A Human–Robot Cooperative Learning System for Easy Installation of Assistant Robots in New Working Environments

The research tries to solve the problems related to teaching agent technology in cooperative learning system. Aiming at the fact of present learning system being unable to realize real-time intelligent teaching for students, a creative idea of teaching agent mode based on web cooperative learning system is put forward after studying the technology of student agents reasoning algorithm, learning path agent, and teacher agents. This mode may help to realize self-adaption teaching in cooperation center on digital campus. Besides, it provides new ideas or methods of internal demands for establishing web cooperative learning center. Fact shows that teaching agent can improve teaching effect and quality through individualizing the teaching materials and attracting the students.

Download Full-text

Pengaruh Model Pembelajaran Kooperatif Type STAD Terhadap Keterampilan Pengisian Partograf Mahasiswa Kebidanan

SEAJOM: The Southeast Asia Journal of Midwifery ◽

10.36749/seajom.v1i1.56 ◽

2015 ◽

Vol 1 (1) ◽

pp. 39-42

Author(s):

Yulizawati Yulizawati ◽

Venny Rismawanti

Keyword(s):

Cooperative Learning ◽

Learning Experience ◽

Core Competencies ◽

Learning System ◽

P Value ◽

Student Centered ◽

Student Centered Learning ◽

Significant Difference ◽

Before And After ◽

Active Learning Method

Educational development demands different ways of thinking and act from what have already existed. Ideal learning system must be able to provide a learning experience for students, to open up their potential for internalizing knowledge, skills and attitudes through their learning experiences. It can be done by applying an active learning method through student centered learning (SCL), one of these methods is STAD (Student Teams Achievement Division). This type teaches cooperation, responsibility, interaction, confidence, decision-making, communication, and conflict management. With this method, partograph filling skill as the core competencies of midwifery students in labor monitoring may increase.. This research aims to determine the effect of STAD method on partograph filling skill of midwifery students. This was a comparative study to compare the level of student skill in filling up partograph before and after applying cooperative learning using STAD method. The results obtained in this study showed that there was a very significant difference of the skill of students before and after using cooperative learning of STAD method, with a p-value is 0.001. Student centered learning using STAD method is proved to be more significant to improve student competence of filling up partograph.

Download Full-text

Designing a Cooperative Learning System: A Scenario and Participatory Design Based Approach

2008 International Symposium on Computational Intelligence and Design ◽

10.1109/iscid.2008.203 ◽

2008 ◽

Cited By ~ 1

Author(s):

Yanan Huang ◽

Rongqing Lu ◽

Shouqian Sun

Keyword(s):

Cooperative Learning ◽

Participatory Design ◽

Learning System ◽

System A

Download Full-text

A Web-based Learning System using Project-based Learning and Imagineering

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v12i05.6344 ◽

2017 ◽

Vol 12 (05) ◽

pp. 4 ◽

Cited By ~ 6

Author(s):

Pinanta Chatwattana ◽

Prachyanun Nilsook

Keyword(s):

Cooperative Learning ◽

Project Based Learning ◽

Learning System ◽

Learning Skills ◽

Web Based ◽

Learning Content ◽

Web Based Learning ◽

High Level ◽

Creative Construction ◽

The Web

The objective of this research is: 1) to develop a web-based learning system using project-based learning of imagineering to enhance the creative construction of multimedia skills and cooperative learning skills; and 2) to evaluate the quality and efficiency of the web-based learning system using project-based learning of imagineering to enhance the creative construction of multimedia skills and cooperative learning skills. In order to develop the system, the researchers studied concepts and theories of project-based learning and learning activities that fit learners in the 21st century, and which are used to enhance creative construction of multimedia skills and cooperative learning skills. The samples were 5 experts selected from a renowned educational institute with expertise in computer, information and communication technology for education, and educational technology. The web-based learning system was developed in line with the concepts of the ADDIE model of learning and systems development. The results showed that 1) the development of web-based learning can be divided into two sections: (1.1) a student system that displays learning content and a student management system, including a webboard, (1.2) a lecturer system, which is an administrative and learning management made for the students. 2) Evaluation of the quality and efficiency of the developed web-based learning system showed that (2.1) the quality of both learning content and the learning design of the developed web-based learning system was rated at a high level, and (2.2) the overall efficiency of the developed web-based learning system was rated at the highest level.

Download Full-text

A Web-based Cooperative Learning System using Extended TGT Model

The Journal of the Korea Contents Association ◽

10.5392/jkca.2009.9.12.467 ◽

2009 ◽

Vol 9 (12) ◽

pp. 467-476

Author(s):

Kyong-Won Kim ◽

Euy-Seok Hong

Keyword(s):

Cooperative Learning ◽

Learning System ◽

Web Based

Download Full-text

Cooperative Learning through Communities of Practice

Current Trends and Future Practices for Digital Literacy and Competence ◽

10.4018/978-1-4666-0903-7.ch017 ◽

2012 ◽

pp. 189-199

Author(s):

Emilio Lastrucci ◽

Angela Pascale

Keyword(s):

Professional Development ◽

Cooperative Learning ◽

Best Practices ◽

Communities Of Practice ◽

Community Of Practice ◽

Web Technologies ◽

Working Environments ◽

Mutual Engagement ◽

Common Task ◽

Traditional Training

A community made up of a group of individuals becomes a “community of practice” when a mutual engagement is established between its members. The mutual engagement unites the participants in the carrying out of a common task (Wenger, 1998). The main aim of a community of practice is to find the solution to a problem by sharing experiences (Midoro, 2002). This paper examines the definition, characteristics, management and effectiveness of communities of practice. They are understood as being communities of self-managed learning where professional development is not based on a pre-set training course but on sharing experiences, identifying best practices and helping each other face the daily problems encountered in one’s profession (Trentin, 2000). Such communities are useful in particular working environments as an opportunity to improve digital competences. In communities of practice, it is possible to encourage ways of co-building knowledge through teaching methods such as cooperative learning. Until now cooperative learning has been limited to traditional training contexts, but it can be realised via Web technologies.

Download Full-text