Education Technology

This paper examines how narrative-centered learning environments are establishing themselves as affordable and effective alternatives to traditional text-based delivery models, static computer-based tutoring systems, and immersive, role-playing computer game-based resources. Drawing upon long-standing cultural traditions while embodying constructivist principles and relying on cognitive theories that detail the
processing of word-driven information, narrative-centered learning environments arequietly, and quite naturally, winning over the minds of educators and students alike.

The  aim  of  this  paper  is  to  highlight  the  areas where  the  current  education  system  is  lacking  and  how outcome    based    education    system    can    be    successfully implemented  to  prevent  that  area  where  focus  is  needed. This  paper  specifically  focuses  on  engineering  educational system,  how  balance  between  knowledge  and  practical  skill set  can  be  given  focus  for  betterment  of  educational  system
and learning.

In late-2018, AWS Educate engaged FHI 360 to design and conduct a study to help understand how their no-cost online education program1 had impacted the economic lives of participating learners. AWS Educate was interested in understanding what skill development, employability, employment, or entrepreneurial benefits had been accrued by learners who had completed no-cost online training pathways or participated in in-person events hosted or sponsored by AWS Educate (Powered by AWS EducateTM).

Initially focused exclusively on learners in the Asia-Pacific-Japan (APJ) region, where AWS Educate first launched in May 2015, the sample was later expanded to include additional learners from APJ, the US, Europe, and South America— many of whom excelled in hackathons, challenges, or other competitions— in order to capture the widest possible array of benefits that accrue to learners in diverse contexts. This is a qualitative study with the lead focus on students in APJ.

These results will inform AWS Educate’s program and partnership development strategy, suggest guiding directions for future customer research, and provide direct input into future efforts to systematically detect and measure the impact of programming on learners, and on economies and labor markets more broadly. The study is also intended to generate or enhance both local and global awareness of how the AWS Educate program benefits learners. In this respect, it is useful as a tool to deepen engagement with AWS customers, students, educators, institutions of secondary and higher education, and communities by catalyzing a new conversation about how and why cloud computing education is an essential element in preparing learners for a digital future.

The effectiveness of Undiksha e-learning as one of the official learning media for the Undiksha Physical and Health Study Program has not been measured scientifically. This study aims to describe the effectiveness of online learning using Undiksha E-Learning in the Physical Education and Health Study program during the COVID-19 pandemic. This research is descriptive quantitative research with a survey design. The sample of this study was all students of the Physical Education Study Program, amounting to 120 people. The data collection instrument uses a questionnaire packaged into google forms. Data analysis used descriptive statistics. The results showed that online learning using Undiksha's E-Learning during the covid-19 pandemic in the Physical Education and Health Study program was quite effective. This is revealed from online learning using Undiksha E-Learning, the concentration of students in paying attention to the explanations of the lecturers is 96%, the level of student...

We’ve all seen the short ‘educational and entertaining films shown on study days of teachers, the ones that show practical, real-world classroom examples, such as teachers demonstrating how to use a new ICT application. This article discusses such examples of educational practice (in short: practical examples) because, if they meet certain conditions, they can inspire teachers to integrate ICT into their daily classroom teaching.

This 2004 report was commissioned by NESTA Futurelab and co-authored with Professor Angela McFarlane. The report is an introduction to current opinion on the role of computer games in supporting children’s learning inside and out of school.

The report contained a summary of the contemporary state of the computer and video gaming industry, market and culture, an overview of the significant developments in research into gaming and the educational relevance of video games, and a summary of the literature resulting from this research.

The report was commissioned by the Entertainment and Leisure Software Publishers Association (ELSPA) and co-authored with Hilary Ellis, Professor Stephen Heppell, Aleks Krotoski and Professor Angela McFarlane.

The report presents an overview of gaming and the gaming sector, the theoretical foundations of how games can be used in learning, many examples of video game-centric learning in UK classrooms, but also some of the problems and obstacles with using this media in schools. The report also discusses games within lifelong and adult learning, examples of game-based learning outside the UK, and gaming within the context of technological changes and opportunities in the school sector.

Within education, concepts such as distance learning, and open universities, are now becoming more widely used for teaching and learning. However, due to the nature of the subject domain, the teaching of Science, Technology, and Engineering are still relatively behind when using new technological approaches (particularly for online distance learning). The reason for this discrepancy lies in the fact that these fields often require laboratory exercises to provide effective skill acquisition and hands-on experience. Often it is difficult to make these laboratories accessible for online access. Either the real lab needs to be enabled for remote access or it needs to be replicated as a fully software-based virtual lab. We argue for the latter concept since it offers some advantages over remotely controlled real labs, which will be elaborated further in this paper. We are now seeing new emerging technologies that can overcome some of the potential difficulties in this area. These include: computer graphics, augmented reality, computational dynamics, and virtual worlds. This paper summarizes the state of the art in virtual laboratories and virtual worlds in the fields of science, technology, and engineering. The main research activity in these fields is discussed but special emphasis is put on the field of robotics due to the maturity of this area within the virtual-education community. This is not a coincidence; starting from its widely multidisciplinary character, robotics is a perfect example where all the other fields of engineering and physics can contribute. Thus, the use of virtual labs for other scientific and non-robotic engineering uses can be seen to share many of the same learning processes. This can include supporting the introduction of new concepts as part of learning about science and technology, and introducing more general engineering knowledge, through to supporting more constructive (and collaborative) education and training activities in a more complex engineering topic such as robotics. The objective of this paper is to outline this problem space in more detail and to create a valuable source of information that can help to define the starting position for future research.

Media technology—from mass media to social media and from video gaming to computer-mediated communication—plays an increasingly central role in people’s lives. Due to exponential increases in computing power, people now carry incredibly powerful computers—their smartphones—everywhere they go. This ever-greater access to media technology is generating an ever-greater conflict between media activities and the unmediated activities critical for psychological well-being—from our face-to-face conversations and family time to our down time and work lives. What are the costs and benefits of people’s modern media technology use for psychological well-being? Using a complementarity-interference (CI) framework, I review research to illuminate key psychological processes (i.e., mediators) and conditions (i.e., moderators) of the relationship between media technology and psychological well-being. Based on the existing evidence, I propose an initial theoretical CI model of the effects of media technology on psychological well-being. I use this CI model to outline important directions for future research, providing guidelines for an integrated, theoretically informed research on media technology.

Dado que el aprendizaje basado en competencias es un tema ampliamente trabajado, se pretende continuar su discusión al interior del programa de Diseño Industrial de la Universidad Jorge Tadeo Lozano, por tanto el presente artículo intenta aportar a la reflexión presentando un referente conceptual que contextualiza el discurso de las  competencias en los procesos formativos en el campo del diseño. Se presenta una revisión e interpretación del discurso de las competencias para intentar, a la luz de reflexiones sobre el desarrollo individual y social para el desarrollo humano innovador, establecer desde las praxis proyectuales sociales, innovadoras, contemporáneas para el ámbito de lo cotidiano, algunas consideraciones que estructuren, desde un enfoque complejo y sistémico, un concepto de competencia que sea pertinente para el aprendizaje del diseño industrial. Finalmente, se plantea un programa de investigación que incorpora y desarrolla la presente propuesta a nivel pedagógico–investigativo la cual ha sido desarrollada al interior del Grupo, diseño pedagogía, tecnología, sociedad, -DPTS- durante los últimos dos años.

Günümüzde bilişim teknolojilerinin eğitimde kullanımı her geçen gün artmaktadır. Bu artış, en çok uzaktan eğitim alanında olmakta ve teknoloji alanındaki gelişmeler uzaktan eğitimi daima etkilemiştir. İlgili literatür incelendiğinde uzaktan eğitim ile ilgili gelişmelerin artan bir ivme ile daha da artacağını göstermektedir. Ancak uzaktan eğitimde istenilen hedeflere ulaşılabilmesi için bu sürecin etkili bir şekilde planlanması, örgütlenmesi, çalışmaların koordine edilmesi, bireysel ve örgütsel başarının değerlendirilmesi, birimler arasında iletişimin sağlanması, karar verme mekanizması gibi eğitim yönetimini ilgilendiren konular üzerinde de durulması gerektiği söylenebilir.
Gelişmiş ülkelerin birçoğunda farklı uzaktan eğitim modelleri üzerinde çalışmalar yürütülmektedir. Dünya genelinde bilgi ve iletişim teknolojilerinin kullanımında öncü olan Güney Kore, bu kapsamda edindiği bilgi ve tecrübelerle, diğer ülkelere danışmanlık hizmeti sunmaktadır. Güney Kore’nin üstlendiği küresel gelişim işbirliği çabalarının amacı, eğitimde gelişmekte olan ülkeler arasındaki olanaklarını genişletmek ve ikili ortaklıklar ile eğitimdeki yenilikleri desteklemektir (UNESCO, 2010). İnovasyon ve eğitimde bu denli büyük başarı elde etmiş olan Güney Kore’nin başarısı planlı ve sistematik olarak yürütülen yönetim mekanizmasının eseridir. Bu çalışmanın amacı; uzaktan eğitim açısından Güney Kore’deki uzaktan eğitim sisteminin yönetimsel yapısını incelemektir. Bu amaç doğrultusunda uzaktan eğitimin Güney Kore’deki uygulamaları ve yönetim yapısı incelenerek, elde edilen bilgilere yer verilecektir. Yapılacak literatür taraması doğrultusunda elde edilen veriler değerlendirilerek ülkemizdeki uygulama alanlarına ilişkin önerilerde bulunulacaktır. Bu çalışmanın, ülkemizde uzaktan eğitim sistemlerinin kurulması ve yönetilmesi konusunda yeni bir bakış açısı kazandıracağı düşünülmektedir.

The adoption of blended learning is an under-researched process in the Lebanese academic context, especially when students are teachers in professional development. Although the movement towards blended learning is generally initiated in some university courses, little research has investigated teachers' perceptions of the factors that determine their success and minimize resistance, especially at the level of delivery. This article explores the adoption of hybrid training in a course at the Lebanese university. This case study explores, based on the questionnaires administered to a sample of 65 trainee teachers, the concept of blended learning from their points of view. The questionnaire included five main lines based on the literature such as (a) learning process, (b) trainer support, (c) equipment, (d) collaboration and (e) technology. The results indicated that teachers were satisfied with both their participation in the course and the knowledge gained during the training as well. The results also revealed a number of factors to consider when designing such courses in the Lebanese context. Résumé L'adoption de l'apprentissage mixte est un processus peu recherché dans le contexte universitaire libanais surtout quand les étudiants sont des enseignants en formation continue. Bien que le mouvement vers l'apprentissage mixte soit généralement initié au sein de quelques cours universitaires, peu de recherches ont investigué les perceptions des enseignants vis-à-vis des facteurs qui déterminent son succès et minimisent la résistance surtout au niveau de la prestation. Cet article explore l'adoption d'une formation hybride dans un cours à l'université libanaise. À partir des 16 questionnaires administrés auprès d'un échantillon de 65 enseignants stagiaires, cette étude de cas explore le concept d'apprentissage hybride de leurs points de vue. Le questionnaire comprenait cinq axes principaux basées sur la littérature tels (a) le processus d'apprentissage, (b) le soutien du formateur, (c) le matériel, (d) la collaboration et (e) la technologie. Les résultats ont indiqué que les enseignants étaient satisfaits à la fois de leur participation au cours et des connaissances acquises lors de la formation. Les résultats ont également révélé un certain nombre de facteurs à prendre en considération lors de la conception de ce genre de cours dans le contexte libanais.

Eğitimcilerin üzerinde önemle çalıştıkları konulardan biri de ölçme değerlendirme konusudur. Özellikle günümüzde eğitimciler tarafından “öğrenme amaçlı ölçme değerlendirme” anlayışının benimsendiği görülmektedir. Bu araştırmanın amacı da öğretmenler için bir değerlendirme aracı öğrenciler için de yol haritası niteliği taşıyacak bir analitik Rubrik geliştirmektir. Bunun için nitel araştırma yöntemlerinden gözlem, görüşme ve doküman incelemesinin yer aldığı üçgenleme seçilmiştir. Araştırmanın katılımcı grubunu dördüncü sınıf öğretmen adayları (N=32), yedinci sınıf (N=28) ve sekizinci sınıf (N=24) ortaokul öğrencileri ile öğretim teknolojileri ve fen eğitimi alanındaki birer uzman (N=2) oluşturmaktadır. Rubriğin geliştirilmesine yönelik uygulamalar dördüncü sınıf öğretmen adayları ve ortaokul sekizinci sınıf öğrencileri ile yapılmıştır. Rubriğin iç tutarlılığı ve kapsam geçerliği için uzman görüşlerine başvurulmuştur. Güvenirlik çalışmaları ise ortaokul yedinci sınıf öğrencileri ile gerçekleştirilmiştir. Analizler sonucunda geliştirilen rubrik üç ana Performans Göstergesi altında toplamda 10 Performans Göstergesinden oluşmaktadır. Katılımcıların performansları, geliştirilen rubrik kullanılarak araştırmacılar ve fen eğitimi alan uzmanı tarafından puanlamıştır. Puanlayıcıların verdiği puanların tutarlığı basit doğrusal korelasyon tekniği kullanılarak analiz edilmiştir. Analiz sonucunda puanlayıcılar tarafından öğrencilere verilen puanlar arasındaki ilişki açısından pearson korelasyon katsayılarının 0,83 ile 0,97 arasında değiştiği ve bu ilişkilerin α=0,01 düzeyinde istatistiksel olarak anlamlı olduğu bulunmuştur. Bu sonuç geliştirilen rubriğin kullanılabilir olduğunu göstermektedir.

Multiple Choice Question (MCQ) plays a major  role  in  educational  assessment  as
well  as  in  active  learning.  In  this  paper we present a system that generates MCQs
automatically  using  a  sports  domain  text as  input.  All  the  sentences  in  a  text  are
not capable of generating MCQs; the first step  of  the  system  is  to  select  the  informative  sentences. We  propose  a  novel technique  to  select  informative  sentences by  using  topic
modeling  and  parse  structure  similarity.  The  parse  structure  similarity  is computed  between  the  parse structure of an input sentence and a set of reference  parse  structures.  In  order  to
compile  the  reference  set  we  use  a  number  of  existing  MCQs  collected from  the web. Keyword selection  is done  with the help  of  occurrence  of  domain  specific word  and  named  entity  word  in  the  sentence.  Distractors  are  generated  using  a set  of rules and  name  dictionary. Experimental  results  demonstrate  that  the  proposed technique is quite accurate.

This study investigates the impact of modern technologies on Malaysian youth engagement in cybercrime. A cross-sectional survey is used to provide'i$r*"rr"" obout the youth behaviour. The study population comprises Malaysia youth aged futween I5 and 35 years old.Atotal of 1,150 questionnaires were distributedto youth' The study finds that longer houis spentLn Internet or technology related anivities promote cybercrime activities. From the regression analysis, the study fuds that the common mediums or channels to carry out cybercrime activities are emails, blog creation, online transactions and niw technology. The regression otalysis also.finds that age (younger youth), gender (male), ethnicity (Bumiputera), accommodation (Flat/Apartment/Condominium) and region 6tins vayey) are rte significant socio demographic variables influencing youth involvement in c1'bercrimes ' The study proposes recommendations that are divided into two main sctions'Thefirst section of recommendations is based on directfindings of the study t'hile the second section of recommendations is more oJ a general recommendation m curb negative influence of technology on youth.

The integration of information technology in the education system at all levels must be utilized with the purpose of incorporating 21st century competencies, skills, and attitudes (Care, Kim, & Vista, 2015). Teachers or facilitators tasked with helping students learn to learn are linked to different instructional and assessment strategies (Fadel, 2016) which prompted necessary change initiatives to meet the demands of the current learners. E-learning initiatives particularly using online platforms for blended learning has the potential to allow technology to work best for education by engaging the learner. In many institutes of higher learning, blended learning approach is being put in place using technology however, the teacher's ability to adopt and willingness to adapt is vital. The purpose of this study then was to understand the perception of teachers employing the blended approach and using LMS in teaching and learning. The case study suggested that the teachers' perspectives about blended learning and usage of LMS were both of positive and negative nature. The planning and implementation were quite well thought through yet using the platform had its limitations which were primarily due to time constrain, lack of IT support and training.

Este artículo intenta acercarse a una elaboración teórica de la relación entre espacio virtual y subjetividad. En primer lugar, aborda el concepto de espacio virtual como ámbito político. A continuación, describe sucintamente el devenir histórico-político del vínculo pedagógico en Latinoamérica y su relevancia en los procesos de subjetivación. Por último, propone una diferenciación entre diversas modalidades de la virtualidad y la herramienta del foro virtual como espacio de resistencia. Los tres ejes de análisis intentan acentuar una perspectiva política de la educación, y describir tanto las contradicciones del espacio virtual como su potencial capacidad emancipadora.

This article attempts to approach a theoretical elaboration of the relationship between virtual space and subjectivity. First, it addresses the concept of virtual space as a politicalarena. Then, it describes the historical-political evolution of the pedagogical link in Latin America and its relevance in the processes of subjectification. Finally, it proposes a distinction between various forms of virtuality and the forum as a space of resistance. The three axes of analysis try to emphasize a political perspective of education and describe both the contradictions of the virtual space as its potential emancipatory capacity.

This article about the convergence of media and education corporations details the tendencies of for-profit companies to standardize, homogenize, and automate knowledge, curriculum, and pedagogy. The first section reviews the policy trends that established the standards, standardization, and technology regime that created the conditions for the education
media/tech convergence and its consequences. The second section examines the economic interests driving the expansion of media and education companies with a particular look at the expansion of tablet products. The third section discusses the political and cultural implications of these trends.

Penelitian ini bertujuan untuk mengetahui bagaimanakah hasil belajar kognitif yang diperoleh siswa SD kelas tinggi dengan menggunakan pembelajaran kontekstual meda mazi pada K-13 (tematik). Pengumpulan data dengan melakukan wawancara, observasi dan tes hasil untuk memperoleh nilai akhir pada siswa dengan menerapakan Meda Mazi. Tes tersebut disusun sesuai dengan Kurikulum 2013 yaitu pembelajaran Tematik, yang telah disesuaikan dengan silabus, Buku Guru dan Buku Siswa serta karakteristik kontekstual siswa yang telah dipadukan dengan Meda Mazi. Pembelajaran kontekstual merupakan pembelajaran yang dilakukan oleh guru dengan mengaitkan keadaan nyata yang dialami siswa secara alamiah. Untuk lebih mendalami keadaan kontekstual siswa Sekolah Dasar di kecamatan Golewa dan Golewa selatan Kabupaten Ngada, menerapkan Pembelajaran Kontekstual Meda Mazi, salah satu Sekolah Dasar yang sedang menerapkan Meda Mazi adalah SDI Malanuza yang sekaligus menjadi sekolah sasaran peneliti.  Meda Mazi itu se...

Student-centred learning and teaching emphasises the way in which learning involves the students creating concepts or constructs to achieve short-term mastery but long-term retention, in-depth understanding of course material, achievement of critical thinking, creative problem-solving skills, development of a positive approach, and a level of confidence in their knowledge and skills. This study investigates both theoretical and practical approaches to student-centred learning and teaching, based on the data from students (N=35) and designed to improve student motivation considering three areas: face-to-face sessions, technology and assessments. Potential practices and theories are proposed based on the results of students’ feedback from staff-student liaison meetings, with undergraduate and postgraduate representatives. Through the qualitative data analysis, practical suggestions and implications for educators to improve student-focused learning and teaching methods arise. In particular, the importance of educational technology and multiple assessment methods provides the pedagogical shift from the tutor’s to the student’s perspective in order to enhance tangible student-centred tactics. Effective pedagogical suggestions from three different angles provide guidance for educators on how to adapt the concepts to real teaching experience.

This study aims to determine the effect of using quiz creator to increase students' mathematics learning outcomes in the material Statistics. This study population is students of class XI SMA Diponegoro Kisaran of academic year 2015/2016. From the calculation results obtained by t count = 4.87 t table (0,95) = 1.67 Thus obtained: t count > t table is 4.87 > 1.67 Ho rejected the conclusion that the statement contained the effect of using quiz creator to increased results mathematics learning in materials Statistics. Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan quiz creator terhadap peningkatan hasil belajar matematika siswa pada materi Statistika. Populasi penelitian ini adalah siswa Kelas XI SMA Diponegoro Kisaran tahun ajaran 2015/2016. Dari hasil perhitungan uji t diperoleh t = 4,87 t tabel (0,95) = 1,67 Maka diperoleh: t hitung > t tabel yaitu 4,87 > 1,67 sehingga pernyataan Ho ditolak kesimpulannya terdapat pengaruh penggunaan quiz creator terhadap peningkatan hasil belajar matematika siswa pada materi Statistika.

As with previous snapshots, the responses show a mixed picture of virtual world use and institutional attitude in UK Higher Education, from the positive:

“We seem to be moving into a phase where virtual worlds are taken very seriously as potential environments for learning which means, as an institution, we don’t waste time trying to repeatedly convince ourselves any more.”

…to the negative:

“My personal view is that the downturn in interest reflects a combination of effects arising from the financial squeeze on universities and the need to concentrate on the provision of hard evidence of academic quality in order to justify the new tuition fees our institutions wish to charge.”

Second Life remains the predominant virtual world of use amongst survey respondents, as it has been in UK academia for over half a decade. However, other worlds such as OpenSim (in particular) and Open Wonderland are being explored and used by an increasing number of academics, partially due to their functionality and partially as they do not exhibit the restrictions and costs of using Second Life. On the subject of Second Life; while comments about this particular virtual world were mixed or positive, comments regarding Linden Labs were pretty much all negative, due in large part to the increased cost of ‘land’.

When asked about what happened when students encountered virtual worlds, most respondents reported good experiences. The steep learning curve of virtual worlds, and the expectations of video game playing students, were themes in those who reported mixed virtual world experiences amongst their students.

Institutional support, such as IT provision and virtual world access, staff time, virtual world technology acceptability, and funding for staff and infrastructure e.g. Second Life island space, remains varied across UK universities. Some institutions provide significant support and internal funding; others provide nothing and academics persevere through their own devices. Despite this, some UK academics who have had little or no support have persisted in using virtual worlds in their teaching and/or research for several years.

There is enthusiasm, research, and a (wide) variety of ideas (and some disagreement) on how virtual worlds should be integrated with other technologies. The SLOODLE project, which integrates the virtual environment of Second Life or OpenSim with the Moodle learning management system, was mentioned positively by several respondents.

Future predictions varied amongst the respondents. Some were handicapped, or disenfranchised, from further use of virtual worlds further due to a squeeze on funding or other institutional resources, or a change in priorities within their host university regarding what staff should be doing. They were understandably pessimistic about the future use of virtual worlds in academia, by themselves and others. Others saw a continuing use of virtual worlds in teaching and academia, an optimism shared by several first-time contributers to a snapshot.

Several participants called for more research, and the highlighting of the resultant data to make a stronger case for the use of virtual worlds in education.

Virtual World Watch asked previous respondents to snapshot reports – UK university and college academics who develop and use virtual worlds – what worlds they used and why they chose them. Second Life and OpenSim were mentioned or used by most respondents.

Second Life is attractive due to its constant development over six years, there is no need to acquire a server or significant local technical support, the large community of experienced practitioners, and the variety of already-created objects and structures that can be quickly re-used cheaply or for free.

OpenSim is attractive because, compared to Second Life, ‘land’ does not carry the same expense, there are fewer security issues, there is no dependence on a single commercial vendor, and it is easier to configure how private your environment is; content can also be ported from Second Life.

Apart from Second Life and OpenSim, over a dozen other virtual worlds or environments were mentioned; of these Metaplace and Forterra’s OLIVE appeared to pique more interest and use, from an educational perspective, than the others. Some respondents had examined a range of virtual worlds. Sensibly, organisations such as St Andrews University are examining these from the perspective of the educational or project requirements, rather than the attributes of the particular virtual worlds.

Several respondents contributed their criteria lists (given in this report) for evaluating virtual worlds. A few are creating or using more complex frameworks: the Open University, for example, is developing a matrix of virtual world needs containing around 70 weighted criteria.

However, examining just one virtual world from the perspectives of teaching, learning, build, functionality, security, stability and many other criteria of importance to academics is not a trivial operation. Consequently:

- Some academics, though they would like to examine more virtual worlds, tend to default to examining just one or two options due to a lack of time/resource. Usually, Second Life or OpenSim is one or both of these.

- Many UK universities are, independently of each other, examining a range of virtual worlds. This time- and resource-consuming operation results in a significant amount of duplicated activity across the sector.

Recommendations

- It would assist other academics in making a more informed choice, and reduce the significant amount of duplicated activity across UK higher and further education, if institutions would rapidly disseminate their virtual world comparative findings. As virtual worlds are being developed at an extremely fast pace, the traditional academic timeline for dissemination is of no use; a matter of weeks, rather than months or later, and such information becomes outdated.

- A number of similar responses indicate a common need for an OpenSim – or similar – platform for current and prospective virtual world users and developers in UK higher education who do not have server and technical resources. As well as providing a low-cost environment with relatively high (and configurable) security and privacy, such an option provides a ‘back-up solution’ for previous and ongoing work created in worlds such as Second Life. Whether this could, or should, be provided by an academic institution or consortium, or by a technology services company, is a debatable point; ReactionGrid appears to go someway towards this requirement.

Penelitian ini bertujuan untuk (1) mendeskripsikan rancang bangun pengembangan media (2) mengetahui validitas hasil pengembangan media, (3) mengetahui efektivitas pengembangan media. Penelitian ini termasuk penelitian pengembangan menggunakan model ADDIE. Metode yang digunakan yaitu wawancara, kuesioner, tes dan pencatatan dokumen. Data dianalisis dengan teknik analisis deskriptif kualitatif, kuantitatif, dan statistik inferensial (uji-t). Hasil penelitian menunjukkan: (1) Media permainan ular tangga dikembangkan menggunakan model ADDIE yang terdiri atas analisis, desain, pengembangan, implementasi, dan evaluasi. (2) Hasil validitas media dinyatakan valid dilihat  dari review para ahli dan siswa dengan persentase ahli isi mata pelajaran 92,86%, ahli media pembelajaran 82,86%, ahli desain pembelajaran 96,66%, uji coba perorangan 95,39%, uji coba kelompok kecil 93,59%, dan uji coba lapangan 94,50%. (3) Uji efektivitas media permainan ular tangga menunjukkan bahwa hasil thitung (9,6) &...

In this article, we examine the historical emergence of the concept of "digital literacy" in education to consider how key insights from its past might be of use in addressing the ethical and political challenges now being raised by connective media and mobile technologies. While contemporary uses of digital literacy are broadly associated with access, evaluation, curation, and production of information in digital environments, we trace the concept's genealogy to a time before this tentative agreement was reached-when diverse scholarly lineages (e.g., computer literacy, information literacy, media literacy) were competing to shape the educational agenda for emerging communication technologies. Using assemblage theory, we map those meanings that have persisted in our present articulations of digital literacy, as well as those that were abandoned along the way. We demonstrate that our inherited conceptions of digital literacy have prioritized the interplay of users, devices, and content over earlier concerns about technical infrastructures and socioeconomic relations. This legacy, we argue, contributes to digital literacy's inadequacies in addressing contemporary dilemmas related to surveillance, control, and profit motives in connective environments. We propose a multidimensional framework for understanding digital literacies that works to reintegrate some of these earlier concerns and conclude by considering how such an orientation might open pathways for education research and practice.