Platform for Dynamic Adaptation of Learning Content for Pervasive Learning Environments

2011 ◽  
pp. 518-529
Author(s):  
Amal Elhamdaoui ◽  
Mounia Abik ◽  
Rachida Ajhoun
Keyword(s):  
Learning Environments ◽  
Dynamic Adaptation ◽  
Learning Content ◽  
Pervasive Learning

Designing Web-Based Educational Virtual Reality Environments

2010 ◽  
pp. 157-178 ◽  
Author(s):  
Kosmas Dimitropoulos ◽  
Athanasios Manitsaris
Keyword(s):  
Distance Education ◽  
Virtual Reality ◽  
Learning Environments ◽  
World Wide ◽  
Virtual Learning Environments ◽  
Virtual Reality Technology ◽  
Web Based ◽  
Learning Content ◽  
The Web

This chapter aims to study the benefits that arise from the use of virtual reality technology and World Wide Web in the field of distance education, as well as to further explore the role of instructors and learners in such a network-centric mode of education. Within this framework, special emphasis is given on the design and development of web-based virtual learning environments so as to successfully fulfil their educational objectives. In particular, the chapter includes research on distance education on the Web and the role of virtual reality, as well as study on basic pedagogical methods focusing mainly on the efficient preparation, approach and presentation of the learning content. Moreover, specific designing rules are presented considering the hypermedia, virtual and educational nature of this kind of applications. Finally, an innovative virtual reality environment for distance education in medicine, which reproduces conditions of the real learning process and enhances learning through a real-time interactive simulator, is demonstrated.

New Technologies Shaping Learning?

2020 ◽  
pp. 195-214
Author(s):  
Kirsi Maria Aaltola
Keyword(s):  
Learning Environments ◽  
New Technologies ◽  
Learning Technologies ◽  
Learning Processes ◽  
Learning Technology ◽  
Constructive Learning ◽  
Implementation Model ◽  
Learning Content ◽  
Adult Training

Jean Piaget described that intelligence is shaped by experience. In augmented reality (AR) learning environments, the learner may have an immersive experience, from a sensor-motoric opportunity as a person to 3D experience. Few studies in the academic literature directly evaluate and analyze learning technology with regard to immersive experience in training. This chapter seeks to examine learning experiences when playing with AR learning technologies and suggests an alternative implementation model for the integration of immersive learning content to adult training. Specifically, this study examines a learning tool and a game targeted for the professionals working in security and peacebuilding context. This study points out a relevance of cognitive and constructive learning processes with a special attention to experience and reflection, and that technological immersive tools can positively support training when designed properly. Moreover, case study findings led to proposing an implementation model to integrate immersive content, AR tools, and games into adult training.

Using Multimedia and Virtual Reality for Web-Based Collaborative Learning on Multiple Platforms

2011 ◽  
pp. 172-203
Author(s):  
Gavin McArdle ◽  
Teresa Monahan ◽  
Michela Bertolotto
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Mobile Devices ◽  
Synchronous Communication ◽  
Web Based ◽  
3 Dimensional ◽  
Learning Content ◽  
Current State ◽  
E Learning ◽  
Communication Methods

Since the advent of the Internet, educators have realised its potential as a medium for teaching. The term e-learning has been introduced to describe this Internet-based education. Although e-learning applications are popular, much research is now underway to improve the features they provide. For example, the addition of synchronous communication methods and multimedia is being studied. With the introduction of wireless networks, mobile devices are also being investigated as a medium to present learning content. Currently, the use of 3-dimensional (3D) graphics is being explored for creating virtual learning environments online. Virtual reality (VR) is already being used in multiple disciplines for teaching various tasks. This chapter focuses on describing some VR systems, and also discusses the current state of e-learning on mobile devices. We also present the VR learning environment that we have developed, incorporating many of the techniques mentioned above for both desktop and mobile devices.

scholarly journals The educator’s LSP journey: creating exploratory learning environments for responsible management education using Lego Serious Play

2021 ◽  
Vol 3 ◽  
pp. 2 ◽  
Author(s):  
Vasilis Gkogkidis ◽  
Nicholas Dacre
Keyword(s):  
Learning Environments ◽  
Management Education ◽  
Learning Theories ◽  
Exploratory Learning ◽  
Learning Enhancement ◽  
Effective Learning ◽  
Responsible Management ◽  
Learning Content ◽  
Effective Learning Environments ◽  
Exploratory Learning Environments

Research into responsible management education has largely focused on the merits, attributes, and transformation opportunities to enhance responsible business school education aims. As such, a prominent part of the literature has occupied itself with examining if responsible management modules are inherently considered a non-crucial element of the curriculum and determining the extent to which business schools have introduced such learning content into their curriculum. However, there has been scant research into how to apply novel teaching approaches to engage students and promote responsible management education endeavours. As such, this paper seeks to address this gap through the development of a teaching framework to support educators in designing effective learning environments focused on responsible management education. We draw on constructivist learning theories and Lego Serious Play (LSP) as a learning enhancement approach to develop a pedagogical framework titled The Educator’s LSP Journey. LSP is chosen due to its increasing application in learning environments to help promote critical discourse, and engage with highly complex problems, whether these are social, economic, environmental, or organisational. Therefore, this paper contributes to the responsible management education discourse by providing educators with a practical methodology to support student engagement and co-creation of knowledge by fostering exploratory learning environments and enriching the practices of active learning communities.

scholarly journals The Practice of Digital Learning (D-Learning) in the Study from Home (SFH) Policy: Teachers' Perceptions

2020 ◽  
Vol 55 (4) ◽  
Author(s):  
Widya Rizky Pratiwi
Keyword(s):  
Learning Environments ◽  
Electronic Media ◽  
Government Support ◽  
Learning Goals ◽  
Digital Learning ◽  
Affective Development ◽  
Teachers Perceptions ◽  
Learning Content ◽  
The Government

This article investigates the efficacy of Digital Learning implementation in SFH policy from teachers' viewpoints. The outbreak of the COVID-19 pandemic in Indonesia in mid-March 2020 required the Government to take a decisive step in the form of Study from Home (SFH). The policy was aimed at preserving the quality of students' mental and psychological learning while socially and physically distancing. In this descriptive qualitative study, the interviews were conducted online with four teachers in various high schools in Bulukumba Regency, Indonesia. It was also supported by documents. This research found that teachers prefer to use WhatsApp and Google Classroom as the platforms to organize D-Learning. These applications are more comfortable to use, easy to access, and more familiar in their environment. Teachers perceive that D-Learning modifies the learning process so that it becomes more flexible. It also results in more autonomous learners. However, teachers are aware they are not yet ready to provide good technology-based material. They face difficulties in assessing students' progress from home. Students were also found to lack enthusiasm in responding to the learning content. Besides, inadequate facilities and infrastructure limit the students' access to D-Learning. As a result, D-Learning in SFH policy has not been effective for the students' cognitive and affective development and learning goals cannot be maximally achieved. Thus, it is suggested that the government support all efforts to adjust quickly to the D-Learning system's practice, such as by broadcasting more educational content through electronic media and publishing materials of pedagogical specialists for working in D-Learning environments.

Didactic Design Pattern

2011 ◽  
pp. 191-198
Author(s):  
Sven Wippermann
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Best Practice ◽  
Virtual Learning Environment ◽  
Social Dimension ◽  
Digital Learning ◽  
Learning Content ◽  
Continuous Feedback ◽  
Digital Learning Environments ◽  
Specific Learning

According to the theory of moderate constructivism, learning processes contain a social dimension. In this context, a continuous feedback is essential for supporting (students’) learning. Especially, digital learning environments should offer ways to give and receive feedback, because they lack the possibilities of personal interaction. The pattern presented in this chapter captures a best practice on evaluating certain aspects of the learning process in regard to the learning content and learning atmosphere. Feedback on the content is given non-anonymously in a discussion forum, whereas the learning atmosphere is rated anonymously within a virtual learning environment. The pattern captures a specific, didactic driven method within a learning environment and is therefore particularly useful for lecturers who want to give and receive feedback on specific learning topics, and lecturers who want to gain an insight in their student’s learning emotions.

A Framework for Developing and Implementing u-Learning Models

2010 ◽  
pp. 310-323
Author(s):  
Des Casey ◽  
Janet Fraser
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
System Architecture ◽  
Learning Model ◽  
Learning Models ◽  
Learning Content

The advent of u-learning environments requires the development of appropriate u-learning models to inform the use of such environments. As there is no single u-learning model to suit all environments and learning situations, there is a need to develop a methodology for developing models appropriate to various environments and situations. This chapter outlines such a methodology as a useful framework on which to base the derivation of particular models for specific situations. The study then illustrates the use of this methodology to derive a particular model: a task-based u-learning model, incorporating well-bounded learning content. Following this, the study proposes a system architecture to embody this derived u-learning model, and, then describes the implementation of this architecture through the development and deployment of the Walkabout u-Learning Environment.

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