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Artificial Intelligence and Future of Learning
No full textPCF10 Sub-theme: Inspiring Innovations // UNESCO global report Reimagining our futures together: A new social contract for education, highlights the challenge of creating decent human-centred work in the age of Artificial
Intelligence (AI). It advocates for more people and communities to recognise the value of care work and the multiple ways that economic security needs to be provisioned. // UNESCO is engaged in the frontiers of making the best use of artificial intelligence in education by developing policy guidelines and capacities of member states. The 41st session of UNESCO General Conference adopted the Recommendation on the Ethics of Artificial Intelligence. The Beijing Consensus on AI in education has led the foundation of discourses on how best to leverage the power of AI to benefit students and teachers. The “AI and Education: Guidance for Policy-makers” published by UNESCO in 2021 provided intellectual guidance for the fostering of AI-ready policy-makers. And a guiding framework has been developed for the development AI competencies for K-12, and a report on the mapping of government-endorsed K-12 AI curricula was released in February 2022. // This panel is designed for policy makers of education ministries, practitioners and professionals interested in the crossroad of education policy-making and AI. Speakers will address the issues on the futures of education, AI-enabled futures of learning, AI curriculum development and best practices for preparing students for human-AI collaboration. // Paper ID 173
Preparing Indian Youth for Fourth Industrial Revolution
No full textPCF10 Sub-theme: Fostering Lifelong Learning // In the 21st century, technological innovations that took decades to occur are being replaced in years, in some cases just months. These revolutionary technological breakthroughs present a unique opportunity for India to industrialize. With the right policy framework, India could use the democratic nature of technology to reindustrialize itself. This democratic nature of technology has allowed firms to overcome their country's legacy issues and become global leaders in various fields. This potential harnessed properly could help India industrialize and create global leaders from its soil. However, skilling, reskilling and upskilling are necessary conditions for actively allowing the participation of Indian youth in the sectors dominating the fourth industrial revolution. This paper analyses the Fourth Industrial Revolution, through crucial policy decisions taken by the Government of India, related to the skilling of youth. // Paper ID 394
Resilience in Teaching and Learning for Academic Continuity During Disruption for Sustainable Development
Get PDFPCF10 Sub-theme: Building Resilience // As Covid-19 pandemic struck the education system in Nigeria, the resilience of the system was put to test. This called for a rethink and need to re-engineer approaches to instruction and learning. The system went through transformation and revealed new experiences for educators and learners as learning moved from the conventional mode to online learning by making use of different technology platforms to provide solution to the unprecedented closure. During this period, inequalities exist in assessing learning among the marginalized populations making learning to be more challenging and running the risk of many learners falling behind during the pandemic. More so, teachers had to adapt to teaching with new pedagogies which were new to them and/or had not been trained to use. As education is the driver of development, disruption in education will affect every facet of society therefore, hampering sustainable development. To this end, the study will investigate learners’ experience of transition from face-to-face to online learning under three stages: Anticipation stage, coping stage and Adaptation stage (Duchek’s model), and how learners experience from transition can be used to maintain academic continuity in the face of disruption and build resilience to achieve sustainable quality education. To this effect, two hundred and ten (210) students were selected through purposive sampling technique. A 21- item an online questionnaire with 4-point Likert scale was used for data collection, validated and the reliability was confirmed using Cronbach Alpa (0.78). Data were analysed using descriptive statistics. From the results, participants were able to identify various challenges and of the transition. Overall, it was suggested that despite building resilience through different online learning strategies, schools should not jettison face-to-face teaching and learning. A resilience model should be used to foster and reduce the impact of disruption on teaching and learning to achieve sustainable development. // Paper ID 900
Effects of Students’ Course Materials Page Views on Academic Performance in Online Courses
Get PDFPCF10 Sub-theme: Inspiring Innovations // Students’ reading of the course materials had never been measured because no data was available. It was assumed that students who performed better in their learning would have read their course materials more compared to those who performed poorly. The Singapore University of Social Sciences (SUSS) provided course materials in electronic forms in textbooks and study guides. The purpose of this study, based on data from the Academic Year 2020, was to find out was there a correlation between students’ reading of the course materials and their performance in 10 online courses. A quantitative approach was used in the study. It was found that a very weak positive relationship, r (0.151), existed for students who read the e-textbooks while there was almost no relationship, r (0.084), for students who read the study guides when correlated with their performance. Furthermore, a statistical significance existed in the medians of e-textbook and study guide usages between those students who passed the online courses compared to those who failed. This significance could also be found in students’ grade-bands. This study will be of interest to institutions with data available on students’ readership behaviour. It is relevant to the sub-theme of “inspiring innovations” as it involves data analytics for online learning. // Paper ID 464
Innovation Tools and Practices for Fostering Educational Resilience Development in Higher Institutions in Cross River State, Nigeria
Get PDFPCF10 Sub-theme: Building Resilience // The study examined the innovation tools and practices for fostering innovations for educational resilience in higher institutions in Nigeria. Taking University of Calabar as a case study, we examine innovation tools such as Information Communication Technology (ICT) and Learning Management Systems (LMSs) while the practices include collaborative learning, problem-based learning and activity-based learning. This study becomes imperative considering the changing world of the tertiary education students and its implications for promotion of teaching university students and lecturers. A total of 230 students and 120 lecturers were selected through stratified random sampling technique while five departments were purposively drawn from the university. Data were collected using questionnaire and check-list documents while contingency chi-squared and simple percentages were deplored in analyzing the obtained data. The results revealed that information communication technology and learning management system are veritable innovation tools in fostering resilience in educational development. Also, collaborative learning, problem-based learning and activity-based learning are all contributing practices that provide high level of knowledge and skills’ acquisition which enable individual to face our challenging world. // Paper ID 034
Evaluating Heutagogical ICT User Personality Characteristics for Girls Learning in Universities
Get PDFPCF10 Sub-theme: Fostering Lifelong Learning // Digital technologies pervasiveness is changing the way people access information and understand it to gain knowledge and interact with what is around them and their relationship with other people. The adoption of Technology- Enabled Learning in institutions of higher learning seemed to provide a gender neutral learning since boys and girls can access the learning from anywhere and anytime. However, the access and use of the technology proves to be different. It is perceived that boys are more open-minded in the use of technology than girls. This suggests the decrease of girls in the use ICTs. Institutions of higher learning adopted blended or fully online mode of learning since the Covid-19 pandemic. This led to some form of stress among students especially those who were used to the face to face mode of learning. The stress seemed to be more evident in girls than in boys. When it comes to openness to the use of technology in learning, boys are more curious and accept the challenge more easily than girls. Uptake of ICT among girls is low due to user personality characteristics. This paper proposes a new model of ensuring that girls are fully involved in using ICT in learning despite their personality characteristics. // Paper ID 746
Rethinking National Smart Education Strategy
No full textPCF10 Sub-theme: Building Resilience [PRESENTATION] // Organisers: UNESCO Institute for Information Technology in Education, Commonwealth of Learning, Beijing Normal University // The organisers of this panel discussion are engaged in review in the developments of smart education and conduct research to create knowledge resources for wider dissemination and use of smart education policies to support countries achieve the Sustainable Development Goal 4 – ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030. With the impact of COVID-19 pandemic, it has been estimated that the current generation of students now risks losing $17 trillion in lifetime earnings in present value, or about 14 percent of today’s global GDP. While there is wider acceptance of online education during the pandemic, the digital inequity was widely felt even in the most-developed countries. Many countries used a variety of distance and online learning technologies, the Internet played an important role. While the process of teaching and learning continued, the lack of infrastructure as well as capacity of teachers to use information and communication technologies for teaching and learning emerged as important barriers to provide quality education. Despite the efforts of several governments, the transition to online learning exacerbated the existing challenges faced by students who are already economically poor and are living in remote areas or have challenges due to some form of disability. This has highlighted the need for policy and robust infrastructure at national level to support digital education or smart education. // Considering the importance of online learning in the new normal post-COVID-19, the organisers of this panel joined hands to investigate and collaboratively engage in documenting the best practices in ICT in education and smart education around the world. The objectives of this session are to: // Share the findings of the project on smart education; // Discuss the critical success factors for smart education; // Present best practice cases on smart education; and // Advocate for smart education policy at national level. // There will 3 three to four speakers facilitated by a COL official. // Paper ID 595
Digital Transformation Principles Driving Journeys toward Educational Resilience
No full textPCF10 Sub-theme: Building Resilience [PRESENTATION] // The implementation, support, and ultimate success of digitally-informed innovations to teaching and learning practices requires focused intentionality whose approach is grounded in academic rigour, practical experience and organizational maturity. The success of technology-supported innovation in higher-education teaching and learning practices, driven by external factors like COVID and the resultant economic challenges, will be explored in relation to teaching faculty and administrative leaders developing and maintaining positive motivation towards change including addressing major organizational challenges. // Innovation, Change and Transformation //
As Senior Instructor Emeritus, Ron Murch has more than 45 years of experience with the University of Calgary’s Haskayne School of Business. Ron maintains that digital transformation requires faculty members to adopt the requisite innovations in practice and technologies as imagined by the Technology Acceptance Model and expanded upon by two key principles - each new practice or technology must have recognizable and positive value for the individual who is changing; and it cannot be too difficult for the adopter to work with. // Guiding Principles // Dr. Peter Chatterton is a Chartered Physicist and digital innovator. He worked in roles such as critical friend, evaluator and change management consultant with the UK Government’s multi-million £s HEI digital innovation and transformation programmes during 2000-2020. From this experience, Peter asserts that HEIs can be both creative and effective at digital innovation. However, scaling-up and embedding such innovations to build long-term resilience and effect digital transformation across the institution invariably faces numerous challenges. These are explored through the lens of seven key guiding principles for digitally transforming learning programmes for open and flexible learning. // Commitment and Motivation // Michael Barr is Chief Information Officer at the Southern Alberta Institute of Technology in Calgary, Alberta, and a doctoral student in higher education management at the University of Bath, UK. Building on a theory of behavior in organizations, Michael explores the motivation process and its impact on the construction of strategic plans and the organization’s ability to deliver successful outcomes. He draws upon 28 years’ of IT practitioner experience to ground his scholarly work with practical advice and considerations for undertaking digital transformation of teaching and learning practices. // Paper ID 488
Open Educational Resources Status and Trends
No full textOpen Educational Resources: Status and Trends, a virtual presentation and interaction by Dr. Sanjaya Mishra, Director: Education with the students of Indiana University, Bloomington on February 14, 2022
Synchronous Learning in Legal Education: The Way Forward
No full textPCF10 Sub-theme: Fostering Lifelong Learning // The spread of Covid-19 has forced many countries to impose lockdowns, for all activities, including teaching and learning. Therefore, all educational institutions suffered a massive setback. Regular classes were cancelled due to a threat to the learners’ and teachers’ lives. One of the most impacts of the pandemic on global education was the abrupt shift from classroom teaching to an online mode of teaching and learning, which affected the teaching and learning process, significantly disrupting the higher education sector. This shift in the mode of teaching has resulted in a significant change in learning, with both positive and negative consequences, and legal education is no exception. //
Most of the countries are highly stringent regarding legal education. It discouraged open, distance or online learning in legal education. Online learning is divided into two categories: synchronous and asynchronous.
A research analyses whether synchronous learning can be used post-pandemic in legal education and whether blended learning/hybrid teaching can be continued in legal education. During this phase of time where the world is facing a challenge of pandemic and with the advancement of technology, this research paper contends that blended learning can be used in legal education. // Paper ID 086