Towards applying OCR and Semantic Web to achieve optimal learning experience

2017 ◽  
Author(s):  
Kiran Badwaik ◽  
Khalid Mahmood ◽  
Asif Raza
Keyword(s):  
Semantic Web ◽  
Learning Experience ◽  
Optimal Learning

scholarly journals The modern approach to mini-tennis

2015 ◽  
Vol 23 (66) ◽  
pp. 11-12
Author(s):  
Italian Tennis Federation
Keyword(s):  
Learning Experience ◽  
Optimal Learning ◽  
Modern Approach ◽  
Detailed Presentation

This article makes a detailed presentation of the fundamental principles underlying the modern approach to mini-tennis according to the Italian Tennis Federation. The article starts with a consideration on the didactic situation in mini-tennis, followed by a central part which deals with didactic principles that create favourable conditions to structure an optimal learning experience. These fundamental didactic principles are: multi-laterality, multi-form, gradual progression, learning specificity and learn while playing.

Emerging EdTechs Amidst the COVID-19 Pandemic

2021 ◽  
pp. 93-107
Author(s):  
Trevor Wood-Harper
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Processes ◽  
Faculty Members ◽  
Learning Engagement ◽  
Optimal Learning ◽  
Role Of Information

The role of information technology (IT) transforming higher education (HE) institutions is flourishing. Students, lecturers, and faculty staff adopt overarching platforms and applications that are driven by ubiquitous technology such as big data and cloud computing to support their teaching and learning activities. In this chapter, the authors analysed cases of EdTechs (apps) used in the higher education institutions (HEIs) and their impact on teaching and learning processes. They draw the benefits, challenges, and appropriate cases pertaining to the apps used in HEIs in supporting such processes. They find that EdTechs have a high potential to provide better education for students, easier teaching process for lecturers, and clearer managerial process for administrators and faculty members. The chapter concludes that while EdTechs used during the pandemic can provide an alternative learning experience, it still lacks in providing optimal learning engagement.

scholarly journals Exploring Interest Formation in English Learning through XploreRAFE+: A Gamified AR Mobile App

2021 ◽  
Vol 13 (22) ◽  
pp. 12792
Author(s):  
Dan Wang ◽  
Mas Nida Md Khambari ◽  
Su Luan Wong ◽  
Abu Bakar Razali
Keyword(s):  
College Students ◽  
Mobile Application ◽  
Learning Experience ◽  
Research Question ◽  
Document Analysis ◽  
Mobile App ◽  
English Learning ◽  
Optimal Learning ◽  
Vocational College ◽  
Cyclical Process

The use of gamification and AR technology is found to have the capacity to enhance students’ interest. In this study, the researchers chose a class in a vocational college in China as a specific case that used the gamified AR mobile application, called XploreRAFE+. This study aimed to explore the use of XploreRAFE+ in the formation of learners’ interest in order to answer the research question: What is the process of interest formation among vocational college students in a gamified AR environment, and how does it sustain students’ motivation in learning English? The data for the study were collected via observations, interviews, and document analysis. The findings of the study indicated that in a gamified AR environment, vocational college students’ interest was triggered by piquing curiosity. This then led to optimal learning experiences, where eventually the students began to have positive perceptions of English lessons and were motivated to extend learning experience on their own. These three components of interest formation formed a dynamic loop where interest formation was developed in a cyclical process. It is proposed that a cyclical formation of interest developed through a gamified AR environment over time could sustain learners’ motivation.

scholarly journals “Sickle cell anemia: tracking down a mutation”: an interactive learning laboratory that communicates basic principles of genetics and cellular biology

2016 ◽  
Vol 40 (1) ◽  
pp. 110-115 ◽  
Author(s):  
Kevin Jarrett ◽  
Mary Williams ◽  
Spencer Horn ◽  
David Radford ◽  
J. Michael Wyss
Keyword(s):  
High School Students ◽  
Sickle Cell ◽  
Sickle Cell Anemia ◽  
Classroom Teacher ◽  
Learning Experience ◽  
Low Cost ◽  
Science Museum ◽  
School Students ◽  
Optimal Learning ◽  
Cell Mutation

“Sickle cell anemia: tracking down a mutation” is a full-day, inquiry-based, biology experience for high school students enrolled in genetics or advanced biology courses. In the experience, students use restriction endonuclease digestion, cellulose acetate gel electrophoresis, and microscopy to discover which of three putative patients have the sickle cell genotype/phenotype using DNA and blood samples from wild-type and transgenic mice that carry a sickle cell mutation. The inquiry-based, problem-solving approach facilitates the students' understanding of the basic concepts of genetics and cellular and molecular biology and provides experience with contemporary tools of biotechnology. It also leads to students' appreciation of the causes and consequences of this genetic disease, which is relatively common in individuals of African descent, and increases their understanding of the first principles of genetics. This protocol provides optimal learning when led by well-trained facilitators (including the classroom teacher) and carried out in small groups (6:1 student-to-teacher ratio). This high-quality experience can be offered to a large number of students at a relatively low cost, and it is especially effective in collaboration with a local science museum and/or university. Over the past 15 yr, >12,000 students have completed this inquiry-based learning experience and demonstrated a consistent, substantial increase in their understanding of the disease and genetics in general.

scholarly journals How to create meaningful learning experiences in an online environment: components from coding student reflections

2019 ◽  
Vol 11 (1) ◽  
pp. 50-62
Author(s):  
Fatemeh H. Mardi
Keyword(s):  
Student Perceptions ◽  
Qualitative Content Analysis ◽  
Learning Experience ◽  
Learning Experiences ◽  
Theoretical Framework ◽  
Student Interest ◽  
Online Environment ◽  
Optimal Learning ◽  
Student Reflections ◽  
The Impact

Abstract This paper examines the learning experiences using student reflections. Data collection was carried out by prompting undergraduate students to reflect on their worst and best experiences, accomplishments, and what they learned through online collaborative activities. The theoretical framework used to explore these experiences was the Community of Inquiry model, which claims the optimal learning experience is at the intersection of three presences (Garrison, Anderson, and Archer, 2000). How can we use these student perceptions of their experiences to create optimal learning experiences in an online environment? Specific teacher characteristics, sense of community, learner effort, sense of improvement and progress, student expectations of online classes, and the impact of feelings and emotion on other presences are some of the themes that surfaced through content qualitative analysis in this study. Students also responded to a validated survey (explicitly prompting the CoI presences) which revealed the impact of lack of student interest in course topics. These themes are valuable because they reveal significant components of students’ learning experiences which can be used to recreate optimal experiences in other settings. This paper builds on the theoretical framework by adding the student perspective and offering a codebook for qualitative content analysis of reflections.

Integration of Educational Software in Teaching Gifted Students in K-12 Classrooms

2020 ◽  
pp. 43-64
Author(s):  
Pankaj Khazanchi ◽  
Rashmi Khazanchi
Keyword(s):  
Creative Thinking ◽  
Educational Software ◽  
Learning Experience ◽  
Gifted Students ◽  
Thinking Skills ◽  
Self Directed Learning ◽  
Optimal Learning ◽  
Learning And Teaching ◽  
Directed Learning ◽  
K 12

Technology is greatly integrated into K-12 classrooms in teaching gifted students. The use of software surrounds us in our everyday life. Educational software provides students a unique and personalized learning experience. Many teachers use the software in delivering content knowledge in the field of math, science, social studies, reading, and language arts. Enhancing critical and creative thinking skills in students and preparing gifted students' talent is an important goal of teachers in the 21st century. Educational software technology can enhance these skills by creating optimal learning environments. It plays an important role in learning and teaching in K-12 classrooms and brings positive improvement in students' achievement. Educational software improves self-directed learning and problem-solving skills in students. Educational software also improves communication between teachers, students, and parents. This book chapter seeks to provide a broad overview of available educational software in teaching gifted students in K-12 classrooms.

scholarly journals Diversity Competence within Faculty-Led Study Abroad Programs

JCSCORE ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 90-111
Author(s):  
Jakia Marie ◽  
Kimberly N. Sanders
Keyword(s):  
Study Abroad ◽  
Learning Experience ◽  
Student Experiences ◽  
Study Abroad Programs ◽  
Positive Role ◽  
Optimal Learning ◽  
Studying Abroad ◽  
Intersecting Identities ◽  
Diversity Competence

Previous studies have noted the positive role studying abroad has played in the lives of students; however, there are clear disparities in the structure of faculty- led study abroad programs that limit students’ ability to fully maximize the usefulness of these experiences. Focusing on the role of faculty leaders in study abroad programs, this paper critically examines extant literature related to student experiences studying abroad. Through our examination of existing research, we conclude that it is essential for faculty to be more competent in relation to diversity and be aware of their positionality and the intersecting identities of their students before departing to the host country. We argue this prerequisite creates a more equitable and optimal learning experience for students.

Gears in Motion

2020 ◽  
Vol 10 (2) ◽  
pp. 35-49
Author(s):  
Fatemeh Mardi
Keyword(s):  
Qualitative Content Analysis ◽  
Learning Experience ◽  
Online Course ◽  
Motion Model ◽  
Optimal Learning ◽  
Research Findings ◽  
Five Elements ◽  
Two Phases ◽  
Community Of Inquiry Framework ◽  
Student Reflections

This article expands Garrison, Anderson, and Archer's Community of Inquiry framework by adding a mechanism to understand the interactions among presences and domains in an online course. Based on a qualitative content analysis of student reflections, elements that create an optimal learning experience. The article discusses three findings and offers visual representations of each: how emotions are pervasive among the presences, a chronological representation of components in two phases, and a logic model showing if-then interactions among the components in a linear form. As a result of these findings, the gear model is proposed, which accounts for current research findings such as emotional and learner presences. The ‘gears in motion' model offers a new, holistic perspective that illustrates the five elements necessary to create an optimal learning experience.

scholarly journals The Implementation of Supportive Classroom Environment in VII-Grade Mathematics Learning

2021 ◽  
Vol 5 (1) ◽  
pp. 225
Author(s):  
Willy Abdul Ghany ◽  
Wahyudin Wahyudin
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Classroom Environment ◽  
Qualitative Method ◽  
Learning Experience ◽  
Mathematics Learning ◽  
Junior High Schools ◽  
Optimal Learning ◽  
Research Findings ◽  
Supportive Learning Environment

Mathematics is seen by some students as a subject which is not easy to learn. Thus, they need someone who can make mathematics easy, in this point, a teacher. Teachers as instructor are needed to be more innovative in developing instruction that can encourage students to get an ideal learning experience. Not just regarding approaches, teaching materials, and strategies, yet additionally needs to focus on the learning environment which promotes the learning process. One of the framework that offers learning which takes into a supportive learning environment is the Productive Pedagogies Framework. The purpose of this study is to look at the implementation of learning that utilized the Supportive Classroom Environment dimension of the Productive Pedagogies Framework. This study used qualitative method. There were 33 grade VII students (boys and girls) on average age of 13 years old from one of the Junior High Schools in Bandung participated in this study. The research findings revealed that (1) implementing Supportive Classroom Environment can further encourage students in upper group to achieve more optimal learning outcomes; (2) This learning can be said to encourage middle group students to get optimal learning outcomes; (3) This learning has not been able to encourage students in lower group. We concluded that implementing Supportive Classroom Environment can further encourage students in upper and middle groups.

scholarly journals Optimizing pre-clerkship medical education at the University of Ottawa

2022 ◽  
Vol 11 (S5) ◽  
Author(s):  
Neel Mistry ◽  
Paul Rooprai
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Learning Experience ◽  
Virtual Learning ◽  
Optimal Learning ◽  
Clinical Placements ◽  
Optimal Balance ◽  
New Variant ◽  
Vaccine Distribution ◽  
The University

COVID-19 has brought forth unprecedented changes in the delivery of medical education. With concerns rising over a new variant and an upheaval in vaccine distribution, institutions have had to re-strategize and, in many cases, implement provisional shutdowns to contain the spread of SARS-CoV-2. For medical schools, providing an optimal balance between in-person training and virtual learning has been challenging. At the University of Ottawa Faculty of Medicine, key components of the undergraduate medical education, including in-class lectures, interactive practical sessions, and clinical placements, have been affected by the pandemic. In this paper, we highlight barriers to an optimal learning experience among pre-clerkship students at the University of Ottawa and propose ways in which this can be overcome.

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