یادگیری

The idea of creating smart machines and artificial intelligence has been around for centuries and dates back to at least the 14th century. Although the application of artificial intelligence in education is a very new field, but during the last 25 years, artificial intelligence has made achievements in some fields. Which has also affected education of course, criticisms have also been raised against excessive optimism towards contemporary artificial intelligence research. Little research has been done on the expectations of the role of artificial intelligence in education and its potential impact on education. The purpose of this study is to analyze and investigate the role of artificial intelligence in education.

Methods and Materoal:

This study was done using SWOT analysis method and its data collection method is also a library

Text In general, artificial intelligence as a catalyst for teaching and learning with the help of computers is a field with many applications. The teaching of science, technology, engineering and mathematics subjects can be enhanced with artificial intelligence-based software systems. Another potential strength is the potential of AI systems to serve learners across schools, borders, and platforms in creating ecosystems of interactive learning tools. Additionally, AI systems in education may be used to evaluate different learning models throughout the school. Without strong artificial intelligence, tutoring systems cannot provide rapid feedback to learners and enable stimulating interaction. With a realistic view, weak to moderate and strong artificial intelligence have a good ability to support teaching and learning and facilitate the daily work of teachers.Intelligent learning systems often have less artificial intelligence than expected, especially when it comes to interacting with students. Baker (2016) in a critical position classified many of the existing education systems under stupid education systems. His concept for online learning is to enhance data-driven human intelligence rather than data-driven artificial intelligence. In order to more dynamically use AI in education, there is a need for training data, one of the problems that arise is how to ensure that the data is real and free from bias. As stated by Popenici and Kerr (2017), complex AI algorithms are designed by human programmers who are likely to include their own agendas or biases in the development of the system. An important aspect of high-level machine intelligence is that it customizes learning for each student, but in doing so it intervenes by standardizing content and what is expected of the student.As reviewed by Lakin et al. (2016), it is hard to see a future where teachers are replaced by artificial intelligence systems or robots. A more positive and realistic scenario is that the role of the teacher evolves and transforms, freeing teachers from tedious daily tasks. In addition, AI in education has the potential to relieve the teacher of the burden of having all the knowledge and information that can be relevant to students. A possible use of artificial intelligence in education in the future is in the form of robots (collaborative robots) that help teachers in their daily work and tailor the learning experience to each student, for example in recording and analyzing the work of these students. And report to the teacher. The use of intelligent learning systems can provide customized instruction or instant feedback to students at any time of the day. But the depth of customization is one of the truly critical features, not superficial and personalized learning. Studies show that developers of intelligent instructional systems have been successful in their goal of adapting and surpassing computer-assisted instruction (CAI) and human teacher training in raising student test scores.The negative change in the role of the teacher may be caused by the design of stereotypical courses with low-level multiple-choice questions and the use of teachers as content developers. Most school curricula and teacher training programs are not wellprepared to take advantage of the benefits of artificial intelligence in education due to not providing artificial intelligence courses to their teachers. If teachers are not trained in the use of artificial intelligence, this can lead to misuse of the technology, for example in protecting privacy and using personal data for influence. According to Nicholas and Holmes (2018), an ethical framework should be established for the use of artificial intelligence in education, and even if adopted, it should be continuously discussed and updated to allow for the capabilities and scope of artificial intelligence and the potential use of reflect it. A growing concern among many education workers is the fear of unemployment as high-level machine intelligence systems completely take over the teaching profession. According to Popenici and Kerr (2017), artificial intelligence currently has the potential to replace a large number of teaching assistants and administrative staff in education, and therefore it is more important to investigate its impact on education. Studies show that widespread use of high-level AI systems may disrupt students' ability to learn independently and develop 21st century skills such as problem solving and critical thinking. Finally, the most severe threat to students may be AI. Surveillance cameras with built-in facial recognition. Along with machine learning, facial recognition is one area where AI is advancing much faster than AI ethics. By using this technology, schools may collect students' biometric information, for example, under the pretext of reducing the many working hours that employees spend on registration and attendance. Support using artificial intelligence systems in education and robotics is certainly an opportunity, but social robots are still in their infancy and have limited social skills. In the near future, a realistic opportunity lies in the development of robots that can provide personalized content and rapid feedback. As in the manufacturing industry, teachers will soon be able to reprogram the cobots using block programming code that doesn't require advanced programming skills. Of course, there are also threats, and for purely economic reasons, we will probably experience cases where teachers are replaced by artificial intelligence solutions in education. Universities with financial problems may be tempted to try solutions, such as Deakin University in Australia, which offers a service where any student who asks can expect tailored information and advice. However, since the common concern is how to submit assignments and how to pay for parking, such systems pose a threat to administrative staff rather than teachers. Finally, as with AI in general, ethics is a major and immediate challenge in the use of AI in education, even though the threats posed by AI in education may not be as dramatic as in other AI areas. Automatic will not be useful. Quality teaching is a complex and creative profession involving improvisation and spontaneity where humans are not easily replaced. In general evaluation, it can be said that there are many ways that artificial intelligence can help students. From identifying signs of effort to creating a more interactive and personalized learning program.Here are four ways that artificial intelligence can have a positive impact on student learning; Personalized learning: The ability to respond to personalized learning needs is one of the most positive benefits of artificial intelligence in education. Artificial intelligence technology can easily adapt to different learning styles. AI technology can analyze students' past performance and create tailored curricula and settings based on past performance. When it comes to personalized learning, AI can also point students in the right direction for resources and other useful data and information. Artificial intelligence has the ability to provide personalized study plans for students without having to wait for interventions from learning professionals. All while meeting the overall goal of making learning easier and helping students engage with content more effectively. Ultimately, where AI really helps personalized learning is in its ability to reach students on a massive scale. With overcrowded classrooms at the elementary school level and classrooms of hundreds at the secondary level, AI can help personalize education for all students at once, making it easier for everyone to succeed. Tutoring: Sometimes students need extra help, and AI allows you to access on-demand tutoring without an in-person or live tutoring session. Because the AI uses algorithms to adapt, it can quickly change to cover the areas where students need the most support. Just like a human tutor who adapts to a student's learning style and ability to absorb information, AI tutoring systems are very useful in their ability to focus on improving and deepening student learning as a whole. The main advantage of AI-based tutoring technology is the ability to help students understand complex concepts and terms on a mass level. Finally, with artificial intelligence, access to tutoring is no longer limited to those who can afford it. In addition, instructors can spend less time helping those who do not understand the concepts. Assessment and grading: A large part of teachers' time is spent grading assignments. Artificial intelligence technology can help speed up this process. Additionally, when it comes to grading assignments, AI technology can help analyze and get feedback from students on things like grammar, content, and vocabulary. By removing this part of teachers' duties, they can focus on other aspects of teaching that are more important, such as lesson planning and student engagement. Finally, one of the biggest benefits of automated assessment is that it eliminates human error, biases, and mistakes. It can also give each student an outline of where they went wrong and how they can improve, without taking up extra time from teachers. Improving student interaction: Artificial intelligence can engage students in educational content and make learning more interesting. One of the ways that educators and teachers can incorporate artificial intelligence into the classroom is through the use of catboats. The ability of catboats to personalize and adapt to students' learning styles creates more opportunities to keep students engaged, and the fact that catboats can be accessed anytime or anywhere means that students they can work at their own pace and continue their learning outside of traditional classroom time. The fact that AI improves engagement is exciting for course planners and administrators. This means they can deliver highly personalized and interactive learning in their courses, regardless of the subject, helping to amplify the impact on people's lives. Discussed how artificial intelligence can be useful for students. In addition there is great potential impact on coaches and teachers – particularly in ways it can save time.The three advantages of artificial intelligence in education for teachers are: 1- Predictive analysis an interesting and emerging area of artificial intelligence in education is prediction. AI can analyze data and predict which students might fall behind due to the educational gap. Predictive analytics is exciting for educators because it means students struggling with learning challenges can be identified earlier and given the tools they need to succeed. Additionally, early intervention means that students who otherwise fail or struggle might have the opportunity to become successful students by giving them the right tools to help them succeed. 2-Advanced educational methods one of the methods of using artificial intelligence in education is to improve teaching methods. Today, due to the vast amount of content and information, teachers often have little time to organize alternative learning methods without spending more than hours of classroom time. Using artificial intelligence technology, teachers have the ability to quickly put together games and simulations that help students practice and learn the lessons being taught without spending more time on lesson planning. It saves a lot of time for teachers. 3- Facilitating evaluations and grading if you ask any teacher, they will tell you that assessment is one of the most time-consuming parts of the job. One of the exciting areas of artificial intelligence in education is the use of artificial intelligence technology to improve and speed up the assessment and grading process. For example, assessments can be done in real time instead of lengthy home marking. This not only saves time for teachers, but also improves students' understanding of the material in the moment.

The research findings show that there are both opportunities and threats regarding the role of artificial intelligence in contemporary education. In many ways, AI appears to have a promotional mode. But like other areas of advertising, it has the potential to grow with specific applications in educational and learning activities. The results of the research show that the awareness of artificial intelligence and the study of the role of artificial intelligence in education will reduce the risk of substituting artificial intelligence instead of using artificial intelligence in education

Information literacy involves a range of skills such as recognizing information needs, understanding information production and value, and using information to generate new knowledge ethically. It is essential for individuals to locate, evaluate, and utilize information effectively to become lifelong learners. This research aims to investigate how education influences the information literacy abilities of out-of-school children in accessing digital libraries and databases.

This study utilized a Semi-experimental research design and survey method. Initial theoretical studies were conducted, and five information literacy standards were compared to develop a new pattern. The population consisted of 195 dropouts from two schools - Moshtaq in Kerman and Arslan Boys in Rafsanjan. The sample size of 120 individuals was selected using a simple random method, with 100 students completing the questionnaire. Survey data was analyzed before and after information literacy training over one semester using a checklist with five components and 15 indicators. Reliability was measured using Cronbach's alpha, which yielded a value of 0.851.

The study revealed that digital libraries and databases were available to a favorable extent, with a 2.935 percent availability rate. Prior to training, students showed a 2.125 percent proficiency in locating information in digital resources, which improved to 2.45 percent post-training. Additionally, students demonstrated an average skill level of 2.38 in utilizing full-text databases within digital libraries.

The research underscored the importance of education in enhancing information literacy skills, particularly in the areas of information retrieval and selection, database usage, and critical evaluation of online sources. Recommendations included teaching students how to identify reliable information sources, conduct effective information searches, and utilize various search operators for refining search results.Value: The novelty of the research lies in its examination of the Impact of Education on Information Literacy Skills of Dropout Students in Utilizing Digital Libraries and Databases through a Semi-experimental research design.

Identifying, accessing, and evaluating course content, along with the skills of extracting, reasoning, and inferring, lead to the organization and presentation of materials in teaching. The purpose of the current research is to enhance the educational content of Bruner's curriculum by incorporating information literacy skills and critical thinking.
The current research is fundamental in terms of its purpose and has conducted using with the comparative qualitative content analysis method, with a directional approach. Research data has been collected in six stages through the study of library documents. The validity of the current research is based on content and reliability, utilizing library texts and documents. The reliability is ensured through a detailed description of steps and information analysis, as well as the principle of verifiability by maintaining documents related to different stages of the research. Finally, the principle of accuracy is intended to convey the research results accurately and in detail.
The research findings indicated that the ability to identify information needs and analyze effectively empowers learners to respond to both typical and atypical questions within the content. The skill of obtaining the required information and the ability to infer encourage learners to engage critically with the content, prompting them to problematize and build upon previous concepts at the start of the lesson. The ability to critique and evaluate information sources, along with inferential reasoning skills, can transform content from simple to complex by presenting new concepts in a prominent and specific manner. The skill of optimal utilization of information sources and the ability of inductive reasoning are essential for learners to comprehend concepts by identifying similarities and differences, promoting practical guessing based on the content. The skill of complying with legal and ethical principles in information use, along with the skill of evaluation, fosters awareness in learners and lays the foundation for active participation, teamwork, self-direction, and independence.
Learners in the process draw based on the fourteen cases of the educational from of curriculum, integrating the skills of information literacy and thinking. This integration helps them thinking, establish connections relationships information the information in their leading leads enhanced greater understanding, learning, learning the assimilation of new achieving content concepts. new. It is suggested to enhance the educational content of Bruner's curriculum by incorporating critical thinking skills and information literacy.

Currently, in the researches of library and information sciences, the relationship between the process of searching and learning is discussed a lot. It seems that the search to learning has led to exploratory search and exploratory search has helped users discover concepts in order to overcome their uncertainty and finally, achieve learning. What has been neglected is the extent to which searching process affects learning and the degree of knowledge change until one reaches the level of expertise. Hence, the present study was compiled on research findings with the aim of determining the impact of the information search process based on work tasks on learning. For this purpose, a semi-experimental one-group design with pre-test and post-test was used in 2021. The statistical population was the nursing students of the Bushehr University of Medical Sciences in their sixth semester, and 38 of these students randomly participated in this study. First of all, an educational workshop with the aim of getting familiar with drawing conceptual map and a search training workshop were held. Afterwards, the students were assigned two tasks and they were asked to draw their conceptual maps before and after searching. In order to describe and analyze the information in this research, conceptual map scoring (a type of quantitative content analysis) was used to determine the degree of learning, the Euclidean algorithm was used to assess the degree of knowledge change until reaching the level of expertise, and the pairwise comparison method was used to evaluate the difference in the degree of learning before and after the search. The outcomes indicated that the mean difference before and after the search was significant in both scenarios (P<0.001). Also, there was a significant difference between the mean scores before and after the search and the score of the conceptual map, with high confidence. However, it was low, compared to the rate of learning growth according to the expert score. Besides, the difference between the mean of the conceptual map in the complex and simple scenarios was not significant. The results demonstrated the effectiveness of search as a learning method, so it is suggested that librarians and information professors introduce searching as a learning method along with other methods to increase awareness and develop creative thinking skills in the academic community.

This study was conducted to evaluate the organizational learning process of university library librarians based on the Marquardt model.

This research is applied in terms of purpose and descriptive-survey method. The statistical population includes 552 librarians at the libraries of the Islamic Azad University. The sample size was estimated to be 227 people using the Krejcie Morgan table. To collect the required data for the research, a researcher-made questionnaire was used to assess the five components of learning organization based on the Marquardt model (learning dynamics, organizational transformation, empowerment of individuals, knowledge management, and application of technology). The collected data were analyzed using SPSS26 statistical software and statistical formulas of Kolmogorov-Smirnov, Cronbach's alpha, and t-test.

The results showed that organizational learning in the libraries of Islamic Azad University has a favorable situation and this situation for all five components (learning dynamics, organizational change, empowerment, knowledge management, and technology application) Was also approved.

Although the results of this study indicate the favorable situation of organizational learning in the libraries of Islamic Azad University, the continuation of this type of learning due to the many changes and developments that we see in the world today for all organizations, especially types Libraries are a basic necessity.

Due to increasing the amount of information and the importance of applying images in various fields, the significance of visual literacy is obvious and research showed that visual literacy has a positive effect on learning. So, the purpose of this study was to determine the importance of visual literacy and to identify the necessity of its use in education and learning, as well as to dictate the components of visual literacy to improve learning.

Using the library method and utilizing descriptive research method, the literature in the field of visual literacy has been reviewed

Visual literacy is typically considered as an ability to evaluate, analyze and interpret the meanings of images and their use, also as a main concept is contemplated.

Visual literacy standards help us study, analyze, understand, and recognize visual elements based on a reasonable and pre-defined framework. It makes people benefit more appropriately from information resources in the form of symbols and images. The concept of visual literacy is evolving and requires more advanced tools. Therefore, students must be acquainted with the tools of this technique.

Game development is one of the most important subjects that has been able to transform education, business, industry and other backgrounds, in a form called gamification. The eighth art is the title that these days refers to the art of the gaming industry.

The method used in this research is library studies and it is a review article.

This article introduces various aspects related to the theory of games and their role in teaching and learning. Examining gamification in information in organizations is less focused on game capabilities in teaching and learning specialized subjects.

According to the findings, new research should be done in this field. As a result, with the appropriate use of scientific resources and the use of questionnaires, in addition to the use of learning elements, a framework will be created to explain the role of gamification in the field of education and learning, and as a result, a conceptual model can be obtained in researches.

Due to the increasing volume of information in today's world and the need to use images in various fields, we can no longer afford to ignore the importance of visual literacy as much information is included and conveyed through images. The main purpose of this study is to investigate the effect of digital image guide method on visual literacy. A quasi-experimental research method with pre-test post-test control group design was used to answer the research questions. The research began by assessing the visual literacy of the experimental and the control groups via a visual literacy questionnaire (the pre-test). The experimental group then received 9 sessions of 30-minute training through description of digital images, known as the Digital Image Guide, while the control received no special treatment. The images used in this study were selected from Getty Images and Flickr sites. Afterwards, the two groups took the same visual literacy questionnaire (the post-test). The obtained data were analyzed using a multivariate analysis of covariance (MANCOVA). The results showed that the mean of visual literacy components in the post-test of the experimental group had a significant increase compared to that of the control group (p<0.05). Therefore, it can be said that the Digital Image Guide (i.e. the method of describing digital images) had a positive and significant effect on students' visual literacy and its components. People need to be able to understand and visualize the messages in the images and educational systems, which are usually based on traditional methods, need to take that point into account and teach visual literacy to students so that they can understand concepts as it would enhance their learning.

Provide learning content in a pictorial thesaurus format to increase learning in students is the hypothesis that in this article was studied. This study showed that: 1) we can provide learning content in a thesaurus format, and 2) This format can be effective as an educational media in science education that leads to increase learning in students.  In this study, as a case study, the first year of high school chemistry book was selected. Then all the concepts and issues in this book was presented in the form of a pictorial thesaurus. Then by two statistical methods (test and survey), comments and scores of the test and control groups in some of Tehran schools were measured. The results of field activities confirm the hypothesis of increased learning due to the pictorial thesaurus. Thesaurus format benefits include concision, looking from above to the subject, reminded subjects taught before, classification and organization of educational content, ease of intuition of concepts, quick access to desired content, virtual education and distance learning.

Information and information sources can be divided into three broad categories according to their nature or type: textual information (book, journal article, conference paper, dissertation, newspaper, etc.), visual information (infographic, photo, Cartoons, films, etc.) and audiovisual information. The purpose of this study is to determine the effect of reading textual information in comparison with visual information (infographics) on the health information perception of high school girl students in Tehran.

The current study was carried out by applying a semi-experimental method in which a pretest/posttest design was used on two groups. The research population included 30 high-school girl students of Boshra High School in Tehran. Two groups of 15 students were randomly selected and invited to participate in groups. In fact, 15 participants in one group read textual health information and 15 participants in another group read infographic health information. An acquaintance pre-test was performed on both groups and two post-tests of learning and retention were used to evaluate whether the participants learnt and retained textual and visual health information, which was presented to them during the period under study using a 27-item self-report questionnaire based on textual and visual information. Finally, the results of the two groups were analyzed by descriptive statistics and dependent and independent t-test.

The findings of the study showed that the mean scores of the two groups of participants were the same as in the pre-test, the difference between the observed mean scores for the pre-test scores was not statistically significant. Furthermore, the mean scores of the two groups of participants for both textual information and visual information (infographics) were equal in the post-test of learning, and the difference in mean scores for post-test scores was not statistically significant. This means that both textual information and visual information (infographics) have increased the participantschr('39') learning to the same degree and do not differ significantly in terms of learning. Additionally, the mean scores of both groups for textual information and visual information (infographics) in the post-test were also equal and the difference in observed mean for post-test scores was not statistically significant. The latter finding means that textual information and visual (infographic) information were remembered equally and were not significantly different.

The findings of the present study indicates that textual information and visual information (infographics) have increased the learning and retention of participants to the same extent and are not different in terms of learning and retention. It can also be concluded that despite the appearance of the formats and the media, the text still has an important place in the learning and retention of students.

Considering the importance of learning information literacy skills in students' academic achievement, evolution in teaching such concepts and skills is important; therefore, the purpose of this study is to identify the components of gamified online tutorials for information literacy to provide a framework to increase internal motivation and students' level of learning in information literacy. The present research is a qualitative study using content analysis method to examine two categories of selected articles from four scientific databases which identify important components for developing gamified online tutorials for information literacy. After removing repetitive and unrelated articles, 18 articles related to the elements of online information literacy tutorial and 17 articles addressing motivational and game strategies based on the three components of self-determination theory (autonomy, competence and relatedness) were selected. To determine the content of information literacy tutorials, 81 online tutorials were reviewed from the PRIMO database. After reviewing the articles, 32 essential features for designing an online information literacy tutorial were classified into three groups: structural, content and educational elements. After studying papers in the field of gamification based on SDT, 11 elements of structural and content-based gamification and 27 motivational strategies were identified to meet three requirements of competence, autonomy and relatedness. The review of the content of online information literacy tutorials also showed that they should be designed in 5 modules. The Information Literacy Gamified Online Tutorial Based on Self-Determination Theory (IL-GOT-SDT) Framework can be used as the basis for further research into online information literacy tutorials. It is suggested that gamified online information literacy tutorials should be designed in consistent with the conceptual model of this research and its effectiveness should be evaluated for learning information literacy as well as the self-determination behavior of students.

In todays changing environment knowledge and technology are the basis of competition especially for knowledgebased organizations These organizations need to apply new knowledge in order to fulfill their business goals A part of this knowledge is derived from external resources Hence the ability to exploit external knowledge is a critical factor for the innovative capabilities of organizations This ability is called absorptive capacity which has different levels from the individual level to national level in the literature Considering the importance of the absorptive capacity theory this study attempts to analyze this concept with related theories Therefore some existing theories related to this concept such as learning dynamic capabilities innovation strategic directions knowledgebased view managerial cognition and coexistence theories are examined in this study and the relationship of these theories with absorptive capacity is posed.

This study aimed to evaluate the effectiveness of training courses for the librarians of the Librarians Association of Iran, Khorasan branch, implementing the Kirkpatrick model.
The method is based on the applied researchand the nature of the survey and analysis. The population consisted of 156 librarian members of the association who had participated in the training courses until 2014.The Measuring tool included the learners’ Patrick Kirk model whose questionnaire was used after determining its validity and reliability. It was distributed among the participants. The questionnaire has the three levels of reaction, the learners’ learning, and the learners’ behavior which were measured.
Findings: The results showed a positive and significant impact; in other words, it was found out that the more training courses are executed, the higher the satisfaction, learning, and behavior change will be. Comparing the average scores of the reaction, learning and behavior in men and women shows that the average score between male and female librarians is not significantly different.Furthermore, the comparison of the average scores of the reaction, and the learning concerning the educational level indicates that there is no significant relationship in between. However, comparing the average scores for the behavior variable concerning the different educational levels, it was found out that there is a significant difference between the holders of different educational levels. Also, no significant difference was found comparing the means of reaction, learning, and behavior considering the different age groups.

Leadership theory and research has not addressed the role of leaders in knowledge management, despite its importance to organizations. Consequently, information and knowledge management as key leader functions have not been explored. This descriptive study has sought that help to expansion links between leadership and knowledge management through examine the factorial structure of the knowledge leadership questionnaire of Viitala (2004).
Statistical population included staff at Islamic Azad University Sanandaj branch, Kurdistan University and Payame Noor University of Sanandaj (434 people). According to the ratio of staff per university, a sample of 204 selected by classified random sampling. The data collection tool was knowledge Leadership Questionnaire (Viitala, 2004) that its validity and reliability confirmed. Data analyzed by exploratory factor analysis, one sample t-test and one way ANOVA.
Findings: The results showed that the factorial structure of knowledge leadership questionnaire consisting of dimensions orienteering of learning, creating climate that supports learning, supporting individual and group level learning processes, Acting as a role model with some changes in the relationship between the indicators and dimensions. Results also showed that knowledge leadership in the universities studied, was higher than average, and there was no the difference between the universities in terms of the application of knowledge leadership.
According to study findings, knowledge leadership questionnaire Viitala (2004) is used in Iran.

Generally, where learning and teaching concerns, instructional technology’s presence had been certain. Instructional technology by having the standards and components of a profession needs ethics. Therefore, as a professional, an instructional technologist has to yield to ethical criteria, knowledge, standards, and appreciate ethical responsibilities in order to succeed. To recognize the ethical responsibilities in any profession, its stakeholders should be identified first.
This research thoroughly analyzes and goes over the main points of definitions of instructional technology, and explains the educational technology as a profession. The existence of the term “ethics” in the definition of the field, and studying instructional technology as a profession is an entrance into a professional discipline and articulating its code of ethics.
Findings reveals that in Instructional Design Technology discipline, the change in the definition, modifys the functions and responsibilities of professionals in the field. Hence, the field encompasses five separate activities, yet these interaction closely with one another. These activities are: application, development, management, design, and evaluation. Technologists may be involved in one or more of the aforementioned activities, but what is of most value is the ethics in all of them.
It may be concluded that Instructional Technology enjoys professional ethics. So, it should be categorized as a profession withholding rights and ethical responsibility. Stakeholders in this field have dual responsibilities, due to its inherent nature of face-to-face and virtual learning activities.

Science and Technology museums do special activities based on their goals as a research institute in regard with disseminating and popularization of science. In this article, the role of Iran science and technology museum in popularization of science by considering the activities of themuseum regarding to education, learning, popularizing and transferring scientific experiences to visitors has been introduced and examined.To study the activities of Iran Science and Technology Museum, with the approach of popularization of science, a questionnaire was randomly given to 100 visitors in the first half of 2014. Museum activities such as educational tours by experts, scientific learning in science and technology museum, the effectiveness of visits on visitors’ learning, interactive role of the museum’s objects in popularization of scientific concepts, chance of having scientific questions and answers about museum’s objects, increasing natural history information by visiting the hall of indigenous and modern technologies, familiarity with celebrities in different fields of knowledge, their works and inventions, scientific information about museum’s objects such as catalogue, brochure, receiving scientific information through animation and documentaries, holding workshops, seminars and scientific conferences for dissemination of science, were the mentioned materials in this survey. More than 80 percent of respondents have chosen IRSTM as a good place for popularization of science and scientific notions. In this regard one of the most important activities is the method of education and learning in science and technology museum which leads to a practical training during visit.

Jose Urbina Lopez Primary School sits next to a dump where a rotten smell drifts through the classroom. Sergio Juarez Correa was used to teaching that kind of class through the government-mandated curriculum, but he’d come to the conclusion that it was a waste of time because test scores were poor and the students who did well weren’t truly engaged. He searched for ideas online and was interested in the method of Sugata Mitra, a professor of educational technology at Newcastle University in the UK.. It was an emerging educational philosophy that applies the logic of the digital age to the classroom. Mitra conducted experiments in which he gave children in India access to computer. Without any instruction they were able to teach themselves by computer. Juarez Correa became a slow-motion conduit to the internet, because they had few computers and access to internet in their poor city. Therefore he employed a new teaching technique, it was a model that emphasized group work, competition, creativity and student-led environment. By this method his students did well and some of them even got the highest scores in the country, especially one of them, a small poor girl placed first in Mexico.

Innovation systems literature refuses similar policies to the innovation-based development across different types of regions; no one size fits all. Furthermore، the theoretical literature، specially the broad approach to innovation systems has largely advocated the impact of social factors such as trust and believes on innovation behavior of regions. Iran is a vast country، includes a great diversity of ethnicity and culture، which make it a proper case to study the impact of social factors on regional innovation behavior. Considering some social factors، such as trust and collectivism; and some social actions، such as interactive learning، we provide a regional innovation behavior typology in this paper. We study similarity and difference in regional socio-economical properties of 28 provinces of Iran in two 4-years periods and compare their innovation performance. The typology forms the basis for region-specific innovation policies.

Learning and teaching strategies are sources of great importance that provide practical guidelines for improving teaching quality and students’ educational success. The present research aims to study the impact of teaching reading and learning skill courses on reading and learning strategies among the medical LISc students of Esfehan Uuniversity of Medical Science. The present research is a quasi-empirical study conducted on two groups using a pretest and a post test. The research population included 50 medical LISc students of Esfehan University of Medical Science in the year 2010. The course was presented as a workshop. Short-lecture teaching methods, group work, group discussion, question and answer methods and seminars were used to present the course. Individual and demographic information questionnaires as well as reading and learning strategies were the tools of data collection. In order to compare the quantitative data and to compare the scores before the workshop and after the workshop and to compare the qualitative data, a T-test and a paired T-test and a Chi-Square test were respectively used in SPSS. The average scores achieved from 10 scopes of reading and learning strategy questionnaires in the first test in both groups did not show any significant difference. After participation in the teaching course, as compared with before participation, the student's scores in 5 scopes of main idea selection (p=0.0002), reading guide (p=0.000), information processing (P=0.0002), self-evaluating (P=0.005) and use of test strategy (P=0.000) significantly increased.Originality/Value: With due attention to the point that intellectual skills and mental strategies can be taught and learned, the above mentioned course can be used to improve student's reading and learning strategies.

The present research investigates the link between aspects of a learning organization with job burnout among librarians working in NLAI. A survey method was employed. Data were collected using Demographic Characterization questionnaire, Marsick and Watkins Dimension of the Learning Organization Questionnaire (DLQQ) and Maslash Burnout Inventory. Sample included all NLAI librarians. Findings indicated that there is a negative significance between the seven dimensions of learning organizations and emotional fatigue. While investigating the links between dimensions of learning organization with the dimension of metempsychosis, a negative significance was observed only between the dimension of “established systems for acquiring and sharing learning” and “provision of strategic leadership for learning”. Furthermore, individual performance displayed a positive significance with dimensions of “established systems for acquiring and sharing learning”, ‘Empowerment for achieving common prospect”, “learning organization link with environment” and “Provision of strategic leadership for learning”.