- INCLUSIVE DEEP LEARNING ENVIRONMENTS AND KNOWLEDGE MODES

2014 ◽  
pp. 194-209
Keyword(s):  
Deep Learning ◽  
Learning Environments

Hard Fun

2007 ◽  
pp. 276-292 ◽  
Author(s):  
Colette Wanless-Sobel
Keyword(s):  
Deep Learning ◽  
Problem Solving ◽  
Civic Engagement ◽  
Intrinsic Motivation ◽  
Learning Environments ◽  
Digital Literacy ◽  
Real Life ◽  
Cognitive Engagement ◽  
Learning Resource ◽  
Residential Communities

Current pedagogical theory promotes deep learning environments in online instruction as well as authenticity. This chapter discusses the pedagogical framework, academic issues and logistics of a deep learning resource that is “hard fun,” to use a phrase of Seymour Papert, because it challenges and immerses students in real life learning environments through community problem solving. Success of the learning resource is largely due to the intrinsic motivation and cognitive engagement afforded through civic engagement, allowing students to pursue personally relevant knowledge in familiar milieus, their residential communities. Technology plays a role in increasing intellectual self-esteem and digital literacy by allowing students the opportunity to become bloggers and Web publishers.

scholarly journals Virtual Immersive Learning Environments (VILEs) Based on Digital Storytelling to Enhance Deeper Learning for Undergraduate Students

2019 ◽  
Vol 9 (1) ◽  
pp. 144 ◽  
Author(s):  
Thada Jantakoon ◽  
Panita Wannapiroon ◽  
Prachyanun Nilsook
Keyword(s):  
Deep Learning ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Digital Storytelling ◽  
Review Of The Literature ◽  
Immersive Learning ◽  
Research Results ◽  
Immersive Technology ◽  
Three Components

This research aimed at proposing virtual immersive learning environments (VILEs) based on digital storytelling to enhance deeper learning for undergraduate students in all fields. The VILEs based on digital storytelling to enhance deeper learning for undergraduate students was developed based on the review of the literature, the expert’s interview and evaluated by five experts. The research results were found that the VILEs based on digital storytelling to enhance deeper learning for undergraduate students consist of three components were (1) Immersive technology, (2) Digital storytelling process, and (3) Stories Evaluation. The experts also evaluated which step of the VILEs based on digital storytelling to enhance deep learning for undergraduate students was suitable for the development of the respective aspects of deeper learning.

Application of Deep Learning on Student Engagement in e-learning environments

2021 ◽  
Vol 93 ◽  
pp. 107277
Author(s):  
Prakhar Bhardwaj ◽  
P.K. Gupta ◽  
Harsh Panwar ◽  
Mohammad Khubeb Siddiqui ◽  
Ruben Morales-Menendez ◽  
...  
Keyword(s):  
Deep Learning ◽  
Student Engagement ◽  
Learning Environments ◽  
E Learning

scholarly journals Transforming Passive Receptivity of Knowledge into Deep Learning Experiences at the Undergraduate Level: An Example from Music Theory

2015 ◽  
Vol 8 ◽  
pp. 55
Author(s):  
Anna Ferenc
Keyword(s):  
Deep Learning ◽  
Learning Environments ◽  
Music Theory ◽  
Transfer Of Learning ◽  
Compelling Evidence ◽  
Undergraduate Level ◽  
Meta Learning ◽  
Key Features ◽  
Second Year ◽  
Student Reflections

This article discusses transformation of passive knowledge receptivity into experiences of deep learning in a lecture-based music theory course at the second-year undergraduate level through implementation of collaborative projects that evoke natural critical learning environments. It presents an example of such a project, addresses key features of its design to keep in mind for adaptation to other disciplines, and analyzes its effectiveness through a qualitative study of student reflections. The study yields compelling evidence of enhanced engagement with subject learning, meta-learning and transfer of learning.

scholarly journals Educational podcasts: A genre analysis

2017 ◽  
Vol 14 (4) ◽  
pp. 201-211 ◽  
Author(s):  
Christopher Drew
Keyword(s):  
Deep Learning ◽  
Learning Environments ◽  
Genre Analysis ◽  
E Learning ◽  
New Ideas ◽  
Scholarly Attention

Academic attention to educational podcasts has grown significantly in recent years. However, to date, the concept of genres in podcasting is yet to gain scholarly attention. By examining genres emergent from a corpus of educational podcasts available online, this paper introduces the value of genre analysis to educational podcast research. It proposes three genres, named ‘The Quick Burst’, ‘The Narrative’ and ‘The Chat Show’. The three genres show both the versatility of podcasting for education and how genre analysis could introduce new ideas to the educational podcasting literature, including ideas about supporting deep learning in e-learning environments.

Using Video Streaming In an Online, Rich-Media Class to Promote Deep Learning While Educating For Social Change

2011 ◽  
pp. 78-104
Author(s):  
Diane Zorn ◽  
Kelly Parke
Keyword(s):  
Deep Learning ◽  
Social Change ◽  
Learning Environments ◽  
Video Streaming ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Internet Technologies ◽  
Rich Media ◽  
Media Learning

In the latter part of this chapter, we outline the theory behind our practice. We discuss the factors that impelled us to rethink ways of creating online, rich-media learning environments, and move toward innovation. We explain the principles, ideas, and concepts that have grounded our approach and inspired us to embrace video streaming, podcasting, and advanced Internet technologies. We unpack a fundamental assumption: deep learning and educating for social change are made possible by an acceptance and understanding of the radical intertwining of learner, educator, technologist, and technology. In sum, we draw on our course to illustrate enactive, online teaching-and-learning.

scholarly journals WHY LEARNING IS HARD: Challenges That MOOCs May Miss Providing?

2013 ◽  
Author(s):  
Gordon Stubley
Keyword(s):  
Higher Education ◽  
Deep Learning ◽  
Learning Environments ◽  
Engineering Students ◽  
Online Courses ◽  
Online Resources ◽  
Effective Learning ◽  
Effective Learning Environments ◽  
University Leaders ◽  
Present Thesis

Perusal of recent popular press and vision statementsby senior government and university leaders suggests thathigher education is undergoing a massive shift with therecent release of well-polished online courses (MassivelyOpen Online Courses, MOOCs). Today’s online materials provide students and instructors with readilyavailable resources that create incredible opportunities for higher education institutions. But are these online resources sufficient for creating effective learning environments? The present thesis is that the deep learning expected of engineering students involves aspects that are difficult to address in the MOOC’s framework.

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