scholarly journals The digital Dalton Plan: Progressive education as integral part of web-based learning environments

2018 ◽  
pp. 25-52 ◽  
Keyword(s):  
Learning Environments ◽  
Concept Maps ◽  
Progressive Education ◽  
Transformation Process ◽  
Learning Processes ◽  
Digital Learning ◽  
Self Regulated Learning ◽  
Self Organized ◽  
E Learning ◽  
Learning Platforms

e-Learning systems increasingly support learning management and self-organized learning processes. Since the latter have been studied in the field of progressive education extensively, it is worthwhile to consider them for developing digital learning environments to support self-regulated learning processes. In this paper we aim at transforming one of the most prominent and sustainable approaches to self-organized learning, the “Dalton Plan” as proposed by Helen Parkhurst. Its assignment structure supports learners when managing their learning tasks, thus triggering self-organized acquisition of knowledge, and its feedback graphs enable transparent learning processes. Since e-learning environments have become common use, rather than creating another system, we propose a modular approach that can be used for extending existing e-learning environments. In order to design a respective component, we interviewed experts in self-organized e-learning. Their input facilitated integrating the Dalton Plan with existing features of e-learning environments. After representing each interview in concept maps, we were able to aggregate them for deriving e-learning requirements conform to the Dalton Plan instruments. In the course of implementing them, particular attention had to be paid to the asynchrony of interaction during runtime. Java Server Faces technology enable the Dalton Plan component to be migrated into existing web 2.0 e-learning platforms. The result was evaluated based on the acquired concept maps, as they also captured the transformation process of the Dalton Plan to e-learning features. The findings encourage embodying further progressive education approaches in this way, since the structured (concept) mapping of the Dalton Plan to e-learning features turned out to be accurate. The experts were able to recognize the potential of the approach both in terms of structuring the knowledge acquisition process, and in terms of developing progressive learning support features.

scholarly journals Edmodo Educational Network: Review of some scientific literature: شبكة Edmodo التعليمية: مراجعة لبعض الأدبيات العلمية

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Afnan bint Abdulrahman Al - Ayed ◽  
Hessa bint Mohammed Al Shaya
Keyword(s):  
Social Networking ◽  
Applied Research ◽  
Scientific Literature ◽  
First Century ◽  
Educational Practices ◽  
Digital Learning ◽  
Educational Tools ◽  
Detailed Review ◽  
E Learning ◽  
Learning Platforms

Social networking and digital learning platforms are one of the most important educational tools in the digital age. In this regard, the present study aimed at introducing the importance of one of the most famous e-learning platforms and providing a detailed review of the most important applications and experiences of using Edmodo in teaching courses. The latest and most important studies have been monitored and reviewed using the Systematic Qualitative Review. , And the study and the results of the information collected by the results of research and studies can benefit educators and interested in raising their educational practices to keep up with the challenges of the age and to prepare the learner of the twenty-first century, where studies proved the effectiveness of Edmodo in education in support of many skills and therefore recommended to encourage Arab educators to adopt Using Edmodo and conducting further applied research on their educational practices in the Arab environment.

Emotional Elements in Learning Platforms in Open and Distributed Environments

2019 ◽  
pp. 125-148
Author(s):  
Lazarus Ndiku Makewa
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Learning System ◽  
Distributed Environments ◽  
Classroom Engagement ◽  
Learner Centered ◽  
E Learning ◽  
Learning Platforms ◽  
Multiple Challenges ◽  
Facilitated Learning

E-learning is viewed as an innovative approach for delivering quality-designed, learner-centered, interactive, and facilitated learning environments to all, anywhere, any moment by putting in use the skills, knowledge, and resources of diverse technologies together with other teaching and learning resources suited for open, and distributed learning environments. Success story in an e-learning system involves a clear process regarding planning, designing, developing, evaluating, and implementing online learning courses where interaction is actively encouraged and facilitated. Emotional experiences can easily provide multiple challenges to students' online and classroom engagement and academic performance. For example, academic fears have wide-ranging effects, affecting strategy use, classroom and/or online performance, and subject choice. This chapter will therefore discuss emotional elements and their impacts in learning platforms in open and distributed environments.

Eye Tracking Applications for E-Learning Purposes

2019 ◽  
pp. 151-174
Author(s):  
Ismail El Haddioui
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Learning Environments ◽  
Movement Analysis ◽  
Online Behavior ◽  
Eye Movement Analysis ◽  
Child Education ◽  
E Learning ◽  
Learning Platforms ◽  
Customized Learning

E-learning has become a fundamental part of child education, higher education, and corporate training. In the design of adaptive e-learning environments, it is important to track and analyze learner behavior and preferences, and this is possible by recording their eye movements. Eye tracking is a technology developed to monitor eye movements allowing us to analyze the recorded gaze data. The main goal of this chapter is to determine the potential of eye tracking in the field of e-learning and the various applications of eye movement analysis for e-learning platforms. Results can be used to design an adaptive e-learning environment able to collect, analyze, and understand learner online behavior, preferences, and needs, and then offer an educational content adapted to each learner's needs by generating new customized learning situations.

Affective Agents in E-Learning Platforms

2012 ◽  
pp. 1225-1233
Author(s):  
Christos N. Moridis ◽  
Anastasios A. Economides
Keyword(s):  
Artificial Intelligence ◽  
Learning Environments ◽  
Intelligent Agents ◽  
Intelligent Agent ◽  
Human Learning ◽  
Human Reasoning ◽  
Conversational Agents ◽  
Emotional Aspects ◽  
E Learning ◽  
Learning Platforms

During recent decades there has been an extensive progress towards several Artificial Intelligence (AI) concepts, such as that of intelligent agent. Meanwhile, it has been established that emotions play a crucial role concerning human reasoning and learning. Thus, developing an intelligent agent able to recognize and express emotions has been considered an enormous challenge for AI researchers. Embedding a computational model of emotions in intelligent agents can be beneficial in a variety of domains, including e-learning applications. However, until recently emotional aspects of human learning were not taken into account when designing e-learning platforms. Various issues arise when considering the development of affective agents in e-learning environments, such as issues relating to agents’ appearance, as well as ways for those agents to recognize learners’ emotions and express emotional support. Embodied conversational agents (ECAs) with empathetic behaviour have been suggested to be one effective way for those agents to provide emotional feedback to learners’ emotions. There has been some valuable research towards this direction, but a lot of work still needs to be done to advance scientific knowledge.

A Conceptual Educational Data Mining Model for Supporting Self-Regulated Learning in Online Learning Environments

2021 ◽  
pp. 278-292
Author(s):  
Eric Araka ◽  
Robert Oboko ◽  
Elizaphan Maina ◽  
Rhoda K. Gitonga
Keyword(s):  
Data Mining ◽  
Online Learning ◽  
Learning Environments ◽  
Domain Knowledge ◽  
Educational Data Mining ◽  
Online Learning Environments ◽  
Student Activities ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
E Learning

Self-regulated learning is attracting tremendous researches from various communities such as information communication technology. Recent studies have greatly contributed to the domain knowledge that the use self-regulatory skills enhance academic performance. Despite these developments in SRL, our understanding on the tools and instruments to measure SRL in online learning environments is limited as the use of traditional tools developed for face-to-face classroom settings are still used to measure SRL on e-learning systems. Modern learning management systems (LMS) allow storage of datasets on student activities. Subsequently, it is now possible to use Educational Data Mining to extract learner patterns which can be used to support SRL. This chapter discusses the current tools for measuring and promoting SRL on e-learning platforms and a conceptual model grounded on educational data mining for implementation as a solution to promoting SRL strategies.

Application of E-Learning in Teaching, Learning and Research in East African Universities

2011 ◽  
pp. 914-927
Author(s):  
Michael Walimbwa
Keyword(s):  
Learning Environments ◽  
Eastern Africa ◽  
Learning Assessment ◽  
Digital Learning ◽  
Mediated Learning ◽  
East African ◽  
Makerere University ◽  
Curriculum Assessment ◽  
E Learning ◽  
Teaching Learning

The challenges of an increasingly borderless world, as seen in the advancements in information technology, have brought reform in universities and re-conceptualized what constitutes learning, teaching, and research. E-learning is often implemented as a response to increasing educational demand and an increasingly networked community. E-learning is considered as an interactive means to provide an alternative environment that stimulates practical learning and equips learners with the skills to manage technological change and innovations. This chapter evaluates the initial phase of e-learning, the importance of a rightful attitude, context, and instructional design in digital learning environments in Makerere University, Uganda, University of Nairobi, Kenya and University of Dar es Salaam, Tanzania. The increase in enrollment in these universities brings in many challenges in service provision, negatively affecting instruction, learning, assessment and research services. A crisis-solving approach is presented as stimulating a creative context for the meaningful introduction of e-learning. It is also discussed whether the environment created so far through computer-mediated learning motivates institutions to integrate e-learning further. The sample involved instructors and learners from three universities in three different countries of Eastern Africa. Findings conclude that an e-learning environment must be introduced by creating relevant awareness to change attitude and empower users with an authentic approach without too much technological complexity. Review of curriculum, assessment and training around e-learning environments are also imperative as these interrelated factors form part of the e-learning process.

scholarly journals Digital Pedagogy for Sustainable Learning

2021 ◽  
Vol 9 (3) ◽  
pp. 179-185
Author(s):  
C Nanjundaswamy ◽  
S Baskaran ◽  
M H Leela
Keyword(s):  
Practical Knowledge ◽  
Communication Technologies ◽  
Digital Learning ◽  
Information Communication ◽  
Creative Pedagogy ◽  
E Learning ◽  
Digital Pedagogy ◽  
Common Goals ◽  
Learning Platforms ◽  
Access To Data

Digital pedagogy is essential now as the entire world moves towards digitalization in all fields. Technology has influenced a lot on learning and resulted in the development of digital pedagogy, which has become a vital part of today’s world. This paper focuses on the influence and benefits of digital pedagogy for sustainable learning. The multifaceted nature that supports the developing idea of sustainable learning is viable for collaborating and networking interdisciplinary. Introduction of common goals, shared values and means for sustainability become challenging to achieve until a rapid or fast advancement on data innovation and information technology, digital learning, and worldwide access to data, information communication technologies (ICT) and development of selforganized socio-technical networks. Another dimension for innovation is ‘Susthingsout’, which refers to a creative pedagogy with an enhanced teaching platform, improved e-magazine and virtual e-learning platforms. The word ‘Susthingsout’ means to uphold, encourage, and instill sustainable learning through the extensive and broad curriculum to the undergraduate course and various campus-based activities. In this regard, ‘Education for Sustainable Development (ESD)’ bridges the gap between the traditional and contemporary era that receives global acceptance and global reach. The present study outlines how contemporary platforms developed with unified efforts by combining experts, professionals, academicians, practitioners, learners and curriculum as a result of blended application on theory and practical knowledge and augments students’ employability. The study aims to examine the viability of academic practice, skills beyond disciplines, the classroom and the institution. The conceptual model has been initiated on Digital Collaboration and Sustainable Learning. Therefore, collaborative learning, blended learning, flipped learning, open conversation, creativity and innovation are at the heart of education and it is a system for sustainable learning and development.

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