Polyphonic Construction of Smart Learning Ecosystems: Proceedings of the 7th Conference on Smart Learning Ecosystems and Regional Development (Smart Innovation, Systems and Technologies, 908)

The book brings together the contributions of the 7th International Conference on Smart Learning Ecosystems and Regional Development (SLERD 2022), which aims at promoting reflection and discussion concerning R&D work, policies, case studies, and entrepreneur experiences with a special focus on understanding the relevance of smart learning ecosystems (e.g., schools, campus, working places, informal learning contexts, etc.) for regional development and social innovation and how the effectiveness of the relation of citizens and smart ecosystems can be boosted. This forum has a special interest in understanding how technology mediated instruments can foster the citizen’s engagement with learning ecosystems and territories, namely by understanding innovative human-centric design and development models/techniques, education/training practices, informal social learning, innovative citizen-driven policies, technology mediated experiences, and their impact. This set of concerns will contribute to foster the social innovation sectors and ICT and economic development and deployment strategies alongside new policies for smarter proactive citizens. Preface Contents About the Editors 1 Context-Aware Classrooms as Places for an Automated Analysis of Instructional Events 1.1 Educational Variables Subject to Observation 1.2 Classrooms as Context-Aware: Three Theoretical Accounts 1.2.1 Behavioral Approach 1.2.2 Ecological Approach 1.2.3 Enactivist Approach 1.3 What CACs Can Do? 1.3.1 Behavior-Centered CACs 1.3.2 Ecological CACs 1.3.3 Enactivist CACs 1.4 Discussion References 2 Student Smartphone Experience Narratives Mediated by the Phygital School Library for Learning Ecosystems 2.1 Introduction 2.2 Related Work 2.3 Method 2.3.1 Procedure 2.4 Student Experience Narratives and the Prototype 2.5 Heuristic Model of Infocommunicational services 2.6 Conclusions References 3 Space and Time in Hybrid Teaching and Learning Environments: Two Cases and Design Principles 3.1 Introduction 3.2 Hybrid Teaching and Learning in Space and Time 3.3 Case Studies 3.3.1 Case Study with an Action Research Orientation 3.3.2 Case A: From a Library to a Hybrid Teaching and Learning Space 3.3.3 Case B: Expanding Blended-Learning to Synchronous Hybrid Teaching and Learning 3.4 Results: Design Principles for Hybrid Teaching and Learning Environments 3.4.1 DP1: Ensuring Access to Required Tools, Infrastructure, and Support 3.4.2 DP2: Design Primarily for Same Time, Different Place Learning (with Recordings) 3.4.3 DP3: Design Primarily for Same Time, Same Place Learning (with Recordings) 3.4.4 DP4: Less is More 3.4.5 DP5: “Le Bon Dieu est dans Le Détail” 3.5 Discussion and Conclusion References 4 The Italian School Ecosystems Two Years After the Lockdown: An Overview on the “Digital Shock” Triggered by the Pandemic in the Perceptions of Schools’ Principals and Teachers 4.1 Introduction 4.2 The Experimental Setting 4.2.1 Factors Investigated by the Survey 4.2.2 The Questionnaire and the Participants 4.3 Results 4.3.1 Descriptive Analysis 4.3.2 Causal Discovery 4.4 Final Considerations and Conclusions Appendix References 5 Automated Paragraph Detection Using Cohesion Network Analysis 5.1 Introduction 5.2 Related Work 5.3 Method 5.3.1 Corpus 5.3.2 Predicting the Number of Paragraphs 5.3.3 Identifying Paragraph Breaks 5.3.4 Evaluation 5.4 Results 5.5 Discussion 5.6 Conclusions References 6 Assessing Readability Formulas in the Wild 6.1 Introduction 6.2 Method 6.2.1 Participants 6.2.2 Materials 6.2.3 Experimental Design 6.2.4 Procedure 6.2.5 Statistical Analysis 6.3 Results 6.3.1 Correlations 6.3.2 Comprehension Models 6.3.3 Reading Speed Models 6.4 Discussion 6.5 Limitations 6.6 Conclusion References 7 pROnounce: Automatic Pronunciation Assessment for Romanian 7.1 Introduction 7.2 State of the Art 7.3 Method 7.3.1 Reusing the Kaldi Speech Recognizer 7.3.2 Specialized Deep Neural Network Model 7.3.3 Data Augmentation for the Specialized Deep Neural Network Model 7.3.4 Automatic Grapheme-to-Phoneme Conversion 7.3.5 pROnounce—The Learning Environment for Romanian Pronunciations 7.4 Results 7.5 Discussion 7.6 Conclusions References 8 Community Pacts and we4SLE as Tools to Support the Implementation of Smart Learning Ecosystems 8.1 Introduction 8.2 The Operational Context of Reference 8.2.1 General Conditions 8.2.2 Opportunities Offered by the Italian Regulatory Framework 8.2.3 The Case Study of the IIS E. Amaldi 8.2.4 The we4SLE Web Portal Appendix References 9 Digital Games as Tools of Innovative Pedagogy in Education 9.1 Introduction 9.2 Digital Games as Innovative Educational Tools 9.3 Digital Learning Games: Interactive Learning or Edutainment 9.4 Active Learning Through Digital Games 9.5 Encouraging Students Learning Through the Use of Digital Game 9.6 Discussion 9.7 Conclusion and Future Perspective References 10 Environment Challenges of E-Learning in Higher Education—The Teachers’ Perspective 10.1 Introduction and Theoretical Background 10.2 Methodological Framework 10.2.1 Sampling and Consent 10.2.2 Data Collection and Medium 10.2.3 Recording and Technical Information 10.2.4 Data Analysis and Findings 10.2.5 Collective Story 10.3 Discussion and Conclusions 10.4 Limitations and Future Implications References 11 Parents’ Voices: Inclusion of Students with Intellectual and Developmental Disabilities in Higher Education 11.1 Introduction 11.2 Listening to Families’ Voices/Perspectives 11.3 Methodology 11.3.1 Participants 11.3.2 Procedure 11.4 Results 11.4.1 Characterization of Youngsters 11.5 Listening to Families’ Voices/Perspectives 11.5.1 Planning Alternative Tomorrows with Hope (PATH) 11.5.2 Gentle Teaching (GT) 11.5.3 Higher Education and Youngsters with IDD 11.6 Discussion 11.7 Concluding Remarks References 12 De-Identification of Student Writing in Technologically Mediated Educational Settings 12.1 Methods 12.1.1 Critical Design MOOC 12.1.2 Corpus 12.1.3 Human Annotations of Names 12.1.4 Automatic Annotation of Names 12.1.5 Evaluation and Analysis 12.2 Results 12.2.1 Validation Set 12.2.2 Test Set 12.3 Discussion 12.4 Conclusion References 13 Conceptualising Micro-credentials in the Higher Education Research Landscape. A Literature Review 13.1 Introduction 13.2 Methodology 13.3 Results: Defining and Understanding Micro-credentials 13.4 Conclusions and Discussion References 14 The Reaction of the University Ecosystem to the Pandemics in a Mid-East Country: The Case of IRAQ—A Compared Analysis of Students’ and Teachers’ Perceptions 14.1 Introduction 14.2 The Study Design 14.2.1 Method 14.2.2 Participants 14.3 Results 14.3.1 Participants 14.3.2 Educational Activities 14.3.3 Perceived Transformation and Future Expectations/Intentions 14.4 Casual Discovery and Network Analysis 14.4.1 Perceived Transformation and Future Expectations/Intentions 14.4.2 Network Analysis 14.4.3 Model for Attitude to Get Engaged in Technological Innovation (MAETI) 14.5 Implications and Challenges—Discussion Appendix References Author Index