scholarly journals An Ontology to Model e-portfolio and Social Relationship in Web 2.0 Informal Learning Environments

2010 ◽  
Vol 5 (4) ◽  
pp. 578 ◽  
Author(s):  
Davide Taibi ◽  
Manuel Gentile ◽  
Giovanni Fulantelli ◽  
Mario Allegra
Keyword(s):  
Social Networks ◽  
Web 2.0 ◽  
Informal Learning ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Learning Contexts ◽  
New Learning Environments ◽  
New Learning ◽  
E Learning ◽  
Definition Of

<p>Web 2.0 applications and the increasingly use of social networks have been creating new informal learning opportunities. Students interact and collaborate using new learning environments which are structurally different from traditional e-learning environments. In these informal unstructured learning contexts the boundaries between the learning contexts and social spheres disappear, and the definition of the students competences appears more and more important. In this paper we propose a semantic web approach in order to create the basis for a software platform to model learner profiles. <br />In particular we propose to extend the FOAF ontology, used to describe people and their personal relationships, with an ontology related to the IMS Learning Portfolio used to model students’ competencies. This ontology could be a fundamental layer for a new Web 2.0 learning environment in which students’ informal learning activities carried out in social networks can be managed and evaluated.</p>

Learning Agency in New Learning Environments

2011 ◽  
pp. 236-252
Author(s):  
Hitendra Pillay ◽  
John A. Clarke ◽  
Peter G. Taylor
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Individual Characteristics ◽  
Potential Contribution ◽  
University Campus ◽  
New Learning Environments ◽  
New Learning ◽  
Contextual Elements ◽  
E Learning ◽  
Learner Agency

The Bandurian concept of learner agency was originally embedded in a para-digm where behavior, self and environment influenced each other significantly.However, evolution of the concept has focused almost exclusively on individualsas the locus of agency ignoring the potential contribution of context. It is arguedthat learning environments should be considered truly reciprocal with individualsthrough mutual and iterative influence by contextual elements and by individuallearners. It is postulated that learner agency be broadened to a more inclusiveconcept of learning agency. This concept is explored empirically with data col-lected on an e-learning university campus from 125 students about theirapproaches to learning, perceptions of their learning environments, and episte-mological reflections on themselves as learners. Results indicate that students’behavior cannot be explained by individual characteristics but by the influencesof the technology-rich learning environment and peers, suggesting that individu-als’approach to learning arises from mutual interactions between individual andcontextual agency.

Back to the Future

2010 ◽  
pp. 1-20 ◽  
Author(s):  
Nada Dabbagh ◽  
Rick Reo
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Web 2.0 ◽  
Learning Environments ◽  
Developmental Perspective ◽  
Social Software ◽  
Networked Learning ◽  
Learning Contexts ◽  
The Future ◽  
E Learning

This chapter provides a developmental perspective on Web 2.0 and social software by tracing the historical, theoretical, and technological events of the last century that led to the emergence—or re-emergence, rather—of these powerful and transformative tools in a big way. The specific goals of the chapter are firstly, to describe the evolution of social software and related pedagogical constructs from pre- and early Internet networked learning environments to current Web 2.0 applications, and secondly, to discuss the theoretical underpinnings of social learning environments and the pedagogical implications and affordances of social software in e-learning contexts. The chapter ends with a social software use framework that can be used to facilitate the application of customized and personalized e-learning experiences in higher education.

scholarly journals Examining the Design of Microlearning for Korean Adult Learners

2020 ◽  
Author(s):  
Hyo-Jeong So ◽  
Hyeran Lee ◽  
Seak-Zoon Roh
Keyword(s):  
Adult Learners ◽  
Informal Learning ◽  
Learning Opportunities ◽  
Content Areas ◽  
Learning In Context ◽  
Computer Based Learning ◽  
Korean Adult ◽  
E Learning ◽  
Computer Based ◽  
Increasing Demand

Considering the increasing demand for microlearning in informal learning spaces, the main purpose of this research is to examine the design of microlearning perceived by adult learners and experts in Korea. The research questions include: (1) what modality and content length do adult learners perceive to be relevant for microlearning? (2) what content areas do adult learners perceive to be relevant for microlearning? and (3) what are the expected impacts and future directions of microlearning perceived by the experts? The participants include 11 e-learning experts and 326 adult learners working in the fields of science and technology. Data were collected from the learner survey, focus group interview, and expert survey. Overall, this study found that adult learners tend to have some conflicting opinions about the content areas perceived to be relevant for e-learning and microlearning. The design of content that takes the modality of video consumed within 3-5 minutes was considered to be the most relevant for microlearning. Experts perceived that microlearning is an efficient and effective direction for adult learners to enhance professional knowledge and to broaden informal learning opportunities. However, the experts were less positive about the potential of microlearning for increasing convergence research and learning transfer. There was a considerable gap between desirability and feasibility in the directions toward integrating microlearning with advanced technologies. Based on the key findings, we discuss some implications concerning the design of microlearning for adult learners’ informal learning. Cite as So, H-J., Lee, H., Roh, S-Z. (2020) Examining the Design of Microlearning for Korean Adult Learners. Computer-Based Learning in Context, 2(1), 40-53. DOI: 10.5281/zenodo.4057859

scholarly journals Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future

2020 ◽  
pp. 85-107
Author(s):  
Mariagrazia Francesca Marcarini
Keyword(s):  
Learning Environments ◽  
Teacher Collaboration ◽  
Teaching And Learning ◽  
Personal Responsibility ◽  
First Grade ◽  
Traditional Learning ◽  
New Learning Environments ◽  
New Learning ◽  
Teachers And Students ◽  
Improved Learning

AbstractThis project investigates how to overcome traditional learning environment’s rigidity; those established practices that may hinder full use of what we might call new learning environments. It addresses how teachers adapt their teaching to changing learning environments, what impact new educational spaces have on teachers and students, how to organise students with different criteria, and how learning environments can be redesigned in old schools with limited investments. The research studies four schools: in Denmark, the Hellerup Folkeskole in Gentofte and the Ørestad Gymnasium in Copenhagen; in Italy, the Enrico Fermi High School in Mantua and IC3 Piersanti Mattarella secondary first grade in Modena. New learning environments are intended to enhance teacher collaboration and stimulate the exchange of new teaching methods, enabling learning personalisation. This is often facilitated by team teaching, which in this chapter is seen as a “bridge-culture” concept, offering a wider vision including structural and organisational details. The chapter discusses how this strategy lead to students improved learning skills, them taking on greater personal responsibility and displaying aptitude to study in different ways. In this sample of “architecture feeds pedagogy” schools, some key concepts are explored that might guide future learning environments design: readability, “semantic-topical”, flexibility, invisible pedagogy and affordances.

Integrating Formal and Informal Learning Opportunities of Technology in Higher Education

2019 ◽  
pp. 379-400 ◽  
Author(s):  
Emine Şendurur ◽  
Hatice Gökçe Bilgiç ◽  
Polat Şendurur
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Learning And Teaching ◽  
Learner Centered ◽  
Formal And Informal Learning ◽  
Recent Developments ◽  
Roles Of Teacher ◽  
Technology In Higher Education

Along with the recent developments in technology, the paradigm of learning and teaching has changed with the changing demands of society and learners. A new learner-centered paradigm enforces the changes in the roles of teacher, learner, and the environment. Learning is not restricted with a place or time. Especially with the advance of technology-based environments including www, social networks, and online learning environments, people can reach information anytime/anywhere, which brings about various experiences for informal learning. The aim of this chapter is to present a guideline for the integration of formal and informal learning opportunities of technology in higher education. As a result of the study a guideline is presented for higher education. The guideline is focused on eight issues including (1) know your students, (2) update yourself, (3) be online, (4) provide sharing opportunities, (5) provide discussion opportunities, (6) keep information alive, (7) use learning analytics, and (8) support interdisciplinarity.

Instructional Strategies for Teaching in Synchronous Online Learning Environments (SOLE)

2010 ◽  
pp. 103-118
Author(s):  
Marshall G. Jones ◽  
Stephen W. Harmon
Keyword(s):  
Online Learning ◽  
Web 2.0 ◽  
Instructional Strategies ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Google Docs ◽  
Time Interaction ◽  
Increasing Demand ◽  
The Web ◽  
Synchronous Online

This chapter deals centrally with one emerging aspect of Web 2.0 for education, that of the increasing demand forreal time and near real-time interaction among users. Whereas most online learning has, to date, taken place in an asynchronous format, there is a growing need for an ability to provide learning opportunities in a synchronoussetting. This chapter discusses synchronous online learningenvironments (SOLEs) and the affordances they present forteaching and learning. Particularly it focuses on a capability of these environments known as ancillary communications. It discusses ancillary communications as an intentionalinstructional strategy and presents guidelines for its implementation. And, in the spirit of Web 2.0, this chapter was written using the Web 2.0 application Google Docs.

From Memorable to Transformative E-Learning Experiences

2010 ◽  
pp. 402-421
Author(s):  
Pearl Chen
Keyword(s):  
Learning Environments ◽  
Learning Experiences ◽  
Theory And Practice ◽  
Effective Practices ◽  
Experience Design ◽  
Current State ◽  
Learning Contexts ◽  
E Learning

This chapter reviews the current state of theory and practice of experience design and suggests that the notion of experience should be regarded as an essential and unifying theme in guiding a broader perspective of design and study of e-learning. Underlying this chapter is a view that suggests a shift from designing learning environments to “staging” learning experiences. By looking at learning through the prism of experience design, we may begin to discover ways to create compelling, memorable, and transformative e-learning experiences. Some existing models and effective practices in education are considered as viable models for adapting experience design to e-learning contexts. Furthermore, this chapter identifies some converging areas of research from the fields of experience design and education, so as not to reinvent the wheel but to expand our knowledge on designing quality e-learning experiences that are engaging and valued by people.

Using Infographics for Teaching

2021 ◽  
pp. 105-126
Author(s):  
Kyriaki Skenteridou ◽  
Theodosios Tsiakis
Keyword(s):  
Educational Technology ◽  
Environmental Education ◽  
Learning Environments ◽  
Information Dissemination ◽  
Teaching Tool ◽  
Historical Maps ◽  
Visual Aids ◽  
Modern Age ◽  
New Learning Environments ◽  
New Learning

Outstanding advances in educational technology are significantly influencing new learning environments, where it is necessary for teachers to respond and for learners to be able to adapt to the modern age of knowledge and information dissemination. The development of ICT has catalyzed the ability of all types of data to be reproduced visually (visualization). The term visualization refers to the use of various visual aids, which makes a subject more eloquent. This is especially useful for teaching a variety of special courses (environmental education), geography (maps, atlases), history (historical maps, atlases). Geography is a comprehensive and one of the most demanding subjects, as its study deals with a variety of different topics. This course can be made more effective and produce more permanent results through the use of innovative tools. One of these tools is information. In the context of the present study, the use of infographics, a pioneering visual tool transformed into a reliable teaching tool-guide in the classroom, is presented.

AI and AR

2021 ◽  
pp. 216-231
Author(s):  
Anita M. Cassard ◽  
Brian W. Sloboda
Keyword(s):  
Artificial Intelligence ◽  
Distance Learning ◽  
Augmented Reality ◽  
Learning Environments ◽  
Virtual Learning Environments ◽  
Learning Assessment ◽  
New Learning Environments ◽  
New Learning ◽  
Available Technology ◽  
The Impact

This chapter presents some of the possibilities and approaches that are used in the application of AI (artificial intelligence) and AR (augmented reality) in the new learning environments. AI will add another dimension to distance learning or eLearning that in some cases already includes AR (augmented reality) virtual learning environments. Because of this advent in available technology and the impact it will have on learning, assessment of newly structured parameters and their impact on student outcomes is crucial when measuring student learning. For some of us there might be a concern about the domination of AI as seen in the movie The Terminator, but we can take ease in the notion that it is not only AI versus humans. A new version of human augmented intelligence (HI) is being developed as we speak.

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