Situation-Based and Activity-Based Learning Strategies for Pervasive Learning Systems at Workplace

2011 ◽  
pp. 87-102 ◽  
Author(s):  
Amel Bouzeghoub ◽  
Serge Garlatti ◽  
Kien Ngoc Do ◽  
Cuong Pham-Nguyen
Keyword(s):  
Learning Strategies ◽  
Situated Learning ◽  
Learning Systems ◽  
Learning Activities ◽  
Technology Enhanced Learning ◽  
Ubiquitous Learning ◽  
Context Adaptation ◽  
Enhanced Learning ◽  
Pervasive Learning

The chapter is organized as follows: the authors introduce some issues of technology-enhanced learning systems and define mobile, pervasive and ubiquitous learning and some closely related features: context, adaptation, situated learning, working and learning activities. Secondly, work-based learning features are described. Thirdly, situation-based and activity-based learning strategies are presented. Finally, the P-LearNet project is used to illustrate the proposal, and the conclusion summarizes the chapter and shows how and at which level this framework can be reused.

Student Development of E-Workbooks

2015 ◽  
pp. 447-468
Author(s):  
Selena Chan ◽  
Katrina Fisher ◽  
Peter Sauer
Keyword(s):  
Student Engagement ◽  
Student Development ◽  
Situated Learning ◽  
Learning Activities ◽  
Research Approach ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Action Research Approach ◽  
Enhanced Learning ◽  
Pedagogical Approaches

The project reported in this chapter is based on the combination, inter-relationships and synergies of four pedagogical approaches to improve student engagement with learning. These approaches are mobile learning; constructivist learning, with contemporary emphasis in the form of connectivism; situated learning of skills in purpose-built workrooms and workshops mirroring ‘real-world' practice environments; and multimodal and multi-literate user interactivity. In the project, the interactions of the above four pedagogical approaches, led to the development of ‘situated-technology-enhanced learning' (STEL). Situated-technology enhanced learning is enabled through the deployment of net tablets in the form of ipad2s and Android operating system tablets and a selection of mobile apps. Of importance is the use of net tablets to encourage students to create their own E-textbooks or E-workbooks. These E-workbooks are collated by collecting and annotating photos, videos, and notes of students' progressive skills and knowledge learning as practical learning and theory-based learning activities occur in specialised workshops/workrooms. This project evaluated how to best deploy situated-technology enhanced learning to increase student engagement in learning; encourage teaching and learning activities based on student-centred and student-generated learning approaches; and develop teaching staff and student capability in using technology to support student learning. The overarching theme arising from the study was the need to enable students and staff to utilise technology for learning. An outcome of this project is the derivation of guidelines, achieved through the project's participative action research approach, to assist other vocational educational institutions to introduce net tablets into trades-based learning spaces.

Student Development of E-Workbooks

2014 ◽  
pp. 20-40 ◽  
Author(s):  
Selena Chan ◽  
Katrina Fisher ◽  
Peter Sauer
Keyword(s):  
Student Engagement ◽  
Student Development ◽  
Situated Learning ◽  
Learning Activities ◽  
Research Approach ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Action Research Approach ◽  
Enhanced Learning ◽  
Pedagogical Approaches

The project reported in this chapter is based on the combination, inter-relationships and synergies of four pedagogical approaches to improve student engagement with learning. These approaches are mobile learning; constructivist learning, with contemporary emphasis in the form of connectivism; situated learning of skills in purpose-built workrooms and workshops mirroring ‘real-world’ practice environments; and multimodal and multi-literate user interactivity. In the project, the interactions of the above four pedagogical approaches, led to the development of ‘situated-technology-enhanced learning’ (STEL). Situated-technology enhanced learning is enabled through the deployment of net tablets in the form of ipad2s and Android operating system tablets and a selection of mobile apps. Of importance is the use of net tablets to encourage students to create their own E-textbooks or E-workbooks. These E-workbooks are collated by collecting and annotating photos, videos, and notes of students’ progressive skills and knowledge learning as practical learning and theory-based learning activities occur in specialised workshops/workrooms. This project evaluated how to best deploy situated-technology enhanced learning to increase student engagement in learning; encourage teaching and learning activities based on student-centred and student-generated learning approaches; and develop teaching staff and student capability in using technology to support student learning. The overarching theme arising from the study was the need to enable students and staff to utilise technology for learning. An outcome of this project is the derivation of guidelines, achieved through the project’s participative action research approach, to assist other vocational educational institutions to introduce net tablets into trades-based learning spaces.

Mobile Technology-Enhanced Learning

2015 ◽  
pp. 541-548 ◽  
Author(s):  
Gwo-Jen Hwang
Keyword(s):  
Mobile Technology ◽  
Communication Technologies ◽  
Learning Activities ◽  
Mobile Technologies ◽  
Technology Enhanced Learning ◽  
Digital Learning ◽  
Science Courses ◽  
Real World Learning ◽  
Learning Scenarios ◽  
Enhanced Learning

Educators have pointed out the necessity of situating students in real-world learning scenarios. They have also indicated the importance of providing a technology-enhanced learning environment that enables students to access digital learning resources in anywhere and at any time. The popularity of mobile and wireless communication technologies has provided a good opportunity to accomplish these objectives. In the past decade, many studies that employ those technologies in various practical educational settings, such as the learning activities of computer, mathematics, engineering, social science and natural science courses, have been reported. In addition, various strategies and tools have been proposed to help students more effectively learn with mobile devices. In this article, the strategies, applications and trends of mobile technology-enhanced learning are reported based on the literature. It is expected that the article would benefit those who are interested in applying mobile technologies to learning activities or training programs.

Technology Enhanced Learning Tools

2008 ◽  
pp. 1-27
Author(s):  
Goran Shimic
Keyword(s):  
Main Part ◽  
Learning Management Systems ◽  
Systems Development ◽  
Short Description ◽  
Learning Systems ◽  
Technology Enhanced Learning ◽  
Learning Tools ◽  
Intelligent Behavior ◽  
E Learning ◽  
Enhanced Learning

This chapter emphasizes the variety of today’s e-learning systems. They have both positive and negative characteristics. Several useful tools are common for these systems. The main part of this chapter contains a detailed description of e-learning systems and their tools. If a system is appropriate for the needs of the learner then it has more intelligent behavior and its tools are more specialized. Some systems have separate tools that act as standalone applications. Others contain built in tools. In this chapter, the e-learning tools are grouped by their functions. Owing to standardization efforts, the differences between the e-learning tools become their advantages, and the e-learning systems become interoperable. The intelligent learning management systems (ILMS) become a new way to integrate the benefits of the different e-learning systems. At the end of the chapter there is a short description of an ILMS named Multitutor. This represents a possible way of future e-learning systems development.

scholarly journals The Usage of E-Learning Model To Optimize Learning System In Higher Education by Using Dick and Carey Design Approach

2016 ◽  
Vol 2 (1) ◽  
pp. 50
Author(s):  
Anak Agung Gde Satia Utama
Keyword(s):  
Learning Model ◽  
Learning Objectives ◽  
Learning System ◽  
Learning Activities ◽  
Technology Enhanced Learning ◽  
Learning Content ◽  
E Learning ◽  
Entity Relationship ◽  
Entity Relationship Diagram ◽  
Enhanced Learning

Abstract— Nowadays many universities in the world apply technology enhanced learning in order to help learning activities. Due to the potentials technology enhanced learning offers, recent education using it and universities in particular are trying to apply it. One of the subjects of this research is The Accounting Department of Airlangga University in Surabaya. The idea of this research is to investigate the students about how they know deeply about e-learning system and learning objectives as a first step to conduct e-learning model. After the model completed, the next step is to prepare database learning. Entity Relationship Diagram (ERD) can help to explain the model. The purpose of this research was done by using Dick and Carey Design Model. There are nine steps to conduct e-learning model. All steps can be categorized into three steps research: first is the introduction or empirical study, the next step is the design and the last is the feedback after the implementation. The methodology used in this research is using Qualitative Exploratory, by using questionnaire and interviews as data collection techniques. The analysis of the data shows organization requires information about e-learning content, user as a learning subject and information technology infrastructures. E-learning model as one of the alternative learning can help users to optimized learning. Keywords— E-learning Content, Database Learning, Entity Relationship Diagram, Dick and Carey Design, E-learning model and Optimize learning

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