The Future of Assessment for Personalized Naturalistic Learning

2019 ◽  
pp. 2053-2066
Author(s):  
Lauren Reinerman-Jones ◽  
Martin S. Goodwin ◽  
Benjamin Goldberg
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Intelligent Tutoring ◽  
Virtual Learning Environments ◽  
Open Architecture ◽  
Learning Paradigm ◽  
Tutoring Systems ◽  
On Demand ◽  
New Learning

Education in general has transcended boundaries of a physical classroom and given rise to the phenomenon of ubiquitous learning (u-learning) and the ability to access knowledge on-demand. To understand the effect of learning as it is evolving, the present chapter puts forth a framework of formal, non-formal, and informal virtual learning environments discussed on the basis of nine components. As the learning environment changes, the role of assessment within this new learning paradigm must be reconsidered. The chapter concludes with a discussion of integrating assessment into intelligent tutoring systems and the importance of designing such systems as open architecture for accommodation of a variety of domains.

The Future of Assessment for Personalized Naturalistic Learning

2017 ◽  
pp. 225-238
Author(s):  
Lauren Reinerman-Jones ◽  
Martin S. Goodwin ◽  
Benjamin Goldberg
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Intelligent Tutoring ◽  
Virtual Learning Environments ◽  
Open Architecture ◽  
Learning Paradigm ◽  
Tutoring Systems ◽  
On Demand ◽  
New Learning

Education in general has transcended boundaries of a physical classroom and given rise to the phenomenon of ubiquitous learning (u-learning) and the ability to access knowledge on-demand. To understand the effect of learning as it is evolving, the present chapter puts forth a framework of formal, non-formal, and informal virtual learning environments discussed on the basis of nine components. As the learning environment changes, the role of assessment within this new learning paradigm must be reconsidered. The chapter concludes with a discussion of integrating assessment into intelligent tutoring systems and the importance of designing such systems as open architecture for accommodation of a variety of domains.

Making Content Available to Law Students Through a Virtual Learning Environment: Fountains of Knowledge or a Drop in the Ocean?

2018 ◽  
Vol 18 (2) ◽  
pp. 98-103 ◽  
Author(s):  
Lizz Edwards-Waller
Keyword(s):  
Decision Making ◽  
Learning Environment ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Law Students ◽  
Virtual Learning Environments ◽  
Decision Making Process

AbstractVirtual learning environments (VLEs) are successfully used by many institutions to provide content which supports and enhances taught courses. In this article, Lizz Edwards-Waller explores the role of the library in uploading articles, case notes and book excerpts to a VLE for law students, and discusses the need for librarians to collaborate with course leaders and administrators. The article also considers the decision-making process involved in determining which resources to make available and highlights some key copyright issues to be aware of.

scholarly journals Educational elements of instructional design to enhance the construction of virtual learning environments

2020 ◽  
pp. 1-7
Author(s):  
Nadia Sarahi URIBE-OLIVARES ◽  
Paul Rafael SIORDIA-MEDINA ◽  
Aldo ZEA-VERDÍN
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Virtual Education ◽  
Instructional Designers ◽  
Administrative Staff ◽  
Educational Model ◽  
Professional Profile

From the perspective of experts in instructional design, what pedagogical elements favor the construction of virtual learning environments? It is the question that guides the present investigation. Education has had significant changes in recent decades, so institutions would be expected to transform. The management of educational change must be carried out from within the institutions themselves, who, through the operability of their educational model, foster the learning of their students. The innovation elements of an institution involve the entire educational community. The pedagogical foundations must permeate the management team, teachers and administrative staff to achieve true educational quality in any educational modality. This research focuses on the particularities of the virtual modality. It aims to analyze the different perspectives of instructional designers of institutions of higher and higher education regarding what pedagogical elements are necessary in offering virtual education. It also analyzes the professional profile of those who exercise the role of instructional designer in the different institutions.

Increasing Research Students' Engagement through Virtual Communities

2015 ◽  
pp. 50-75
Author(s):  
Maria Limniou ◽  
Clare Holdcroft ◽  
Paul S. Holmes
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Virtual Communities ◽  
Virtual Community ◽  
Virtual Learning Environment ◽  
Discussion Forums ◽  
Technical Issues ◽  
Research Students ◽  
Geographical Space

This chapter describes important issues regarding research students' participation in a virtual community. Within a virtual community, university staff can communicate with research students without geographical/space constraints, and research students can exchange views, materials, and experience with their peers and/or academics in a flexible learning environment. Students' participation in virtual communities is mainly based on socio-emotional and informational motivations. Initially, this chapter describes the conditions of research in a traditional environment and the role of students and academics in it, along with the role of pedagogical and psychological aspects in virtual communities. Examples from a university virtual community developed in a Virtual Learning Environment and a Facebook™ closed group are presented. Apart from discussion forums, blended learning activities also increase students' engagement in virtual communities. Technical issues and difficulties based on different learning environments and university members' experience and familiarity with technology are highlighted and discussed.

Towards a Model of Playful Learning

2016 ◽  
pp. 263-280
Author(s):  
Raphael Raphael
Keyword(s):  
Middle School Students ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Community Schools ◽  
Research Experience ◽  
School Students ◽  
Game Mechanics ◽  
Narrative Account

What is the role of play in learning? What ways can we as educators leverage our students' extracurricular digital lives in meaningful ways in our digital and physical learning environments? What roles can the elements of game mechanics and game thinking serve towards these ends, especially in a blended learning environment? These are some of the initial questions that guided my action research at the American Community Schools, Athens (ACS). My project considers the efficacy of employing gamification strategies within a blended learning environment. This chapter in turn provides a brief narrative account of my research experience, focusing on an entrepreneur simulation in the ACS Academy (High School), and a series of gamified interventions done with ACS middle school students. It closes with a brief gamification toolset, a series of practical considerations drawn from this field experience and relevant research that may be helpful for teachers and administrators interested in exploring ways to gamify their own digital and physical learning communities or spaces.

Designing Web-Based Educational Virtual Reality Environments

2010 ◽  
pp. 157-178 ◽  
Author(s):  
Kosmas Dimitropoulos ◽  
Athanasios Manitsaris
Keyword(s):  
Distance Education ◽  
Virtual Reality ◽  
Learning Environments ◽  
World Wide ◽  
Virtual Learning Environments ◽  
Virtual Reality Technology ◽  
Web Based ◽  
Learning Content ◽  
The Web

This chapter aims to study the benefits that arise from the use of virtual reality technology and World Wide Web in the field of distance education, as well as to further explore the role of instructors and learners in such a network-centric mode of education. Within this framework, special emphasis is given on the design and development of web-based virtual learning environments so as to successfully fulfil their educational objectives. In particular, the chapter includes research on distance education on the Web and the role of virtual reality, as well as study on basic pedagogical methods focusing mainly on the efficient preparation, approach and presentation of the learning content. Moreover, specific designing rules are presented considering the hypermedia, virtual and educational nature of this kind of applications. Finally, an innovative virtual reality environment for distance education in medicine, which reproduces conditions of the real learning process and enhances learning through a real-time interactive simulator, is demonstrated.

Intelligent Tutoring and Games (ITaG)

2010 ◽  
pp. 44-65 ◽  
Author(s):  
Danielle S. McNamara ◽  
G. Tanner Jackson ◽  
Art Graesser
Keyword(s):  
Conceptual Framework ◽  
Learning Environments ◽  
Functional Groups ◽  
Intelligent Tutoring ◽  
Learning Systems ◽  
Potential Solution ◽  
Learning Gains ◽  
Tutoring Systems ◽  
System A ◽  
Insight Into

Intelligent Tutoring Systems (ITSs) have been producing consistent learning gains for decades. The authors describe here a conceptual framework that provides a guide to how adding game-based features and components may improve the effectiveness of ITS learning environments by improving students’ motivation to engage with the system. A problem consistently faced by ITS researchers is the gap between liking and learning. ITSs effectively produce learning gains, but students often dislike interacting with the system. A potential solution to this problem lies in games. ITS researchers have begun to incorporate game-based elements within learning systems. This chapter aims to describe some of those elements, categorize them within functional groups, and provide insight into how elements within each category may affect various types of motivation.

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