Content-Dependent Question Generation for History Learning in Semantic Open Learning Space

2014 ◽  
pp. 300-305 ◽  
Author(s):  
Corentin Jouault ◽  
Kazuhisa Seta
Keyword(s):  
Open Learning ◽  
Question Generation ◽  
Learning Space ◽  
History Learning

Content-Dependent Question Generation Using LOD for History Learning in Open Learning Space

2016 ◽  
Vol 34 (4) ◽  
pp. 367-394 ◽  
Author(s):  
Corentin Jouault ◽  
Kazuhisa Seta ◽  
Yuki Hayashi
Keyword(s):  
Open Learning ◽  
Question Generation ◽  
Learning Space ◽  
History Learning

scholarly journals SOLS: An LOD Based Semantically Enhanced Open Learning Space Supporting Self-Directed Learning of History

2017 ◽  
Vol E100.D (10) ◽  
pp. 2556-2566 ◽  
Author(s):  
Corentin JOUAULT ◽  
Kazuhisa SETA ◽  
Yuki HAYASHI
Keyword(s):  
Open Learning ◽  
Self Directed Learning ◽  
Learning Space ◽  
Directed Learning ◽  
Semantically Enhanced

Smart Learning space als Instrument der Personalentwicklung: Wie digitalisiert man ein Krankenhaus? Chancen und Risiken für die Personalentwicklung

2018 ◽  
Vol 23 (07/08) ◽  
pp. 100-101
Author(s):  
Gregor Hohenberg
Keyword(s):  
Digitale Transformation ◽  
Learning Space ◽  
Smart Learning

Das Thema ist in aller Munde. Politiker, Ingenieure, Ärzte – alle sprechen über die Digitalisierung und über deren Folgen. Auch wenn es nach wie vor keine feste Definition gibt, was die digitale Transformation ist: Aufhalten lässt sich die Entwicklung nicht.

ISSUES OF DESIGN OF INFORMAL LEARNING SPACES IN THE UNIVERSITY CULTURAL CENTERS

2020 ◽  
Vol 2020 (2) ◽  
pp. 188-193
Author(s):  
Dmytrash O ◽  
Keyword(s):  
Informal Learning ◽  
General Characteristic ◽  
Learning Space ◽  
Basic Principles ◽  
Educational Design ◽  
Cultural Centers ◽  
Educational Spaces ◽  
Flexible Planning ◽  
State Of Research ◽  
The University

The article presents an overview and analysis of the state of research in the field of design and exploitation of modern educational spaces in universities around the world, namely areas with flexible planning, called informal learning space. According to the research conducted, the general characteristic and classification were developed and the basic principles of designing this space were revealed. The study identified several problems that arise during its exploitation, which should be taken into account in the designing process. There is described the experience of educational design of interuniversity cultural centres with the application of the developed theoretical bases of designing of informal educational space.

DESAIN PEMBELAJARAN UNTUK TRANSFORMASI SOSIAL (Studi Perbandingan Pemikiran Paulo Freire dan Ivan Illich tentang Pendidikan Pembebasan)

1970 ◽  
Vol 8 (2) ◽  
pp. 113-128
Author(s):  
Muh. Hanif
Keyword(s):  
Social Transformation ◽  
Paulo Freire ◽  
Technical Skills ◽  
Stable System ◽  
Open Learning ◽  
Learning Network ◽  
Contemporary Education ◽  
Ivan Illich

Paulo Freire and Ivan Illich are prominent figures in contemporary education, who broke the stable system of education. Paulo Freire suggests to stop bank style education and to promote andragogy education, which views both teacher and students equally. Education should be actualized through facing problems and should be able to omit naïve and magic awareness replaced with critical and transformative awareness. Different from Freire, Illich offers to free the society from formal schools. Education should be run in an open learning network. Technical skills can be taught by drilling. In addition, social transformation will happen only if there are epimethean people that are minority in existence.

Amâlî (Imla) As Arabic Writing Technique

Metahumaniora ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 128
Author(s):  
Dicky Rachmat Pauji
Keyword(s):  
Middle East ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Wide Scope ◽  
Writing Style ◽  
Learning Space ◽  
Islamic School ◽  
Related Literature ◽  
Language And Literature ◽  
The Subject

Amâlî (Imla) is a methodology used in studying Arabic language and literature that has a very wide scope. Amâlî (Imla) itself can be translated as: to dictate, to add, to fill in and etc. Amâlî (Imla) may also be interpreted further by the following narration: A teacher (ustadz) comes to a place like a mosque, an Islamic school or any learning space in general. In the process of teaching and learning, all that are spoken by the teacher is written down by the students on pieces of paper they had prepared earlier then be compiled into a book which will be preserved. This paper presents a brief summary of Amâlî (Imla) as a methodology which is discussed in many Amâlî (Imla) related literature works written from the beginning of 7th century until the 14th century. The subject Amâlî (Imla) is written in exceedingly diverse manner, unique to each of numerous known authors. This paper also discusses about various meaning of the word Amâlî (Imla) that has been interpreted differently among authors. In addition, the method of separating chapters and other minor distinct writing style that each of various groups of Amâlî (Imla) authors had developed was presented in this work. And lastly, this paper discusses the fact that Amâlî (Imla) related textbook authors were not only originated from the Middle East, but also from regions such as Iran (Huzistan) and Andalusia

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