Smart Pedagogy as a Driving Wheel for Technology-Enhanced Learning

Daniela, Linda

doi:10.1007/s10758-021-09536-z

Cited by 26 publications

(16 citation statements)

References 30 publications

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“…• Learning to use technology to get access to knowledge that is only available in certain places and at certain times, owing to distance or environmental barriers, language barriers, or special needs barriers; • Learning the principles of developing new technologies and creatively finding new solutions where technology serves as a tool for creating innovations; • Using Smart pedagogical principles regarding the sequencing of the learning process, the interrelationships of learning motivation and learning achievements, the interrelationships of cognitive load and cognitive development, the regularities of human development, and the interrelationships of the opportunities and challenges created by technology (Daniela 2019); • Evaluating learning achievements, taking account of different dimensions of knowledge assessment (Daniela 2020(Daniela , 2021.…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Considerations for Technology-Enhanced Learning

Daniela

2021

Makers at School, Educational Robotics and Innovative Learning Environments

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Technology-enhanced learning is a term often used in discussions about the place and role of technology in education. Yet many gaps still need to be addressed from a pedagogical perspective to remove the veil of fascination from technology-enhanced learning and to ensure that its use is planned purposefully. Planning should take account of the intended uses of the technology, which may be multifold. This paper summarizes the pedagogical considerations for a technology-enhanced learning process. In fact it is often thought that introducing technology to the educational environment is sufficient, without specifically restructuring the pedagogical process. The paper analyzes the potential goals of using technology in the educational process. It also looks at the pedagogical factors that make technology-enhanced learning successful: learning motivation, cognitive development, cognitive load, and knowledge development in the discourse of technology-enhanced learning. The chapter is organized as follows: an introduction to the terms followed by two sections—“Technology-enhanced learning” and “Pedagogical considerations”—and a discussion.

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Section: Introductionmentioning

confidence: 99%

Pedagogical Considerations for Technology-Enhanced Learning

Daniela

2021

Makers at School, Educational Robotics and Innovative Learning Environments

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“…It is also important to bear in mind that educational propaganda is very strong, and there are various claims about digital citizens and the death of the lecture(r) (Matthews, 2022), but learning processes must also be conducted in digital environments, and learning is not virtual but real (Gourlay, 2021). This means that pedagogical work in digital environments takes on different dimensions (Daniela, 2021). Digital learning tools, without the knowledge of how to use them, are transmitters of knowledge to an even greater extent than the educator, who is able to react to what is happening and change his/her teaching process accordingly.…”

Section: Discussionmentioning

confidence: 99%

“…This often leads to a situation where digital solutions are available but are not designed to meet the needs of the learning process, which creates further challenges, such as educators having to spend a lot of their time adapting the digital solution to the learning process in order to develop digital learning materials that support the learning objectives. The challenge for pedagogy is to ensure that technologies support learning rather than using them just because they are available (Daniela, 2020;Daniela, 2021;Suoranta et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

On a Pathway Towards the Digitalisation of Higher Education: The Case of Latvia

Daniela¹,

Ivsiņa²

2022

Human, Technologies and Quality of Education, 2022

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The European project POWERHEAD (Empowering Higher Education in Adopting Digital Learning), involving the Latvian Ministry of Education and Science (project partner) and the Flemish Department of Education and Training (project lead partner), aims to analyse the possibilities of digitising higher education. In order to identify the way forward, digitising higher education in Latvia and Belgium (Flemish Region) was mapped according to the methodology developed in the project, taking into account Laurillard’s model of drivers and enablers. The project aims to develop policy guidelines for partners at two levels: 1) guidelines for a national policy strategy on digital learning in higher education; and 2) guidelines including recommendations for higher education institutions to develop teaching and learning in this format and environment and to plan the next steps in the digitalisation of higher education. To this end, a multi-stage study was carried out to identify the situation in Latvia. The first phase consisted of a series of focus group discussions with higher education stakeholders (students, lecturers, business representatives and policy-makers). The second phase consisted of a survey of academic staff comprising 40 questions, two of which were designed to elicit demographic information, while the remaining questions were open-ended. The results (and related challenges) were analysed using content analysis principles. The key finding is that stakeholders are generally supportive of the digitalisation of higher education but point to a number of challenges that need to be addressed: support for lecturers in learning digital skills, collaboration between lecturers, and digital solution designers to ensure that digital solutions are of high quality and avoid the risks of knowledge fragmentation. It is also important to think about the principles of inclusive education so that the digital learning environment is accessible to everyone.

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“…Technological developments in the 21 st Century have created an opportunity to transform learning and education (Laurillard, 2007;Zhu, et al, 2016;Daniela, 2021;Dreimane, 2020). The use of technology includes a set of processes which teachers must consider.…”

Section: Introductionmentioning

confidence: 99%

Teaching Interior Design in Augmented Reality

Dreimane¹,

Zālīte-Supe²

2022

Human, Technologies and Quality of Education, 2022

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Augmented Reality (AR) has been effectively utilised across a diverse range of industries, including entertainment, medicine, the military, engineering and design. In parallel, AR has irreversibly changed the potential for interaction with the learning object across all education levels and a broad variety of disciplines ranging from the introduction of new concepts in Primary Education to more complex learning in STEM (science, technology, engineering, and mathematics), social sciences and humanities in Secondary and Tertiary Education. Current 21st Century research presents evidence that effective application of AR in education can facilitate effective competence acquisition while strengthening learner motivation and ensuring successful knowledge transfer to new contexts. Because of the swiftly shifting demands of the labour market and the immense potential of technology, the learning environment and context has become fundamental for learning in the 21st Century. Interior design as a field is a balance between creative innovation and the unbreakable bond with the physical reality demanding respect for precision and functionality. Major international companies, such as Amazon, Ikea, Wayfair and Target have been successfully utilising AR since the 2010s. Thus, nowadays, interior design education is unimaginable without incorporating AR technology, as this enables educators to deliver new forms of engaging and addressing interior design. AR permits experimentation without losing the attributes of the physical environment, thus allowing learners to gain more practical and diverse experience. This study addresses the lack of a systematised knowledge base, which is necessary to inform pedagogic and instructional decisions for interior design education at the secondary school level by examining scientific literature and analysing case study experience in order to formulate findings and recommendations for interior design educators and course developers.

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Smart Pedagogy as a Driving Wheel for Technology-Enhanced Learning

Cited by 26 publications

References 30 publications

Pedagogical Considerations for Technology-Enhanced Learning

Pedagogical Considerations for Technology-Enhanced Learning

On a Pathway Towards the Digitalisation of Higher Education: The Case of Latvia

Teaching Interior Design in Augmented Reality

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