A Mandarin e-Learning System Based on Web 2.0 and Speech Communication

2008 ◽  
Author(s):  
Yue Ming ◽  
Zhenjiang Miao ◽  
Xianqing Ji ◽  
Rui Ren
Keyword(s):  
Web 2.0 ◽  
Learning System ◽  
Speech Communication ◽  
E Learning

scholarly journals Proposed Framework for Combining Gamification Elements with Open Learner Model in a Collaborative e-Learning System for Programming Course

2018 ◽  
Vol 2 (4) ◽  
pp. 48-52
Author(s):  
Harizah Jasin ◽  
Mahfudzah Othman ◽  
Nurzaid Muhd Zain ◽  
Mohd Nizam Osman
Keyword(s):  
Web 2.0 ◽  
Learning System ◽  
The Internet ◽  
Chat Rooms ◽  
Group Discussions ◽  
Learner Model ◽  
E Learning ◽  
Virtual Computer ◽  
Open Learner Model ◽  
Learning Programming

The main objective of the proposed framework that combines gamification and open learner model is to increase students’ engagement in learning programming via virtual computer environ ment, thus enabling them to learn cooperatively and helps them to increase awareness of their own performance. The framework proposed the development of an e - Learning system that includes gamification elements such as the users’ level and leaderboard to di splay users’ achievements and rewards. Meanwhile, in order to increase students’ awareness of their own milestone in the programming course, the framework also included the Open Learnel Model, which shows the students’ milestones via the skills meters. T his project also proposed the use of Web 2.0 elements such as chat rooms to allow collaboration and group discussions over the Internet.

Digital Storytelling with Web 2.0 Tools for Collaborative Learning

2014 ◽  
pp. 1089-1107 ◽  
Author(s):  
Najat Smeda ◽  
Eva Dakich ◽  
Nalin Sharda
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Digital Storytelling ◽  
Learning System ◽  
Constructivist Learning Environment ◽  
Pedagogical Model ◽  
Pedagogical Tool ◽  
Web 2.0 Tools ◽  
Development Models ◽  
E Learning

The purpose of this chapter is to present the vision of a framework for developing Web 2.0 tools for collaborative learning using digital storytelling as the underlying pedagogical model. Storytelling can be used as a pedagogical tool to enhance learning outcomes across the curriculum, and digital storytelling is its new manifestation, as it can be used to enhance collaboration and creativity when learning in the classroom. A number of story development models have been created in recent years to help educators achieve better outcomes with digital storytelling. This chapter shows how, by creating an innovative e-Learning system based on Web 2.0 tools, a constructivist learning environment for knowledge remixing, sharing, and reusing through digital storytelling is also created.

Digital Storytelling with Web 2.0 Tools for Collaborative Learning

2012 ◽  
pp. 145-163 ◽  
Author(s):  
Najat Smeda ◽  
Eva Dakich ◽  
Nalin Sharda
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Digital Storytelling ◽  
Learning System ◽  
Constructivist Learning Environment ◽  
Pedagogical Model ◽  
Pedagogical Tool ◽  
Web 2.0 Tools ◽  
Development Models ◽  
E Learning

The purpose of this chapter is to present the vision of a framework for developing Web 2.0 tools for collaborative learning using digital storytelling as the underlying pedagogical model. Storytelling can be used as a pedagogical tool to enhance learning outcomes across the curriculum, and digital storytelling is its new manifestation, as it can be used to enhance collaboration and creativity when learning in the classroom. A number of story development models have been created in recent years to help educators achieve better outcomes with digital storytelling. This chapter shows how, by creating an innovative e-Learning system based on Web 2.0 tools, a constructivist learning environment for knowledge remixing, sharing, and reusing through digital storytelling is also created.

scholarly journals 4 Progettare un e-learning per il giapponese. Il case study JaLea

2021 ◽  
Author(s):  
Alessandro Mantelli
Keyword(s):  
Web 2.0 ◽  
Web Design ◽  
Learning System ◽  
E Learning ◽  
Learner Experience

4.1. Perché è importante l’experience design per l’e-learning? – 4.2 Perché è importante il Web 2.0 per l’e-learning? – 4.3 Strategie di embodiment in un prodotto e-learning. La learner experience. – 4.3.1 Il tempo nella relazione utente - artefatto digitale. – 4.3.2 Minimizzare i tempi di attesa. Tempo reale, percezione e tolleranza. – 4.3.3. Design collaborativo sostenibile: minimizzare i tempi di gestione e di inserimento contenuti. – 4.3.4 Sostenibilità e manutenibilità del software. Embodiment nel lungo periodo. – 4.3.5 Affordance e signifier nella pratica del Web design. – 4.3.6 Utenti e interfacce. – 4.4 Da BunpoHyDict a JaLea. – 4.5 JaLea, Your Japanese Learning System! – 4.5.1 JaLea: frontend e struttura. – 4.5.2 JaLea: proposte di utilizzo. – 4.5.3 JaLea: backend. – 4.6 JaLea: modalità di apprendimento attivo tramite esercizi. – 4.6.1 Motivazioni per la progettazione di un prototipo per l’apprendimento dei kanji. – 4.6.2 Realizzazione del prototipo.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

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