Virtual learning environments are crucial portals for students to take full advantage of the educational process, especially as we have seen a rise in the use of such environments due to the COVID-19 pandemic. A next-generation virtual learning environment, called Common Ground Scholar (CGScholar), has been researched, developed, and employed in different scenarios, countries, and domains. Promoting Next-Generation Learning Environments Through CGScholar provides first-hand experience on how this innovative social network-like learning environment has changed the way students interact with their teachers, the content, and their peers. It outlines all conceptual and philosophical underpinnings that have enabled the realization of a next-generation virtual learning environment that assists educators and learners. Covering topics such as community-based peer review process, medical education, and collaborative affordance, this premier reference source is an essential resource for educators and administrators of both K-12 and higher education, pre-service teachers, teacher educators, librarians, government officials, researchers, and academicians.
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Prof Matthew Montebello is a full professor and Head of the Department of Artificial Intelligence at the Faculty of ICT, University of Malta. He joined the University in 1999 after completing a PhD in Computer Science, following earlier work in secondary education after graduating with a B.Ed. (Hons) in 1990. He later obtained a Masters and Doctorate from Cardiff University in 1996 and 1998, and went on to complete an M.A. and Ed.D. in Higher Education, specialising in the application of artificial intelligence to e-learning. In 2017 he was awarded visiting academic status at the University of Illinois in Urbana-Champaign, where he collaborated on research projects, and in 2018 was appointed Adjunct Professor, contributing to the development of a next-generation virtual learning environment. At the University of Malta he serves on several committees, including the Web Editorial Board and Digital Education Committee. Since 2022 he has supported the University in addressing the impact of Generative AI on higher education, co-authoring guidelines and delivering workshops on its use in teaching and learning.
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