Using Learning Experience Design to Optimize Digital Instruction During COVID-19 and Beyond

This chapter highlights over a decade of literature and research findings related to new learning ecosystems such as personal learning environments including MOOCs. New structures and environments are now in place that provide opportunities for learning in open networks, but important challenges and issues persist. This chapter also highlights challenges and opportunities in the design and development of MOOC learning experience design, conditions that must exist for people to be involved and engaged in a connectivist learning environment, challenges related to personalization and support of individual learning needs, along with new ethical and privacy concerns related to the safeguarding of data in networked environments. In conclusion, further research in areas of machine-learning AI in data-driven learning systems is discussed with emphasis on human factors such as motivation, incentives, and support that encourage course participation and learning.

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Improving Learner Experience Within Educational Nooks in Digital Libraries

Learner Experience and Usability in Online Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-4206-3.ch007 ◽

2018 ◽

pp. 174-193 ◽

Cited By ~ 2

Author(s):

Desislava Paneva-Marinova ◽

Radoslav Pavlov

Keyword(s):

User Experience ◽

Digital Library ◽

Digital Libraries ◽

Educational Games ◽

Learning Experience ◽

Learning Tools ◽

Experience Design ◽

Smart Learning ◽

Starting Point ◽

Art And Culture

This chapter presents solutions for personalized observation and enhanced learning experience in digital libraries (DLs) by special smart educational nooks. Main factors related to the DLs user experience and content usability issues are considered. During the user experience design, the users' needs, goals, preferences, and interests have been carefully studied and have become the starting point for the new DLs functionality development. This chapter demonstrates several educational nooks or their components, such as learning tools in a digital library for fashion objects, a smart learning corner in an iconographical art digital library, an ontology of learning analysis method, and some educational games for art and culture in which authors are co-developers.

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Designing Learning Activities with Mobile Technologies

Innovative Mobile Learning ◽

10.4018/978-1-60566-062-2.ch001 ◽

2009 ◽

pp. 1-20 ◽

Cited By ~ 9

Author(s):

Hokyoung Ryu

Keyword(s):

Mobile Learning ◽

Situated Learning ◽

Learning Experience ◽

Learning Technologies ◽

Learning Activities ◽

Mobile Technologies ◽

Experience Design ◽

Learning Spaces ◽

Per Se

This introductory chapter focuses not so much on mobile learning technologies per se, but rather on a theoretical foundation and its pragmatic application to designing learning activities with mobile technologies. It sets out three learning spaces that are explicitly considered in the book: individual, collaborative, and situated learning. On these differing learning spaces, we begin by proposing the essential factors in effective mobile learning experience design that should be addressed by different features or functions of the relevant learning activities. In turn, derived is a conceptual framework to provide systematic support for mobile learning expererience design. This chapter concludes by surveying the mobile learning systems included in this book, reviewing their differing learning activities within context of the framework. We hope that this analysis will help to expose the key qualities and features that can support the future development of increasingly effective mobile learning applications.

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