scholarly journals Building A Digital Learning Community For Faculty On The Internet

2020 ◽  
Author(s):  
Jason Puzniak ◽  
Flora McMartin ◽  
Alice Agogino
Keyword(s):  
Learning Community ◽  
The Internet ◽  
Digital Learning

scholarly journals An Experimental Study of Digital Reading Experiences

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Chien-Hong Chao ◽  
Huey-Wen Chou ◽  
Chih-Hao Tu
Keyword(s):  
Experimental Study ◽  
The Other ◽  
The Internet ◽  
Digital Learning ◽  
Digital Reading ◽  
Tablet Pc ◽  
Reading Behaviors ◽  
Reading Experience ◽  
Digital Devices ◽  
Learning Platform

With the popularity of the Internet and the development of information technology, digital reading has affected human reading styles. In essence, digital reading is different from conventional reading in many ways. The aim of this research focuses primarily on exploring the differences in reading behaviors among different digital reading devices. Results reveal that the reading experience on the Tablet PC is superior to that on the other two digital devices. Subjects in the Tablet PC group demonstrate the highest preference in terms of depth reading which implies that Tablet PC should be the most appropriate device for digital learning platform in the future. Discussion and suggestions are in the conclusions at the end of this paper. 

e-Society and Children’s Participation

2013 ◽  
pp. 1-16
Author(s):  
Brian O’Neill
Keyword(s):  
Evidence Base ◽  
Learning Opportunities ◽  
The Internet ◽  
Digital Learning ◽  
Important Group ◽  
Digital Skills ◽  
Children’S Participation ◽  
Use Of The Internet ◽  
Children's Participation ◽  
Policy Discussion

Children constitute an important group within policy discussion on information society issues, particularly in the context of digital learning opportunities and e-inclusion. However, their participation in e-society is also a cause for some public and policy concern. With ever-earlier adoption of new internet technologies and services by children, questions arise as to how to best ensure their protection whilst seeking to encourage positive online opportunities. A delicate balancing act is required to manage risks they may encounter while promoting greater participation online. To better inform this policy field, EU Kids Online conducted a pan-European survey of children’s use of the internet, resulting in the first fully comparable evidence base of children’s use of the internet in 25 European countries. Drawing on its findings, this chapter examines children’s participation in e-society and addresses the nature of online opportunities, the kinds of digital skills required and evidence of the risks young people may face on the internet. The chapter argues that greater attention to children’s perspectives on e-society is needed to foster greater online trust and participation.

Creating a Digital Learning Community for Undergraduate Minority Science Majors

2013 ◽  
pp. 34-52
Author(s):  
Gladys Palma de Schrynemakers
Keyword(s):  
At Risk ◽  
Learning Community ◽  
Life Experiences ◽  
Real Life ◽  
Global Environment ◽  
American Education ◽  
Digital Learning ◽  
The World ◽  
Global World ◽  
Unites States

Over the last three-decades, educators and policymakers have been alarmed about the state of American education and whether the Unites States can continue to lead the world in innovation. At risk is the performance of our students and their ability to be competitive in today’s increasingly complex and challenging global environment. Clearly, while the importance of education in a global society vis-à-vis the welfare of a nation needs no defense, we must understand through real life experiences how complexity and competitiveness inform the global world.

Concept Mapping to Design, Organize, and Explore Digital Learning Objects

2010 ◽  
pp. 170-184
Author(s):  
David DiBiase ◽  
Mark Gahegan
Keyword(s):  
Learning Community ◽  
Concept Mapping ◽  
Digital Libraries ◽  
Domain Knowledge ◽  
Learning Objects ◽  
Learning Material ◽  
Digital Learning ◽  
Learning Materials ◽  
Mapping Tool ◽  
Descriptive Knowledge

This chapter investigates the problem of connecting advanced domain knowledge (from geography educators in this instance) with the strong pedagogic descriptions provided by colleagues from the University of Southampton, as described in Chapter IX, and then adding to this the learning materials that together comprise a learning object. Specifically, the chapter describes our efforts to enhance our open-source concept mapping tool (ConceptVista) with a variety of tools and methods that support the visualization, integration, packaging, and publishing of learning objects. We give examples of learning objects created from existing course materials, but enhanced with formal descriptions of both domain content and pedagogy. We then show how such descriptions can offer significant advantages in terms of making domain and pedagogic knowledge explicit, browsing such knowledge to better communicate educational aims and processes, tracking the development of ideas amongst the learning community, providing richer indices into learning material, and packaging these learning materials together with their descriptive knowledge. We explain how the resulting learning objects might be deployed within next-generation digital libraries that provide rich search languages to help educators locate useful learning objects from vast collections of learning materials.

E-Learning Environment

2005 ◽  
pp. 1001-1005
Author(s):  
Mizue Kayama ◽  
Toshio Okamoto
Keyword(s):  
Learning Community ◽  
The Internet ◽  
Computer Assisted ◽  
Concept System ◽  
New Learning ◽  
E Learning ◽  
The Many ◽  
Assisted Instruction ◽  
Learning Ecology ◽  
Learning Issues

Nowadays, the concept/system of e-learning (or eLearning) is widespread with the advent and prevalence of the Internet. Via the Internet, people can communicate with each other at anytime and from anywhere. People can also share, rebuild, stock, and reuse various kinds of information. Here, it is clear that e-learning gets citizenship in the educational society instead of CAI (computer-assisted instruction) and CMI (computer-managed instruction). As a response to society’s advance, it is necessary to construct a new learning ecology, such as a learning organization or a learning community. To date, the need for an understanding of e-learning issues has not been met by a coherent set of principles for examining past work and plotting fruitful directions. Obviously, it would be difficult to document the many seeds sown now.

Classroom Component of an Online Learning Community

2011 ◽  
pp. 150-162
Author(s):  
Julia Gerhard ◽  
Peter Mayr ◽  
Sabine Seufert
Keyword(s):  
Learning Community ◽  
Distribution Channel ◽  
Learning Processes ◽  
Educational Institutions ◽  
The Internet ◽  
Learning Material ◽  
Personal Network ◽  
Learning Methods ◽  
Online Learning Community ◽  
Learning Scenarios

The Internet not only affects various fields of business but also the educational sector increasingly. The impact of Internet technologies on the way of learning are immense. New learning scenarios arise; learning processes shift; learning methods are technologically better supported (Reeves, 1992). On a content side, it is possible to present knowledge in a network in the form of hypertexts. In addition, the participants of an educational program can benefit from a personal network developed in online supported learning communities (Paloff and Pratt, 1999). This development challenges educational institutions to find successful ways of integrating the emerging learning scenarios and learning processes. To overcome disadvantages like isolation of students, slower learning progress because of missing team spirit, or low involvement of students in the learning material, educational institutions should not just use the Internet as a new distribution channel of old learning methods, but employ the Internet’s chances to provide students with the knowledge required for a successful professional life as well as to prepare them for lifelong learning and a continuing education.

scholarly journals The Science Teachers’ Optimism Response to the Use of Marker-Based Augmented Reality in the Global Warming Issue

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Dwi Sulisworo ◽  
Ratnawati Drusmin ◽  
Dian Artha Kusumaningtyas ◽  
Trikinasih Handayani ◽  
Wahyuningsih Wahyuningsih ◽  
...  
Keyword(s):  
Global Warming ◽  
Augmented Reality ◽  
Science Teachers ◽  
Rural Areas ◽  
Science Learning ◽  
Thinking Skills ◽  
The Internet ◽  
Research Approach ◽  
Digital Learning ◽  
Action Research Approach

During the COVID-19 pandemic, almost all regions of Indonesia, including Sikka, East Nusa Tenggara, and Indonesia, have implemented e-learning. However, this method has not been conducted in all schools due to the problem of uneven Internet access. Disconnection from the Internet makes it difficult to conduct this process effectively even though students have smartphones. Furthermore, the expectation of education quality improvement in sciences also gets higher with the development of today’s world technology, and this cannot be avoided. Augmented reality (AR) gives a variety of opportunities to be utilized as science learning media embedded on smartphones even without an Internet connection. Therefore, this study aims at conducting an intervention towards the teachers through the training and workshops on the use of augmented reality for science learning on the topic of Global Warming. This research was an action research approach. While considering this problem, the intervention of teachers’ behavior and perception was conducted through training and workshops on the use of augmented reality for science learning using a one-shot case study research design. This program had four stages: need identification, strengthening the understanding of using AR, training and workshop implementation, and evaluation. The participants of this program were 24 science teachers from 10 schools at junior high schools in Sikka Regency, Indonesia (17 females, 7 males). The marker-based AR was developed based on learning media need assessment provided by teachers. Teacher optimism was measured using a questionnaire with a Likert scale. The program’s implementation led teachers to understand the use of AR in learning, significantly to develop HOTs (higher-order thinking skills) in science learning. After experiencing training and workshops, the teachers showed high optimism to use AR in science learning. The results of this study imply for the development of school policies to establish digital learning media used without the Internet on various learning issues in rural areas.

Sign in / Sign up

Export Citation Format

Share Document