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Relevant bibliographies by topics / Digital Learning Spaces

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Books
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Academic literature on the topic 'Digital Learning Spaces'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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Journal articles on the topic "Digital Learning Spaces"

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Pates, Dominic, and Neal Sumner. "E-learning spaces and the digital university." International Journal of Information and Learning Technology 33, no. 3 (2016): 159–71. http://dx.doi.org/10.1108/ijilt-10-2015-0028.

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Purpose – The purpose of this paper is to share lessons already learned and work currently in progress from one higher education institution’s experiences of developing several flexible and technology-enhanced active learning spaces. It further proposes that the potential of such spaces can be more fully realised through the enactment of programmes of digital literacy development amongst their users. Design/methodology/approach – In identifying a convergence of profound challenges facing higher education and proposing that innovations in physical learning spaces are one approach to addressing

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Xu, Chunxia. "Analysis and Discussion of Influential Factors in the Construction of Digital Learning Spaces in the Context of Higher Education Digitization." SHS Web of Conferences 179 (2023): 02026. http://dx.doi.org/10.1051/shsconf/202317902026.

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With the trend of digitization in higher education, digital learning spaces have gained widespread attention as important learning environments. This article first outlines the development trends of digitization in higher education, including digitization of teaching tools, digitization of teaching content, and digital learning spaces. It then analyzes the influential factors in the construction of digital learning spaces, including requirements for digital technology, pedagogical innovation, repositioning of teacher and student roles, breaking the limitations of physical time and space, and t

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Bayne, Siǎn. "Smoothness and Striation in Digital Learning Spaces." E-Learning and Digital Media 1, no. 2 (2004): 302–16. http://dx.doi.org/10.2304/elea.2004.1.2.6.

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Harrison, Michelle. "Space as a tool for analysis: Examining digital learning spaces." Open Praxis 10, no. 1 (2018): 17. http://dx.doi.org/10.5944/openpraxis.10.1.782.

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Over the past decade we have seen a rise in the adoption and proliferation of social technologies, and along with these a move to build on the capacity to embrace new pedagogies and practices that can open our boundaries for both teaching and learning. How do we determine what we mean by space specifically in online environments and how can we examine whether our intentions for learning in them are effective? How can these spaces be enacted as learning spaces and how do we design for them? We will need to develop new methods and frameworks for analysis which takes into consideration how we con

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Adewojo, Akinade. "Beyond the Physical: Exploring the Ontological Implications of Future Classrooms in Digital and AI-Mediated Spaces." Digital Education Review, no. 47 (June 16, 2025): 1–13. https://doi.org/10.1344/der.2025.47.1-12.

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This study examines the ontological implications of transitioning educational spaces from physical classrooms to digital and AI-mediated environments. It explores whether digital learning spaces constitute new educational realities or extend existing paradigms, considering their impact on pedagogy, identity formation, and social interaction. The research adopts an interdisciplinary approach, integrating perspectives from education, technology, and philosophy. It draws on constructivist theories, technological determinism, and ontological philosophy to assess the nature of presence and learning

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Salinas-Navarro, David Ernesto, Claudia Lizette Garay-Rondero, and Iván Andrés Arana-Solares. "Digitally Enabled Experiential Learning Spaces for Engineering Education 4.0." Education Sciences 13, no. 1 (2023): 63. http://dx.doi.org/10.3390/educsci13010063.

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Novel digital technologies have transformed societies, organizations, and individuals in diverse aspects of daily life, elevating their competency requirements in order to successfully develop, integrate, and generate value. To remain relevant Higher education should provide students with digitally enhanced learning experiences to build their necessary competencies. To progress in this direction, this work proposes a method that can be used to develop digitally enabled experiential learning spaces (DeELS) in engineering education so as to incorporate digital technologies into engineering probl

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Cai, Xiaojuan. "Construction of Smart Learning Spaces in Private Universities' Accounting Programs under the Dual Perspective of Digital Intelligence and Industry-education Integration." Journal of Higher Vocational Education 1, no. 3 (2024): 302–7. http://dx.doi.org/10.62517/jhve.202416347.

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This study explores the construction model of smart learning spaces in private universities' accounting programs within the dual context of digital intelligence and industry-education integration. Utilizing literature review and theoretical analysis, the research systematically examines the current applications of digital intelligence in education and the impact of industry-education integration on educational reform. Initially, the concept of smart learning spaces is defined, and their application value in accounting programs is analyzed. Subsequently, the study investigates how digital intel

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Sonnilal, Anjaliya, and David R. Bruce. "The Implementation and Impact of the Surrogate Avatar Experience (SuAvE) on Interrelationships Within Higher Education." International Journal of Higher Education 13, no. 5 (2024): 17. http://dx.doi.org/10.5430/ijhe.v13n5p17.

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Higher education learning environments rapidly reshape traditional notions of learning, stemming from digital environments predominantly utilized during the COVID-19 pandemic. As digital technologies increasingly become more utilized within curriculum and learning spaces, examining pedagogy, technology, and the configurations of these spaces requires further exploration and examination. This paper discusses the implementation and impact of the Surrogate Avatar Experience (SuAvE) on the interrelationships within higher education learning spaces. SuAvE navigates the intersection of digital techn

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Suci Ramadhani Herman, Andy Satria, Willy Aldo Doglas Hutabarat, and Salsabila Thalia. "Revolusi Digital Arsitektur Multimedia Sebagai Fondasi Ruang Pembelajaran TIK." JURNAL PENELITIAN SISTEM INFORMASI (JPSI) 2, no. 1 (2024): 80–92. http://dx.doi.org/10.54066/jpsi.v2i1.1476.

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This research explores the implications of the digital revolution on multimedia architecture as a fundamental foundation in the design of information and communication technology (ICT) learning spaces. Through a thoughtful approach to the integration of digital technologies into the concept of multimedia architecture, this research aims to determine the significant impact in innovating learning experiences and improving the effectiveness of IT learning. An in-depth analysis of the relationship between architectural elements and digital technologies provides a better understanding of the strate

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Chan, Tiffany, Rita Abou-Issa, Gyeongdong Kim, et al. "Digital Technologies Easing the Learning Curve in the Transition to Practicum." Journal of Information Technology Education: Innovations in Practice 22 (2023): 091–107. http://dx.doi.org/10.28945/5156.

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Aim/Purpose: This study aims to explore the value of utilizing non-immersive virtual reality (VR) to create virtual learning environments (VLEs) to support and prepare optometry students in their transition into preclinical and clinical teaching spaces. Background: Digital education is widely integrated into university curricula with the use of online simulators, immersive VR, and other digital technologies to support student learning. This study focuses on non-immersive VR as an accessible and low-friction means of accessing VLEs to reduce students’ learning burden. Methodology: Current optom

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Dissertations / Theses on the topic "Digital Learning Spaces"

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Angelone, Lauren. "Theorizing Subjectivity, Agency and Learning for Women in New Digital Spaces." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306853494.

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Bilandzic, Mark Vicko. "The embodied hybrid space : designing social and digital interventions to facilitate connected learning in coworking spaces." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/62872/1/Mark_Vicko_Bilandzic_Thesis.pdf.

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This thesis developed and evaluated strategies for social and ubiquitous computing designs that can enhance connected learning and networking opportunities for users in coworking spaces. Based on a social and a technical design intervention deployed at the State Library of Queensland, the research findings illustrate the potential of combining social, spatial and digital affordances in order to nourish peer-to-peer learning, creativity, inspiration, and innovation. The study proposes a hybrid notion of placemaking as a new way of thinking about the design of coworking and interactive learning

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Melvin, Jane. "Digital tools, spaces and places as mediators of youth work practice." Thesis, University of Brighton, 2017. https://research.brighton.ac.uk/en/studentTheses/36e798f8-8bde-4a6c-96ba-3ba41a787f07.

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In the context of English youth and community work, this research project investigates digital tools, spaces and places as mediators of youth work practice, and proposes a model formulated through the identification of expansive drivers to guide both professional conduct and curriculum-based practice. The lives of English young people today are shaped by technologies which make interaction in a variety of digital spaces and places possible, yet there are divided views within the youth work community of practice about the place of digital tools, spaces and places as mediators of informal learni

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Glendinning, Janet. "Are universities supplying learning spaces that suit the technology available for teaching?" Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/18222.

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Purpose: The report investigates the manner in which spaces are currently designed and provided for learning in the context of higher education institutions, and whether these designs take into account the technology available for use in an educational environment. It therefore looks at the impact that these spaces have on the learning process and the related ability of planners to provide the necessary spaces for teaching, in relation to the context of a technologically enhanced teaching environment. Design/methodology/approach: A review of current literature is used to establish what types o

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Schlenker, Lars, Carmen Neuburg, and Anja Jannack. "Lernwelten 4.0 – Ein Open Work Space zur GeNeMe 2017." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-234656.

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Der Work Space ist ein Teil eines vom BMBF-Projekt Lehrraum_digital initiierten Kommunikationsraums mit dem Ziel unterschiedliche Experten und Akteure in die Diskussion einzubeziehen. Thema sind digitalisierte Lehr- und Lernumgebungen im Kontext der Anforderungen durch die Industrie 4.0. Der Work Space bietet eine allen Teilnehmenden der GeNeMe offenstehende Feedback- und Beteiligungsmöglichkeit an der Diskussion zur Gestaltung digitaler Wissensräume und Lernwelten.

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CHEMLA, ROMEU SANTOS AXEL CLAUDE ANDRE'. "MANIFOLD REPRESENTATIONS OF MUSICAL SIGNALS AND GENERATIVE SPACES." Doctoral thesis, Università degli Studi di Milano, 2020. http://hdl.handle.net/2434/700444.

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Tra i diversi campi di ricerca nell’ambito dell’informatica musicale, la sintesi e la generazione di segnali audio incarna la pluridisciplinalità di questo settore, nutrendo insieme le pratiche scientifiche e musicale dalla sua creazione. Inerente all’informatica dalla sua creazione, la generazione audio ha ispirato numerosi approcci, evolvendo colle pratiche musicale e gli progressi tecnologici e scientifici. Inoltre, alcuni processi di sintesi permettono anche il processo inverso, denominato analisi, in modo che i parametri di sintesi possono anche essere parzialmente o totalmente estratti

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Schlenker, Lars, Carmen Neuburg, and Anja Jannack. "Lernwelten 4.0 – Ein Open Work Space zur GeNeMe 2017." TUDpress, 2017. https://tud.qucosa.de/id/qucosa%3A30912.

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Der Work Space ist ein Teil eines vom BMBF-Projekt Lehrraum_digital initiierten Kommunikationsraums mit dem Ziel unterschiedliche Experten und Akteure in die Diskussion einzubeziehen. Thema sind digitalisierte Lehr- und Lernumgebungen im Kontext der Anforderungen durch die Industrie 4.0. Der Work Space bietet eine allen Teilnehmenden der GeNeMe offenstehende Feedback- und Beteiligungsmöglichkeit an der Diskussion zur Gestaltung digitaler Wissensräume und Lernwelten.

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Robson, James. "Teachers' professional identity in the digital world : a digital ethnography of Religious Education teachers' engagement in online social space." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:622a9d6c-0fbf-4eaa-9882-4189f5e99069.

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This thesis presents an ethnographic investigation of teachers’ peer-to-peer engagement in online social spaces, using the concept of teachers’ professional identity as a framework to shape and focus the study. Using Religious Education (RE) as a strong example of the wider phenomenon of teachers’ online engagement, three online social spaces (the Times Educational Supplement’s RE Forum, the National Association of Teachers of RE Facebook Page, and the Save RE Facebook Group) were investigated as case studies. A year was spent in these spaces with digital ethnographic research taking place sim

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Silva, Pedro Nuno Moreira da. "A Influência do digital na criação de espaços de aprendizagem de alta qualidade: o espaço como agente de mudança." Doctoral thesis, [s.n.], 2011. http://hdl.handle.net/10284/2250.

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Tese apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do Grau de Doutor em Ciências da Informação, especialização em Sistemas e Tecnologias da Informação.<br>O uso generalizado de Redes de Comunicação e das Tecnologias de Informação é hoje um fenómeno mundial, com múltiplos impactos na forma como se ensina/aprende e nos contextos em que esse processo decorre – Espaços de Aprendizagem. Estes espaços incluem Espaços Físicos de Aprendizagem, Espaços Virtuais de Aprendizagem, Espaços Colaborativos de Aprendizagem, entre outros. Estas propostas estão a prop

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Agiorgitis, Georgios, Mohamed Bennani, Mixalis Drakoularakos, and Paul John McConnon. "Digital Wall : The University’s learning and information space." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-62472.

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A North American university is engaged in a large transformation project involving the wholeorganisation. Students, Lecturers, departments and additional questions from the shared leadership team are engaging in defining the services offered, in particular from the university library and its associated sub-services. It is an exciting time for the University as it seeks to not only define its services but also how these can be created and consumed.There are many aspects to this re-organisation and many items to be addressed. In this report,we look at the current situation at the University, as

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Books on the topic "Digital Learning Spaces"

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Gudmundsdottir, Greta Björk, and Kristin Beate Vasbø, eds. Methodological Challenges When Exploring Digital Learning Spaces in Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-737-7.

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Vigmo, Sylvi. New spaces for language learning: A study of student interaction in media production in English. University of Gothenburg, Acta Universitatis Gothoburgensis, 2010.

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Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.

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This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching visi

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Kronenberg, Felix A. Physical Language Learning Spaces in the Digital Age. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350287426.

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How do we intentionally design physical environments for language learning and teaching? How can we build spaces that are inclusive, accessible, safe and equitable? While the Covid-19 pandemic has advanced notions of online education, it has also revealed the benefits and affordances of human-to-human interaction in physical learning spaces. This book explores the design of physical spaces intended for language learning specifically. From residential learning spaces to active classrooms, from social and experiential spaces to zoom rooms and language centers, from mobile community-based learnin

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Methodological Challenges When Exploring Digital Learning Spaces in Education. BRILL, 2014.

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Methodological Challenges When Exploring Digital Learning Spaces in Education. Springer, 2014.

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Methodological Challenges When Exploring Digital Learning Spaces in Education. BRILL, 2014.

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Classroom Management in the Digital Age: Effective Practices for Technology-Rich Learning Spaces. Courageous Heart Press, 2019.

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Classroom Management in the Digital Age: Effective Practices for Technology-Rich Learning Spaces. Courageous Heart Press, 2019.

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Classroom Management in the Digital Age: Effective Practices for Technology-Rich Learning Spaces. EdTechTeam, 2016.

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Book chapters on the topic "Digital Learning Spaces"

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Johnston, Bill, Sheila MacNeill, and Keith Smyth. "Digitally Enriched Learning Spaces." In Conceptualising the Digital University. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99160-3_7.

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Coleman, Anita S., Terence R. Smith, Olha A. Buchel, and Richard E. Mayer. "Learning Spaces in Digital Libraries." In Research and Advanced Technology for Digital Libraries. Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-44796-2_22.

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Downes, Stephen. "Newer Theories for Digital Learning Spaces." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_8-1.

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AbstractThe emergence of newer theories for digital learning spaces occurs because of a general dissatisfaction with the theorizing of earlier generations of open and distance education (ODE). After an outline of the traditional conception of the requirements for a “learning theory,” this article traces the sources for this dissatisfaction in traditional theories such as behaviourism and cognitivism, then traces some theoretical attempts to address them. It identifies a range of emerging theories, including connectivist pedagogy, personal learning environments, and open educational practices,

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Downes, Stephen. "Newer Theories for Digital Learning Spaces." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_8.

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AbstractThe emergence of newer theories for digital learning spaces occurs because of a general dissatisfaction with the theorizing of earlier generations of open and distance education (ODE). After an outline of the traditional conception of the requirements for a “learning theory,” this chapter traces the sources for this dissatisfaction in traditional theories such as behaviourism and cognitivism, then traces some theoretical attempts to address them. It identifies a range of emerging theories, including connectivist pedagogy, personal learning environments, and open educational practices,

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Ferreira-Meyers, Karen, Albertus Barkhuizen, and Karin Schmid. "Educating French Teachers in the Digital Era." In Future Education and Learning Spaces. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4226-6_12.

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Peberdy, Duncan. "Learning Spaces for Digital Learning in Higher Education." In Encyclopedia of Educational Innovation. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2262-4_140-1.

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Seeletso, Mmabaledi K. "Teacher Education in the Digital Age: Opportunities and Challenges." In Future Education and Learning Spaces. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4226-6_2.

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Sindoni, Maria Grazia. "The repurposing of gaze in video-mediated spaces." In Designing Learning with Digital Technologies. Routledge, 2024. http://dx.doi.org/10.4324/9781003359272-9.

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Daley, Joannah Portman. "Deconstructing Formal and Informal Learning Spaces with Social Networking Sites." In Digital Education. Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230118003_11.

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Liu, Tianyang. "The digital spaces of learning to fear." In China's Soft War on Terror. Routledge, 2021. http://dx.doi.org/10.4324/9781003167136-5.

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Conference papers on the topic "Digital Learning Spaces"

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Maury, Yolande. "FABRICATION SPACES AS POTENTIAL SPACES FOR MAKING, CREATING AND LEARNING: BETWEEN SENSORY/SENSIBLE AND DIGITAL, TINKERING AND PROGRAMMED DESIGN." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2322.

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Nilsen, Anders Grov, and Aslaug Grov Almås. "THE EMERGENCE OF DIGITAL LEARNING SPACES: WHAT DO STUDENT TEACHERS EXPERIENCE AND SEEK?" In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0629.

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Karthikeyan, M. Saravana, J. Relin Francis Raj, R. Santhana Krishnan, D. Abitha Kumari, S. Murali, and K. Paul Joshua. "Towards Safer Digital Spaces: Automated Detection of Cyberbullying Through Multi-Modal Learning." In 2024 International Conference on Sustainable Communication Networks and Application (ICSCNA). IEEE, 2024. https://doi.org/10.1109/icscna63714.2024.10864208.

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McGuinness, Claire, and Crystal Fulton. "Enriching the undergraduate curriculum with digital research skills: A blended approach." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.06.

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This paper describes an 18-month digital learning project, designed to support the development of students’ digital research skills in UCD’s BA and BSocSc programmes. The project involved the creation of six original interactive e-tutorials focusing on key digital research topics, which were embedded in the institutional VLE (Blackboard) in a blended learning structure, and rolled out in four modules in the School of Information & Communication Studies in 2017/2018. During the post-evaluation phase, student feedback was gathered via an online survey and in two qualitative focus groups. Thi

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Coffey, Aoife, Louise Burgoyne, and Brendan Palmer. "Digital Badge in the Responsible Conduct of Research." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.03.

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University College Cork is committed to the highest standard of Research Integrity (RI). The recently published National Framework on the Transition to an Open Research Environment aims to move Ireland another step closer to an open research environment (National Open Research Forum, 2019). One of the central elements underpinning the framework is Research Integrity and Responsible Research practice. This is also reflective of the international emphasis on not only a more open research environment but on more transparent and robust research practices generally, with a particular focus on data

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DJEKI, Essohanam, Jules DEGILA, Carlyna BONDIOMBOUY, and Muhtar Hanif ALHASSAN. "Security Issues in Digital Learning Spaces." In 2021 IEEE International Conference on Computing (ICOCO). IEEE, 2021. http://dx.doi.org/10.1109/icoco53166.2021.9673575.

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Holloway, Paul, Raymond O'Connor, Denis Linehan, and Therese Kenna. "Digital (Urban) Geography: Student-led research methodology training using smartphone apps." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.30.

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In the last decade, opportunities have emerged to deploy new digital technologies to research agendas and research-led teaching at third level. For instance, research methods such as surveys and questionnaires are shifting into the digital environment, while at the same time there is increasing evidence to support the view that people who have grown up with technology have acquired distinctive new ways of learning, and that traditional methodologies fail to maximise student engagement (Lafuente 2018). Thompson (2013) suggests that these ‘new learners’ are constantly using technology, multi-tas

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Djeki, Essohanam, Jules Degila, Carlyna Bondiombouy, and Muhtar Hanif Alhassan. "Preventive Measures for Digital Learning Spaces’ Security Issues." In 2022 IEEE Technology and Engineering Management Conference (TEMSCON EUROPE). IEEE, 2022. http://dx.doi.org/10.1109/temsconeurope54743.2022.9801945.

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Volungeviciene, Airina, Margarita Tereseviciene, Estela Dauksiene, Elena Trepule, and Ulf-Daniel Ehlers. "Learning Spaces and Places of Digital and Networked Society." In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2019. http://dx.doi.org/10.1109/icalt.2019.00012.

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Kanjilal, Arpita, Osmana Manzar, and Pankaj Sharma. "Democratising Technological Innovation through Makerspaces." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2751.

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The Maker’s Space is an attempt to democratize technological innovation by providing space and tools to rural youth to experiment and learn. Lack of infrastructure and access to educational tools inhibits the youth in rural India from realizing their full potential and creating innovative context-appropriate solutions for their communities. // The Maker's Space initiative is based on the idea of ‘innovate, invent, peer-learn, co-create,’. In these spaces, the students and adolescents are exposed to a hands-on, STEM-based approach and creative ways of learning to encourage them to design, build

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Reports on the topic "Digital Learning Spaces"

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Noakes, Sierra, Allison Modica, and Kristyn Palazzolo. Edcamp Design for Learning Series: A New Bridge Between Research and Professional Learning. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/149.

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In the face of a worldwide pandemic, educators rose to the challenge of engaging students and families remotely to not only continue learning but also to provide as much normalcy as possible at a time of chaos and uncertainty. Many educators were looking for quick, meaningful ways to learn new skills to effectively teach remotely and connect with learners from afar. The Edcamp Community by Digital Promise saw this as an opportunity to further demonstrate how the Edcamp model of professional learning paired with learning sciences research could quickly meet the needs of educators and create spa

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Shukla, Indu, Rajeev Agrawal, Kelly Ervin, and Jonathan Boone. AI on digital twin of facility captured by reality scans. Engineer Research and Development Center (U.S.), 2023. http://dx.doi.org/10.21079/11681/47850.

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The power of artificial intelligence (AI) coupled with optimization algorithms can be linked to data-rich digital twin models to perform predictive analysis to make better informed decisions about installation operations and quality of life for the warfighters. In the current research, we developed AI connected lifecycle building information models through the creation of a data informed smart digital twin of one of US Army Corps of Engineers (USACE) buildings as our test case. Digital twin (DT) technology involves creating a virtual representation of a physical entity. Digital twin is created

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Sen, Jozef. Calm Spaces: A Strategic Intervention for Enhancing Wellbeing, Inclusion, and Psychological Safety. Sheffield Hallam University, 2025. https://doi.org/10.7190/steer/calmspaces.

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The Calm Spaces Initiative at Sheffield Hallam University was developed in response to increasing demand for accessible, preventative mental health and wellbeing interventions embedded within everyday campus environments. Grounded in a Theory of Change framework, the initiative integrates sensory-friendly, emotionally regulating resources - such as posters and digital media -into high-traffic and reflective university spaces. Co-produced by Student Wellbeing Services, Hallam Students’ Union, and informed by research into student mental health, neurodiversity, and wellbeing promotion, Calm Spac

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Raza, Oneir, and Sara Hennessy. Exploring the Gender Differences in Technology Use for Educational Purposes at Home Among Students in Pakistan. EdTech Hub, 2025. https://doi.org/10.53832/edtechhub.1099.

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This report examines gender disparities in the use of educational technology (EdTech) among students in Pakistan, with the aim of informing policies that foster more inclusive and equitable digital learning environments. Drawing on data from a survey of over 2,000 teachers and interviews with EdTech stakeholders in Islamabad, the report explores how sociocultural norms and parental attitudes shape differential access to and use of EdTech at home—particularly disadvantaging female students. It identifies key barriers including limited access to affordable internet and devices, low digital liter

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Erik Lyngdorf, Niels, Selina Thelin Ruggaard, Kathrin Otrel-Cass, and Eamon Costello. The Hacking Innovative Pedagogies (HIP) framework: - Rewilding the digital learning ecology. Aalborg University, 2023. http://dx.doi.org/10.54337/aau602808725.

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The HIP framework aims to guide higher education (HE) teachers and researchers to reconsider and reflect on how to rethink HE pedagogy in new and different ways. It builds on insights from the report Hacking Innovative Pedagogy: Innovation and Digitisation to Rewild Higher Education. A Commented Atlas (Beskorsa, et al., 2023) and incorporates the spirit of rewilding and hacking pedagogies to inspire new professional communities focused on innovating digital education. The framework considers and guides the development of teachers’ digital pedagogy competences through an inclusive bottom-up app

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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate

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Hlushak, Oksana M., Svetlana O. Semenyaka, Volodymyr V. Proshkin, Stanislav V. Sapozhnykov, and Oksana S. Lytvyn. The usage of digital technologies in the university training of future bachelors (having been based on the data of mathematical subjects). [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3860.

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This article demonstrates that mathematics in the system of higher education has outgrown the status of the general education subject and should become an integral part of the professional training of future bachelors, including economists, on the basis of intersubject connection with special subjects. Such aspects as the importance of improving the scientific and methodological support of mathematical training of students by means of digital technologies are revealed. It is specified that in order to implement the task of qualified training of students learning econometrics and economic and m

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Semerikov, Serhiy, Viacheslav Osadchyi, and Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.

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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in educ

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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, and Andrii V. Iatsyshyn. Cloud services application ways for preparation of future PhD. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3248.

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Currently, it is important in Ukraine to harmonize cloud technologies application with European and world scientific initiatives. Need to modernize preparation of future PhDs is caused by challenges of new information, globalized society and digital transformation of all spheres of life, including education and science. The research was aimed to determine features of cloud services application in preparation of future PhDs. Concepts of “cloud computing”, “cloud technologies”, “cloud learning technologies”, “cloud services”, “cloud oriented environment” were analyzed. Experience of cloud techno

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Wortman, Amanda, and Nick Schiner. Access to Powerful Technology as a Catalyst for Career Pathway Engagement. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/217.

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This paper explores the opportunities and affordances presented when historically and systemically excluded (HSE) youth gain access to high-powered technology and tools in their school environment through an innovative program. Many research studies have shown the challenges HSE youth face in accessing high-value occupations, particularly in the fields of Science, Technology, Engineering, and Mathematics (STEM). Despite the increasing demand for STEM jobs, pathways from schools to careers in these fields often lack effectiveness, especially among HSE students. The Reinvent the Classroom initia

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