ScenEdit: An Authoring Environment to Design Learning Scenarios

2008 ◽  
Author(s):  
Valérie Emin
Keyword(s):  
Design Learning ◽  
Learning Scenarios ◽  
Authoring Environment

Enabling Creative Blended Learning for Adults through Learning Design

2014 ◽  
pp. 279-295
Author(s):  
Spyros Papadakis
Keyword(s):  
Adult Learners ◽  
Experiential Learning ◽  
Blended Learning ◽  
Critical Reflection ◽  
Learning Activity ◽  
Learning Design ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Learning Scenarios ◽  
Authoring Environment

This chapter discusses the emerging need and opportunity for the development the conceptualisation of representation and forms for learning design which are utilised in the activities a teacher plans to engage adult learners in lifelong learning setting. The chapter argues that effective teaching and facilitating practice involving ICT should be described and represented in ways that facilitate creative learning, self-directed learning, critical reflection and experiential learning scenarios. The sharing and reuse of quality ICT-based collaborative learning activities for adults could be a solution to enable creative and effective blended learning for adults. In this chapter Learning Activity Management System (LAMS) is presented as an innovative approach to blended learning paradigm. Inspired by the concept of “Learning Design,” it provides a visual authoring environment for the development of activity sequences, together with a learner run-time environment and a teacher-monitoring environment.

Enabling Creative Blended Learning for Adults through Learning Design

2012 ◽  
pp. 257-273
Author(s):  
Spyros Papadakis
Keyword(s):  
Adult Learners ◽  
Experiential Learning ◽  
Blended Learning ◽  
Critical Reflection ◽  
Learning Activity ◽  
Learning Design ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Learning Scenarios ◽  
Authoring Environment

This chapter discusses the emerging need and opportunity for the development the conceptualisation of representation and forms for learning design which are utilised in the activities a teacher plans to engage adult learners in lifelong learning setting. The chapter argues that effective teaching and facilitating practice involving ICT should be described and represented in ways that facilitate creative learning, self-directed learning, critical reflection and experiential learning scenarios. The sharing and reuse of quality ICT-based collaborative learning activities for adults could be a solution to enable creative and effective blended learning for adults. In this chapter Learning Activity Management System (LAMS) is presented as an innovative approach to blended learning paradigm. Inspired by the concept of “Learning Design,” it provides a visual authoring environment for the development of activity sequences, together with a learner run-time environment and a teacher-monitoring environment.

Collaboration in Context as a Framework for Designing Innovative Mobile Learning Activities

2009 ◽  
pp. 172-196 ◽  
Author(s):  
Daniel Spikol
Keyword(s):  
Adult Students ◽  
Learning Environments ◽  
Mobile Learning ◽  
School Curriculum ◽  
Learning Activities ◽  
Outdoor Learning ◽  
Educational Activities ◽  
Design Learning ◽  
Teachers And Students ◽  
Learning Scenarios

In this chapter we describe our continuing efforts related to the design, implementation and evaluation of innovative educational activities supported by ubiquitous computing in the AMULETS (advanced mobile and ubiquitous learning environments for teachers and students) project. We argue that the design of innovative mobile learning activities should be guided by collaborative learning scenarios in context supported by mobile and ubiquitous technologies. To support this claim, we propose a conceptual framework of collaboration in context that can be used when designing novel mobile learning scenarios. This framework provides the designer with opportunities to tackle the challenges of designing for innovative mobile learning activities. To illustrate our ideas, we present the results of three trials we have conducted with children and adult students since the spring of 2006. These mobile learning activities have been designed and implemented using our proposed framework. Working with the teachers and students gave us the opportunity to design learning activities at authentic settings using meaningful content that has relevance for the school curriculum. The outcome of our efforts suggests that outdoor learning experiences supported by ubiquitous technologies should be combined with learning activities in the classroom to provide learners with meaningful activities.

scholarly journals Peningkatan Kompetensi Guru dalam Pengembangan RPP Kurikulum 2013 Melalui Asistensi di MAN Pugaan Tahun 2016

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Nana Mairi Mairi
Keyword(s):  
Instructional Design ◽  
Action Research ◽  
Mean Value ◽  
Civil Servants ◽  
Teacher Competence ◽  
Implementation Plan ◽  
Design Learning ◽  
Learning Scenarios ◽  
The Mean ◽  
Assessment Problems

Learning planning is incorporated into the Lesson Plans (RPP) or some other terms such as instructional design, learning scenarios. RPP contains KI, KD, indicators to be achieved, materials to be learned, learning steps, learning media, and learning resources and assessment. Problems that happened many teachers who have not understood and motivated in preparing the Curriculum Learning Implementation Plan 2013 completely. Most teachers did not received training in curriculum development in 2013. This research aims to improve teacher competence in preparing the Learning Implementation Plan through assistance in MAN Pugaan (KabupatenTabalong). Method used in this research is School Action Research that conducted through two cycles. Subjects are teachers of MAN Pugaan amounted to 27 teachers of civil servants and non-civil servants. The results is in cycle I the mean value of RPP component was 69% and in cycle II 83%. So, there was an increase of 14% from cycle I.

scholarly journals On Teaching Programming Fundamentals and Computational Thinking with Educational Robotics: A Didactic Experience with Pre-Service Teachers

2020 ◽  
Vol 10 (9) ◽  
pp. 214 ◽  
Author(s):  
João Piedade ◽  
Nuno Dorotea ◽  
Ana Pedro ◽  
João Filipe Matos
Keyword(s):  
Computational Thinking ◽  
Thinking Skills ◽  
Significant Finding ◽  
Self Confidence ◽  
Design Learning ◽  
Science Technology ◽  
Learning Scenarios ◽  
And Mathematics ◽  
The Impact

This study aims to analyze how pre-service informatics teachers design learning scenarios with robotics to teach programming fundamentals and to promote computational thinking skills. A descriptive and exploratory case study design was implemented with 26 pre-service informatics teachers. Data were collected from the participants using qualitative and quantitative instruments. The main results pointed out the affordances and possibilities of the use of learning scenarios with robotics to teach programming fundamentals and to promote computational thinking skills as well as a strong path to promote the application of contents of the other Science, Technology, Engineering, Arts and Mathematics (STEAM) areas. Another significant finding was the impact of the didactic experience on the level of interest and self-confidence of the pre-service teachers in using robotics for teaching purposes. The results showed the importance of these didactics experiences to the pre-service teachers preparation and to apply the pedagogic approaches they have learned in theory in practical activities and to transfer this knowledge to new pedagogical situations and problems.

scholarly journals Designing an Educator Toolkit for the Mobile Learning Age

2018 ◽  
Vol 10 (2) ◽  
pp. 88-99 ◽  
Author(s):  
Kevin Burden ◽  
Matthew Kearney
Keyword(s):  
Mobile Learning ◽  
Teacher Educators ◽  
Boundary Objects ◽  
Mobile Technologies ◽  
Design And Development ◽  
Design Learning ◽  
Learning Scenarios ◽  
Pedagogical Approaches

Mobile technologies have been described as ‘boundary' objects which enable teachers and learners to transcend many of the barriers such as rigid schedules and spaces which have hitherto characterised traditional forms of education. However, educators need to better understand how to design learning scenarios which genuinely exploit the unique pedagogical affordances of mobile technologies rather than replicating existing patterns and modes of behaviour. This article describes the design and development of a mobile learning toolkit for educators to realise this vision. It presents the theoretical underpinnings for the toolkit and describes the development of different tools, instruments and resources. The main aim of the toolkit is to help teacher educators and teachers build knowledge and understanding of more diverse mobile pedagogical approaches.

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