Supporting Electronic Collaborative Experiences at Universities Based on Learning Spaces and LAMS

2017 ◽  
Vol 13 (1) ◽  
pp. 27-52 ◽  
Author(s):  
Sofia Th. Papadimitriou ◽  
Spyros Papadakis ◽  
Antonis Emm. Lionarakis
Keyword(s):  
Large Scale ◽  
Learning Technologies ◽  
Learning Theories ◽  
Learning Spaces ◽  
Learning Sequence ◽  
Learning Space ◽  
Web Based ◽  
Face To Face ◽  
Modern Learning

The development of networks and web based environments combined with modern learning theories compose the new area of Learning Spaces aiming at enhancing interactive processes between educators, the Net generation's learners and the educational content. Collaboration at a distance (e-collaboration) supported by advanced learning technologies is today feasible and effective at a large scale opening up new perspectives in higher education. The paper presents a case study at the Hellenic Open University regarding the development of a learning sequence aimed at achieving high degrees of interactions among students, students and educators, and also at guiding them between face-to-face meetings when they prepare an essay. The Learning Space of the case study is realized by authoring sequences of learning activities using an LMS LAMS. Extending the case study, a methodology is illustrated to author collaborative sequences using LMS addressing to Open Universities in particular and also to conventional Universities in general.

A Case Study of Student Use of Asynchronous Bulletin Board Systems (BBS) to Support Reflection and Evaluation

2002 ◽  
Vol 30 (4) ◽  
pp. 365-377 ◽  
Author(s):  
Susan M. Land ◽  
Michele M. Dornisch
Keyword(s):  
Collaborative Learning ◽  
Bulletin Board ◽  
Discussion Forums ◽  
Computer Supported Collaborative Learning ◽  
Communication Tools ◽  
Web Based ◽  
Face To Face ◽  
Recent Interest ◽  
Face To Face Instruction

Recent interest in computer-supported collaborative learning (CSCL) has prompted educators to incorporate communication tools into their courses. This article reports findings of students' use of two Web-based discussion forums across two semesters to supplement face-to- face instruction. By tracking the discussions, we discovered that when students initiated reflection and integration of perspectives, they did so through concessions and oppositions to the postings of their peers. Findings point to the importance of explicit scaffolding of conversations to encourage student sharing and evaluation of perspectives.

scholarly journals Increasing Effectiveness of Cooperative Extension's Master Gardener Volunteers

2011 ◽  
Vol 21 (2) ◽  
pp. 150-154 ◽  
Author(s):  
Ellen M. Bauske ◽  
Lelia Kelly ◽  
Kerry Smith ◽  
Lucy Bradley ◽  
Timothy Davis ◽  
...  
Keyword(s):  
Learning Technologies ◽  
Master Gardener ◽  
Web Based ◽  
Online Systems ◽  
Face To Face ◽  
Telephone Helpline ◽  
Effective Dissemination ◽  
Distance Learning Technologies ◽  
The University ◽  
User Friendly

Extension Master Gardener (EMG) volunteers are key to effective dissemination of horticultural information to the public. The goal of this workshop was to identify techniques to increase the capacity and effectiveness of EMG volunteers. The workshop focused on projects and tools that reduce the administrative burden of managing volunteers, increase the scope of issues that volunteers are prepared to address, and pool volunteer efforts and resources across county lines. Two online systems for managing and reporting EMG volunteer activities were described. Both systems are intuitive, user-friendly, and updated without the assistance of web managers. Regional web-based, advanced training on specific topics was used to expand educational messages of EMG volunteers and eliminate the costs associated with face-to-face training. Presentations were made using distance learning technologies and resources were shared online. Hosting agents tailored hands-on supporting activities to meet local needs. Volunteers expanded extension outreach by answering noncommercial landscape and garden telephone questions. Many of the administrative, logistical, and resource burdens associated with the EMG helpline phone service were overcome by working across county lines, standardizing training, centralizing supporting resources, and clustering volunteers into regional telephone helpline offices. Other projects and tools presented in the workshop focused on the need to affirm and/or foster the volunteers' connection with the university and the outreach mission of Cooperative Extension.

Rethinking Web 2.0 Learning via Third Space

2013 ◽  
pp. 93-107
Author(s):  
Kathy Jordan ◽  
Jennifer Elsden-Clifton
Keyword(s):  
Beginning Teachers ◽  
Web 2.0 ◽  
Professional Learning ◽  
Third Space ◽  
Learning Spaces ◽  
Learning Space ◽  
Third Space Theory ◽  
Study Approach ◽  
Interactive Tools

Web 2.0 technologies are frequently represented as collaborative and interactive tools, and these capacities are particularly attractive to education. This chapter analyses how 26 beginning teachers in Victoria, Australia, used Elluminate Live!® (Elluminate) to support their professional learning. Drawing on Third Space theory and a case study approach, this chapter explores issues around change and emerging technologies. In particular, how beginning teachers appropriate features of this tool to engage in both receptive and collaborative learning spaces, ultimately transforming their professional learning space. It raises numerous issues and challenges for eLearning in the Web 2.0 environment.

How to Design an Active E-Course?

2020 ◽  
pp. 197-224
Author(s):  
Lilia Cheniti Belcadhi ◽  
Sonia Ayachi Ghannouchi
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Student Attitudes ◽  
Online Courses ◽  
Teaching Method ◽  
Online Version ◽  
Web Based ◽  
Face To Face ◽  
Instructional Design Process

Active Learning improves student attitudes and develops thinking and writing skills. It is increasingly recommended as a teaching method to improve learning. In this paper the authors are interested in the transformation of a face-to-face active course into a web-based active course. An instructional design approach based on meta-models for transforming active-based courses into online courses is proposed. This approach provides a detailed description of meta-models and processes of instructional design for active e-courses as well as the main involved actors. In order to evaluate and validate the proposed meta-models a case study has been carried out. It concerned the transformation of an entrepreneurship active course into an online version and its deployment. The proposed instructional design process constitutes the kernel of an authoring tool for the design of an active e-course, which permits to support the instructional designer in the production of active e-courses.

Exploring the Social Dynamics of Implementing Self-Managed Web-Based Wellness Tools

2012 ◽  
Vol 7 (4) ◽  
pp. 13-31 ◽  
Author(s):  
Rennie Naidoo
Keyword(s):  
Social Dynamics ◽  
Service Providers ◽  
Structuration Theory ◽  
Service Encounters ◽  
Longitudinal Case Study ◽  
Web Based ◽  
Face To Face ◽  
The Social ◽  
Healthcare Insurance

According to proponents of consumer-driven healthcare, the Web continues to offer huge opportunities to empower consumers to take individual ownership over their healthcare. Consequently many healthcare insurance service providers are integrating elements of Wellness into their product and service design and are making these available through Web-based portals. Based on a longitudinal case study of an e-Wellness implementation at a multinational consumer-driven healthcare insurance firm, key concepts from structuration theory are used to explore and analyse the social dynamics involved in the implementation of these contemporary forms of healthcare service encounters. This case study reports that in this particular context, face-to-face consultations continue to prevail over the use of virtual diagnosis and treatment by a computer-meditated virtual stress therapist and dietician practitioner. The author proposes the use of social frameworks to analyse and better understand the intricacies involved in implementing Wellness innovations.

Teaching Statistics and Operations Research Online

2010 ◽  
pp. 298-311 ◽  
Author(s):  
A. Juan ◽  
J. Faulin ◽  
P. Fonseca ◽  
C. Steegmann ◽  
L. Pla ◽  
...  
Keyword(s):  
Operations Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Based Instruction

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.

Telementoring in a Community Healthcare Organization: A Case Study

2003 ◽  
Vol 16 (1) ◽  
pp. 51-53
Author(s):  
Lynda Atack ◽  
Nancy Lefebre
Keyword(s):  
Web Based ◽  
Community Healthcare ◽  
Face To Face ◽  
Learning Modules ◽  
New Graduates ◽  
Certification Programs ◽  
Policies And Procedures ◽  
On Line ◽  
Virtual Internship

With the development of new learning and telecommunications technology, the opportunity to transform traditional orientation practices for nurses was envisioned by Saint Elizabeth Health Care. The Virtual Internship (VI) Project was initiated and consisted of the development and testing of a telementoring tool. New graduates were matched with preceptors and both groups accessed Web-based policies and procedures, certification programs and learning modules, an on-line discussion forum, as well as traditional face-to-face mentoring.

Using a Cloud-based Electronic Health Record During Disaster Response: A Case Study in Fukushima, March 2011

2013 ◽  
Vol 28 (4) ◽  
pp. 383-387 ◽  
Author(s):  
Takashi Nagata ◽  
John Halamka ◽  
Shinkichi Himeno ◽  
Akihiro Himeno ◽  
Hajime Kennochi ◽  
...  
Keyword(s):  
Electronic Health Record ◽  
Disaster Response ◽  
Nuclear Power ◽  
Large Scale ◽  
Health Record ◽  
Publication Type ◽  
Web Based ◽  
Electronic Health ◽  
Medical Teams

AbstractFollowing the Great East Japan Earthquake on March 11, 2011, the Japan Medical Association deployed medical disaster teams to Shinchi-town (population: approximately 8,000), which is located 50 km north of the Fukushima Daiichi nuclear power plant. The mission of the medical disaster teams sent from Fukuoka, 1,400 km south of Fukushima, was to provide medical services and staff a temporary clinic for six weeks. Fear of radiation exposure restricted the use of large medical teams and local infrastructure. Therefore, small volunteer groups and a cloud-hosted, web-based electronic health record were implemented. The mission was successfully completed by the end of May 2011. Cloud-based electronic health records deployed using a “software as a service” model worked well during the response to the large-scale disaster.NagataT, HalamkaJ, KennochiH, HimenoS, HimenoA, HashizumeM. Using a cloud-based electronic health record during disaster response: a case study in Fukushima, March 2011. Prehosp Disaster Med. 2013;28(4):1-5.

scholarly journals Dansk på stedet - skitse til en omgivelsesforankret læringsmetode

2012 ◽  
Vol 7 (13) ◽  
pp. 27-40
Author(s):  
Line Hjorth Christensen
Keyword(s):  
Active Learning ◽  
Experiential Learning ◽  
Learning Theories ◽  
Academic Learning ◽  
Learning Material ◽  
Learning Methods ◽  
Learning Space ◽  
Cultural Event ◽  
And Linguistics

Ud fra en konkret undervisnings- og udstillingscase på Københavns Universitet Amager undersøger artiklen, hvordan det nære fysiske miljø på uddannelsesstedet kan indgå som ressource i en konkret danskfaglig læringssammenhæng. Der tages afsæt i det forhold, at de fysiske omgivelser er et undervurderet aspekt i læringssammenhænge og i en forståelse af, at kunsten bevæger sig frit på tværs af forskellige medier, hvor litteratur og sprog altid er i dialog med andre bevidst formgivne udtryk af ikke-sproglig karakter. Der redegøres for den konkrete case, for kursets og den specifikke øvelses faglige mål, såvel de museologisk danskfaglige som de fagdidaktiske samt for de teoretiske inspirationer og overvejelser, der ligger til grund for at arbejde med udstillingsmediet i danskundervisningen. På den baggrund redegøres der for de studerendes reaktioner på lyrikprojektet i forhold til fagfaglige og didaktiske mål; afslutningsvist opsummerer artiklen med sigte på metodens relevans for danskundervisningen og på humaniora.The article explores how physical and professional surroundings within a university frame can work as an active learning space and learning ”material” in relation to an MA course in museology. The course took place in 2009 at Dept. of Scandinavian Studies and Linguistics, University of Copenhagen, part of the course being coordinated in relation to the cultural event Kulturnatten (Copenhagen Cultural Night).  Based on a specific case study of a curatorial exercise, that of installing a poetry exhibition and authoring an exhibition catalogue, the survey sets out to illuminate learning potentials held within combined tactile and textual mediating processes. In particular interacting with text and objects, turning curatorial strategies into didactic processes and working product orientated with a view to an actual audience is being stressed as a way of expanding traditional academic learning methods. The article draws on aesthetic, experiential learning theories, and museology, stating the necessity of joining what David A. Kolb has described as “the simple perception of experience’ with students” reciprocal action and independent positioning.

scholarly journals Pengembangan Sistem Informasi Industri Jasa Menjahit Online Berbasis Web Menggunakan Metode Waterfall

2020 ◽  
Vol 5 (2) ◽  
pp. 116
Author(s):  
Elsa Oktavia ◽  
Yulindon Yulindon ◽  
Rahmat Hidayat
Keyword(s):  
Information Systems ◽  
Web Application ◽  
Large Scale ◽  
Design Work ◽  
Financial Reports ◽  
Web Based ◽  
Work Systems ◽  
Face To Face ◽  
Service Information ◽  
Drastic Increase

Information systems are currently increasing very rapidly, but it is unfortunate if the utilization is not yet optimal. Reviewing the data from literature studies and observations that have been made, many people need sewing services. The drastic increase in demand makes competition in the convection industry. Most of the work systems in the convection industry are done manually and are not economical. Product development also lacks creativity. Therefore, this researcher will use IT as marketing and design work, this can make processing time shorter and more optimal. Thus, customers will be facilitated in ordering ready-made clothes or clothes that match the customer's wishes by using a web application that only sends data on the size of the clothes or clothing model that the customer wants. This web-based application system can make it easier for customers to transact with the owner and transactions do not have to meet face to face. In addition, clothing sales and large-scale orders can be neatly organized and financial reports can be well structured and organized clearly. The results of this research will be in the form of research reports and web-based online sewing service information systems using the waterfall method. 

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