This book provides glimpses into contemporary research in information systems & technology, learning, artificial intelligence (AI), machine learning, and security and how it applies to the real world, but the ideas presented also span the domains of telehealth, computer vision, the role and use of mobile devices, brain–computer interfaces, virtual reality, language and image processing and big data analytics and applications. Great research arises from asking pertinent research questions. This book reveals some of the authors’ “beautiful questions” and how they develop the subsequent “what if” and “how” questions, offering readers food for thought and whetting their appetite for further research by the same authors.

First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

This book features a selection of articles from the second edition of the conference Europe Middle East & North Africa Information Systems and Technologies to Support Learning 2018 (EMENA-ISTL'18), held in Fez, Morocco between 25th and 27th October 2018. EMENA-ISTL’18 was a global forum for researchers and practitioners to present and discuss recent findings and innovations, current trends, professional experiences and challenges in information systems & technologies to support learning. The main topics covered are: A) information systems technologies to support education; B) education in science, technology, engineering and Mathematics; C) emerging technologies in education learning innovation in the digital age; D) software systems, architectures, applications and tools; E) multimedia systems and applications; F) computer communications and networks; G) IOT, smart cities and people, wireless, sensor and ad-hoc networks; H) organizational models and information systems and technologies; I) human–computer Interaction; J) computers & security, ethics and data-forensic; K) health informatics, and medical informatics security; l) information and knowledge management; m) big data analytics and applications, intelligent data systems, and machine learning; n) artificial intelligence, high performance computing; o) mobile, embedded and ubiquitous systems; p) language and image processing, computer graphics and vision; and q) the interdisciplinary field of fuzzy logic and data mining.

This booklet includes the full text of the ISTE Standards for Students, along with the Essential Conditions, profiles and scenarios.

There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.

This volume provides a comprehensive and contemporary depiction of the swift evolution of learning technologies and the innovations that derive from their deployment in school education. It comprises cases studies, research focused on emergent technologies and experiments with existing tools in a wide range of scenarios. The studies included in this volume explore the conceptual and practical aspects of technologies that are used to support learning, with a multidisciplinary approach that encompasses all levels of education. The three sections of this volume emphasise the use of digital technologies from the viewpoint of different fields of expertise, explore multiple educational settings where technology was implemented to support the various stages of the learning process, and underline strategies, tools and technologies that play a crucial role in the professional development of teachers.

A pressing challenge in the modern health care system is the gap between education and clinical practice. Emerging technologies have the potential to bridge this gap by creating the kind of team-based learning environments and clinical approaches that are increasingly necessary in the modern health care system both in the United States and around the world. To explore these technologies and their potential for improving education and practice, the National Academies of Sciences, Engineering, and Medicine hosted a workshop in November 2017. Participants explored effective use of technologies as tools for bridging identified gaps within and between health professions education and practice in order to optimize learning, performance and access in high-, middle-, and low-income areas while ensuring the well-being of the formal and informal health workforce. This publication summarizes the presentations and discussions from the workshop.