WorldWideScience

Sample records for learning resources designed

  1. 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...

  2. 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.

  3. Exploring the Learning Problems and Resource Usage of Undergraduate Industrial Design Students in Design Studio Courses

    Science.gov (United States)

    Chen, Wenzhi

    2016-01-01

    Design is a powerful weapon for modern companies so it is important to have excellent designers in the industry. The purpose of this study is to explore the learning problems and the resources that students use to overcome problems in undergraduate industrial design studio courses. A survey with open-type questions was conducted to collect data.…

  4. Introducing the ICF: the development of an online resource to support learning, teaching and curriculum design.

    Science.gov (United States)

    Jones, Lester E

    2011-03-01

    The International Classification of Functioning, Disability and Health (ICF) was adopted as one of the key models to support early health professional learning across a suite of new preregistration health science courses. It was decided that an online resource should be developed to enable students, course designers and teaching staff, across all disciplines, to have access to the same definitions, government policies and other supporting information on disability. As part of the comprehensive curriculum review, enquiry-based learning was adopted as the educational approach. Enquiry-based learning promotes deeper learning by encouraging students to engage in authentic challenges. As such, it was important that the online resource was not merely a site for accessing content, but enabled students to make decisions about where else to explore for credible information about the ICF. The selection of a host location that all students and staff could access meant that the resource could not be located in the existing online learning management system. Construction using software being trialled by the library at La Trobe University allowed for the required access, as well as alignment with an enquiry-based learning approach. Consultation for the content of the online resource included formal and informal working groups on curriculum review. The published version included resources from the World Health Organization, examples of research completed within different disciplines, a test of knowledge and a preformatted search page. The format of the online resource allows for updating of information, and feedback on the utilisation of the software has been used to enhance the student experience. The key issues for the development of this online resource were accessibility for students and staff, alignment with the adopted educational approach, consultation with all disciplines, and ease of modification of information and format once published. Copyright © 2010 Chartered

  5. Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer

    Directory of Open Access Journals (Sweden)

    Maja Lebeničnik

    2015-06-01

    Full Text Available Learning resources that are used in the education of university students are often available online. The nature of new technologies causes an interweaving of formal and informal learning, with the result that a more active role is expected from students with regard to the use of ICT for their learning. The variety of online learning resources (learning content and learning tools facilitates informed use and enables students to create the learning environment that is most appropriate for their personal learning needs and preferences. In contemporary society, the creation of an inclusive learning environment supported by ICT is pervasive. The model of Universal Design for Learning is becoming increasingly significant in responding to the need for inclusive learning environments. In this article, we categorize different online learning activities into the principles of Universal Design for Learning. This study examines ICT use among university students (N = 138, comparing student teachers with students in other study programs. The findings indicate that among all students, activities with lower demands for engagement are most common. Some differences were observed between student teachers and students from other programs. Student teachers were more likely than their peers to perform certain activities aimed at meeting diverse learner needs, but the percentage of students performing more advanced activities was higher for students in other study programs than for student teachers. The categorization of activities revealed that student teachers are less likely to undertake activities that involve interaction with others. Among the sample of student teachers, we found that personal innovativeness is correlated with diversity of activities in only one category. The results show that student teachers should be encouraged to perform more advanced activities, especially activities involving interaction with others, collaborative learning and use of ICT to

  6. Design and Implementation of a Pilot Obesity Prevention Program in a Low-Resource School: Lessons Learned and Research Recommendations

    Science.gov (United States)

    Baskin, Monica L.; Zunker, Christie; Worley, Courtney B.; Dial, Brenda; Kimbrough, Linda

    2009-01-01

    Purpose: This paper seeks to describe the design, implementation, and lessons learned from an obesity prevention pilot program delivered in a low resource school in the USA. Design/methodology/approach: A planned program evaluation was conducted to: document explicitly the process of designing and implementing the program; and assess the…

  7. Getting educated: e-learning resources in the design and execution of surgical trials.

    Science.gov (United States)

    Bains, Simrit

    2009-01-01

    An evidence-based approach to research, which includes important aspects such as critical appraisal, is essential for the effective conduct of clinical trials. Researchers who are interested in educating themselves about its principles in order to incorporate them into their trials face challenges when attempting to acquire this information from traditional learning sources. E-learning resources offer an intriguing possibility of overcoming the challenges posed by traditional learning, and show promise as a way to expand accessibility to quality education about evidence-based principles. An assessment of existing e-learning resources reveals positive educational avenues for researchers, although significant flaws exist. The Global EducatorTM by Global Research Solutions addresses many of these flaws and is an e-learning resource that combines convenience with comprehensiveness.

  8. 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.

  9. Student differences in regulation strategies and their use of learning resources: implications for educational design

    OpenAIRE

    Bos, Nynke; Brand-Gruwel, Saskia

    2018-01-01

    The majority of the learning analytics research focuses on the prediction of course performance and modeling student behaviors with a focus on identifying students who are at risk of failing the course. Learning analytics should have a stronger focus on improving the quality of learning for all students, not only identifying at risk students. In order to do so, we need to understand what successful patterns look like when reflected in data and subsequently adjust the course design to avoid un...

  10. Interprofessional education for the quality use of medicines: designing authentic multimedia learning resources.

    Science.gov (United States)

    Levett-Jones, Tracy; Gilligan, Conor; Lapkin, Samuel; Hoffman, Kerry

    2012-11-01

    It is claimed that health care students who learn together will be better prepared for contemporary practice and more able to work collaboratively and communicate effectively. In Australia, although recognised as important for preparing nursing, pharmacy and medical students for their roles in the medication team, interprofessional education is seldom used for teaching medication safety. This is despite evidence indicating that inadequate communication between health care professionals is the primary issue in the majority of medication errors. It is suggested that the pragmatic constraints inherent in university timetables, curricula and contexts limit opportunities for health professional students to learn collaboratively. Thus, there is a need for innovative approaches that will allow nursing, medical and pharmacy students to learn about and from other disciplines even when they do not have the opportunity to learn with them. This paper describes the development of authentic multimedia resources that allow for participative, interactive and engaging learning experiences based upon sound pedagogical principles. These resources provide opportunities for students to critically examine clinical scenarios where medication safety is, or has the potential to be compromised and to develop skills in interprofessional communication that will prepare them to manage these types of situations in clinical practice. Copyright © 2011 Elsevier Ltd. All rights reserved.

  11. Resource Pack on Curriculum Design and Assessment to Promote Effective Learning.

    OpenAIRE

    O'Connor, Christine

    2008-01-01

    This resource pack is an overview of current considerations for academics designing programmes for third level education. The changing demographic of third level students along with employers’ demands has resulted in programme development with a focus on skills basis (Hyslop-Margison, 2001) to support a knowledge based society. The rationale behind the changes in curriculum design is introduced and further focus is emphasised in the areas of curriculum design models, assessment models and eva...

  12. Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer

    Science.gov (United States)

    Lebenicnik, Maja; Pitt, Ian; Istenic Starcic, Andreja

    2015-01-01

    Learning resources that are used in the education of university students are often available online. The nature of new technologies causes an interweaving of formal and informal learning, with the result that a more active role is expected from students with regard to the use of ICT for their learning. The variety of online learning resources…

  13. 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.

  14. Italy-Japan international project-based learning for developing human resources using design of welfare equipment as a subject.

    Science.gov (United States)

    Hanafusa, A; Komeda, T; Ito, K; Zobel, P Beomonte

    2015-08-01

    Project-based learning (PBL) is effective for developing human resources of young students. The design of welfare equipment, such as wheelchairs and gait assistive devices, is taken as the subject in this study because these devices must be fit to their environment, users, and method of use; students must consider the circumstances of each country concerned. The program commenced in 2012 at L'Aquila, Italy, and the Shibaura Institute of Technology, Japan and has been continuing for three years. Students were divided into four groups and discussions were held on how to adapt the equipment to the user and environment. After discussion, they designed and simulated a model of the equipment using CAD. Finally, they presented their designs to each other. Through the program, students had fruitful discussions, exchanged ideas from different cultures, and learned from each other. Furthermore, friendships among the students were nurtured. It is believed that the objective of the program was satisfactorily accomplished.

  15. Using best practices in designing a lifelong learning strategy for human resources in Romania

    Directory of Open Access Journals (Sweden)

    Dorel Mihai Paraschiv

    2013-06-01

    Full Text Available Starting from the understanding that society as a whole can not move forward without sufficient incentives, we initiated this research aiming to identify good practices in formulating strategies on lifelong learning in order to emphasize the need to create a stable framework for the development and training of human resources. Considering that in the last decade there has been a growing desire among higher education graduates to study abroad after their mobility period and showed the willingness to engage in the labor market in other european countries, we think that the proposed research theme fully justify its relevance, in terms of the need to create medium and long term strategies in order to ensure compliance with the next european regulations framework and a set of elements that have the capacity to regain the qualified romanian human resources employed abroad. Without a european workforce that is able to respond promptly to training tasks throughout life, Romania and after that Europe will not gain the skills needed to achieve an competitive advantage among other world economies. In this respect, we think that the present theme is sufficiently anchored in the realities of our contemporary society on the one hand and on the other hand requires to identify the concrete measures that could be put in place in order to improve the issues presented.

  16. The Local Territory as a Resource for Learning Science: A Proposal for the Design of Teaching-learning Sequences in Science Education

    OpenAIRE

    González-Weil, C.; Merino-Rubilar, C.; Ahumada, G.; Arenas, A.; Salinas, V.; Bravo, P.

    2014-01-01

    The present work arises from the need to reform Science Education, particularly through the contextualization of teaching. It is proposed to achieve this through the use of local territory as a resource for the design of teaching-learning-sequences (TLS). To do this, an interdisciplinary group of researchers and teachers from a Secondary School created a Professional Circle for Reflection on Teaching, which constructed an emerging conceptualization of Territory, analyzed the possibil...

  17. Student differences in regulation strategies and their use of learning resources: implications for educational design

    NARCIS (Netherlands)

    Bos, Nynke; Brand-Gruwel, Saskia

    2018-01-01

    The majority of the learning analytics research focuses on the prediction of course performance and modeling student behaviors with a focus on identifying students who are at risk of failing the course. Learning analytics should have a stronger focus on improving the quality of learning for all

  18. Learning Resources and MOOCs

    DEFF Research Database (Denmark)

    Christiansen, René Boyer

    MOOCs (Massive Open Online Courses) have become a serious player within the field of education and learning in the past few years. MOOC research is thus a new field but within the last 2-3 years, it has developed rapidly (Liyanagunawardena et al., 2013, Bayne & Ross, 2014). Much of this research...... has had an emphasis on learners and outcome as well as suitable business models. And even though the internet merely flows over with lists of MOOCs to attend (such as the list from “Top 5 onlinecolleges” which features a list of 99 MOOC environments) not much emphasis has been brought on the actual...... construction of learning resources within all these MOOCs – and what demands they lay on teachers competences and teachers skills....

  19. Can the 'Assessment Drives Learning' effect be detected in clinical skills training? - Implications for curriculum design and resource planning

    Science.gov (United States)

    Buss, Beate; Krautter, Markus; Möltner, Andreas; Weyrich, Peter; Werner, Anne; Jünger, Jana; Nikendei, Christoph

    2012-01-01

    Purpose: The acquisition of clinical-technical skills is of particular importance for the doctors of tomorrow. Procedural skills are often trained for the first time in skills laboratories, which provide a sheltered learning environment. However, costs to implement and maintain skills laboratories are considerably high. Therefore, the purpose of the present study was to investigate students’ patterns of attendance of voluntary skills-lab training sessions and thereby answer the following question: Is it possible to measure an effect of the theoretical construct related to motivational psychology described in the literature – ‘Assessment drives learning’ – reflected in patterns of attendance at voluntary skills-lab training sessions? By answering this question, design recommendations for curriculum planning and resource management should be derived. Method: A retrospective, descriptive analysis of student skills-lab attendance related to voluntary basic and voluntary advanced skills-lab sessions was conducted. The attendance patterns of a total of 340 third-year medical students in different successive year groups from the Medical Faculty at the University of Heidelberg were assessed. Results: Students showed a preference for voluntary basic skills-lab training sessions, which were relevant to clinical skills assessment, especially at the beginning and at the end of the term. Voluntary advanced skills-lab training sessions without reference to clinical skills assessment were used especially at the beginning of the term, but declined towards the end of term. Conclusion: The results show a clear influence of assessments on students’ attendance at skills-lab training sessions. First recommendations for curriculum design and resource management will be described. Nevertheless, further prospective research studies will be necessary to gain a more comprehensive understanding of the motivational factors impacting students’ utilisation of voluntary skills

  20. Design and application of complementary educational resources for self-learning methodology

    Science.gov (United States)

    Andrés Gilarranz Casado, Carlos; Rodriguez-Sinobas, Leonor

    2016-04-01

    The main goal of this work is enhanced the student`s self-learning in subjects regarding irrigation and its technology. Thus, the use of visual media (video recording) during the lectures (master classes and practicum) will help the students in understanding the scope of the course since they can watch the recorded material at any time and as many times they wish. The study comprised two parts. In the first, lectures were video filmed inside the classroom during one semester (16 weeks and four hours per week) in the course "Irrigation Systems and Technology" which is taught at the Technical University of Madrid. In total, 200 videos, approximated 12 min long, were recorded. Since the You tube platform is a worldwide platform and since it is commonly used by students and professors, the videos were uploaded in it. Then, the URL was inserted in the Moodle platform which contains the materials for the course. In the second part, the videos were edited and formatted. Special care was taking to maintain image and audio quality. Finally, thirty videos were developed which focused on the different main areas of the course and containing a clear and brief explanation of their basis. Each video lasted between 30 and 45 min Finally, a survey was handled at the end of the semester in order to assess the students' opinion about the methodology. In the questionnaire, the students highlighted the key aspects during the learning process and in general, they were very satisfied with the methodology.

  1. e-Learning Resource Brokers

    NARCIS (Netherlands)

    Retalis, Symeon; Papasalouros, Andreas; Avgeriou, Paris; Siassiakos, Kostas

    2004-01-01

    There is an exponentially increasing demand for provisioning of high-quality learning resources, which is not satisfied by current web technologies and systems. E-Learning Resource Brokers are a potential solution to this problem, as they represent the state-of-the-art in facilitating the exchange

  2. Learning Method, Facilities And Infrastructure, And Learning Resources In Basic Networking For Vocational School

    OpenAIRE

    Pamungkas, Bian Dwi

    2017-01-01

    This study aims to examine the contribution of learning methods on learning output, the contribution of facilities and infrastructure on output learning, the contribution of learning resources on learning output, and the contribution of learning methods, the facilities and infrastructure, and learning resources on learning output. The research design is descriptive causative, using a goal-oriented assessment approach in which the assessment focuses on assessing the achievement of a goal. The ...

  3. 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.

  4. 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…

  5. 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...

  6. Introducing RFID at Middlesex University Learning Resources

    Science.gov (United States)

    Hopkinson, Alan; Chandrakar, Rajesh

    2006-01-01

    Purpose: To describe the first year of the implementation of radio frequency identification (RFID) in Middlesex University Learning Resources. Design/methodology/approach: The technology is explained in detail to set the scene. Information on the implementation is presented in chronological order. Findings: Problems which would generally be…

  7. Resources and Resourcefulness in Language Teaching and Learning

    African Journals Online (AJOL)

    Attempts will be made in this paper to examine what we mean by language, language teaching and learning, resources and resourcefulness in language teaching and learning and the benefit of teachers being resourceful in language teaching and learning to both the learners, the teachers, the society and the nation at ...

  8. 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…

  9. 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...

  10. 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.

  11. Resourcing in Co-Design

    DEFF Research Database (Denmark)

    Ylirisku, Salu; Buur, Jacob; Revsbæk, Line

    2016-01-01

    This paper introduces the concept of ‘resourcing’ to describe the fundamental activity of negotiating the use of what is available for co-design. Even though resourcing is an ever-present undertaking in all co-designing, no theoretical concept has thus far addressed the constitutive practices in ...... that changes in response to what emerges in the complex interplay of intentions between people involved in co-design....

  12. 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.

  13. 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…

  14. Managing Human Resource Learning for Innovation

    DEFF Research Database (Denmark)

    Nielsen, Peter

    Managing human resource learning for innovation develops a systemic understanding of building innovative capabilities. Building innovative capabilities require active creation, coordination and absorption of useful knowledge and thus a cohesive management approach to learning. Often learning...... in organizations and work is approached without considerations on how to integrate it in the management of human resources. The book investigates the empirical conditions for managing human resources learning for innovation. With focus on innovative performance the importance of modes of innovation, clues...

  15. Medical student use of digital learning resources.

    Science.gov (United States)

    Scott, Karen; Morris, Anne; Marais, Ben

    2018-02-01

    University students expect to use technology as part of their studies, yet health professional teachers can struggle with the change in student learning habits fuelled by technology. Our research aimed to document the learning habits of contemporary medical students during a clinical rotation by exploring the use of locally and externally developed digital and print self-directed learning resources, and study groups. We investigated the learning habits of final-stage medical students during their clinical paediatric rotation using mixed methods, involving learning analytics and a student questionnaire. Learning analytics tracked aggregate student usage statistics of locally produced e-learning resources on two learning management systems and mobile learning resources. The questionnaire recorded student-reported use of digital and print learning resources and study groups. The students made extensive use of digital self-directed learning resources, especially in the 2 weeks before the examination, which peaked the day before the written examination. All students used locally produced digital formative assessment, and most (74/98; 76%) also used digital resources developed by other institutions. Most reported finding locally produced e-learning resources beneficial for learning. In terms of traditional forms of self-directed learning, one-third (28/94; 30%) indicated that they never read the course textbook, and few students used face-to-face 39/98 (40%) or online 6/98 (6%) study groups. Learning analytics and student questionnaire data confirmed the extensive use of digital resources for self-directed learning. Through clarification of learning habits and experiences, we think teachers can help students to optimise effective learning strategies; however, the impact of contemporary learning habits on learning efficacy requires further evaluation. Health professional teachers can struggle with the change in student learning habits fuelled by technology. © 2017 John

  16. Lessons learned in induced fit docking and metadynamics in the Drug Design Data Resource Grand Challenge 2

    Science.gov (United States)

    Baumgartner, Matthew P.; Evans, David A.

    2018-01-01

    Two of the major ongoing challenges in computational drug discovery are predicting the binding pose and affinity of a compound to a protein. The Drug Design Data Resource Grand Challenge 2 was developed to address these problems and to drive development of new methods. The challenge provided the 2D structures of compounds for which the organizers help blinded data in the form of 35 X-ray crystal structures and 102 binding affinity measurements and challenged participants to predict the binding pose and affinity of the compounds. We tested a number of pose prediction methods as part of the challenge; we found that docking methods that incorporate protein flexibility (Induced Fit Docking) outperformed methods that treated the protein as rigid. We also found that using binding pose metadynamics, a molecular dynamics based method, to score docked poses provided the best predictions of our methods with an average RMSD of 2.01 Å. We tested both structure-based (e.g. docking) and ligand-based methods (e.g. QSAR) in the affinity prediction portion of the competition. We found that our structure-based methods based on docking with Smina (Spearman ρ = 0.614), performed slightly better than our ligand-based methods (ρ = 0.543), and had equivalent performance with the other top methods in the competition. Despite the overall good performance of our methods in comparison to other participants in the challenge, there exists significant room for improvement especially in cases such as these where protein flexibility plays such a large role.

  17. 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...

  18. 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...

  19. Designing Flightdeck Procedures: Literature Resources

    Science.gov (United States)

    Feldman, Jolene; Barshi, Immanuel; Degani, Asaf; Loukopoulou, Loukia; Mauro, Robert

    2017-01-01

    This technical publication contains the titles, abstracts, summaries, descriptions, and/or annotations of available literature sources on procedure design and development, requirements, and guidance. It is designed to provide users with an easy access to available resources on the topic of procedure design, and with a sense of the contents of these sources. This repository of information is organized into the following publication sources: Research (e.g., journal articles, conference proceedings), Manufacturers' (e.g., operation manuals, newsletters), and Regulatory and/or Government (e.g., advisory circulars, reports). An additional section contains synopses of Accident/Incident Reports involving procedures. This work directly supports a comprehensive memorandum by Barshi, Mauro, Degani, & Loukopoulou (2016) that summarizes the results of a multi-year project, partially funded by the FAA, to develop technical reference materials that support guidance on the process of developing cockpit procedures (see "Designing Flightdeck Procedures" https://ntrs.nasa.gov/archive/nasa/casi.ntrs.nasa.gov/20160013263.pdf). An extensive treatment of this topic is presented in a forthcoming book by the same authors.

  20. Discovery and Use of Online Learning Resources: Case Study Findings

    Directory of Open Access Journals (Sweden)

    Laurie Miller Nelson

    2004-04-01

    Full Text Available Much recent research and funding have focused on building Internet-based repositories that contain collections of high-quality learning resources, often called ‘learning objects.’ Yet little is known about how non-specialist users, in particular teachers, find, access, and use digital learning resources. To address this gap, this article describes a case study of mathematics and science teachers’ practices and desires surrounding the discovery, selection, and use of digital library resources for instructional purposes. Findings suggest that the teacher participants used a broad range of search strategies in order to find resources that they deemed were age-appropriate, current, and accurate. They intended to include these resources with little modifications into planned instructional activities. The article concludes with a discussion of the implications of the findings for improving the design of educational digital library systems, including tools supporting resource reuse.

  1. 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...

  2. Integrative learning for practicing adaptive resource management

    Directory of Open Access Journals (Sweden)

    Craig A. McLoughlin

    2015-03-01

    Full Text Available Adaptive resource management is a learning-by-doing approach to natural resource management. Its effective practice involves the activation, completion, and regeneration of the "adaptive management cycle" while working toward achieving a flexible set of collaboratively identified objectives. This iterative process requires application of single-, double-, and triple-loop learning, to strategically modify inputs, outputs, assumptions, and hypotheses linked to improving policies, management strategies, and actions, along with transforming governance. Obtaining an appropriate balance between these three modes of learning has been difficult to achieve in practice and building capacity in this area can be achieved through an emphasis on reflexive learning, by employing adaptive feedback systems. A heuristic reflexive learning framework for adaptive resource management is presented in this manuscript. It is built on the conceptual pillars of the following: stakeholder driven adaptive feedback systems; strategic adaptive management (SAM; and hierarchy theory. The SAM Reflexive Learning Framework (SRLF emphasizes the types, roles, and transfer of information within a reflexive learning context. Its adaptive feedback systems enhance the facilitation of single-, double-, and triple-loop learning. Focus on the reflexive learning process is further fostered by streamlining objectives within and across all governance levels; incorporating multiple interlinked adaptive management cycles; having learning as an ongoing, nested process; recognizing when and where to employ the three-modes of learning; distinguishing initiating conditions for this learning; and contemplating practitioner mandates for this learning across governance levels. The SRLF is a key enabler for implementing the "adaptive management cycle," and thereby translating the theory of adaptive resource management into practice. It promotes the heuristics of adaptive management within a cohesive

  3. From Learning Object to Learning Cell: A Resource Organization Model for Ubiquitous Learning

    Science.gov (United States)

    Yu, Shengquan; Yang, Xianmin; Cheng, Gang; Wang, Minjuan

    2015-01-01

    This paper presents a new model for organizing learning resources: Learning Cell. This model is open, evolving, cohesive, social, and context-aware. By introducing a time dimension into the organization of learning resources, Learning Cell supports the dynamic evolution of learning resources while they are being used. In addition, by introducing a…

  4. 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.

  5. Electronic Resource Management and Design

    Science.gov (United States)

    Abrams, Kimberly R.

    2015-01-01

    We have now reached a tipping point at which electronic resources comprise more than half of academic library budgets. Because of the increasing work associated with the ever-increasing number of e-resources, there is a trend to distribute work throughout the library even in the presence of an electronic resources department. In 2013, the author…

  6. CLOUD EDUCATIONAL RESOURCES FOR PHYSICS LEARNING RESEARCHES SUPPORT

    Directory of Open Access Journals (Sweden)

    Oleksandr V. Merzlykin

    2015-10-01

    Full Text Available The definition of cloud educational resource is given in paper. Its program and information components are characterized. The virtualization as the technological ground of transforming from traditional electronic educational resources to cloud ones is reviewed. Such levels of virtualization are described: data storage device virtualization (Data as Service, hardware virtualization (Hardware as Service, computer virtualization (Infrastructure as Service, software system virtualization (Platform as Service, «desktop» virtualization (Desktop as Service, software user interface virtualization (Software as Service. Possibilities of designing the cloud educational resources system for physics learning researches support taking into account standards of learning objects metadata (accessing via OAI-PMH protocol and standards of learning tools interoperability (LTI are shown. The example of integration cloud educational resources into Moodle learning management system with use of OAI-PMH and LTI is given.

  7. Resource Guide for Persons with Learning Impairments.

    Science.gov (United States)

    IBM, Atlanta, GA. National Support Center for Persons with Disabilities.

    The resource guide identifies products which assist learning disabled and mentally retarded individuals in accessing IBM (International Business Machine) Personal Computers or the IBM Personal System/2 family of products. An introduction provides a general overview of ways computers can help learning disabled or retarded persons. The document then…

  8. Resourcing of Experience in Co-Design

    DEFF Research Database (Denmark)

    Ylirisku, Salu; Revsbæk, Line; Buur, Jacob

    2017-01-01

    , knowledge to benefit its cultivation is expected to be highly valuable in contemporary multi-cultural design work. This paper approaches the study of the involvement of various stakeholders in design projects through a lens of resourcing experience. Building from G. H. Mead’s pragmatist theory, we devise...... and Scandinavia. By identifying ways in which experience is resourced in specific design interactions, the paper illustrates resourcing to be responsive, conceptual and habitual. The paper concludes by pinpointing strategic means that design teams may use in order to enable rich involvement and resourcing...

  9. Queensland Museum Online Learning Resources

    Science.gov (United States)

    Bauer, Adriana

    2009-01-01

    This article evaluates three online educational resources on the Queensland Museum website in terms of their use of ICTs in science education; how they relate to the Queensland Middle School Science Curriculum and the Senior Biology, Marine Studies, Science 21 syllabuses; their visual appeal and level of student engagement; the appropriateness of…

  10. 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...

  11. DELIVERing Library Resources to the Virtual Learning Environment

    Science.gov (United States)

    Secker, Jane

    2005-01-01

    Purpose: Examines a project to integrate digital libraries and virtual learning environments (VLE) focusing on requirements for online reading list systems. Design/methodology/approach: Conducted a user needs analysis using interviews and focus groups and evaluated three reading or resource list management systems. Findings: Provides a technical…

  12. 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...

  13. School Building Design and Audio-Visual Resources.

    Science.gov (United States)

    National Committee for Audio-Visual Aids in Education, London (England).

    The design of new schools should facilitate the use of audiovisual resources by ensuring that the materials used in the construction of the buildings provide adequate sound insulation and acoustical and viewing conditions in all learning spaces. The facilities to be considered are: electrical services; electronic services; light control and…

  14. Desktop Publishing as a Learning Resources Service.

    Science.gov (United States)

    Drake, David

    In late 1988, Midland College in Texas implemented a desktop publishing service to produce instructional aids and reduce and complement the workload of the campus print shop. The desktop service was placed in the Media Services Department of the Learning Resource Center (LRC) for three reasons: the LRC was already established as a campus-wide…

  15. Relationship between learning resources and student's academic ...

    African Journals Online (AJOL)

    The study investigated relationship between learning resources and student's academic achievement in science subjects in Taraba State Secondary Schools. A total of 35 science teachers and 18 science head of departments from 6 schools from three geopolitical zones of Taraba State were involved in the study.

  16. Enhanced Resource Descriptions Help Learning Matrix Users.

    Science.gov (United States)

    Roempler, Kimberly S.

    2003-01-01

    Describes the Learning Matrix digital library which focuses on improving the preparation of math and science teachers by supporting faculty who teach introductory math and science courses in two- and four-year colleges. Suggests it is a valuable resource for school library media specialists to support new science and math teachers. (LRW)

  17. Fostering Environmental Knowledge and Action through Online Learning Resources

    DEFF Research Database (Denmark)

    Maier, Carmen Daniela

    2010-01-01

    In order to secure correct understanding of environmental issues, to promote behavioral change and to encourage environmental action, more and more educational practices support and provide environmental programs. This article explores the design of online learning resources created for teachers...... and students by the GreenLearning environmental education program. The topic is approached from a social semiotic perspective. I conduct a multimodal analysis of the knowledge processes and the knowledge selection types that characterize the GreenLearning environmental education program and its online...

  18. Fiction as a resource in participatory design

    DEFF Research Database (Denmark)

    Knutz, Eva; Ulv Lenskjold, Tau; Markussen, Thomas

    2016-01-01

    in collaborative design processes. We define the concept of resourcing on the basis of pragmatist process theories and complexity theory perspectives of social life, which enable us to explicate the gap between managerial thinking that understands resources as objective entities to be planned and controlled...

  19. Learning Resource Centre in a Company

    Directory of Open Access Journals (Sweden)

    Aleksander Pokovec

    2001-12-01

    Full Text Available In the conditions of growing competition people are becoming the essential competitive advantage. Because of too much work, stress, too many responsibilities and other factors, employees are often unmotivated. Everyday self-study is the best way that leads to excellence. In order to enable self-study for all employees, the organisation should organise their own learning resource centre that includes: educational videoprogrammes, audio tapes, books and e-learning programmes. All educational programmes should cover business and personal topics.

  20. Blended Learning Design

    DEFF Research Database (Denmark)

    Pedersen, Lise

    2015-01-01

    University College Lillebaelt has decided that 30 percent of all educational elements must be generated as blended learning by the end of the year 2015 as part of a modernization addressing following educational needs: 1. Blended learning can help match the expectations of the future students who...... learning. 4. Blended learning can contribute to supporting and improving efficiency of educational efforts. This can for instance be done through programmes for several classes by using video conferencing, allocating traditional face to face teaching to synchronous and asynchronous study activities produce...... digital materials which can be employed didactically and reused by the teachers. This can also mean that the particular competencies which teaches have in Svendborg can be used at other locations in UCL and disseminated to a larger group of students without further costs. Educational Innovation...

  1. Persuasive Designs for LearningLearning 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...

  2. Learning Resources Organization Using Ontological Framework

    Science.gov (United States)

    Gavrilova, Tatiana; Gorovoy, Vladimir; Petrashen, Elena

    The paper describes the ontological approach to the knowledge structuring for the e-learning portal design as it turns out to be efficient and relevant to current domain conditions. It is primarily based on the visual ontology-based description of the content of the learning materials and this helps to provide productive and personalized access to these materials. The experience of ontology developing for Knowledge Engineering coursetersburg State University is discussed and “OntolingeWiki” tool for creating ontology-based e-learning portals is described.

  3. 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.

  4. 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...

  5. 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....

  6. Blended Learning Design

    DEFF Research Database (Denmark)

    Pedersen, Lise

    2015-01-01

    learning. 4. Blended learning can contribute to supporting and improving efficiency of educational efforts. This can for instance be done through programmes for several classes by using video conferencing, allocating traditional face to face teaching to synchronous and asynchronous study activities produce...... digital materials which can be employed didactically and reused by the teachers. This can also mean that the particular competencies which teaches have in Svendborg can be used at other locations in UCL and disseminated to a larger group of students without further costs. Educational Innovation...

  7. MEAT: An Authoring Tool for Generating Adaptable Learning Resources

    Science.gov (United States)

    Kuo, Yen-Hung; Huang, Yueh-Min

    2009-01-01

    Mobile learning (m-learning) is a new trend in the e-learning field. The learning services in m-learning environments are supported by fundamental functions, especially the content and assessment services, which need an authoring tool to rapidly generate adaptable learning resources. To fulfill the imperious demand, this study proposes an…

  8. 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

  9. Designing Virtual Learning Environments

    DEFF Research Database (Denmark)

    Veirum, Niels Einar

    2003-01-01

    The main objective of this working paper is to present a conceptual model for media integrated communication in virtual learning environments. The model for media integrated communication is very simple and identifies the necessary building blocks for virtual place making in a synthesis of methods...

  10. Designing New Learning Spaces

    NARCIS (Netherlands)

    Specht, Marcus

    2014-01-01

    We are moving towards new learning spaces merging the digital and the physical world. Real world objects get augmented by information streams and real world activities are measured with sensor technology to be reviewed afterwards or in real time. A variety of links is currently created to link

  11. 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....

  12. 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...

  13. 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...

  14. 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…

  15. Learning Python design patterns

    CERN Document Server

    Zlobin, Gennadiy

    2013-01-01

    This book takes a tutorial-based and user-friendly approach to covering Python design patterns. Its concise presentation means that in a short space of time, you will get a good introduction to various design patterns.If you are an intermediate level Python user, this book is for you. Prior knowledge of Python programming is essential. Some knowledge of UML is also required to understand the UML diagrams which are used to describe some design patterns.

  16. Usability Testing of a Multimedia e-Learning Resource for Electrolyte and Acid-Base Disorders

    Science.gov (United States)

    Davids, Mogamat Razeen; Chikte, Usuf; Grimmer-Somers, Karen; Halperin, Mitchell L.

    2014-01-01

    The usability of computer interfaces may have a major influence on learning. Design approaches that optimize usability are commonplace in the software development industry but are seldom used in the development of e-learning resources, especially in medical education. We conducted a usability evaluation of a multimedia resource for teaching…

  17. Social Media Resources for Participative Design Research

    OpenAIRE

    Qaed, Fatema; Briggs, Jo; Cockton, Gilbert

    2016-01-01

    We present our experiences of novel value from online social media for Participative Design (PD) research. We describe how particular social media (e.g. Facebook, Pinterest, WhatsApp and Twitter) were used during a five-year project on learning space design by the researcher and interested teachers across all research phases (contextual review, user studies, PD action research). Social media were used to source and share comments, photographs and video documentation, supporting participation ...

  18. 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…

  19. 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...

  20. Research on Water Resources Design Carrying Capacity

    Directory of Open Access Journals (Sweden)

    Guanghua Qin

    2016-04-01

    Full Text Available Water resources carrying capacity (WRCC is a recently proposed management concept, which aims to support sustainable socio-economic development in a region or basin. However, the calculation of future WRCC is not well considered in most studies, because water resources and the socio-economic development mode for one area or city in the future are quite uncertain. This paper focused on the limits of traditional methods of WRCC and proposed a new concept, water resources design carrying capacity (WRDCC, which incorporated the concept of design. In WRDCC, the population size that the local water resources can support is calculated based on the balance of water supply and water consumption, under the design water supply and design socio-economic development mode. The WRDCC of Chengdu city in China is calculated. Results show that the WRDCC (population size of Chengdu city in development modeI (II, III will be 997 ×104 (770 × 104, 504 × 104 in 2020, and 934 × 104 (759 × 104, 462 × 104 in 2030. Comparing the actual population to the carrying population (WRDCC in 2020 and 2030, a bigger gap will appear, which means there will be more and more pressure on the society-economic sustainable development.

  1. 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...

  2. Learning via Game Design

    DEFF Research Database (Denmark)

    Marchetti, Emanuela; Valente, Andrea

    2015-01-01

    In this paper we consider the problem of making design of digital games accessible to primary school children and their teachers, and we argue for the need of digital games that are easy to alter by young learners. We know from previous research projects that digital games do not enable children...... to express their creativity at full, in contrast with low-fidelity prototypes and non-digital toys (such as card or table top games). Therefore, we propose here a novel approach that serves as a middle ground between digital and traditional table top games, and grants children more freedom to express...... themselves, articulate their understanding and difficulties both individually and socially. This approach, called card-based model for digital game design, is an alternative to the current trend of associating programming with digital creativity. A preliminary study was conducted by transposing a digital...

  3. 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.

  4. Discovery and Use of Online Learning Resources: Case Study Findings

    Science.gov (United States)

    Recker, Mimi M.; Dorward, James; Nelson, Laurie Miller

    2004-01-01

    Much recent research and funding have focused on building Internet-based repositories that contain collections of high-quality learning resources, often called "learning objects." Yet little is known about how non-specialist users, in particular teachers, find, access, and use digital learning resources. To address this gap, this article…

  5. 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.

  6. Design Games to Learn

    DEFF Research Database (Denmark)

    Marchetti, Emanuela; Valente, Andrea

    2014-01-01

    In this paper we argue that there is a need for digital games that could be easy to alter by young learners. Unfortunately it was found that digital games do not enable children to express their creativity at full, in contrast with low-fidelity prototypes and non-digital toys (such as card or table...... top games). Therefore, we propose here a middle ground between digital and traditional table top games, so to grant children more freedom to express themselves, articulate their understanding and difficulties individually or socially; this approach is an alternative to the current trend of associating...... programming with digital creativity. In our preliminary study we transposed a digital game into a card game and observed students while shifting between playing and design thinking. Results from this study suggest that the notion of altering a digital game through a card-based transposition of the same game...

  7. Discovery and Use of Online Learning Resources: Case Study Findings

    OpenAIRE

    Laurie Miller Nelson; James Dorward; Mimi M. Recker

    2004-01-01

    Much recent research and funding have focused on building Internet-based repositories that contain collections of high-quality learning resources, often called learning objects. Yet little is known about how non-specialist users, in particular teachers, find, access, and use digital learning resources. To address this gap, this article describes a case study of mathematics and science teachers practices and desires surrounding the discovery, selection, and use of digital library resources for...

  8. 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

  9. 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.

  10. Towards the Sigma Online Learning Model for crowdsourced recommendations of good web-based learning resources

    OpenAIRE

    Aaberg, Robin Garen

    2016-01-01

    The web based learning resources is believed to be playing an active role in the learning environment of higher education today. This qualitative study is exploring how students at Bergen University College incorporate web-based learning resources in their learning activities. At the core of this research is the problem of retrieving good web-resources after their first discovery. Usefull and knowledge granting web-resources are discovered within a context of topics, objectives. It is here ar...

  11. Investigating Student Use and Value of E-Learning Resources to Develop Academic Writing within the Discipline of Environmental Science

    Science.gov (United States)

    Taffs, Kathryn H.; Holt, Julienne I.

    2013-01-01

    The use of information and communication technologies (ICTs) in higher education to support student learning is expanding. However, student usage has been low and the value of e-learning resources has been under investigation. We reflect on best practices for pedagogical design of e-learning resources to support academic writing in environmental…

  12. 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

  13. Distributed Problem Based Learning in a Low Resources Setting: The design and evaluation of a problem-based, web-based curriculum for training family doctors in Brazil

    NARCIS (Netherlands)

    J.B.C. Tomaz (Cisne)

    2013-01-01

    markdownabstract__Abstract__ This thesis explored the use of distributed PBL in health professional education in a low-resources context. Three central questions were studied in this thesis: (a) Is distance education an acceptable educational strategy to train family health professionals in the

  14. Randomness as a resource for design

    DEFF Research Database (Denmark)

    Leong, T.; Vetere, F.; Howard, Steve

    2006-01-01

    is used to engender certain affective responses (such as feeling refreshed) by using various constraining techniques (such as playlists) whilst engaging in everyday activities (such as driving a car). The paper argues that randomness can be used as an innovative design resource for supporting rich...... examining the influence of randomness on the user experience of music listening. 113 instances of self-reporting were collected and analysed according to four themes: listening mode, content organisation, activities during listening, and affective outcomes. The analysis provides insights into how randomness...

  15. Educational resources and tools for robotic learning

    Directory of Open Access Journals (Sweden)

    Pablo Gil Vazquez

    2012-07-01

    Full Text Available Normal.dotm 0 0 1 139 795 Universidad de Salamanca 6 1 976 12.0 0 false 18 pt 18 pt 0 0 false false false /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} This paper discusses different teaching experiences which aims are the learning robotics in the university. These experiences are reflected in the development of several robotics courses and subjects at the University of Alicante.  The authors have created various educational platforms or they have used tools of free distribution and open source for the implementation of these courses. The main objetive of these courses is to teach the design and implementation of robotic solutions to solve various problems not only such as the control, programming and handling of robot but also the assembly, building and programming of educational mini-robots. On the one hand, new teaching tools are used such as simulators and virtual labs which make flexible the learning of robot arms. On the other hand, competitions are used to motivate students because this way, the students put into action the skills learned through building and programming low-cost mini-robots.

  16. Health professional learner attitudes and use of digital learning resources.

    Science.gov (United States)

    Maloney, Stephen; Chamberlain, Michael; Morrison, Shane; Kotsanas, George; Keating, Jennifer L; Ilic, Dragan

    2013-01-16

    Web-based digital repositories allow educational resources to be accessed efficiently and conveniently from diverse geographic locations, hold a variety of resource formats, enable interactive learning, and facilitate targeted access for the user. Unlike some other learning management systems (LMS), resources can be retrieved through search engines and meta-tagged labels, and content can be streamed, which is particularly useful for multimedia resources. The aim of this study was to examine usage and user experiences of an online learning repository (Physeek) in a population of physiotherapy students. The secondary aim of this project was to examine how students prefer to access resources and which resources they find most helpful. The following data were examined using an audit of the repository server: (1) number of online resources accessed per day in 2010, (2) number of each type of resource accessed, (3) number of resources accessed during business hours (9 am to 5 pm) and outside business hours (years 1-4), (4) session length of each log-on (years 1-4), and (5) video quality (bit rate) of each video accessed. An online questionnaire and 3 focus groups assessed student feedback and self-reported experiences of Physeek. Students preferred the support provided by Physeek to other sources of educational material primarily because of its efficiency. Peak usage commonly occurred at times of increased academic need (ie, examination times). Students perceived online repositories as a potential tool to support lifelong learning and health care delivery. The results of this study indicate that today's health professional students welcome the benefits of online learning resources because of their convenience and usability. This represents a transition away from traditional learning styles and toward technological learning support and may indicate a growing link between social immersions in Internet-based connections and learning styles. The true potential for Web

  17. Adaptation of mathematical educational content in e-learning resources

    Directory of Open Access Journals (Sweden)

    Yuliya V. Vainshtein

    2017-01-01

    algorithms for the educational content in the adaptive e-learning resource made it possible to implement individual educational paths in the electronic environment. For each student it was formed a personal space of mathematical educational content that “adapts” to its level of mastering the material, which contributed to improving the quality of the educational process in mathematical disciplines.In this paper, the methods of mathematical modeling and logicalgnosiological analysis, the theory of graphs and hypergraphs, system analysis, dynamic processes and systems control theory, complex systems design and imitation modelling methods were used.Approbation of the proposed algorithms for the educational content organization of adaptation in the adaptive electronic learning resource for the discipline “Discrete mathematics” showed the productivity of the proposed approach in the teaching process. The obtained results could be used for adaptive electronic educational resources construction in other educational institutions of higher education.Further development of the proposed approach involves the development of a formal model of the educational content adaptation, including control rules, based on the expert evaluation methods and the fuzzy-set theory.

  18. Mobile authoring of open educational resources for authentic learning scenarios

    NARCIS (Netherlands)

    Tabuenca, Bernardo; Kalz, Marco; Ternier, Stefaan; Specht, Marcus

    2014-01-01

    The proliferation of smartphones in the last decade and the number of publications in the field of authoring systems for computer-assisted learning depict a scenario that needs to be explored in order to facilitate the scaffolding of learning activities across contexts. Learning resources are

  19. Measuring learning gain: Comparing anatomy drawing screencasts and paper-based resources.

    Science.gov (United States)

    Pickering, James D

    2017-07-01

    The use of technology-enhanced learning (TEL) resources is now a common tool across a variety of healthcare programs. Despite this popular approach to curriculum delivery there remains a paucity in empirical evidence that quantifies the change in learning gain. The aim of the study was to measure the changes in learning gain observed with anatomy drawing screencasts in comparison to a traditional paper-based resource. Learning gain is a widely used term to describe the tangible changes in learning outcomes that have been achieved after a specific intervention. In regard to this study, a cohort of Year 2 medical students voluntarily participated and were randomly assigned to either a screencast or textbook group to compare changes in learning gain across resource type. Using a pre-test/post-test protocol, and a range of statistical analyses, the learning gain was calculated at three test points: immediate post-test, 1-week post-test and 4-week post-test. Results at all test points revealed a significant increase in learning gain and large effect sizes for the screencast group compared to the textbook group. Possible reasons behind the difference in learning gain are explored by comparing the instructional design of both resources. Strengths and weaknesses of the study design are also considered. This work adds to the growing area of research that supports the effective design of TEL resources which are complimentary to the cognitive theory of multimedia learning to achieve both an effective and efficient learning resource for anatomical education. Anat Sci Educ 10: 307-316. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

  20. What can we learn from resource pulses?

    Science.gov (United States)

    Yang, Louie H; Bastow, Justin L; Spence, Kenneth O; Wright, Amber N

    2008-03-01

    An increasing number of studies in a wide range of natural systems have investigated how pulses of resource availability influence ecological processes at individual, population, and community levels. Taken together, these studies suggest that some common processes may underlie pulsed resource dynamics in a wide diversity of systems. Developing a common framework of terms and concepts for the study of resource pulses may facilitate greater synthesis among these apparently disparate systems. Here, we propose a general definition of the resource pulse concept, outline some common patterns in the causes and consequences of resource pulses, and suggest a few key questions for future investigations. We define resource pulses as episodes of increased resource availability in space and time that combine low frequency (rarity), large magnitude (intensity), and short duration (brevity), and emphasize the importance of considering resource pulses at spatial and temporal scales relevant to specific resource-onsumer interactions. Although resource pulses are uncommon events for consumers in specific systems, our review of the existing literature suggests that pulsed resource dynamics are actually widespread phenomena in nature. Resource pulses often result from climatic and environmental factors, processes of spatiotemporal accumulation and release, outbreak population dynamics, or a combination of these factors. These events can affect life history traits and behavior at the level of individual consumers, numerical responses at the population level, and indirect effects at the community level. Consumers show strategies for utilizing ephemeral resources opportunistically, reducing resource variability by averaging over larger spatial scales, and tolerating extended interpulse periods of reduced resource availability. Resource pulses can also create persistent effects in communities through several mechanisms. We suggest that the study of resource pulses provides opportunities

  1. 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…

  2. Active Learning Techniques Applied to an Interdisciplinary Mineral Resources Course.

    Science.gov (United States)

    Aird, H. M.

    2015-12-01

    An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises

  3. Learning design for science education in the 21st century

    Directory of Open Access Journals (Sweden)

    Churchill Daniel

    2013-01-01

    Full Text Available Contemporary technological and social developments demand transformation of educational practices. Teachers and schools are no longer fountains of knowledge that fill students with information. Rather, their primarily role is to equip students with new literacies, competencies for productive use of information technology, and sufficient disciplinary-specific bases of conceptual knowledge. This requires changes toward student-centered practices. In such contexts, teachers are designers of learning; therefore lesson planning is replaced with a concept of ‘learning design.’ This paper introduces the RASE (Resources-Activity-Support-Evaluation learning design model developed as a framework to assist teachers in designing learning modules. Central to RASE is the emphasis on the design of activities where students engage in using resources and in the production of artifacts that demonstrate learning. The paper also emphasizes the importance of ‘conceptual models’ as a special type of educational multimedia resource, and its role in assisting learning and application of concepts, as opposed to the ‘information transfer’ models. RASE is beginning to emerge as a powerful framework for transformation of teachers and their traditional practices to contemporary, relevant student-centered practices. The model is also an effective framework for productive uses of information technology in education.

  4. 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"…

  5. 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…

  6. 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

  7. The fluidities of digital learning environments and resources

    DEFF Research Database (Denmark)

    Hansbøl, Mikala

    2012-01-01

    The research project “Educational cultures and serious games on a global market place” (2009-2011) dealt with the challenge of the digital learning environment and hence it’s educational development space always existing outside the present space and hence scope of activities. With a reference...... and establishments of the virtual universe called Mingoville.com, the research shows a need to include in researchers’ conceptualizations of digital learning environments and resources, their shifting materialities and platformations and hence emerging (often unpredictable) agencies and educational development...... spaces. Keywords: Fluidity, digital learning environment, digital learning resource, educational development space...

  8. 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.

  9. Collaborative Learning in Practice: Examples from Natural Resource ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2010-12-01

    Dec 1, 2010 ... Case studies show how, through joint efforts with researchers and other actors, local ... address and learn from challenges in managing natural resources. ... health, and health systems research relevant to the emerging crisis.

  10. Parenting styles and learned resourcefulness of Turkish adolescents.

    Science.gov (United States)

    Türkel, Yeşim Deniz; Tezer, Esin

    2008-01-01

    This study investigated the differences among 834 high school students regarding learned resourcefulness in terms of perceived parenting style and gender. The data were gathered by administering the Parenting Style Inventory (PSI) and Rosenbaum's Self-Control Schedule (SCS). The results of ANOVA pertaining to the scores of learned resourcefulness yielded a significant main effect for parenting style groups. Neither the main effect for gender nor the gender and parenting style interaction effect was significant. The findings suggest that those who perceived their parents as authoritative had a relatively high level of learned resourcefulness as compared to those who perceived their parents as neglectful and authoritarian. Findings also indicated that those who perceived their parents as indulgent had a higher level of learned resourcefulness than those who perceived their parents as neglectful and authoritarian.

  11. An International Survey of Veterinary Students to Assess Their Use of Online Learning Resources.

    Science.gov (United States)

    Gledhill, Laura; Dale, Vicki H M; Powney, Sonya; Gaitskell-Phillips, Gemma H L; Short, Nick R M

    Today's veterinary students have access to a wide range of online resources that support self-directed learning. To develop a benchmark of current global student practice in e-learning, this study measured self-reported access to, and use of, these resources by students internationally. An online survey was designed and promoted via veterinary student mailing lists and international organizations, resulting in 1,070 responses. Analysis of survey data indicated that students now use online resources in a wide range of ways to support their learning. Students reported that access to online veterinary learning resources was now integral to their studies. Almost all students reported using open educational resources (OERs). Ownership of smartphones was widespread, and the majority of respondents agreed that the use of mobile devices, or m-learning, was essential. Social media were highlighted as important for collaborating with peers and sharing knowledge. Constraints to e-learning principally related to poor or absent Internet access and limited institutional provision of computer facilities. There was significant geographical variation, with students from less developed countries disadvantaged by limited access to technology and networks. In conclusion, the survey provides an international benchmark on the range and diversity in terms of access to, and use of, online learning resources by veterinary students globally. It also highlights the inequalities of access among students in different parts of the world.

  12. Human resource management and learning for innovation: pharmaceuticals in Mexico

    OpenAIRE

    Santiago-Rodriguez, Fernando

    2010-01-01

    This paper investigates the influence of human resource management on learning from internal and external sources of knowledge. Learning for innovation is a key ingredient of catching-up processes. The analysis builds on survey data about pharmaceutical firms in Mexico. Results show that the influence of human resource management is contingent on the knowledge flows and innovation goals pursued by the firm. Practices such as training-- particularly from external partners; and remuneration for...

  13. eLearning resources to supplement postgraduate neurosurgery training.

    OpenAIRE

    Stienen, MN; Schaller, K; Cock, H; Lisnic, V; Regli, L; Thomson, S

    2017-01-01

    BACKGROUND: In an increasingly complex and competitive professional environment, improving methods to educate neurosurgical residents is key to ensure high-quality patient care. Electronic (e)Learning resources promise interactive knowledge acquisition. We set out to give a comprehensive overview on available eLearning resources that aim to improve postgraduate neurosurgical training and review the available literature. MATERIAL AND METHODS: A MEDLINE query was performed, using the search ter...

  14. Sustainable Development in the Engineering Curriculum: Teaching and Learning Resources

    OpenAIRE

    Penlington, Roger; Steiner, Simon

    2014-01-01

    This repository of teaching and learning resources is a companion to the 2nd edition of “An Introduction to Sustainable Development in the Engineering Curriculum”, by Roger Penlington and Simon Steiner, originally created by The Higher Education Academy Engineering Subject Centre, Loughborough University. \\ud The purpose of this collection of teaching and learning re-sources is to provide access, with a brief resumé, to materials in curricula reform, recognition awards, and university movemen...

  15. eLearning resources to supplement postgraduate neurosurgery training.

    Science.gov (United States)

    Stienen, Martin N; Schaller, Karl; Cock, Hannah; Lisnic, Vitalie; Regli, Luca; Thomson, Simon

    2017-02-01

    In an increasingly complex and competitive professional environment, improving methods to educate neurosurgical residents is key to ensure high-quality patient care. Electronic (e)Learning resources promise interactive knowledge acquisition. We set out to give a comprehensive overview on available eLearning resources that aim to improve postgraduate neurosurgical training and review the available literature. A MEDLINE query was performed, using the search term "electronic AND learning AND neurosurgery". Only peer-reviewed English-language articles on the use of any means of eLearning to improve theoretical knowledge in postgraduate neurosurgical training were included. Reference lists were crosschecked for further relevant articles. Captured parameters were the year, country of origin, method of eLearning reported, and type of article, as well as its conclusion. eLearning resources were additionally searched for using Google. Of n = 301 identified articles by the MEDLINE search, n = 43 articles were analysed in detail. Applying defined criteria, n = 28 articles were excluded and n = 15 included. Most articles were generated within this decade, with groups from the USA, the UK and India having a leadership role. The majority of articles reviewed existing eLearning resources, others reported on the concept, development and use of generated eLearning resources. There was no article that scientifically assessed the effectiveness of eLearning resources (against traditional learning methods) in terms of efficacy or costs. Only one article reported on satisfaction rates with an eLearning tool. All authors of articles dealing with eLearning and the use of new media in neurosurgery uniformly agreed on its great potential and increasing future use, but most also highlighted some weaknesses and possible dangers. This review found only a few articles dealing with the modern aspects of eLearning as an adjunct to postgraduate neurosurgery training. Comprehensive

  16. Motivational Factors in Self-Directed Informal Learning from Online Learning Resources

    Science.gov (United States)

    Song, Donggil; Bonk, Curtis J.

    2016-01-01

    Learning is becoming more self-directed and informal with the support of emerging technologies. A variety of online resources have promoted informal learning by allowing people to learn on demand and just when needed. It is significant to understand self-directed informal learners' motivational aspects, their learning goals, obstacles, and…

  17. How the Ethnography of Communication Provides Resources for Design

    Science.gov (United States)

    Leighter, James L.; Rudnick, Lisa; Edmonds, Theresa J.

    2013-01-01

    Designing solutions to social problems requires some degree of interpretive accountability to the sociocultural systems in which design solutions must live. Our case studies show how ethnography of communication research generates distinctive resources for design. (Contains 5 notes.)

  18. 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…

  19. 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

  20. 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…

  1. 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

  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. 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…

  4. 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

  5. Impact of e-resources on learning in biochemistry: first-year medical students’ perceptions

    Science.gov (United States)

    2012-01-01

    Background E-learning resources (e-resources) have been widely used to facilitate self-directed learning among medical students. The Department of Biochemistry at Christian Medical College (CMC), Vellore, India, has made available e-resources to first-year medical students to supplement conventional lecture-based teaching in the subject. This study was designed to assess students’ perceptions of the impact of these e-resources on various aspects of their learning in biochemistry. Methods Sixty first-year medical students were the subjects of this study. At the end of the one-year course in biochemistry, the students were administered a questionnaire that asked them to assess the impact of the e-resources on various aspects of their learning in biochemistry. Results Ninety-eight percent of students had used the e-resources provided to varying extents. Most of them found the e-resources provided useful and of a high quality. The majority of them used these resources to prepare for periodic formative and final summative assessments in the course. The use of these resources increased steadily as the academic year progressed. Students said that the extent to which they understood the subject (83%) and their ability to answer questions in assessments (86%) had improved as a result of using these resources. They also said that they found biochemistry interesting (73%) and felt motivated to study the subject (59%). Conclusions We found that first-year medical students extensively used the e-resources in biochemistry that were provided. They perceived that these resources had made a positive impact on various aspects of their learning in biochemistry. We conclude that e-resources are a useful supplement to conventional lecture-based teaching in the medical curriculum. PMID:22510159

  6. Impact of e-resources on learning in biochemistry: first-year medical students' perceptions.

    Science.gov (United States)

    Varghese, Joe; Faith, Minnie; Jacob, Molly

    2012-05-16

    E-learning resources (e-resources) have been widely used to facilitate self-directed learning among medical students. The Department of Biochemistry at Christian Medical College (CMC), Vellore, India, has made available e-resources to first-year medical students to supplement conventional lecture-based teaching in the subject. This study was designed to assess students' perceptions of the impact of these e-resources on various aspects of their learning in biochemistry. Sixty first-year medical students were the subjects of this study. At the end of the one-year course in biochemistry, the students were administered a questionnaire that asked them to assess the impact of the e-resources on various aspects of their learning in biochemistry. Ninety-eight percent of students had used the e-resources provided to varying extents. Most of them found the e-resources provided useful and of a high quality. The majority of them used these resources to prepare for periodic formative and final summative assessments in the course. The use of these resources increased steadily as the academic year progressed. Students said that the extent to which they understood the subject (83%) and their ability to answer questions in assessments (86%) had improved as a result of using these resources. They also said that they found biochemistry interesting (73%) and felt motivated to study the subject (59%). We found that first-year medical students extensively used the e-resources in biochemistry that were provided. They perceived that these resources had made a positive impact on various aspects of their learning in biochemistry. We conclude that e-resources are a useful supplement to conventional lecture-based teaching in the medical curriculum.

  7. KNOWLEDGE MANAGEMENT SYSTEM DESIGN AT HUMAN RESOURCES DIVISION

    Directory of Open Access Journals (Sweden)

    Yanti Yanti

    2009-05-01

    Full Text Available The Human Resources Division of a company is a vital division. Most of the time, they perform their work manually, and therefore creating limitations to their capacity. The knowledge contained is very important for human resources development and subsequently for developing the company. In order to manage this knowledge well, the company shall require a knowledge management system. This knowledge management system would be a solution to be used for the company to manage all knowledge contained in that particular division. Phases in designing knowledge managements starts from analyzing knowledge sources of the company, knowledge identification and definition, and determining knowledge goals. Knowledge management systems contain many functions such as collecting, recording and managing the knowledge and sharing this to all related employees easily. The company may also use knowledge management systems to share and inform employees regarding updates of information, news and/or activity regarding the employees themselves. Information from knowledge management systems may also be used by employees to monitor their performance and thereby increasing it. Knowledge management systems may also help employees in their learning activities.Keywords: knowledge management, human resources, employee

  8. Parenting Styles and Learned Resourcefulness of Turkish Adolescents

    Science.gov (United States)

    Turkel, Yesim Deniz; Tezer, Esin

    2008-01-01

    This study investigated the differences among 834 high school students regarding learned resourcefulness in terms of perceived parenting style and gender. The data were gathered by administering the Parenting Style Inventory (PSI) and Rosenbaum's Self-Control Schedule (SCS). The results of ANOVA pertaining to the scores of learned resourcefulness…

  9. Measuring Social Learning in Participatory Approaches to Natural Resource Management

    NARCIS (Netherlands)

    Wal, van der M.M.; Kraker, de J.; Offermans, A.; Kroeze, C.; Kirschner, P.; Ittersum, van M.K.

    2014-01-01

    The role of social learning as a governance mechanism in natural resource management has been frequently highlighted, but progress in finding evidence for this role and gaining insight into the conditions that promote it are hampered by the lack of operational definitions of social learning and

  10. Measuring social learning in participatory approaches to natural resource management.

    NARCIS (Netherlands)

    Van der Wal, Merel; De Kraker, Joop; Offermans, Astrid; Kroeze, Carolien; Kirschner, Paul A.; Van Ittersum, Martin

    2018-01-01

    The role of social learning as a governance mechanism in natural resource management has been frequently highlighted, but progress in finding evidence for this role and gaining insight into the conditions that promote it are hampered by the lack of operational definitions of social learning and

  11. 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...

  12. Video interviewing as a learning resource

    DEFF Research Database (Denmark)

    Hedemann, Lars; Søndergaard, Helle Alsted

    2011-01-01

    The present investigation was carried out as a pilot study, with the aim of obtaining exploratory insights into the field of learning, and more specifically, how the use of video technology can be used as a mean to excel the outcome of the learning process. The motivation behind the study has its...... basis in the management education literature, and thereby in the discussion of how to organize teaching, in order to equip students with improved skills in reflective realization. Following the notion that experience is the basis for knowledge, the study was set out to explore how students at higher...... education programmes, i.e. at MSc and MBA level, can benefit from utilizing video recorded interviews in their process of learning and reflection. On the basis of the study, it is suggested that video interviewing makes up an interesting alternative to other learning approaches such as Simulation...

  13. Digital Media for STEM Learning: Developing scientific practice skills in the K-12 STEM classroom with resources from WGBH and PBS LearningMedia

    Science.gov (United States)

    Foster, J.; Connolly, R.

    2017-12-01

    WGBH's "Bringing the Universe to America's Classrooms" project is a 5-year effort to design, produce and evaluate digital media tools and resources that support scientific practice skills in diverse K-12 learners. Resources leverage data and content from NASA and WGBH signature programs, like NOVA, into sound instructional experiences that provide K-12 STEM teachers with free, quality resources for teaching topics in the Earth and Space Sciences. Resources address the content and practices in the new K-12 Framework for Science Education and are aligned with the NGSS. Participants will learn about design strategies, findings from our evaluation efforts, and how to access free resources on PBS LearningMedia.

  14. 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...

  15. 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...

  16. Learning foreign languages in teletandem: Resources and strategies

    Directory of Open Access Journals (Sweden)

    João A. TELLES

    2015-12-01

    Full Text Available ABSTRACT Teletandem is a virtual, collaborative, and autonomous context in which two speakers of different languages use the text, voice, and webcam image resources of VOIP technology (Skype to help each other learn their native language (or language of proficiency. This paper focuses on learners' studying processes and their responses to teletandem. We collected quantitative and qualitative data from 134 university students through an online questionnaire. Results show the content of students' learning processes, resources, activities, and strategies. We conclude with a critical discussion of the results and raise pedagogical implications for the use o-f teletandem as a mode of online intercultural contact to learn foreign languages.

  17. 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...

  18. Client Mobile Software Design Principles for Mobile Learning Systems

    Directory of Open Access Journals (Sweden)

    Qing Tan

    2009-01-01

    Full Text Available In a client-server mobile learning system, client mobile software must run on the mobile phone to acquire, package, and send student’s interaction data via the mobile communications network to the connected mobile application server. The server will receive and process the client data in order to offer appropriate content and learning activities. To develop the mobile learning systems there are a number of very important issues that must be addressed. Mobile phones have scarce computing resources. They consist of heterogeneous devices and use various mobile operating systems, they have limitations with their user/device interaction capabilities, high data communications cost, and must provide for device mobility and portability. In this paper we propose five principles for designing Client mobile learning software. A location-based adaptive mobile learning system is presented as a proof of concept to demonstrate the applicability of these design principles.

  19. Stressors, academic performance, and learned resourcefulness in baccalaureate nursing students.

    Science.gov (United States)

    Goff, Anne-Marie

    2011-01-01

    High stress levels in nursing students may affect memory, concentration, and problem-solving ability, and may lead to decreased learning, coping, academic performance, and retention. College students with higher levels of learned resourcefulness develop greater self-confidence, motivation, and academic persistence, and are less likely to become anxious, depressed, and frustrated, but no studies specifically involve nursing students. This explanatory correlational study used Gadzella's Student-life Stress Inventory (SSI) and Rosenbaum's Self Control Scale (SCS) to explore learned resourcefulness, stressors, and academic performance in 53 baccalaureate nursing students. High levels of personal and academic stressors were evident, but not significant predictors of academic performance (p = .90). Age was a significant predictor of academic performance (p = learned resourcefulness scores than females and Caucasians. Studies in larger, more diverse samples are necessary to validate these findings.

  20. 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…

  1. 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…

  2. Learning about water resource sharing through game play

    Science.gov (United States)

    Ewen, Tracy; Seibert, Jan

    2016-10-01

    Games are an optimal way to teach about water resource sharing, as they allow real-world scenarios to be enacted. Both students and professionals learning about water resource management can benefit from playing games, through the process of understanding both the complexity of sharing of resources between different groups and decision outcomes. Here we address how games can be used to teach about water resource sharing, through both playing and developing water games. An evaluation of using the web-based game Irrigania in the classroom setting, supported by feedback from several educators who have used Irrigania to teach about the sustainable use of water resources, and decision making, at university and high school levels, finds Irrigania to be an effective and easy tool to incorporate into a curriculum. The development of two water games in a course for masters students in geography is also presented as a way to teach and communicate about water resource sharing. Through game development, students learned soft skills, including critical thinking, problem solving, team work, and time management, and overall the process was found to be an effective way to learn about water resource decision outcomes. This paper concludes with a discussion of learning outcomes from both playing and developing water games.

  3. Personalized Resource Recommendations using Learning from Positive and Unlabeled Examples

    Directory of Open Access Journals (Sweden)

    Priyank Thakkar

    2016-08-01

    Full Text Available This paper proposes a novel approach for recommending social resources using learning from positive and unlabeled examples. Bookmarks submitted on social bookmarking system delicious1 and artists on online music system last.fm2 are considered as social resources. The foremost feature of this problem is that there are no labeled negative resources/examples available for learning a recommender/classifier. The memory based collaborative filtering has served as the most widely used algorithm for social resource recommendation. However, its predictions are based on some ad hoc heuristic rules and its success depends on the availability of a critical mass of users. This paper proposes model based two-step techniques to learn a classifier using positive and unlabeled examples to address personalized resource recommendations. In the first step of these techniques, naïve Bayes classifier is employed to identify reliable negative resources. In the second step, to generate effective resource recommender, classification and regression tree and least square support vector machine (LS-SVM are exercised. A direct method based on LS-SVM is also put forward to realize the recommendation task. LS-SVM is customized for learning from positive and unlabeled data. Furthermore, the impact of feature selection on our proposed techniques is also studied. Memory based collaborative filtering as well as our proposed techniques exploit usage data to generate personalized recommendations. Experimental results show that the proposed techniques outperform existing method appreciably.

  4. Learning about water resource sharing through game play

    Directory of Open Access Journals (Sweden)

    T. Ewen

    2016-10-01

    Full Text Available Games are an optimal way to teach about water resource sharing, as they allow real-world scenarios to be enacted. Both students and professionals learning about water resource management can benefit from playing games, through the process of understanding both the complexity of sharing of resources between different groups and decision outcomes. Here we address how games can be used to teach about water resource sharing, through both playing and developing water games. An evaluation of using the web-based game Irrigania in the classroom setting, supported by feedback from several educators who have used Irrigania to teach about the sustainable use of water resources, and decision making, at university and high school levels, finds Irrigania to be an effective and easy tool to incorporate into a curriculum. The development of two water games in a course for masters students in geography is also presented as a way to teach and communicate about water resource sharing. Through game development, students learned soft skills, including critical thinking, problem solving, team work, and time management, and overall the process was found to be an effective way to learn about water resource decision outcomes. This paper concludes with a discussion of learning outcomes from both playing and developing water games.

  5. 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...

  6. 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

  7. 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…

  8. Diagnostic imaging learning resources evaluated by students and recent graduates.

    Science.gov (United States)

    Alexander, Kate; Bélisle, Marilou; Dallaire, Sébastien; Fernandez, Nicolas; Doucet, Michèle

    2013-01-01

    Many learning resources can help students develop the problem-solving abilities and clinical skills required for diagnostic imaging. This study explored veterinary students' perceptions of the usefulness of a variety of learning resources. Perceived resource usefulness was measured for different levels of students and for academic versus clinical preparation. Third-year (n=139) and final (fifth) year (n=105) students and recent graduates (n=56) completed questionnaires on perceived usefulness of each resource. Resources were grouped for comparison: abstract/low complexity (e.g., notes, multimedia presentations), abstract/high complexity (e.g., Web-based and film case repositories), concrete/low complexity (e.g., large-group "clicker" workshops), and concrete/high complexity (e.g., small-group interpretation workshops). Lower-level students considered abstract/low-complexity resources more useful for academic preparation and concrete resources more useful for clinical preparation. Higher-level students/recent graduates also considered abstract/low-complexity resources more useful for academic preparation. For all levels, lecture notes were considered highly useful. Multimedia slideshows were an interactive complement to notes. The usefulness of a Web-based case repository was limited by accessibility problems and difficulty. Traditional abstract/low-complexity resources were considered useful for more levels and contexts than expected. Concrete/high-complexity resources need to better represent clinical practice to be considered more useful for clinical preparation.

  9. 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...

  10. Learning Networks: connecting people, organizations, autonomous agents and learning resources to establish the emergence of effective lifelong learning

    NARCIS (Netherlands)

    Koper, Rob; Sloep, Peter

    2003-01-01

    Koper, E.J.R., Sloep, P.B. (2002) Learning Networks connecting people, organizations, autonomous agents and learning resources to establish the emergence of effective lifelong learning. RTD Programma into Learning Technologies 2003-2008. More is different… Heerlen, Nederland: Open Universiteit

  11. Cost-Benefit Analysis of Computer Resources for Machine Learning

    Science.gov (United States)

    Champion, Richard A.

    2007-01-01

    Machine learning describes pattern-recognition algorithms - in this case, probabilistic neural networks (PNNs). These can be computationally intensive, in part because of the nonlinear optimizer, a numerical process that calibrates the PNN by minimizing a sum of squared errors. This report suggests efficiencies that are expressed as cost and benefit. The cost is computer time needed to calibrate the PNN, and the benefit is goodness-of-fit, how well the PNN learns the pattern in the data. There may be a point of diminishing returns where a further expenditure of computer resources does not produce additional benefits. Sampling is suggested as a cost-reduction strategy. One consideration is how many points to select for calibration and another is the geometric distribution of the points. The data points may be nonuniformly distributed across space, so that sampling at some locations provides additional benefit while sampling at other locations does not. A stratified sampling strategy can be designed to select more points in regions where they reduce the calibration error and fewer points in regions where they do not. Goodness-of-fit tests ensure that the sampling does not introduce bias. This approach is illustrated by statistical experiments for computing correlations between measures of roadless area and population density for the San Francisco Bay Area. The alternative to training efficiencies is to rely on high-performance computer systems. These may require specialized programming and algorithms that are optimized for parallel performance.

  12. 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...

  13. 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

  14. Video Productions as Learning Resources in Students’ Knowledge Building in the Ubiquitous Society

    DEFF Research Database (Denmark)

    Buhl, Mie; Andreasen, Lars Birch; Ørngreen, Rikke

    productions developed by the students themselves. This is investigated from a theoretical as well as an empirical perspective, building on the authors’ experiences from researching and teaching dealing with production of video in learning situations, with different learning objectives and didactic designs...... in mind. The paper will present an overview of the state-of-the art of research on using video productions as learning resources, followed by discussions of our own research results and practices. From the overview and the discussions concepts are defined and research questions formed, based...... on a multimodal perspective on teaching and educational design. We conclude by arguing where and why there is a need for more knowledge....

  15. 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…

  16. An Introduction to "My Environmental Education Evaluation Resource Assistant" (MEERA), a Web-Based Resource for Self-Directed Learning about Environmental Education Program Evaluation

    Science.gov (United States)

    Zint, Michaela

    2010-01-01

    My Environmental Education Evaluation Resource Assistant or "MEERA" is a web-site designed to support environmental educators' program evaluation activities. MEERA has several characteristics that set it apart from other self-directed learning evaluation resources. Readers are encouraged to explore the site and to reflect on the role that…

  17. Work Identification - Inhibition or Resource for Learning?

    DEFF Research Database (Denmark)

    Olesen, Henning Salling

    2006-01-01

    This chapter discusses ways in which the subjective identification with work influences one's motivation to engage in learning. The chapter argues that a life history approach, which takes into account the subjective as well as the objective aspects of work can help us to understand the life...... transition challenges faced by older workers. The chapter draws on research and experience of the life history project at Roskilde University...

  18. Digital Cadavers: Online 2D Learning Resources Enhance Student Learning in Practical Head and Neck Anatomy within Dental Programs

    Directory of Open Access Journals (Sweden)

    Mahmoud M. Bakr

    2016-01-01

    Full Text Available Head and neck anatomy provides core concepts within preclinical dental curricula. Increased student numbers, reduced curricula time, and restricted access to laboratory-based human resources have increased technology enhanced learning approaches to support student learning. Potential advantages include cost-effectiveness, off-campus access, and self-directed review or mastery opportunities for students. This study investigated successful student learning within a first-year head and neck anatomy course at the School of Dentistry and Oral Health, Griffith University, Australia, taught by the same teaching team, between 2010 and 2015. Student learning success was compared, for cohorts before and after implementation of a supplementary, purpose-designed online digital library and quiz bank. Success of these online resources was confirmed using overall students’ performance within the course assessment tasks and Student Evaluation of Course surveys and online access data. Engagement with these supplementary 2D online resources, targeted at improving laboratory study, was positively evaluated by students (mean 85% and significantly increased their laboratory grades (mean difference 6%, P<0.027, despite being assessed using cadaveric resources. Written assessments in final exams were not significantly improved. Expanded use of supplementary online resources is planned to support student learning and success in head and neck anatomy, given the success of this intervention.

  19. Big Rock Candy Mountain. Resources for Our Education. A Learning to Learn Catalog. Winter 1970.

    Science.gov (United States)

    Portola Inst., Inc., Menlo Park, CA.

    Imaginative learning resources of various types are reported in this catalog under the subject headings of process learning, education environments, classroom materials and methods, home learning, and self discovery. Books reviewed are on the subjects of superstition, Eastern religions, fairy tales, philosophy, creativity, poetry, child care,…

  20. Pupil Science Learning in Resource-Based e-Learning Environments

    Science.gov (United States)

    So, Wing-mui Winnie; Ching, Ngai-ying Fiona

    2011-01-01

    With the rapid expansion of broadband Internet connection and availability of high performance yet low priced computers, many countries around the world are advocating the adoption of e-learning, the use of computer technology to improve learning and teaching. The trend of e-learning has urged many teachers to incorporate online resources in their…

  1. Mobilising indigenous resources for anthropologically designed HIV ...

    African Journals Online (AJOL)

    The purpose was to discover what aspects of indigenous leadership and cultural resources might be accessed and developed to influence individual behaviour as well as the prevailing community norms, values, sanctions and social controls that are related to sexual behaviour. The indigenous leaders participating in the ...

  2. 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.

  3. 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...

  4. 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...

  5. THE USE OF OPEN EDUCATIONAL RESOURCES IN ONLINE LEARNING: A Study of Students’ Perception

    Directory of Open Access Journals (Sweden)

    Meirani HARSASI

    2015-07-01

    Full Text Available Universitas Terbuka (UT is Indonesia’s higher education institution which implements distance education system. The term distance implies that learning is not performed face-to-face but there is geographically separation between students and teacher. Therefore, UT must provide many kinds of learning modes and learning support. To facilitate students in their learning process, UT provides an e-learning system named online tutorial. This tutorial is provided for all courses which are designed in 8 sessions of virtual class. Students can learn, discuss, and ask to the teacher via this mode of learning. As the development of methods in e-learning, the use of open educational resources (OER has increasing these days. Learning materials can be taken easily and freely from internet. UT also utilize OER in it’s learning process, especially in e-learning. The aim of this study was to collect data from students about their acceptance of integrating OER into e-learning. The use of OER is perceived by students as something interesting because it’s new for them and can help them to have a better understanding about a topic. The results also showed that video has found as the most interesting OER for students. Other results, limitation and suggestion from students about integrating OER into e-learning also will be discussed in this paper.

  6. Resource-based learning strategies: implications for students and institutions

    Directory of Open Access Journals (Sweden)

    Malcolm Ryan

    1996-12-01

    Full Text Available In its strategic plan, the University of Greenwich envisages a significant shift to resource-based learning (RBL. Enterprise in Higher Education (EHE has funded five pilot RBL projects during the past year, including one in introductory economics. The project was managed by three lecturers in the School of Social Sciences, supported by an Academic Development Officer. Learning outcomes were completely revised, and a range of assessment strategies, including computer-based tests, was identified. A resources guide was produced which identified the materials and activities that would enable students to achieve the learning outcomes. A number of innovations were adopted, including: • computer-based curriculum delivery, assessment, and student evaluation of the course; • an open approach to assessment; • abolishing lectures in favour of a diverse range of teaching and learning activities.

  7. Teaching with technology: free Web resources for teaching and learning.

    Science.gov (United States)

    Wink, Diane M; Smith-Stoner, Marilyn

    2011-01-01

    In this bimonthly series, the department editor examines how nurse educators can use Internet and Web-based computer technologies such as search, communication, collaborative writing tools; social networking, and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. In this article, the department editor and her coauthor describe free Web-based resources that can be used to support teaching and learning.

  8. An Assessment of Resource Availability for Problem Based Learning in a Ghanaian University Setting

    Science.gov (United States)

    Okyere, Gabriel Asare; Tawiah, Richard; Lamptey, Richard Bruce; Oduro, William; Thompson, Michael

    2017-01-01

    Purpose: The purpose of this paper is to assess the differences pertaining to the resources presently accessible for problem-based learning (PBL) among six colleges of Kwame Nkrumah University of Science and Technology (KNUST) in Ghana. Design/methodology/approach: Data for the study are the cross-sectional type drawn from 1,020 students. Poisson…

  9. Design principles for global commons: Natural resources and emerging technologies

    Directory of Open Access Journals (Sweden)

    Paul C. Stern

    2011-09-01

    Full Text Available Ostrom’s design principles for managing common pool resources were developed largely by examining local commons involving natural resources. This paper enumerates several key characteristics that distinguish such commons from more complex commons involving global resources and the risks of emerging technologies. It considers the degree to which the design principles transfer to those commons and concludes that although they have considerable external validity, the list needs some modification and elaboration to apply to global resources and risk commons. A list of design principles is offered for global resource commons and the risks of emerging technologies. Applying Ostrom’s approach to global resources and emerging technologies can improve understanding and expand the solution set for these problems from international treaties, top-down national regulation, and interventions in market pricing systems to include non-governmental institutions that embody principles of self-governance.

  10. DESIGN COURSE PROGRAM "BLENDED LEARNING"

    Directory of Open Access Journals (Sweden)

    Kukharenko V.

    2017-12-01

    Full Text Available The paper describes the main features of mixed teaching: the tasks of mixed learning, learning models, micro-training, video fragments, the new role of the teacher. To create a distance training course for teachers and university lecturers, an open three-week dialectical distance course was conducted. The peculiarities of the connektivist approach and the high level of the trainees allowed to determine the key components of the course "Mixed training". Tendencies in the development of education in the world, the role of mixed learning, gaming, analyzed SWOT analysis for mixed learning. The problematic issues in the conductivity of remote sensing courses have been clarified. To test the formed hypotheses, a six-week pilot distance course was created, which included the most important sections: the formation of the goal of the class, the model of the inverted class, tools for mixed instruction, the organization of the learning process and the evaluation of learning outcomes. The educational process was conducted for all comers. The course was signed by 218 students, the number of teachers and university teachers was approximately the same. Active listeners were 48, successfully completed the course - 18 listeners. The results of the training and the interviews of the listeners make it possible to create a distance course "Mixed training" for the professional development of teachers and teachers of higher educational institutions.

  11. Sustainability Learning in Natural Resource Use and Management

    Directory of Open Access Journals (Sweden)

    J. David Tàbara

    2007-12-01

    Full Text Available We contribute to the normative discussion on sustainability learning and provide a theoretical integrative framework intended to underlie the main components and interrelations of what learning is required for social learning to become sustainability learning. We demonstrate how this framework has been operationalized in a participatory modeling interface to support processes of natural resource integrated assessment and management. The key modeling components of our view are: structure (S, energy and resources (E, information and knowledge (I, social-ecological change (C, and the size, thresholds, and connections of different social-ecological systems. Our approach attempts to overcome many of the cultural dualisms that exist in the way social and ecological systems are perceived and affect many of the most common definitions of sustainability. Our approach also emphasizes the issue of limits within a total social-ecological system and takes a multiscale, agent-based perspective. Sustainability learning is different from social learning insofar as not all of the outcomes of social learning processes necessarily improve what we consider as essential for the long-term sustainability of social-ecological systems, namely, the co-adaptive systemic capacity of agents to anticipate and deal with the unintended, undesired, and irreversible negative effects of development. Hence, the main difference of sustainability learning from social learning is the content of what is learned and the criteria used to assess such content; these are necessarily related to increasing the capacity of agents to manage, in an integrative and organic way, the total social-ecological system of which they form a part. The concept of sustainability learning and the SEIC social-ecological framework can be useful to assess and communicate the effectiveness of multiple agents to halt or reverse the destructive trends affecting the life-support systems upon which all humans

  12. Mediated learning in the workplace: student perspectives on knowledge resources.

    Science.gov (United States)

    Shanahan, Madeleine

    2015-01-01

    In contemporary clinical practice, student radiographers can use many types of knowledge resources to support their learning. These include workplace experts, digital and nondigital information sources (eg, journals, textbooks, and the Internet), and electronic communication tools such as e-mail and social media. Despite the range of knowledge tools available, there is little available data about radiography students' use of these resources during clinical placement. A 68-item questionnaire was distributed to 62 students enrolled in an Australian university undergraduate radiography program after they completed a clinical placement. Researchers used descriptive statistics to analyze student access to workplace experts and their use of digital and nondigital information sources and electronic communication tools. A 5-point Likert scale (1 = very important; 5 = not important) was used to assess the present importance and perceived future value of knowledge tools for workplace learning. Of the 53 students who completed and returned the questionnaire anonymously, most rely on the knowledge of practicing technologists and on print and electronic information sources to support their learning; some students also use electronic communication tools. Students perceive that these knowledge resources also will be important tools for their future learning as qualified health professionals. The findings from this study present baseline data regarding the value students attribute to multiple knowledge tools and regarding student access to and use of these tools during clinical placement. In addition, most students have access to multiple knowledge tools in the workplace and incorporate these tools simultaneously into their overall learning practice during clinical placement. Although a range of knowledge tools is used in the workplace to support learning among student radiographers, the quality of each tool should be critically analyzed before it is adopted in practice

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

    DEFF Research Database (Denmark)

    Levinsen, Karin Tweddell; Sørensen, Birgitte Holm

    2018-01-01

    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...

  14. 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…

  15. 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

  16. 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.

  17. Developing a User Oriented Design Methodology for Learning Activities Using Boundary Objects

    Science.gov (United States)

    Fragou, ?lga; Kameas, Achilles

    2013-01-01

    International Standards in High and Open and Distance Education are used for developing Open Educational Resources (OERs). Current issues in e-learning community are the specification of learning chunks and the definition of describing designs for different units of learning (activities, units, courses) in a generic though expandable format.…

  18. Reinforcement learning techniques for controlling resources in power networks

    Science.gov (United States)

    Kowli, Anupama Sunil

    As power grids transition towards increased reliance on renewable generation, energy storage and demand response resources, an effective control architecture is required to harness the full functionalities of these resources. There is a critical need for control techniques that recognize the unique characteristics of the different resources and exploit the flexibility afforded by them to provide ancillary services to the grid. The work presented in this dissertation addresses these needs. Specifically, new algorithms are proposed, which allow control synthesis in settings wherein the precise distribution of the uncertainty and its temporal statistics are not known. These algorithms are based on recent developments in Markov decision theory, approximate dynamic programming and reinforcement learning. They impose minimal assumptions on the system model and allow the control to be "learned" based on the actual dynamics of the system. Furthermore, they can accommodate complex constraints such as capacity and ramping limits on generation resources, state-of-charge constraints on storage resources, comfort-related limitations on demand response resources and power flow limits on transmission lines. Numerical studies demonstrating applications of these algorithms to practical control problems in power systems are discussed. Results demonstrate how the proposed control algorithms can be used to improve the performance and reduce the computational complexity of the economic dispatch mechanism in a power network. We argue that the proposed algorithms are eminently suitable to develop operational decision-making tools for large power grids with many resources and many sources of uncertainty.

  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. [Designing the Annual Meeting and Active Learning System].

    Science.gov (United States)

    Kawamura, Kazumi

    2018-01-01

     At the 10th Annual Meeting of the Japanese Society for Pharmaceutical Palliative Care and Sciences our theme centered on active learning systems where adult learners engage on their own initiative. Many of the participants were pharmacists active in clinical practices. Regardless of their specialized skill-sets, pharmacists are constantly faced with difficult challenges in their daily work. Passive, one-way lectures are one resource for them, but unfortunately such lectures provide limited insights for resolving concrete problems. The present meeting aimed to show participants how to obtain information they need to solve specific real-world problems. This paper summarizes how we planned this year's meeting, including details about the debate symposium, social lunch, and online questionnaires. All these elements had the end goal of enabling learners proactivity to become their own best resource for learning. It is sincerely hoped that the design and execution of this meeting will prove resourceful for future annual meetings.

  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. 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

  3. 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

  4. Teacher Design Knowledge for Technology Enhanced Learning

    NARCIS (Netherlands)

    McKenney, Susan

    2014-01-01

    This presentation shares a framework for investigating the knowledge teachers need to be able to design technology-enhanced learning. Specific activities are undertaken to consider elements within the framework

  5. Blended learning in dentistry: 3-D resources for inquiry-based learning

    Directory of Open Access Journals (Sweden)

    Susan Bridges

    2012-06-01

    Full Text Available Motivation is an important factor for inquiry-based learning, so creative design of learning resources and materials is critical to enhance students’ motivation and hence their cognition. Modern dentistry is moving towards “electronic patient records” for both clinical treatment and teaching. Study models have long been an essential part of dental records. Traditional plaster casts are, however, among the last type of clinical record in the dental field to be converted into digital media as virtual models. Advantages of virtual models include: simpler storage; reduced risk of damage, disappearance, or misplacement; simpler and effective measuring; and easy transferal to colleagues. In order to support student engagement with the rapidly changing world of digital dentistry, and in order to stimulate the students’ motivation and depth of inquiry, this project aims to introduce virtual models into a Bachelor and Dental Surgery (BDS curriculum. Under a “blended” e-learning philosophy, students are first introduced to the new software then 3-D models are incorporated into inquiry-based problems as stimulus materials. Face-to-face tutorials blend virtual model access via interactive whiteboards (IWBs. Students’ perceptions of virtual models including motivation and cognition as well as the virtual models’ functionality were rated after a workshop introducing virtual models and plaster models in parallel. Initial student feedback indicates that the 3-D models have been generally well accepted, which confirmed the functionality of the programme and the positive perception of virtual models for enhancing students’ learning motivation. Further investigation will be carried out to assess the impact of virtual models on students’ learning outcomes.

  6. 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).

  7. Designing Assessment for Autonomous Learning

    Science.gov (United States)

    Hay, Marie; Mathers, Lucy

    2012-01-01

    This paper aims to disseminate and evaluate an autonomous learning framework developed through collaborative research with first- and second-year undergraduate students at De Montfort University. Central to the framework is the involvement of students in the assessment of their peers and themselves using dialogue about the assessment and feedback…

  8. Human resource recommendation algorithm based on ensemble learning and Spark

    Science.gov (United States)

    Cong, Zihan; Zhang, Xingming; Wang, Haoxiang; Xu, Hongjie

    2017-08-01

    Aiming at the problem of “information overload” in the human resources industry, this paper proposes a human resource recommendation algorithm based on Ensemble Learning. The algorithm considers the characteristics and behaviours of both job seeker and job features in the real business circumstance. Firstly, the algorithm uses two ensemble learning methods-Bagging and Boosting. The outputs from both learning methods are then merged to form user interest model. Based on user interest model, job recommendation can be extracted for users. The algorithm is implemented as a parallelized recommendation system on Spark. A set of experiments have been done and analysed. The proposed algorithm achieves significant improvement in accuracy, recall rate and coverage, compared with recommendation algorithms such as UserCF and ItemCF.

  9. Selection and Use of Online Learning Resources by First-Year Medical Students: Cross-Sectional Study.

    Science.gov (United States)

    Judd, Terry; Elliott, Kristine

    2017-10-02

    Medical students have access to a wide range of learning resources, many of which have been specifically developed for or identified and recommended to them by curriculum developers or teaching staff. There is an expectation that students will access and use these resources to support their self-directed learning. However, medical educators lack detailed and reliable data about which of these resources students use to support their learning and how this use relates to key learning events or activities. The purpose of this study was to comprehensively document first-year medical student selection and use of online learning resources to support their bioscience learning within a case-based curriculum and assess these data in relation to our expectations of student learning resource requirements and use. Study data were drawn from 2 sources: a survey of student learning resource selection and use (2013 cohort; n=326) and access logs from the medical school learning platform (2012 cohort; n=337). The paper-based survey, which was distributed to all first-year students, was designed to assess the frequency and types of online learning resources accessed by students and included items about their perceptions of the usefulness, quality, and reliability of various resource types and sources. Of 237 surveys returned, 118 complete responses were analyzed (36.2% response rate). Usage logs from the learning platform for an entire semester were processed to provide estimates of first-year student resource use on an individual and cohort-wide basis according to method of access, resource type, and learning event. According to the survey data, students accessed learning resources via the learning platform several times per week on average, slightly more often than they did for resources from other online sources. Google and Wikipedia were the most frequently used nonuniversity sites, while scholarly information sites (eg, online journals and scholarly databases) were accessed

  10. Resources for Indoor Air Quality Design Tools for Schools

    Science.gov (United States)

    The information available here is presented as a tool to help school districts and facility planners design the next generation of learning environments so that the school facility will help schools in achieving their core mission of educating children.

  11. Design, implementation and evaluation of innovative science teaching strategies for non-formal learning in a natural history museum

    Science.gov (United States)

    Çil, Emine; Maccario, Nihal; Yanmaz, Durmuş

    2016-09-01

    Background: Museums are useful educational resources in science teaching. Teaching strategies which promote hands-on activities, student-centred learning, and rich social interaction must be designed and implemented throughout the museum visit for effective science learning.

  12. Resource Letter ALIP-1: Active-Learning Instruction in Physics

    Science.gov (United States)

    Meltzer, David E.; Thornton, Ronald K.

    2012-06-01

    This Resource Letter provides a guide to the literature on research-based active-learning instruction in physics. These are instructional methods that are based on, assessed by, and validated through research on the teaching and learning of physics. They involve students in their own learning more deeply and more intensely than does traditional instruction, particularly during class time. The instructional methods and supporting body of research reviewed here offer potential for significantly improved learning in comparison to traditional lecture-based methods of college and university physics instruction. We begin with an introduction to the history of active learning in physics in the United States, and then discuss some methods for and outcomes of assessing pedagogical effectiveness. We enumerate and describe common characteristics of successful active-learning instructional strategies in physics. We then discuss a range of methods for introducing active-learning instruction in physics and provide references to those methods for which there is published documentation of student learning gains.

  13. 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...

  14. Earth, Air, Fire, & Water: Resource Guide 6. The Arts and Learning, Interdisciplinary Resources for Education.

    Science.gov (United States)

    Lee, Ronald T., Ed.

    This resource guide is intended to aid practitioners in the design of new curriculum units or the enrichment of existing units by suggesting activities and resources in the topic areas of earth, air, fire, and water. Special projects and trips relating to these topic areas are proposed. A sample arts networking system used to integrate various…

  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. Adoption of Technology and Augmentation of Resources for Teaching-Learning in Higher Education

    OpenAIRE

    P. M. Suresh Kumar

    2017-01-01

    Learner centred education through appropriate methodologies facilitates effective learning as teaching-learning modalities of higher education are considered to be relevant to the learner group. Curriculum delivery and pedagogy should incorporate multitude of learning experiences and innovative learning methodologies through adoption of technology. Plenty of resources external to the curriculum come into use, which offer valuable learning experiences. Augmentation of resources for teaching...

  17. Learning with Nature and Learning from Others: Nature as Setting and Resource for Early Childhood Education

    Science.gov (United States)

    MacQuarrie, Sarah; Nugent, Clare; Warden, Claire

    2015-01-01

    Nature-based learning is an increasingly popular type of early childhood education. Despite this, children's experiences--in particular, their form and function within different settings and how they are viewed by practitioners--are relatively unknown. Accordingly, the use of nature as a setting and a resource for learning was researched. A…

  18. Managing Disruptive Physician Behavior: First Steps for Designing an Effective Online Resource

    Directory of Open Access Journals (Sweden)

    Derek Puddester

    2011-03-01

    Full Text Available Interviews with physician leaders from hospitals in a mid-sized Ontario City were conducted to determine their needs with regard to managing disruptive physician behaviour. These findings were used to inform the design of a two-day skill-development workshop for physician leaders on disruptive behaviour. The workshop was evaluated using a modified version of the Learner Experience Feedback Form, which was built to align with W(eLearn, http://www.ennovativesolution.com/WeLearn/ a framework developed to guide the design, delivery, development, and evaluation of online interprofessional courses and programs (MacDonald, Stodel, Thompson, & Casimiro, 2009. The surveys gathered information related to the content, media, service, structure, and outcomes of the workshop. The findings from the focus group interviews and workshop evaluation identify physician leaders’ needs with regard to disruptive behavior and were used to inform the design of the world’s first Online Physician Health and Wellness Resource http://www.ephysicianhealth.com/ an open access learning resources currently being used globally, in 91 countries. The resource was the recipient of the winner of the International Business/Professional 2010 International eLearning Award. The findings demonstrated the importance of conducting a needs analysis and using a framework to guide the design, delivery and evaluation of effective online healthcare education.

  19. Learning with nature and learning from others: nature as setting and resource for early childhood education

    OpenAIRE

    MacQuarrie, Sarah; Nugent, Clare; Warden, Claire

    2015-01-01

    Nature-based learning is an increasingly popular type of early childhood education. Despite this, children's experiences-in particular, their form and function within different settings and how they are viewed by practitioners-are relatively unknown. Accordingly, the use of nature as a setting and a resource for learning was researched. A description and an emerging understanding of nature-based learning were obtained through the use of a group discussion and case studies. Practitioners' view...

  20. Development of inquiry-based learning activities integrated with the local learning resource to promote learning achievement and analytical thinking ability of Mathayomsuksa 3 student

    Science.gov (United States)

    Sukji, Paweena; Wichaidit, Pacharee Rompayom; Wichaidit, Sittichai

    2018-01-01

    The objectives of this study were to: 1) compare learning achievement and analytical thinking ability of Mathayomsuksa 3 students before and after learning through inquiry-based learning activities integrated with the local learning resource, and 2) compare average post-test score of learning achievement and analytical thinking ability to its cutting score. The target of this study was 23 Mathayomsuksa 3 students who were studying in the second semester of 2016 academic year from Banchatfang School, Chainat Province. Research instruments composed of: 1) 6 lesson plans of Environment and Natural Resources, 2) the learning achievement test, and 3) analytical thinking ability test. The results showed that 1) student' learning achievement and analytical thinking ability after learning were higher than that of before at the level of .05 statistical significance, and 2) average posttest score of student' learning achievement and analytical thinking ability were higher than its cutting score at the level of .05 statistical significance. The implication of this research is for science teachers and curriculum developers to design inquiry activities that relate to student's context.

  1. 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…

  2. 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...

  3. 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…

  4. Effect of improving the usability of an e-learning resource: a randomized trial.

    Science.gov (United States)

    Davids, Mogamat Razeen; Chikte, Usuf M E; Halperin, Mitchell L

    2014-06-01

    Optimizing the usability of e-learning materials is necessary to reduce extraneous cognitive load and maximize their potential educational impact. However, this is often neglected, especially when time and other resources are limited. We conducted a randomized trial to investigate whether a usability evaluation of our multimedia e-learning resource, followed by fixing of all problems identified, would translate into improvements in usability parameters and learning by medical residents. Two iterations of our e-learning resource [version 1 (V1) and version 2 (V2)] were compared. V1 was the first fully functional version and V2 was the revised version after all identified usability problems were addressed. Residents in internal medicine and anesthesiology were randomly assigned to one of the versions. Usability was evaluated by having participants complete a user satisfaction questionnaire and by recording and analyzing their interactions with the application. The effect on learning was assessed by questions designed to test the retention and transfer of knowledge. Participants reported high levels of satisfaction with both versions, with good ratings on the System Usability Scale and adjective rating scale. In contrast, analysis of video recordings revealed significant differences in the occurrence of serious usability problems between the two versions, in particular in the interactive HandsOn case with its treatment simulation, where there was a median of five serious problem instances (range: 0-50) recorded per participant for V1 and zero instances (range: 0-1) for V2 (P e-learning resource resulted in significant improvements in usability. This is likely to translate into improved motivation and willingness to engage with the learning material. In this population of relatively high-knowledge participants, learning scores were similar across the two versions. Copyright © 2014 The American Physiological Society.

  5. Students as Learning Designers in Innovation Education

    DEFF Research Database (Denmark)

    Magnussen, Rikke; Sørensen, Birgitte Holm

    2014-01-01

    This paper, which concerns criteria for developing technology-enhanced innovation education, discusses how teacher and student relationships change in these learning spaces. The case study in this paper involves a school in Denmark where teachers and students, aged 6-14, were involved in developing...... and testing new forms of technology-enhanced innovation education as part of the establishment of an EduTechLab at the school. Established in new facilities at the school, the lab contained learning technologies such as Nao robots, sensor kits, and 3D visualisation and printing facilities. The goal of the Edu......TechLab project was to establish a creative learning environment for students and teachers that would support innovative practice with new forms of learning technology. Part of this goal was to involve students in innovative design processes in order for them to experiment with their own design solutions to case...

  6. 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....

  7. 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.…

  8. 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...

  9. Robot technologies, autism and designs for learning

    DEFF Research Database (Denmark)

    Hansbøl, Mikala

    2015-01-01

    technologies involves several very different educational approaches to supporting young people’s learning and development. The paper discusses how robot technologies as learning resources have been related to the field of autism and education, and argues for a need to further expand the areas of application...... in the future, with a focus on children and young people diagnosed with autism spectrum disorders, their ICT interests and engagement in innovative and creative learning. The paper draws on international research and examples from the author’s own research into education for children and young people diagnosed...... with autism spectrum disorders, drawing on teachers’ and the students’ interests in working with ICT (e.g. robot technology)....

  10. 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....

  11. Natural resource management information systems: a guide to design

    Energy Technology Data Exchange (ETDEWEB)

    Tschanz, J.F.; Kennedy, A.S.

    1975-07-01

    Resource management requires the timely supply of intelligible, concise information to facilitate the variety of decisions needed. A distinctive component of information useful in resource management is its spatial content. The first portion of this guidebook sketches the resource management needs for spatial information, indicating not only the variety of resource management contexts, but also the variety of information/data handling approaches that exist. Within this diversity, common structural characteristics for all spatial information/data handling can be perceived, and the remainder of the guidebook outlines the general structure of a resource management information system and a process for designing such a system. Three basic elements of the information system are data base management, data retrieval and processing, and system support. Equally important are the interfaces through which the system is linked to its community of users, data supply, and available information system technology.

  12. Interactivity, Game Creation, Design, Learning, and Innovation

    DEFF Research Database (Denmark)

    This book constitutes the proceedings of two conferences: The 5th International Conference on ArtsIT, Interactivity and Game Creation (ArtsIT 2016) and the First International Conference on Design, Learning and Innovation (DLI 2016). ArtsIT is reflecting trends in the expanding field of digital art......, interactive art, and how game creation is considered an art form. The decision was made to augment the title of ArtsIT to be in future known as “The International Conference on Interactivity, Game Creation, Design, Learning, and Innovation”. The event was hosted in Esbjerg, Denmark in May 2016 and attracted...

  13. 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

  14. Using mobile technologies to give health students access to learning resources in the UK community setting.

    Science.gov (United States)

    Walton, Graham; Childs, Susan; Blenkinsopp, Elizabeth

    2005-12-01

    This article describes a project which explored the potential for mobile technologies to give health students in the community access to learning resources. The purpose included the need to identify possible barriers students could face in using mobile technologies. Another focus was to assess the students perceptions of the importance of being able to access learning resources in the community. This 1-year project used two main approaches for data collection. A review of the literature on mobile technologies in the health context was conducted. This was used in a systematic way to identify key issues and trends. The literature review was used to inform the design and production of a questionnaire. This was distributed to and completed by a group of community health students at Northumbria University, UK. The questionnaire was piloted and there was a 100% completion rate with 49 returned forms. The literature review indicated that most mobile technology applications were occurring in the US. At the time of the review the most prevalent mobile technologies were PDAs, laptops, WAP phones and portable radios with use being concentrated around doctors in the acute sector. A range of advantages and disadvantages to the technology were discovered. Mobile technologies were mainly being used for clinical rather than learning applications. The students showed a low level of awareness of the technology but placed great importance to accessing learning resources from the community. Significant development and changes are taking place in mobile technologies. Since the data collection for this work was completed in 2004 podcasting and videocasting have become significant in mobile learning for health professionals. Librarians will need to address the relevance and implications of m-learning for their practice. Care and consideration needs to be given on the time and resources librarians allocate for the necessary development work around mobile technologies. Collaboration and

  15. An integrated 3D design, modeling and analysis resource for SSC detector systems

    International Nuclear Information System (INIS)

    DiGiacomo, N.J.; Adams, T.; Anderson, M.K.; Davis, M.; Easom, B.; Gliozzi, J.; Hale, W.M.; Hupp, J.; Killian, K.; Krohn, M.; Leitch, R.; Lajczok, M.; Mason, L.; Mitchell, J.; Pohlen, J.; Wright, T.

    1989-01-01

    Integrated computer aided engineering and design (CAE/CAD) is having a significant impact on the way design, modeling and analysis is performed, from system concept exploration and definition through final design and integration. Experience with integrated CAE/CAD in high technology projects of scale and scope similar to SSC detectors leads them to propose an integrated computer-based design, modeling and analysis resource aimed specifically at SSC detector system development. The resource architecture emphasizes value-added contact with data and efficient design, modeling and analysis of components, sub-systems or systems with fidelity appropriate to the task. They begin with a general examination of the design, modeling and analysis cycle in high technology projects, emphasizing the transition from the classical islands of automation to the integrated CAE/CAD-based approach. They follow this with a discussion of lessons learned from various attempts to design and implement integrated CAE/CAD systems in scientific and engineering organizations. They then consider the requirements for design, modeling and analysis during SSC detector development, and describe an appropriate resource architecture. They close with a report on the status of the resource and present some results that are indicative of its performance. 10 refs., 7 figs

  16. 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.

  17. 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.

  18. Investigation of blended learning video resources to teach health students clinical skills: An integrative review.

    Science.gov (United States)

    Coyne, Elisabeth; Rands, Hazel; Frommolt, Valda; Kain, Victoria; Plugge, Melanie; Mitchell, Marion

    2018-04-01

    The aim of this review is to inform future educational strategies by synthesising research related to blended learning resources using simulation videos to teach clinical skills for health students. An integrative review methodology was used to allow for the combination of diverse research methods to better understand the research topic. This review was guided by the framework described by Whittemore and Knafl (2005), DATA SOURCES: Systematic search of the following databases was conducted in consultation with a librarian using the following databases: SCOPUS, MEDLINE, COCHRANE, PsycINFO databases. Keywords and MeSH terms: clinical skills, nursing, health, student, blended learning, video, simulation and teaching. Data extracted from the studies included author, year, aims, design, sample, skill taught, outcome measures and findings. After screening the articles, extracting project data and completing summary tables, critical appraisal of the projects was completed using the Mixed Methods Appraisal Tool (MMAT). Ten articles met all the inclusion criteria and were included in this review. The MMAT scores varied from 50% to 100%. Thematic analysis was undertaken and we identified the following three themes: linking theory to practice, autonomy of learning and challenges of developing a blended learning model. Blended learning allowed for different student learning styles, repeated viewing, and enabled links between theory and practice. The video presentation needed to be realistic and culturally appropriate and this required both time and resources to create. A blended learning model, which incorporates video-assisted online resources, may be a useful tool to teach clinical skills to students of health including nursing. Blended learning not only increases students' knowledge and skills, but is often preferred by students due to its flexibility. Copyright © 2018 Elsevier Ltd. All rights reserved.

  19. 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)

  20. AN INCLUSIVE APPROACH TO ONLINE LEARNING ENVIRONMENTS: Models and Resources

    Directory of Open Access Journals (Sweden)

    Aline Germain-RUTHERFORD

    2008-04-01

    Full Text Available The impact of ever-increasing numbers of online courses on the demographic composition of classes has meant that the notions of diversity, multiculturality and globalization are now key aspects of curriculum planning. With the internationalization and globalization of education, and faced with rising needs for an increasingly educated and more adequately trained workforce, universities are offering more flexible programs, assisted by new educational and communications technologies. Faced with this diversity of populations and needs, many instructors are becoming aware of the importance of addressing the notions of multiculturality and interculturality in the design of online however this raises many questions. For example, how do we integrate and address this multicultural dimension in a distance education course aimed at students who live in diverse cultural environments? How do the challenges of intercultural communication in an online environment affect online teaching and learning? What are the characteristics of an online course that is inclusive of all types of diversity, and what are the guiding principles for designing such courses? We will attempt to answer some of these questions by first exploring the concepts of culture and learning cultures. This will help us to characterize the impact on online learning of particular cultural dimensions. We will then present and discuss different online instructional design models that are culturally inclusive, and conclude with the description of a mediated instructional training module on the management of the cultural dimension of online teaching and learning. This module is mainly addressed to teachers and designers of online courses.

  1. Designing The Human Resource Scorecard as a Performance Measurement of Human Resource

    Directory of Open Access Journals (Sweden)

    Erlinda Muslim

    2016-08-01

    Full Text Available Abstract. This study discusses the importance of performance measurement in a company because it can be used to assess the success of the company. The purpose of this study is to design and measure the performance of a MIGAS company using the Human Resource Scorecard approach by establishing the priority weight of strategic objectives and Key Performance Indicators on the Strategy Map through the Analytical Network Process. Results of this study are acquiring 16 strategic objectives, and 20 leading indicators and 17 lag ging indicators. Results of the priority weight show that the company is more focused on the operational perspective, then the financial perspective, strategic perspective, and the last is the customer perspective. From the design and measurement results obtained from this study, a plan of the Human Resource Scorecard design was created that can be used by the company. Keywords: performance measurement, human resource scorecard, strategy map, key performance indicator, analytical network process

  2. IMS Learning Design: De stand van zaken

    NARCIS (Netherlands)

    Tattersall, Colin; Manderveld, Jocelyn

    2005-01-01

    Tattersall, C. & Manderveld, J. (2004) IMS Learning Design: De stand van zaken In: Gorissen, P., Manderveld, J., Benneker, F. & Cordewener, B. Leertechnologie in de Lage Landen (pp. 31-33). Utrecht, Stichting Surf. Ook beschikbaar in dspace: http://hdl.handle.net/1820/270

  3. Designing Nordic Technology-Enhanced Learning

    Science.gov (United States)

    Cerratto-Pargman, Teresa; Jarvela, Sanna M.; Milrad, Marcelo

    2012-01-01

    The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled "Designing Nordic technology-enhanced learning (TEL)", presents and discusses how researchers in the Nordic…

  4. Strategic Resource Use for Learning: A Self-Administered Intervention That Guides Self-Reflection on Effective Resource Use Enhances Academic Performance.

    Science.gov (United States)

    Chen, Patricia; Chavez, Omar; Ong, Desmond C; Gunderson, Brenda

    2017-06-01

    Many educational policies provide learners with more resources (e.g., new learning activities, study materials, or technologies), but less often do they address whether students are using these resources effectively. We hypothesized that making students more self-reflective about how they should approach their learning with the resources available to them would improve their class performance. We designed a novel Strategic Resource Use intervention that students could self-administer online and tested its effects in two cohorts of a college-level introductory statistics class. Before each exam, students randomly assigned to the treatment condition strategized about which academic resources they would use for studying, why each resource would be useful, and how they would use their resources. Students randomly assigned to the treatment condition reported being more self-reflective about their learning throughout the class, used their resources more effectively, and outperformed students in the control condition by an average of one third of a letter grade in the class.

  5. 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,…

  6. Learning on human resources management in the radiology residency program

    Energy Technology Data Exchange (ETDEWEB)

    Oliveira, Aparecido Ferreira de; Lederman, Henrique Manoel; Batista, Nildo Alves, E-mail: aparecidoliveira@ig.com.br [Universidade Federal de Sao Paulo (EPM/UNIFESP), Sao Paulo, SP (Brazil). Escola Paulista de Medicina

    2014-03-15

    Objective: to investigate the process of learning on human resource management in the radiology residency program at Escola Paulista de Medicina - Universidade Federal de Sao Paulo, aiming at improving radiologists' education. Materials and methods: exploratory study with a quantitative and qualitative approach developed with the faculty staff, preceptors and residents of the program, utilizing a Likert questionnaire (46), taped interviews (18), and categorization based on thematic analysis. Results: According to 71% of the participants, residents have clarity about their role in the development of their activities, and 48% said that residents have no opportunity to learn how to manage their work in a multidisciplinary team. Conclusion: Isolation at medical records room, little interactivity between sectors with diversified and fixed activities, absence of a previous culture and lack of a training program on human resources management may interfere in the development of skills for the residents' practice. There is a need to review objectives of the medical residency in the field of radiology, incorporating, whenever possible, the commitment to the training of skills related to human resources management thus widening the scope of abilities of the future radiologists. (author)

  7. Learning on human resources management in the radiology residency program

    International Nuclear Information System (INIS)

    Oliveira, Aparecido Ferreira de; Lederman, Henrique Manoel; Batista, Nildo Alves

    2014-01-01

    Objective: to investigate the process of learning on human resource management in the radiology residency program at Escola Paulista de Medicina - Universidade Federal de Sao Paulo, aiming at improving radiologists' education. Materials and methods: exploratory study with a quantitative and qualitative approach developed with the faculty staff, preceptors and residents of the program, utilizing a Likert questionnaire (46), taped interviews (18), and categorization based on thematic analysis. Results: According to 71% of the participants, residents have clarity about their role in the development of their activities, and 48% said that residents have no opportunity to learn how to manage their work in a multidisciplinary team. Conclusion: Isolation at medical records room, little interactivity between sectors with diversified and fixed activities, absence of a previous culture and lack of a training program on human resources management may interfere in the development of skills for the residents' practice. There is a need to review objectives of the medical residency in the field of radiology, incorporating, whenever possible, the commitment to the training of skills related to human resources management thus widening the scope of abilities of the future radiologists. (author)

  8. Urban and Building Design Methods for Resource Management

    DEFF Research Database (Denmark)

    Sattrup, Peter Andreas

    2014-01-01

    . Having a structured approach to design methods, a design methodology, is a fundamental aid in decisionmaking and resource management through design. At DTU Civil Engineering experiments are made in crossdisciplinary collaboration between engineers of different specializations and outside collaborators...... but a fewdimensions. Engineers may influence decision making at all levels, and do in many instances have directresponsibility for decision making, - however many (Civil) engineers don’t really think of themselves asdesigners. However this perception is changing. Engineering is fundamentally a design discipline...... management and decision support regardingthe development of the built environment towards a sustainable future....

  9. Social media as an open-learning resource in medical education: current perspectives.

    Science.gov (United States)

    Sutherland, S; Jalali, A

    2017-01-01

    Numerous studies evaluate the use of social media as an open-learning resource in education, but there is a little published knowledge of empirical evidence that such open-learning resources produce educative outcomes, particularly with regard to student performance. This study undertook a systematic review of the published literature in medical education to determine the state of the evidence as to empirical studies that conduct an evaluation or research regarding social media and open-learning resources. The authors searched MEDLINE, ERIC, Embase, PubMed, Scopus, and Google Scholar from 2012 to 2017. This search included using keywords related to social media, medical education, research, and evaluation, while restricting the search to peer reviewed, English language articles only. To meet inclusion criteria, manuscripts had to employ evaluative methods and undertake empirical research. Empirical work designed to evaluate the impact of social media as an open-learning resource in medical education is limited as only 13 studies met inclusion criteria. The majority of these studies used undergraduate medical education as the backdrop to investigate open-learning resources, such as Facebook, Twitter, and YouTube. YouTube appears to have little educational value due to the unsupervised nature of content added on a daily basis. Overall, extant reviews have demonstrated that we know a considerable amount about social media use, although to date, its impacts remain unclear. There is a paucity of outcome-based, empirical studies assessing the impact of social media in medical education. The few empirical studies identified tend to focus on evaluating the affective outcomes of social media and medical education as opposed to understanding any linkages between social media and performance outcomes. Given the potential for social media use in medical education, more empirical evaluative studies are required to determine educational value.

  10. Mobile Authoring of Open Educational Resources as Reusable Learning Objects

    Directory of Open Access Journals (Sweden)

    Dr Kinshuk

    2013-06-01

    Full Text Available E-learning technologies have allowed authoring and playback of standardized reusable learning objects (RLO for several years. Effective mobile learning requires similar functionality at both design time and runtime. Mobile devices can play RLO using applications like SMILE, mobile access to a learning management system (LMS, or other systems which deploy content to mobile learners (Castillo & Ayala, 2008; Chu, Hwang, & Tseng, 2010; Hsu & Chen, 2010; Nakabayashi, 2009; Zualkernan, Nikkhah, & Al-Sabah, 2009. However, implementations which author content in a mobile context do not typically permit reuse across multiple contexts due to a lack of standardization. Standards based (IMS and SCORM authoring implementations exist for non-mobile platforms (Gonzalez-Barbone & Anido-Rifon, 2008; Griffiths, Beauvoir, Liber, & Barrett-Baxendale, 2009; Téllez, 2010; Yang, Chiu, Tsai, & Wu, 2004. However, this paradigm precludes capturing learning where and when it occurs. Consequently, RLO authored for e-learning lack learner generated content, especially with timely, relevant, and location aware examples.

  11. 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.

  12. Designing anticancer peptides by constructive machine learning.

    Science.gov (United States)

    Grisoni, Francesca; Neuhaus, Claudia; Gabernet, Gisela; Müller, Alex; Hiss, Jan; Schneider, Gisbert

    2018-04-21

    Constructive machine learning enables the automated generation of novel chemical structures without the need for explicit molecular design rules. This study presents the experimental application of such a generative model to design membranolytic anticancer peptides (ACPs) de novo. A recurrent neural network with long short-term memory cells was trained on alpha-helical cationic amphipathic peptide sequences and then fine-tuned with 26 known ACPs. This optimized model was used to generate unique and novel amino acid sequences. Twelve of the peptides were synthesized and tested for their activity on MCF7 human breast adenocarcinoma cells and selectivity against human erythrocytes. Ten of these peptides were active against cancer cells. Six of the active peptides killed MCF7 cancer cells without affecting human erythrocytes with at least threefold selectivity. These results advocate constructive machine learning for the automated design of peptides with desired biological activities. © 2018 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

  13. Designing Schools That Work: Organizing Resources Strategically for Student Success

    Science.gov (United States)

    Miles, Karen Hawley; Ferris, Kristen

    2015-01-01

    This publication outlines the fundamental principles and process of Strategic School Design. Through more than a decade of research and practice in the area of school resource use, we have found that high-performing schools are responding to the changing context in education by using people, time, technology, and money in ways that look…

  14. An assessment of student experiences and learning based on a novel undergraduate e-learning resource.

    Science.gov (United States)

    Mehta, S; Clarke, F; Fleming, P S

    2016-08-12

    Purpose/objectives The aims of this study were to describe the development of a novel e-learning resource and to assess its impact on student learning experiences and orthodontic knowledge.Methods Thirty-two 4th year dental undergraduate students at Queen Mary University of London were randomly allocated to receive electronic access to e-learning material covering various undergraduate orthodontic topics over a 6-week period. Thirty-one control students were not given access during the study period. All students were asked to complete electronic quizzes both before (T0) and after (T1) the study period and a general questionnaire concerning familiarity with e-learning. The test group also completed a user satisfaction questionnaire at T1. Two focus groups were also undertaken to explore learners' experiences and suggestions in relation to the resource.Results The mean quiz result improved by 3.9% and 4.5% in the control and test groups, respectively. An independent t-test, however, demonstrated a lack of statistical significance in knowledge gain between control and test groups (P = 0.941). The qualitative feedback indicated that students believed that use of the resource enhanced knowledge and basic understanding with students expressing a wish to ingrain similar resources in other areas of undergraduate teaching.Conclusions Use of the novel orthodontic e-resource by 4th year undergraduate students over a 6-week period did not result in a significant improvement in subject knowledge. However, the e-learning has proven popular among undergraduates and the resources will continue to be refined.

  15. REVIEW OF MOODLE PLUGINS FOR DESIGNING MULTIMEDIA ELECTRONIC EDUCATIONAL RESOURCES FROM LANGUAGE DISCIPLINES

    Directory of Open Access Journals (Sweden)

    Anton M. Avramchuk

    2015-09-01

    Full Text Available Today the problem of designing multimedia electronic educational resources from language disciplines in Moodle is very important. This system has a lot of different, powerful resources, plugins to facilitate the learning of students with language disciplines. This article presents an overview and comparative analysis of the five Moodle plugins for designing multimedia electronic educational resources from language disciplines. There have been considered their key features and functionality in order to choose the best for studying language disciplines in the Moodle. Plugins are compared by a group of experts according to the criteria: efficiency, functionality and easy use. For a comparative analysis of the plugins it is used the analytic hierarchy process.

  16. Developing Online Learning Resources: Big Data, Social Networks, and Cloud Computing to Support Pervasive Knowledge

    Science.gov (United States)

    Anshari, Muhammad; Alas, Yabit; Guan, Lim Sei

    2016-01-01

    Utilizing online learning resources (OLR) from multi channels in learning activities promise extended benefits from traditional based learning-centred to a collaborative based learning-centred that emphasises pervasive learning anywhere and anytime. While compiling big data, cloud computing, and semantic web into OLR offer a broader spectrum of…

  17. Optional Anatomy and Physiology e-Learning Resources: Student Access, Learning Approaches, and Academic Outcomes

    Science.gov (United States)

    Guy, Richard,; Byrne, Bruce; Dobos, Marian

    2018-01-01

    Anatomy and physiology interactive video clips were introduced into a blended learning environment, as an optional resource, and were accessed by ~50% of the cohort. Student feedback indicated that clips were engaging, assisted understanding of course content, and provided lecture support. Students could also access two other optional online…

  18. Learning Resources Centers and Their Effectiveness on Students’ Learning Outcomes: A Case-Study of an Omani Higher Education Institute

    Directory of Open Access Journals (Sweden)

    Peyman Nouraey

    2017-06-01

    Full Text Available The study aimed at investigating the use and effectiveness of a learning resources center, which is generally known as a library. In doing so, eight elements were investigated through an author-designed questionnaire. Each of these elements tended to delve into certain aspects of the afore-mentioned center. These elements included a students’ visits frequency, b availability of books related to modules, c center facilities, d use of discussion rooms, e use of online resources, f staff cooperation, g impact on knowledge enhancement, and, h recommendation to peers. Eighty undergraduate students participated in the study. Participants were then asked to read the statements carefully and choose one of the five responses provided, ranging from strongly agree to strongly disagree. Data were analyzed based on 5-point Likert Scale. Findings of the study revealed that participants were mostly in agreement with all eight statements provided in the questionnaire, which were interpreted as positive feedbacks from the students. Then, the frequencies of responses by the participants were reported. Finally, the results were compared and contrasted and related discussions on the effectiveness of libraries and learning resources centers on students’ learning performances and outcomes were made.

  19. 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....

  20. More technology, better learning resources, better learning? Lessons from adopting virtual microscopy in undergraduate medical education.

    Science.gov (United States)

    Helle, Laura; Nivala, Markus; Kronqvist, Pauliina

    2013-01-01

    The adoption of virtual microscopy at the University of Turku, Finland, created a unique real-world laboratory for exploring ways of reforming the learning environment. The purpose of this study was to evaluate the students' reactions and the impact of a set of measures designed to boost an experimental group's understanding of abnormal histology through an emphasis on knowledge of normal cells and tissues. The set of measures included (1) digital resources to review normal structures and an entrance examination for enforcement, (2) digital course slides highlighting normal and abnormal tissues, and (3) self-diagnostic quizzes. The performance of historical controls was used as a baseline, as previous students had never been exposed to the above-mentioned measures. The students' understanding of normal histology was assessed in the beginning of the module to determine the impact of the first set of measures, whereas that of abnormal histology was assessed at the end of the module to determine the impact of the whole set of measures. The students' reactions to the instructional measures were assessed by course evaluation data. Additionally, four students were interviewed. Results confirmed that the experimental group significantly outperformed the historical controls in understanding normal histology. The students held favorable opinions on the idea of emphasizing normal structures. However, with regards to abnormal histology, the historical controls outperformed the experimental group. In conclusion, allowing students access to high-quality digitized materials and boosting prerequisite skills are clearly not sufficient to boost final competence. Instead, the solution may lie in making students externally accountable for their learning throughout their training. Copyright © 2012 American Association of Anatomists.

  1. The Motivation Impact of Open Educational Resources Utilization on Physics Learning Using Quipper School App

    Directory of Open Access Journals (Sweden)

    Dwi SULISWORO

    2017-10-01

    Full Text Available The distribution of the education quality in Indonesia is relatively uneven. This affects the quality of secondary school graduates. On the other hand, the national growth of Information Communication Technology usage in Indonesia is very high, including the use of mobile technology. This is an opportunity for the application of OER (Open Educational Resources in learning. This study aims to look at the impact of the application of the concept of blended learning OER to motivate students, especially in learning physics. The LMS used is Quipper School. This research is the quasy experiment using post test only for control group design. ARCS (Attention, Relevance, Confidence, and Satisfaction models used in this study to observe the attention factor, relevance, confidence, and satisfaction. The analysis technique used is the analysis of variance (ANOVA. From this research, it is known that the application of the concept of OER in learning, will increase the motivation on the aspects of attention, relevance, and the confidence of the students. Meanwhile, the aspect of satisfaction on learning tends to be the same between applying the concept of OER when compared to the conventional learning face-to-face in the classroom. These findings indicate a positive impact of the application of the concept of OER in learning to student motivation.

  2. Interactive Whiteboards and Computer Games at Highschool Level: Digital Resources for Enhancing Reflection in Teaching and Learning

    DEFF Research Database (Denmark)

    Sorensen, Elsebeth Korsgaard; Poulsen, Mathias; Houmann, Rita

    The general potential of computer games for teaching and learning is becoming widely recognized. In particular, within the application contexts of primary and lower secondary education, the relevance and value and computer games seem more accepted, and the possibility and willingness to incorporate...... computer games as a possible resource at the level of other educational resources seem more frequent. For some reason, however, to apply computer games in processes of teaching and learning at the high school level, seems an almost non-existent event. This paper reports on study of incorporating...... the learning game “Global Conflicts: Latin America” as a resource into the teaching and learning of a course involving the two subjects “English language learning” and “Social studies” at the final year in a Danish high school. The study adapts an explorative research design approach and investigates...

  3. Designing learning experiences together with children

    OpenAIRE

    Leinonen, Jonna; Venninen, Tuulikki

    2012-01-01

    Children’s participation in early childhood education context has attracted considerable attention in recent years. Participation means involving and enabling children to take part in decision-making processes about their everyday life. Educators are supporters and enablers of participatory practices. The process of planning activities is an important part of educator’s profession in early childhood education and it can be viewed as a designing learning process. But not only as adults designi...

  4. Designing evaluation of learning in outline courses

    Directory of Open Access Journals (Sweden)

    Estévez, Orosmán V.

    2010-07-01

    Full Text Available This paper is intended to characterize the evaluation process of online courses from the perspectives of several scholars who are currently conducting research on the topic. The importance of an integral diagnosis and the interconnections between diagnosis, learning activities design and evaluation are outlined. The study leads the authors to the conclusion that evaluation in online courses in Cuba demands a thorough scientific research so as to go deeper into its characterizing features.

  5. 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...

  6. A Video Game for Learning Brain Evolution: A Resource or a Strategy?

    Science.gov (United States)

    Barbosa Gomez, Luisa Fernanda; Bohorquez Sotelo, Maria Cristina; Roja Higuera, Naydu Shirley; Rodriguez Mendoza, Brigitte Julieth

    2016-01-01

    Learning resources are part of the educational process of students. However, how video games act as learning resources in a population that has not selected the virtual formation as their main methodology? The aim of this study was to identify the influence of a video game in the learning process of brain evolution. For this purpose, the opinions…

  7. Design of the Resources and Environment Monitoring Website in Kashgar

    International Nuclear Information System (INIS)

    Huang, Z; Lin, Q Z; Wang, Q J

    2014-01-01

    Despite the development of the web geographical information system (web GIS), many useful spatial analysis functions are ignored in the system implementation. As Kashgar is rich in natural resources, it is of great significance to monitor the ample natural resource and environment situation in the region. Therefore, with multiple uses of spatial analysis, resources and environment monitoring website of Kashgar was built. Functions of water, vegetation, ice and snow extraction, task management, change assessment as well as thematic mapping and reports based on TM remote sensing images were implemented in the website. The design of the website was presented based on database management tier, the business logic tier and the top-level presentation tier. The vital operations of the website were introduced and the general performance was evaluated

  8. PBL, Hands-On/ Digital resources in Geology, (Teaching/ Learning)

    Science.gov (United States)

    Soares, Rosa; Santos, Cátia; Carvalho, Sara

    2015-04-01

    The present study reports the elaboration, application and evaluation of a problem-based learning (PBL) program that aims to evaluate the effectiveness in students learning the Rock Cycle theme. Prior research on both PBL and Rock Cycle was conducted within the context of science education so as to elaborate and construct the intervention program. Findings from these studies indicated both the PBL methodology and Rock Cycle as helpful for teachers and students. PBL methodology has been adopted in this study since it is logically incorporated in a constructivism philosophy application and it was expected that this approach would assist students towards achieving a specific set of competencies. PBL is a student-centered method based on the principle of using problems as the starting point for the acquisition of new knowledge. Problems are based on complex real-world situations. All information needed to solve the problem is initially not given. Students will identify, find, and use appropriate resources to complete the exercise. They work permanently in small groups, developing self-directed activities and increasing participation in discussions. Teacher based guidance allows students to be fully engaged in knowledge building. That way, the learning process is active, integrated, cumulative, and connected. Theme "Rock Cycle" was introduced using a problematic situation, which outlined the geological processes highlighted in "Foz do Douro" the next coastline of the school where the study was developed. The questions proposed by the students were solved, using strategies that involved the use of hands-on activities and virtual labs in Geology. The systematization of the selected theme was performed in a field excursion, implemented according to the organizational model of Nir Orion, to The "Foz do Douro" metamorphic complex. In the evaluation of the learning process, data were obtained on students' development of knowledge and competencies through the application of

  9. The gap between medical faculty's perceptions and use of e-learning resources.

    Science.gov (United States)

    Kim, Kyong-Jee; Kang, Youngjoon; Kim, Giwoon

    2017-01-01

    e-Learning resources have become increasingly popular in medical education; however, there has been scant research on faculty perceptions and use of these resources. To investigate medical faculty's use of e-learning resources and to draw on practical implications for fostering their use of such resources. Approximately 500 full-time faculty members in 35 medical schools across the nation in South Korea were invited to participate in a 30-item questionnaire on their perceptions and use of e-learning resources in medical education. The questionnaires were distributed in both online and paper formats. Descriptive analysis and reliability analysis were conducted of the data. Eighty faculty members from 28 medical schools returned the questionnaires. Twenty-two percent of respondents were female and 78% were male, and their rank, disciplines, and years of teaching experience all varied. Participants had positive perceptions of e-learning resources in terms of usefulness for student learning and usability; still, only 39% of them incorporated those resources in their teaching. The most frequently selected reasons for not using e-learning resources in their teaching were 'lack of resources relevant to my lectures,' 'lack of time to use them during lectures,' and 'was not aware of their availability.' Our study indicates a gap between medical faculty's positive perceptions of e-learning resources and their low use of such resources. Our findings highlight the needs for further study of individual and institutional barriers to faculty adoption of e-learning resources to bridge this gap.

  10. 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…

  11. The Concept Maps as a Didactic Resource Tool of Meaningful Learning in Astronomy Themes

    Science.gov (United States)

    Silveira, Felipa Pacífico Ribeiro de Assis; Mendonça, Conceição Aparecida Soares

    2015-07-01

    This article presents the results of an investigation that sought to understand the performance of the conceptual map (MC) as a teaching resource facilitator of meaningful learning of scientific concepts on astronomical themes, developed with elementary school students. The methodology employed to obtain and process the data was based on a quantitative and qualitative approach. On the quantitative level we designed a quasi-experimental research with a control group that did not use the MC and an experimental group that used the MC, both being evaluated in the beginning and end of the process. In this case, the performance of both groups is displayed in a descriptive and analytical study. In the qualitative approach, the MCs were interpreted using the structuring and assigned meanings shared by the student during his/her presentation. The results demonstrated through the improvement of qualifications that the MC made a difference in conceptual learning and in certain skills revealed by learning indicators.

  12. 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.

  13. Exogenous and Endogenous Learning Resources in the Actiotope Model of Giftedness and Its Significance for Gifted Education

    Science.gov (United States)

    Ziegler, Albert; Chandler, Kimberley L.; Vialle, Wilma; Stoeger, Heidrun

    2017-01-01

    Based on the Actiotope Model of Giftedness, this article introduces a learning-resource-oriented approach for gifted education. It provides a comprehensive categorization of learning resources, including five exogenous learning resources termed "educational capital" and five endogenous learning resources termed "learning…

  14. 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…

  15. Conceptual design for the next JAEA's enterprise resource planning system

    International Nuclear Information System (INIS)

    Kimura, Hideo; Aoyagi, Tetsuo; Sakai, Manabu; Sato, Taiichi; Tsuji, Minoru

    2008-11-01

    JAEA developed the ERP (Enterprise Resource Planning) system at the establishment in 2005, aiming to support and enhance its business-critical task such as financial accounting and contract management. We considered the conceptual design of the next ERP system, and we implemented the prototype system to validate its effectiveness. Moreover, we implemented the simple add-on tool for rapid and easy development. At the result, we gauged the future prospects that the XML-centric system which we designed will offer high modularity, flexibility, connectivity between other systems, independence among subsystems. The simple add-on tool also demonstrated its effectiveness. (author)

  16. Forecastability as a Design Criterion in Wind Resource Assessment: Preprint

    Energy Technology Data Exchange (ETDEWEB)

    Zhang, J.; Hodge, B. M.

    2014-04-01

    This paper proposes a methodology to include the wind power forecasting ability, or 'forecastability,' of a site as a design criterion in wind resource assessment and wind power plant design stages. The Unrestricted Wind Farm Layout Optimization (UWFLO) methodology is adopted to maximize the capacity factor of a wind power plant. The 1-hour-ahead persistence wind power forecasting method is used to characterize the forecastability of a potential wind power plant, thereby partially quantifying the integration cost. A trade-off between the maximum capacity factor and the forecastability is investigated.

  17. 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…

  18. 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.

  19. Usability testing of two e-learning resources: methods to maximize potential for clinician use.

    Science.gov (United States)

    Menon, Anita; Korner-Bitensky, Nicol; Chignell, Mark; Straus, Sharon

    2012-04-01

    Rigorous usability testing of e-learn-ing resources is an important prerequisite to their wide-spread use among clinicians. This study demonstrates the application of an evidence-based approach to usability testing of two stroke-related e-learning resources (StrokEngine). 14 stroke rehabilitation clinicians (occupational therapists and physiotherapists) from Ontario, Canada participated in a 1.5 h in-person testing session. Clinicians navigated StrokEngine in search of information to answer questions on stroke assessment/intervention. Their search patterns were observed and clinicians provided verbal/written feedback about StrokEngine. Content analysis was used to generate themes and categorize them under two broad categories: facilitators and barriers to use. Five key facilitators and three key barriers to Strok-Engine use were identified and related to screen format, layout/organization, ease of navigation, quality of content, likelihood of using StrokEngine in the future, and system dysfunctions. All 14 clinicians were very or extremely satisfied with the layout/organization, quality and clinical relevance of the content, stating that they were likely to use StrokEngine in the future. All identified barriers from this study were addressed with website modifications in order to maximize the usability and navigability of StrokEngine. This rigorous methodology for usability testing can be applied during the design process of any e-learning resource.

  20. 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...

  1. 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.

  2. Knowledge Flow Rules of Modern Design under Distributed Resource Environment

    Directory of Open Access Journals (Sweden)

    Junning Li

    2013-01-01

    Full Text Available The process of modern design under the distributed resource environment is interpreted as the process of knowledge flow and integration. As the acquisition of new knowledge strongly depends on resources, knowledge flow can be influenced by technical, economic, and social relation factors, and so forth. In order to achieve greater efficiency of knowledge flow and make the product more competitive, the root causes of the above factors should be acquired first. In this paper, the authors attempt to reveal the nature of design knowledge flow from the perspectives of fluid dynamics and energy. The knowledge field effect and knowledge agglomeration effect are analyzed, respectively, in which the knowledge field effect model considering single task node and the single knowledge energy model in the knowledge flow are established, then the general expression of knowledge energy conservation with consideration of the kinetic energy and potential energy of knowledge is built. Then, the knowledge flow rules and their influential factors including complete transfer and incomplete transfer of design knowledge are studied. Finally, the coupling knowledge flows in the knowledge service platform for modern design are analyzed to certify the feasibility of the research work.

  3. Influence of Instructional Resources in Learning Agriculture in Secondary School on Employment Creation in Vihiga County, Kenya

    Science.gov (United States)

    Aholi, Seraphine Sherry; Konyango, Jacob J. J. Ochieng'; Kibett, Joash K.

    2018-01-01

    The purpose of this study was to determine the influence of instructional resources in learning agriculture in secondary school on employment creation in Vihiga County, Kenya. The study was conducted in Emuhaya Constituency, and it adopted qualitative research design using descriptive survey method. The target population was the youth who learnt…

  4. 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

  5. Designing and Using Videos in Undergraduate Geoscience Education - a workshop and resource website review

    Science.gov (United States)

    Wiese, K.; Mcconnell, D. A.

    2014-12-01

    Do you use video in your teaching? Do you make your own video? Interested in joining our growing community of geoscience educators designing and using video inside and outside the classroom? Over four months in Spring 2014, 22 educators of varying video design and development expertise participated in an NSF-funded On the Cutting Edge virtual workshop to review the best educational research on video design and use; to share video-development/use strategies and experiences; and to develop a website of resources for a growing community of geoscience educators who use video: http://serc.carleton.edu/NAGTWorkshops/video/workshop2014/index.html. The site includes links to workshop presentations, teaching activity collections, and a growing collection of online video resources, including "How-To" videos for various video editing or video-making software and hardware options. Additional web resources support several topical themes including: using videos to flip classes, handling ADA access and copyright issues, assessing the effectiveness of videos inside and outside the classroom, best design principles for video learning, and lists and links of the best videos publicly available for use. The workshop represents an initial step in the creation of an informal team of collaborators devoted to the development and support of an ongoing network of geoscience educators designing and using video. Instructors who are interested in joining this effort are encouraged to contact the lead author.

  6. Refining teacher design capacity: mathematics teachers' interactions with digital curriculum resources

    NARCIS (Netherlands)

    Pepin, B.; Gueudet, G.; Trouche, L.

    2017-01-01

    The goal of this conceptual paper is to develop enhanced understandings of mathematics teacher design and design capacity when interacting with digital curriculum resources. We argue that digital resources in particular offer incentives and increasing opportunities for mathematics teachers’ design,

  7. 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...

  8. Design, Implementation and Evaluation of Innovative Science Teaching Strategies for Non-Formal Learning in a Natural History Museum

    Science.gov (United States)

    Çil, Emine; Maccario, Nihal; Yanmaz, Durmus

    2016-01-01

    Background: Museums are useful educational resources in science teaching. Teaching strategies which promote hands-on activities, student-centred learning, and rich social interaction must be designed and implemented throughout the museum visit for effective science learning. Purpose: This study aimed to design and implement innovative teaching…

  9. 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...

  10. 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…

  11. 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

  12. Blended Learning at the Boundary: Designing a New Internship

    Science.gov (United States)

    Heckman, Robert; Østerlund, Carsten S.; Saltz, Jeffrey

    2015-01-01

    This paper explores how blended learning can enhance learning at the boundary between academia and industry, and make possible the design of a new kind of internship. Boundary theory proposes that socio-cultural discontinuities between different environments create opportunities for learning. Blended learning pedagogy makes it possible to make the…

  13. Exploring the Effectiveness of Blended Learning in Interior Design Education

    Science.gov (United States)

    Afacan, Yasemin

    2016-01-01

    This study explores how blended learning can contribute to interior design students' learning outcomes, their engagement with non-studio courses and affect their learning achievements. Within the framework of the study, a blended learning experience was carried out in "IAED 342 Building Performance" module at Bilkent University, Turkey.…

  14. Methodological Reflections: Designing and Understanding Computer-Supported Collaborative Learning

    Science.gov (United States)

    Hamalainen, Raija

    2012-01-01

    Learning involves more than just a small group of participants, which makes designing and managing collaborative learning processes in higher education a challenging task. As a result, emerging concerns in current research have pointed increasingly to teacher orchestrated learning processes in naturalistic learning settings. In line with this…

  15. Web Interface Design Principles for Adults' Self-Directed Learning

    Science.gov (United States)

    Firat, Mehmet; Sakar, A. Nurhan; Kabakci Yurdakul, Isil

    2016-01-01

    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…

  16. 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.

  17. 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

  18. 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…

  19. 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…

  20. A flexible e-learning resource promoting the critical reading of scientific papers for science undergraduates.

    Science.gov (United States)

    Letchford, Julie; Corradi, Hazel; Day, Trevor

    2017-11-01

    An important aim of undergraduate science education is to develop student skills in reading and evaluating research papers. We have designed, developed, and implemented an on-line interactive resource entitled "Evaluating Scientific Research literature" (ESRL) aimed at students from the first 2 years of the undergraduate program. In this article, we describe the resource, then use student data collected from questionnaire surveys to evaluate the resource within 2 years of its launch. Our results add to those reported previously and indicate that ESRL can enable students to start evaluating research articles when used during their undergraduate program. We conclude maximal learning is likely to occur when the resource can be embedded in the curriculum such that students have a clearly articulated context for the resource's activities, can see their relevance in relation to assessed assignments and can be encouraged to think deeply about the activities in conversation with one another and/or with staff. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(6):483-490, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

  1. Social media as an open-learning resource in medical education: current perspectives

    Directory of Open Access Journals (Sweden)

    Sutherland S

    2017-06-01

    Full Text Available S Sutherland,1 A Jalali2 1Department of Critical Care, The Ottawa Hospital, ²Division of Clinical and Functional Anatomy, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada Purpose: Numerous studies evaluate the use of social media as an open-learning resource in education, but there is a little published knowledge of empirical evidence that such open-learning resources produce educative outcomes, particularly with regard to student performance. This study undertook a systematic review of the published literature in medical education to determine the state of the evidence as to empirical studies that conduct an evaluation or research regarding social media and open-learning resources.Methods: The authors searched MEDLINE, ERIC, Embase, PubMed, Scopus, and Google Scholar from 2012 to 2017. This search included using keywords related to social media, medical education, research, and evaluation, while restricting the search to peer reviewed, English language articles only. To meet inclusion criteria, manuscripts had to employ evaluative methods and undertake empirical research.Results: Empirical work designed to evaluate the impact of social media as an open-learning resource in medical education is limited as only 13 studies met inclusion criteria. The majority of these studies used undergraduate medical education as the backdrop to investigate open-learning resources, such as Facebook, Twitter, and YouTube. YouTube appears to have little educational value due to the unsupervised nature of content added on a daily basis. Overall, extant reviews have demonstrated that we know a considerable amount about social media use, although to date, its impacts remain unclear.Conclusion: There is a paucity of outcome-based, empirical studies assessing the impact of social media in medical education. The few empirical studies identified tend to focus on evaluating the affective outcomes of social media and medical education as opposed to

  2. Multidimensional (OLAP) Analysis for Designing Dynamic Learning Strategy

    Science.gov (United States)

    Rozeva, A.; Deliyska, B.

    2010-10-01

    Learning strategy in an intelligent learning system is generally elaborated on the basis of assessment of the following factors: learner's time for reaction, content of the learning object, amount of learning material in a learning object, learning object specification, e-learning medium and performance control. Current work proposes architecture for dynamic learning strategy design by implementing multidimensional analysis model of learning factors. The analysis model concerns on-line analytical processing (OLAP) of learner's data structured as multidimensional cube. Main components of the architecture are analysis agent for performing the OLAP operations on learner data cube, adaptation generator and knowledge selection agent for performing adaptive navigation in the learning object repository. The output of the analysis agent is involved in dynamic elaboration of learning strategy that fits best to learners profile and behavior. As a result an adaptive learning path for individual learner and for learner groups is generated.

  3. 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...

  4. COMPARISON THE NUMBER OF BACTERIA BETWEEN WASHING HANDS USING SOAP AND HAND SANITIZER AS A BACTERIOLOGY LEARNING RESOURCE FOR STUDENTS

    OpenAIRE

    Satya Darmayani; Askrening Askrening; Apita Ariyani

    2017-01-01

    Hands are the principal carriers of bacterial diseases, therefore very important to know that washing hands with soap or hand sanitizer is highly effective healthy behaviors to reduce bacteria in the palm. This study aimed to determine the total number of bacteria between washing hands with soap and hand sanitizer, also applying the results of these studies as a learning resource in bacteriology. The research design was the true experiment with pretest-posttest control group research design a...

  5. Listening to Students: Customer Journey Mapping at Birmingham City University Library and Learning Resources

    Science.gov (United States)

    Andrews, Judith; Eade, Eleanor

    2013-01-01

    Birmingham City University's Library and Learning Resources' strategic aim is to improve student satisfaction. A key element is the achievement of the Customer Excellence Standard. An important component of the standard is the mapping of services to improve quality. Library and Learning Resources has developed a methodology to map these…

  6. Design And Implementation Of Radio Resources Controller Of WCDMA

    International Nuclear Information System (INIS)

    Hafez, A.M.A.

    2012-01-01

    Recently, wireless communications and especially the mobile networks are employed in nuclear applications including, but not limited to, Nuclear Material Integrity [1], Radiation Monitoring Networks [2, 3] and Nuclear Power Plants [4]. The thesis introduces an overview about one of the third generation (3G) mobile networks, known as Universal Mobile Telecommunications System (UMTS) networks, which consists of Universal Terrestrial Radio Access Network (UTRAN) and the Core Network (CN). The UTRAN has many interfaces, but the thesis focuses on the Uu interface which is between the User Equipment (UE) and the UTRAN. That interface is based on Wideband Code Division Multiple Accessing (WCDMA) system. The protocol architecture of UMTS is composed of two planes; the control plane and the user plane. Again, the thesis is concerned on the control plane which has the Radio Resources Control (RRC) protocol to manage the control signal at the Uu interface between the UE and the Radio Network Controller. The main goal of the thesis is to design, implement and test the building blocks of Radio Resources Controller of the WCDMA system. Also, the thesis presents one of nuclear applications that is based on WCDMA. This application includes design, implementation and simulation of Radiation Monitoring network as a pilot prototype model.

  7. Design of Mobile Learning strategies through blended learning enviroment

    Directory of Open Access Journals (Sweden)

    Oscar Boude Figueredo

    2017-06-01

    Full Text Available This paper presents the results of an investigation that developed in the municipality of Fusagasuga in late 2013 by the University of La Sabana are presented, whose objective was to determine the contribution of a process of teacher training in the design of strategies for mobile learning. A methodological level a qualitative study, with exploratory scope, was conducted through a case study. In it, 245 teachers participated in 13 educational institu-tions. The main results show that teachers recognize the importance of using mobile devices to support the development of their teaching practices, and promote the participation of their students as well as some aspects that hinder and facilitate the development of this type of training processes. The main conclusion is that although the use of devices is increasingly in classrooms, this use does not respond to a didactic planning by the teacher.

  8. 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...

  9. 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…

  10. Designing a clinical skills training laboratory with focus on video for better learning

    DEFF Research Database (Denmark)

    Lauridsen, Henrik Hein; Toftgård, Rie Castella; Nørgaard, Cita

    resources of varying quality on the internet if this is not made available during teaching. The objective of this project was to design a new clinical skills laboratory with IT and video facilities to support learning processes. Methods Teaching principles were described before decisions on the design......Objective The principles of apprenticeship in clinical skills training are increasingly being challenged. First, most students are proficient in learning from visual multimedia and will expect this to be part of a modern university education. Second, students will often find visual teaching...... on a priori described teaching and learning designs related to active learning principles. This was a complex process involving teachers, IT-experts, e-learning specialists and a variety of university employees....

  11. Designing an Interactive Multimedia Environment for Learning and Aiding Troubleshooting

    National Research Council Canada - National Science Library

    Kolodner, Janet

    1997-01-01

    .... However troubleshooting is a complex process both to learn and perform. This report examines the prospects for designing an interactive learning environment that helps users acquire and engage in effective troubleshooting...

  12. Big Data X-Learning Resources Integration and Processing in Cloud Environments

    Directory of Open Access Journals (Sweden)

    Kong Xiangsheng

    2014-09-01

    Full Text Available The cloud computing platform has good flexibility characteristics, more and more learning systems are migrated to the cloud platform. Firstly, this paper describes different types of educational environments and the data they provide. Then, it proposes a kind of heterogeneous learning resources mining, integration and processing architecture. In order to integrate and process the different types of learning resources in different educational environments, this paper specifically proposes a novel solution and massive storage integration algorithm and conversion algorithm to the heterogeneous learning resources storage and management cloud environments.

  13. A Resource-Oriented Functional Approach to English Language Learning

    Science.gov (United States)

    Li, Jia

    2018-01-01

    This article reports on a case study that investigates the learning preferences and strategies of Chinese students learning English as a second language (ESL) in Canadian school settings. It focuses on the interaction between second language (L2) learning methods that the students have adopted from their previous learning experience in China and…

  14. 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...

  15. Didaktisk design af et pervasive learning game

    DEFF Research Database (Denmark)

    Oldenskov, Joakim; Westergren, Jens; Frank, Anders Bredahl

    2010-01-01

    Projektet er et studie i det teoretiske grundlag for, og en empirisk undersøgelse, af en prototype for et didaktisk design af et pervasive learning game. Der arbejdes overordnet med udviklingen af et didaktisk design af et læringsspil som kombinerer mobile teknologier, det fysiske rum og eleverne...... game med en analyse af legen og motivationen iboende spillet. I det læringsteoretiske felt inddrages og diskuteres forskellige tilgange til læring og pervasive games, som alle repræsenterer et socialkonstruktivistisk syn på læring. Det didaktiske design danner grundlag for et prototypedesign af et...... funktionalitet som en del af undervisningen. Det er afgørende at teknologien er pålidelig og er let at gå til, da det er kernefunktionen i denne type af spil. Legens rolle er vigtig for motivationen, men må ikke overtage de formelle krav til den undervisning, som spillet er del af. Det var entydigt omkring...

  16. Integrating gender into natural resources management projects: USAID lessons learned.

    Science.gov (United States)

    1998-01-01

    This article discusses USAID's lessons learned about integrating gender into natural resource management (NRM) projects in Peru, the Philippines, and Kenya. In Peru, USAID integrated women into a solid waste management project by lending money to invest in trash collection supplies. The loans allowed women to collect household waste, transfer it to a landfill, and provide additional sanitary disposal. The women were paid through direct fees from households and through service contracts with municipalities. In Mindanao, the Philippines, women were taught about the health impact of clean water and how to monitor water quality, including the monitoring of E. coli bacteria. Both men and women were taught soil conservation techniques for reducing the amount of silt running into the lake, which interferes with the generation of electricity and affects the health of everyone. The education helped women realize the importance of reducing silt and capitalized on their interest in protecting the health of their families. The women were thus willing to monitor the lake's water quality to determine if the conservation efforts were effective. In Kenya, USAID evaluated its Ecology, Community Organization, and Gender project in the Rift Valley, which helped resettle a landless community and helped with sustainable NRM. The evaluation revealed that women's relative bargaining power was less than men's. Organized capacity building that strengthened women's networks and improved their capacity to push issues onto the community agenda assured women a voice in setting the local NRM agenda.

  17. The Role of Learning- and Presentation- Portfolios in Design Educations

    DEFF Research Database (Denmark)

    Thomsen, Bente Dahl; Ovesen, Nis

    2014-01-01

    Students that primarily study design through team-based projects often struggle to develop presentation portfolios that differentiate from the ones of other students. In the industry, design managers experience this as a problem, as they often receive job applications with presentation portfolios...... resources from other activities, which is why the templates have to be carefully balanced in order to achieve the desired effect. The portfolio method proved to be especially good at illustrating process related competencies.......Students that primarily study design through team-based projects often struggle to develop presentation portfolios that differentiate from the ones of other students. In the industry, design managers experience this as a problem, as they often receive job applications with presentation portfolios...... of the portfolio method in engineering design educations, this research project has investigated the method as part of a course programme. The preliminary experiments and results show that learning portfolio templates are effective in strengthening certain activities. On the other hand, the method risks draining...

  18. Designing equitable antiretroviral allocation strategies in resource-constrained countries.

    Directory of Open Access Journals (Sweden)

    David P Wilson

    2005-02-01

    Full Text Available Recently, a global commitment has been made to expand access to antiretrovirals (ARVs in the developing world. However, in many resource-constrained countries the number of individuals infected with HIV in need of treatment will far exceed the supply of ARVs, and only a limited number of health-care facilities (HCFs will be available for ARV distribution. Deciding how to allocate the limited supply of ARVs among HCFs will be extremely difficult. Resource allocation decisions can be made on the basis of many epidemiological, ethical, or preferential treatment priority criteria.Here we use operations research techniques, and we show how to determine the optimal strategy for allocating ARVs among HCFs in order to satisfy the equitable criterion that each individual infected with HIV has an equal chance of receiving ARVs. We present a novel spatial mathematical model that includes heterogeneity in treatment accessibility. We show how to use our theoretical framework, in conjunction with an equity objective function, to determine an optimal equitable allocation strategy (OEAS for ARVs in resource-constrained regions. Our equity objective function enables us to apply the egalitarian principle of equity with respect to access to health care. We use data from the detailed ARV rollout plan designed by the government of South Africa to determine an OEAS for the province of KwaZulu-Natal. We determine the OEAS for KwaZulu-Natal, and we then compare this OEAS with two other ARV allocation strategies: (i allocating ARVs only to Durban (the largest urban city in KwaZulu-Natal province and (ii allocating ARVs equally to all available HCFs. In addition, we compare the OEAS to the current allocation plan of the South African government (which is based upon allocating ARVs to 17 HCFs. We show that our OEAS significantly improves equity in treatment accessibility in comparison with these three ARV allocation strategies. We also quantify how the size of the

  19. Developing resources to facilitate culturally-sensitive service planning and delivery - doing research inclusively with people with learning disabilities.

    Science.gov (United States)

    Unwin, Gemma; Larkin, Michael; Rose, John; Kroese, Biza Stenfert; Malcolm, Stephen

    2016-01-01

    (Please see www.Toolsfortalking.co.uk for an easy read summary of the project.) The Tools for Talking are a set of resources that were developed through collaboration between Black, Asian and minority ethnic people with learning disabilities and researchers at the University of Birmingham. The resources were designed to be used by people with learning disabilities and service providers to facilitate culturally-sensitive communication and information sharing, service planning and delivery. They comprise illustrative videos and exploratory activities relating to five topics, namely, culture, activities, support from staff, important people, choices and independence. These topics emerged as important to people with learning disabilities during the 'Access to Social Care-Learning Disabilities' (ASC-LD) study which involved interviews with 32 adults with learning disabilities from Black, Asian and minority ethnic communities. The results of the ASC-LD study were used to develop a set of draft resources which were then co-developed through collaboration with people with learning disabilities and service providers. A 'Partnership event' was convened to involve stakeholders in the development of the resources. This paper describes the refinement of these materials by people with learning disabilities from Black, Asian and minority ethnic backgrounds in cooperation with a range of other stakeholders. Background Black, Asian and minority ethnic people with learning disabilities face inequities in health and social care provision. Lower levels of service uptake and satisfaction with services have been reported, however, this is largely based on the views of carers. The 'Access to Social Care: Learning Disabilities (ASC-LD)' study sought to explore the views and experiences of social support services among adults with learning disabilities from Black, Asian and minority ethnic communities. Interviews with 32 Black, Asian and minority ethnic adults with learning disabilities

  20. 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...

  1. 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...

  2. Learn-and-Adapt Stochastic Dual Gradients for Network Resource Allocation

    OpenAIRE

    Chen, Tianyi; Ling, Qing; Giannakis, Georgios B.

    2017-01-01

    Network resource allocation shows revived popularity in the era of data deluge and information explosion. Existing stochastic optimization approaches fall short in attaining a desirable cost-delay tradeoff. Recognizing the central role of Lagrange multipliers in network resource allocation, a novel learn-and-adapt stochastic dual gradient (LA-SDG) method is developed in this paper to learn the sample-optimal Lagrange multiplier from historical data, and accordingly adapt the upcoming resource...

  3. Facilitating Teachers' Reuse of Mobile Assisted Language Learning Resources Using Educational Metadata

    Science.gov (United States)

    Zervas, Panagiotis; Sampson, Demetrios G.

    2014-01-01

    Mobile assisted language learning (MALL) and open access repositories for language learning resources are both topics that have attracted the interest of researchers and practitioners in technology enhanced learning (TeL). Yet, there is limited experimental evidence about possible factors that can influence and potentially enhance reuse of MALL…

  4. 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.

  5. The "Tutorless" Design Studio: A Radical Experiment in Blended Learning

    Science.gov (United States)

    Hill, Glen Andrew

    2017-01-01

    This paper describes a pedagogical experiment in which a suite of novel blended learning strategies was used to replace the traditional role of design tutors in a first year architectural design studio. The pedagogical objectives, blended learning strategies and outcomes of the course are detailed. While the quality of the student design work…

  6. Designing Teaching Materials for Learning Problem Solving in Technology Education

    NARCIS (Netherlands)

    Doornekamp, B.G.

    In the process of designing teaching materials for learning problem solving in technology education, domain-specific design specifications are considered important elements to raise learning outcomes with these materials. Two domain-specific design specifications were drawn up using a four-step

  7. The RISE Framework: Using Learning Analytics to Automatically Identify Open Educational Resources for Continuous Improvement

    Science.gov (United States)

    Bodily, Robert; Nyland, Rob; Wiley, David

    2017-01-01

    The RISE (Resource Inspection, Selection, and Enhancement) Framework is a framework supporting the continuous improvement of open educational resources (OER). The framework is an automated process that identifies learning resources that should be evaluated and either eliminated or improved. This is particularly useful in OER contexts where the…

  8. State Energy Efficiency Resource Standards: Design, Status, and Impacts

    Energy Technology Data Exchange (ETDEWEB)

    Steinberg, D.; Zinaman, O.

    2014-05-01

    An energy efficiency resource standard (EERS) is a policy that requires utilities or other entities to achieve a specified amount of energy savings through customer energy efficiency programs within a specified timeframe. EERSs may apply to electricity usage, natural gas usage, or both. This paper provides an overview of the key design features of EERSs for electricity, reviews the variation in design of EERSs across states, and provides an estimate of the amount of savings required by currently specified EERSs in each state. As of December, 2013, 23 states have active and binding EERSs for electricity. We estimate that state EERSs will require annual electricity savings of approximately 8-11% of total projected demand by 2020 in states with EERSs, however the level of savings targeted by the policies varies significantly across states. In addition to the variation in targeted savings, the design of EERSs varies significantly across states leading to differences in the suite of incentives created by the policy, the flexibility of compliance with the policy, the balance of benefits and costs of the policy between producers and consumers, and the certainty with which the policy will drive long-term savings.

  9. 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.

  10. Improving Program Design and Assessment with Broadening Participation Resources

    Science.gov (United States)

    Siegfried, D.; Johnson, A.; Thomas, S. H.; Fauver, A.; Detrick, L.

    2012-12-01

    Many theoretical and research-based approaches suggest how to best use mentoring to enhance an undergraduate research program. The Institute for Broadening Participation's Pathways to Engineering and Pathways to Ocean Sciences projects synthesized a set of mentoring studies, theoretical sources, and other texts pertinent to undergraduate research program design into a suite of practical tools that includes an online mentoring manual, an online reference library of mentoring and diversity literature, and practical guides such as Using Social Media to Build Diversity in Your REU. The overall goal is to provide easy-to-access resources that can assist faculty and program directors in implementing or honing the mentoring elements in their research programs for undergraduates. IBP's Online Mentoring Manual addresses common themes, such as modeling, student self-efficacy, career development, retention and evaluation. The Online Diversity Reference Library provides a comprehensive, annotated selection of key policy documents, research studies, intervention studies, and other texts on broadening participation in science, technology, engineering and mathematics. IBP's suite of tools provides the theoretical underpinnings and research findings that can help leaders in education integrate site-appropriate mentoring elements into their educational programs. Program directors and faculty from a variety of program types and disciplines have benefitted from using the Manual and other resources. IBP continues the work of translating and synthesizing theory to practice and welcomes your participation and partnership in that effort.

  11. 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...

  12. 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...

  13. Evaluating interactive computer-based scenarios designed for learning medical technology.

    Science.gov (United States)

    Persson, Johanna; Dalholm, Elisabeth Hornyánszky; Wallergård, Mattias; Johansson, Gerd

    2014-11-01

    The use of medical equipment is growing in healthcare, resulting in an increased need for resources to educate users in how to manage the various devices. Learning the practical operation of a device is one thing, but learning how to work with the device in the actual clinical context is more challenging. This paper presents a computer-based simulation prototype for learning medical technology in the context of critical care. Properties from simulation and computer games have been adopted to create a visualization-based, interactive and contextually bound tool for learning. A participatory design process, including three researchers and three practitioners from a clinic for infectious diseases, was adopted to adjust the form and content of the prototype to the needs of the clinical practice and to create a situated learning experience. An evaluation with 18 practitioners showed that practitioners were positive to this type of tool for learning and that it served as a good platform for eliciting and sharing knowledge. Our conclusion is that this type of tools can be a complement to traditional learning resources to situate the learning in a context without requiring advanced technology or being resource-demanding. Copyright © 2014 Elsevier Ltd. All rights reserved.

  14. 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...

  15. 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…

  16. Reconfiguring Course Design in Virtual Learning Environments

    DEFF Research Database (Denmark)

    Mullins, Michael; Zupancic, Tadeja

    2007-01-01

    for architectural students offers some innovative insights into experientially oriented educational interfaces. A comparative analysis of VIPA courses and project results are presented in the paper. Special attention in the discussion is devoted to the improvements of e-learning solutions in architecture......Although many administrators and educators are familiar with e-learning programs, learning management systems and portals, fewer may have experience with virtual distributed learning environments and their academic relevance. The blended learning experience of the VIPA e-learning project....... The criterion of the relation between the actual applicability of selected e-learning solutions and elements of collaborative educational interfaces with VR are taken into account. A system of e-learning applicability levels in program and course development and implementation of architectural tectonics...

  17. 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...

  18. 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.

  19. Motivating Students through Positive Learning Experiences: A Comparison of Three Learning Designs for Computer Programming Courses

    Science.gov (United States)

    Lykke, Marianne; Coto, Mayela; Jantzen, Christian; Mora, Sonia; Vandel, Niels

    2015-01-01

    Based on the assumption that wellbeing, positive emotions and engagement influence motivation for learning, the aim of this paper is to provide insight into students' emotional responses to and engagement in different learning designs. By comparing students' reports on the experiential qualities of three different learning designs, their…

  20. Data Science and Optimal Learning for Material Discovery and Design

    Science.gov (United States)

    ; Optimal Learning for Material Discovery & Design Data Science and Optimal Learning for Material inference and optimization methods that can constrain predictions using insights and results from theory directions in the application of information theoretic tools to materials problems related to learning from

  1. 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…

  2. What Does Design and Technology Learning Really Look Like?

    Science.gov (United States)

    Southall, Mary

    2016-01-01

    This paper presents findings from a research study investigating the relationship between "intended" learning and "actual" learning in Design and Technology lessons (Southall, 2015). The research focused upon the "pre active" phase of the teaching-learning process, that is the teacher's planning processes and…

  3. Learning by Example: Designing and Developing Linked Data Application

    Science.gov (United States)

    Tharani, Karim

    2016-01-01

    According to constructivist theory of learning, new knowledge is learned on the basis of what is already known by learners. Thus for an emerging and transformative technology such as Linked Data to be learned, the technology must be made relevant for learners and must be compatible with their skillset. Designing and developing Linked Data…

  4. 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.

  5. EDUCATIONAL NETWORK RESOURCES IN JOURNALISM AND PUBLISHING: FEATURES OF THE SITES' CONTENT AND DESIGN

    Directory of Open Access Journals (Sweden)

    Hanna A. Zenzina

    2012-12-01

    Full Text Available The article deals with the concept of electronic educational resource, its importance for the orientation of students in cyberspace, the basic requirements for the design and content of educational resources eligibility criteria standards. Filed benefits of having their own educational resource for high school. Singled out the importance of the interaction of educational resources with social networks. Detected differences and similarities of design and content of educational resources of Kyiv Universities in journalism and publishing.

  6. Persuasive Design in Teaching and Learning

    DEFF Research Database (Denmark)

    Behringer, Reinhold; Øhrstrøm, Peter

    2013-01-01

    studies, and language learning. At the International Workshop of EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013), the results of the project were presented, and an overview of related research was given. One of the main conclusions of EuroPLOT has been that the specific......The EuroPLOT project (2010-2013) has developed Persuasive Learning and Technologies (PLOTs) and has evaluated them in four real-world case studies, which cover the widely different teaching scenarios of uni- versity education, adult learning in industry, informal learning at a museum, literature...

  7. 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.…

  8. Creating a Framework of a Resource-Based E-Learning Environment for Science Learning in Primary Classrooms

    Science.gov (United States)

    So, Winnie W. M.

    2012-01-01

    Advancements in information and communications technology and the rapid expansion of the Internet have changed the nature and the mode of the presentation and delivery of teaching and learning resources. This paper discusses the results of a study aimed at investigating how five teachers planned to integrate online resources in their teaching of…

  9. Development of Human Resources Using New Technologies in Long-Life Learning

    Directory of Open Access Journals (Sweden)

    Micu Bogdan Ghilic

    2011-01-01

    Full Text Available Information and communication technologies (ICT offer new opportunities to reinvent the education and to make people and makes learning more fun and contemporary but poses many problems to educational institutions. Implementation of ICT determines major structural changes in the organizations and mental switch from bureaucratic mentality to customer-oriented one. In this paper I try to evaluate methods of developing the lifelong learning programs, impact to human resources training and development and the impact of this process on educational institutions. E-learning usage in training the human resources can make a new step in development of the education institutions, human resources and companies.

  10. 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.

  11. The Design, Experience and Practice of Networked Learning

    DEFF Research Database (Denmark)

    . The Design, Experience and Practice of Networked Learning will prove indispensable reading for researchers, teachers, consultants, and instructional designers in higher and continuing education; for those involved in staff and educational development, and for those studying post graduate qualifications...

  12. Design principles of a resource sharing real-time-system

    International Nuclear Information System (INIS)

    Gliss, B.

    1978-01-01

    Criteria for developing a resource sharing real time system are given. Resource sharing necessitates extra precautions for guaranteeing stable operating conditions. Some relevant measures to insure reliability and maintainability of the system are discussed. (Auth.)

  13. Work, Train, Win: Work-Based Learning Design and Management for Productivity Gains. OECD Education Working Papers, No. 135

    Science.gov (United States)

    Kis, Viktoria

    2016-01-01

    Realising the potential of work-based learning schemes as a driver of productivity requires careful design and support. The length of work-based learning schemes should be adapted to the profile of productivity gains. A scheme that is too long for a given skill set might be unattractive for learners and waste public resources, but a scheme that is…

  14. Design of learner-centred constructivism based learning process

    OpenAIRE

    Schreurs, Jeanne; Al-Huneidi, Ahmad

    2012-01-01

    A Learner-centered learning is constructivism based and Competence directed. We define general competencies, domain competencies and specific course competencies. Constructivism based learning activities are based on constructivism theory. For each course module the intended learning level will be defined. A model is built for the design of a learner centered constructivism based and competency directed learning process. The application of it in two courses are presented. Constructivism ba...

  15. Design Intend Solving: Dynamic Composition Method for Innovative Design Based on Virtual Cloud Manufacturing Resource Generators

    Directory of Open Access Journals (Sweden)

    Yi-Cong Gao

    2013-01-01

    Full Text Available Recently, there has been growing interest in composition of cloud manufacturing resources (CMRs. Composition of CMRs is a feasible innovation to fulfill the user request while single cloud manufacturing resource cannot satisfy the functionality required by the user. In this paper, we propose a new case-based approach for the composition of CMRs. The basic idea of the present approach is to provide a computational framework for the composition of CMRs by imitating the common design method of reviewing past designs to obtain solution concepts for a new composite cloud manufacturing resource (CCMR. A notion of virtual cloud manufacturing resource generators (VCMRGs is introduced to conceptualize and represent underlying CCMRs contained in existing CCMRs. VCMRGs are derived from previous CCMRs and serve as new conceptual building blocks for the composition of CMRs. Feasible composite CMRs are generated by combining VCMRGs using some adaptation rules. The reuse of prior CCMRs is accomplished via VCMRGs within the framework of case-based reasoning. We demonstrate that the proposed approach yields lower execution time for fulfilling user request and shows good scalability.

  16. THE HANDBOOK OF BLENDED LEARNING:Global Perspectives, Local Designs

    Directory of Open Access Journals (Sweden)

    Reviewed by Alev ATES

    2009-10-01

    Full Text Available THE HANDBOOK OF BLENDED LEARNING:Global Perspectives, Local Designs Curtis J. Bonk (ed. and Charles R. Graham (ed., Jay Cross (Foreword,Micheal G. Moore Foreword ISBN: 978-0-7879-7758-0 Publisher: John Wiley & Sons, Inc. Pfeiffer Pages: 624 March 2006.Reviewed by Alev ATESPhD Student at Curriculum and Instruction,Lecturer at Computer Education and Instructional Technologies,Faculty of Education, Ege University, Izmir, TURKEYBlended learning or blended e-learning sounds like aconfusing term at first since it is relatively a new term fortoday‘s instructors. However, Moore reports that it can betraced as far back as the 1920s which was called ―supervisedcorrespondence study‖. For clarification of the term ―blendedlearning‖ and informing the instructors about its commonpractices worldwide, the book provides readers a comprehensive resource about blended learning. It aims to raise awareness of adopting BL from institutional perspectives of many chapter authors from Australia, Korea, Malaysia, the UK, Canada and South Africa who are distinguished people mostly in instructional technology era. With this book, I guess the editors aim at both showing the big picture at macro level and present micro level examples which provide details of blended learning applications among their strengths and weaknesses. As introduced in the book, one ofthe editors Curtis J. Bonk, a former corporate controller and CPA, is now professor of educational psychology as well as instructional systems technology at Indiana University; the other editor Charles R. Graham is an assistant professor of instructionalpsychology and technology at Brigham Young University with a focus on technologymediated teaching and learning.The book is of eight parts including 39 chapters besides two forewords. Therefore, theorganization of this review is considered to take a holistic view for each parts while emphasizing the original and/or impressive aspects that chapter authors provided

  17. Can e-learning help you to connect compassionately? Commentary on a palliative care e-learning resource for India.

    Science.gov (United States)

    Datta, Soumitra Shankar; Agrawal, Sanjit

    2017-01-01

    e-learning resources need to be customised to the audience and learners to make them culturally relevant. The ' Palliative care e-learning resource for health care professionals in India' has been developed by the Karunashraya Hospice, Bengaluru in collaboration with the Cardiff Palliative Care Education Team, Wales to address the training needs of professionals in India. The resource, comprising over 20 modules, integrates psychological, social and medical care for patients requiring palliative care for cancer and other diseases. With increased internet usage, it would help in training a large number of professionals and volunteers in India who want to work in the field of palliative care.

  18. Do we need teachers as designers of technology enhanced learning?

    NARCIS (Netherlands)

    Kirschner, Paul A.

    2016-01-01

    In this special issue, five teams of researchers discuss different aspects of the teacher as designer of technology enhanced learning situations. This final contribution critically discusses if and how teachers as designers of technology enhanced learning might (not) be feasible or even desirable.

  19. 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…

  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. Preparing Instructional Designers for Game-Based Learning: Part 1

    Science.gov (United States)

    Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd; Van Eck, Richard

    2010-01-01

    Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. For the most part, instructional designers know little about game development and video game…

  2. 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…

  3. 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)

  4. 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…

  5. 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....

  6. 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, ...

  7. Designing and Evaluating Students' Transformative Learning

    Directory of Open Access Journals (Sweden)

    Nina B. Namaste

    2017-12-01

    Full Text Available Transformative learning hinges on navigating cognitive dissonance; thus, intercultural competency assignments and experiences need to be integrated into study abroad/away courses to help students process and make sense of the cognitive dissonance such an experience provides. Assignments, therefore, need to consciously and intentionally triangulate learning by addressing the read (course readings, the lived/observed (conversations, interactions, activities, excursions, observations about public portrayals of culture, etc., and the compared (home culture vs. host culture. The hope is to improve students’ experiences so that semesters abroad are consistently deep, enriching, and intellectual as opposed to simply an extended tourist sojourn. This article documents the process by which I designed for and assessed, via an in-depth analysis of students’ texts/writings, students’ transformation of their intercultural competency skills and development. In addition, I compared students’ works from two differing semesters to evaluate whether transformation in intercultural competency is inherent in the nature of study abroad or must be explicitly taught and cultivated. My Scholarship of Teaching and Learning (SoTL project corroborated the almost ten years of research that confirm our fears: exposure to another culture is not enough; studying and living abroad does not necessarily lead to increased intercultural learning. Meaningful, integrative, “learning-laden,” and transformative study abroad experiences hinge on students’ ability to make sense of cognitive dissonance. Intercultural competency assignments, therefore, need to be fully and intentionally designed and integrated into such experiences, and evaluated to document such growth. L’apprentissage transformationnel repose sur la manière de naviguer la dissonance cognitive. Par conséquent, les devoirs qui traitent de la compétence interculturelle ainsi que les expériences n

  8. An Investigation into Saudi Students' Knowledge of and Attitudes towards E-Resources on BBC Learning English

    Science.gov (United States)

    Alzahrani, Khalid Saleh

    2017-01-01

    The BBC Learning English website has become an important method of learning and studying English as a second language, a resource that enhances the importance of e-learning. The aim of the current research is to find Saudi students' knowledge of and attitude towards e-resources on BBC Learning English. The sample size was 28 participants (17 male…

  9. Machine Learning Techniques in Optimal Design

    Science.gov (United States)

    Cerbone, Giuseppe

    1992-01-01

    Many important applications can be formalized as constrained optimization tasks. For example, we are studying the engineering domain of two-dimensional (2-D) structural design. In this task, the goal is to design a structure of minimum weight that bears a set of loads. A solution to a design problem in which there is a single load (L) and two stationary support points (S1 and S2) consists of four members, E1, E2, E3, and E4 that connect the load to the support points is discussed. In principle, optimal solutions to problems of this kind can be found by numerical optimization techniques. However, in practice [Vanderplaats, 1984] these methods are slow and they can produce different local solutions whose quality (ratio to the global optimum) varies with the choice of starting points. Hence, their applicability to real-world problems is severely restricted. To overcome these limitations, we propose to augment numerical optimization by first performing a symbolic compilation stage to produce: (a) objective functions that are faster to evaluate and that depend less on the choice of the starting point and (b) selection rules that associate problem instances to a set of recommended solutions. These goals are accomplished by successive specializations of the problem class and of the associated objective functions. In the end, this process reduces the problem to a collection of independent functions that are fast to evaluate, that can be differentiated symbolically, and that represent smaller regions of the overall search space. However, the specialization process can produce a large number of sub-problems. This is overcome by deriving inductively selection rules which associate problems to small sets of specialized independent sub-problems. Each set of candidate solutions is chosen to minimize a cost function which expresses the tradeoff between the quality of the solution that can be obtained from the sub-problem and the time it takes to produce it. The overall solution

  10. Criteria and foundations for the implementation of the Learning Resource Centers

    OpenAIRE

    Raquel Zamora Fonseca

    2013-01-01

    Review the criteria and rationale basis for the implementation of research - library and learning resource centers. The analysis focused on the implementation of CRAIs in university libraries and organizational models that can take.

  11. Criteria and foundations for the implementation of the Learning Resource Centers

    Directory of Open Access Journals (Sweden)

    Raquel Zamora Fonseca

    2013-03-01

    Full Text Available Review the criteria and rationale basis for the implementation of research - library and learning resource centers. The analysis focused on the implementation of CRAIs in university libraries and organizational models that can take.

  12. Tags and self-organisation: a metadata ecology for learning resources in a multilingual context

    OpenAIRE

    Vuorikari, Riina Hannuli

    2010-01-01

    Vuorikari, R. (2009). Tags and self-organisation: a metadata ecology for learning resources in a multilingual context. Doctoral thesis. November, 13, 2009, Heerlen, The Netherlands: Open University of the Netherlands, CELSTEC.

  13. Tags and self-organisation: a metadata ecology for learning resources in a multilingual context

    NARCIS (Netherlands)

    Vuorikari, Riina

    2009-01-01

    Vuorikari, R. (2009). Tags and self-organisation: a metadata ecology for learning resources in a multilingual context. Doctoral thesis. November, 13, 2009, Heerlen, The Netherlands: Open University of the Netherlands, CELSTEC.

  14. Using a Metro Map Metaphor for organizing Web-based learning resources

    DEFF Research Database (Denmark)

    Grønbæk, Kaj; Bang, Tove; Hansen, Per Steen

    2002-01-01

    This paper briefly describes the WebNize system and how it applies a Metro Map metaphor for organizing guided tours in Web based resources. Then, experiences in using the Metro Map based tours in a Knowledge Sharing project at the library at Aarhus School of Business (ASB) in Denmark, are discussed...... is to create models for Intelligent Knowledge Solutions that can contribute to form the learning environments of the School in the 21st century. The WebNize system is used for sharing of knowledge through metro maps for specific subject areas made available in the Learning Resource Centre at ASB. The metro....... The Library has been involved in establishing a Learning Resource Center (LRC). The LRC serves as an exploratorium for the development and the testing of new forms of communication and learning, at the same time as it integrates the information resources of the electronic research library. The objective...

  15. The moderating role of team resources in translating nursing teams' accountability into learning and performance: a cross-sectional study.

    Science.gov (United States)

    Rashkovits, Sarit; Drach-Zahavy, Anat

    2017-05-01

    The aim of this study was to test the moderated-mediation model suggesting that nursing teams' accountability affects team effectiveness by enhancing team learning when relevant resources are available to the team. Disappointing evidence regarding improvement in nurses' safe and quality care elevate the need in broadening our knowledge regarding the factors that enhance constant learning in nursing teams. Accountability is considered as crucial for team learning and quality of care but empirical findings have shown mixed evidence. A cross-sectional design. Forty-four nursing teams participated in the study. Data were collected in 2013-2014: Head nurses completed validated questionnaires, regarding team resources for learning (time availability, team autonomy and team performance feedback), and nursing teams' effectiveness; and nurses answered questionnaires regarding teams' accountability and learning (answers were aggregated to the team level). The model was tested using a moderated-mediation analysis with resources as moderating variables, and team learning as the mediator in the team accountability-team effectiveness link. The results of a mixed linear regression show that, as expected, nursing teams' accountability was positively linked to nursing teams' learning, when time availability, and team autonomy were high rather than low, and team performance feedback was low rather than high. Nurturing team accountability is not enough for achieving team learning and subsequent team effectiveness. Rather there is a need to provide nursing teams with adequate time, autonomy, and be cautious with performance feedback, as the latter may motivate nurses to repeat routine work strategies rather than explore improved ones. © 2016 John Wiley & Sons Ltd.

  16. Chinese View of Learning and Implications for Developing Human Resources

    Science.gov (United States)

    Yang, Baiyin; Zheng, Wei; Li, Mingfei

    2006-01-01

    Chinese society has a unique view of teaching and learning that has evolved from its long history and is heavily embedded in its social and cultural roots. However, no systematic effort has been made to outline how cultural factors such as values and beliefs influence learning. This paper identifies traditional Chinese values and beliefs in…

  17. Electronic learning and open educational resources in the health ...

    African Journals Online (AJOL)

    All of the UG students viewed the TAH programme; 82% (130) of the KNUST students viewed the PCR animations. All students who viewed the programmes at both institutions indicated that the e-learning pro-grammes were “more effective” in comparison to other methods of learning. Conclusion: Computer ownership or ...

  18. 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...

  19. Patterns for Designing Learning Management Systems

    NARCIS (Netherlands)

    Avgeriou, Paris; Retalis, Symeon; Papasalouros, Andreas

    2003-01-01

    Learning Management Systems are sophisticated web-based applications that are being engineered today in increasing numbers by numerous institutions and companies that want to get involved in e-learning either for providing services to third parties, or for educating and training their own people.

  20. Digital Production and Students as Learning Designers

    DEFF Research Database (Denmark)

    Sørensen, Birgitte Holm; Levinsen, Karin

    2014-01-01

    Today’s digitalization allows users to interact, collaborate, communicate and create user-generated content. The technology is intuitive and easy to use even for young children, and new learning opportunities emerge. Particularly, students’ production as a learning form benefits from digitalization...

  1. Globally Networked Collaborative Learning in Industrial Design

    Science.gov (United States)

    Bohemia, Erik; Ghassan, Aysar

    2012-01-01

    This article explores project-based cross-cultural and cross-institutional learning. Using Web 2.0 technologies, this project involved more than 240 students and eighteen academic staff from seven international universities. The focus of this article relates to a project-based learning activity named "The Gift". At each institution the…

  2. Cybernetic Principles of Learning and Educational Design.

    Science.gov (United States)

    Smith, Karl U.; Smith, Margaret Foltz

    This book presents the cybernetic theory of learning and the evidence which supports it. Learning is more than the openloop forming of new stimulus-response associations--it is a process of reorganization of sensory feedback within a closed loop, or pattern, which increases the learner's level of control over his own behavior and the stimuli in…

  3. Designing for Student-Facing Learning Analytics

    Science.gov (United States)

    Kitto, Kirsty; Lupton, Mandy; Davis, Kate; Waters, Zak

    2017-01-01

    Despite a narrative that sees learning analytics (LA) as a field that aims to enhance student learning, few student-facing solutions have emerged. This can make it difficult for educators to imagine how data can be used in the classroom, and in turn diminishes the promise of LA as an enabler for encouraging important skills such as sense-making,…

  4. Intelligent fractions learning system: conceptual design

    CSIR Research Space (South Africa)

    Laine, TH

    2010-01-01

    Full Text Available UFractions is a ubiquitous learning environment which combines mobile technology, tangible fraction blocks and a story-based game into a mathematical learning experience. In this paper the authors present a novel concept for monitoring a user’s...

  5. Learning about Sex: Resource Guide for Sex Educators. Revised Edition

    Science.gov (United States)

    Huberman, Barbara

    2011-01-01

    Whether you are someone new to the field of sex education, trying to start a library or resource center on adolescent sexual health, or an old pro, this guide should give you a basic orientation to what's available to support your work. These resources are important to advancing positive attitudes toward adolescent sexual health and the author…

  6. 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

  7. 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...

  8. Learning to Be: The Modelling of Art and Design Practice in University Art and Design Teaching

    Science.gov (United States)

    Budge, Kylie

    2016-01-01

    Learning to be an artist or designer is a complex process of becoming. Much of the early phase of "learning to be" occurs during the time emerging artists and designers are students in university art/design programmes, both undergraduate and postgraduate. Recent research reveals that a critical role in assisting students in their…

  9. 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...

  10. 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.

  11. 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.

  12. The use of public health e-learning resources by pharmacists in Wales: a quantitative evaluation.

    Science.gov (United States)

    Evans, Andrew; Evans, Sian; Roberts, Debra

    2016-08-01

    The aim of this study was to examine how communicable disease e-learning resources were utilised by pharmacy professionals and to identify whether uptake of the resources was influenced by disease outbreaks. Retrospective analysis of routine data regarding the number of individuals completing e-learning resources and statutory notifications of communicable disease. A high proportion of pharmacy professionals in Wales (38.8%, n = 915/2357) accessed the resources; around one in six completed multiple resources (n = 156). The most commonly accessed were those where there had been a disease outbreak during the study period. There was a strong positive correlation between e-learning uptake and number of disease cases; this was observed both for measles and scarlet fever. Communicable disease e-learning appears to be an acceptable method for providing communicable disease information to pharmacy professionals. Study findings suggest that e-learning uptake is positively influenced by disease outbreaks this reflects well both on pharmacy professionals and on the e-learning resources themselves. © 2016 Royal Pharmaceutical Society.

  13. Analysis of problem solving on project based learning with resource based learning approach computer-aided program

    Science.gov (United States)

    Kuncoro, K. S.; Junaedi, I.; Dwijanto

    2018-03-01

    This study aimed to reveal the effectiveness of Project Based Learning with Resource Based Learning approach computer-aided program and analyzed problem-solving abilities in terms of problem-solving steps based on Polya stages. The research method used was mixed method with sequential explanatory design. The subject of this research was the students of math semester 4. The results showed that the S-TPS (Strong Top Problem Solving) and W-TPS (Weak Top Problem Solving) had good problem-solving abilities in each problem-solving indicator. The problem-solving ability of S-MPS (Strong Middle Problem Solving) and (Weak Middle Problem Solving) in each indicator was good. The subject of S-BPS (Strong Bottom Problem Solving) had a difficulty in solving the problem with computer program, less precise in writing the final conclusion and could not reflect the problem-solving process using Polya’s step. While the Subject of W-BPS (Weak Bottom Problem Solving) had not been able to meet almost all the indicators of problem-solving. The subject of W-BPS could not precisely made the initial table of completion so that the completion phase with Polya’s step was constrained.

  14. Assessing the role of learning devices and geovisualisation tools for collective action in natural resource management: Experiences from Vietnam.

    Science.gov (United States)

    Castella, Jean-Christophe

    2009-02-01

    In northern Vietnam uplands the successive policy reforms that accompanied agricultural decollectivisation triggered very rapid changes in land use in the 1990s. From a centralized system of natural resource management, a multitude of individual strategies emerged which contributed to new production interactions among farming households, changes in landscape structures, and conflicting strategies among local stakeholders. Within this context of agrarian transition, learning devices can help local communities to collectively design their own course of action towards sustainable natural resource management. This paper presents a collaborative approach combining a number of participatory methods and geovisualisation tools (e.g., spatially explicit multi-agent models and role-playing games) with the shared goal to analyse and represent the interactions between: (i) decision-making processes by individual farmers based on the resource profiles of their farms; (ii) the institutions which regulate resource access and usage; and (iii) the biophysical and socioeconomic environment. This methodological pathway is illustrated by a case study in Bac Kan Province where it successfully led to a communication platform on natural resource management. In a context of rapid socioeconomic changes, learning devices and geovisualisation tools helped embed the participatory approach within a process of community development. The combination of different tools, each with its own advantages and constraints, proved highly relevant for supporting collective natural resource management.

  15. Competitive debate classroom as a cooperative learning technique for the human resources subject

    Directory of Open Access Journals (Sweden)

    Guillermo A. SANCHEZ PRIETO

    2018-01-01

    Full Text Available The paper shows an academic debate model as a cooperative learning technique for teaching human resources at University. The general objective of this paper is to conclude if academic debate can be included in the category of cooperative learning. The Specific objective it is presenting a model to implement this technique. Thus the first part of the paper shows the concept of cooperative learning and its main characteristics. The second part presents the debate model believed to be labelled as cooperative learning. Last part concludes with the characteristics of the model that match different aspects or not of the cooperative learning.

  16. Local electricity market design for the coordination of distributed energy resources at district level

    NARCIS (Netherlands)

    Ampatzis, M.; Nguyen, P.H.; Kling, W.L.

    2014-01-01

    The increasing penetration of distributed energy resources at the distribution grid level creates concerns about their successful integration in the existing electric grid, designed for centralized generation by large power plants. Failure to the proper integration of distributed energy resources

  17. 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....

  18. Students' "Uses and Gratification Expectancy" Conceptual Framework in Relation to E-Learning Resources

    Science.gov (United States)

    Mondi, Makingu; Woods, Peter; Rafi, Ahmad

    2007-01-01

    This paper presents the systematic development of a "Uses and Gratification Expectancy" (UGE) conceptual framework which is able to predict students' "Perceived e-Learning Experience." It is argued that students' UGE as regards e-learning resources cannot be implicitly or explicitly explored without first examining underlying communication…

  19. Social Learning, Natural Resource Management, and Participatory Activities: A reflection on construct development and testing

    NARCIS (Netherlands)

    Rodela, R.

    2014-01-01

    This analysis reflects on the use of multidimensional constructs for the study of social learning in natural resource management. Insight from deliberative democracy and adult learning literature are used to ground the identified four dimensions (the moral dimension the cognitive dimension, the

  20. Enhancing Teaching and Learning Wi-Fi Networking Using Limited Resources to Undergraduates

    Science.gov (United States)

    Sarkar, Nurul I.

    2013-01-01

    Motivating students to learn Wi-Fi (wireless fidelity) wireless networking to undergraduate students is often difficult because many students find the subject rather technical and abstract when presented in traditional lecture format. This paper focuses on the teaching and learning aspects of Wi-Fi networking using limited hardware resources. It…

  1. Social Web Content Enhancement in a Distance Learning Environment: Intelligent Metadata Generation for Resources

    Science.gov (United States)

    García-Floriano, Andrés; Ferreira-Santiago, Angel; Yáñez-Márquez, Cornelio; Camacho-Nieto, Oscar; Aldape-Pérez, Mario; Villuendas-Rey, Yenny

    2017-01-01

    Social networking potentially offers improved distance learning environments by enabling the exchange of resources between learners. The existence of properly classified content results in an enhanced distance learning experience in which appropriate materials can be retrieved efficiently; however, for this to happen, metadata needs to be present.…

  2. Learning Agreements and Socially Responsible Approaches to Professional and Human Resource Development in the United Kingdom

    Science.gov (United States)

    Wallis, Emma

    2008-01-01

    This article draws upon original qualitative data to present an initial assessment of the significance of learning agreements for the development of socially responsible approaches to professional and human resource development within the workplace. The article suggests that the adoption of a partnership-based approach to learning is more…

  3. Online Dissection Audio-Visual Resources for Human Anatomy: Undergraduate Medical Students' Usage and Learning Outcomes

    Science.gov (United States)

    Choi-Lundberg, Derek L.; Cuellar, William A.; Williams, Anne-Marie M.

    2016-01-01

    In an attempt to improve undergraduate medical student preparation for and learning from dissection sessions, dissection audio-visual resources (DAVR) were developed. Data from e-learning management systems indicated DAVR were accessed by 28% ± 10 (mean ± SD for nine DAVR across three years) of students prior to the corresponding dissection…

  4. Students’ Use of Knowledge Resources in Environmental Interaction on an Outdoor Learning Trail

    NARCIS (Netherlands)

    Tan, Esther; So, Hyo-Jeong

    2016-01-01

    This study examined how students leveraged different types of knowledge resources on an outdoor learning trail. We positioned the learning trail as an integral part of the curriculum with a pre- and post-trail phase to scaffold and to support students’ meaning-making process. The study was conducted

  5. What Is the Impact of Online Resource Materials on Student Self-Learning Strategies?

    Science.gov (United States)

    Dowell, David John; Small, Felicity A.

    2011-01-01

    The purpose of this article is to examine how students are incorporating online resources into their self-regulated learning strategies. The process of developing these learning strategies and the importance of these strategies has been widely researched, but there has been little empirical research into how the students are affected by online…

  6. Drivers and Effects of Enterprise Resource Planning Post-Implementation Learning

    Science.gov (United States)

    Chang, Hsiu-Hua; Chou, Huey-Wen

    2011-01-01

    The use of enterprise resource planning (ERP) systems has grown enormously since 1990, but the failure to completely learn how to use them continues to produce disappointing results. Today's rapidly changing business environment and the integrative applications of ERP systems force users to continuously learn new skills after ERP implementation.…

  7. Researching into Learning Resources in Colleges and Universities. The Practical Research Series.

    Science.gov (United States)

    Higgins, Chris; Reading, Judy; Taylor, Paul

    This book examines issues and methods for conducting research into the educational resource environment in colleges and universities. That environment is defined as whatever is used to facilitate the learning process, including learning space, support staff, and teaching staff. Chapter 1 is an introduction to the series and lays out the process of…

  8. OER, Resources for Learning--Experiences from an OER Project in Sweden

    Science.gov (United States)

    Ossiannilsson, Ebba S. I.; Creelman, Alastair M.

    2012-01-01

    This article aims to share experience from a Swedish project on the introduction and implementation of Open Educational Resources (OER) in higher education with both national and international perspectives. The project, "OER--resources for learning", was part of the National Library of Sweden Open Access initiative and aimed at exploring, raising…

  9. Applying the Quadratic Usage Framework to Research on K-12 STEM Digital Learning Resources

    Science.gov (United States)

    Luetkemeyer, Jennifer R.

    2016-01-01

    Numerous policymakers have called for K-12 educators to increase their effectiveness by transforming science, technology, engineering, and mathematics (STEM) learning and teaching with digital resources and tools. In this study we outline the significance of studying pressing issues related to use of digital resources in the K-12 environment and…

  10. Housing Quality and Access to Material and Learning Resources within the Home Environment in Developing Countries

    Science.gov (United States)

    Bradley, Robert H.; Putnick, Diane L.

    2012-01-01

    This study examined home environment conditions (housing quality, material resources, formal and informal learning materials) and their relations with the Human Development Index (HDI) in 28 developing countries. Home environment conditions in these countries varied widely. The quality of housing and availability of material resources at home were…

  11. Fathers and Mothers of Children with Learning Disabilities: Links between Emotional and Coping Resources

    Science.gov (United States)

    Al-Yagon, Michal

    2015-01-01

    This study compared emotional and coping resources of two parent groups with children ages 8 to 12 years--children with learning disabilities (LD) versus with typical development--and explored how mothers' and fathers' emotional resources (low anxious/avoidant attachment, low negative affect, and high positive affect) may explain differences in…

  12. Leadership Learning Opportunities in Agriculture, Food, and Natural Resources Education: The Role of The Teacher

    Science.gov (United States)

    McKim, Aaron J.; Pauley, C. M.; Velez, Jonathan J.; Sorensen, Tyson J.

    2017-01-01

    Learning environments combining agriculture, food, natural resources, and leadership knowledge and skills are increasingly essential in preparing students for future success. School-based agricultural education offers a premier context in which to teach leadership within agriculture, food, and natural resources curriculum. However, providing…

  13. Learned Resourcefulness and the Long-Term Benefits of a Chronic Pain Management Program

    Science.gov (United States)

    Kennett, Deborah J.; O'Hagan, Fergal T.; Cezer, Diego

    2008-01-01

    A concurrent mixed methods approach was used to understand how learned resourcefulness empowers individuals. After completing Rosenbaum's Self-Control Schedule (SCS) measuring resourcefulness, 16 past clients of a multimodal pain clinic were interviewed about the kinds of pain-coping strategies they were practicing from the program. Constant…

  14. Learning about the Human Genome. Part 2: Resources for Science Educators. ERIC Digest.

    Science.gov (United States)

    Haury, David L.

    This ERIC Digest identifies how the human genome project fits into the "National Science Education Standards" and lists Human Genome Project Web sites found on the World Wide Web. It is a resource companion to "Learning about the Human Genome. Part 1: Challenge to Science Educators" (Haury 2001). The Web resources and…

  15. Application of ICT-based Learning Resources for University Inorganic Chemistry Course Training

    Directory of Open Access Journals (Sweden)

    Tatyana M. Derkach

    2013-01-01

    Full Text Available The article studies expediency and efficiency of various ICT-based learning resources use in university inorganic chemistry course training, detects difference of attitudes toward electronic resources between students and faculty members, which create the background for their efficiency loss

  16. Using Linked Data to Annotate and Search Educational Video Resources for Supporting Distance Learning

    Science.gov (United States)

    Yu, Hong Qing; Pedrinaci, C.; Dietze, S.; Domingue, J.

    2012-01-01

    Multimedia educational resources play an important role in education, particularly for distance learning environments. With the rapid growth of the multimedia web, large numbers of educational video resources are increasingly being created by several different organizations. It is crucial to explore, share, reuse, and link these educational…

  17. Dependent Narcissism, Organizational Learning, and Human Resource Development

    Science.gov (United States)

    Godkin, Lynn; Allcorn, Seth

    2009-01-01

    Narcissistic leadership can benefit organizational performance. Aberrant narcissism can destroy the psychosocial health of groups, limiting performance. This article examines Dependent Organizational Disorder, a common form of narcissism, which infects leadership, thwarts performance, and interrupts organizational learning. Dependent…

  18. From OER to OEP: Shifting Practitioner Perspectives and Practices with Innovative Learning Experience Design

    Directory of Open Access Journals (Sweden)

    Shironica Priyanthi Karunanayaka

    2015-11-01

    Full Text Available Like any other educational resource, the integration of OER in teaching and learning requires careful thought and support for the teaching staff. The Faculty of Education at the Open University of Sri Lanka approached this challenge with the help of a professional development course on OER-based e-Learning. ​Modules in the course ​​incorporated the use of authentic learning scenarios with learning tasks that facilitated capacity building in a collaborative manner. This paper reports the impact of this course in shifting their perspectives and practices in relation to open educational practices. ​In addition to a much richer grasp of conceptual knowledge and skills related to searching, identifying, evaluating and integrating OER, participants developed competencies in designing, developing and implementation of an OER-based e-Learning course.

  19. 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.

  20. Implementing Inclusive Design for Learning in an introductory geology laboratory

    Science.gov (United States)

    Robert, G.; Merriman, J. D.; Ceylan, G. M.

    2013-12-01

    As an expansion of universal design for learning, IDL provides a framework for opening up and adapting classroom interaction systems, minimizing barriers through promoting perception, engagement, expression, and accommodation for diverse learners. We implemented an introductory-level laboratory for communicating the concept of magma viscosity using the guidelines and principles of IDL. We developed the lab as a mini-implementation project for an IDL course offered by the University of Missouri (MU) Graduate School. The laboratory was subsequently taught during the summer session of Principles of Geology in our Department of Geological Sciences. Traditional geology laboratories rely heavily on visual aids, either physical (rocks and minerals) or representative (idealized cartoons of processes, videos), with very few alternative representations and descriptions made available to the students. Our main focus for this new lab was to diversify the means of representation available to the students (and instructor) to make the lab as equitable and flexible as possible. We considered potential barriers to learning arising from the physical lab environment, from the means of representation, engagement and expression, and tried to minimize them upfront. We centred the laboratory on the link between volcano shape and viscosity as an applied way to convey that viscosity is the resistance to flow. The learning goal was to have the students observe that more viscous eruptives resulted in steeper-sided volcanoes through experimentation. Students built their own volcanoes by erupting lava (foods of various viscosities) onto the Earth's surface (a piece of sturdy cardboard with a hole for the 'vent') through a conduit (pastry bag). Such a hands on lab exercise allows students to gain a tactile and visual, i.e., physical representation of an abstract concept. This specific exercise was supported by other, more traditional, means of representation (e.g., lecture, videos, cartoons, 3D

  1. Model of e-learning with electronic educational resources of new generation

    OpenAIRE

    A. V. Loban; D. A. Lovtsov

    2017-01-01

    Purpose of the article: improving of scientific and methodical base of the theory of the е-learning of variability. Methods used: conceptual and logical modeling of the е-learning of variability process with electronic educational resource of new generation and system analysis of the interconnection of the studied subject area, methods, didactics approaches and information and communication technologies means. Results: the formalization complex model of the е-learning of variability with elec...

  2. 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…

  3. Design of a virtual PBL learning environment

    DEFF Research Database (Denmark)

    Kolmos, Anette; Qvist, Palle; Du, Xiangyun

    2006-01-01

    The technological development has created a need for engineers who are oriented towards a global market, have the ability to be involved in interdisciplinary professional and intercultural teams, and who possess lifelong learning competencies. This entails a demand for new educational programmes...... that are more student-centred. In order to support that development, a new master programme (60 European Credit Transfer System) the Master of Problem Based Learning (MPBL) has been established with the aim to improve engineering education. The master programme addresses staff and is an international distance...... programme capable of recruiting participants from all over the world. In terms of contents, it is organized exemplary according to the problem-based and project-based learning method and the participants have to experiment and develop their own teaching and curriculum. On the virtual learning side...

  4. Critical reflection and dialogical learning design

    DEFF Research Database (Denmark)

    Nørgård, Rikke Toft; Mathiesen, Kim Haagen; Nedergaard, Mathias Helbo

    2016-01-01

    Distance education and e-learning has been around for some time now. The ubiquitous development of the internet (Sharples, 2007) has however made way for the emergence of new educational formats such as the much talked-about Massive Open Online Courses (MOOCs). Within MOOCs users have access...... to educational literature and tasks at all times, which allow users to fit the course into their own pace, place and Personal Learning Environment (Attwell 2007). Today MOOCs has spread across the globe, and in Denmark we now see institutions such as Aarhus University developing a new course with roots...... in the MOOC format, however without the ‘Massive’ part (Aarhus University, 2016). Over a 5 week period we conducted a netnographic (Kozinet, 2015) mixed methods research of the MOOC Blended Learning Essentials (https://www.futurelearn.com/courses/blended-learning-gettingstarted/2). Contrary to the acclaimed...

  5. CASE STUDY: Bhutan — Learning together to share resources in ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2010-12-14

    Dec 14, 2010 ... Shyly at first, because the participatory research methods were as new to them ... linked to other resource systems as well as to socioeconomic factors. .... use and maintenance of the forest by the entire watershed community.

  6. Controller resource management : what can we learn from aircrews?

    Science.gov (United States)

    1995-07-01

    This paper provides an overview of the scientific literature regarding Crew Resource Management (CRM). It responds to tasking from the Office of Air Traffic Program Management to conduct studies addressing the application of team training models such...

  7. 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.

  8. 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

  9. Multimedia presentation as a form of E-learning resources in the educational process

    Directory of Open Access Journals (Sweden)

    Bizyaev АА

    2017-06-01

    Full Text Available The article describes the features of the use of multimedia presentations as an electronic learning resource in the educational process, reflecting resource requirements; pedagogical goals that may be achieved. Currently one of the main directions in the educational process is the effective use of teaching computers. Pressing issue implementation of information and communication technologies in education is to develop educational resources with the aim to increase the level and quality of education.

  10. Teachers as Learning Designers: What Technology Has to Do with Learning. A View from Singapore

    Science.gov (United States)

    Fei, Victor Lim; Hung, David

    2016-01-01

    This article discusses the controversies and value in the use of technology for learning. It proposes that as a teaching tool, technology also opens up new possibilities for teachers to design meaningful learning experiences for their students. The appropriate use of technology promises to deepen the learning of traditional literacy, numeracy, and…

  11. 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.

  12. Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials

    Science.gov (United States)

    Basham, James D.; Smith, Sean J.; Satter, Allyson L.

    2016-01-01

    In the process of evaluating online learning products for accessibility, researchers in the Center on Online Learning and Students with Disabilities concluded that most often consultation guides and assessment tools were useful in determining sensory accessibility but did not extend to critical aspects of learning within the Universal Design for…

  13. Multiple Pathways to Learning: An Examination of Universal Design and Online Strategic Learning in Higher Education

    Science.gov (United States)

    Hicks, Maryruth Wilks

    2010-01-01

    The purpose of this study was to examine the effectiveness of universally designed (UD) instruction on strategic learning in an online, interactive learning environment (ILE). The research focused on the premise that the customizable, media-based framework of UD instruction might influence diverse online learning strategies. This study…

  14. 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.

  15. Competition for resources can explain patterns of social and individual learning in nature.

    Science.gov (United States)

    Smolla, Marco; Gilman, R Tucker; Galla, Tobias; Shultz, Susanne

    2015-09-22

    In nature, animals often ignore socially available information despite the multiple theoretical benefits of social learning over individual trial-and-error learning. Using information filtered by others is quicker, more efficient and less risky than randomly sampling the environment. To explain the mix of social and individual learning used by animals in nature, most models penalize the quality of socially derived information as either out of date, of poor fidelity or costly to acquire. Competition for limited resources, a fundamental evolutionary force, provides a compelling, yet hitherto overlooked, explanation for the evolution of mixed-learning strategies. We present a novel model of social learning that incorporates competition and demonstrates that (i) social learning is favoured when competition is weak, but (ii) if competition is strong social learning is favoured only when resource quality is highly variable and there is low environmental turnover. The frequency of social learning in our model always evolves until it reduces the mean foraging success of the population. The results of our model are consistent with empirical studies showing that individuals rely less on social information where resources vary little in quality and where there is high within-patch competition. Our model provides a framework for understanding the evolution of social learning, a prerequisite for human cumulative culture. © 2015 The Author(s).

  16. Space as a Resource in Creative Design Practices

    NARCIS (Netherlands)

    Vyas, Dhaval; van der Veer, Gerrit C.; Heylen, Dirk K.J.; Nijholt, Antinus; Gross, Tom

    2009-01-01

    Based on longitudinal ethnographic fieldwork in two industrial design departments and two design companies, we explore the role of spatial arrangements for supporting creative design practices within different design studios. From our results, we show that designers explicitly make use of the

  17. Effective post-literacy learning: A question of a national human resource strategy

    Science.gov (United States)

    Ahmed, Manzoor

    1989-12-01

    Initial literacy courses must be followed by opportunities for consolidating the mechanics of literacy skills and practical application of three skills in life. Experience has shown that these `post-literacy' objectives can be achieved, not by a second stage of the literacy course, but by a range of opportunities for learning and application of learning through a network of continuing education opportunities geared to the diverse needs and circumstances of different categories of neo-literates. A taxonomy of learner categories and learning needs is seen as a basis for planning and supporting the network of post-literacy learning. Examples from China, India and Thailand demonstrate the importance of recognizing the continuity of literacy and post-literacy efforts, the need for commitment of resources for this continuum of learning, the role of an organizational structure to deal with this continuum in a coordinated way, and the value of a comprehensive range of learning opportunities for neo-literates. A necessary condition for success in building a network of continuing learning opportunities and contributing to the creation of a `learning society' is to make human resource development the core of national development. It is argued that the scope and dimensions of post-literacy continuing education are integrally linked with the goal of mass basic education and ultimately with the vision of a `learning society'. Such a vision can be a reality only with a serious human resource development focus in national development that will permit the necessary mobilization of resources, the coordination of sectors of government and society and the generation of popular enthusiasm. A radical or an incremental approach can be taken to move towards the primacy of a human resource strategy in national development. In either case, a functioning coordination and support mechanism has to be developed for the key elements of mass basic education including post-literacy learning.

  18. Designing for Motivation: Design-Considerations for Spaced-Repetition-Based Learning Games on Mobile Devices

    Science.gov (United States)

    Schimanke, Florian; Mertens, Robert; Vornberger, Oliver

    2017-01-01

    Learning games are an ideal vessel for many kinds of learning content. Playful interaction with the subject matter makes the human mind more receptive and thus learning itself more effective. Well designed games also come with an addictive game-play that makes users want to play the game over and over. This is intended in fun games but it can be…

  19. Re-sourcing teacher work and interaction : new perspectives on resource design, use and teacher collaboration

    NARCIS (Netherlands)

    Pepin, B.; Gueudet, G.; Trouche, L.

    2013-01-01

    This paper reviews the literature on the theme of mathematics teachers’ work and interactions with resources, taking a particular perspective, the so-called ‘collective perspective’ on resources, their use and transformation. The review is presented under three headings: (1) theoretical frameworks

  20. Teaching Parametric Urban Design in a Blended Learning Format

    DEFF Research Database (Denmark)

    Steinø, Nicolai

    2015-01-01

    On the basis of a theoretical discussion of the concept of blended learning, this paper presents the pre- paration, execution and evaluation of a 5 ECTS blended learning course on parametric urban design for a group of some 50 BSc students of architecture and design at Aalborg university...... and curriculum develop- ment, and di culties to nd time for research. Despite the general consensus that developing online/blended learning courses requires both technical support, complex software installations, and substantial preparation time, it is shown that free web ser- vices and low-tech adaptations...... of traditional teaching assets are su cient to get started with blended learning with only little extra e ort. While the pilot blended learning course which provided the insights for this paper has room for impro- vement, it represents a decent rst shot at developing blended learning courses for higher education...

  1. 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...

  2. 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....

  3. Software Engineering Design Principles Applied to Instructional Design: What Can We Learn from Our Sister Discipline?

    Science.gov (United States)

    Adnan, Nor Hafizah; Ritzhaupt, Albert D.

    2018-01-01

    The failure of many instructional design initiatives is often attributed to poor instructional design. Current instructional design models do not provide much insight into design processes for creating e-learning instructional solutions. Given the similarities between the fields of instructional design and software engineering, instructional…

  4. Dental and Medical Students' Use and Perceptions of Learning Resources in a Human Physiology Course.

    Science.gov (United States)

    Tain, Monica; Schwartzstein, Richard; Friedland, Bernard; Park, Sang E

    2017-09-01

    The aim of this study was to determine the use and perceived utility of various learning resources available during the first-year Integrated Human Physiology course at the dental and medical schools at Harvard University. Dental and medical students of the Class of 2018 were surveyed anonymously online in 2015 regarding their use of 29 learning resources in this combined course. The learning resources had been grouped into four categories to discern frequency of use and perceived usefulness among the categories. The survey was distributed to 169 students, and 73 responded for a response rate of 43.2%. There was no significant difference among the learning resource categories in frequency of use; however, there was a statistically significant difference among categories in students' perceptions of usefulness. No correlation was found between frequency of use and perceived usefulness of each category. Students seemingly were not choosing the most useful resources for them. These results suggest that, in the current educational environment, where new technologies and self-directed learning are highly sought after, there remains a need for instructor-guided learning.

  5. 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...

  6. The contributing student: Learners as co-developers of learning resources for reuse in Web environments.

    NARCIS (Netherlands)

    Collis, Betty; Moonen, J.C.M.M.; Hung, David; Khine, Myint Swe

    2005-01-01

    Learners can and do become engaged in learning through intrinsic motivations without the need for a teacher or instructional designer. In the workplace, for example, workplace learning is typically seen as a process of such self-guided learning, based on the needs of the task at hand. In the school

  7. Flipping Business Education: Transformative Use of Team-Based Learning in Human Resource Management Classrooms

    Science.gov (United States)

    Huang, Chung-Kai; Lin, Chun-Yu

    2017-01-01

    With the globalization of macro-economic environments, it is important to think about how to use instructional design and web-based digital technologies to enhance students' self-paced learning, stir up learning motivation and enjoyment, build up knowledge-sharing channels, and enhance individual learning. This study experimented with the flipped…

  8. Design of Feedback in Interactive Multimedia Language Learning Environments

    Directory of Open Access Journals (Sweden)

    Vehbi Türel

    2012-01-01

    Full Text Available In interactive multimedia environments, different digital elements (i. e. video, audio, visuals, text, animations, graphics and glossary can be combined and delivered on the same digital computer screen (TDM 1997: 151, CCED 1987, Brett 1998: 81, Stenton 1998: 11, Mangiafico 1996: 46. This also enables effectively provision and presentation of feedback in pedagogically more efficient ways, which meets not only the requirement of different teaching and learning theories, but also the needs of language learners who vary in their learning-style preferences (Robinson 1991: 156, Peter 1994: 157f.. This study aims to bring out the pedagogical and design principles that might help us to more effectively design and customise feedback in interactive multimedia language learning environments. While so doing, some examples of thought out and customized computerised feedback from an interactive multimedia language learning environment, which were designed and created by the author of this study and were also used for language learning purposes, will be shown.

  9. 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.

  10. 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.

  11. Collocational Relations in Japanese Language Textbooks and Computer-Assisted Language Learning Resources

    Directory of Open Access Journals (Sweden)

    Irena SRDANOVIĆ

    2011-05-01

    Full Text Available In this paper, we explore presence of collocational relations in the computer-assisted language learning systems and other language resources for the Japanese language, on one side, and, in the Japanese language learning textbooks and wordlists, on the other side. After introducing how important it is to learn collocational relations in a foreign language, we examine their coverage in the various learners’ resources for the Japanese language. We particularly concentrate on a few collocations at the beginner’s level, where we demonstrate their treatment across various resources. A special attention is paid to what is referred to as unpredictable collocations, which have a bigger foreign language learning-burden than the predictable ones.

  12. A Constructionist Learning Environment for Teachers to Model Learning Designs

    Science.gov (United States)

    Laurillard, D.; Charlton, P.; Craft, B.; Dimakopoulos, D.; Ljubojevic, D.; Magoulas, G.; Masterman, E.; Pujadas, R.; Whitley, E.A.; Whittlestone, K.

    2013-01-01

    The use of digital technologies is now widespread and increasing, but is not always optimized for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium. This paper makes the case for a…

  13. The role of learning design and learning analytics in MOOCs

    NARCIS (Netherlands)

    Brouns, Francis; Firssova, Olga

    2016-01-01

    The last couple of years there has been a lot of attention for MOOCs. More and more universities start offering MOOCs. Although the open dimension of MOOC indicates that it is open in every aspect, in most cases it is a course with a structure and a timeline within which learning activities are

  14. Effects of Learning Design Patterns in Service Learning Courses

    Science.gov (United States)

    Gerholz, Karl-Heinz; Liszt, Verena; Klingsieck, Katrin B.

    2018-01-01

    Students participate during service learning courses in a service project, which fits to a community need and has a link to curricular content. Students have a chance while engaged in the service project to apply curricular content in community practice, where they gain insights into civic engagement activities. Empirical studies revealed the…

  15. THE HANDBOOK OF BLENDED LEARNING:Global Perspectives, Local Designs

    OpenAIRE

    Reviewed by Alev ATES

    2009-01-01

    THE HANDBOOK OF BLENDED LEARNING:Global Perspectives, Local Designs Curtis J. Bonk (ed.) and Charles R. Graham (ed.), Jay Cross (Foreword),Micheal G. Moore Foreword) ISBN: 978-0-7879-7758-0 Publisher: John Wiley & Sons, Inc. Pfeiffer Pages: 624 March 2006.Reviewed by Alev ATESPhD Student at Curriculum and Instruction,Lecturer at Computer Education and Instructional Technologies,Faculty of Education, Ege University, Izmir, TURKEYBlended learning or blended e-learning sounds like aconfusing ter...

  16. 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...

  17. Student perceptions on learning with online resources in a flipped mathematics classroom

    DEFF Research Database (Denmark)

    Triantafyllou, Eva; Timcenko, Olga

    2015-01-01

    This article discusses student perceptions of if and how online resources contribute to mathematics learning and motivation. It includes results from an online survey we conducted at the Media Technology department of Aalborg University, Copenhagen, Denmark. For this study, students were given...... links to various online resources (screencasts, online readings and quizzes, and lecture notes) for out-of-class preparation in a flipped classroom in mathematics. The survey results show support for student perceptions that online resources enhance learning, by providing visual and in depth...... explanations, and they can motivate students. However, students stated that they miss just-in-time explanations when learning with online resources and they questioned the quality and validity of some of them....

  18. Learning to Design Together: Introducing Conditional Design as a Method for Co-design Activities

    DEFF Research Database (Denmark)

    Akoglu, Canan

    2017-01-01

    In today’s world, designing include participation of users and stakeholders at different levels varying from minimum participation to co-creating with these actors. In such a context, it becomes crucial to include related educational modules to be able to prepare design students for their future...... as the empirical study of this paper. The participants of the workshops were students from Communication Design and Industrial Design undergraduate programs with different seniorities in the same faculty. In terms of its content and operative flow, all the workshops were organized in a way that would enable equal...... contribution from each student and an active learning space was provided to the students. Based on the feedbacks, it is possible to foresee that the workshops were positive experiences especially in terms of understanding the importance of collective creativity and beyond the educational purposes...

  19. Representing adaptive and adaptable Units of Learning. How to model personalized eLearning in IMS Learning Design

    NARCIS (Netherlands)

    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:

  20. A control center design revisited: learning from users’ appropriation

    DEFF Research Database (Denmark)

    Souza da Conceição, Carolina; Cordeiro, Cláudia

    2014-01-01

    This paper aims to present the lessons learned during a control center design project by revisiting another control center from the same company designed two and a half years before by the same project team. In light of the experience with the first project and its analysis, the designers and res...

  1. Introducing Project-Based Learning to Design Enterprises for Creativity

    DEFF Research Database (Denmark)

    Wang, Feng; Zhou, Chunfang; Chen, Hongbing

    2013-01-01

    This paper aims to emphasize the necessity of introducing Project-Based Learning (PBL) to design enterprises in order to foster designers creativity and facilitate innovation of design enterprises. According to the literature review, creativity can be viewed as the first stage of innovation; PBL...

  2. A DBR Framework for Designing Mobile Virtual Reality Learning Environments

    Science.gov (United States)

    Cochrane, Thomas Donald; Cook, Stuart; Aiello, Stephen; Christie, Duncan; Sinfield, David; Steagall, Marcus; Aguayo, Claudio

    2017-01-01

    This paper proposes a design based research (DBR) framework for designing mobile virtual reality learning environments. The application of the framework is illustrated by two design-based research projects that aim to develop more authentic educational experiences and learner-centred pedagogies in higher education. The projects highlight the first…

  3. EMPOWERING THE HUMAN RESOURCES AND THE ROLE OF DISTANCE LEARNING

    Directory of Open Access Journals (Sweden)

    Sukmaya LAMA

    2012-07-01

    Full Text Available As the world is invaded by technological inventions and wonders, life becoming more fast and crazy, yet there can be no doubt that the critical factor for the development of a nation or a state is its human resource. The productivity of a nation is influenced by the number of its skilled population. When we look into the problem of underdevelopment from human resource perspective we are bound to take a look at the educational scenario. In India, the higher education scenario has been very sickly, due to the pro profit policies, lack of infrastructure, entry of private players, etc. The growth of distance education phenomenon in India has no doubt brought a ray of hope. The present paper aims to look into the role of distance education in Assam and the potential it carries in building a huge wealth of human resources.

  4. The second generation of natural resource damage assessments: Lessons learned?

    International Nuclear Information System (INIS)

    Luthi, R.B.; Burlington, L.B.; Reinharz, E.; Shutler, S.K.

    1993-01-01

    The Damage Assessment Regulations Team (DART), under the Office of General Counsel of the National Oceanic and Atmospheric Administration (NOAA), has centered its efforts on developing natural resource damage assessment regulations for oil pollution in navigable waters. These procedures will likely lower the costs associated with damage assessments, encourage joint cooperative assessments and simplify most assessments. The DART team of NOAA is developing new regulations for the assessment of damages due to injuries related to oil spills under the Oil Pollution Act of 1990. These regulations will involve coordination, restoration, and economic valuation. Various methods are currently being developed to assess damages for injuries to natural resources. The proposed means include: compensation tables for spills under 50,000 gallons, Type A model, expedited damage assessment (EDA) procedures, and comprehensive procedures. They are being developed to provide trustees with a choice for assessing natural resource damages for each oil spill

  5. Learning Theory Expertise in the Design of Learning Spaces: Who Needs a Seat at the Table?

    Science.gov (United States)

    Rook, Michael M.; Choi, Koun; McDonald, Scott P.

    2015-01-01

    This study highlights the impact of including stakeholders with expertise in learning theory in a learning space design process. We present the decision-making process during the design of the Krause Innovation Studio on the campus of the Pennsylvania State University to draw a distinction between the architect and faculty member's decision-making…

  6. 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…

  7. 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…

  8. Concept learning by direct current design challenges in secondary education

    NARCIS (Netherlands)

    Van Breukelen, D.H.J.; De Vries, M.J.; Schure, F.A.

    2016-01-01

    This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research, that aims to improve student learning,

  9. Concept learning by direct current design challenges in secondary education

    NARCIS (Netherlands)

    MEd Dave van Breukelen; Prof. Dr. Marc de Vries; MEd Frank Schure

    2016-01-01

    This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research (NWO), that aims to improve student learning,

  10. Concept learning by direct current design challenges in secondary education

    NARCIS (Netherlands)

    van Breukelen, D.H.J.; de Vries, M.J.; Schure, Frank A.

    2016-01-01

    This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research, that aims to improve student learning,

  11. Designing for Learning: Online Social Networks as a Classroom Environment

    Science.gov (United States)

    Casey, Gail; Evans, Terry

    2011-01-01

    This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students' interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author's action research study, conducted while she…

  12. 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…

  13. Designing a Virtual-Reality-Based, Gamelike Math Learning Environment

    Science.gov (United States)

    Xu, Xinhao; Ke, Fengfeng

    2016-01-01

    This exploratory study examined the design issues related to a virtual-reality-based, gamelike learning environment (VRGLE) developed via OpenSimulator, an open-source virtual reality server. The researchers collected qualitative data to examine the VRGLE's usability, playability, and content integration for math learning. They found it important…

  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. Création et utilisation de ressources pédagogiques sur support numérique pour l'apprentissage d'une L2 : quelles compétences pour l'enseignant ? Designing and using digital learning resources for second language acquisition: what skills do teachers need?

    Directory of Open Access Journals (Sweden)

    Paul Arthaud

    2006-11-01

    Full Text Available À l'Université de Technologie de Belfort-Montbéliard, des ressources pédagogiques sur support numérique ont été créées afin d'être intégrées au dispositif d'enseignement d'une UV d'anglais destinée à des élèves-ingénieurs. Dans le cadre d'une recherche-action, la nature et la fonction de ces ressources ont été établies à la lumière de connaissances théoriques, et les effets de leur intégration ont fait l'objet de mesures. Cet article se concentre sur les compétences qui ont été requises pour mettre en place ces ressources : compétences dans les domaines de la didactique des langues et de la création de pages HTML. Une ébauche de référentiel métier est proposée. Même si les résultats de cette expérience semblent positifs, la question demeure de savoir s'il est possible d'être en même temps enseignant et concepteur de ressources sur support numérique. Des éléments de réponse se trouvent peut-être davantage du côté de la gestion du temps, de la motivation et des savoir-faire relationnels que du seul côté des compétences informatiques. Cette expérience n'a nullement pour vocation de fixer les règles d'un exemple à suivre. Néanmoins, elle illustre le fait que la recherche-action peut être un moyen efficace de canaliser la diversité des motivations des enseignants impliqués dans des démarches innovantes et de promouvoir la responsabilité déontologique et épistémologique, ce qui contribuera à l'amélioration des pratiques d'enseignement.At the University of Technology of Belfort-Montbéliard, digital learning resources have been designed for and integrated with the pedagogical structure of an English credit course for engineering students. Within an action research procedure, the nature and functions of these resources have been established in the light of theoretical knowledge, and the effects of this integration have been assessed. This article focuses on the skills - in the fields of

  16. Satellite constellation design and radio resource management using genetic algorithm.

    OpenAIRE

    Asvial, Muhamad.

    2003-01-01

    A novel strategy for automatic satellite constellation design with satellite diversity is proposed. The automatic satellite constellation design means some parameters of satellite constellation design can be determined simultaneously. The total number of satellites, the altitude of satellite, the angle between planes, the angle shift between satellites and the inclination angle are considered for automatic satellite constellation design. Satellite constellation design is modelled using a mult...

  17. Work in the classrooms with European perspective: materials and resources for autonomus learning

    Directory of Open Access Journals (Sweden)

    Manuela RAPOSO RIVAS

    2011-04-01

    Full Text Available One of the key principles set forth in the bologna process is to focus teaching on students, by getting involved actively and independently in their learning process and in developing their skills. This requires the use of teaching and learning methods together with materials and resources to motivate and guide them. In this paper, we present three of them, from our experience in adapting the subject of «New Technologies Applied to education» to the ecTs system, which we have found useful for guiding and evaluating the learning process and promote the intended learning. These materials and resources are: «learning guides», the portfolio and the rubric.

  18. Implementing Adaptive Educational Methods with IMS Learning Design

    NARCIS (Netherlands)

    Specht, Marcus; Burgos, Daniel

    2006-01-01

    Please, cite this publication as: Specht, M. & Burgos, D. (2006). Implementing Adaptive Educational Methods with IMS Learning Design. Proceedings of Adaptive Hypermedia. June, Dublin, Ireland. Retrieved June 30th, 2006, from http://dspace.learningnetworks.org

  19. 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.

  20. Designing Collaborative Learning Places: Psychological Foundations and New Frontiers.

    Science.gov (United States)

    Graetz, Ken A.; Goliber, Michael J.

    2002-01-01

    Considering the modern context of collaborative learning and information technology, details implications for space design, primarily from the field of environmental psychology--the study of the relationship between people and their physical environment. (EV)

  1. University and Flipped Learning TIC & DIL Project: Framework and Design

    Science.gov (United States)

    Pinnelli, Stefania; Fiorucci, Andrea

    2015-01-01

    The flipped classroom approach (FC) is for the educational world a chance of recovery and improvement of pedagogical student-centered model and collaborative teaching methods aimed at optimizing the time resource and to promote personalization and self-learning in a perspective of autonomy. The paper moving from a pedagogical reflection on…

  2. Managing Student Learning: Schools as Multipliers of Intangible Resources

    Science.gov (United States)

    Paletta, Angelo

    2011-01-01

    The conceptual categories that underlie the business analysis of intellectual capital are relevant to providing an explanation of school performance. By gathering data on student learning, this research provides empirical evidence for the use of school results as an accurate indicator of the effectiveness of the management of public education.…

  3. Digital Learning Resources and Ubiquitous Technologies in Education

    Science.gov (United States)

    Camilleri, Mark Anthony; Camilleri, Adriana Caterina

    2017-01-01

    This research explores the educators' attitudes and perceptions about their utilisation of digital learning technologies. The methodology integrates measures from "the pace of technological innovativeness" and the "technology acceptance model" to understand the rationale for further ICT investment in compulsory education. A…

  4. Information Resources Usage in Project Management Digital Learning System

    Science.gov (United States)

    Davidovitch, Nitza; Belichenko, Margarita; Kravchenko, Yurii

    2017-01-01

    The article combines a theoretical approach to structuring knowledge that is based on the integrated use of fuzzy semantic network theory predicates, Boolean functions, theory of complexity of network structures and some practical aspects to be considered in the distance learning at the university. The paper proposes a methodological approach that…

  5. Interaction and Technological Resources to Support Learning of Complex Numbers

    Directory of Open Access Journals (Sweden)

    Cassiano Scott Puhl

    2016-02-01

    Full Text Available This article presents a didactic proposal, a workshop for the introduction of the study of complex numbers. Unlike recurrent practices, the workshop began developing the geometric shape of the complex number, implicitly, through vectors. Eliminating student formal vision and algebraic, enriching the teaching practice. The main objective of the strategy was to build the concept of imaginary unit without causing a feeling of strangeness or insignificance of number. The theory of David Ausubel, meaningful learning, the workshop was based on a strategy developed to analyze the subsumers of students and develop a learning by subject. Combined with dynamic and interactive activities in the workshop, there is the use of a learning object (http://matematicacomplexa.meximas.com/. An environment created and basing on the theory of meaningful learning, making students reflect and interact in developed applications sometimes being challenged and other testing hypotheses and, above all, building knowledge. This proposal provided a rich environment for exchange of information between participants and deepening of ideas and concepts that served as subsumers. The result of the experience was very positive, as evidenced by the comments and data submitted by the participants, thus demonstrating that the objectives of this didactic proposal have been achieved.

  6. Women's Learning and Leadership Styles: Impact on Crew Resource Management.

    Science.gov (United States)

    Turney, Mary Ann

    With an increasing number of women becoming members of flight crews, the leadership styles of men and women are at issue. A study explored three basic questions: (1) How do male and female learning and leadership styles differ? (2) What barriers to gender integration and crew teamwork are perceived by pilot crew members? and (3) What…

  7. Science Learning via Multimedia Portal Resources: The Scottish Case

    Science.gov (United States)

    Elliot, Dely; Wilson, Delia; Boyle, Stephen

    2014-01-01

    Scotland's rich heritage in the field of science and engineering and recent curricular developments led to major investment in education to equip pupils with improved scientific knowledge and skills. However, due to its abstract and conceptual nature, learning science can be challenging. Literature supports the role of multimedia technology in…

  8. 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.

  9. 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.

  10. Design like an animal : learning from evolution

    NARCIS (Netherlands)

    Brus, J.G.; Jenniskens, D.P.H.

    What can the evolutionary idea of heritable traits teach us about the origin and development of our mental ability to design buildings? When and how did architectural design start? Is the ability to design solely a human trait? And how did this ability develop? We will try to answer these questions

  11. Empowering the Human Resources and the Role of Distance Learning

    Science.gov (United States)

    Lama, Sukmaya; Kashyap, Mridusmita

    2012-01-01

    As the world is invaded by technological inventions and wonders, life becoming more fast and crazy, yet there can be no doubt that the critical factor for the development of a nation or a state is its human resource. The productivity of a nation is influenced by the number of its skilled population. When we look into the problem of…

  12. in_focus - Comangement of Natural Resources: Local Learning for ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    The developing world's poorest people live in marginal, often harsh rural environments. ... Co-Management of Natural Resources in Canada: A Review of Concepts and Case Studies ... He holds a doctorate in city and regional planning from the University of ... funding for the Climate and Development Knowledge Network.

  13. Managing human resources in the nuclear power industry: Lessons learned

    International Nuclear Information System (INIS)

    2003-08-01

    This report is intended for senior and middle level managers in nuclear operating organizations. Its objectives are to facilitate the recognition of priority issues with respect to managing human resources, and to provide pragmatic ideas regarding improvements. The human resource issues addressed in this report, if not managed effectively, can result in significant performance problems at nuclear power plants. About 10 years ago the IAEA initiated an effort to identify such management issues and to find effective practices to deal with them. This information was provided in IAEA Technical Reports Series No. 369, Management for Excellence in Nuclear Power Plant Performance - A Manual (1994). This report builds upon the information in the subject manual. In the past 10 years there have been significant changes in the nuclear power industry resulting primarily from more competitive energy markets and privatization of nuclear power plant operating organizations. In general, the industry has responded positively to these changes, as indicated by IAEA/WANO performance indicators that show both improved operational and safety performance. This report provides examples of approaches to managing human resources that have been effective in responding to these changes. This report was produced through a series of meetings, where meeting participants were asked to share information regarding effective practices in their organizations with respect to managing human resources. The information provided through these meetings was supplemented with good practices in this area identified through IAEA Operational Safety Review Teams (OSARTs) conducted during the past 10 years

  14. From Training to Learning in Enterprise Resource Planning Systems

    Science.gov (United States)

    Kerr, Don; Murray, Peter A.; Burgess, Kevin

    2012-01-01

    The information systems' literature outlines how training is a critical factor to successful Enterprise Resource Planning (ERP) implementations. Yet, types of training are not discussed in the literature and there is little indication if existing training is effective and whether relevant contextual factors have been considered. Without…

  15. Service Learning and STEM Education Design

    Directory of Open Access Journals (Sweden)

    Parichart Prasertsang

    2017-06-01

    Full Text Available Community service allowed learners to meet their real Competency in leadership classroom. Thinking and doing by problem Solving togethers among learners, teacher, and Community seem to be STEM education. It aimed to create and innovate thing for supporting Community. STEM education as a final stage that meet service learning and community based knowledge.

  16. Learning Geometry by Designing Persian Mosaics

    Science.gov (United States)

    Karssenberg, Goossen

    2014-01-01

    To encourage students to do geometry, the art of Islamic geometric ornamentation was chosen as the central theme of a lesson strand which was developed using the newly presented didactical tool called "Learning by Acting". The Dutch students who took these lessons in 2010 to 2013 were challenged to act as if they themselves were Persian…

  17. Task design for improving students’ engagement in mathematics learning

    Science.gov (United States)

    Khairunnisa

    2018-01-01

    This article analysed the importance of task design as one of the instruments in the learning and its application in several studies. Through task design, students engage in learning caused them enthusiastically in expressing ideas, opinion or knowledge of them. Thus, the teacher was able to gain an idea of knowledge belonging to students. By using this information, teachers are able to develop the thinking ability of students.

  18. Developing Teachers’ Competences for Designing Inclusive Learning Experiences

    OpenAIRE

    Baldiris Navarro, Silvia Margarita; Zervas, Panagiotis; Fabregat Gesa, Ramon; Sampson, Demetrios G.

    2016-01-01

    Inclusive education, namely the process of providing all learners with equal educational opportunities, is a major challenge for many educational systems worldwide. In order to address this issue, a widely used framework has been developed, namely the Universal Design for Learning (UDL), which aims to provide specific educational design guidelines to ensure accessibility of all learner types to the learning environment. On the other hand, nowadays teachers are provided with ample ...

  19. A Design for Living and Learning.

    Science.gov (United States)

    Rutkaus, Michael

    1980-01-01

    Describes the Xerox International Center for Training and Management Development: its philosophy; use of space, texture, and color; flexibility of classroom interior arrangement; classroom A/V facilities; resource center; television studio and facilities; and furniture, student luggage, walkways, and lighting. (JEG)

  20. E-learning in medical education in resource constrained low- and middle-income countries.

    Science.gov (United States)

    Frehywot, Seble; Vovides, Yianna; Talib, Zohray; Mikhail, Nadia; Ross, Heather; Wohltjen, Hannah; Bedada, Selam; Korhumel, Kristine; Koumare, Abdel Karim; Scott, James

    2013-02-04

    In the face of severe faculty shortages in resource-constrained countries, medical schools look to e-learning for improved access to medical education. This paper summarizes the literature on e-learning in low- and middle-income countries (LMIC), and presents the spectrum of tools and strategies used. Researchers reviewed literature using terms related to e-learning and pre-service education of health professionals in LMIC. Search terms were connected using the Boolean Operators "AND" and "OR" to capture all relevant article suggestions. Using standard decision criteria, reviewers narrowed the article suggestions to a final 124 relevant articles. Of the relevant articles found, most referred to e-learning in Brazil (14 articles), India (14), Egypt (10) and South Africa (10). While e-learning has been used by a variety of health workers in LMICs, the majority (58%) reported on physician training, while 24% focused on nursing, pharmacy and dentistry training. Although reasons for investing in e-learning varied, expanded access to education was at the core of e-learning implementation which included providing supplementary tools to support faculty in their teaching, expanding the pool of faculty by connecting to partner and/or community teaching sites, and sharing of digital resources for use by students. E-learning in medical education takes many forms. Blended learning approaches were the most common methodology presented (49 articles) of which computer-assisted learning (CAL) comprised the majority (45 articles). Other approaches included simulations and the use of multimedia software (20 articles), web-based learning (14 articles), and eTutor/eMentor programs (3 articles). Of the 69 articles that evaluated the effectiveness of e-learning tools, 35 studies compared outcomes between e-learning and other approaches, while 34 studies qualitatively analyzed student and faculty attitudes toward e-learning modalities. E-learning in medical education is a means to an end

  1. E-learning in medical education in resource constrained low- and middle-income countries

    Science.gov (United States)

    2013-01-01

    Background In the face of severe faculty shortages in resource-constrained countries, medical schools look to e-learning for improved access to medical education. This paper summarizes the literature on e-learning in low- and middle-income countries (LMIC), and presents the spectrum of tools and strategies used. Methods Researchers reviewed literature using terms related to e-learning and pre-service education of health professionals in LMIC. Search terms were connected using the Boolean Operators “AND” and “OR” to capture all relevant article suggestions. Using standard decision criteria, reviewers narrowed the article suggestions to a final 124 relevant articles. Results Of the relevant articles found, most referred to e-learning in Brazil (14 articles), India (14), Egypt (10) and South Africa (10). While e-learning has been used by a variety of health workers in LMICs, the majority (58%) reported on physician training, while 24% focused on nursing, pharmacy and dentistry training. Although reasons for investing in e-learning varied, expanded access to education was at the core of e-learning implementation which included providing supplementary tools to support faculty in their teaching, expanding the pool of faculty by connecting to partner and/or community teaching sites, and sharing of digital resources for use by students. E-learning in medical education takes many forms. Blended learning approaches were the most common methodology presented (49 articles) of which computer-assisted learning (CAL) comprised the majority (45 articles). Other approaches included simulations and the use of multimedia software (20 articles), web-based learning (14 articles), and eTutor/eMentor programs (3 articles). Of the 69 articles that evaluated the effectiveness of e-learning tools, 35 studies compared outcomes between e-learning and other approaches, while 34 studies qualitatively analyzed student and faculty attitudes toward e-learning modalities. Conclusions E-learning

  2. E-learning in medical education in resource constrained low- and middle-income countries

    Directory of Open Access Journals (Sweden)

    Frehywot Seble

    2013-02-01

    Full Text Available Abstract Background In the face of severe faculty shortages in resource-constrained countries, medical schools look to e-learning for improved access to medical education. This paper summarizes the literature on e-learning in low- and middle-income countries (LMIC, and presents the spectrum of tools and strategies used. Methods Researchers reviewed literature using terms related to e-learning and pre-service education of health professionals in LMIC. Search terms were connected using the Boolean Operators “AND” and “OR” to capture all relevant article suggestions. Using standard decision criteria, reviewers narrowed the article suggestions to a final 124 relevant articles. Results Of the relevant articles found, most referred to e-learning in Brazil (14 articles, India (14, Egypt (10 and South Africa (10. While e-learning has been used by a variety of health workers in LMICs, the majority (58% reported on physician training, while 24% focused on nursing, pharmacy and dentistry training. Although reasons for investing in e-learning varied, expanded access to education was at the core of e-learning implementation which included providing supplementary tools to support faculty in their teaching, expanding the pool of faculty by connecting to partner and/or community teaching sites, and sharing of digital resources for use by students. E-learning in medical education takes many forms. Blended learning approaches were the most common methodology presented (49 articles of which computer-assisted learning (CAL comprised the majority (45 articles. Other approaches included simulations and the use of multimedia software (20 articles, web-based learning (14 articles, and eTutor/eMentor programs (3 articles. Of the 69 articles that evaluated the effectiveness of e-learning tools, 35 studies compared outcomes between e-learning and other approaches, while 34 studies qualitatively analyzed student and faculty attitudes toward e-learning modalities

  3. Designing and Implementing a Parenting Resource Center for Pregnant Teens

    Science.gov (United States)

    Broussard, Anne B; Broussard, Brenda S

    2009-01-01

    The Resource Center for Young Parents-To-Be is a longstanding and successful grant-funded project that was initiated as a response to an identified community need. Senior-level baccalaureate nursing students and their maternity-nursing instructors are responsible for staffing the resource center's weekly sessions, which take place at a public school site for pregnant adolescents. Childbirth educators interested in working with this population could assist in replicating this exemplary clinical project in order to provide prenatal education to this vulnerable and hard-to-reach group. PMID:20190852

  4. The nursing human resource budget: design for success.

    Science.gov (United States)

    Winkler, J B; Cameron, M L; Flarey, D L

    1995-06-01

    As vital as the nursing human resource budget is to the successful achievement of institutional goals, it is very important to present a well-developed budget. Using current automated spreadsheet technology, the nursing human resource budget can be laid out in a format that is easy to understand and easy to present. Using the methods discussed in this article, the nurse executive will be able to perform infinite iterations of the proposed budget with a few simple key strokes, thus allowing for things like zero-based budgeting or addition of programs during the budgeting process or at a later date. Implications for nurse executives are discussed.

  5. Basic framework of urban design based on natural resources

    Science.gov (United States)

    Lubis, Irwar; Nasution, Mahyuddin K. M.; Maulina, Maudy

    2018-03-01

    To establishment of the city always begins because the availability of natural resources that meet the basic needs of its inhabitants, but after that the city relies on the sustainability of those basic need, which is primarily dependent on transportation. Transportation becomes the main needs of the city. Transportation, however, results in the potential for the city’s discomfort with noise and pollution, which mixes with the frenetic city life. Therefore, this paper reveals a basic framework using natural resources to reduce the noise and the pollution.

  6. Hypothetical learning trajectory design on the history of Indonesian independence struggle in Mathematics logic instruction

    Directory of Open Access Journals (Sweden)

    Dra Nurjanah

    2017-12-01

    Full Text Available The research was aimed at developing learning resources for mathematics logic using the hypothetical learning trajectory designed through reflection on the history of Indonesian independence struggle. The study was carried out at the Department of Mathematics Education of the Faculty of Teacher Training and Educational Sciences Nusantara Islamic University (Uninus. The study used design research consisted of three stages: preparing the experiments, design the experiments, and retrospective analysis. Preparing the experiments stage has been completed and design the experiments stage is currently under preparation. The main activities accomplished in preparing the experiments stage consisted of: studies of Indonesian independence struggle, curriculum analysis, literature review, and early prototype design. Design the experiments phase has enabled the development of the research instruments. The learning trajectory which has been designed in the first stage involved: reflections on the history of Indonesian independence struggle; implication and bi-implication; implication, bi-implication and their truth in the context of the history of the Indonesian independence struggle; and implication, bi-implication and their truth in the context of mathematics. Based on the results of discussions with colleagues, the students’ ability in mathematical thinking can be developed by using the history of Indonesian independence struggle as the context of learning in a mathematics logics course.

  7. 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.

  8. The Design of Effective ICT-Supported Learning Activities: Exemplary Models, Changing Requirements, and New Possibilities

    Directory of Open Access Journals (Sweden)

    Cameron Richards

    2005-01-01

    Full Text Available Despite the imperatives of policy and rhetoric about their integration in formal education, Information and Communication Technologies (ICTs are often used as an "add-on" in many classrooms and in many lesson plans. Nevertheless, many teachers find that interesting and well-planned tasks, projects, and resources provide a key to harnessing the educational potential of digital resources, Internet communications and interactive multimedia to engage the interest, interaction, and knowledge construction of young learners. To the extent that such approaches go beyond and transform traditional "transmission" models of teaching and formal lesson planning, this paper investigates the changing requirements and new possibilities represented by the challenge of integrating ICTs in education in a way which at the same time connects more effectively with both the specific contents of the curriculum and the various stages and elements of the learning process. Case studies from teacher education foundation courses provide an exemplary focus of inquiry in order to better link relevant new theories or models of learning with practice, to build upon related learner-centered strategies for integrating ICT resources and tools, and to incorporate interdependent functions of learning as information access, communication, and applied interactions. As one possible strategy in this direction, the concept of an "ICT-supported learning activity" suggests the need for teachers to approach this increasing challenge more as "designers" of effective and integrated learning rather than mere "transmitters" of skills or information through an add-on use of ICTs.

  9. Automation of information decision support to improve e-learning resources quality

    Directory of Open Access Journals (Sweden)

    A.L. Danchenko

    2013-06-01

    Full Text Available Purpose. In conditions of active development of e-learning the high quality of e-learning resources is very important. Providing the high quality of e-learning resources in situation with mass higher education and rapid obsolescence of information requires the automation of information decision support for improving the quality of e-learning resources by development of decision support system. Methodology. The problem is solved by methods of artificial intelligence. The knowledge base of information structure of decision support system that is based on frame model of knowledge representation and inference production rules are developed. Findings. According to the results of the analysis of life cycle processes and requirements to the e-learning resources quality the information model of the structure of the knowledge base of the decision support system, the inference rules for the automatically generating of recommendations and the software implementation are developed. Practical value. It is established that the basic requirements for quality are performance, validity, reliability and manufacturability. It is shown that the using of a software implementation of decision support system for researched courses gives a growth of the quality according to the complex quality criteria. The information structure of a knowledge base system to support decision-making and rules of inference can be used by methodologists and content developers of learning systems.

  10. An evaluation of learning resources in the teaching of formal philosophical methods

    Directory of Open Access Journals (Sweden)

    Susan A.J. Stuart

    2003-12-01

    Full Text Available In any discipline, across a wide variety of subjects, there are numerous learning resources available to students. For many students the resources that will be most beneficial to them are quickly apparent but, because of the nature of philosophy and the philosophical method, it is not immediately clear which resources will be most valuable to students for whom the development of critical thinking skills is crucial. If we are to support these students effectively in their learning we must establish what these resources are how we can continue to maintain and improve them, and how we can encourage students to make good use of them. In this paper we describe and assess our evaluation of the use made by students of learning resources in the context of learning logic and in developing their critical thinking skills. We also assess the use of a new resource, electronic handsets, the purpose of which is to encourage students to respond to questions in lectures and to gain feedback about how they are progressing with the material.

  11. A strategy for quantum algorithm design assisted by machine learning

    International Nuclear Information System (INIS)

    Bang, Jeongho; Lee, Jinhyoung; Ryu, Junghee; Yoo, Seokwon; Pawłowski, Marcin

    2014-01-01

    We propose a method for quantum algorithm design assisted by machine learning. The method uses a quantum–classical hybrid simulator, where a ‘quantum student’ is being taught by a ‘classical teacher’. In other words, in our method, the learning system is supposed to evolve into a quantum algorithm for a given problem, assisted by a classical main-feedback system. Our method is applicable for designing quantum oracle-based algorithms. We chose, as a case study, an oracle decision problem, called a Deutsch–Jozsa problem. We showed by using Monte Carlo simulations that our simulator can faithfully learn a quantum algorithm for solving the problem for a given oracle. Remarkably, the learning time is proportional to the square root of the total number of parameters, rather than showing the exponential dependence found in the classical machine learning-based method. (paper)

  12. A strategy for quantum algorithm design assisted by machine learning

    Science.gov (United States)

    Bang, Jeongho; Ryu, Junghee; Yoo, Seokwon; Pawłowski, Marcin; Lee, Jinhyoung

    2014-07-01

    We propose a method for quantum algorithm design assisted by machine learning. The method uses a quantum-classical hybrid simulator, where a ‘quantum student’ is being taught by a ‘classical teacher’. In other words, in our method, the learning system is supposed to evolve into a quantum algorithm for a given problem, assisted by a classical main-feedback system. Our method is applicable for designing quantum oracle-based algorithms. We chose, as a case study, an oracle decision problem, called a Deutsch-Jozsa problem. We showed by using Monte Carlo simulations that our simulator can faithfully learn a quantum algorithm for solving the problem for a given oracle. Remarkably, the learning time is proportional to the square root of the total number of parameters, rather than showing the exponential dependence found in the classical machine learning-based method.

  13. Designing mobile learning for children and teenagers living with diabetes

    DEFF Research Database (Denmark)

    Glasemann, Marie

    2016-01-01

    In this dissertation, I conceptualise the design of mobile learning for children and teenagers living with type-1 diabetes. The investigation was conducted as an iterative and participatory design-based process. The insights and implications for design and contextual understanding arise through...... reflective design and by involving the target group. The research examined design participation with a focus on the involvement of youths and an understanding of the youths’ perceptions on using mobile technology for learning about diabetes. Central to the research was a concrete design case divided...... into four studies, where a summer camp for youths with diabetes functioned as site for creating a hybrid “third space” for investigating design participation. Based on my empirical research, which focused specifically on the design of mobile games for youths aged 10 to 16 years addressing the carbohydrate...

  14. A review of assertions about the processes and outcomes of social learning in natural resource management.

    Science.gov (United States)

    Cundill, G; Rodela, R

    2012-12-30

    Social learning has become a central theme in natural resource management. This growing interest is underpinned by a number of assertions about the outcomes of social learning, and about the processes that support these outcomes. Yet researchers and practitioners who seek to engage with social learning through the natural resource management literature often become disorientated by the myriad processes and outcomes that are identified. We trace the roots of current assertions about the processes and outcomes of social learning in natural resource management, and assess the extent to which there is an emerging consensus on these assertions. Results suggest that, on the one hand, social learning is described as taking place through deliberative interactions amongst multiple stakeholders. During these interactions, it is argued that participants learn to work together and build relationships that allow for collective action. On the other hand, social learning is described as occurring through deliberate experimentation and reflective practice. During these iterative cycles of action, monitoring and reflection, participants learn how to cope with uncertainty when managing complex systems. Both of these processes, and their associated outcomes, are referred to as social learning. Where, therefore, should researchers and practitioners focus their attention? Results suggest that there is an emerging consensus that processes that support social learning involve sustained interaction between stakeholders, on-going deliberation and the sharing of knowledge in a trusting environment. There is also an emerging consensus that the key outcome of such learning is improved decision making underpinned by a growing awareness of human-environment interactions, better relationships and improved problem-solving capacities for participants. Copyright © 2012 Elsevier Ltd. All rights reserved.

  15. Mobilizing Learning Resources in a Transnational Classroom: Translocal and Digital Resources in a Community Technology Center

    Science.gov (United States)

    Noguerón-Liu, Silvia

    2014-01-01

    Drawing from transnational and activity theory frameworks, this study analyzes the ways translocal flows shape learning in a community technology center serving adult immigrants in the US Southwest. It also explores students' constructions of the transnational nature of the courses they took, where they had access to both online and face-to-face…

  16. Designing for teaching and learning in MOOCs

    DEFF Research Database (Denmark)

    Christiansen, René Boyer; Petersen, Anne Kristine; Sørensen, Randi Skovbjerg

    2017-01-01

    In curriculum research, it is common to distinguish between three different curricula levels, namely the intended curriculum, the implemented curriculum and the attained curriculum. The distinctions have later been applied in educational design research to differentiate between different...... representations of design. Discussing findings from a study on MOOCs developed using a design-based approach, the paper explores how the three notions can be used as an analytical framework for designing, implementing and evaluating interventions in an educational context. The paper argues that the concept...... of the intended, implemented and attained designs may serve as a means to better understand the process of designing new educational formats and to anticipate unwanted discrepancies between the intended idea and the solution that is actually implemented. We argue that such unwanted differences between intended...

  17. Planning for partnerships: Maximizing surge capacity resources through service learning.

    Science.gov (United States)

    Adams, Lavonne M; Reams, Paula K; Canclini, Sharon B

    2015-01-01

    Infectious disease outbreaks and natural or human-caused disasters can strain the community's surge capacity through sudden demand on healthcare activities. Collaborative partnerships between communities and schools of nursing have the potential to maximize resource availability to meet community needs following a disaster. This article explores how communities can work with schools of nursing to enhance surge capacity through systems thinking, integrated planning, and cooperative efforts.

  18. THE APPLICATION OF KENDURI SKO LOCAL CULTURE AS LEARNING RESOURCES TO INCREASE HISTORY AWARENESS OF STUDENTS (CLASSROOM ACTION RESEARCH IN CLASS SOCIAL X, PUBLIC HIGH SCHOOL 2 KERINCI

    Directory of Open Access Journals (Sweden)

    Salvetri Salvetri

    2017-12-01

    Full Text Available This study aims to overcome the lack of students’ history awareness through the application of local culture of Kenduri Sko as a learning resource. The research was conducted in class X IS 3 SMA Negeri 2 Kerinci. The method used is Classroom Action Research. The results showed that: (1 teachers have implemented learning in accordance with the design of learning; (2 learning history using local culture of Kenduri Sko as a learning resource has succeeded in increasing the awareness of learners' history that is knowledge and understanding of learners about cultural change, interest in history study, pride of local culture; (3 constraints faced by partner teachers is to measure the attitudes and behaviors of learners.

  19. Flexible Dermal Armor : Designs Learned from Nature

    OpenAIRE

    Chen, Irene Hsu

    2015-01-01

    Designs derived from nature have become a perfect blueprint for today's engineers and scientists to follow and implement. One particularly noted area is the defense industry, wherein flexible dermal armor inspired by nature has been pioneering many sophisticated technologies and designs in recent years. Designers today are considering borrowing aspects of flexibility and mobility of natural dermal armors to enhance the maneuverability of man-made armor by imitating the following mechanisms : ...

  20. Lessons Learned from Creating the Public Earthquake Resource Center at CERI

    Science.gov (United States)

    Patterson, G. L.; Michelle, D.; Johnston, A.

    2004-12-01

    The Center for Earthquake Research and Information (CERI) at the University of Memphis opened the Public Earthquake Resource Center (PERC) in May 2004. The PERC is an interactive display area that was designed to increase awareness of seismology, Earth Science, earthquake hazards, and earthquake engineering among the general public and K-12 teachers and students. Funding for the PERC is provided by the US Geological Survey, The NSF-funded Mid America Earthquake Center, and the University of Memphis, with input from the Incorporated Research Institutions for Seismology. Additional space at the facility houses local offices of the US Geological Survey. PERC exhibits are housed in a remodeled residential structure at CERI that was donated by the University of Memphis and the State of Tennessee. Exhibits were designed and built by CERI and US Geological Survey staff and faculty with the help of experienced museum display subcontractors. The 600 square foot display area interactively introduces the basic concepts of seismology, real-time seismic information, seismic network operations, paleoseismology, building response, and historical earthquakes. Display components include three 22" flat screen monitors, a touch sensitive monitor, 3 helicorder elements, oscilloscope, AS-1 seismometer, life-sized liquefaction trench, liquefaction shake table, and building response shake table. All displays include custom graphics, text, and handouts. The PERC website at www.ceri.memphis.edu/perc also provides useful information such as tour scheduling, ask a geologist, links to other institutions, and will soon include a virtual tour of the facility. Special consideration was given to address State science standards for teaching and learning in the design of the displays and handouts. We feel this consideration is pivotal to the success of any grass roots Earth Science education and outreach program and represents a valuable lesson that has been learned at CERI over the last several