scholarly journals Learning in multiple communities from the perspective of knowledge capital

2013 ◽  
Vol 14 (1) ◽  
pp. 204 ◽  
Author(s):  
Hayriye Tugba Ozturk ◽  
Huseyin Ozcinar
Keyword(s):  
Instructional Design ◽  
Learning Experiences ◽  
Learning System ◽  
Knowledge Capital ◽  
Collective Knowledge ◽  
Postgraduate Students ◽  
Complex Relationships ◽  
Structural Aspects

<strong></strong>In a learning system, multiple communities represent a networked structure of learning experiences. Individuals belong to multiple communities connected though complex relationships consisting of people, resources, rituals, and ties. Learning occurs as individuals traverse this network from one community to the next. This paper explores the question of how learning occurs in compound communities from the perspective of <em>knowledge capital</em>, that is, the communities’ collective knowledge, skill, and perspective, as well as relationships and connections among members. Through interviews conducted with postgraduate students belonging to multiple communities, we identified issues related to conflict between communities, closed-congregation communities, privacy, and reputation. The results have implications concerning social and structural aspects of learning and instructional design in multiple communities.

scholarly journals "The best part was the contact!": Understanding postgraduate students’ experiences of wrapped MOOCs

Open Praxis ◽  
2017 ◽  
Vol 9 (2) ◽  
pp. 207 ◽  
Author(s):  
Tasneem Jaffer ◽  
Shanali Govender ◽  
Cheryl Brown
Keyword(s):  
Student Mobility ◽  
Learning Experiences ◽  
Structural Factors ◽  
Substantial Impact ◽  
Student Preparedness ◽  
Postgraduate Students ◽  
Face To Face ◽  
Postgraduate Studies ◽  
The Face ◽  
Complex Relationships

Mandated to provide support to postgraduate students, the Office of Postgraduate Studies at the University of Cape Town operates in a context characterised by limited funding and resourcing, varied student preparedness for postgraduate study, and increasing student mobility. Extra-curricular academic and professional skills support is offered through a range of modes, including the wrapping of MOOCs. This research explored the contribution of face-to-face, facilitated sessions to the learning experiences of wrapped MOOC participants. Interviews, surveys and course evaluations were analysed using the Community of Inquiry (CoI) framework. Although the CoI framework surfaced complex relationships between the three presences and students’ learning experiences, with students expressing strong appreciation for the face-to-face contact in addition to online learning, the framework does not surface the substantial impact of learner and structural factors as contributors to learning.

scholarly journals The evolution and evaluation of an online role play through design-based research

2016 ◽  
Author(s):  
Elizabeth Ann Beckmann ◽  
Sango Mahanty
Keyword(s):  
Indigenous Peoples ◽  
Role Play ◽  
Learning Experiences ◽  
Communication Technologies ◽  
Postgraduate Students ◽  
Design Based Research ◽  
Pedagogical Design ◽  
Private And Public ◽  
Iterative Improvement

<p>This paper presents selected findings from a 5-year design-based research case study of the evolution of an online role play that allows postgraduate students to explore the complexities inherent in land rights negotiations between indigenous peoples and others. In the context of Laurillard’s (2002) conversational framework and a design-based research methodology, diverse private and public discussion forum spaces were created for group negotiations on a learning management system (LMS) platform. Our analysis of the conversational framework structure in the evolved role play showed that all four stages – discursive, adaptive, integrative, and reflective – were evidenced, with the adaptive and integrative stages cycling through multiple times. The online role play, whilst implemented as a simple virtual world, facilitated personal, deep and socialised learning experiences focused on consultation, negotiation and decision-making. We also found that student anonymity was not necessary for full engagement in role play, and that students chose to incorporate communication technologies outside the LMS into their learning activities. This research shows that with a strong pedagogical design, and attention paid to an evidence-based iterative improvement cycle, online role plays can provide powerful collaborative learning experiences.</p>

Online Learning and Metacognition

2020 ◽  
pp. 310-331
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Instructional Design ◽  
Student Success ◽  
Learning Environments ◽  
Learning Experiences ◽  
Great Emphasis ◽  
Education Students ◽  
Online Learning Environments ◽  
Metacognitive Scaffolding

Online learning experiences are becoming the norm for an increasing number of higher education students. Although there are clear advantages to online learning in terms of flexibility and access, many students struggle to succeed, especially in purely online learning environments. To a large extent student success in online learning environments is dependent on students' ability to self-regulate and ‘learn for themselves'- both abilities related to academic metacognition. Unfortunately, even at university, many students do not have well developed metacognition. It is therefore important to consider carefully metacognitive scaffolding in the design of online learning experiences. However, the models of instructional design commonly used in online learning tend not to place great emphasis on the importance of metacognitive scaffolding. The aim of the present chapter is therefore to increase awareness of metacognition, as one of the important considerations in the design of online learning environments that can help to maximize chances of student success. Towards this end, a framework of instructional design that is more sensitive to metacognition is developed.

Online Learning and Metacognition

2016 ◽  
pp. 221-241
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Instructional Design ◽  
Student Success ◽  
Learning Environments ◽  
Learning Experiences ◽  
Great Emphasis ◽  
Education Students ◽  
Online Learning Environments ◽  
Metacognitive Scaffolding

Online learning experiences are becoming the norm for an increasing number of higher education students. Although there are clear advantages to online learning in terms of flexibility and access, many students struggle to succeed, especially in purely online learning environments. To a large extent student success in online learning environments is dependent on students' ability to self-regulate and ‘learn for themselves'- both abilities related to academic metacognition. Unfortunately, even at university, many students do not have well developed metacognition. It is therefore important to consider carefully metacognitive scaffolding in the design of online learning experiences. However, the models of instructional design commonly used in online learning tend not to place great emphasis on the importance of metacognitive scaffolding. The aim of the present chapter is therefore to increase awareness of metacognition, as one of the important considerations in the design of online learning environments that can help to maximize chances of student success. Towards this end, a framework of instructional design that is more sensitive to metacognition is developed.

Theories and Principles for E-Learning Practices with Instructional Design

2009 ◽  
pp. 750-758
Author(s):  
Maria Ranieri
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Learning Experiences ◽  
Instructional Approach ◽  
Face To Face ◽  
Learning Practices ◽  
E Learning

E-learning has become an area of increasing interest for academics, consultants, and practitioners. Notwithstanding, it seems that in current experiences the instructional dimension is often overlooked. Many elearning courses are content-oriented and the attention is often put on the technological dimension. We believe that a fruitful contribution in order to overcome the gap between technology and pedagogy and promote a more sensible instructional approach to e-learning, can be derived from instructional design (ID). ID is an ever growing field of research (Dijkstra, Seel, Schott, & Tennyson, 1997; Gagné & Briggs, 1990; Merrill, 2001; Reigeluth, 1989; Savery & Duffy, 1995; Wilson & Cole, 1991). Its results have a transversal value with respects to the specific delivery supports adopted in the learning environment. Whether we are dealing with online or face-to-face education, useful criteria from ID can be outlined for designing effective, efficient, and appealing learning experiences.

Study on Rock Bolt Support of Roadway of Coal Mine Using Neural Network

2013 ◽  
Vol 448-453 ◽  
pp. 3799-3802
Author(s):  
Feng Shan Han ◽  
Xin Li Wu
Keyword(s):  
Neural Network ◽  
Artificial Neural Network ◽  
Coal Mine ◽  
Engineering Application ◽  
Rock Bolt ◽  
Learning System ◽  
Artificial Neural ◽  
Complex Relationships ◽  
Rock Bolt Support ◽  
Bolt Support

The artificial neural network has been widely used in various field of science and engineering. The artificial neural network has marvelous ability to gain knowledge. In this paper, according to principle of artificial neural network , Model of artificial neural network of rock bolt support of roadway of coal mine has been constructed,Learning system of BP artificial neural network has been trained,it is shown by engineering application that artificial neural network can handle imperfect or incomplete data and it can capture nonlinear and complex relationships among variables of a system. the artificial neural network is emerging as a powerful tool for modeling with the complex system. Method and parameters of rock bolt support of roadway of coal mine can be predicated accurately using artificial neural network, that is of significance and valuable to those subjects of investigation and design of mining engineering

scholarly journals Designing and integrating reusable learning objects for meaningful learning: Cases from a graduate programme

2017 ◽  
Author(s):  
Joyce Hwee Ling Koh
Keyword(s):  
Learning Experiences ◽  
Meaningful Learning ◽  
Learning Objects ◽  
Learning System ◽  
Learning Activities ◽  
Five Dimensions ◽  
Reusable Learning Objects ◽  
Programme Design ◽  
E Learning ◽  
Learning With Technology

E-learning quality depends on sound pedagogical integration between the content resources and lesson activities within an e-learning system. This study proposes that a meaningful learning with technology framework can be used to guide the design and integration of content resources with e-learning activities in ways that promote learning experiences, characterised by five dimensions: active, constructive, intentional, authentic, and collaborative. The pedagogical uses of these meaningful learning dimensions to support the design and integration of reusable learning objects as content resources will be explicated and exemplified through three cases related to the instruction of theories, principles, and professional skills respectively in a graduate programme. Design notes and surveys of students’ perception of learning experiences are used as data sources to understand how the five meaningful learning dimensions are being implemented by instructors and perceived by students. The strategies for supporting meaningful learning with reusable learning objects in higher education contexts are discussed.

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