Content, Context & Connectivity Persuasive Interplay

2013 ◽  
Vol 1 (2) ◽  
pp. 69-77
Author(s):  
Christian Grund Sørensen
Keyword(s):  
Learning Environment ◽  
Learning Objects ◽  
Technology Enhanced Learning ◽  
Learning Tools ◽  
Research Project ◽  
The Relationship ◽  
Enhanced Learning ◽  
Dynamic Interplay ◽  
Specific Learning

The aim of this paper is to discuss the relationship between content, context and connectivity and suggesting a model of Dynamic Interplay. This is done in relation to a specific learning environment concerning cultural mediation, in casu the Kaj Munk Case of the EuroPLOT-project (an EU-supported research project under EACEA). In the development of this project several categories of content have been implemented in technology enhanced learning tools. These have been designed to support learning in different contexts and eventually the role of the connectivity of these learning objects and tools is discussed. Focus is here on The Kaj Munk Study Edition, The Conceptual Pond, Immersive Layers Design, and Generative Learning Objects (GLOs) which are applications affiliated with the Munk case. This paper explores the persuasive potential of the interplay between the different applications for the benefit of learning and reflection and a model of Dynamic Interplay is introduced. This is done with a primary inspiration from rhetoric particularly in the shape of the Aptum model and a focus on kairos. Possible benefits of this approach are discussed and several questions for further research are suggested.

Student-Driven Learning within a Technology-Enhanced Learning Environment

2017 ◽  
pp. 87-103
Author(s):  
Gurnam Kaur Sidhu ◽  
Ranjit Kaur ◽  
Lim Peck Choo
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Learning Tools ◽  
Student Centered ◽  
Student Centered Learning ◽  
Online Collaborative Learning ◽  
Enhanced Learning ◽  
Networked Society

This chapter will discuss student-driven learning within a Technology-Enhanced Learning (TEL) environment. It will first put forward some technological learning tools that have encouraged student-centered learning (SCL) and later explore online collaborative learning which is seen as a pathway towards enhancing SCL in the 21st century classrooms. This is important as effective SCL instruction not only provides learners with skills and knowledge but also enable them to function capably and contribute effectively in a highly networked society in the future. This chapter highlights that today's technology enhanced learning environment has brought about various innovations in teaching and learning. Technology is moving at such a fast rate that information is at everyone's fingertips and learning goes far beyond the four walls of the classrooms. In such an age, students move into new flexible learning spaces and environments that can allow them to take ownership of their own learning.

scholarly journals Demystifying Learning Analytics in Personalised Learning

2018 ◽  
Vol 7 (3) ◽  
pp. 1124 ◽  
Author(s):  
Andino Maseleno ◽  
Noraisikin Sabani ◽  
Miftachul Huda ◽  
Roslee Ahmad ◽  
Kamarul Azmi Jasmi ◽  
...  
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Learning Analytics ◽  
Educational Institutions ◽  
Learning Resources ◽  
Personalised Learning ◽  
Report Data ◽  
Overall Performance ◽  
The Relationship ◽  
Specific Learning

This paper presents learning analytics as a mean to improve students’ learning. Most learning analytics tools are developed by in-house individual educational institutions to meet the specific needs of their students. Learning analytics is defined as a way to measure, collect, analyse and report data about learners and their context, for the purpose of understanding and optimizing learning. The paper concludes by highlighting framework of learning analytics in order to improve personalised learning. In addition, it is an endeavour to define the characterising features that represents the relationship between learning analytics and personalised learning environment. The paper proposes that learning analytics is dependent on personalised approach for both educators and students. From a learning perspective, students can be supported with specific learning process and reflection visualisation that compares their respective performances to the overall performance of a course. Furthermore, the learners may be provided with personalised recommendations for suitable learning resources, learning paths, or peer students through recommending system. The paper’s contribution to knowledge is in considering personalised learning within the context framework of learning analytics. 

scholarly journals Using avatars to address teacher self-efficacy

2021 ◽  
Vol 5 (1) ◽  
pp. 15-35
Author(s):  
Chancey Bosch ◽  
Trevor Ellis
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Student Teaching ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Technology Enhanced Learning ◽  
Teacher Self Efficacy ◽  
The Relationship ◽  
Enhanced Learning

Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher self-efficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management, instructional strategies, and student engagement. The sample from a student teaching course, which had a limited number of participants, provided mixed results. More studies need to include experimental designs and isolation of variabilities in the avatar model.

scholarly journals Online, Blended And Technology-Enhanced Learning: Tools To Facilitate Community College Student Success In The Digitally-Driven Workplace

2017 ◽  
Vol 10 (4) ◽  
pp. 255-262 ◽  
Author(s):  
Dawn Levy
Keyword(s):  
Community College ◽  
Online Learning ◽  
Value Added ◽  
Community College Student ◽  
Retention Rates ◽  
Technology Enhanced Learning ◽  
Learning Tools ◽  
Self Directed Learning ◽  
Online Learning Resources ◽  
Enhanced Learning

Community colleges have embraced distance education as a means to provide increased flexibility and access to their large numbers of non-traditional students. Retention rates and student achievement measures alone may not reflect all of the benefits and opportunities that online learning, blended or hybrid learning, and technology-enhanced learning may afford these students. Online learning resources should be viewed as a tremendous value-added benefit for community college students, not only for the content conveyed, but also for fostering the digital readiness, cultivating the professional personas, and encouraging the self-directed learning needed to succeed in the digitally-driven workplace.

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