scholarly journals Étude de l’utilisation d’un environnement numérique de formation : méthode de remise en situation à l’aide de traces numériques de l’activité

2016 ◽  
Author(s):  
Simon Flandin
Keyword(s):  
Educational Technology ◽  
Observation Data ◽  
Digital Learning ◽  
Digital Learning Environment ◽  
Doctoral Research ◽  
Screen Capture ◽  
Course Of Action ◽  
Different Levels ◽  
Empirical Contribution ◽  
Different Time Scales

This article is an empirical contribution to the field of educational technology but also — and above all — a methodological contribution to the analysis of the activities enacted in this field. It takes account of a pilot study conducted within the framework of doctoral research and consisted in describing, analysing and modelling the activity of a trainee teacher in a situation of autonomous use of a video-based digital learning environment (DLE). We were particularly careful to describe the method in great detail. Two types of data were collected and processed within the framework of “course-of-action”: (i)activity observation data (dynamic screen capture) and (ii) data from resituating interviews supported by digital traces of that activity. The findings (i) validate the method’s relevance in relation to the object and issues of the research; (ii)show different levels of organization in the activity deployed in the situation of use; (iii) highlight four registers of concerns orienting use of the DLE. We conclude from a perspective of educational technology, by discussing how, according to certain conditions and different time scales, the findings inform a process of continuous DLE design.

scholarly journals The Digital Transformation of Assessment: Challenges and Opportunities

2021 ◽  
Author(s):  
Anžela Jurāne-Brēmane ◽  
Keyword(s):  
Learning Process ◽  
Digital Learning ◽  
Digital Learning Environment ◽  
Doctoral Research ◽  
Digital Assessment ◽  
Timely Feedback ◽  
Challenges And Opportunities ◽  
New Ideas ◽  
Learn By Doing ◽  
Time Required

In the education sector, the digitization of the learning process has been a topical issue for several decades. It includes various components of the learning process, including assessment, which is an integral part of the learning. Innovative educators have been using technology in assessment for several years, but since March 2020, all educators have been forced to use it. Some educators started using technology without sufficient skills and adequate training, so the forced transformation was not always successful. In most cases, educators learn by doing, as well as developing skills and finding the best technologies for assessment. The aim of this research is to identify opportunities and challenges in the application of technologies in assessment. To achieve this goal, the results of a survey of educators (n = 181) and interviews, both individual and group (26 respondents), were evaluated. The main results are related to the findings of new ideas in assessment, and an exploration of the possibility of providing more frequent and timely feedback. At the same time, there is the challenge of developing needed technological skills, as well as coping with an increase in the amount of work and time required to adequately prepare for the assignments. Having knowledge concerning digital assessment can complement an educator’s practice. It gives an insight into a wider study – the post-doctoral research project “Models of Assessment in the Digital Learning Environment (MADLE)”.

scholarly journals Learning with Friction—Students’ Gestures and Enactment in Relation to a GeoGebra Simulation

2021 ◽  
Author(s):  
Lorena Solvang ◽  
Jesper Haglund
Keyword(s):  
Learning Environment ◽  
Video Data ◽  
Digital Learning ◽  
School Students ◽  
Representational Competence ◽  
Physics Students ◽  
Digital Learning Environment ◽  
Upper Secondary ◽  
Collaborative Learning Environment ◽  
Why Questions

AbstractThe present study contributes to the understanding of physics students’ representational competence by examining specific bodily practices (e.g. gestures, enactment) of students’ interaction and constructions of representations in relation to a digital learning environment. We present and analyse video data of upper-secondary school students’ interaction with a GeoGebra simulation of friction. Our analysis is based on the assumption that, in a collaborative learning environment, students use their bodies as means of dealing with interpretational problems, and that exploring students’ gestures and enactment can be used to analyse their sensemaking processes. This study shows that specific features of the simulation—features connected with microscopic aspects of friction—triggered students to ask what-if and why questions and consequently, to learn about the representation. During this sense-making process, students improvised their own representations to make their ideas more explicit. The findings extend current research on students’ representational competence by bringing attention to the role of students’ generation of improvised representations in the processes of learning with and about representations.

scholarly journals SETTING UP A DIGITAL LEARNING ENVIRONMENT IN A PEDAGOGICAL UNIVERSITY

2019 ◽  
Vol 15 (34) ◽  
pp. 624
Author(s):  
Vladimir N. Ivanov ◽  
Ekaterina A. Ilyina ◽  
Alexander A. Kirillov ◽  
Galina A. Alexandrova ◽  
Nikolay I. Stepanov ◽  
...  
Keyword(s):  
Learning Environment ◽  
Digital Learning ◽  
Digital Learning Environment

Este artigo tem como objetivo descobrir as particularidades de desenvolvimento do sistema de gerenciamento de universidades digitais da Rússia na Rússia no contexto da digitalização universal e identificar as oportunidades para o desenvolvimento de elementos do ambiente de aprendizado digital das universidades. O principal método de pesquisa da questão é uma análise comparativa do nível de competências digitais de estudantes de educação profissional na Rússia e nos estados membros da União Europeia. Os autores do artigo descobriram as particularidades dos processos transformacionais da educação moderna, revelaram o papel principal do desenvolvimento das tecnologias da informação e da comunicação, determinaram o lugar da Rússia no espaço de aprendizado mundial e analisaram a dinâmica da posição das instituições de ensino superior russas no país. a classificação mundial da universidade.

scholarly journals An intelligent agent model for learning group development in the digital learning environment: A systematic literature review

2020 ◽  
Vol 9 (3) ◽  
pp. 1159-1166
Author(s):  
Budi Laksono Putro ◽  
Yusep Rosmansyah ◽  
Suhardi Suhardi
Keyword(s):  
Literature Review ◽  
Learning Environment ◽  
Systematic Literature Review ◽  
Intelligent Agents ◽  
Intelligent Agent ◽  
Group Development ◽  
Collaborative Problem Solving ◽  
Digital Learning ◽  
Agent Model ◽  
Digital Learning Environment

Group development is the first and most important step for the success of collaborative problem solving (CPS) learning in the digital learning environment (DLE). A literacy study is needed for studies in the intelligent agent domain for group development of collaborative learning in DLE. This paper is a systematic literature review (SLR) of intelligent agents for group formation from 2001 to 2019. This paper aims to find answers to 4 (four) research questions, namely: 1) What components to develop intelligent agents for group development; 2) What is the intelligent agent model for group development; 3) How are the metrics for measuring intelligent agent performance; and 4) How is the Framework for developing intelligent agent. The components of the intelligent agent model consist of: member attributes, group attributes (group constraints), and intelligent techniques. This research refers to Srba and Bielikova's group development model. The stages of the model are formation, performing and closing. An intelligent agent model at the formation stage. A performance metric for the intelligent agent at the performance stage. The framework for developing an intelligent agent is a reference to the stages of development, component selection techniques, and performance measurement of an intelligent agent.

The Next-Generation CBE Architecture

2017 ◽  
pp. 134-156 ◽  
Author(s):  
Jon Mott ◽  
Rob Nyland ◽  
Greg Williams ◽  
Michael Atkinson ◽  
Arin Ceglia
Keyword(s):  
Learning Environment ◽  
Financial Aid ◽  
Digital Learning ◽  
Data Standards ◽  
Backward Design ◽  
Digital Learning Environment ◽  
Competency Based Education ◽  
Authentic Assessments ◽  
Competency Based ◽  
And Performance

Institutions looking to adopt competency-based education often struggle with the technological challenges of supporting this model. In response, this chapter proposes a “born-CBE” infrastructure intentionally designed to support the data exchanges and workflows required by CBE. This modular infrastructure contains a system of record, a digital learning environment, a recommendation engine, a financial aid processor, a competency dashboard, and a competency transcript. In order for these components to work together cohesively, data standards for interoperability (LIS, OneRoster, and LTI) are essential. The authors then discuss the essential capabilities of the learning infrastructure. These include support for backward design, authentic assessments, various learning workflows, personalization and adaptivity, and learning and performance analytics.

Semantic Tools to Support the Construction and Use of Concept-Based Learning Spaces

2010 ◽  
pp. 185-203
Author(s):  
Terence R. Smith ◽  
Marcia Lei Zeng
Keyword(s):  
Operational Semantics ◽  
Digital Learning ◽  
Scientific Concepts ◽  
Santa Barbara ◽  
Specific Domain ◽  
Digital Learning Environment ◽  
Domain Specific ◽  
Key Aspects ◽  
The University ◽  
Use Of Knowledge

We describe a digital learning environment (DLE) organized around sets of concepts that represent a specific domain of knowledge. A prototype DLE developed by the Alexandria Project currently supports teaching at the University of California at Santa Barbara. Its distinguishing strength is an underlying abstract model of key aspects of any concept and its relationship to other concepts. Similar models of concepts are evolving simultaneously in a variety of disciplines. Our strongly-structured model (SSM) of concepts is based on the viewpoint that scientific concepts and their interrelationships provide the most powerful level of granularity with which to support effective access and use of knowledge in DLEs. The SSM integrates a taxonomy (or thesaurus), metadata (or attribute-value pairs), domain-specific mark-up languages, and specific models for learning scientific concepts. It is focused on attributes of concepts that include objective representations, operational semantics, use, and interrelationships to other concepts. The DLE integrates various semantic tools facilitating the creation, merging, and use of heterogeneous learning materials from distributed sources, as well as their access in terms of our SSM of concepts by both instructors and students. Evidence indicates that undergraduate instructional activities are enhanced with the use of such integrated semantic tools.

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