scholarly journals Formação de professores em B-Learning na uUniversidade dos Açores: reflexão sobre a experiência formativa na área de história, geografia e cultura dos Açores (Portugal)

2018 ◽  
Vol 11 (4) ◽  
pp. 594
Author(s):  
Raquel José de Jesus Vigário Dinis ◽  
João José Monteiro Mora Porteiro ◽  
Susana Goulart Costa ◽  
Rute Isabel Rodrigues Dias Gregório
Keyword(s):  
Learning Environment ◽  
Design Research ◽  
Basic Education ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Regional Government ◽  
Training Workshop ◽  
Teaching Materials ◽  
Educational Design ◽  
The University

The curricular approach to History, Geography and Culture of the Azores, within the non-disciplinary curriculum area of Citizenship, results from a decision of the Regional Government of the Azores. The University of the Azores prepared - under request of Regional Secretariat for Education and Culture - the Curriculum Matrix and the Program for teaching History, Geography and Culture of the Azores, in the 6th grade of the 2nd cycle of Basic Education. In 2016, a Training Workshop was designed to support the work of the teachers involved, aiming to provide an updated scientific approach to the program contents, to support discussion and reflection on the possibilities of pedagogical approach, and to address the construction and sharing of teaching materials in the field. This Training Workshop was designed to occur in B-learning (with classroom sessions and distance learning), involving sixty 6th grade teachers, dispersed throughout the nine islands of the Azorean Archipelago. To support the online learning component a Virtual Learning Environment was conceived, following a methodology inspired by principles of Educational Design Research. It was designed to enable the supervised construction, evaluation and validation of teaching materials in History, Geography and Culture of the Azores, operating as a community of research and practice. This article analyzes the path taken in the organization and management of the Virtual Learning Environment that supported this Training Workshop, and aims to deepen the reflection on the potential and possible constraints underlying B-Learning in-service teacher education at the University of the Azores.

scholarly journals With the integration of learning apps, what are Moodle’s prospects?

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
Emmanuel Mogaji
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Integration Of Learning ◽  
The University

The role of technology in enhancing teaching and learning cannot be over-emphasised. Often, tutors use innovative tools from the virtual learning environment (VLE) provided by the university. In this piece, I reflect on the prospects of VLE, as tutors and students have begun to find other tools more engaging and interactive.

scholarly journals OVERVIEW OF PRACTICAL IMPLEMENTATION OF MECHANISMS OF USER ACCESS TO UNIVERSITY OF THE UNIVERSITY

2020 ◽  
Vol 2 (1) ◽  
pp. 86-94
Author(s):  
A. V. Fomenko ◽  
◽  
D. O. Tarasov ◽  
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Virtual Learning ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Practical Implementation ◽  
Individual System ◽  
Different Types ◽  
Access Rights ◽  
The University

One of the hallmarks of the learning process is its manageability, which provides for the possibility of planning and designing the educational process. The article deals with practical issues related to the administration of the University Virtual Learning Environment in terms of organization and differentiation of access rights of different categories of users. The authors discuss the principles of administering a virtual learning environment in terms of distinguishing levels of access to individual elements of the system for different roles of different categories of users. In LMS Moodle, the list of hierarchical contexts is as follows: System (no parent context); Website – homepage (parent context – system); Course category (parent context – system); Course (parental context – course category or system); Course element (parent context – course); Block (parent context – system or course); User (parent context – system). In the Lviv Polytechnic University, only Super Administrator, Global Group Management, Methodist, and Library have global roles. Role assignments are performed to determine the role in context. The site (homepage) and course are examples of two different contexts. While the role assignment process is the same for different contexts, the path to the assignment page may be different. The article gives examples of how to organize a system of administration with a description of the processes of creating different types of roles and the logic of implementation of each role and the need for certain approaches. There are five types of roles in the article, namely: managerial, supervisory, training, informational, temporary, providing justification and practical advice on setting up each role for each type. The article describes a common responsibility matrix for each user role. The roles of management roles are different aspects of course administration at the level of course categories of different types of nesting. This type includes administrators. The role of the controlling role is, by name, to investigate the various aspects of educational and training activities within the VNS system. The objectives of the learning roles are to ensure and carry out the learning process itself. These roles include, first of all, the system role by default – the student, the main participant in the process of acquiring knowledge, passing checkpoints and other components of the educational process. The tasks of information roles are to create information messages for both students and teachers at different levels of the information system. Temporary role tasks are to involve third parties in the system. Of course, the guest is first and foremost, but in our case guest entry is forbidden, so the roles of Conference Participant and Olympiad Participant were created to provide access to individual system resources. The article describes a common responsibility matrix for each user role.

scholarly journals PENGARUH PENGGUNAAN MEDIA LABORATORIUM VIRTUAL FISIKA TERHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA

2015 ◽  
Vol 3 (2) ◽  
pp. 300
Author(s):  
Enti Yuyun Darti ◽  
Muhammad Fuaddunazmi ◽  
Dwi Sabda Budi Prasetya
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Learning Environment ◽  
Virtual Learning ◽  
Student Population ◽  
Virtual Learning Environment ◽  
T Test ◽  
Instructional Media ◽  
Teaching Materials ◽  
Animation Software

Physics is one of the subjects taunght in SMPN 4 Praya Tengah. The  Instructional media which used is still relatively conventional with teaching materials such as text books. This study used a learning media of animation software in a virtual learning environment to enhance the problem solving ability of students. This study was a quasi-eksperimental study. The study also included into the study of population, because the entrie student population used in the study. The data analysis technigue which used was the t-test. The results obtained are tcaculate = 2,87 and ttable = 1,72. because   tcaculate its count greater than ttable it can be concluded that there  are impact of using the virtual media laboratory of physics to student’s problem-solving abilites. 

Examining Race Hate Crime with Students using a Cross Cultural International Virtual Learning Environment (VLE)

2012 ◽  
pp. 985-1004
Author(s):  
Julian Buchanan ◽  
Steve Wilson ◽  
Nirmala Gopal
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Hate Crime ◽  
International Student ◽  
Social Issues ◽  
Virtual Learning ◽  
The United States ◽  
Cross Cultural ◽  
Virtual Learning Environment ◽  
The University

This chapter explores the use of a Virtual Learning Environment (VLE) to bring together students in criminology and social work from three universities across the globe (the University of KwaZulu-Natal in South Africa; the University of Washington in the United States of America; and Glyndwr University in Wales, United Kingdom), to examine the issue of racism and hate crime. The chapter provides a detailed case study of an online learning environment constructed to facilitate a four week international student conference. The chapter draws strongly upon the student experience and voice, extracted from the anonymous completion of online questionnaires at the end of the conference. The student narrative is supplemented by the experiences of the three authors who facilitated and managed the online learning process. The chapter explores the educational opportunities and limitations in respect of: online learning generally; the cross cultural shared experience; and in terms of engaging students in investigating global social issues.

Examining Race Hate Crime with Students using a Cross Cultural International Virtual Learning Environment (VLE)

2010 ◽  
pp. 93-113
Author(s):  
Julian Buchanan ◽  
Steve Wilson ◽  
Nirmala Gopal
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Hate Crime ◽  
International Student ◽  
Social Issues ◽  
Virtual Learning ◽  
The United States ◽  
Cross Cultural ◽  
Virtual Learning Environment ◽  
The University

This chapter explores the use of a Virtual Learning Environment (VLE) to bring together students in criminology and social work from three universities across the globe (the University of KwaZulu-Natal in South Africa; the University of Washington in the United States of America; and Glyndwr University in Wales, United Kingdom), to examine the issue of racism and hate crime. The chapter provides a detailed case study of an online learning environment constructed to facilitate a four week international student conference. The chapter draws strongly upon the student experience and voice, extracted from the anonymous completion of online questionnaires at the end of the conference. The student narrative is supplemented by the experiences of the three authors who facilitated and managed the online learning process. The chapter explores the educational opportunities and limitations in respect of: online learning generally; the cross cultural shared experience; and in terms of engaging students in investigating global social issues.

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