Browsing by Author "Ally, Mohamed"
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- ItemOpen AccessA Modular Approach to Educational Technology Professional Development Among Post-Secondary Educators in Alberta, Canada(1999-03) Szabo, Michael; Ally, Mohamed; Fricker, William; Poon, Richard; Wright, Clayton RPCF1 // Working paper presented by Michael Szabo, Mohamed Ally, William Fricker, Richard Poon, and Clayton R Wright, at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
- ItemOpen AccessCognification in Education: Emerging Trends(2022-09) Kumar, Vivekanandan; Ally, Mohamed; Tsinakos, Avgoustos; Norman, HelmiPCF10 Sub-theme: Inspiring Innovations // Over the past decade, opportunities for online learning have dramatically increased. Learners around the world now have digital access to a wide array of corporate trainings, certifications, comprehensive academic degree programs, and other educational and training options. Some organizations are blending traditional instruction methods with online technologies. Blended learning generates large volumes of data about both the content (quality and usage) and the learners (study habits and learning outcomes). Correspondingly, the need to properly process voluminous, continuous, and often disparate data has prompted the advent of cognification. Cognification techniques design complex data analytic models that allow natural intelligence to engage artificial smartness in ways that can enhance the learning experience. Cognification is the approach to make something increasingly, ethically, and regulatably smarter. This paper highlights how emerging trends in cognification could disrupt online education. // Paper ID 5611
- ItemOpen AccessIncreasing Access to Education for All Through Mobile Learning(2014-10) Ally, Mohamed; Cameron, LesleyMobile technology use has increased faster than that of any other technology in our history, and developing countries have the fastest growth rate of mobile technology acquisition. Mobile Web usage is expected to double within five years and so become the most common way of accessing the Web. People in remote locations and in developing countries are moving directly to mobile technology rather than acquiring desktop and notebook computers. Mobile technology (mobile phones, smartphones, tablets, etc.) has been proven to be a powerful learning tool. Educators and governments must be prepared to use mobile learning approaches to meet the needs of, and empower, the current and future generations of learners. Successful implementation of mobile learning, however, requires organisations to have the proper infrastructure, people, policies and training programmes. This start-up guide will help. The Knowledge Series is a topical, start-up guide to distance education practice and delivery.
- ItemOpen AccessLearning for Sustainable Development in the Fourth Industrial Revolution(2019-09) Ally, Mohamed; Wark, NorineThere is a growing sense of urgency to adopt Fourth Industrial Revolution (4IR) technologies , such as artificial intelligence (AI), robotics, the Internet of T hings (IoT), a nd data analytics in education. Yet there appears to be no clear direction on what technologies should be adopted, how they should be i ntegrated, or what effect their inclusion may have on the field of education or on learners. A research project exploring various 4IR technologies , and the benefits and challenges of employing these technologies for global sustainable development and education is underway. As part of the project, this paper presents initial findings from a thematic review of 28 academic peer - reviewed journal articles from 2017 to 2019 on the use of 4IR technologies for attaining the United Nations’ 2030 Sustainable Developm ent Goals (SDGs) and in education around the world . Findings include e xamples on the beneficial use s and implementation challenges of 4IR technologies for sustai nable development and education. The aim is to develop an informed, collective understanding of the benefits, challenges, and other issues arising from adoption of 4IR technologies for achieving the SDGs, especially in relation to education. Recommendations for future projects and research initiatives are also considered. // Paper ID 92