Information and Communications Technologies Through Technology-Enhanced Learning in Adult Education

Abstract

The enormous impact of information and communications technologies (ICTs) has played an important role in adult education over time. This timelessness has led to the development of new approaches and the redefinition of the teaching methodology applied in lifelong adult learning, with the aim of quality and effective teaching. ICTs as reflected in literature and research are the spearheads which demand a plethora of multiple-multimodal skills, abilities, and competencies from adult educators. Likewise, it seems to require a new, more modern approach for effective teaching and training in relation to work. The purpose of this chapter is to highlight the paramount importance of using ICTs as a technological and educational communication tool that provide enhancement in adult education through technology-enhanced learning, both for the adult educator and the adult learners. Through a rich bibliographic literature, an attempt is made to outline the relationship between ICTs and adult education with a focus on adult educators and adult learners.

Digital Storytelling in Education: A Transmedia Integration Approach for the Non-Developers

“…Storytelling producers should keep textual information to the minimum possible level (which may vary depending on the topic or the application), preferring visual and multimedia elements that make the presentation more vivid and attractive. In case that text holds an essential part of the process (such as in the case of education), it would be better to add an extra channel (i.e., PDF, HTML) just for these documents [1][2][3]27,28,[32][33][34]. In the current approach, we suggest that textbooks maintain their unique and vital educational role.…”

“…The range of phenomena referred to by the term "transmedia storytelling" includes many different aspects that combine the new cultural context, social media, the exchange of information on the Internet, promotion and dissemination campaigns, and user connectivity models [31,32]. Among others, the use of multiple media can encompass cross-and transmedia access or interactions, thus linking audiences in rich media experiences and collaborations of shared and semantically enhanced digital assets [32][33][34]. Such features are considered favorable within the targeted blended learning framework, allowing for the combination of the availability of tools and resources on the one hand with the non-linear storylines and the engaging navigation/interfaces on the other.…”

“…These tools can be utilized in self-learning and experiential learning modes, including teamwork-exploring activities where gaming ele-ments can also bind (e.g., treasure hunt games). Audiovisual narrations are further offered as non-linear storytelling through desktop terminals or extended reality (XR) experiences, conveying the central part of the learning resources to be comprehended [32][33][34][35][36][37][38].…”

The Challenge of an Interactive Audiovisual-Supported Lesson Plan: Information and Communications Technologies (ICTs) in Adult Education

“…Among the most significant parameters for the rapid growth in the fields of science are information and communications technologies (henceforth, ICTs) as well as digitalization [1][2][3][4][5][6][7]. Nowadays, the employment of ICTs in science has brought about and continues to generate great changes in various fields, including education, and in particular in adult education [4,[8][9][10][11][12][13][14][15][16][17][18][19]. Over the last two decades, literature and research have emphasized that the fundamental essence of ICTs is considered to be their proper and rightful employment within the education sector [20][21][22][23][24][25][26][27].…”

“…The direct benefits of ICT-enhanced learning in adult education have been well recognized for nearly six decades [44] (p. 969). In the same context, modern theoretical approaches also emphasize the significant benefits, perspectives and values offered by usebased ICTs in a regular formal or informal, hybrid, distance and/or in person as well as in an online adult teaching and learning model [8,15,[45][46][47]. However, ICTs' implementation is not always the panacea for a successful education strategy, for example with a lesson or a lecture, a lesson plan, or a syllabus or even a curriculum.…”