scholarly journals Electronic Mentoring as an Electronic Learning Technology in Public Service

2019 ◽  
Vol 8 (11) ◽  
pp. 982-986
Keyword(s):  
Organizational Learning ◽  
Learning Environment ◽  
Public Service ◽  
Graphical Model ◽  
Professional Competencies ◽  
Innovative Technology ◽  
Learning Technology ◽  
Environment Design ◽  
Electronic Mentoring ◽  
Production Rules

Electronic mentoring as an innovative technology in training is becoming increasingly popular in the public service. To this end, the authors of this paper have developed a conceptual framework for an intra-organizational learning environment based on the use of game modeling that would promote professional development and personnel evaluation. The basis of the intra-organizational learning environment design is the methodology of visual graphical modeling and the method of production rules construction. The learning environment ensures the variability and continuity of educational programs organized by position and by personnel procedures. In the course of preliminary testing, an initial measurement of the employee’s professional competencies is performed, followed by comparison with the professional competencies expected for that particular position and the assessment of changes. The results of the assessment are transferred to a visual graphical model. Based on the results of the assessment, the system automatically puts the employee on reserve or assigns them a training program. The training process for a particular position is based on the principles of “learning through playing” and visual imitation. The passage of personnel procedures is based on a sequence of production rules; the application of gaming techniques means that the proposed scenarios are not the product of an abstract generalization, but a real personnel procedure. The article considers the problems and features of modeling the educational environment, as well as the experience of the research team of the Moscow Technological University in the development of production rules and the creation of simulators for civil servants to develop regulations and acquire new skills.

scholarly journals Reflections on the use of Design Thinking and Service Design Tools to Improve Student Experience of an Online Learning Environment

2020 ◽  
Vol 2 (1) ◽  
pp. 51
Author(s):  
Paul Thomas Devine
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Design Thinking ◽  
Student Experience ◽  
Service Design ◽  
Learning Technology ◽  
Design Tools ◽  
Environment Design ◽  
Tools And Techniques ◽  
Thinking Tools

Online learning technology offers many benefits to students and educators, but at the same time presents challenges and issues which can cause negative student experiences. These negative experiences may severely affect student learning, particularly for students who are studying remotely and may have complex causes. How does a small organisation understand, maintain, and enhance the student experience of increasingly complex online learning environments in an atmosphere of increasing student expectations? Design Thinking and Service Design tools were used by the Learning Innovation and Insights (LII) Team at NMIT to examine their value in understanding and enhancing a challenging fully online course to improve student experience. This Action Research intervention had a profound effect on our thinking and practice as learning designers and technologists. Use of the user-centred Design Thinking tools and techniques challenged unwritten assumptions and helped the team gain understanding of the key factors and issues affecting the experience of the students on this course, and prioritise the change strategy required to improve it. The Service Design approach helped understanding of the students’ changing needs over time. The artefacts produced by the tools proved helpful in untangling complexity, helped the team discuss and gain a shared understanding of the issues, and communicate issues to other stakeholders within the organisation. There are significant implications for future practice of the LII Team at NMIT: Design Thinking tools will be embedded in standard practice in the LII Team. A widening priority from Learning Design to Learning Environment Design. A refocus in the priority of LMS development from UI Design to UX Design, within a Service Design context. A focus on adoption and use of “empathising” and listening tools and skills. This presentation will focus on the use and impact of Design Thinking and Service Design tools and techniques such as the Hypothesis Map, the Journey Map, the Stakeholder Map, Personas and Extreme Users.

scholarly journals The Effect Of Organizational Learning On Organizational Commitment, Job Satisfaction And Work Performance

2011 ◽  
Vol 25 (6) ◽  
Author(s):  
Raduan Che Rose ◽  
Naresh Kumar ◽  
Ong Gua Pak
Keyword(s):  
Job Satisfaction ◽  
Organizational Commitment ◽  
Organizational Learning ◽  
Literature Review ◽  
Public Service ◽  
Work Performance ◽  
Future Research ◽  
Font Size ◽  
The Relationship ◽  
Service Managers

<p class="MsoNormal" style="text-align: justify; margin: 0in 0.5in 0pt;"><span style="color: black; font-size: 10pt; mso-ansi-language: EN-GB;" lang="EN-GB"><span style="font-family: Times New Roman;">The literature review reveals that there is a relationship between organizational learning organizational commitment, job satisfaction and work performance. However, it is apparent that the integrated relationships between these variables have not been found to be reported. Hence, we examine the relationship among these variables using a sample of public service managers in Malaysia. Organizational learning was found positively related to organizational commitment, job satisfaction, and work performance. Organizational commitment and job satisfaction are also positively related with work performance and these variables partially mediate the relationship between organizational learning and work performance. Implication of the study and suggestions for future research been discussed in this paper.</span></span></p>

Teaching Reform in the Network IT Environment

2013 ◽  
Vol 278-280 ◽  
pp. 2103-2106
Author(s):  
Hai Feng Chang ◽  
Yu Long Dong ◽  
Jia Jun Liu
Keyword(s):  
Information Technology ◽  
Instructional Design ◽  
Learning Environment ◽  
Learning Needs ◽  
Environment Design ◽  
Design Strategies ◽  
Teaching Resources ◽  
Network Information ◽  
Learning Environment Design ◽  
Good Learning

[Purpose] The paper aims to explore instructional design of the structure under the web-based environment, as well as the similarities and differences with the traditional instructional design; with its teaching resources，methods and students' ability to develop design strategies. [Method]Through the introduction of systems analysis and experimental control and from the network hardware environment, resources, environment and cultural environment the network learning environment design is brought forth. [Results]The results show that the network environment, information technology, instructional design, which are based on the learner and the teaching process for the study, aims to achieve a good learning environment, to organize the various elements; to form an ordered system; particularly to emphasis on learning characteristics and learning needs analysis of the measurement, to focus on the design of learning environments and “communication-oriented” classroom activities. [Conclusions] This instructional design under network information technology environment is a very important significance for a variety effective learning activities, for students to stimulate motivation to learn.

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.

Challenges with Knowledge Construction in an E-learning Environment

2010 ◽  
pp. 186-201
Author(s):  
Bolanle A. Olaniran ◽  
Oladayo Olaniran ◽  
David Edgell
Keyword(s):  
Learning Environment ◽  
Knowledge Creation ◽  
Knowledge Construction ◽  
Learning Technology ◽  
Technology Platforms ◽  
New Knowledge ◽  
E Learning

Knowledge construction, or new knowledge creation, is believed to be a way to allow learners to gain an in-depth knowledge and a greater control over the materials they are learning. E-learning technology platforms, that facilitate e-collaboration among learners, represent a way to foster knowledge construction. This chapter however, explores challenges facing knowledge construction especially when looking at “Culture” and how it affects two different learning philosophies or paradigms. This chapter elucidates some of the challenges and offers a new direction for accommodating different learners’ needs.

New Communication Technologies' Influence on Distance Education (DE) Environments

2015 ◽  
pp. 89-105
Author(s):  
Murat Ertan Dogan
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
New Media ◽  
Learning Environment ◽  
Communication Technologies ◽  
Environment Design ◽  
Media Technology ◽  
Main Driver ◽  
Learning Environment Design ◽  
Distance Learning Environment

This chapter considers the influence of communication technologies and new media technology through the new trend of distance learning environment design. The new communication technologies like Web 2.0 applications involve information sharing and collaboration between users. These technologies bring the informal communication and learning styles to the forefront. Under favor of the new communication technologies' enabled networking, the main driver for the learning process is shifting from instructor-centered approaches to carefully designed learner experiences with robust interactions between learners and content. In this sense, the chapter also explores the role of academics and media professionals as distance-learning leaders and distance education experts through this transitional stage. The chapter focuses on how distance education experts take part in distance learning environment design and what the main skills for distance education experts as leaders, instructors, and designers in the age of networks are, through the discussions of theoretical approaches.

scholarly journals The Effect of a Stimulating Learning Environment on Pre-Service Teachers’ Motivation and 21st Century Skills

2016 ◽  
Vol 5 (3) ◽  
pp. 29 ◽  
Author(s):  
Yonit Nissim ◽  
Eyal Weissblueth ◽  
Lennie Scott-Webber ◽  
Shimon Amar
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Student Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Innovative Technology ◽  
Traditional Classrooms ◽  
High Increase ◽  
Post Occupancy Evaluation ◽  
New Learning

<p>We investigated the effect of an innovative technology-supported learning environment on pre-service student teachers’ motivation and 21st century skills. Students and instructors filled-in the Active Learning Post Occupancy Evaluation (AL-POE) questionnaire. Analysis included tests for individual items and a comparison of the overall mean, composite differences between pre- and post- occupation of the new classes.<strong> </strong>Over 80% reported high increase in creativity, motivation, ability to get higher grades and engagement in class while studying in the new learning environment. They gave significantly higher evaluations for practices and solutions in the new vs. traditional classrooms and perceived working there adequately and better, on many of the 21st century skills.<strong> </strong>Therefore, learning environment plays an important role in preparing pre-service teachers.</p>

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