Ontology Extraction from Existing Educational Content to Improve Personalized e-Learning Experiences

2009 ◽  
Author(s):  
Nicola Capuano ◽  
Luca Dell'Angelo ◽  
Francesco Orciuoli ◽  
Sergio Miranda ◽  
Francesco Zurolo
Keyword(s):  
Learning Experiences ◽  
Educational Content ◽  
Ontology Extraction ◽  
E Learning

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

scholarly journals Over 283 693 Reasons to Elaborate Education Work and Apply E-learning

10.28945/2988 ◽  
2006 ◽  
Author(s):  
Ari Wahlstedt
Keyword(s):  
Economic Growth ◽  
Decision Making ◽  
Educational System ◽  
Labour Force ◽  
Learning Opportunities ◽  
Economic Factors ◽  
Educational Content ◽  
E Learning ◽  
National Databases ◽  
Future Learning

Data from the national databases about the population and education shows that about 283 693 under 5-year old children stepped into the Finnish educational system in 2004. Their future learning, a lifelong interaction amid developing and decision-making people, is supported with the education that promotes understanding the decisions and knowledge related to them. In Europe, the demand for a high educated labour force and the need for elaborating e-learning are emerging. E-learning enhances crossing of distances like space and time between educational content and the learners. By making advanced learning opportunities accessible to potential and motivated learners over cultural and spatial boundaries, e-learning can aid in distributing economic growth. However, we argue that economic factors should not be superior reasons when justifying the further utilizations of e-learning for our children.

scholarly journals PROFESSIONAL READINESS OF THE TEACHERS TO CREATE ELECTRONIC EDUCATIONAL CONTENT (BY THE EXAMPLE OF PROFESSIONAL DEVELOPMENT PROGRAMS)

2020 ◽  
pp. 71-80
Author(s):  
O.B. Akimova ◽  
◽  
V.A. Zavyalova
Keyword(s):  
Scientific Literature ◽  
Learning Technologies ◽  
Educational Technologies ◽  
Development Programs ◽  
Empirical Methods ◽  
Educational Content ◽  
Professional Programs ◽  
Effective Implementation ◽  
E Learning ◽  
Distance Learning Technologies

The possibility of implementing additional professional programs using e-learning and distance learning technologies is discussed. The condition for the effectiveness of this activity is the professional readiness of the teacher to create electronic educational content. The scientific literature on the problems of teachers' readiness has been analyzed. Components have been identified and criteria for professional readiness have been defined. The purpose of the work was to identify the readiness of teachers to create electronic educational content. On the basis of theoretical and empirical methods the conclusions were made that a condition of qualitative organization of the teacher's own activity on creation of electronic educational content is a set of all components of professional readiness. Thus, the task of effective implementation of additional professional programs with the use of e-learning and distance educational technologies is solved.

From Memorable to Transformative E-Learning Experiences

2010 ◽  
pp. 402-421
Author(s):  
Pearl Chen
Keyword(s):  
Learning Environments ◽  
Learning Experiences ◽  
Theory And Practice ◽  
Effective Practices ◽  
Experience Design ◽  
Current State ◽  
Learning Contexts ◽  
E Learning

This chapter reviews the current state of theory and practice of experience design and suggests that the notion of experience should be regarded as an essential and unifying theme in guiding a broader perspective of design and study of e-learning. Underlying this chapter is a view that suggests a shift from designing learning environments to “staging” learning experiences. By looking at learning through the prism of experience design, we may begin to discover ways to create compelling, memorable, and transformative e-learning experiences. Some existing models and effective practices in education are considered as viable models for adapting experience design to e-learning contexts. Furthermore, this chapter identifies some converging areas of research from the fields of experience design and education, so as not to reinvent the wheel but to expand our knowledge on designing quality e-learning experiences that are engaging and valued by people.

Using Games for Primary School

2012 ◽  
pp. 769-781
Author(s):  
Steven Lopes Abrantes ◽  
Luis Gouveia
Keyword(s):  
Primary School ◽  
Computer Games ◽  
Educational Games ◽  
Learning Experiences ◽  
Flow Experience ◽  
Flow State ◽  
Five Dimensions ◽  
E Learning ◽  
Positive Effect

Computer games are a form of e-learning; the player is able to learn at his own rhythm in a fun, but effective way. One of the most important aims of these educational games is to motivate the pupils to make learning easier by using their own experiences. This study is based on the flow experience introduced by Csikszentmihalyi (1975). The person who undergoes the flow experience feels pleased and fully emerged in what he is doing and tends to repeat the activity. In the context of this study, information has been gathered through questionnaires utilizing the five dimensions of the flow state. The sample used consisted on twenty nine pupils; each of them played five games. At the end of the study, it was possible to conclude that the pupils experienced the flow and that it had a positive effect on their learning experiences.

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