scholarly journals Desenvolvimento de um ambiente virtual de aprendizagem para mineração de dados com foco na personalização do ensino Utilizando Inteligência Artificial como apoio à prática docente / Development of a virtual learning environment for data mining with focus on personalizing teaching Using Artificial Intelligence to support teaching practice

2021 ◽  
Vol 7 (12) ◽  
pp. 117430-117438
Author(s):  
Maurício Araújo Silva ◽  
Aline Montenegro Araújo ◽  
Adenilson de Jesus Santos ◽  
Sérgio Victor Florêncio Barros ◽  
Paulo Cezar Santos Anjos ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Data Mining ◽  
Learning Environment ◽  
Teaching Practice ◽  
Virtual Learning ◽  
Virtual Learning Environment

VLE Meets VW

2021 ◽  
pp. 616-633
Author(s):  
Matthew Montebello ◽  
Vanessa Camilleri
Keyword(s):  
Artificial Intelligence ◽  
Learning Environment ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Virtual World ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Environment ◽  
Current Implementation ◽  
Intelligent Learning Environments

The use of artificial intelligence (AI) within a learning environment has been shown to enhance the learning environment, improve its effectiveness, and enrich the entire educational experience. The next generation of intelligent learning environments incorporates the immersion of learners within virtual worlds while still offering the educational affordances and benefits of the online environment as a teaching medium. In this chapter, the current implementation of the virtual learning world (VLW) is presented bringing together a number of previous initiatives that integrated AI within a virtual learning environment (VLE) as well as the employment of a virtual world (VW) as learning environments. The realisation of the first VLW prototype provided numerous insights that provide valuable recommendations and significant conclusions to assist in taking the virtual learning environment to the next level.

scholarly journals Science in the virtual learning environment as more than online conversation

2006 ◽  
pp. 47-52
Author(s):  
Christina Mainka
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Teaching Practice ◽  
Collaborative Inquiry ◽  
Learning Experience ◽  
Virtual Learning ◽  
Thinking Skills ◽  
Virtual Learning Environment ◽  
Learning Activities ◽  
Science Courses

The asynchronous computer conference still finds itself largely ignored as an effective vehicle for supporting student-centered, collaborative learning experiences. When it is employed the quality of the learning experience varies widely. The literature reports students either unengaged with the medium or overwhelmed by the discussion threads.The online discussion itself tends to take on the nature of an accumulation of independent facts and little peer-to-peer engagement. It is recognised that learning environments in introductory science courses play a crucial role in Higher Education, and dialogic inquiry is understood to play a vital role in the study and understanding of science. According to Biggs “constructively aligned” learning environments in which careful attention is given to the relationship between learning outcomes, learning activities and teaching practice and assessment strategy are supportive of inquiry.Based on a series of introductory online physical science modules, designed and taught by the author for the University of Maryland University College (UMUC), it is shown that an aligned virtual learning environment is feasible and supports deep learning. Key factors instrumental to the successful delivery include clear communication of tutor and student role, ample opportunities for social networking and a range of creative learning activities and meaningful assessment tasks. The asynchronous conference plays a central role in which ideas are not only shared but critically examined and improved. Interaction goes far beyond conversation, reaching a deeper level of collaborative inquiry and ultimately knowledge construction.Science educators are encouraged to incorporate asynchronous conferencing to undergraduate science courses with the aim of fostering collaborative inquiry and critical thinking skills. The case study demonstrates that if the above described features are realised in the online design, the asynchronous conference by default becomes the showplace for knowledge construction from the outset and increasingly the students’ major learning resource3.

scholarly journals The Effect of a Change in Virtual Learning Environment on Innovative Digital Teaching Practice: A Case Study of Academic Staff in an Irish University

2021 ◽  
Vol 2 (2) ◽  
pp. 101-127
Author(s):  
Ellen Kampinga ◽  
Christine O’Connor ◽  
Martin J. ◽  
Barry J.
Keyword(s):  
Learning Environment ◽  
Professional Identity ◽  
Teaching Practice ◽  
Academic Staff ◽  
Organizational Factors ◽  
Virtual Learning ◽  
Motivational Factors ◽  
Virtual Learning Environment ◽  
Digital Learning

<p style="text-align: justify;">This mixed-methods, investigative case study explores the experience of a virtual learning environment (VLE) change and its effect on the use of digital learning tools specifically, and teaching practice more generally, for chemistry lecturers at TU Dublin (Ireland) prior to pandemic of the coronavirus disease COVID-19. Initially, a questionnaire examined the different teaching identities the participating lecturers might have and how they relate to the literature. These identities were examined under the following themes: sense of achievement, motivational factors for innovation, innovation positioning, as well as social and organizational factors influencing the decision making. A visual approach of representing the questionnaire data, termed ‘Lecturer Landscapes’, was developed which uncovered new trends based on the biographical descriptors of the research population. Subsequent interviews led to a more detailed investigation of the themes noted in the questionnaire and the Lecturer Landscapes to more holistically capture the professional identity of each respondent. The lens of experience during a VLE change was used to frame each respondent’s professional identity in context. Overall, a VLE change does not have to effect teaching practice and can be experienced as a positive change in teaching and learning. It was also noted that innovation can only occur when specific, and individual, needs and problems are addressed and when personal development is promoted by intrinsic, rather than extrinsic, motivational factors.</p>

scholarly journals Determinating Student Interactions in a Virtual Learning Environment Using Data Mining

2019 ◽  
Vol 155 ◽  
pp. 587-592
Author(s):  
Amelec Viloria ◽  
Jorge Rodríguez López ◽  
Karen Payares ◽  
Carlos Vargas-Mercado ◽  
Sonia Ethel Duran ◽  
...  
Keyword(s):  
Data Mining ◽  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Student Interactions ◽  
Using Data

Proposal of an instrument to evaluate interaction spaces in a VLE

2019 ◽  
pp. 1-13
Author(s):  
Rubí Estela Morales-Salas ◽  
Daniel Montes-Ponce
Keyword(s):  
Learning Environment ◽  
Design Space ◽  
Collaborative Work ◽  
Virtual Learning ◽  
Interaction Space ◽  
Learning Objects ◽  
Traditional Education ◽  
Virtual Learning Environment ◽  
Discussion Forums ◽  
Exhibition Space

A virtual learning environment is conceived as an interaction space that ease the realization of mediated activities by technology, in this case the internet; besides using multimedia materials, learning objects, social networks, among others; which have changed imminently the traditional education. In this article an instrument is proposed in a checklist format, to evaluate any platform that has interaction spaces such as a Virtual Learning Environment, in this case responding to four spaces or general indicators: information Space, Mediation / Interaction Space, Instructional Design Space and Exhibition Space. Criteria are used according to the interactions and activities carried out by the consultant and virtual student. These, in turn, come up from the analysis and interaction of the advisers achieved in the discussion forums and portfolio activities through collaborative work. It was situated as a qualitative research, with a descriptive nature since it is not limited to data collection only, but also it refers and analyzes the interaction of the advisers achieved in the discussion forums and portfolio activities through the collaborative work of the workshop course "Virtual Learning Environments" developed in a virtual learning environment.

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