Ability cultivation
, 239
offline flipped classroom guided by
, 244–245
Academic master’s programme
, 224
Academic personnel
, 12–13, 15, 21, 24
Academic self-concept, own perceptions of
, 24
Accreditation Board for Engineering and Technology
, 239
Action execution and evaluation
, 31
Activating innovation
, 84
Active learning process
, 13
Activity
, 30
constructive
, 30
learning
, 33
task analysis
, 259
training
, 179
Administrative Procedure Act
, 289–290
Administrator of the Facebook group
, 162
Adult Learning Process
, 35
Agency
learners
, 33
personal
, 29
restoring agency of teacher/professor
, 301
in training
, 29–31
as training resource
, 35–36
Amazon’s Acquisition of Kiva systems
, 120
Analysis, design, development, implementation and evaluation model (ADDIE model)
, 257–258
Antecedent
of flow
, 190–191
of immersive experiences of presence and flow
, 191–193
Application Programming Interface (API)
, 164
Artificial intelligence
, (see also Intelligence), 302
Assessment
function
, 159
instruments validity
, 263–268
learning
, 226–227, 261–262
of learning
, 228
possibilities
, 168
self-assessment
, 129
web-based formative
, 239
Association of American Universities (AAU)
, 86
Association of MBAs (AMBA)
, 57, 60
Attraction and retention of users in SNS
, 61
Augmented reality (AR)
, 171–172
environment
, 173
Awareness
, 90
of learning
, 30
B-in-EU Jean Monnet Module
, 300–301
Bachelor-level study programmes
, 224
Bayesian networks approach (BN approach)
, 207–211
Belief-Desire-Intention (BDI)
, 157
BIBliographic Ontology (BIBO)
, 32
Blended learning theory
, 240
Bloom’s taxonomy
digital taxonomy
, 226
of educational objectives
, 204
Bodily kinesthetic intelligence
, 175
Bottom-up innovations
, (see also Top-down innovations), 291
collaboration with other units
, 292
facilities for students
, 293–294
work organisation
, 291–292
Bounded-learning community
, 99, 105
Brundtland Commission
, 74
Card Rotation Test (CRT)
, 175–176
Career management opportunities
, 56
Center for Social Innovation (CSI)
, 81
Center for Social Innovation, Stanford University (SU-CSI)
, 72
Class management
function
, 159
possibilities
, 165
Classroom interaction
, 49
Cognitive ergonomics, French-speaking tradition of
, 30
Cognitive processes of in-depth learning
, 30–31
Cognitive social theory
, 29
Cognitive style analysis test (CSA test)
, 258
Collaborative/collaboration
, 48
in bounded and online communities
, 98–100
collaboration-enabling software
, 99
computing environments
, 32–33
document planning
, 98
function
, 159
and interaction possibilities
, 165, 168
learning
, 47–48, 98
writing
, 98, 100
Collective effectiveness
, 31
Collective responsibility
, 44
collective cognitive responsibility
, 44, 48–50
Communication
, 114, 163–164
channel
, 140
computer-mediated
, 50, 190–191
function
, 159
perspective
, 147–148
possibilities
, 165
Communitary knowledge
, 44
Community affiliation symbol
, 140
Competency approach
, 225–226
Computer
software
, 115–116
systems
, 287–289
Computer-aided design (CAD)
, 177
Computer-mediated communications
, 50, 190–191
Conditional Probability Tables (CPT)
, 208
Constructive activity
, 30
Constructive discourse based on inquiry
, 44
Constructive uses of authoritative sources
, 44
Constructivist/innovative approaches
, 131–132
Content selection process
, 144–145
‘Continuous improvement of ideas’
, 44
Core immersive experiences of presence and flow
, 189–190
Cronbach’s alpha
, 60
of composite variables
, 63
Crowdsourcing innovation
, 83
E-learning
, 158, 188–189, 239, 254–255
e-Pedagogical ISD model
, 255
e-Tutorial Module
, 260–261
‘E3M’ European project
, 86
‘Education and training’ mission
, 86
Education(al)
, (see also Higher education (HE)), 47, 117, 222, 273–274
case for education as upbringing
, 300–301
education-related processes
, 140
existing technology in
, 114–116
games
, 275
holistic approach to
, 298–300
implementing technology in
, 116–117
organizations
, 113
portal
, 148n1
references
, 204
research
, 47
robotics
, 231
sciences in France
, 30
scientific disciplines
, 47
system
, 112–113
technologies
, 45, 255
Educational data mining (EDM)
, 205
BN approach
, 207–211
K-NN approach
, 211–216
OpenAnswer system
, 206–207
Education–innovation–sustainable development
, 298–299
Embedded and transformative assessment
, 44
Empirical and Policy Foundations for Social Innovation in Europe
, 81
Empowering learning, learning ecosystem for
, 31–32
Engineering education, VR for
, 173–174
Environment
and infrastructure
, 113–114
pillar
, 75
Equity of opportunity
, 88
Erasmus Jean Monnet Project
, 275
European Citizen Protection Network
, 277
European Parliament Eurobarometer on Youth
, 274
European Union (EU)
, 273–274, 300
citizenship
, 274, 301
Lisbon strategy
, 85–86
Experiential learning
, 48
Experimental development research
, 78
Face-to-face training courses (F-2-F training courses)
, 256
Facebook
, 60, 62, 64, 67, 159, 165
communication
, 163–164
document
, 165
events
, 164–165
feed
, 163
group creation
, 161–162
group management
, 162–163
MOOC functionalities with
, 158–161, 165–169
privacy settings
, 162
storage area
, 165
taxonomy of important MOOC concepts
, 158
video functionalities
, 164
xMOOC and supporting platforms
, 157–158
Feedback
formative
, 48
keywords from
, 246–247
from student course evaluation
, 252
of students on course teaching
, 245
‘Financial’ support of HE
, 88
First-level professional study programme
, 224
Flipped classroom teaching mode
, 240–241, 246
Flow
core immersive experiences flow
, 189–190
interplay of perceived interactivity and mental imagery with
, 193–195
presence as antecedent of
, 190–191
theory
, 189
Fostering imagination
, 173
French-speaking tradition of cognitive ergonomics
, 30
Friend Of A Friend (FOAF)
, 32
‘Functions’ of missions of HE
, 88
Handbook of Dean’s Office
, 292
Hierarchal task analysis
, 259–260
Higher education (HE)
, (see also Online higher education, experiences in), 12, 71, 84, 254, 299
awareness, behaviour and ethics
, 90
challenges and future development
, 87–88
experience
, 66
global partnership
, 90
impact on society
, 89
importance
, 85–86
innovation in
, 71, 77–83
innovators, innovation and
, 89
knowledge management in
, 64–68
learning innovation in
, 303
missions
, 86–87
sustainable development
, 73–77
sustainable development, innovation and
, 72, 88–90
TEL in
, 302–303
Higher Education Institutions (HEI)
, 72, 97, 156, 188, 225, 254, 299, 303
administrative task
, 285–286
bottom-up innovations
, 291–294
innovative dean’s office
, 294–296
top-down innovations
, 287–291
Highspeed Internet access
, 117
Holistic approach to education
, 298–300
Human–computer interaction (HCI)
, 189–191, 256
In-depth learning, cognitive processes of
, 30–31
Incentives for staff
, 291
Individualised learning
, 238
Indo-European language family tree
, 275–276
Industry 4.0
, 112, 116, 119–120
Information and communication technology (ICT)
, 111, 144, 156, 188, 254, 301
digital divide
, 117–118
discussion
, 122–123
environment and infrastructure
, 113–114
existing technology in education system
, 114–116
future generation
, 119–121
implementing technology in education
, 116–117
investment
, 114
IoT objects
, 119
literature review
, 112
method
, 121–122
Pilot study
, 121
results
, 122
software
, 114
thinking things
, 118
Information systems (IS)
, 258
Information Systems Analysis and Design (ISAD)
, 258
Information technology (IT)
, 256, 293
Innovative/innovation
, (see also Bottom-up innovations; Top-down innovations), 42, 59, 77, 79–80, 275, 287, 289
acceleration of knowledge over years
, 77
challenge of knowledge
, 77
dean’s office
, 294–296
drive for change and
, 129–130
education
, 113
in education
, 87
GII
, 83
in HE and innovators
, 89
in higher education
, 71
learning
, 228
marketing
, 80
media channels
, 275
open
, 82–83
outcomes
, 80
in pedagogy
, 28
R&D
, 77–79
social
, 81–82
soft
, 80–81
student-centred strategies
, 128
for sustainable development
, 83–84
in sustainable development fields
, 89–90
teachers
, 130
Instructional material
, 259
Instructional pedagogy
, 136
Instructional systems design models (ISD models)
, 254–257
experimental procedure
, 262–263
extent of model effectiveness
, 268–270
results
, 263
settings and participants
, 258
study instruments
, 258–262
validity of assessment instruments
, 263–268
Instrumental teachers
, 129
Intellectual appeal
, 80–81
Intelligence
, (see also Knowledge), 172
bodily kinesthetic
, 175
interpersonal
, 175
intrapersonal
, 175
linguistic
, 175
logical-mathematical
, 175
musical
, 175
naturalist
, 175
spatial
, 175
Inter-disciplinary approaches
, 303
Inter-unit collaboration
, 292
Internet of things (IoT)
, 112, 118
Interpersonal intelligence
, 175
Intervention participation
, 181
Intra-subject factor
, 181
Intrapersonal intelligence
, 175
Intrinsic motivation factors
, 190
Item response theory (IRT)
, 263
K-NN approach
, 205, 211
adding new peer into S+ core set
, 13–14
core maintenance
, 215–216
initialisation
, 212–213
k-NN-based updates of models of peers in S–
, 214
Key performance indicators (KPIs)
, 298
Knowledge
, (see also Intelligence), 34
accumulation in student lifecycle
, 57–59
acquisition
, 96
challenge
, 77
creation
, 96, 98
knowledge-based society
, 86
model effectiveness and
, 269–270
participation
, 96
resources
, 65
system reconstruction
, 242
types
, 261
work
, 96
Knowledge building pedagogy (KB pedagogy)
, 42–43, 47
analysis procedure and variables
, 47
discourse
, 44
distribution of synthesised principles
, 48
foci of research on
, 47–50
importance of technology in
, 45–46
objectives
, 46
population, data collection and sample
, 47
principles
, 43–46
research aims addressed in checked papers
, 49
technology employed to supporting
, 50–51
Knowledge forum platform (KF platform)
, 46
Knowledge management (KM)
, 97
course demographics for students
, 101
dimension
, 58
in higher education
, 64–68
Kolmogorov–Smirnov methodology
, 15, 21
Languages in Europe
EU
, 273–274
Euroskepticism
, 274–275
evaluation and value added
, 278–279, 282–284
rationale
, 275–276
rules of game
, 277–278
thesaurus
, 276–277
Law on Higher Education
, 289
Learning
, (see also Technology-enhanced learning (TEL)), 98
activities
, 158
assessment
, 226–227, 261–262
communities
, 48
diaries
, 102
environment
, 226–227
excellence in post-truth era
, 301–303
experimental procedure of
, 262–263
meaningful
, 48
metaphors for
, 96
objective
, 158
objects
, 158
organisation
, 142
outcomes
, 238
process
, 97, 140, 143, 149, 212, 215, 240
and research
, 303
space
, 35
systems
, 302
types
, 259
views on social media and Wikipedia assignment
, 103–104
Learning activity
, 33
management
, 159
management tools
, 168
Learning analytics (LA)
, 206, 303
Learning ecosystem
, 33
for empowering learning
, 31–32
Learning management systems (LMS)
, 19, 21, 24, 99, 302–303
Learning object management
, 159
possibilities
, 168–169
Lecture-based learning
, 238–239
Legal regulations
, 289–290
Life-long learning (LLL)
, 58, 66, 87
Linguistic intelligence
, 175
Logbooks in teacher training
, 33–35
Logical-mathematical intelligence
, 175
Machine to machine (M2M)
, 119
Management of information systems (MIS)
, 258
Marketing
innovation
, 80
perspective
, 146–147
Massive Open Online Courses (MOOCs)
, 156, 238–239, 303
functionalities around six main functions
, 158–161
functionalities with Facebook
, 165–169
teaching mode
, 239–240
Master of Business Administration programme (MBA programme)
, 56
Media literacy
, 223, 226–228
correlation results between scaffolding of learning and
, 229
MEMORAe web platform
, 32–33
Mental imagery with presence and flow
, 193–195
Mental Rotation Test (MRT)
, 176
Messenger (Facebook)
, 164
Metacognitive activities
, 204
Millennium Development Goals (MDGs)
, 75–76
Mobile applications in schools
, 150
Mobile-based VR device
, 172
Model effectiveness, extents of
, 268–270
Moodle (learning platform)
, 50, 99, 226
Multimedia projects
, 178–179
Multiple instance-based algorithms
, 206
Musical intelligence
, 175
Mystu-edx online learning platform
, 244
Offline flipped classroom guided by ability cultivation
, 244
One-to-one initiatives (1:1 initiatives)
, 127
Online
communities
, 99
education
, 187–188
logbook
, 33
mentoring
, 117
SPOC class teaching design
, 242–243
Online 311 class
, 242–243
Online Encyclopaedia Article, collective edition of
, 35–36
Online higher education, experiences in
, (see also Higher education (HE))
core immersive experiences of presence and flow
, 189–190
interplay of perceived interactivity and mental imagery
, 193–195
perceived control, focused attention and challenges
, 191–193
practical recommendations
, 196–197
presence as antecedent of flow
, 190–191
Online-and-Offline (O2O)
, 240
feedback from student course evaluation
, 252
flipped classroom teaching mode
, 240–241
MOOC teaching mode
, 238–240
OBE teaching
, 239, 241–245
teaching evaluation and follow-up
, 245–249
teaching reform in China
, 241
OpenAnswer system
, 205–207
OpenGL-based functions
, 174
Organization of Economic Cooperation and Development (OECD)
, 72, 111–112
Organizational image
, 141
Organizational innovation
, 80
Oriented basic research
, 78
Outcome-based education theory (OBE theory)
, 238
design of offline flipped classroom
, 243
online SPOC class teaching design
, 242–243
teaching design driven by O2O
, 241–242, 244
teaching implementation driven by O2O
, 244–245
Pearson’s correlation analysis
, 122
Pedagogical Content Knowledge
, 222
Pedagogical/pedagogy
, (see also Knowledge building pedagogy (KB pedagogy)), 140
agency as training resource
, 35–36
agency in training
, 29–31
collaborative computing environments
, 32–33
doctoral study programme in
, 224
innovation in
, 28, 254
learning ecosystem for empowering learning
, 31–32
logbooks in teacher training
, 33–35
paradigm
, 24
perspective
, 148–149
process
, 222
Peer
assessment
, 204, 206–207
editing
, 98
learning process
, 228
tutoring
, 48
Peer-to-peer support process
, 34
Peers’ evaluation (PE)
, 204–205
Perceived control
, 191–193
PMA-Revised tests (PMA-R tests)
, 175
Polyhedral model in experiment
, 179
Post-course feedback
, 102–105
views on social media in
, 105
Post-learning measure
, 263
Power to act in training
, 29
Prescriptive e-Pedagogical ID model
, 263
Prescriptive ID models
, 256–257
Prescriptive ISD model
, 257–258
Presence and flow
antecedents of immersive experiences of
, 191–193
interplay of perceived interactivity and mental imagery with
, 193–195
Presence as antecedent of flow
, 190–191
President’s Council on Sustainable Development (PCSD)
, 75
Primary Mental Abilities (PMA)
, 175
‘Proactive’ thinking and acting
, 88
Probabilistic approach
, 205
Probability distribution (PD)
, 208
Product development process
, 78
Professional Learning Objectives (PLOs)
, 241
Professional practice
, 30
Programme for International Student Assessment (PISA)
, 115
Psychology educational categories
, 47
Purdue Spatial Visualisation Test-Rotation test (PSVT-R test)
, 172, 176–177
Pure PE-based approach
, 205
Saudi Arabia, Rasch-model case for
, 254–270
Scaffolding
, 48
of learning
, 226–228, 229–231
School website as media
communication perspective
, 147–148
from content functions to goals
, 146
content selection process
, 144–145
future
, 149–150
identifying school website content
, 143
image of school
, 140–142
important content
, 145
marketing perspective
, 146–147
pedagogical perspective
, 148–149
Schools
, 114, 141
ICT in
, 114–116
image
, 140–142
portfolio
, 140
representatives
, 145
Science Citation Index (SCI)
, 47
Second-level professional study programme
, 224
Select-next-or-stop strategy
, 206
Selection strategies
, 208
Self-assessment and reflection
, 129
Self-determination theory
, 189
Self-regulation of learning
, 33
Semantically Interlinked Online Communities (SIOC)
, 32
Small private online course (SPOC)
, 238, 240
Social
capital
, 56, 58, 66
connections
, 64
engagement
, 87
innovation
, 81–82
interactions
, 66
media
, 97, 293–294, 302–303
pillar
, 75
relationships
, 64
Social media online community
, 97
collaborating in bounded and online communities
, 98–100
collaborative writing and learning
, 98
empirical study on collaborative writing of group essay and Wikipedia pages
, 100
findings of survey and learning diaries
, 102–105
justifications for importance of
, 103
Social networking services (SNS)
, 55–56
ANOVA results
, 65
Cronbach’s alpha of composite variables
, 63
definition and sources of variables
, 61–62
implications for practice
, 59–60
knowledge accumulation in student lifecycle
, 57–59
knowledge and social capital with social platforms
, 58
knowledge management in higher education
, 64–68
methodology and sample characteristics
, 60–64
summary statistics
, 65
Social networks
, (see also Facebook), 50, 56
social networking sites
, 303
Social Sciences Citation Index (SSCI)
, 47
Socio-affective health
of community
, 44
of KB communities
, 48
Spatial ability
, 177
experiment
, 178–180
and measurement
, 175–177
previous works
, 177–178
results
, 180–181
Spatial intelligence
, 175
Spatial visualisation skills
, 178
Specialised organisations
, 66
Specification skill development matrix
, 261
Staff, incentives for
, 291
Standard deviation (SD)
, 15
Stanford Business School
, 82
Stanford’s Artificial Intelligence MOOC
, 157
Statistical analysis of data
, 19, 21
Statistical Package for Social Sciences programme (SPSS programme)
, 180–181
Stochastic variables
, 207
Strategic business unit
, 73
Strategic units (SUs)
, 72–73
Student-teachers’ ability
current situation in Latvia
, 224–225
methodology
, 225–227
results
, 227–231
Student(s)
, 173
affairs
, 286, 293–295
facilities for
, 293–294
follow-up performance
, 247
knowledge accumulation in student lifecycle
, 57–59
learning process
, 114, 147
service
, 287, 292–293
student-based sample
, 59–60
student-centred approach
, 142
Student–teacher communication
, 146
Sustainability, pillars of
, 75–76
Sustainable development
, 73–74
innovation for
, 83–84
pillars of sustainability
, 75
SDGs
, 75
SUs
, 73
sustaining
, 75–77
Sustainable Development Goals (SDGs)
, 72, 75–76
Sustainable growth and development
case for education as upbringing
, 300–301
education–innovation–sustainable development
, 298
holistic approach to education
, 298–300
promoting teaching and learning excellence
, 301–303
restoring agency of teacher/professor
, 301
Symmetric knowledge advancement
, 44
Tablets in lower secondary education
analysis
, 131
drive for change and innovation
, 129–130
focus group
, 131
method
, 130
questionnaire
, 130–131
results
, 131–135
Task analysis activity
, 259
Taxonomy of MOOC concepts
, 158
Teachers
logbooks in teacher training
, 33–35
personal pedagogical beliefs
, 45
professional master’s programme
, 224
restoring agency of
, 301
teacher-created websites
, 149
Teaching
activities design
, 243
lecture-based
, 239
in post-truth era
, 301–303
practices
, 128
profession
, 222
Teaching evaluation
, 245
course teaching evaluation done by student
, 245
feedback of students on course teaching
, 245
follow-up
, 249
keywords from feedback
, 246–248
students’ follow-up performance
, 247
Teaching mode
flipped classroom
, 240–241
MOOC
, 239–240
Teaching–learning processes
, 172, 188–189, 223–225
Technologies
, 226
correlation results between scaffolding of learning and
, 230
in learning process
, 223, 226, 228, 231
technology-driven initiatives
, 129
transfer and innovation
, 87
Technology-enhanced learning (TEL)
, (see also Learning), 13, 113, 302
case summaries
, 16, 20
correlation analyses
, 17, 22–23
literature analysis
, 12–13
methodology
, 14
results
, 14–21
Test reliability
, 265–268
Three-dimension (3D)
, 172
computer technologies
, 178
Top-down innovations
, (see also Bottom-up innovations), 287
computer systems
, 287–289
incentives for staff
, 291
legal regulations
, 289–290
Traditional teacher-centric perspective on learning
, 96
Traditional/instrumental approaches
, 131–132
Training
activity
, 179
agency as training resource
, 35–36
agency in
, 29–31
scheme
, 28, 36
‘Transcends the academic sphere’
, 44
Transcript of records
, 290
Transportation-imagery account
, 189
Trialogical educational perspectives
, 42
Two-dimensional visualisation (2D visualisation)
, 172