Architecting the ‘third teacher’: Solid foundations for the participatory and principled design of schools and (built) learning environments

2017 ◽  
Vol 52 (3) ◽  
pp. 318-326 ◽  
Author(s):  
Tony Hall
Keyword(s):  
Learning Environments ◽  
The Third ◽  
Principled Design

Implementing the Professional Standards for Teaching Mathematics: The Influence of Teachers' Beliefs and Knowledge on Learning Environments

1994 ◽  
Vol 41 (8) ◽  
pp. 476-479
Author(s):  
Cheryl Ann Lubinski ◽  
Nancy Nesbitt Vacc
Keyword(s):  
Learning Environments ◽  
Professional Standards ◽  
Second Grade ◽  
Teaching Mathematics ◽  
The Third ◽  
Class A ◽  
Teachers Beliefs ◽  
Grade Classroom

Seth was sitting in his second-grade classroom on the third day of school. He'd just finished writing on his paper after his teacher, Ms. Kates, had given the class a problem to solve.

scholarly journals INTERPERSONAL COMMUNICATION FACTORS FORMING SUPPORTIVE LEARNING ENVIRONMENTS AT DIAN NUSWANTORO UNIVERSITY SEMARANG

2020 ◽  
Vol 13 (1) ◽  
pp. 117
Author(s):  
Mutia Rahmi Pratiwi ◽  
Naiza Rosalia ◽  
Fibriyani Nur Aliya
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Interpersonal Communication ◽  
Dominant Factor ◽  
The Third ◽  
National University ◽  
Information Trust ◽  
Supportive Learning Environment ◽  
Indicators Of Success ◽  
Ownership Of Information

Abstrak. Universitas Dian Nuswantoro (Udinus) sebagai Universitas Terbaik ketiga Nasional memiliki Visi “The Top Priority University to be Chosen in education and Enterpreneurship”. Visi ini diimplementasikan melalui pemberian mata kuliah kewirausahaan. Indikator keberhasilan sekaligus indikator prestasi mata kuliah yang diberikan, dapat dilihat melalui jumlah lulusan yang menjadi wirausaha, yaitu sejumlah 165 sejak tahun 2011. Berdasar data tersebut, dapat dikatakan bahwa lulusan yang menjadi wirausaha masih sangat sedikit. Diketahui bahwa pencapaian prestasi sangat dipengaruhi oleh lingkungan belajar yang mendukung, terutama pada saat terjadi interaksi komunikasi antar personal Dosen dan Mahasiswa. Berdasar hal tersebut, penelitian ini bertujuan untuk mengetahui faktor-faktor Komunikasi Antar Pribadi yang mampu meningkatkan lingkungan belajar yang mendukung di Universitas Dian Nuswantoro. Metode penelitian yang digunakan adalah analisis faktor, dengan dua belas variabel asal. Adapun dua belas faktor tersebut antara lain, toleransi, kesempatan yang seimbang, sikap menghargai, sikap mendukung, sikap terbuka, pemilikan informasi, kepercayaan, keakraban, kesejajaran, control dan pengawasan, respon, dan suasana emosional. Hasil penelitian menunjukkan sepuluh faktor baru yang terbentuk yaitu perhatian, timbal balik, akurasi, kolaborasi, pengertian, kejelasan, kejujuran, keintiman, keikhlasan, kesetiaan.  Faktor yang paling dominan adalah faktor perhatian. Berdasar hasil penelitian, disarankan kepada pengajar untuk dapat menerapkan kesepuluh faktor dalam pembelajaran mata kuliah yang termasuk dalam turunan kewirausahaan, terlebih faktor perhatian. Penerapan faktor-faktor ini dalam pembelajaran mata kuliah kewirausahaan diharapkan mampu membentuk lingkungan belajar yang mendukung dan mampu meningkatkan motivasi untuk berwirausaha. Konteks tentang pengaruh faktor komunikasi antar personal dalam pembelajaran terhadap motivasi berwirausaha dapat dikaji pada penelitian selanjutnya.  Abstract. Dian Nuswantoro University (Udinus) as the third best National University, has a vision "The Top Priority University to be Chosen in Education and Entrepreneurship". This vision is implemented through the provision of entrepreneurship courses. Indicators of success as well as indicators of achievement given courses, can be seen through the number of graduates who become entrepreneurs, which is a number of 165 since 2011. Based on these data, it can be said that graduates who become entrepreneurs are very few. It is known that achievement is greatly influenced by a supportive learning environment, especially when communication interactions occur between lecturers and students. This study aims to determine the factors of Interpersonal Communication that can improve the supportive learning environment at Dian Nuswantoro University. The research method used was factor analysis, with twelve origin variables. They are, tolerance, balanced opportunities, respect, support, openness, ownership of information, trust, intimacy, alignment, control and supervision, response, and emotional atmosphere. The results showed ten new factors formed namely attention, reciprocity, accuracy, collaboration, understanding, clarity, honesty, intimacy, sincerity, and loyalty. The most dominant factor is attention. Based on the results of the study, it is advisable for instructors to be able to apply the ten factors in learning subjects included in entrepreneurship, especially attention factors. The application of these factors in learning entrepreneurship courses is expected to form a supportive learning environment and be able to increase motivation for entrepreneurship. The context of the influence of interpersonal communication factors in learning on entrepreneurial motivation can be examined in furtherresearch

The Construction of a Personalised and Social U-Learning Environment for Third Level Education

2012 ◽  
Vol 2 (3) ◽  
pp. 45-56
Author(s):  
Olapeju Latifat Ayoola ◽  
Eleni Mangina
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Learning Experience ◽  
Learning System ◽  
Ubiquitous Learning ◽  
The Third ◽  
Learning Platform ◽  
The University ◽  
Ubiquitous Learning Environment

This paper presents a ubiquitous learning (u-learning) system, the “Personalised Ubiquitous Learning Platform” (PULP), which integrates collaborative and social learning for the enhancement of the third level educational learning experience. University College Dublin (UCD) provides its students with managed learning environments (MLEs) and adaptive learning via UCD Horizon which enables students to take different courses from different colleges throughout the university. The main objective of this platform is to complement the current MLEs with a single supported intelligent and personalised ubiquitous learning environment that will promote and make provisions for adaptive and collaborative learning, human computer interaction on mobile and desktop clients anywhere and anytime. The system aims to enhance the students’ learning experience in third level educational environment by employing personalisation techniques such as the agent-oriented recommendation technique to engage students and help them access the content material for their studies.

scholarly journals Students’ Integrative Collaboration in the Early Youth in the Educational Establishments of the Construction Professional Direction

2015 ◽  
Vol 1 ◽  
pp. 425
Author(s):  
Nataļja Van Gejeka ◽  
Svetlana Ignatjeva
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Collaborative Approach ◽  
Technical Schools ◽  
The Third ◽  
Technical Discipline ◽  
Reactive Anxiety ◽  
Environment Study ◽  
Anxiety Levels ◽  
Methodological Aspects

<p>This article presents the third part of a learning environment study in juvenile groups in Latvian a secondary technical school and deals with methodological aspects of learning environment organization in the context of students’ integrative collaboration. This study consists of three parts. The first part of the study reveals the presence of some organizational problems in teaching technical subjects in secondary technical schools related to the creativity of students. The second part of the study defines prevailing types of learning environments in technical schools and learners’ reactive anxiety levels regarding practical lessons. The third part clearly states how to create a learning environment with the goal of ensuring the conditions for student creative abilities development, widely using an integrative collaborative approach in the practical lessons of the technical discipline called Building Constructions at Riga Construction College’s school. Results show this approach failed to show a significant increase in student creativity.</p>

Observation as a Requisite for Game-Based Learning Environments

2009 ◽  
pp. 51-71 ◽  
Author(s):  
Jean-Charles Marty ◽  
Thibault Carron ◽  
Jean-Mathias Heraud
Keyword(s):  
Life Cycle ◽  
Learning Environments ◽  
Business School ◽  
Experimental Approach ◽  
Game Based Learning ◽  
Learning Games ◽  
The Third ◽  
Learning Game ◽  
And Behavior ◽  
The University

In this chapter, the authors propose a Game-Based LMS called the pedagogical dungeon equipped with cooperation abilities for particular activities. The main purpose of this chapter is to explain how to keep awareness of the on-going activities while remaining involved in the game itself. The difficulty is to provide the teacher with this awareness in an immersive way, making the teacher more involved in the game when s/he obtains feedback on the activity. The chapter is split into three sections. The authors propose a first section that deals with the description of our view of learning games illustrated through the pedagogical dungeon. They briefly describe the generation of a dungeon from activity preparation and the links between pedagogical concepts and their representation in the dungeon. The second section concentrates on the observation features needed in these environments in order to obtain interesting facts on what is going on. The authors need to collect traces of the collaborative activity during the enactment phase. They describe the trace life cycle and explain how facts constituting awareness can be calculated from the traces. The third part deals with the restitution of this awareness to the teacher. The problem here is to find an appropriate way to represent awareness both of students’ knowledge and behavior. This awareness must be perceived through appropriate graphical representations to preserve the “immersion” property, implying that these representations must be directly present in the game. The pedagogical dungeon has been experimented during several practical works with real classrooms at the University of Savoie and the Graduate Business School of Chambery, France. This experimental approach illustrates the different aspects of the work, concerning the learning game itself, the observation features, and the restitution of the awareness to the teacher.

Learner Management Systems and Environments, Implications for Pedagogy and Applications to Resource Poor Environments

2010 ◽  
pp. 499-525 ◽  
Author(s):  
Olúgbémiga T. Ekúndayò ◽  
Francis Tuluri
Keyword(s):  
Blended Learning ◽  
Technology Education ◽  
Learning Environments ◽  
Dominant Role ◽  
Management Systems ◽  
Learning Technology ◽  
The Third ◽  
Resource Poor ◽  
E Learning ◽  
Definition Of

Knowledge management is essential for realizing that knowledge is power, and power is explored by the learner for meeting existing demands and challenges. Advances in technology, education and learning are therefore linked to using technology. Education is the pathway to productivity, thus the learner is the agent and technology the medium. Among others, e-Learning will play a dominant role in shaping learner management systems and associated learning environments. This chapter addresses the learner and learning management describing some of its implications for pedagogy. It then describes and proposes some implications of the application of these systems for development in resource poor environments. It is divided into three main sections. The first section describes contemporary definitions of LMS and its concepts. It proposes a comprehensive definition of LMS and describes possible future directions of these definitions as a concept in change. The second section describes various tools and classifies them according to current applications in the industry. It describes in principle, the current cutting edge technologies that are being used in the area and how these were developed. It then proposes a Model Structure for Learner Management Systems. It describes and compares classical, e-based and blended learning pedagogy, A third section discusses some current concepts and methodologies in research, pedagogy and LMS, proposing some defining questions for the three areas as a group. The third section first defines and describes resource poor environments. It then highlights and discusses some need areas in resource poor settings. Further, it describes and discusses some of the implications of LMS technology and applications to resource poor settings, with a focus on it’s relevance and validity for specific resource poor environments. Following this discussion, the section describes some applications and limitations of LMS approaches and blended learning in resource poor environments. Finally, it describes some applications and limitations of LMS and blended learning technology in resource poor environments.

scholarly journals Strong Networks Grow Distance Learning

2011 ◽  
pp. 1937-1943
Author(s):  
Pankaj Shah ◽  
Kate M. Carey
Keyword(s):  
Distance Learning ◽  
Mergers And Acquisitions ◽  
Learning Environments ◽  
Support Services ◽  
Student Support Services ◽  
Information Network ◽  
The Third ◽  
Board Of Regents ◽  
History Of ◽  
Academic Resources

This article presents a snapshot of one state’s experience with connectivity from the early 1980s to the present and illustrates how distance learning has utilized that infrastructure to grow to serve more than 100,000 Ohioans. In early 1980s, most of Ohio’s telecommunications traffic traveled on dial-up connections. Ohio’s history of formidable statewide networking began in 1987, when Compuserve and OARnet (Ohio Academic Resources Network) were among few regional networks in existence. Through various mergers and acquisitions, Compuserve became Worldcom, AOL, MCI-Worldcom, and, finally, Verizon. OARnet became the Third Frontier Network (TFN) in 2004 and now is referred to as OSCnet and Broadband Ohio Network (BON). OARnet was created in 1987 by the Ohio Board of Regents to provide statewide connectivity to resources at the Ohio Supercomputer Center (OSC). In later years, the network extended support to the 89 member institutions of the Ohio Library and Information Network (OhioLINK), and the 83 colleges and universities of the Ohio Learning Network (OLN), a consortium offering blended, online, and distance education. OLN provides faculty development, infrastructure support via Collaborative Learning Environments (CLE), and various student support services and grants.

scholarly journals The development of mechanisms of the evaluation of computer course and its impact on the development of motivation towards learning and achievement among students at the third preparatory grade in the light of Standard levels of teaching and e-learning: تطوير آليات التقويم لمادة الحاسب الآلي وأثره في تنمية الدافعية نحو التعلم والتحصيل لدى تلاميذ المرحلة الإعدادية في ضوء المستويات المعيارية للتعليم والتعلم الإلكتروني

2016 ◽  
Vol 2 (8) ◽  
Author(s):  
Sameh Mohamed Mohamed Seddik
Keyword(s):  
Learning Environments ◽  
Learning Style ◽  
Average Score ◽  
Control Group ◽  
The Third ◽  
E Learning ◽  
Technical Specifications ◽  
The Mean ◽  
Level Of Significance ◽  
Experimental Group

The study aimed to determine the effect of the standardized levels e-learning through suitable for learning education and e-learning environments based on Web more so in terms of its impact on the development of skills, motivation and academic achievement among students at the third preparatory grade in unit programming computer decision, as well as to reach the most suitable electronic calendar methods through education and learning environments existing electronic web and commensurate with the learning style of the students in terms of achievement and motivation toward learning, and the development of e-electronic technical specifications codified file and the Court of a group of experts and specialists commensurate with the prep stage pupils, and use the same specification of the proposed model in the development of an assessment file (e-Portfolio) materials various scholarships for students in the preparatory stage. The study sample consisted of third graders preparatory in the (El- shheyed Ahmed Hamdi) and (prep old girls) governorate of Kafr El-Sheikh, Arab Republic of Egypt they are (80) students who have the basic skills to use computers and the Internet is available has been divided into experimental and control group two groups. The results of the study: - There were statistically significant differences at (05, 0) between the mean scores of the students in the experimental group two measurements pre and post the motivation toward learning scale, "in favor of telemetric" - There were statistically significant differences at (05, 0) between the mean scores of students of the experimental group and the control group in the dimensional measurement on the scale of motivation toward learning, "for the experimental group." - There were statistically significant differences at the level of significance (0.05) among the middle ranks of the experimental group students in pre and post application of the test grades in favor of telemetric - There were statistically significant differences at the level of significance (0.50) between the average scores of the experimental group students and the average score of the control group in the post application of the test grades for the experimental group.

scholarly journals MESH360

2020 ◽  
Vol 2 (1) ◽  
pp. 39-40
Author(s):  
Stephen Aiello ◽  
Norm Wilkinson
Keyword(s):  
Higher Education ◽  
Critical Care ◽  
High Risk ◽  
Learning Environment ◽  
Learning Environments ◽  
Real World ◽  
Design Stage ◽  
Learning Context ◽  
The Third ◽  
The Impact

Paramedics deal with a variety of emergency situations, ranging from natural disasters to road traffic accidents. Higher education providers need to critically explore how to best prepare student paramedics for high risk, unforeseen events that require critical awareness and diagnostic problem-solving capabilities. Hi-fidelity mannequin based simulation is a widely adopted and proven technique for clinical training and critical care response education (Kaufman, 2010). However, traditional mannequin based simulation in isolation limits a meaningful learning context and authentic real-world assessment influences. The MESH360 project involves a collaborative transdisciplinary team of designers and educational researchers, in the design of XR to enhance student and professional paramedic training to prepare practitioners for the environmental stressors and critical care decisions involved in high-risk situations.  This presentation explores the third iteration prototype design stage of an immersive reality (XR) enhanced simulation project in critical healthcare higher education. To promote student engagement through innovative learning tasks, XR was employed to introduce critical elements of patient and practitioner risk and stress by creating a learning environment that more authentically simulates these elements.  Design Based Research (DBR) provided a structure within a four-phase iterative framework (McKenney & Reeves, 2012) when designing the XR learning environment (Cochrane et al., 2017). Using DBR, the project explored the impact of mobile XR enhanced simulation for novice and professional paramedics. This project explored the development and implementation with an enhanced simulation scenario involving a virtual helicopter ride and an immersive simulated patient rescue. The project used mixed methods to triangulate qualitative and quantitative data within the design. We measured participant stress by recording heart rate (HR) followed by subjective qualitative participant responses and feedback (Pre and post participant surveys, and post focus group). The thematic analysis showed a positive and enthusiastic experience by the students. Whilst some thought there was room for increased helicopter fidelity, all students believed that XR provided a more authentic experience. This presentation will demonstrate the methods and user reaction of this prototype study. This is the third iteration prototyping a DBR project that explores the development of an immersive reality framework for enhanced critical care simulation for educating paramedics within an authentic learning environment. A learning solution was implemented into an educational setting offering context to real-world learning within an engaging authentic environment. The next stages of the research will iteratively evaluate and refine prototype immersive reality learning environments, comparing the impact upon both novice and expert paramedics. This will inform the next phase of the DBR project that will focus upon the development of design principles for a transferable design framework. References  Cochrane, T., Cook, S., Aiello, S., Christie, D., Sinfield, D., Steagall, M., & Aguayo, C. (2017). A DBR Framework for Designing Mobile Virtual Reality Learning Environments. Australasian Journal of Educational Technology (AJET), 33(6), 54-68. doi: https://doi.org/10.14742/ajet.3613 Kaufman, D. (2010). Simulation in Health Professional Education. In D. Kaufman & L. Sauvé (Eds.), Educational Gameplay and Simulation Environments: Case Studies and Lessons Learned (pp. 51-67). Hershey, PA, USA: IGI Global. McKenney, S., & Reeves, T. (2012). Conducting educational design research. London: Routledge.

Progress report on 21-cm observations at low latitude between longitudes (l 11) 0° and 66°

1967 ◽  
Vol 31 ◽  
pp. 177-179
Author(s):  
W. W. Shane
Keyword(s):  
Preliminary Report ◽  
Progress Report ◽  
Galactic Centre ◽  
Low Latitude ◽  
The Third ◽  
Introductory Lecture ◽  
Centre Region

In the course of several 21-cm observing programmes being carried out by the Leiden Observatory with the 25-meter telescope at Dwingeloo, a fairly complete, though inhomogeneous, survey of the regionl11= 0° to 66° at low galactic latitudes is becoming available. The essential data on this survey are presented in Table 1. Oort (1967) has given a preliminary report on the first and third investigations. The third is discussed briefly by Kerr in his introductory lecture on the galactic centre region (Paper 42). Burton (1966) has published provisional results of the fifth investigation, and I have discussed the sixth in Paper 19. All of the observations listed in the table have been completed, but we plan to extend investigation 3 to a much finer grid of positions.

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