Moving Toward the Digital Learning Environment

2011 ◽  
pp. 369-396
Author(s):  
Kar-Tin Lee
Keyword(s):  
Lessons Learned ◽  
Added Value ◽  
Instructional Designers ◽  
Digital Learning ◽  
Science Content ◽  
Online Delivery ◽  
Digital Learning Environment ◽  
E Learning ◽  
Open Content

This chapter reports on a case study that examines the process of implementing an e-learning management system (ELMS) for learning science in secondary schools in Hong Kong. It describes the challenges, issues and problems associated with creating science content and then integrating it with both a diagnostic and an open-content marking tool. The study had two broad objectives: (1) to analyze and document the process of designing and implementing the ELMS and (2) to evaluate the overall impact of these practices. To achieve its purpose a team of instructional designers worked closely with content and technology experts to digitize science content for online delivery. The system facilitates timely and dynamic diagnosis of student weaknesses. It is argued that when teachers are actively involved in an implementation of a technology-rich environment, they begin to see the benefits of teaching science differently. Given the opportunity to use the online system, students also tend to take more responsibility for their own learning. Data from participants indicate that the ELMS provides added value to the teaching of science. Lessons learned from this case study should assist others who wish to implement similar systems in the future.

Emergency LMS Training During COVID-19 at an African University of Technology

2020 ◽  
Vol 11 (1) ◽  
pp. 113-113
Author(s):  
Leanri van Heerden
Keyword(s):  
South African ◽  
Instructional Designers ◽  
Delivery Mode ◽  
Skills Acquisition ◽  
Online Delivery ◽  
Face To Face ◽  
Department Of Health ◽  
University Of Technology ◽  
E Learning ◽  
Participant Perspectives

After the #FeesMustFall strikes that have been haunting South African universities since 2015, Instructional Designers felt pretty confident that they can drive their institutions through any dilemma. Along came the 2020 COVID-19 epidemic and they realised they have been playing in the kiddie pool all along. On 23 March 2020, President Cyril Ramaphosa announced a national lockdown level 5 to start on 26 March 2020 (Department of Health, 2020). Three days head start for a three-week lockdown (which was eventually extended till the time of writing) was a logistical nightmare for even the most technology driven universities. All staff were sent home with only enough time to grab their office plants and laptops and no idea how they were going to move forward. The issue with staff and students all working from home is that the lecturers working at the Central University of Technology (CUT), being primarily a face-to-face delivery university, was completely unprepared for moving their traditional and blended approaches to completely online. In their study, Mogeni, Ondigi and Mufo (2020) found that most of the investigated teachers were not empowered enough to deliver instruction fully online and either needed to be retrained, receive further specialised training or be trained completely from scratch. A lack of confidence in the delivery mode of instruction will cause even the most knowledgeable subject spcialist to fail in their task. At the CUT lecturers needed a way of quickly acquiring the necessary skills to deliver their content and assessments on the institution Learning Management System (LMS). The aim of this paper is to measure participant perspectives of an emergency intervention to facilitate the process of online delivery skills acquisition quickly and online. To ensure relevant results a systematic process of designing an intervention and recording participant perspectives is necessary. This extended abstract will take a look at the methods used to drive the paper, briefly discuss the results and findings, and lastly explore the implications and significance of the research for the use of higher education institutions for emergency LMS training. Keywords: LMS training; e-Learning; Online Instruction; Instructional Design

Developing an E-Learning Course for a Global Legal Firm

2012 ◽  
pp. 133-154
Author(s):  
Gemma Baltazar
Keyword(s):  
Risk Management ◽  
Training Program ◽  
Management Training ◽  
Lessons Learned ◽  
Online Course ◽  
Firm Risk ◽  
E Learning ◽  
Overall Risk

This case study describes the considerations, challenges, and lessons learned in developing this online course, which is the foundation of an overall risk management training program for the Firm. Risk management is a very broad, deep, and complex topic which impacts the practice of law in many different ways. Recognizing that it is in meaningful discussions where learning most likely takes place, the project team’s challenge was to design an e-learning course that allows sufficient interactivity to engage the learner and stimulate thinking around issues they encounter in whatever legal area, and at whatever level they practice.

Lessons in Implementing a Learning System in a University

2008 ◽  
pp. 1291-1303
Author(s):  
Fiona Darroch ◽  
Mark Toleman
Keyword(s):  
Lessons Learned ◽  
Learning System ◽  
Pedagogical Issues ◽  
Learning Space ◽  
University Environment ◽  
Organizational Challenges ◽  
Organizational Issues ◽  
E Learning ◽  
The Many

This chapter examines the implementation of two learning management systems (LMS) in a university environment. Within the context of a case study and from the perspective of academic users, there is a review of the technological and organizational challenges that arise. There is an in-depth analysis of the implementation in terms of what went well and what should be done differently (i.e., lessons learned). Along with the macro-environmental factors that influence the global e-learning space, the related pedagogical issues, learning models, and technological toolsets are also explored. The authors hope that the experiences chronicled in the case study may act as a lesson to others contemplating such a project of the many technical and organizational issues that need to be addressed, with an emphasis on understanding the importance of the viewpoint of academic users.

scholarly journals E-Learning in Engineering through Videoconferencing: The Case of the Addis Ababa Institute of Technology

2013 ◽  
Vol 3 (2) ◽  
pp. 9
Author(s):  
Bedilu Habte
Keyword(s):  
Addis Ababa ◽  
Lessons Learned ◽  
Limited Resources ◽  
Successful Implementation ◽  
Developing Nation ◽  
Higher Education System ◽  
E Learning ◽  
Institute Of Technology ◽  
Teaching Learning

In addition to their ability to reach distant learners, interactive e-learning environments have the potential to make the teaching-learning process more effective. This paper highlights some of the e-learning implementation efforts at the Addis Ababa Institute of Technology (AAiT) in Ethiopia. This case study shows that limited resources do not deter a developing nation to exploit the power of e-learning. Based on feedback from participants in the first national videoconferencing program held in Ethiopian higher education system between October 2011 and June 2012, the paper addresses the lessons learned and recommended actions for moving forward to a successful implementation of e-learning in Ethiopia, particularly in a videoconferencing mode.

Lessons in Implementing a Learning System in a University

2011 ◽  
pp. 261-276 ◽  
Author(s):  
Fiona Darroch ◽  
Mark Toleman
Keyword(s):  
Lessons Learned ◽  
Learning System ◽  
Pedagogical Issues ◽  
Learning Space ◽  
University Environment ◽  
Organizational Challenges ◽  
Organizational Issues ◽  
E Learning ◽  
The Many

This chapter examines the implementation of two learning management systems (LMS) in a university environment. Within the context of a case study and from the perspective of academic users, there is a review of the technological and organizational challenges that arise. There is an in-depth analysis of the implementation in terms of what went well and what should be done differently (i.e., lessons learned). Along with the macro-environmental factors that influence the global e-learning space, the related pedagogical issues, learning models, and technological toolsets are also explored. The authors hope that the experiences chronicled in the case study may act as a lesson to others contemplating such a project of the many technical and organizational issues that need to be addressed, with an emphasis on understanding the importance of the viewpoint of academic users.

scholarly journals Digital Innovation Hubs as a Tool for Boosting Biomass Valorisation in Regional Bioeconomies: Andalusian and South-East Irish Case Studies

2020 ◽  
Vol 6 (4) ◽  
pp. 115
Author(s):  
Marta Macias Aragonés ◽  
Gloria de la Viña Nieto ◽  
María Nieto Fajardo ◽  
David Páez Rodríguez ◽  
James Gaffey ◽  
...  
Keyword(s):  
Lessons Learned ◽  
Added Value ◽  
Information And Communications Technologies ◽  
Digital Innovation ◽  
Communication Plan ◽  
Communications Technologies ◽  
Biomass Valorisation ◽  
Irish Case ◽  
The Internet Of Things

Regional bioeconomy development is directly linked to the availability and access to bioresources. Therefore, it is necessary to trigger opportunities for information and communications technologies (ICTs), the Internet of things (IoT) and Industry 4.0 solutions to increase the efficiency of high potential value biomass supply chains, improving this way the accessibility of bioresources. This study aims to present the results achieved through the development of Digital Innovation Hubs (DIHs) as a tool able to boost biomass valorisation, reshaping regional bioeconomy. The objective was to shape these DIHs and assess how stakeholders could be engaged and benefit from such initiatives. This has been attained through the design and implementation of DIHs in two case-study regions, Andalusia (Spain) and south-east Ireland (Ireland). The approaches and results for stakeholders’ engagement, barrier mitigation, DIH structure and activities are presented. So far, more than 100 stakeholders have been engaged, more than 50 business opportunities have been promoted and a set of support services and events have been carried out. Main lessons learned are (1) about the relevance of understanding the needs of stakeholders, (2) impact is bigger when relevant regional industries (rather than academia/technology providers) discuss the technologies they have integrated and how these have improved efficiency or added value to their processes, and (3) about the importance of the communication plan and a well-formed DIH service definition.

scholarly journals Communities of inquiry in curriculum approach to online learning: Strengths and limitations in context

2016 ◽  
Author(s):  
Trudi Cooper ◽  
Rebecca Scriven
Keyword(s):  
Community Of Inquiry ◽  
Traditional Classroom ◽  
Future Research ◽  
Digital Learning ◽  
Digital Learning Environment ◽  
The World ◽  
Truth Claims ◽  
Universal Truth ◽  
Design Heuristic

The case study discussed in this article examines how the community of inquiry (CoI) model (Garrison, Anderson, & Archer, 2010) was used to redesign the digital learning environment in the context of an Australian university. Some purposes were to replicate features of a traditional classroom and to support collaboration between professionals with different expertise. The discussion addresses three questions. Firstly, how useful was the CoI model in context and to what extent was the success (or failure) of the redevelopment attributable to the CoI? Secondly, what are the implications for current debates about the CoI model? Thirdly, what are the emergent issues and areas for future research? The paper concludes that the CoI model was useful as a communication and design heuristic rather than as a model that makes universal truth claims about the world.

scholarly journals Creating and Using Learning Objects in Qualitative Research Education

2015 ◽  
Author(s):  
Ronald Chenail ◽  
Jennifer Spong ◽  
Jan Chenail ◽  
Michele Liscio ◽  
Lenworth McLean ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Qualitative Data ◽  
Learning Objects ◽  
Lessons Learned ◽  
Digital Learning ◽  
Educational Materials ◽  
Research Education ◽  
Digital Learning Environment ◽  
Software Applications ◽  
Open Coding

Based upon the lessons learned and the educational materials generated from a doctoral course on qualitative data analysis, a group of doctoral students, their professor, and a linguistics consultant launched an on- going project to create a series of reusable learning objects designed to help other groups of students and professors learn how to analyze qualitative data. The results of the first six months of this project are shared, as the team describes how they have begun to use instructional design and software applications to create a digital learning environment in the form of a series of activities engineered to help analysts learn how to master grounded theory open coding.

scholarly journals USE OF MOBILE DEVICES FOR E-LEARNING IN GEOMATICS

2015 ◽  
Vol XL-6/W1 ◽  
pp. 5-8 ◽  
Author(s):  
H. Mills
Keyword(s):  
Mobile Devices ◽  
Learning Approach ◽  
Digital Learning ◽  
Teaching Environment ◽  
Learning And Teaching ◽  
Digital Learning Environment ◽  
Laser Scanners ◽  
E Learning ◽  
Catch Up ◽  
Incoming Students

For the last 4 years, the School of Civil Engineering & Geosciences at Newcastle University, UK adapted mobile devices as learning approach only for undergraduate within Geomatics. All incoming students were given a mobile device as learning tool, which was supposed to be there main way to accessing teaching material. This paper will present how students adopted the mobile devices and how their learning has changed using mobile devices. It will highlight which apps can be used in a Geomatics teaching environment to engage students in their learning and teaching environment. The paper will furthermore look into apps which help students within the area of Photogrammetry and Remote Sensing, such as the Autodesk 123D catch up or the Remote RDP app to remotely control surveying instrumentations, such as laser scanners. Those apps are easy tools to engage students within digital learning environment which the students are familiar with. The paper will show how students embrace the technology but also current limitation of using those within Higher education establishments, such as sufficient Wifi and student support for using mobile devices.

eStout: a digital learning environment program case study

2017 ◽  
Vol 25 (4) ◽  
pp. 242-249
Author(s):  
Phillip Stoeklen ◽  
Justin J. Sullivan ◽  
M. Justin Miller ◽  
Meridith Drzakowski ◽  
Sasha King
Keyword(s):  
Data Collection ◽  
Learning Environment ◽  
Lessons Learned ◽  
Digital Learning ◽  
Content Type ◽  
Digital Learning Environment ◽  
University Of Wisconsin ◽  
Faculty Concerns ◽  
Faculty Surveys ◽  
The University

Purpose This paper aims to discuss the evolution of a digital learning environment in higher education as a result of ongoing data collection and evaluation. Design/methodology/approach The manuscript is based on a digital learning environment intervention at the University of Wisconsin-Stout and is informed by evaluation data collected from student and faculty surveys annually between 2002 and 2016. Survey themes changed annually based on student/faculty concerns and interests, and program management used this feedback to make modifications to program scope and offerings. Findings The digital learning environment at the University of Wisconsin-Stout has been effective in providing faculty and students with the tools they need to be successful. This success is largely due to the ongoing commitment to data collection and evaluation at the University of Wisconsin-Stout and has ensured that the digital learning environment stays modern and adaptive. Originality/value This manuscript is the culmination of 15 years of ongoing evaluation practice and thus provides valuable best practices and lessons learned for educators/educational institutions hoping to improve or create their own digital learning environment.

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