Learner-Modelling

2021 ◽  
pp. 24-37
Keyword(s):  
Community Development ◽  
Learning Environments ◽  
Large Scale ◽  
Development Model ◽  
Original Research ◽  
Digital Learning ◽  
Context Model ◽  
Model Learning ◽  
The Uk ◽  
Digital Learning Environments

This chapter focuses on the Open Context Model of Learning, namely that of a Community Development Model of Learning. However, this sector-based model of learning emerged from research carried out in 2002 into how people learned in UK online centres, which were the first wholly digital learning environments, developed in the UK. This chapter goes beyond examining digitally enabled learning within a single context by asking, “How do people learn?” especially as the original research had started with the question “How do people learn in UK online centres?” The chapter also asks, “How do we model learning?” The education system itself has never “modelled learning” it offers content-based courses. The design of large-scale computerisation technology projects has been based on a systems analysis approach that includes the concept of “user-modelling.” The chapter shows how this can be done from the research conceptualisation of these processes from three perspectives: 1) learner (interest-driven learning), 2) learning location (lifecycles), 3) large-scale (context-responsive) system.

scholarly journals Notes on Corpoliteracy: Bodies in Post-digital Educational Contexts

2021 ◽  
pp. 167-182
Author(s):  
Gila Kolb
Keyword(s):  
Learning Environments ◽  
Teaching Practices ◽  
Power Relations ◽  
Teaching And Learning ◽  
Digital Art ◽  
Digital Learning ◽  
Conceptions Of Learning ◽  
Global Pandemic ◽  
Art Teaching ◽  
Digital Learning Environments

AbstractThis chapter demonstrates the potential to challenge power relations, and reconsider teaching practices and conceptions of learning bodies. How do bodies in a digital learning setting perform are read and observed? How they can be included in learning settings? Since teaching and learning increasingly take part in digital learning environments, especially since the outbreak of the COVID-19 global pandemic, digital art teaching needs rethinking toward the knowledge of learning bodies and of the perception of learning in the digital realm: a digital corpoliteracy.

Technology Integration in Digital Learning Environments

2018 ◽  
pp. 165-184
Author(s):  
Irene Mwingirwa Mukiri ◽  
Bonface Ngari Ireri
Keyword(s):  
Technology Integration ◽  
Learning Environments ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Girls In Science ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Digital Learning Environments

Digital literacy indisputably plays a momentous role in our future lives (Allen, 2007). This chapter considers technology integration at various levels of school, ranging from primary to tertiary levels. It further shows results of a practical quasi experimental study done in Kenyan secondary schools showing how scores of students learning mathematics in a technology-based environment compared with those learning using conventional methods of teaching. The students' scores in examinations showed that the students learning using the selected application known as GeoGebra performed better and girls performed equally as well as boys when taught mathematics in a technology environment. The chapter underscores the importance of technology to improve teaching and learning process and it has promise to bridge the gap in performance between boys and girls in Science Technology Engineering and Mathematics (STEM).

Digital Transformation Projects

2021 ◽  
pp. 149-191
Keyword(s):  
Educational Institution ◽  
Change Agents ◽  
Digital Learning ◽  
Context Model ◽  
Third Places ◽  
School Settings ◽  
Emergent Learning ◽  
Core Concepts ◽  
Learner Agency ◽  
The Uk

This chapter looks at Ambient Learning City, the fullest implementation of the Emergent Learning Model because it looked at learning “beyond the classroom”; WikiQuals; JISC Digital projects in FE; as well as the work of several others, especially Thom Cochrane and Vijaya Khanu Bote, who have taken the core concepts of learner-generated contexts and applied them in university and primary school settings, extending our work beyond the UK post-compulsory context. A key dimension of the open context model of learning was the PAH Continuum, which showed how the heutagogic practice of enabling learner agency could be embedded in any educational institution. Each year on 23rd September, World Heutagogy Day pulls together emerging practice on a range of themes, which continue to inform work, such as creativity, resources, environment, teaching and digital learning. The authors also look at third places as change agents of learning as in the Erasmus Plus project “The Origin of Spaces”. Overall, this chapter provides a range of examples of the kind of transformation of education that digital projects can enable and exemplify.

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