scholarly journals Recovery Spaces: An Enhanced Learning Technology for Treatment and Rehabilitation Centres

2014 ◽  
Author(s):  
James Ohene-Djan ◽  
Mark Jones
Keyword(s):  
Learning Technology ◽  
Enhanced Learning

Analysis and Validation of Learning Technology Models, Standards and Specifications

2010 ◽  
Vol 8 (2) ◽  
pp. 1-19 ◽  
Author(s):  
Jan M. Pawlowski ◽  
Denis Kozlov
Keyword(s):  
Reference Model ◽  
Model Analysis ◽  
Semantic Interoperability ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Reference Models ◽  
Competency Based ◽  
Open Content ◽  
Enhanced Learning

The paper presents a model for the analysis, comparison and validation of standards, specifications and in particular reference models in the field of Technology Enhanced Learning (TEL). The Reference Model Analysis Grid (RMAG) establishes categories of reference models and standards. Based on those categories, a set of criteria for the analysis and validation of standards was elaborated as a part of the ICOPER project that aims at interoperable open content for competency-based TEL. The analysis of standards in this context is targeted at developing a set of validated approaches that lead to a new reference model. Four standards were investigated, taking into account a broad range of aspects like practical and semantic interoperability and integration issues. In the case study, the authors analyzed both, the standards and specifications and the usefulness of the RMAG. The results of this case study can be used for further analyses of TEL standards as well as for reference models targeted at interoperability.

scholarly journals Massive open online courses for continuing professional development of GPs

2020 ◽  
Vol 13 (9) ◽  
pp. 522-527
Author(s):  
Emily Player ◽  
Alice Shiner ◽  
Nick Steel ◽  
Veena Rodrigues
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Massive Open Online ◽  
Enhanced Learning

Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

scholarly journals Staff experience and attitudes towards Technology Enhanced Learning initiatives in one Faculty of Health & Life Sciences

2014 ◽  
Vol 22 ◽  
Author(s):  
Peter Reed
Keyword(s):  
Virtual Learning Environment ◽  
Teaching Staff ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Online Questionnaire ◽  
Learning And Teaching ◽  
Minimum Standards ◽  
Online Submission ◽  
Attitudes Towards Technology ◽  
Enhanced Learning

Further to earlier work carried out by the student union (SU) along with strategic discussions regarding technology-enhanced learning (TEL), this research aimed to identify the attitudes and experience of teaching staff in relation to specific uses of technology in learning and teaching. Data obtained through an online questionnaire (n=100) suggest that teaching staff are generally agreeable to the need for consistency in the virtual learning environment and identify specific criteria to be included within ‘minimum standards’; have some experience and interest in solutions to enable online submission, marking and feedback; and whilst there is more resistance, there was still interest in the provision of recorded lectures. Respondents overwhelmingly identified lack of time as a significant barrier to engaging with TEL, as well as other factors such as lack of skills and support.Keywords: attitudes; experience; TEL; minimum standards; lecture capture; online submission; e-marking(Published: 22 September 2014)Citation: Research in Learning Technology 2014, 22: 22770 - http://dx.doi.org/10.3402/rlt.v22.22770

scholarly journals Bioethics as an Anthropological Challenge

2021 ◽  
Vol 12 (3Sup1) ◽  
pp. 61-75
Author(s):  
Ludmila Kondratska ◽  
◽  
Liudmila Romanovska ◽  
Tetiana Kravchyna ◽  
Nataliia Korolova ◽  
...  
Keyword(s):  
Professional Education ◽  
Structural Model ◽  
Human Life ◽  
Research Field ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Virtual Experiments ◽  
Interdisciplinary Course ◽  
Enhanced Learning ◽  
The Voice

The subject of the proposed paper is the disclosure of prerequisites and determinants of the implementation of the soteriological concept of studying the interdisciplinary course of bioethics, the structural model and synectic algorithm of its comprehension and epistemological map of formation of soteriological competence of the future specialist during the study of bioethics. The methodological basis for the implementation of the proposed project is the theory of research-oriented professional education (Inquiry Based Science Education) and, thereafter, technology of advanced learning (Technology Enhanced Learning), which provide wide opportunities to study the course of bioethics in the form of observation of remote virtual experiments on the portal Go-Lab; GRAASP environment for the implementation of author's developments and pedagogically structured programs in the process of performative interaction between teacher and students. The scientific novelty of the material is to substantiate the content of anthropological competencies of future specialists in biomedical specialties and the strategies of obtaining them on the basis of the principles of hermeneutic didactics. Conclusions. Today, obviously, the task of bioethics is not only to protect nature and human life, but also to participate in the realization of the high mission of Salvation. This defines the research field of bioethics as a space of secret dialogue, in which it is desirable to find a place not only for the voice of clinicians, pharmacists, engineers, philosophers, public figures, but also the pastoral voice of the Church.

Analysis and Validation of Learning Technology Models, Standards and Specifications

2012 ◽  
pp. 223-240
Author(s):  
Jan M. Pawlowski ◽  
Denis Kozlov
Keyword(s):  
Reference Model ◽  
Model Analysis ◽  
Semantic Interoperability ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Reference Models ◽  
Competency Based ◽  
Open Content ◽  
Enhanced Learning

The paper presents a model for the analysis, comparison and validation of standards, specifications and in particular reference models in the field of Technology Enhanced Learning (TEL). The Reference Model Analysis Grid (RMAG) establishes categories of reference models and standards. Based on those categories, a set of criteria for the analysis and validation of standards was elaborated as a part of the ICOPER project that aims at interoperable open content for competency-based TEL. The analysis of standards in this context is targeted at developing a set of validated approaches that lead to a new reference model. Four standards were investigated, taking into account a broad range of aspects like practical and semantic interoperability and integration issues. In the case study, the authors analyzed both, the standards and specifications and the usefulness of the RMAG. The results of this case study can be used for further analyses of TEL standards as well as for reference models targeted at interoperability.

scholarly journals Assuring best practice in technology-enhanced learning environments

2015 ◽  
Vol 23 ◽  
Author(s):  
Mike Keppell ◽  
Gordon Suddaby ◽  
Natasha Hard
Keyword(s):  
Best Practice ◽  
Meta Analysis ◽  
Good Practice ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Australian Government ◽  
Technology Learning ◽  
Learning And Teaching ◽  
Educational Networks ◽  
Enhanced Learning

This paper documents the development and findings of the Good Practice Report on Technology-Enhanced Learning and Teaching funded by the Australian Learning and Teaching Council (ALTC). Developing the Good Practice Report required a meta-analysis of 33 ALTC learning and teaching projects relating to technology funded between 2006 and 2010. This report forms one of 12 completed Good Practice Reports on a range of different topics commissioned by the ALTC and Australian Government Office for Learning and Teaching (OLT). The reports aim to reduce issues relating to dissemination that projects face within the sector by providing educators with an efficient and accessible way of engaging with and filtering through the resources and experiences of numerous learning and teaching projects funded by the ALTC and OLT. The Technology-Enhanced Learning and Teaching Report highlights examples of good practice and provides outcomes and recommendations based on the meta-analysis of the relevant learning and teaching projects. However, in order to ensure the value of these reports is realised, educators need to engage with the reports and integrate the information and findings into their practice. The paper concludes by detailing how educational networks can be utilised to support dissemination.Keywords: technology; learning and teaching; higher education; best practiceCitation: Research in Learning Technology 2015, 23: 25728 - http://dx.doi.org/10.3402/rlt.v23.25728

M-Learning

2011 ◽  
pp. 180-193
Author(s):  
Saif alZahir
Keyword(s):  
Learning Disabilities ◽  
Mobile Learning ◽  
People With Disabilities ◽  
Social Classes ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Learning Software ◽  
Near Future ◽  
Enhanced Learning ◽  
Technological Constraint

Learning aims at interconnecting social classes, reducing poverty, and accepting diversity of all forms. This chapter presents technology enhanced learning for people with disabilities. At first, the author scans the phases of learning progression and proposes a learning model to represent their interrelationships. Then he explains the various types of disabilities within the learning reference of context and map available technologies to their corresponding learning disabilities. A special emphasis will be exerted on mobile-learning software, hardware, and systems that meet the requirements for learners with disabilities. In this research, the author find that although m-learning has several limitations and shortcomings to deliver to users, it is a promising learning technology for people with disabilities and its technological constraint and limitations are likely to be addressed and mostly eliminated in the near future.

Student-Driven Learning within a Technology-Enhanced Learning Environment

2017 ◽  
pp. 87-103
Author(s):  
Gurnam Kaur Sidhu ◽  
Ranjit Kaur ◽  
Lim Peck Choo
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Learning Tools ◽  
Student Centered ◽  
Student Centered Learning ◽  
Online Collaborative Learning ◽  
Enhanced Learning ◽  
Networked Society

This chapter will discuss student-driven learning within a Technology-Enhanced Learning (TEL) environment. It will first put forward some technological learning tools that have encouraged student-centered learning (SCL) and later explore online collaborative learning which is seen as a pathway towards enhancing SCL in the 21st century classrooms. This is important as effective SCL instruction not only provides learners with skills and knowledge but also enable them to function capably and contribute effectively in a highly networked society in the future. This chapter highlights that today's technology enhanced learning environment has brought about various innovations in teaching and learning. Technology is moving at such a fast rate that information is at everyone's fingertips and learning goes far beyond the four walls of the classrooms. In such an age, students move into new flexible learning spaces and environments that can allow them to take ownership of their own learning.

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