scholarly journals Effect of Backward Design With Virtual Learning Ecosystem to Enhance Design Thinking and Innovation Skills

2021 ◽  
Vol 12 (4) ◽  
pp. 70
Author(s):  
Chananchida Chunpungsuk ◽  
Pinanta Chatwattana ◽  
Pallop Piriyasurawong
Keyword(s):  
Digital Media ◽  
Design Thinking ◽  
Skill Training ◽  
Virtual Learning ◽  
Thinking Skills ◽  
Virtual Learning Environment ◽  
Media Technology ◽  
Backward Design ◽  
Simulated Environment ◽  
Learning Ecosystem

The backward design with virtual learning ecosystem aims to enhance design and innovative ideas as an application that simulates a virtual learning environment where students can interact with the simulated environment using their smartphones and digital goggles. This approach allows continuous, limitless self-learning based on cloud computing and social network, a guideline for the 21st century skill training that focuses on the learner, and enhance design and innovative ideas. This research aims were to (1) develop a backward design with virtual learning ecosystem to enhance design thinking and innovation skills, (2) study posttest learning achievement after application of the backward design with virtual learning ecosystem to enhance design thinking and innovation skill, (3) study design thinking skills assessment of students after using the backward design with virtual learning ecosystem to enhance design thinking and innovation skills, and (4) study posttest innovation of students after using backward design with virtual learning ecosystem to enhance design thinking and innovation skills. The sample group in this study is divided into 2 groups, i.e., (1) the seven experts in design and development of information technology media and technology digital media selected from various educational institutes, and (2) the 20 undergraduates from Digital Media Technology Program, Faculty of Industrial Technology, Muban Chombueng Rajabhat University currently enrolled in the DMT60711 Development of Mobile Application course.

scholarly journals Development of a Teaching Model in Virtual Learning Environment to Enhance Computational Competencies in the 21st Century

2021 ◽  
Vol 15 (13) ◽  
pp. 93
Author(s):  
Noppadol Rungrangtanapol ◽  
Jintavee Khlaisang
Keyword(s):  
High School Students ◽  
Learning Environment ◽  
Design Thinking ◽  
Computational Thinking ◽  
Virtual Learning ◽  
Thinking Skills ◽  
Virtual Learning Environment ◽  
Teaching Model ◽  
School Students ◽  
Public And Private

In the 21<sup>st</sup> century, computing and other necessary skills have become imperative for today's learners. Memorizing a book or one-way communication is incapable of fully developing all the skills required. Along with changes in the new curriculum structure in the computational science courses which are aimed to improve computational thinking skills. In Thailand, students do not have enough experience in calculation methods. Teachers must therefore provide instruction in a format that promotes computational thinking and the skills necessary for the 21<sup>st</sup> century. The sample was 400 students from public and private schools in the same amount to develop the model, which was calculated based on the population of high school students throughout Bangkok, Thailand. It was found that the current learning model was unable to develop computational thinking concepts and 21<sup>st</sup> century skills. Therefore, the researchers have the concept of developing a teaching model that focuses on problem-solving along with the use of a design thinking approach in a virtual learning environment. To enable students with no experience with computational thinking skills to develop computational thinking skills to a competent standard. The objective is to also develop other skills, which are essential skills in the 21<sup>st</sup> century at the same time.

scholarly journals Science in the virtual learning environment as more than online conversation

2006 ◽  
pp. 47-52
Author(s):  
Christina Mainka
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Teaching Practice ◽  
Collaborative Inquiry ◽  
Learning Experience ◽  
Virtual Learning ◽  
Thinking Skills ◽  
Virtual Learning Environment ◽  
Learning Activities ◽  
Science Courses

The asynchronous computer conference still finds itself largely ignored as an effective vehicle for supporting student-centered, collaborative learning experiences. When it is employed the quality of the learning experience varies widely. The literature reports students either unengaged with the medium or overwhelmed by the discussion threads.The online discussion itself tends to take on the nature of an accumulation of independent facts and little peer-to-peer engagement. It is recognised that learning environments in introductory science courses play a crucial role in Higher Education, and dialogic inquiry is understood to play a vital role in the study and understanding of science. According to Biggs “constructively aligned” learning environments in which careful attention is given to the relationship between learning outcomes, learning activities and teaching practice and assessment strategy are supportive of inquiry.Based on a series of introductory online physical science modules, designed and taught by the author for the University of Maryland University College (UMUC), it is shown that an aligned virtual learning environment is feasible and supports deep learning. Key factors instrumental to the successful delivery include clear communication of tutor and student role, ample opportunities for social networking and a range of creative learning activities and meaningful assessment tasks. The asynchronous conference plays a central role in which ideas are not only shared but critically examined and improved. Interaction goes far beyond conversation, reaching a deeper level of collaborative inquiry and ultimately knowledge construction.Science educators are encouraged to incorporate asynchronous conferencing to undergraduate science courses with the aim of fostering collaborative inquiry and critical thinking skills. The case study demonstrates that if the above described features are realised in the online design, the asynchronous conference by default becomes the showplace for knowledge construction from the outset and increasingly the students’ major learning resource3.

Proposal of an instrument to evaluate interaction spaces in a VLE

2019 ◽  
pp. 1-13
Author(s):  
Rubí Estela Morales-Salas ◽  
Daniel Montes-Ponce
Keyword(s):  
Learning Environment ◽  
Design Space ◽  
Collaborative Work ◽  
Virtual Learning ◽  
Interaction Space ◽  
Learning Objects ◽  
Traditional Education ◽  
Virtual Learning Environment ◽  
Discussion Forums ◽  
Exhibition Space

A virtual learning environment is conceived as an interaction space that ease the realization of mediated activities by technology, in this case the internet; besides using multimedia materials, learning objects, social networks, among others; which have changed imminently the traditional education. In this article an instrument is proposed in a checklist format, to evaluate any platform that has interaction spaces such as a Virtual Learning Environment, in this case responding to four spaces or general indicators: information Space, Mediation / Interaction Space, Instructional Design Space and Exhibition Space. Criteria are used according to the interactions and activities carried out by the consultant and virtual student. These, in turn, come up from the analysis and interaction of the advisers achieved in the discussion forums and portfolio activities through collaborative work. It was situated as a qualitative research, with a descriptive nature since it is not limited to data collection only, but also it refers and analyzes the interaction of the advisers achieved in the discussion forums and portfolio activities through the collaborative work of the workshop course "Virtual Learning Environments" developed in a virtual learning environment.

scholarly journals Self-Regulation using Moodle Virtual Learning Environment (VLE) in Solar System Practice

2021 ◽  
Vol 1779 (1) ◽  
pp. 012072
Author(s):  
BR Rosyadi ◽  
Khoirun Nisa ◽  
Irfan Afandi ◽  
Fathor Rozi ◽  
Ahmad Fawaid ◽  
...  
Keyword(s):  
Solar System ◽  
Learning Environment ◽  
Self Regulation ◽  
Virtual Learning ◽  
Virtual Learning Environment
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