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Big data

According to Oracle: “The definition of big data is data that contains greater variety, arriving in increasing volumes and with more velocity. This is also known as the three Vs.

Put simply, big data is larger, more complex data sets, especially from new data sources. These data sets are so voluminous that traditional data processing software just can’t manage them. But these massive volumes of data can be used to address business problems you wouldn’t have been able to tackle before”.

Learn more:

  • Big Data: Concepts, Methodologies, Tools, and Applications. IGI Global. https://doi.org/10.4018/978-1-4666-9840-6
  • Boyd, D., & Crawford, K. (2011). Six provocations for Big Data. In: SSRN Electronic Journal. https://doi.org/10.2139/ssrn.1926431
  • Cappa, F., Oriani, R., Peruffo, E., & McCarthy, I. (2021). Big data for creating and capturing value in the digitalized environment: Unpacking the effects of volume, variety, and veracity on firm performance. In: Journal of Product Innovation Management, 38 (1), р. 49–67. https://doi.org/10.1111/jpim.12545
  • Dedić, N., Stanier, C. (2017). Towards Differentiating Business Intelligence, Big Data, Data Analytics and Knowledge Discovery. In: Piazolo, F., Geist, V., Brehm, L., Schmidt, R. (eds). Innovations in Enterprise Information Systems Management and Engineering. ERP Future 2016. Lecture Notes in Business Information Processing, vol 285. Springer, Cham. https://doi.org/10.1007/978-3-319-58801-8_10
  • Hilbert, M., & López, P. (2011). The World’s Technological Capacity to Store, Communicate, and Compute Information. In: Science, 332(6025), p. 60–65. https://doi.org/10.1126/science.1200970
  • Taniar, D., & Rahayu, J. W. (eds) (2019). Emerging perspectives in big data warehousing. IGI Global. DOI: 10.4018/978-1-5225-5516-2
  • What is Big Data? Oracle. (n.d.). Retrieved July 27, 2022, from https://www.oracle.com/big-data/what-is-big-data/

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IGI Global Bookstore

Oxford Reference

Digital competences

According to EU Commission Digital Competence Framework identifies the key components of digital competence in 5 areas: Information and data literacy, Communication and collaboration, Digital content creation, Safety, Problem solving.

The concept of digital competence has emerged concurrently with technological development and as society has recognised the need for new competences. Development of technologies enables and constantly creates new activities and goals, and the importance of digital competence is therefore constantly changing and must always be seen in relation to the current technology and its application (Skov, A., 2016).

Digital competence is the most recent concept describing technology-related skills. During the recent years, several terms have been used to describe the skills and competence of using digital technologies, such as ICT skills, technology skills, information technology skills, 21st century skills, information literacy, digital literacy, and digital skills (Ilomäki, L., Kantosalo, A., Lakkala, M., 2011).

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Problem solving

Problem solving is ability “to identify needs and problems, and to resolve conceptual problems and problem situations in digital environments; to use digital tools to innovate processes and products; to keep up-to-date with the digital evolution” (The Digital Competence Framework).

Definition of “collaborative problem solving” suggested by PISA “is the capacity of an individual to effectively engage in a process whereby two or more agents attempt to solve a problem by sharing the understanding and effort required to come to a solution and pooling their knowledge, skills and efforts to reach that solution” (OECD, 2017).

Problem solving is a term which have a wide scientific application in philosophy, medicine, education mathematics, engineering, business, computer science, and artificial intelligence.

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Digital Humanities

According to Oxford Lexico Digital humanities (DH) is: ‘an academic field concerned with the application of computational tools and methods to traditional humanities disciplines such as literature, history, and philosophy’.

David M. Berry, Professor of Digital Humanities from University of Sussex (UK), claims that ‘digital humanities are at the leading edge of applying computer-based technology in the humanities. Initially called ‘humanities computing’, the field has grown tremendously over the past 40 or so years. It originally focused on developing digital tools and the creation of archives and databases for texts, artworks, and other materials’ (Berry, 2019).

Learn more:

  • Berry, D. M. (2019). What are the Digital Humanities? The British Academy. Retrieved July 7, 2022, from https://www.thebritishacademy.ac.uk/blog/what-are-digital-humanities/
  • Berry, D. M., Fagerjord, A. (2017). Digital Humanities Knowledge and critique in a Digital age. Cambridge: Polity. ISBN: 978-0-745-69765-9
  • Crymble, A. (2021). Technology and the historian: Transformations in the Digital age. Urbana: University of Illinois Press. https://doi.org/10.5406/j.ctv1k03s73
  • Schreibman, S. (2011). A companion to Digital Humanities. Malden: Blackwell
  • Wimmer, M. (2019). Josephine Miles (1911–1985): Doing Digital humanism with and without machines. History of Humanities, 4 (2), 329–334. https://doi.org/10.1086/704850

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Serious games

Serious games also known as applied games are interactive group of games that allow players to carry out activities that enable them to practice and achieve skills (Walz, Deterning, 2015). A key characteristic of serious games is that they augment the moment of pleasure with knowledge and skills useful to certain individuals and groups. In this sense, although they provide pleasure, they are not part of the entertainment industry, but rather of the educational process. In this context, in recent years gamification of learning processes has been actively discussed in scientific circles.

Learn more:

  • Encheva, M., Tammaro, A. M., & Brenner, M. (2019). Game-Based Learning: a Cognitive Pedagogical Approach for Improving Students’ Information Literacy. Libraries: dialogue for change: IFLA WLIC 2019. Athens, Greece. Retrieved from http://library.ifla.org/id/eprint/2509/1/207-encheva-en.pdf
  • Lugmayr, A., Sutinen, E., Suhonen, J., Sedano, C. I., Hlavacs, H., & Montero, C. S. (2016). Serious storytelling – a first definition and review. Multimedia Tools and Applications, 76 (14), 15707–15733. https://doi.org/10.1007/s11042-016-3865-5
  • Ma, M., Oikonomou, A., & Jain, L. C. (2011). Serious Games and Edutainment Applications (2011th ed.). Springer. DOI: https://doi.org/10.1007/978-1-4471-2161-9
  • Moro, C., Phelps, C., & Stromberga, Z. (2020). Utilizing serious games for physiology and anatomy learning and revision. Advances in Physiology Education, 44 (3), 505–507. https://doi.org/10.1152/advan.00074.2020
  • Walz, S. P. & Deterding, S. (Eds.) (2015). The Gameful World: Approaches, Issues, Applications. Cambridge, MA: MIT Press. 688 p.
  • Zheng, R. (2016b). Handbook of Research on Serious Games for Educational Applications (Advances in Game-based Learning). IGI Global. DOI: 10.4018/978-1-5225-0513-6
  • Zyda, M. (2005). From visual simulation to virtual reality to games. Computer, 38 (9), 25–32. https://doi.org/10.1109/mc.2005.297

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Information literacy

Information literacy is a personal ability to identify, access, evaluate, organize, and use information in order to complete a task or solve a problem. According to The Association of College & Research Libraries information literacy is as a “set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued and the use of information in creating new knowledge and participating ethically in communities of learning”.

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Literacy

UNESCO defines “literacy” as ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves also a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society (Montoya 2018).

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See also: Oxford Reference


Virtual Reality

The term “virtual reality” (VR) is used to indicate use of computer technology to create the effect of an interactive three-dimensional world (Virtual reality: Definition and Requirements n.d.). In other words, it’s a computer technology to create a simulated environment, which can be explored in 360 degrees (Virtual reality in the classroom 2021). It also means an artificial environment, which is experienced through sensory stimuli (such as sights and sounds), provided by a computer and in which one’s actions partially determine what happens in the environment (Virtual reality n.d.).

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See also: Oxford Reference

Industry 4.0

World Economic Forum defines the Fourth Industrial Revolution as a fundamental change in the way we live, work and relate to one another. It is a new chapter in human development, enabled by extraordinary technology advances commensurate with those of the first, second and third industrial revolutions. The Fourth Industrial Revolution is about more than just technology-driven change; it is an opportunity to help everyone, including leaders, policy-makers and people from all income groups and nations, to harness converging technologies in order to create an inclusive, human-centred future. (Fourth industrial revolution 2022). Industry 4.0 is synonymous with smart manufacturing and is the realization of the digital transformation of the field, delivering real-time decision making, enhanced productivity, flexibility and agility (What is Industry 4.0 and how does it work? 2022).

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See also: Oxford Reference

Soft skills

The term „soft skills“ is used to indicate a set of intangible personal qualities, traits, attributes, habits and attitudes that can be used in many different types of jobs. As they are broadly applicable they are also seen as transferable skills. Examples of soft skills include: empathy, leadership, sense of responsibility, integrity, self-esteem, self-management, motivation, flexibility, sociability, time management and decision-making (IBE-UNESCO 2016).

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Immersive Technology

The Immersive Technology creates distinct experiences by merging the physical world with a digital or simulated reality (An introduction to immersive technologies 2020). Since immersive technology leverages the 360 space/sphere, users can look in any direction and see content. Some types of immersive technology extend reality by overlaying digital images on a user’s environment. Others create a new reality by completely shutting a user out from the rest of the world and immersing them in a digital environment (Barton, L. n.d.).

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Augmented Reality

Augmented Reality is an enhanced version of reality created by the use of technology to overlay digital information on an image of something being viewed through a device such as a smartphone camera (Augmented reality n.d.) or it is a system that enhances the real world by superimposing computer-generated information on top of it (Augmented Reality 2006).Augmented reality also means an interactive experience of a real-world environment where the objects that reside in the real world are enhanced by computer-generated perceptual information, sometimes across multiple sensory modalities, including visual, auditory, haptic, somatosensory and olfactory (Schueffel, P. 2017; Williams, D. 2017).

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See also: Oxford Reference