Socioeconomic changes, digital technologies and neuroeducation during the COVID-19 era

PDF (English)
Pubblicato: Δεκ 2, 2020
DOI: https://doi.org/10.12681/homvir.25447
Rania Lampou
https://orcid.org/0000-0002-0220-239X
Abstract

This paper maintains that the management of the pandemic, which relied mainly on digital tools, can become effective when it covers many sectors. Digital technologies enabled us to contain the epidemic on an administrative level and a health care level. Homeschooling is also possible with the help of digital tools and it contributed significantly to the control of COVID-19 spread. Digital technologies can also relieve the mental health problems that are caused or that are aggravated by the lockdown. Psychological support can be provided online even through social media. Neuroeducation had always been an effective approach to teaching. Nowadays, neuropedagogy is even more necessary in order to address the problems that arise because of the excessive use of digital tools in the learning process.

Article Details
  • Sezione
  • Articles
Creative Commons License

TQuesto lavoro è fornito con la licenza Creative Commons Attribuzione 4.0 Internazionale.

Authors who publish with this journal agree to the following terms:

· Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

· Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

· Authors are permitted and encouraged to post their work online (preferably in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Downloads
I dati di download non sono ancora disponibili.
Riferimenti bibliografici
Ansari, D., & Coch, D. (2006). Bridges over troubled waters: Education and cognitive neuroscience. Trends in Cognitive Sciences, 10(4), 146-151.
Auener S., Kroon, D., Wackers, E., Dulmen, S., & Jeurissen, P. (2020). COVID-19: A Window of Opportunity for Positive Healthcare Reforms. International Journal of Health Policy and Management.
Banerjee, D., & Rai, M. (2020). Social isolation in Covid-19: The impact of loneliness. International Journal of Social Psychiatry. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/0020764020922269.
Betcherman, L. (2020). Digital medicine and COVID-19: a reflection on the role of artificial intelligence. The Official Journal of the College of Family Physicians of Canada. Retrieved from https://www.cfp.ca/news/2020/05/06/05-06-2.
Bradbury, N. (2016). Attention span during lectures: 8 seconds, 10 minutes, or more? Advances in Physiology Education. Retrieved from https://journals.physiology.org/doi/full/10.1152/advan.00109.2016
Brooks, S., Webster, R., Smith, L., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. The Lancet. Retrieved from https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)30460-8/fulltext
Browne, C., Gulbudak, H., & Webb, G. (2015). Modeling contact tracing in outbreaks with application to Ebola. Journal of Theoretical Biology. Retrieved from https://arxiv.org/pdf/1505.03821.pdf
Buckley, C. (2020). Chinese doctor, silenced after warning of outbreak, dies from coronavirus. New York Times. Retrieved from https://www.nytimes.com/2020/02/06/world/asia/chinese-doctor-Li-Wenliang-coronavirus.html
Caine, R.N., Caine, G., McClintic, C.L., & Klimek, K.J. (2004). 12 Brain/Mind Learning Principles in Action: The Fieldbook for Making Connections, Teaching, and the Human Brain. Thousand Oaks, CA: Corwin Press.
Cao, W. et al. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, p.112934. Retrieved from http://dx.doi.org/10.1016/j.psychres.2020.112934
Damasio, AR. (1994). Descartes' Error: Emotion, Reason, and the Human Brain. New York, NY: Putnam Sons; 1994.
Daskal, J. (2020). Digital surveillance can help bring the coronavirus pandemic under control – but also threatens privacy. Retrieved from https://theconversation.com/digital-surveillance-can-help-bring-the-coronavirus-pandemic-under-control-but-also-threatens-privacy-135151
De Mello, L., & Ter-Minassian, T. (2020a). The COVID-19 crisis creates an opportunity to step up digitalisation among subnational governments. OECD Fiscal Network. Retrieved from https://oecdecoscope.blog/2020/04/20/the-covid-19-crisis-creates-an-opportunity-to-step-up-digitalisation-among-subnational-governments/
De Mello, L., & Ter-Minassian, T. (2020b). Digitalisation challenges and opportunities for subnational governments. OECD Fiscal Network. Retrieved from https://read.oecd-ilibrary.org/taxation/digitalisation-challenges-and-opportunities-for-subnational-governments_9582594a-en#page1
Diamond, M., Hopson, J. (1999). Magic Trees of the Mind: How to Nurture Your Child's Intelligence, Creativity, and Healthy Emotions from Birth Through Adolescence. New York, NY: Plume Books
Dunbar, R. (1998). The Social Brain Hypothesis. Evolutionary Anthropology, 6(5), 178-190.
Dunbar, R., & Shultz, S. (2007). Evolution in the social brain. Science, 317(5843), 1344-1347.
Eisenberg, J., & Escobar, A., (2020). COVID-19: 10 steps for transferring your course online. World Economic Forum. Retrieved from https://www.weforum.org/agenda/2020/03/covid-19-10-steps-online-learning/
Foucault, M. (1988). Technologies of the self: a seminar with Michel Foucault. Amherst: The University of Massachusetts Press.
Goswami, U. (2006). Neuroscience and education: from research to practice? Nature Reviews Neuroscience, 7(5).
Han, H-J. (2020). As Schools Close Over Coronavirus, Protect Kids’ Privacy in Online Learning. Retrieved from https://www.hrw.org/news/2020/03/27/schools-close-over-coronavirus-protect-kids-privacy-online-learning
Howard, P. (2000). The Owner's Manual for the Brain: Everyday Applications from Mind-Brain Research. 2nd ed. Atlanta, GA: Bard Press. https://eric.ed.gov/?id=ED447089
Hobson, J. (1994). Chemistry of Conscious States: How the Brain Changes Its Mind. Boston, MA: Little, Brown and Co
Hyvärinen, J., & Vos, M. (2016). Communication concerning disasters and pandemics. In A. Schwarz, M. W. Seeger, & C. Auer (Eds.). The handbook of international crisis communication research (pp. 43-96). Oxford: Wiley-Blackwell.
Jensen, E. (2000). Brain-based learning: a reality check. Educ Leadership. 57:76–79.
Keesara, S., Jonas, A., & Schulman, K. (2020). Covid-19 and Health Care’s Digital Revolution. Retrieved from https://www.nejm.org/doi/full/10.1056/NEJMp2005835
King J. (1997). Brain function research: guideposts for brain-compatible teaching and learning. J Gen Educ.; 46:276–290.
Lampou, R., (2020). Teaching in the Coronavirus Age: A Neuroscientific Approach. K-12 Digest Portal&Magazine. Retrieved from https://www.k12digest.com/teaching-in-the-coronavirus-age-a-neuroscientific-approach/
LeDoux, J. (1996). The Emotional Brain: The Mysterious Underpinnings of Emotional Life. New York, NY: Simon and Schuster.
LeDoux, J. (2012). Rethinking the emotional brain. Neuron, 73, 653-676. Retrieved from https://www.cell.com/action/showPdf?pii=S0896-6273%2812%2900129-8
Livari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life–How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, Retrieved from https://doi.org/10.1016/j.ijinfomgt.2020.102183
López Seguí, F., Franch Parella, J., Gironès García, X., Mendioroz Peña, J., García Cuyàs, F., Adroher Mas, C., García-Altés, A., & Vidal-Alaball, J. (2020). A cost-minimization analysis of a medical record-based, store and forward and provider-to-provider telemedicine compared to usual care in Catalonia: Μore agile and efficient, especially for users. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7143363/
Mahmood, S., Hasan, K., Colder Carras, M., & Labrique, A. (2020). Global Preparedness Against COVID-19: We Must Leverage the Power of Digital Health, Monitoring. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7164944/
Mushtaq, R., Shoib, S., Shah, T., & Mushtaq, S. (2014). Relationship between loneliness, psychiatric disorders and physical health? A review on the psychological aspects of loneliness. Journal of Clinical and Diagnostic Research, 8(9). Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4225959/
Purves, D., Augustine, G., Fitzpatrick, G., Hall, W., Lamantia, A-S., & White, L. (2011). Neuroscience (5th edition). Sunderland, Mass.: Sinauer (pp. 390-395).
Reeves, M., Koehn, N., Neeley, T., & Berinato, S. (2020). Coronavirus: Leadership and Recovery: The Insights You Need (Harvard Business Review, HBR Insights Series). Brighton, Massachusetts: Harvard Business Review Press.
Sah, P., & Westbrook, F. (2008). Behavioural neuroscience: The circuit of fear. Nature, 454: 589-590.
Schnirring, L. (2020). COVID-19 sickens over 1,700 health workers in China, killing Retrieved from http://www.cidrap.umn.edu/news-perspective/2020/02/covid-19-sickens-over-1700-health-workers-china-killing-6
Şen, E. (2020). Global Virus of the Digital Village COVID19 and Senism. Retrieved from https://www.researchgate.net/publication/340398781_Global_Virus_of_the_Digital_Village_COVID-19_and_Senism
Schleicher, A. (2020). International education and Covid-19 – Insights from TALIS. Retrieved from https://www.teachermagazine.com.au/columnists/andreas-schleicher/international-education-and-covid-19-insights-from-talis
Smilkstein, R.P. (1993). The natural human learning process. J Dev Educ.;17:2–10.
Sonnemaker, T. (2020). Facebook, Google, Microsoft, Reddit, and Twitter just said they're working together to fight coronavirus misinformation. T. Business Insider.
Thevenon, O., & Adema, W. (2020). Combatting COVID-19’s effect on children. Technical Report. OCDE: Paris. Retrieved from https://www.researchgate.net/publication/341178136_Combatting_COVID_19_effect_on_children.
Tsekeris, C. (2019). Surviving and thriving in the Fourth Industrial Revolution: Digital skills for education and society. Homo Virtualis, 2(1), 34-42.
Wilson, R. S., Krueger, K. R., Arnold, S. E., Schneider, J. A., Kelly, J. F., Barnes, L. L., & Bennett, D. A. (2007). Loneliness and risk of Alzheimer disease. Archives of General Psychiatry, 64(2), 234-240.
World Childhood Foundation et al. (2020). COVID-19 and its implications for protecting children online. Retrieved from https://www.unicef.org/media/67396/file/COVID-19%20and%20Its%20Implications%20for%20Protecting%20Children%20Online.pdf
World Health Organization. (2020a). Home care for patients with COVID-19 presenting with mild symptoms and management of their contacts. Retrieved from https://tinyurl.com/t5nenma
World Health Organization. (2020b). Online training as a weapon to fight the new coronavirus. Retrieved from https://www.who.int/news-room/detail/07-02-2020-online-training-as-a-weapon-to-fight-the-new-coronavirus
Young Minds. (2020). Coronavirus having major impact on young people with mental health needs –new survey. Report. Young minds: London. Retrieved from https://youngminds.org.uk/about-us/media-centre/press-releases/coronavirus-having-major-impact-on-young-people-with-mental-health-needs-new-survey/.