Technology Enhanced Learning For Inclusive And Equitable Quality Education 19th European Conference on Technology Enhanced Learning Ectel 2024 Krems Austria September 1620 2024 Proceedings Part i

The three volume set LNAI 9851, LNAI 9852, and LNAI 9853 constitutes the refereed proceedings of the European Conference on Machine Learning and Knowledge Discovery in Databases, ECML PKDD 2016, held in Riva del Garda, Italy, in September 2016.

The three volume set LNAI 9851, LNAI 9852, and LNAI 9853 constitutes the refereed proceedings of the European Conference on Machine Learning and Knowledge Discovery in Databases, ECML PKDD 2016, held in Riva del Garda, Italy, in September 2016.

New technologies provide us with new opportunities to create new learning experiences, leveraging research from a variety of disciplines along with imagination and creativity. The Learning Ideas Conference was created to bring researchers, practitioners, and others together to discuss, innovate, and create.

This book demonstrates how blended learning improves access to and enhances the quality of higher education teaching and learning in Asian universities. It first discusses how leading universities in the region drive and support blended learning at the institutional level to enhance student learning engagement and outcomes.

This book demonstrates how blended learning improves access to and enhances the quality of higher education teaching and learning in Asian universities. It first discusses how leading universities in the region drive and support blended learning at the institutional level to enhance student learning engagement and outcomes.

This book addresses issues of access that COVID-19 brought forth in higher education, with a primary focus on Asian countries. In looking to address SDG4 to promote “inclusive and equitable quality education for all”, the volume explores the challenges relating to educational exclusion by considering how specially-abled students have been impacted by the digital divide in the context of the pandemic. It puts a spotlight on the approaches, experiences, and case analyses from various geographies in the region to study transitions in inclusivity. Universities and institutes of higher education have had to reconsider their digital offerings and services all the more since the onset of the pandemic, but have, in many instances, failed to fully account for how Internet access can be limited, unavailable, or unaffordable for many students. As a result, specially-abled learners – students without sufficient technological resources, such as those living in remote areas where there are little or no Internet facilities – have been, however unintentionally, neglected. While universities implemented their own practices, processes and policies to reach, and teach, disadvantaged learners, they had to further adapt these strategies, re-aligning them to meet the unprecedented circumstances, and concomitant needs, of specially-abled learners – and there is still much more to do.

This book addresses issues of access that COVID-19 brought forth in higher education, with a primary focus on Asian countries. In looking to address SDG4 to promote “inclusive and equitable quality education for all”, the volume explores the challenges relating to educational exclusion by considering how specially-abled students have been impacted by the digital divide in the context of the pandemic. It puts a spotlight on the approaches, experiences, and case analyses from various geographies in the region to study transitions in inclusivity.

This book is a comprehensive guide to community engagement and investment, beginning with a survey of community-related voluntary standards and then turning to strategy and management, community engagement, community investment and reporting and communications on community-related activities.