scholarly journals Learn-CIAM: A Model-Driven Approach for the Development of Collaborative Learning Tools

2021 ◽  
Vol 11 (6) ◽  
pp. 2554
Author(s):  
Yoel Arroyo ◽  
Ana I. Molina ◽  
Miguel A. Redondo ◽  
Jesús Gallardo
Keyword(s):  
Collaborative Learning ◽  
Methodological Approach ◽  
Automatic Generation ◽  
Learning Activities ◽  
Learning Tools ◽  
Model Driven ◽  
Collaborative Tools ◽  
Learning Tasks ◽  
Collaborative Learning Tools ◽  
Model Driven Approach

This paper introduces Learn-CIAM, a new model-based methodological approach for the design of flows and for the semi-automatic generation of tools in order to support collaborative learning tasks. The main objective of this work is to help professors by establishing a series of steps for the specification of their learning courses and the obtaining of collaborative tools to support certain learning activities (in particular, for in-group editing, searching and modeling). This paper presents a complete methodological framework, how it is supported conceptually and technologically, and an application example. So to guarantee the validity of the proposal, we also present some validation processes with potential designers and users from different profiles such as Education and Computer Science. The results seem to demonstrate a positive reception and acceptance, concluding that its application would facilitate the design of learning courses and the generation of collaborative learning tools for professionals of both profiles.

scholarly journals Integration of Data from Vehicular Ad Hoc Networks Using Model-Driven Collaborative Tools

2016 ◽  
Vol 2016 ◽  
pp. 1-15 ◽  
Author(s):  
Raquel Lacuesta ◽  
Jesús Gallardo ◽  
Jaime Lloret ◽  
Guillermo Palacios
Keyword(s):  
Ad Hoc Networks ◽  
Vehicular Ad Hoc Networks ◽  
Ad Hoc ◽  
Collaborative Work ◽  
Model Driven ◽  
Collaborative Tools ◽  
Standards Of Living ◽  
Hoc Networks ◽  
Model Driven Approach ◽  
Integrate Data

Ubiquitous environments such as Vehicular Ad Hoc Networks need applications that allow them to integrate data and services to build knowledge that can be used to make decisions and to improve standards of living and user safety, among others. We have designed a collaborative virtual environment that covers the needs of integration of knowledge from different vehicles to endow the final user with the necessary information. This environment has been carried out following a model-driven approach that generates a groupware application for improving collaborative work and access to services. The implemented tool facilitates the development and implementation of collaborative frameworks in VANETs, where every vehicle acts as a node.

Technology Aspects of Information Literacy in the Workplace

2013 ◽  
pp. 122-140
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Collaborative Learning ◽  
Information Literacy ◽  
Literacy Education ◽  
Decision Makers ◽  
Learning Activities ◽  
Technology Literacy ◽  
Material Resources ◽  
Collaborative Tools ◽  
Formal And Informal Learning ◽  
Information And Technology

Workplaces need information literate employees in order to manage the increasing quantity and complexity of information that impacts their organizations, yet they provide uneven information literacy education. Information and technology literacy are also imperative for the organization as a whole. Decision makers should systematically identify key information and technology literacy processes within the organization, and assess the learning gaps of their employees. Employers should allocate human and material resources to facilitate a variety of formal and informal learning venues, incorporating technology. Such education should also reflect andragogical principles and authentic collaborative learning activities, which can be facilitated by technology-based collaborative tools.

scholarly journals ROBOT DESIGN USING PROJECT ORIENTED AND COLLABORATIVE LEARNING TOOLS

2006 ◽  
Vol 39 (6) ◽  
pp. 37-40
Author(s):  
Carlos Pfeiffer ◽  
Josep M. Mirats Tur ◽  
Jesus Santana
Keyword(s):  
Collaborative Learning ◽  
Robot Design ◽  
Learning Tools ◽  
Collaborative Learning Tools

scholarly journals Can Finance Education Benefit from Online Collaborative Methods? An Experiment

10.28945/3760 ◽  
2017 ◽  
Author(s):  
Joe N Abou Jaoude ◽  
Raafat G Saade
Keyword(s):  
Collaborative Learning ◽  
Traditional Education ◽  
Future Research ◽  
Academic Learning ◽  
Learning Tools ◽  
Learning Methods ◽  
Traditional Courses ◽  
Class Environment ◽  
Collaborative Learning Tools ◽  
Finance Education

Aim/Purpose: We introduce interactive and collaborative learning tools into a “traditional” finance course and collect feedback from the students concerning satisfaction, engagement, and overall learning. The aim is to show that collaborative learning methods have a place in finance academia. Background: Finance education still relies on the traditional education model. We implement a collaborative learning method in a Finance course to measure its use on the topic. Methodology : We conducted two peer-to-peer sessions in a class environment, Following the two tests, we released a survey to collect information about the tool’s effectiveness. We received 42 responses out of a population of 57. Contribution: Our case study aims to bridge the gap between the use of collaborative learning methods and the academic learning environment of finance. Findings The learning tool implemented was well received and provided a significant benefit to the students in the class, per the survey. Recommendations for Practitioners : We recommend further implementations of collaborative learning methods in finance, and their injection into other traditional courses to better study their effectiveness. Recommendation for Researchers: Experiments in different courses of the same field as well as different fields and different academic schools is needed to fully understand the capabilities and limitations of the collaborative learning tools. Impact on Society: Moving away from the traditional academic model into an interactive and collaborative framework can help expand and extend the reach and effectiveness of education. Future Research: Research on the tools is needed to fit this learning approach to the multiple fields of academia (if any are needed).

scholarly journals Improvement of the Two-Hemisphere Model-Driven Approach for Generation of the UML Class Diagram

2013 ◽  
Vol 14 (1) ◽  
pp. 19-30 ◽  
Author(s):  
Oksana Nikiforova ◽  
Konstantins Gusarovs ◽  
Olegs Gorbiks ◽  
Natalja Pavlova
Keyword(s):  
Software Development ◽  
Business Process ◽  
Automatic Generation ◽  
Class Diagram ◽  
Software Components ◽  
The Real ◽  
Model Driven ◽  
Uml Class Diagram ◽  
Model Driven Approach ◽  
The Way

Abstract In this paper an ability to apply the two-hemisphere model-driven approach for creation of the UML class diagram is discussed and the way to avoid the limitations of the approach is offered. The result of the proposed improvement of the twohemisphere model-driven approach is the increased number of elements of the UML class diagram available for automatic generation and several statements for semi-automatic transformation of business process diagram and the concept diagram into software components. As a result, the authors can ascertain that it is possible to apply the improved twohemisphere model-driven approach in practice in the real software development, and not only for academic purpose.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2011 ◽  
pp. 192-211
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Learning Activities ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2011 ◽  
pp. 3084-3103
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Learning Activities ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

scholarly journals Collaborative Learning Tools for Constructive Learning in Maldives Collaborative

2020 ◽  
Vol 1 (1) ◽  
pp. 1-13
Author(s):  
Ibrahim Adam ◽  
Vimala Perumal
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Learning Approaches ◽  
Learning Tools ◽  
Student Centered ◽  
Student Work ◽  
Constructive Learning ◽  
Face To Face ◽  
Geographically Distributed ◽  
Collaborative Learning Tools

Collaborative student work has taken a stronghold in higher educational contexts due to the paradigm shift from instructor-centered to student-centered teaching and learning. Instructor roles have shifted towards facilitation and students have become more active in their learning, creating and sharing knowledge within their social groups. The availability of online tools enabling peer collaboration has been the main driving force behind this progress. These online collaborative learning environments have been particularly useful for geographically distributed learners with limited opportunities for face-to-face collaboration. With the evidence from literature, this has proven to be applicable to Maldives, with its unique geography of 1190 islands distributed over 20 atolls, with students across the country in executing constructive learning approaches in Maldives.

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