The recent emergence of generative artificial intelligence (GenAI) tools, such as ChatGPT, has brought profound changes to higher education. While many studies have examined the potential use of ...ChatGPT in teaching and learning, few have explored the opportunities to develop assessments that facilitate the use of multiple technological innovations (i.e. traditional AI and GenAI tools). We conducted qualitative research to address this gap. The assessments of an elective English course in Hong Kong were re-designed to incorporate GenAI and other tools. Students were asked to employ and reflect on their use of these tools for their writing assessments. We analyzed the written reflections of 74 students and conducted focus group interviews with 28 students. The results suggest that the students possess an acumen for choosing the appropriate online tools for specific purposes. When they can choose freely, they develop skills that allow them to evaluate and select between traditional AI and GenAI tools when appropriate. Some students mentioned concerns with the different features of the free and premium versions. The results of this study call for (1) assessment practices that allow the flexibility to use different AI tools and (2) the equitable use of various AI tools.
The evolution of teaching and learning has come across various significant phases over the past hundreds of years. History has witnessed tremendous and revolutionary changes in teaching & learning, ...from Education 1.0 to Education 4.0 and beyond. Overall experts may have a difference of opinion on various aspects of teaching and learning and their evolution however one thing we all agree on is that the modern classroom has changed to an extent that we have witnessed revolutionary innovations happening in the way the modern classroom is managed, lecture delivery, learning environment, and collaboration. Activity-based learning and the use of tools and web applications have significantly increased over the past one and a half to two decades. Numerous applications and tools are utilized to boost student participation, interest, motivation, and concentration levels. Moreover, revision and repetition of topics are also being done innovatively. This research study is based on the evaluation of a teaching and learning tool Socrative. This research study comprehensively analyses the effectiveness of this tool and its impact on the learning experience of the students. The study has been conducted in one of the premier higher education institutions in the Sultanate of Oman.
In recent years, the field of music therapy (MT) has increasingly embraced the use of technology for conducting therapy sessions and enhancing patient outcomes. Amidst a worldwide pandemic, we sought ...to examine whether this is now true to an even greater extent, as many music therapists have had to approach and conduct their work differently. The purpose of this survey study is to observe trends in how music therapists from different regions around the world have had to alter their practice, especially in relation to their use of technology during the COVID-19 pandemic, because of limited options to conduct in-person therapy due to social distancing measures. Further, the findings aim to clarify music therapists’ perspectives on the benefits and limitations of technology in MT, as well as online MT. In addition, this survey investigated what changes have been necessary to administer MT during COVID-19, in terms of virtual therapy and online tools, and how the changes made now may affect MT in the future. We also explored music therapists’ views on whether special technology-focused training might be helpful to support the practice of MT in the future. This is the first survey, to our knowledge, to break down opinions of and trends in technology use based on geographical region (North America, Europe, and Asia), and several noteworthy differences were apparent across regions. We hope our findings provide useful information, guidance, and a global reference point for music therapists on effectively continuing the practice of MT during times of crisis, and can encourage reflection and improvement in administering MT.
New technologies have had a substantial impact on L2 learners' writing processes. Given the continuous nature of technological evolution, more work is needed to document L2 writers' learner‐initiated ...technology use, particularly their use of machine translation (MT) tools. This need is further solidified by recent calls for new pedagogical approaches to better prepare learners to use MT critically. The current study uses screen recordings, retrospective recall, and interviews to document what online tools L2 writers' use, how they use them, and what factors influence this use. Findings reveal that participants overwhelmingly rely on MT tools while writing. Moreover, they engage in complex actions with MT tools, which are influenced by language knowledge, beliefs about online tools, their own perceived roles in the writing process, and classroom policies. The paper ends with a consideration of the struggles that emerge to consider their pedagogical implications for supporting critical online tool use.
The Challenge
How do L2 writers use online tools? Does it matter? To support L2 writers' critical and meaningful use of online tools, particularly the increasingly‐ubiquitous machine translation tools, we need to understand better how learners are using them.
Journal clubs have typically been held within the walls of academic institutions and in medicine have served the dual purpose of fostering critical appraisal of literature and disseminating new ...findings. In the last decade and especially the last few years, online and virtual journal clubs have been started and are flourishing, especially those harnessing the advantages of social media tools and customs. This article reviews the history and recent innovations of journal clubs. In addition, the authors describe their experience developing and implementing NephJC, an online nephrology journal club conducted on Twitter.
Inside Front Cover
In article number 2100206, Yang, Li, Huang, and co‐workers designed an interactive web‐based tool: LINT‐web that demonstrates a novel intra‐omics strategy to analyze multi‐omics ...data. This strategy combines lipidomics, proteomics, and genomics information tto data mining the new biological processes. For such reason, we design this cover illustration that shows each type of information is tunneling into the LINT‐web and generating the results.
In this 2-institution feasibility pilot, oncology fellows used and updated freely available web-based learning tools (scaffolds) in a constructivist fashion.
Climate change is an extremely complex challenge characterized by its systemic nature and deep uncertainties. Thus, finding solutions requires a continuing and constructive dialogue between the ...research community and a wide range of stakeholders from governments, non-governmental organizations, civil society, international organizations, industry, businesses and financial institutions. The ENGAGE project (
https://www.engage-climate.org/
) is advancing knowledge co-production through an iterative process of stakeholder engagement with two main streams: (i) stakeholder co-design and assessment of global decarbonization pathways and (ii) stakeholder dialogues on national policies and pathways. Both the global and national stakeholder processes are designed to inform multiple project activities, including: conceptualization of feasibility and assessing the feasibility of decarbonization policies and strategies; decarbonization pathway development using integrated assessment models and considering both feasibility and equity; and assessment of the relative importance of climate change impacts vis-à-vis potential co-benefits. With the start of the COVID-19 pandemic 6 months after the beginning of the project, all of the stakeholder engagement activities had to be organized as online events. Between March 2020 and April 2022, 5 online workshops were organized, two at the global level and 3 at the regional/national level. This paper documents how the challenges of effectively engaging stakeholders in a co-design and dialogue process in an online setting have been met through a process of evaluation and learning that led to the introduction of new approaches and tools to support an inclusive exploration and development of low-carbon transition pathways. We show that a combination of interactive visualizations, open channel surveys and moderated breakout groups are particularly useful tools for online stakeholder engagement. The learning that has taken place through the use of these tools is demonstrated with reference to both the research team (e.g., learning about stakeholders' views on the feasibility of decarbonization pathways) and the stakeholders (e.g., learning about experiences in other countries in dealing with the challenges of decarbonization). The results of using these tools have been used within the project in the design of new decarbonization pathways using integrated assessment models, in the development of a framework for feasibility assessment and in increased attention to socio-economic drivers of change. We conclude that despite several advantages of online engagement, such as the expanded geographical coverage and reduced CO
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emissions, the need to keep online meetings short means that important elements of face-to-face meetings cannot be included. Online activities cannot completely replace physical meetings when dealing with complex issues such as climate change.
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