1,721,002 research outputs found
Use of Web Logs (Blogs) in Learning Environments: Blogs for Student Support
No full textInnovation in technology and communications and particularly the advent of the Web is changing the structure of teaching and learning today. While there is much debate about the use of technology in learning and how e-learning is creating new approaches to delivery of learning there is been very little if any work on the use of of the emerging technologies in providing student support through their learning process. This paper reports on research and development undertaken by the eCentre based at the University of Greenwich School Of Computing in designing and developing a "Project Blog System" in order to address some long standing issues related to supervision of final year degree student projects. The paper will report on the methodology used to design the system and will discuss some of the results from students and staff evaluation of the system developed
Supporting Self-Assessment in a Competency Approach to Learning
Get PDFThis paper summarizes the results of a longitudinal research aiming at defining the adult learner’s self-assessment process in a competency-based online learning environment. It also presents the strategy unfolded to promote and support the adult’s judgment over his (her) own competency assessment. This research is part of a Canadian project called Learning Object Repository Network (LORNET). After a brief description of the research problem and the conceptual framework, a model of the self-assessment process is described as well as the prototype developed to support the learner. Finally, a conclusion and recommendations for further research are given
Towards meaningful learning through designing, producing and solving digital video-supported cases with students
No full textWriting in LAMs with Moodle for eLISA PDS: an e-Learning partnership in Greenwich, Oxford and Kent
No full textIs the potential for 'knowledge-transforming' writing in study skills, enhanced, or not, using e-learning in LAMS (Learner Activity Management systems) and Moodle Course Management system? In 2005, the Universities of Greenwich, Oxford and Kent piloted learning design evaluation workshops for the JISC-funded e-Learning Independent Study Award (eLISA) project, building on a University/Local Education Authority partnership tackling low attainment. The pilot aims to transform study materials into reusable open source e-learning resources for learners and teachers. Influenced by government research findings that study skills improve achievement, the team was keen to discover if e-learning can augment this effect. Scaffolding techniques supporting learning through 'knowledge transforming' activities were amongst social constructivist research concepts underpinning our analysis of initial evaluation workshops. This paper reflects on Phase 1 results from workshops with learners and teachers using LAMS with Moodle, exploring whether e-learning can stimulate knowledge transformation through 'separate' and 'connected' writing activities
Integrating Computer Simulations into Chemistry Classrooms:An Interactive Approach for Learning Le Châtelier’s Principle
No full textIt is essential to investigate how classroom activities and interactions with computer simulations contribute to students' understanding of unobservable processes in science. To accomplish this, we developed and implemented a computer simulation as a Java computer application. In our case study we examine how our simulation unit supports a teacher in fostering students' understanding of Le Châtelier's Principle in chemistry. In the showcase presentation we will visually present the plan and development of a case study, the theoretical framework for the simulation's design and accompanying pedagogical material. Furthermore, the computer simulation unit will be demonstrated and we will provide an opportunity for the conference attendees to interact with the computer simulation system
Continuous Response Evaluation of Digital Video Clips over the Internet” and Strategies for Success: Meta-Cognitive Vidcasts for Orientation of Online Learners
No full textBoth papers were presented on the same day in a multi-track conference – Paper 2 on metacognition at 0830 and Paper 1 on continuous response (with co-author Tony Tin) at 1400. Sessions were well-attended, about 35 attendees in the morning and 70 in the afternoon. Both papers elicited questions from the audience. The paper on metacognitive skills brought new linkages with researchers in Greenland and Finland where similar problems and interests arise. The paper on continuous response elicited more discussion and an invitation to collaborate with researchers at University of Foggia in Italy,1. Continuous response evaluation of video and film has been a useful method in media. It has been particularly prevalent in advertising as it allows producers to pinpoint events that evoke particularly strong audience responses. When searching for a way to evaluate the effectiveness of digital video clips (podcasts) a continuous response evaluation system was developed and deployed over the internet. This paper discusses the preliminary results of testing the method with adult and high school learners to evaluate a series of video podcasts on meta-cognitive success strategies. When fully deployed this tool will enable the real time viewer evaluation of internet video formats such as Youtube. The resulting data could be used to rate the overall interest of video programs or index specific scenes for educational or entertainment contexts.
2. Following the spread of internet connectivity in Canada, almost every university college and public school has introduced online courses. The increased access has made a wide range of courses from high school onwards available, and students of all academic abilities are stumbling around in the unfamiliar world of on-line learning. This paper demonstrates a series of 7 short (3 minute) digital video clips (vidcasts) produced to introduce meta-cognitive success strategies to online high school students, their parents and teachers. Stressing well-informed choices, planning and pro-active communication skills, the series targets francophone high school students in minority language environments where on-line courses are rapidly providing access to a greater selection of courses. Results of preliminary evaluations with high school and adult learners will be discussed
Applying Pedagogical Models in Network-Based Education:Research Findings from the Finnish HelLa Project Case Studies
No full textOne special challenge facing teachers, planners and researchers is the development of pedagogical models, teaching methods and teaching practices that are applicable in network-based education (NBE). The Finnish HelLa project (2001–2003) studied how pedagogical models were reflected in degree programs of Media Education and in the educational use of ICTs. The particular focus of the research was the 15-credit (30-ECTS-credit) module in the educational use of ICTs that was designed and implemented as part of the Finnish Virtual University Project of the Faculties of Education. The study sought to combine qualitative and quantitative approaches within an ethnographic research design. Data were collected from the students by using a network-based survey. Discussions on the net were also recorded. In addition, a number of teachers and students were interviewed. The data were analyzed by using content analysis, narrative analysis and statistical analyses. This article draws on the results of the three case studies implemented in the HelLa project
Network-Based Mobile Teaching and Studying on a Wireless Campus
No full textThe paper describes two case studies in the MobIT research project that examines how students entering the University of Lapland in autumn 2004 make use of laptop computers and the wireless campus network in teaching, studying and learning. The first case study looks at the extent to which and how the introduction of mobile technology has been perceived as influencing teaching studying and learning. The dimensions examined are teachability, studiability and learnability. Additional focal interests are how these impacts are perceived as changing over the five-year follow-up period and what pedagogical strengths, weaknesses, threats and opportunities become associated with the use of the laptops and the wireless network. The second of the case studies looks at how the introduction of mobile technology has influenced students' joining the student community, the activities in that community, studying and learning. The topic is approached in four perspectives: teaching-studying-learning, mobile technology, sense of community, and interaction
Technological Toolkit for Entrepreneurs @ 40
No full textDie TTE@40 Plattform (Technological Toolkit for Entrepreneurs @ 40) ist eine E-learning Umgebung für UnternehmensgründerInnen über 40. Diese Zielgruppe bringt sehr unterschiedliches Vorwissen und ausdifferenzierte Anforderungen mit, so dass die individuelle Herangehensweise an Information und Methoden eine zentrale Anforderung an die Plattform darsteööt. Mithilfe von Multiple-Choice Tests werden die eigenen Stärken, Defizite und Interessen identifiziert und als Grundlage für die dynamisch aufgebauten Lehrmaterialen verwendet. Interaktive Aufgabenstellungen, die Erstellung von individuellen Portfolios, Fallbeispiele und Kommunikationsfunktionalitäten ermöglichen die Realsierung mehrer Anwendungsszenarien, wie zum Beispiel blended learning.The TTE@40-platform (Technological Toolkit for Entrepreneurs @ 40) is an e-learning solution primarily focused on people at the age of 40 and above which are starting their own businesses. The aim when designing this solution was to build an easy to use customized solution for people with different previous background. This aim should be achieved using individual information and the interactivity of this learning approach, which allows an answer to any open question which may arise while reading portal´s content. This ambitious aim will be reached through multidimensional explanations, pre selected courseware, a dynamically growing meta knowledge base and examples. With this approach we hope to describe a concept for an e-learning solution which bring the right information for the right people at the right time
Multidisciplinary Network-Based Mobile Education (NBME) and Teaching–Studying–Learning (TSL) processes:The MOMENTS Integrated Metamodel
No full textOne of the principal pedagogical insights of recent years has been the recognition of the teaching–studying–learning (TSL) process, whose three components are equally pivotal and essential to understanding the entirety (e.g., Uljens 1997; Tella 2001; Ruokamo et al. 2002). A second innovation, which has developed with advances in information and communication technologies (ICTs), is network-based education (NBE). In this paper we argue that (1) it is essential to examine TSL as multidisciplinary processes and to adopt a future orientation in doing so; (2) the concept of NBE should be extended to include the added value brought by network-based mobile education (NBME); and (3) taking these first two orientations into ac-count allows us to create the theoretical prerequisites for better understanding the mechanisms and regularities underpinning knowledge construction in novel operating environments that make use of technology. These arguments constitute the foundation of the integrated meta-model developed in the Finnish MOMENTS project (2002–2005)
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