Empowered Learner Identity Through M-Learning

2011 ◽  
Vol 3 (1) ◽  
pp. 53-63 ◽  
Author(s):  
Ruth Wallace
Keyword(s):  
Formal Education ◽  
Social Systems ◽  
Knowledge Systems ◽  
Educational Institutions ◽  
Educational Systems ◽  
Learning Tools ◽  
Northern Australia ◽  
Indigenous Students ◽  
Learner Identity ◽  
E Learning

E-learning has been promoted as a key component of improving educational access and opportunity internationally, but for disenfranchised learners, many forms of e-learning are just as alien as the educational systems they have rejected. M-learning utilises technologies, activities and social systems that are integrated into many people’s lives, including those who have had limited access to, or rejected, formal education systems. This paper discusses projects conducted in Northern Australia that explored a range of e-tools to support indigenous students’ engagement and recognition of their knowledge and contexts. Mobile learning tools emerged as the preferred way to learn throughout the project. This approach challenges educational institutions to connect to students’ lives and contexts. This paper shows how participants utilised m-learning to demonstrate their diverse knowledge systems, the decisions they made about representing knowledge though m-learning, and the implications for trainers and assessors.

Empowered Learner Identity Through M-Learning

2014 ◽  
pp. 272-283
Author(s):  
Ruth Wallace
Keyword(s):  
Formal Education ◽  
Social Systems ◽  
Knowledge Systems ◽  
Educational Institutions ◽  
Educational Systems ◽  
Learning Tools ◽  
Northern Australia ◽  
Indigenous Students ◽  
Learner Identity ◽  
E Learning

E-learning has been promoted as a key component of improving educational access and opportunity internationally, but for disenfranchised learners, many forms of e-learning are just as alien as the educational systems they have rejected. M-learning utilises technologies, activities and social systems that are integrated into many people’s lives, including those who have had limited access to, or rejected, formal education systems. This paper discusses projects conducted in Northern Australia that explored a range of e-tools to support indigenous students’ engagement and recognition of their knowledge and contexts. Mobile learning tools emerged as the preferred way to learn throughout the project. This approach challenges educational institutions to connect to students’ lives and contexts. This paper shows how participants utilised m-learning to demonstrate their diverse knowledge systems, the decisions they made about representing knowledge though m-learning, and the implications for trainers and assessors.

scholarly journals The ABC method as a tool for blended learning course development at Bergen University Library

2021 ◽  
Author(s):  
Pål Steiner ◽  
Ingunn Rødland ◽  
Henry Langseth ◽  
Christian Højbjerg Hansen
Keyword(s):  
Blended Learning ◽  
Course Design ◽  
Original Method ◽  
Educational Institutions ◽  
Learning Tools ◽  
Planning And Design ◽  
Hands On ◽  
University College London ◽  
E Learning ◽  
Abc Method

Embarking on planning and design of new library courses, or just even redesigning them, might be challenging in an everyday busy schedule. Especially if you want to try out new digital applications or features that could give the training an edge towards students, often prejudiced to what they can expect from a traditional library course. Ideally you engage colleagues and even students and faculty members in such a process. But how can you allocate enough time and resources to reach such ambitions? The ABC method, developed at University College London, is an effective, engaging and creative approach. In only 90 minutes groups are able to work together hands-on to create a visual storyboard outlining the type and sequence of learning activities aligned with the course’s learning outcomes. Blended learning and co-creation are often encouraged in course design in many educational institutions these days. The ABC method encourage also library instructors to think about e-learning tools, methods for active learning and opportunities for co-creation. Library courses, in difference from regular courses at universities, if often taught as a “one-shot-session”, and they rarely include formal evaluations. We therefore felt the need to adapt the method to better suit these circumstances. We adjusted both agenda and material, but all ideas and principles follow the original method. Evaluation showed good feedback regarding the proportion of participants who intended to change their course design after attending the workshop. This session will present the basic principles of the ABC-method and our experiences working with this approach to blended course planning.

scholarly journals USE OF E-LEARNING TOOLS ON HIGHER EDUCATION INSTITUTIONS

2020 ◽  
Vol 8 (12) ◽  
pp. 805-810
Author(s):  
Alka Sharma ◽  
◽  
Hina Jain Gupta ◽  
Keyword(s):  
Higher Education ◽  
Quality Education ◽  
Educational Institutions ◽  
Learning Tools ◽  
Higher Educational Institutions ◽  
E Learning ◽  
Higher Educational ◽  
Almost All ◽  
The Impact ◽  
Quantitative And Qualitative Methods

In the last two decades, technology has evolved at a great pace and has influenced almost all spheres of life and education is no exception to it. Nowadays, most of the educational institutions are using various tools and equipments to impart education to the students. This paper has tried to explore the impact of e-education tools on thestudents in higher educational institutions. The sample consists of students enrolled in higher educational institutions. Both quantitative and qualitative methods have been adopted for data collection including questionnaires, semi-structured &open-ended interviews. Use of computer and internet was found to be one of the most important e-learning tools. The findings are expected to assist the higher educational institutions in framing their policies to impart quality education to the students.

Use of Technology in Problem-Based Learning in Health Science

2019 ◽  
pp. 365-375
Author(s):  
Indu Singh ◽  
Avinash Reddy Kundur ◽  
Yun-Mi Nguy
Keyword(s):  
Positive Impact ◽  
Health Science ◽  
Educational Systems ◽  
Learning Tools ◽  
Access To Education ◽  
Electronic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Use Of Technology ◽  
E Learning

Recent advances in the field of digital technology have had a significant role in changing the concept of learning and teaching for both students and teachers. These developments have enabled educational systems to move from their traditional classroom-based teaching models to a more enhanced blended/e-learning approach including an array of electronic learning tools such as digital microscopy, electronic cell counter, 3D virtual reality, and demonstration videos. An integration of these digital tools along with contemporary face-to-face teaching can significantly improve student learning outcomes and provide convenient and flexible access to education and training. This model demonstrated a positive impact on laboratory-based courses such as Laboratory Medicine at Griffith University. The objective of this chapter is to highlight the impact and advantages of this particular model from the student- and teacher-based perspective. This chapter will also discuss some of the challenges of implementing this mode of teaching and provide future directions.

Use of Technology in Problem-Based Learning in Health Science

2018 ◽  
pp. 5853-5862
Author(s):  
Indu Singh ◽  
Avinash Reddy Kundur ◽  
Yun-Mi Nguy
Keyword(s):  
Positive Impact ◽  
Health Science ◽  
Educational Systems ◽  
Learning Tools ◽  
Access To Education ◽  
Electronic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Use Of Technology ◽  
E Learning

Recent advances in the field of digital technology have had a significant role in changing the concept of learning and teaching for both students and teachers. These developments have enabled educational systems to move from their traditional classroom based teaching models to a more enhanced blended/E-learning approach including an array of electronic learning tools such as digital microscopy, electronic cell counter, 3D-virtual reality and demonstration videos. An integration of these digital tools along with contemporary face to face teaching can significantly improve student learning outcomes and provide convenient and flexible access to education and training. This model demonstrated a positive impact on laboratory based courses such as Laboratory Medicine at Griffith University. The objective of this article is to highlight the impact and advantages of this particular model from the student and teacher based perspective. This article will also discuss some of the challenges of implementing this mode of teaching and provide future directions.

e-Learning in the Cloud

2012 ◽  
pp. 10-19 ◽  
Author(s):  
Niall Sclater
Keyword(s):  
Learning Environments ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
Learning Tools ◽  
It Services ◽  
Institutional Policies ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
E Learning ◽  
Levels Of Service

Elearning has grown rapidly in importance for institutions and has been largely facilitated through the “walled garden” of the virtual learning environment. Meanwhile many students are creating their own personal learning environments by combining the various Web 2.0 services they find most useful. Cloud computing offers new opportunities for institutions to provide dynamic and up-to-date Internet-based, e-learning applications while ensuring high levels of service, and compliance with institutional policies and legislation. The cloud is rapidly evolving in its architecture, the services offered and the logistics of deployment. It brings with it risks but also possibilities for learners and for educational institutions to reduce costs and enhance services. It is likely to severely disrupt the business model developed by existing vendors of VLEs who provide an integrated suite of e-learning tools, installed and maintained by the institution’s IT services department.

eLearning in the Cloud

2010 ◽  
pp. 661-670
Author(s):  
Niall Sclater
Keyword(s):  
Learning Environments ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
Learning Tools ◽  
It Services ◽  
Institutional Policies ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
E Learning ◽  
Levels Of Service

Elearning has grown rapidly in importance for institutions and has been largely facilitated through the “walled garden” of the virtual learning environment. Meanwhile many students are creating their own personal learning environments by combining the various Web 2.0 servicesthey find most useful. Cloud computing offers new opportunities for institutions to provide dynamic and up-to-date Internet-based, e-learning applications while ensuring high levels of service, and compliance with institutional policies and legislation. The cloud is rapidly evolving in its architecture, the services offered and the logistics of deployment. It brings with it risks but also possibilities for learners and for educational institutions to reduce costs and enhance services. It is likely to severely disrupt thebusiness model developed by existing vendors of VLEs who provide an integrated suite of e-learning tools, installed and maintained by the institution’s IT services department.

Open and Distance Learning Tools and Strategies

2008 ◽  
pp. 34-47
Author(s):  
Cristina Girona
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Learning Tools ◽  
Educational Models ◽  
E Learning ◽  
Technological Means ◽  
The University ◽  
Learning Institutions

There exists nowadays an enormous variety of models of e-leaning, from the technological, methodological and management perspective. At the university level, but also in company-training, in schools and formal education institutions, the different educational models appear, moving in a continuum from those who use technology as a complement or support to traditional attended sessions, to those that base the teaching and learning process in completely online environments. They try a variety of teaching methods while using differing degrees of virtualisation in the organisation (Bates, 2005). Years ago, when ICT in education started to be widely used, the success of the e-learning experience and the institutions themselves depended on their technological means; the platform was the most important of the model adopted by e-learning institutions. Initial efforts were put in market analysis aiming at finding out which was the best platform developed by ICT providers. Major investments in economical terms were dedicated to the acquisition of what was considered “the best” platform. Some years later, it was seen that institutions were different from the rest, and that not all educational platforms could cover all their needs. They realised that the success of their educational offer could not only be based on technology but in the learning materials provided. At that moment, the industry of online resources and hypermedia materials for educational uses grew up quickly. For some years, the success of e-learning mainly depended on the quality of the online materials provided, and that distinguish one institution from others.

A Proposed Protocol of Multimedia Optimized Production for STEAM E-Learning

2016 ◽  
pp. 72-91
Author(s):  
Jenny Z. Xu ◽  
Nicholas Graham ◽  
Scott E. Gaines ◽  
Bradley S. Hughes
Keyword(s):  
Content Knowledge ◽  
Educational Institutions ◽  
Learning Tools ◽  
Walk Away ◽  
Pedagogical Tool ◽  
On Demand ◽  
Science Technology ◽  
E Learning ◽  
Online Environments

There are many nuances to utilizing multimedia successfully as a pedagogical tool. With pressure for educational institutions to adopt e-learning tools such as online animations, it is important that a protocol be made to optimize the process and ensure students walk away with important content knowledge. Effective STEAM multimedia requires attractive aesthetics to engage viewers, research-based pedagogy to effectively educate viewers, and an efficient workflow that lowers costs. Focusing on the Science, Technology, Engineering, Arts, and Mathematic (STEAM) fields, this paper reviews literature on the effectiveness of animations for the classroom and online environments, and examines why some projects work while others do not. While addressing the problems that arise when using on-demand animation, we propose a unique protocol that practitioners and researchers can utilize in the production of their own educational animation.

scholarly journals Paradigm Shift towards E-Learning in Nigeria

2021 ◽  
Vol 04 (11) ◽  
Author(s):  
Fasunwon, Adebayo Folorunso Ph.D ◽  
Keyword(s):  
Paradigm Shift ◽  
Social Systems ◽  
Traditional Classroom ◽  
Educational Systems ◽  
Center Stage ◽  
The World ◽  
The Future ◽  
E Learning ◽  
Learning Platforms ◽  
Political Realities

In almost every place in the world, the outbreak of the coronavirus pandemic is pushing societies, cultures and civilizations into uncharted territories. Social systems, economic structures and to an extent, political realities are being disrupted on a scale unprecedented in human recorded history. Educational systems are no exception, with more than 1.6 billion learners forced out of traditional schooling since the beginning of the pandemic. E-learning platforms and models are thus taking the center stage, leaping out from the shadows of traditional classroom-based learning with such force that many have argued it is indeed the future of learning. This paper examines the realities of such a paradigm shift within the Nigerian context, with particular spotlight on its advantages to the educational sector, as well as challenges that may hinder the realization of these advantages and nullify potential positive impacts.

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