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Sample records for learning approach designed

  1. Project Management Approaches for Online Learning Design

    Science.gov (United States)

    Eby, Gulsun; Yuzer, T. Volkan

    2013-01-01

    Developments in online learning and its design are areas that continue to grow in order to enhance students' learning environments and experiences. However, in the implementation of new technologies, the importance of properly and fairly overseeing these courses is often undervalued. "Project Management Approaches for Online Learning Design"…

  2. The FITS model: an improved Learning by Design approach

    NARCIS (Netherlands)

    Drs. Ing. Koen Michels; Prof. Dr. Marc de Vries; MEd Dave van Breukelen; MEd Frank Schure

    2016-01-01

    Learning by Design (LBD) is a project-based inquiry approach for interdisciplinary teaching that uses design contexts to learn skills and conceptual knowledge. Research around the year 2000 showed that LBD students achieved high skill performances but disappointing conceptual learning gains. A

  3. A New Design Approach to Game-Based learning

    DEFF Research Database (Denmark)

    Larsen, Lasse Juel

    2012-01-01

    to ground the student’s reason to learn. This paper proposes a different approach: using visualisation in immersive 3D worlds as both documentation of learning progress and as a reward system which motivates further learning. The overall design idea is to build a game based learning system from three......This paper puts forward a new design perspective for gamebased learning. The general idea is to abandon the long sought-after dream of designing a closed learning system, where students in both primary and secondary school could learn – without the interference of teachers – whatever subject......-based learning system, but will also confront aspects of modern learning theory, especially the notion of reference between the content of an assignment and the reality with which it should or could be connected (situated learning). The second idea promotes a way of tackling the common experience of the average...

  4. Implementing Project Based Learning Approach to Graphic Design Course

    Science.gov (United States)

    Riyanti, Menul Teguh; Erwin, Tuti Nuriah; Suriani, S. H.

    2017-01-01

    The purpose of this study was to develop a learning model based Commercial Graphic Design Drafting project-based learning approach, was chosen as a strategy in the learning product development research. University students as the target audience of this model are the students of the fifth semester Visual Communications Design Studies Program…

  5. The FITS model: an improved Learning by Design approach

    OpenAIRE

    Michels, Koen; Vries, de, Marc; Breukelen, van, Dave; Schure, Frank

    2016-01-01

    Learning by Design (LBD) is a project-based inquiry approach for interdisciplinary teaching that uses design contexts to learn skills and conceptual knowledge. Research around the year 2000 showed that LBD students achieved high skill performances but disappointing conceptual learning gains. A series of exploratory studies, previous to the study in this paper, indicated how to enhance concept learning. Small-scale tested modifications, based on explicit teaching and scaffolding, were promisin...

  6. Design of Learning Objects for Concept Learning: Effects of Multimedia Learning Principles and an Instructional Approach

    Science.gov (United States)

    Chiu, Thomas K. F.; Churchill, Daniel

    2016-01-01

    Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching…

  7. Missing links between lean startup, design thinking, and experiential learning approaches in entrepreneurship education

    DEFF Research Database (Denmark)

    Ramsgaard, Michael Breum; Christensen, Marie Ernst

    2016-01-01

    Questions we care about • How do different pedagogical teaching approaches in entrepreneurship education construct learning outcome when comparing the underlying pedagogical models? • Where can unidentified fields and correlations of pedagogical insights between the approaches of lean startup......, design thinking, and experiential learning be identified? • How can new concepts of learning models, taking lean startup, design thinking and experiential learning approaches into account, be developed in entrepreneurship education? Approach This 3e conference paper begins as a conceptual paper...... highlighting the theories and underlying learning models behind three pedagogical approaches within entrepreneurship education, namely lean startup, design thinking and experiential learning. The paper builds this knowledge framework in order to set the design for an empirical investigation of the proposed...

  8. Developing Learning Scenarios for Educational Web Radio: a Learning Design Approach

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia; Liokou, Effrosyni; Economou, Anastasia

    2018-01-01

    schools. In this paper, we present a survey study that aimed to evaluate a Visual Learning Design (VLD) approach for developing educational scenari-os in web radio. The study results indicated that the VLD approach helped teachers to think about the educational aspects of the web radio production...

  9. A New Design Approach to game or play based learning

    DEFF Research Database (Denmark)

    Larsen, Lasse Juel

    to ground the students sense of meaning. This paper proposes another approach: using visualization in immersive 3D-worlds as documentation of learning progress while at the same time constituting a reward system which motivate further learning. The overall design idea is to build a game based learning......Abstract: The present paper proposes a new design perspective for game based learning. The general idea is to abandon the long and sought after dream of designing a closed learning system, where students from elementary school to high school without teachers’ interference could learn whatever...... game based learning system, but also confront aspects of modern learning theory especially the notion of reference between content of an assignment and the reality with which it should or could be connected (situated learning). The second idea promotes a way to tackle the common experience...

  10. Learning design Rashomon I – supporting the design of one lesson through different approaches

    Directory of Open Access Journals (Sweden)

    Donatella Persico

    2013-08-01

    Full Text Available This paper presents and compares a variety of approaches that have been developed to guide the decision-making process in learning design. Together with the companion Learning Design Rashomon II (Prieto et al., 2013, devoted to existing tools to support the same process, it aims to provide a view on relevant research results in this field. The common thread followed in these two contributions is inspired by Kurosawa's Rashomon film, which takes multiple perspectives on the same action. Similarly, in this paper, Rashomon I, a lesson on “Healthy Eating” is analysed according to five different approaches, while the Rashomon II paper is used to exemplify the affordances of different tools. For this reason, this paper does not follow the conventional structure of research papers (research question, method, results and discussion, but rather it moves from an introduction providing the rationale for the paper, to a description of the five different approaches to learning design (the 4SPPIces Model, the 4Ts, the e-Design Template, the Design Principles Database and the Design Narrative and then to a discussion of their similarities and differences to inform the choice of potential users.

  11. Applying a learning design methodology in the flipped classroom approach – empowering teachers to reflect and design for learning

    Directory of Open Access Journals (Sweden)

    Evangelia Triantafyllou

    2016-05-01

    Full Text Available One of the recent developments in teaching that heavily relies on current technology is the “flipped classroom” approach. In a flipped classroom the traditional lecture and homework sessions are inverted. Students are provided with online material in order to gain necessary knowledge before class, while class time is devoted to clarifications and application of this knowledge. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet. This paper discusses how the learning design methodology can be applied to represent, share and guide educators through flipped classroom designs. In order to discuss the opportunities arising by this approach, the different components of the Learning Design – Conceptual Map (LD-CM are presented and examined in the context of the flipped classroom. It is shown that viewing the flipped classroom through the lens of learning design can promote the use of theories and methods to evaluate its effect on the achievement of learning objectives, and that it may draw attention to the employment of methods to gather learner responses. Moreover, a learning design approach can enforce the detailed description of activities, tools and resources used in specific flipped classroom models, and it can make educators more aware of the decisions that have to be taken and people who have to be involved when designing a flipped classroom. By using the LD-CM, this paper also draws attention to the importance of characteristics and values of different stakeholders (i.e. institutions, educators, learners, and external agents, which influence the design and success of flipped classrooms. Moreover, it looks at the teaching cycle from a flipped instruction model perspective and adjusts it to cater for the reflection loops educators are involved when designing, implementing and re-designing a flipped classroom. Finally, it highlights the effect of learning design on the guidance

  12. Teaching Newton's 3rd law of motion using learning by design approach

    Science.gov (United States)

    Aquino, Jiezel G.; Caliguid, Mariel P.; Buan, Amelia T.; Magsayod, Joy R.; Lahoylahoy, Myrna E.

    2018-01-01

    This paper presents the process and implementation of Learning by Design Approach in teaching Newton's 3rd Law of Motion. A lesson activity from integrative STEM education was adapted, modified and enhanced through pilot testing. After revisions, the implementation was done to one class. The respondent's prior knowledge was first assessed by a pretest. PPIT (present the scenario, plan, implement and test) was the framework followed in the implementation of Learning by Design. Worksheets were then utilized to measure their conceptual understanding and perception. A score guide was also used to evaluate the student's output. Paired t-test analysis showed that there is a significant difference in the pretest and posttest achievement scores. This implies that the performance of the students have improved during the implementation of the Learning by Design. The Analysis of variance also depicts that the low, average and high benefited in the Learning by Design approach. The results of this study suggests that Learning by Design is an effective approach in teaching Newton's 3rd Law of Motion and thus be used in a Science classroom.

  13. Designing e-learning solutions with a client centred approach

    DEFF Research Database (Denmark)

    Ørngreen, Rikke; Nielsen, Janni; Levinsen, Karin

    2008-01-01

      This paper claims that the strategies applied in designing e-learning solutions tend to focus on how to proceed after the precondition, e.g., learners requirements, pedagogical choice, etc., have been decided upon. Investigating the HCI research field, we find that the methodological approaches...... as the organisation that has initiated the e-learning project and needs to manage the e-learning system after its development. Through the Client Centred Design and in close collaboration with the client, three strategic issues are uncovered and strategic models are presented for each. These models are complementary...... perspectives in a Client Centred framework that is useable as the starting point for others in developing large scale e-learning projects....

  14. MOOC Design – Dissemination to the Masses or Facilitation of Social Learning and a Deep Approach to Learning?

    DEFF Research Database (Denmark)

    Christensen, Inger-Marie F.; Dam Laursen, Mette; Bøggild, Jacob

    2016-01-01

    This article accounts for the design of the massive open online course (MOOC) Hans Christian Andersen’s Fairy tales on FutureLearn and reports on the effectiveness of this design in terms of engaging learners in social learning and encouraging a deep approach to learning. A learning pathway...... and increased educator feedback. Course data show that that some learners use the space provided for social interaction and mutual support. A learning pathway that engages learners in discussion and progression from week to week facilitates a deep approach to learning. However, this requires more support from...

  15. Efficient Learning Design

    DEFF Research Database (Denmark)

    Godsk, Mikkel

    This paper presents the current approach to implementing educational technology with learning design at the Faculty of Science and Technology, Aarhus University, by introducing the concept of ‘efficient learning design’. The underlying hypothesis is that implementing learning design is more than...... engaging educators in the design process and developing teaching and learning, it is a shift in educational practice that potentially requires a stakeholder analysis and ultimately a business model for the deployment. What is most important is to balance the institutional, educator, and student...... perspectives and to consider all these in conjunction in order to obtain a sustainable, efficient learning design. The approach to deploying learning design in terms of the concept of efficient learning design, the catalyst for educational development, i.e. the learning design model and how it is being used...

  16. Persuasive Designs for Learning - Learning in Persuasive Design

    DEFF Research Database (Denmark)

    Hansen, Sandra Burri Gram

    and evaluate persuasive learning designs for energy and environment education. Through an exploratory mixed methods approach, I extend my understanding of persuasive design and strive to establish its claim in relation to other more established research areas. I contribute to the field by arguing towards......In this dissertation, the potential of applying persuasive design principles to the development of learning designs in complex organizations is explored, analysed and developed. My research is conducted in collaboration with the Danish Ministry of Defence and the Danish army, where I design, test...... the potential of constructive ethics applied in practice, and with initial steps towards a methodological framework for persuasive design, which bridges between system-oriented and user-centred approaches to design....

  17. A design-based approach with vocational teachers to promote self-regulated learning

    NARCIS (Netherlands)

    Jossberger, Helen; Brand-Gruwel, Saskia; Van de Wiel, Margje; Boshuizen, Els

    2011-01-01

    Jossberger, H., Brand-Gruwel, S., Van de Wiel, M., & Boshuizen, H. P. A. (2011, August). A design-based approach with vocational teachers to promote self-regulated learning. Presentation at the 14th European Conference for Research on Learning and Instruction (EARLI), Exeter, England.

  18. Design Guide for Earth System Science Education: Common Student Learning Objectives and Special Pedagogical Approaches

    Science.gov (United States)

    Baker, D.

    2006-12-01

    As part of the NASA-supported undergraduate Earth System Science Education (ESSE) program, fifty-seven institutions have developed and implemented a wide range of Earth system science (ESS) courses, pedagogies, and evaluation tools. The Teaching, Learning, and Evaluation section of USRA's online ESSE Design Guide showcases these ESS learning environments. This Design Guide section also provides resources for faculty who wish to develop ESS courses. It addresses important course design issues including prior student knowledge and interests, student learning objectives, learning resources, pedagogical approaches, and assessments tied to student learning objectives. The ESSE Design Guide provides links to over 130 ESS course syllabi at introductory, senior, and graduate levels. ESS courses over the past 15 years exhibit common student learning objectives and unique pedagogical approaches. From analysis of ESS course syllabi, seven common student learning objectives emerged: 1) demonstrate systems thinking, 2) develop an ESS knowledge base, 3) apply ESS to the human dimension, 4) expand and apply analytical skills, 5) improve critical thinking skills, 6) build professional/career skills, and 7) acquire an enjoyment and appreciation for science. To meet these objectives, ESSE often requires different ways of teaching than in traditional scientific disciplines. This presentation will highlight some especially successful pedagogical approaches for creating positive and engaging ESS learning environments.

  19. Scaffolding the design of accessible eLearning content: a user-centered approach and cognitive perspective.

    Science.gov (United States)

    Catarci, Tiziana; De Giovanni, Loredana; Gabrielli, Silvia; Kimani, Stephen; Mirabella, Valeria

    2008-08-01

    There exist various guidelines for facilitating the design, preparation, and deployment of accessible eLearning applications and contents. However, such guidelines prevalently address accessibility in a rather technical sense, without giving sufficient consideration to the cognitive aspects and issues related to the use of eLearning materials by learners with disabilities. In this paper we describe how a user-centered design process was applied to develop a method and set of guidelines for didactical experts to scaffold their creation of accessible eLearning content, based on a more sound approach to accessibility. The paper also discusses possible design solutions for tools supporting eLearning content authors in the adoption and application of the proposed approach.

  20. Experience in Design and Learning Approaches – Enhancing the Framework for Experience

    OpenAIRE

    Merja L.M. Bauters

    2017-01-01

    In design and learning studies, an increasing amount of attention has been paid to experience. Many design approaches relate experience to embodiment and phenomenology. The growth in the number of applications that use the Internet of Things (IoT) has shifted human interactions from mobile devices and computers to tangible, material things. In education, the pressure to learn and update skills and knowledge, especially in work environments, has underlined the challenge of understanding how wo...

  1. Experience in Design and Learning Approaches – Enhancing the Framework for Experience

    Directory of Open Access Journals (Sweden)

    Merja L.M. Bauters

    2017-06-01

    Full Text Available In design and learning studies, an increasing amount of attention has been paid to experience. Many design approaches relate experience to embodiment and phenomenology. The growth in the number of applications that use the Internet of Things (IoT has shifted human interactions from mobile devices and computers to tangible, material things. In education, the pressure to learn and update skills and knowledge, especially in work environments, has underlined the challenge of understanding how workers learn from reflection while working. These directions have been fuelled by research findings in the neurosciences, embodied cognition, the extended phenomenological–cognitive system and the role of emotions in decision-making and meaning making. The perspective on experience in different disciplines varies, and the aim is often to categorise experience. These approaches provide a worthwhile view of the importance of experience in learning and design, such as the recent emphasis on conceptual and epistemological knowledge creation. In pragmatism, experience plays a considerable role in research, art, communication and reflection. Therefore, I rely on Peirce’s communicative theory of signs and Dewey’s philosophy of experience to examine how experience is connected to reflection and therefore how it is necessarily tangible.

  2. The Development of a Robot-Based Learning Companion: A User-Centered Design Approach

    Science.gov (United States)

    Hsieh, Yi-Zeng; Su, Mu-Chun; Chen, Sherry Y.; Chen, Gow-Dong

    2015-01-01

    A computer-vision-based method is widely employed to support the development of a variety of applications. In this vein, this study uses a computer-vision-based method to develop a playful learning system, which is a robot-based learning companion named RobotTell. Unlike existing playful learning systems, a user-centered design (UCD) approach is…

  3. A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

    Science.gov (United States)

    Bayu Bati, Tesfaye; Gelderblom, Helene; van Biljon, Judy

    2014-01-01

    The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.

  4. Designing “Theory of Machines and Mechanisms” course on Project Based Learning approach

    DEFF Research Database (Denmark)

    Shinde, Vikas

    2013-01-01

    by the industry and the learning outcomes specified by the National Board of Accreditation (NBA), India; this course is restructured on Project Based Learning approach. A mini project is designed to suit course objectives. An objective of this paper is to discuss the rationale of this course design......Theory of Machines and Mechanisms course is one of the essential courses of Mechanical Engineering undergraduate curriculum practiced at Indian Institute. Previously, this course was taught by traditional instruction based pedagogy. In order to achieve profession specific skills demanded...... and the process followed to design a project which meets diverse objectives....

  5. Instructional design in mathematics for undergraduate students based on learning by mistakes approach utilizing scilab assistance

    Science.gov (United States)

    Kartika, H.

    2018-03-01

    The issue related to making mistake while learning such as negative emotion is found while students learn mathematics with the aid of a computer. When the computer output showed a mistake message, the students considered it as a computer software malfunction. Based on this issue, the writer designs an instructional model based on learning by mistake approach and which is Scilab assisted. The method used in this research is research design involving undergraduate students in matrix algebra courses. The data collected throught survey with questionnaire to gain feedback about the approach implemented. The data analyzed using quantitative descriptive. The instructional design proposed is the student act as a mistake corrector while the teacher acts as a mistake maker. Teacher deliberately makes mistakes with the help of Scilab software. On the other hand, students correct, analyze and explain errors resulting from Scilab software. The result of this research is an ICT based instructional design which is expected to be applicable as an alternative learning in directing students to think positively about mistakes in learning. Furthermore, students are also expected to improve their ability in understanding and thinking critically while solving problems and improving themselves in learning mathematics.

  6. Teachers’ Learning Design Practice for Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin Tweddell; Sørensen, Birgitte Holm

    2018-01-01

    that simultaneously scaffold students’ subject-related inquiry, agency, reflection and learning. Research studies have documented that this approach constitutes arenas that support students’ deep learning and mastery of both transdisciplinary and subject matter, along with their acquisition of digital literacy and 21......This paper contributes with elements of an emerging learning design methodology. The paper takes as its starting point the theory of Students as Learning Designers, which was developed by Sørensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary...... schools (first to 10th grade). The research focussed on information and communication technology (ICT) within the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the projects that provide the grounding...

  7. An urban informatics approach to smart city learning in architecture and urban design education

    Directory of Open Access Journals (Sweden)

    Mirko Guaralda

    2013-08-01

    Full Text Available This study aims to redefine spaces of learning to places of learning through the direct engagement of local communities as a way to examine and learn from real world issues in the city. This paper exemplifies Smart City Learning, where the key goal is to promote the generation and exchange of urban design ideas for the future development of South Bank, in Brisbane, Australia, informing the creation of new design policies responding to the needs of local citizens. Specific to this project was the implementation of urban informatics techniques and approaches to promote innovative engagement strategies. Architecture and Urban Design students were encouraged to review and appropriate real-time, ubiquitous technology, social media, and mobile devices that were used by urban residents to augment and mediate the physical and digital layers of urban infrastructures. Our study’s experience found that urban informatics provide an innovative opportunity to enrich students’ place of learning within the city.

  8. Adaptive e-learning methods and IMS Learning Design. An integrated approach

    NARCIS (Netherlands)

    Burgos, Daniel; Specht, Marcus

    2006-01-01

    Please, cite this publication as: Burgos, D., & Specht, M. (2006). Adaptive e-learning methods and IMS Learning Design. In Kinshuk, R. Koper, P. Kommers, P. Kirschner, D. G. Sampson & W. Didderen (Eds.), Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies (pp.

  9. The roles and uses of design principles for developing the trialogical approach on learning

    Directory of Open Access Journals (Sweden)

    Kari Kosonen

    2011-12-01

    Full Text Available In the present paper, the development and use of a specific set of pedagogical design principles in a large research and development project are analysed. The project (the Knowledge Practices Laboratory developed technology and a pedagogical approach to support certain kinds of collaborative knowledge creation practices related to the ‘trialogical' approach on learning. The design principles for trialogical learning are examined from three main developmental perspectives that were emphasised in the project: theory, pedagogy, and technology. As expected, the design principles had many different roles but not as straightforward or overarching as was planned. In their outer form they were more resistant to big changes than was expected but they were elaborated and specified during the process. How theories change in design-based research is discussed on the basis of the analysis. Design principles are usually seen as providing a bridge between theory and practice, but the present case showed that also complementary, more concrete frameworks are needed for bridging theory to practical pedagogical or technical design solutions.

  10. DESIGNING AFFECTIVE INSTRUMENT BASED ON SCIENTIFIC APPROACH FOR ENGLISH LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Maisarah Ira

    2018-01-01

    Full Text Available This research was describing the designing of instrument for affective assessment in English language teaching. The focus of the designing was only for observation sheet that will be used by English teachers during the teaching and learning process. The instrument was designed based on scientific approach that has five stages namely observing, questioning, experimenting, associating, and communicating. In the designing process, ADDIE Model was used as the method of research. The designing of instrument was considering the gap between the reality and the teachers’ need. The result showed that the designing was also notice to the affective taxonomy such as receiving, responding, valuing, organization, and characterization. Then, three key words were used as the indicator to show the five levels of affective taxonomy such as seriously, volunteer, and without asked by teacher. Furthermore, eighteen types of affective such as religious, honesty, responsible, discipline, hard work, self confidence, logical thinking, critical thinking, creative, innovative, independent, curiosity, love knowledge, respect, polite, democracy, emotional intelligence, and pluralist were put on each stage of scientific approach. So, it is hoped that can be implemented in all of context of English language teaching at schools and can assess the students’ affective comprehensively.

  11. Service-Learning Instructional Design Considerations

    Science.gov (United States)

    Maddrell, Jennifer

    2014-01-01

    This paper explores the design of "service-learning" experiences to engage college students in the real-world application of course subject matter. Service learning is an educational approach that combines community service, academic coursework, and work-based applied learning. Based on data gathered during a series of recent interviews…

  12. Blended e-learning Design: Discussion of Cultural Issues

    OpenAIRE

    Ahmed A Al-Hunaiyyan; Salah AL-Sharhan; Nabeel Al-Huwail

    2008-01-01

    Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. Educators as the question: can we design these systems to accommodate different cultural groups and various learning strategies. This paper addresses some design issues when selecting a blended e-learning approach; it discusses some cultural elements that affect the design of blended e-learning. The paper also explores issues related to learning design, then emph...

  13. Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement

    Science.gov (United States)

    Özerem, Aysen; Akkoyunlu, Buket

    2015-01-01

    Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level,…

  14. Design of multiple representations e-learning resources based on a contextual approach for the basic physics course

    Science.gov (United States)

    Bakri, F.; Muliyati, D.

    2018-05-01

    This research aims to design e-learning resources with multiple representations based on a contextual approach for the Basic Physics Course. The research uses the research and development methods accordance Dick & Carey strategy. The development carried out in the digital laboratory of Physics Education Department, Mathematics and Science Faculty, Universitas Negeri Jakarta. The result of the process of product development with Dick & Carey strategy, have produced e-learning design of the Basic Physics Course is presented in multiple representations in contextual learning syntax. The appropriate of representation used in the design of learning basic physics include: concept map, video, figures, data tables of experiment results, charts of data tables, the verbal explanations, mathematical equations, problem and solutions example, and exercise. Multiple representations are presented in the form of contextual learning by stages: relating, experiencing, applying, transferring, and cooperating.

  15. Designing future learning. A posthumanist approach to researching design processes

    DEFF Research Database (Denmark)

    Juelskjær, Malou

    I investigate how a design process – leading up to the design of a new education building - enact, transform and highlight tacit everyday practices and experiences in an education setting, whereby becoming an art of managing. I apply a post-humanist performative perspective, highlighting entangled...... agencies rather than focusing on human agency. I focus on the design process rather than the designer. The design process accelerated and performed past and future experiences of schooling, learning, teaching. This called for analytical attention to agential forces of not only the material but also...... and temporalities matter in design processes. Furthermore, the analysis emphasise how design translate affective economies and that attention to those affective economies are vital for the result of the design process....

  16. Blended e-learning Design: Discussion of Cultural Issues

    Directory of Open Access Journals (Sweden)

    Ahmed A Al-Hunaiyyan

    2008-06-01

    Full Text Available Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. Educators as the question: can we design these systems to accommodate different cultural groups and various learning strategies. This paper addresses some design issues when selecting a blended e-learning approach; it discusses some cultural elements that affect the design of blended e-learning. The paper also explores issues related to learning design, then emphasizes on the importance of cultural learning objects (CLO and its role in the design of multimedia-based e-learning systems.

  17. Designing for learning and empowerment

    DEFF Research Database (Denmark)

    Jönsson, Lise Høgh

    2017-01-01

    worked together to develop five new visual and digital methods for interviewing in special education. Thereby enhancing students’ competences, knowledge and proficiency in innovation and research as well as designing a solution aiding people with learning disabilities to communicate with peers......This paper proposes design-based research as a teaching approach to enhance the learning environment of university college students and as a potential tool for empowerment in practice. The paper depicts how students, professors, professional educationalists, and people with learning disabilities...

  18. Teaching Strategies to Promote Concept Learning by Design Challenges

    Science.gov (United States)

    Van Breukelen, Dave; Van Meel, Adrianus; De Vries, Marc

    2017-01-01

    Background: This study is the second study of a design-based research, organised around four studies, that aims to improve student learning, teaching skills and teacher training concerning the design-based learning approach called Learning by Design (LBD). Purpose: LBD uses the context of design challenges to learn, among other things, science.…

  19. Teaching strategies to promote concept learning by design challenges

    Science.gov (United States)

    Van Breukelen, Dave; Van Meel, Adrianus; De Vries, Marc

    2017-07-01

    Background: This study is the second study of a design-based research, organised around four studies, that aims to improve student learning, teaching skills and teacher training concerning the design-based learning approach called Learning by Design (LBD).

  20. Reinventing Learning: A Design-Research Odyssey

    Science.gov (United States)

    Abrahamson, Dor

    2015-01-01

    Design research is a broad, practice-based approach to investigating problems of education. This approach can catalyze the development of learning theory by fostering opportunities for transformational change in scholars' interpretation of instructional interactions. Surveying a succession of design-research projects, I explain how challenges in…

  1. Evaluation of E-Learning Web Sites Using Fuzzy Axiomatic Design Based Approach

    Directory of Open Access Journals (Sweden)

    2010-04-01

    Full Text Available High quality web site has been generally recognized as a critical enabler to conduct online business. Numerous studies exist in the literature to measure the business performance in relation to web site quality. In this paper, an axiomatic design based approach for fuzzy group decision making is adopted to evaluate the quality of e-learning web sites. Another multi-criteria decision making technique, namely fuzzy TOPSIS, is applied in order to validate the outcome. The methodology proposed in this paper has the advantage of incorporating requirements and enabling reductions in the problem size, as compared to fuzzy TOPSIS. A case study focusing on Turkish e-learning websites is presented, and based on the empirical findings, managerial implications and recommendations for future research are offered.

  2. Machine learning an artificial intelligence approach

    CERN Document Server

    Banerjee, R; Bradshaw, Gary; Carbonell, Jaime Guillermo; Mitchell, Tom Michael; Michalski, Ryszard Spencer

    1983-01-01

    Machine Learning: An Artificial Intelligence Approach contains tutorial overviews and research papers representative of trends in the area of machine learning as viewed from an artificial intelligence perspective. The book is organized into six parts. Part I provides an overview of machine learning and explains why machines should learn. Part II covers important issues affecting the design of learning programs-particularly programs that learn from examples. It also describes inductive learning systems. Part III deals with learning by analogy, by experimentation, and from experience. Parts IV a

  3. Designing blended learning interventions for the 21st century student.

    Science.gov (United States)

    Eagleton, Saramarie

    2017-06-01

    The learning requirements of diverse groups of students in higher education challenge educators to design learning interventions that meet the need of 21st century students. A model was developed to assist lecturers, especially those that are new to the profession, to use a blended approach to design meaningful learning interventions for physiology. The aim of the model is to encourage methodical development of learning interventions, while the purpose is to provide conceptual and communication tools that can be used to develop appropriate operational learning interventions. A whole brain approach that encourages challenging the four quadrants is encouraged. The main arguments of the model are to first determine the learning task requirements, as these will inform the design and development of learning interventions to facilitate learning and the assessment thereof. Delivery of the content is based on a blended approach. Copyright © 2017 the American Physiological Society.

  4. E-Learning Systems, Environments and Approaches

    OpenAIRE

    Isaias, P.; Spector, J.M.; Ifenthaler, D.; Sampson, D.G.

    2015-01-01

    The volume consists of twenty-five chapters selected from among peer-reviewed papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2013 Conference held in Fort Worth, Texas, USA, in October 2013 and also from world class scholars in e-learning systems, environments and approaches. The following sub-topics are included: Exploratory Learning Technologies (Part I), e-Learning social web design (Part II), Learner communities through e-Learning implementations (Par...

  5. Introducing blended e-learning course design

    DEFF Research Database (Denmark)

    Gyamfi, Samuel Adu; Ryberg, Thomas

    2012-01-01

    In the face of diminishing education budgets in higher education, blended learning has been found to be a viable and effective approach to deliver high-quality, up-to-date, on-demand solutions to developing cross-curricular skills of undergraduates. However, research has also shown that blended...... learning solutions do not often live up to the potential of the approach or fail to produce the intended results because the students are not always equipped to handle the technical, psychological and organisational challenges of blended learning approaches. This project surveyed seventy-five first year...... the students’ e-readiness for an implementation of a blend-ed course design....

  6. Design Principles for Cell Phone Learning in EFL

    Science.gov (United States)

    Wang, Feihong

    2010-01-01

    Cell phone learning (C-learning), as an instructional approach, has been gaining more and more attention in the field of teaching English as a foreign language (EFL) in the last 10 years. While studies have proved C-learning an effective instructional approach in research settings, a review of literature indicates the lack of design principles to…

  7. Teachers’ Learning Design Practice for Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin Tweddell; Sørensen, Birgitte Holm

    2018-01-01

    This paper contributes with elements of an emerging learning design methodology. The paper takes as its starting point the theory of Students as Learning Designers, which was developed by Sørensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary...... schools (first to 10th grade). The research focussed on information and communication technology (ICT) within the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the projects that provide the grounding...... for the theory have focussed specifically on learning designs that constitute students as learning designers of digital productions (both multimodal and coded productions). This includes learning designs that contribute to students’ empowerment, involvement and autonomy within the teacher-designed frameworks...

  8. The scientific learning approach using multimedia-based maze game to improve learning outcomes

    Science.gov (United States)

    Setiawan, Wawan; Hafitriani, Sarah; Prabawa, Harsa Wara

    2016-02-01

    The objective of curriculum 2013 is to improve the quality of education in Indonesia, which leads to improving the quality of learning. The scientific approach and supported empowerment media is one approach as massaged of curriculum 2013. This research aims to design a labyrinth game based multimedia and apply in the scientific learning approach. This study was conducted in one of the Vocational School in Subjects of Computer Network on 2 (two) classes of experimental and control. The method used Mix Method Research (MMR) which combines qualitative in multimedia design, and quantitative in the study of learning impact. The results of a survey showed that the general of vocational students like of network topology material (68%), like multimedia (74%), and in particular, like interactive multimedia games and flash (84%). Multimediabased maze game developed good eligibility based on media and material aspects of each value 840% and 82%. Student learning outcomes as a result of using a scientific approach to learning with a multimediabased labyrinth game increase with an average of gain index about (58%) and higher than conventional multimedia with index average gain of 0.41 (41%). Based on these results the scientific approach to learning by using multimediabased labyrinth game can improve the quality of learning and increase understanding of students. Multimedia of learning based labyrinth game, which developed, got a positive response from the students with a good qualification level (75%).

  9. Supporting teachers integrating web 2.0 in a Problem Based Learning approach

    DEFF Research Database (Denmark)

    Buus, Lillian

    2010-01-01

    Based on theoretical and methodological considerations within problem-based learning (PBL), web 2.0 technologies and learning designs, the article try to illustrate a design model for supporting teachers in their learning design trying to integrate web 2.0 technologies into their PBL approach...... that a transition from curriculum-based teaching to PBL entails a movement from a teacher-centered approach to a learner-centered approach [4],[5]. This move can in many ways be compared to the conceptual move from web 1.0 to web 2.0 that by some is seen as a transition from ‘users/learners as consumers’ towards...... ‘users/learners as producers’ [6]. Consequently, it makes good sense to connect Web 2.0 with a problem-based approach to learning. Therefore it’s interesting to look upon a learning design model supporting teachers at AAU in their pedagogical design combining these two. The Collaborative E...

  10. Relations between blended learning possibilities and teachers' approaches to blended learning

    DEFF Research Database (Denmark)

    Stenalt, Maria Hvid; Nielsen, Tobias Alsted; Bager-Elsborg, Anna

    Higher Education has embraced blended learning as a way of enhancing quality in teaching and helping students to learn. This presentation addresses relations between blended learning possiblities presented to teachers in a teacher training project and teachers’ approaches to blended learning. We...... suggest that in order to identify the level of impact of integrating technologies in teaching and learning, we need to understand the factors influencing approaches to design of courses for blended contexts. Participants in the teacher training project come from the Department of Law at Aarhus University......: • Optain locally-embedded knowledge about blended learning • Develop opportunities for law students to receive (more) feedback • Comply with strategic aims The results so far suggest that teachers provide a disciplinary perspective on the key dimensions of blended learning, which influences...

  11. Towards Primary School Physics Teaching and Learning: Design Research Approach. Research Report 256

    Science.gov (United States)

    Juuti, Kalle

    2005-01-01

    This thesis describes a project to design a primary school physics learning environment which takes into account teachers' needs, design procedures, properties of the learning environment, and pupil learning outcomes. The project's design team has wide experience in research and development work in relation to science education, the use of ICT in…

  12. Effective e-Learning by Thoughtful Design

    Directory of Open Access Journals (Sweden)

    Gordon Joyes

    2009-11-01

    Full Text Available This paper provides an insight into an e-learning design approach that has been used by the author in a wide range of contexts in Higher Education as part of an ongoing enquiry into transforming online teaching and learning within sustainable 'real' courses. A key driver has been the need to engage learners in Higher Education in moving from consumers to producers of knowledge and to engage in communities of practice through the use of online tools for learning. These developments use an analytic framework to support thoughtful e-learning design and insights into the way his framework has been applied are presented through a number of case studies. This work is shaping Web2.0 technologies to match a learning rather than a social agenda by casting them in particular learning activities within specific contexts for particular learning purposes.Keywords: e-learning, activity theory

  13. Organizational learning and organizational design

    OpenAIRE

    Curado, Carla

    2006-01-01

    Literature review Approach This paper explores a new idea presenting the possible relationship between organizational learning and organizational design. The establishment of this relation is based upon extensive literature review. Findings Organizational learning theory has been used to understand several organizational phenomena, like resources and competencies, tacit knowledge or the role of memory in the organization; however, it is difficult to identify fits and consequent misf...

  14. Design for game based learning platforms

    DEFF Research Database (Denmark)

    Sørensen, Birgitte Holm; Meyer, Bente

    2010-01-01

    This paper focuses on the challenges related to the design of game based learning platforms for formal learning contexts that are inspired by the pupil's leisure time related use of web 2.0. The paper is based on the project Serious Games on a Global Market Place (2007-2011) founded by the Danish...... of web 2.0 and integrates theories of learning, didactics, games, play, communication, multimodality and different pedagogical approaches. In relation to the introduced model the teacher role is discussed.......This paper focuses on the challenges related to the design of game based learning platforms for formal learning contexts that are inspired by the pupil's leisure time related use of web 2.0. The paper is based on the project Serious Games on a Global Market Place (2007-2011) founded by the Danish...... Council for Strategic Research, in which an online game-based platform for English as a foreign language in primary school is studied. The paper presents a model for designing for game based learning platforms. This design is based on cultural and ethnographic based research on children's leisure time use...

  15. Developing a Design Methodology for Web 2.0 Mediated Learning

    DEFF Research Database (Denmark)

    Buus, Lillian; Georgsen, Marianne; Ryberg, Thomas

    In this paper we discuss the notion of a learning methodology and situate this within the wider frame of learning design or ?Designing for Learning?. We discuss existing work within this broad area by trying to categorize different approaches and interpretations and we present our development...... of particular ?mediating design artefacts?. We discuss what can be viewed as a lack of attention paid to integrating the preferred teaching styles and learning philosophies of practitioners into design tools, and present a particular method for learning design; the COllaborative E-learning Design method (Co......Ed). We describe how this method has been adopted as part of a learning methodology building on concepts and models presented in the other symposium papers, in particular those of active, problem based learning and web 2.0-technologies. The challenge of designing on the basis of an explicit learning...

  16. Developing a Design Methodology for Web 2.0 Mediated Learning

    DEFF Research Database (Denmark)

    Buus, Lillian; Georgsen, Marianne; Ryberg, Thomas

    2017-01-01

    In this paper we discuss the notion of a learning methodology and situate this within the wider frame of learning design or ?Designing for Learning?. We discuss existing work within this broad area by trying to categorize different approaches and interpretations and we present our development...... of particular ?mediating design artefacts?. We discuss what can be viewed as a lack of attention paid to integrating the preferred teaching styles and learning philosophies of practitioners into design tools, and present a particular method for learning design; the COllaborative E-learning Design method (Co......Ed). We describe how this method has been adopted as part of a learning methodology building on concepts and models presented in the other symposium papers, in particular those of active, problem based learning and web 2.0-technologies. The challenge of designing on the basis of an explicit learning...

  17. Design principles for simulation games for learning clinical reasoning: A design-based research approach.

    Science.gov (United States)

    Koivisto, J-M; Haavisto, E; Niemi, H; Haho, P; Nylund, S; Multisilta, J

    2018-01-01

    Nurses sometimes lack the competence needed for recognising deterioration in patient conditions and this is often due to poor clinical reasoning. There is a need to develop new possibilities for learning this crucial competence area. In addition, educators need to be future oriented; they need to be able to design and adopt new pedagogical innovations. The purpose of the study is to describe the development process and to generate principles for the design of nursing simulation games. A design-based research methodology is applied in this study. Iterative cycles of analysis, design, development, testing and refinement were conducted via collaboration among researchers, educators, students, and game designers. The study facilitated the generation of reusable design principles for simulation games to guide future designers when designing and developing simulation games for learning clinical reasoning. This study makes a major contribution to research on simulation game development in the field of nursing education. The results of this study provide important insights into the significance of involving nurse educators in the design and development process of educational simulation games for the purpose of nursing education. Copyright © 2017 Elsevier Ltd. All rights reserved.

  18. What is the teachers’ role when students learn through design of learning games in a scaffolded gamified learning environment?

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    The aim of this research project is to create a reusable and flexible gamified learning design where the students are learning subject matters through the design of digital learning games. The students are their own learning designers forming teams that create games. The teams also peer review...... how the use of pre-build learning games in education can be taken a step further into the building of learning games while implementing subject matters from curriculum, not only focussing on the creative game design process. The aim of the form of this learning design is to scaffold the novice....../ play test each others games as a way to qualify the learning taking place around as well as inside the games they are building. The discussion is focusing on how the chosen pedagogical approach is framed within the gamified environment as well as on how the teachers can guide and scaffold the learning...

  19. Holistic Approach to Learning and Teaching Introductory Object-Oriented Programming

    Science.gov (United States)

    Thota, Neena; Whitfield, Richard

    2010-01-01

    This article describes a holistic approach to designing an introductory, object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes. We plan learning and teaching activities,…

  20. LINKING CLASSROOM AND COMMUNITY: A THEORETICAL ALIGNMENT OF SERVICE LEARNING AND A HUMAN-CENTERED DESIGN METHODOLOGY IN CONTEMPORARY COMMUNICATION DESIGN EDUCATION

    Directory of Open Access Journals (Sweden)

    Anneli Bowie

    2016-04-01

    Full Text Available The current emphasis on social responsibility and community collaboration within higher education has led to an increased drive to include service learning in the curriculum. With its emphasis on mutually beneficial collaborations, service learning can be meaningful for both students and the community, but is challenging to manage successfully. From a design education perspective, it is interesting to note that contemporary design practice emphasises a similar approach known as a human-centered design, where users are considered and included throughout the design process. In considering both service learning and human-centred design as foundations for design pedagogy, various philosophical and methodological similarities are evident. The paper explores the relationship between a service learning community engagement approach and a human-centered design approach in contemporary communication design education. To this end, each approach is considered individually after which a joint frame of reference is presented. Butin’s service learning typology, namely the four Rs – respect, reciprocity, relevance and reflection – serves as a point of departure for the joint frame of reference. Lastly, the potential value and relevance of a combined understanding of service learning and human-centered design is considered.

  1. An Agent Based approach to design Serious Game

    Directory of Open Access Journals (Sweden)

    Manuel Gentile

    2014-06-01

    Full Text Available Serious games are designed to train and educate learners, opening up new learning approaches like exploratory learning and situated cognition.  Despite growing interest in these games, their design is still an artisan process.On the basis of experiences in designing computer simulation, this paper proposes an agent-based approach to guide the design process of a serious game. The proposed methodology allows the designer to strike the right equilibrium between educational effectiveness and entertainment, realism and complexity.The design of the PNPVillage game is used as a case study. The PNPVillage game aims to introduce and foster an entrepreneurial mindset among young students. It was implemented within the framework of the European project “I  can… I cannot… I go!” Rev.2

  2. Content-based VLE designs improve learning efficiency in constructivist statistics education.

    Science.gov (United States)

    Wessa, Patrick; De Rycker, Antoon; Holliday, Ian Edward

    2011-01-01

    We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE) in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses), which required us to develop a specific-purpose Statistical Learning Environment (SLE) based on Reproducible Computing and newly developed Peer Review (PR) technology. The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student population under investigation. The findings demonstrate that a

  3. Content-based VLE designs improve learning efficiency in constructivist statistics education.

    Directory of Open Access Journals (Sweden)

    Patrick Wessa

    Full Text Available BACKGROUND: We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses, which required us to develop a specific-purpose Statistical Learning Environment (SLE based on Reproducible Computing and newly developed Peer Review (PR technology. OBJECTIVES: The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. METHODS: Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. RESULTS: The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student

  4. Content-Based VLE Designs Improve Learning Efficiency in Constructivist Statistics Education

    Science.gov (United States)

    Wessa, Patrick; De Rycker, Antoon; Holliday, Ian Edward

    2011-01-01

    Background We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE) in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses), which required us to develop a specific–purpose Statistical Learning Environment (SLE) based on Reproducible Computing and newly developed Peer Review (PR) technology. Objectives The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. Methods Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. Results The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student population under

  5. Embodied Making and Design Learning - Special Issue from the Learn X Design-conference DRS/CUMULUS, Chicago 2015

    Directory of Open Access Journals (Sweden)

    Marte Sørebø Gulliksen

    2016-06-01

    Full Text Available This issue of FORMakademisk features selected articles developed from papers presented at the symposium Embodied Making and Design Learning at the DRS/CUMULUS-conference LearnXDesign in Chicago, Illinois, June 28–30, 2015. This special issue was developed as an initiative by the symposium conveners. The symposium was developed by researchers from research groups in Norway, Finland and Canada to explore various aspects of embodied making in relation to design learning. The symposium was a full-day event with four sessions, seven paper presentations, a roundtable discussion, a plenary discussion and a workshop. The symposium received positive feedback, attracting many participants and stimulating engaged discussions throughout the conference. This indicates a growing awareness of the topic of embodied making and design learning. This special issue features five articles that together highlight a variety of approaches and examples of current research endeavours in relation to the theme. 

  6. Can Learning Motivation Predict Learning Achievement? A Case Study of a Mobile Game-Based English Learning Approach

    Science.gov (United States)

    Tsai, Chia-Hui; Cheng, Ching-Hsue; Yeh, Duen-Yian; Lin, Shih-Yun

    2017-01-01

    This study applied a quasi-experimental design to investigate the influence and predictive power of learner motivation for achievement, employing a mobile game-based English learning approach. A system called the Happy English Learning System, integrating learning material into a game-based context, was constructed and installed on mobile devices…

  7. Learning Layouts for Single-Page Graphic Designs.

    Science.gov (United States)

    O'Donovan, Peter; Agarwala, Aseem; Hertzmann, Aaron

    2014-08-01

    This paper presents an approach for automatically creating graphic design layouts using a new energy-based model derived from design principles. The model includes several new algorithms for analyzing graphic designs, including the prediction of perceived importance, alignment detection, and hierarchical segmentation. Given the model, we use optimization to synthesize new layouts for a variety of single-page graphic designs. Model parameters are learned with Nonlinear Inverse Optimization (NIO) from a small number of example layouts. To demonstrate our approach, we show results for applications including generating design layouts in various styles, retargeting designs to new sizes, and improving existing designs. We also compare our automatic results with designs created using crowdsourcing and show that our approach performs slightly better than novice designers.

  8. Lessons Learned from Applying Design Thinking in a NASA Rapid Design Study in Aeronautics

    Science.gov (United States)

    McGowan, Anna-Maria; Bakula, Casey; Castner, Raymond

    2017-01-01

    In late 2015, NASA's Aeronautics Research Mission Directorate (ARMD) funded an experiment in rapid design and rapid teaming to explore new approaches to solving challenging design problems in aeronautics in an effort to cultivate and foster innovation. This report summarizes several lessons learned from the rapid design portion of the study. This effort entailed learning and applying design thinking, a human-centered design approach, to complete the conceptual design for an open-ended design challenge within six months. The design challenge focused on creating a capability to advance experimental testing of autonomous aeronautics systems, an area of great interest to NASA, the US government as a whole, and an entire ecosystem of users and developers around the globe. A team of nine civil servant researchers from three of NASA's aeronautics field centers with backgrounds in several disciplines was assembled and rapidly trained in design thinking under the guidance of the innovation and design firm IDEO. The design thinking process, while used extensively outside the aerospace industry, is less common and even counter to many practices within the aerospace industry. In this report, several contrasts between common aerospace research and development practices and design thinking are discussed, drawing upon the lessons learned from the NASA rapid design study. The lessons discussed included working towards a design solution without a set of detailed design requirements, which may not be practical or even feasible for management to ascertain for complex, challenging problems. This approach allowed for the possibility of redesigning the original problem statement to better meet the needs of the users. Another lesson learned was to approach problems holistically from the perspective of the needs of individuals that may be affected by advances in topic area instead of purely from a technological feasibility viewpoint. The interdisciplinary nature of the design team also

  9. Learning Design Development for Blended Learning

    DEFF Research Database (Denmark)

    Hansen, Janne Saltoft

    Learning design development for blended learning We started implementing Blackboard at Aarhus University in 2013. At the Health Faculty Blackboard replaced AULA which was a LMS with functionality for file distribution and only a vague focus on learning tools. Most teachers therefore had...... no experiences with blended leaning and technology supported out-of-class activities. At the pedagogical unit at the Health faculty we wanted to follow the Blackboard implementation with pedagogical tools for learning design to evolve the pedagogical use of the system. We needed to make development of blended...... learning courses easier for the teachers and also ensure quality in the courses. This poster describes the process from development of the learning design to implementation of the learning design at the faculty: 1. How to place demands on a learning design-model and how to develop and use such a model. 2...

  10. Enhancing the Teaching-Learning Process: A Knowledge Management Approach

    Science.gov (United States)

    Bhusry, Mamta; Ranjan, Jayanthi

    2012-01-01

    Purpose: The purpose of this paper is to emphasize the need for knowledge management (KM) in the teaching-learning process in technical educational institutions (TEIs) in India, and to assert the impact of information technology (IT) based KM intervention in the teaching-learning process. Design/methodology/approach: The approach of the paper is…

  11. Multimodal approaches to use mobile, digital devices in learning practies

    DEFF Research Database (Denmark)

    Buhl, Mie

    , anthropology, psychology and sociology) and outlines the prospect of a trans-disciplinary learning mode. The learning mode reflects the current society where knowledge production is social collaborative process and is produced in formal as well as informal and non-formal contexts. My discussion’s theoretical......In this paper, I discuss the potential of multimodal approaches to enhance learning processes. I draw on a case based on Danish Master Courses in ICT and didactic designs where multimodal approaches are in the center of students’ practical design experience as well as in generation of theoretical...... knowledge. The design of the master courses takes its starting point in the assumption that theoretical knowledge generates from practical experiences. Thus, the organization of the students’ learning processes revolves around practical multimodal experiences followed by iterative reflexive sessions...

  12. Problem based Learning versus Design Thinking in Team based Project work

    DEFF Research Database (Denmark)

    Denise J. Stokholm, Marianne

    2014-01-01

    project based learning issues, which has caused a need to describe and compare the two models; in specific the understandings, approaches and organization of learning in project work. The PBL model viewing the process as 3 separate project stages including; problem analysis, problem solving and project......All educations at Aalborg University has since 1974 been rooted in Problem Based Learning (PBL). In 1999 a new education in Industrial design was set up, introducing Design Based Learning (DBL). Even though the two approaches have a lot in common they also hold different understandings of core...... report, with focus on problem solving through analysis. Design Based Learning viewing the process as series of integrated design spaces including; alignment, research, mission, vision, concept, product and process report, with focus on innovative ideation though integration. There is a need of renewing...

  13. Discovery learning with SAVI approach in geometry learning

    Science.gov (United States)

    Sahara, R.; Mardiyana; Saputro, D. R. S.

    2018-05-01

    Geometry is one branch of mathematics that an important role in learning mathematics in the schools. This research aims to find out about Discovery Learning with SAVI approach to achievement of learning geometry. This research was conducted at Junior High School in Surakarta city. Research data were obtained through test and questionnaire. Furthermore, the data was analyzed by using two-way Anova. The results showed that Discovery Learning with SAVI approach gives a positive influence on mathematics learning achievement. Discovery Learning with SAVI approach provides better mathematics learning outcomes than direct learning. In addition, students with high self-efficacy categories have better mathematics learning achievement than those with moderate and low self-efficacy categories, while student with moderate self-efficacy categories are better mathematics learning achievers than students with low self-efficacy categories. There is an interaction between Discovery Learning with SAVI approach and self-efficacy toward student's mathematics learning achievement. Therefore, Discovery Learning with SAVI approach can improve mathematics learning achievement.

  14. How Student Game Designers Design Learning into Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2017-01-01

    This investigation examined how to support students in creating learning designs for specific learning goals in analogue and digital games as a means of learning. The study also explored the learning trajectories that emerged in the digital games created by the student learning-game designers....... The DBR study was developed through three iterations over two years, involving teachers and students in co-design processes. Together with the teachers, an overall learning design supported the learning process for students by inviting them to be their own learning designers as they designed digital...... learning games for specific learning goals in cross-disciplinary subject matters. The findings were that the students succeeded in developing and implementing specific learning goals in their games. The students also developed learning trajectories through the games by designing various learning...

  15. Implementing the competences-based students-centered learning approach in Architectural Design Education. The case of the T MEDA Pilot Architectural Program at the Hashemite University (Jordan

    Directory of Open Access Journals (Sweden)

    Ahmad A. S. Al Husban

    2016-11-01

    Full Text Available Higher educational systems become increasingly oriented towards the competences-based student-centered learning and outcome approach. Worldwide, these systems are focusing on the students as a whole: focusing on their dimensional, intellectual, professional, psychological, moral, and spiritual. This research was conducted in an attempt to answer the main research question: how can the architectural design courses be designed based on the required competences and how can the teaching, learning activities and assessment methods be structured and aligned in order to allow students to achieve and reach the intended learning outcomes? This research used a case study driven best practice research method to answer the research questions based on the T MEDA pilot architectural program that was implemented at the Hashemite University, Jordan. This research found that it is important for architectural education to adapt the students-centered learning method. Such approach increases the effectiveness of teaching and learning methods, enhances the design studio environment, and focuses on students’ engagement to develop their design process and product. Moreover, this research found that using different assessment methods in architectural design courses help students to develop their learning outcomes; and inform teachers about the effectiveness of their teaching process. Furthermore, the involvement of students in assessment produces effective learning and enhances their design motivation. However, applying competences-based students-centered learning and outcome approach needs more time and staff to apply. Another problem is that some instructors resist changing to the new methods or approaches because they prefer to use their old and traditional systems. The application for this method at the first time needs intensive recourses, more time, and good cooperation between different instructors and course coordinator. However, within the time this method

  16. Liberating Learning Object Design from the Learning Style of Student Instructional Designers

    Science.gov (United States)

    Akpinar, Yavuz

    2007-01-01

    Learning objects are a new form of learning resource, and the design of these digital environments has many facets. To investigate senior instructional design students' use of reflection tools in designing learning objects, a series of studies was conducted using the Reflective Action Instructional Design and Learning Object Review Instrument…

  17. Advancing the skill set of SCM graduates – An active learning approach

    NARCIS (Netherlands)

    Scholten, Kirstin; Dubois, Anna

    2017-01-01

    Purpose Drawing on a novel approach to active learning in supply chain management, the purpose of this paper is to describe and analyze how the students’ learning process as well as their learning outcomes are influenced by the learning and teaching contexts. Design/methodology/approach A case study

  18. Advancing the skill set of SCM graduates – An active learning approach

    NARCIS (Netherlands)

    Scholten, Kirstin; Dubois, Anna

    Purpose Drawing on a novel approach to active learning in supply chain management, the purpose of this paper is to describe and analyze how the students’ learning process as well as their learning outcomes are influenced by the learning and teaching contexts. Design/methodology/approach A case study

  19. Designing Inclusive Reflective Learning with Digital Democratic Dialogue Across Boundaries and Diversities

    DEFF Research Database (Denmark)

    Sorensen, Elsebeth Korsgaard; Brooks, Eva Irene

    2018-01-01

    and structuring the “walls” of a digital learning architecture condusive to the establishment of a social, inclusive, empowering and interactive learning climate online. It makes a plea for using an approach of dialogic design with meta-structures in the communicative fora in order to promote inclusiveness......This paper deals with the challenge of designing online learning architectures for master students. From different theoretical concepts and with a netnographic methodological research approach, the paper discusses theoretical concepts, challenges and mechanisms significant to designing...

  20. Designing effective eLearning for healthcare professionals

    International Nuclear Information System (INIS)

    Delf, P.

    2013-01-01

    Overview: eLearning has been identified as a versatile, economic method of delivering education, adopted by many education providers. Yet, little research has been undertaken into its impact as a sole method of delivery and effectiveness for imparting new knowledge or skills. This may have particular implications for busy healthcare practitioners wishing to access an educational programme to maintain, or extend their knowledge base in response to service needs. Aims and methodology: Following an action research approach and using an instructional design methodology, a discrete eLearning resource was devised and constructed to prepare non-medical healthcare practitioners to report radionuclide bone scans. Volunteers were recruited from across the UK to assess and establish the feasibility and efficacy of the module. Results: In terms of versatility, access, design and content, the module achieved resonance, with knowledge gains and transferability demonstrated, particularly amongst less experienced volunteers, suggesting a positive influence of the eLearning approach. Conclusions: Owing to the small-scale nature of the study, the capability of eLearning, as a sole educational medium to establish emergent skills, can only be cautiously expressed. However, as a tool for blended learning, continuing professional development, or audit purposes, it demonstrated its potential, confirming the place for this type of resource within the professional learning arena

  1. A SOCIO-COGNITIVE APPROACH TO KNOWLEDGE CONSTRUCTION THROUGH BLENDED LEARNING

    Directory of Open Access Journals (Sweden)

    Tuba Kocaturk

    2017-01-01

    Full Text Available This paper results from an educational research project that was undertaken by the School of Architecture, at the University of Liverpool funded by the Higher Education Academy in UK. The research explored technology driven shifts in architectural design studio education, identified their cognitive effects on design learning and developed an innovative blended learning approach that was implemented at a masters level digital design studio. The contribution of the research and the proposed approach to the existing knowledge and practice are twofold. Firstly, it offers a new pedagogical framework which integrates social, technical and cognitive dimensions of knowledge construction. And secondly, it offers a unique operational model through the integration of both mediational and instrumental use of digital media. The proposed model provides a useful basis for the effective mobilization of next generation learning technologies which can effectively respond to the learning challenges specific to architectural design knowledge and its means of creation.

  2. Designing for Uncertainty: Three Approaches

    Science.gov (United States)

    Bennett, Scott

    2007-01-01

    Higher education wishes to get long life and good returns on its investment in learning spaces. Doing this has become difficult because rapid changes in information technology have created fundamental uncertainties about the future in which capital investments must deliver value. Three approaches to designing for this uncertainty are described…

  3. Collaborative learning in higher education : design, implementation and evaluation of group learning activities

    NARCIS (Netherlands)

    Hei, de M.S.A.

    2016-01-01

    In higher education, group learning activities (GLAs) are frequently implemented in online, blended or face-to-face educational contexts. A major problem for the design and implementation of good quality GLAs that lead to the desired learning outcomes is that many approaches to GLAs have been

  4. Conjecture Mapping: An Approach to Systematic Educational Design Research

    Science.gov (United States)

    Sandoval, William

    2014-01-01

    Design research is strongly associated with the learning sciences community, and in the 2 decades since its conception it has become broadly accepted. Yet within and without the learning sciences there remains confusion about how to do design research, with most scholarship on the approach describing what it is rather than how to do it. This…

  5. Distributed learning process: principles of design and implementation

    Directory of Open Access Journals (Sweden)

    G. N. Boychenko

    2016-01-01

    Full Text Available At the present stage, broad information and communication technologies (ICT usage in educational practices is one of the leading trends of global education system development. This trend has led to the instructional interaction models transformation. Scientists have developed the theory of distributed cognition (Salomon, G., Hutchins, E., and distributed education and training (Fiore, S. M., Salas, E., Oblinger, D. G., Barone, C. A., Hawkins, B. L.. Educational process is based on two separated in time and space sub-processes of learning and teaching which are aimed at the organization of fl exible interactions between learners, teachers and educational content located in different non-centralized places.The purpose of this design research is to fi nd a solution for the problem of formalizing distributed learning process design and realization that is signifi cant in instructional design. The solution to this problem should take into account specifi cs of distributed interactions between team members, which becomes collective subject of distributed cognition in distributed learning process. This makes it necessary to design roles and functions of the individual team members performing distributed educational activities. Personal educational objectives should be determined by decomposition of team objectives into functional roles of its members with considering personal and learning needs and interests of students.Theoretical and empirical methods used in the study: theoretical analysis of philosophical, psychological, and pedagogical literature on the issue, analysis of international standards in the e-learning domain; exploration on practical usage of distributed learning in academic and corporate sectors; generalization, abstraction, cognitive modelling, ontology engineering methods.Result of the research is methodology for design and implementation of distributed learning process based on the competency approach. Methodology proposed by

  6. “GENIT” AS EFFECTIVE DESIGN OF LEARNING MEDIA

    Directory of Open Access Journals (Sweden)

    Supriadi Mardiki

    2018-01-01

    Full Text Available There are two main approaches to using media in schools: students can learn "from" Media and technology, and they can learn "with" media and technology. The basis for The use of media and technology as a "tutor" in schools is "educational communication," that is the deliberate act of communicating content (teaching content for students by assuming that they will learn something "from" this communication, so communication is not again free but controlled and conditioned for educational purposes. Findings on the impact of technologybased instruction in education can be concluded that technology as a tutor has a positive effect on learning, one of them is the student can complete a set of educational goals in less time than necessary in a traditional approach. However, these two approaches only make the task become easier but do not activate and facilitate them to think critical and higher learning. “Media Genit” uses a new approach as an approach that can optimize perspective-based cognitive processes, constructivism, which constitutes an environment in which the student as a designer thinks creative about content combined with real-world tasks, student learning content, enjoy the learning process, and recognize that they have created something that is valuable.

  7. Design of a Blended Learning Environment Based on Merrill’s Principles

    Science.gov (United States)

    Simarmata, Janner; Djohar, Asari; Purba, Janulis; Juanda, Enjang A.

    2018-01-01

    Designing blended learning courses requires a systematic approach, in instructional design decisions and implementations, instructional principles help educators not only to specify the elements of the course, but also to provide a solid base from which to build the technology. The blended learning course was designed based on Merrill’s First Principles of Instruction with five phases. This paper helps inform educators about how to develop appropriate learning styles and preferences according to students’ learning needs.

  8. Forward-Oriented Designing for Learning as a Means to Achieve Educational Quality

    Science.gov (United States)

    Ghislandi, Patrizia M. M.; Raffaghelli, Juliana E.

    2015-01-01

    In this paper, we reflect on how Design for Learning can create the basis for a culture of educational quality. We explore the process of Design for Learning within a blended, undergraduate university course through a teacher-led inquiry approach, aiming at showing the connections between the process of Design for Learning and academic…

  9. Teaching of anatomical sciences: A blended learning approach.

    Science.gov (United States)

    Khalil, Mohammed K; Abdel Meguid, Eiman M; Elkhider, Ihsan A

    2018-04-01

    Blended learning is the integration of different learning approaches, new technologies, and activities that combine traditional face-to-face teaching methods with authentic online methodologies. Although advances in educational technology have helped to expand the selection of different pedagogies, the teaching of anatomical sciences has been challenged by implementation difficulties and other limitations. These challenges are reported to include lack of time, costs, and lack of qualified teachers. Easy access to online information and advances in technology make it possible to resolve these limitations by adopting blended learning approaches. Blended learning strategies have been shown to improve students' academic performance, motivation, attitude, and satisfaction, and to provide convenient and flexible learning. Implementation of blended learning strategies has also proved cost effective. This article provides a theoretical foundation for blended learning and proposes a validated framework for the design of blended learning activities in the teaching and learning of anatomical sciences. Clin. Anat. 31:323-329, 2018. © 2018 Wiley Periodicals, Inc. © 2018 Wiley Periodicals, Inc.

  10. Design Learning of Teaching Factory in Mechanical Engineering

    Science.gov (United States)

    Putra, R. C.; Kusumah, I. H.; Komaro, M.; Rahayu, Y.; Asfiyanur, E. P.

    2018-02-01

    The industrial world that is the target of the process and learning outcomes of vocational high school (SMK) has its own character and nuance. Therefore, vocational education institutions in the learning process should be able to make the appropriate learning approach and in accordance with the industrial world. One approach to learning that is based on production and learning in the world of work is by industry-based learning or known as Teaching Factory, where in this model apply learning that involves direct students in goods or service activities are expected to have the quality so it is worth selling and accepted by consumers. The method used is descriptive approach. The purpose of this research is to get the design of the teaching factory based on the competency requirements of the graduates of the spouse industry, especially in the engineering department. The results of this study is expected to be one of the choice of model factory teaching in the field of machinery engineering in accordance with the products and competencies of the graduates that the industry needs.

  11. The Effect of Universal Design for Learning (UDL) Application on E-Learning Acceptance: A Structural Equation Model

    Science.gov (United States)

    Al-Azawei, Ahmed; Parslow, Patrick; Lundqvist, Karsten

    2017-01-01

    Standardising learning content and teaching approaches is not considered to be the best practice in contemporary education. This approach does not differentiate learners based on their individual abilities and preferences. The present research integrates a pedagogical theory "Universal Design for Learning" ("UDL") with an…

  12. Benefiting from Customer and Competitor Knowledge: A Market-Based Approach to Organizational Learning

    Science.gov (United States)

    Hoe, Siu Loon

    2008-01-01

    Purpose: The purpose of this paper is to review the organizational learning, market orientation and learning orientation concepts, highlight the importance of market knowledge to organizational learning and recommend ways in adopting a market-based approach to organizational learning. Design/methodology/approach: The extant organizational learning…

  13. Designing an Intelligent Mobile Learning Tool for Grammar Learning (i-MoL

    Directory of Open Access Journals (Sweden)

    Munir Shuib

    2015-01-01

    Full Text Available English is the most important second language in most non-English speaking countries, including Malaysia. A good English proficiency comes from good grasp of grammar. To conquer the problems of low English proficiency among Malaysians, it is important to identify the key motivators that could facilitate the process of grammar learning. In this digital age, technology can play a very important role and mobile technology could be one of it. Thus, this study aims at designing a mobile learning tool, namely the Intelligent Mobile Learning Tool for Grammar Learning (i-MoL to act as the “on-the-go” grammar learning support via mobile phones. i-MoL helps reinforce grammar learning through mobile phone with game-like applications, inquiry-based activities and flashcard-like information. The intelligent part of i-MoL lies in its ability to map the mobile-based grammar learning content to individual’s preferred learning styles based on Felder-Silverman Learning Style Model (FSLSM. The instructional system design through the ADDIE model was used in this study as a systematic approach in designing a novel and comprehensive mobile learning tool for grammar learning. In terms of implications, this study provides insights on how mobile technologies can be utilized to meet the mobility demand among language learners today.

  14. Students' Feedback of mDPBL Approach and the Learning Impact towards Computer Networks Teaching and Learning

    Science.gov (United States)

    Winarno, Sri; Muthu, Kalaiarasi Sonai; Ling, Lew Sook

    2018-01-01

    This study presents students' feedback and learning impact on design and development of a multimedia learning in Direct Problem-Based Learning approach (mDPBL) for Computer Networks in Dian Nuswantoro University, Indonesia. This study examined the usefulness, contents and navigation of the multimedia learning as well as learning impacts towards…

  15. Towards characterising design-based learning in engineering education : a review of the literature

    NARCIS (Netherlands)

    Gomez Puente, S.M.; Eijck, van M.W.; Jochems, W.M.G.

    2011-01-01

    Design-based learning is a teaching approach akin to problem-based learning but one to which the design of artefacts, systems and solutions in project-based settings is central. Although design-based learning has been employed in the practice of higher engineering education, it has hardly been

  16. Learning by watching Vernacular Iñupiaq-Inuit design learning as inspiration for design education

    Directory of Open Access Journals (Sweden)

    Janne Beate Reitan

    2014-12-01

    Full Text Available In this article, I explore a single case of vernacular clothing design — the practice and learning of design for contemporary Iñupiaq-Inuit clothing made by women from Kaktovik in Northern Alaska — and I hope to contribute to a better understanding of design practice and learning in general. Design research has many unexplored areas, and one of these omissions is vernacular design, or folk design. In my opinion, professional and academic design may well have something to learn from vernacular design, although this research is about vernacular learning and about what, why and how the‘making’ discipline of clothing design is learned. This study was based on observations of and interviews with seamstresses and research-by-design, which includes authorial participation in designing and sewing in adherence to Iñupiaq tradition. All of this was recorded on digital video film. The investigation of Iñupiaq-Inuit clothing design indicates that watching was the most common way of learning, a phenomenon I have chosen to call learning-by-watching, a concept that can be seen as a development of both Schön and Wenger’s theories of learning, as influenced by John Dewey’s theory of learning-by-doing. This study will be discussed in connection with design education, from kindergarten to professional studies in higher education, in the forthcoming research project, Design Literacy, the purpose of which is to develop theory to improve design education in both compulsory and academic design education. Consequently, to improve design education in general, a thorough focus on learning-by-watching in communities of practice would make for more reflective practitioners and more sustainable design practices in the long run.Keywords: Vernacular design, clothing design, design thinking, learning-by-watching, learning-bydoing.

  17. Teacher educators' design and implementation of group learning activities

    NARCIS (Netherlands)

    De Hei, Miranda S.A.; Sjoer, Ellen; Admiraal, Wilfried; Strijbos, J.W.

    2016-01-01

    Group Learning Activities (GLAs) are a key ingredient of course designs in higher education. Various approaches for designing GLAs have been developed, featuring different design components. However, this has not yet resulted in clear guidelines for teachers on how to design GLAs. The purpose of

  18. How Design-based Research, Action Research and Interaction Design Contributes to the Development of Designs for Learning

    DEFF Research Database (Denmark)

    Majgaard, Gunver; Misfeldt, Morten; Nielsen, Jacob

    2011-01-01

    This article explores how action research, design based research and interaction design can be combined and used in the development of educational robotic tools. Our case study is the development of Number Blocks and it combines physical interaction, learning, and immediate feedback. Number Blocks...... supports the children's understanding of place value in the sense that it allows them to experiment with creating large numbers. The development was done in collaboration with a class of 7-8 year old children and their mathematics teacher. The article argues that elements from different research methods...... allowed a structured approach to projects that combines educational research and innovation of new learning technologies. Key elements of this approach is acknowledging the users input, developing a theoretical pre-analysis and using an iterative approach....

  19. Service-Learning and Interior Design: A Case Study

    Science.gov (United States)

    Sterling, Mary

    2007-01-01

    The case study approach was used to analyze experiential learning through its three components: knowledge, action, and reflection. Two interior design courses were integrated through a university service-learning project. The restoration/adaptive reuse of a 95-year-old library building was to serve as a prototype for future off-campus…

  20. Teaching strategic and systems design to facilitate collaboration and learning

    Directory of Open Access Journals (Sweden)

    Andre Liem

    2012-08-01

    Full Text Available As strategic and systems approaches are becoming more relevant in design education when it concerns collaborative projects with the industry, an explicit systems design methodology is needed to structure collaboration and learning among students, educators, and the Norwegian industry. This article describes three alternative studio projects for teaching strategic and systems design with the involvement of Norwegian companies. Besides this, the approaches and fundamental theories of design thinking and reasoning, which are characteristic of these projects, were reflected against each other. In the undergraduate (year 2 systems thinking design studio, the challenge was to train students to understand how system elements are rationally interconnected with their suprasystems and subsystems based on usability and man-machine interactions. In addition to the challenges pertaining to systems thinking, collabora­tive learning and designing based on a mentorship learning concept were introduced in the Vertical Design Studio, which involved second- and third-year students. Concerning the postgraduate fourth-year strategic design projects with the industry, the challenge was to involve Norwegian companies in product planning and goal finding as well as in innovation and design activities and to assess how supportive and receptive these companies were towards radical innovation/diversification. The analysis of completed projects shows that the Norwegian industry is supportive of strategic design but is rather conservative and risk averse when it concerns accepting and implementing radical innovation initiatives. Referring to user-centred and context-based innovation, this article also supports the implementation of a systems approach to facilitate social and hierarchical learning across the second-year systems design studio, second- and third-year vertical studios, and fourth-year strategic design studio.

  1. Participatory design in the project of virtual learning environment of histology

    OpenAIRE

    Santa-Rosa, José Guilherme da Silva

    2012-01-01

    This present article describes a research on the development, under the approach of participatory design, a virtual teaching-learning of Histology in which students and teachers participated actively in all stages of development of the educational environment. We postulates that the development of virtual learning environment of Histology, through the Participatory Design approach, contributes to greater acceptance and use by students and that the adoption of virtual environment for teaching ...

  2. Learning design som systematisk alternativ til one-hit wonders

    DEFF Research Database (Denmark)

    Godsk, Mikkel; Hansen, Janne Saltoft

    2016-01-01

    In 2011 an ambitious policy for educational IT was issued at Aarhus University (AU). The policy includes a number of focus areas of which particularly the acquisition and implementation of a common e‐learning platform, training of educators, and the development of teaching are of the highest...... priority (Aarhus Universitet, 2011). Due to limited funds there has been a need for an extraordinary systematic and effective way to manage the work of implementation and development. This meant that Faculty of Science and Technology (ST) in 2013 developed a learning design framework, STREAM (Godsk, 2013...... of coherent teaching (Conole & Fill, 2005; Fink, 2013). This operationalisation meant that the learning design approach could also be used to pedagogically qualify the implementation and deployment of the university's new e­‐learning platform, Blackboard Learn. In the article we describe our learning design...

  3. Systems approach for design control at Monitored Retrievable Storage Project

    International Nuclear Information System (INIS)

    Kumar, P.N.; Williams, J.R.

    1994-01-01

    This paper describes the systems approach in establishing design control for the Monitored Retrievable Storage Project design development. Key elements in design control are enumerated and systems engineering aspects are detailed. Application of lessons learned from the Yucca Mountain Project experience is addressed. An integrated approach combining quality assurance and systems engineering requirements is suggested to practice effective design control

  4. The Design and Analysis of Learning Effects for a Game-based Learning System

    OpenAIRE

    Wernhuar Tarng; Weichian Tsai

    2010-01-01

    The major purpose of this study is to use network and multimedia technologies to build a game-based learning system for junior high school students to apply in learning “World Geography" through the “role-playing" game approaches. This study first investigated the motivation and habits of junior high school students to use the Internet and online games, and then designed a game-based learning system according to situated and game-based learning theories. A teaching experiment was conducted to...

  5. Design for learning - a case study of blended learning in a science unit.

    Science.gov (United States)

    Gleadow, Roslyn; Macfarlan, Barbara; Honeydew, Melissa

    2015-01-01

    Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the 'real' teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a 'question of the week', a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university's teaching and learning into the 21 (st) century.

  6. Cultivating collaborative improvement: an action learning approach

    NARCIS (Netherlands)

    Middel, H.G.A.; McNichols, Timothy

    2006-01-01

    The process of implementing collaborative initiatives across disparate members of supply networks is fraught with difficulties. One approach designed to tackle the difficulties of organisational change and interorganisational improvement in practice is 'action learning'. This paper examines the

  7. Mobile Apps for Reflection in Learning: A Design Research in K-12 Education

    Science.gov (United States)

    Leinonen, Teemu; Keune, Anna; Veermans, Marjaana; Toikkanen, Tarmo

    2016-01-01

    This study takes a design-based research approach to explore how applications designed for mobile devices could support reflection in learning in K-12 education. Use of mobile devices is increasing in schools. Most of the educational apps support single-person use of interactive learning materials, simulations and learning games. Apps designed to…

  8. A Topology Optimisation Approach to Learning in Architectural Design

    DEFF Research Database (Denmark)

    Mullins, Michael; Kirkegaard, Poul Henning; Jessen, Rasmus Zederkof

    2005-01-01

    describes an attempt to unify analytic and analogical approaches in an architectural education setting, using topology optimization software. It uses as examples recent student projects where the architectural design process based on a topology optimization approach has been investigated. The paper...

  9. CopperCore, an Open Source IMS Learning Design Engine

    NARCIS (Netherlands)

    Vogten, Hubert

    2004-01-01

    The presentation gives an overview of the approach of the development programme of the OTEC department towards the development of Open Source. The CopperCore IMS Learning Design engine is described as an example of this approach.

  10. Contract Learning as an Approach to Individualizing EFL Education in the Context of Assessment for Learning

    Science.gov (United States)

    Zandi, Hamed; Kaivanpanah, Shiva; Alavi, Sayyed Mohammad

    2015-01-01

    Contract learning as an approach to individualizing education in the context of assessment for learning is relatively underexplored in English as a Foreign Language instruction. The present study used a mixed-methods design to investigate its efficacy to provide feedback to students and improve self-directed learning. Furthermore, it studied…

  11. Designing Learning Resources in Synchronous Learning Environments

    DEFF Research Database (Denmark)

    Christiansen, Rene B

    2015-01-01

    Computer-mediated Communication (CMC) and synchronous learning environments offer new solutions for teachers and students that transcend the singular one-way transmission of content knowledge from teacher to student. CMC makes it possible not only to teach computer mediated but also to design...... and create new learning resources targeted to a specific group of learners. This paper addresses the possibilities of designing learning resources within synchronous learning environments. The empirical basis is a cross-country study involving students and teachers in primary schools in three Nordic...... Countries (Denmark, Sweden and Norway). On the basis of these empirical studies a set of design examples is drawn with the purpose of showing how the design fulfills the dual purpose of functioning as a remote, synchronous learning environment and - using the learning materials used and recordings...

  12. Approaches toward learning in physiotherapy

    Directory of Open Access Journals (Sweden)

    L. Keiller

    2013-11-01

    Full Text Available The aim of this study was to investigate the approaches toward learning of undergraduate Physiotherapy students in a PBl module to enhance facilitation of learning at the Stellenbosch University, Division of Physiotherapy in South Africa. This quantitative, descriptive study utilized the revised Two-factor Study Process Questionnaire (r-SPQ-2f to evaluate the study cohorts’ approaches toward learning in the module. results of the data instruments were analysed statistically and discussed in a descriptive manner. There were a statistically significant greater number of students who adopted a deep approach toward learning at the commencement of the academic year. Students showed a trend toward an increase in their intrinsic interest in the learning material as the module progressed. Students in the Applied Physiotherapy module (ATP started to shift their focus from a surface learning approach to a deep learning approach. further research is needed to determine the long-term changes in approach toward learning and the possible determinants of these changes. This can be done in conjunction with the implementation of quality assurance mechanisms for learning material and earlier preparation of students for the change in the learning environment.

  13. Designing the Learning Context in School for Talent Development

    Science.gov (United States)

    Hertzog, Nancy B.

    2017-01-01

    This article explores the learning context for talent development in public schools. Total aspects of the environment from physical space, affective elements, and pedagogical approaches affect learning. How teachers believe and perceive their roles as teachers influence instructional design and decision making. In this article, the optimal…

  14. Universal Design for Learning: Guidelines for Accessible Online Instruction

    Science.gov (United States)

    Rogers-Shaw, Carol; Carr-Chellman, Davin J.; Choi, Jinhee

    2018-01-01

    Universal Design for Learning (UDL) is a framework for the teaching-learning transaction that conceptualizes knowledge through learner-centered foci emphasizing accessibility, collaboration, and community. Given the importance of access to achieving social justice, UDL is a promising approach to meeting all learners' needs more effectively. In…

  15. The Cube and the Poppy Flower: Participatory Approaches for Designing Technology-Enhanced Learning Spaces

    Science.gov (United States)

    Casanova, Diogo; Mitchell, Paul

    2017-01-01

    This paper presents an alternative method for learning space design that is driven by user input. An exploratory study was undertaken at an English university with the aim of redesigning technology-enhanced learning spaces. Two provocative concepts were presented through participatory design workshops during which students and teachers reflected…

  16. Rapid E-learning Development Strategies and a Multimedia Project Design Model

    Science.gov (United States)

    Sözcü, Ömer Faruk; Ipek, Ismail

    2014-01-01

    The purpose of the study is to discuss e-learning design strategies which can be used for multimedia projects as a design model. Recent advances in instructional technologies have been found to be very important in the design of training courses by using rapid instructional design (ID) approaches. The approaches were developed to use in training…

  17. Experimenting on how to create a sustainable gamified learning design that supports adult students when learning through designing learning games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2014-01-01

    digital learning games (small games) in cross‐disciplinary subject matters. The experiment has focused on creating a game‐based learning design that enables the students to implement the learning goals into their games, and on making the game design process motivating and engaging. Another focus......This paper presents and discusses the first iteration of a design‐based research experiment focusing on how to create an overall gamified learning design (big Game) facilitating the learning process for adult students by letting them be their own learning designers through designing their own...... of the study has been to create a sustainable learning design that supports the learning game design process and gives teachers the ability to evaluate whether the students have been successful in learning their subject matter through this learning game design process. The findings are that this initial...

  18. Learning approaches as predictors of academic performance in first year health and science students.

    Science.gov (United States)

    Salamonson, Yenna; Weaver, Roslyn; Chang, Sungwon; Koch, Jane; Bhathal, Ragbir; Khoo, Cheang; Wilson, Ian

    2013-07-01

    To compare health and science students' demographic characteristics and learning approaches across different disciplines, and to examine the relationship between learning approaches and academic performance. While there is increasing recognition of a need to foster learning approaches that improve the quality of student learning, little is known about students' learning approaches across different disciplines, and their relationships with academic performance. Prospective, correlational design. Using a survey design, a total of 919 first year health and science students studying in a university located in the western region of Sydney from the following disciplines were recruited to participate in the study - i) Nursing: n = 476, ii) Engineering: n = 75, iii) Medicine: n = 77, iv) Health Sciences: n = 204, and v) Medicinal Chemistry: n = 87. Although there was no statistically significant difference in the use of surface learning among the five discipline groups, there were wide variations in the use of deep learning approach. Furthermore, older students and those with English as an additional language were more likely to use deep learning approach. Controlling for hours spent in paid work during term-time and English language usage, both surface learning approach (β = -0.13, p = 0.001) and deep learning approach (β = 0.11, p = 0.009) emerged as independent and significant predictors of academic performance. Findings from this study provide further empirical evidence that underscore the importance for faculty to use teaching methods that foster deep instead of surface learning approaches, to improve the quality of student learning and academic performance. Copyright © 2013 Elsevier Ltd. All rights reserved.

  19. Blended Learning in Vocational Education: Teachers' Conceptions of Blended Learning and Their Approaches to Teaching and Design

    Science.gov (United States)

    Bliuc, Ana-Maria; Casey, Grant; Bachfischer, Agnieszka; Goodyear, Peter; Ellis, Robert A.

    2012-01-01

    This paper presents research exploring teachers' experiences of using blended learning in vocational education. Teachers involved in designing and teaching using blended learning from a major Australian vocational education provider participated in the study. They received open-ended questionnaires asking to describe their conceptions of blended…

  20. From conditioning to learning communities: implications of fifty years of research in e-learning interaction design

    Directory of Open Access Journals (Sweden)

    Andrew Ravenscroft

    2003-12-01

    Full Text Available This paper will consider e-learning in terms of the underlying learning processes and interactions that are stimulated, supported or favoured by new media and the contexts or communities in which it is used. We will review and critique a selection of research and development from the past fifty years that has linked pedagogical and learning theory to the design of innovative e-learning systems and activities, and discuss their implications. It will include approaches that are, essentially, behaviourist (Skinner and Gagné, cognitivist (Pask, Piaget and Papert, situated (Lave, Wenger and Seely-Brown, socioconstructivist (Vygotsky, socio-cultural (Nardi and Engestrom and community-based (Wenger and Preece. Emerging from this review is the argument that effective elearning usually requires, or involves, high-quality educational discourse, that leads to, at the least, improved knowledge, and at the best, conceptual development and improved understanding. To achieve this I argue that we need to adopt a more holistic approach to design that synthesizes features of the included approaches, leading to a framework that emphasizes the relationships between cognitive changes, dialogue processes and the communities, or contexts for e-learning.

  1. Volunteer Educators' Influence on Youth Participation and Learning in 4-H STEM Learning by Design Programs

    Science.gov (United States)

    Worker, Steven Michael

    The purpose of this study was to describe the co-construction of three 4-H STEM (science, technology, engineering, and mathematics) learning by design programs by volunteer educators and youth participants in the 4-H Youth Development Program. The programs advanced STEM learning through design, a pedagogical approach to support youth in planning, designing, and making shareable artifacts. This pedagogical approach is a special case of project-based learning, related to the practices found in the science learning through design literature as well as the making and tinkering movements. Specifically, I explored adult volunteer educators' roles and pedagogical strategies implementing the 4-H Junk Drawer Robotics curriculum (Mahacek, Worker, and Mahacek, 2011) and how that, in turn, afforded and constrained opportunities for youth to display or report engagement in design practices; learning of STEM content; strengthening tool competencies; dispositions of resilience, reciprocity, and playfulness; and psychological ownership. The curriculum targeted middle school youth with a sequence of science inquiry activities and engineering design challenges. This study employed naturalist and multiple-case study methodology relying on participant observations and video, interviews with educators, and focus groups with youth within three 4-H educational robotics programs organized by adult 4-H volunteer educators. Data collection took place in 2014 and 2015 at Santa Clara with an educator and seven youth; Solano with three educators and eight youth; and Alameda with an educator and seven youth. Data analysis revealed six discrete categories of pedagogy and interactions that I labeled as participation structures that included lecture, demonstration, learning activity, group sharing, scripted build, and design & build. These participation structures were related to the observed pedagogical practices employed by the educators. There was evidence of youth engagement in design

  2. Learning Design Tools

    NARCIS (Netherlands)

    Griffiths, David; Blat, Josep; Garcia, Rocío; Vogten, Hubert; Kwong, KL

    2005-01-01

    Griffiths, D., Blat, J., Garcia, R., Vogten, H. & Kwong, KL. (2005). Learning Design Tools. In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 109-136). Berlin-Heidelberg: Springer Verlag.

  3. Multimodal designs for learning in contexts of diversity

    Directory of Open Access Journals (Sweden)

    Arlene Archer

    2014-12-01

    Full Text Available This paper aims to identify multimodal designs for learning in diverse and developing contexts, where access to resources remains vastly unequal. Using case studies from South African education, the paper explores ways of surfacing the range of students’ resources which are often not noticed or valued in formal educational settings. The studies showcased here demonstrate how ethnographic and textually-based approaches can be combined. Opening up the semiotic space of the classroom through multimodal designs for learning is important for finding innovative ways of addressing access, diversity, and past inequalities. This is of relevance not only to South Africa, but a range of global contexts. The paper argues that multimodal designs for learning can involve interrogating the relation between ‘tradition’ and ‘modernity’; harnessing students’ creative practices as resources for pedagogy; developing metalanguages for critical reflection; creating less regulated pedagogical spaces in order to enable useful teaching and learning practices.

  4. A model-driven development approach for learning design using the LPCEL Editor

    Directory of Open Access Journals (Sweden)

    Jorge Torres

    2014-01-01

    Full Text Available Complex learning scenarios are represented using Educational Modeling Languages (EMLs. Different people with specific skills usually design these scenarios. The IMS LD is a commonly used EML for which some visual editors are being created in order to assist the authoring process. However, these editors have a limited level of expressiveness and do not provide the facilities for designers to collaborate in the design process. The LPCEL Editor provides a broad level of expressiveness and facilitates the authoring process with an editor that includes: (1 Visual Elements, (2 Intermediate Representation, (3 Learning Patterns, (4 Collaboration tools and (5 Web Services. In order to verify that the components are sufficient, we conducted a user evaluation to analyze their perspective regarding the level of functionality of the tools.

  5. Development of Scientific Approach Based on Discovery Learning Module

    Science.gov (United States)

    Ellizar, E.; Hardeli, H.; Beltris, S.; Suharni, R.

    2018-04-01

    Scientific Approach is a learning process, designed to make the students actively construct their own knowledge through stages of scientific method. The scientific approach in learning process can be done by using learning modules. One of the learning model is discovery based learning. Discovery learning is a learning model for the valuable things in learning through various activities, such as observation, experience, and reasoning. In fact, the students’ activity to construct their own knowledge were not optimal. It’s because the available learning modules were not in line with the scientific approach. The purpose of this study was to develop a scientific approach discovery based learning module on Acid Based, also on electrolyte and non-electrolyte solution. The developing process of this chemistry modules use the Plomp Model with three main stages. The stages are preliminary research, prototyping stage, and the assessment stage. The subject of this research was the 10th and 11th Grade of Senior High School students (SMAN 2 Padang). Validation were tested by the experts of Chemistry lecturers and teachers. Practicality of these modules had been tested through questionnaire. The effectiveness had been tested through experimental procedure by comparing student achievement between experiment and control groups. Based on the findings, it can be concluded that the developed scientific approach discovery based learning module significantly improve the students’ learning in Acid-based and Electrolyte solution. The result of the data analysis indicated that the chemistry module was valid in content, construct, and presentation. Chemistry module also has a good practicality level and also accordance with the available time. This chemistry module was also effective, because it can help the students to understand the content of the learning material. That’s proved by the result of learning student. Based on the result can conclude that chemistry module based on

  6. Influence of the Constructivist Learning Approach on Students' Levels of Learning Trigonometry and on Their Attitudes towards Mathematics

    OpenAIRE

    İNAN, CEMİL

    2014-01-01

    In this experimental study, the influence of the constructivist learning approach on students’ levels of learning trigonometry and on their attitudes towards mathematics was examined in comparison with the traditional methods of instruction. The constructivist learning approach was the independent variable, while mathematics achievement, the lessons of trigonometry and the attitudes towards mathematics constituted the dependent variables. The study was designed as the pretest-posttest control...

  7. A Learning Object Approach To Evidence based learning

    Directory of Open Access Journals (Sweden)

    Zabin Visram

    2005-06-01

    Full Text Available This paper describes the philosophy, development and framework of the body of elements formulated to provide an approach to evidence-based learning sustained by Learning Objects and web based technology Due to the demands for continuous improvement in the delivery of healthcare and in the continuous endeavour to improve the quality of life, there is a continuous need for practitioner's to update their knowledge by accomplishing accredited courses. The rapid advances in medical science has meant increasingly, there is a desperate need to adopt wireless schemes, whereby bespoke courses can be developed to help practitioners keep up with expanding knowledge base. Evidently, without current best evidence, practice risks becoming rapidly out of date, to the detriment of the patient. There is a need to provide a tactical, operational and effective environment, which allows professional to update their education, and complete specialised training, just-in-time, in their own time and location. Following this demand in the marketplace the information engineering group, in combination with several medical and dental schools, set out to develop and design a conceptual framework which form the basis of pioneering research, which at last, enables practitioner's to adopt a philosophy of life long learning. The body and structure of this framework is subsumed under the term Object oriented approach to Evidence Based learning, Just-in-time, via Internet sustained by Reusable Learning Objects (The OEBJIRLO Progression. The technical pillars which permit this concept of life long learning are pivoted by the foundations of object oriented technology, Learning objects, Just-in-time education, Data Mining, intelligent Agent technology, Flash interconnectivity and remote wireless technology, which allow practitioners to update their professional skills, complete specialised training which leads to accredited qualifications. This paper sets out to develop and

  8. The Development of SCORM-Conformant Learning Content Based on the Learning Cycle Using Participatory Design

    Science.gov (United States)

    Su, C. Y.; Chiu, C. H.; Wang, T. I.

    2010-01-01

    This study incorporates the 5E learning cycle strategy to design and develop Sharable Content Object Reference Model-conformant materials for elementary science education. The 5E learning cycle that supports the constructivist approach has been widely applied in science education. The strategy consists of five phases: engagement, exploration,…

  9. Teaching European Studies: A Blended Learning Approach

    Directory of Open Access Journals (Sweden)

    Alina Christova

    2011-12-01

    Full Text Available This paper will be looking into the teaching method developed by the Institute for European Studies in Brussels, combining an e-learning tool- the E-modules- with face-to-face training sessions and webinars. The main aim is to analyse the three different components of this “blended learning” pedagogical approach, as well as the way they complement each other and to address a few of the challenges that have emerged from the experience of working with them so far. The E-modules are an e-learning platform that has been designed with the purpose of offering a structured and interactive way of learning how the European Union functions. The face-to-face training component currently takes the form of three days in-house seminars, covering in an intensive manner the most important areas of the curriculum. The lectures are held by a mix of academics and practitioners, hereby ensuring a balanced approach, in which theory and practice come together to facilitate the learning experience. The third element of the “blended learning” method is placed in-between online and face-to-face learning: interactive seminars and debates are held online, giving the participants the chance to deepen their knowledge in certain fields of interest and to discuss the content of the course with specialists and among themselves. The mixture of delivery and interaction methods was chosen in order to accommodate a large variety of target groups, ranging from students to professionals working with EU-related issues, with different backgrounds and geographical origins. One of the main challenges is to use each medium for the functionalities it is best designed for and to ensure that the various pieces of the pedagogical puzzle fit together perfectly, while allowing the learners the flexibility that had initially directed them towards “blended learning” instead of a classical classroom approach.

  10. Medium-Based Design: Extending a Medium to Create an Exploratory Learning Environment

    Science.gov (United States)

    Rick, Jochen; Lamberty, K. K.

    2005-01-01

    This article introduces "medium-based" design -- an approach to creating "exploratory learning environments" using the method of "extending a medium". First, the characteristics of exploratory learning environments and medium-based design are described and grounded in related work. Particular attention is given to "extending a medium" --…

  11. Appropriate teaching and learning strategies for the architectural design process in pedagogic design studios

    Directory of Open Access Journals (Sweden)

    Ashraf M. Soliman

    2017-06-01

    Full Text Available The national qualification framework of a country requires a certain level of knowledge and complexity of skills for an academic degree to be recognized. For architectural programs, student workload is heavy on design courses. Therefore, each course must be carefully developed to ensure that students are not overloaded. Teaching and learning strategies have different implications for courses, which occasionally result in overloading the students. This research aims to study the three main pillars of teaching and learning strategies for each design phase in pedagogic design studios. The most appropriate model for each teaching and learning strategy, including a set of the three main pillars, is then identified for each design phase. A practical strategy for managing design studios is also determined. The aforementioned three pillars are as follows: teaching and learning methods, assigned tasks or study aspects, and design communication techniques. Two research methods, namely, a literature review and a survey among design educators, are adopted. The literature review examines aspects that contribute to the design process and its phases, teaching methods, design skills, communication methods, and studio management strategies. On the basis of the literature review, the background of developments and practices in the design education process are used as constructive tools to develop the survey for design educators. Through the survey, the pillars of teaching and learning strategies that are frequently practiced in design studios are evaluated. Results of this study are classified into three ranks using the nature break classification method for numerical values. Subsequently, three priority models that correspond to teaching and learning strategies, as well as to the required skills and capabilities, are established. A group-based strategy with an interdisciplinary approach is also determined to be the most suitable technique for managing the

  12. Exploring the Behavioural Patterns of Entrepreneurial Learning: A Competency Approach

    Science.gov (United States)

    Man, Thomas Wing Yan

    2006-01-01

    Purpose: The purpose of this study is to empirically explore the behavioural patterns involved in entrepreneurial learning through a conceptualization of entrepreneurial learning as a "competency". Design/methodology/approach: Semi-structured interviews to 12 entrepreneurs were conducted with a focus on the critical incidents in which…

  13. Vocation, Motivation and Approaches to Learning: A Comparative Study

    Science.gov (United States)

    Arquero, Jose Luis; Fernández-Polvillo, Carmen; Hassall, Trevor; Joyce, John

    2015-01-01

    Purpose: The individual characteristics of students can have a strong influence on the success of the adopted innovations in terms of their transferability and sustainability. The purpose of this paper is to compare the motivations and approaches to learning on degrees with differing vocational components. Design/methodology/approach:…

  14. Design of environmental education module towards the needs of aboriginal community learning

    Science.gov (United States)

    Dasman, Siti Mariam; Yasin, Ruhizan Mohammad

    2017-05-01

    Non-formal education (NFE) refers to a program that is designed for personal and social education for learners to improve the level of skills and competencies outside formal educational curriculum. Issues related to geography and environment of different Aboriginal communities with other communities play an important role in determining the types and methods that should be made available to the minority community groups. Thus, this concept paper is intended to cater for educational environment through the design and development of learning modules based on non-formal education to the learning of Aboriginal community. Methods and techniques in the design and construction of the modules is based on the Design and Development Research (DDR) that was based on instructional design model of Morrison, Kemp and Ross which is more flexible and prioritizes the needs and characteristics of learners who were involved in the learning modules of the future. The discussion is related to the module development which is suitable to the learning needs of the community and there are several recommendations which may be applied in the implementation of this approach. In conclusion, the community of Orang Asli should be offered the same education as other communities but it is important to distinguish acceptance of learning techniques or approaches used in the education system to meet their standards. The implications of this concept paper is to meet the educational needs of the environment which includes a few aspects of science and some learning activities using effective approaches such as playing and building their own knowledge of meaning.

  15. A Story-Telling Approach for a Software Engineering Course Design

    DEFF Research Database (Denmark)

    Christensen, Henrik Bærbak

    2009-01-01

    Advanced programming and software engineering techniques are challenging to learn due to their inherent complexity. However, to the average student they are even more challenging because they have never experienced the context in which the techniques are appropriate. For instance, why learn design...... patterns to increase maintainability when student exercises are never maintained? In this paper, we outline the contextual problems that software engineering teaching has to deal with and present a story telling approach for course design as a remedy. We outline the stories that over the last five years...... have structured lecturing and mandatory exercises for our advanced programming/software engineering course, and present benefits, liabilities, and experiences with the approach comparing it to the normal, topic structured, course design....

  16. Using Problem Based Learning and Game Design to motivate Non-technical Students to engage in Technical Learning

    DEFF Research Database (Denmark)

    Reng, Lars; Schoenau-Fog, Henrik

    2010-01-01

    technology, a broader segment of students are consequently enrolled. One of the challenges of these new educations is to motivate the artistic minded students in learning the technical aspects of the curriculum, as they need these qualifications to work in the industry. At Aalborg University’s department...... have engaged and motivated artistic students to learn technical topics on their own....... of Medialogy, we employ problem based learning and game design to engage these students in learning the technical elements. This paper will describe our approach and exemplify the method by introducing various examples of student projects, where the interest in game design combined with problem based learning...

  17. Learning by watching Vernacular Iñupiaq-Inuit design learning as inspiration for design education

    OpenAIRE

    Janne Beate Reitan

    2014-01-01

    In this article, I explore a single case of vernacular clothing design — the practice and learning of design for contemporary Iñupiaq-Inuit clothing made by women from Kaktovik in Northern Alaska — and I hope to contribute to a better understanding of design practice and learning in general. Design research has many unexplored areas, and one of these omissions is vernacular design, or folk design. In my opinion, professional and academic design may well have something to learn from vernacular...

  18. Social innovation education: towards a framework for learning design

    OpenAIRE

    Alden Rivers, Bethany; Armellini, Alejandro; Maxwell, Rachel; Allen, Sue; Durkin, Chris

    2015-01-01

    Purpose—This paper proposes a theoretical framework to support the embedding of social innovation education in existing academic programmes.\\ud Design/methodology/approach—By adopting Conole et al.’s (2004) methodological approach to reviewing, mapping and modelling learning theory, this study addresses four research questions: 1) How can social innovation education be defined? 2) Which learning theories best support social innovation education? 3) How do such learning theories relate to exis...

  19. Design for learning – a case study of blended learning in a science unit

    Science.gov (United States)

    Gleadow, Roslyn; Macfarlan, Barbara; Honeydew, Melissa

    2015-01-01

    Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21 st century. PMID:26594348

  20. Applying a learning design methodology in the flipped classroom approach – empowering teachers to reflect

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia; Kofoed, Lise; Purwins, Hendrik

    2016-01-01

    One of the recent developments in teaching that heavily relies on current technology is the “flipped classroom” approach. In a flipped classroom the traditional lecture and homework sessions are inverted. Students are provided with online material in order to gain necessary knowledge before class......, while class time is devoted to clarifications and application of this knowledge. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet. This paper discusses how the learning design methodology can be applied to represent, share and guide educators...... and values of different stakeholders (i.e. institutions, educators, learners, and external agents), which influence the design and success of flipped classrooms. Moreover, it looks at the teaching cycle from a flipped instruction model perspective and adjusts it to cater for the reflection loops educators...

  1. Designing Science Learning with Game-Based Approaches

    Science.gov (United States)

    Liu, Min; Rosenblum, Jason A.; Horton, Lucas; Kang, Jina

    2014-01-01

    Given the growing popularity of digital games as a form of entertainment, educators are interested in exploring using digital games as a tool to facilitate learning. In this study, we examine game-based learning by describing a learning environment that combines game elements, play, and authenticity in the real world for the purpose of engaging…

  2. The colloquial approach: An active learning technique

    Science.gov (United States)

    Arce, Pedro

    1994-09-01

    This paper addresses the very important problem of the effectiveness of teaching methodologies in fundamental engineering courses such as transport phenomena. An active learning strategy, termed the colloquial approach, is proposed in order to increase student involvement in the learning process. This methodology is a considerable departure from traditional methods that use solo lecturing. It is based on guided discussions, and it promotes student understanding of new concepts by directing the student to construct new ideas by building upon the current knowledge and by focusing on key cases that capture the essential aspects of new concepts. The colloquial approach motivates the student to participate in discussions, to develop detailed notes, and to design (or construct) his or her own explanation for a given problem. This paper discusses the main features of the colloquial approach within the framework of other current and previous techniques. Problem-solving strategies and the need for new textbooks and for future investigations based on the colloquial approach are also outlined.

  3. Evaluation of students' perception of their learning environment and approaches to learning

    Science.gov (United States)

    Valyrakis, Manousos; Cheng, Ming

    2015-04-01

    This work presents the results of two case studies designed to assess the various approaches undergraduate and postgraduate students undertake for their education. The first study describes the results and evaluation of an undergraduate course in Water Engineering which aims to develop the fundamental background knowledge of students on introductory practical applications relevant to the practice of water and hydraulic engineering. The study assesses the effectiveness of the course design and learning environment from the perception of students using a questionnaire addressing several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning, and methods of communication and assessment. The second study investigates the effectiveness of supervisory arrangements based on the perceptions of engineering undergraduate and postgraduate students. Effective supervision requires leadership skills that are not taught in the University, yet there is rarely a chance to get feedback, evaluate this process and reflect. Even though the results are very encouraging there are significant lessons to learn in improving ones practice and develop an effective learning environment to student support and guidance. The findings from these studies suggest that students with high level of intrinsic motivation are deep learners and are also top performers in a student-centered learning environment. A supportive teaching environment with a plethora of resources and feedback made available over different platforms that address students need for direct communication and feedback has the potential to improve student satisfaction and their learning experience. Finally, incorporating a multitude of assessment methods is also important in promoting deep learning. These results have deep implications about student learning and can be used to further improve course design and delivery in the future.

  4. Learning Space Service Design

    Directory of Open Access Journals (Sweden)

    Elliot Felix

    2011-12-01

    Full Text Available Much progress has been made in creating informal learning spaces that incorporate technology and flexibly support a variety of activities. This progress has been principally in designing the right combination of furniture, technology, and space. However, colleges and universities do not design services within learning spaces with nearly the same level of sophistication or integration. Nor do they adequately assess their services. This paper calls for a focus on designing services to facilitate better learning experiences. It describes the fundamentals of service design practice, a selection of exemplary spaces, and the implications for design, budgeting, and staffing.

  5. Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms

    Directory of Open Access Journals (Sweden)

    Brenda Danker

    2015-01-01

    Full Text Available This project used two Flipped Classroom approaches to stimulate deep learning in large classrooms during the teaching of a film module as part of a Diploma in Performing Arts course at Sunway University, Malaysia. The flipped classes utilized either a blended learning approach where students first watched online lectures as homework, and then completed their assignments and practical work in class; or utilized a guided inquiry approach at the beginning of class using this same process. During the class the lecturers were present to help the students, and in addition, the students were advantaged by being able to help one another. The in-class learning activities also included inquiry-based learning, active learning, and peer-learning. This project used an action research approach to improve the in-class instructional design progressively to achieve its impact of deep learning among the students. The in-class learning activities that was included in the later flipped classes merged aspects of blended learning with an inquiry-based learning cycle which focused on the exploration of concepts. Data was gathered from questionnaires filled out by the students and from short interviews with the students, as well as from the teacher’s reflective journals. The findings verified that the flipped classrooms were able to remodel large lecture classes into active-learning classes. The results also support the possibility of individualised learning for the students as being high as a result of the teacher’s ability to provide one-on-one tutoring through technology-infused lessons. It is imperative that the in-class learning activities are purposefully designed as the inclusion of the exploratory learning through guided inquiry-based activities in the flipped classes was a successful way to engage students on a deeper level and increased the students’ curiosity and engaged them to develop higher-order thinking skills. This project also concluded that

  6. Improving Problem Solving Skill and Self Regulated Learning of Senior High School Students through Scientific Approach using Quantum Learning strategy

    Directory of Open Access Journals (Sweden)

    M Sudirman

    2017-12-01

    Full Text Available This research is quasi experiment with control group pretest-postest design. The sampel in this research using the techique of purposive sampling so the samples used were two classes of the 11th grade students of SMAN 14 Bandung in the academic year 2017/2018. The experiment group uses saintific approach using Quantum Learning strategy and control group uses saintific approach. In collecting the data the researcher will use the test of problem solving ability and self regulated learning as the instrument. The aims of this research are to:1find out the improvement of students mathematical problem solving through scientific approach using Quantum Learning study, 2 find out students self regulated learning through scientific approach using Quantum Learning.

  7. Manifold Regularized Experimental Design for Active Learning.

    Science.gov (United States)

    Zhang, Lining; Shum, Hubert P H; Shao, Ling

    2016-12-02

    Various machine learning and data mining tasks in classification require abundant data samples to be labeled for training. Conventional active learning methods aim at labeling the most informative samples for alleviating the labor of the user. Many previous studies in active learning select one sample after another in a greedy manner. However, this is not very effective because the classification models has to be retrained for each newly labeled sample. Moreover, many popular active learning approaches utilize the most uncertain samples by leveraging the classification hyperplane of the classifier, which is not appropriate since the classification hyperplane is inaccurate when the training data are small-sized. The problem of insufficient training data in real-world systems limits the potential applications of these approaches. This paper presents a novel method of active learning called manifold regularized experimental design (MRED), which can label multiple informative samples at one time for training. In addition, MRED gives an explicit geometric explanation for the selected samples to be labeled by the user. Different from existing active learning methods, our method avoids the intrinsic problems caused by insufficiently labeled samples in real-world applications. Various experiments on synthetic datasets, the Yale face database and the Corel image database have been carried out to show how MRED outperforms existing methods.

  8. The Usage of E-Learning Model To Optimize Learning System In Higher Education by Using Dick and Carey Design Approach

    Directory of Open Access Journals (Sweden)

    Anak Agung Gde Satia Utama

    2016-04-01

    Full Text Available Nowadays many universities in the world apply technology enhanced learning in order to help learning activities. Due to the potentials technology enhanced learning offers, recent education using it and universities in particular are trying to apply it. One of the subjects of this research is The Accounting Department of Airlangga University in Surabaya. The idea of this research is to investigate the students about how they know deeply about e-learning system and learning objectives as a first step to conduct e-learning model. After the model completed, the next step is to prepare database learning. Entity Relationship Diagram (ERD can help to explain the model. The purpose of this research was done by using Dick and Carey Design Model. There are nine steps to conduct e-learning model. All steps can be categorized into three steps research: first is the introduction or empirical study, the next step is the design and the last is the feedback after the implementation. The methodology used in this research is using Qualitative Exploratory, by using questionnaire and interviews as data collection techniques. The analysis of the data shows organization requires information about e-learning content, user as a learning subject and information technology infrastructures. E-learning model as one of the alternative learning can help users to optimized learning.

  9. Design-based learning in classrooms using playful digital toolkits

    NARCIS (Netherlands)

    Scheltenaar, K.J.; van der Poel, J.E.C.; Bekker, Tilde

    2015-01-01

    The goal of this paper is to explore how to implement Design Based Learning (DBL) with digital toolkits to teach 21st century skills in (Dutch) schools. It describes the outcomes of a literature study and two design case studies in which such a DBL approach with digital toolkits was iteratively

  10. When Playing Meets Learning: Methodological Framework for Designing Educational Games

    Science.gov (United States)

    Linek, Stephanie B.; Schwarz, Daniel; Bopp, Matthias; Albert, Dietrich

    Game-based learning builds upon the idea of using the motivational potential of video games in the educational context. Thus, the design of educational games has to address optimizing enjoyment as well as optimizing learning. Within the EC-project ELEKTRA a methodological framework for the conceptual design of educational games was developed. Thereby state-of-the-art psycho-pedagogical approaches were combined with insights of media-psychology as well as with best-practice game design. This science-based interdisciplinary approach was enriched by enclosed empirical research to answer open questions on educational game-design. Additionally, several evaluation-cycles were implemented to achieve further improvements. The psycho-pedagogical core of the methodology can be summarized by the ELEKTRA's 4Ms: Macroadaptivity, Microadaptivity, Metacognition, and Motivation. The conceptual framework is structured in eight phases which have several interconnections and feedback-cycles that enable a close interdisciplinary collaboration between game design, pedagogy, cognitive science and media psychology.

  11. A review of active learning approaches to experimental design for uncovering biological networks

    Science.gov (United States)

    2017-01-01

    Various types of biological knowledge describe networks of interactions among elementary entities. For example, transcriptional regulatory networks consist of interactions among proteins and genes. Current knowledge about the exact structure of such networks is highly incomplete, and laboratory experiments that manipulate the entities involved are conducted to test hypotheses about these networks. In recent years, various automated approaches to experiment selection have been proposed. Many of these approaches can be characterized as active machine learning algorithms. Active learning is an iterative process in which a model is learned from data, hypotheses are generated from the model to propose informative experiments, and the experiments yield new data that is used to update the model. This review describes the various models, experiment selection strategies, validation techniques, and successful applications described in the literature; highlights common themes and notable distinctions among methods; and identifies likely directions of future research and open problems in the area. PMID:28570593

  12. Designing Learning for Co-Creation

    DEFF Research Database (Denmark)

    Gnaur, Dorina; Larsen-Nielsen, Marie

    2017-01-01

    Designing learning for co-creation - conceptual and practical considerations, Dorina Gnaur and Inger Marie Larsen-Nielsen explore the practical educational point of view. The question they are posing themselves is: how can higher and further education (HE) educate for co-creation, that is, provide...... educational frameworks that respond to the societal demand for co-creation, particularly within the public welfare sector? First, they focus on which organisational and individual requirements an HE learning design should take into account in order to support the diffusion of co-creation competences....... Then they argue for the need to integrate these considerations in the learning design and demonstrate a practical application in the form of a didactical design. They call this a hybrid learning design, in that it takes advantage of technological developments to mediate co-creative learning in multiple learning...

  13. THE USE OF NUMBERED HEADS TOGETHER (NHT LEARNING MODEL WITH SCIENCE, ENVIRONMENT, TECHNOLOGY, SOCIETY (SETS APPROACH TO IMPROVE STUDENT LEARNING MOTIVATION OF SENIOR HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    B. Sutipnyo

    2018-01-01

    Full Text Available This research was aimed to determine the increasing of students' motivation that has been applied by Numbered Heads Together (NHT learning model with Science, Environment, Technology, Society (SETS approach. The design of this study was quasi experiment with One Group Pretest-Posttest Design. The data of students’ learning motivation obtained through questionnaire administered before and after NHT learning model with SETS approach. In this research, the indicators of learning-motivation were facing tasks diligently, showing interest in variety of problems, prefering to work independently, keeping students’ opinions, and feeling happy to find and solve problems. Increasing of the students’ learning motivation was analyzed by using a gain test. The results showed that applying NHT learning model with SETS approach could increase the students’ learning motivation in medium categories.

  14. [Efficacy of the program "Testas's (mis)adventures" to promote the deep approach to learning].

    Science.gov (United States)

    Rosário, Pedro; González-Pienda, Julio Antonio; Cerezo, Rebeca; Pinto, Ricardo; Ferreira, Pedro; Abilio, Lourenço; Paiva, Olimpia

    2010-11-01

    This paper provides information about the efficacy of a tutorial training program intended to enhance elementary fifth graders' study processes and foster their deep approaches to learning. The program "Testas's (mis)adventures" consists of a set of books in which Testas, a typical student, reveals and reflects upon his life experiences during school years. These life stories are nothing but an opportunity to present and train a wide range of learning strategies and self-regulatory processes, designed to insure students' deeper preparation for present and future learning challenges. The program has been developed along a school year, in a one hour weekly tutorial sessions. The training program had a semi-experimental design, included an experimental group (n=50) and a control one (n=50), and used pre- and posttest measures (learning strategies' declarative knowledge, learning approaches and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge of learning strategies and in their deep approach to learning, consequently lowering their use of a surface approach. In spite of this, in what concerns to academic achievement, no statistically significant differences have been found.

  15. Interactive Multimodal Molecular Set – Designing Ludic Engaging Science Learning Content

    DEFF Research Database (Denmark)

    Thorsen, Tine Pinholt; Christiansen, Kasper Holm Bonde; Jakobsen Sillesen, Kristian

    2014-01-01

    This paper reports on an exploratory study investigating 10 primary school students’ interaction with an interactive multimodal molecular set fostering ludic engaging science learning content in primary schools (8th and 9th grade). The concept of the prototype design was to bridge the physical...... and virtual worlds with electronic tags and, through this, blend the familiarity of the computer and toys, to create a tool that provided a ludic approach to learning about atoms and molecules. The study was inspired by the participatory design and informant design methodologies and included design...

  16. Implementation of Reseptive Esteemy Approach Model in Learning Reading Literature

    Directory of Open Access Journals (Sweden)

    Titin Nurhayatin

    2017-03-01

    Full Text Available Research on the implementation of aesthetic model of receptive aesthetic approach in learning to read the literature on the background of the low quality of results and learning process of Indonesian language, especially the study of literature. Students as prospective teachers of Indonesian language are expected to have the ability to speak, have literature, and their learning in a balanced manner in accordance with the curriculum demands. This study examines the effectiveness, quality, acceptability, and sustainability of the aesthetic approach of receptions in improving students' literary skills. Based on these problems, this study is expected to produce a learning model that contributes high in improving the quality of results and the process of learning literature. This research was conducted on the students of Language Education Program, Indonesian Literature and Regional FKIP Pasundan University. The research method used is experiment with randomized type pretest-posttest control group design. Based on preliminary and final test data obtained in the experimental class the average preliminary test was 55.86 and the average final test was 76.75. From the preliminary test data in the control class the average score was 55.07 and the average final test was 68.76. These data suggest that there is a greater increase in grades in the experimental class using the aesthetic approach of the reception compared with the increase in values in the control class using a conventional approach. The results show that the aesthetic approach of receptions is more effective than the conventional approach in literary reading. Based on observations, acceptance, and views of sustainability, the aesthetic approach of receptions in literary learning is expected to be an alternative and solution in overcoming the problems of literary learning and improving the quality of Indonesian learning outcomes and learning process.

  17. Using IMS Learning Design to model collaborative learning activities

    NARCIS (Netherlands)

    Tattersall, Colin

    2006-01-01

    IMS Learning Design provides a counter to the trend towards designing for lone-learners reading from screens. It guides staff and educational developers to start not with content, but with learning activities and the achievement of learning objectives. It recognises that learning can happen without

  18. Learning design for science teacher training and educational development

    DEFF Research Database (Denmark)

    Bjælde, Ole Eggers; Caspersen, Michael E.; Godsk, Mikkel

    This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing and tran......This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing...... and transforming modules. Both DiLD and the STREAM model have proven to be effective and scalable approaches to encourage educators across all career steps to embrace the potentials of educational technology in science higher education. Moreover, the transformed modules have resulted in higher student satisfaction...

  19. A comparative study of teachers’ perceptions of design-based learning

    NARCIS (Netherlands)

    Gómez Puente, S.M.; Hattum-Janssen, van N.; Campos, de L.C.; Hattum-Janssen, van N.; Lima, R.M.; Carvalho, D.; Campos, de L.C.

    2012-01-01

    Design-based learning (DBL) is an instructional approach in which students gather and process theoretical knowledge while working in the design of artifacts, systems and innovative solutions in project settings. In the context of secondary education, DBL has been used as an educational form to teach

  20. Using Data Collection Apps and Single-Case Designs to Research Transformative Learning in Adults

    Science.gov (United States)

    Roessger, Kevin M.; Greenleaf, Arie; Hoggan, Chad

    2017-01-01

    To overcome situational hurdles when researching transformative learning in adults, we outline a research approach using single-case research designs and smartphone data collection apps. This approach allows researchers to better understand learners' current lived experiences and determine the effects of transformative learning interventions on…

  1. In the business of learning : approaches to learning of undergraduate students in business

    NARCIS (Netherlands)

    Hooijer, J.G.

    2010-01-01

    Three approaches to learning are distinguished in the learning literature: a surface, deep and strategic approach to learning. The surface approach to learning is characterized as undirected rote learning, motivated by a fear of failure. The deep approach to learning is characterized as interested

  2. Seeking Constructive Synergy: Design Science and the Constructive Research Approach

    DEFF Research Database (Denmark)

    Piirainen, Kalle; Gonzalez, Rafael A.

    2013-01-01

    Information systems research and management science create knowledge which can be applied in organizations. Design science specifically aims at applying existing knowledge to solve interesting and relevant business problems and has been steadily gaining support in information systems research....... However, design science is not the only design-oriented framework. Accordingly, this raises the question of whether it is possible to compare the results obtained from different brands of design-oriented research. This paper contributes to answering this question by comparing two research approaches......, enabling mutual learning possibilities and suggesting improvements in transparency and rigor. The objective of this paper is to compare design science research with the constructive research approach. The conclusion is that the two approaches are compatible, save for details in practical requirements...

  3. A BIO-EXPERIENTIAL MODEL FOR LEARNING CREATIVE DESIGN PRACTICES THAT SUPPORTS TRANSFORMATIVE DEVELOPMENT IN BEGINNING DESIGN STUDENTS

    Directory of Open Access Journals (Sweden)

    Stephen Temple

    2010-07-01

    Full Text Available This paper asks what beginning design learning experiences best support the remainder of design education. It is a conjecture of brain-based learning theory that a student’s direct, concrete primary experiences are responsible for the construction of fundamental structures of neural processing as “hard wired” pathways. These structures then form the ground of and set into play patterns of later more abstracted learning experiences. Pedagogy of basic design courses that seeks introduction of creative processes as a foundation for design education must recognize these experiential, biologically developmental relationships as basic to developmentally appropriate beginning design curriculum. This paper models a beginning design pedagogy on developmental relationships between concrete and abstract processes of learning as a basis for transformative creative thinking that enables student self-development that progresses up the curriculum. Aligning with developmental learning theories (Piaget and others, a basic tenant of this approach is that learning at the primary level of direct experience self initiates brain changes where students form their own structure of learning. Thus, initial learning experiences will be those that best enable decision-making consistent with the biological interactivity between body and mind, between, respectively, the concrete and the abstract. This is important because the designed environment in which we all live is grounded in the development of abstract content experientially based in concrete material physicality. Experiential learning theories (Kolb and others, following Piaget identify concrete and abstract learning as fundamental poles for acquiring and acting on knowledge: Concrete learning involves direct experiential engagement through heuristic discovery and reflection and abstract learning involves indirect representational cues in acts of conceptualization, synthesis, and experimentation. The

  4. Comparison of student's learning achievement through realistic mathematics education (RME) approach and problem solving approach on grade VII

    Science.gov (United States)

    Ilyas, Muhammad; Salwah

    2017-02-01

    The type of this research was experiment. The purpose of this study was to determine the difference and the quality of student's learning achievement between students who obtained learning through Realistic Mathematics Education (RME) approach and students who obtained learning through problem solving approach. This study was a quasi-experimental research with non-equivalent experiment group design. The population of this study was all students of grade VII in one of junior high school in Palopo, in the second semester of academic year 2015/2016. Two classes were selected purposively as sample of research that was: year VII-5 as many as 28 students were selected as experiment group I and VII-6 as many as 23 students were selected as experiment group II. Treatment that used in the experiment group I was learning by RME Approach, whereas in the experiment group II by problem solving approach. Technique of data collection in this study gave pretest and posttest to students. The analysis used in this research was an analysis of descriptive statistics and analysis of inferential statistics using t-test. Based on the analysis of descriptive statistics, it can be concluded that the average score of students' mathematics learning after taught using problem solving approach was similar to the average results of students' mathematics learning after taught using realistic mathematics education (RME) approach, which are both at the high category. In addition, It can also be concluded that; (1) there was no difference in the results of students' mathematics learning taught using realistic mathematics education (RME) approach and students who taught using problem solving approach, (2) quality of learning achievement of students who received RME approach and problem solving approach learning was same, which was at the high category.

  5. Machine learning paradigms in design optimization: Applications in turbine aerodynamic design

    Science.gov (United States)

    Goel, Sanjay

    Mechanisms of incorporating machine learning paradigms in design optimization have been investigated in the current research. The primary focus of the work is on machine learning algorithms which use computational models that are analogous to the hypothesized principles of natural or biological learning. Examples from structural and aerodynamic optimization have been used to demonstrate the potential of the proposed schemes. The first strategy examined in the current work seeks to improve the convergence of optimization problems by pruning the search space of weak variables. Such variables are identified by learning from a database of existing designs using neural networks. By using clustering techniques, different sets of weak variables are identified in different regions of the design space. Parameter sensitivity information obtained in the process of identifying weak variables provides accurate heuristics for formulating design rules. The impact of this methodology on obtaining converged designs has been investigated for a turbine design problem. Optimization results from a three-stage power turbine and an aircraft engine turbine are presented in this thesis. The second scheme is an evolutionary design optimization technique which gets progressively 'smarter' during the optimization process by learning from computed domain knowledge. This technique employs adaptive learning mechanisms (classifiers) which recognize the influence of the design variables on the problem solution and then generalize them to dynamically create or change design rules during optimization. This technique, when applied to a constrained optimization problem, shows progressive improvement in convergence of search, as successive generations of rules evolve by learning from the environment. To investigate this methodology, a truss optimization problem is solved with an objective of minimizing the truss weight subject to stress constraints in the truss members. A distinct convergent trend is

  6. Effects of a blended learning approach on student outcomes in a graduate-level public health course.

    Science.gov (United States)

    Kiviniemi, Marc T

    2014-03-11

    Blended learning approaches, in which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education. Evidence for the relative effectiveness of blended learning versus more traditional course approaches is mixed. The impact of a blended learning approach on student learning in a graduate-level public health course was examined using a quasi-experimental, non-equivalent control group design. Exam scores and course point total data from a baseline, "traditional" approach semester (n = 28) was compared to that from a semester utilizing a blended learning approach (n = 38). In addition, student evaluations of the blended learning approach were evaluated. There was a statistically significant increase in student performance under the blended learning approach (final course point total d = 0.57; a medium effect size), even after accounting for previous academic performance. Moreover, student evaluations of the blended approach were very positive and the majority of students (83%) preferred the blended learning approach. Blended learning approaches may be an effective means of optimizing student learning and improving student performance in health sciences courses.

  7. High School Students' Approaches to Learning Physics with Relationship to Epistemic Views on Physics and Conceptions of Learning Physics

    Science.gov (United States)

    Chiou, Guo-Li; Lee, Min-Hsien; Tsai, Chin-Chung

    2013-01-01

    Background and purpose: Knowing how students learn physics is a central goal of physics education. The major purpose of this study is to examine the strength of the predictive power of students' epistemic views and conceptions of learning in terms of their approaches to learning in physics. Sample, design and method: A total of 279 Taiwanese high…

  8. Co-operative Learning Approach and Students' Achievement in ...

    African Journals Online (AJOL)

    This study set out to investigate cooperative learning approach and students' achievement in Sociology. One research question and one hypothesis tested at 0.05 level of significance were formulated to guide the study. The study adopted a quasi-experimental design. One hundred and one (101) students of the schools of ...

  9. Experiencing a Problem-Based Learning Approach for Teaching Reconfigurable Architecture Design

    Directory of Open Access Journals (Sweden)

    Erwan Fabiani

    2009-01-01

    Full Text Available This paper presents the “reconfigurable computing” teaching part of a computer science master course (first year on parallel architectures. The practical work sessions of this course rely on active pedagogy using problem-based learning, focused on designing a reconfigurable architecture for the implementation of an application class of image processing algorithms. We show how the successive steps of this project permit the student to experiment with several fundamental concepts of reconfigurable computing at different levels. Specific experiments include exploitation of architectural parallelism, dataflow and communicating component-based design, and configurability-specificity tradeoffs.

  10. Gaming for the Energy Transition : Experimenting and learning in co-designing a serious game prototype

    NARCIS (Netherlands)

    Gugerell, Katharina; Zuidema, Christian

    2017-01-01

    Experimenting and learning are increasingly considered as means to innovate governance approaches for pursuing a more sustainable society. Learning and experimenting can unfold in different formats, such as games or co-design processes. This paper investigates an experimental co-design process

  11. Lifelong Learning in Architectural Design Studio: The Learning Contract Approach

    Science.gov (United States)

    Hassanpour, B.; Che-Ani, A. I.; Usman, I. M. S.; Johar, S.; Tawil, N. M.

    2015-01-01

    Avant-garde educational systems are striving to find lifelong learning methods. Different fields and majors have tested a variety of proposed models and found varying difficulties and strengths. Architecture is one of the most critical areas of education because of its special characteristics, such as learning by doing and complicated evaluation…

  12. Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach

    NARCIS (Netherlands)

    Bidarra, José; Rusman, Ellen

    2017-01-01

    This paper proposes a design framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The development of this design framework started as a response to complex

  13. From Playing to Designing: Enhancing Educational Experiences with Location-Based Mobile Learning Games

    Science.gov (United States)

    Edmonds, Roger; Smith, Simon

    2017-01-01

    This paper presents research into the benefits and implementation strategies of integrating location-based mobile learning games in higher education courses to enhance educational experiences. Two approaches were studied: learning by playing, and learning by designing. In the first, games were developed for undergraduate courses in four discipline…

  14. Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin; Sørensen, Birgitte Holm

    2013-01-01

    This paper focuses on students in the youngest classes at primary school as learning designers of ICT-integrated productions. It is based on the project Netbook 1:1 (2009-2012) funded by the municipality of Gentofte and Microsoft Denmark. The paper presents a model for designing ICT-integrated st......This paper focuses on students in the youngest classes at primary school as learning designers of ICT-integrated productions. It is based on the project Netbook 1:1 (2009-2012) funded by the municipality of Gentofte and Microsoft Denmark. The paper presents a model for designing ICT......-integrated student productions which was developed during the project in relation to different subjects. Ownership, iteration and feedforward are the central concepts in this model. Two exemplary cases are presented illustrating the students’ and teachers’ roles as learning designers in relation to the model...

  15. A Learning Activity Design Framework for Supporting Mobile Learning

    Directory of Open Access Journals (Sweden)

    Jalal Nouri

    2016-01-01

    Full Text Available This article introduces the Learning Activity Design (LEAD framework for the development and implementation of mobile learning activities in primary schools. The LEAD framework draws on methodological perspectives suggested by design-based research and interaction design in the specific field of technology-enhanced learning (TEL. The LEAD framework is grounded in four design projects conducted over a period of six years. It contributes a new understanding of the intricacies and multifaceted aspects of the design-process characterizing the development and implementation of mobile devices (i.e. smart phones and tablets in curricular activities conducted in Swedish primary schools. This framework is intended to provide both designers and researchers with methodological tools that take account of the pedagogical foundations of technologically-based educational interventions, usability issues related to the interaction with the mobile application developed, multiple data streams generated during the design project, multiple stakeholders involved in the design process and sustainability aspects of the mobile learning activities implemented in the school classroom.

  16. Learning Biology through Innovative Curricula: A Comparison of Game- and Nongame-Based Approaches

    Science.gov (United States)

    Sadler, Troy D.; Romine, William L.; Menon, Deepika; Ferdig, Richard E.; Annetta, Leonard

    2015-01-01

    This study explored student learning in the context of innovative biotechnology curricula and the effects of gaming as a central element of the learning experience. The quasi-experimentally designed study compared learning outcomes between two curricular approaches: One built around a computer-based game, and the other built around a narrative…

  17. Learning Space Service Design

    Science.gov (United States)

    Felix, Elliot

    2011-01-01

    Much progress has been made in creating informal learning spaces that incorporate technology and flexibly support a variety of activities. This progress has been principally in designing the right combination of furniture, technology, and space. However, colleges and universities do not design services within learning spaces with nearly the same…

  18. Scaffolding Teachers Integrate Social Media Into a Problem‑Based Learning Approach?

    DEFF Research Database (Denmark)

    Buus, Lillian

    2012-01-01

    to develop design specifications and/or early prototypes within a few hours of starting work. In order to achieve one of the objectives of my PhD, I aim to further developing and elaborate on this method, which hopefully will lead to a pedagogical design method scaffolding teachers in their learning designs......At Aalborg University (AAU) we are known to work with problem‑based learning (PBL) in a particular way designated “The Aalborg PBL model”. In PBL the focus is on participant control, knowledge sharing, collaboration among participants, which makes it interesting to consider the integration...... to learning design when combining the PBL approach with social media or web 2.0 activities or/and technologies. With regard to the discussions about PBL, three important characteristics of PBL can be extracted; the problem, the work process, and the solution, which can be used to distinguish between various...

  19. Empirical validation of characteristics of design-based learning in higher education

    NARCIS (Netherlands)

    Gómez Puente, S.M.; Eijck, van M.W.; Jochems, W.M.G.

    2013-01-01

    Design-based learning (DBL) is an educational approach in which students gather and process theoretical knowledge while working on the design of artifacts, systems, and innovative solutions in project settings. Whereas DBL has been employed in the practice of teaching science in secondary education,

  20. An H(∞) control approach to robust learning of feedforward neural networks.

    Science.gov (United States)

    Jing, Xingjian

    2011-09-01

    A novel H(∞) robust control approach is proposed in this study to deal with the learning problems of feedforward neural networks (FNNs). The analysis and design of a desired weight update law for the FNN is transformed into a robust controller design problem for a discrete dynamic system in terms of the estimation error. The drawbacks of some existing learning algorithms can therefore be revealed, especially for the case that the output data is fast changing with respect to the input or the output data is corrupted by noise. Based on this approach, the optimal learning parameters can be found by utilizing the linear matrix inequality (LMI) optimization techniques to achieve a predefined H(∞) "noise" attenuation level. Several existing BP-type algorithms are shown to be special cases of the new H(∞)-learning algorithm. Theoretical analysis and several examples are provided to show the advantages of the new method. Copyright © 2011 Elsevier Ltd. All rights reserved.

  1. Effects of a blended learning approach on student outcomes in a graduate-level public health course

    Science.gov (United States)

    2014-01-01

    Background Blended learning approaches, in which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education. Evidence for the relative effectiveness of blended learning versus more traditional course approaches is mixed. Method The impact of a blended learning approach on student learning in a graduate-level public health course was examined using a quasi-experimental, non-equivalent control group design. Exam scores and course point total data from a baseline, “traditional” approach semester (n = 28) was compared to that from a semester utilizing a blended learning approach (n = 38). In addition, student evaluations of the blended learning approach were evaluated. Results There was a statistically significant increase in student performance under the blended learning approach (final course point total d = 0.57; a medium effect size), even after accounting for previous academic performance. Moreover, student evaluations of the blended approach were very positive and the majority of students (83%) preferred the blended learning approach. Conclusions Blended learning approaches may be an effective means of optimizing student learning and improving student performance in health sciences courses. PMID:24612923

  2. How can design approaches be integrated into entrepreneurship education?

    DEFF Research Database (Denmark)

    Færgemann, Helle Meibom; Nørgård, Rikke Toft; Robinson, Sarah

    reflection about the intention and how the elements fit with the entrepreneurship field. The proposed process model presented (Fig 3) primarily has potential to strengthen the awareness of the need to alternate between divergence and convergence many times through an entrepreneurial process. Apart from......Questions we care about: When educating students through entrepreneurship we are interested in how can design approaches and processes be integrated into Entrepreneurship Education and what effect does this have on entrepreneurial learning? Approach: This is a conceptual paper which draws on data...... from a classic entrepreneurship course (mix of for- and through-approach) as well as a classic design course. Furthermore data from the iterative development of an entrepreneurship course with substantial design elements is a key data source. Overall, products and processes in the course have been...

  3. Designing the online oral language learning environment SpeakApps

    NARCIS (Netherlands)

    Nic Giolla Mhichíl, Mairéad; Appel, Christine; Ó Ciardubháin, Colm; Jager, Sake; Prizel-Kania, Adriana

    2015-01-01

    Purpose – The purpose of this paper is to report on SpeakApps, a major collaborative computer-assisted language learning project, developed based on an open source techno-pedagogical solution to facilitate online oral language production and interaction. Design/methodology/approach – A mixed method

  4. Formal Learning Sequences and Progression in the Studio: A Framework for Digital Design Education

    Directory of Open Access Journals (Sweden)

    Pontus Wärnestål

    2016-02-01

    Full Text Available This paper examines how to leverage the design studio learning environment throughout long-term Digital Design education in order to support students to progress from tactical, well-defined, device-centric routine design, to confidently design sustainable solutions for strategic, complex, problems for a wide range of devices and platforms in the digital space. We present a framework derived from literature on design, creativity, and theories on learning that: (a implements a theory of formal learning sequences as a user-centered design process in the studio; and (b describes design challenge progressions in the design studio environment modeled in seven dimensions. The framework can be used as a tool for designing, evaluating, and communicating course progressions within – and between series of – design studio courses. This approach is evaluated by implementing a formal learning sequence framework in a series of design studio courses that progress in an undergraduate design-oriented Informatics program. Reflections from students, teachers, and external clients indicate high student motivation and learning goal achievement, high teacher satisfaction and skill development, and high satisfaction among external clients.

  5. Designer Librarian: Embedded in K12 Online Learning

    Science.gov (United States)

    Boyer, Brenda

    2015-01-01

    Over the past two decades, shifts in technology have altered the roles of school librarians in a multitude of ways. New rigorous standards, proliferation of devices, and steady growth of online and blended learning for the K12 market now demand librarians engage with learners in online environments. Taking an instructional design approach is the…

  6. Investigating students' view on STEM in learning about electrical current through STS approach

    Science.gov (United States)

    Tupsai, Jiraporn; Yuenyong, Chokchai

    2018-01-01

    This study aims to investigate Grade 11 students' views on Science Technology Engineering Mathematics (STEM) with the integration of learning about electrical current based on Science Technology Society (STS) approach [8]. The participants were 60 Grade 11 students in Demonstration Secondary School, Khon Kaen University, Khon Kaen Province, Thailand. The methodology is in the respect of interpretive paradigm. The teaching and learning about Electrical Current through STS approach carried out over 6 weeks. The Electrical Current unit through STS approach was developed based on framework[8] that consists of five stages including (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision making, and (5) socialization stage. To start with, the question "what if this world is lack of electricity" was challenged in the class in order to move students to find the problem of how to design Electricity Generation from Clean Energy. Students were expected to apply scientific and other knowledge to design of Electricity Generation. Students' views on STEM were collected during their learning by participant' observation and students' tasks. Their views on STEM were categorized when they applied their knowledge for designing the Electricity Generation. The findings indicated that students cooperatively work to solve the problem when applying knowledge about the content of Science and Mathematics and processing skill of Technology and Engineering. It showed that students held the integration of science, technology, engineering and mathematics to design their possible solutions in learning about Electrical Current. The paper also discusses implications for science teaching and learning through STS in Thailand.

  7. Designing Creative Learning Environments

    Directory of Open Access Journals (Sweden)

    Thomas Cochrane

    2015-05-01

    Full Text Available Designing creative learning environments involves not only facilitating student creativity, but also modeling creative pedagogical practice. In this paper we explore the implementation of a framework for designing creative learning environments using mobile social media as a catalyst for redefining both lecturer pedagogical practice, as well as redesigning the curriculum around student generated m-portfolios.

  8. Learning design guided learning analytics in MOOCs

    NARCIS (Netherlands)

    Brouns, Francis; Firssova, Olga

    2016-01-01

    Poster presentation for our paper Brouns, F., & Firssova, O. (2016, October).The role of learning design and learning analytics in MOOCs. Paper presented at 9th EDEN Research Workshop, Oldenburg, Germany.

  9. Exploring a Problem-Based Learning Approach in Pharmaceutics

    Directory of Open Access Journals (Sweden)

    Barbara McKenzie

    2017-09-01

    Full Text Available Objective. The basis of this study was to explore the impact of the initiation of a Problem-Base Learning (PBL approach within a second-year pharmaceutics degree on a Master of Pharmacy programme, introduced as a way of improving deep learning and to foster independent learning. Design. A semi-structured interview was used to seek feedback from the students, and feedback from staff was secured though a focus group. A thematic approach was used for the analysis, once data saturation had been reached. Exam pass-rate statistics were also analysed. Assessment. Five parent themes were identified from the student interviews: Module structure, Promoting lifelong learning, Integration and future practice, Outcomes and Student experience. The third year exam pass rate improved by 12% in the year following the introduction of PBL in second year. Conclusions. Various recommendations were proposed to further improve the module, based on the findings of this study. These include improving feedback and support through tutorials, reducing the volume of directed study, as well as highlighting the relevance of pharmaceutics to the pharmacy degree. A long-term review would be needed to assess the full implications of PBL teaching within this course.

  10. What trend for mechatronics ? - R&D teams mechatronics design engineering approach for research and self-learning competence in mechatronics and fluid power

    DEFF Research Database (Denmark)

    Conrad, Finn; Andersen, T. O.; Hansen, M. R.

    2003-01-01

    -learning within the area of design of mechatronic products and systems, in particular intelligent control, mechanical and fluid power components and systems. Experiences with interactive methods for improving of MSc- and PhD-students¿ research and self-learning competence at the Technical University of Denmark...... and the Aalborg University are presented and discussed. The didactic approach has two legs: (1) Analysis and IT-modelling of products and systems from day one at the university, and (2) Synthesis and hardware implementation with increasing project activities focusing on product development and design engineering......, including testing, evaluation and validation. The objective is to educate candidates with high-level professional engineering skills for research and integrated product development teams working within mechatronics and fluid power in order to make successful business in companies as well as at universities...

  11. Product Analysis and Design Engineering Approach for MScand PhD Students´ Research and Self-Learning Competence in Mechatronics and Fluid Power

    DEFF Research Database (Denmark)

    Conrad, Finn; Andersen, T. O.; Hansen, M. R.

    2002-01-01

    with interactive methods for improving of MSc- and PhD-students´ research and self-learning competence at the Technical University of Denmark and the Aalborg University are presented and discussed. The didactic approach has two legs: (1) Analysis and IT-modelling of products and systems from day one......The paper deals with engineering education having the focus on research skills as well as experimental based project organised didactic self-learning within the area of design of mechatronic products and systems, in particular intelligent fluid power components and systems. Experiences...... at the university, and (2) Synthesis with increasing project activities focusing on product development and design engineering, including testing, evaluation and validation. The objective is to educate candidates with high-level professional engineering skills for research and integrated product development teams...

  12. Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour

    Science.gov (United States)

    Grey, Simon; Grey, David; Gordon, Neil; Purdy, Jon

    2017-01-01

    This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al., 2004) and the elemental tetrad model (Schell, 2008) for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and…

  13. Study strategies and approaches to learning

    DEFF Research Database (Denmark)

    Christensen, Hans Peter

    Process Questionnaire to identify their approach to learning. It was hypothesised that the students’ learning approach would depend more on the quality of the study work than on the quantity; that an active and reflective study strategy was required to obtain deep conceptual understanding. The result...... showed a weak correlation between the student’s main learning approach as defined by the ratio of the deep approach score to the surface approach score and the student’s study intensity as identified by the ratio of non-scheduled independent activities to scheduled teacher-controlled activities....... There was however a much stronger linear correlation (significant at the 0.01 level) between the deep-surface ratio and the total study load. The same result was observed when measuring other students’ study strategy and learning approach for a single course. The empirical basis is still too limited to draw...

  14. Does the acceptance of hybrid learning affect learning approaches in France?

    Science.gov (United States)

    Marco, Lionel Di; Venot, Alain; Gillois, Pierre

    2017-01-01

    Acceptance of a learning technology affects students' intention to use that technology, but the influence of the acceptance of a learning technology on learning approaches has not been investigated in the literature. A deep learning approach is important in the field of health, where links must be created between skills, knowledge, and habits. Our hypothesis was that acceptance of a hybrid learning model would affect students' way of learning. We analysed these concepts, and their correlations, in the context of a flipped classroom method using a local learning management system. In a sample of all students within a single year of study in the midwifery program (n= 38), we used 3 validated scales to evaluate these concepts (the Study Process Questionnaire, My Intellectual Work Tools, and the Hybrid E-Learning Acceptance Model: Learner Perceptions). Our sample had a positive acceptance of the learning model, but a neutral intention to use it. Students reported that they were distractible during distance learning. They presented a better mean score for the deep approach than for the superficial approach (Paffected by acceptance of a hybrid learning model, due to the flexibility of the tool. However, we identified problems in the students' time utilization, which explains their neutral intention to use the system.

  15. Case-based approaches for knowledge application and organisational learning

    DEFF Research Database (Denmark)

    Wang, Chengbo; Johansen, John; Luxhøj, James T.

    2005-01-01

    In dealing with the strategic issues within a manufacturing system, it is necessary to facilitate formulating the composing elements of a set of strategic manufacturing practices and activity patterns that will support an enterprise to reinforce and increase its competitive advantage....... These practices and activity patterns are based on learning and applying the knowledge internal and external to an organisation. To ensure their smooth formulation process, there are two important techniques designed – an expert adaptation approach and an expert evaluation approach. These two approaches provide...

  16. Learning and Motivational Processes When Students Design Curriculum-Based Digital Learning Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2015-01-01

    This design-based research (DBR) project has developed an overall gamified learning design (big Game) to facilitate the learning process for adult students by inviting them to be their own learning designers through designing digital learning games (small games) in cross-disciplinary subject...... matters. The DBR project has investigated and experimented with which elements, methods, and processes are important when aiming at creating a cognitive complex (Anderson and Krathwohl, 2001) and motivating learning process within a reusable game-based learning design. This project took place in a co......, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...

  17. Design, Development, and Evaluation of a Mobile Learning Application for Computing Education

    Science.gov (United States)

    Oyelere, Solomon Sunday; Suhonen, Jarkko; Wajiga, Greg M.; Sutinen, Erkki

    2018-01-01

    The study focused on the application of the design science research approach in the course of developing a mobile learning application, MobileEdu, for computing education in the Nigerian higher education context. MobileEdu facilitates the learning of computer science courses on mobile devices. The application supports ubiquitous, collaborative,…

  18. An Evaluation-Driven Design Approach to Develop Learning Environments Based on Full-Body Interaction

    Science.gov (United States)

    Malinverni, Laura; Schaper, Marie-Monique; Pares, Narcís

    2016-01-01

    The development of learning environments based on full-body interaction has become an increasingly important field of research in recent years. However, the design and evaluation strategies currently used present some significant limitations. Two major shortcomings are: the inadequate involvement of children in the design process and a lack of…

  19. Preparing Graduates for Work in the Creative Industries: A Collaborative Learning Approach for Design Students

    Science.gov (United States)

    Turnbull, Morag; Littlejohn, Allison; Allan, Malcolm

    2012-01-01

    Interest in the use of collaborative learning strategies in higher education is growing as educators seek better ways to prepare students for the workplace. In design education, teamwork and creativity are particularly valued; successful collaborative learning depends on knowledge sharing between students, and there is increasing recognition that…

  20. Curriculum learning designs: teaching health assessment skills for advanced nursing practitioners through sustainable flexible learning.

    Science.gov (United States)

    Fitzgerald, Les; Wong, Pauline; Hannon, John; Solberg Tokerud, Marte; Lyons, Judith

    2013-10-01

    Innovative curriculum designs are vital for effective learning in contemporary nursing education where traditional modes of delivery are not adequate to meet the learning needs of postgraduate students. This instance of postgraduate teaching in a distributed learning environment offered the opportunity to design a flexible learning model for teaching advanced clinical skills. To present a sustainable model for flexible learning that enables specialist nurses to gain postgraduate qualifications without on-campus class attendance by teaching and assessing clinical health care skills in an authentic workplace setting. An action research methodology was used to gather evidence and report on the process of curriculum development of a core unit, Comprehensive Health Assessment (CHA), within 13 different postgraduate speciality courses. Qualitative data was collected from 27 teaching academics, 21 clinical specialist staff, and 7 hospital managers via interviews, focus groups and journal reflections. Evaluations from the initial iteration of CHA from 36 students were obtained. Data was analyzed to develop and evaluate the curriculum design of CHA. The key factors indicated by participants in the curriculum design process were coordination and structuring of teaching and assessment; integration of content development; working with technologies, balancing specialities and core knowledge; and managing induction and expectations. A set of recommendations emerged as a result of the action research process. These included: a constructive alignment approach to curriculum design; the production of a facilitator's guide that specifies expectations and unit information for academic and clinical education staff; an agreed template for content authors; and the inclusion of synchronous communication for real-time online tutoring. The highlight of the project was that it built curriculum design capabilities of clinicians and students which can sustain this alternative model of online

  1. SLS Navigation Model-Based Design Approach

    Science.gov (United States)

    Oliver, T. Emerson; Anzalone, Evan; Geohagan, Kevin; Bernard, Bill; Park, Thomas

    2018-01-01

    management of design requirements to the development of usable models, model requirements, and model verification and validation efforts. The models themselves are represented in C/C++ code and accompanying data files. Under the idealized process, potential ambiguity in specification is reduced because the model must be implementable versus a requirement which is not necessarily subject to this constraint. Further, the models are shown to emulate the hardware during validation. For models developed by the Navigation Team, a common interface/standalone environment was developed. The common environment allows for easy implementation in design and analysis tools. Mechanisms such as unit test cases ensure implementation as the developer intended. The model verification and validation process provides a very high level of component design insight. The origin and implementation of the SLS variant of Model-based Design is described from the perspective of the SLS Navigation Team. The format of the models and the requirements are described. The Model-based Design approach has many benefits but is not without potential complications. Key lessons learned associated with the implementation of the Model Based Design approach and process from infancy to verification and certification are discussed

  2. Developing Inclusive Teaching and Learning Through the Principles of Universal Design.

    Science.gov (United States)

    Knarlag, Kjetil; Olaussen, Elinor

    2016-01-01

    For decades, the term reasonable accommodations has been the lead strategy and praxis in addressing diversity and disabilities in Higher Education. Universal Design for Learning (UDL) is a well-known theory and a practical approach which challenges these traditions in order to improve inclusive teaching and learning in the American school system. A European funded project, UDLL, has transferred these theories to a European context, and developed best practice guidelines for key stakeholders in European Higher Education Institutions. This universal approach challenges established traditions, methods and mindsets in addressing the diverse student population.

  3. Engaging Students On-Line:Does Gender Matter in Adoption of Learning Material Design?

    Directory of Open Access Journals (Sweden)

    Norziani Dahalan

    2013-12-01

    Full Text Available Education is reforming with the birth of the internet. Learning is not solely based on classroom basis but also through on-line. The revolution of Internet has transformed teaching via face-to-face into virtual teaching. The expansion of teaching deliveries suggests that we need interactive mechanism to accommodate course material for on-line students. However, creating on-line materials requires the conception of on-line instructional design. A suitable online material design will allow learners to engage with learning. Learners will have opportunities to develop their own understanding. In addition, suitable learning material will strengthen learner’s knowledge construction from their short-term memory to long-term memory. The purpose of this paper is to discover the learning material design approach based on gender by evaluating lecturer’s adoption of online material design using Keller’s ARCS model. The sample consisting of 30 lecturers from distance education learning reveals that gender differs in their adoption of learning material design specifically on getting attention of the student. The result also shows that relevance and satisfaction contribute to gender differences in learning material adoption. Limitations of the study and practical implications of these findings discussed.

  4. Developing Pedagogical Practices for English-Language Learners: A Design-Based Approach

    Science.gov (United States)

    Iddings, Ana Christina DaSilva; Rose, Brian Christopher

    2012-01-01

    This study draws on the application of sociocultural theory to second-language learning and teaching to examine the impact of a design-based research approach on teacher development and literacy instruction to English-language learners (ELLs). Design-based research methodology was employed to derive theoretical suppositions relating to the process…

  5. Situating Student Learning in Rich Contexts: A Constructionist Approach to Digital Archives Education

    OpenAIRE

    Anthony Cocciolo

    2011-01-01

    Objective - This paper sought to determine whether a constructionist pedagogical approach to digital archives education could positively influence student perceptions of their learning. Constructionism is a learning theory that places students in the role of designers and emphasizes creating tangible artifacts in a social environment. This theory was used in the instructional design of the Digital Archive Creation Project (DACP), a major component of a digital archives course offered to stude...

  6. Improving STEM Undergraduate Education with Efficient Learning Design

    DEFF Research Database (Denmark)

    Godsk, Mikkel

    2018-01-01

    The project investigates the potential of Learning Design for efficiently improving STEM undergraduate education with technology. In order to investigate this potential, the project consists of two main studies at Aarhus University: a study of the perspectives of the main stakeholders on Learning...... Design uptake. The project concludes that it is possible to improve STEM undergraduate education with Learning Design for technology-enhanced learning efficiently and that Efficient Learning Design provides a useful concept for qualifying educational decisions....... provided by technology-enhanced learning based on Learning Design, and in particular students’ learning was of a high common interest. However, only the educators were directly interested in Learning Design and its support for design, reuse in their practice and to inform pedagogy. A holistic concept...

  7. Innovating Design for Learning in the Networked Society

    DEFF Research Database (Denmark)

    Levinsen, Karin Tweddell; Nielsen, Janni

    2012-01-01

    The transition from the industrial to the knowledge or networked society has, together with the worldwide digitalization and e-permeation of our social, political and economic lives, brought challenges to the educational systems. The changes call for new key competences in terms of self-initiated......The transition from the industrial to the knowledge or networked society has, together with the worldwide digitalization and e-permeation of our social, political and economic lives, brought challenges to the educational systems. The changes call for new key competences in terms of self......-initiated and lifelong learning and digital literacy. At the same time, the implementation of new public management in educational institutions put pressure on students’ available time for studying and the qualitative outcome of learning processes. These conditions give birth to emerging tensions at the organizational...... in their practice are students who are (if at all) only familiar with the curriculum at a surface level and who expect the teachers to present digested versions of the curriculum. This chapter presents a design for teaching and learning approach in the shape of a design for learning model that aims to scaffold...

  8. Designing for Learning in Coupled Contexts

    DEFF Research Database (Denmark)

    Gleerup, Janne; Heilesen, Simon; Helms, Niels Henrik

    2014-01-01

    In the case discussed in this chapter, involving the training of electrician apprentices at a Danish vocational college, many of the apprentices have difficulties understanding how the two modes of learning, i.e. formal learning at the college and the more informal learning through the in......-service training, relate to one another. This chapter is an account of an experiment in designing for net-based vocational learning with the aim of providing a coupling between widely different learning contexts. The actual design process used is based on a recently developed method for user-driven innovation......, the “quadrant model”, involving apprentices, teachers and masters and journeymen from companies as active and equal cocreators of new pedagogical designs. The final outcome has been three designs for networked learning. They facilitate communication between apprentice and apprentice, college and apprentice...

  9. Linking Action Learning and Inter-Organisational Learning: The Learning Journey Approach

    Science.gov (United States)

    Schumacher, Thomas

    2015-01-01

    The article presents and illustrates the learning journey (LJ)--a new management development approach to inter-organisational learning based on observation, reflection and problem-solving. The LJ involves managers from different organisations and applies key concepts of action learning and systemic organisational development. Made up of…

  10. CopperCore: a service based approach towards implementing the IMS Learning Design specification.

    NARCIS (Netherlands)

    Vogten, Hubert

    2006-01-01

    This paper presents a service developed by the Open University of the Netherlands, called CopperCore which implements an IMS Learning Design engine as service. The overall architecture is described including a detailed description of the web service application programming interfaces.

  11. Deep-Learning-Enabled On-Demand Design of Chiral Metamaterials.

    Science.gov (United States)

    Ma, Wei; Cheng, Feng; Liu, Yongmin

    2018-06-11

    Deep-learning framework has significantly impelled the development of modern machine learning technology by continuously pushing the limit of traditional recognition and processing of images, speech, and videos. In the meantime, it starts to penetrate other disciplines, such as biology, genetics, materials science, and physics. Here, we report a deep-learning-based model, comprising two bidirectional neural networks assembled by a partial stacking strategy, to automatically design and optimize three-dimensional chiral metamaterials with strong chiroptical responses at predesignated wavelengths. The model can help to discover the intricate, nonintuitive relationship between a metamaterial structure and its optical responses from a number of training examples, which circumvents the time-consuming, case-by-case numerical simulations in conventional metamaterial designs. This approach not only realizes the forward prediction of optical performance much more accurately and efficiently but also enables one to inversely retrieve designs from given requirements. Our results demonstrate that such a data-driven model can be applied as a very powerful tool in studying complicated light-matter interactions and accelerating the on-demand design of nanophotonic devices, systems, and architectures for real world applications.

  12. Motivations, Learning, Approaches, and Strategies in Biochemistry Students at a Public University in Argentina

    Directory of Open Access Journals (Sweden)

    Silvia Raquel Salim

    2006-05-01

    Full Text Available The aim of the present paper is to understand how university students learn, and to comprehend the motivations and learning strategies they use when deciding in what field to major. We chose a combined research design: qualitative and quantitative. We applied the Questionnaire for the Evaluation of Learning and Studying Processes (CEPEA to Biochemistry students attending the National University of Tucumán (Argentina, and performed individual semi-structured interviews. Cluster analysis allowed us to identify three groups of students having who use different learning approaches: deep, superficial and ambivalent. We found that learning approaches are closely related with some teaching practices that encourage or inhibit them; among these are the types of learning evaluation.

  13. Developing an e-pedagogy for interprofessional learning: Lecturers' thinking on curriculum design.

    Science.gov (United States)

    Gordon, Frances; Booth, Karen; Bywater, Helen

    2010-09-01

    E-learning is seen as offering possible solutions to the barriers of large scale interprofessional education. This paper discusses a study that explored the underlying pedagogical thinking employed by lecturers when planning e-learning materials for interprofessional education. The themes uncovered in the data were: "reflective spaces for creativity"; "from logistics to learner autonomy"; "authentic"; "constructivist approaches"; "inter-active learning to promote collaboration" and "bringing the patient/service user into the classroom". Discussions about e-learning can focus on the technological aspects of design and delivery. However the findings of this study revealed that technology was not a consideration for the lecturers who saw e-learning as a vehicle to promote interactive learning. Their prime focus was revealed as the application of learning theory to the design of materials that would support students' acquisition of collaborative skills and the generation of new interprofessional knowledge.

  14. Team learning center design principles

    Energy Technology Data Exchange (ETDEWEB)

    Daily, B.; Loveland, J.; Whatley, A. [New Mexico State Univ., Las Cruces, NM (United States)] [and others

    1995-06-01

    This is a preliminary report of a multi-year collaboration of the authors addressing the subject: Can a facility be designed for team learning and would it improve the efficiency and effectiveness of team interactions? Team learning in this context is a broad definition that covers all activities where small to large groups of people come together to work, to learn, and to share through team activities. Multimedia, networking, such as World Wide Web and other tools, are greatly enhancing the capability of individual learning. This paper addresses the application of technology and design to facilitate group or team learning. Many organizational meetings need tens of people to come together to do work as a large group and then divide into smaller subgroups of five to ten to work and then to return and report and interact with the larger group. Current facilities were not, in general, designed for this type of meeting. Problems with current facilities are defined and a preliminary design solution to many of the identified problems is presented.

  15. Learning relationships from theory to design

    Directory of Open Access Journals (Sweden)

    C. J.H. Fowler

    1999-12-01

    Full Text Available Over the last five years we have seen a very significant increase in the use of Information Communication Technologies (ICT in schools, colleges and university. For example in 1998, there were over 195 accredited US universities offering a thousand or more distance learning courses (Philips and Yager, 1998. By no means were all of these new courses associated with educational innovation. The speed and ease of implementation of Webbased approaches, in particular, is resulting in design by imitation of current courses and methods, with a real lack of innovation or utilization of the power inherent in technologybased learning. Although matters are improving (see for example Brown, 1999, part of the reason for this failure to innovate is, we argue, because of the large gap between theory and practice.

  16. Seven-step problem-based learning in an interaction design course

    DEFF Research Database (Denmark)

    Schultz, Nette; Christensen, Hans Peter

    2004-01-01

    The objective in this paper is the implementation of the highly structured seven-step PBL procedure as part of the learning process in a human-computer interaction design course at the Technical University of Denmark, taking into account the common learning processes in PBL and the interaction de...... others in a single course. The evaluation results showed that the students definitely took a deep approach to learning, and indicated clearly that the students had obtained competences not only within the traditional HCI curriculum but also in terms of team-work skills.......The objective in this paper is the implementation of the highly structured seven-step PBL procedure as part of the learning process in a human-computer interaction design course at the Technical University of Denmark, taking into account the common learning processes in PBL and the interaction...... individual reports after each case in the PBL-process in order to explore the students’ inter- and intra-personal team skills development in the learning process. Different qualitative and quantitative evaluation methods have been used to obtain a thorough evaluation of PBL used as a learning method among...

  17. Contextual Approach with Guided Discovery Learning and Brain Based Learning in Geometry Learning

    Science.gov (United States)

    Kartikaningtyas, V.; Kusmayadi, T. A.; Riyadi

    2017-09-01

    The aim of this study was to combine the contextual approach with Guided Discovery Learning (GDL) and Brain Based Learning (BBL) in geometry learning of junior high school. Furthermore, this study analysed the effect of contextual approach with GDL and BBL in geometry learning. GDL-contextual and BBL-contextual was built from the steps of GDL and BBL that combined with the principles of contextual approach. To validate the models, it uses quasi experiment which used two experiment groups. The sample had been chosen by stratified cluster random sampling. The sample was 150 students of grade 8th in junior high school. The data were collected through the student’s mathematics achievement test that given after the treatment of each group. The data analysed by using one way ANOVA with different cell. The result shows that GDL-contextual has not different effect than BBL-contextual on mathematics achievement in geometry learning. It means both the two models could be used in mathematics learning as the innovative way in geometry learning.

  18. Robust Learning Control Design for Quantum Unitary Transformations.

    Science.gov (United States)

    Wu, Chengzhi; Qi, Bo; Chen, Chunlin; Dong, Daoyi

    2017-12-01

    Robust control design for quantum unitary transformations has been recognized as a fundamental and challenging task in the development of quantum information processing due to unavoidable decoherence or operational errors in the experimental implementation of quantum operations. In this paper, we extend the systematic methodology of sampling-based learning control (SLC) approach with a gradient flow algorithm for the design of robust quantum unitary transformations. The SLC approach first uses a "training" process to find an optimal control strategy robust against certain ranges of uncertainties. Then a number of randomly selected samples are tested and the performance is evaluated according to their average fidelity. The approach is applied to three typical examples of robust quantum transformation problems including robust quantum transformations in a three-level quantum system, in a superconducting quantum circuit, and in a spin chain system. Numerical results demonstrate the effectiveness of the SLC approach and show its potential applications in various implementation of quantum unitary transformations.

  19. Learning styles and approaches to learning among medical undergraduates and postgraduates.

    Science.gov (United States)

    Samarakoon, Lasitha; Fernando, Tharanga; Rodrigo, Chaturaka

    2013-03-25

    The challenge of imparting a large amount of knowledge within a limited time period in a way it is retained, remembered and effectively interpreted by a student is considerable. This has resulted in crucial changes in the field of medical education, with a shift from didactic teacher centered and subject based teaching to the use of interactive, problem based, student centered learning. This study tested the hypothesis that learning styles (visual, auditory, read/write and kinesthetic) and approaches to learning (deep, strategic and superficial) differ among first and final year undergraduate medical students, and postgraduates medical trainees. We used self administered VARK and ASSIST questionnaires to assess the differences in learning styles and approaches to learning among medical undergraduates of the University of Colombo and postgraduate trainees of the Postgraduate Institute of Medicine, Colombo. A total of 147 participated: 73 (49.7%) first year students, 40 (27.2%) final year students and 34(23.1%) postgraduate students. The majority (69.9%) of first year students had multimodal learning styles. Among final year students, the majority (67.5%) had multimodal learning styles, and among postgraduates, the majority were unimodal (52.9%) learners.Among all three groups, the predominant approach to learning was strategic. Postgraduates had significant higher mean scores for deep and strategic approaches than first years or final years (p learning approaches suggest a positive shift towards deep and strategic learning in postgraduate students. However a similar difference was not observed in undergraduate students from first year to final year, suggesting that their curriculum may not have influenced learning methodology over a five year period.

  20. Experiential learning online - experiences from designing and running a nordic course in agroecology

    DEFF Research Database (Denmark)

    Sriskandarajah, Nadarajah; Christensen, Dorthe; Lieblein, Geir

    2005-01-01

    The paper reports experiences from designing and running the Nordic online course "Ecology of Farming and Food Systems". The aim was two-fold: 1) to design an online course which uses an explicit experiential learning approach and 2) to design a structure for online faculty collaboration across...

  1. Design Guidelines for Collaboration and Participation with Examples from the LN4LD (Learning Network for Learning Design)

    NARCIS (Netherlands)

    Burgos, Daniel; Hummel, Hans; Tattersall, Colin; Brouns, Francis; Koper, Rob

    2007-01-01

    Burgos, D., Hummel, H. G. K., Tattersall, C., Brouns, F., & Koper, R. (2009). Design Guidelines for Collaboration and Participation with Examples from the LN4LD (Learning Network for Learning Design). In L. Lockyer, S. Bennett, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design

  2. iPad Learning Ecosystem: Developing Challenge-Based Learning Using Design Thinking

    Science.gov (United States)

    Marin, Catalina; Hargis, Jace; Cavanaugh, Cathy

    2013-01-01

    In order to maximize college English language students' learning, product development, 21st Century skills and engagement with real world meaningful challenges, a course was designed to integrate Challenge Based Learning (CBL) and iPad mobile learning technology. This article describes the course design, which was grounded in design thinking, and…

  3. Toward a Social Approach to Learning in Community Service Learning

    Science.gov (United States)

    Cooks, Leda; Scharrer, Erica; Paredes, Mari Castaneda

    2004-01-01

    The authors describe a social approach to learning in community service learning that extends the contributions of three theoretical bodies of scholarship on learning: social constructionism, critical pedagogy, and community service learning. Building on the assumptions about learning described in each of these areas, engagement, identity, and…

  4. Supporting teachers integrating web 2.0 in a Problem Based Learning approach

    DEFF Research Database (Denmark)

    Buus, Lillian

    2010-01-01

    ‘users/learners as producers’ [6]. Consequently, it makes good sense to connect Web 2.0 with a problem-based approach to learning. Therefore it’s interesting to look upon a learning design model supporting teachers at AAU in their pedagogical design combining these two. The Collaborative E-learning...... at Aalborg University (AAU). Problem-Based Learning (PBL) has gained a lot of interest since it was launched in established educational settings over 30 years ago in the medical programmes at McMaster University, Canada. Essentially it is a leaning methods based on the principle of using problems......, in particular, in the work of the German philosopher and sociologist Oskar Negt. Negt’s work gained a lot of interest in Denmark and the Problem oriented project based learning (POPBL) was developed under this inspiration. It was implemented as a framework for learning when Aalborg University was established...

  5. The flipped learning approach in teaching degrees: students’ perceptions

    Directory of Open Access Journals (Sweden)

    Déborah Martín R.

    2017-05-01

    Full Text Available In this paper, we analyze the students' perception of a university teaching-learning strategy, with a flipped learning approach, in the development of the subject Orientación educativa y plan de acción tutorial del Grado de Educación Primaria. The 21st century skills proposed by Fullan (2013 and known as the six Cs (Character, Communication, Collaboration, Citizenship, Critical Thinking and Creativity are used as a frame of reference. An experimental design of two groups, with a non-equivalent control group, has been used to analyze the students' perceptions of their learning in a conventional teaching environment and under a flipped environment based on m-learning. The differences found were statistically significant in all the analyzed dimensions, with favorable increases in the experimental methodology in all cases. The differences in Citizenship, Character, and Communication are of particular relevance. The analysis of the items reveals some difficulties in the functional literacy of students in the use of digital technology to improve their learning. Likewise, it is evident that the active methodologies improve, according to the perception of the students, the skills development, and learning. It is confirmed the hypothesis proposed in this study that the use of m-learning with a pedagogical approach centered on learning, with active methodologies, is a support that improves the development of the competences of the 21st century and, specifically, those described as the 6C's.

  6. Approaches to Learning and Kolb's Learning Styles of Undergraduates with Better Grades

    Science.gov (United States)

    Almeida, Patrícia; Teixeira-Dias, José Joaquim; Martinho, Mariana; Balasooriya, Chinthaka

    The purpose of this study is to investigate if the teaching, learning and assessment strategies conceived and implemented in a higher education chemistry course promote the development of conceptual understanding, as intended. Thus, our aim is to analyse the learning styles and the approaches to learning of chemistry undergraduates with better grades. The overall results show that the students with better grades possess the assimilator learning style, that is usually associated to the archetypal chemist. Moreover, the students with the highest grades revealed a conception of learning emphasising understanding. However, these students diverged both in their learning approaches and in their preferences for teaching strategies. The majority of students adopted a deep approach or a combination of a deep and a strategic approach, but half of them revealed their preference for teaching-centred strategies.

  7. Safety Design Approach for the Development of Safety Requirements for Design of Commercial HTGR

    International Nuclear Information System (INIS)

    Ohashi, Hirofumi; Sato, Hiroyuki; Nakagawa, Shigeaki; Tachibana, Yukio; Nishihara, Tetsuo; Yan, Xing; Sakaba, Nariaki; Kunitomi, Kazuhiko

    2014-01-01

    The research committee on “Safety requirements for HTGR design” was established in 2013 under the Atomic Energy Society of Japan to develop the draft safety requirements for the design of commercial High Temperature Gas-cooled Reactors (HTGRs), which incorporate the HTGR safety features demonstrated using the High Temperature Engineering Test Reactor (HTTR), lessons learned from the accident of Fukushima Daiichi Nuclear Power Station and requirements for the integration of the hydrogen production plants. The safety design approach for the commercial HTGRs which is a basement of the safety requirements is determined prior to the development of the safety requirements. The safety design approaches for the commercial HTGRs are to confine the radioactive materials within the coated fuel particles not only during normal operation but also during accident conditions, and the integrity of the coated fuel particles and other requiring physical barriers are protected by the inherent and passive safety features. This paper describes the main topics of the research committee, the safety design approaches and the safety functions of the commercial HTGRs determined in the research committee. (author)

  8. Constructive Synergy in Design Science Research: A Comparative Analysis of Design Science Research and the Constructive Research Approach

    DEFF Research Database (Denmark)

    Piirainen, Kalle; Gonzalez, Rafael A.

    2014-01-01

    Information systems research is focused on creating knowledge which can be applied in organizations. Design science research, which specifically aims at applying existing knowledge to solve interesting and relevant business problems, has been steadily gaining support in information systems research....... However, design science research is not the only design-oriented research framework available. Accordingly, this raises the question of whether there is something to learn between the different approaches. This paper contributes to answering this question by comparing design science research...... with the constructive research approach. The conclusion is that the two approaches are similar and compatible, save for details in practical requirements and partly underlying philosophical assumptions. The main finding that arises from the comparison is, however, that there is a potential problem in claiming knowledge...

  9. Constructive Synergy in Design Science Research: A Comparative Analysis of Design Science Research and the Constructive Research Approach

    DEFF Research Database (Denmark)

    Piirainen, Kalle; Gonzalez, Rafael A.

    2014-01-01

    with the constructive research approach. The conclusion is that the two approaches are similar and compatible, save for details in practical requirements and partly underlying philosophical assumptions. The main finding that arises from the comparison is, however, that there is a potential problem in claiming knowledge......Information systems research is focused on creating knowledge which can be applied in organizations. Design science research, which specifically aims at applying existing knowledge to solve interesting and relevant business problems, has been steadily gaining support in information systems research....... However, design science research is not the only design-oriented research framework available. Accordingly, this raises the question of whether there is something to learn between the different approaches. This paper contributes to answering this question by comparing design science research...

  10. An educational design for organizational Learning

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    The aim of my study is to explore how employees may learn collaboratively from common work experience in the context of work. The study includes the development of an educational design for learning from work experience. The development of the educational design was initially not a research project......, but a task for me to solve in my role as manager of Organisational Learning, Oracle EMEA (Europe, Middle East and Africa) from 2005 to 2012. The development of the educational design was not planned as a scientific research. However, its success was founded on the feedback from participants, decision...... and b) me as an active participant in the research object. The research area is Educational Research with the theory-driven design of learning environments. (Design-Based Research Collective 2003: 8). Design-based research (DBR) was developed for researching classical classroom training. In this study...

  11. The Effect of Integrated Learning-Teaching Approach on Reading Comprehension and Narration Skills

    Directory of Open Access Journals (Sweden)

    Ergün Hamzadayı

    2010-12-01

    Full Text Available This study investigated the effects of integrated learning-teaching approach on reading comprehension and narration skills. Considerations regarding how to overcome difficulties in the teaching of Turkish language through multi-theoretical perspectives have resulted in this approach to come into the existence. For the purpose of forming theoretical foundations of the research, behaviourist, cognitive and constructivist learning theories with their philosophical foundations were introduced, their principals and assumptions with regard to instructional design were compared, and their strengths and weakness were delineated. These considerations were then associated with the components of Turkish language program (content, objectives, teaching strategies and methods, assessment and that paved way for “integrative learning and teaching approach” to come into being. This study aimed to investigate whether there is a significant difference between the performance of the experimental group students who were exposed to integrative learning and teaching approach and that of control group students who were not exposed to integrative learning and teaching approach in terms of reading comprehension and written expression skills in Turkish language

  12. Fostering Creativity: A Multiple Intelligences Approach to Designing Learning in Undergraduate Fine Art

    Science.gov (United States)

    Clarke, Angela; Cripps, Peter

    2012-01-01

    Curriculum and pedagogy in undergraduate fine art can promote an approach to learning creativity that is more about being an artist than knowing about art. Lecturers can provide a road map for developing particular dispositions, in relation to student ideas and perceptions, to foster personalised creativity. This requires that lecturers have an…

  13. Learning design thinking online : studying students' learning experience in shared virtual reality

    OpenAIRE

    Lau, Kung Wong

    2010-01-01

    Learning Design Thinking Online: Studying Students' Learning Experience in Shared Virtual Reality My study attempts to deepen understanding about the learning experiences of design students in undertaking design-thinking exercises in a shared virtual reality. This study has identified the areas of an appropriate pedagogy for E-Learning and the use of a shared virtual environment for students in tertiary design education. Specific questions arising ji"Om this research are: (1...

  14. The Effect of STEM Learning through the Project of Designing Boat Model toward Student STEM Literacy

    Science.gov (United States)

    Tati, T.; Firman, H.; Riandi, R.

    2017-09-01

    STEM Learning focusses on development of STEM-literate society, the research about implementation of STEM learning to develope students’ STEM literacy is still limited. This study is aimed to examine the effect of implementation STEM learning through the project of designing boat model on students STEM literacy in energy topic. The method of this study was a quasi-experiment with non-randomized pretest-posttest control group design. There were two classes involved, the experiment class used Project Based Learning with STEM approach and control class used Project-Based Learning without STEM approach. A STEM Literacy test instrument was developed to measure students STEM literacy which consists of science literacy, mathematics literacy, and technology-engineering literacy. The analysis showed that there were significant differences on improvement science literacy, mathematics technology-engineering between experiment class and control class with effect size more than 0.8 (large effect). The difference of improvement of STEM literacy between experiment class and control class is caused by the existence of design engineering activity which required students to apply the knowledge from every field of STEM. The challenge that was faced in STEM learning through design engineering activity was how to give the students practice to integrate STEM field in solving the problems. In additional, most of the students gave positive response toward implementation of STEM learning through design boat model project.

  15. Learning and Motivational Processes When Students Design Curriculum‐Based Digital Learning Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This design‐based research (DBR) project has developed an overall gamified learning design (big Game) to facilitate the learning process for adult students by inviting them to be their own learning designers through designing digital learning games (small games) in cross‐disciplinary subject...... matters. The DBR project has investigated and experimented with which elements, methods, and processes are important when aiming at creating a cognitive complex (Anderson and Krathwohl, 2001) and motivating learning process within a reusable game‐based learning design. This project took place in a co......, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...

  16. Learning morphological phenomena of modern Greek an exploratory approach

    Directory of Open Access Journals (Sweden)

    Y. Kotsanis

    1996-12-01

    Full Text Available Educational technology is influenced by and closely related to the fields of generative epistemology, Artificial Intelligence, and the learning sciences. Relevant research literature refers to the term constructionism (Papert, 1993 and exploratory learning (diSessa et al, 1995. Constructionism and exploratory learning are a synthesis of the constructivist theory of Piaget and the opportunities offered by technology to education on thinking concretely, on learning while constructing intelligible entities, and on interacting with multimedia objects, rather than the direct acquisition of knowledge and facts. These views are based on the approach that learners can take substantial control of their own learning in an appropriately designed physical and cultural environment (Harel, 1991. In parallel, most of the studies of the Vygotskian framework focus on the role of language in the learning procedure, considering conceptual thought to be impossible outside an articulated verbal thinking. Moreover, the specific use of words is considered to be the most relevant cause for childhood and adolescent differentiation (Vygotsky, 1962.

  17. Learning Design Patterns for Hybrid Synchronous Video-Mediated Learning Environments

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This article describes an innovative learning environment where remote and face-to-face full-time general upper secondary adult students jointly participate in the same live classes at VUC Storstrøm, an adult learning centre in Denmark. The teachers developed new learning designs as a part of the...... activating and equal learning designs for the students. This article is written on the basis of a chapter in the PhD–thesis by the author....

  18. Persuasive Designs for Learning – Learning in Persuasive Design

    DEFF Research Database (Denmark)

    Hansen, Sandra Burri Gram; Bertel, Lykke Brogaard; Ryberg, Thomas

    2016-01-01

    Both in theory and in practice, learning has been argued to hold significant potential in relation to persuasive technologies. Particularly when persuasive initiatives strive to motivate sustainable behavior changes. Correspondingly, the notion of persuasive design may constitute a valuable...

  19. Designing informal learning spaces using student perspectives

    Directory of Open Access Journals (Sweden)

    Matthew David Riddle

    2012-06-01

    Full Text Available This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectives and principles developed through applied research in teaching and learning can inform real world learning space design projects in a higher education context.

  20. Interactive Learning for Graphic Design Foundations

    Science.gov (United States)

    Chu, Sauman; Ramirez, German Mauricio Mejia

    2012-01-01

    One of the biggest problems for students majoring in pre-graphic design is students' inability to apply their knowledge to different design solutions. The purpose of this study is to examine the effectiveness of interactive learning modules in facilitating knowledge acquisition during the learning process and to create interactive learning modules…

  1. Professional development for design-based learning in engineering education: a case study

    Science.gov (United States)

    Gómez Puente, Sonia M.; van Eijck, Michiel; Jochems, Wim

    2015-01-01

    Design-based learning (DBL) is an educational approach in which students gather and apply theoretical knowledge to solve design problems. In this study, we examined how critical DBL dimensions (project characteristics, design elements, the teacher's role, assessment, and social context) are applied by teachers in the redesign of DBL projects. We conducted an intervention for the professional development of the DBL teachers in the Mechanical Engineering and the Electrical Engineering departments. We used the Experiential Learning Cycle as an educational model for the professionalisation programme. The findings show that the programme encouraged teachers to apply the DBL theoretical framework. However, there are some limitations with regard to specific project characteristics. Further research into supporting teachers to develop open-ended and multidisciplinary activities in the projects that support learning is recommended.

  2. Teaching machine learning to design students

    NARCIS (Netherlands)

    Vlist, van der B.J.J.; van de Westelaken, H.F.M.; Bartneck, C.; Hu, J.; Ahn, R.M.C.; Barakova, E.I.; Delbressine, F.L.M.; Feijs, L.M.G.; Pan, Z.; Zhang, X.; El Rhalibi, A.

    2008-01-01

    Machine learning is a key technology to design and create intelligent systems, products, and related services. Like many other design departments, we are faced with the challenge to teach machine learning to design students, who often do not have an inherent affinity towards technology. We

  3. Effects of basic character design and animation concepts using the flipped learning and project-based learning approach on learning achievement and creative thinking of higher education students

    Science.gov (United States)

    Autapao, Kanyarat; Minwong, Panthul

    2018-01-01

    Creative thinking was an important learning skill in the 21st Century via learning and innovation to promote students' creative thinking and working with others and to construct innovation. This is one of the important skills that determine the readiness of the participants to step into the complex society. The purposes of this research were 1) to compare the learning achievement of students after using basic character design and animation concepts using the flipped learning and project-based learning and 2) to make a comparison students' creative thinking between pretest and posttest. The populations were 29 students in Multimedia Technology program at Thepsatri Rajabhat University in the 2nd semester of the academic year 2016. The experimental instruments were lesson plans of basic character design and animation concepts using the flipped learning and project based learning. The data collecting instrument was creative thinking test. The data were analyzed by the arithmetic mean, standard deviation and The Wilcoxon Matched Pairs Signed-Ranks Test. The results of this research were 1) the learning achievement of students were statistically significance of .01 level and 2) the mean score of student's creativity assessment were statistically significance of .05 level. When considering all of 11 KPIs, showed that respondents' post-test mean scores higher than pre-test. And 5 KPIs were statistically significance of .05 level, consist of Originality, Fluency, Elaboration, Resistance to Premature Closure, and Intrinsic Motivation. It's were statistically significance of .042, .004, .049, .024 and .015 respectively. And 6 KPIs were non-statistically significant, include of Flexibility, Tolerance of Ambiguity, Divergent Thinking, Convergent Thinking, Risk Taking, and Extrinsic Motivation. The findings revealed that the flipped learning and project based learning provided students the freedom to simply learn on their own aptitude. When working together with project

  4. Student Learning-Game Designs

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This article presents new knowledge about how students can implement learning and game elements into analogue and digital learning games as a means of learning and teaching curriculum‐based subject matter. The purpose of the analysis is to identify what learning‐game design elements were used...... in four learning games created by students, to investigate how these elements were em83 ployed, to determine what learning trajectories emerged in the two digital game tools and to offer reflections and suggestions regarding the learning processes students experienced when building the various learning...... trajectories for specific learning goals into the digital games. The article examines how specific features in the two digital game tools, Scratch and RGBMaker, afford creation of learning trajectories in various ways, enabling deep learning and gameplay processes for the players of the games. According...

  5. Graduate Students in a Service Learning Design Case: The Development of a Parenting Program

    Science.gov (United States)

    Tracey, Monica W.; Kacin, Sara E.

    2014-01-01

    The following design case illustrates the approach a group of advanced graduate online-design students, two design coaches, and an instructor used to design an online instructional intervention as a service-learning project for parents interested in improving their parenting skills with their pre-teens. This design case is distinctive in that it…

  6. An Experiment on How Adult Students Can Learn by Designing Engaging Learning Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2014-01-01

    worth investigating as a motivational learning strategy. As meaning can be constructed through the manipulation of materials, which facilitates reflection and new ways of thinking, the use of learning games in education is taken one step further into the building of learning games in collaborative...... enables the students to be the designers of their own learning, by allowing them to create their own digital learning games, while implementing learning goals from cross-disciplinary subject matters (Figure 1). Another focus has been to create a learning design that scaffolds the students’ own learning-game......This article presents and discusses the first iteration of a design-based research experiment focusing on how to create a motivating gamified learning design, one that facilitates a deep learning process for adult students making their own learning games. Using games for learning has attracted...

  7. Assessing Approaches to Learning in School Readiness

    Directory of Open Access Journals (Sweden)

    Otilia C. Barbu

    2015-07-01

    Full Text Available This study examines the psychometric properties of two assessments of children’s approaches to learning: the Devereux Early Childhood Assessment (DECA and a 13-item approaches to learning rating scale (AtL derived from the Arizona Early Learning Standards (AELS. First, we administered questionnaires to 1,145 randomly selected parents/guardians of first-time kindergarteners. Second, we employed confirmatory factor analysis (CFA with parceling for DECA to reduce errors due to item specificity and prevent convergence difficulties when simultaneously estimating DECA and AtL models. Results indicated an overlap of 55% to 72% variance between the domains of the two instruments and suggested that the new AtL instrument is an easily administered alternative to the DECA for measuring children’s approaches to learning. This is one of the first studies that investigated DECA’s approaches to learning dimension and explored the measurement properties of an instrument purposely derived from a state’s early learning guidelines.

  8. Designing Multimodal User-Interfaces for Effective E-Learning in the School Primary Stages Applied on Real Fractions

    Directory of Open Access Journals (Sweden)

    Salaheddin Odeh

    2009-06-01

    Full Text Available This contribution focuses on the development and design of e-learning tools for school students in primary stages through dealing and considering the math of real fractions, which presents an example of learning material difficult to understand by many school students and a real challenge for e-learning designers and multimedia authoring. Firstly, we will highlight several problems facing school students and teachers caused by the traditional learning approach. Then, we are going to discuss some aspects related to e-learning, the major theoretical issues of educational psychology and e-learning with various modalities related to our work, and the classification of the interactive multimedia methodologies adopted in this work. Furthermore, the software-ergonomic and –architectural features of the developed e-learning tool will be introduced. Finally, the paper will conclude with a brief summary of a usability testing carried out to compare the developed e-learning user-interface with the traditional learning approach.

  9. Aligning Theory and Design: The Development of an Online Learning Intervention to Teach Evidence-based Practice for Maximal Reach.

    Science.gov (United States)

    Delagran, Louise; Vihstadt, Corrie; Evans, Roni

    2015-09-01

    Online educational interventions to teach evidence-based practice (EBP) are a promising mechanism for overcoming some of the barriers to incorporating research into practice. However, attention must be paid to aligning strategies with adult learning theories to achieve optimal outcomes. We describe the development of a series of short self-study modules, each covering a small set of learning objectives. Our approach, informed by design-based research (DBR), involved 6 phases: analysis, design, design evaluation, redesign, development/implementation, and evaluation. Participants were faculty and students in 3 health programs at a complementary and integrative educational institution. We chose a reusable learning object approach that allowed us to apply 4 main learning theories: events of instruction, cognitive load, dual processing, and ARCS (attention, relevance, confidence, satisfaction). A formative design evaluation suggested that the identified theories and instructional approaches were likely to facilitate learning and motivation. Summative evaluation was based on a student survey (N=116) that addressed how these theories supported learning. Results suggest that, overall, the selected theories helped students learn. The DBR approach allowed us to evaluate the specific intervention and theories for general applicability. This process also helped us define and document the intervention at a level of detail that covers almost all the proposed Guideline for Reporting Evidence-based practice Educational intervention and Teaching (GREET) items. This thorough description will facilitate the interpretation of future research and implementation of the intervention. Our approach can also serve as a model for others considering online EBP intervention development.

  10. Learning design and feedback processes at scale

    DEFF Research Database (Denmark)

    Ringtved, Ulla L.; Miligan, Sandra; Corrin, Linda

    2016-01-01

    Design for teaching in scaled courses is shifting away from replication of the traditional on-campus or online teaching-learning relationship towards exploiting the distinctive characteristic and potentials of that environment to transform both teaching and learning. This involves consideration...... design and would benefit from learning analytics support? What is the character of analytics that can be deployed to help deliver good design of online learning platforms? What are the theoretical and pedagogical bases inherent in different analytics designs? These and other questions will be examined...

  11. Making learning whole: an instructional approach for mediating the practices of authentic science inquiries

    Science.gov (United States)

    Liljeström, Anu; Enkenberg, Jorma; Pöllänen, Sinikka

    2013-03-01

    This design experiment aimed to answer the question of how to mediate the practices of authentic science inquiries in primary education. An instructional approach based on activity theory was designed and carried out with multi-age students in a small village school. An open-ended learning task was offered to the older students. Their task was to design and implement instruction about the Ice Age to their younger fellows. The objective was collaborative learning among students, the teacher, and outside domain experts. Mobile phones and GPS technologies were applied as the main technological mediators in the learning process. Technology provided an opportunity to expand the learning environment outside the classroom, including the natural environment. Empirically, the goal was to answer the following questions: What kind of learning project emerged? How did the students' knowledge develop? What kinds of science learning processes, activities, and practices were represented? Multiple and parallel data were collected to achieve this aim. The data analysis revealed that the learning project both challenged the students to develop explanations for the phenomena and generated high quality conceptual and physical models in question. During the learning project, the roles of the community members were shaped, mixed, and integrated. The teacher also repeatedly evaluated and adjusted her behavior. The confidence of the learners in their abilities raised the quality of their learning outcomes. The findings showed that this instructional approach can not only mediate the kind of authentic practices that scientists apply but also make learning more holistic than it has been. Thus, it can be concluded that nature of the task, the tool-integrated collaborative inquiries in the natural environment, and the multiage setting can make learning whole.

  12. Interactive Multimedia-Based Animation: A Study of Effectiveness on Fashion Design Technology Learning

    Science.gov (United States)

    Wiana, W.

    2018-01-01

    The learning process is believed will reach optimal results if facilitated by diversity of learning’s device from aspects of the approach, method, media or it’s evaluation system, in individually, groups, or as well as classical. One of the learning’s Device can be developed in an attempt to improve the results of the study is Computer Based Learning (CBL). CBL was developed aim to help students to understand the concepts of the learning material which presented interactively by the system and able to provide information and learning process better. This research is closely related to efforts to improve the quality of Fashion design in digital format learning, with specific targets to generate interactive multimedia-based animation as effective media and learning resources for fashion design learning. Applications that are generated may be an option for delivering learning material as well as to engender interest in learning as well as understanding with students against the subject matter so that it can improve the learning achievements of students. The instruments used to collect data is a test sheet of mastering the concept which developed on the basis of indicators understanding the concept of fashion design, the material elements and principles of fashion design as well as application on making fashion design. As for the skills test is done through test performance to making fashion design in digital format. The results of testing against the mastery of concepts and skills of fashion designing in digital formatted shows that experimental group obtained significantly higher qualifications compared to the control group. That means that the use of interactive multimedia-based animation, effective to increased mastery of concepts and skills on making fashion design in digital format.

  13. Learners for life : student approaches to learning

    NARCIS (Netherlands)

    Artelt, Cordula; Baumert, Jürgen; Julius-McElvany, Nele; Peschar, Jules

    2003-01-01

    What are students like as learners as they approach the end of compulsory education? The answer matters greatly, not only because those with stronger approaches to learning get better results at school but also because young adults able to set learning goals and manage their own learning are much

  14. Can Task-based Learning Approach Help Attract Students with Diverse Backgrounds Learn Chinese at A Danish University?

    DEFF Research Database (Denmark)

    Ruan, Youjin; Duan, Xiaoju; Wang, Li

    2013-01-01

    Task-based method is regarded as a meaningful approach for promoting interaction and collaboration in language learning. In an elective Chinese language beginner course at Aalborg University, Denmark, a selection of tasks are designed and used to attract the students’ interests in learning a new...... and study programs showed good interests in this method and the course itself. Nevertheless, it is necessary to study the concrete effect of various types of tasks to maximize the learning outcome....... foreign language. Chinese culture elements are also integrated into the tasks and the learning process. By analyzing seven items of a post-course survey, this paper investigates the learners’ opinions towards the Task-based language teaching and learning method and toward the method of integrating culture...

  15. Practical iterative learning control with frequency domain design and sampled data implementation

    CERN Document Server

    Wang, Danwei; Zhang, Bin

    2014-01-01

    This book is on the iterative learning control (ILC) with focus on the design and implementation. We approach the ILC design based on the frequency domain analysis and address the ILC implementation based on the sampled data methods. This is the first book of ILC from frequency domain and sampled data methodologies. The frequency domain design methods offer ILC users insights to the convergence performance which is of practical benefits. This book presents a comprehensive framework with various methodologies to ensure the learnable bandwidth in the ILC system to be set with a balance between learning performance and learning stability. The sampled data implementation ensures effective execution of ILC in practical dynamic systems. The presented sampled data ILC methods also ensure the balance of performance and stability of learning process. Furthermore, the presented theories and methodologies are tested with an ILC controlled robotic system. The experimental results show that the machines can work in much h...

  16. Cooperative learning as an approach to pedagogy.

    Science.gov (United States)

    Nolinske, T; Millis, B

    1999-01-01

    Lecture-based pedagogical approaches cannot adequately prepare students in professional and technical occupational therapy programs. Faculty members in other disciplines are turning to a well-known and well-researched teaching approach called cooperative learning, which is more carefully structured and defined than most other forms of small group learning. Cooperative learning includes several key principles: positive interdependence, individual responsibility, appropriate grouping, group maintenance, cooperative skills, and promotive (interaction) time. This article provides ideas for managing the classroom with cooperative learning activities and describes eight of them: Three-Step Interview, Roundtable, Think-Pair-Share, Structured Problem Solving, Send/Pass-a-Problem, Generic Question Stems, Double Entry Journal, and Dyadic Essay Confrontation. Each activity is applied to content embedded in professional and technical occupational therapy curricula. A cooperative learning approach to evaluating learning is also presented.

  17. Curriculum Design of a Flipped Classroom to Enhance Haematology Learning

    Science.gov (United States)

    Porcaro, Pauline A.; Jackson, Denise E.; McLaughlin, Patricia M.; O'Malley, Cindy J.

    2016-01-01

    A common trend in higher education is the "flipped" classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology "major" class and the students' attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four…

  18. Evaluating Learning Management System (LMS)-facilitated Delivery of Universal Design for Learning (UDL)

    Science.gov (United States)

    Bryans Bongey, Sarah

    This quantitative study involved 157 students in two sections of an undergraduate class in general biology, as well as one instructor who taught both sections of the course. It used resources from the Center for Applied Special Technologies (CAST) to evaluate the viability of a Learning Management System (LMS) to provide Universal Design for Learning (UDL). It also measured and tracked the instructor's level of efficacy in sustaining UDL approaches throughout the semester. In an effort to identify the UDL's specific outcomes or benefits to students, this study used a pre- and post- test to identify the treatment's impact on student engagement. Findings indicated that the LMS could be designed to comply with UDL guidelines, and the instructor was able to establish a high level of efficacy in maintaining that UDL design. However, based on the statistical analysis of pre- and post-test responses from control vs. treatment groups of students, the treatment was seen to have no significant effect in the area of student engagement. Overall, the study added to the literature by suggesting (a) the viability of the LMS as a means of providing UDL approaches, (b) the promise of the LMS as a tool faculty can use to deliver UDL with a high level of efficacy, and (c) the design's lack of effect in the area of student engagement. The fact that this study was limited to a single brand of LMS (Blackboard), a single instructor, and a single group of students underscores the need for further research.

  19. Design of a Networked Learning Master Environment for Professionals

    DEFF Research Database (Denmark)

    Dirckinck-Holmfeld, Lone

    2010-01-01

    The paper is presenting the overall learning design of MIL (Master in ICT and Learning). The learning design is integrating a number of principles: 1. Principles of problem and project based learning 2. Networked learning / learning in communities of practice. The paper will discuss how these pri......The paper is presenting the overall learning design of MIL (Master in ICT and Learning). The learning design is integrating a number of principles: 1. Principles of problem and project based learning 2. Networked learning / learning in communities of practice. The paper will discuss how...

  20. The High Scope Approach To Early Learning

    OpenAIRE

    French, Geraldine

    2012-01-01

    Learning Objectives: After studying this chapter the reader should be able to: • Describe the historical origins, the longitudinal research, and the theoretical underpinnings of the HighScope approach. • Identify the teaching strategies adopted by HighScope educators. • Appreciate the curriculum content. • Understand the HighScope approach to the assessment of children’s learning. • Consider some criticisms of the HighScope research and approach to early learning. This ...

  1. Enhanced learning through design problems

    DEFF Research Database (Denmark)

    Jensen, Bogi Bech; Högberg, Stig; Jensen, Frida av Fløtum

    2012-01-01

    This paper describes a teaching method used in an electrical machines course, where the students learn about electrical machines by designing them. The aim of the course is not to teach design, albeit this is a side product, but rather to teach the fundamentals and the function of electrical...... machines through design. The teaching method is evaluated by a student questionnaire, designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively show that this method labelled ‘learning through design’ is a very effective way of teaching...

  2. Using a Systematic Approach and Theoretical Framework to Design a Curriculum for the Shaping Healthy Choices Program.

    Science.gov (United States)

    Linnell, Jessica D; Zidenberg-Cherr, Sheri; Briggs, Marilyn; Scherr, Rachel E; Brian, Kelley M; Hillhouse, Carol; Smith, Martin H

    2016-01-01

    To examine the use of a systematic approach and theoretical framework to develop an inquiry-based, garden-enhanced nutrition curriculum for the Shaping Healthy Choices Program. Curriculum development occurred in 3 steps: identification of learning objectives, determination of evidence of learning, and activity development. Curriculum activities were further refined through pilot-testing, which was conducted in 2 phases. Formative data collected during pilot-testing resulted in improvements to activities. Using a systematic, iterative process resulted in a curriculum called Discovering Healthy Choices, which has a strong foundation in Social Cognitive Theory and constructivist learning theory. Furthermore, the Backward Design method provided the design team with a systematic approach to ensure activities addressed targeted learning objectives and overall Shaping Healthy Choices Program goals. The process by which a nutrition curriculum is developed may have a direct effect on student outcomes. Processes by which nutrition curricula are designed and learning objectives are selected, and how theory and pedagogy are applied should be further investigated so that effective approaches to developing garden-enhanced nutrition interventions can be determined and replicated. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  3. Accounting Student's Learning Approaches And Impact On Academic Performance

    OpenAIRE

    Ismail, Suhaiza

    2009-01-01

    The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student's academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST) was used...

  4. Curriculum Design of a Flipped Classroom to Enhance Haematology Learning

    Science.gov (United States)

    Porcaro, Pauline A.; Jackson, Denise E.; McLaughlin, Patricia M.; O'Malley, Cindy J.

    2016-06-01

    A common trend in higher education is the "flipped" classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology `major' class and the students' attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four major components (1) the preparation of the students; (2) the weekly pre-class work; (3) the in-class active learning strategies and (4) closing the learning loop using formative quizzes. Each of these components is discussed in detail and was informed by sound pedagogical strategies. Several different sources of information and several freely available software tools to engage the students are discussed. Two iterations are reported here, with improved pass rate for the final examination from 47 to 48 % in the traditional class to 56-65 % in the flipped classroom approach. The majority of students (93 and 89 %) came to the class prepared, after viewing the screencasts and engaged fully with the activities within the face-to-face time. The students perceived that solving case studies (93 %) was the most beneficial activity for their learning and this was closely followed by the production of essay plans (71 %). The majority of students recommended that this approach be repeated the following year (69 and 75 %).

  5. Detection of eardrum abnormalities using ensemble deep learning approaches

    Science.gov (United States)

    Senaras, Caglar; Moberly, Aaron C.; Teknos, Theodoros; Essig, Garth; Elmaraghy, Charles; Taj-Schaal, Nazhat; Yua, Lianbo; Gurcan, Metin N.

    2018-02-01

    In this study, we proposed an approach to report the condition of the eardrum as "normal" or "abnormal" by ensembling two different deep learning architectures. In the first network (Network 1), we applied transfer learning to the Inception V3 network by using 409 labeled samples. As a second network (Network 2), we designed a convolutional neural network to take advantage of auto-encoders by using additional 673 unlabeled eardrum samples. The individual classification accuracies of the Network 1 and Network 2 were calculated as 84.4%(+/- 12.1%) and 82.6% (+/- 11.3%), respectively. Only 32% of the errors of the two networks were the same, making it possible to combine two approaches to achieve better classification accuracy. The proposed ensemble method allows us to achieve robust classification because it has high accuracy (84.4%) with the lowest standard deviation (+/- 10.3%).

  6. Cognitive State Monitoring and the Design of Adaptive Instruction in Digital Environments: Lessons Learned from Cognitive Workload Assessment using a Passive Brain-Computer Interface Approach

    Directory of Open Access Journals (Sweden)

    Peter eGerjets

    2014-12-01

    Full Text Available According to Cognitive Load Theory, one of the crucial factors for successful learning is the type and amount of working-memory load (WML learners experience while studying instructional materials. Optimal learning conditions are characterized by providing challenges for learners without inducing cognitive over- or underload. Thus, presenting instruction in a way that WML is constantly held within an optimal range with regard to learners’ current working-memory capacity might be a good method to provide these optimal conditions. The current paper elaborates how digital learning environments, which achieve this goal can be developed by combining approaches from Cognitive Psychology, Neuroscience, and Computer Science. One of the biggest obstacles that needs to be overcome is the lack of an unobtrusive method of continuously assessing learners’ WML in real-time. We propose to solve this problem by applying passive Brain-Computer Interface (BCI approaches to realistic learning scenarios in digital environments. In this paper we discuss the methodological and theoretical prospects and pitfalls of this approach based on results from the literature and from our own research. We present a strategy on how several inherent challenges of applying BCIs to WML and learning can be met by refining the psychological constructs behind WML, by exploring their neural signatures, by using these insights for sophisticated task designs, and by optimizing algorithms for analyzing EEG data. Based on this strategy we applied machine-learning algorithms for cross-task classifications of different levels of WML to tasks that involve studying realistic instructional materials. We obtained very promising results that yield several recommendations for future work.

  7. Digital Games, Design, and Learning

    Science.gov (United States)

    Clark, Douglas B.; Tanner-Smith, Emily E.; Killingsworth, Stephen S.

    2016-01-01

    In this meta-analysis, we systematically reviewed research on digital games and learning for K–16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital games significantly enhanced student learning relative to nongame conditions (g¯ = 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs (g¯ = 0.34, 95% confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteristics, and research quality characteristics. Taken together, the results highlight the affordances of games for learning as well as the key role of design beyond medium. PMID:26937054

  8. Learning for design reuse

    DEFF Research Database (Denmark)

    Duffy, Alex; Duffy, Sandra M.

    1996-01-01

    Over the past decade "design assistance", that is, where the computer is viewed as an Intelligent Design Assistant (IDA), has emerged in knowledge based design support and has formed the basic research strategy for the CAD Cantre, University of Strathclyde, since the mid-1980s. Within this philos......Over the past decade "design assistance", that is, where the computer is viewed as an Intelligent Design Assistant (IDA), has emerged in knowledge based design support and has formed the basic research strategy for the CAD Cantre, University of Strathclyde, since the mid-1980s. Within...... this philosophy, an IDA would act as a colleague to a designer, providing guidance, learning from past experiences, carrying out semi- and fully-automated tasks, explaining its reasoning and in essence complementing the designer's own natural skills, and thus leaving the ultimate decision-making, control......, and responsibility with the designer.The ability to learn and evolve has been recognized as one of the key components of an IDA for it to fully support the designer's activities. Consequently, we have been directing our research effort on two main fronts, formalizing our understanding and developing models...

  9. Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach

    Science.gov (United States)

    Laakkonen, Ilona

    2011-01-01

    The chapter discusses the potential of personal learning environments (PLE) based on Web 2.0 applications for language courses in higher education (HE). This novel approach to the use of information and communication technologies (ICT) in education involves learners in the design of learning environments, tools and processes. The chapter begins…

  10. A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students

    Science.gov (United States)

    Rosenbaum, Paul-Erik Lillholm; Mikalsen, Øyvind; Lygre, Henning; Solheim, Einar; Schjøtt, Jan

    2012-01-01

    Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher’s role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components. PMID:23248716

  11. Learning Process Questionnaire Manual. Student Approaches to Learning and Studying.

    Science.gov (United States)

    Biggs, John B.

    This manual describes the theory behind the Learning Process Questionnaire (LPQ) used in Australia and defines what the subscale and scale scores mean. The LPQ is a 36-item self-report questionnaire that yields scores on three basic motives for learning and three learning strategies, and on the approaches to learning that are formed by these…

  12. ENVIRONMENTAL LEARNING APPROACHES IN IMPROVING LEARNING OUTCOMES IN ACID-BASE SUBJECT

    Directory of Open Access Journals (Sweden)

    Rachmat Sahputra

    2016-03-01

    Full Text Available Learning in the understanding of acid-base chemistry in schools needs to be improved so research to determine differences in learning outcomes between students taught using environmental approaches and methods lectures in class XI SMA on acid-base subject needs to be done. In this study, using a quasi-experimental method using a data collection tool achievement test essay form. The test statistic results of the post-test learning has been obtained Asymp value. Sig (2-tailed 0,026 that showed the differences between students' learning outcomes with a control experimental class with effect size of 0.63 or much influence difference with the percentage 23.57% which indicated that the learning environment approach can improve learning outcomes of high school students.

  13. Evoked prior learning experience and approach to learning as predictors of academic achievement.

    Science.gov (United States)

    Trigwell, Keith; Ashwin, Paul; Millan, Elena S

    2013-09-01

    In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self-efficacy, deeper approaches to learning, higher quality teaching, students' perceptions that their workload is appropriate, and greater learning motivation. University learning improvement strategies have been built on these research results. To investigate how students' evoked prior experience, perceptions of their learning environment, and their approaches to learning collectively contribute to academic achievement. This is the first study to investigate motivation and self-efficacy in the same educational context as conceptions of learning, approaches to learning and perceptions of the learning environment. Undergraduate students (773) from the full range of disciplines were part of a group of over 2,300 students who volunteered to complete a survey of their learning experience. On completing their degrees 6 and 18 months later, their academic achievement was matched with their learning experience survey data. A 77-item questionnaire was used to gather students' self-report of their evoked prior experience (self-efficacy, learning motivation, and conceptions of learning), perceptions of learning context (teaching quality and appropriate workload), and approaches to learning (deep and surface). Academic achievement was measured using the English honours degree classification system. Analyses were conducted using correlational and multi-variable (structural equation modelling) methods. The results from the correlation methods confirmed those found in numerous earlier studies. The results from the multi-variable analyses indicated that surface approach to learning was the strongest predictor of academic achievement, with self-efficacy and motivation also found to be directly related. In contrast to the correlation results, a deep approach to learning was

  14. “Learning from real life and not books”: A gamified approach to Business English task design in transatlantic telecollaboration

    Directory of Open Access Journals (Sweden)

    Ana Sevilla-Pavón

    2017-05-01

    Full Text Available This paper deals with task design in the context of a telecollaboration project which was carried out in a Business English course among students from Spain and the United States. The goal was to provide students with opportunities to develop linguistic, intercultural and digital competences by interacting and collaborating online with native speakers of the target language. A task-based approach was adopted and enriched by gamification, the different tasks being designed with a view towards engaging students intrinsically in the learning process. This was achieved by means of the adoption of gamification strategies and techniques such as the use of points, performance graphs, quests, avatars, a reward system, peer assessment and the use of social media. Via technological immersion, students from both sides of the Atlantic Ocean were required to work together online to complete different tasks while exchanging peer feedback and assessment. The paper analyses and discusses participants’ views and perceptions about the gamified telecollaboration exchange. The quantitative and qualitative data were gathered by means of a pre- and a post-treatment questionnaires. Results indicate that students found this way of learning beneficial in terms of the development of different skills and competences (namely linguistic, digital and intercultural and motivation.

  15. Teachers as designers of technology enhanced learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan; Sagy, Ornit; Voogt, Joke

    2015-01-01

    Design of (technology-enhanced) learning activities and materials is one fruitful process through which teachers learn and become professionals. To facilitate this process, research is needed to understand how teachers learn through design, how this process may be supported, and how teacher

  16. Edutourism Taka Bonerate National Park through Scientific Approach to Improve Student Learning Outcomes

    Science.gov (United States)

    Hayati, R. S.

    2017-02-01

    This research aim is develop the potential of Taka Bonerate National Park as learning resources through edutourism with scientific approach to improve student learning outcomes. Focus of student learning outcomes are students psychomotor abilities and comprehension on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. The edutourism development products are teacher manual, edutourism worksheet, material booklet, guide’s manual, and Taka Bonerate National Park governor manual. The method to develop edutourism products is ADDIE research and development model that consist of analysis, design, development and production, implementation, and evaluation step. The subjects in the implementation step were given a pretest and posttest and observation sheet to see the effect of edutourism Taka Bonerate National Park through scientific approach to student learning outcomes on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. The data were analyzed qualitative descriptively. The research result is edutourism Taka Bonerate National Park through scientific approach can improve students learning outcomes on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. Edutourism Taka Bonerate National Park can be an alternative of learning method on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics.

  17. A Janus-Faced Approach to Learning. A Critical Discussion of Habermas' Pragmatic Approach

    Science.gov (United States)

    Italia, Salvatore

    2017-01-01

    A realist approach to learning is what I propose here. This is based on a non-epistemic dimension whose presence is a necessary assumption for a concept of learning of a life-world as complementary to learning within a life-world. I develop my approach in opposition to Jürgen Habermas' pragmatic approach, which seems to lack of something from a…

  18. Evaluation of FCS self and peer-assessment approach based on Cooperative and Engineering Design learning.

    Science.gov (United States)

    Cvetkovic, Dean

    2013-01-01

    The Cooperative Learning in Engineering Design curriculum can be enhanced with structured and timely self and peer assessment teaching methodologies which can easily be applied to any Biomedical Engineering curriculum. A study was designed and implemented to evaluate the effectiveness of this structured and timely self and peer assessment on student team-based projects. In comparing the 'peer-blind' and 'face-to-face' Fair Contribution Scoring (FCS) methods, both had advantages and disadvantages. The 'peer-blind' self and peer assessment method would cause high discrepancy between self and team ratings. But the 'face-to-face' method on the other hand did not have the discrepancy issue and had actually proved to be a more accurate and effective, indicating team cohesiveness and good cooperative learning.

  19. Perceived learning effectiveness of a course Facebook page: teacher-led versus student-led approach

    Directory of Open Access Journals (Sweden)

    Tugba Orten Tugrul

    2017-01-01

    Full Text Available This research aims to compare the perceived effectiveness of teacher -led and student-led content management approaches embraced in a course Facebook page designed to enhance traditional classroom learning. Eighty-five undergraduate marketing course students voluntarily completed a questionnaire composed of two parts; a depiction of a course Facebook page where both teacher and students can share instructional contents, and questions about perceived learning effectiveness. The findings indicate that students have more favorable evaluations of a student-led approach in sharing instructional contents on a course Facebook Page than a teacher-led approach. Additionally, it is shown that instructional contents posted by both teacher and students enhance the overall learning effectiveness of a course Facebook page incorporated into a traditional classroom teaching.

  20. Innovative design with learning reflexiveness for developing the Hamiltonian circuit learning games

    Directory of Open Access Journals (Sweden)

    Meng-Chien Yang

    2018-02-01

    Full Text Available In this study, we use a new proposed framework to develop the Hamiltonian circuit learning games for college students. The framework is for enhancing learners’ activities with learning reflexiveness. The design of these games is based on this framework to achieve the targeted learning outcomes. In recent years, the game-based learning is a very popular research topic. The Hamiltonian circuit is an important concepts for learning many computer science and electric engineering topics, such as IC design routing algorithm. The developed games use guiding rules to enable students to learn the Hamiltonian circuit in complicate graph problem. After the game, the learners are given a reviewing test which using the animation film for explaining the knowledge. This design concept is different from the previous studies. Through this new design, the outcome gets the better learning results under the effect of reflection. The students will have a deeper impression on the subject, and through self-learning and active thinking, in the game will have a deeper experience.

  1. An innovative blended learning approach using virtual patients as preparation for skills laboratory training: perceptions of students and tutors

    Science.gov (United States)

    2013-01-01

    Background Currently only a few reports exist on how to prepare medical students for skills laboratory training. We investigated how students and tutors perceive a blended learning approach using virtual patients (VPs) as preparation for skills training. Methods Fifth-year medical students (N=617) were invited to voluntarily participate in a paediatric skills laboratory with four specially designed VPs as preparation. The cases focused on procedures in the laboratory using interactive questions, static and interactive images, and video clips. All students were asked to assess the VP design. After participating in the skills laboratory 310 of the 617 students were additionally asked to assess the blended learning approach through established questionnaires. Tutors’ perceptions (N=9) were assessed by semi-structured interviews. Results From the 617 students 1,459 VP design questionnaires were returned (59.1%). Of the 310 students 213 chose to participate in the skills laboratory; 179 blended learning questionnaires were returned (84.0%). Students provided high overall acceptance ratings of the VP design and blended learning approach. By using VPs as preparation, skills laboratory time was felt to be used more effectively. Tutors perceived students as being well prepared for the skills laboratory with efficient uses of time. Conclusion The overall acceptance of the blended learning approach was high among students and tutors. VPs proved to be a convenient cognitive preparation tool for skills training. PMID:23402663

  2. Brain based learning with contextual approach to mathematics achievement

    Directory of Open Access Journals (Sweden)

    V Kartikaningtyas

    2017-12-01

    Full Text Available The aim of this study was to know the effect of Brain Based Learning (BBL with a contextual approach to mathematics achievement. BBL-contextual is the learning model that designed to develop and optimize the brain ability for getting a new concept and solving the real life problem. This study method was a quasi-experiment. The population was the junior high school students. The sample chosen by using stratified cluster random sampling. The sample was 109 students. The data collected through a mathematics achievement test that was given after the treatment. The data analyzed by using one way ANOVA. The results of the study showed that BBL-contextual is better than direct learning on mathematics achievement. It means BBL-contextual could be an effective and innovative model.

  3. A Well Designed School Environment Facilitates Brain Learning.

    Science.gov (United States)

    Chan, Tak Cheung; Petrie, Garth

    2000-01-01

    Examines how school design facilitates learning by complementing how the brain learns. How the brain learns is discussed and how an artistic environment, spaciousness in the learning areas, color and lighting, and optimal thermal and acoustical environments aid student learning. School design suggestions conclude the article. (GR)

  4. Learning Design for Sustainable Educational and Professional Development

    DEFF Research Database (Denmark)

    Godsk, Mikkel; Bjælde, Ole Eggers; Caspersen, Michael E.

    2015-01-01

    This poster presents the impact of two learning design initiatives at Faculty of Science and Technology, Aarhus University: the professional development module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model for enhancing and transformi...... modules. Both DiLD and the STREAM model have proven to be effective for encouraging educators across all career steps to embrace the potential of educational technology in science higher education and for improving teaching and learning.......This poster presents the impact of two learning design initiatives at Faculty of Science and Technology, Aarhus University: the professional development module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model for enhancing and transforming...

  5. Situating Student Learning in Rich Contexts: A Constructionist Approach to Digital Archives Education

    Directory of Open Access Journals (Sweden)

    Anthony Cocciolo

    2011-09-01

    Full Text Available Objective - This paper sought to determine whether a constructionist pedagogical approach to digital archives education could positively influence student perceptions of their learning. Constructionism is a learning theory that places students in the role of designers and emphasizes creating tangible artifacts in a social environment. This theory was used in the instructional design of the Digital Archive Creation Project (DACP, a major component of a digital archives course offered to students enrolled in a Master’s program in library science at Pratt Institute School of Library and Information Science.Methods - Participants were the 31 students enrolled in the DACP during the fall and spring semesters of 2010. They were surveyed as to their perceived learning outcomes as a result of their engagement with the DACP. Results - Results indicated that students perceived strong increases in their learning following their engagement in the DACP, particularly in terms of their skills, confidence, understanding of topics covered in other courses, and overall understanding. Factors that influenced these increases include the collaborative teamwork, the role of the facilitator or instructor, and individual effort.Conclusion - The project demonstrated that a constructionist pedagogical approach to digital archives education positively impacted students’ perceptions of their learning.

  6. Dialogical, Enquiry and Participatory Approaches to Learning

    DEFF Research Database (Denmark)

    Hurford, Donna; Rowley, Chris

    2018-01-01

    Dialogical enquiry and participatory approaches This chapter is concerned with approaches to leading children into active participation and enquiry, through involvement in their own learning, both at Key Stages 1 and 2. The terms ‘enquiry’, ‘learning’ and ‘active participation’ are closely related....... We link these approaches to dialogue and discussion because these aspects of learning are often dealt with separately in the literature and yet clearly they are a form of enquiry and participatory learning. We draw upon a range of literature and research in order to justify these approaches and we...... Years (REPEY) Project (Siraj-Blatchford et al. 2002). This project found that the most effective strategies and techniques for promoting learning in the early years involved adult–child interactions in which the adult responds to the child’s understanding of a subject or activity, the child responds...

  7. Biomimetic molecular design tools that learn, evolve, and adapt

    Science.gov (United States)

    2017-01-01

    A dominant hallmark of living systems is their ability to adapt to changes in the environment by learning and evolving. Nature does this so superbly that intensive research efforts are now attempting to mimic biological processes. Initially this biomimicry involved developing synthetic methods to generate complex bioactive natural products. Recent work is attempting to understand how molecular machines operate so their principles can be copied, and learning how to employ biomimetic evolution and learning methods to solve complex problems in science, medicine and engineering. Automation, robotics, artificial intelligence, and evolutionary algorithms are now converging to generate what might broadly be called in silico-based adaptive evolution of materials. These methods are being applied to organic chemistry to systematize reactions, create synthesis robots to carry out unit operations, and to devise closed loop flow self-optimizing chemical synthesis systems. Most scientific innovations and technologies pass through the well-known “S curve”, with slow beginning, an almost exponential growth in capability, and a stable applications period. Adaptive, evolving, machine learning-based molecular design and optimization methods are approaching the period of very rapid growth and their impact is already being described as potentially disruptive. This paper describes new developments in biomimetic adaptive, evolving, learning computational molecular design methods and their potential impacts in chemistry, engineering, and medicine. PMID:28694872

  8. Biomimetic molecular design tools that learn, evolve, and adapt

    Directory of Open Access Journals (Sweden)

    David A Winkler

    2017-06-01

    Full Text Available A dominant hallmark of living systems is their ability to adapt to changes in the environment by learning and evolving. Nature does this so superbly that intensive research efforts are now attempting to mimic biological processes. Initially this biomimicry involved developing synthetic methods to generate complex bioactive natural products. Recent work is attempting to understand how molecular machines operate so their principles can be copied, and learning how to employ biomimetic evolution and learning methods to solve complex problems in science, medicine and engineering. Automation, robotics, artificial intelligence, and evolutionary algorithms are now converging to generate what might broadly be called in silico-based adaptive evolution of materials. These methods are being applied to organic chemistry to systematize reactions, create synthesis robots to carry out unit operations, and to devise closed loop flow self-optimizing chemical synthesis systems. Most scientific innovations and technologies pass through the well-known “S curve”, with slow beginning, an almost exponential growth in capability, and a stable applications period. Adaptive, evolving, machine learning-based molecular design and optimization methods are approaching the period of very rapid growth and their impact is already being described as potentially disruptive. This paper describes new developments in biomimetic adaptive, evolving, learning computational molecular design methods and their potential impacts in chemistry, engineering, and medicine.

  9. Developing a Conceptual Framework for Participatory Design of Psychosocial and Physical Learning Environments

    Science.gov (United States)

    Mäkelä, Tiina; Helfenstein, Sacha

    2016-01-01

    The present study shows how the mixed-methods approach can be used in capturing and organising learning environment (LE) characteristics for the participatory design of psychosocial and physical LEs involving learners. Theoretical constructs were tested and further elaborated on in the analysis of two similar educational design research studies:…

  10. Heutagogy: An alternative practice based learning approach.

    Science.gov (United States)

    Bhoyrub, John; Hurley, John; Neilson, Gavin R; Ramsay, Mike; Smith, Margaret

    2010-11-01

    Education has explored and utilised multiple approaches in attempts to enhance the learning and teaching opportunities available to adult learners. Traditional pedagogy has been both directly and indirectly affected by andragogy and transformational learning, consequently widening our understandings and approaches toward view teaching and learning. Within the context of nurse education, a major challenge has been to effectively apply these educational approaches to the complex, unpredictable and challenging environment of practice based learning. While not offered as a panacea to such challenges, heutagogy is offered in this discussion paper as an emerging and potentially highly congruent educational framework to place around practice based learning. Being an emergent theory its known conceptual underpinnings and possible applications to nurse education need to be explored and theoretically applied. Through placing the adult learner at the foreground of grasping learning opportunities as they unpredictability emerge from a sometimes chaotic environment, heutagogy can be argued as offering the potential to minimise many of the well published difficulties of coordinating practice with faculty teaching and learning. Copyright © 2010 Elsevier Ltd. All rights reserved.

  11. Designing Professional Learning Communities through Understanding the Beliefs of Learning

    Science.gov (United States)

    Ke, Jie; Kang, Rui; Liu, Di

    2016-01-01

    This study was designed to initiate the process of building professional development learning communities for pre-service math teachers through revealing those teachers' conceptions/beliefs of students' learning and their own learning in China. It examines Chinese pre-service math teachers' conceptions of student learning and their related…

  12. Authenticity in the process of learning about Instructional Design

    Directory of Open Access Journals (Sweden)

    Jay R. Wilson

    2010-05-01

    Full Text Available Authentic learning is touted as a powerful learning approach, particularly in the context of problem-based learning (Savery, 2006. Teaching and learning in the area of instructional design appears to offer a strong fit between the tenets of authentic learning and the practice of instructional design. This paper details the efforts to broaden and deepen the understanding of instructional design through a service learning approach to teaching, emphasizing authentic learning and assessment. Students are teamed and assigned to an actual contract with an external client under the supervision of the instructor who acts as project manager for the group. Contracts are negotiated to deliberately offer instructional design services to clients who would not otherwise be able to afford them, such as community-based non-profit groups. The reasons are two fold: first, we want to avoid competing for contracts that would interfere with the business of commercial instructional design groups and contractors; second, we want to impress on our students the idea that instructional design has social importance beyond the profit/loss and cost/effectiveness orientation of many instructional design businesses. In this way, we promote the idea that instructional designers are agents of social change, and their influence crosses interpersonal, professional, institutional and societal dimensions of change (Schwier, Campbell and Kenny, 2007.  Résumé : L’apprentissage authentique est présenté comme une approche efficace en apprentissage, en particulier dans le contexte de l’apprentissage par problèmes (Savery, 2006. Enseigner et apprendre la conception pédagogique semble offrir une correspondance étroite entre les principes de l’apprentissage authentique et la pratique de la conception pédagogique. Cet article présente de manière détaillée les efforts visant à élargir et à approfondir la compréhension qu’ont les étudiants de la conception p

  13. Meta-Design and the Triple Learning Organization in Architectural Design Process

    Science.gov (United States)

    Barelkowski, Robert

    2017-10-01

    The paper delves into the improvement of Meta-Design methodology being the result of implementation of triple learning organization. Grown from the concept of reflective practice, it offers an opportunity to segregate and hierarchize both criteria and knowledge management and at least twofold application. It induces constant feedback loops recharging the basic level of “design” with second level of “learning from design” and third level of “learning from learning”. While learning from design reflects the absorption of knowledge, structuralization of skills, management of information, learning from learning gives deeper understanding and provides axiological perspective which is necessary when combining cultural, social, and abstract conceptual problems. The second level involves multidisciplinary applications imported from many engineering disciplines, technical sciences, but also psychological background, or social environment. The third level confronts these applications with their respective sciences (wide extra-architectural knowledge) and axiological issues. This distinction may be represented in difference between e.g. purposeful, systemic use of participatory design which again generates experience-by-doing versus use of disciplinary knowledge starting from its theoretical framework, then narrowed down to be relevant to particular design task. The paper discusses the application in two cases: awarded competition proposal of Digital Arts Museum in Madrid and BAIRI university building. Both cases summarize the effects of implementation and expose the impact of triple-loop knowledge circles onto design, teaching the architect or helping them to learn how to manage information flows and how to accommodate paradigm shifts in the architectural design process.

  14. Lessons Learned from the Whole Child and Coordinated School Health Approaches

    Science.gov (United States)

    Rasberry, Catherine N.; Slade, Sean; Lohrmann, David K.; Valois, Robert F.

    2015-01-01

    Background: The new Whole School, Whole Community, Whole Child (WSCC) model, designed to depict links between health and learning, is founded on concepts of coordinated school health (CSH) and a whole child approach to education. Methods: The existing literature, including scientific articles and key publications from national agencies and…

  15. Science, technology, engineering, mathematics (STEM) as mathematics learning approach in 21st century

    Science.gov (United States)

    Milaturrahmah, Naila; Mardiyana, Pramudya, Ikrar

    2017-08-01

    This 21st century demands competent human resources in science, technology, engineering design and mathematics so that education is expected to integrate the four disciplines. This paper aims to describe the importance of STEM as mathematics learning approach in Indonesia in the 21st century. This paper uses a descriptive analysis research method, and the method reveals that STEM education growing in developed countries today can be a framework for innovation mathematics in Indonesia in the 21st century. STEM education integrate understanding of science, math skills, and the available technology with the ability to perform engineering design process. Implementation of mathematics learning with STEM approach makes graduates trained in using of mathematics knowledge that they have to create innovative products that are able to solve the problems that exist in society.

  16. Design and Development of a Learning Design Virtual Internship Program

    Science.gov (United States)

    Ruggiero, Dana; Boehm, Jeff

    2016-01-01

    Incorporation of practical experience in learning design and technology education has long been accepted as an important step in the developmental process of future learning designers. The proliferation of adult online education has increased the number of graduate students who are in need of a practical internship placement but have limited…

  17. An active, collaborative approach to learning skills in flow cytometry.

    Science.gov (United States)

    Fuller, Kathryn; Linden, Matthew D; Lee-Pullen, Tracey; Fragall, Clayton; Erber, Wendy N; Röhrig, Kimberley J

    2016-06-01

    Advances in science education research have the potential to improve the way students learn to perform scientific interpretations and understand science concepts. We developed active, collaborative activities to teach skills in manipulating flow cytometry data using FlowJo software. Undergraduate students were given compensated clinical flow cytometry listmode output (FCS) files and asked to design a gating strategy to diagnose patients with different hematological malignancies on the basis of their immunophenotype. A separate cohort of research trainees was given uncompensated data files on which they performed their own compensation, calculated the antibody staining index, designed a sequential gating strategy, and quantified rare immune cell subsets. Student engagement, confidence, and perceptions of flow cytometry were assessed using a survey. Competency against the learning outcomes was assessed by asking students to undertake tasks that required understanding of flow cytometry dot plot data and gating sequences. The active, collaborative approach allowed students to achieve learning outcomes not previously possible with traditional teaching formats, for example, having students design their own gating strategy, without forgoing essential outcomes such as the interpretation of dot plots. In undergraduate students, favorable perceptions of flow cytometry as a field and as a potential career choice were correlated with student confidence but not the ability to perform flow cytometry data analysis. We demonstrate that this new pedagogical approach to teaching flow cytometry is beneficial for student understanding and interpretation of complex concepts. It should be considered as a useful new method for incorporating complex data analysis tasks such as flow cytometry into curricula. Copyright © 2016 The American Physiological Society.

  18. The quest for self-regulation: A design-based approach with vocational teachers

    NARCIS (Netherlands)

    Jossberger, Helen; Brand-Gruwel, Saskia; Boshuizen, Els; Van de Wiel, Margje

    2010-01-01

    Jossberger, H., Brand-Gruwel, S., Boshuizen, H. P. A., & Van de Wiel, M. (2010, August). The quest for self-regulation: A design-based approach with vocational teachers. Poster presentation at the EARLI Learning and Professional Development SIG Conference, Munich, Germany.

  19. Representation of Coordination Mechanisms in IMS Learning Design to Support Group-based Learning

    NARCIS (Netherlands)

    Miao, Yongwu; Burgos, Daniel; Griffiths, David; Koper, Rob

    2007-01-01

    Miao, Y., Burgos, D., Griffiths, D., & Koper, R. (2008). Representation of Coordination Mechanisms in IMS Learning Design to Support Group-based Learning. In L. Lockyer, S. Bennet, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and

  20. Machine learning-enabled discovery and design of membrane-active peptides.

    Science.gov (United States)

    Lee, Ernest Y; Wong, Gerard C L; Ferguson, Andrew L

    2017-07-08

    Antimicrobial peptides are a class of membrane-active peptides that form a critical component of innate host immunity and possess a diversity of sequence and structure. Machine learning approaches have been profitably employed to efficiently screen sequence space and guide experiment towards promising candidates with high putative activity. In this mini-review, we provide an introduction to antimicrobial peptides and summarize recent advances in machine learning-enabled antimicrobial peptide discovery and design with a focus on a recent work Lee et al. Proc. Natl. Acad. Sci. USA 2016;113(48):13588-13593. This study reports the development of a support vector machine classifier to aid in the design of membrane active peptides. We use this model to discover membrane activity as a multiplexed function in diverse peptide families and provide interpretable understanding of the physicochemical properties and mechanisms governing membrane activity. Experimental validation of the classifier reveals it to have learned membrane activity as a unifying signature of antimicrobial peptides with diverse modes of action. Some of the discriminating rules by which it performs classification are in line with existing "human learned" understanding, but it also unveils new previously unknown determinants and multidimensional couplings governing membrane activity. Integrating machine learning with targeted experimentation can guide both antimicrobial peptide discovery and design and new understanding of the properties and mechanisms underpinning their modes of action. Copyright © 2017 Elsevier Ltd. All rights reserved.

  1. Designing for Diverse Learning: Case Study of Place-Based Learning in Design and Technologies Pre-Service Teacher Education

    Science.gov (United States)

    Best, Marnie; MacGregor, Denise; Price, Deborah

    2017-01-01

    Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with…

  2. Design, Participation, and Social Change: What Design in Grassroots Spaces Can Teach Learning Scientists

    Science.gov (United States)

    Zavala, Miguel

    2016-01-01

    While a science of design (and theory of learning) is certainly useful in design-based research, a participatory design research framework presents an opening for learning scientists to rethink design and learning as processes. Grounded in the autoethnographic investigation of a grassroots organization's design of a local campaign, the author…

  3. Flexible learning and the design of instruction

    NARCIS (Netherlands)

    Collis, Betty; Nikolova, Iliana

    1998-01-01

    The paper deals with the problem of designing flexible learning and instruction. Flexibility is considered both from the learner's and the designer's perspective. The potential of telematics in the design, development and implementation of flexible and distance learning is discussed. A Method for

  4. Designing for Learning and Play - The Smiley Model as Framework

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    digital games. The Smiley Model inspired and provided a scaffold or a heuristic for the overall gamified learning design –- as well as for the students’ learning game design processes when creating small games turning the learning situation into an engaging experience. The audience for the experiments......This paper presents a framework for designing engaging learning experiences in games – the Smiley Model. In this Design-Based Research project, student-game-designers were learning inside a gamified learning design - while designing and implementing learning goals from curriculum into the small...... was adult upper secondary general students as well as 7th grade primary school students. The intention with this article is to inspire future learning designers that would like to experiment with integrating learning and play....

  5. Balancing Design Project Supervision and Learning Facilitation

    DEFF Research Database (Denmark)

    Nielsen, Louise Møller

    2012-01-01

    experiences and expertise to guide the students’ decisions in relation to the design project. This paper focuses on project supervision in the context of design education – and more specifically on how this supervision is unfolded in a Problem Based Learning culture. The paper explores the supervisor......’s balance between the roles: 1) Design Project Supervisor – and 2) Learning Facilitator – with the aim to understand when to apply the different roles, and what to be aware of when doing so. This paper represents the first pilot-study of a larger research effort. It is based on a Lego Serious Play workshop......In design there is a long tradition for apprenticeship, as well as tradition for learning through design projects. Today many design educations are positioned within the University context, and have to be aligned with the learning culture and structure, which they represent. This raises a specific...

  6. Designing for Learning in Coupled Contexts

    DEFF Research Database (Denmark)

    Gleerup, Janne; Heilesen, Simon; Helms, Niels Henrik

    2014-01-01

    -service training, relate to one another. This chapter is an account of an experiment in designing for net-based vocational learning with the aim of providing a coupling between widely different learning contexts. The actual design process used is based on a recently developed method for user-driven innovation...

  7. Educating Through Exploration: Emerging Evidence for Improved Learning Outcomes Using a New Theory of Digital Learning Design

    Science.gov (United States)

    Anbar, Ariel; Center for Education Through eXploration

    2018-01-01

    Advances in scientific visualization and public access to data have transformed science outreach and communication, but have yet to realize their potential impacts in the realm of education. Computer-based learning is a clear bridge between visualization and education that benefits students through adaptative personalization and enhanced access. Building this bridge requires close partnerships among scientists, technologists, and educators.The Infiniscope project fosters such partnerships to produce exploration-driven online learning experiences that teach basic science concepts using a combination of authentic space science narratives, data, and images, and a personalized guided inquiry approach. Infiniscope includes a web portal to host these digital learning experiences, as well as a teaching network of educators using and modifying these experiences. Infiniscope experiences are built around a new theory of digital learning design that we call “education through exploration” (ETX) developed during the creation of successful online, interactive science courses offered at ASU and other institutions. ETX builds on the research-based practices of active learning and guided inquiry to provide a set of design principles that aim to develop higher order thinking skills in addition to understanding of content. It is employed in these experiences by asking students to solve problems and actively discover relationships, supported by an intelligent tutoring system which provides immediate, personalized feedback and scaffolds scientific thinking and methods. The project is led by ASU’s School of Earth and Space Exploration working with learning designers in the Center for Education Through eXploration, with support from NASA’s Science Mission Directorate as part of the NASA Exploration Connection program.We will present an overview of ETX design, the Infinscope project, and emerging evidence of effectiveness.

  8. The EDIE method – towards an approach to collaboration-based persuasive design

    DEFF Research Database (Denmark)

    Hansen, Sandra Burri Gram

    2016-01-01

    This paper presents the initial steps towards a collaboration-based method for persuasive design – the EDIE method (Explore, Design, Implement, Evaluate). The method is inspired by Design-Based Research, but developed to combine different design approaches that have dominated the persuasive...... technology field over the past decade. The rhetorical notion of Kairos is considered a key element in the EDIE method, resulting in a distinct focus on participatory design and constructive ethics. The method is explained through a practical example of developing persuasive learning designs in collaboration...

  9. PHENOMENOLOGICAL APPROACHES TO STUDY LEARNING IN THE TERTIARY LEVEL CHEMISTRY LABORATORY

    Directory of Open Access Journals (Sweden)

    Santiago Sandi-Urena

    Full Text Available Despite the widespread notion amongst chemistry educators that the laboratory is essential to learn chemistry, it is often a neglected area of teaching and, arguably, of educational research. Research has typically focused on secondary education, single institutions, and isolated interventions that are mostly assessed quantitatively. It has also honed in on compartmentalised features instead of searching understanding of broader aspects of learning through experimentation. This paper contends there is a gap in subject specific, tertiary level research that is comprehensive and learning-centred instead of fragmented and instruction-based. A shift in focus requires consideration of methodological approaches that can effectively tackle the challenges of researching complex learning environments. This paper reckons qualitative approaches, specifically phenomenology, are better suited for this purpose. To illustrate this potential, it summarises an exemplar phenomenological study that investigated students’ experience of change in instructional style from an expository (traditional laboratory program to one that was cooperative and project-based (reformed. The study suggests the experience was characterised by a transition from a learning environment that promoted mindless behaviour to one in which students were mindfully engaged in their learning. Thus, this work puts forth the use of Mindfulness Theory to investigate and support design of laboratory experiences.

  10. Linking Individual Learning Styles to Approach-Avoidance Motivational Traits and Computational Aspects of Reinforcement Learning.

    Directory of Open Access Journals (Sweden)

    Kristoffer Carl Aberg

    Full Text Available Learning how to gain rewards (approach learning and avoid punishments (avoidance learning is fundamental for everyday life. While individual differences in approach and avoidance learning styles have been related to genetics and aging, the contribution of personality factors, such as traits, remains undetermined. Moreover, little is known about the computational mechanisms mediating differences in learning styles. Here, we used a probabilistic selection task with positive and negative feedbacks, in combination with computational modelling, to show that individuals displaying better approach (vs. avoidance learning scored higher on measures of approach (vs. avoidance trait motivation, but, paradoxically, also displayed reduced learning speed following positive (vs. negative outcomes. These data suggest that learning different types of information depend on associated reward values and internal motivational drives, possibly determined by personality traits.

  11. Linking Individual Learning Styles to Approach-Avoidance Motivational Traits and Computational Aspects of Reinforcement Learning

    Science.gov (United States)

    Carl Aberg, Kristoffer; Doell, Kimberly C.; Schwartz, Sophie

    2016-01-01

    Learning how to gain rewards (approach learning) and avoid punishments (avoidance learning) is fundamental for everyday life. While individual differences in approach and avoidance learning styles have been related to genetics and aging, the contribution of personality factors, such as traits, remains undetermined. Moreover, little is known about the computational mechanisms mediating differences in learning styles. Here, we used a probabilistic selection task with positive and negative feedbacks, in combination with computational modelling, to show that individuals displaying better approach (vs. avoidance) learning scored higher on measures of approach (vs. avoidance) trait motivation, but, paradoxically, also displayed reduced learning speed following positive (vs. negative) outcomes. These data suggest that learning different types of information depend on associated reward values and internal motivational drives, possibly determined by personality traits. PMID:27851807

  12. Teachers as Designers of Technology Enhanced Learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan; Sagy, Ornit

    2015-01-01

    While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be

  13. Teachers as Designers of Technology Enhanced Learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan; Sagy, Ornit

    2016-01-01

    While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be

  14. Blended Learning Model on Hands-On Approach for In-Service Secondary School Teachers: Combination of E-Learning and Face-to-Face Discussion

    Science.gov (United States)

    Ho, Vinh-Thang; Nakamori, Yoshiteru; Ho, Tu-Bao; Lim, Cher Ping

    2016-01-01

    The purpose of this study was to examine the effectiveness of a blended learning model on hands-on approach for in-service secondary school teachers using a quasi-experimental design. A 24-h teacher-training course using the blended learning model was administered to 117 teachers, while face-to-face instruction was given to 60 teachers. The…

  15. Developing Digital Courseware for a Virtual Nano-Biotechnology Laboratory: A Design-Based Research Approach

    Science.gov (United States)

    Yueh, Hsiu-Ping; Chen, Tzy-Ling; Lin, Weijane; Sheen, Horn-Jiunn

    2014-01-01

    This paper first reviews applications of multimedia in engineering education, especially in laboratory learning. It then illustrates a model and accreditation criteria adopted for developing a specific set of nanotechnology laboratory courseware and reports the design-based research approach used in designing and developing the e-learning…

  16. Context-Adaptive Learning Designs by Using Semantic Web Services

    Science.gov (United States)

    Dietze, Stefan; Gugliotta, Alessio; Domingue, John

    2007-01-01

    IMS Learning Design (IMS-LD) is a promising technology aimed at supporting learning processes. IMS-LD packages contain the learning process metadata as well as the learning resources. However, the allocation of resources--whether data or services--within the learning design is done manually at design-time on the basis of the subjective appraisals…

  17. Design and Assessment of a General Science STEM Course with a Blended Learning Approach

    Science.gov (United States)

    Courtier, A. M.; Liu, J. C.; St John, K. K.

    2015-12-01

    Blended learning, a combination of classroom- and computer-mediated teaching and learning, is becoming prominent in higher education, and structured assessment is necessary to determine pedagogical costs and benefits. Assessment of a blended general education science class at James Madison University used a mixed-method causal-comparative design: in Spring 2014, two classes with identical content and similar groups of non-science majors were taught by the same instructor in either blended or full face-to-face formats. The learning experience of 160 students in the two classes was compared based on course and exam grades, classroom observation, and student survey results. Student acquisition of content in both classes was measured with pre-post tests using published concept inventories, and surveys, quizzes, and grade reports in the Blackboard learning management system were additionally used for data collection. Exams were identical between the two sections, and exam questions were validated in advance by a faculty member who teaches other sections of the same course. A course experience questionnaire was administered to measure students' personal experiences in both classes, addressing dimensions of good teaching, clear goals and standards, generic skills, appropriate assessment and workload, and emphasis on independence. Using a STEM classroom observation checklist, two researchers conducted in-class observations for four 75-minute face-to-face meetings with similar content focus in both classes, which allowed assessment of student engagement and participation. We will present details of the course design and research plan, as well as assessment results from both quantitative and qualitative analysis. The preliminary findings include slightly higher average grade distribution and more ready responses to in-class activities in the blended class.

  18. Development of pedagogical design in technology-rich environments for language teaching and learning

    OpenAIRE

    Jalkanen, Juha

    2015-01-01

    This study explores the development of pedagogical design for language teaching and learning in increasingly technology-rich environments. More specifically, it focuses on the process of design, enactment and analysis of language and literacy pedagogies in technology-rich environments. Two substudies are reported in five articles, each of which approaches pedagogical design from a different perspective. The first substudy examined (a) what pedagogical choices language studen...

  19. Designing informal learning spaces using student perspectives

    OpenAIRE

    Matthew David Riddle; Kay Souter

    2012-01-01

    This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectiv...

  20. Blended Learning Approach of the Flipped Model for Partograph Short Course

    Directory of Open Access Journals (Sweden)

    Linawati Linawati

    2016-08-01

    Full Text Available Crucial demand of professional and well-trained midwives, midwifery lecturers, general practitioner, and OBGYN in Indonesia could be fulfilled by providing effective learning process to them. Udayana University through its Distance Learning Centre has offered Partograph short course in order to respond the demand. The short course has implemented blended learning approach of the flipped classroom with international collaboration. The course was joint by participants from 11 countries through video conference.  The course was well designed, conducted follow Global Development Learning Network standard, and then it was evaluated.  The course yielded high impact to the participants which could be seen from the participants’ feedback. They testified that the course was marvelous, effective and informative. Finally the evaluation results showed that all components of the learning process have significant result to the overall learning quality which was shown by their correlation coefficients.

  1. Vocational High School Students’ Creativity in Food Additives with Problem Based Learning Approach

    Science.gov (United States)

    Ratnasari, D.; Supriyanti, T.; Rosbiono, M.

    2017-09-01

    The aim of this study is to verify the creativity of vocational students through Problem Based Learning approach in the food additives. The method which used quasi-experiment with one group posttest design. The research subjects were 32 students in grade XII of a vocational high school students courses chemical analysis in Bandung city. Instrument of creativity were essay, Student Worksheet, and observation sheets. Creativity measured include creative thinking skills and creative act skills. The results showed creative thinking skills and creative act skills are good. Research showed that the problem based learning approach can be applied to develop creativity of vocational students in the food additives well, because the students are given the opportunity to determine their own experiment procedure that will be used. It is recommended to often implement Problem Based Learning approach in other chemical concepts so that students’ creativity is sustainable.

  2. A Framework for the Flexible Content Packaging of Learning Objects and Learning Designs

    Science.gov (United States)

    Lukasiak, Jason; Agostinho, Shirley; Burnett, Ian; Drury, Gerrard; Goodes, Jason; Bennett, Sue; Lockyer, Lori; Harper, Barry

    2004-01-01

    This paper presents a platform-independent method for packaging learning objects and learning designs. The method, entitled a Smart Learning Design Framework, is based on the MPEG-21 standard, and uses IEEE Learning Object Metadata (LOM) to provide bibliographic, technical, and pedagogical descriptors for the retrieval and description of learning…

  3. Case-based learning in VTLE: An effective strategy for improving learning design

    OpenAIRE

    Guàrdia Ortiz, Lourdes; Sangrà, Albert; Maina, Marcelo Fabián

    2014-01-01

    This article presents preliminary research from an instructional design perspective on the design of the case method as an integral part of pedagogy and technology. Key features and benefits using this teaching and learning strategy in a Virtual Teaching and Learning Environment (VTLE) are identified, taking into account the requirements of the European Higher Education Area (EHEA) for a competence-based curricula design. The implications of these findings for a learning object appro...

  4. Investigative Primary Science: A Problem-Based Learning Approach

    Science.gov (United States)

    Etherington, Matthew B.

    2011-01-01

    This study reports on the success of using a problem-based learning approach (PBL) as a pedagogical mode of learning open inquiry science within a traditional four-year undergraduate elementary teacher education program. In 2010, a problem-based learning approach to teaching primary science replaced the traditional content driven syllabus. During…

  5. ACCOUNTING STUDENT’S LEARNING APPROACHES AND IMPACT ON ACADEMIC PERFORMANCE

    Directory of Open Access Journals (Sweden)

    Suhaiza Ismail

    2009-12-01

    Full Text Available The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student’s academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST was used to assess the approaches to learning adopted by students whilst the students final examination result was considered in examining the performance of the students. The results indicate that majority of the accounting students, both male andfemale groups prefer to use the deep approach in studying Business Finance. The findings also reveal that there were significant relationships between learning approaches and academic performance with positive direction appears for deep and strategic approaches whilst negative relationship reveals for surface approach.

  6. ACCOUNTING STUDENT’S LEARNING APPROACHES AND IMPACT ON ACADEMIC PERFORMANCE

    OpenAIRE

    Suhaiza Ismail

    2009-01-01

    The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student’s academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST) was used...

  7. Inclusive E-Learning - Towards an Integrated System Design.

    Science.gov (United States)

    Patzer, Yasmin; Pinkwart, Niels

    2017-01-01

    At first sight there seem to be issues combining technical accessibility guidelines and educational needs when designing inclusive E-Learning. Furthermore Universal Design for Learning seems to contradict individualization. In this paper we address both issues with an inclusive E-Learning design for the LAYA system, which targets disabled and non-disabled learners.

  8. A strategic approach to developing e-learning capability for healthcare.

    Science.gov (United States)

    Clarke, Angie; Lewis, Dina; Cole, Ian; Ringrose, Liz

    2005-12-01

    This article examines a strategic approach to developing e-learning capability to enhance learning opportunities for the workforce of a healthcare organization. Emphasis is given to the procurement of a bespoke Managed Learning Environment (MLE). Strategic organizational issues impacting on future e-learning developments are considered. The 2-year implementation plan was evaluated through a two phase external research project. The first phase focused on the effectiveness of a training programme designed to build capacity for e-learning within the Northern area and also included a virtual learning environment usability study which informed the MLE specification. The second phase evaluation is ongoing during 2005 and interim findings are presented. The MLE has been piloted and on-line learning packages have been acquired. There has been a phased take-up of e-learning opportunities and e-tutor training. Some virtual Communities of Practice have been established. Key organizational issues have been identified and ongoing findings are informing strategic planning. The healthcare MLE is offering enhanced learning opportunities and assisting area healthcare providers in training their dispersed workforces. Blended learning strategies are most successful. The need for protected time for e-learning is a key issue, financial savings are available. Progress has been slowed by identified organizational constraints-the MLE's benefits are widely recognized.

  9. Helping Education Students Understand Learning through Designing

    Science.gov (United States)

    Ronen-Fuhrmann, Tamar; Kali, Yael; Hoadley, Christopher

    2008-01-01

    This article describes a course in which graduate students in education learn practical and theoretical aspects of educational design by creating technologies for learning. The course was built around three themes: "Analyzing technologies," in which students study state-of- the-art technologies and interview their designers; "design studio," in…

  10. The Effects of Learning Activities Corresponding with Students’ Learning Styles on Academic Success and Attitude within the Scope of Constructivist Learning Approach: The Case of the Concepts of Function and Derivative

    Directory of Open Access Journals (Sweden)

    Kemal Özgen

    2014-04-01

    Full Text Available The aim of this study was to identify the effects of learning activities according to students’ learning styles on students’ academic success and attitude towards mathematics within a scope of constructivist learning approach. The study had a semi-experimental research design based on the pre test-post test model with a control group. The participants of the study were students studying at a state high school in the 2010-2011 academic year. As part of the study, activities which were suitable to the students’ learning styles were developed within the scope of constructivist learning approach in line with McCarthy’s 4MAT system with 8 steps of learning and used for the learning of the concepts of function and derivative. Data were collected using data collection tools such as a personal information form, non-routine problems, and a mathematics attitude scale. Descriptive and non-parametric statistics were used for the analysis of quantitative data. Data analysis indicated that, the learning process in which activities appropriate for students’ learning styles were used to contribute to an increase in the students’ academic success and problem solving skills. Yet, there was no statistically significant difference in students’ attitudes towards mathematics.Key Words:    Constructivist learning approach, learning style, learning activity, success, attitude

  11. Using Instructional Design, Analyze, Design, Develop, Implement, and Evaluate, to Develop e-Learning Modules to Disseminate Supported Employment for Community Behavioral Health Treatment Programs in New York State.

    Science.gov (United States)

    Patel, Sapana R; Margolies, Paul J; Covell, Nancy H; Lipscomb, Cristine; Dixon, Lisa B

    2018-01-01

    Implementation science lacks a systematic approach to the development of learning strategies for online training in evidence-based practices (EBPs) that takes the context of real-world practice into account. The field of instructional design offers ecologically valid and systematic processes to develop learning strategies for workforce development and performance support. This report describes the application of an instructional design framework-Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model-in the development and evaluation of e-learning modules as one strategy among a multifaceted approach to the implementation of individual placement and support (IPS), a model of supported employment for community behavioral health treatment programs, in New York State. We applied quantitative and qualitative methods to develop and evaluate three IPS e-learning modules. Throughout the ADDIE process, we conducted formative and summative evaluations and identified determinants of implementation using the Consolidated Framework for Implementation Research (CFIR). Formative evaluations consisted of qualitative feedback received from recipients and providers during early pilot work. The summative evaluation consisted of levels 1 and 2 (reaction to the training, self-reported knowledge, and practice change) quantitative and qualitative data and was guided by the Kirkpatrick model for training evaluation. Formative evaluation with key stakeholders identified a range of learning needs that informed the development of a pilot training program in IPS. Feedback on this pilot training program informed the design document of three e-learning modules on IPS: Introduction to IPS, IPS Job development, and Using the IPS Employment Resource Book . Each module was developed iteratively and provided an assessment of learning needs that informed successive modules. All modules were disseminated and evaluated through a learning management system. Summative evaluation revealed that

  12. A Methodological Approach to Support Collaborative Media Creation in an E-Learning Higher Education Context

    Science.gov (United States)

    Ornellas, Adriana; Muñoz Carril, Pablo César

    2014-01-01

    This article outlines a methodological approach to the creation, production and dissemination of online collaborative audio-visual projects, using new social learning technologies and open-source video tools, which can be applied to any e-learning environment in higher education. The methodology was developed and used to design a course in the…

  13. Designing Green Stormwater Infrastructure for Hydrologic and Human Benefits: An Image Based Machine Learning Approach

    Science.gov (United States)

    Rai, A.; Minsker, B. S.

    2014-12-01

    Urbanization over the last century has degraded our natural water resources by increasing storm-water runoff, reducing nutrient retention, and creating poor ecosystem health downstream. The loss of tree canopy and expansion of impervious area and storm sewer systems have significantly decreased infiltration and evapotranspiration, increased stream-flow velocities, and increased flood risk. These problems have brought increasing attention to catchment-wide implementation of green infrastructure (e.g., decentralized green storm water management practices such as bioswales, rain gardens, permeable pavements, tree box filters, cisterns, urban wetlands, urban forests, stream buffers, and green roofs) to replace or supplement conventional storm water management practices and create more sustainable urban water systems. Current green infrastructure (GI) practice aims at mitigating the negative effects of urbanization by restoring pre-development hydrology and ultimately addressing water quality issues at an urban catchment scale. The benefits of green infrastructure extend well beyond local storm water management, as urban green spaces are also major contributors to human health. Considerable research in the psychological sciences have shown significant human health benefits from appropriately designed green spaces, yet impacts on human wellbeing have not yet been formally considered in GI design frameworks. This research is developing a novel computational green infrastructure (GI) design framework that integrates hydrologic requirements with criteria for human wellbeing. A supervised machine learning model is created to identify specific patterns in urban green spaces that promote human wellbeing; the model is linked to RHESSYS model to evaluate GI designs in terms of both hydrologic and human health benefits. An application of the models to Dead Run Watershed in Baltimore showed that image mining methods were able to capture key elements of human preferences that could

  14. Teachers as Designers of Technology Enhanced Learning

    Science.gov (United States)

    Kali, Yael; McKenney, Susan; Sagy, Ornit

    2015-01-01

    While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be supported; and how teacher involvement in design…

  15. Promoting learning transfer in post registration education: a collaborative approach.

    Science.gov (United States)

    Finn, Frances L; Fensom, Sue A; Chesser-Smyth, Patricia

    2010-01-01

    Pre-registration nurse education in Ireland became a four year undergraduate honors degree programme in 2002 (Government of Ireland, 2000. The Nursing Education Forum Report. Dublin, Dublin Stationary Office.). Consequently, the Irish Government invested significant resources in post registration nursing education in order to align certificate and diploma trained nurses with the qualification levels of new graduates. However, a general concern amongst academic and clinical staff in the South East of Ireland was that there was limited impact of this initiative on practice. These concerns were addressed through a collaborative approach to the development and implementation of a new part-time post registration degree that incorporated an enquiry and practice based learning philosophy. The principles of learning transfer (Ford, K., 1994. Defining transfer of learning the meaning is in the answers. Adult Learning 5 (4), p. 2214.) underpinned the curriculum development and implementation process with the goal of reducing the theory practice gap. This paper reports on all four stages of the curriculum development process: exploration, design, implementation and evaluation (Quinn, F.M., 2002. Principles and Practices of Nurse Education, fourth ed. Nelson Thornes, Cheltenham), and the subsequent impact of learning transfer on practice development. Eclectic approaches of quantitative and qualitative data collection techniques were utilised in the evaluation. The evaluation of this project to date supports our view that this practice based enquiry curriculum promotes the transfer of learning in the application of knowledge to practice, impacting both student and service development.

  16. Climate Change Professional Development Approaches: Design Considerations, Teacher Enactment, and Student Learning

    Science.gov (United States)

    Drewes, A.; Henderson, J.; Mouza, C.

    2017-12-01

    Climate change is one of the most pressing challenges facing society, and climate change educational models are emerging in response. This study investigates the implementation and enactment of a climate change professional development model for science educators and its impact on student learning. Using an intrinsic case study methodology, we focused analytic attention on how one teacher made specific curricular, pedagogical, and content decisions, and the implications of those decisions for student's conceptual learning.The research presented here reports on the instructional design, pedagogical enactment, and subsequent effects on student learning of a climate change professional development (PD) model in the United States. Using anthropological theories of conceptual travel, we traced salient ideas from the PD through instructional delivery and into the evidence of student reasoning. We sought to address the following research questions: 1) How did a middle school teacher integrate climate change concepts into her science curriculum following PD participation? and 2) How did climate change instruction influence student understanding of key climate change constructs?From observation of the classroom instruction, we determined that the teacher effectively integrated new climate change information into her pre-existing schema. Additionally, through retrospective analysis of the PD, we found the design of the PD foregrounded the causes, mechanisms and likely effects of anthropogenic climate change at the expense of mitigation and adaptation strategies, and this differentially shaped how climate change was taught in the teacher's classroom. Analysis of student reasoning evidence showed that students gained an increased understanding of the enhanced greenhouse effect and the implications of human activity on this enhanced effect at statistically significant levels and with moderate effect sizes. However, students demonstrated a limited, though non-significant gain on

  17. System 80+{trademark} standard design incorporates radiation protection lessons learned

    Energy Technology Data Exchange (ETDEWEB)

    Crom, T.D.; Naugle, C.L. [Duke Engineering & Services, Inc., Charlotte, NC (United States); Turk, R.S. [ABB Combustion Engineering Nuclear Power, Windsor, CT (United States)

    1995-03-01

    Many lessons have been learned from the current generation of nuclear plants in the area of radiation protection. The following paper will outline how the lessons learned have been incorporated into the design and operational philosophy of the System 80+{trademark} Standard Design currently under development by ABB Combustion Engineering (ABB-CE) with support from Duke Engineering and Services, Inc. and Stone and Webster Engineering Corporation in the Balance-of-Plant design. The System 80+{trademark} Standard Design is a complete nuclear power plant for national and international markets, designed in direct response to utility needs for the 1990`s, and scheduled for Nuclear Regulatory Commission (NRC) Design Certification under the new standardization rule (10 CFR Part 52). System 80+{trademark} is a natural extension of System 80{sup R} technology, an evolutionary change based on proven Nuclear Steam Supply System (NSSS) in operation at Palo Verde in Arizona and under construction at Yonggwang in the Republic of Korea. The System 80+{trademark} Containment and much of the Balance of Plant design is based upon Duke Power Company`s Cherokee Plant, which was partially constructed in the late 1970`s, but, was later canceled (due to rapid declined in electrical load growth). The System 80+{trademark} Standard Design meets the requirements given in the Electric Power Research Institute (EPRI) Advanced Light Water Reactor (ALWR) Requirements Document. One of these requirements is to limit the occupational exposure to 100 person-rem/yr. This paper illustrates how this goal can be achieved through the incorporation of lessons learned, innovative design, and the implementation of a common sense approach to operation and maintenances practices.

  18. The Impact of Problem-Based Learning Approach to Senior High School Students’ Mathematics Critical Thinking Ability

    Directory of Open Access Journals (Sweden)

    Reviandari Widyatiningtyas

    2015-07-01

    Full Text Available The study was report the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students’ prior mathematical ability to student’s mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from excellent and moderate school level. The research instruments a set of mathematical critical thinking ability test, and the data were analyzed by using two ways ANOVA and t-test. The research found that the problem based learning approach has significant impact to the ability of students’ mathematics critical thinking in terms of school level and students’ prior mathematical abilities. Furthermore. This research also found that there is no interaction between learning approach and school level, and learning approach and students’ prior mathematics ability to students’ mathematics critical thinking ability.

  19. Economic Gardening through Entrepreneurship Education: A Service-Learning Approach

    Science.gov (United States)

    Desplaces, David E.; Wergeles, Fred; McGuigan, Patrick

    2009-01-01

    This article outlines the implementation of a service-learning approach in an entrepreneurship programme using an "economic gardening" strategy. Economic Gardening through Service-Learning (EGS-L) is an approach to economic development that helps local businesses and students grow through a facilitated learning process. Learning is made possible…

  20. Designing learning environments to promote student learning: ergonomics in all but name.

    Science.gov (United States)

    Smith, Thomas J

    2013-01-01

    This report introduces evidence for the conclusion that a common theme underlies almost all proposed solutions for improving the performance of K-12 students, namely their reliance on the design of educational system environments, features and operations. Two categories of design factors impacting such performance are addressed: (1) 9 factors reliably shown to have a strong influence - namely environmental design of classroom and building facilities, longer exposure to learning, cooperative learning designs, early childhood education, teaching quality, nutritional adequacy, participation in physical activity, good physical fitness, and school-community integration; and (2) 11 factors with an equivocal, varied or weak influence - classroom technology, online learning environments, smaller class size, school choice, school funding, school size, school start times, teacher training level, amount of homework, student self-confidence and informal learning. It is concluded that: (1) student learning outcomes, and more broadly the edifice of education itself, are largely defined in terms of an extensive system of design factors and conditions; (2) the time is long overdue for the educational system to acknowledge the central role of E/HF design as the major influence on student performance and learning; and (3) K-12 educators and administrators should emphasize allocation of resources to design factors reliably shown to have a strongly positive impact on student performance, but should treat expenditure on factors with equivocal, varied or weak influence on such performance with more caution and/or skepticism.

  1. Learning Approaches - Final Report Sub-Project 4

    DEFF Research Database (Denmark)

    Dirckinck-Holmfeld, Lone; Rodríguez Illera, José Luis; Escofet, Anna

    2007-01-01

    The overall aim of Subproject 4 is to apply learning approaches that are appropriate and applicable using ICT. The task is made up of two components 4.1 dealing with learning approaches (see deliverable 4.1), and component 4.2 application of ICT (see deliverable 4.2, deliverable 4.3 & deliverable...

  2. Everyday life; Lived Experiences and Designed Learning

    DEFF Research Database (Denmark)

    Vestbo, Michelle; Helms, Niels Henrik; Dræbel, Tania Aase

    of participating in study life. Inspired by sociological phenomenological approach, the study uses participant observations, interviews and a workshop to explore the life-worlds of daily living of students who train to become professionals of social education or nutrition and health education. The study......Everyday life; Lived Experiences and Designed Learning: Students knowledge cultures and epistemic trajectories in a range of professional bachelor educations Helms, N.H., Vestbo, M., Steenfeldt, V.O., Dræbel, T.A., Hansen, T.A.E., Storm, H., and Schmidt, L.S.K. (University College Zealand......) In this panel the use of different methodological approaches to answer questions about students’ knowledge cultures and epistemic trajectories is discussed. The context is qualitative empirical educational studies in a range of professional bachelor educations; Nursing, Social Education and Nutrition and Health...

  3. Design Fixation and Cooperative Learning in Elementary Engineering Design Project: A Case Study

    Directory of Open Access Journals (Sweden)

    Yi Luo

    2015-09-01

    Full Text Available This paper presents a case study examining 3rd, 4th and 5th graders’ design fixation and cooperative learning in an engineering design project. A mixed methods instrument, the Cooperative Learning Observation Protocol (CLOP, was adapted to record frequency and class observation on cooperative learning engagement through detailed field notes. Students’ design journals and reflections were also analyzed for an inductive qualitative analysis. The findings indicate three major themes of design fixation: 1 fixation on common features of things; 2 fixation on popular teenage culture; 3 fixation on the first design idea. In the cooperative learning process of elementary engineering design project, although pupils had demonstrated some abilities to solve concrete problems in a logical fashion, the participants encountered a number of obstacles in the group. Dominance, social loafing, and other problems occurring in the group process might have offset certain benefits of cooperative learning. Implications of the findings are also discussed.

  4. Design fixation and cooperative learning in elementary engineering design project: A case study

    Directory of Open Access Journals (Sweden)

    Yi Luo

    2015-09-01

    Full Text Available This paper presents a case study examining 3rd, 4th and 5th graders’ design fixation and cooperative learning in an engineering design project. A mixed methods instrument, the Cooperative Learning Observation Protocol (CLOP, was adapted to record frequency and class observation on cooperative learning engagement through detailed field notes. Students’ design journals and reflections were also analyzed for an inductive qualitative analysis. The findings indicate three major themes of design fixation: 1 fixation on common features of things; 2 fixation on popular teenage culture; 3 fixation on the first design idea. In the cooperative learning process of elementary engineering design project, although pupils had demonstrated some abilities to solve concrete problems in a logical fashion, the participants encountered a number of obstacles in the group. Dominance, social loafing, and other problems occurring in the group process might have offset certain benefits of cooperative learning. Implications of the findings are also discussed.

  5. Designing Math Trails for Enhanced by Mobile Learning Realistic Mathematics Education in Primary Education

    Directory of Open Access Journals (Sweden)

    Georgios Fesakis

    2018-05-01

    Full Text Available Seeking a systematic combination of the pedagogical model of m-learning with the Realistic Mathematics Education (RME approach, this study concerns the use of math trail as a learning activity model that can take the advantages of mobile computing devices for the design of effective learning experiences in an authentic context. The paper presents the design and the case study of the first pilot implementation of a math trail, using mobile devices for primary school students. In this math trail, the students are guided, through a digital map, to a sequence of preselected sites of a park where they solve specially designed math problems using data from the environmental context. The students measure real objects’ dimensions either with conventional instruments or by measurement applications of their tablet. According to the findings of the study, students solved the puzzles by applying mathematical knowledge, discussion and collaboration. The students applied and reinforced their knowledge through an effective and engaging learning activity. Moreover, the students were puzzled about the differences of the measurements by conventional and digital instruments and this confusion triggered social negotiation. Further research is needed for a grounded theory development about m-learning design for RME.

  6. E-Learning Approach in Teacher Training

    Science.gov (United States)

    Yucel, Seda A.

    2006-01-01

    There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational…

  7. Designed for Learning: A Case Study in Rethinking Teaching and Learning for a Large First Year Class

    Science.gov (United States)

    Goldacre, Lisa; Bolt, Susan; Lambiris, Michael

    2013-01-01

    This paper presents a case study in which the principles of scholarship were applied to designing an approach to learning suitable for large classes. While this case study describes an Australian first year Business Law unit, the findings presented in this paper would be relevant to a wide range of teachers faced with large enrollments in first…

  8. The Flipped MOOC: Using Gamification and Learning Analytics in MOOC Design—A Conceptual Approach

    Directory of Open Access Journals (Sweden)

    Roland Klemke

    2018-02-01

    Full Text Available Recently, research has highlighted the potential of Massive Open Online Courses (MOOCs for education, as well as their drawbacks, which are well known. Several studies state that the main limitations of the MOOCs are low completion and high dropout rates of participants. However, MOOCs suffer also from the lack of participant engagement, personalization, and despite the fact that several formats and types of MOOCs are reported in the literature, the majority of them contain a considerable amount of content that is mainly presented in a video format. This is in contrast to the results reported in other educational settings, where engagement and active participation are identified as success factors. We present the results of a study that involved educational experts and learning scientists giving new and interesting insights towards the conceptualization of a new design approach, the flipped MOOC, applying the flipped classroom approach to the MOOCs’ design and making use of gamification and learning analytics. We found important indications, applicable to the concept of a flipped MOOC, which entails turning MOOCs from mainly content-oriented delivery machines into personalized, interactive, and engaging learning environments. Our findings support the idea that MOOCs can be enriched by the orchestration of a flipped classroom approach in combination with the support of gamification and learning analytics.

  9. Designing for Learning in Coupled Contexts

    DEFF Research Database (Denmark)

    Heilesen, Simon; Mogensen, Kevin; Gleerup, Janne

    2012-01-01

    Vocational training curricula are often designed as a progression of alternating periods of attending school and working as an apprentice in a company. In the case discussed in this paper, involving the training of electrician apprentices at a Danish vocational school, many of the apprentices...... (pupils) have difficulties understanding how the two modes of learning, i.e. formal learning by means of instruction and informal learning through apprenticeship, relate to one another and add up to a meaningful whole. This paper is an account of an experiment in designing for net-based vocational...

  10. Statistical and machine learning approaches for network analysis

    CERN Document Server

    Dehmer, Matthias

    2012-01-01

    Explore the multidisciplinary nature of complex networks through machine learning techniques Statistical and Machine Learning Approaches for Network Analysis provides an accessible framework for structurally analyzing graphs by bringing together known and novel approaches on graph classes and graph measures for classification. By providing different approaches based on experimental data, the book uniquely sets itself apart from the current literature by exploring the application of machine learning techniques to various types of complex networks. Comprised of chapters written by internation

  11. A New Approach to Personalization: Integrating E-Learning and M-Learning

    Science.gov (United States)

    Nedungadi, Prema; Raman, Raghu

    2012-01-01

    Most personalized learning systems are designed for either personal computers (e-learning) or mobile devices (m-learning). Our research has resulted in a cloud-based adaptive learning system that incorporates mobile devices into a classroom setting. This system is fully integrated into the formative assessment process and, most importantly,…

  12. DESIGNING MOTIVATIONAL LEARNING SYSTEMS IN DISTANCE EDUCATION

    Directory of Open Access Journals (Sweden)

    Jale BALABAN-SALI

    2008-07-01

    Full Text Available ABSTRACT The designing of instruction, when considered as a process, is the determination of instructional requirements of the learner and development of functional learning systems in order to meet these requirements. In fact, as a consequence of studies on the development of effective learning systems some instructional design theories have emerged. Among these theories the motivational design theory points out that instructional processes are required to be configured with the strategies which increases the attention, relevance, confidence and satisfaction of the students for an instructional design which ensures the continuity of learning motivation. The studies indicate that the systems which are developed on the basis of mentioned strategies raise the attention of the student during instruction, develop a relevance to the students’ requirements, create a positive expectation for success and help having a satisfaction by reinforcing success. In this article, the empirical studies related with this subject and the suggestions for presenting more effective motivational instructional designs in distance learning are summarized.

  13. Designing Learning Opportunities in Interaction Design: Interactionaries as a means to study and teach student design processes

    Directory of Open Access Journals (Sweden)

    Robert Ramberg

    2013-12-01

    Full Text Available Learning by practice, apprenticeship and paradigmatic examples have been prime paths for learning within interaction design. These have been criticized for being time-consuming and costly, of not being implementable in academic contexts. In this article we suggest and evaluate a pedagogical model to address these problems in design teaching and learning. Results from a time-constrained collaborative design exercise, a so-called “interactionary”, are presented. Student design work is analyzed using the framework of learning design sequences and analysis of the primary transformation unit shows that interactionaries reveal patterns in student design work. Materials are used mainly to document design ideas rather than as a design material to further investigate design ideas and aspects of interaction. In the critiquing sessions, regarded as the secondary transformation unit, many issues hardly addressed during the design work were brought up. Thus, the designers continued to develop their design proposal primed by critique presented by the reviewers. Based on the results, possible teacher interventions to coach student design work are suggested.

  14. Understanding Fatty Acid Metabolism through an Active Learning Approach

    Science.gov (United States)

    Fardilha, M.; Schrader, M.; da Cruz e Silva, O. A. B.; da Cruz e Silva, E. F.

    2010-01-01

    A multi-method active learning approach (MALA) was implemented in the Medical Biochemistry teaching unit of the Biomedical Sciences degree at the University of Aveiro, using problem-based learning as the main learning approach. In this type of learning strategy, students are involved beyond the mere exercise of being taught by listening. Less…

  15. Cultivating Collaborations: Site Specific Design for Embodied Science Learning.

    Science.gov (United States)

    Gill, Katherine; Glazier, Jocelyn; Towns, Betsy

    2018-05-21

    Immersion in well-designed outdoor environments can foster the habits of mind that enable critical and authentic scientific questions to take root in students' minds. Here we share two design cases in which careful, collaborative, and intentional design of outdoor learning environments for informal inquiry provide people of all ages with embodied opportunities to learn about the natural world, developing the capacity for understanding ecology and the ability to empathize, problem-solve and reflect. Embodied learning, as facilitated by and in well-designed outdoor learning environments, leads students to develop new ways of seeing, new scientific questions, new ways to connect with ideas, with others and new ways of thinking about the natural world. Using examples from our collaborative practices as experiential learning designers, we illustrate how creating the habits of mind critical to creating scientists, science-interested, and science-aware individuals benefits from providing students spaces to engage in embodied learning in nature. We show how public landscapes designed in creative partnerships between educators, scientists, designers and the public have potential to amplify science learning for all.

  16. Pedagogical quality in e-learning

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2005-01-01

    The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach....... Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design...

  17. The influence of mathematics learning using SAVI approach on junior high school students’ mathematical modelling ability

    Science.gov (United States)

    Khusna, H.; Heryaningsih, N. Y.

    2018-01-01

    The aim of this research was to examine mathematical modeling ability who learn mathematics by using SAVI approach. This research was a quasi-experimental research with non-equivalent control group designed by using purposive sampling technique. The population of this research was the state junior high school students in Lembang while the sample consisted of two class at 8th grade. The instrument used in this research was mathematical modeling ability. Data analysis of this research was conducted by using SPSS 20 by Windows. The result showed that students’ ability of mathematical modeling who learn mathematics by using SAVI approach was better than students’ ability of mathematical modeling who learn mathematics using conventional learning.

  18. Learning from Simulation Design to Develop Better Experiential Learning Initiatives: An Integrative Approach

    Science.gov (United States)

    Canhoto, Ana Isabel; Murphy, Jamie

    2016-01-01

    Simulations offer engaging learning experiences, via the provision of feedback or the opportunities for experimentation. However, they lack important attributes valued by marketing educators and employers. This article proposes a "back to basics" look at what constitutes an effective experiential learning initiative. Drawing on the…

  19. A Learning and Interaction design framework, from a study on formulating principles for the design of engaging music learning games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke; Ørngreen, Rikke

    2012-01-01

    Based on a preliminary action research study investigating the design of digital music games and years of experiences from interaction design processes of learning resources, this extended abstract presents a framework that mixes designs for learning principles and game design with a process view...... using a simple interaction design lifecycle. Though the first outset was to design engaging music games, the resulting framework has a more generic character....

  20. Residents' perceptions of simulation as a clinical learning approach.

    Science.gov (United States)

    Walsh, Catharine M; Garg, Ankit; Ng, Stella L; Goyal, Fenny; Grover, Samir C

    2017-02-01

    Simulation is increasingly being integrated into medical education; however, there is little research into trainees' perceptions of this learning modality. We elicited trainees' perceptions of simulation-based learning, to inform how simulation is developed and applied to support training. We conducted an instrumental qualitative case study entailing 36 semi-structured one-hour interviews with 12 residents enrolled in an introductory simulation-based course. Trainees were interviewed at three time points: pre-course, post-course, and 4-6 weeks later. Interview transcripts were analyzed using a qualitative descriptive analytic approach. Residents' perceptions of simulation included: 1) simulation serves pragmatic purposes; 2) simulation provides a safe space; 3) simulation presents perils and pitfalls; and 4) optimal design for simulation: integration and tension. Key findings included residents' markedly narrow perception of simulation's capacity to support non-technical skills development or its use beyond introductory learning. Trainees' learning expectations of simulation were restricted. Educators should critically attend to the way they present simulation to learners as, based on theories of problem-framing, trainees' a priori perceptions may delimit the focus of their learning experiences. If they view simulation as merely a replica of real cases for the purpose of practicing basic skills, they may fail to benefit from the full scope of learning opportunities afforded by simulation.

  1. Adopting a Design-Thinking Multidisciplinary Learning Approach: Integrating Mobile Applications into a Marketing Research Course

    Science.gov (United States)

    Zarzosa, Jennifer

    2018-01-01

    This article seeks to address the gap between marketing education and marketing practice by integrating a design-thinking (DT) methodology to the marketing research (MR) framework to achieve learning objectives that will enhance cross-functional, collaborative, conceptual, and technical skills. The mobile application marketing research project…

  2. The Effect of Cooperative Learning on the Learning Approaches of Students with Different Learning Styles

    Science.gov (United States)

    Çolak, Esma

    2015-01-01

    Problem Statement: For this study, a cooperative learning process was designed in which students with different learning styles could help each other in heterogeneous groups to perform teamwork-based activities. One aspect deemed important in this context was whether the instructional environment designed to reach students with different learning…

  3. E-Learning Approach in Teacher Training

    OpenAIRE

    YUCEL, A. Seda

    2015-01-01

    There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. The concept of e-learning has two main subtitles as synchronized (where a group of stu...

  4. My face, a window to communication: using creative design in learning.

    Science.gov (United States)

    Emmanuel, Elizabeth; Collins, Diane; Carey, Melissa

    2010-11-01

    Creative art as part of assessment in nursing is a powerful alternative to traditional methods of promoting engagement for students who have different learning styles, and who value engagement in creative activities. This paper describes an innovative assessment approach for first year nursing students which addressed the development of a beginning knowledge base in therapeutic communication as well as critical thinking and writing skills. Each student was asked to design a wearable mask to display an abstract interpretation of the therapeutic communication skills required as a nursing student, followed by a discussion about therapeutic nursing communication. Results from an evaluation of the assessment are described using Bigg's (1995) structure of observed learning outcome (SOLO) taxonomy. Seventy percent of students (n=35) found the new assessment to be an effective learning strategy. As a creative exercise, 82% (n=41) found the assessment to have engaged them at a personal level. More effort is needed for innovative assessment strategies to promote student engagement. Use of a creative assessment approach that incorporates art creation shows much promise in bridging the gap from a superficial understanding of concepts to an understanding characterised by deeper learning. Copyright © 2010 Elsevier Ltd. All rights reserved.

  5. Machine Learning Approaches for Clinical Psychology and Psychiatry.

    Science.gov (United States)

    Dwyer, Dominic B; Falkai, Peter; Koutsouleris, Nikolaos

    2018-05-07

    Machine learning approaches for clinical psychology and psychiatry explicitly focus on learning statistical functions from multidimensional data sets to make generalizable predictions about individuals. The goal of this review is to provide an accessible understanding of why this approach is important for future practice given its potential to augment decisions associated with the diagnosis, prognosis, and treatment of people suffering from mental illness using clinical and biological data. To this end, the limitations of current statistical paradigms in mental health research are critiqued, and an introduction is provided to critical machine learning methods used in clinical studies. A selective literature review is then presented aiming to reinforce the usefulness of machine learning methods and provide evidence of their potential. In the context of promising initial results, the current limitations of machine learning approaches are addressed, and considerations for future clinical translation are outlined.

  6. Brush and learn : transforming tooth brushing behavior through interactive materiality, a design exploration

    NARCIS (Netherlands)

    Bruns, M.; Stienstra, J.T.; Dijkstra, R.

    2014-01-01

    To counteract the increased tendency in skill learning addressing our cognitive abilities we discuss an opportunity on how performance skills can be trained by means of inherent feed forward through interactive materiality. We address this approach in the context of designing an interactive

  7. A Design Framework for Personal Learning Environments

    NARCIS (Netherlands)

    Rahimi, E.

    2015-01-01

    The purpose of our research was to develop a PLE (personal learning environment) design framework for workplace settings. By doing such, the research has answered this research question, how should a technology-based personal learning environment be designed, aiming at supporting learners to gain

  8. Using Fink's Integrated Course Design: How a Book Changed Our Students' Learning, Our University, and Ourselves

    Science.gov (United States)

    Fallahi, Carolyn R.; Levine, Laura E.; Nicoll-Senft, Joan M.; Tessier, Jack T.; Watson, Cheryl L.; Wood, Rebecca M.

    2009-01-01

    This article presents an interdisciplinary approach to course redesign that enhanced student learning across all six categories in Dee Fink's taxonomy. A meta-analysis of the results provides evidence that integrated course design produces significant learning. In this article, the authors tell four connected stories: (1) how Fink's book,…

  9. Web Interface Design Principles for Adults’ Self-Directed Learning

    Directory of Open Access Journals (Sweden)

    Mehmet FIRAT

    2016-10-01

    Full Text Available One of the most important features which e-learning tools and environments must possess within the scope of lifelong learning is self-directed learning, which can be considered as a form of self-learning. The aim of this study was to determine, based on the views and recommendations of experts, interface design principles for the development of educational web interfaces that will support the self-directed learning of adults. This descriptive study was conducted with the contribution of 12 academicians specializing in interface design and self-directed learning. Within the scope of the study, new interfaces features were identified based on an evaluation of the literature on interface designs for self-directed learning, and the views of subject experts. Based on the study results, it was determined that interface designs supporting self-directed learning must possess five basic features, which include being user-directed, ensuring variety, being supported by learning analytics, being motivational, and being sharing-oriented.

  10. A Learning Object Approach To Evidence based learning

    OpenAIRE

    Zabin Visram; Bruce Elson; Patricia Reynolds

    2005-01-01

    This paper describes the philosophy, development and framework of the body of elements formulated to provide an approach to evidence-based learning sustained by Learning Objects and web based technology Due to the demands for continuous improvement in the delivery of healthcare and in the continuous endeavour to improve the quality of life, there is a continuous need for practitioner's to update their knowledge by accomplishing accredited courses. The rapid advances in medical science has mea...

  11. Using Instructional Design, Analyze, Design, Develop, Implement, and Evaluate, to Develop e-Learning Modules to Disseminate Supported Employment for Community Behavioral Health Treatment Programs in New York State

    Directory of Open Access Journals (Sweden)

    Sapana R. Patel

    2018-05-01

    Full Text Available BackgroundImplementation science lacks a systematic approach to the development of learning strategies for online training in evidence-based practices (EBPs that takes the context of real-world practice into account. The field of instructional design offers ecologically valid and systematic processes to develop learning strategies for workforce development and performance support.ObjectiveThis report describes the application of an instructional design framework—Analyze, Design, Develop, Implement, and Evaluate (ADDIE model—in the development and evaluation of e-learning modules as one strategy among a multifaceted approach to the implementation of individual placement and support (IPS, a model of supported employment for community behavioral health treatment programs, in New York State.MethodsWe applied quantitative and qualitative methods to develop and evaluate three IPS e-learning modules. Throughout the ADDIE process, we conducted formative and summative evaluations and identified determinants of implementation using the Consolidated Framework for Implementation Research (CFIR. Formative evaluations consisted of qualitative feedback received from recipients and providers during early pilot work. The summative evaluation consisted of levels 1 and 2 (reaction to the training, self-reported knowledge, and practice change quantitative and qualitative data and was guided by the Kirkpatrick model for training evaluation.ResultsFormative evaluation with key stakeholders identified a range of learning needs that informed the development of a pilot training program in IPS. Feedback on this pilot training program informed the design document of three e-learning modules on IPS: Introduction to IPS, IPS Job development, and Using the IPS Employment Resource Book. Each module was developed iteratively and provided an assessment of learning needs that informed successive modules. All modules were disseminated and evaluated through a learning

  12. LEARNING AND ENVIRONMENTAL DESIGN: Softer Learning Spaces

    Directory of Open Access Journals (Sweden)

    E. Ümran TOPÇU

    2013-07-01

    Full Text Available Learning is a central part of everyone’s life that is often associated with school and  classrooms. Today’ classroom looks and functions like the classroom of an earlier century. Desks lined up in neat rows, facing the teacher and a board or screen is the general condition in many educational institutions. Most of us have sat through classes in plain, hard rooms. Although they did not look very pleasant, we all coped with them. If they could be designed slightly more tolerable, would they help in the betterment of education and learning in any measurable way? This paper aims at describing an attempt to design an alternative classroom. Based on several years of experience, it is observed that there is a demand among students for softer, warmer and more intimate instructional spaces. Students of “People and Environment” Course were asked to select a suitable space to redesign as a “Soft Classroom” within Bahçeşehir University Besiktas Campus  premises. This case study presented a potential research project to etter understand,  how student engagement can be increased by changing learning spaces.

  13. Implementing E-Learning Designed Courses in General Education

    Science.gov (United States)

    Nuangchalerm, Prasart; Sakkumduang, Krissada; Uhwha, Suleepornn; Chansirisira, Pacharawit

    2014-01-01

    The aim of this study is to implement e-learning designed course for general education. The study employed 3 phases for developing e-learning course: contextual study, designing, and implementing. Two courses general education, 217 undergraduate students are participated the study. Research tool consisted of interview about e-learning form and…

  14. Design Fixation and Cooperative Learning in Elementary Engineering Design Project: A Case Study

    Science.gov (United States)

    Luo, Yi

    2015-01-01

    This paper presents a case study examining 3rd, 4th and 5th graders' design fixation and cooperative learning in an engineering design project. A mixed methods instrument, the Cooperative Learning Observation Protocol (CLOP), was adapted to record frequency and class observation on cooperative learning engagement through detailed field notes.…

  15. An Experimental Study of the Use of Design Thinking as a Requirements Elicitation Approach for Mobile Learning Environments

    Directory of Open Access Journals (Sweden)

    Carla Silva

    2015-04-01

    Full Text Available Mobile learning (m-learning is a research field that aims to analyze how mobile devices can contribute to learning. The development of software for mobile devices to support learning is essential for an effective implementation of m-learning or mobile learning environments (MLE. Requirements Engineering processes need to include activities that provoke creativity in the stakeholders to conceive MLEs that actually modify and improve the teaching and learning process. In this context, this paper presents a process for requirements elicitation and documentation of mobile learning environments. This process is based on the concepts of the Design Thinking process that provides a methodology to elicit customer needs, producing simple prototypes that eventually converge to innovative solutions. An experiment was conducted to evaluate if the proposed process contributes to create MLEs that present distinctive and interesting characteristics when compared to existing solutions for a specific problem.

  16. Reconceptualizing Design Research in the Age of Mobile Learning

    Science.gov (United States)

    Bannan, Brenda; Cook, John; Pachler, Norbert

    2016-01-01

    The purpose of this paper is to begin to examine how the intersection of mobile learning and design research prompts the reconceptualization of research and design individually as well as their integration appropriate for current, complex learning environments. To fully conceptualize and reconceptualize design research in mobile learning, the…

  17. Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo

    Science.gov (United States)

    Wardono; Waluya, S. B.; Mariani, Scolastika; Candra D, S.

    2016-02-01

    This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted Elearning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category.

  18. 12. Collaborative Learning – A Possible Approach of Learning in the Discipline of Study Musical Analysis

    Directory of Open Access Journals (Sweden)

    Vlahopol Gabriela

    2016-03-01

    Full Text Available The musician’s typology is anchored, according to the traditional perception, within the limits of an individualistic image, which searches, develops and affirms its creativity following an individual training process. The collaborative learning is one of the educational patterns less used in the artistic education, being limited to several disciplines whose specificity requires appurtenance to a study group (for instance chamber training, orchestra. The method’s application to the theoretical disciplines often encounters reserves both on part of the teachers and the students as well, because of the efforts required for its design and implementation. The study herein offers a possible approach of collaborative learning within the course of study Musical Analysis, pleading for the need of the social component development of the learning activities of the instrumental performer student, by his involvement within a study group.

  19. Using learning materials for design-based interventions

    DEFF Research Database (Denmark)

    Gissel, Stig Toke

    2015-01-01

    This article considers a methodological issue concerning the use of learning materials for interventions in design-based research. When the researcher uses existing or creates new didacticised learning materials for research purposes and tests their applicability in authentic contexts, many...... variables are in play. When using or designing a learning material a lot of choices have to be made and effects are difficult to isolate. The advantage of using learning materials for interventions is that results could have high ecological validity. In the article this methodological issue is exemplified...... through a research project using and developing digital learning materials for developing literacy in the early grades. One of many important choices to be made in elaborating this learning material concerns which texts should be used for supporting students’ literacy development in the lower grades...

  20. Exploring governance learning: How policymakers draw on evidence, experience and intuition in designing participatory flood risk planning.

    Science.gov (United States)

    Newig, Jens; Kochskämper, Elisa; Challies, Edward; Jager, Nicolas W

    2016-01-01

    The importance of designing suitable participatory governance processes is generally acknowledged. However, less emphasis has been put on how decision-makers design such processes, and how they learn about doing so. While the policy learning literature has tended to focus on the substance of policy, little research is available on learning about the design of governance. Here, we explore different approaches to learning among German policymakers engaged in implementing the European Floods Directive. We draw on official planning documents and expert interviews with state-level policymakers to focus on learning about the procedural aspects of designing and conducting participatory flood risk management planning. Drawing on the policy learning and evidence-based governance literatures, we conceptualise six types of instrumental 'governance learning' according to sources of learning (endogenous and exogenous) and modes of learning (serial and parallel). We empirically apply this typology in the context of diverse participatory flood risk management planning processes currently unfolding across the German federal states. We find that during the first Floods Directive planning cycle, policymakers have tended to rely on prior experience in their own federal states with planning under the Water Framework Directive to inform the design and carrying out of participatory processes. In contrast, policymakers only sporadically look to experiences from other jurisdictions as a deliberate learning strategy. We argue that there is scope for more coordinated and systematic learning on designing effective governance, and that the latter might benefit from more openness to experimentation and learning on the part of policymakers.

  1. Empathy in Distance Learning Design Practice

    Science.gov (United States)

    Matthews, Michael T.; Williams, Gregory S.; Yanchar, Stephen C.; McDonald, Jason K.

    2017-01-01

    The notion of designer empathy has become a cornerstone of design philosophy in fields such as product design, human-computer interaction, and service design. But the literature on instructional designer empathy and learner analysis suggests that distance learning designers are generally quite removed from the learners with whom they could be…

  2. The Design of Mechatronics Simulator for Improving the Quality of Student Learning Course in Mechatronics

    Science.gov (United States)

    Kustija, J.; Hasbullah; Somantri, Y.

    2018-02-01

    Learning course on mechatronics specifically the Department of Electrical Engineering Education FPTK UPI still using simulation-aided instructional materials and software. It is still not maximizing students’ competencies in mechatronics courses required to skilfully manipulate the real will are implemented both in industry and in educational institutions. The purpose of this study is to submit a design of mechatronic simulator to improve student learning outcomes at the course mechatronics viewed aspects of cognitive and psychomotor. Learning innovation products resulting from this study is expected to be a reference and a key pillar for all academic units at UPI in implementing the learning environment. The method used in this research is quantitative method with the approach of Research and Development (R and D). Steps being taken in this study includes a preliminary study, design and testing of the design of mechatronic simulator that will be used in the course of mechatronics in DPTE FPTK UPI. Results of mechatronic design simulator which has been in testing using simulation modules and is expected to motivate students to improve the quality of learning good study results in the course of mechatronic expected to be realized.

  3. Digital Hardware Design Teaching: An Alternative Approach

    Science.gov (United States)

    Benkrid, Khaled; Clayton, Thomas

    2012-01-01

    This article presents the design and implementation of a complete review of undergraduate digital hardware design teaching in the School of Engineering at the University of Edinburgh. Four guiding principles have been used in this exercise: learning-outcome driven teaching, deep learning, affordability, and flexibility. This has identified…

  4. Introducing the Collaborative E-Learning Design Method (CoED)

    DEFF Research Database (Denmark)

    Ryberg, Thomas; Buus, Lillian; Nyvang, Tom

    2015-01-01

    In this chapter, a specific learning design method is introduced and explained, namely the Collaborative E-learning Design method (CoED), which has been developed through various projects in “e-Learning Lab – Centre for User Driven Innovation, Learning and Design” (Nyvang & Georgsen, 2007). We br...

  5. The Office Software Learning and Examination System Design Based on Fragmented Learning Idea

    Directory of Open Access Journals (Sweden)

    Xu Ling

    2016-01-01

    Full Text Available Fragmented learning is that through the segmentation of learning content or learning time, make learners can use the fragmented time for learning fragmentated content, have the characteristics of time flexibility, learning targeted and high learning efficiency. Based on the fragmented learning ideas, combined with the teaching idea of micro class and interactive teaching, comprehensive utilization of flash animation design software, .NET development platform, VSTO technology, multimedia development technology and so on, design and develop a system integrated with learning, practice and examination of the Office software, which is not only conducive to the effective and personalized learning of students, but also conducive to the understanding the students’ situation of teachers, and liberate teachers from the heavy labor of mechanical, focus on promoting the formation of students’ knowledge system.

  6. Pedagogy framework design in social networked-based learning: Focus on children with learning difficulties

    Directory of Open Access Journals (Sweden)

    Samira Sadat Sajadi

    2014-09-01

    Full Text Available This paper presents an investigation on the theory of constructivism applicable for learners with learning difficulties, specifically learners with Attention Deficit Hyperactivity Disorder (ADHD. The primary objective of this paper is to determine whether a constructivist technology enhanced learning pedagogy could be used to help ADHD learners cope with their educational needs within a social-media learning environment. Preliminary work is stated here, in which we are seeking evidence to determine the viability of a constructivist approach for learners with ADHD. The novelty of this research lies in the proposals to support ADHD learners to overcome their weaknesses with appropriate pedagogically sound interventions. As a result, a framework has been designed to illuminate areas in which constructivist pedagogies require to address the limitations of ADHD learners. An analytical framework addressing the suitability of a constructivist learning for ADHD is developed from a combination of literature and expert advice from those involved in the education of learners with ADHD. This analytical framework is married to a new model of pedagogy, which the authors have derived from literature analysis. Future work will expand this model to develop a constructivist social network-based learning and eventually test it in specialist schools with ADHD learners.

  7. Machine learning approaches in medical image analysis

    DEFF Research Database (Denmark)

    de Bruijne, Marleen

    2016-01-01

    Machine learning approaches are increasingly successful in image-based diagnosis, disease prognosis, and risk assessment. This paper highlights new research directions and discusses three main challenges related to machine learning in medical imaging: coping with variation in imaging protocols......, learning from weak labels, and interpretation and evaluation of results....

  8. Designerly Learning: Workshops for Schools at the Design Museum

    Science.gov (United States)

    Charman, Helen

    2010-01-01

    This paper presents qualitative research recently undertaken by the Head of Learning at the Design Museum. The research explores how learning in the museum's workshop programme for schools is conceptualised by the museum educators who devise and teach on the programme. The study is framed by an epistemological stance of social constructionism, in…

  9. LEARNING STYLES AND STUDENTS’ PERFORMANCE IN DESIGN PROBLEM SOLVING

    Directory of Open Access Journals (Sweden)

    Elçin Tezel

    2010-07-01

    Full Text Available Design curricula and all core design studio courses are prepared for performance attainment by giving theoretical and professional training. However students’ performance may be affected by both the constraints set on a design problem, and their learning styles. This study explores the performance of interior architectural students in relation to their learning styles (as proposed by Kolb’s Experiential Learning Theory, and different types of constraints set on design problems. Design performance, measured as conceptual development, form and spatial configuration, structural innovation and ergonomics, and craftsmanship, was found to change throughout the two bipolar continuum of the learning cycle with regard to two design conditions characterized by different types of constraint use.

  10. Resilience design: toward a synthesis of cognition, learning, and collaboration for adaptive problem solving in conservation and natural resource stewardship

    Directory of Open Access Journals (Sweden)

    Charles G. Curtin

    2014-06-01

    Full Text Available Through the resilience design approach, I propose to extend the resilience paradigm by re-examining the components of adaptive decision-making and governance processes. The approach can be divided into three core components: (1 equity design, i.e., the integration of collaborative approaches to conservation and adaptive governance that generates effective self-organization and emergence in conservation and natural resource stewardship; (2 process design, i.e., the generation of more effective knowledge through strategic development of information inputs; and (3 outcome design, i.e., the pragmatic synthesis of the previous two approaches, generating a framework for developing durable and dynamic conservation and stewardship. The design of processes that incorporate perception and learning is critical to generating durable solutions, especially in developing linkages between wicked social and ecological challenges. Starting from first principles based on human cognition, learning, and collaboration, coupled with nearly two decades of practical experience designing and implementing ecosystem-level conservation and restoration programs, I present how design-based approaches to conservation and stewardship can be achieved. This context is critical in helping practitioners and resources managers undertake more effective policy and practice.

  11. Reimagining Disability and Inclusive Education Through Universal Design for Learning

    Directory of Open Access Journals (Sweden)

    Jan Doolittle Wilson

    2017-06-01

    Full Text Available In 1975, Congress enacted a law eventually known as the Individuals with Disabilities Education Act (IDEA, which ensures that children with disabilities receive a free, appropriate, public education. Since then, scholarly and popular debates about the effectiveness of inclusive education have proliferated and typically focus on the ability or inability of students with disabilities to succeed in so-called regular classrooms. These debates reflect widespread assumptions that the regular classroom is rightly the province of nondisabled students and a neutral, value-free space that students with disabilities invade and disrupt via their very presence and their costly needs for adaptation. But as many scholars in the field of Disability Studies in Education (DSE have argued, these discussions often fail to recognize that the space of the regular classroom, far from neutral, is constructed for a nondisabled, neurotypical, white, male, middle-class "norm" that neither reflects nor accommodates the wide range of diverse learners within it, regardless of whether these learners have been diagnosed with a disability. A DSE perspective sees the educational environment, not students with disabilities, as the "problem" and calls for a Universal Design for Learning approach to education, or the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities and backgrounds. Agreeing with this DSE perspective, this article uses an autoethnographic approach to reexamine inclusive education and to consider how university classrooms, pedagogy, and curricular materials can be improved in order to accommodate all students, not just those with disabilities. Ultimately, the article argues that Universal Design for Learning has the potential to radically transform the meaning of inclusive education and the very concept of disability.

  12. Universal Design for Learning in Teaching Large Lecture Classes

    Science.gov (United States)

    Dean, Tereza; Lee-Post, Anita; Hapke, Holly

    2017-01-01

    To augment traditional lecture with instructional tools that provide options for content representation, learner engagement, and learning expression, we followed the Universal Design for Learning (UDL) principles to design and implement a learning environment for teaching and learning in large lecture classes. To this end, we incorporated four…

  13. Machine Learning Approaches in Cardiovascular Imaging.

    Science.gov (United States)

    Henglin, Mir; Stein, Gillian; Hushcha, Pavel V; Snoek, Jasper; Wiltschko, Alexander B; Cheng, Susan

    2017-10-01

    Cardiovascular imaging technologies continue to increase in their capacity to capture and store large quantities of data. Modern computational methods, developed in the field of machine learning, offer new approaches to leveraging the growing volume of imaging data available for analyses. Machine learning methods can now address data-related problems ranging from simple analytic queries of existing measurement data to the more complex challenges involved in analyzing raw images. To date, machine learning has been used in 2 broad and highly interconnected areas: automation of tasks that might otherwise be performed by a human and generation of clinically important new knowledge. Most cardiovascular imaging studies have focused on task-oriented problems, but more studies involving algorithms aimed at generating new clinical insights are emerging. Continued expansion in the size and dimensionality of cardiovascular imaging databases is driving strong interest in applying powerful deep learning methods, in particular, to analyze these data. Overall, the most effective approaches will require an investment in the resources needed to appropriately prepare such large data sets for analyses. Notwithstanding current technical and logistical challenges, machine learning and especially deep learning methods have much to offer and will substantially impact the future practice and science of cardiovascular imaging. © 2017 American Heart Association, Inc.

  14. Synchronous E-Learning: Reflections and Design Considerations

    Science.gov (United States)

    Tabak, Filiz; Rampal, Rohit

    2014-01-01

    This paper is a personal reflection on the design, development, and delivery of online synchronous conferencing as a pedagogical tool complementing traditional, face-to-face content delivery and learning. The purpose of the paper is to demonstrate how instructors can combine collaborative and virtual learning principles in course design. In…

  15. Learners perceptions of technology for design of a collaborative mLearning module

    Directory of Open Access Journals (Sweden)

    Dorothy Dewitt, Saedah Siraj

    2010-12-01

    Full Text Available In Malaysian schools the learning of science does not reflect the nature of science. An instructional module which could address the need for teaching science through a process of scientific discovery and collaboration is required. A developmental research approach with three phases was used to design a collaborative m-Learning module for a topic in s c i e n c e . I n t h e f i r s t p h a s e o f a n a l y s i s , a s u r v e y o f 1 5 8 s t u d e n t s ’ u s e o f t e c h n o l o g y a n d t h e p e r c e p t i o n o f t h e u s e o f computers and mobile phones was completed. Data from the analysis phase indicated the students’ readiness in using online tools such as discussion forums and text messaging with mobiles for learning. Computers were perceived to be useful for learning, but mobile phones were not. The findings from the first phase were used to determine the learning tools to utilize in the design of the module in the second phase. The online learning tools used are wikis and discussion forums. In addition, text messaging using the mobile phone was also employed for individualized quizzes. The collaborative m-Learning module designed, was evaluated by experts for further improvements. The findings indicate that the experts agree that a collaborative Learning module with a variety of learning tools such as wikis, discussion forum and text messaging, could be used for teaching science. In addition, this module could also be used for teaching other subjects.

  16. Learning intervention and the approach to study of engineering undergraduates

    Science.gov (United States)

    Solomonides, Ian Paul

    The aim of the research was to: investigate the effect of a learning intervention on the Approach to Study of first year engineering degree students. The learning intervention was a local programme of learning to learn' workshops designed and facilitated by the author. The primary aim of these was to develop students' Approaches to Study. Fifty-three first year engineering undergraduates at The Nottingham Trent University participated in the workshops. Approaches to Study were quantified using data obtained from the Revised Approach to Study Inventory (RASI) which was also subjected to a validity and reliability study using local data. Quantitative outcomes were supplemented using a qualitative analysis of essays written by students during the workshops. These were analysed for detail regarding student Approach to Study. It was intended that any findings would inform the local system of Engineering Education, although more general findings also emerged, in particular in relation to the utility of the research instrument. It was concluded that the intervention did not promote the preferential Deep Approach and did not affect Approaches to Study generally as measured by the RASI. This concurred with previous attempts to change student Approaches to Study at the group level. It was also established that subsequent years of the Integrated Engineering degree course are associated with progressively deteriorating Approaches to Study. Students who were exposed to the intervention followed a similar pattern of deteriorating Approaches suggesting that the local course context and its demands had a greater influence over the Approach of students than the intervention did. It was found that academic outcomes were unrelated to the extent to which students took a Deep Approach to the local assessment demands. There appeared therefore to be a mis-match between the Approach students adopted to pass examinations and those that are required for high quality learning outcomes. It is

  17. Enhancing the Design and Analysis of Flipped Learning Strategies

    Science.gov (United States)

    Jenkins, Martin; Bokosmaty, Rena; Brown, Melanie; Browne, Chris; Gao, Qi; Hanson, Julie; Kupatadze, Ketevan

    2017-01-01

    There are numerous calls in the literature for research into the flipped learning approach to match the flood of popular media articles praising its impact on student learning and educational outcomes. This paper addresses those calls by proposing pedagogical strategies that promote active learning in "flipped" approaches and improved…

  18. ANALYSIS OF THEORETICAL AND METHODOLOGICAL APPROACHES TO DESIGN OF ELECTRONIC TEXTBOOKS FOR STUDENTS OF HIGHER AGRICULTURAL EDUCATIONAL INSTITUTIONS

    Directory of Open Access Journals (Sweden)

    Olena Yu. Balalaieva

    2017-06-01

    Full Text Available The article deals with theoretical and methodological approaches to the design of electronic textbook, in particular systems, competence, activity, personality oriented, technological one, that in complex reflect the general trends in the formation of a new educational paradigm, distinctive features of which lie in constructing the heuristic searching model of the learning process, focusing on developmental teaching, knowledge integration, skills development for the independent information search and processing, technification of the learning process. The approach in this study is used in a broad sense as a synthesis of the basic ideas, views, principles that determine the overall research strategy. The main provisions of modern approaches to design are not antagonistic, they should be applied in a complex, taking into account the advantages of each of them and leveling shortcomings for the development of optimal concept of electronic textbook. The model of electronic textbook designing and components of methodology for its using based on these approaches are described.

  19. Preparing mental health professionals for new directions in mental health practice: Evaluating the sensory approaches e-learning training package.

    Science.gov (United States)

    Meredith, Pamela; Yeates, Harriet; Greaves, Amanda; Taylor, Michelle; Slattery, Maddy; Charters, Michelle; Hill, Melissa

    2018-02-01

    The application of sensory modulation approaches in mental health settings is growing in recognition internationally. However, a number of barriers have been identified as limiting the implementation of the approach, including workplace culture and a lack of accessible and effective sensory approaches training. The aim of this project was to investigate the efficacy of providing this training through a custom-designed e-learning package. Participants in the present study were predominately nurses and occupational therapists working in mental health settings in Queensland, Australia. Data were collected from 121 participants using an online survey. Significant improvements were found between pre- and post-training in participants' real and perceived levels of knowledge, their perceived levels of confidence, and their attitudes towards using sensory modulation approaches in mental health settings. The findings of the study suggest that the custom-designed sensory approaches e-learning package is an effective, accessible, acceptable, and usable method to train health professionals in sensory modulation approaches. As this study is the first to analyse the efficacy of an e-learning sensory approaches package, the results are considered preliminary, and further investigation is required. © 2017 Australian College of Mental Health Nurses Inc.

  20. Usage-Centered Design Approach in Design of Malaysia Sexuality Education (MSE) Courseware

    Science.gov (United States)

    Chan, S. L.; Jaafar, A.

    The problems amongst juveniles increased every year, especially rape case of minor. Therefore, the government of Malaysia has introduced the National Sexuality Education Guideline on 2005. An early study related to the perception of teachers and students toward the sexuality education curriculum taught in secondary schools currently was carried out in 2008. The study showed that there are big gaps between the perception of the teachers and the students towards several issues of Malaysia sexuality education today. The Malaysia Sexuality Education (MSE) courseware was designed based on few learning theories approach. Then MSE was executed through a comprehensive methodology which the model ADDIE integrated with Usage-Centered Design to achieve high usability courseware. In conclusion, the effort of developing the MSE is hopefully will be a solution to the current problem that happens in Malaysia sexuality education now.

  1. Design issues of a reinforcement-based self-learning fuzzy controller for petrochemical process control

    Science.gov (United States)

    Yen, John; Wang, Haojin; Daugherity, Walter C.

    1992-01-01

    Fuzzy logic controllers have some often-cited advantages over conventional techniques such as PID control, including easier implementation, accommodation to natural language, and the ability to cover a wider range of operating conditions. One major obstacle that hinders the broader application of fuzzy logic controllers is the lack of a systematic way to develop and modify their rules; as a result the creation and modification of fuzzy rules often depends on trial and error or pure experimentation. One of the proposed approaches to address this issue is a self-learning fuzzy logic controller (SFLC) that uses reinforcement learning techniques to learn the desirability of states and to adjust the consequent part of its fuzzy control rules accordingly. Due to the different dynamics of the controlled processes, the performance of a self-learning fuzzy controller is highly contingent on its design. The design issue has not received sufficient attention. The issues related to the design of a SFLC for application to a petrochemical process are discussed, and its performance is compared with that of a PID and a self-tuning fuzzy logic controller.

  2. Learning approaches of Indonesian EFL Gen Z students in a Flipped Learning context

    Directory of Open Access Journals (Sweden)

    Made Hery Santosa

    2017-09-01

    Full Text Available The 21st-century learning has eventually transformed today’s classroom. With more digital natives in the class, both educators and students face a changing classroom that should accommodate different learning paces, styles and needs. This study aimed at helping students in becoming English as Foreign Language (EFL competent in-service teachers. Using Flipped Learning, the study utilizes four FLIP pillars into EFL learning, namely Flexible environment, Learning culture, Intentional content, Professional educators. The study employed three instruments, namely survey, tests, and interview. The result of tests showed a promising students’ progress from low to high achievement. The survey showed that students tended to perform deep approaches to learning while findings from the interview provided more interesting phenomena underlying students’ motives in their learning approaches, involving dynamic power distance relationship between lecturer and students. Heavier task loads and learning model familiarity have been highlighted. Effective socialization of the model using technology and sustainability of use of the model are suggested.

  3. A "Knowledge Trading Game" for Collaborative Design Learning in an Architectural Design Studio

    Science.gov (United States)

    Wang, Wan-Ling; Shih, Shen-Guan; Chien, Sheng-Fen

    2010-01-01

    Knowledge-sharing and resource exchange are the key to the success of collaborative design learning. In an architectural design studio, design knowledge entails learning efforts that need to accumulate and recombine dispersed and complementary pieces of knowledge. In this research, firstly, "Knowledge Trading Game" is proposed to be a way for…

  4. Self-regulatory Behaviors and Approaches to Learning of Arts Students: A Comparison Between Professional Training and English Learning.

    Science.gov (United States)

    Tseng, Min-Chen; Chen, Chia-Cheng

    2017-06-01

    This study investigated the self-regulatory behaviors of arts students, namely memory strategy, goal-setting, self-evaluation, seeking assistance, environmental structuring, learning responsibility, and planning and organizing. We also explored approaches to learning, including deep approach (DA) and surface approach (SA), in a comparison between students' professional training and English learning. The participants consisted of 344 arts majors. The Academic Self-Regulation Questionnaire and the Revised Learning Process Questionnaire were adopted to examine students' self-regulatory behaviors and their approaches to learning. The results show that a positive and significant correlation was found in students' self-regulatory behaviors between professional training and English learning. The results indicated that increases in using self-regulatory behaviors in professional training were associated with increases in applying self-regulatory behaviors in learning English. Seeking assistance, self-evaluation, and planning and organizing were significant predictors for learning English. In addition, arts students used the deep approach more often than the surface approach in both their professional training and English learning. A positive correlation was found in DA, whereas a negative correlation was shown in SA between students' self-regulatory behaviors and their approaches to learning. Students with high self-regulation adopted a deep approach, and they applied the surface approach less in professional training and English learning. In addition, a SEM model confirmed that DA had a positive influence; however, SA had a negative influence on self-regulatory behaviors.

  5. A networked learning framework for effective MOOC design: the ECO project approach

    NARCIS (Netherlands)

    Brouns, Francis; Mota, José; Morgado, Lina; Jansen, Darco; Fano, Santiago; Silva, Alejandro; Teixeira, António

    2014-01-01

    In the past two years a lot of attention has been given by the European Commission, as well as the European open, distance and digital education community, to the development of an alternative, more collaborative approach to MOOC design that has the potential to represent a solid qualitative

  6. Lost in Space: Designing for Learning

    Science.gov (United States)

    La Marca, Susan

    2010-01-01

    The design of a learning space, and the many factors that come together to create that space, impact on how we feel and behave in that space and ultimately how we learn. This paper will discuss the importance of mission statements, policy and planning in light of how we create spaces that are learning-driven, human-centred and flexible. Of…

  7. A Concept Transformation Learning Model for Architectural Design Learning Process

    Science.gov (United States)

    Wu, Yun-Wu; Weng, Kuo-Hua; Young, Li-Ming

    2016-01-01

    Generally, in the foundation course of architectural design, much emphasis is placed on teaching of the basic design skills without focusing on teaching students to apply the basic design concepts in their architectural designs or promoting students' own creativity. Therefore, this study aims to propose a concept transformation learning model to…

  8. Learning Design for a Successful Blended E-learning Environment: Cultural Dimensions

    OpenAIRE

    Al-Huwail, N.; Gulf Univ. for Science & Technology; Al-Sharhan, S.; Gulf Univ. for Science & Technology; Al-Hunaiyyan, A.; Gulf Univ. for Science & Technology

    2007-01-01

    Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. This paper presents a new framework for delivery environment in blended e-learning. In addition, new concepts related to the learning strategies and multimedia design in blended e-learning are introduced. The work focuses on the critical cultural factors that affect a blended elearning system. Since it is common that good systems may fail due to cultural issues, ...

  9. Pedagogical and Design Aspects of a Blended Learning Course

    Directory of Open Access Journals (Sweden)

    Karen Precel, Yoram Eshet-Alkalai, Yael Alberton

    2009-04-01

    Full Text Available Based on recent research reports, the blended learning model, which combines face-to-face and online learning, is now the preferred model for online course design. Its superiority over online learning, which lacks face-to-face interaction, is evident from studies that examined both student achievement and satisfaction. Nevertheless, there is ambiguity in the literature and in the field regarding the proper implementation of blended learning and the optimal proportions between online and F2F components in various learning scenarios. The range of contradictory reports in recent literature on the potential of different blended learning models shows the need for more research on specific blended learning courses in order to establish proper standards for effective course design and implementation. The present evaluation study focuses on students’ perceptions of pedagogical and design issues related to a new model for blended learning used in a graduate-level course at the Open University of Israel. Fifty-eight of the course’s 91 students participated in the study and completed a questionnaire regarding three major aspects of the course design: (1 pedagogy, (2 textbook format (print vs. digital, and (3 learning environment usability. The results illustrate the importance of completing the pedagogical and visual design of online learning in advance. Also, the course model suggests ways to bridge the gaps between students and instructors and students and their peers, which are typical of online learning in general and of open universities in particular.

  10. Component-Based Approach in Learning Management System Development

    Science.gov (United States)

    Zaitseva, Larisa; Bule, Jekaterina; Makarov, Sergey

    2013-01-01

    The paper describes component-based approach (CBA) for learning management system development. Learning object as components of e-learning courses and their metadata is considered. The architecture of learning management system based on CBA being developed in Riga Technical University, namely its architecture, elements and possibilities are…

  11. Teaching Design in Adolescent Environments: Twinning Secondary and Tertiary Learning Experiences

    Directory of Open Access Journals (Sweden)

    David Jones

    2004-06-01

    Full Text Available Increasingly our landscape architecture teaching and educational pedagogies are facing an internationalisation in approach and expectation. We are positioned within a tertiary learning layer in a tripartite educational system for which each layer assumes certain expectations and outcomes. But their vertical linkages are unclear, and we incorrectly assume continuity of knowledge and skill learning strategies. It is a horizontally stratified teaching setting that we have to work within and while we can think of internationalisation as occurring within our level we need to appreciate that internationalisation is also occurring at the secondary level. This paper discusses the educational environment within which globalisation is occurring, and reviews a project model that builds bridges vertically between secondary and tertiary learning environments. The project displays possibilities in both secondary and tertiary educational sectors, but especially in enhancing and improving the design fluency of our annual incoming cohorts who often possess a naive understanding of built environmental design. Commencing in 1998 as an experimental project, it has been recognised at the South Australian state level as a forward-thinking initiative that has radically transformed secondary school Design teacher's perspectives as to educational possibilities, and substantially matured attitudes to landscape design by both suites of participants. As a consequence, it is an educational project that has experienced requests from numerous secondary schools around the State to participate.

  12. Physics students' approaches to learning and cognitive processes in solving physics problems

    Science.gov (United States)

    Bouchard, Josee

    This study examined traditional instruction and problem-based learning (PBL) approaches to teaching and the extent to which they foster the development of desirable cognitive processes, including metacognition, critical thinking, physical intuition, and problem solving among undergraduate physics students. The study also examined students' approaches to learning and their perceived role as physics students. The research took place in the context of advanced courses of electromagnetism at a Canadian research university. The cognitive science, expertise, physics and science education, instructional psychology, and discourse processes literature provided the framework and background to conceptualize and structure this study. A within-stage mixed-model design was used and a number of instruments, including a survey, observation grids, and problem sets were developed specifically for this study. A special one-week long problem-based learning (PBL) intervention was also designed. Interviews with the instructors participating in the study provided complementary data. Findings include evidence that students in general engage in metacognitive processes in the organization of their personal study time. However, this potential, including the development of other cognitive processes, might not be stimulated as much as it could in the traditional lecture instructional context. The PBL approach was deemed as more empowering for the students. An unexpected finding came from the realisation that a simple exposure to a structured exercise of problem-solving (pre-test) was sufficient to produce superior planning and solving strategies on a second exposure (post-test) even for the students who had not been exposed to any special treatment. Maturation was ruled out as a potential threat to the validity of this finding. Another promising finding appears to be that the problem-based learning (PBL) intervention tends to foster the development of cognitive competencies, particularly

  13. Residents’ perceptions of simulation as a clinical learning approach

    Science.gov (United States)

    Walsh, Catharine M.; Garg, Ankit; Ng, Stella L.; Goyal, Fenny; Grover, Samir C.

    2017-01-01

    Background Simulation is increasingly being integrated into medical education; however, there is little research into trainees’ perceptions of this learning modality. We elicited trainees’ perceptions of simulation-based learning, to inform how simulation is developed and applied to support training. Methods We conducted an instrumental qualitative case study entailing 36 semi-structured one-hour interviews with 12 residents enrolled in an introductory simulation-based course. Trainees were interviewed at three time points: pre-course, post-course, and 4–6 weeks later. Interview transcripts were analyzed using a qualitative descriptive analytic approach. Results Residents’ perceptions of simulation included: 1) simulation serves pragmatic purposes; 2) simulation provides a safe space; 3) simulation presents perils and pitfalls; and 4) optimal design for simulation: integration and tension. Key findings included residents’ markedly narrow perception of simulation’s capacity to support non-technical skills development or its use beyond introductory learning. Conclusion Trainees’ learning expectations of simulation were restricted. Educators should critically attend to the way they present simulation to learners as, based on theories of problem-framing, trainees’ a priori perceptions may delimit the focus of their learning experiences. If they view simulation as merely a replica of real cases for the purpose of practicing basic skills, they may fail to benefit from the full scope of learning opportunities afforded by simulation. PMID:28344719

  14. Online Repositories of Learning Designs: Pipedreams and Possibilities

    NARCIS (Netherlands)

    McKenney, Susan

    2013-01-01

    McKenney, S. (2013, 28 January-1 February). Online Repositories of Learning Designs: Pipedreams and Possibilities. Position paper for the Alpine Rendezvous Workshop on Teacher-led inquiry and learning design, Villard‐de‐Lans, Vercors, France.

  15. A Course on Serious Game Design and Development Using an Online Problem-Based Learning Approach

    Science.gov (United States)

    Kapralos, Bill; Fisher, Stephanie; Clarkson, Jessica; van Oostveen, Roland

    2015-01-01

    Purpose: The purpose of this paper is to describe a novel undergraduate course on serious game design and development that integrates both game and instructional design, thus providing an effective approach to teaching serious game design and development. Very little effort has been dedicated to the teaching of proper serious game design and…

  16. Design of dialogic eLearning-to-learn: metalearning as pedagogical methodology

    DEFF Research Database (Denmark)

    Sorensen, Elsebeth Korsgaard

    2008-01-01

    This paper presents a perspective emphasising Meta learning (ML) as the most significant and pertinent feature for promoting a democratic, collaborative eLearning-to-Learn (eL2L) phenomenon in a global context. Through attempting to understand and clarify the powers of pedagogical design of global...... networked e Learning based on Learning-to-Learn (L2L), it makes a plea for L2L in a dialogic global learning context, offering a vision of global democratic citizens able to engage in critical dialogue with fellow learners. http://www.inderscience.com/search/index.php?action=record&rec_id=17675&prev...

  17. (CBTP) on knowledge, problem-solving and learning approach

    African Journals Online (AJOL)

    In the first instance attention is paid to the effect of a computer-based teaching programme (CBTP) on the knowledge, problem-solving skills and learning approach of student ... In the practice group (oncology wards) no statistically significant change in the learning approach of respondents was found after using the CBTP.

  18. Integrated approaches to perceptual learning.

    Science.gov (United States)

    Jacobs, Robert A

    2010-04-01

    New technologies and new ways of thinking have recently led to rapid expansions in the study of perceptual learning. We describe three themes shared by many of the nine articles included in this topic on Integrated Approaches to Perceptual Learning. First, perceptual learning cannot be studied on its own because it is closely linked to other aspects of cognition, such as attention, working memory, decision making, and conceptual knowledge. Second, perceptual learning is sensitive to both the stimulus properties of the environment in which an observer exists and to the properties of the tasks that the observer needs to perform. Moreover, the environmental and task properties can be characterized through their statistical regularities. Finally, the study of perceptual learning has important implications for society, including implications for science education and medical rehabilitation. Contributed articles relevant to each theme are summarized. Copyright © 2010 Cognitive Science Society, Inc.

  19. Group investigation with scientific approach in mathematics learning

    Science.gov (United States)

    Indarti, D.; Mardiyana; Pramudya, I.

    2018-03-01

    The aim of this research is to find out the effect of learning model toward mathematics achievement. This research is quasi-experimental research. The population of research is all VII grade students of Karanganyar regency in the academic year of 2016/2017. The sample of this research was taken using stratified cluster random sampling technique. Data collection was done based on mathematics achievement test. The data analysis technique used one-way ANOVA following the normality test with liliefors method and homogeneity test with Bartlett method. The results of this research is the mathematics learning using Group Investigation learning model with scientific approach produces the better mathematics learning achievement than learning with conventional model on material of quadrilateral. Group Investigation learning model with scientific approach can be used by the teachers in mathematics learning, especially in the material of quadrilateral, which is can improve the mathematics achievement.

  20. How do medical educators design a curriculum that facilitates student learning about professionalism?

    Science.gov (United States)

    Mason, Glenn; Wang, Shaoyu

    2016-01-01

    Objectives This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Methods Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger’s and Mezirow’s learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Results Students’ and tutors’ reflections on learning in PPD converged on two principle themes - ‘Developing a philosophy of medicine’ and ‘Becoming an ethical doctor’- which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning. Conclusions A theory-led approach to curriculum reform resulted in student engagement in the PPD curriculum and facilitated a change in student perspective about the epistemological foundation of medicine. PMID:26845777

  1. Numbered head together with scientific approach in geometry learning

    Science.gov (United States)

    Indarti, Dwi; Mardiyana; Pramudya, Ikrar

    2017-12-01

    The aim of this research was to find out the influence of learning model implementation toward student’s achievement in mathematics. This research was using quasi-experimental research. The population of the research was all of 7th grade students in Karanganyar. Sample was taken using stratified cluster random sampling technique. The data collection has been conducted based on students’ mathematics achievement test. The results from the data analysis showed that the learning mathematics by using Numbered Head Together (NHT) learning model with scientific approach improved student’s achievement in mathematics rather than direct learning model particularly in learning object of quadrilateral. Implementation of NHT learning model with scientific approach could be used by the teachers in teaching and learning, particularly in learning object of quadrilateral.

  2. Students' approaches to learning in a clinical practicum: A psychometric evaluation based on item response theory.

    Science.gov (United States)

    Zhao, Yue; Kuan, Hoi Kei; Chung, Joyce O K; Chan, Cecilia K Y; Li, William H C

    2018-07-01

    The investigation of learning approaches in the clinical workplace context has remained an under-researched area. Despite the validation of learning approach instruments and their applications in various clinical contexts, little is known about the extent to which an individual item, that reflects a specific learning strategy and motive, effectively contributes to characterizing students' learning approaches. This study aimed to measure nursing students' approaches to learning in a clinical practicum using the Approaches to Learning at Work Questionnaire (ALWQ). Survey research design was used in the study. A sample of year 3 nursing students (n = 208) who undertook a 6-week clinical practicum course participated in the study. Factor analyses were conducted, followed by an item response theory analysis, including model assumption evaluation (unidimensionality and local independence), item calibration and goodness-of-fit assessment. Two subscales, deep and surface, were derived. Findings suggested that: (a) items measuring the deep motive from intrinsic interest and deep strategies of relating new ideas to similar situations, and that of concept mapping served as the strongest discriminating indicators; (b) the surface strategy of memorizing facts and details without an overall picture exhibited the highest discriminating power among all surface items; and, (c) both subscales appeared to be informative in assessing a broad range of the corresponding latent trait. The 21-item ALWQ derived from this study presented an efficient, internally consistent and precise measure. Findings provided a useful psychometric evaluation of the ALWQ in the clinical practicum context, added evidence to the utility of the ALWQ for nursing education practice and research, and echoed the discussions from previous studies on the role of the contextual factors in influencing student choices of different learning strategies. They provided insights for clinical educators to measure

  3. Learning from tutorials: a qualitative study of approaches to learning and perceptions of tutorial interaction

    DEFF Research Database (Denmark)

    Herrmann, Kim Jesper

    2014-01-01

    This study examines differences in university students’ approaches to learning when attending tutorials as well as variation in students’ perceptions of tutorials as an educational arena. In-depth qualitative analysis of semi-structured interviews with undergraduates showed how surface and deep...... approaches to learning were revealed in the students’ note-taking, listening, and engaging in dialogue. It was also shown how variation in the students’ approaches to learning were coherent with variation in the students’ perceptions of the tutors’ pedagogical role, the value of peer interaction......, and the overall purpose of tutorials. The results are discussed regarding the paradox that students relying on surface approaches to learning seemingly are the ones least likely to respond to tutorials in the way they were intended....

  4. Holistic approaches to e-learning accessibility

    OpenAIRE

    Phipps, Lawrie; Kelly, Brian

    2006-01-01

    The importance of accessibility to digital e-learning resources is widely acknowledged. The World Wide Web Consortium Web Accessibility Initiative has played a leading role in promoting the importance of accessibility and developing guidelines that can help when developing accessible web resources. The accessibility of e-learning resources provides additional challenges. While it is important to consider the technical and resource related aspects of e-learning when designing and developing re...

  5. The networked student: A design-based research case study of student constructed personal learning environments in a middle school science course

    Science.gov (United States)

    Drexler, Wendy

    This design-based research case study applied a networked learning approach to a seventh grade science class at a public school in the southeastern United States. Students adapted emerging Web applications to construct personal learning environments for in-depth scientific inquiry of poisonous and venomous life forms. The personal learning environments constructed used Application Programming Interface (API) widgets to access, organize, and synthesize content from a number of educational Internet resources and social network connections. This study examined the nature of personal learning environments; the processes students go through during construction, and patterns that emerged. The project was documented from both an instructional and student-design perspective. Findings revealed that students applied the processes of: practicing digital responsibility; practicing digital literacy; organizing content; collaborating and socializing; and synthesizing and creating. These processes informed a model of the networked student that will serve as a framework for future instructional designs. A networked learning approach that incorporates these processes into future designs has implications for student learning, teacher roles, professional development, administrative policies, and delivery. This work is significant in that it shifts the focus from technology innovations based on tools to student empowerment based on the processes required to support learning. It affirms the need for greater attention to digital literacy and responsibility in K12 schools as well as consideration for those skills students will need to achieve success in the 21st century. The design-based research case study provides a set of design principles for teachers to follow when facilitating student construction of personal learning environments.

  6. The relationship between learning preferences (styles and approaches) and learning outcomes among pre-clinical undergraduate medical students.

    Science.gov (United States)

    Liew, Siaw-Cheok; Sidhu, Jagmohni; Barua, Ankur

    2015-03-11

    Learning styles and approaches of individual undergraduate medical students vary considerably and as a consequence, their learning needs also differ from one student to another. This study was conducted to identify different learning styles and approaches of pre-clinical, undergraduate medical students and also to determine the relationships of learning preferences with performances in the summative examinations. A cross-sectional study was conducted among randomly selected 419 pre-clinical, undergraduate medical students of the International Medical University (IMU) in Kuala Lumpur. The number of students from Year 2 was 217 while that from Year 3 was 202. The Visual, Auditory, Read/Write, Kinesthetic (VARK) and the Approaches and Study Skills Inventory for Students (ASSIST) questionnaires were used for data collection. This study revealed that 343 students (81.9%) had unimodal learning style, while the remaining 76 (18.1%) used a multimodal learning style. Among the unimodal learners, a majority (30.1%) were of Kinesthetic (K) type. Among the middle and high achievers in summative examinations, a majority had unimodal (Kinaesthetic) learning style (30.5%) and were also strategic/deep learners (79.4%). However, the learning styles and approaches did not contribute significantly towards the learning outcomes in summative examinations. A majority of the students in this study had Unimodal (Kinesthetic) learning style. The learning preferences (styles and approaches) did not contribute significantly to the learning outcomes. Future work to re-assess the viability of these learning preferences (styles and approaches) after the incorporation of teaching-learning instructions tailored specifically to the students will be beneficial to help medical teachers in facilitating students to become more capable learners.

  7. The Implementation of Discovery Learning Model with Scientific Learning Approach to Improve Students’ Critical Thinking in Learning History

    Directory of Open Access Journals (Sweden)

    Edi Nurcahyo

    2018-03-01

    Full Text Available Historical learning has not reached optimal in the learning process. It is caused by the history teachers’ learning model has not used the innovative learning models. Furthermore, it supported by the perception of students to the history subject because it does not become final exam (UN subject so it makes less improvement and builds less critical thinking in students’ daily learning. This is due to the lack of awareness of historical events and the availability of history books for students and teachers in the library are still lacking. Discovery learning with scientific approach encourages students to solve problems actively and able to improve students' critical thinking skills with scientific approach so student can build scientific thinking include observing, asking, reasoning, trying, and networking   Keywords: discovery learning, scientific, critical thinking

  8. A Collaborative Learning Network Approach to Improvement: The CUSP Learning Network.

    Science.gov (United States)

    Weaver, Sallie J; Lofthus, Jennifer; Sawyer, Melinda; Greer, Lee; Opett, Kristin; Reynolds, Catherine; Wyskiel, Rhonda; Peditto, Stephanie; Pronovost, Peter J

    2015-04-01

    Collaborative improvement networks draw on the science of collaborative organizational learning and communities of practice to facilitate peer-to-peer learning, coaching, and local adaption. Although significant improvements in patient safety and quality have been achieved through collaborative methods, insight regarding how collaborative networks are used by members is needed. Improvement Strategy: The Comprehensive Unit-based Safety Program (CUSP) Learning Network is a multi-institutional collaborative network that is designed to facilitate peer-to-peer learning and coaching specifically related to CUSP. Member organizations implement all or part of the CUSP methodology to improve organizational safety culture, patient safety, and care quality. Qualitative case studies developed by participating members examine the impact of network participation across three levels of analysis (unit, hospital, health system). In addition, results of a satisfaction survey designed to evaluate member experiences were collected to inform network development. Common themes across case studies suggest that members found value in collaborative learning and sharing strategies across organizational boundaries related to a specific improvement strategy. The CUSP Learning Network is an example of network-based collaborative learning in action. Although this learning network focuses on a particular improvement methodology-CUSP-there is clear potential for member-driven learning networks to grow around other methods or topic areas. Such collaborative learning networks may offer a way to develop an infrastructure for longer-term support of improvement efforts and to more quickly diffuse creative sustainment strategies.

  9. Use of machine learning approaches for novel drug discovery.

    Science.gov (United States)

    Lima, Angélica Nakagawa; Philot, Eric Allison; Trossini, Gustavo Henrique Goulart; Scott, Luis Paulo Barbour; Maltarollo, Vinícius Gonçalves; Honorio, Kathia Maria

    2016-01-01

    The use of computational tools in the early stages of drug development has increased in recent decades. Machine learning (ML) approaches have been of special interest, since they can be applied in several steps of the drug discovery methodology, such as prediction of target structure, prediction of biological activity of new ligands through model construction, discovery or optimization of hits, and construction of models that predict the pharmacokinetic and toxicological (ADMET) profile of compounds. This article presents an overview on some applications of ML techniques in drug design. These techniques can be employed in ligand-based drug design (LBDD) and structure-based drug design (SBDD) studies, such as similarity searches, construction of classification and/or prediction models of biological activity, prediction of secondary structures and binding sites docking and virtual screening. Successful cases have been reported in the literature, demonstrating the efficiency of ML techniques combined with traditional approaches to study medicinal chemistry problems. Some ML techniques used in drug design are: support vector machine, random forest, decision trees and artificial neural networks. Currently, an important application of ML techniques is related to the calculation of scoring functions used in docking and virtual screening assays from a consensus, combining traditional and ML techniques in order to improve the prediction of binding sites and docking solutions.

  10. An Australian Approach to School Design

    Science.gov (United States)

    Robinson, Leigh; Robinson, Taylor

    2009-01-01

    Contemporary education design strongly emphasises stimulating, adaptable learning environments, with spaces able to support various styles of teaching and learning. Delivering successful school buildings requires a close collaborative relationship between the architect and all key stakeholders from initial briefing through to project handover. The…

  11. The E-learning Cabaret: do's and don'ts in E-Learning Design

    NARCIS (Netherlands)

    Westera, Wim

    2009-01-01

    Westera, W. (2006). The E-Learning Cabaret: do's and don'ts in E-Learning Design. Book of Abstracts, 12th International Conference on Technology Supported Learning & Teaching, Online Educa Berlin (pp. 169-171). November, 29-December, 1, 2006, Berlin, Germany: ICWE-GmbH.

  12. Acttention – Influencing Communities of Practice with Persuasive Learning Designs

    DEFF Research Database (Denmark)

    Hansen, Sandra Burri Gram; Ryberg, Thomas

    2015-01-01

    design within this more established field of research and development. Rather than focus on improving learning technologies or motivating the interest in a subject, persuasive designs may be more efficient when used to influence the communities of practice in educational institutions.......Based on the preliminary results of implementing and testing a persuasive learning initiative in the Danish Military, this paper discusses and develops the notion of persuasive learning designs. It is suggested that the acquirement of new knowledge is fundamental to persuasion, and that persuasive...... learning designs distinguish themselves by leading to sustainable change to the learner’s attitude and/or behaviour. A practical example of persuasive learning designs is provided in terms of the interactive location-based learning game Acttention, which has been developed and tested on behalf...

  13. Integrated Design Process in Problem-Based Learning

    DEFF Research Database (Denmark)

    Knudstrup, Mary-Ann

    2004-01-01

    This article reports and reflects on the learning achievements and the educational experiences in connection with the first years of the curriculum in Architecture at Aalborg University ?s Civil Engineer Education in Architecture & Design. In the article I will focus on the learning activity and ...... the students need in order to concentrate, mobilize creativity and find the personal design language which is a precondition for making good architecture....... and the method that are developed during the semester when working with an Integrated Design Process combining architecture, design, functional aspects, energy consumption, indoor environment, technology, and construction. I will emphasize the importance of working with different tools in the design process, e...

  14. Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry ("Traditional") and Graduate-Entry ("Nontraditional") Medical Students.

    Science.gov (United States)

    Feeley, Anne-Marie; Biggerstaff, Deborah L

    2015-01-01

    PHENOMENON: The literature on learning styles over many years has been replete with debate and disagreement. Researchers have yet to elucidate exactly which underlying constructs are measured by the many learning styles questionnaires available. Some academics question whether learning styles exist at all. When it comes to establishing the value of learning styles for medical students, a further issue emerges. The demographics of medical students in the United Kingdom have changed in recent years, so past studies may not be applicable to students today. We wanted to answer a very simple, practical question: what can the literature on learning styles tell us that we can use to help today's medical students succeed academically at medical school? We conducted a literature review to synthesise the available evidence on how two different aspects of learning-the way in which students like to receive information in a learning environment (termed learning "styles") and the motivations that drive their learning (termed learning "approaches")-can impact on medical students' academic achievement. Our review confirms that although learning "styles" do not correlate with exam performance, learning "approaches" do: those with "strategic" and "deep" approaches to learning (i.e., motivated to do well and motivated to learn deeply respectively) perform consistently better in medical school examinations. Changes in medical school entrant demographics in the past decade have not altered these correlations. Optimistically, our review reveals that students' learning approaches can change and more adaptive approaches may be learned. Insights: For educators wishing to help medical students succeed academically, current evidence demonstrates that helping students develop their own positive learning approach using "growth mind-set" is a more effective (and more feasible) than attempting to alter students' learning styles. This conclusion holds true for both "traditional" and graduate

  15. ASIE Model: An Innovative Instructional Design Model for Teachers in Enhancing and Sustaining the Quality of the 21st Century Learning

    OpenAIRE

    Ismail Md Zain

    2017-01-01

    An effective and systematic design of instruction will determine the quality of learning and teaching practices. Hence, instructional design models are required, to move from just adopting a standard approach to developing models that have an impact on learners' profiles, creating a much better learning experience, skills, and knowledge both in the classroom and online. The 21st Century Learning Framework requires learners to develop their thinking skills, communication skills, collaborating ...

  16. Application Design Of Interactive Multimedia Development Based Motion Graphic On Making Fashion Design Learning In Digital Format

    OpenAIRE

    Winwin Wiana

    2017-01-01

    This study is a research and development aimed at developing multimedia interactive learning based animation as an effort to improve student learning motivation in learning Fashion Design Technology apart from this study also aims to design a learning program courses Fashion Design Technology with a focus on optimizing the use of interactive media in learning process. From this study showed 1 A preliminary study found that the problems faced by students when studying Fashion Design Technology...

  17. Learning design: reflections upon the current landscape

    Directory of Open Access Journals (Sweden)

    Brock Craft

    2012-08-01

    Full Text Available The mounting wealth of open and readily available information and the accelerated evolution of social, mobile and creative technologies call for a re-conceptualisation of the role of educators: from providers of knowledge to designers of learning. This call is reverberated by the rising trend of research in learning design (LD. Addressing this, the Art and Science of Learning Design workshop brought together leading voices in the field, and provided a forum for discussing its key issues. It focused on three major themes: (1 practices, methods and methodologies, (2 tools and resources and (3 theoretical frameworks. This paper proposes a definition of LD, reviews the main contributions from the workshop, and suggests some challenges for future research.

  18. Multi-dimensional technology-enabled social learning approach

    DEFF Research Database (Denmark)

    Petreski, Hristijan; Tsekeridou, Sofia; Prasad, Neeli R.

    2013-01-01

    ’t respond to this systemic and structural changes and/or challenges and retains its status quo than it is jeopardizing its own existence or the existence of the education, as we know it. This paper aims to precede one step further by proposing a multi-dimensional approach for technology-enabled social...... in learning while socializing within their learning communities. However, their “educational” usage is still limited to facilitation of online learning communities and to collaborative authoring of learning material complementary to existing formal (e-) learning services. If the educational system doesn...

  19. Predicting Academic Success from Academic Motivation and Learning Approaches in Classroom Teaching Students

    Science.gov (United States)

    Çetin, Baris

    2015-01-01

    Our aim was to determine whether learning approaches and academic motivation together predict academic success of classroom teaching students. The sample of the study included 536 students (386 female, 150 male) studying at the Classroom Teaching Division of Canakkale 18 Mart University. Our research was designed as a prediction study. Data was…

  20. Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches

    Science.gov (United States)

    Wang, Victor C. X.

    2010-01-01

    As adult learners and educators pioneer the use of technology in the new century, attention has been focused on developing strategic approaches to effectively integrate adult learning and technology in different learning environments. "Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches" provides innovative…

  1. Designing and Evaluating Conative Game-Based Learning Scenarios

    DEFF Research Database (Denmark)

    Schønau-Fog, Henrik

    2014-01-01

    It is an essential prerequisite to design for motivation in game-based learning applications, tools and activities. However, how is it possible to design and evaluate motivational game-based learning scenarios in a systematic process-oriented manner based on conation and player engagement? While...... of ‘continuation desire’ such as interfacing with the scenario, exploration and socialising. This paper aims to combine the concepts of Player Engagement, Conation and Continuation Desire by focusing on the conative aspects which are the essential drivers for the desire to continue any learning activity......-based learning scenarios....

  2. Experential Learning Approach For Training Pre-Service Teachers In Environmental Science Using Mobile Apps

    Science.gov (United States)

    Senan, D. C.; Nair, U. S.

    2015-12-01

    In the context of complex environmental problems facing societies, environmental education is becoming an integral part of curriculum all levels of education, including teacher education. Traditional teaching methodology is often criticized for being reductionist and empirical and thus not optimal for training next generation of students who are expected to formulate solutions to complex, interdisciplinary environmental issues. This study will report on the use of mobile application, based on the Open Data Kit (ODK), along with the Google Earth Engine (GEE) to implement a better approach, namely experiential learning, for teacher education in Kerala, India. The specific topic considered is land use and land cover change due to human activity. The experiential learning approach implemented will involve students using Android mobile application to collect a sample of geo-locations for different land cover types. This data will be used to classify satellite imagery within Google Earth Engine and used to understand how their neighborhoods have changed over the years. Rather than being passive information recipients, the students will develop understanding based on their own analysis of how urban regions grow, crop lands shrink and forests disappear. This study will report on the implementation of experiential learning approach through the use of ODK and GEE, and on the ongoing evaluation of effectiveness of experiential learning approach for environmental education. A Pretest-Posttest study design will be used for evaluation. Change in environmental consciousness, as characterized by a well-designed and validated Environmental Consciousness Scale will be determined for a study group of 300 Pre-service teachers of Kerala, India. The significance between the mean scores of the data collected during pretest and posttest will be analyzed using paired t tests. Qualitative feedback about the Mobile Application through focus group interviews will also collected and analyzed.

  3. Safety design approach for JSFR toward the realization of GEN IV SFR

    International Nuclear Information System (INIS)

    Kubo, S.; Yamano, H.; Chikazawa, Y.; Shimakawa, Y.

    2013-01-01

    Conclusion: Safety Design Approach for JSFR: • Based on the safety design criteria for Generation-IV SFR • DECs, Situations practically eliminated and related design measures are identified and selected with due consideration of the safety features of SFR and the lessons learned from the TEPCO’s Fukushima Dai-ichi nuclear power plants accident Safety Design Concept of JSFR: • For failure to shutdown: Passive shutdown capability, Mitigation of core damage (Prevention of severe mechanical energy release, In-Vessel Retention) • For failure to remove heat: Prevention of significant core damage (Natural circulation DHR, Alternative cooling measures) • Containment: Prevention of sever dynamic loads by design measures (IVR, double boundary concept, inertization)

  4. Evaluating the E-Learning Platform from the Perspective of Knowledge Management: The AHP Approach

    Directory of Open Access Journals (Sweden)

    I-Chin Wu

    2013-06-01

    Full Text Available A growing number of higher education institutions have adopted asynchronous and synchronous Web-based learning platforms to improve students’ learning efficiency and increase learning satisfaction in the past decade. Unlike traditional face-to-face learning methods, e-learning platforms allow teachers to communicate with students and discuss course content anytime or anywhere. In addition, the teaching material can be reused via the e-learning platforms. To understand how students use e-learning platforms and what the implications are, we conducted an empirical study of the iCAN e-learning platform, which has been widely used in Fu-Jen Catholic University since 2005. We use the Analytic Hierarchy Process (AHP, a well-known multi-criteria evaluation approach, to compare five practices, i.e. the functions of the iCAN teaching platform. We adopted a brainstorming approach to design a questionnaire to measure learners’ perception of the e-learning platform based on the theory of knowledge transforming process in knowledge management. Accordingly, the model considers functioning and objectivity in terms of the following three attributes of learning effectiveness: individual learning, group sharing and learning performance. Twelve criteria with twelve evaluation items were used to investigate the effectiveness of the five practices. We also evaluated the strengths and weaknesses of the functions based on the types of courses in the iCan platform. We expect that the empirical evaluation results will provide teachers with suggestions and guidelines for using the e-learning platform effectively to facilitate their teaching activities and promote students’ learning efficiency and satisfaction.

  5. A Review of Adventure Learning

    Directory of Open Access Journals (Sweden)

    George Veletsianos

    2009-12-01

    Full Text Available Adventure learning (AL is an approach for the design of digitally-enhanced teaching and learning environments driven by a framework of guidelines grounded on experiential and inquiry-based education. The purpose of this paper is to review the adventure learning literature and to describe the status quo of the practice by identifying the current knowledge, misconceptions, and future opportunities in adventure learning. Specifically, the authors present an integrative analysis of the adventure learning literature, identify knowledge gaps, present future research directions, and discuss research methods and approaches that may improve the AL approach.The authors engaged in a systematic search strategy to identify adventure learning studies then applied a set of criteria to decide whether to include or exclude each study. Results from the systematic review were combined, analyzed, and critiqued inductively using the constant comparative method and weaved together using the qualitative metasynthesis approach.Results indicate the appeal and promise of the adventure learning approach. Nevertheless, the authors recommend further investigation of the approach. Along with studies that investigate learning outcomes, aspects of the AL approach that are engaging, and the nature of expert-learner collaboration, future adventure learning projects that focus on higher education and are (a small and (b diverse can yield significant knowledge into adventure learning. Research and design in this area will benefit by taking an activity theory and design-based research perspective.

  6. Designing the Electronic Classroom: Applying Learning Theory and Ergonomic Design Principles.

    Science.gov (United States)

    Emmons, Mark; Wilkinson, Frances C.

    2001-01-01

    Applies learning theory and ergonomic principles to the design of effective learning environments for library instruction. Discusses features of electronic classroom ergonomics, including the ergonomics of physical space, environmental factors, and workstations; and includes classroom layouts. (Author/LRW)

  7. Problem Posing with Realistic Mathematics Education Approach in Geometry Learning

    Science.gov (United States)

    Mahendra, R.; Slamet, I.; Budiyono

    2017-09-01

    One of the difficulties of students in the learning of geometry is on the subject of plane that requires students to understand the abstract matter. The aim of this research is to determine the effect of Problem Posing learning model with Realistic Mathematics Education Approach in geometry learning. This quasi experimental research was conducted in one of the junior high schools in Karanganyar, Indonesia. The sample was taken using stratified cluster random sampling technique. The results of this research indicate that the model of Problem Posing learning with Realistic Mathematics Education Approach can improve students’ conceptual understanding significantly in geometry learning especially on plane topics. It is because students on the application of Problem Posing with Realistic Mathematics Education Approach are become to be active in constructing their knowledge, proposing, and problem solving in realistic, so it easier for students to understand concepts and solve the problems. Therefore, the model of Problem Posing learning with Realistic Mathematics Education Approach is appropriately applied in mathematics learning especially on geometry material. Furthermore, the impact can improve student achievement.

  8. Looking at Learning Approaches from the Angle of Student Profiles

    Science.gov (United States)

    Kyndt, Eva; Dochy, Filip; Struyven, Katrien; Cascallar, Eduardo

    2012-01-01

    This study starts with investigating the relation of perceived workload, motivation for learning and working memory capacity (WMC) with students' approaches to learning. Secondly, this study investigates if differences exist between different student profiles concerning their approach to the learning and the influence of workloads thereon. Results…

  9. Laboratory-induced learned helplessness attenuates approach motivation as indexed by posterior versus frontal theta activity.

    Science.gov (United States)

    Reznik, Samantha J; Nusslock, Robin; Pornpattananangkul, Narun; Abramson, Lyn Y; Coan, James A; Harmon-Jones, Eddie

    2017-08-01

    Research suggests that midline posterior versus frontal electroencephalographic (EEG) theta activity (PFTA) may reflect a novel neurophysiological index of approach motivation. Elevated PFTA has been associated with approach-related tendencies both at rest and during laboratory tasks designed to enhance approach motivation. PFTA is sensitive to changes in dopamine signaling within the fronto-striatal neural circuit, which is centrally involved in approach motivation, reward processing, and goal-directed behavior. To date, however, no studies have examined PFTA during a laboratory task designed to reduce approach motivation or goal-directed behavior. Considerable animal and human research supports the hypothesis put forth by the learned helplessness theory that exposure to uncontrollable aversive stimuli decreases approach motivation by inducing a state of perceived uncontrollability. Accordingly, the present study examined the effect of perceived uncontrollability (i.e., learned helplessness) on PFTA. EEG data were collected from 74 participants (mean age = 19.21 years; 40 females) exposed to either Controllable (n = 26) or Uncontrollable (n = 25) aversive noise bursts, or a No-Noise Condition (n = 23). In line with prediction, individuals exposed to uncontrollable aversive noise bursts displayed a significant decrease in PFTA, reflecting reduced approach motivation, relative to both individuals exposed to controllable noise bursts or the No-Noise Condition. There was no relationship between perceived uncontrollability and frontal EEG alpha asymmetry, another commonly used neurophysiological index of approach motivation. Results have implications for understanding the neurophysiology of approach motivation and establishing PFTA as a neurophysiological index of approach-related tendencies.

  10. IMS Learning Design Frequently Asked Questions

    NARCIS (Netherlands)

    Tattersall, Colin; Manderveld, Jocelyn; Hummel, Hans; Sloep, Peter; Koper, Rob; De Vries, Fred

    2004-01-01

    This list of frequently asked questions was composed on the basis of questions asked of the Educational Technology Expertise Centrum. The questions addessed are: Where can I find the IMS Learning Design Specification? What is meant by the phrase “Learning Design”? What is the IMS LD Specification

  11. Investigating the Efficiency of Scenario Based Learning and Reflective Learning Approaches in Teacher Education

    Science.gov (United States)

    Hursen, Cigdem; Fasli, Funda Gezer

    2017-01-01

    The main purpose of this research is to investigate the efficiency of scenario based learning and reflective learning approaches in teacher education. The impact of applications of scenario based learning and reflective learning on prospective teachers' academic achievement and views regarding application and professional self-competence…

  12. E-learning and blended learning in textile engineering education: a closed feedback loop approach

    Science.gov (United States)

    Charitopoulos, A.; Vassiliadis, S.; Rangoussi, M.; Koulouriotis, D.

    2017-10-01

    E-learning has gained a significant role in typical education and in professional training, thanks to the flexibility it offers to the time and location parameters of the education event framework. Purely e-learning scenarios are mostly limited either to Open University-type higher education institutions or to graduate level or professional degrees; blended learning scenarios are progressively becoming popular thanks to their balanced approach. The aim of the present work is to propose approaches that exploit the e-learning and the blended-learning scenarios for Textile Engineering education programmes, especially for multi-institutional ones. The “E-Team” European MSc degree programme organized by AUTEX is used as a case study. The proposed solution is based on (i) a free and open-source e-learning platform (moodle) and (ii) blended learning educational scenarios. Educational challenges addressed include student engagement, student error / failure handling, as well as collaborative learning promotion and support.

  13. Science of learning is learning of science: why we need a dialectical approach to science education research

    Science.gov (United States)

    Roth, Wolff-Michael

    2012-06-01

    Research on learning science in informal settings and the formal (sometimes experimental) study of learning in classrooms or psychological laboratories tend to be separate domains, even drawing on different theories and methods. These differences make it difficult to compare knowing and learning observed in one paradigm/context with those observed in the other. Even more interestingly, the scientists studying science learning rarely consider their own learning in relation to the phenomena they study. A dialectical, reflexive approach to learning, however, would theorize the movement of an educational science (its learning and development) as a special and general case—subject matter and method—of the phenomenon of learning (in/of) science. In the dialectical approach to the study of science learning, therefore, subject matter, method, and theory fall together. This allows for a perspective in which not only disparate fields of study—school science learning and learning in everyday life—are integrated but also where the progress in the science of science learning coincides with its topic. Following the articulation of a contradictory situation on comparing learning in different settings, I describe the dialectical approach. As a way of providing a concrete example, I then trace the historical movement of my own research group as it simultaneously and alternately studied science learning in formal and informal settings. I conclude by recommending cultural-historical, dialectical approaches to learning and interaction analysis as a context for fruitful interdisciplinary research on science learning within and across different settings.

  14. A developmental approach to learning causal models for cyber security

    Science.gov (United States)

    Mugan, Jonathan

    2013-05-01

    To keep pace with our adversaries, we must expand the scope of machine learning and reasoning to address the breadth of possible attacks. One approach is to employ an algorithm to learn a set of causal models that describes the entire cyber network and each host end node. Such a learning algorithm would run continuously on the system and monitor activity in real time. With a set of causal models, the algorithm could anticipate novel attacks, take actions to thwart them, and predict the second-order effects flood of information, and the algorithm would have to determine which streams of that flood were relevant in which situations. This paper will present the results of efforts toward the application of a developmental learning algorithm to the problem of cyber security. The algorithm is modeled on the principles of human developmental learning and is designed to allow an agent to learn about the computer system in which it resides through active exploration. Children are flexible learners who acquire knowledge by actively exploring their environment and making predictions about what they will find,1, 2 and our algorithm is inspired by the work of the developmental psychologist Jean Piaget.3 Piaget described how children construct knowledge in stages and learn new concepts on top of those they already know. Developmental learning allows our algorithm to focus on subsets of the environment that are most helpful for learning given its current knowledge. In experiments, the algorithm was able to learn the conditions for file exfiltration and use that knowledge to protect sensitive files.

  15. Use of blended learning in workplace learning

    DEFF Research Database (Denmark)

    Georgsen, Marianne; Løvstad, Charlotte Vange

    2014-01-01

    -based teaching materials. This paper presents the experiences of this particular project, and goes on to discuss the following points: • The blended learning design – use of IT for teaching, learning and communication • Digital learning materials – principals of design and use • Work place learning and learning......In 2014, a new system has been put in place for the inspection and approval of social welfare institutions in Denmark. In as little as 10 weeks, 330 new employees in five regional centres participated in an introductory course, designed as work place learning with extensive use of e-learning and IT...... from work – the interplay between experiences of the learner and the curriculum of the program •The approach taken to customising the e-learning design to the needs and demands of a particular case....

  16. Collaborative Design of Technology-Enhanced Learning: What Can We Learn from Teacher Talk?

    Science.gov (United States)

    McKenney, Susan; Boschman, Ferry; Pieters, Jules; Voogt, Joke

    2016-01-01

    The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative…

  17. Learning environment, approaches to learning and learning preferences: medical students versus general education students.

    Science.gov (United States)

    Ullah, Raza

    2016-05-01

    The main objective of the study was to see whether medical students use more desirable approaches to studying than general education students. Survey method was used to collect data from both the medical students and the general education students. The survey of the medical students was carried out between January and March, 2012. The survey was administered to all the medical students present in lecture halls on day of data collection, while general education students were randomly selected from four subject areas at two universities. In total, 976 medical students and 912 general students participated in the study. Of the general students, 494(54%) were boys and 418(46%)were girls with an overall mean age of 20.53±1.77 years (range: 17-27 years). The medical students' perceptions of their learning environment and their learning preferences were broadly similar to that of general education students with the exception of workload. The medical students perceived the workload to be less appropriate (Mean = 2.06±0.72) than the students in general education (Mean = 2.84±0.90). The medical students were more likely to use the deep approach to studying (Mean = 3.66±0.59) than the students in general education (Mean = 3.16±0.91). The students in general education were slightly more likely to use the organized studying (Mean = 3.44±0.90) than the medical students (Mean =3.23±0.90). Both medical students and the students in general education tended to use the surface approaches along with other approaches to studying. There was not a great difference between the medical students and the students pursuing general education with regard to perceptions of the learning environment and approaches to learning.

  18. The Implementation of Service-Learning in Graduate Instructional Design Coursework

    Science.gov (United States)

    Stefaniak, Jill E.

    2015-01-01

    This paper describes the design of service-learning experiences with a graduate-level instructional design course. Service-learning provides students with real-life experiences in a situated-learning environment. Students were tasked with working on an instructional design project in a real-world setting to gain consultative experience. This paper…

  19. Make E-Learning Effortless! Impact of a Redesigned User Interface on Usability through the Application of an Affordance Design Approach

    Science.gov (United States)

    Park, Hyungjoo; Song, Hae-Deok

    2015-01-01

    Given that a user interface interacts with users, a critical factor to be considered in improving the usability of an e-learning user interface is user-friendliness. Affordances enable users to more easily approach and engage in learning tasks because they strengthen positive, activating emotions. However, most studies on affordances limit…

  20. A framework for studying teacher learning by design

    NARCIS (Netherlands)

    Voogt, Joke; McKenney, Susan; Janssen, Fred; Berry, Amanda; Kicken, Wendy; Coenders, Fer

    2012-01-01

    Voogt, J., McKenney, S., Janssen, F., Berry, A., Kicken, W., & Coenders, F. (2012, 2-6 July). A framework for studying teacher learning by design. Paper presentation at the Teachers as Designers of Technology Enhanced Learning pre-conference workshop in conjunction with the ISLS annual meeting,

  1. Creating by Reusing Learning Design Solutions

    NARCIS (Netherlands)

    Hernández-Leo, Davinia; Harrer, Andreas; Dodero, Juan Manuel; Asensio-Pérez, Juan; Burgos, Daniel

    2006-01-01

    Hernández-Leo, D., Harrer, A., Dodero, J. M., Asension-Pérez, J. I., & Burgos, D. (2006). Creating by reusing Learning Design solutions. Proceedings of 8th Simposo Internacional de Informática Educativa, León, Spain: IEEE Technical Committee on Learning Technology. Retrieved October 3rd, 2006, from

  2. The Astro Learning Design Player

    NARCIS (Netherlands)

    Sharples, Paul; Wilson, Scott; Popat, Kris; Griffiths, David; Beauvoir, Phillip

    2010-01-01

    Sharples, Paul Wilson, S., Popat, K., Griffiths, D., Beauvoir, P. (2009) The Astro Learning Design Player. This software is distributed under the three clause BSD license, copyright TENCompetence Foundation

  3. Towards a Standards-Based Approach to E-Learning Personalization Using Reusable Learning Objects.

    Science.gov (United States)

    Conlan, Owen; Dagger, Declan; Wade, Vincent

    E-Learning systems that produce personalized course offerings for the learner are often expensive, both from a time and financial perspective, to develop and maintain. Learning content personalized to a learners' cognitive preferences has been shown to produce more effective learning, however many approaches to realizing this form of…

  4. Designing a lessons learned model to improve the success of new product development in project oriented organizations

    Directory of Open Access Journals (Sweden)

    Ahmad

    2016-12-01

    Full Text Available Nowadays, project-based organizations need to utilize intellectual capital and knowledge to become leader in their business activities. The new approach to use knowledge based skills from one side and development of the new complicated products from the other side have increased the need for designing a lessons learned model. The purpose of this paper is to design a lessons learned model to improve the success of new product development for project oriented organizations. The study designs a questionnaire in Likert scale and distributes it among 56 experts who were well informed about various techniques of new product development and lessons learned. Cronbach alphas for all components of the survey were well above the desirable level. The results of the survey have indicated that there were positive and meaningful relationships between lessons learned components and the success of the new product development.

  5. Metadata and Ontologies in Learning Resources Design

    Science.gov (United States)

    Vidal C., Christian; Segura Navarrete, Alejandra; Menéndez D., Víctor; Zapata Gonzalez, Alfredo; Prieto M., Manuel

    Resource design and development requires knowledge about educational goals, instructional context and information about learner's characteristics among other. An important information source about this knowledge are metadata. However, metadata by themselves do not foresee all necessary information related to resource design. Here we argue the need to use different data and knowledge models to improve understanding the complex processes related to e-learning resources and their management. This paper presents the use of semantic web technologies, as ontologies, supporting the search and selection of resources used in design. Classification is done, based on instructional criteria derived from a knowledge acquisition process, using information provided by IEEE-LOM metadata standard. The knowledge obtained is represented in an ontology using OWL and SWRL. In this work we give evidence of the implementation of a Learning Object Classifier based on ontology. We demonstrate that the use of ontologies can support the design activities in e-learning.

  6. Content-Based Instruction Approach In Instructional Multimedia For English Learning

    OpenAIRE

    Farani, Rizki

    2016-01-01

    Content-based Instruction (CBI) is an approach in English learning that integrates certain topic and English learning objectives. This approach focuses on using English competencies as a “bridge” to comprehend certain topic or theme in English. Nowadays, this approach can be used in instructional multimedia to support English learning by using computer. Instructional multimedia with computer system refers to the sequential or simultaneous use of variety of media formats in a given presentatio...

  7. Perceived Learning Effectiveness of a Course Facebook Page: Teacher-Led versus Student-Led Approach

    Science.gov (United States)

    Tugrul, Tugba Orten

    2017-01-01

    This research aims to compare the perceived effectiveness of teacher-led and student-led content management approaches embraced in a course Facebook page designed to enhance traditional classroom learning. Eighty-five undergraduate marketing course students voluntarily completed a questionnaire composed of two parts; a depiction of a course…

  8. D.3.3 PLOT Persuasive Learning Design Framework

    DEFF Research Database (Denmark)

    Gram-Hansen, Sandra Burri

    2012-01-01

    In this third and final deliverable of WP3: Persuasive Learning Designs, the theoretical cross field between persuasion and learning and the practical analysis of the technological learning tools and products which are currently related to the PLOT project, namely the GLOMaker and the 3ET tool......, are linked together as persuasive learning designs are defined and exemplified through the four e-PLOT cases. Based on the literary study of D.3.1 as well as the subsequent discussions and reflections regarding the theoretical foundation and practical application of persuasive learning technologies......-PLOT work cases. In conclusion, the report presents a number of suggestions regarding the improvement of the two learning tools, which from a theoretical perspective will enhance the persuasive potential, and which can be taken into consideration in WP4 and 5....

  9. Context and Deep Learning Design

    Science.gov (United States)

    Boyle, Tom; Ravenscroft, Andrew

    2012-01-01

    Conceptual clarification is essential if we are to establish a stable and deep discipline of technology enhanced learning. The technology is alluring; this can distract from deep design in a surface rush to exploit the affordances of the new technology. We need a basis for design, and a conceptual unit of organization, that are applicable across…

  10. On the Role of Discipline-Related Self-Concept in Deep and Surface Approaches to Learning among University Students

    Science.gov (United States)

    Platow, Michael J.; Mavor, Kenneth I.; Grace, Diana M.

    2013-01-01

    The current research examined the role that students' discipline-related self-concepts may play in their deep and surface approaches to learning, their overall learning outcomes, and continued engagement in the discipline itself. Using a cross-lagged panel design of first-year university psychology students, a causal path was observed in which…

  11. Amp: A modular approach to machine learning in atomistic simulations

    Science.gov (United States)

    Khorshidi, Alireza; Peterson, Andrew A.

    2016-10-01

    Electronic structure calculations, such as those employing Kohn-Sham density functional theory or ab initio wavefunction theories, have allowed for atomistic-level understandings of a wide variety of phenomena and properties of matter at small scales. However, the computational cost of electronic structure methods drastically increases with length and time scales, which makes these methods difficult for long time-scale molecular dynamics simulations or large-sized systems. Machine-learning techniques can provide accurate potentials that can match the quality of electronic structure calculations, provided sufficient training data. These potentials can then be used to rapidly simulate large and long time-scale phenomena at similar quality to the parent electronic structure approach. Machine-learning potentials usually take a bias-free mathematical form and can be readily developed for a wide variety of systems. Electronic structure calculations have favorable properties-namely that they are noiseless and targeted training data can be produced on-demand-that make them particularly well-suited for machine learning. This paper discusses our modular approach to atomistic machine learning through the development of the open-source Atomistic Machine-learning Package (Amp), which allows for representations of both the total and atom-centered potential energy surface, in both periodic and non-periodic systems. Potentials developed through the atom-centered approach are simultaneously applicable for systems with various sizes. Interpolation can be enhanced by introducing custom descriptors of the local environment. We demonstrate this in the current work for Gaussian-type, bispectrum, and Zernike-type descriptors. Amp has an intuitive and modular structure with an interface through the python scripting language yet has parallelizable fortran components for demanding tasks; it is designed to integrate closely with the widely used Atomic Simulation Environment (ASE), which

  12. Learning and Motivational Processes When Students Design Curriculum-Based Digital Learning Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2015-01-01

    , or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...... another. The study found that the students benefitted from this way of learning as a valid variation to more conventional teaching approaches, and teachers found that the students learned at least the same amount or more compared to traditional teaching processes. The students were able to think outside...

  13. THE EFFECT OF USING DIGIMON (SCIENCE DIGITAL MODULE WITH SCIENTIFIC APPROACH AT THE VISUALIZATIONOF STUDENTS’ INDEPENDENCE AND LEARNING RESULTS

    Directory of Open Access Journals (Sweden)

    M. W. Syahroni

    2016-04-01

    Full Text Available The aim of this research was to determine the influence of digimon based scientific approach on independence and learning autcomes of learners. This research has designed as quasi-experimental nonequivalent control group design. Subjects of this reaserch is learners at 8 E and 8 F on SMP N 1 Magelang in year 2014/2015. The results showed that there was a strong perfect linear relationship between digimon with independent learning or learning outcomes of learners. The result of independent assessment on the experiment group was 85,47 while the result of independent assessment on the control group was 69,94. Digimon based scientific approach are influential 51.93% to the independence of learners, while the rest influenced by other factors. Digimon give influence 39.69% on learning outcomes of learners, while the rest influenced by other factors.This relation is empharized through an independent test (t-test which shows dependent bridge between digimon with independence toward concept understanding of learners in experiment group.

  14. Green Goggles: Designing and Teaching a General Chemistry Course to Nonmajors Using a Green Chemistry Approach

    Science.gov (United States)

    Prescott, Sarah

    2013-01-01

    A novel course using green chemistry as the context to teach general chemistry fundamentals was designed, implemented and is described here. The course design included an active learning approach, with major course graded components including a weekly blog entry, exams, and a semester project that was disseminated by wiki and a public symposium.…

  15. Learning Opportunities for Group Learning

    Science.gov (United States)

    Gil, Alfonso J.; Mataveli, Mara

    2017-01-01

    Purpose: This paper aims to analyse the impact of organizational learning culture and learning facilitators in group learning. Design/methodology/approach: This study was conducted using a survey method applied to a statistically representative sample of employees from Rioja wine companies in Spain. A model was tested using a structural equation…

  16. Research Notes ~ Elements of Effective e-Learning Design

    Directory of Open Access Journals (Sweden)

    Andrew R. Brown

    2005-03-01

    Full Text Available Preparing and developing e-learning materials is a costly and time consuming enterprise. This paper highlights the elements of effective design that we consider assist in the development of high quality materials in a cost efficient way. We introduce six elements of design and discuss each in some detail. These elements focus on paying attention to the provision of a rich learning activity, situating this activity within an interesting story line, providing meaningful opportunities for student reflection and third party criticism, considering appropriate technologies for delivery, ensuring that the design is suitable for the context in which it will be used, and bearing in mind the personal, social, and environmental impact of the designed activities. Along the way, we describe how these design elements can be effectively utilized by contextualizing them with examples from an e-learning initiative.

  17. Managing the Complexity of Design Problems through Studio-Based Learning

    Science.gov (United States)

    Cennamo, Katherine; Brandt, Carol; Scott, Brigitte; Douglas, Sarah; McGrath, Margarita; Reimer, Yolanda; Vernon, Mitzi

    2011-01-01

    The ill-structured nature of design problems makes them particularly challenging for problem-based learning. Studio-based learning (SBL), however, has much in common with problem-based learning and indeed has a long history of use in teaching students to solve design problems. The purpose of this ethnographic study of an industrial design class,…

  18. Hong Kong Students' Approaches to Learning: Cross-Cultural Comparisons

    Science.gov (United States)

    Dasari, Bhoomiah

    2009-01-01

    Anecdotal evidence abounds in Hong Kong to the effect that students entering tertiary education are predisposed to a "rote" learning approach. With the internalisation of higher education in many countries, there is still insufficient understanding of how Chinese students approach their learning. Except few studies were conducted…

  19. Special Aspects of Learning Objectives Design for Disciplines in Engineering Education

    Directory of Open Access Journals (Sweden)

    Yu. B. Tsvetkov

    2015-01-01

    Full Text Available The article is devoted to a problem of learning objectives design for disciplines in engineering education. It is shown that the system of well defined objectives can form a basis of discipline content analysis, acquisition control and improvement.The detailed defining of clear objectives and designing forms and content of objectives which allow to estimate their achievement are considered.For this purpose the objectives should consider the level of learners, to designate result which they will be able to show after training, conditions and how well they will be able to make it.Some examples of objective formulations are provided which allow to show in an explicit form the results reached by a learner.It is shown that cognitive process dimension can be divided into groups of initial level of thinking (to remember, understand, apply and thinking of high level (to analyze, estimate, create.Thus knowledge dimension include the factual, conceptual, procedural and metacognitive knowledges.On the basis of cognitive process dimension and knowledge dimension in engineering education it is offered to form system of learning objectives on the basis of their twodimensional classification - taxonomy.Objectives examples for engineering discipline are given. They consider conditions of their achievement and criteria of execution for various combinations of cognitive process dimension and levels of knowledge dimension.For some engineering disciplines examples of learning objectives are formulated including their achievement and criterion of execution of the corresponding actions.The given results can form a basis for design of learning objectives at realization of a competence approach in modern engineering education.Further work in this direction preplan the analysis and approbation of two-dimensional matrix applicability for objectives design on examples of various engineering disciplines.It is of profound importance to use matrixes of well defined

  20. Rich services in interoperable Learning Designs: can the circle be squared?

    OpenAIRE

    Griffiths, David

    2009-01-01

    Griffiths, D. (2009). Rich services in interoperable Learning Designs: Can the circle be squared?. Presented at Opening Up Learning Design, European LAMS and Learning Design Conference 2009. July, 6-9, 2009, Milton Keynes, United Kingdom.

  1. Apps i anatomiundervisningen - perspektiver for et nyt learning design

    Directory of Open Access Journals (Sweden)

    Solvej Videbaek

    2016-05-01

    Full Text Available Dansk Formålet med denne artikel var at diskutere, hvordan Learning Design kan anvendes ved implementering af mobile platforme i undervisningen på universitetsniveau. Med udgangspunkt i teoretiske modeller og undervisernes overvejelser diskuteres brug af Learning Design og implementering informationsteknologi med afsæt i anvendelse af applikationer til tablets og smartphones i anatomiundervisningen på Aarhus Universitet. Sekundært præsenterer artiklen resultater fra et pilotprojekt i anatomiundervisningen på medicinstudiet, Aarhus Universitet, der viser, at de studerende er positivt indstillede over for informationsteknologi i undervisningen, at de er teknologiparate, og at anatomiapplikationerne forbedrer de studerendes oplevelse af tredimensional forståelse. Ved anvendelse af et veltilrettelagt Learning Design kan undervisningssessioner og kurser designes til i højere grad at anvende informations- og uddannelsesteknologi i integrerede læringsforløb. English The purpose of the this study was to discuss how Learning Design can be used when implementing mobile learning devices in education at universities. Based on theoretical models and the teachers’ thoughts and reflections, the use of Learning Design and implementation of information technology is discussed on the basis of using tablets and smartphones with anatomy specific applications in anatomy courses at the School of medicine, Aarhus University, Denmark. Secondarily, the results from a pilot project including tablets in anatomy teaching are presented, showing that the students have a positive attitude towards information technology in education, that they are used to using information technology in education, and that anatomy applications improve the students’ understanding of anatomy in three dimensions. By application of a well-designed Learning Design, teaching sessions can implement information- and educational technology in a combination of in-class and out-of-class.

  2. The future of the IMS Learning Design specification: a critical look

    NARCIS (Netherlands)

    Sloep, Peter

    2009-01-01

    P. B. Sloep (2009). The future of the IMS Learning Design specification: a critical look. Presentation at the IMS Learning Design seminar 'The future of IMS Learning Design'. December, 10, 2009, Wollongong, Australia: University of Wollongong.

  3. Bridging the Design-Science Gap with Tools: Science Learning and Design Behaviors in a Simulated Environment for Engineering Design

    Science.gov (United States)

    Chao, Jie; Xie, Charles; Nourian, Saeid; Chen, Guanhua; Bailey, Siobhan; Goldstein, Molly H.; Purzer, Senay; Adams, Robin S.; Tutwiler, M. Shane

    2017-01-01

    Many pedagogical innovations aim to integrate engineering design and science learning. However, students frequently show little attempt or have difficulties in connecting their design projects with the underlying science. Drawing upon the Cultural-Historical Activity Theory, we argue that the design tools available in a learning environment…

  4. Design Framework for an Adaptive MOOC Enhanced by Blended Learning

    DEFF Research Database (Denmark)

    Gynther, Karsten

    2016-01-01

    The research project has developed a design framework for an adaptive MOOC that complements the MOOC format with blended learning. The design framework consists of a design model and a series of learning design principles which can be used to design in-service courses for teacher professional...

  5. Learning styles and courseware design

    OpenAIRE

    Valley, Karen

    1997-01-01

    In this paper we examine how (courseware) can accommodate differences in preferred learning style. A review of the literature on learning styles is followed by a discussion of the implications of being able to accurately classify learners, and key issues that must be addressed are raised. We then present two courseware design solutions that take into account individual learning‐style preference: the first follows on from traditional research in this area and assumes that learners can be class...

  6. Teacher-Led Design of an Adaptive Learning Environment

    Science.gov (United States)

    Mavroudi, Anna; Hadzilacos, Thanasis; Kalles, Dimitris; Gregoriades, Andreas

    2016-01-01

    This paper discusses a requirements engineering process that exemplifies teacher-led design in the case of an envisioned system for adaptive learning. Such a design poses various challenges and still remains an open research issue in the field of adaptive learning. Starting from a scenario-based elicitation method, the whole process was highly…

  7. Social Media and Seamless Learning: Lessons Learned

    Science.gov (United States)

    Panke, Stefanie; Kohls, Christian; Gaiser, Birgit

    2017-01-01

    The paper discusses best practice approaches and metrics for evaluation that support seamless learning with social media. We draw upon the theoretical frameworks of social learning theory, transfer learning (bricolage), and educational design patterns to elaborate upon different ideas for ways in which social media can support seamless learning.…

  8. The Effects of Brain Based Learning Approach on Motivation and Students Achievement in Mathematics Learning

    Science.gov (United States)

    Mekarina, M.; Ningsih, Y. P.

    2017-09-01

    This classroom action research is based by the facts that the students motivation and achievement mathematics learning is less. One of the factors causing is learning that does not provide flexibility to students to empower the potential of the brain optimally. The aim of this research was to improve the student motivation and achievement in mathematics learning by implementing brain based learning approach. The subject of this research was student of grade XI in senior high school. The research consisted of two cycles. Data of student achievement from test, and the student motivation through questionnaire. Furthermore, the finding of this research showed the result of the analysis was the implementation of brain based learning approach can improve student’s achievement and motivation in mathematics learning.

  9. Hypothetical Pattern Recognition Design Using Multi-Layer Perceptorn Neural Network For Supervised Learning

    Directory of Open Access Journals (Sweden)

    Md. Abdullah-al-mamun

    2015-08-01

    Full Text Available Abstract Humans are capable to identifying diverse shape in the different pattern in the real world as effortless fashion due to their intelligence is grow since born with facing several learning process. Same way we can prepared an machine using human like brain called Artificial Neural Network that can be recognize different pattern from the real world object. Although the various techniques is exists to implementation the pattern recognition but recently the artificial neural network approaches have been giving the significant attention. Because the approached of artificial neural network is like a human brain that is learn from different observation and give a decision the previously learning rule. Over the 50 years research now a days pattern recognition for machine learning using artificial neural network got a significant achievement. For this reason many real world problem can be solve by modeling the pattern recognition process. The objective of this paper is to present the theoretical concept for pattern recognition design using Multi-Layer Perceptorn neural networkin the algorithm of artificial Intelligence as the best possible way of utilizing available resources to make a decision that can be a human like performance.

  10. A Personalized e-Learning Framework

    Science.gov (United States)

    Alhawiti, Mohammed M.; Abdelhamid, Yasser

    2017-01-01

    With the advent of web based learning and content management tools, e-learning has become a matured learning paradigm, and changed the trend of instructional design from instructor centric learning paradigm to learner centric approach, and evolved from "one instructional design for many learners" to "one design for one learner"…

  11. ANALYSING PRODUCTION DESIGN: POSITIONS AND APPROACHES

    DEFF Research Database (Denmark)

    Ion Wille, Jakob

    2017-01-01

    This article discusses the challenges of understanding production design and reviews dominant approaches to production design analysis.......This article discusses the challenges of understanding production design and reviews dominant approaches to production design analysis....

  12. Strengthening the Link between Theory and Practice in Teaching Design Engineering: An Empirical Study on a New Approach

    Science.gov (United States)

    Tempelman, E.; Pilot, A.

    2011-01-01

    In 2007, the Faculty of Industrial Design Engineering of the Delft University of Technology introduced a new bachelor program. Based on theories of learning and instruction three design principles were used to develop an approach that aims to make it easier for students to bridge the gap between theoretical design engineering courses and practical…

  13. Task team approach to safeguards and security designs

    International Nuclear Information System (INIS)

    Zack, N.R.; Wilkey, D.D.

    1991-01-01

    In 1987, a U.S. department of Energy (DOE) supported task team was organized at the request of the DOE Idaho Field Office (DOE-ID) to provide support for safeguards and security (S and S) designs of the Special Isotope Separation (SIS) facility. Prior to deferral of the project, the SIS facility was to be constructed at the Idaho National Engineering Laboratory (INEL) to produce weapons grade plutonium from DOE owned fuel grade plutonium. The task team was assembled to provide the resources necessary to assure that S and S considerations were included as an integral part of the design of the facility, and that SIS designs would take advantage of available technology in the areas of physical security, measurements, accountability, and material and personnel tracking. The task team included personnel from DOE/Office of Safeguards and Security (DOE-OSS), DOE-ID, DOE contractors, and the national laboratories providing a wide range of expertise and experience. This paper reports that the team reviewed proposed designs and provided recommendations for safeguards and security features in each stage of the design process. The value of this approach to safeguards and security designs will be discussed with respect to benefits, lessons learned, and recommendations for future applications

  14. E-Learning Approach in Teacher Training

    Directory of Open Access Journals (Sweden)

    A. Seda YUCEL

    2006-10-01

    Full Text Available There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. The concept of e-learning has two main subtitles as synchronized (where a group of students and an instructor actualize an online conference meeting in a computer environment an asynchronized (where individuals actualize self-training in computer environments. Students have access to the course contents whenever they want and communicate with their peers or teachers via communication tools such as e-mail and forums. In order the distance learning system to succeed in e-learning, the program should be planned as both synchronized and asynchronized.

  15. When Failure Is Not An Option: Designing Competency-Based Pathways for Next Generation Learning

    Science.gov (United States)

    Sturgis, Chris; Patrick, Susan

    2010-01-01

    This exploration into competency-based innovation at the school, district, and state levels suggests that competency-based pathways are a re-engineering of this nation's education system around learning--a re-engineering designed for success in which failure is no longer an option. Competency-based approaches build upon standards reforms, offering…

  16. A Study of an Architecture Design Learning Process Based on Social Learning, Course Teaching, Interaction, and Analogical Thinking

    Directory of Open Access Journals (Sweden)

    Yun-Wu Wu

    2014-01-01

    Full Text Available The students in the vocational education of architecture design in Taiwan often face many learning obstacles, such as no problem solving ability and lack of creativity. Therefore, this study used a social learning model as a learning strategy in the architecture design learning process to solve related learning difficulties. Firstly, this study used cognitive development teaching activities and a learning process based on analogical thinking and analogical reasoning to build the social learning model. Secondly, the social learning model of this study was implemented in the teaching of a required course of architecture design for 120 freshmen in China University of Technology. The questionnaire survey results were then statically analyzed and compared to measure the differences in the students’ knowledge about architecture designs before and after the teaching in this study. In this study, the social learning model is proven helpful in inspiring the students’ creativity by converting new knowledge of architecture design into schemas and hence retaining the new knowledge for future application. The social learning model can be applied in the teaching of architecture design in other schools, while more research can be conducted in the future to further confirm its feasibility to promote effective learning.

  17. A democratic and student-centred approach to facilitating teamwork learning among first-year engineering students: a learning and teaching case study

    Science.gov (United States)

    Missingham, Dorothy; Matthews, Robert

    2014-07-01

    This work examines an innovative and evolving approach to facilitating teamwork learning in a generic first-year mechanical engineering course. Principles of inclusive, student-active and democratic pedagogy were utilised to engage students on both the social and personal planes. Learner opportunities to facilitate, direct and lead the learning direction were emphasised. This emphasis encouraged a rich learning process and motivated students dismissive of the need to examine their communication skills and those who initially perceived the topic as a personal intrusion. Through a sharing of curriculum decisions, a climate of trust, ownership and shared value arose. Students chose from a range of tools across personality-type indicators, learning style indicators and hierarchies of human needs, to assist their capacity to express and discuss engineering designs and concepts. Peer teaching and collaborative exercises were incorporated to provide an authentic learning context and to further the student's sense of ownership.

  18. Constructivism Based Learning: Design and Practice

    Directory of Open Access Journals (Sweden)

    Lia Kurniawati

    2016-06-01

    Full Text Available Abstract One of many problems in the madrasahs is that learning processes less-involve students actively (teacher-centered, thus, it affects to the improvement of learning outcomes and quality of the graduates. The purposes of this study are , firstly, to analyze what type of constructivism learning models, which can be developed to overcome madrasahs’ problems. Secondly, how to design and implement a learning plan based on the developed constructivism models. This research was conducted at Private Islamic Elementary School  (Madrasah Ad-Diyanah Ciputat, South Tangerang. Research method used in this study is descriptive-qualitative research. The results showed that the active learning models based on constructivism are suitable to be developed in the Madarasah, which were the models of Problem Based Learning (PBM, Realistic Learning, Inquiry Learning and Thematic Learning and also how the development of the learning processes from the lesson plans to the learning implementation showed a paradigm shifting from teacher-centered to student-centered. Abstrak Salah satu permasalahan di madrasah-madrasah adalah proses pembelajaran yang kurang melibatkan siswa secara aktif (berpusat pada guru, sehingga hal ini mengakibatkan pada peningkatan hasil belajar dan kualitas lulusan. Tujuan dari penelitian ini adalah, pertama, untuk menganalisis jenis model pembelajaran konstruktivisme apa yang dapat dikembangkan untuk mengatasi permasalahan di madrasah. Ke dua, bagaimana merancang dan melaksanakan rencana pembelajaran berdasarkan model konstruktivisme yang dikembangkan. Penelitian ini dilaksanakan di Sekolah Dasar Swasta (madrasah Ad-Diayanah Ciputat, Tangerang Selatan. Metode penelitian yang digunakan adalah metode deskriptif-kualitatif. Hasil penelitian menunjukkan bahwa model pembelajaran aktif yang berbasis konstruktivisme sesuai untuk dikembangkan di madrasah, yakni model pembelajaran Problem Based Learning (PBL, Pembelajaran Realistis, Pembelajaran

  19. Designing Scientific Academic Conferences as a Learning Environment: How to Stimulate Active Learning at Academic Conferences?

    DEFF Research Database (Denmark)

    Verbeke, Johan

    2015-01-01

    conference design and an appropriate learning environment are available. The overall conference design, however, is a crucial aspect in the learning of the participants and deserves special attention from conference organizers. Method: I have organized around 15 carefully designed conferences (and attended...... architecture, arts and design) and on the way knowledge sharing and knowledge development was stimulated at these events. These conferences included less traditional conference designs, collective learning and explicit sharing of understanding between participants. Results: Collaboration in small groups...... for discussing and learning makes a huge difference in sharing and developing new knowledge. This paper aims to highlight the importance and raise awareness of different methods of stimulating the construction of knowledge by conference participants. I hope it will inspire future conference organizers and help...

  20. Representing adaptive and adaptable Units of Learning. How to model personalized eLearning in IMS Learning Design

    OpenAIRE

    Burgos, Daniel; Tattersall, Colin; Koper, Rob

    2006-01-01

    Burgos, D., Tattersall, C., & Koper, E. J. R. (2007). Representing adaptive and adaptable Units of Learning. How to model personalized eLearning in IMS Learning Design. In B. Fernández Manjon, J. M. Sanchez Perez, J. A. Gómez Pulido, M. A. Vega Rodriguez & J. Bravo (Eds.), Computers and Education: E-learning - from theory to practice. Germany: Kluwer.

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