- Presentation abstract発表の要約
The pandemic only brought it to the surface, that we live in the middle of a significant transformation in how we are living, working and learning. Digitalisation and economic shifts will continue to transform University learning in the next decades. Even though there are many unknowns, what we know for sure is that in 2040 the learning tools and physical learning environments will be very different from today's. Many emerging technologies like virtual reality, artificial intelligence and intelligent bots seem to be around the corner, new educational approaches like design thinking and inverted classroom are spreading over the campus right at that moment. In this presentation, I will have a (hypothetic) look at a future tertiary students and how their learning life will look like, and the possible future learning tools and physical learning environments they will experience. Then we will consider how these future needs will affect today's physical and digital learning environments like moodle to evolve into the needs of the future.
- Original submission元の原稿
発表の題名: Learning in 2040 – A fictive journey to the future of tertiary learning
発表の種類: Presentation (20 mins) プレゼンテーション（２０分）
発表の言語: English 英語
発表のキーワード:
The pandemic only brought it to the surface, we live in the middle of a significant transformation in how we are living, working and learning. Digitalisation and economic shifts will continue to transform University learning in the next decades. Even though there are many unknowns, what we know for sure is that in 2040 the learning tools and physical learning environments will be very different from todays. Many emerging technologies like virtual reality, artificial intelligence and intelligent bots seem to be around the corner, new educational approaches like design thinking and inverted classroom are spreading over the campus right at that moment. In this presentation, I will have a (hypothetic) look at a future tertiary student and how his learning life will look like, and the possible future learning tools and physical learning environments they will experience. Then we will consider how these future needs will affect today's physical and digital learning environments like moodle to evolve into the needs of the future.
- Peer review details査読詳細
Peer Review 1
| Criteria | Assessment |
|---|
| Clarity of Submission | 7 / 10 |
| Presentation Length | 8 / 10 |
| Originality of Submission | 9 / 10 |
| Appropriateness & Relevance to the Moot | 7 / 10 |
| Quality of Content & Writing | 8 / 10 |
| Overall evaluation | 40 / 50 |
| | 79 / 100 |
Peer Review 2
| Criteria | Assessment |
|---|
| Clarity of Submission | 8 / 10 |
| Presentation Length | 8 / 10 |
| Originality of Submission | 8 / 10 |
| Appropriateness & Relevance to the Moot | 7 / 10 |
| Quality of Content & Writing | 7 / 10 |
| Overall evaluation | 35 / 50 |
| | 73 / 100 |
Feedback The description would benefit from some indication on what the fictive description is based.
Peer Review 3
| Criteria | Assessment |
|---|
| Clarity of Submission | 7 / 10 |
| Presentation Length | 10 / 10 |
| Originality of Submission | 9 / 10 |
| Appropriateness & Relevance to the Moot | 6 / 10 |
| Quality of Content & Writing | 5 / 10 |
| Overall evaluation | 35 / 50 |
| | 72 / 100 |
Feedback Not sure where the Moodle angle is and the writing should be gender neutral. Interesting content though some information on why the author is "the person" to talk about this may make it more approachable.
- Peer review notes査読メモ
Thanks for your submission!
Your proposal has been conditionally accepted.
- For this submission to be fully accepted, please make the requested changes to your abstract/presentation before 2022 Jan 22 (Sat) 23:55.
- When the changes have been made, they will be reviewed and you will be notified of the new acceptance status.