A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks

2010 ◽  
pp. 1-19 ◽  
Author(s):  
Tim de Jong ◽  
Alba Fuertes ◽  
Tally Schmeits ◽  
Marcus Specht
Keyword(s):  
Blended Learning ◽  
Content Delivery ◽  
Learning Networks ◽  
Scale Adaptation ◽  
Learning Content ◽  
E Learning ◽  
Learning Scenarios ◽  
Learning Software ◽  
Learning Focused ◽  
Technical Framework

This chapter describes a multi-platform extension of learning networks. In addition to Web- and desktopbased access, the authors propose to provide mobile, contextualised learning content delivery, and creation. The extension to a multi-platform extension is portrayed as follows. First, the authors give a description of learning networks, the kind of learning focused at, and the mechanisms that are used for learner support. After that, they illustrate a possible extension to contextualised, more authentic forms of learning mediated by mobile devices. Moreover, they give some requirements for a multi-platform learning network system and describe a technical framework integrating contextualised media with learning networks. Two blended learning scenarios are given as examples of how the extended system could be used in practice. Last, the conclusions and outlook describe what is necessary to integrate multi-platform e-learning software in existing learning scenarios, and how a larger-scale adaptation can be achieved.

Adaptive Content Delivery in E-Learning Systems using Mobile Agents

2012 ◽  
pp. 148-166 ◽  
Author(s):  
S. R. Mangalwede ◽  
D. H. Rao
Keyword(s):  
Mobile Agents ◽  
Educational Background ◽  
Content Delivery ◽  
Case Based Reasoning ◽  
Distributed Computing Systems ◽  
Learning Content ◽  
E Learning ◽  
Networking Technologies ◽  
Adaptive Content Delivery ◽  
Adaptive Content

The e-Learning refers to the use of networking technologies to create, foster, deliver and facilitate learning anytime, anywhere. This chapter discusses our research on personalization of e-Learning content based on the learner’s profile. After justifying the feasibility of using mobile agents in distributed computing systems for information retrieval, processing and mining, the authors deal with the relevance of mobile agents in e-Learning domain. The chapter discusses the proposed Case-Based Reasoning (CBR) as an approach to context-aware adaptive content delivery. Different parameters like technological, cultural and educational background of a learner are taken as the basis for forming the case-base that determines the type of content to be delivered. Along with the CBR, a diagnostic assessment to gauge an insight into the student’s current skills is done to determine the type of content to deliver. The implementation observations of such implementation vis-à-vis traditional e-Learning are also documented.

E-Learning in the Network Marketing Industry

2011 ◽  
pp. 779-785
Author(s):  
David Wright
Keyword(s):  
Network Marketing ◽  
Unique Position ◽  
Learning Content ◽  
Home Based ◽  
Large Numbers ◽  
E Learning ◽  
Learning Software

The network marketing industry with its need to train home-based workers is in a unique position to benefit from e-learning. The large numbers of people involved with this industry creates a significant demand from the viewpoint of creators of e-learning content and the providers of e-learning software and services. This article identifies the fit of e-learning within the network marketing industry and the consequent benefits to network marketers and to e-learning developers. It is an updated version of an earlier article, Hugli and Wright (2000).

scholarly journals PENGEMBANGAN BLENDED LEARNING BERBASIS MOODLE (STUDI KASUS DI UNIVERSITAS ISLAM RADEN RAHMAT MALANG)

2020 ◽  
Vol 2 (1) ◽  
pp. 106-113
Author(s):  
Muhammad Hanif Fahmi ◽  
Bagus Seta Inba Cipta
Keyword(s):  
Software Development ◽  
Blended Learning ◽  
Computer Network ◽  
Test Results ◽  
Sequential Approach ◽  
Text Book ◽  
Face To Face ◽  
Network Media ◽  
E Learning ◽  
Learning Software

E-learning is a learning method that uses the Internet, Intranet or other computer network media to deliver teaching materials to students so as to provide flexibility from the user side both lecturers and students. The weakness of e-learning is the lack of interaction between students and lecturers. If student motivation is weak, then the possibility of failure is high. From the results of identification, the problems that occur at Unira Malang at this time are the low interest of students to read the text book. In addition, some Unira Malang students are teachers and employees, so attendance is low. These problems are the foundation for researchers to develop e-learning portals to support the application of blended learning methods, namely a combination of lectures through e-learning and face-to-face lectures. The method used is the method of waterfall software development, where it describes a systematic and sequential approach to software development, starting with the specification of user needs then continuing through the stages of planning (planning), modeling (modeling), construction (construction) , testing and submission of systems to customers. E-learning is designed and implemented using Moodle's Learning Management System (LMS), which is an open source e-learning software under the GNU license that supports the implementation of blended learning. In addition to Moodle for desktops, moodle mobile has also been developed which is easily accessed through mobile phones of students and lecturers. Testing is done with the black box method, which is observing the results of execution through test data and functional checking of software. The test results show that all functions can work well, and are in accordance with the design results.

scholarly journals The Implementation of Deep Reinforcement Learning in E-Learning and Distance Learning: Remote Practical Work

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Abdelali El Gourari ◽  
Mustapha Raoufi ◽  
Mohammed Skouri ◽  
Fahd Ouatik
Keyword(s):  
Distance Learning ◽  
Recommendation System ◽  
Practical Work ◽  
Learning Networks ◽  
Result Section ◽  
Learning Content ◽  
The World ◽  
E Learning ◽  
Quality Learning ◽  
New System

The world has seen major developments in the field of e-learning and distance learning, especially during the COVID-19 crisis, which revealed the importance of these two types of education and the fruitful benefits they have offered in a group of countries, especially those that have excellent infrastructure. At the Faculty of Sciences Semlalia, Cadi Ayyad University Marrakech, Morocco, we have created a simple electronic platform for remote practical work (RPW), and its results have been good in terms of student interaction and even facilitating the employment of a professor. The objective of this work is to propose a recommendation system based on deep quality-learning networks (DQNs) to recommend and direct students in advance of doing the RPW according to their skills of each mouse or keyboard click per student. We are focusing on this technology because it has strong, tremendous visibility and problem-solving ability that we will demonstrate in the result section. Our platform has enabled us to collect a range of students’ and teachers’ information and their interactions with the learning content we will rely on as inputs (a large number of images per second for each mouse or keyboard click per student) into our new system for output (doing the RPW). This technique is reflected in an attempt to embody the virtual teacher’s image within the platform and then adequately trained with DQN technology to perform the RPW.

scholarly journals Online and blended learning in vocational training institutions in South Korea

2021 ◽  
pp. 194-208
Keyword(s):  
South Korea ◽  
Blended Learning ◽  
Vocational Training ◽  
Online Survey ◽  
Training Effectiveness ◽  
Current Status ◽  
Learning Content ◽  
E Learning ◽  
Training Institutions ◽  
Content Reuse

This study aims to explore the current status of using e-learning in vocational training institutions in South Korea and the institutions’ intent to adopt e-learning or blended learning. A total of 116 responses to an online survey were received from the instructors and administrators in vocational training institutions. The findings of the study are summarized as follows. First, e-learning content was found mostly used as supplementary materials in blended or classroom learning. Second, the main reasons for not using e-learning were related to the low training effectiveness in e-learning and the difficulty of finding appropriate e-learning content. Third, the dominant reasons that vocational training institutions believed they might need e-learning were related to content reuse and e-learning flexibility. Fourth, National Competency Standards-based content, theory-focused content, and practice alternative content were found to be most useful e-learning content in vocational training institutions. Fifth, the most preferred type of e-learning content was smaller modules developed for learning specific knowledge or skills. Lastly, vocational training institutions were found to be hesitant about using e-learning in the future because of the lower training effectiveness in e-learning and the lack of interaction among learners and instructors in e-learning contexts. Suggestions for practitioners and researchers are provided on the basis of the findings.

scholarly journals Pedagogic Corpora for Content and Language Integrated Learning. Insights from the BACKBONE Project

2012 ◽  
Vol 20 (2) ◽  
pp. 3 ◽  
Author(s):  
Kurt Kohn
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Language Teachers ◽  
Learning Activities ◽  
Linguistic Features ◽  
Learning And Teaching ◽  
One Stop ◽  
E Learning ◽  
Learning Scenarios ◽  
Linguistic Categories

BACKBONE is a European LLP/Languages project (1) (Jan 2009 - Feb 2011), whose overall objective is to provide foreign language teachers in CLIL settings with innovative language learning solutions. To achieve this goal, pedagogic corpora of spoken interviews are combined with corpus-related e-learning activities in blended learning scenarios. The seven BACKBONE corpora contain video interviews in English, German, French, Polish, Spanish and Turkish as well as in European manifestations of English as a Lingua Franca (ELF). The interviews have been transcribed and pedagogically annotated with regard to thematic and linguistic features; additional enrichment resources include ready-made language learning modules as well as suggestions and instructions for exploratory and communicative learning activities. The BACKBONE search interface provides free online access to the interviews and enrichment resources. It supports pedagogically motivated searches using thematic and linguistic categories as well as lexical searches with words and phrases. 24 CLIL-related pilot courses have been implemented and evaluated in secondary, higher and vocational education; they demonstrate how BACKBONE search results can be used to facilitate individual and collaborative learning in Moodle-based blended learning activities. A suite of pedagogic corpus tools covering transcription, annotation, management of enrichment resources and corpus search is available under a GNU General Public License. The customization and flexibility these tools offer enables teachers to cater to diverse language learning and teaching needs in CLIL contexts or in connection with lesser taught languages and varieties. To facilitate exploitation, the BACKBONE website serves as a ‘one-stop-shop’ for an ensemble of teacher support facilities including web support for the development and hosting of “guest” corpora and courses.

scholarly journals BLENDED LEARNING: STUDI EFEKTIVITAS PENGEMBANGAN KONTEN E-LEARNING DI PERGURUAN TINGGI

2019 ◽  
Vol 17 (1) ◽  
pp. 104-119
Author(s):  
Puji Astuti ◽  
Febrian Febrian
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Test Results ◽  
Research Model ◽  
Study Program ◽  
Learning Content ◽  
Education Study ◽  
E Learning ◽  
The Subject ◽  
Academic Year

Abstrak Tujuan penelitian ini adalah untuk mengkaji efektifitas pengembangan konten e-learning tipe blended learning sebagai respons pembelajaran 4.0 untuk online learning di Perguruan Tinggi. Integrasi online learning pada penelitian ini dilakukan dengan mengembangkan konten e-learning untuk mata kuliah Kapita Selekta Matematika berupa: bahan ajar, video pembelajaran, penugasan, forum diskusi, dan ujian online. Untuk mencapai tujuan tersebut, penelitian pengembangan ADDIE dilakukan pada subjek penelitian mahasiswa semester 2 tahun akademik 2017/2018 Program Studi Pendidikan Matematika. Data terdiri dari data hasil komentar dan saran ahli terhadap konten e-learning yang dikembangkan peneliti dan data hasil tes mahasiswa. Hasil penelitian menunjukkan bahwa konten e-learning efektif untuk mencapai tujuan pembelajaran pada subjek penelitian ini.   AbstractThis research examines the effectiveness of online learning type blended learning in higher education. The integration of online learning was conducted by developing e-learning content for the Mathematics Capita Selecta course in the form of: teaching material, learning video, online assignment, discussion forum, and online quiz. ADDIE development research model was carried out involving subject of the second semester students of Mathematics Education Study Program in 2018/2019 academic year. The data collected were comments and advices from the expert about the e-learning content and student test results. The results showed that e-learning content was effective in achieving learning objectives on the subject of this study.

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