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Dramatic change in learning environments during the COVID-19 pandemic highlighted the significance of virtual learning and led to more interactive learning environments. Quick adoption of online and social interactive learning in many universities around the world raised challenges and emphasized the importance of investigating different learning environments. This paper investigates the accelerated transition in education from traditional learning environments through online learning environments to social innovative learning environments, and the latest trends of this change. The stages of transition were divided into three parts: before, during, and after the COVID-19 pandemic, which was the reason for this accelerated change. Features and characteristics of each stage of transition were analyzed and discussed, based on the following factors: edu-space and classrooms, the learning and teaching process, curricular choices, information and communication technology applications, students' and educators' perceptions, edu-approaches, and knowledge transformation. A systematic review approach was used to investigate learning environments based on the literature reviews of previous publications. Analysis of these features revealed the main characteristics and differences in each stage. New trends in online learning environments and social innovative learning environments were identified including cloud platforms, massive open online courses, digital learning management systems, open educational resources, open educational practices, m-learning, and social network applications. Finally, this study makes two recommendations: 1) the adoption of online learning environments and social innovative learning environment applications to continue the e-learning process during the pandemic, and 2) the enhanced usage of online learning environments and social innovative learning environment applications in the future by educational institutions and governments.

This research developed a model of steam learning with digital fabrication laboratory on cloud computing model to enhance creative product. The objectives of the study were: 1) To create the model, and 2) To evaluate a model. This research method was two parts. The first part about the design's model had four subs: 1) to study and synthesize the relevant documents in this research such as steam, digital fabrication laboratory, cloud and creative product. 2) to develop a process in the model, 3) to present the process model with experts to get it approved to be able to hold in-depth interviews, and 4) to create the tools for assessing the model. The second part is referred to as model evaluation. The sample group has five experts who consist of Information Technology and Instructional Design. Then, this research uses means and standard deviations to analyze data. The process's model has nine procedures in three components. The experts assed of the model overall found were a good level that the model could help learners in building creativity skills.

It has been suggested that individuals' technology acceptance are affected by personality traits. This paper aims to emphasise the importance of personality traits beyond BIG 5 on the acceptance and individual usage of Cloud Computing Systems (CCSs) with Perceived Ease of Use (PEU) and Perceived Usefulness (PU). Based on this, a quantitative cross-sectional survey research was designed, and 722 students studying at Sakarya University, Pedagogical Training Certification Program in the academic year of 2016-2017 were involved to the study. A path analysis which is a structural equation model was performed to examine the direct and indirect effects of the variables that are theoretically interrelated in the study. According to the results, while Extroversion (EXT), Agreeableness (AGR), Conscientiousness (CONS), and OE are not predictors of PEU and PU components, Nervousness (NEUR), is a significant predictor of PEU in the model. In addition to this, behavioural intention (BI) is significantly predicted by both PU and PEU, and PEU is a significant predictor of PU and BI on the individual usage of CCSs.

In the age of COVID-19, traditional teaching techniques are under scrutiny. Most concepts and labs in the area of information technology are intended to be taught face-to-face in labs using clusters and networking infrastructure. Simulation software's such as uCertify, Pearson online, etc.., are good alternative, but are not always a viable solution. Simulation software is used primarily to understand, remember, and apply the concepts rather than analyze evaluate and create the content. Due to unforeseen conditions during March 2020, educational institutions were required to shut down. In the middle of the semester, instructors had to determine how to complete the labs and final projects which are crucial to accomplishing the intended learning outcomes of their courses. A chosen alternative was to use Amazon AWS as a cloud platform to host the labs and projects. It was initially a challenge as students had not had the opportunity to learn how to work with AWS in advance. Training sessions were provided to help them understand how to deploy and connect virtual servers in AWS to build a virtual private cloud. Prior to the pandemic, students developed and deployed their labs and projects on a departmental cluster which was on-premise at the university. With AWS, it was challenging to design an architecture to host 19 services offered as a part of the project requirements for an organization network. This paper presents the scope of this project; the intended outcomes of the project, how students were able to implement the project requirements in the AWS environment; the intended learning outcomes; and the results of student surveys to assess the learning outcome of using AWS and traditional cluster.

The association between information management and cloud computing has been supported substantially in the existing literature. However, little is known about the role of national culture in this relationship. Accordingly, this study aims to investigate the role of national culture in the relationship between information management and the adoption of cloud computing. A total of 300 Turkish and 349 Malay undergraduate students were recruited for this study. A multi-group structural equation modeling approach is used to investigate cross-cultural differences. The results showed that the relationship between perceived ease of use and usefulness was positively significant for both countries, but this relationship was stronger for Malaysia. Similarly, the relationship between perceived ease of use and behavioral intention was stronger for Malaysia. The results also indicated that perceived usefulness significantly predicts behavioral intention for Turkey, while this relationship was not significant for Malaysia. The results showed that information management impacts perceived usefulness in Turkey, while this relationship was not supported in Malaysia. In conclusion, the findings revealed that national culture plays an essential role in the relationship between information management and the adoption of cloud computing.

Cloud computing is the next generation of on-demand information technology services and products that deliver various applications over the Internet. Cloud computing is often adopted as a superior alternative by data centers to replace their current system. However, cloud computing services are still accompanied by many issues which hinder their adoption in data centers. Therefore, this study proposed a Cloud Computing Data Center (CCDC) adoption model for administration activities in higher education institutions. Technology Organization Environment (TOE), Diffusion of Innovation theory (DOI), and Institutional theory were considered as theoretical bases of CCDC model. A new Structural Equation Modelling (SEM)-STELLA method was applied to examine the proposed model and simulate it like a real system to investigate the respondents' interest in adopting cloud by passing the time. A questionnaire instrument was designed, and data were collected from 204 decision-makers at Malaysian universities. The results showed that eight out of ten factors, namely relative advantage, Complexity, compatibility, top management support, policy and standardization, competitive pressure, outage, and security influenced CCDC adoption. Finally, STELLA simulated the value changing of some factors or sub factors on the level of interest in adopting CCDC. Results showed that security and policy play the highest influence on the adoption of cloud computing. This research contributes to a theoretical understanding of factors that influence CCDC adoption. Meanwhile, it provides a better understanding of changes in users' behavior during the adoption of cloud computing services.

Researchers and practitioners are paying increasing attention to blockchain's potential for resolving trust, privacy, and transparency-related issues in smart education. Research on educational blockchain is also becoming an active field of research. Based on 206 studies published from 2017 to 2020, we identify contributors, collaborators, applications, and research topics using topic modeling and bibliometrics. Results indicate that currently, studies on the educational blockchain are mostly published in computer science conferences, with few in educational technology journals. Asian countries/regions (e.g., China and India) and institutions (e.g., University of Raharja) are active in this field. Countries/regions and institutions from the same regions tend to have close collaborations. Blockchain is mainly used to facilitate online testing and learning, education data mining and analytics, resource sharing, educational record verification and authentication, data management and storing, administration management, education/discipline of children, and college crowdfunding. Based on the results, we highlight the need to integrate artificial intelligence to enhance scalability and security and to facilitate justification and personalization of blockchain solutions based on accumulated big data to capture abnormal behaviors. This study assists researchers and practitioners in understanding educational blockchain research and becoming aware of the hot topics and future directions.

Higher education faces increasing demands to take a more active and direct role in assuring employability for students. Micro-credentialing and badging is a growing movement, attractive for its flexibility and efficiency in connecting students with careers and jobs. This paper presents a case study of the development and pilot of an industry-specific micro-credential at a regional comprehensive university. Florida Gulf Coast University developed the Fundamentals of Medical Device Industry badge (micro-credential) in response to specific regional workforce needs in partnership with a major area employer. The concept, design, course integration and initial results are detailed, along with the next steps and best practices for institutions implementing similar badges.

This paper seeks to determine factors affecting the students' intention to use and actual use of the cloud storage systems such as Google Drive, iCloud and Microsoft One, etc. using the Unified Theory of Acceptance and Use of Technology. The respondents are students of leading private universities in the Philippines and the data were analyzed using Partial Lease Square -- Structural Equation Model (PLS-SEM). PLS-SEM was conducted using SMART PLS software and the results showed that performance expectancy and social influence positively and significantly affects the intention to use cloud storage systems. Hence, the University should maintain its subscription of a cloud storage system and promote maximizing its use because large members of the academic community, the students, intend to use the cloud storage system as they perceive an increase in productivity of their schoolwork and due to increase by the community as well.

This is a comparative education study that aims to compare the digital documentation systems used in the preschool education programs and institutions in Turkey, Germany and Spain and to reveal the similarities and differences between these systems. The study was planned as a qualitative research in terms of its descriptive aspect, and as a comparative educational study in terms of its content and method. Comparative education helps us to understand how education systems are shaped by the wealth, ideology, social-cultural characteristics of the country, and the effects of globalization on educational policies and practices in different regions and countries. The study aims to examine the existing data through document analysis and to compare and better understand preschool education conditions by making in-depth observations in order to compare digital documentation systems by focusing on the dimension of observation. The study group consists of the digital documentation systems used in Turkey, Germany and Spain. The EBA system developed by the Ministry of Education in Turkey, KITALINO digital documentation used in Germany and Transparent Classroom application used in Spain were examined in the study. In the analysis of the data, digital documentation systems were shown in tables in line with the determined criteria and comparisons were made. Based on these comparisons, comments and suggestions were made. It was observed in accordance with the results of the comparative education study that there are various applications in the early childhood education in Turkey, Germany and Spain in terms of digital documentation.

This study, is aimed at 1) synthesizing the conceptual framework of the problem-based learning process with a cloud learning environment (PBL-CLE process), 2) developing the PBL-CLE process, and 3) studying the result of the development of the PBL-CLE process. The research instruments include 1) the conceptual framework, 2) the PBL-CLE process to enhance analysis thinking, 3) learning achievement, and 4) analysis thinking assessment form. The statistics used in this research are 1) mean, 2) standard deviation, and 3) t-test. The findings reveal that 1) the PBL-CLE process consists of four components: (1) Input includes learning objectives, content, learners, teacher and cloud learning, (2) PBL-CLE process includes problem posing, problem analysis, problem understanding, research procedure, knowledge synthesis, conclusion and evaluation, presentation, and assignment assessment, (3) Output includes analysis thinking, learning achievement, and satisfaction, and (4) Feedback includes analysis thinking and learning achievement; 2) The result of suitability assessment of the PBL-CLE process to enhance analysis thinking is at the highest level; 3) The students' learning achievement after the implementation of the PBL-CLE process to enhance analysis thinking is significantly higher than that before the implementation at a 0.01 level of statistical significance; and 4) The result of analysis thinking assessment after the learning process through the PBL-CLE process to enhance analysis thinking is at the very good level.

The new era of the 4IR requires changes in teachers' initial education and in their professional advancement. Serbia is a developing country whose institutions of education are technologically underdeveloped and whose expansion in the field of digitalization is still insufficient to be on par with the developed western countries. The authors' research goal was to determine whether potential improvement in teachers' digital competences has occurred. The general hypothesis postulated implied a low level of the use of digital tools in schools on the territory of Serbia. The descriptive method and scaling technique were used. The research results show that science and technology teachers apply digital tools while teaching more frequently than the teachers of social sciences and humanities. The research implies that a strategic approach to Serbian teachers' digital education is necessary even during their undergraduate studies by introducing digital technology courses and subjects in the conventional academic curricula.

This paper presents findings from interviews with US Research Integrity Officers (RIOs) on their overall responsibilities as well as perspectives on Data Management Plans (DMPs). DMPs are formal documents describing the roles and activities for managing data during and after research. DMPs are now a required research criterion by many funding agencies globally. A purposive sample of Research Integrity Officers (RIOs) from the top ten US private and public universities were recruited for interviews using an open-ended questionnaire related to their job duties and perspectives on data management plan implementation and evaluation. Responses from 12 participants were transcribed, anonymized, and coded in NVivo. RIO backgrounds, duties, and perspectives varied. The mode number of staff/ faculty people dedicated to the RIO role at these institutions was a halftime appointment. All RIOs had some responsibilities related to Authorship, Publication, and Inventorship and Integrity and Information with 11 participants also responsible for offering some Responsible Conduct of Research (RCR) training. Most RIOs assumed that Principle Investigators are responsible for DMP compliance during sponsored projects as well as the long-term data management after a project ends. None of the twelve participants has received any Research Data Management training. Given the sea change in research practices, RIOs should have more training as data-intensive research emerges and DMPs become commonplace.

The role of gamification in Australian higher educational learning has gained increasing currency in recent years, with many proponents promoting its usefulness for improving the university student experience by increasing progression and lowering attrition, particularly among first year students (Charles, Charles, McNeill, Bustard, & Black, 2011). However, some students express reservations that the inherently competitive nature of some gamified learning activities negatively impact their learning experience, especially when compared to classic instructional methods (Charles et al., 2011). This discussion and instructional paper undertakes a review of the gamification literature within the Australian higher education context, concurrently exploring what it means and how to use gamification to enhance student learning. The paper provides a short biographic summary of the positive impact selected popular gamified activities has had on improving student engagement, participation and retention in tertiary settings.

The development of technology demands a variety of activities that can be easily accessed regardless of space and time. The development of information technology has become an innovative, dynamic, and economically profitable solution. Information technology is the answer to the problems and challenges faced by the world of education. Cloud computing is changing the way information technology services are provided and distributed so that institutions have the opportunity to access the educational and scientific information. Cloud computing technology is a new paradigm in the delivery of computing services, which has many advantages compared to conventional systems. This study discusses cloud computing in general and some examples of the application of cloud computing services and their benefits in the Electrical Engineering Education Study Program environment. The case study taken is the application of cloud computing services in the Electrical Engineering Education Study Program, where cloud computing is a computing model, as resources such as processors or computing power, storage, networks, and software are abstracted and provided as services on a network or internet with using the remote access pattern. The purpose of this study was to determine whether cloud computing might be applied to learning, as well as the benefits provided by cloud computing in the development of learning systems. This study uses a qualitative descriptive method with data collection techniques in the form of literature studies. Based on the research conducted, the results show that the services provided by cloud computing have various benefits, namely increasing efficiency and effectiveness in the use of cloud computing-based technology in the learning process.

Fundamentals of Database Systems is a core course in computing disciplines as almost all small, medium, large, or enterprise systems essentially require data storage component. Database System Education (DSE) provides the foundation as well as advanced concepts in the area of data modeling and its implementation. The first course in DSE holds a pivotal role in developing students' interest in this area. Over the years, the researchers have devised several different tools and methods to teach this course effectively, and have also been revisiting the curricula for database systems education. In this study a Systematic Literature Review (SLR) is presented that distills the existing literature pertaining to the DSE to discuss these three perspectives for the first course in database systems. Whereby, this SLR also discusses how the developed teaching and learning assistant tools, teaching and assessment methods and database curricula have evolved over the years due to rapid change in database technology. To this end, more than 65 articles related to DSE published between 1995 and 2022 have been shortlisted through a structured mechanism and have been reviewed to find the answers of the aforementioned objectives. The article also provides useful guidelines to the instructors, and discusses ideas to extend this research from several perspectives. To the best of our knowledge, this is the first research work that presents a broader review about the research conducted in the area of DSE.

Cloud computing service has been found to be effective in increasing the capacity of Higher Education Institutions (HEIs) since it delivers services through enhanced information technology capabilities. Quality of Service (QoS) in cloud service is considered a rapidly growing phenomenon to guarantee a high level of service and is identified as an essential aspect of service provision. Despite the importance of QoS, identifying the QoS acceptance factors by decision-makers for cloud-based services in HEIs in Palestine has been a critical challenge. There are limited studies conducted on QoS acceptance factors from Technological, Organizational, Environmental and Human aspects, hence, this study addressed this gap and investigated potential factors influencing QoS acceptance by decision makers in the context of HEIs in Palestine. This study proposed a research model by combining Technological Organizational Environmental (TOE) framework and Human Organizational Technology (HOT) fit framework. Fourteen hypotheses were developed and the significance of the relationship between the factors were investigated using a quantitative approach. A survey method using a paper-based questionnaire was employed to collect data from 267 decision makers in the target higher education institutions. The data were analysed using Structural Equation Modelling (SEM) with Partial Least Squares (PLS) technique. The results of this study and the proposed model would assist the decision makers in HEIs to better understand the importance of QoS acceptance in cloud service.

Despite the popularity of mobile and digital technologies, physical collections still have high user demand in academic libraries and grow continuously. With renovation projects providing more studying and collaboration space, efforts to relocate materials to storage facilities are necessary for major libraries. With the change in student information needs and preferences, it is essential to reinvestigate their behavior and preferences for the use of physical resources and remote storage items. An online survey was conducted in a major international comprehensive university in Hong Kong, China, to explore these questions. Statistical tests were also performed to compare the difference between undergraduate and postgraduate students, as well as those with versus those without experience requesting items from storage.

With the ubiquity of digital media, managing personal data has become part of our daily lives. Teachers have to manage not only their own data, they also manage students' sensitive data and furthermore have to teach data protection to students. In Switzerland, teacher education colleges have hence started to educate students about privacy and data protection. To do this effectively, it is important to understand pre-service teachers' attitudes about online privacy and to assess their knowledge about protection strategies. Therefore, we tested whether existing scales for attitudes (perceived severity, perceived vulnerability, self-efficacy) about online privacy in social networks can be applied to pre-service teachers and be extended to e-mail and cloud storage. We then explored how these attitudes relate to protection strategies. Except for perceived vulnerability regarding social networks, we succeeded in reliably measuring the three different attitudes in the three domains. Priming did not change the attitudes. However, we did find that self-efficacy was related to the degree to which students report using data protection strategies. This suggests that to motivate pre-service teachers to engage in data protection, teaching them these strategies is more effective than making them more aware of their vulnerability and the severity of data breaches.

Purpose: The purpose of this study is to propose a hybrid model integrating the expectation-confirmation model with the views of cognitive absorption (CA) theory and updated DeLone and McLean information system success model to examine whether quality factors as antecedents to medical professionals' beliefs can affect their continuance intention of the cloud-based e-learning system. Design/methodology/approach: This study's sampling frame was taken from among medical professionals working in hospitals with over 300 beds in Taiwan which had implemented the cloud-based learning management system (LMS) with a blend of asynchronous and synchronous technologies. Sample data for this study were collected from medical professionals at six hospitals in Taiwan. The data for this study were gathered by means of a paper-and-pencil survey, and each sample hospital that participated in this study was asked to identify a contact person who could distribute the survey questionnaires to medical professionals who had experience in using the cloud-based LMS in their learning. A total of 600 questionnaires were distributed, and 378 (63.0%) usable questionnaires were analyzed using structural equation modeling in this study. Findings: This study proved that medical professionals' perceived learner-content interaction quality, learner-system interaction quality, service quality, cloud storage service quality and learner-human interaction quality all positively caused their perceived usefulness, confirmation and CA elicited by the cloud-based e-learning system, which jointly explained their satisfaction with the system, and resulted in their continuance intention of the system. Research limitations/implications: Several limitations and suggestions may open avenues for future research. First, the limitation of self-reported measures should be considered; future research may combine with qualitative data (e.g. semi-structured, narrative, in-depth interviews, focus group interviews and open-ended questions) to get more complete interpretations of medical professionals' cloud-based e-learning continuance intention. Next, this study's data were collected from hospitals in Taiwan only; given this study's limited scope, future research may generalize this study's sample to the respondents of other national cultural backgrounds and make cross-country comparisons to enhance the completeness of this study. Finally, this study' results were based on cross-sectional data; future research may use a longitudinal analysis by taking into account the evolution of medical professionals' cloud-based e-learning continuance intention over time. Originality/value: This study fully evaluates interaction-related and cloud-related quality determinants through an understanding of medical professionals' state of CA in explaining their cloud-based e-learning system continuance intention that is difficult to expound with only their utilitarian perception of the system. Hence, the results contribute to deep insights into an all-round quality evaluation in the field of medical professionals' cloud-based e-learning continuance intention, and extrinsic and intrinsic motivators are both taken into consideration in this study's theoretical development of medical professionals' cloud-based e-learning continuance intention to acquire a more comprehensive and robust analysis.

This paper investigates how a semester-long online course in a language and literacy teacher education department coupled a podcast project with archival pedagogy and restorying to explore how ELA (English Language Arts) teachers (preservice, inservice teachers, and those seeking re-entry) worked collaboratively to enrich understandings of instruction embedded in a high-tech environment. The course was taught in the southeastern United States at the height of a global pandemic. After the semester ended, three graduate students (from a class of 21) joined the instructor to qualitatively analyze data collected during the previous 14 weeks. Data sources included digitally stored videos, archived library objects, class emails, rubrics, asynchronous discussion boards, synchronous Zoom discussions, and student-generated podcast projects. Findings point to the merit of providing agentic-learning opportunities through podcasting practices that mediated students' archival work, ELA teacher education curricula, and digital identity formation. Implications are drawn for ELA classroom teachers and teacher educators.

This case study concerns findings from a workshop with senior teacher educators from three Indian states as part of the TESS-India teacher professional development initiative. The workshop explored how open digital badges might be used to support, capture and validate changes in teachers' classroom practice. Workshop participants drew on the TESS-India OER to design short online in-service teacher professional development courses to support movement towards the more participatory approach advocated in education policy. As part of this course design process, participants were encouraged to propose digital badges to recognise changes in teachers' pedagogic practice. Analysis of the workshop discussions and outputs indicated enthusiasm for digital badges, while also revealing that the process of defining digital badges may be helpful in prompting disruption of deeply embedded cultural scripts about ways of being and knowing that shape teacher educators' practice and helping them to recognise what the work of quality teaching entails.

One challenge facing faculty and staff at higher education institutions, and particularly those with an access mission, is understanding and supporting their students in a holistic manner. Organizations with a high proportion of traditionally at-risk students must balance resource demands with providing the intensive teaching and advising models recommended for student success. This article explores the Student Success professional development badge as one efficient and effective model for building a holistic student support network on campuses.

Chemical educators are facing a new generation of instructional technologies that impact classroom teaching. New technologies, like smartphones, cloud computing and artificial intelligence take learning beyond the classroom; 3D printing, virtual reality, and augmented reality provide new ways to teach the virtualization skills that are important for chemists. These technologies cause students to become more isolated, so students may not develop the social skills that they will need for today's workplace. Individualized learning may be beneficial to many students, but it will create challenges for faculty. Although this article focuses on chemistry education, it should be apparent that a similar argument could be made for other sciences, like physics and biology.

Since its inception, the College of Medicine and Medical Sciences (CMMS) at the Arabian Gulf University (AGU) has adopted the problem based (PBL) pedagogy in Medicine relying on paper-based trigger material. However, delivery of such paper-based triggers during tutorial sessions was not optimal to promote medical student interactivity and engagement within tutorial sessions. As involvement of multimedia resources and tools in PBL are more valuable than simple print textual modes of learning and can have a positive impact on learning and knowledge integration, we aimed to digitize all our trigger material. Over the past three years CMMS has integrated after customization to PBL standards, the cloud-based operating system, UNIO into its problem-based learning (PBL) curriculum. The aim of UNIO integration was to digitize text triggers and enhance the quality of visual triggers in order to improve medical student interactivity and engagement within tutorial sessions. UNIO electronic platform was customized from a teacher-centered design to fit a PBL pedagogy. It was utilized to link student and tutor hardware within a group together for promoting interaction and collaborative learning. The effect of this teaching approach was evaluated from student responses to an in-house validated survey at the end of the fifth PBL module. Customization and integration of UNIO within the PBL curriculum resulted in an entirely paperless learning process. It created an integrated PBL system combining conventional text trigger in a digital form with digital media such as images, videos and other multimedia, while maintaining face-to-face setup. It also provided online and off-campus access to content embedded at campus and open access to open source content online to both tutors and students. Results of the student satisfaction survey pointed to a predominantly neutral attitude towards integration of UNIO within our PBL tutorial sessions, but the item related to effectiveness of media triggers within UNIO received favorable responses from students. Further evaluation for a longer term is necessary for additional student feedback. Other forms of evaluation may be required in the aim of improvement and for justification of subsequent implementation of UNIO within our PBL curriculum.

This case explores the creation of an open badge student-employee training program. Utilizing competency-based learning, we created nearly 40 digital credentials for technical skills related to various software products. We specifically share the decisions we made related to the process of defining competencies, formatting badge criteria, and building a flexible learning system. We also discuss various challenges, including how we motivated employees to participate in the program and unforeseen challenges related to selecting a badge issuing tool.

The following paper makes the case for a recommended practice of depositing undergraduate student dissertations into Higher Education Institute (HEI) institutional research repositories. In discussing this, the reasons for doing so, and a comprehensive discussion of the benefits and challenges (motivationally, logistically and ethically) for the discipline, students and supervisors are highlighted, along with ways in which the challenges may be addressed. Guidelines to simplify, and therefore encourage, greater rates of submission of undergraduate dissertation research into institutional research repositories are noted, along with the potential consequences for the Research Excellence Framework and Teaching Excellence Framework exercises. It is the author's hope that this paper will stimulate further discussion of this idea, including bringing to light considerations not addressed here.

The research was conducted to study and develop a Green University using Cloud based Internet of Things model for energy saving. The aims of this study were 1) to study and design 2) to evaluate a model of Green University using Cloud based Internet of Things for energy saving. There are two phases of the research method. The first phase included the model design: 1) to study, analyze, and synthesize the contents, 2) to develop a process model of Green University using Cloud based Internet of Things, 3) to present the constructed model, and 4) to conclude the results. The second phase is referred to an evaluation of the model. Nine experts from Green University's Electrical, Information Technology, and university management team were included in the research as sample group. Then, the data were analyzed by standard deviations and means. The model development process has 3 components that include 10 procedures. This model helps to energy saving. As the overall model was shown at a very good level, the experts agreed.

Personalized learning is designed to address the disengagement of today's students and to be proactive in closing the growing achievement gaps occurring in far too many schools. The goal of personalized learning is to engage students in the process, building on their interests, aptitudes, and strengths, thus creating intrinsic motivation for achievement and success. Students feel empowered when involved in goal-setting and decision-making processes. One primary key to effective individualized personalized learning is sparking the innate curiosity of students through active engagement with their environment. Micro-credentials are bite-size learning activities or professional development experiences that can often be stacked to create a tower of knowledge or expertise. Whether the learner be the teacher or student, the micro-credential provides an opportunity for personalized learning on a topic of interest and meaning to the learner, thus increasing internal motivation and agency. The creation of an individual personalized learning environment, including micro-credentials, could occur with P-12 student in a traditional or alternative educational setting or in professional development for educators or other professionals. Personalized learning initiatives can be formed to fit the needs of the participants and aligning with the systems and structures to pursue the personalization and credential that best fits the need.

Emergence and development of the blockchain technology, which is able to transform into "a most powerful disruptive innovation", shall definitely concern universities. Moreover, nowadays the blockchain technology meets the challenges that both the system of higher education and the entire society are currently facing. Advantages of the blockchain technology are decentralized open data, absence of forgeries, safe storage of information, and reduction of transaction expenses related to data checkup, control, and verification. This paper provides a critical analysis of application of the blockchain technology considering with its applicability opportunities and restrictions in education; it also aims to identify the consequences of its influence upon the development of education. The article analyzes real cases when this technology was applied, with the Massachusetts Institute of Technology (MIT) as an example. The MIT applied it to protect and validate the certificates that it issued. Another example is the Sony Global Education that forms individual data on its trainees' competencies and productivity; a third one relates to the University of Nicosia, which was the first to use smart contracts and accept cryptocurrency as a form of payment. The paper also considers the elements of the blockchain technology at universities (both in Russia and outside it), which participate in massive open online courses. It determines the scope of application of this technology in the Russian educational system. In addition, this article provides a literature review related to application of the blockchain technology; the review includes works by such renowned researchers as D. Tapscott, B. Bleir, A. Watters, A. Grech, A. Camilleri, M. Swan, A. Zaslavsky, etc. The paper analyzes the obtained findings of the survey that its authors have conducted among experts, professors, and specialists involved in accreditation. Thus, the paper provides an analysis of opportunities and restrictions related to application of the blockchain technology in higher education.

In this research, it is aimed to develop a scale for the use of cloud technologies in education. The sample group of the study consists of 415 preservice teachers who are studying at universities in Konya. For the validity and reliability analyses of the scale, the sample group consisting of 415 units was randomly allocated (n[subscript 1]=208 and n[subscript 2]=207) sub-samples, the first sample was used for explanatory factor analysis and the second sample was used for confirmatory factor analysis. As a result of the explanatory factor analysis of the data obtained from the first group, 6-item scale consists of motivation and interaction sub-dimensions. Interaction dimension of total variability alone explains 35.89% and motivation dimension explains 33.56%. Factor loads for the sub-dimensions ranged between 0.74 and 0.83. The internal consistency coefficient was 0.83 for Cronbach alpha, 0.77 for motivation subscale and 0.79 for interaction subscale. For the second sample, it was found that the model formed by the two-factor structure of the scale was appropriate according to the fit indices obtained from the confirmatory factor analysis results. As a result, Cloud Technologies Usage scale was found to be a valid and reliable measurement tool.

Over the past 8 years, U.S. kindergarten classrooms have been impacted by policies mandating or recommending the administration of a specific kindergarten entry assessment (KEA) in the initial months of school as well as the increasing reliance on digital technology in the form of mobile apps, touchscreen devices, and online data platforms. Using a sample of KEAs used in 29 states in Fall 2019, in this report I examine the KEA digital technology landscape. Of particular interest was the extent to which states with similar KEA item types incorporated such technology as well as the potential impact of these technology inputs on the role of the kindergarten teacher in the KEA administration, scoring, and report-generating processes. Analyses of the study's data demonstrated that all 29 states incorporate digital technology into their KEAs. However, differences among states' technological inputs suggested four different models of KEAs along a continuum of supplanting versus retaining teachers' active roles in the administration, scoring, and report-generating processes. These findings have implications for short-term research agendas aimed at supporting KEA validity, reliability, and utility.