scholarly journals Intelligent learning environment for better student’s academic performance

2021 ◽  
Vol 343 ◽  
pp. 11010
Author(s):  
Anca – Elena Vişan’ ◽  
Mihai – Victor Zerbes ◽  
Ştefania Kifor
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
Virtual Environment ◽  
Performance Indicators ◽  
Scientific Literature ◽  
Conceptual Modeling ◽  
Learning Space ◽  
Environment Model ◽  
Modeling Process ◽  
Intelligent Learning Environment

In this paper, the authors aim to develop an intelligent learning environment model designed to improve students’ academic performance. Methodology: Referring to the litarature, the authors identified and analyzed a number of relevant issues that influence the specific components of an intelligent learning environment. These aspects were quantified using performance indicators defined on the basis of the specific objectives of each aspect chosen. Results: Following the analysis, the authors developed a model of intelligent learning space, and for its representation, we used conceptual modeling. Conclusions: Finally, the authors propose the prevalidation of the model using the dynamic modeling process and then the model will be piloted for final validation in both physical and virtual environment. These aspects are proposed because in the present study, the model was validated only based on the results from studies in scientific literature.

scholarly journals Redefining the learning space: Developing peer mentoring in the enterprise curriculum

2020 ◽  
pp. 095042222098126
Author(s):  
Andrew P Hird
Keyword(s):  
Learning Environment ◽  
Peer Mentoring ◽  
Learning Space ◽  
Hygiene Factors ◽  
Multi Level ◽  
Considerable Strain

This account of practice seeks to demystify the entrepreneurship classroom and to provide practical insights into the successful introduction and embedding of a multi-level peer mentoring scheme. Over a 5-year period, peer mentoring has been embedded in an undergraduate enterprise curriculum. This has posed challenges to a number of taken-for-granted assumptions about the enterprise classroom. The role of the tutor in the classroom was redefined; the roles of both colleagues and students were questioned. The accepted rules and norms of the learning environment were placed under considerable strain. It was found that both colleagues and students had very clearly defined expectations of one another and their respective roles: these proved difficult to change. The article recounts the journey, and how the organisers learned to accept and embrace the difficulties faced. Hygiene factors such as timetabling and communication were highly important in allowing the interactions to take place, as were socialisation and facilitation. The mistakes made are also recounted so that they can be avoided by other practitioners.

Design of Control of DC Motor

2014 ◽  
Vol 611 ◽  
pp. 325-331
Author(s):  
Ľubica Miková ◽  
Michal Kelemen ◽  
Vladislav Maxim ◽  
Jaromír Jezný
Keyword(s):  
Mathematical Model ◽  
Virtual Environment ◽  
Computer Technology ◽  
Current Practice ◽  
Scientific Literature ◽  
Model Simulation ◽  
Graphical Interface ◽  
Dc Motors ◽  
Matlab Program ◽  
Simulation Results

In current practice the use of mathematical models is substantially widespread, reason being the recent increase in development of programs for this purpose, with the option of model simulation in a virtual environment, proportional to the evolving computer technology. The article contains a mathematical model created using Matlab program. The simulation results are compared with scientific literature that addresses DC motors and evaluated. For simplicity, a graphical interface was created.

scholarly journals Use of scenario development and personal learning environment and networks (PLE&N) to support curriculum co-creation

2018 ◽  
Vol 13 (2) ◽  
pp. 848-858 ◽  
Author(s):  
Eric Tsui ◽  
Nikolina Dragicevic
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Design Methodology ◽  
Working Environment ◽  
Scenario Development ◽  
Learning Space ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Business Environments ◽  
Constant Change

AbstractIn much of the current discussions on business environments, a recurring theme both for academics and practitioners is that it is marked by inherent uncertainty (unknown unknowns). Hence, knowledge workers must have skills and understanding of the possible ways to navigate through and adapt to constant change. However, the tendency of prevailing approaches to curriculum development to focus on (static) learning outcomes, we argue, is not appropriate to train young people to adapt to the unpredictable working environment. Instead, more dynamic approaches to curriculum are required, which would instead focus on learning as a continuous relearning and emergent process of adaptation and stimulate students' inquiry and intellectual and creative skills. This paper approaches the issue by discussing the opportunities of using scenario thinking and development together with a personal learning environment and network (PLE&N) for co-creating a curriculum with students, teachers, and practitioners in higher education. In short, the methodology underpinning scenario development recognizes that uncertainty can be best dealt with and understood from the perspective of a range of possibilities and multiple futures through a facilitated, coherently structured process. PLE&N, on the other hand, serves as a learning space which stimulates self-regulated and network-based learning. The paper contends that curriculum informed by such a design methodology would lead to more frequent and appropriate updates as well as equip students with skills to work in a volatile, uncertain, complex, and ambiguous (VUCA) environment.

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