Situated E-Learning

2013 ◽  
pp. 159-175 ◽  
Author(s):  
Anne Adams
Keyword(s):  
Situated Learning ◽  
Virtual Worlds ◽  
Real World ◽  
Learning Technologies ◽  
Learning Systems ◽  
Theory And Practice ◽  
Practice Approach ◽  
E Learning ◽  
Identity Changes ◽  
And Coping

E-learning can free us from bound concepts of who we are. However, our digital identities relate back to varied real world situations within which we live. Situated implications of identity changes are frequently not understood by e-learning systems. This chapter provides a detailed review of situated learning concepts and identity reformation accounts within five case-study situations (i.e. within healthcare, prisons, developing worlds, field based, and virtual worlds) with varied e-learning technologies (i.e. Web2, virtual learning environments, mobile, tabletops1, and virtual worlds). Issues of situated identity, practices, and the impact on real world contexts are reviewed. Findings identify that e-learning systems must be designed to support variations in situations, student awareness, and reflection around implications of identity reformation. A theory and practice approach supports understanding e-learning impacts and future dilemmas. The chapter also provides a review on issues of support and coping mechanisms for impacts from situated learning identity changes.

scholarly journals Integration of Knowledge Management and E- Learning Technologies in Academic Institutions

2020 ◽  
Vol 7 (2) ◽  
pp. 88
Author(s):  
Sefiu Taiwo Oloruntoyin
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Real World ◽  
Learning Technologies ◽  
Learning Systems ◽  
Academic Institutions ◽  
Management Technology ◽  
Efficiency And Effectiveness ◽  
E Learning

This work investigates the integration of e-Learning systems and knowledge management technology to improve, capture, organize and deliver large amounts of knowledge. First, a model is proposed for the phases of knowledge management. The model is then enhanced with concepts and technology from e-Learning. The model is then used to illustrate real world scenarios that add increasing amounts of knowledge management to an e-Learning environment. The system, AMID promises high interactivity, efficiency and effectiveness of integration of knowledge management and e-learning. In addition, the developed system will enhance technical learning process.

scholarly journals 3D Interactions between Virtual Worlds and Real Life in an E-Learning Community

2011 ◽  
Vol 2011 ◽  
pp. 1-11 ◽  
Author(s):  
Ulrike Lucke ◽  
Raphael Zender
Keyword(s):  
Learning Community ◽  
Virtual Worlds ◽  
Real World ◽  
Second Life ◽  
Virtual World ◽  
Real Life ◽  
Face To Face ◽  
Learning Platform ◽  
E Learning ◽  
Learning Scenarios

Virtual worlds became an appealing and fascinating component of today's internet. In particular, the number of educational providers that see a potential for E-Learning in such new platforms increases. Unfortunately, most of the environments and processes implemented up to now do not exceed a virtual modelling of real-world scenarios. In particular, this paper shows that Second Life can be more than just another learning platform. A flexible and bidirectional link between the reality and the virtual world enables synchronous and seamless interaction between users and devices across both worlds. The primary advantages of this interconnection are a spatial extension of face-to-face and online learning scenarios and a closer relationship between virtual learners and the real world.

SWELS

2010 ◽  
pp. 120-145
Author(s):  
Gianluca Elia ◽  
Giustina Secundo ◽  
Cesare Taurino
Keyword(s):  
Semantic Web ◽  
Learning Environments ◽  
First Generation ◽  
Learning Technologies ◽  
Learning Systems ◽  
Learning System ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Traditional Approaches ◽  
New Generation

This chapter presents a prototypal e-learning system based on the Semantic Web paradigm, called SWELS (Semantic Web E-Learning System). The chapter starts by introducing e-learning as an efficient and just-in-time tool supporting the learning processes. Then a brief description of the evolution of distance learning technologies will be provided, starting from first generation e-learning systems through the current Virtual Learning Environments and Managed Learning Environments, by underling the main differences between them and the need to introduce standards for e-learning with which to manage and overcome problems related to learning content personalization and updating. Furthermore, some limits of the traditional approaches and technologies for e-learning will be provided, by proposing the Semantic Web as an efficient and effective tool for implementing new generation e-Learning systems. In the last section of the chapter, the SWELS system is proposed by describing the methodology adopted for organizing and modeling its knowledge base, by illustrating its main functionalities, and by providing the design of the tool followed by the implementation choices. Finally, future developments of SWELS will be presented, together with some remarks regarding the benefits for the final user in using such system.

Interoperability Approach in E-Learning Standardization Processes

2012 ◽  
pp. 542-560 ◽  
Author(s):  
Carmen Bao ◽  
José María Castresana
Keyword(s):  
Learning Environments ◽  
Relational Databases ◽  
Learning Objects ◽  
Learning Technologies ◽  
Learning Systems ◽  
Learning Resources ◽  
Virtual University ◽  
Schema Mappings ◽  
Learning Standards ◽  
E Learning

Providing interoperability by using standards and specifications for E-learning resources is an important element of the virtual learning environments (VLEs). In this context, a large number of international organizations develop specifications that provide principles for reaching a common “language” to be used in exchanging resources among the virtual university. In this paper we turn your attention to an approach and reference for providing interoperability in different standards. The establishment of E-learning standards has promised to improve interoperability between E-learning systems, but can only be done through enforcement of these standards. Many existing E-learning systems are built on top of relational databases, and it is possible a framework which matches XML Schemas (from learning standards) and relational schemas semi-automatically. This type of framework can provide translation between learning objects and relational databases as well as an interface to manually refine existing schema mappings. The focus is E-learning standardization and synchronization in the international and national levels. The work presents a brief updated review and it presents some new challenges, concerning the E-learning standardization processes. This research is in the area of E-learning standardization and issue is one aspect of great interest for all organizations, authorities and experts working in the field of education. Moreover, the most recognized approaches are introduced in order to improve and optimize the management of the E-learning processes. While the establishment of E-learning standards has promised to improve interoperability between E-learning systems, and obviously, this can only be done through enforcement of E-learning standards and E-learning standardization processes. The aim of this work is to discover the useful E-learning technologies as technological tools for teaching. Therefore, teachers must keep in mind clearly that they must optimize teaching by means of them, such as an improvement of quality education for current society in terms of competences, as connections with the current reality that students spent long hours using them. It starts with a brief background to worldwide standardization activities in the field of educational technologies as means of enhancing the accessibility, interoperability, durability, reusability and efficiency of E-learning resources, but more important new demands and problems to be tackled are reviewed. Finally, experimental dates from studies have shown that it is useful a framework that also provides translation between learning objects and relational databases, as well as an interface to manually refine existing schema mappings.

scholarly journals Systematic Literature Review of E-Learning Capabilities to Enhance Organizational Learning

2021 ◽  
Author(s):  
Michail N. Giannakos ◽  
Patrick Mikalef ◽  
Ilias O. Pappas
Keyword(s):  
Organizational Learning ◽  
Empirical Studies ◽  
Learning Technologies ◽  
Learning Systems ◽  
Future Research ◽  
Learning Capabilities ◽  
E Learning ◽  
Tremendous Importance ◽  
Training Courses ◽  
Organizational Value

AbstractE-learning systems are receiving ever increasing attention in academia, business and public administration. Major crises, like the pandemic, highlight the tremendous importance of the appropriate development of e-learning systems and its adoption and processes in organizations. Managers and employees who need efficient forms of training and learning flow within organizations do not have to gather in one place at the same time or to travel far away to attend courses. Contemporary affordances of e-learning systems allow users to perform different jobs or tasks for training courses according to their own scheduling, as well as to collaborate and share knowledge and experiences that result in rich learning flows within organizations. The purpose of this article is to provide a systematic review of empirical studies at the intersection of e-learning and organizational learning in order to summarize the current findings and guide future research. Forty-seven peer-reviewed articles were collected from a systematic literature search and analyzed based on a categorization of their main elements. This survey identifies five major directions of the research on the confluence of e-learning and organizational learning during the last decade. Future research should leverage big data produced from the platforms and investigate how the incorporation of advanced learning technologies (e.g., learning analytics, personalized learning) can help increase organizational value.

scholarly journals USING U-DICTIONARY FOR E-LEARNING VOCABULARY

2019 ◽  
Author(s):  
zenitha authani ula
Keyword(s):  
Learning Technologies ◽  
Traditional Classroom ◽  
Learning Systems ◽  
Learning System ◽  
Traditional Learning ◽  
Learning Approach ◽  
Classroom Learning ◽  
Virtual Classrooms ◽  
Electronic Learning ◽  
E Learning

What is E-learning ? E-learning is an electronic learning system utilized to upgrade traditional classroom learning. E-learning systems allow interaction through virtual classrooms and easy communication with professors, trainers, and students. Schools using E-learning technologies are way ahead of those which still have the traditional learning approach.

scholarly journals СТВОРЕННЯ ЕЛЕКТРОННИХ НАВЧАЛЬНИХ КУРСІВ ЗАСОБАМИ ВІЛЬНОГО ПРОГРАМНОГО ЗАБЕЗПЕЧЕННЯ

2017 ◽  
Vol 60 (4) ◽  
pp. 128
Author(s):  
Vladyslav Ye. Velychko
Keyword(s):  
Information And Communication Technologies ◽  
Information Exchange ◽  
Communication Technologies ◽  
Learning Systems ◽  
Theory And Practice ◽  
The Status ◽  
Information And Communication ◽  
E Learning ◽  
Training Courses ◽  
Modern Vision

Informatization of education enriches traditional teaching methods with new forms and methods, which are based on the broad and harmonious use of ICT. Electronic pedagogy acquires the status of one of the most popular trends in the development of pedagogy of our time, in which such a tool as e-learning courses is the result of the accumulation of modern information and communication technologies with the theory and practice of e-learning. The article examines the standards of information exchange between learning systems and free software used to create e-learning courses. It is noted that electronic training courses are part of distance learning systems, as well as an independent tool. The considered systems of creation of electronic training courses allow creating electronic educational resources independently or partially, relying on the modern vision of the object model of information representation.

scholarly journals USING U-DICTIONARY FOR E-LEARNING VOCABULARY

2019 ◽  
Author(s):  
zenitha authani ula
Keyword(s):  
Learning Technologies ◽  
Traditional Classroom ◽  
Learning Systems ◽  
Learning System ◽  
Traditional Learning ◽  
Learning Approach ◽  
Classroom Learning ◽  
Virtual Classrooms ◽  
Electronic Learning ◽  
E Learning

What is E-learning ? E-learning is an electronic learning system utilized to upgrade traditional classroom learning. E-learning systems allow interaction through virtual classrooms and easy communication with professors, trainers, and students. Schools using E-learning technologies are way ahead of those which still have the traditional learning approach.

Games as Distributed Teaching and Learning Systems

2017 ◽  
Vol 119 (12) ◽  
pp. 1-22
Author(s):  
Elisabeth Gee ◽  
James Paul Gee
Keyword(s):  
Social Relations ◽  
Virtual Worlds ◽  
Real World ◽  
Teaching And Learning ◽  
Learning Systems ◽  
Embodied Experience ◽  
Learning From Experience ◽  
Virtual Experiences ◽  
The Mind

Background Videogames and virtual worlds have frequently been studied as learning environments in isolation; that is, scholars have focused on understanding the features of games or virtual worlds as separate from or different than “real world” environments for learning. Although more recently, scholars have explored the teaching and learning that take place around games and virtual worlds, for example, in affinity spaces, these too have been treated as separate and often divorced from other learning experiences. Purpose Our goal in this article is to describe learning from experience, the nature of digital games, and distributed systems of teaching and learning in an integrated way that transcends dichotomies of online and offline activities or spaces. Research Design This article offers a theoretical framework in which to understand some aspects of teaching and learning outside of school today. Drawing on contemporary theories of how the mind works, we identify the central role of embodied experience in human thought and learning. We use videogames as examples of how real and virtual experiences are mediated in similar ways by good tools and social interactions. We argue that videogames and virtual worlds offer opportunities for new types of “conversations” with other people, with virtual worlds, and with the “real” world, conversations that extend humans’ abilities to learn from experiences. We then examine how experiences with games and virtual worlds are located and interpreted within broader, dynamic systems of social relations, technologies, practices, teaching, and learning. Conclusions Understanding our experiences with videogames and virtual worlds as distinctive forms of conversations with the world, situated within distributed teaching and learning systems, offers us a new means of understanding their potential significance in people's lives for learning, belonging, and problem solving.

scholarly journals USE OF FACIAL EMOTION RECOGNITION IN E-LEARNING SYSTEMS

2017 ◽  
Vol 60 (4) ◽  
pp. 95 ◽  
Author(s):  
Uğur Ayvaz ◽  
Hüseyin Gürüler ◽  
Mehmet Osman Devrim
Keyword(s):  
Information System ◽  
Emotional State ◽  
Virtual Classroom ◽  
Learning Technologies ◽  
Learning Systems ◽  
Computer Usage ◽  
Formal Learning ◽  
Emotional States ◽  
Information Accessibility ◽  
E Learning

Since the personal computer usage and internet bandwidth are increasing, e-learning systems are also widely spreading. Although e-learning has some advantages in terms of information accessibility, time and place flexibility compared to the formal learning, it does not provide enough face-to-face interactivity between an educator and learners. In this study, we are proposing a hybrid information system, which is combining computer vision and machine learning technologies for visual and interactive e-learning systems. The proposed information system detects emotional states of the learners and gives feedback to an educator about their instant and weighted emotional states based on facial expressions. In this way, the educator will be aware of the general emotional state of the virtual classroom and the system will create a formal learning-like interactive environment. Herein, several classification algorithms were applied to learn instant emotional state and the best accuracy rates were obtained using kNN and SVM algorithms.

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