TY - CHAP
T1 - How to Predict the Unpredictable
T2 - Technology-enhanced Learning and Learning Innovations in Higher Education
AU - Daniela, Linda
AU - Visvizi, Anna
AU - Lytras, Miltiadis D.
N1 - Publisher Copyright:
© 2019 Emerald Publishing Limited.
PY - 2018/1/1
Y1 - 2018/1/1
N2 - The digitisation of various parts of society is developing at an increasingly rapid rate, which effects the way people receive services and how familiar they are with new innovations and technological challenges in educational environments. The future members of society must be prepared to participate in the creation of new innovative solutions as well as to support the process of knowledge creation. Despite the fact that rapid development of technologies requires society to immediately respond, even under these circumstances society must be able to make meaningful decisions. These processes put on the forefront of competence have the ability to predict the unpredictable, which means that the educational environment must to a certain extent be able to predict what has not yet existed and cannot be verified. However, it must at the same time involve specialists from different fields who must deal with technologies and technological solutions that have not been tested or proven consistent in the long run, measure their impact and predict what services are up to date and what technologies and skills are required. This section examines the conditions for technology-enhanced learning (TEL) in a higher education (HE) context to understand what technologies and digital solutions have traditionally been used as well as the role of educators in driving TEL. The aim of the research is to conduct a pilot study to identify the most recent trends in the use of technologies in HE, identify the future research directions, predict the future directions of development and collect and analyse the obtained data.
AB - The digitisation of various parts of society is developing at an increasingly rapid rate, which effects the way people receive services and how familiar they are with new innovations and technological challenges in educational environments. The future members of society must be prepared to participate in the creation of new innovative solutions as well as to support the process of knowledge creation. Despite the fact that rapid development of technologies requires society to immediately respond, even under these circumstances society must be able to make meaningful decisions. These processes put on the forefront of competence have the ability to predict the unpredictable, which means that the educational environment must to a certain extent be able to predict what has not yet existed and cannot be verified. However, it must at the same time involve specialists from different fields who must deal with technologies and technological solutions that have not been tested or proven consistent in the long run, measure their impact and predict what services are up to date and what technologies and skills are required. This section examines the conditions for technology-enhanced learning (TEL) in a higher education (HE) context to understand what technologies and digital solutions have traditionally been used as well as the role of educators in driving TEL. The aim of the research is to conduct a pilot study to identify the most recent trends in the use of technologies in HE, identify the future research directions, predict the future directions of development and collect and analyse the obtained data.
KW - active learning
KW - digital competence
KW - higher education
KW - learning innovations
KW - shift in academic identity
KW - Technology-enhanced learning
UR - https://www.scopus.com/pages/publications/85055532418
U2 - 10.1108/978-1-78756-555-520181003
DO - 10.1108/978-1-78756-555-520181003
M3 - Chapter
AN - SCOPUS:85055532418
SN - 9781787565562
T3 - Emerald Studies in Higher Education, Innovation and Technology
SP - 11
EP - 26
BT - The Future of Innovation and Technology in Education
PB - Emerald Group Publishing Ltd.
CY - United Kingdom
ER -