Collaborative Learning in the Internet Learning Space

2002 ◽  
Vol 16 (4) ◽  
pp. 249-259 ◽  
Author(s):  
Mizue Kayama ◽  
Toshio Okamoto
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Style ◽  
Learning Activity ◽  
The Internet ◽  
Learning Support ◽  
Learning Space ◽  
Synchronous Learning ◽  
Internet Learning ◽  
Remote Learning

The purpose of this study is to support learning activity in the Internet learning space. In this paper, the authors examine knowledge management and the presentation of information for collaborative learning support. RAPSODY-EX (Remote and Adaptive Educational Environment: A Dynamic Communicative System for Collaborative Learning) is a remote learning support environment organized as a learning infrastructure. RAPSODY-EX can effectively carry out collaborative learning support in asynchronous and synchronous learning modes. Remote learning is a learning style in which both individual and collaborative learning are carried out via a multimedia communication network. In the remote learning environment, the arrangement and integration of information are designed to support the decision making of learners and mediators. The aim of the project is to construct a continuously growing digital portfolio database. In addition, the architecture required for the learning environment which includes such a database is examined.

Cabot Science Library

2019 ◽  
pp. 284-298
Author(s):  
Joanna Huang ◽  
Anu Vedantham
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Knowledge Creation ◽  
Learning Support ◽  
Digital Environment ◽  
Smart Learning Environment ◽  
Effective Learning ◽  
Smart Learning ◽  
Knowledge Creation And Sharing

Cabot Science Library has transformed from a traditional collections-based science library into an innovative hub for collaborative learning support. This chapter examines how a well-designed space and technology promotes effective learning and documents how Cabot functions as a smart learning environment. The interplay between a physical and digital environment at Cabot Science Library emphasizes learner mobility and engagement, collaboration, and discovery, enabling knowledge creation and sharing.

Using Lotus Learning Space to Enhance Student Learning of Data Communication

2011 ◽  
pp. 163-171
Author(s):  
Michael W. Dixon ◽  
Johan M. Karlsson ◽  
Tanya J. McGill
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Data Communication ◽  
Teaching Material ◽  
The Internet ◽  
Viable Option ◽  
Learning Space ◽  
Online Delivery ◽  
Learner Centered ◽  
Enhance Student Learning

Online delivery of courses has become a viable option because of the Internet. This paper describes how we deliver and manage part of a postgraduate degree in telecommunications. We aim to foster learner-centered education while providing sufficient teacher centered activities to counter some of the known concerns with entirely learner-centered education. We use the Internet as the communication infrastructure to deliver teaching material globally and Lotus LearningSpace to provide the learning environment.

Remote Learning Responses to the COVID-19 Situation in Creating Collaborative Learning Environment: Cases from Nagasaki’s Public Schools

2021 ◽  
Author(s):  
Satoshi Ishida ◽  
Keyword(s):  
Public Schools ◽  
Collaborative Learning ◽  
Online Education ◽  
Learning Environment ◽  
Local Governments ◽  
Remote Island ◽  
Collaborative Learning Environment ◽  
Past Experiences ◽  
Nagasaki Prefecture ◽  
Remote Learning

Abstract This paper examines collaborative learning environment through remote learning in local government. While COVID-19 brought pedagogical and financial challenges to public schools that were already experiencing crises in the management of their educational programs, it also created new opportunities to strengthen relationships and create institutions that will bring out the resilience needed to bounce back stronger and better than before. Government-led approaches to introduce ICT into the educational environment have become even more important in the during the COVID-19 disaster, and in this crisis, public school education in remote areas, including remote island regions, is about to undergo a major transformation. In recent years, ICT environments have begun to be established in educational settings throughout the country. However, it is a fact that there is a large difference in the response to remote learning among local governments. On the other hand, some local governments in Nagasaki Prefecture have begun initiatives to collaborate with private companies and universities to enhance remote learning. In particular, in remote island areas, cross-border collaborative remote learning is being developed in a way that makes use of past experiences. These efforts are expected to meet the needs of the "new normal" under the COVID-19 situation and to be effectively used as "hubs for collaborative learning" that will become the standard in the future. This paper briefly explores the challenges and possibilities of how the promotion of remote learning can bring a ray of hope to the educational field of public schools, using the case of Nagasaki Prefecture, which includes remote island area. KEYWORDS: Remote Learning, Online Education, COVID-19, Collaborative Learning, Nagasaki

scholarly journals Listening Strategies Use in the Internet Learning Environment by Non-English Major College Students: A Comparison between Male and Female Listeners

2015 ◽  
Vol 2 (1) ◽  
pp. 37 ◽  
Author(s):  
Xiu-hua Ma
Keyword(s):  
College Students ◽  
Learning Environment ◽  
Strategy Training ◽  
Male Students ◽  
The Internet ◽  
Male And Female ◽  
The Social ◽  
Internet Learning ◽  
English Major ◽  
Listening Strategies

<p>Based on the researches of listening strategies at home and abroad, this study tries to explore the gender’s effect on the use of listening strategy under the internet autonomous learning environment and finds the differences as well as the similarities in the use of listening strategies. The results have some implications for teachers. English teachers should take the factors of gender into account in the course of strategy training, especially cultivating male students’ use of the social/affective strategies.</p>

LDL for collaborative activities

2008 ◽  
pp. 224-251 ◽  
Author(s):  
Christine Ferraris ◽  
Christian Martel ◽  
Laurence Vignollet
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Virtual Learning Environment ◽  
Learning Activity ◽  
Modeling Language ◽  
Instructional Designers ◽  
Learning Design ◽  
Research Teams ◽  
Graphical Notations ◽  
Collaborative Activities

LDL (learning design language) is an educational modeling language which was conceived to model collaborative activities. It has roots in social sciences, mainly linguistics, sociology and ethnomethodology. It proposes seven concepts that allow instructional designers to build the model of a collaborative learning activity. It has both a visual and a textual notation, the latter being computer-readable. This means that the produced models can be easily operationalized and executed in an existing virtual learning environment. This chapter introduces LDL, its concepts and the graphical notations associated with each of them. The methodology proposed to facilitate the modeling is also presented. Its use is illustrated by the example of the planet game, which was practically tested with other research teams as a benchmark/competition during the ICALT 2006 conference.

LDL for Collaborative Activities

2011 ◽  
pp. 403-430
Author(s):  
Christine Ferraris ◽  
Christian Martel ◽  
Laurence Vignollet
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Virtual Learning Environment ◽  
Learning Activity ◽  
Modeling Language ◽  
Instructional Designers ◽  
Learning Design ◽  
Research Teams ◽  
Graphical Notations ◽  
Collaborative Activities

LDL (learning design language) is an educational modeling language which was conceived to model collaborative activities. It has roots in social sciences, mainly linguistics, sociology and ethnomethodology. It proposes seven concepts that allow instructional designers to build the model of a collaborative learning activity. It has both a visual and a textual notation, the latter being computer-readable. This means that the produced models can be easily operationalized and executed in an existing virtual learning environment. This chapter introduces LDL, its concepts and the graphical notations associated with each of them. The methodology proposed to facilitate the modeling is also presented. Its use is illustrated by the example of the planet game, which was practically tested with other research teams as a benchmark/competition during the ICALT 2006 conference.

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