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Artificial intelligence (henceforth AI) is one of the latest innovations in education, which provides new ways of improving learning in different educational settings. In particular, owning to their ability, the adoption of AI technologies at the preschool level can enhance and transform the teaching-learning process in as far as young students are concerned. The present paper introduces a conceptual framework of integrating AI into early childhood education. It is based on analyzing recent studies and literature that have discussed various components and considerations that should be taken into account when AI tools are used in education. The framework encompasses a wide range of practical applications such as AI-based adaptive learning systems, real-time assessment tools, tutoring systems, interactive activities, language learning applications, assessment and progress monitoring tools, assistive technologies, professional development resources, recommendation systems, and communication platforms. The suggested framework herein seeks to help instructional designers and teachers create inclusive and personalized learning experiences for young children. [ABSTRACT FROM AUTHOR]

This paper explores the efficacy of gateway modules in higher education, particularly focusing on their role in providing students with a second chance to excel academically. Gateway modules offer students who failed a pre-requisite module the opportunity to revisit and improve their understanding of foundational concepts, thereby enhancing their overall academic performance and ensuring that students can complete their degrees in minimum time. What sets these gateway modules apart is their provision during the extended university holidays, allowing students to engage in fully online modes of learning. By embracing this flexible approach, students can retake the module and demonstrate their proficiency from any location, facilitating a seamless continuation of their academic journey. Notably, successful completion of the module during the holiday period enables students to progress immediately to subsequent modules that require the failed module as a prerequisite. This alternative pathway not only mitigates the need to repeat an entire semester but also empowers students to stay on track towards timely degree completion. [ABSTRACT FROM AUTHOR]

A successful flipped classroom relies heavily on student engagement in pre-class learning and their active participation in classroom activities. However, much to students' disappointment, their efforts in the learning process often go unnoticed in traditional assessment approaches (such as term papers and final examinations) that are more product-oriented. As one of the important goals of the flipped classroom approach is to improve students' learning behaviors and attitudes, we argue that more attention should be shifted to assessing the learning process in order to align with such goal. In this paper, we advocate the use of learning analytics as one of the assessment components in flipped classrooms. We show how this change in assessment can be beneficial to both student learning and teacher reflection. We also indicate some limitations on current learning management systems (LMS) in providing the learning analytics for assessment purposes and suggest several revisions on LMS for better facilitating implementation of the flipped classroom approach. [ABSTRACT FROM AUTHOR]

Learning Style (LS) is an important parameter in the learning process. Therefore, learning styles should be considered in the design, development, and implementation of e-learning environments. Consequently, an important capability of an e-learning system could be the automatic determination of a student's learning style. In this paper, a set of features which are important in extracting the learning style automatically from students' behavior has been determined. These features, which are recognized based on Myers-Briggs Type Indicator's (MBTI), play a key role in predicting learning styles in an online course. The features are determined and ranked using pattern recognition techniques, such as K-means clustering algorithm, to show which features can be better to separate learning style dimensions. The results show several features can be used to predict learning styles with high precision. [ABSTRACT FROM AUTHOR]

One of the fields in which internationalization plays a pivotal role in today's world is education, with internationally developed study programs enrolled by students from various countries. While such kinds of collaborations allow for fostering unity especially when digital learning accompanies them, we also have to take into account how some entities may be more interested in spreading dissension than supporting collaboration. Actions such as these often fall under the category of "hybrid warfare", which includes all the efforts aimed at behaving with hostility, without relying uniquely on military strength; a significant portion of these makes use of digital instruments. In this research, we examine an event part of a project specifically devoted to educating in hybrid warfare. In particular, we focused on how it was able to internationally improve collaboration and mutual understanding, with the aim of providing general guidance to different teaching and learning initiatives where e-learning plays a role. We conducted a survey among military and civilian students participating in the event, detecting appreciable effects on interaction, respect, observation, and understanding. Participants deemed these aspects as important both for setting the stage for sector-specific collaboration and their personal experience. This research is part of the activities undertaken in the European project HYBRID, whose goal is promoting awareness of all the practices related to hybrid warfare and their interpretation, also by using digital didactics and tools, including the not less important purpose of being able to defend from them. [ABSTRACT FROM AUTHOR]