Universities In The Knowledge Society: Models Of Generative Learning Environment

2019 ◽  
Author(s):  
Alexander Karpov
Keyword(s):  
Learning Environment ◽  
Knowledge Society ◽  
Generative Learning

Toward a Personal Learning Environment Framework

2012 ◽  
pp. 20-40 ◽  
Author(s):  
Mohamed Amine Chatti ◽  
Mohammad Ridwan Agustiawan ◽  
Matthias Jarke ◽  
Marcus Specht
Keyword(s):  
Learning Environment ◽  
Digital Media ◽  
Knowledge Society ◽  
Technology Enhanced Learning ◽  
Personal Learning ◽  
Effective Learning ◽  
Personal Learning Environment ◽  
Learning Content ◽  
Enhanced Learning ◽  
Fundamental Shift

Over the past decade, it has been argued that technology-enhanced learning (TEL) could respond to the needs of the new knowledge society and transform learning. However, despite isolated achievements, TEL has not succeeded in revolutionizing education and learning processes. Most current TEL initiatives still take a centralized technology-push approach in which learning content is pushed to a predefined group of learners in closed environments. A fundamental shift toward a more open and learner-pull model for learning is needed. Recently, the Personal Learning Environment (PLE) concept has emerged to open new doors for more effective learning and overcome many of the limitations of traditional TEL models. In this paper, the authors present theoretical, design, implementation, and evaluation details of PLEF, a framework for mashup personal learning environments. The primary aim of PLEF is to help learners create custom learning mashups using a wide variety of digital media and data.

scholarly journals Supporting a course in new literacies and skills for linguists with a Virtual Learning Environment. Results from a staff/student collaborative action-research project at Coventry University

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 189-209 ◽  
Author(s):  
MARINA ORSINI-JONES
Keyword(s):  
Action Research ◽  
Learning Environment ◽  
Language Learning ◽  
New Literacies ◽  
Knowledge Society ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Action Research Project ◽  
Professional Skills ◽  
Research Project

This paper reports on the results of an action research project at Coventry University that consisted of the evaluation of a curriculum innovation supported by the use of the Virtual Learning Environment (VLE) WebCT, i.e. a new module (course): Academic and Professional Skills for Language Learning. The project was carried out collaboratively by staff – all the linguists teaching level 1 modules in EFL, French, German, Italian, Russian and Spanish – and students over a period of ten months in 2002–2003. The module aims at engaging students actively with the new literacies and skills required by the ‘knowledge society’. The provisional hypothesis was that skills-based teaching and learning activities that are aligned with the needs of language learners would raise confidence in academic and professional skills and increase motivation and proficiency in language learning. The use of the Virtual Learning Environment Web Communication Tools (WebCT), available within the online learning portal both on and off campus for students at Coventry University, would be instrumental in testing the hypothesis, as it provided an interactive reflective forum for both staff and students involved. Both qualitative and quantitative data were collected. The paper will show how the use of the Virtual Learning Environment facilitated the creation of exercises that developed both ICT skills and language-specific ones. On a less positive note, the results confirmed the outcomes of other research in the field, i.e. that students find it challenging to become reflective, autonomous learners and that we cannot assume that the use of technology automatically leads to autonomy. Many students also found it challenging to see the relevance to their studies of skills and literacies that went beyond the four basic language skills. The paper will conclude by illustrating both the positive and the negative outcomes of the project and outlining the staff/student-agreed way forward in the light of the issues encountered.

Toward a Personal Learning Environment Framework

2010 ◽  
Vol 1 (4) ◽  
pp. 66-85 ◽  
Author(s):  
Mohamed Amine Chatti ◽  
Mohammad Ridwan Agustiawan ◽  
Matthias Jarke ◽  
Marcus Specht
Keyword(s):  
Learning Environment ◽  
Digital Media ◽  
Knowledge Society ◽  
Technology Enhanced Learning ◽  
Personal Learning ◽  
Effective Learning ◽  
Personal Learning Environment ◽  
Learning Content ◽  
Enhanced Learning ◽  
Fundamental Shift

Over the past decade, it has been argued that technology-enhanced learning (TEL) could respond to the needs of the new knowledge society and transform learning. However, despite isolated achievements, TEL has not succeeded in revolutionizing education and learning processes. Most current TEL initiatives still take a centralized technology-push approach in which learning content is pushed to a predefined group of learners in closed environments. A fundamental shift toward a more open and learner-pull model for learning is needed. Recently, the Personal Learning Environment (PLE) concept has emerged to open new doors for more effective learning and overcome many of the limitations of traditional TEL models. In this paper, the authors present theoretical, design, implementation, and evaluation details of PLEF, a framework for mashup personal learning environments. The primary aim of PLEF is to help learners create custom learning mashups using a wide variety of digital media and data.

Web 2.0 Visualization Tools to Stimulate Generative Learning

2012 ◽  
pp. 77-90 ◽  
Author(s):  
Jennifer R. Banas ◽  
Carol A. Brown
Keyword(s):  
Learning Environment ◽  
Web 2.0 ◽  
Instructional Practices ◽  
Interactive Technology ◽  
First Century ◽  
Generative Learning ◽  
Text Visualization ◽  
Rich Instruction ◽  
Visualization Tools ◽  
The Impact

Twenty-first century learners’ learning experiences require vastly different instructional opportunities than the generation before. These electronically bred learners have become “wired” to learn best from and to prefer instructional activities that allow them to manipulate their learning environment. With this understanding, educators should respond with instructional practices that not only support learners’ fundamental and preferred learning behaviors but also provide environments that foster creative and critical thinking experiences. New Web 2.0 educational technologies can help educators to deliver rich instruction that is relevant, appropriate, and that affords a “playground” in which generative learning can take place. This chapter introduces readers to a category of interactive technology instruments called visualization tools and how these tools can be used to stimulate generative learning. Examples are provided and criticisms of text visualization tools are also carefully considered. Readers are challenged to explore new uses for and the impact of visualization tools.

Overview of Using Vignettes to Develop Higher Order Thinking and Academic Achievement in Adult Learners in an Online Learning Environment

2008 ◽  
pp. 135-156
Author(s):  
Maria H.Z. Kish
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Adult Learners ◽  
Learning Environment ◽  
Higher Order Thinking ◽  
Learning Model ◽  
Higher Order ◽  
Online Course ◽  
Online Learning Environment ◽  
Generative Learning

A challenge in teaching and providing any type of instruction in the online learning environment is to ensure that participants are engaged in the process and find meaning in their learning. This case study investigated the use of vignettes as a teaching strategy and learning activity of the Generative Learning Model in a hybrid online course. Vignettes are short and realistic stories that may help bridge participants’ previous experiences to applying course material in relevant situations. The Generative Learning Model, consisting of five main components: attention, motivation, knowledge, generation, and metacognition (Wittrock, 2000), was incorporated when requiring students to answer teacher-generated vignettes and to generate their own vignettes. Two outcomes were anticipated using vignettes within the Generative Learning Model in a hybrid online course: 1) enhancement of academic achievement and 2) higher order thinking . This study considered data from student work collected from the Instructional Techniques Course, GITED 631, taught in the Graduate School of Education at Duquesne University, Pittsburgh, Pennsylvania, in the fall of 2003. Eight participants responded to teacher-generated vignettes, created diagrams and rubrics, created their own vignettes, and recorded their observations concerning vignettes in reflective learning logs. The adult online learners in this study professionally focused on teaching children and adults. This study’s participants all professionally focused on teaching children and adults. The research findings indicate that the use of teacher-generated vignettes can increase academic achievement, and that learner-generated vignettes can help students achieve higher order thinking. This article also discusses the methods that have been used to teach adult learners how to respond to and create vignettes for their own teaching and presentation purposes.

RAPAD

2011 ◽  
pp. 1-29 ◽  
Author(s):  
Ray Webster
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Design Process ◽  
Learning Process ◽  
Participatory Design ◽  
Knowledge Society ◽  
Personal Reflection ◽  
Web Based ◽  
E Learning ◽  
Key Aspects

This chapter introduces RAPAD, a reflective and participatory methodology for e-learning and lifelong learning. It argues that by engaging in a reflective and participatory design process for a personalized e-learning environment, individual students can attain a conceptual change in understanding the learning and e-learning process, especially their own. Students use a framework provided by the concept of a personal cognitive or learning profile and the design and development of a personalized e-learning environment (PELE) to engage with key aspects of their learning. This results in Flexible Student Alignment, a process by which students are better able to match their learning and e-learning characteristics and requirements to the practices, resources, and structures of universities in the emerging knowledge society. The use of Web-based technologies and personal reflection ensure that RAPAD is well-placed to be an adaptive methodology which continues to enhance the process of lifelong learning.

scholarly journals Enhancing teachers' ICT capacity for the 21st century learning environment: Three cases of teacher education in Korea

2012 ◽  
Vol 28 (6) ◽  
Author(s):  
Hyeonjin Kim ◽  
Hyungshin Choi ◽  
Jeonghye Han ◽  
Hyo-Jeong So
Keyword(s):  
Teacher Education ◽  
Learning Environment ◽  
21St Century ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Knowledge Society ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Adaptive Expertise ◽  
Multiple Sources

<blockquote>Korean teachers are generally considered well trained to integrate ICT into their teaching since the inception of the first IT Master Plan of Korea in 1996. However, the emergence and adoption of cutting-edge technologies create demands for evolving roles and competencies of teachers in the new knowledge society. Given this changing landscape of teacher education, the purpose of this paper is to explore new educational approaches to enhance teachers' ICT capabilities in the 21st century learning environment in Korea. The literature indicates that the new roles of teachers include new media literacy skills and adaptive expertise with efficiency and innovation. From this perspective, we examined three cases: (1) learning Scratch for computational and creative thinking, (2) learning robotics as emerging technology for convergent and divergent thinking, and (3) learning by design with ICT for systems thinking. The new approaches, such as focusing on thinking skills rather than technical skills, and providing various contexts different from ordinary classroom lessons, help teachers to develop adaptive expertise. On the other hand, participants in all three cases indicated difficulties in integrating new ideas, dealing with various course activities, and understanding unfamiliar design contexts in their comprehensive projects. For further studies, it is necessary to investigate learning processes and outcomes of teachers' learning with more depth and a larger number of cases and multiple sources of data to verify the potentials and challenges of these approaches more rigorously.</blockquote><p> </p>

scholarly journals Learning Task Models in the Context of Education for Sustainable Development

2020 ◽  
pp. 3-16
Author(s):  
V.I. Grytsenko ◽  
◽  
S.P. Kudriavtseva ◽  
K.M. Synytsia ◽  
◽  
...  
Keyword(s):  
Sustainable Development ◽  
Learning Environment ◽  
Lifelong Learning ◽  
Knowledge Society ◽  
Learning Task ◽  
Education For Sustainable Development ◽  
Open Learning ◽  
Open Learning Environment ◽  
The Creation ◽  
The Impact

Introduction. The sustainable development concept lies in the core of the UNESCO Global Program, in which education is considered as a way for developing competencies (which are) necessary to achieve specific sustainable development goals (SDGs). Education for sustainable development (ESD) is based on the implementation of the concept of life-long, high-quality and inclusive learning, which implies the creation of conditions for the learning and development of each member of society and the possibility of acquiring the competencies necessary in a knowledge society. Providing quality lifelong learning opportunities for all learners at all levels and in all learning communities is the foundation for better lives and sustainable development. The content and means of ESD implementation differ significantly across the globe due to variety in socio-economic conditions, way of life and the level of technological development of countries and regions, therefore, it is important to analyze the general features of ESD and the characteristics of the educational environment to support ESD. Purpose. To study how the ideas of sustainable development can be incorporated into the learning content and the instructional process by integrating digital didactics methods, knowledge structuring, and digital technologies. To show by applying a task-based approach, that support for performing the tasks of learning, instruction (teaching) and dialogue in an open learning environment is crucial for achieving the SDGs. Methods: Systems approach, problem theory, problem approach, generalizations. Results: It is demonstrated how lifelong learning, as a basis for the implementation of ESD, and access to knowledge in the digital age can contribute to the achievement of the SDGs. The features of the tasks of teaching, learning and interaction for achieving the SDGs in education have been investigated, the corresponding task models have been formulated. The requirements for the functionality and technologies of an open learning environment which allows learners to achieve the set of goals when solving learning problems in the framework of ESD are described. Conclusion. The results of this research show that education should be considered as both an independent goal (SDG4) and a means to achieve all the SDGs. It is not only an integral part but also a key factor for sustainable development in terms of achieving the SDGs, which requires consideration of learning tasks other than traditional ones. There is a need for a learner to develop skills for independent search and critical assessment of information, participation in planning and management of one’s own learning, as well as skills for interaction and communication with other actors in the process of solving new problems. Mastering of these meta-skills is associated with training procedures, the impact of which is increased in the course of interaction between the student and the open learning environment. At the same time, the instructional (training, teaching) task determines the creation of a personal environment for performing the learning task, which facilitates the development of learners’ key competencies in the field of sustainable development, which is necessary to achieve any of the SDGs.

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