Visual Design of coherent Technology-Enhanced Learning Systems

2008 ◽  
pp. 252-279
Author(s):  
Thierry Nodenot ◽  
Pierre Laforcade ◽  
Xavier Le Pallec
Keyword(s):  
Instructional Design ◽  
Knowledge Engineering ◽  
Technology Enhanced Learning ◽  
Formal Representation ◽  
Design Languages ◽  
The One ◽  
Computer Problem ◽  
Functional Components ◽  
Enhanced Learning

Visual instructional design languages currently provide notations for representing the intermediate and final results of a knowledge engineering process. As some languages particularly focus on the formal representation of a learning design that can be transformed into machine interpretable code (i.e., IML-LD players), others have been developed to support the creativity of designers while exploring their problem-spaces and solutions. This chapter introduces CPM (Computer Problem-based Metamodel), a visual language for the instructional design of Problem-Based Learning (PBL) situations. On the one hand, CPM sketches of a PBL situation can improve communication within multidisciplinary ID teams; on the other hand, CPM blueprints can describe the functional components that a Technology-Enhanced Learning (TEL) system should offer to support such a PBL situation. We first present the aims and the fundamentals of CPM language. Then, we analyze CPM usability using a set of CPM diagrams produced in a case study in a ‘real-world’ setting

Visual Design of coherent Technology-Enhanced Learning Systems

2011 ◽  
pp. 135-161
Author(s):  
Thierry Nodenot ◽  
Pierre Laforcade ◽  
Xavier Le Pallec
Keyword(s):  
Instructional Design ◽  
Knowledge Engineering ◽  
Technology Enhanced Learning ◽  
Formal Representation ◽  
Design Languages ◽  
The One ◽  
Computer Problem ◽  
Functional Components ◽  
Enhanced Learning

Visual instructional design languages currently provide notations for representing the intermediate and final results of a knowledge engineering process. As some languages particularly focus on the formal representation of a learning design that can be transformed into machine interpretable code (i.e., IML-LD players), others have been developed to support the creativity of designers while exploring their problem-spaces and solutions. This chapter introduces CPM (Computer Problem-based Metamodel), a visual language for the instructional design of Problem-Based Learning (PBL) situations. On the one hand, CPM sketches of a PBL situation can improve communication within multidisciplinary ID teams; on the other hand, CPM blueprints can describe the functional components that a Technology-Enhanced Learning (TEL) system should offer to support such a PBL situation. We first present the aims and the fundamentals of CPM language. Then, we analyze CPM usability using a set of CPM diagrams produced in a case study in a ‘real-world’ setting

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

Emerging Edtech

2011 ◽  
pp. 1880-1891
Author(s):  
Ching-Huei Chen ◽  
Manetta Calinger ◽  
Bruce C. Howard
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Best Practice ◽  
Design Principles ◽  
Educational Technologies ◽  
Technology Enhanced Learning ◽  
Emergent Technologies ◽  
Practice Models ◽  
How People Learn ◽  
Enhanced Learning

Design principles are universal and may be translated onto the newest trends and emergent technologies. In this research study, the authors combined the perspectives provided by two sources to create a set of recommended design principles for technology-enhanced learning environments. One source was the How People Learn framework (Bransford, Brown, & Cocking, 2000). The second source was a series of interviews conducted with pacesetters in the field of educational technologies. With the knowledge gained from these two sources, the authors created our own set of design principles. These principles may be used to guide evaluation, instructional design efforts, or best practice models for exemplary use of educational technologies in the classroom.

Analysis and Validation of Learning Technology Models, Standards and Specifications

2010 ◽  
Vol 8 (2) ◽  
pp. 1-19 ◽  
Author(s):  
Jan M. Pawlowski ◽  
Denis Kozlov
Keyword(s):  
Reference Model ◽  
Model Analysis ◽  
Semantic Interoperability ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Reference Models ◽  
Competency Based ◽  
Open Content ◽  
Enhanced Learning

The paper presents a model for the analysis, comparison and validation of standards, specifications and in particular reference models in the field of Technology Enhanced Learning (TEL). The Reference Model Analysis Grid (RMAG) establishes categories of reference models and standards. Based on those categories, a set of criteria for the analysis and validation of standards was elaborated as a part of the ICOPER project that aims at interoperable open content for competency-based TEL. The analysis of standards in this context is targeted at developing a set of validated approaches that lead to a new reference model. Four standards were investigated, taking into account a broad range of aspects like practical and semantic interoperability and integration issues. In the case study, the authors analyzed both, the standards and specifications and the usefulness of the RMAG. The results of this case study can be used for further analyses of TEL standards as well as for reference models targeted at interoperability.

Technological Enhancements of the Method of Loci for Facilitating Logographic Language Learning

2019 ◽  
Vol 48 (3) ◽  
pp. 440-459
Author(s):  
Federico Gelsomini ◽  
Kamen Kanev ◽  
Reneta P. Barneva ◽  
Lisa Walters
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Technology Enhanced Learning ◽  
Novel Approach ◽  
Method Of Loci ◽  
New Knowledge ◽  
Enhanced Learning ◽  
Augmented Method

Memorization is essential when new knowledge is based on association with existing knowledge. It is key in acquiring logographic languages, such as Chinese and Japanese. Such languages present challenges to students possessed of alphabet-based mother tongues. To meet these challenges, we discuss a technology-enhanced learning method to address the needs of second language learners and support the development of appropriate logographic skills. Our novel approach facilitates the memorization of pictograms through the augmented method of loci. We detail augmented method of loci, discuss its wide impact in a range of disciplines, and provide a case study of its application.

Screencasting for Mathematics Online Learning

2012 ◽  
pp. 43-59 ◽  
Author(s):  
Birgit Loch
Keyword(s):  
Online Learning ◽  
Management System ◽  
Good Practice ◽  
First Year ◽  
Delivery Mode ◽  
Technology Enhanced Learning ◽  
Face To Face ◽  
Course Material ◽  
Enhanced Learning

This chapter presents a case study of technology integration to support student learning in a first year operations research course at a dual delivery mode university. The course is taken by on-campus and distance students at the same time. It is shown how both groups are treated the same in this course in terms of provision of course material, access to the course learning management system, and to screencasts of live classes and additional explanations. The only difference between the two groups is the on-campus students’ ability to attend live face-to-face classes and to interact with the lecturer. The chapter demonstrates how screencasting is used effectively in online learning. Its objective is to share good practice of technology enhanced learning.

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