scholarly journals Bringing academics on board: Encouraging institution-wide diffusion of e-learning environments

2009 ◽  
Vol 25 (1) ◽  
Author(s):  
Dawn Birch ◽  
Bruce Burnett
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Learning Experience ◽  
Learning Objects ◽  
Multimodal Learning ◽  
Tertiary Sector ◽  
Face To Face ◽  
Information Communications Technology ◽  
E Learning ◽  
The University

<span>Rapid advances in educational and information communications technology (ICT) have encouraged some educators to move beyond traditional face to face and distance education correspondence modes toward a rich, technology mediated e-learning environment. Ready access to multimedia at the desktop has provided the opportunity for educators to develop flexible, engaging and interactive learning resources incorporating multimedia and hypermedia. However, despite this opportunity, the adoption and integration of educational technologies by academics across the tertiary sector has typically been slow. This paper presents the findings of a qualitative study that investigated factors influencing the manner in which academics adopt and integrate educational technology and ICT. The research was conducted at a regional Australian university, the University of Southern Queensland (USQ), and focused on the development of e-learning environments. These e-learning environments include a range of multimodal learning objects and multiple representations of content that seek to cater for different learning styles and modal preferences, increase interaction, improve learning outcomes, provide a more inclusive and equitable curriculum and more closely mirror the on campus learning experience. This focus of this paper is primarily on the barriers or inhibitors academics reported in the study, including institutional barriers, individual inhibitors and pedagogical concerns. Strategies for addressing these obstacles are presented and implications and recommendations for educational institutions are discussed.</span>

scholarly journals Beyond e-learning: from blended methodology to transmedia education

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Valentina Favrin ◽  
Elisabetta Gola ◽  
Emiliano Ilardi
Keyword(s):  
New Media ◽  
Learning Experience ◽  
Educational Activity ◽  
Dynamic Learning ◽  
Face To Face ◽  
Convergence Culture ◽  
E Learning ◽  
Collaborative Working ◽  
The University ◽  
Traditional Activity

Abstract Nowadays, at the time of convergence culture, social network, and transmedia storytelling – when social interactions are constantly remediated – e-learning, especially in universities, should be conceived as a sharing educational activity. Different learning experiences should become smoother and able to fade out the closed learning environments (as software platform and classrooms (either virtual or not)). In this paper, we will show some experiences of the Communication Sciences degree program of the University of Cagliari, which is supplied through an e-learning method. In the ten years since its foundation, the approach has evolved from a blended learning with two kinds of traditional activity (online activities and face-to-face lessons) to a much more dynamic learning experience. Many new actors (communication companies, local government, public-service corporations, new media and social media) – indeed – have been involved in educational and teaching process. But also these processes changed: collaborative working, new media comprehension, self-guided problem solving are examples of the new literacies and approaches that can be reached as new learning objectives.

scholarly journals FRAMEWORK FOR TEACHING PARALLEL FLIPPED CLASSROOMS

2019 ◽  
Author(s):  
Ioana Rontu ◽  
Mohammed Moshirpour ◽  
Sepideh Afkhami Goli ◽  
Fatemeh Sharifi ◽  
Ehsan Mohammadi
Keyword(s):  
Learning Styles ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Lessons Learned ◽  
Post Secondary ◽  
Face To Face ◽  
Flipped Classrooms ◽  
Course Material ◽  
Face To Face Instruction ◽  
The University

Advancements in information technology has given rise to a new flipped learning environment that is increasingly used at post-secondary institutions. This new pedagogical approach provides a personalized learning experience by accommodating different students’ learning styles. Students interact with the course material prior to attending scheduled face-to-face instruction, where learning is reinforced by working through examples and application problems. This paper provides a practical guiding framework for the collaboration and coordination of multiple instructors in a flipped delivery course style, based upon a literature review, qualitative research, and experience. We used a qualitative approach using a questionnaire to gather lessons learned and suggestions from instructors. The responses were analyzed to extract common themes which were mapped to create a conceptual framework for successful multi-instructor flipped course delivery. Recommendations are made as per three chronological sequences of before, during and after the course offering. The framework aims to support the planning, implementation and evaluation stages of organizing and managing a multi-instructor flipped course. This paper stresses the importance of the teaching team proactively completing the planning and design of course components before the start of the course. Quantitative student feedback received from the fall 2018 course offering in Schulich School of Engineering at the University of Calgary is used to support the flipped classroom delivery, multi-instructor delivery style.

scholarly journals EduCamp Colombia: Social networked learning for teacher training

2011 ◽  
Vol 12 (3) ◽  
pp. 60 ◽  
Author(s):  
Diego Ernesto Leal Fonseca
Keyword(s):  
Learning Environments ◽  
Learning Experience ◽  
Collective Learning ◽  
Social Software ◽  
Networked Learning ◽  
Ministry Of Education ◽  
Personal Learning ◽  
Face To Face ◽  
Interaction Processes ◽  
E Learning

This paper describes a learning experience called EduCamp, which was launched by the Ministry of Education of Colombia in 2007, based on emerging concepts such as e-Learning 2.0, connectivism, and personal learning environments. An EduCamp proposes an unstructured collective learning experience, which intends to make palpable the possibilities of social software tools in learning and interaction processes while demonstrating face-to-face organizational forms that reflect social networked learning ideas. The experience opens new perspectives for the design of technology training workshops and for the development of lifelong learning experiences.

Computer-assisted learning in undergraduate psychiatry (CAL-PSYCH): evaluation of a pilot programme

2003 ◽  
Vol 20 (3) ◽  
pp. 84-87 ◽  
Author(s):  
Allys Guerandel ◽  
Kevin Malone ◽  
Patrick Felle
Keyword(s):  
Computer Assisted ◽  
Attendance Rates ◽  
Computer Assisted Learning ◽  
Face To Face ◽  
Life Long Learning ◽  
Learning Techniques ◽  
Feedback Questionnaire ◽  
E Learning ◽  
On Line ◽  
The University

AbstractObjectives: To introduce and evaluate a computer assisted learning programme in undergraduate psychiatry (CAL-PSYCH).Methods: An interactive e-learning environment was created within the University College Dublin portal to assist students in acquiring the necessary skills in undergraduate psychiatry. The pilot phase consisted of providing their lectures on-line on the interactive site. Data were gathered from the last group of students in 2001 (pre-CAL-PSYCH) and the first group of students using CAL-PSYCH in 2002. We included assessment of percentage of students accessing the site, attendance rates at face-to-face lectures and tutorials, and also a feedback questionnaire from students who accessed the site.Results: All responders had used CAL-PSYCH. Students gave higher ratings for quality and interactivity of lectures compared with the pre-CAL-PSYCH curriculum. Students also expressed enthusiasm about CAL-PSYCH and encouraged us to develop it further.Conclusions: Computer-assisted learning environments such as CAL-PSYCH provide the opportunity to bring modern e-learning techniques to medical education, and may provide a new model for life-long learning in medicine.

scholarly journals The Model for Learning Objects Design Based on Semantic Technologies

2017 ◽  
Vol 12 (2) ◽  
pp. 227
Author(s):  
Daina Gudoniene ◽  
Rytis Maskeliunas ◽  
Danguole Rutkauskiene
Keyword(s):  
Web Services ◽  
Semantic Web ◽  
Learning Environments ◽  
Information And Communication Technologies ◽  
Learning Objects ◽  
Semantic Web Services ◽  
Innovative Learning ◽  
Modern Learning ◽  
E Learning ◽  
Integration Of Learning

The paper presents a comparison of state of the art methods and techniques on implementation of learning objects (LO) in the field of information and communication technologies (ICT) using semantic web services for e-learning. The web can serve as a perfect technological environment for individualized learning which is often based on interactive learning objects. This allows learners to be uniquely identified, content to be specifically personalized, and, as a result, a learner’s progress can be monitored, supported, and assessed. While a range of technological solutions for the development of integrated e-learning environments already exists, the most appropriate solutions require further improvement on implementation of novel learning objects, unification of standardization and integration of learning environments based on semantic web services (SWS) that are still in the early stages of development. This paper introduces a proprietary architectural model for distributed e-learning environments based on semantic web services (SWS), enabling the implementation of a successive learning process by developing innovative learning objects based on modern learning methods. A successful technical implementation of our approach in the environment of Kaunas University of Technology is further detailed and evaluated.

scholarly journals From Cognitive Landscapes to Digital Hyperscapes

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Jose Bidarra ◽  
Ana Dias
Keyword(s):  
Learning Styles ◽  
Learning Management Systems ◽  
Learning Objects ◽  
Management Systems ◽  
Digital Information ◽  
Cognitive Profiles ◽  
E Learning ◽  
Learning Management ◽  
Key Terms ◽  
Massive Information

<P> The widespread diffusion of e-Learning in organizations has encouraged the discovery of more effective ways for conveying digital information to learners, for instance, via the commonly called Learning Management Systems (LMS). A problem that we have identified is that cognitive variables and pedagogical processes are rarely taken into consideration and sometimes are confused with the mere use by learners of “diversified” hypermedia resources. Within the context of widespread dissemination of multimedia content that has followed the emergence of massive information resources, we discuss the need for more powerful and effective learner-centered tools capable of handling all kinds of design configurations and learning objects. </p> <P class=abstract><B>Key Terms: </B>cognitive profiles, learning styles, mind mapping, multimedia and hypermedia content, hyperscapes, e-Learning, learning objects, Learning Management Systems (LMS).</P>

Development of E-Learning in Niger

2010 ◽  
pp. 114-125
Author(s):  
Aissetou Drame Yaye
Keyword(s):  
Distance Learning ◽  
Institutional Support ◽  
Course Delivery ◽  
Digital Campus ◽  
Virtual University ◽  
Face To Face ◽  
Official Opening ◽  
E Learning ◽  
Face To Face Learning ◽  
The University

The University Abdou Moumouni (UAM) of Niamey in Niger mainly focused on traditional face to face learning, and even the existence of the African Virtual University since the years 1999 did not change the situation. It is only after the official opening at the University of the Francophone Digital Campus in December 2003 that lecturers and students started overseeing and taking advantages of all the benefits of e-Learning and distance learning. The present paper builds on the author’s personal initiatory experience in e-Learning to highlight some specific challenges that traditional universities such as the UAM face in their efforts to introduce e-Learning and distance learning as a new mode of course delivery. The study shows that even though challenges are big, political and institutional support can freshen the perspectives and change opportunities into realities.

Securing the Infrastructure for Service-Based E-Learning Environments

2011 ◽  
pp. 1-24
Author(s):  
Simon Schwingel ◽  
Gottfried Vossen ◽  
Peter Westerkamp
Keyword(s):  
Web Services ◽  
Learning Environment ◽  
Learning Environments ◽  
User Authentication ◽  
Learning Objects ◽  
Learning System ◽  
Learning Material ◽  
Single Sign On ◽  
User Data ◽  
E Learning

E-learning environments and their system functionalities resemble one another to a large extent. Recent standardization efforts in e-learning concentrate on the reuse of learning material only, but not on the reuse of application or system functionalities. The LearnServe system, under development at the University of Muenster, builds on the assumption that a typical learning system is a collection of activities or processes that interact with learners and suitably chosen content, the latter in the form of learning objects. This enables us to divide the main functionality of an e-learning system into a number of stand-alone applications or services. The realization of these applications based on the emerging technical paradigm of Web services then renders a wide reuse of functionality possible, thereby giving learners a higher flexibility of choosing content and functionalities to be included in their learning environment. In such a scenario, it must be possible to maintain user identity and data across service and server boundaries. This chapter presents an architecture for implementing user authentication and the manipulation of user data across several Web services. In particular, it demonstrates how to exploit the SPML and SAML standards so that cross-domain single sign-on can be offered to the users of a service-based learning environment. The chapter also discusses how this is being integrated into LearnServe.

scholarly journals Bioinformatics-Based Adaptive System towards Real-Time Dynamic E-learning Content Personalization

2020 ◽  
Vol 10 (2) ◽  
pp. 42
Author(s):  
Othmar Othmar Mwambe ◽  
Phan Xuan Tan ◽  
Eiji Kamioka
Keyword(s):  
Learning Styles ◽  
Real Time ◽  
Adaptive Learning ◽  
Learning Objects ◽  
Accurate Information ◽  
Interactive Learning Environment ◽  
Time Dynamic ◽  
E Learning ◽  
Time Basis ◽  
User Friendly

Adaptive Educational Hypermedia Systems (AEHS) play a crucial role in supporting adaptive learning and immensely outperform learner-control based systems. AEHS’ page indexing and hyperspace rely mostly on navigation supports which provide the learners with a user-friendly interactive learning environment. Such AEHS features provide the systems with a unique ability to adapt learners’ preferences. However, obtaining timely and accurate information for their adaptive decision-making process is still a challenge due to the dynamic understanding of individual learner. This causes a spontaneous changing of learners’ learning styles that makes hard for system developers to integrate learning objects with learning styles on real-time basis. Thus, in previous research studies, multiple levels navigation supports have been applied to solve this problem. However, this approach destroys their learning motivation because of imposing time and work overload on learners. To address such a challenge, this study proposes a bioinformatics-based adaptive navigation support that was initiated by the alternation of learners’ motivation states on a real-time basis. EyeTracking sensor and adaptive time-locked Learning Objects (LOs) were used. Hence, learners’ pupil size dilation and reading and reaction time were used for the adaption process and evaluation. The results show that the proposed approach improved the AEHS adaptive process and increased learners’ performance up to 78%.

Sign in / Sign up

Export Citation Format

Share Document