UML-based Modeling of Educational Components for Cooperative Problem-based Learning Situation Design

2004 ◽  
pp. 165-191 ◽  
Author(s):  
P. Laforcade
Keyword(s):  
Problem Based Learning ◽  
Learning Tools ◽  
Learning Situation ◽  
Open Learning ◽  
Computer Aided ◽  
Common Learning ◽  
Distribution Of Components ◽  
Computer Aided Learning

As common learning situations, Problem-Based Learning Situations (PBLS) require accurate template models in which the roles of tutor and learner participate in varied codified cooperative activities. This chapter discusses the use of the UML formalism to first build such customizable models, and next to derive Educational Components (EC) from models. The chapter contributes to reduce the lack of flexibility in “open” learning tools where distribution of components applies with some difficulty. It purposefully introduced the designer role for problem-based learning situations. This designer aims to assemble educational components in order to offer computer-aided learning supports. Model examples and techniques for the implementation of components are also briefly evoked.

scholarly journals Assessment of the Protection and Efficiency of Work of Information Systems Used in the Mining Industry

2019 ◽  
Vol 105 ◽  
pp. 03003
Author(s):  
Gulzira Mukasheva ◽  
Natalya Stenina ◽  
Kakim Sagindykov
Keyword(s):  
Information Systems ◽  
Mining Industry ◽  
Semantic Networks ◽  
Open Pit ◽  
Open Pit Mining ◽  
Information Flows ◽  
Learning Tools ◽  
Computer Aided ◽  
The Right ◽  
Computer Aided Learning

The issues of digitalization of the mining industry, including open-pit mining, are considered. The issues of the use of semantic systems as an element of information flows, allowing to determine and select the right decisions in the process of mining management, in particular, in the mining of minerals by open mining, are covered. The article formulates requirements for semantic networks for the description of material in computer-aided learning tools and analyzes the most well-known models of semantic networks.

Does the use of computer-aided learning tools affect learning performance?

2009 ◽  
Vol 6 (3) ◽  
pp. 275
Author(s):  
Zsolt Ugray ◽  
Carl Ellsworth ◽  
Matthew T. Manley ◽  
Kyliann Erickson
Keyword(s):  
Learning Performance ◽  
Learning Tools ◽  
Computer Aided ◽  
Computer Aided Learning

scholarly journals Problem-based Web-based Teaching in a Computational Linguistics Curriculum

2003 ◽  
Vol 17 (5) ◽  
Author(s):  
Kai-Uwe Carstensen ◽  
Michael Hess
Keyword(s):  
Distance Learning ◽  
Computational Linguistics ◽  
Interactive Learning ◽  
Problem Based Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Web Based ◽  
Web Based Learning ◽  
Computer Aided ◽  
Computer Aided Learning

This paper presents an approach for combining web-based learning (WBL) with problem-based learning (PBL), aiming at computer aided learning (CAL) support for introductory lectures to Computational Linguistics. Contrary to most current learning paradigms, we neither follow the "platform + content"-approach of current learning management systems used for distance learning, nor focus on the collaborative aspects of PBL. Instead we propose a text-centred concept for individual learning featuring problem-based interactive learning applications (TIP).

KEEFEKTIFAN MODEL GUIDED DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN KETERAMPILAN BERPIKIR KRITIS

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 17-27
Author(s):  
Dian Noer Asyari
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Learning Tools ◽  
Learning Situation ◽  
Guided Discovery

Discovery learning is a learning situation on wich the principle content of what is tobe learned is not give but must be independly discovered by student. The effectiveness of guided discovery learning model to improve students’ critical thinking skills uses 6 indicators, are: formulating problems, formulating hypotheses, analyzing date, providing alternatives, summing up, communicating and applying principle. The guided discovery learning model was included in the effective category in terms of: (a) Improvement (N-gain) of students’ critical thinking skills by 0.65 with moderate criteria and (b) Students respond positively to learning using guided discovery learning model and its learning tools on implementation.

Computer-aided Learning in Orthodontics: is there any out there?

2001 ◽  
Vol 28 (4) ◽  
pp. 314-316 ◽  
Author(s):  
David Bearn ◽  
Christopher Lowe
Keyword(s):  
Computer Aided ◽  
Computer Aided Learning
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