Discussion of Resources and Attributes of the Web for the Creation of Meaningful Learning Environments

2000 ◽  
Vol 3 (1) ◽  
pp. 17-23 ◽  
Author(s):  
Badrul H. Khan
Keyword(s):  
Learning Environments ◽  
Meaningful Learning ◽  
The Creation ◽  
The Web

Just-in-Time Learning

2011 ◽  
pp. 1162-1166 ◽  
Author(s):  
Tina Stavredes
Keyword(s):  
Distance Learning ◽  
Lifelong Learning ◽  
Learning Environments ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Just In Time ◽  
Web Based ◽  
Internet Technologies ◽  
The Creation

As the educational landscape is changing, more individuals are embracing the concept of lifelong learning. They are also looking for flexibility in how they learn, when they learn, and where they learn. The emergence of Web and Internet technologies is leading to the creation of distance learning environments that will allow for new ways of learning and opportunities to engage learners in meaningful learning experiences. In addition, technology is now seen as a tool for learning that allows for communication and collaboration through Web-based technologies to provide opportunities for challenge, guidance, empowerment, and support.

scholarly journals ACTIVIST BROWSER EXTENSIONS AS INTERFACE DÉTOURNEMENT: REMINDING, COPING, AND INFRASTRUCTURAL ALIGNMENT

2020 ◽  
Author(s):  
Tiancheng Cao
Keyword(s):  
Critical Discourse Analysis ◽  
Social Issues ◽  
Communication Tool ◽  
Structured Interviews ◽  
Situationist International ◽  
Web Browser ◽  
Platform Governance ◽  
The Creation ◽  
The Web ◽  
Browser Extensions

This paper investigates web browser extensions as an under-researched media object for their capacity for activism. “Activist extensions” disrupt a webpage’s intended use and redirect users’ attention to social issues by modifying textual, visual, or auditory elements of the web user interface. The relevance of the study stems from the ubiquity of the web browser as a communication tool and the potential of browser extensions to counter its power in shaping how web content is delivered to users. Based on the notions of transduction and affordance, the critical vocabulary of the Situationist International, and the conceptualization of platform governance through the provision of infrastructural services, this paper asks: Through what mechanism do activist extensions redirect users’ attention to social issues? What are the potential implications for users? And, how can browser platforms affect the creation and distribution of activist extensions? The study adopts a mixed-methods approach that includes discursive interface analysis of the extensions’ modification of the browser interface, critical discourse analysis of user comments on these extensions, and semi-structured interviews with extension developers. Major findings of the study include: 1) the redirection of users’ attention from the webpage to social issues is achieved through the mechanism of $2 , 2) activist extensions function as $2 that provides users with a coping mechanism against certain online rhetoric, and 3) the creation and distribution of activist extensions are conditioned by an $2 imposed by the browser platform on extension developers.

scholarly journals Motivating for Reading through Transmedia Storytelling: A Case Study with Students from a Middle School in the Médio Tejo Region

2021 ◽  
Vol 22 ◽  
pp. e23680
Author(s):  
Ana Paula Faria-Ferreira ◽  
Patrícia Alexandra Faria Ferreira ◽  
Célio Gonçalo Marques
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
Immersive Learning ◽  
Transmedia Storytelling ◽  
The Creation ◽  
Level Of Motivation ◽  
The Impact

The evolution of information and communication technologies has changed the way we relate to each other and how we build our knowledge. This creates challenges for education systems, as school must provide all students with the educational experiences that will enable them to develop the skills reflected in the profile of the 21st-century student on com  pletion of compulsory schooling. It is up to teachers to find new ways of teaching, making the most of the resources and digital tools made available by mobile technologies. Technology can make a significant contribution to increasing students' motivation because it is closer to what they like and use in their daily lives. And this introduction of technology into the classroom can promote student-oriented teaching, which contributes to the development of skills such as autonomy, critical thinking and self-esteem. One of the areas that can contribute to this paradigm shift is the creation of experiences in immersive learning environments such as Transmedia Storytelling. Immersive learning environments can favour the creation and implementation of projects that promote reading skills in schools. This is the focus of this article. The aim of this study is to evaluate the impact of transmedia storytelling on the level of motivation of students and on the improvement of pedagogical practices implemented by the teachers involved. This case study was carried out in the subject of Portuguese in three 7th-grade classes of a school from the Médio Tejo region. The results obtained suggest a high level of motivation of students and teachers. The latter recognise that pedagogical routes using Transmedia Storytelling contribute to the motivation, autonomy and improvement of students' learning.

scholarly journals Podcasts for Nonformal Learning: Using Social Media for Creating Personal Learning Environments, Personal Learning Networks

2020 ◽  
Vol 88 ◽  
pp. 46-65
Author(s):  
Marija Stonkienė ◽  
Erika Janiūnienė
Keyword(s):  
Social Media ◽  
Informal Learning ◽  
Learning Environments ◽  
Media Content ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Collaborative Interaction ◽  
The Creation

The use of second-generation web technology (WEB2) in education is emphasising the role of social media as educational sources. Researchers that are analysing personal learning environments (Schaffert, Kalz, 2009; Dabbagh, Kitsantas, 2012), personal learning networks (Couros, 2010) suggest the importance of social media, although this emphasis is attributed to the collaborative interaction of learners. To comprehensively assess the potential of podcasts as social media in the creation of personal learning environments, personal learning networks, the research described in this article does not restrict the definition of podcasts as the potential of collaboration provided by social media. In this article, attention is directed towards the potential of podcasts in the creation of personal learning environment and personal learning networks. By using integrated information behaviour module analysis to determine if the students of Lithuanian higher education institutions value the potential of informal learning provided by podcasts. To determine if these technologies are used for the formation of personal learning environments, personal learning networks, a discussion group research was conducted. During the research the analysis of participant podcast usage showed there is interaction between media content used for recreation and media content used for formal and informal learning. This means that the participants of the research use podcasts to create personal learning environments. On the other hand, this interaction is minimal, created only by the learners and reasoned by the search of educational podcasts. The analysis of the experiences of the discussion participants revealed that the collaborative interaction between learners involved in the research in searching, sharing and using podcasts in the process of learning is not intensive, it is typically fragmented. This allows to point out that the communities that use podcasts for informal learning are not forming. This shows that the potential of podcasts in creating a learning network is not fulfilled, and that podcasts don’t inspire participatory learning.

scholarly journals Tourism observatories for monitoring MED destinations performance

Tourism ◽  
2020 ◽  
Vol 68 (4) ◽  
pp. 466-481
Author(s):  
Dario Bertocchi ◽  
Nicola Camatti ◽  
Jan Van der Borg
Keyword(s):  
Web 2.0 ◽  
European Commission ◽  
Local Level ◽  
Tourism Industry ◽  
Simulation Tool ◽  
The Creation ◽  
The Web

Following the precedent set by the Tourism Observatory (TO) run by the European Commission-DG GROW a few years ago, several initiatives have taken place to design and manage tourism observatories at both the transnational and local level. However, these initiatives do not yet seem able to provide adequate operational responses to the challenges that the Commission launched with the original TO. While the opportunities offered by the Web 2.0 still do not seem to have been sufficiently taken advantage of, such initiatives also have not yet developed suitable methodologies to operationally include the tourism industry in the studies and monitoring performed by the TOs. This work presents the lesion learnt from the ShapeTourism prototype including two different tools: an observatory with official and unofficial indicators, and a simulation tool to predict different scenarios and different sustainability levels, designed specifically to overcome the aforementioned limits. The prototype was tested in 2017 on the entire eligible area of ​​the 2014-2020 MED Programme covering 52 regions. The potentialities of this tool are shown through the creation on indicators, benchmarking and applications.

Visual Plan Construct Language (VPCL)

2015 ◽  
pp. 326-343 ◽  
Author(s):  
Alireza Ebrahimi
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Observation Phase ◽  
Working Space ◽  
Observation Plan ◽  
The Creation ◽  
Teaching Learning ◽  
Learning Programming ◽  
Teaching And Learning Programming ◽  
The Web

Teaching and learning programming can be enhanced by the incorporation of visualization. A system and method that the author created, known as Visual Plan Construct Language (VPCL), incorporates programming visualization for teaching, learning programming, and problem solving. VPCL contains a Plan Library that is accessible through the Web. A user can create and establish a working space and environment on the system to examine VPCL plan library and develop one's own plan library. VPCL consists of three phases: Plan Observation, Plan Integration, and Plan Creation. The observation phase rehearses how a program is broken down into smaller components with their integration relationship. The integration phase concentrates on how two plans are related to each other in building a program. The methods of integration are known as appended, interleaved, branched, and embedded. The creation phase concentrates on how a new plan is built using the existing plans from the plan library.

Shaping the Future of Telecollaboration

2019 ◽  
pp. 151-172 ◽  
Author(s):  
Alberto Andujar
Keyword(s):  
Online Learning ◽  
Open Source ◽  
Learning Environments ◽  
Learning Process ◽  
Technological Development ◽  
Present Situation ◽  
Cultural Knowledge ◽  
Higher Institutions ◽  
Different Levels ◽  
The Web

This chapter analyzes the present situation of telecollaboration processes in synchronous online learning environments. The Web RTC protocol is presented as a new tool for online videoconferencing and telecollaboration that may potentially change the already in use applications for such purposes. In this vein, its characteristics such as P2P connectivity, open source protocol, no plugins installation, scalability, and accessibility guarantee that this technological development will help enhance the learning process at different levels. Higher institutions and practitioners will particularly benefit from the use of this technology as its use will increase cross-cultural knowledge as well as expand students' opportunities for out-of-class tuition.

On Polyglot Programming in the Web

2016 ◽  
pp. 102-119
Author(s):  
Juhana Harmanen ◽  
Tommi Mikkonen
Keyword(s):  
Programming Languages ◽  
Web Applications ◽  
Single Application ◽  
Considerable Potential ◽  
The Creation ◽  
The Web

Different programming languages have been designed to solve problems efficiently in different domains. The goal of polyglot programming, a technique where several languages are used in the creation of a single application, is to combine and utilize the best solutions from different programming languages and paradigms in a seamless fashion. In this paper, the authors examine polyglot programming in the context of web applications, where it has been commonly used to create compelling applications, but where there is still considerable potential to improve development in various ways.

Augmented Reality

2018 ◽  
pp. 1-24 ◽  
Author(s):  
Mustafa Serkan Abdusselam ◽  
Ebru Turan Güntepe
Keyword(s):  
Conference Proceedings ◽  
Augmented Reality ◽  
Educational Research ◽  
Learning Environments ◽  
Age Groups ◽  
Educational Resource ◽  
Learning Approaches ◽  
Research Fields ◽  
Method Approach ◽  
The Web

The purpose of this chapter is to investigate the potential of augmented reality as an educational resource. The use of augmented reality technologies and the integration of augmented reality into learning environments will also be investigated in light of current learning approaches. In total, 153 full-text, accessible international articles and conference proceedings published between 2007 and 2016 on augmented reality were found on the web under the category of educational research on the Web of Science's SSCI. These studies were evaluated in terms of purpose, target group, rationale, method, approach, augmented reality environment components, findings, and contributions to the field. This chapter will identify the tendencies toward the use of augmented reality in educational research, fields of research, and the use of augmented reality tools that are suitable for different age groups. The findings of this study can serve a guide for future studies in this field.

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.

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