Technology-Enhanced Learning Environments and Adaptive Learning Systems – Development of Functionality Taxonomies

Technology Enhanced Learning Tools

Technology Enhanced Learning ◽

10.4018/978-1-59904-600-6.ch001 ◽

2008 ◽

pp. 1-27

Author(s):

Goran Shimic

Keyword(s):

Main Part ◽

Learning Management Systems ◽

Systems Development ◽

Short Description ◽

Learning Systems ◽

Technology Enhanced Learning ◽

Learning Tools ◽

Intelligent Behavior ◽

E Learning ◽

Enhanced Learning

This chapter emphasizes the variety of today’s e-learning systems. They have both positive and negative characteristics. Several useful tools are common for these systems. The main part of this chapter contains a detailed description of e-learning systems and their tools. If a system is appropriate for the needs of the learner then it has more intelligent behavior and its tools are more specialized. Some systems have separate tools that act as standalone applications. Others contain built in tools. In this chapter, the e-learning tools are grouped by their functions. Owing to standardization efforts, the differences between the e-learning tools become their advantages, and the e-learning systems become interoperable. The intelligent learning management systems (ILMS) become a new way to integrate the benefits of the different e-learning systems. At the end of the chapter there is a short description of an ILMS named Multitutor. This represents a possible way of future e-learning systems development.

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Personalization of learning through adaptive technologies in the context of sustainable development of teachers’ education

E3S Web of Conferences ◽

10.1051/e3sconf/202016610015 ◽

2020 ◽

Vol 166 ◽

pp. 10015 ◽

Cited By ~ 1

Author(s):

Maiia Marienko ◽

Yulia Nosenko ◽

Alisa Sukhikh ◽

Viktor Tataurov ◽

Mariya Shyshkina

Keyword(s):

Sustainable Development ◽

Adaptive Learning ◽

Adaptive Systems ◽

Systems Development ◽

Learning Systems ◽

Learning System ◽

System Structure ◽

Educational Systems ◽

Teachers Training ◽

Adaptive Learning Systems

The article highlights the issues of personalized learning as the global trend of the modern ICTbased educational systems development. The notion, the main stages of evolution, the main features and principles of adaptive learning systems application for teachers’ training are outlined. It is emphasized that the use and elaboration of the adaptive cloud-based learning systems are essential to provide sustainable development of teachers’ education. The current trends and peculiarities of the cloud-based adaptive learning systems development and approach of their implementation for teachers’ training are considered. The general model of the adaptive cloud-based learning system structure is proposed. The main components of the model are described; the issues of tools and services selection are outlined. The methods of the cloudbased learning components introduction within the adaptive systems of teacher training are considered. The current research developments of modeling and implementation of the adaptive cloud-based systems are outlined.

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Future Directions for K-12 Technology-Enhanced Learning Environments

TechTrends ◽

10.1007/s11528-021-00602-y ◽

2021 ◽

Author(s):

Drew Polly ◽

Erik J. Byker ◽

Madelyn W. Colonnese

Keyword(s):

Learning Environments ◽

Technology Enhanced Learning ◽

Future Directions ◽

K 12 ◽

Enhanced Learning

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AI-enabled Adaptive Learning Systems: A Systematic Mapping of the Literature

Computers and Education: Artificial Intelligence ◽

10.1016/j.caeai.2021.100017 ◽

2021 ◽

pp. 100017

Author(s):

Tumaini Kabudi ◽

Ilias Pappas ◽

Dag Håkon Olsen

Keyword(s):

Adaptive Learning ◽

Learning Systems ◽

Systematic Mapping ◽

Adaptive Learning Systems

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Developing a competency taxonomy for teacher design knowledge in technology-enhanced learning environments: a literature review

Research and Practice in Technology Enhanced Learning ◽

10.1186/s41039-019-0113-4 ◽

2019 ◽

Vol 14 (1) ◽

Cited By ~ 1

Author(s):

Mi Song Kim

Keyword(s):

Literature Review ◽

Learning Environments ◽

Teacher Educators ◽

Teaching Practice ◽

Design Knowledge ◽

Technology Enhanced Learning ◽

Design Data ◽

Design Work ◽

Teacher Design ◽

Enhanced Learning

AbstractRecent research in technology-enhanced learning environments has indicated the need to redefine the role of teachers as designers. This supports successful learners better able to adapt to twenty-first century education, in particular STEM education. However, such a repositioning of teaching as a design science challenges teachers to reconceptualize educational practice as an act of design, not in the artistic meaning of the word. Our recent research finding also indicated that teacher design knowledge (TDK) processes are often invisible to both the teacher educators and the teachers. To respond to these challenges, this paper will define TDK for STEM teachers by making TDK visible in the form of a TDK competency taxonomy. A systematic literature review was conducted to identify the characteristics of teaching practices in technology-enhanced learning environments. This TDK competency taxonomy consists of four main categories drawing on existing literature on teacher design work and teacher instructional design: data practice, design practice, knowledge creation practice, and professional teaching practice. The implications of these findings were discussed.

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