scholarly journals Constructing high quality learning environments using learning designs and learning objects

2005 ◽  
Author(s):  
B. Harper ◽  
S. Agostinho ◽  
S. Bennett ◽  
J. Lukasiak ◽  
L. Lockyer
Keyword(s):  
Learning Environments ◽  
Learning Objects ◽  
High Quality ◽  
Quality Learning

Designing and Developing Competency-Based Education Courses Using Standards

2017 ◽  
pp. 232-249 ◽  
Author(s):  
Nancy B. Hastings ◽  
Karen L. Rasmussen
Keyword(s):  
Learning Environments ◽  
High Quality ◽  
Competency Based Education ◽  
Policies And Procedures ◽  
Quality Product ◽  
Competency Based ◽  
Micro Level ◽  
Quality Learning ◽  
Education Courses ◽  
High Quality Product

Standards provide designers and developers of competency-based education courses and programs with a structure and framework that serve as a way to create quality learning environments that align objectives, instruction, and assessments. At the micro-level, standards facilitate direction of the structure, format, and content of a competency-based course that ensures a high-quality product. At the macro-level, standards help institutional administrators and faculty make good, informed decisions about program policies and procedures.

European Quality Observatory

2011 ◽  
pp. 368-375
Author(s):  
Ulf-Daniel Ehlers
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Learning Opportunities ◽  
High Quality ◽  
The Future ◽  
E Learning ◽  
Quality Learning

Quality has become a major factor for concern if e-learning should have its final breakthrough (Danish Evaluation Institute, 2003; Dondi & Moretti, 2004; Friend-Pereira, Lutz & Heerens, 2002; Frydenberg, 2002). This is the reason for the great variety of concepts and suggestions. One can regard quality more and more as a subjectively individual and collectively influential category. How should learning opportunities look like and learning environments be structured, now and in the future? How do we meet the demand for building high quality learning capacities in higher education— as an important contribution to transform our societies into learning societies?

Erasing Deficits

2016 ◽  
Vol 118 (6) ◽  
pp. 1-7
Author(s):  
Ivory A. Toldson ◽  
David J. Johns
Keyword(s):  
Learning Environments ◽  
Black Men ◽  
Workforce Development ◽  
Special Issue ◽  
High Quality ◽  
White House ◽  
Quality Learning

In this epilogue to the special issue, two White House officials and policy experts describe how negative narratives surrounding Black men and the misuse of data can manifest as barriers to high quality learning environments or workforce development opportunities.

An E-Portfolio Scheme of Flexible Online Learning

2011 ◽  
pp. 941-949 ◽  
Author(s):  
Kam Hou Vat
Keyword(s):  
Learning Environments ◽  
Virtual Communities ◽  
Community Networks ◽  
Just In Time ◽  
High Quality ◽  
On Demand ◽  
Internet Age ◽  
Direct Training ◽  
Education Community ◽  
Quality Learning

The potentialities of the information (or Internet) age have somehow exceeded many of our current calculations in education (Brown, 2000; Cornford & Pollock, 2003; Duke, 2002). Imagine a student attending a class waiting to be taught mostly in lectures or direct training from the instructor. The same student as a learner has at hand many an on-demand (or just-in-time) ubiquitous high-quality learning environments with learner-friendly support, such as the Wikipedia (http://en.wikipedia. org). Today’s numerous virtual communities, including the WELL project (http://www.well.com) or the Blacksburg community networks (http://www.bev.net), have demonstrated to our inquiring students the possibility of fostering their own learning initiatives, with the comfort of an electronic personalized space in the form of customizable information system (IS) support (Vat, 2005) guarded by privately assigned identifier and password, to experience and make sense of their worlds of learning. The message to the education community is clear: we need to inject more flexibility (Khan, 2007a) in support of learning; namely, learners now must be empowered with more say in what they learn, when they learn, and where and how they learn.

EL DOCENTE EN LA SOCIEDAD DIGITAL: UNA PROPUESTA BASADA EN LA PEDAGOGÍA TRANSFORMATIVA Y EN LA TECNOLOGÍA AVANZADA

2017 ◽  
Vol 21 (1) ◽  
pp. 403-422
Author(s):  
Jose María Cela-Ranilla ◽  
Vanessa Esteve González ◽  
Francesc Esteve Mon ◽  
Juan González Martínez ◽  
Mercè Gisbert-Cervera
Keyword(s):  
Critical Thinking ◽  
Learning Environments ◽  
Transformative Pedagogy ◽  
Constructivist Approach ◽  
Digital Competence ◽  
High Quality ◽  
Reflective Process ◽  
Personal A ◽  
Quality Learning ◽  
Competencia Digital

Resumen:Este documento presenta una visión transformadora de la docencia en el contexto de una sociedad actual marcada por la complejidad y su componente tecnológico. Esta visión se inspira en la denominada pedagogía transformativa cuyos fundamentos descansan en planteamientos socioconstructivistas y se orientan al desarrollo de un espíritu crítico y de cambio personal a partir de un proceso reflexivo. Estas ideas podrían ayudar a diseñar procesos que promuevan la formación de un profesorado comprometido con una idea transformadora de la acción docente y con una competencia digital que le permita diseñar escenarios de aprendizajes de calidad para sus estudiantes. Abstract:This paper presents a transformative vision of teaching in the context of a society marked by complexity and a large technological component. This view is based on the so-called transformative pedagogy, whose foundations begins on a socio-constructivist approach and focus on developing critical thinking and personal change from a reflective process. These ideas could be the base to design processes that promote the formation of a faculty committed to a transformative idea of the teaching and a digital competence to design high quality learning environments for their students.

scholarly journals The Model for Learning Objects Design Based on Semantic Technologies

2017 ◽  
Vol 12 (2) ◽  
pp. 227
Author(s):  
Daina Gudoniene ◽  
Rytis Maskeliunas ◽  
Danguole Rutkauskiene
Keyword(s):  
Web Services ◽  
Semantic Web ◽  
Learning Environments ◽  
Information And Communication Technologies ◽  
Learning Objects ◽  
Semantic Web Services ◽  
Innovative Learning ◽  
Modern Learning ◽  
E Learning ◽  
Integration Of Learning

The paper presents a comparison of state of the art methods and techniques on implementation of learning objects (LO) in the field of information and communication technologies (ICT) using semantic web services for e-learning. The web can serve as a perfect technological environment for individualized learning which is often based on interactive learning objects. This allows learners to be uniquely identified, content to be specifically personalized, and, as a result, a learner’s progress can be monitored, supported, and assessed. While a range of technological solutions for the development of integrated e-learning environments already exists, the most appropriate solutions require further improvement on implementation of novel learning objects, unification of standardization and integration of learning environments based on semantic web services (SWS) that are still in the early stages of development. This paper introduces a proprietary architectural model for distributed e-learning environments based on semantic web services (SWS), enabling the implementation of a successive learning process by developing innovative learning objects based on modern learning methods. A successful technical implementation of our approach in the environment of Kaunas University of Technology is further detailed and evaluated.

Content Adaptation in Mobile Learning Environments

2012 ◽  
pp. 240-255
Author(s):  
Sergio Castillo ◽  
Gerardo Ayala
Keyword(s):  
Learning Environments ◽  
Mobile Learning ◽  
Mobile Device ◽  
Belief System ◽  
Learning Objects ◽  
Content Adaptation ◽  
Programming System ◽  
Knowledge Use ◽  
User Adaptation ◽  
Content Model

In this paper, the authors present their proposal for adaptation of educational contents of learning objects to a particular mobile device and a specific learner. Content adaptation in mobile learning objects implies user adaptation and device adaptation, and requires additional metadata categories in comparison with SCORM 2004. This learning object content model, ALMA (A Learning content Model Adaptation), inherits from the SCORM standard a subset of metadata categories, and extends it with three top level metadata categories for content adaptation, i.e., Knowledge, Use, and Mobile Device Requirements (Castillo & Ayala, 2008). For user adaptation, the authors developed NORIKO (NOn-monotonic Reasoning for Intelligent Knowledge awareness and recommendations On the move), a belief system based on DLV, a programming system based on Answer Set Programming paradigm. For device adaptation the authors designed CARIME (Content Adapter of Resources In Mobile learning Environments), which uses transcoding and transrating to adapt media content to suit the device characteristics.

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