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Purpose – Gamification or related concepts such as serious games and playful design are discussed intensively in the field of academic education. Since 2011, gamification has continuously been recorded as a medium-term trend of online education in the annually published Horizon Report. In all areas in which engagement, participation, and motivation of individuals are the key success factors, strategies of gamification are considered. But, what are potentials of gamification in the field of higher education? How can educational technologies such as learning management systems be gamified? An essential part of this article is a study regarding the gamification of the learning management system OPAL. Design/methodology/approach – Based on a master thesis at the faculty of educational sciences, a study was conducted in order to investigate how the use of game elements can increase the attractiveness of OPAL for students. OPAL is the central learning management system at the Technische Universität Dresden. The study should answer the question: Which game design elements increase the attractiveness of OPAL for students? The research question was answered with a qualitative approach, while the collection of data was carried out by a focus group and expert interviews. The sample included six master’s students and one expert. The findings provide recommendations for redesigning OPAL. Originality/value – Often gamification is related to tools like points, badges, and leaderboards. But what elements exist beyond these? The contribution initially provides conceptual foundations and refers to game mechanics as the specifics of games. Based on this, the potential of gamification in higher education teaching was discussed. Practical implications – The article describes the concept of gamification and how this approach can be used in university teaching, especially for designing Learning Management Systems.

Purpose – This paper is part of an extensive project1 which focusses on creating and implementing a scalable flipped classroom framework to broaden information and media competencies in university staff in Saxony. A flipped classroom arrangement with a sensible mix of multimedia tools promotes meaningful learning and lowers travel costs by avoiding content consumption in face-to-face time and instead offers content beforehand using various sources. This paper will in particular focus on the approach to gradually apply a flipped classroom arrangement to a B2B-Marketing course specifically designed for part-time students and use the implications to promote this method and further the step-by-step migration to the flipped classroom at universities in Saxony. Design/methodology/approach – Gathering information by reviewing previous experiences in E-Learning over the past decade, we were able to create an overview of how to approach part-time students and identified various concepts to create a more flexible and meaningful learning environment. We decided on a flipped classroom arrangement which offers time sensible teaching and promotes meaningful learning. A flipped classroom framework has been created which can be adjusted freely. Finally, we implemented the framework to a B2B-Marketing course by adapting it to the course content, time frame and attendance number. This procedure is designed to gradually increase usage of multi media tools and self efficacy and thereby steadily migrates the course to the flipped classroom. Originality/value – Focussing on part-time students’ needs and satisfying them with a flipped classroom arrangement is an entirely new approach. This project connects parttime- learning with online learning in a yet unprecedented manner. Practical implications – This paper describes the project’s two main outcomes. Firstly, an independent scalable framework which can be adapted to different learners’ and teachers’ needs. Secondly, the application strategy is described in detail and offers explicit indications and methods to implement the flipped classroom gradually. Also, there will be an evaluation which will be interpreted and summarized in a guideline as well as patterns and lessons learned. In general, this project aims to broaden media and information competencies and encourage and strengthen collaboration in higher education in Saxony.

La presente investigación estudia el aprendizaje a través del material audiovisual e interactivo de la plataforma de aprendizaje virtual “Crehana”, una comunidad educativa dirigida a profesionales e interesados en la industria creativa formada en el 2015, con la finalidad de analizar su rol pedagógico para el logro de diferentes objetivos de aprendizaje en la rama audiovisual desde la perspectiva del modelo VAK (Visual, Auditory, Kinesthetic). Éste último se considera importante debido a su enfoque pedagógico, la presentación de tres tipos de aprendizaje (visual, auditivo y kinestésico), y las alternativas que presenta para que estos sean resueltos dentro de un proceso comunicativo digital. El objetivo del presente artículo es evaluar la eficacia de las herramientas audiovisuales e interactivas mediante su análisis desde una mirada pedagógica y audiovisual. Con este fin se planteó un estudio de carácter cualitativo a través matrices de análisis audiovisual y pedagógica, sondeos y entrevistas, brindadas por los desarrolladores audiovisuales, publicitarios y usuarios de la web Crehana, donde se pudo encontrar que las herramientas audiovisuales e interactivas son métodos eficaces para transmitir conocimientos o formar habilidades. La importancia de esta investigación radica en la necesidad por difundir las nuevas plataformas de aprendizaje digital y los medios audiovisuales e interactivos como formatos educativos necesarios para dinamizar y atraer a las nuevas generaciones de estudiantes. / The present research studies learning through the audiovisual and interactive material of the virtual learning platform "Crehana", an educational community aimed at professionals and stakeholders in the creative industry formed in 2015, with the aim of analysing its pedagogical role in achieving different learning objectives in the audiovisual branch from the perspective of the VAK model (Visual, Auditory, Kinesthetic). The latter is considered important due to its pedagogical approach, the presentation of three types of learning (visual, auditory and kinesthetic) and the alternatives that it presents so that these are resolved within a digital communication process. The aim of this article is to evaluate the effectiveness of audiovisual and interactive tools through their analysis from a pedagogical and audiovisual perspective. To this end, a qualitative study was proposed through matrices of audiovisual and pedagogical analysis, surveys and interviews, provided by audiovisual developers, advertisers and users of the Crehana website, where audiovisual and interactive tools could be found to be effective methods for transmitting knowledge or training skills. The importance of this research lies in the need to disseminate the new digital learning platforms and the audiovisual and interactive media as educational formats necessary to energize and attract new generations of students. / Trabajo de investigación

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In order to serve its nontraditional students, a university piloted a competency-based program as alternative method for its students to earn college credit. The purpose of this mixed-methods study was to conduct a summative program evaluation to determine if the program was successful in order to make decisions about program revision and expansion. The conceptual framework for the study was grounded in Knowles's adult learning theory and Bandura's social learning theory as they relate to adult learners being self-directed and self-motivated to complete their educational goals. The pilot program involved 60 students taking 12 different courses over 3 semesters. Quantitative research questions focused on student completion and pass rates, pacing of assignment submissions, and achievement of course competencies. Qualitative research questions explored perceptions of students, faculty, and advisors regarding the program through individual interviews and student surveys. Transcribed interviews were analyzed and summarized using structural and pattern coding methodology. Quantitative findings show an 83% completion rate, 60% passing rate, 32% of students falling 2 weeks or more behind, and differences in competency achievement between pilot students and traditional students. Qualitative findings revealed 5 themes: good for some but not for all, student success factors are self-motivation and professional experience, attainment of competencies, student support by faculty, and peer-to-peer interaction. This study has potential to add to the growing research on competency-based education, which can ultimately affect social change by moving higher education to more innovative alternative delivery models that can better serve the needs of nontraditional students.

Employees can be resistant to work-based change, specifically when the change is due to disruptive or new technology. The purpose of this descriptive phenomenological study was to explore the lived experiences of 20 Swiss-based educational employees adapting to online technologies introduced in their workplaces. Disruptive innovation theory provided the conceptual framework for the study. Data were collected using semistructured interviews with 20 purposely selected participants from 3 Swiss-based higher education campuses. The modified Van Kaam method was used to organize and analyze the data. Four themes from participants' responses were identified: educational employees are not resistant to technology-based change, educational employees can move forward and become excited even when frustrated, educational managers should develop commitment and a project-based focus to reduce additional expenditure of time and effort, and continued experience and personal development can enable technology use and reduce resistance. Findings from the study may be used to reduce employees' resistance to technological-based change in higher education. The successful development and use of online education tools by educators provides society with choices, mobility, flexibility, and a personalized approach to learning.

This panel from East Tennessee State University (ETSU) shared a wide variety of opportunities and challenges in moving well-established face-to-face programs to fully online delivery formats. The panel represented a rich history of professional experience and teaching in higher education administration, PK-12 administration, and program development and marketing. Originally scheduled as a roundtable discussion, the presentation was moved to a breakout session and was well-attended. Panel members shared discussion, comments, and audience questions. Content proximal to the presentation focused on four areas involved in the collaborative move to an online delivery of a doctoral program: Notification, Development, Approval, and Implementation. However, audience participation drove discussions into areas of adult learning constructs, tuition, accreditation, and much more. Notification as a central topic was a review of the political and historical perspectives leading to ETSU’s program change when the Tennessee Board of Regents (TBR) announced a state-level initiative to move programs to online formats. ETSU had a fortyyear history of delivering a strong and well-respected Doctor of Education program, but. as the state-level movement continued, it was clear that ETSU would lead the way with its program. Development was the process of moving a rigorous program from the classroom to a fully online program. During this phase additional instructors were hired and resources were provided for training and curriculum change to accommodate non-traditional delivery models. Because of the state support and interest in moving this project, the program change occurred over an amazingly short time frame — approximately eight months. Approval as a phase occurred in concert with development as course work had to meet online guidelines and many courses were reviewed through processes in the department of educational technology. Approval phase issues also addressed accreditation issues pertaining to the Southern Association of Colleges and Schools requiring online courses to retain rigor and be equivalent in content to the same or similar course delivered in a traditional construct. Implementation emerged as a review of the issues and opportunities of practical change in delivery models. As we all have experienced, no amount of training or preparation can remove the classroom moment of loss of connectivity or the inherent difficulties of getting students comfortable with using tools in a virtual environment. Questions from the audience moved panel participants into discussions of the wide variety of university resources for graduate students in online programs, including but not limited to a myriad of library resources, technology help resources, and lower tuition rates through an online consortium that allows online students to have access to in-state tuition rates. In the panel dialogue with the audience, it appeared that the ETSU program migration, though swift, was very thorough. One area that seemed to engage all was a possibility of moving toward strengthening culture in online programming through resources for family members of graduate students in online programming.

The topic of the thesis is education of children in COVID 19 period from the point of view of Roma mother. In the theoretical part the author presents the history of Roma population in Czech republic and their cultural specifics. Special focus is given to education. Practical part then focuses on analysis of interviews and observations of Roma mothers. Focus will be given to their perception of online education of their children including evaluation of what possible support was offered to them by the state and what obstacles they met in online education.

El presente proyecto detalla la creación de Ingenio, una propuesta que brinda talleres virtuales diseñados para desarrollar las inteligencias múltiples en los niños de 6 a 12 años del NSE B y C a nivel nacional. Para ello, se ha propuesto el desarrollo de una plataforma web, la cual tendrá como aliados a profesores independientes que la usen de forma gratuita para brindar sus servicios. El proyecto nace ante la necesidad de que los niños puedan potenciar otras habilidades adicionales a las impartidas tradicionalmente, ya que la oferta de actividades extracurriculares en colegios u otras instituciones es baja en el sector. Esta situación se ha agravado a raíz de la pandemia del COVID-19, debido a que estos actores han buscado reducir sus costos o no han tenido la capacidad para adaptar los talleres a la modalidad virtual. Además, con esta propuesta también se satisface la necesidad de los profesores particulares. Por un lado, se reduce el esfuerzo individual de captación de alumnos y, por otro lado, se les facilita un espacio para monitorear el aprendizaje de estos. Para validar la deseabilidad, factibilidad y viabilidad de este proyecto se efectuaron diversos experimentos y análisis de resultados. Entre los más importantes se destaca que la plataforma puede ser creada en un plazo de 3 meses cumpliendo todos los requisitos técnicos, se estima una venta de más de S/900,000.00 para el 3er año y se obtiene un VAN de S/18,672. / The current project details the creation of Ingenio, a proposal that provides virtual workshops designed to develop multiple intelligences in children from 6 to 12 years of age of the upper-middle and middle economic class Peru nationwide. For this purpose, it has been proposed the development of a web platform, which will have as allies independent teachers who will use such platform free of charge to provide their services. The project was born out of the need for children to be able to enhance other skills in addition to those traditionally taught, since the supply of extracurricular activities in schools and other institutions is very limited. This situation has worsened as a result of the COVID-19 pandemic, due to the fact that these actors have sought to reduce their costs or because they did not have the capacity to adapt the workshops to the virtual modality. In addition, this proposal also satisfies the needs of private teachers. On the one hand, it reduces the individual effort of recruiting students and, on the other hand, it provides them with a space to monitor their student’s learning. To validate the desirability, feasibility and viability of this project, several experiments and analysis of results were carried out. Among the most important results, we can highlight that the platform can be created in a period of 3 months fulfilling all the technical requirements, and that by the 3rd year of operations this project it is estimated to reach a sales level of more than S/900,000.00 for the 3rd year, and a VNA of S/18,672. / Trabajo de investigación