A Web-Based Platform for Peer Assessment in Technology Enhanced Learning: Student Module Prototype

Self Directed Learning ◽

Comprehensive Overview ◽

Web Based ◽

Research Framework ◽

Self Regulated Learning ◽

Directed Learning ◽

One Step ◽

When exploring the central role control plays in implementing technology-enhanced learning initiatives, it is essential to take into consideration self-regulated learning (SRL) and self-directed learning (SDL). Pilling-Cormick & Garrison’s (2007) work provides a research framework which includes a comprehensive overview of how SRL and SDL are integrally related. In this chapter, the connection is taken one step further by using the framework to explore SRL/SDL Technology-Enhanced learning. Implications for practice are derived from three exploratory studies using technology-enhanced learning (handheld, web-based, and online) with a focus on learner control. Solutions and recommendations arise, including considerations for designing instruction with a focus on learner control as it relates to technology.

Designing Technology Enhanced Learning Environments

Instructional and Cognitive Impacts of Web-Based Education ◽

10.4018/978-1-878289-59-9.ch016 ◽

2000 ◽

pp. 241-261 ◽

Cited By ~ 12

Author(s):

J. Micael Spector

Keyword(s):

Instructional Design ◽

Learning Environments ◽

New Technologies ◽

Short Review ◽

Lessons Learned ◽

Instructional Planning ◽

Web Based ◽

The Rich ◽

There are now many educational research and technology projects reporting a variety of outcomes and lessons learned with regard to how to effectively integrate technology into learning and instruction. What can we learn from these projects and experiences? Is there a clear and coherent instructional design framework for technology-enhanced learning environments? What are the most promising approaches to instructional design? Are there particular tools that can assist? What kinds of evaluations will insure that the process of designing such environments will become progressively more effective? These are the questions explored in this chapter. The discussion includes a short review of the possibilities afforded by new technologies, with special emphasis on collaborative tele-learning and Web-based simulations. After illustrating the rich and diverse kinds of interactions now possible in Web-based settings, we shall argue that instructional design is more critical than ever before. It is not the case that technology has simplified instructional planning. Quite the contrary; new technologies have made the design of effective learning environments even more challenging than before. While our concept of learning remains relatively intact, the settings in which instruction can and does occur and the kinds of resources which can be brought to support learning in those various settings has changed dramatically. As a consequence, the subject of this chapter is relatively unexplored territory, and the findings and conclusions suggested herein should be regarded as tentative and preliminary.

The Potential of Affective Computing in E-Learning

Affective, Interactive and Cognitive Methods for E-Learning Design ◽

10.4018/978-1-60566-940-3.ch014 ◽

2010 ◽

pp. 260-274

Author(s):

Fabrizia Mantovani ◽

Linda Confalonieri ◽

Marcello Mortillaro ◽

Olivia Realdon ◽

Valentino Zurloni ◽

...

Keyword(s):

Affective Computing ◽

Learning Experience ◽

Automatic Recognition ◽

Conversational Agents ◽

Web Based ◽

Complex Process ◽

E Learning ◽

Funded Project ◽

The main goal of this chapter is to discuss the potential of affective computing for improving the e-learning experience, both from a theoretical and a practical perspective. First, we focus on the important role emotions play in the (e-)learning process and on the rationale to include affect in e-learning design . Second, we briefly present three trends in the affective computing domain which represent the core features of the EU-funded project on technology-enhanced learning “Myself”: the use of affective Embodied Conversational Agents as virtual tutors; the possibility of automatic recognition of - and adaptation to- the emotional and motivational state of the learner; the use of 3D simulations for web-based training of emotional competence. Finally, focusing on the feature of automatic recognition and adaptation, we present an account of the approach developed within the project and use it as a framework for discussing the main benefits and current limitations to the complex process of integration of affective computing features into e-learning systems.

A Social Web-Based Personalized Learning Environment: Proposing a PLE

International Journal of Recent Technology and Engineering - 2 ◽

10.35940/ijrte.e6494.018520 ◽

2020 ◽

Vol 8 (5) ◽

pp. 3420-3424

Keyword(s):

Learning Environment ◽

Object Representation ◽

Learning Preferences ◽

Knowledge Modeling ◽

Web Based ◽

Personal Learning ◽

Personalised Learning ◽

E Learning ◽

The nature of e-learning has been advanced in the manner of how it structures with the advance of Web 2.0 and 3.0. Contemporary educational hypermedia is slowly but surely providing personalised user experience. Research in technology-enhanced learning is now more student oriented, in other words it is as a personalised learning environment. But, according to the progress of projects which has been published, it has been said that personal learning environment is left as a theory and the field has been faded. In this paper we have proposed our model by providing learners with three learning object representation options. In which users will have options to get either up to date content or mostly advanced content first or according to their learning preferences. Domain and knowledge modeling features are also detailed. Finally, empirical results for the affect values of the model were presented.

A Unified Learning Style Model for Technology-Enhanced Learning

International Journal of Distance Education Technologies ◽

10.4018/jdet.2010070105 ◽

2010 ◽

Vol 8 (3) ◽

pp. 65-81 ◽

Cited By ~ 14

Author(s):

Elvira Popescu

Keyword(s):

Learning Styles ◽

Learning Style ◽

Educational System ◽

Critical Analysis ◽

Learning Preferences ◽

Social Aspects ◽

Traditional Learning ◽

Web Based ◽

This paper deals with the use of learning styles in technology-enhanced learning by introducing a “Unified Learning Style Model” (ULSM). The article aims at providing answers to three main questions: “What is ULSM?”, “Why do we need it?” and “How can we use it?” First, a critical analysis regarding learning styles is provided; the identified challenges are addressed by proposing the use of a new model, specifically designed for TEL use. This model integrates learning preferences extracted from several traditional learning style models, related to perception modality in a way for processing and organizing information, as well as motivational and social aspects. A detailed description of the ULSM components is provided together with its rationale and its advantages. The practical applicability of the model is also shown by briefly introducing an adaptive web-based educational system based on it (called WELSA).

A platform for the influencers: spreading educational innovations via a professional learning network

5th International Conference on Higher Education Advances (HEAd'19) ◽

10.4995/head19.2019.9222 ◽

2019 ◽

Author(s):

Koos Winnips ◽

Jan Riezebos ◽

Miriam Ossevoort

Keyword(s):

Professional Learning ◽

Educational Innovation ◽

Educational Innovations ◽

Web Based ◽

Educational Support ◽

Learning Network ◽

Professional Learning Network ◽

Set Up ◽

To further the spread of educational innovation and the sharing of good teaching practices our faculty decided to set up a professional learning network (PLN). With the PLN the aim is to reach an early majority of lecturers by asking influential lecturers to share their practical experiences.Via the PLN meetings for lecturers are organized, web-based resources are made available and educational support is provided. In meetings lecturers present good practices for their colleagues. The topics of the meetings connect to faculty policy (such as: technology enhanced learning, inclusion of international students).Analysis of visitors to the meetings shows the target audience has been reached. Visitors are mainly lecturers, associate professors and professors, spread evenly across all departments of the faculty. On the topic of Technology Enhanced Learning, 71% of the visitors to the PLN are outside a group of early adopters. Overall, meeting visitors are found to be innovators, early adoptors and early majority.In conclusion we found that a PLN can be used as a platform for influencers to reach an early majority of lecturers

Communities in Technology-Enhanced Environments for Learning

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch051 ◽

2011 ◽

pp. 345-351

Author(s):

Johanna Pöysä ◽

Joost Lowyck

Keyword(s):

Higher Education ◽

Collaborative Learning ◽

Learning Environments ◽

Communication Technologies ◽

Educational Practices ◽

Computer Supported Collaborative Learning ◽

Virtual University ◽

Web Based ◽

The contemporary society addresses complex, interrelated, and interactive global situations to be faced by its citizens. Instead of pursuing solitary actions, this post-modern turn requires its actors to develop capacities to resituate their activities in collective unities and to successfully communicate their actions within these multiple local and global communities. Also in education, the concept of community continues to possess a positive image and the optimistic premises of how communication technologies may enable communities to grow have been widely discussed. For example, in higher education, educational practices (e.g. Virtual University) are more often fixed around Web-based collaborative learning environments, based on the broad frame of computer-supported collaborative learning (CSCL) approach. It is put forward in this chapter that in higher education, technology-enhanced learning communities, if seen as an extension of the idea of Web-based collaborative learning environments, could be welcomed as timely and innovative educational practices - as relevant paths to successful collaborative learning.

Cultures of Inquiry in Technology Enhanced Learning and Beyond

International Review of Qualitative Research ◽

10.1525/irqr.2011.4.2.291 ◽

2011 ◽

Vol 4 (2) ◽

pp. 291-311 ◽

Cited By ~ 2

Author(s):

Patrick Carmichael

Keyword(s):

Research And Development ◽

Educational Research ◽

Educational Research And Development

Common Problems ◽

Culture Of Inquiry ◽

Enhanced Learning ◽

Interdisciplinary working is often understood as involving individuals or teams from different disciplines to engage with common problems, but this has proved to be an enduring challenge. An alternative framing of interdisciplinary working is Hall's ‘culture of inquiry’, in which it is conceptualised as narrative creation in an environment of formative critique. This paper explores the relevance and applicability of this idea to educational research and development, specifically in the context of purportedly interdisciplinary TEL projects. It draws on the author's experience in projects in which multiple narratives — pedagogical, technological and social — have the potential to contribute to both to individual and collective understanding and the development of new practice.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

Online Learning ◽

10.24059/olj.v15i1.186 ◽

2011 ◽

Vol 15 (1) ◽

Cited By ~ 1

Author(s):

Michael L. Fetters ◽

Tova Garcia Duby

Keyword(s):

Faculty Development ◽

Blended Learning ◽

Lessons Learned ◽

Stage Model ◽

Years Of Experience ◽

Development Programs ◽

Curriculum Innovation ◽

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

Web-Based Peer and Self-Assessment System Design and Development for Elementary School Students

Journal of Education in Black Sea Region ◽

10.31578/jebs.v3i1.121 ◽

2018 ◽

Vol 3 (1) ◽

Author(s):

Mehmet EMIN KORTAK

Keyword(s):

Elementary School ◽

Elementary School Students ◽

Primary Schools ◽

Peer Assessment ◽

Assessment System ◽

Assessment Process ◽

School Students ◽

Self Assessment ◽

Web Based ◽

User Friendly

This research aimed at designing and improving the web-based integrated peer and self- assessment. WesPASS (web-based peer-assessment system), developed in this research, allows students to assess their own or their peers’ performance and project assignments and to report about the result of these assessments so that they correct their assignments. This study employed design-based research. The participants included 102 fourth grade primary school students and their 4 teachers from 2 state and 2 private primary schools in Ankara, Kecioren (Turkey) who employed the system and were engaged in a questionnaire survey to assess its quality. The findings were analyzed through quantitative data analysis. The findings revealed that the system can be used by elementary school students for peer and self-assessment system. The participants stated that WesPASS is simple and user-friendly, and it accelerates the assessment process by employing information technology and allows to share opinions