Interactive knowledge networks for interdisciplinary course navigation within Moodle

2012 ◽  
Vol 36 (4) ◽  
pp. 284-297 ◽  
Author(s):  
Andre Scherl ◽  
Kathrin Dethleffsen ◽  
Michael Meyer
Keyword(s):  
Medical Curriculum ◽  
Concept Map ◽  
Learning Objects ◽  
Interdisciplinary Learning ◽  
Face To Face ◽  
Physics Courses ◽  
Self Assessments ◽  
Direct Guidance ◽  
Interdisciplinary Course ◽  
Physics Knowledge

Web-based hypermedia learning environments are widely used in modern education and seem particularly well suited for interdisciplinary learning. Previous work has identified guidance through these complex environments as a crucial problem of their acceptance and efficiency. We reasoned that map-based navigation might provide straightforward and effortless orientation. To achieve this, we developed a clickable and user-oriented concept map-based navigation plugin. This tool is implemented as an extension of Moodle, a widely used learning management system. It visualizes inner and interdisciplinary relations between learning objects and is generated dynamically depending on user set parameters and interactions. This plugin leaves the choice of navigation type to the user and supports direct guidance. Previously developed and evaluated face-to-face interdisciplinary learning materials bridging physiology and physics courses of a medical curriculum were integrated as learning objects, the relations of which were defined by metadata. Learning objects included text pages, self-assessments, videos, animations, and simulations. In a field study, we analyzed the effects of this learning environment on physiology and physics knowledge as well as the transfer ability of third-term medical students. Data were generated from pre- and posttest questionnaires and from tracking student navigation. Use of the hypermedia environment resulted in a significant increase of knowledge and transfer capability. Furthermore, the efficiency of learning was enhanced. We conclude that hypermedia environments based on Moodle and enriched by concept map-based navigation tools can significantly support interdisciplinary learning. Implementation of adaptivity may further strengthen this approach.

The Use of Learning Objects as an Alternative for Providing Curriculum Flexibility in Engineering Courses

2012 ◽  
pp. 127-142
Author(s):  
Lilia Maria Marques Siqueira ◽  
Patricia Lupion Torres
Keyword(s):  
Online Communication ◽  
Learning Objects ◽  
Teaching Staff ◽  
Learning And Teaching ◽  
Face To Face ◽  
Catholic University ◽  
Information And Communication ◽  
Face To Face Learning ◽  
Multidisciplinary Staff ◽  
Online Learning Resources

This chapter is intended for tutors, professors, and students, and seeks to contribute to the development of online communication activities as a means of providing curriculum flexibility in engineering courses. It describes the use of online learning resources, called Learning Objects (LO), and their development at the Pontifical Catholic University of Parana (PUCPR) by a multidisciplinary staff. The design of the LOs takes into account the difficulties students encounter during face-to-face activities as reported in previous studies carried out by the authors during their teaching careers. LOs allow Information and Communication Technology (ICT) to be used as an aid to face-to-face learning, with reorganized learning and teaching strategies. LOs are available in the university’s own virtual environment, Eureka, and can be accessed by approximately 14,000 students and more than 1,200 teaching staff at the institution. Student feedback was also collected and is described here.

Interdisciplinary Learning from a Student’s Perspective

2013 ◽  
pp. 1-18 ◽  
Author(s):  
Marlene Hidalgo
Keyword(s):  
Critical Thinking ◽  
Individual Experience ◽  
Interdisciplinary Learning ◽  
Urban University ◽  
Course Format ◽  
University Course ◽  
Interdisciplinary Course

This chapter provides a retrospective look at my experiences during an interdisciplinary course at an urban university. Course format and objectives allowed for a varied experience by combining multiple learning methodologies and opportunities. A focus is given to two class assignments that illustrate the process of integrating insights from disparate disciplines through critical thinking, creativity, and teamwork. Despite the variability and unpredictability of individual experience, the review provides evidence for the unique challenges and distinct advantages of interdisciplinary learning.

For the Ultimate Accessibility and Reusability

2011 ◽  
pp. 589-606 ◽  
Author(s):  
Philippe Martin ◽  
Michel Eboueya
Keyword(s):  
Semantic Networks ◽  
Knowledge Bases ◽  
Learning Objects ◽  
Semantic Learning ◽  
Face To Face ◽  
Peer Network ◽  
Teaching Learning ◽  
Almost All ◽  
Peer To Peer Network ◽  
Research Domain

This chapter first argues that current approaches for sharing and retrieving learning objects or any other kinds of information are not efficient or scalable, essentially because almost all of these approaches are based on the manual or automatic indexation or merge of independently created formal or informal resources. It then shows that tightly interconnected collaboratively updated formal or semiformal large knowledge bases (semantic networks) can, should, and probably will, be used as a shared medium for the tasks of researching, publishing, teaching, learning, evaluating, or collaborating, and thus ease or complement traditional methods such as face-to-face teaching and document publishing. To test and support these claims, the authors have implemented their ideas into a knowledge server named WebKB- 2 and begun representing their research domain and several courses at their universities. The same underlying techniques could be applied to a semantic/learning grid or peer-to-peer network.

Knowledge Transfer and Collaboration Structures for Online Science

2008 ◽  
pp. 98-119 ◽  
Author(s):  
Kevin F. Downing ◽  
Jennifer K. Holtz
Keyword(s):  
Knowledge Transfer ◽  
Digital Media ◽  
Learning Style ◽  
Learning Objects ◽  
Individualized Learning ◽  
Face To Face ◽  
Or Groups ◽  
Opt Out ◽  
Learning Scenarios ◽  
Open Versus

Technological innovations in the area of digital media have opened up the possibility for a great number of inventive ways to share and transfer knowledge in online science learning environments. Knowledge transfer may involve interaction between a learner and learning resources such as ‘learning objects’, or conversely knowledge transfer and sharing may be social, that is to say between individuals and/or groups. The types of knowledge transfer that can now be hybridized in educational settings are delineated by Puntschart (2005) as follows: 1) technology-enhanced versus face to face, 2) asynchronous versus synchronous, 3) voluntary versus obligatory, 4) self-directed versus externally controlled, 5) learning object transfer versus person to person, and 6) open versus closed communities. Such a wide variety of interaction options gives way to a variety of communication and collaboration approaches in online science education. Many of these options prospectively support more individualized learning. For example, learning scenarios are now possible where a science student conducts online remote experiments sponsored by another institution in the dead of night in the absence of an instructor. Moreover, a student may opt out of attending an onsite class session in favor of a streaming video lecture where they still contribute to the discussion through an m-learning device. Alternatively, a student may pursue learning at his or her own pace and learning style by reviewing relevant digital library learning objects on a science subject.

The Utility of Disruptive Technologies in Interprofessional Education

2010 ◽  
pp. 190-203 ◽  
Author(s):  
Maggie Hutchings ◽  
Anne Quinney ◽  
Janet Scammell
Keyword(s):  
Transformative Learning ◽  
Learning Strategies ◽  
Cultural Change ◽  
Interprofessional Education ◽  
Learning Objects ◽  
Future Research ◽  
Discussion Boards ◽  
Educational Benefits ◽  
Face To Face ◽  
E Learning

This chapter will consider the educational benefits and challenges of introducing e-learning objects within an interprofessional curriculum. It examines the tensions of curriculum development as content or process-driven in the context of facilitating interactive learning using blended learning strategies which combine online and face-to-face interactions. This chapter draws upon an evaluation of student and staff experiences of an interprofessional curriculum incorporating health and social care users and carers as case scenarios in a web-based simulated community, Wessex Bay, and highlights congruent and disruptive factors in negotiating transformative learning and cultural change. It draws conclusions and recommendations for informing practice in interprofessional education and suggests directions for future research to inform the substance (interprofessional case scenarios) and spaces (discussion boards, chat rooms, classroom) for collaborative learning in an interprofessional curriculum.

Pedagogical design in teaching future bachelors of preschool education in the field of organization of artistic and aesthetic development of children

2020 ◽  
pp. 35-43
Author(s):  
Anastasia A. Druzhinina
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Preschool Education ◽  
Learning Objects ◽  
Learning Goals ◽  
Digital Learning ◽  
Face To Face ◽  
Aesthetic Development ◽  
Pedagogical Design ◽  
Digital Learning Objects

We substantiate the relevance of the use of pedagogical design at different levels of education, including preschool, general, and higher education. It is noted that in order to ensure the development of future bachelors’ ability to organize the artistic and aesthetic development of pre-school children, taking into account the principles of pedagogical design, it is necessary to design and implement an educational discipline for bachelors of pedagogical education, the profile “Pre-school Education” – “Method of Artistic and Aesthetic Development of a Preschooler”. For this purpose, modern interpretations of the term “pedagogical design” are analyzed, and the stages of the ADDIE method of pedagogical design are studied. Pedagogical design is defined as the colla-borative process of developing a course using specific learning goals and pedagogical theories to define learning strategies, activities, and assessments to achieve the desired educational outcomes. It is revealed that pedagogical design uses design principles to promote student engagement and includes the development of structures, digital learning objects, and multimedia resources to im-prove the quality of teaching and learning. We disclose the conceptual and analytical stage of the pedagogical design of the course “Methods of Artistic and Aesthetic Development of a Preschoo-ler” taking into account Bloom’s taxonomy and knowledge types by L.W. Anderson and D.R. Krathwohl. The results of the survey of students are presented. It is noted that the use of pe-dagogical design is a promising direction that allows building mixed learning. It is established that the effective format of interaction between the teacher and the student in the framework of mixed learning will be Face-to-face driver, when the teacher gives the main volume of the educational plan in person and uses online training as an auxiliary.

scholarly journals Learning from Online Modules in Diverse Instructional Contexts

10.28945/3511 ◽  
2016 ◽  
Vol 12 ◽  
pp. 113-121
Author(s):  
Gwen Nugent ◽  
Amy Kohmetscher ◽  
Deana M. Namuth-Covert ◽  
John Guretzky Guretzky ◽  
Patrick Murphy ◽  
...  
Keyword(s):  
Online Learning ◽  
Repeated Measures ◽  
Learning Objects ◽  
Face To Face ◽  
Study Approach ◽  
Online Module ◽  
Repeated Measures Design ◽  
Final Exams ◽  
Face To Face Instruction

Learning objects originally developed for use in online learning environments can also be used to enhance face-to-face instruction. This study examined the learning impacts of online learning objects packaged into modules and used in different contexts for undergraduate education offered on campus at three institutions. A multi-case study approach was used, examining learning impacts across a variety of course subjects, course levels (introductory and advanced undergraduate), student levels (undergraduate and graduate), and instructional goals (i.e., replacement for lecture, remediation). A repeated measures design was used, with learning data collected prior to viewing the online module, after completion of the module, and at the end of the semester. The study provided a broad examination of ways that online modules are typically used in a college classroom, as well as measured learning effectiveness based on different instructional purpose and usage contexts. Results showed the effectiveness of the modules in serving as a substitute for classroom lecture, remediation of course prerequisite material, introduction to content with follow-up lab practice, and review for final exams. In each of these cases, the use of the modules resulted in significant learning increases, as well as retention of the learning until the end of the semester.

scholarly journals Integration of Technology in Medical Education on Primary Care During the COVID-19 Pandemic: Students’ Viewpoint (Preprint)

2020 ◽  
Author(s):  
Nadine Paul ◽  
Sae Kohara ◽  
Gursharan Kaur Khera ◽  
Ramith Gunawardena
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Medical Curriculum ◽  
Medical Knowledge ◽  
Junior Doctors ◽  
Learning Space ◽  
Clinical Placements ◽  
Face To Face ◽  
King's College ◽  
Integration Of Technology

UNSTRUCTURED The COVID-19 pandemic has forced medical schools and clinicians to transition swiftly to working online, where possible. During this time, final-year medical students at King’s College London, England, have received some of their general practice teachings in the form of virtual tutor groups. The predominant feature of such groups is online patient simulations, which provide students a valuable experience to help gain insight into current clinical practice amid the pandemic and inform how their practices as incoming junior doctors would continue. Even in the absence of face-to-face teaching and clinical placements, students have been able to hone their medical knowledge and soft skills through these virtual, simulated consultations. They have been exposed to a new consultation style while in a safe and collaborative learning space. Here, we explore how medical students have benefited from these virtual tutor groups and how similar small-group online teaching opportunities can add value to the medical curriculum in the future.

scholarly journals Mobile Application for Healthcare: The Case of COVID-19 in Mobile Apps

2021 ◽  
Vol 6 (2) ◽  
pp. 158-195
Author(s):  
Rocco Reina ◽  
Marzia Ventura ◽  
Concetta Lucia Cristofaro ◽  
Teresa Anna Rita Gentile
Keyword(s):  
Information And Communication Technologies ◽  
Health Management ◽  
Mobile Apps ◽  
Communication Technologies ◽  
Face To Face ◽  
Health Authorities ◽  
First Results ◽  
Information And Communication ◽  
Care Assistance ◽  
Direct Guidance

The COVID-19 era has forced us to reduce our face-to-face interactions. For this reason, Information and Communication Technologies (ICTs) have substituted this direct relationship among people. One tool able to support health authorities by monitoring and mitigating the ongoing COVID-19 is Mobile Applications (mApps). They have also facilitated follow-up among patients and practitioners and provided direct guidance to citizens, so they can play their part in the control of the disease. The main purpose of this paper is to understand and analyse the features and functionalities of the COVID-19 mApps currently available in the widely used smartphone applications stores, such as Play Store and iTunes. The first results obtained at this stage of the research have permitted us to give a preliminary taxonomy of the mApps, specifically concerning COVID health management in Italy. The research found 71 mApps operating in the principal stores, focusing on the underlining features and aspects useful for making users more responsible and enabling self-management regarding their own health. MApps in the COVID period could represent organisational support for maintaining a useful relationship among patients and health operators concerning health care assistance. To do this, it is necessary to determine optimal capabilities and evaluate the utility and clinical benefit of these tools. Doing this, we have been able to recognise and obtain the first data and information through this research.

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