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.

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.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

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.

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.

Technological Enhancements of the Method of Loci for Facilitating Logographic Language Learning

2019 ◽  
Vol 48 (3) ◽  
pp. 440-459
Author(s):  
Federico Gelsomini ◽  
Kamen Kanev ◽  
Reneta P. Barneva ◽  
Lisa Walters
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Technology Enhanced Learning ◽  
Novel Approach ◽  
Method Of Loci ◽  
New Knowledge ◽  
Enhanced Learning ◽  
Augmented Method

Memorization is essential when new knowledge is based on association with existing knowledge. It is key in acquiring logographic languages, such as Chinese and Japanese. Such languages present challenges to students possessed of alphabet-based mother tongues. To meet these challenges, we discuss a technology-enhanced learning method to address the needs of second language learners and support the development of appropriate logographic skills. Our novel approach facilitates the memorization of pictograms through the augmented method of loci. We detail augmented method of loci, discuss its wide impact in a range of disciplines, and provide a case study of its application.

Screencasting for Mathematics Online Learning

2012 ◽  
pp. 43-59 ◽  
Author(s):  
Birgit Loch
Keyword(s):  
Online Learning ◽  
Management System ◽  
Good Practice ◽  
First Year ◽  
Delivery Mode ◽  
Technology Enhanced Learning ◽  
Face To Face ◽  
Course Material ◽  
Enhanced Learning

This chapter presents a case study of technology integration to support student learning in a first year operations research course at a dual delivery mode university. The course is taken by on-campus and distance students at the same time. It is shown how both groups are treated the same in this course in terms of provision of course material, access to the course learning management system, and to screencasts of live classes and additional explanations. The only difference between the two groups is the on-campus students’ ability to attend live face-to-face classes and to interact with the lecturer. The chapter demonstrates how screencasting is used effectively in online learning. Its objective is to share good practice of technology enhanced learning.

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