scholarly journals Partnerskabt digitalt læringsrum

2016 ◽  
Vol 9 (16) ◽  
Author(s):  
Christina Juul Jensen ◽  
Lise Stenbæk ◽  
Helle Bundgaard
Keyword(s):  
Social Constructivism ◽  
Empirical Data ◽  
Field Work ◽  
Development Project ◽  
Academic Learning ◽  
Learning Design ◽  
Digital Learning ◽  
Learning Platform ◽  
Theoretical Perspectives ◽  
The University

Dansk Artiklen beskriver et udviklingsprojekt fra Institut for Antropologi på Københavns Universitet. Her har studerende i partnerskab med studieleder, underviser og konsulenter samskabt et socialtkonstruktivistisk funderet digitalt læringsrum til brug på feltarbejde. De studerende på feltarbejde er udfordret af, at de ikke er fysisk tilstede på universitetet i et semester på deres kandidat studie, fordi de er i felten og indsamle empirisk data. Den manglende fysiske tilstedeværelse påvirker nærheden til studiet og konsekvensen er, at de studerende oplever ensomhed såvel som et mindre akademisk fokus. Artiklen er rammesat med Conoles 7C læringsdesign og benytter sig af Salmons 5-trins model for opbygning af den digitale undervisning. Formålet med skabelsen af et digitalt læringsrum til er etablere et socialt-fagligt læringsrum som minimerer fornemmelsen af fysisk fravær. Artiklen dækker både, partnerskabsbegrebet som afsæt for undervisningsudvikling, læringsdesign samt opbygning af et digitialt læringsrum og belyser dermed de studerendes mulighed for læring, kommunikation og samarbejde digitialt i løbet af feltarbejdet. Studenterevalueringer og skriftligt kommunikation mellem de studerende fra det digitiale læringsrum vises eksemplificerende. De teoretiske perspektiver og de empiriske eksempler gør det muligt at konkludere, at det samskabte digitale læringsrummulighed for feedback understøtter de studerende både socialt og akademisk gennem deres feltarbejde. English The article describes a development project from the Department of Anthropology at the University of Copenhagen where students together with the study board, teachers and consultants co-create a digital learning course based on social constructivism thoughts for fieldwork. The fieldwork students are challenged by the fact that they are not physical present at the University for one semester of their master education because they have to generate empirical data in the field. The physical absence complicates the closeness to the department and the consequences have so far been that the students experience loneliness as well as less academic focus during their fieldwork. The article is framed within Conoles 7C learning design model and uses Salmon’s 5-step model for structuring the digital teaching. The purpose of creating a digital learning course is to establish a social and academic learning environment which minimize the felling of physical absence among the students. The article covers both the partnership term for teaching development, the learning design, as well as the creation of a digital learning platform and highlights thereby the student’s possible learning, communication and corporation in a digital environment during fieldwork. Student evaluations as well as online written communication among students from the digital platform are used for exemplification. The theoretical perspectives and the empirical data enable a conclusion which frames that the integrated options for feedback in the co-created digital learning platform support the students in both social and academic ways during their field work.

scholarly journals A Digital Platform for Applied Master’s Degree Curriculum Development and Delivery

2021 ◽  
pp. 58-67
Author(s):  
Р.Д. Гимранов ◽  
Г.Е. Каратаева ◽  
И.В. Чалей
Keyword(s):  
Curriculum Development ◽  
Semantic Analysis ◽  
Research Area ◽  
Digital Learning ◽  
Digital Platform ◽  
Learning Platform ◽  
Learning Platforms ◽  
Competence Framework ◽  
Definition Of ◽  
The University

Представлен взгляд авторов на более широкую трактовку дефиниции цифровой образовательной платформы. Накопленный опыт работы использовании ФГОС 3++ показывает, что цифровая платформа – это не столько программное решение, реализующее для пользователей различного уровня подготовки доступ к обучающему материалу, сколько система, позволяющая проектировать и реализовать образовательные программы с учетом требований федеральных образовательных стандартов, а также обеспечить эффективную подготовку специалистов через индивидуализацию образовательных траекторий. Результат статьи — это обобщение опыта авторов по разработке магистерских программ и их реализации в тесном сотрудничестве университета и градообразующего предприятия. Систематизированы подходы к формированию фреймворка компетенций и их реализации через смешанный формат обучения. Решение обозначенной проблемы не представляется возможным без применения новых подходов к описанию (формализации) области исследования. На основании публикаций по рассматриваемому вопросу, с учетом перспективности использования семантического анализа жизненного цикла образовательной программы рекомендуется применение онтологического моделирования. Результаты проведенного исследования могут быть использованы преподавателями-практиками при разработке курсов дисциплин, которые могут быть имплементированы в цифровую образовательную платформу. The paper presents our approach to an extended definition of the digital learning platform. The experience with the national educational standards (FGOS3++) shows that a digital platform is not just the software to access the educational content, but most of all a system intended to design and offer education programs compliant to FGOS for highquality training through individual curricula. The paper covers the outcomes of our experience with Master’s curriculum development and delivery in collaboration between the university and the large business. We implemented an approach to create a competence framework and offer it as blended learning. Solving this problem requires new approaches to the research area formalization. After analyzing the existing research and considering excellent prospects for semantic analysis of the education program lifecycle we recommend using ontology modeling. Results of the research can be used by tutors who develop courses for digital learning platforms.

The Experiential Learning Design Accelerator

2021 ◽  
pp. 271-287
Author(s):  
Annie Kurtin ◽  
Megan Forecki ◽  
Abra McAndrew ◽  
Brian Mayer
Keyword(s):  
Experiential Learning ◽  
Design Thinking ◽  
Course Design ◽  
Selection Process ◽  
Learning Design ◽  
Digital Learning ◽  
Learning Tools ◽  
Iterative Development ◽  
Faculty Selection ◽  
The University

This chapter will describe the Experiential Learning Design Accelerator (the Accelerator) initiative at the University of Arizona and its impact on this campus. Specifically, this chapter will address the campus-wide faculty selection process, programmatic components of the Accelerator including topical workshops exploring themes such as reciprocity within community partnerships, iterative development embedded in student-facing assignments, and the design and execution of effective digital learning tools. Critically, this chapter will look at the foundational training in design thinking to inform course design and delivery.

scholarly journals eLearning Tools at the University of Botswana: Relevance and Use Under COVID-19 Crisis

2021 ◽  
Vol 8 (1) ◽  
pp. 142-154
Author(s):  
Poloko N. Ntshwarang ◽  
Tumani Malinga ◽  
Nonofo Losike-Sedimo
Keyword(s):  
Social Constructionism ◽  
Social Constructivism ◽  
Computer Literacy ◽  
University Of Botswana ◽  
Information Communications Technology ◽  
Poor Access ◽  
Learning Platforms ◽  
Excess Number ◽  
Instruction And Learning ◽  
The University

Information communications technology (ICT) is currently a highly sought component of every higher learning institutions, especially universities and colleges gravitate towards eLearning mode of instruction and knowledge acquisition. eLearning encompass multiple technology and Internet-based learning platforms that requires computer literacy from both learners and instructors. eLearning has been upgraded such that it offers more flexibility and comfort as instruction and learning occurs any time and at the users’ preferred environment. However, for most African Universities, the challenge in the use of eLearning is expedited by excess number of students, poor infrastructural development and poor access to the Internet off campus. At the University of Botswana, the need and urgency to address aforementioned difficulties was exposed in the era of COVID-19 pandemic where the use of eLearning was a dare situation for both instructors and learners. In this article, the authors discuss the background of eLearning tools at the University of Botswana, types of eLearning tools, their relevance, use, advantages and the challenges encountered. Prospects are also discussed. The article is based on the experiences of the authors, their observations, as well as the literature review and the use of the social constructionism or social constructivism theory.

APPLICATION OF VIRTUALIZATION TECHNOLOGIES IN THE CONTEXT OF DIGITALIZATION OF EDUCATION

2021 ◽  
Vol 74 (2) ◽  
pp. 61-67
Author(s):  
B. D. Sydykhov ◽  
◽  
D.U. Ydyrysbayev ◽  
Z.A. Batyrkhan ◽  
◽  
...  
Keyword(s):  
Educational Process ◽  
Educational Institutions ◽  
Traditional Teaching ◽  
Digital Learning ◽  
Budget Cuts ◽  
Innovative Solutions ◽  
E Learning ◽  
The University ◽  
Computer Labs ◽  
Digital Learning Resources

Today, education is influenced by many factors. Educational institutions face budget cuts, outdated information technology, data security management, and a push to integrate distance learning. Virtualization technologies offer innovative solutions to the problems that arise in this direction. In particular, the extensive use of virtualization in implementing remote and traditional teaching with the use of various e-learning materials, digital learning resources, educational portals, websites, cloud-based technologies. The article presents the directions of the organization of the original educational infrastructure with the use of virtualization technologies implemented by the university in the educational process. This infrastructure provides students and university staff with access to virtual workstations and applications over the Internet, both for working in computer labs at the university and for extracurricular work. Virtualization technologies that characterize the infrastructure functions are presented, which reflect the advantages of this direction, and the final results of research experiments conducted to identify infrastructure problems are presented.

An Archaeological Survey of Caves in Washington

1954 ◽  
Vol 19 (4) ◽  
pp. 387-389
Author(s):  
Earl Swanson ◽  
Alan Bryan
Keyword(s):  
North America ◽  
Field Work ◽  
Archaeological Research ◽  
Archaeological Survey ◽  
Large Area ◽  
Columbia Plateau ◽  
Long Period ◽  
Western Washington ◽  
The University ◽  
Private Collections

During a long period of the time when archaeological research was in progress in other areas of North America, the Columbia Plateau and western Washington lay relatively untouched and unknown. Only recently have systematic studies been undertaken by the University of Washington.The archaeological survey of cave sites in Washington, during the summer of 1952, is a part of those studies. The plan was to locate as many caves as possible, to determine if they had been occupied aboriginally, and to evaluate them with an eye to future excavation.Prior to the field work, reports had been received of caves in various parts of Washington, but the total was small, and we had little expectation of swelling the known number. Many of these had been learned of through newspaper clippings and letters, and from amateur activities. The problem, then, was not simply to examine a few choice caves for testing and excavation, but of surveying a large area in order to initiate an immediate program of excavation to save what remained. In addition to the survey of the caves, the University provided money for the examination of private collections.

scholarly journals Visual technology for the autonomous learning of mathematics

Pythagoras ◽  
2010 ◽  
Vol 0 (72) ◽  
Author(s):  
Helmut Linneweber‐Lammerskitten ◽  
Marc Schäfer ◽  
Duncan Samson
Keyword(s):  
South Africa ◽  
Development Project ◽  
Autonomous Learning ◽  
Pedagogical Issues ◽  
Video Clips ◽  
Visual Technology ◽  
Short Video ◽  
African Context ◽  
Design Production ◽  
The University

This paper describes a collaborative research and development project between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa. The project seeks to establish, disseminate and research the efficacy and use of short video clips designed specifically for the autonomous learning of mathematics. Specific to the South African context is our interest in capitalising on the ubiquity of cellphone technology and the autonomous affordances offered by mobile learning. This paper engages with a number of theoretical and pedagogical issues relating to the design, production and use of these video clips. Although the focus is specific to the contexts of South Africa and Switzerland, the discussion is of broad applicability.

scholarly journals Design on Big data Platform-based in Higher Education Institute

2020 ◽  
Vol 10 (4) ◽  
pp. 36
Author(s):  
Sajeewan Pratsri ◽  
Prachyanun Nilsook
Keyword(s):  
Higher Education ◽  
Big Data ◽  
Data Analysis ◽  
Digital Media ◽  
Data Storage ◽  
Security And Privacy ◽  
Digital Learning ◽  
Learning Platform ◽  
Data Platform ◽  
Tools And Techniques

According to a continuously increasing amount of information in all aspects whether the sources are retrieved from an internal or external organization, a platform should be provided for the automation of whole processes in the collection, storage, and processing of Big Data. The tool for creating Big Data is a Big Data challenge. Furthermore, the security and privacy of Big Data and Big Data analysis in organizations, government agencies, and educational institutions also have an impact on the aspect of designing a Big Data platform for higher education institute (HEi). It is a digital learning platform that is an online instruction and the use of digital media for educational reform including a module provides information on functions of various modules between computers and humans. 1) Big Data architecture is a framework for an architecture of numerous data which consisting of Big Data Infrastructure (BDI), Data Storage (Cloud-based), processing of a computer system that uses all parts of computer resources for optimal efficiency (High-Performance Computing: HPC), a network system to detect the target device network. Thereafter, according to Hadoop’s tools and techniques, when Big Data was introduced with Hadoop's tools and techniques, the benefits of the Big Data platform would provide desired data analysis by retrieving existing information, to illustrate, student information and teaching information that is large amounts of information to adopt for accurate forecasting.

scholarly journals Impact of Google Classroom as an Online Learning Delivery during COVID-19 Pandemic: The Case of a Secondary School in Nigeria

2020 ◽  
pp. 53-61
Author(s):  
Oyarinde, Oluremi Noah ◽  
Komolafe, Olaide Gbemisola
Keyword(s):  
Online Learning ◽  
Secondary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Attitude Scale ◽  
Structure Interview ◽  
Digital Learning ◽  
Online Questionnaire ◽  
Learning Platform ◽  
Achievement Attitudes

The teaching and learning process is rapidly becoming technology driven with the integration of digital learning using of online learning platforms to facilitate instructional delivery. Google classroom learning platform is one of the effective ways of enhancing student active engagement in an online learning environment. The purpose of this study is to examine the impacts of Google classroom as an online learning delivery platform in secondary school during the COVID-19 pandemic in Nigeria. A mixed method approach was used in the study. Online questionnaire on Google Classroom Attitude Scale (GCAS) was used and online Semi-Structure Interview Guide (SSIG) developed by the researcher for data collection on the students’ perceptions on Google classroom. The researcher used Statistical Package of Social Science programme to calculate and analyse arithmetic mean, standard deviation and t-test. Content analysis was used for analysis of qualitative data. The participants were 140. The results showed that Google classroom platform as an online learning delivery positively affected students' academic achievement, attitudes and their perception during the pandemic in Nigeria’s secondary school. Based on the findings of the study, it was recommended that education stakeholders should effectively prepare students for the use of this platform for their learning activities during the pandemic. The platform is capable of assisting both students and teachers to connect, work together, create assignments, grade students and post learning materials. Likewise, students can also ask questions about the areas they do not understand. Hence, the advantages of the platform can be brought into usage for achieving quality in the teaching and learning process at all levels of education during the pandemic.

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