Evolving Learning in the Stuff Swamp

2003 ◽  
pp. 211-228 ◽  
Author(s):  
Jon Dron ◽  
Chris Boyne ◽  
Richard Mitchell
Keyword(s):  
Learning Environments ◽  
Cold Start ◽  
Learning Resources ◽  
Future Directions ◽  
Web Based ◽  
Natural Systems ◽  
Self Organisation ◽  
Emergent Structure ◽  
Cold Start Problem

This chapter describes the theory, background and some uses of CoFIND (Collaborative Filter in N Dimensions), a Web-based database of learning resources which is created by and for learners. CoFIND is designed to exploit principles of evolution and self-organisation to create an emergent structure to learning resources. Through the manipulation of learner-supplied metadata such as classifications and ratings, this structure shapes itself to the needs of the learners who create it, providing something akin to guidance traditionally supplied by a teacher. The chapter starts with a discussion of the weaknesses of existing means for groups of learners to discover learning resources including search engines, directories, seals of approval, and collaborative filters. It considers a range of methods by which self-organisation is achieved in natural systems (notably evolution and stigmergy) and which underpin the CoFIND system. CoFIND is described and examples are given of some of its uses. The authors discuss some issues which arise, especially its cold-start problem, influences of surrounding systems and the role of motivation. The chapter concludes with a discussion of potential future directions for CoFIND and identifies some other aspects of learning environments which may benefit from such a self-organising system.

scholarly journals Digital Citizenship and Distance Education

2021 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Learning Environments ◽  
School Community ◽  
Digital Citizenship ◽  
Learning Resources ◽  
Online Learning Environments ◽  
Emerging Issues ◽  
School Librarianship

This chapter describes the role of digital citizenship, particularly as it relates to school librarianship in online learning environments. It discusses the need for digital citizenship, its curriculum and standards, its place in school librarianship program preparation, distance education issues, learning resources, and implementation for the school community. Emerging issues are also noted.

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.

Individual Learning and Emotional Characteristics in Web-based Communities of Practice

2010 ◽  
pp. 113-127
Author(s):  
Nikos Tsianos ◽  
Zacharias Lekkas ◽  
Panagiotis Germanakos ◽  
Constantinos Mourlas
Keyword(s):  
Learning Styles ◽  
Communities Of Practice ◽  
Learning Environments ◽  
Learning Style ◽  
Individual Characteristics ◽  
Web Based ◽  
Shared Learning ◽  
Processing Styles ◽  
Theoretical Assumptions

The knowledge management paradigm of communities of practice can be efficiently realized in Web-based environments, especially if one considers the extended social networks that have proliferated within the Internet. In terms of increasing performance through the exchange of knowledge and shared learning, individual characteristics, such as learners’ preferences that relate to group working, may be of high importance. These preferences have been summarized in cognitive and learning styles typologies, as well as emotional characteristics which define implications that could serve as personalization guidelines for designing collaborative learning environments. This chapter discusses the theoretical assumptions of two distinct families of learning style models, cognitive personality and information processing styles (according to Curry’s onion model), and the role of affection and emotion, in order to explore the possibilities of personalization at the group level of CoP.

scholarly journals Reflections in cyberspace: Web conferencing for language teacher education

2001 ◽  
Vol 17 (2) ◽  
Author(s):  
E. Marcia Johnson ◽  
Ann Bishop ◽  
Anna Holt ◽  
Jennifer A. Stirling ◽  
Janice Zane
Keyword(s):  
Learning Environments ◽  
Collaborative Group ◽  
Task Structure ◽  
Web Conferencing ◽  
Student Knowledge ◽  
Language Teacher Education ◽  
Web Based ◽  
Personal Learning ◽  
E Learning

This paper reports on an in depth evaluation of a distance format Applied Linguistics course in which web based computer conferencing was used as a tool to support student knowledge construction and collaborative group work. Students and their teacher reflected on what they expected from the course, whether or not computer supported discussion was effective for personal learning, and how e-learning environments could be improved. The findings are reported within categories of social cohesion and the role of online discussion to support meaningful experiential learning. More generally, the paper discusses how situated evaluation can help educators gain a better understanding of the roles of task, structure, and language use in e-learning environments.

scholarly journals Survey Based Classification of Bug Triage Approaches

2016 ◽  
Vol 1 (1) ◽  
pp. 1-11
Author(s):  
Asmita Yadav ◽  
Sandeep Kumar Singh
Keyword(s):  
Machine Learning ◽  
Load Balancing ◽  
Cold Start ◽  
Future Directions ◽  
Meta Data ◽  
Bug Triaging ◽  
Comprehensive Survey ◽  
Cold Start Problem

This paper presents a comprehensive survey of bug triaging approaches in three classes namely machine learning based, meta-data based and profile based. All approaches under three categories are critically compared and some potential future directions and challenges are reported. Findings from the survey show that there is a lot of scope to work in cold-start problem, developer- profiling, load balancing, and reopened bug analysis.

Using Ontology for Personalized E-Learning in K-12 Education

2010 ◽  
pp. 301-309 ◽  
Author(s):  
Petek Askar ◽  
Arif Altun ◽  
Kagan Kalinyazgan ◽  
S. Serkan Pekince
Keyword(s):  
Learning Environment ◽  
Semantic Web ◽  
Learning Environments ◽  
Ontology Development ◽  
Future Directions ◽  
Web Based ◽  
Implementation Processes ◽  
Web Environment ◽  
E Learning ◽  
K 12

This chapter introduces the development of a K-12 education ontology for e-learning environments. It presents design and implementation processes, followed by several recommendations for future directions for ontology development. E-learning environments incorporate the notion of semantic Web-based ontologies into their future directions. Semantic Web uses ontologies to show the interconnectedness in a Web environment. Within the concept of semantic mapping, domain ontology is at the core of intelligent e-learning systems. In order to achieve an ontology for K-12 education, the authors propse a domainspecific ontology PoleONTO (Personalized Ontological Learning Environment) with the emphasis on its development and incorporation into an e-learning environment.

Employing Intelligent and Adaptive Methods for Online Learning

2004 ◽  
pp. 208-219 ◽  
Author(s):  
Bernard Mark Garrett ◽  
George Roberts
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Intelligent Systems ◽  
Educational Practice ◽  
Adaptive Methods ◽  
Learning Systems ◽  
Web Based ◽  
Tutoring Systems ◽  
Web Based Learning

In this chapter, we will explore the potential for employing artificial intelligence and adaptive methods into online learning applications. The existing and newly developing technologies for representing knowledge will be explored and the pedagogic implications for online learning discussed, including examining the roles of intelligent tutoring systems, decision support systems and pedagogic agents. In the wider context, the role of search engines, browsers and virtual learning environments will also be discussed in the context of intelligent systems, and the problems in implementing intelligent web based learning systems in mainstream educational practice.

Multi-User Virtual Environments for Learning Meet Learning Management

2009 ◽  
pp. 34-50 ◽  
Author(s):  
Daniel Livingstone ◽  
Jeremy Kemp ◽  
Edmund Edgar ◽  
Chris Surridge ◽  
Peter Bloomfield
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Second Life ◽  
Virtual Learning Environments ◽  
Learning Activities ◽  
Future Directions ◽  
Web Based ◽  
Learning And Teaching ◽  
Learning Platforms ◽  
Learning Management

Alongside the growth of interest in Games-Based Learning, there has been a notable explosion of interest in the use of 3D graphical multi-user virtual environments (MUVE) for learning. Platforms such as Second Life® or alternatives (Theresm, Active Worlds, OpenCroquet, and so on) have potential for online tuition in ways quite different from those offered by traditional Web-based Virtual Learning Environments (VLE, a.k.a. Learning Management System or LMS). The Sloodle project is working to integrate Second Life with the Moodle VLE – and to investigate how this might support learning and teaching with the Second Life platform. Second Life can be considered as a 3D client for Moodle learning activities, while a complimentary view is to consider Moodle as a back-end for Second Life learning activities – enabling virtual world learning activities integrated with Web-based class lists and grade books. The authors close by considering future directions and applications.

Sign in / Sign up

Export Citation Format

Share Document