Boosting Semantic Relations for Example Population in Concept Learning

In this chapter, we discuss the advantages of expansion of learning objects through directed semantic relations (DSRs). We then propose an approach that can automatically construct the DSRs between learning objects and form a DSR graph. This approach addresses the problem to those learners with broad backgrounds. Also, we design two learning activities to show that how this DSR graph can be used to scaffold students’ semantic reasoning. The case study suggests relevant benefit of applying semantic technologies in educational context. This may implicate that this kind of relations can foster systematic thinking and complex domain knowledge inferences by complementing the raw chunks of data with different kinds of meaningful relations (e.g. feeding relation) and semantic associations.

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A Taxonomy as a Vehicle for Learning

10.28945/3360 ◽

2009 ◽

Cited By ~ 1

Author(s):

Cornelia Brodahl ◽

Bjorn Smestad

Keyword(s):

Teacher Education ◽

Classification System ◽

Teaching And Learning ◽

Learning Objects ◽

Learning Activities ◽

Second Phase ◽

And Mathematics

In this article, we describe the development of a classification system providing a framework for analysis of, and communication about, a subgroup of learning objects. The objects we consider are highly visual, animated, interactive, and mathematics-related, and we call them VaniMaps. Secondly, we discuss the use of the system. In the first phase, the development was based on literature studies and discussions on examples of VaniMaps. In the second phase, the classification system was tested by students and their responses were analyzed to identify possible improvements. Now, the system is developed further based on experience gained while using it for different purposes. We see several possible uses of the classification system, or selected parts of it: (a) to facilitate communication between the orderer and the developer, (b) to initiate discussions on VaniMaps in teacher education, (c) to analyze and choose between VaniMaps for teaching and learning activities, and (d) to establish a database for VaniMaps labeled using classification statements. We will discuss all these uses and especially emphasize the use in teacher education, illustrated with a case study.

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Evaluasi Aksesibilitas Learning Object Berdasarkan Web Content Accessibility Guidelines 2.0

Jurnal ULTIMATICS ◽

10.31937/ti.v9i2.602 ◽

2017 ◽

Vol 9 (2) ◽

pp. 67-71

Author(s):

Herru Darmadi ◽

Yan Fi ◽

Hady Pranoto

Keyword(s):

Learning Objects ◽

Authoring Tool ◽

Learning Object ◽

Web Content ◽

Web Browser ◽

E Learning ◽

Index Terms ◽

Accessibility Guidelines ◽

Content Accessibility

Learning Object (LO) is a representation of interactive content that are used to enrich e-learning activities. The goals of this case study were to evaluate accessibility and compatibility factors from learning objects that were produced by using BINUS E-learning Authoring Tool. Data were compiled by using experiment to 30 learning objects by using stratified random sampling from seven faculties in undergraduate program. Data were analyzed using accessibility and compatibility tests based on Web Content Accessibility Guidelines 2.0 Level A. Results of the analysis for accessibility and compatibility tests of Learning Objects was 90% better than average. The result shows that learning objects is fully compatible with major web browser. This paper also presents five accessibility problems found during the test and provide recommendation to overcome the related problems. It can be concluded that the learning objects that were produced using BINUS E-learning Authoring Tool have a high compatibility, with minor accessibility problems. Learning objects with a good accessibility and compatibility will be beneficial to all learner with or without disabilities during their learning process. Index Terms—accessibility, compatibility, HTML, learning object, WCAG2.0, web

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Fostering Collaborative Autonomy: The Roles of Cooperative and Collaborative Learning

Relay Journal ◽

10.37237/relay/010212 ◽

2018 ◽

pp. 360-381

Author(s):

Gordon Myskow ◽

Phillip A. Bennett ◽

Hisako Yoshimura ◽

Kyoko Gruendel ◽

Takuto Marutani ◽

...

Keyword(s):

Collaborative Learning ◽

Cooperative Learning ◽

Learner Autonomy ◽

The Other ◽

Learning Activities ◽

Educational Context ◽

Learning Approaches ◽

Group Interactions ◽

Collaborative Autonomy ◽

Over Time

The distinction between Cooperative and Collaborative Learning approaches is not a clear one. Some use the terms interchangeably while others consider Cooperative Learning to be a type of Collaborative Learning. Still others clearly differentiate between them, characterizing Cooperative Learning as more highly structured in its procedures, involving a great deal of intervention by the teacher to plan and orchestrate group interactions. Collaborative Learning, on the other hand, presupposes some degree of learner autonomy－that groups can work effectively toward shared goals and monitor their own progress. This paper takes the view that the distinction between Cooperative and Collaborative Learning is a useful one and that both approaches can play valuable roles in fostering autonomous interaction. It argues that while Collaborative Learning formations may be the ultimate goal for teachers wishing to develop learner autonomy, Cooperative Learning is a valuable means for modeling the skills and abilities to help students get there. The discussion begins with an overview of the two approaches, focusing on their implementation in the Japanese educational context. It then presents seven highly structured Cooperative Learning activities and shows how they can be modified and extended over time to encourage more autonomous interaction.

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Applying the PECSL: using case studies to demonstrate the Pedagogy of Experience Complexity for Smart Learning

Smart Learning Environments ◽

10.1186/s40561-021-00158-7 ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Pen Lister

Keyword(s):

Real World ◽

Mobile Apps ◽

Urban Environments ◽

Learning Activities ◽

Learning Activity ◽

Opportunities To Learn ◽

Practical Application ◽

Design And Development ◽

Smart Learning

AbstractThis paper discusses the uses and applications of the Pedagogy of Experience Complexity for Smart Learning (PECSL), a four-tier model of considerations for the design and development of smart learning activities. Using existing mobile apps and relevant activities as illustrative examples, the PECSL is applied to indicate concepts and mechanisms by which useful pedagogical considerations can work alongside user-centred design principles for the design and development of smart learning in urban hyper-localities. Practical application of the model is discussed using real world examples of activities as a basis to demonstrate the potential for manifold opportunities to learn, and plan for experience complexity in a smart learning activity. Case study approaches reflect on aspects of the PECSL in how it might be a useful and pragmatic guide to some of the issues faced when designing digital citizen learning activities in complex urban environments.

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Narrative Scientific Data Visualization in an Immersive Environment

Bioinformatics ◽

10.1093/bioinformatics/btab052 ◽

2021 ◽

Author(s):

Richen Liu ◽

Hailong Wang ◽

Chuyu Zhang ◽

Xiaojian Chen ◽

Lijun Wang ◽

...

Keyword(s):

Data Visualization ◽

Domain Knowledge ◽

User Study ◽

Scientific Visualization ◽

Scientific Data ◽

Immersive Environments ◽

Related Information ◽

New Strategy ◽

Scientific Data Visualization

Abstract Motivation Narrative visualization for scientific data explorations can help users better understand the domain knowledge, because narrative visualizations often present a sequence of facts and observations linked together by a unifying theme or argument. Narrative visualization in immersive environments can provide users with an intuitive experience to interactively explore the scientific data, because immersive environments provide a brand new strategy for interactive scientific data visualization and exploration. However, it is challenging to develop narrative scientific visualization in immersive environments. In this paper, we propose an immersive narrative visualization tool to create and customize scientific data explorations for ordinary users with little knowledge about programming on scientific visualization, They are allowed to define POIs (point of interests) conveniently by the handler of an immersive device. Results Automatic exploration animations with narrative annotations can be generated by the gradual transitions between consecutive POI pairs. Besides, interactive slicing can be also controlled by device handler. Evaluations including user study and case study are designed and conducted to show the usability and effectiveness of the proposed tool. Availability Related information can be accessed at: https://dabigtou.github.io/richenliu/

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Gamification for Engaging Computer Science Students in Learning Activities: A Case Study

IEEE Transactions on Learning Technologies ◽

10.1109/tlt.2014.2329293 ◽

2014 ◽

Vol 7 (3) ◽

pp. 291-301 ◽

Cited By ~ 129

Author(s):

Maria-Blanca Ibanez ◽

Angela Di-Serio ◽

Carlos Delgado-Kloos

Keyword(s):

Computer Science ◽

Learning Activities ◽

Science Students

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Simulated learning activities as part replacement of clinical placements in osteopathy: A case study

International Journal of Osteopathic Medicine ◽

10.1016/j.ijosm.2017.10.003 ◽

2017 ◽

Vol 26 ◽

pp. 44-48 ◽

Cited By ~ 4

Author(s):

Kylie Fitzgerald ◽

Tracy Denning ◽

Brett Vaughan

Keyword(s):

Learning Activities ◽

Clinical Placements ◽

Simulated Learning

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Study on Implementation of ITK Campus Drainage Master Plan (Case Study: Faculty of Mathematics and Natural Sciences)

Advances in Science and Technology ◽

10.4028/www.scientific.net/ast.104.47 ◽

2021 ◽

Vol 104 ◽

pp. 47-56

Author(s):

Rossana Margaret Kadar Yanti ◽

Oryza Lhara Sari ◽

Rizjal Wahyu

Keyword(s):

Teaching And Learning ◽

Drainage System ◽

Natural Sciences ◽

Learning Activities ◽

Master Plan ◽

Institute Of Technology ◽

Under Construction ◽

Runoff Discharge ◽

Technology Area

Two main building Kalimantan Institute of Technology was established on an area of 3500 m2 on October 6, 2014 which serves as the infrastructure for teaching and learning activities of students. The rapid increase in the number of students each year results in an increase in the number of buildings as facilities for teaching and learning. This is the background for the development of the Kalimantan Institute of Technology area by adding five more lecture buildings to support teaching and learning activities for 3500 students. The expansion area for five more lecture buildings is currently under construction in the area of the Faculty of Mathematics and Natural Sciences. The function of the land area has been change due to building construction resulted in an increase in runoff discharge. This condition certainly affects the region if not handled properly. Increased runoff discharge will affect inundation or flooding in the area if it is not equipped with a drainage system as needed. This research is one alternative solution given. This research is in the form of a study on the implementation of a drainage master plan that aims to obtain drainage dimensions such as drainage width, drainage length and drainage depth by observing runoff due to rainwater using the concept of environmentally friendly drainage. The research obtained from the dimensions of tertiary canals with dimensions of 0.10-0.30 meters, secondary channels 0.30-0.45 meters and primary channels 0.35-0.70 meters with the discharge area of the Faculty of Mathematics and Natural Sciences ITK is 1.18 m3/ sec.

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