Learning Technology Review: Vocabulary.com

2019 ◽  
Vol 37 (2) ◽  
pp. 205-212
Author(s):  
Hiromi Nishioka
Keyword(s):  
Learning Technology ◽  
Technology Review

scholarly journals Using mobile technology to facilitate formative assessment and support learning in apprenticeship programmes

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
Richie Ryan ◽  
Gina Noonan ◽  
Eddie McElheron
Keyword(s):  
Mobile Learning ◽  
Learning Opportunities ◽  
Formative Assessments ◽  
Bring Your Own Device ◽  
Learning Technology ◽  
Time Investment ◽  
Increasing Trend ◽  
Smart Mobile ◽  
Technology Review ◽  
Specific Learning

Regular formative assessments can encourage students to spread learning effort throughout entire programmes and afford more feedback opportunities to tutors (Gibbs and Simpson, 2004; Nicol and Macfarlane‐Dick, 2006), while the proliferation of smart mobile phones has contributed to an increasing trend for ‘bring-your-own-device’ (BYOD) activities in higher education (Johnson et al., 2015; Merga, 2016; Sundgren, 2017).As students take more responsibility for their own learning, technology has a greater role to play in facilitating and supporting solutions that can provide more flexible learning opportunities. Quizlet - one such technology, is a web-enabled mobile learning application that repurposes study-sets for use in any of its eight different quiz modes. For a relatively modest time-investment by the tutor, students are provided with a re-usable, interactive, mobile learning resource that can be personalised to suit specific learning needs.This technology review focuses on Quizlet and our experience of using it to increase levels of student engagement and improve learning outcomes in craft apprenticeship programmes.

Learning Technology Review: Memrise

2019 ◽  
Vol 36 (2) ◽  
pp. 152-161 ◽  
Author(s):  
Xiaomeng Zhang
Keyword(s):  
Learning Technology ◽  
Technology Review

Smart teaching mode based on particle swarm image recognition and human-computer interaction deep learning

2020 ◽  
Vol 39 (4) ◽  
pp. 5699-5711
Author(s):  
Shirong Long ◽  
Xuekong Zhao
Keyword(s):  
Feature Extraction ◽  
Particle Swarm Optimization ◽  
Deep Learning ◽  
Real Time ◽  
Image Recognition ◽  
Particle Swarm ◽  
Learning Technology ◽  
Search Performance ◽  
Swarm Optimization ◽  
Teaching Mode

The smart teaching mode overcomes the shortcomings of traditional teaching online and offline, but there are certain deficiencies in the real-time feature extraction of teachers and students. In view of this, this study uses the particle swarm image recognition and deep learning technology to process the intelligent classroom video teaching image and extracts the classroom task features in real time and sends them to the teacher. In order to overcome the shortcomings of the premature convergence of the standard particle swarm optimization algorithm, an improved strategy for multiple particle swarm optimization algorithms is proposed. In order to improve the premature problem in the search performance algorithm of PSO algorithm, this paper combines the algorithm with the useful attributes of other algorithms to improve the particle diversity in the algorithm, enhance the global search ability of the particle, and achieve effective feature extraction. The research indicates that the method proposed in this paper has certain practical effects and can provide theoretical reference for subsequent related research.

Hard and light gamification in education: Which one to choose?

2020 ◽  
Vol 1 (1) ◽  
pp. 20-27
Author(s):  
E. V. Karmanova ◽  
V. A. Shelemetyeva
Keyword(s):  
Computer Games ◽  
Educational Process ◽  
Course Development ◽  
Learning Technology ◽  
Training Course ◽  
Resource Requirements ◽  
E Learning ◽  
Characteristic Features ◽  
Game Elements

The article is devoted to the implementation of gamification methods in the educational process. The characteristic features of light and hard gamification are presented. The appropriateness of using gamification when applying e-learning technology is considered. Classification of courses based on hard gamification taking into account the technological features of development is proposed: courses-presentations, courses — computer games, VR/AR courses. The article also illustrates the use of various game elements of easy gamification using the example of the module “Level up! — Gamification” of the Moodle LMS. The capabilities of this module can be used in an electronic course by any teacher who has the skills of working with the Moodle.The authors present the analysis of the development of a training course in sales techniques using hard and light gamification technologies, where the course development was assessed for its complexity, manufacturability, and resource requirements. The results of the analysis showed that the development of courses using hard gamification requires much more financial and time-consuming than the development of courses using light gamification.The article evaluates the results of the educational intensiveness intense “Island 10–22”, held in July 2019 in Skolkovo, in which 100 university teams, teams of research and educational centers, teams of schoolchildren — winners of competitions, olympiads, hackathons (“Young Talents”) participated. The results of the intense confirmed the effectiveness of the use of light gamification methods in adult training. Thus, the conclusions presented in the article reveal a number of advantages that light gamification has in comparison with hard gamification.

TO THE QUESTION OF THE SYSTEMATIC NATURE OF ELECTRONIC EDUCATIONAL MATERIALS FOR HIGHER EDUCATION

2019 ◽  
pp. 54-62
Author(s):  
K. R. Ovchinnikova
Keyword(s):  
Learning Process ◽  
Information Technologies ◽  
Electronic Materials ◽  
Subject Area ◽  
Design Activity ◽  
Learning Technology ◽  
Educational Materials ◽  
Scientific Publications ◽  
Structured Information ◽  
Single Complex

The relevance of the issue under consideration in the article is connected with the confusion in scientific publications of the concepts of “electronic educational materials” and “electronic educational resources”. The article discusses the concept of “electronic educational materials” from the perspective of general systems theory. And their system character is proved. This allows them to be represented as a single complex of structured information of a specific subject area and didactic materials. These didactic materials support the learning process at all stages of its didactic cycle in accordance with the chosen learning technology based on the didactic capabilities of information technologies. It is concluded that the system of high school electronic materials allows to expand the boundaries of the design activity of the teacher, provide management of the student’s thinking activity, to implement a competence approach to the learning process at university

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