M-Learning

2011 ◽  
pp. 180-193
Author(s):  
Saif alZahir
Keyword(s):  
Learning Disabilities ◽  
Mobile Learning ◽  
People With Disabilities ◽  
Social Classes ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Learning Software ◽  
Near Future ◽  
Enhanced Learning ◽  
Technological Constraint

Learning aims at interconnecting social classes, reducing poverty, and accepting diversity of all forms. This chapter presents technology enhanced learning for people with disabilities. At first, the author scans the phases of learning progression and proposes a learning model to represent their interrelationships. Then he explains the various types of disabilities within the learning reference of context and map available technologies to their corresponding learning disabilities. A special emphasis will be exerted on mobile-learning software, hardware, and systems that meet the requirements for learners with disabilities. In this research, the author find that although m-learning has several limitations and shortcomings to deliver to users, it is a promising learning technology for people with disabilities and its technological constraint and limitations are likely to be addressed and mostly eliminated in the near future.

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.

scholarly journals A review of learning theories and models underpinning technology-enhanced learning artefacts

2020 ◽  
Vol 17 (4) ◽  
pp. 341-354
Author(s):  
Rawad Hammad ◽  
Zaheer Khan ◽  
Fadi Safieddine ◽  
Allam Ahmed
Keyword(s):  
Hybrid Approach ◽  
Learning Theories ◽  
Bibliographic Databases ◽  
Technology Enhanced Learning ◽  
Content Type ◽  
Key Characteristics ◽  
Main Driver ◽  
E Learning ◽  
Learning Software ◽  
Enhanced Learning

PurposeVarious technology-enhanced learning software and tools exist where technology becomes the main driver for these developments at the expense of pedagogy. The literature reveals the missing balance between technology and pedagogy in the continuously evolving technology-enhanced learning domain. Consequently, e-learners struggle to realise the pedagogical value of such e-learning artefacts. This paper aims to understand the different pedagogical theories, models and frameworks underpinning current technology-enhanced learning artefacts to pave the way for designing more effective e-learning artefacts.Design/methodology/approachTo achieve this goal, a review is conducted to survey the most influential pedagogical theories, models and frameworks. To carry out this review, five major bibliographic databases have been searched, which has led to identifying a large number of articles. The authors selected 34 of them for further analysis based on their relevance to our research scope. The authors critically analysed the selected sources qualitatively to identify the most dominant learning theories, classify them and map them onto the key characteristics, criticism, approaches, models and e-learning artefacts.FindingsThe authors highlighted the significance of pedagogies underpinning e-learning artefacts. Furthermore, the authors presented the common and special aspects of each theory to support our claim, which is developing a hybrid pedagogical approach. Such a hybrid approach remains a necessity to effectively guide learners and allow them to achieve their learning outcomes using e-learning artefacts.Originality/valueThe authors found that different pedagogical approaches complement rather than compete with each other. This affirms our recommended approach to adopt a hybrid approach for learning to meet learners' requirements. The authors also found that a substantive consideration for context is inevitable to test our evolving understanding of pedagogy.

scholarly journals Massive open online courses for continuing professional development of GPs

2020 ◽  
Vol 13 (9) ◽  
pp. 522-527
Author(s):  
Emily Player ◽  
Alice Shiner ◽  
Nick Steel ◽  
Veena Rodrigues
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Massive Open Online ◽  
Enhanced Learning

Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

Technology-enhanced language learning: Recent developments and what to expect next

2018 ◽  
Vol 7 (2.28) ◽  
pp. 147
Author(s):  
Vilma Mikašytė
Keyword(s):  
Language Learning ◽  
Foreign Languages ◽  
Technology Enhanced Learning ◽  
Future Studies ◽  
Key Characteristics ◽  
Recent Developments ◽  
Educational Potential ◽  
Near Future ◽  
Enhanced Learning ◽  
Insight Into

One of the key characteristics that are expected from a contemporary instructor is being able to creatively implement innovation in his/her day-to-day teaching activities. An example of such innovative approaches to teaching is the integrated teaching of, for instance, STEM subjects with foreign languages (FL). The latter can be successfully achieved via technology-enhanced learning (TEL) approach. Currently, there are numerous apps and platforms available or still being developed for teaching STEM subjects, which could be combined with learning FLs in order to ensure successful learning outcomes even more. However, the full educational potential of TEL tools for teaching FLs should be investigated and disclosed beforehand. To this end, the present paper provides an overview of the most recent developments in technology-enhanced language learning (TELL). It firstly surveys state-of-the art and then gives an insight into what to expect from the near future studies on TELL. 

scholarly journals Staff experience and attitudes towards Technology Enhanced Learning initiatives in one Faculty of Health & Life Sciences

2014 ◽  
Vol 22 ◽  
Author(s):  
Peter Reed
Keyword(s):  
Virtual Learning Environment ◽  
Teaching Staff ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Online Questionnaire ◽  
Learning And Teaching ◽  
Minimum Standards ◽  
Online Submission ◽  
Attitudes Towards Technology ◽  
Enhanced Learning

Further to earlier work carried out by the student union (SU) along with strategic discussions regarding technology-enhanced learning (TEL), this research aimed to identify the attitudes and experience of teaching staff in relation to specific uses of technology in learning and teaching. Data obtained through an online questionnaire (n=100) suggest that teaching staff are generally agreeable to the need for consistency in the virtual learning environment and identify specific criteria to be included within ‘minimum standards’; have some experience and interest in solutions to enable online submission, marking and feedback; and whilst there is more resistance, there was still interest in the provision of recorded lectures. Respondents overwhelmingly identified lack of time as a significant barrier to engaging with TEL, as well as other factors such as lack of skills and support.Keywords: attitudes; experience; TEL; minimum standards; lecture capture; online submission; e-marking(Published: 22 September 2014)Citation: Research in Learning Technology 2014, 22: 22770 - http://dx.doi.org/10.3402/rlt.v22.22770

scholarly journals Bioethics as an Anthropological Challenge

2021 ◽  
Vol 12 (3Sup1) ◽  
pp. 61-75
Author(s):  
Ludmila Kondratska ◽  
◽  
Liudmila Romanovska ◽  
Tetiana Kravchyna ◽  
Nataliia Korolova ◽  
...  
Keyword(s):  
Professional Education ◽  
Structural Model ◽  
Human Life ◽  
Research Field ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Virtual Experiments ◽  
Interdisciplinary Course ◽  
Enhanced Learning ◽  
The Voice

The subject of the proposed paper is the disclosure of prerequisites and determinants of the implementation of the soteriological concept of studying the interdisciplinary course of bioethics, the structural model and synectic algorithm of its comprehension and epistemological map of formation of soteriological competence of the future specialist during the study of bioethics. The methodological basis for the implementation of the proposed project is the theory of research-oriented professional education (Inquiry Based Science Education) and, thereafter, technology of advanced learning (Technology Enhanced Learning), which provide wide opportunities to study the course of bioethics in the form of observation of remote virtual experiments on the portal Go-Lab; GRAASP environment for the implementation of author's developments and pedagogically structured programs in the process of performative interaction between teacher and students. The scientific novelty of the material is to substantiate the content of anthropological competencies of future specialists in biomedical specialties and the strategies of obtaining them on the basis of the principles of hermeneutic didactics. Conclusions. Today, obviously, the task of bioethics is not only to protect nature and human life, but also to participate in the realization of the high mission of Salvation. This defines the research field of bioethics as a space of secret dialogue, in which it is desirable to find a place not only for the voice of clinicians, pharmacists, engineers, philosophers, public figures, but also the pastoral voice of the Church.

Analysis and Validation of Learning Technology Models, Standards and Specifications

2012 ◽  
pp. 223-240
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.

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