watson et al, 2015). To maximise their value and to make them easily findable it is crucial that learning objects possess a description to facilitate their search.…”

Section: Contentmentioning

confidence: 99%

“…Also, for today's learners the provision of personalised learning plans is fundamental (Watson, Watson, & Reigeluth, 2015). Personalisation is dependent of three core aspects: user profiling (Kaur & Chaudhary, 2015;Virtič, 2012), artificial intelligence (AI) (Noskova, Pavlova, & Iakovleva, 2015;Pattnayak & Pattnaik, 2016;Shaltout & Salamah, 2013), and intelligent e-Learning systems (Bucos, Dragulescu, & Veltan, 2010).…”

Section: Technologymentioning

confidence: 99%

Validation of an e-Learning 3.0 Critical Success Factors Framework: A Qualitative Research

et al. 2017

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Aim/PurposeAs e-Learning 3.0 evolves from a theoretical construct into an actual solution for online learning, it becomes crucial to accompany this progress by scrutinising the elements that are at the origin of its success. Background This paper outlines a framework of e-Learning 3.0's critical success factors and its empirical validation. MethodologyThe framework is the result of an extensive literature review and its empirical substantiation derives from semi-structured interviews with e-Learning experts. ContributionThe viewpoints of the experts enable the confirmation and the refinement of the original framework and serve as a foundation for the prospective implementation of e-Learning 3.0. FindingsThe analysis of the interviews demonstrates that e-Learning 3.0 remains in its early stages with a reticent dissemination. Nonetheless, the interviewees invoked factors related to technology, content and stakeholders as being critical for the success of this new phase of e-Learning. Recommendations for PractitionersPractitioners can use the framework as a guide for promoting and implementing effective e-Learning 3.0 initiatives. Validation of an e-Learning 3.0 Critical Success Factors Framework 340 Recommendation for ResearchersAs a new phenomenon with uncharted potential, e-Learning 3.0 should be placed at the centre of educational research. Impact on Society The understanding of what drives the success of e-Learning 3.0 is fundamental for its implementation and for the progress of online education in this new stage of its evolution. Future ResearchFuture research ventures can include the design of quantitative and selfadministered data collection instruments that can provide further insight into the elements of the framework.

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Education 3.0: breaking the mold with technology

Cited by 37 publications

References 8 publications

Modern digital educational tools and digital competence: analysis of cases and trends

Modern digital educational tools and digital competence: analysis of cases and trends

Designing a Business Model for Online Education Resources and e-Learning Implementation in a Developing Country: Case of Tanzania

Validation of an e-Learning 3.0 Critical Success Factors Framework: A Qualitative Research

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