A dedicated and accomplished educator with a strong background in Curriculum, Instructional Design, and Technology Integration, Generative AI in Education and Research, and Quality and Accreditation. He has a proven track record of Research accomplishments and Supervision, Publications in national and international journals, and involvement in academic conferences. He is recognized for conceptualizing and implementing the groundbreaking "DGStory" learning approach, a Story-Based Dynamic Geometry method that integrates an e-learning Environment with Dynamic Geometry / Interactive Software.
Education Technology e-learning environments generative ai educational design m-learning augmented reality virtual reality interactive learning environments interactive geometry software internet of things
The COVID-19 pandemic wreaked havoc on education and resulted in huge changes. This research paper investigates on the factors driving change for future learning by studying the training of teachers during the COVID-19 crisis and their perceptions regarding the future of teaching. The study employed the methodology of opportunistic or emergent sampling to collect data from teachers aged 30–50 years who had experience in conducting online classes in different schools in KSA. The study suggests that effective virtual education depends on careful instructional design, audience consideration, and a systematic implementation model that produces various forms of teaching tailored to educational objectives. The research findings can guide future decisions about implementing online teaching, and the dimensions identified in this research can be compared with previous studies to derive key learning axes for future schools. The pandemic transition presents an opportunity to develop sustainable paradigms for future generations.
The vogue of using social media increased rapidly among students which might reduce their learning time. This study aimed at developing a spoken social networking website that so-called VOALK.COM, it provides users not only with services such writing posts, comments and chatting but also enables them to listen to what they write in seven spoken languages depending on google (TTS) text to speech API. It enables users to search their posts on the internet. In addition to the possibility to upload and archive files in several formats such as PDF, PPT etc. and search youtube and Soundcloud which could be used educationally. Moreover, the developed website enables teachers to upload educational apps in SWF format, create open and multiple-choice questions followed by statistics and histograms for students responses, it takes into consideration the preference of users such as selecting the colour themes, the written/spoken interface language and the privacy of their profiles. Through an online sample of 38 instructional technology students at faculties of education in Egypt, the data was collected based on two Likert-type questionnaires to know the effects of using the developed website VOALK on the time they spend using other social network websites, their attitudes toward the developed website and which services they use for educational purpose beside social communication. The results show significant indicators in students attitudes toward the developed websites and the use of its services in their educational and social communication as well. In addition, the results show significant differences in reducing the time that the majority of the sample spend on other social networking websites in favour of provided services by the developed website.
Although cyber learning is the large umbrella that covers different types and sequenced generations of technology-based learning, such as e-Learning, m-Learning, virtual reality and augmented reality. There are however new forms which may include in the near future mixed reality and holoportation technologies. This study aims at examining to what extent such learning environments are used in education and educational research in African countries. Most of the countries in the African continent are considered to be developing countries characterised by the population growth, by the growing demand for education and by facing economical challenges, especially in education. The most important of which is the lack of material and qualified human resources. This requires adopting new teaching methods that based on the communications revolution, the Internet and educational applications of modern technology, which could facilitate the cooperation in this field among the educational systems in this continent, and may contribute to solve many problems and keep up the pace with developments, challenges and even help crisis-stricken countries in rebuilding their educational systems. In addition to reviewing the evolution of cyber learning concepts, this study analyses some of the African continent’s leading research and presents a proposed model to show how economic alternatives could be an outcome of productive learning in virtual learning environments to overcome the shortcomings of material aspects and close the growing gap in developing countries.
This study aims at measuring the effectiveness of a Multimedia-Based Program to acquire applied mathematics prerequisites at Prospective Teachers in the third year in the Faculty of Education, Mathematics Section, and learning transfer of applied mathematics prerequisites for achievement in the new learning situation. 26 Prospective Teachers in the third year had not studied applied mathematics in the secondary school or in the university stage, divided into 13 as an experimental group, and 13 as a control group according to scores of pretest of mathematics prerequisites. Two tools used in the study, applied mathematics achievement test, and applied mathematics prerequisites test. The results of the study show that: 1) There is significant statistical difference in prerequisites test for experimental group students who had studied applied mathematics program, as a result of the program efficiency in acquiring applied mathematics prerequisites; 2) There is significant statistical difference in applied mathematics achievement test for experimental group students who had studied applied mathematics program, as a result of the program effectiveness in transfer of prerequisite learning to applied mathematics achievement in new learning situations. As a practical result of this study the Faculty of Education in Suez Canal University, Ismailia, Egypt considered the study results and recommendations and changed the low of entering mathematics section in the faculty of education.
This paper investigates the impact of a pedagogical model using a developed social Android App on acquiring multimedia design and production skills among instructional technology students at Suez Canal University, Faculty of Education, Egypt. This model based on blending the face-to-face learning context with the power of social media in education, on one hand it enable students to learn in a project-based learning atmosphere and on the other hand it extends the learning time outside university. The developed android app integrates the traditional tools of social networking websites with new suggested tools and services such as searching the internet for, PDF, PPT … etc., search Youtube and SoundCloud from every post without leaving the app to another website or search engine. This context enable students to upload their projects and assignments and encourage them to make further discussions and reflections outside the university. Moreover, it enables the teacher to create educational games and applications, quizzes, questionnaires and open ended questions. In addition, the aim of developing this app is to avoid any distractions that divert students attention and to provide tools which may be not available in traditional social media. The targeted gain in this study was limited to the second and the third phase in the general model of educational design which include designing and developing skills. The data was collected from a sample of 64 participants using an online achievement test and an evaluation sheet for students' projects to know the impact of the study intervention. The results reveal significant indicators in students' cognitive part of the designing skills and in achieving their projects in developing phase. Keywords -mobile learning, social media, multimedia, design, production, instructional technology students.
The present study describes a suggested learning context of three courses for educational technology students/teachers at the Faculty of Education, Suez Canal University, Ismailia, Egypt. Traditionally, courses of educational technology, in the Faculty of Education, were developed in a pure abstracted method despite of its practical nature. Consequently, the present study aims to encouraging the concepts and values of sustainable development in three courses, which are: Photographing; Multimedia Authoring; and Projection Devices. The researcher used the project-based methodology instead of the traditional way of teaching. In the Photographing course, in addition to mastering photographing skills, students were asked to design a booklet based on photos that represent relevant phenomena to agricultural and environmental issues. Similarly, in the Multimedia Authoring course, they produced multimedia presentations of sustainable development values. Furthermore, in the Projection Devices course, students designed economical alternatives for educational technologies in the light of recycling concept. Some indications showed significant changes in the students’ attitudes towards the three courses. However, there is a need for more implementation to achieve further improvement of students/teachers’ skills in multimedia authoring and their knowledge about sustainable development aspects.
The present research intended to investigate effect of two delivery types (e-Learning / m-Learning) in an intelligent e-learning system, on developing skills of semantic search engines among professional diploma postgraduates at the faculty of education, suez canal university.The research procedures depended on the experimental method and its quasi-experimental design of two experimental groups participated in the research intervention with pre and post test.The research tool and intervention were applied to a group of nine students during the first semester of the academic year 2021-2022, they were devided intotwo experimental groups; the first was involved in learning using e-learning portal, where the second group used a developed m-learning android app.The research tool was a test of search engine skills to mesure and collect the statistical results after using one of the two types of delivery (elearning intelligent system/m-learning intelligent system).To determine the statistically significant defference t-test was applied within the statistical package for social science (SPSS) at 0.05 level of significant, in addition to analysing of the observation during the intervention sessions.The results showed that using the m-learning type of delivery within the intelligent learning system was more effective than the e-learning type in developing the skills of using semantic search engine amone the postgraduate students.According th the research results, the researcher presented suggestions and recommendations particularly that could make benefit from the results in other fields and branches, using various e-learning environments according to learners' stages characterestics and their needs.
Abstract The study aims to investigate the most important artificial intelligence (AI) applications used in the university environment, the challenges of employing AI applications, and the requirements for integrating AI into the university environment. It examines the impact of AI on higher education teaching and learning and discusses the potential benefits and challenges of integrating AI into the university setting. The descriptive analytical approach was adopted for literature review to characterize the use of AI in universities. The survey approach was also used to collect data from 240 faculty members at Saudi universities and 15 experts in AI. The survey instrument included three dimensions with a total of 47 statements. The results show that the most important AI applications used in universities include personalized learning, efficient resource management, and greater research capability. However, the study also found that universities face challenges such as insufficient knowledge of AI, lack of AI ethics, and the need for strong cybersecurity. The key requirements for integrating AI into the university environment include a comprehensive AI ecosystem, advanced technological infrastructure, and training programs for faculty and students. This study provides a comprehensive analysis of the current state of AI adoption in teaching and learning at universities and the key factors that need to be addressed for successful integration. It contributes to the growing body of research on the role of AI in higher education and offers insights for educational stakeholders on the strategies and requirements for leveraging AI to enhance the teaching and learning experience.
This proposed review paper outlines a plan for a systematic review to investigate the impact of visual representations on digital learning …