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Providing feedback to students is one of the most effective ways to enhance their learning. With the advancement of technology, many tools have been developed to provide personalized feedback. However, these systems are only beneficial when interactions are done on digital platforms. As paper-based assessment is still a dominantly preferred evaluation method, particularly in large blended-instruction classes, the sole use of electronic educational systems presents a gap between how students learn the subject from the physical and digital world. This has motivated the design and the development of a new educational technology that facilitates the digitization, grading, and distribution of paper-based assessments to support blended-instruction classes. With the aid of this technology, different learning analytics can be readily captured. A retrospective analysis was conducted to understand the students' behaviors in an Object-Oriented Programming and Data Structures class from a public university. Their behavioral differences and the associated learning impacts were analyzed by leveraging their digital footprints. Results showed that students made significant efforts in reviewing their examinations. Notably, the high-achieving and the improving students spent more time reviewing their mistakes and started doing so as soon as the assessment became available. Finally, when students were guided in the reviewing process, they were able to identify items where they had misconceptions. [ABSTRACT FROM AUTHOR]

Dewey was perhaps the foremost theorist and advocate of participatory democracy as an ethical ideal based on a belief and faith in human experience as a general theory of education that would generate the requisite aims and methods for what he called ‘organized intelligence’ and what we might call today ‘collective intelligence’ – that is, as he says, ‘faith in democracy is all one with faith in experience and education’. In this paper we revisit Dewey’sDemocracy and Education. An introduction to the philosophy of education(1916/2001) in order to evaluate the growth and development of democracy against the decline of social democracy in the West. We identify the three turns which separate democracy of Dewey’s times and democracy of today – the global, the ecological, and the digital turn – and relate them to changing notions of citizenship. We analyse complex interplay between the turns, and show that they cannot be understood and / or analysed in separation. While the identified turns have indeed significantly changed circumstances in which Dewey produced his understanding of democracy, we conclude that his work still carries a lot of value and call for its reinvention in and for the age of digital reason. [ABSTRACT FROM AUTHOR]

The article deals with the main aspects of the digital technology impact on education. The aim of the research is to collect and analyze most of digital technologies that have been implemented into educational system of Uzbekistan recently and to find out how they have influenced upon the development of the modern educational methods. The paper presents an assessment of the quality of education on the basis of system performance indicators, which makes it possible to evaluate education in the framework of management criteria based on the results of the participants' preparedness for practical activities. Analysing the foreign and domestic experience, the solution was found out to manage the educational system of the higher education organizations. At the same time, the work stipulates that such an approach should not violate the existing academic traditions and prevent commercial orientation of university management. [ABSTRACT FROM AUTHOR]

Currently, technological development is making its way into education through the increasing integration of new technologies into teaching. In this context, gamification emerges as one of the ways to incorporate the pedagogical process into the digital world, creating the need to encourage both the digital skills of educators and students. The objective of this work is to shed light on the growing use of technology-based teaching methods and encourage their integration into educational practice from the teacher's point of view. This work specifically analyses the European Framework for Digital Competence of Educators, relates the different digital competences defined to a series of localized educational solutions, and proposes a direct relationship between different gamification tools and serious games. Based on the review carried out, this study highlights a profound change in the educational process that involves digitization and the use of new technologies to optimize learning, as well as the training needs of teaching staff and the development of educational solutions that take into account the different digital competences. [ABSTRACT FROM AUTHOR]