Emerging Technologies and Pedagogies in the Curriculum

Foreword
Contents
Theoretical Foundations
1 Next-Generation Digital Curricula for Future Teaching and Learning
	1.1 International Curricula and Digital Technologies
		1.1.1 Australasia
		1.1.2 China
		1.1.3 England
		1.1.4 Kenya
		1.1.5 United States
	1.2 The Scope of Digital Technologies Curricula
	1.3 Cross-Curricular Examples
		1.3.1 Digital Storytelling
		1.3.2 Coding
		1.3.3 Makerspaces
		1.3.4 Electronics
		1.3.5 Robotics
	1.4 Analysis
	1.5 Summary and Future Work
	References
2 Designing for Context-Aware and Contextualized Learning
	2.1 Introduction
	2.2 What Is Context?
	2.3 Context in Educational Design
		2.3.1 Context Agnostic Models
		2.3.2 Context as Delivery Modes
		2.3.3 Context as a Passive Environment
		2.3.4 Socio-Centric Context
	2.4 Contextual Factors of Learning
	2.5 Contextualization Beyond Context-Awareness
	2.6 Conclusions
	References
3 Technologies for Lifelong and Lifewide Learning and Recognition: A Vision for the Future
	3.1 Introduction
	3.2 Personal Learning Paths
	3.3 Personal Learning Ecosystem
	3.4 Conclusion
	References
4 “Smart” Practices: Machine Intelligence for Transforming Pedagogy and Learning
	4.1 Introduction
	4.2 Intelligent Tutoring Systems (ITS) as Teaching Machines
	4.3 It’s Time for Intelligent Tutors to Live up to Their Promised Potential
	4.4 Learning Outcomes and Pedagogical Competencies for Emerging Learning Environments
	4.5 Moving Practice Forward: Learning Analytics & ITS Reporting to Leverage Human Intelligence
	4.6 How Can (Should) ITS Teach? New Pedagogies for New Types of Interaction
	4.7 Some Cautionary Reflections
	4.8 Threats to Personal Freedoms
	4.9 Threats to Meta-skills and Metacognition
	4.10 Threats to Digital and Educational Equity
	4.11 Conclusion
	References
5 More Than a MOOC—Seven Learning and Teaching Scenarios to Use MOOCs in Higher Education and Beyond
	5.1 Introduction
	5.2 iMooX—a MOOC Platform
	5.3 Research Design
	5.4 Typology of Learning and Teaching Scenarios with MOOCs
	5.5 Summary and Discussion
	5.6 Conclusion
	References
6 An Emergent Pedagogical Framework for Integrating Emergent Technologies into Curriculum Design
	6.1 Introduction
	6.2 Emerging Technologies and Learning Contexts
		6.2.1 From Formal to Personal Learning Contexts
		6.2.2 Omni-Learning
	6.3 Shifting Paradigms
		6.3.1 Behavioural Versus Perceptual Learning Paradigms
		6.3.2 Three Approaches to Learning
		6.3.3 Paradigm Shift Model
	6.4 Technology Integration Frameworks, Models, and Taxonomies
		6.4.1 Omni-Tech
		6.4.2 The Paradigm Shift Framework
		6.4.3 Illustrating the Paradigm Shift Framework in Action
	6.5 Conclusion
	References
7 A Teacher Professional Development Program on Teaching STEM-Related Topics Using Augmented Reality in Secondary Education
	7.1 Introduction
	7.2 Teacher Professional Development Concerning STEM-Related Issues and Innovative Technologies
	7.3 The EL-STEM Project
	7.4 Designing the TPD EL-STEM Program
	7.5 Implementing the Theoretical Framework: Design of the EL-STEM in-Service TPD Program
		7.5.1 Objectives and Target Groups
		7.5.2 Face-to-Face Training Seminars
		7.5.3 EL-STEM Online Course Content
	7.6 Data Collection During the TPD Program
	7.7 Concluding Remarks
	References
8 Emerging Technologies: Impacting Learning, Pedagogy and Curriculum Development
	8.1 Background
	8.2 Learning in a World of Emerging Technologies
		8.2.1 Twenty-First-Century Skills, Requirements for Lifelong Learning
		8.2.2 Digital Literacy
		8.2.3 Skills
	8.3 Learning and Education
	8.4 Pedagogy: Integration of Educational Technologies
	8.5 Pedagogy—Strategies, Instructional Design
		8.5.1 Personalized Learning, Open Pedagogy
		8.5.2 Digital Tools in Education
		8.5.3 Examples for Technology Integration in Education (Selection)
	8.6 Transforming the Learning Environment
		8.6.1 Rethinking Learners’ and Teachers’ Roles
		8.6.2 Adaptive Learning Tools
		8.6.3 Open Educational Resources (OER), Massive Open Online Courses (MOOCs)
	8.7 Policies in Education and Resources
	8.8 Curriculum Development
		8.8.1 Affordances and Support
	8.9 Teacher Education
	8.10 Discussion
	8.11 Conclusion
	References
9 Considering Learning Styles When Designing for Emerging Learning Technologies
	9.1 Introduction
	9.2 Description
		9.2.1 What Are Learning Styles?
		9.2.2 History of Learning Styles
		9.2.3 Evolution of Learning Styles
		9.2.4 Assignment of Learning Styles
		9.2.5 Pros and Cons of Assigning Learning Styles
	9.3 Literature Review
		9.3.1 Critiques
		9.3.2 Emerging Technologies
		9.3.3 Cross-Cultural Implications for Learning Styles
	9.4 Assessment
		9.4.1 Informing Practice
		9.4.2 Practical Application for Online Learning
	9.5 Conclusion
	References
10 3D Virtual Reality in K-12 Education: A Thematic Systematic Review
	10.1 Introduction
	10.2 Literature Review
		10.2.1 Virtual Reality
		10.2.2 Extant Systematic Reviews
		10.2.3 Purpose
		10.2.4 Method
		10.2.5 Findings
		10.2.6 Contemporary 3D VR Technologies Utilized in the K-12 Setting
		10.2.7 Current Educational Applications of 3D VR in K-12
		10.2.8 Affordances of 3D VR on Student Learning
		10.2.9 Future Studies on Contemporary 3D VRs in Education
	10.3 Conclusion
	References
11 Personalized Learning for Adults: An Emerging Andragogy
	11.1 Introduction
	11.2 Why Adult Learners?
	11.3 Andragogy and Personalized Learning
	11.4 Designing Personalized Learning Experiences for Adults
	11.5 Prompt the Adult Learner to Identify Their Expertise, Preferences, and Interests
	11.6 Align Learning Objectives to Learning Tasks, Activities, and Resources
	11.7 Offer an Array of Resources and Assessment Options
	11.8 Conclusion and Next Steps
	References
12 Learning Cell: Intelligent Technologies and Resources in Curriculum Development
	12.1 Introduction
	12.2 Intelligent Technologies Which Can Be Used in Curriculum Development
		12.2.1 Neural Network
		12.2.2 Knowledge Graph or Semantic Technologies
		12.2.3 Cognitive Map for Learners
		12.2.4 Visualization Technologies
		12.2.5 Social Knowledge Network (SKN)
		12.2.6 Educational Data Mining and Analysis
		12.2.7 Natural Language Processing
	12.3 Design and Development of Curriculum Based on Intelligent Technologies
		12.3.1 Components of Curriculum in Learning Cell
		12.3.2 Procedures of Curriculum Design and Development in Learning Cell
	12.4 Conclusion
	References
13 The Holographic Academic: Rethinking Telepresence in Higher Education
	13.1 Introduction: Imperilled Princesses and Resurrected Rappers
	13.2 Breaking the Lecture Mould
	13.3 Holography and Education
	13.4 Teaching from Elsewhere
	13.5 Conclusion: Thinking Ahead
	References
14 Computational Thinking and Coding Across Content Areas to Develop Digital Skills
	14.1 Introduction
	14.2 Digital Skills
		14.2.1 Computational Thinking
		14.2.2 Coding
	14.3 Computational Thinking in Content Areas
	14.4 Coding in the Content Areas
	14.5 Practical Ideas for the K-12 Classroom
	14.6 Conclusion
	References
15 Augmented Strategies for Mobile and Ubiquitous Learning Technologies
	15.1 Introduction
	15.2 Core Aspects of Mobile and Ubiquitous Learning
	15.3 Affordances of Mobile and Ubiquitous Learning
	15.4 Augmented Strategies for Mobile and Ubiquitous Learning
	15.5 Inquiry-Based Learning
	15.6 Peer-to-Peer Learning
	15.7 Problem-Based Learning
	15.8 Collaborative Learning
	15.9 Key Challenges of Technology Adoption
	15.10 Conclusion and Future Direction
	References
16 From Video-Conferencing to Holoportation and Haptics: How Emerging Technologies Can Enhance Presence in Online Education?
	16.1 Introduction
	16.2 Transactional Distance Theory
	16.3 Tele-presence: The Sense of ‘Being There’
	16.4 Honest Signals and Mirror Neurons
	16.5 A ‘Sense of Place’
	16.6 Tele-proximity Theory
	16.7 From Video-Conferencing to Holoportation and Haptic Experiences
		16.7.1 Video-Conferencing
		16.7.2 Holographic Experiences and Holoportation
		16.7.3 Technologies for Haptic Experiences
	16.8 Conclusions and Further Educational Research
	References
Research and Applications
17 Designing and Implementing Adaptive MOOCs
	17.1 Introduction
	17.2 The Core Characteristics of Adaptive MOOCs
		17.2.1 Dynamic Generation and Evolution of Content
		17.2.2 Sociality of Content
		17.2.3 Semantic Aggregation of Structure
		17.2.4 Selectivity and Customization
		17.2.5 Continuity of Design
		17.2.6 Openness of Learning Data and Adaptation Mechanism
	17.3 The Content Organization of Adaptive MOOCs
	17.4 Prototype Design and Implementation of Adaptive MOOCs
		17.4.1 Collaborative Editing of Content
		17.4.2 Open and Layered Learning Evaluation
		17.4.3 Course Organization Based on Discipline Knowledge
		17.4.4 Generation of Social Cognitive Networks
		17.4.5 Integration of Multiple Learning Devices
		17.4.6 Visualization of Adaptive Services
	17.5 Conclusion
	References
18 Augmented Reading Through Emerging Technologies: The Living Book Approach to Teachers’ Professional Development
	18.1 Introduction
	18.2 Background
	18.3 “Augmented Teacher” Course Design
		18.3.1 Pedagogical and Didactic Approach
		18.3.2 Course Content and Structure
	18.4 Methodology
		18.4.1 Context and Participants
		18.4.2 Instruments, Data Collection, and Analysis Procedure
	18.5 Results
	18.6 Conclusions
	References
19 Enhancing SPOC-Flipped Classroom Learning by Using Student-Centred Mobile Learning Tools
	19.1 Enhancing SPOC-Flipped Classroom Learning by Using Student-Centred Mobile Learning Tools
	19.2 Literature Review
		19.2.1 Flipped Classroom
	19.3 Use of Student-Centred Mobile Learning Technologies
	19.4 The Study
		19.4.1 Objective of the Study
	19.5 Method
		19.5.1 Data Resources
		19.5.2 Data Analysis Plan
	19.6 Results
		19.6.1 Quantitative Analysis
		19.6.2 Qualitative Analysis
	19.7 Discussion and Conclusion
	References
20 Academic Integrity in the Digital Era: Student Skills for Success Using Mobile Technology
	20.1 Introduction
	20.2 Literature Review
		20.2.1 Academic Integrity
		20.2.2 Mobile Learning
	20.3 Integrity Matters
		20.3.1 Integrity Matters Mobile Application Development
		20.3.2 System Design
		20.3.3 Multiple Languages
		20.3.4 Content
	20.4 Methodology
	20.5 Discussion
	20.6 Recommendations
	20.7 Conclusion
	References
21 “Exploring Students’ Engagement Within a Collaborative Inquiry-Based Language Learning Activity in a Blended Environment”
	21.1 Introduction
	21.2 Literature Review
		21.2.1 Computer-Supported Collaborative Language Learning
		21.2.2 Inquiry-Based Learning in English as a Foreign Language (EFL)
		21.2.3 Blended Learning in EFL (Flipped Classroom)
		21.2.4 Motivation and Engagement in EFL Classroom
		21.2.5 Engagement in Collaborative, Inquiry-Based, Flipped EFL Classroom
	21.3 Methodology
		21.3.1 Participants
		21.3.2 Data Collection and Analysis
		21.3.3 Ethical Issues
	21.4 Findings
	21.5 Conclusion
	21.6 Appendix
	References
22 A Conceptual Framework for Learners Self-directing Their Learning in MOOCs: Components, Enablers and Inhibitors
	22.1 Introduction
	22.2 Literature Review
		22.2.1 Adult Learners and MOOCs: A Gap
		22.2.2 What Is the MOOC Learner Experience?
		22.2.3 FutureLearn MOOCs
	22.3 Research Questions
	22.4 Research Methodology
		22.4.1 Data Collection
		22.4.2 Target Population
		22.4.3 Data Corpus and Sample Size
	22.5 Research Findings
		22.5.1 Which Individual Characteristics Influence the Learning Experience?
		22.5.2 What Are the Technical and Media Elements Influencing the Learning Experience?
		22.5.3 How Does Individual and/or Social Learning Affect the Participants’ Learning?
		22.5.4 Which Actions (If Any) Did the Learners Undertake to Organise Their Learning?
		22.5.5 Context
	22.6 Conclusion
	References
23 Best Practices Using Flipped Classroom in Teaching a Second Language in Different Learning Environments
	23.1 Teaching Arabic as a Second Language
		23.1.1 Teaching Arabic Grammar
		23.1.2 Developing Listening Skills at Intermediate Level
		23.1.3 Best Practices for Flipped Classroom with a Second Language
	23.2 Teaching Coding Skills to Syrian Refugees
		23.2.1 Using Web Resources to Teach Coding to Students with Basic English Skills
		23.2.2 Recommendations for a Flipped Classroom-Based Student Development Program
	23.3 Conclusion
	References
24 Open Universities in the Future with Technological Singularity Integrated Social Media
	24.1 Introduction
	24.2 Literature Review
	24.3 The Purpose of the Study
	24.4 The Importance of the Study
	24.5 Methodology
	24.6 Findings
	24.7 Results
	24.8 Conclusion
	References
25 Smart Literacy Learning in the Twenty-First Century: Facilitating PBSL Pedagogic Collaborative Clouds
	25.1 Introduction
	25.2 The Smart World
		25.2.1 Pedagogic Collaborative Cloud (PCC)
		25.2.2 Background of the Study: Problem-Based Service-Learning
		25.2.3 Literacy Pedagogic Collaborative Cloud
		25.2.4 Professional Shift
	25.3 Conclusions
		25.3.1 Recommendation and Final Thoughts
	References
26 Considerations for Implementing Emerging Technologies and Innovative Pedagogies in Twenty-First-Century Classrooms
	26.1 Introduction
	26.2 Twenty-First-Century Classrooms and Competencies
	26.3 Methodology
	26.4 Results
		26.4.1 Teacher Pedagogy
		26.4.2 Teacher Training
		26.4.3 Technology and Group Collaboration
		26.4.4 Equal Division of Digital Technologies
	26.5 Conclusion
	References
Index