Digital Learning Experience of Exponential Organisation Employees: The Race Against Obsolescence

2019 ◽  
pp. 385-406
Author(s):  
John Ludike
Keyword(s):  
Learning Experience ◽  
Digital Learning

Current Trends in Digital Learning and Innovation

2020 ◽  
pp. 1-16
Author(s):  
Nidhish Francis ◽  
Abishek B. Santhakumar
Keyword(s):  
Distance Education ◽  
Learning Experience ◽  
Learning Activities ◽  
Digital Tools ◽  
Digital Learning ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Current Trends ◽  
Face To Face Learning

Digital learning has gained a lot of attention over the recent years and is increasingly being utilised as a substitute for both distance education and face-to face learning activities. This chapter initially defines and briefly discusses the advantages and disadvantages of digital learning. With the advancement in technology, there are various digital tools that are now available to enhance the effectiveness of digital learning experience, and some of the major innovative digital tools are detailed in the chapter.

GeoForge: investigating integrated virtual reality and personalized websites for collaboration in middle school science

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Corinne Brenner ◽  
Kayla DesPortes ◽  
Jessica Ochoa Hendrix ◽  
Mandë Holford
Keyword(s):  
Middle School ◽  
Virtual Reality ◽  
Instructional Design ◽  
Learning Experience ◽  
School Science ◽  
Planetary Science ◽  
Science Lesson ◽  
Digital Learning ◽  
Teacher Interviews ◽  
Content Type

Purpose This paper aims to describe the design and user testing of GeoForge, a multiple-player digital learning experience for middle school that leverages virtual reality (VR) and individualized websites for learning concepts in planetary science. This paper investigates how specific instructional design choices and features of the technology fostered collaborative behaviors. Design/methodology/approach GeoForge was implemented in 3 middle school classrooms with a total of 220 students. Learners used GeoForge in class in groups of 3–4 to learn about planetary science. A mixed-methods approach examined collaboration using classroom observations, teacher interviews, student surveys and student artifacts. Using Jeong and Hmelo-Silver’s (2016) seven affordances of technology for collaborative learning, this paper identifies ways in which features of GeoForge supported collaborative behaviors. Findings Instructional design which combined VR and the digital science journal (DSJ) helped foster collaboration. Some collaborative behaviors were especially notable in classrooms that did not regularly practice these skills. Segmenting tasks in the DSJ, clarifying instructions to articulate ideas, showing other group members’ responses onscreen and enabling multiuser VR environments contributed to collaborative behaviors and a satisfying learning experience as observed and documented through multiple methods. Originality/value GeoForge successfully integrated VR and personalized websites in a classroom planetary science lesson, an approach which balanced instructional design and logistical challenges while creating opportunities for collaboration.

Pedagogical Mash Up

2010 ◽  
pp. 2023-2044 ◽  
Author(s):  
Derek E. Baird ◽  
Mercedes Fisher
Keyword(s):  
New Media ◽  
Learning Styles ◽  
Second Life ◽  
Learning Experience ◽  
Idea Generation ◽  
Digital Learning ◽  
Student Culture ◽  
Gen Y ◽  
Demand Learning ◽  
Traditional Pedagogy

In this chapter we outline how educators are creating a “mash up” of traditional pedagogy with new media to create a 21st Century pedagogy designed to support the digital learning styles of Gen Y students. The research included in this paper is intended as a directional means to help instructors and course designers identify social and new media resources and other emerging technologies that will enhance the delivery of instruction while meeting the needs of today’s digital learning styles. The media-centric Generation Y values its ability to use the web to create self-paced, customized, on-demand learning paths that include using multiple platforms for mobile, interactive, social, and self-publishing experiences. These can include wiki, blogs, podcasts and other developing social platforms like Second Life, Twitter, Yackpack and Facebook. New media provides these hyper-connected students with a medium for understanding, social interaction, idea negotiation, as well as an intrinsic motivation for participation. The active nature of today’s digitally connected student culture is one that more resourcefully fosters idea generation and experience-oriented innovation than traditional schooling models. In addition, we describe our approach to utilizing current and emerging social media to support Gen Y learners, facilitate the formation of learning communities, foster student engagement, reflection, and enhance the overall learning experience for students in synchronous and asynchronous virtual learning environments (VLE).

Learning Law Using Augmented Reality and Neuro-Linguistic Programming

2020 ◽  
pp. 259-278
Author(s):  
Puteri Sofia Amirnuddin ◽  
Jason J. Turner
Keyword(s):  
Augmented Reality ◽  
Industrial Revolution ◽  
Learning Experience ◽  
Law Students ◽  
First Year ◽  
Digital Learning ◽  
Skills Gap ◽  
Human Element ◽  
Legal Studies

In the era of the Fourth Industrial Revolution (4 IR), there are various legal tasks that are becoming increasingly automated, and hence, it is no longer sufficient for law students to only know the law. Today's law graduates have to be equipped with skills that can future-proof their careers from automation; hence, the onus is on education providers to embed those skills in the curriculum. In an attempt to address the identified skills gap and better enable graduate work readiness, augmented reality (AR) and neuro-linguistic programming (NLP) have been introduced into a law module at Taylor's University to encourage first-year law students to learn law using AR and utilise NLP techniques to deliver a human element through digital learning. Through the interpretation of students' feedback from a module survey, this chapter aims to understand student learning experience on the role of AR and NLP in facilitating and enhancing their legal studies and preparing the graduate more effectively for the workplace.

Digital Learning Experience

2021 ◽  
Author(s):  
Volker Nürnberg
Keyword(s):  
Learning Experience ◽  
Digital Learning

Digital learning experience design and research of a self-paced online course for risk-based inspection of food imports

Food Control ◽  
2021 ◽  
pp. 108698
Author(s):  
Shangman Li ◽  
Kanupriya Singh ◽  
Nathan Riedel ◽  
Fan Yu ◽  
Isa Jahnke
Keyword(s):  
Learning Experience ◽  
Online Course ◽  
Digital Learning ◽  
Experience Design ◽  
Food Imports

Enhancing the Digital Learning Experience: The Case of the Digital Lab of the Berner Fachhochschule

2020 ◽  
Author(s):  
Philipp Matter ◽  
Thomas Gees ◽  
Marie Peskova ◽  
Benjamin Adriaensen ◽  
Reinhard Riedl ◽  
...  
Keyword(s):  
Learning Experience ◽  
Digital Learning

Continuity during COVID: Critical digital pedagogy and special collections virtual instruction

IFLA Journal ◽  
2021 ◽  
pp. 034003522110237
Author(s):  
Amanda Boczar ◽  
Sydney Jordan
Keyword(s):  
Online Teaching ◽  
Learning Experience ◽  
Primary Source ◽  
Early Spring ◽  
South Florida ◽  
Digital Learning ◽  
Teaching Resources ◽  
Special Collections ◽  
Virtual Instruction ◽  
Digital Pedagogy

When the world began to take notice of the growing risks of COVID-19 in early spring 2020, the University of South Florida Libraries–Tampa Special Collections shifted to virtual instruction sessions to provide students with access to rare books and primary-source archival materials. To respond to the need for a quick shift to online instruction, the department formulated a plan to support students with an open-access digital learning experience using ArcGIS StoryMaps. Building on critical digital pedagogy and feminist digital humanities, the sessions provided online teaching resources for faculty who could not schedule students for physical visits. Over the first year of remote work, the department created sessions for 15 course sections. Looking to the future, Special Collections will continue providing the option of virtual sessions as part of its instruction. The digital nature of the courses lends to a recursive pedagogy, allowing for continued adaptation that is complimentary to academic cycles.

scholarly journals Information and Communication Technology Integration in Different Online Learning Strategies to Facilitate Self-Directed Learning Experience

2021 ◽  
Vol 1 (2) ◽  
pp. 1-10
Author(s):  
Suzan Atia Mostafa Alsaid
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Experience ◽  
Digital Learning ◽  
Digital Information ◽  
Computer Based Learning ◽  
Team Based Learning ◽  
On Line ◽  
Computer Based

Online learning is one among the foremost broadly speaking used terms, that has passed within the pitch of education at the side of IT, students, and college need quick and simple access to new technical and academic methods.The online learning methods objects are primarily meant to be used by students for self-study. to boot, instructors will use on-line resources to supplement their room teaching. So, this study discusses several on-line methods that may be applied and investigate in school rooms and live their effectiveness. that an intermingled learning strategy approach, computer-based learning approach, on-line learning vs offline learning (Ubiquitous Digital Information), and Team-based learning (TBL), From the table, lead to the present analysis we are able to conclude that the excellent strategy is mixed learning that provides the proportion of the height then follow by computer-based learning, so team-based learning, finally present digital learning.    

scholarly journals Chatbot Development as a Digital Learning Tool to Increase Students’ Research Knowledge

2021 ◽  
Vol 14 (2) ◽  
pp. 44
Author(s):  
Patchara Vanichvasin
Keyword(s):  
University Students ◽  
Test Scores ◽  
Learning Experience ◽  
Target Group ◽  
Specific Information ◽  
Digital Learning ◽  
Learning Tool ◽  
Research Knowledge ◽  
High Level ◽  
Thai University

The research aimed to: 1) develop the chatbot; 2) evaluate its effectiveness; and 3) investigate its effects on students’ research knowledge. The sample consisted of 36 Thai university students. The research instruments consisted of: 1) the chatbot; 2) an evaluation form; 3) an effectiveness questionnaire; and 4) research tests. Data analysis used was mean, standard deviation, content analysis and a t-test. The findings indicated that: 1) the chatbot was evaluated by experts with the applicability at a very high level ( = 4.67, S.D. = 0.08) with recommendation to add more research content and interactive learning. The pilot test was done with 14 non-target group of students. Students perceived the chatbot’s effectiveness at a high level ( = 4.43, S.D. = 0.35) with comments to add more examples and graphics to make the chatbot more interesting; 2) the 36 target group of Thai university students perceived the chatbot as an effective technology to use as a digital learning tool at a high level ( = 4.37, S.D. = 0.48). They thought that chatbot technology was easy to use, easy to understand, innovative and fun for learning. They could get answers instantly and be able to seek specific information without waiting for responses. However, in response to questions not matched keywords specified, further details of finding proper answers such as links should be provided instead of leaving those questions unanswered. Also, the chatbot only provided responses when typing correctly so there should be an option to choose from a list of questions or keywords; and 3) the post-test scores were significantly higher than the pre-test scores at the 0.05 level of significance. In conclusion, using chatbot technology in education settings to increase students’ research knowledge gave positive results as it led to positive learning outcomes and helped provide better personalized learning experience for students.

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