scholarly journals Distance Learning for Nurses: Using Learning Analytics to Build a Learning Support Program

2020 ◽  
Vol 19 (1) ◽  
pp. 1-8
Author(s):  
Machiko Saeki Yagi ◽  
Reiko Murakami ◽  
Shigeki Tsuzuku ◽  
Mitsue Suzuki ◽  
Hiroshi Nakano ◽  
...  
Keyword(s):  
Distance Learning ◽  
Learning Analytics ◽  
Support Program ◽  
Learning Support

scholarly journals Designing a Social Learning Analytics Tool for Open Annotation and Collaborative Learning

2020 ◽  
Author(s):  
Jeremiah (Remi) Kalir
Keyword(s):  
Distance Learning ◽  
Social Learning ◽  
Collaborative Learning ◽  
Learning Analytics ◽  
Learning Sciences ◽  
Trade Offs ◽  
Collaborative Annotation ◽  
Social Learning Analytics

This book chapter recounts one approach to ethically co-designing a public dashboard that reports social learning analytics and encourages learners’ collaborative annotation across open texts and contexts. As a design narrative in the learning sciences, this chapter is a reflective, first-hand account organized around three related objectives: 1) Naming the theoretical stances toward open and social learning that informed design and research; 2) Describing key decisions and trade-offs pertinent to four iterations of a social learning analytics dashboard; and 3) Considering epistemological, technological, and infrastructural implications for the development and use of social learning analytics in open, flexible, and distance learning.

Development and Support of E-Learning Systems in Tomsk State Pedagogical University

2016 ◽  
pp. 350-364 ◽  
Author(s):  
Timur Gazizov ◽  
Tatyana Prishepa ◽  
Mikhail Chervonnyy
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Modern Society ◽  
Communication Technologies ◽  
Professional Activity ◽  
Learning Support ◽  
State Pedagogical ◽  
Information And Communication ◽  
E Learning ◽  
Case Application

Processes of IT development in modern society and closely related processes of IT development in all forms of educational activities are characterized by the process of improvement and mass distribution of up-to-date information and communication technologies (ICT). Similar technologies are used extensively for communication and collaboration between the teacher and the student in modern open and distance learning. A modern teacher must not only have knowledge of ICT but also must be an expert on their application in his/her professional activity. In this case, application of such technology is closely related to distance learning and e-learning. In this paper, we intend to simulate and show outcomes of the development of e-learning support systems on the example of Tomsk State Pedagogical University (TSPU).

scholarly journals The scalable implementation of predictive learning analytics at a distance learning university: Insights from a longitudinal case study

2020 ◽  
Vol 45 ◽  
pp. 100725 ◽  
Author(s):  
Christothea Herodotou ◽  
Bart Rienties ◽  
Martin Hlosta ◽  
Avinash Boroowa ◽  
Chrysoula Mangafa ◽  
...  
Keyword(s):  
Distance Learning ◽  
Learning Analytics ◽  
Longitudinal Case Study ◽  
Predictive Learning

scholarly journals Learning analytics for learning design in online distance learning

2019 ◽  
Vol 40 (3) ◽  
pp. 309-329 ◽  
Author(s):  
Wayne Holmes ◽  
Quan Nguyen ◽  
Jingjing Zhang ◽  
Manolis Mavrikis ◽  
Bart Rienties
Keyword(s):  
Distance Learning ◽  
Learning Analytics ◽  
Learning Design ◽  
Online Distance Learning ◽  
Online Distance

Implementing Learning Support Systems

2011 ◽  
pp. 1125-1133
Author(s):  
J. Bernardes ◽  
J. O’Donoghue
Keyword(s):  
Information Technology ◽  
Educational Technology ◽  
Distance Learning ◽  
Support Systems ◽  
Type Material ◽  
The Internet ◽  
Learning Support ◽  
Good Teaching ◽  
Effective Learning ◽  
Academic Professions

Kearsley (1998) writes that “technology is often seen as a quick fix, a siren song,” and warns that “educational technology is a distraction … from what matters most— effective learning and good teaching.” The approach taken often seems more in the vein of entertainment than education, with television-type material creating an expectation of how information will be presented; the linkup of the Internet and television through streamed video may just exacerbate this. It is our view that information technology (IT) is unlikely to create empty institutions delivering distance learning, but is more likely to create distanceless learning, which is actually more accessible to all potential students. What this implies, and few in the academic professions yet understand properly, is that the whole business of delivering teaching is likely to be transformed in a way that has not happened for generations. While it is possible to develop IT-based approaches that, to some extent, mirror traditional methods of remote learning by isolated individuals and which has little or nothing to do with lifelong experiences or expertise, most academics will find themselves forced to confront very basic questions about what it is that they are trying to achieve and how they might best go about achieving those desired outcomes.

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