Immersive deep learning activities online

2021 ◽  
Vol 2021 (169) ◽  
pp. 35-49
Author(s):  
Kayon Murray‐Johnson ◽  
Andrea Munro ◽  
Racheal Popoola
Keyword(s):  
Deep Learning ◽  
Learning Activities

scholarly journals Construction of Virtual Reality-Interactive Classroom Based on Deep Learning Algorithm

2020 ◽  
Vol 2020 ◽  
pp. 1-9
Author(s):  
Weijie Chen ◽  
Xiaoxi Liu ◽  
Lei Qiao ◽  
Jian Wang ◽  
Yanheng Zhao
Keyword(s):  
Virtual Reality ◽  
Deep Learning ◽  
Learning Algorithm ◽  
Teaching Quality ◽  
Traditional Classroom ◽  
Learning Activities ◽  
Traditional Teaching ◽  
Teaching Resources ◽  
Deep Learning Algorithm ◽  
Interactive Classroom

The traditional classroom has been impacted by the digital teaching resources. Students are no longer satisfied with the traditional teaching mode of teacher teaching and student learning. Combined with the characteristics of a virtual reality-interactive classroom, the design of a virtual reality-interactive classroom based on the deep learning algorithm is proposed. This paper divides the teaching activities of the VR-interactive classroom into two parts: in-class learning activities and after-class learning activities. The software is used to design the interactive test. The emphasis and difficulty in the virtual reality-interactive classroom are taken as the development object to realize the construction of the virtual reality-interactive classroom. The simulation results show that the statistical output of teaching quality evaluation can be obtained from the quantitative regression analysis of the factors involved in VR classroom participation.

scholarly journals HOTS LEARNING IN PANDEMIC OF COVID-19 PERIOD THROUGH DEEP LEARNING MODEL

2020 ◽  
Vol 1 (2) ◽  
pp. 96-115
Author(s):  
Heti Aisah
Keyword(s):  
Deep Learning ◽  
Thinking Skills ◽  
Learning Activities ◽  
Ministry Of Education ◽  
Or Education ◽  
New School ◽  
School Year ◽  
Deep Learning Model ◽  
The Brain ◽  
High Order Thinking

Covid-19 pandemic has not shown a drastic decrease in trend, so it is estimated that the new school year 2020-2021 students will continue to carry out their learning processes from home, or Learning from Home. A survey conducted by the Ministry of Education and Culture's directorate's assessment department, related to Learning from Home students in March, showed that 29% of students lack enthusiasm, 28% thought it was normal, which stated Learning from Home was pleasant 26%, 10% burdensome, and 7% others (boring, tiring, not communicative, not active). The condition needs to be sought a solution, one of the alternatives offered is the teacher or education unit using the strategy of learning activities Deep Learning. DEL is a process of learning activities that optimize and activate the work of the brain so that students do not experience boredom, and not excited. The final stage DEL is included in the domain of analysis and creates, allowing students to develop higher-order thinking skills or High Order Thinking Skills (HOTS).

scholarly journals Collaborative Active Learning Activities Promote Deep Learning in a Chemistry-Biochemistry Course

2020 ◽  
Vol 30 (2) ◽  
pp. 801-810
Author(s):  
Daniel A. Andrews ◽  
Eric O. Sekyere ◽  
Andrea Bugarcic
Keyword(s):  
Deep Learning ◽  
Active Learning ◽  
Learning Activities

scholarly journals Theoretical and practical, but rarely integrated: Norwegian primary school teachers’ intentions and practices of teaching outside the classroom

2021 ◽  
Author(s):  
Øystein Winje ◽  
Knut Løndal
Keyword(s):  
Deep Learning ◽  
Primary Education ◽  
Experiential Education ◽  
Primary Schools ◽  
Teaching Method ◽  
Qualitative Interviews ◽  
Learning Activities ◽  
School Teachers ◽  
Primary School Teachers ◽  
Modal Model

AbstractThis study investigates teachers’ intentions and practices related to teaching outside the classroom. We report on three months of fieldwork consisting of participatory observations and qualitative interviews of teachers in two Norwegian primary schools practising weekly uteskole [outdoor school]. We find that the teachers’ intentions for uteskole are to facilitate first-hand experiences for their pupils. The teachers organise and teach uteskole in two distinct ways: 1) friluftsliv activities [outdoor living activities] and 2) theoretical learning activities. The connections between friluftsliv activities and theoretical learning activities are seldom emphasised. Furthermore, the teachers rarely organise theoretical learning activities that entail pupils’ transacting with their surroundings. We discuss how the teachers’ work can be understood through the Romantic and the Pragmatist perspectives of experiential education and through the representational epistemology of traditional schooling. We outline how a transactional epistemology, operationalised as the “multi-modal model of knowing”, can support teachers in facilitating transaction between the pupils and the environment outdoors and aid in establishing continuity between learning activities outdoors and indoors. We argue that these are important factors that can enhance uteskole as a teaching method for facilitating deep learning in Norwegian primary education.

scholarly journals Evaluating student engagement and deep learning in interactive online psychology learning activities

2021 ◽  
Vol 37 (2) ◽  
pp. 45-65
Author(s):  
Nicole Sugden ◽  
Robyn Brunton ◽  
Jasmine MacDonald ◽  
Michelle Yeo ◽  
Ben Hicks
Keyword(s):  
Online Learning ◽  
Deep Learning ◽  
Real Life ◽  
Work And Family ◽  
Learning Activities ◽  
Applied Theory ◽  
Daily Routines ◽  
Future Design ◽  
Behavioural Engagement ◽  
Online Activities

There is growing demand for online learning activities that offer flexibility for students to study anywhere, anytime, as online students fit study around work and family commitments. We designed a series of online activities and evaluated how, where, and with what devices students used the activities, as well as their levels of engagement and deep learning with the activities. A mixed-methods design was used to explore students’ interactions with the online activities. This method integrated learning analytics data with responses from 63 survey, nine interview, and 16 focus group participants. We found that students used a combination of mobile devices to access the online learning activities across a variety of locations during opportunistic study sessions in order to fit study into their daily routines. The online activities were perceived positively, facilitating affective, cognitive, and behavioural engagement as well as stimulating deep learning. Activities that were authentic, promoted problem-solving, applied theory to real-life scenarios, and increased students’ feelings of being supported were perceived as most beneficial to learning. These findings have implications for the future design of online activities, where activities need to accommodate students’ need for flexibility as students’ study habits become more mobile.

scholarly journals Engaging Education: The Foundation for Wellbeing and Academic Achievement

2021 ◽  
pp. 441-472
Author(s):  
Mette Marie Ledertoug ◽  
Nanna Paarup
Keyword(s):  
Academic Achievement ◽  
Deep Learning ◽  
Student Motivation ◽  
Further Education ◽  
First Century ◽  
Learning Activities ◽  
Lifelong Learners ◽  
Educational Crisis ◽  
Motivation For Learning ◽  
Twenty First Century

AbstractIn a world of educational crisis, students who lack engagement and feel bored at school might not pursue further education when given opportunities to leave school. In the twenty-first century, there is a need for lifelong learners and it is therefore essential to focus on optimising education. How do we support deep learning and application of knowledge? How do we support student motivation for learning? How do we engage students in learning activities? How do we make students thrive in schools and learning activities? This chapter offers possible answers to these questions. The chapter starts by introducing important elements of learning and a framework for optimising education and engaging the students. Next, the PERMA model for optimising wellbeing for students is presented, and finally the two frameworks are combined to create thriving learners by focusing on active, involving, and engaging learning in combination with a focus on wellbeing.

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

Deep Learning

2009 ◽  
Author(s):  
Stellan Ohlsson
Keyword(s):  
Deep Learning
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