scholarly journals An Inquiry Based Learning Environment Supporting Reconstruction of Web Learning Materials

2006 ◽  
Vol 18 (2) ◽  
pp. 310-318
Author(s):  
Hidenobu KUNICHIKA ◽  
Mizuki MATSUDA ◽  
Tsukasa HIRASHIMA ◽  
Akira TAKEUCHI
Keyword(s):  
Learning Environment ◽  
Learning Materials ◽  
Inquiry Based Learning ◽  
Web Learning

An ontology to support the classification of learning material in an organizational learning environment

2017 ◽  
Vol 14 (1) ◽  
pp. 67-87 ◽  
Author(s):  
Joselaine Valaski ◽  
Sheila Reinehr ◽  
Andreia Malucelli
Keyword(s):  
Organizational Learning ◽  
Learning Environment ◽  
Learning Material ◽  
Automatic Learning ◽  
Learning Materials ◽  
Content Type ◽  
Collaborative Environment ◽  
Material Classification ◽  
Knowledge Area ◽  
Area Classification

Purpose The purpose of this research was to evaluate whether ontology integrated in an organizational learning environment may support the automatic learning material classification in a specific knowledge area. Design/methodology/approach An ontology for recommending learning material was integrated in the organizational learning environment based on ontology. An experiment was performed with 15 experts and 84 learners. Experts and learners were asked to classify 30 learning material related to Software Engineering area. The results obtained from experts and learners were compared with the ontology results. Findings Among 30 learning materials evaluated, 24 learning materials got closer to the expert classification using the ontology than using the learners’ manual classification. The learners had difficulties in correctly classifying the learning materials according to the knowledge area applied. Originality/value In an autonomous collaborative environment without a tutor responsible for organizing the learning materials shared by collaborators, an ontology may be an auxiliary mechanism to support automatic learning material classification. The proposed ontology uses recommendations given by the collaborators to get the correct knowledge area classification. The correct classification may support retrieval of appropriate learning materials according to the learners’ needs.

Open and Shared Educational Resources – A Collaborative Strategy for Advancing E-Learning Communities

2011 ◽  
pp. 75-91
Author(s):  
Barbara Kurshan ◽  
Anne Schreiber ◽  
Peter Levy
Keyword(s):  
Learning Environment ◽  
Learning Communities ◽  
Open Source ◽  
Information Technologies ◽  
Global Scale ◽  
Educational Resources ◽  
Learning Materials ◽  
Content Development ◽  
E Learning ◽  
Quality Learning

Advances in information technologies have created unique opportunities for the free exchange of ideas on a global scale. To this end, a growing number of education stakeholders are finding that applying an open source approach to content development provides an extraordinary opportunity to change the curricula paradigm. Access to quality learning materials and the free exchange of knowledge is increasing. The authors explore the increased adoption of open and shared educational resources (OSER), with such examples as Curriki. Curriki extends the model by providing an integrated learning environment and resource repository centered on a culture of collective participation.

Modeling Learner's Cognitive Abilities in the Context of a Web-Based Learning Environment

2008 ◽  
pp. 544-561
Author(s):  
Maria Aparecida M. Souto ◽  
Regina Verdin ◽  
José Palazzo M. de Oliveira
Keyword(s):  
Learning Environment ◽  
Cognitive Abilities ◽  
Target Population ◽  
Learning Trajectory ◽  
Web Based ◽  
Experimental Learning ◽  
Stage Development ◽  
Two Phases ◽  
The Individual ◽  
Web Learning

Our study is concerned with making the instruction suitable to the individual learner’s characteristics. This chapter describes the methodology used to investigate how to model the learner’s Cognitive Ability Level (CAL) based on the observation and analysis of his/her behaviour in a Web-learning environment. In our study, the CAL represents the learner’s cognitive stage development according to Bloom’s taxonomy. The methodology encompasses two phases: (i) the generation of the CAL classes for the target population and (ii) the study of learning trajectories of CAL classes in an experimental learning module. As a result, we have identified the CAL classes’ parametersvalues that best discriminate these classes from the observation and analysis of their learning trajectory on the Web. The entire knowledge obtained from this investigation will make possible to automate the learners’ CAL diagnostic. It will also give us the background to develop Web-learning environment contents.

Modeling Learner's Cognitive Abilities in the Context of a Web-Based Learning Environment

2006 ◽  
pp. 21-45
Author(s):  
Maria A.M. Souto ◽  
Regina Verdin
Keyword(s):  
Learning Environment ◽  
Cognitive Abilities ◽  
Target Population ◽  
Learning Trajectory ◽  
Web Based ◽  
Experimental Learning ◽  
Stage Development ◽  
Two Phases ◽  
The Individual ◽  
Web Learning

Our study is concerned with making the instruction suitable to the individual learner’s characteristics. This chapter describes the methodology used to investigate how to model the learner’s Cognitive Ability Level (CAL) based on the observation and analysis of his/her behaviour in a Web-learning environment. In our study, the CAL represents the learner’s cognitive stage development according to Bloom’s taxonomy. The methodology encompasses two phases: (i) the generation of the CAL classes for the target population and (ii) the study of learning trajectories of CAL classes in an experimental learning module. As a result, we have identified the CAL classes’ parametersvalues that best discriminate these classes from the observation and analysis of their learning trajectory on the Web. The entire knowledge obtained from this investigation will make possible to automate the learners’ CAL diagnostic. It will also give us the background to develop Web-learning environment contents.

scholarly journals My Pocket Technology: Introducing a Mobile Assisted Inquiry Learning Environment (MAILE) to Promote Inquiries among Secondary Students

2017 ◽  
Vol 6 (3) ◽  
pp. 107 ◽  
Author(s):  
Sreelekha Leelamma ◽  
Uma Devi Indira
Keyword(s):  
Learning Environment ◽  
Secondary Students ◽  
Instructional Strategy ◽  
Environmental Science ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Control Group ◽  
School Students ◽  
Inquiry Based Learning ◽  
Multiple Dimensions

 This paper introduces the Mobile Assisted Inquiry Learning Environment (MAILE), an Experimental Instructional Strategy (EIS) which employs an inquiry-based learning approach to guide secondary school students to learn environmental science in an engaging way supported by mobile phones. The students are situated in both the real world and the virtual world to extend their learning experiences. The effectiveness of this innovative approach is determined by comparing the learning effectiveness of an Experimental Group (EG) exposed to the experimental strategy and a Control Group (CG) taught the same content using the pedagogy prescribed by the state curriculum. The results show significant positive results in favor of the EG in multiple dimensions of cognitive learning prescribed by Bloom’s Taxonomy: Knowledge, Comprehension and Application.

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