scholarly journals Analysis of Student Behaviour in Habitable Worlds Using Continuous Representation Visualization

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Zachary A Pardos ◽  
Lev Horodyskyj
Keyword(s):  
Learning Community ◽  
Domain Knowledge ◽  
Digital Learning ◽  
State University ◽  
Clickstream Data ◽  
Student Behaviour ◽  
Digital Learning Environment ◽  
Novel Approach ◽  
Visualization Techniques ◽  
The Impact

We introduce a novel approach to visualizing temporal clickstream behaviour in the context of a degree-satisfying online course, Habitable Worlds, offered through Arizona State University. The current practice for visualizing behaviour within a digital learning environment is to generate plots based on hand-engineered or coded features using domain knowledge. While this approach has been effective in relating behaviour to known phenomena, features crafted from domain knowledge are not likely well suited to making unfamiliar phenomena salient and thus can preclude discovery. We introduce a methodology for organically surfacing behavioural regularities from clickstream data, conducting an expert in-the-loop hyperparameter search, and identifying anticipated as well as newly discovered patterns of behaviour. While these visualization techniques have been used before in the broader machine-learning community to better understand neural networks and relationships between word vectors, we apply them to online behavioural learner data and go a step further, exploring the impact of the parameters of the model on producing tangible, non-trivial observations of behaviour that suggest pedagogical improvement to the course designers and instructors. The methodology introduced in this paper led to an improved understanding of passing and non-passing student behaviour in the course and is applicable to other datasets of clickstream activity where investigators and stakeholders wish to organically surface principal patterns of behaviour.

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.

scholarly journals Implementing innovative teaching methods in the digital environment

2021 ◽  
Vol 99 ◽  
pp. 01024
Author(s):  
Tatyana Glotova ◽  
Irina Kolchugina
Keyword(s):  
Teaching Methods ◽  
Information Technologies ◽  
Educational Process ◽  
Digital Learning ◽  
State University ◽  
Digital Environment ◽  
Innovative Teaching ◽  
Learning And Teaching ◽  
Digital Learning Environment ◽  
Modern Information

The article examines the issues of adopting the innovative teaching methods to effectively organise the educational process within blended and distance learning and teaching. The examples of curricula design using modern information technologies and elements (resources and activities) of the digital learning environment of Penza State University are given. The teaching methods and features of their employment are described. The authors highlight the need for further elaborating the issues of ongoing methodological support for teachers in the field of information and pedagogical technologies.

scholarly journals Graduate Learning Communities: Transforming Educators

2010 ◽  
Vol 7 (5) ◽  
Author(s):  
Sharon Kabes ◽  
Dennis Lamb ◽  
John Engstrom
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Professional Growth ◽  
Essential Elements ◽  
State University ◽  
Master Of Science ◽  
Effective Teaching Strategies ◽  
High Level ◽  
The Impact

Quantitative data collected from graduates of the Southwest Minnesota State University Master of Science in Education program examined the impact of the learning environment, the role of the facilitator, and their professional development. The results showcased the success of the learning community model in facilitating personal and professional growth and transformation. Essential elements of the program include: best practices, learning environment, effective teaching strategies, research-based decision making, scaffolding, peer collaboration, learning community philosophy, professional growth, empowerment, reflective practitioner, inquiry, and transformational leader (change agent). The data collected from student surveys over a five-year period indicated a high level of impact on their empowerment and transformational practices.

scholarly journals Social and Professional Impact of Learning Communities Within the Alliances for Graduate Education and the Professoriate Program at Michigan State University

2021 ◽  
Vol 12 ◽  
Author(s):  
Steven D. Thomas ◽  
Abdifatah Ali ◽  
Karl Alcover ◽  
Dukernse Augustin ◽  
Neco Wilson
Keyword(s):  
Native American ◽  
Graduate Students ◽  
Learning Communities ◽  
Learning Community ◽  
Doctoral Students ◽  
Graduate Student ◽  
Michigan State University ◽  
State University ◽  
High Satisfaction Rate ◽  
The Impact

At Michigan State University (MSU), the AGEP learning community features the participation of over 70% of the African-American, Latinx, and Native-American under-represented minorities (URM), also referred to as Black, Indigenous, and People of Color (BIPOC) doctoral students in fields sponsored by the National Science Foundation (NSF). Monthly learning community (LC) meetings allow AGEP participants to create dialogues across disciplines through informal oral presentations about current research. The learning communities also offer opportunities to share key information regarding graduate school success and experience; thus providing a social network that extends beyond the academic setting. At MSU, AGEP also provides an interdisciplinary and multigenerational environment that includes graduate students, faculty members, post-docs and prospective graduate students. Using monthly surveys over a 4-year period, we evaluated the impact of this AGEP initiative focusing on the utility of the program, perceptions of departmental climate, career plans and institutional support. Findings indicate that AGEP participants consider their experiences in the program as vital elements in the development of their professional identity, psychological safety, and career readiness. Experiences that were identified included networking across departments, focus on career placement, involvement in minority recruitment and professional development opportunities. Additionally, AGEP community participants resonated with the “sense of community” that is at the core of the MSU AGEP program legacy. In this article, we proposed a variation of Tomlinson’s Graduate Student Capital model to describe the AGEP participants’ perceptions and experiences in MSU AGEP. Within this 4-year period, we report over 70% graduation rate (completing with advanced degrees). More than half of Ph.D. students and almost 30% of master’s degree students decided to pursue academia as their careers. In addition, we found a high satisfaction rate of AGEP among the participants. Our analysis on graduate student capital helped us identify motivating capital development by years spent at MSU and as an AGEP member. These findings may provide some insight into which capitals may be deemed important for students relative to their experiences at MSU and in AGEP and how their priorities change as they transition toward graduation.

scholarly journals Digitalization and humanitarization as key trends of postindustrial model of higher education

2021 ◽  
Author(s):  
М.Н. Сираева
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
University Graduates ◽  
Digital Learning ◽  
State University ◽  
Arts And Sciences ◽  
Digital Learning Environment ◽  
Current Requirement ◽  
Basic Parameters ◽  
Mathematical Sciences

Актуальность данной статьи обусловлена необходимостью интеграции гуманитарного, математического и естественно-научного знания в контексте нового этапа в эволюции высшего образования, соответствующего параметрам постиндустриального общества. Цель статьи заключается в обобщении характеристик постиндустриальной модели высшего образования и в систематизации основных образовательных трендов. Отдельно анализируются параметры таких образовательных трендов как цифровизация и гуманитаризация. Автор акцентирует внимание на вызовах и возможностях цифровизации высшего образования как основы для обеспечения востребованности выпускников современных вузов и конкурентоспособности государства в целом. Подчеркивается необходимость адекватного применения информационных образовательных технологий без ущерба для гуманистической центрации личности обучающихся и их духовно-нравственного потенциала. Также в статье представлены статистические данные, отражающие уровень готовности российских университетов к осуществлению образовательной деятельности в контексте цифрового экономического пространства. Проблема гуманизации цифровой образовательной среды рассматривается на примере Удмуртского государственного университета. В частности, раскрывается гуманистический потенциал используемой в вузе электронной информационно-образовательной среды (ЭИОС). Автор приходит к выводу о том, что использование цифровых технологий в качестве прикладного методологического инструментария позволяет укреплять и расширять междисциплинарные связи между гуманитарными, математическими и естественными науками. The relevance of the given article is triggered by the current requirement of integration of the accomplishments accumulated by liberal arts and sciences and mathematical sciences in the context of the new stage of higher education evolution which is expected to fall under the criteria of postindustrial society. The aim of the article is to colligate basic parameters of the postindustrial model of higher education and to summarize its key trends. The paper puts a particular focus on the most distinctive educational trends namely digitalization and humanitarization. The author highlights challenges and options of digitalization of higher education as the staging ground to support university graduates as sought-after experts and to promote competitive position of the state in general. The paper emphasizes the need for the elaborate implementation of digital educational resources so not to damage humanistic, ethic and moral background of students. The article also introduces some statistical profile which reflects to what extent Russian universities are ready to implement the educational activities in the context of digital economic environment. The issue of the humanitarization of digital learning environment is regarded using the example of the Udmurt State University. The paper reveals humanistic potential of Electronic Information-Educational Environment applied in the Udmurt State University. The author comes to the conclusion that the implementation of digital technologies as subordinate methodological tool is expected to contribute to the strengthening and diversification of interdisciplinary links relevant to humanities, mathematics and natural sciences.

Is Digital Age “A Tsunami” for Distance Education?

2017 ◽  
pp. 179-194
Author(s):  
Ugur Demiray
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Digital Age ◽  
Digital Learning ◽  
Functional Roles ◽  
Face To Face ◽  
Digital Learning Environment ◽  
Face To Face Learning ◽  
The Impact ◽  
Distance Educators

A popular question between academics is quite discussing about “is digital age really a “TSUNAMI” for distance education field and distance educators? Up to now distance education by usage of high and digital technology has been taken in every level of education and learning environments, it creates almost limitless platform of opportunities better than face to face learning at any level of learning environment specially a digital one. Mostly, the result of the discussion on digital age is regarded a kind of “Tsunami” that changed the phase of education, especially distance education and effected learning environment in the 21st century. This paper looks into the impact and the types of evidence that are generated across initiatives, organizations and individuals in order to make a summative analysis and it has recommendations from point of functional roles of scaffolding and meta-communication perspective within digital learning environment aspect.

scholarly journals THE USE OF DIGITAL LEARNING SYSTEM TO ENGAGE UNIVERSITY STUDENTS IN LISTENING PRACTICE: A CASE STUDY FROM EFL CLASS IN INDONESIA

2020 ◽  
Vol 3 (3) ◽  
pp. 253
Author(s):  
Yeni Erlita ◽  
Ade Aini Nuran ◽  
Anggraini Thesisia Saragih
Keyword(s):  
Learning System ◽  
Digital Learning ◽  
State University ◽  
Listening Skills ◽  
Descriptive Case Study ◽  
First Semester ◽  
Qualitative Descriptive ◽  
The Impact ◽  
English Students

This preliminary research  aimed at portraying the impact of Digital Learning System (DLS) implementation on student empowerment. This work used qualitative descriptive case study. First semester English students of a state university in Medan, Indonesia, negotiated to participate in the study. Grounded in dialogic interview, the results suggest that the enactment of DLS gives attractive lesson for the students. The students felt the instruction made them borderless between the students and the lecturers. Overall implementation of DLS enables students to reach minimum standardized criteria in their listening skills. Limitation and further recommendation for next research are also presented

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