LDL for collaborative activities

2008 ◽  
pp. 224-251 ◽  
Author(s):  
Christine Ferraris ◽  
Christian Martel ◽  
Laurence Vignollet
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Virtual Learning Environment ◽  
Learning Activity ◽  
Modeling Language ◽  
Instructional Designers ◽  
Learning Design ◽  
Research Teams ◽  
Graphical Notations ◽  
Collaborative Activities

LDL (learning design language) is an educational modeling language which was conceived to model collaborative activities. It has roots in social sciences, mainly linguistics, sociology and ethnomethodology. It proposes seven concepts that allow instructional designers to build the model of a collaborative learning activity. It has both a visual and a textual notation, the latter being computer-readable. This means that the produced models can be easily operationalized and executed in an existing virtual learning environment. This chapter introduces LDL, its concepts and the graphical notations associated with each of them. The methodology proposed to facilitate the modeling is also presented. Its use is illustrated by the example of the planet game, which was practically tested with other research teams as a benchmark/competition during the ICALT 2006 conference.

LDL for Collaborative Activities

2011 ◽  
pp. 403-430
Author(s):  
Christine Ferraris ◽  
Christian Martel ◽  
Laurence Vignollet
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Virtual Learning Environment ◽  
Learning Activity ◽  
Modeling Language ◽  
Instructional Designers ◽  
Learning Design ◽  
Research Teams ◽  
Graphical Notations ◽  
Collaborative Activities

LDL (learning design language) is an educational modeling language which was conceived to model collaborative activities. It has roots in social sciences, mainly linguistics, sociology and ethnomethodology. It proposes seven concepts that allow instructional designers to build the model of a collaborative learning activity. It has both a visual and a textual notation, the latter being computer-readable. This means that the produced models can be easily operationalized and executed in an existing virtual learning environment. This chapter introduces LDL, its concepts and the graphical notations associated with each of them. The methodology proposed to facilitate the modeling is also presented. Its use is illustrated by the example of the planet game, which was practically tested with other research teams as a benchmark/competition during the ICALT 2006 conference.

scholarly journals Studying Collaboration Dynamics in Physical Learning Spaces: Considering the Temporal Perspective through Epistemic Network Analysis

Sensors ◽  
2021 ◽  
Vol 21 (9) ◽  
pp. 2898
Author(s):  
Milica Vujovic ◽  
Ishari Amarasinghe ◽  
Davinia Hernández-Leo
Keyword(s):  
Collaborative Learning ◽  
Temporal Analysis ◽  
Learning Design ◽  
Learning Spaces ◽  
Limited Evidence ◽  
Temporal Perspective ◽  
Learning Space ◽  
Collaboration Dynamics ◽  
Collaborative Activities

The role of the learning space is especially relevant in the application of active pedagogies, for example those involving collaborative activities. However, there is limited evidence informing learning design on the potential effects of collaborative learning spaces. In particular, there is a lack of studies generating evidence derived from temporal analyses of the influence of learning spaces on the collaborative learning process. The temporal analysis perspective has been shown to be essential in the analysis of collaboration processes, as it reveals the relationships between students’ actions. The aim of this study is to explore the potential of a temporal perspective to broaden understanding of the effects of table shape on collaboration when different group sizes and genders are considered. On-task actions such as explanation, discussion, non-verbal interaction, and interaction with physical artefacts were observed while students were engaged in engineering design tasks. Results suggest that table shape influences student behaviour when taking into account different group sizes and different genders.

scholarly journals The students’ perspectives of platforms used in virtual learning environment: a survey study in COVID-19 pandemic

LEKSIKA ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 48
Author(s):  
H Haryati
Keyword(s):  
Learning Environment ◽  
Educational Institution ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Digital Tools ◽  
Survey Study ◽  
Learning Activity ◽  
English Department ◽  
Internet Connection ◽  
It Impacts

COVID-19 has been the pandemic in Indonesia since March 2020. Drastically, it impacts on educational segment; therefore, the platforms of digital tools are able to be the best alternative way to overwhelm this issue and to strengthen the material delivery conducted by educational institution including universities. They can be beneficial tools in COVID-19 pandemic condition as teachers’ assistance. Due to these issues, this study was conducted to determine students’ perspective on the implementation of platforms in virtual learning environment during Covid-19 pandemic. This study involved 105 participants of the sixth semester students of English department of Universitas Pamulang. To obtain the data, the writer distributed a survey consisting 3 major questions (the platform reference, the advantages and the challenges); the students handed the reflective notes in to all questions related to the implementation of virtual learning in COVID-19 pandemic situation. The findings revealed that the students prefer having screen recording in learning activity (38.10%), Google Meeting (28.57%), Kahoot (19.04%), and Ed Puzzle (14.29%). Furthermore, the advantages of the platforms are time flexibility, effective platforms, less quota, interaction, fun application, the mastery of grammar; however, the challenges are monotonous activity, the students’ boredom, difficult to create an account, poor responses, poor internet connection and inequivalent schedule. 

scholarly journals DESAIN MODEL PEMBELAJARAN ONLINE SEBAGAI UPAYA MEMFASILITASI BELAJAR DI TEMPAT KERJA

2019 ◽  
Vol 20 (1) ◽  
pp. 17-24
Author(s):  
Syaiputra Wahyuda Meisa Diningrat
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Model ◽  
Instructional Designers ◽  
Learning Design ◽  
Design Framework ◽  
Vocational High School ◽  
Integrative Learning ◽  
Self Regulated Learning ◽  
School Based

Vocational high school in Indonesia is familiar with the concept of dual system education program. There are two places of learning such as school-based learning and work-based learning. A few vocational education institutions have claimed that during carry out work-based learning, they ask students to master some competencies through self-regulated learning without a learning environment that planned. Therefore, this article aims to give an integrative learning design framework for online learning as an effort to guide educators and instructional designers in designing and developing online learning environment that meet with the students need. Shifting roles of educators and instructional designers in online learning, each component within integrative learning design framework for online learning, as well as the features of online learning model are discussed here. So that, educators and instructional designers who want to design online learning model could not only avoid mistakes but also reduce the failure.

scholarly journals Engaging Virtual Learning Environment System to Enhance Communication and Collaboration Skills among ASEAN Higher Education Learners

2016 ◽  
Vol 11 (04) ◽  
pp. 103 ◽  
Author(s):  
Jintavee Khlaisang ◽  
Kemmanat Mingsiritham
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Learning Environment ◽  
Undergraduate Students ◽  
21St Century ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Learning Activity ◽  
Cultural Community ◽  
Collaboration Skills

The study aims to design and develop a Virtual Learning Environment (VLE) system to enhance the communication and collaboration skills of higher education learners in the ASEAN cultural community. The system was developed based on a literature review of ASEAN to identity its educational goals for 2015, as well as the subjects of open learning, VLE, active learning, activity based learning, ASEAN cultural community, and collaboration and communication skills in 21st century. The results of the literature review were developed into a questionnaire for 400 higher education instructors. The survey results were then tabulated using G* Power and were analyzed using Exploratory Factor Analysis (EFA) to find the core elements to be developed to be an appropriate VLE system. The resulting system was tested using a sample group of 30 volunteer undergraduate students from 5 ASEAN member countries. Data analysis using t-test dependent indicated that there was statistical difference between pre and post self-assessment scores of the 21st century skills in communication and collaboration at a 0.05 level of significance. The result was consistent with the results of behavior and trace observations and the quality of project assignments produced using the system. The system developed consisted of four elements was approved by experts in the education field.

Collaborative Activities Management System Model (CAMS) for Web-based Virtual Classrooms

2017 ◽  
Vol 2 (2) ◽  
pp. 1-14
Author(s):  
Ibam E. Onwuka ◽  
Agbonifo O. Catherine ◽  
Adewale O. Sunday
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Management System ◽  
Learning Systems ◽  
Learning System ◽  
System Model ◽  
Online Collaborative Learning ◽  
Individual Participant ◽  
E Learning ◽  
Collaborative Activities

Online collaborative learning systems have emerged as one of the most valuable aspects of e-learning systems. E-learning products that lack features for online collaboration among participants are deemed to be incomplete or sub-standard. Collaboration modules within an e-learning system consist of assets for group communication and work “spaces” and facilities. Activities within the collaborative framework of an e-learning system advances collaborative social interaction and the social construction of knowledge. Participants in an e-learning environment get involved in many activities which if not well coordinated could hamper collaboration instead of enhancing it. Therefore, the need to create measurable tools (models) that can coordinate these collaborative activities and provide up-to-date information or status of individual participant and group participants in collaborative activities within an e-learning environment has become inevitable. This work seeks to presents the design of activities management system model for online collaborative learning systems. The model contains some mathematical models for determining the level of involvements of a participant or groups in online classes (class attendance), discussions, project and polls. Their levels of participation are assigned weights and their aggregate value interpreted to give up-to-date status of their involvement in collaborative activities. The model is developed using WAMP tools.

Faculty Perception of Virtual 3-D Learning Environment to Assess Student Learning

2018 ◽  
pp. 1827-1853
Author(s):  
Anita Cassard ◽  
Brian W. Sloboda
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Instructional Designers ◽  
Anecdotal Evidence ◽  
Comprehensive Examination ◽  
Assessment Of Student Learning

This chapter presents some of the methods and approaches that are used in the assessment of student outcomes in 3-D virtual learning environments. Distance learning or eLearning that includes the 3-D virtual learning environments have been increasing dramatically because of the rise in demand by students. Because of this advent in eLearning, assessment of the outcomes is crucial when measuring student learning. In addition to the measurement of student learning, the instructional designers will need assessment of student learning as a means to upgrade the 3-D virtual learning environments and maintain the relevancy of the content for students. Much of the research on measurement of outcomes is based on anecdotal evidence provided by students. A comprehensive examination of assessment of the 3-D virtual learning environment becomes paramount, so educators will have a better idea how to carefully assess outcomes of student learning.

Collaborative Learning in the Internet Learning Space

2002 ◽  
Vol 16 (4) ◽  
pp. 249-259 ◽  
Author(s):  
Mizue Kayama ◽  
Toshio Okamoto
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Style ◽  
Learning Activity ◽  
The Internet ◽  
Learning Support ◽  
Learning Space ◽  
Synchronous Learning ◽  
Internet Learning ◽  
Remote Learning

The purpose of this study is to support learning activity in the Internet learning space. In this paper, the authors examine knowledge management and the presentation of information for collaborative learning support. RAPSODY-EX (Remote and Adaptive Educational Environment: A Dynamic Communicative System for Collaborative Learning) is a remote learning support environment organized as a learning infrastructure. RAPSODY-EX can effectively carry out collaborative learning support in asynchronous and synchronous learning modes. Remote learning is a learning style in which both individual and collaborative learning are carried out via a multimedia communication network. In the remote learning environment, the arrangement and integration of information are designed to support the decision making of learners and mediators. The aim of the project is to construct a continuously growing digital portfolio database. In addition, the architecture required for the learning environment which includes such a database is examined.

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