Student Development of E-Workbooks

2015 ◽  
pp. 447-468
Author(s):  
Selena Chan ◽  
Katrina Fisher ◽  
Peter Sauer
Keyword(s):  
Student Engagement ◽  
Student Development ◽  
Situated Learning ◽  
Learning Activities ◽  
Research Approach ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Action Research Approach ◽  
Enhanced Learning ◽  
Pedagogical Approaches

The project reported in this chapter is based on the combination, inter-relationships and synergies of four pedagogical approaches to improve student engagement with learning. These approaches are mobile learning; constructivist learning, with contemporary emphasis in the form of connectivism; situated learning of skills in purpose-built workrooms and workshops mirroring ‘real-world' practice environments; and multimodal and multi-literate user interactivity. In the project, the interactions of the above four pedagogical approaches, led to the development of ‘situated-technology-enhanced learning' (STEL). Situated-technology enhanced learning is enabled through the deployment of net tablets in the form of ipad2s and Android operating system tablets and a selection of mobile apps. Of importance is the use of net tablets to encourage students to create their own E-textbooks or E-workbooks. These E-workbooks are collated by collecting and annotating photos, videos, and notes of students' progressive skills and knowledge learning as practical learning and theory-based learning activities occur in specialised workshops/workrooms. This project evaluated how to best deploy situated-technology enhanced learning to increase student engagement in learning; encourage teaching and learning activities based on student-centred and student-generated learning approaches; and develop teaching staff and student capability in using technology to support student learning. The overarching theme arising from the study was the need to enable students and staff to utilise technology for learning. An outcome of this project is the derivation of guidelines, achieved through the project's participative action research approach, to assist other vocational educational institutions to introduce net tablets into trades-based learning spaces.

Student Development of E-Workbooks

2014 ◽  
pp. 20-40 ◽  
Author(s):  
Selena Chan ◽  
Katrina Fisher ◽  
Peter Sauer
Keyword(s):  
Student Engagement ◽  
Student Development ◽  
Situated Learning ◽  
Learning Activities ◽  
Research Approach ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Action Research Approach ◽  
Enhanced Learning ◽  
Pedagogical Approaches

The project reported in this chapter is based on the combination, inter-relationships and synergies of four pedagogical approaches to improve student engagement with learning. These approaches are mobile learning; constructivist learning, with contemporary emphasis in the form of connectivism; situated learning of skills in purpose-built workrooms and workshops mirroring ‘real-world’ practice environments; and multimodal and multi-literate user interactivity. In the project, the interactions of the above four pedagogical approaches, led to the development of ‘situated-technology-enhanced learning’ (STEL). Situated-technology enhanced learning is enabled through the deployment of net tablets in the form of ipad2s and Android operating system tablets and a selection of mobile apps. Of importance is the use of net tablets to encourage students to create their own E-textbooks or E-workbooks. These E-workbooks are collated by collecting and annotating photos, videos, and notes of students’ progressive skills and knowledge learning as practical learning and theory-based learning activities occur in specialised workshops/workrooms. This project evaluated how to best deploy situated-technology enhanced learning to increase student engagement in learning; encourage teaching and learning activities based on student-centred and student-generated learning approaches; and develop teaching staff and student capability in using technology to support student learning. The overarching theme arising from the study was the need to enable students and staff to utilise technology for learning. An outcome of this project is the derivation of guidelines, achieved through the project’s participative action research approach, to assist other vocational educational institutions to introduce net tablets into trades-based learning spaces.

scholarly journals Critical perspectives of technology-enhanced learning in relation to specialist Communication Design studio education within the UK and Australia

2018 ◽  
Vol 13 (1) ◽  
pp. 92-116 ◽  
Author(s):  
Lorraine Marshalsey ◽  
Madeleine Sclater
Keyword(s):  
Participatory Design ◽  
Process Model ◽  
Design Studio ◽  
Research Approach ◽  
Technology Enhanced Learning ◽  
Communication Design ◽  
Action Research Approach ◽  
The Uk ◽  
Enhanced Learning ◽  
Studio Education

This paper investigates the widespread integration of technology-enhanced learning (TEL) within specialist Communication Design studio education in the UK and Australia. The impetus for this paper has grown from the challenges facing day-to-day design studio education and the recognition that the use of technology in higher education today has increased dramatically. Conventional design studio facilities are being reconfigured into blended studio-based classroom learning spaces (often generically termed as ‘studio’). This study compares the lived experiences of students interacting with technology within two differing international studio settings. The two case studies used a Participatory Action Research approach and employed sensory affect as a lens through which learning within studio education was investigated using Participatory Design practice-led methods. The study finds that the Australian participants working within a TEL classroom-based environment faced significant obstacles to engagement and that their UK counterparts, who were situated within a conventional studio environment, much less so. This paper aims to support Communication Design students as they engage with studio education via the proposed transferable methodological framework – the Methods Process Model.

Situation-Based and Activity-Based Learning Strategies for Pervasive Learning Systems at Workplace

2011 ◽  
pp. 87-102 ◽  
Author(s):  
Amel Bouzeghoub ◽  
Serge Garlatti ◽  
Kien Ngoc Do ◽  
Cuong Pham-Nguyen
Keyword(s):  
Learning Strategies ◽  
Situated Learning ◽  
Learning Systems ◽  
Learning Activities ◽  
Technology Enhanced Learning ◽  
Ubiquitous Learning ◽  
Context Adaptation ◽  
Enhanced Learning ◽  
Pervasive Learning

The chapter is organized as follows: the authors introduce some issues of technology-enhanced learning systems and define mobile, pervasive and ubiquitous learning and some closely related features: context, adaptation, situated learning, working and learning activities. Secondly, work-based learning features are described. Thirdly, situation-based and activity-based learning strategies are presented. Finally, the P-LearNet project is used to illustrate the proposal, and the conclusion summarizes the chapter and shows how and at which level this framework can be reused.

Augmented Reality Game-Based Learning: Enriching Students’ Experience During Reading Comprehension Activities

2017 ◽  
Vol 55 (7) ◽  
pp. 901-936 ◽  
Author(s):  
Hendrys Tobar-Muñoz ◽  
Silvia Baldiris ◽  
Ramon Fabregat
Keyword(s):  
Reading Comprehension ◽  
Augmented Reality ◽  
Student Assessment ◽  
Research Approach ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Game Based Learning ◽  
International Student Assessment ◽  
Enhanced Learning ◽  
Augmented Reality Game

Program for International Student Assessment results indicate that while reading comprehension needs to be promoted, teachers are struggling to find ways to motivate students to do reading comprehension activities and although technology-enhanced learning approaches are entering the classroom, researchers are still experimenting with them to determine their benefits and implications. Among such technology-enhanced learning approaches, we find augmented reality and game-based learning, both of which have proven to be useful in educational settings; nonetheless, few studies have observed them being used jointly. Some open questions to be asked are as follows: Does the use of augmented reality games in the classroom benefit students in terms of performance and motivation? Is the reading activity experience enriched when we use them to promote reading comprehension? In this study, and with the help of teachers, we devised an augmented reality game using a design-based research approach. We then tested it in a real classroom and carried out both quantitative and qualitative observations. Our results show that while results in reading comprehension using the game show no difference to results from the more traditional approaches, children do display greater motivation and interest in the activity and the activity is enriched as it promotes problem solving, exploration, and socialization behavior.

scholarly journals Social networking sites and learning in international relations: The impact of platforms

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Josh Pallas ◽  
Joakim Eidenfalk ◽  
Susan Engel
Keyword(s):  
Student Engagement ◽  
Social Networking ◽  
Social Networking Sites ◽  
Online Communication ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Online Lectures ◽  
The Social ◽  
The Impact ◽  
Enhanced Learning

This article reports on a pilot undergraduate subject that incorporated a range of technology-enhanced learning approaches including online lectures, an online site for in and out of class communications, and strong encouragement for students to blog and use Twitter. This paper evaluates student engagement through the social networking sites (SNS), focusing on the online communication and content platform. We examine whether changing from an educationally oriented SNS platform to Facebook impacted on student engagement and feedback. To achieve this, both empirical data and qualitative student feedback were used.

scholarly journals High Touch Approach and Its Relationship with Students’ Learning Outcomes at IAIN Bukittinggi

AL-TA LIM ◽  
2017 ◽  
Vol 24 (2) ◽  
pp. 165-173
Author(s):  
Darul Ilmi
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Independent Learning ◽  
Research Approach ◽  
Action Research Approach ◽  
Learning Skill ◽  
Student Center ◽  
Academic Year

Learning without students’ center tends to create less passionate students in following the lecture. They tend to ignore their lecturer. They have less attention, and try to create ineffective conditions, therefore, the learning atmosphere will become less effective to achieve the intended goals.  The purpose of the research is to determine the process of learning, the implementation of High Touch approach, and factors that influence its implementation. Classroom action research approach was used at  department of mathematics which involve students who enroll at academic year 2016/2017 IAIN Bukittinggi. The research was done in two cycles in which one cycle conducted three meetings. The instruments used were observation, essay questions, and tasks given to students. The results show that there is an improvement in students’ participation and activeness in learning when their lecturer builds learning experience through reinforcement, affection, guide, directive action, and good modeling by student–center andself-learning activities, and independent learning skill orientations showed in cycle I and II. It implies that implementing high touch may lead students to be more active, creative, and fun in learning.

Mobile Technology-Enhanced Learning

2015 ◽  
pp. 541-548 ◽  
Author(s):  
Gwo-Jen Hwang
Keyword(s):  
Mobile Technology ◽  
Communication Technologies ◽  
Learning Activities ◽  
Mobile Technologies ◽  
Technology Enhanced Learning ◽  
Digital Learning ◽  
Science Courses ◽  
Real World Learning ◽  
Learning Scenarios ◽  
Enhanced Learning

Educators have pointed out the necessity of situating students in real-world learning scenarios. They have also indicated the importance of providing a technology-enhanced learning environment that enables students to access digital learning resources in anywhere and at any time. The popularity of mobile and wireless communication technologies has provided a good opportunity to accomplish these objectives. In the past decade, many studies that employ those technologies in various practical educational settings, such as the learning activities of computer, mathematics, engineering, social science and natural science courses, have been reported. In addition, various strategies and tools have been proposed to help students more effectively learn with mobile devices. In this article, the strategies, applications and trends of mobile technology-enhanced learning are reported based on the literature. It is expected that the article would benefit those who are interested in applying mobile technologies to learning activities or training programs.

Competencies Management

2007 ◽  
pp. 120-145
Author(s):  
Miltiadis Lytras ◽  
Maria Mantziou ◽  
Maria Pontikaki
Keyword(s):  
Personal Development ◽  
Business Processes ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Education And Health ◽  
Health Domains ◽  
Learning Management ◽  
Competencies Development ◽  
Enhanced Learning ◽  
Business Challenges

Competencies in the management literature are analyzed from different perspectives. A converging point of the various approaches is the fact that competencies provide a critical context for a unified treatment of business processes and personal development. In other words the achievement of critical business objectives is directly related to knowledge and learning management. The objective of this chapter is to analyze competencies management from a managerial perspective and to develop a set of requirements for new knowledge and learning management systems aiming to capitalize the application of competencies management in to daily business life. The relevant discussion is initiated with the provision of several real world scenarios that summarize the key business challenges of competencies development, management and reuse, in the Education and Health Domains. The resulting list of requirements is used for a critical overview of limitations of current Technology Enhanced learning approaches especially in the context of real businesses. The concluding section of this chapter discusses the new insights that competencies management through SW and TEL approaches bring to well known business problems and reveals several streams of emerging research on the topic.

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