A MODEL FOR CONSTRUCTION OF HIGH QUALITY LEARNING ENVIRONMENTS – THE RELEVANT FACTORS

2018 ◽  
Author(s):  
Pedro Nuno Moreira da Silva ◽  
Luis Borges Gouveia
Keyword(s):  
Learning Environments ◽  
High Quality ◽  
Quality Learning ◽  
Relevant Factors

Designing and Developing Competency-Based Education Courses Using Standards

2017 ◽  
pp. 232-249 ◽  
Author(s):  
Nancy B. Hastings ◽  
Karen L. Rasmussen
Keyword(s):  
Learning Environments ◽  
High Quality ◽  
Competency Based Education ◽  
Policies And Procedures ◽  
Quality Product ◽  
Competency Based ◽  
Micro Level ◽  
Quality Learning ◽  
Education Courses ◽  
High Quality Product

Standards provide designers and developers of competency-based education courses and programs with a structure and framework that serve as a way to create quality learning environments that align objectives, instruction, and assessments. At the micro-level, standards facilitate direction of the structure, format, and content of a competency-based course that ensures a high-quality product. At the macro-level, standards help institutional administrators and faculty make good, informed decisions about program policies and procedures.

European Quality Observatory

2011 ◽  
pp. 368-375
Author(s):  
Ulf-Daniel Ehlers
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Learning Opportunities ◽  
High Quality ◽  
The Future ◽  
E Learning ◽  
Quality Learning

Quality has become a major factor for concern if e-learning should have its final breakthrough (Danish Evaluation Institute, 2003; Dondi & Moretti, 2004; Friend-Pereira, Lutz & Heerens, 2002; Frydenberg, 2002). This is the reason for the great variety of concepts and suggestions. One can regard quality more and more as a subjectively individual and collectively influential category. How should learning opportunities look like and learning environments be structured, now and in the future? How do we meet the demand for building high quality learning capacities in higher education— as an important contribution to transform our societies into learning societies?

Erasing Deficits

2016 ◽  
Vol 118 (6) ◽  
pp. 1-7
Author(s):  
Ivory A. Toldson ◽  
David J. Johns
Keyword(s):  
Learning Environments ◽  
Black Men ◽  
Workforce Development ◽  
Special Issue ◽  
High Quality ◽  
White House ◽  
Quality Learning

In this epilogue to the special issue, two White House officials and policy experts describe how negative narratives surrounding Black men and the misuse of data can manifest as barriers to high quality learning environments or workforce development opportunities.

An E-Portfolio Scheme of Flexible Online Learning

2011 ◽  
pp. 941-949 ◽  
Author(s):  
Kam Hou Vat
Keyword(s):  
Learning Environments ◽  
Virtual Communities ◽  
Community Networks ◽  
Just In Time ◽  
High Quality ◽  
On Demand ◽  
Internet Age ◽  
Direct Training ◽  
Education Community ◽  
Quality Learning

The potentialities of the information (or Internet) age have somehow exceeded many of our current calculations in education (Brown, 2000; Cornford & Pollock, 2003; Duke, 2002). Imagine a student attending a class waiting to be taught mostly in lectures or direct training from the instructor. The same student as a learner has at hand many an on-demand (or just-in-time) ubiquitous high-quality learning environments with learner-friendly support, such as the Wikipedia (http://en.wikipedia. org). Today’s numerous virtual communities, including the WELL project (http://www.well.com) or the Blacksburg community networks (http://www.bev.net), have demonstrated to our inquiring students the possibility of fostering their own learning initiatives, with the comfort of an electronic personalized space in the form of customizable information system (IS) support (Vat, 2005) guarded by privately assigned identifier and password, to experience and make sense of their worlds of learning. The message to the education community is clear: we need to inject more flexibility (Khan, 2007a) in support of learning; namely, learners now must be empowered with more say in what they learn, when they learn, and where and how they learn.

EL DOCENTE EN LA SOCIEDAD DIGITAL: UNA PROPUESTA BASADA EN LA PEDAGOGÍA TRANSFORMATIVA Y EN LA TECNOLOGÍA AVANZADA

2017 ◽  
Vol 21 (1) ◽  
pp. 403-422
Author(s):  
Jose María Cela-Ranilla ◽  
Vanessa Esteve González ◽  
Francesc Esteve Mon ◽  
Juan González Martínez ◽  
Mercè Gisbert-Cervera
Keyword(s):  
Critical Thinking ◽  
Learning Environments ◽  
Transformative Pedagogy ◽  
Constructivist Approach ◽  
Digital Competence ◽  
High Quality ◽  
Reflective Process ◽  
Personal A ◽  
Quality Learning ◽  
Competencia Digital

Resumen:Este documento presenta una visión transformadora de la docencia en el contexto de una sociedad actual marcada por la complejidad y su componente tecnológico. Esta visión se inspira en la denominada pedagogía transformativa cuyos fundamentos descansan en planteamientos socioconstructivistas y se orientan al desarrollo de un espíritu crítico y de cambio personal a partir de un proceso reflexivo. Estas ideas podrían ayudar a diseñar procesos que promuevan la formación de un profesorado comprometido con una idea transformadora de la acción docente y con una competencia digital que le permita diseñar escenarios de aprendizajes de calidad para sus estudiantes. Abstract:This paper presents a transformative vision of teaching in the context of a society marked by complexity and a large technological component. This view is based on the so-called transformative pedagogy, whose foundations begins on a socio-constructivist approach and focus on developing critical thinking and personal change from a reflective process. These ideas could be the base to design processes that promote the formation of a faculty committed to a transformative idea of the teaching and a digital competence to design high quality learning environments for their students.

Electronic Classroom, Electronic Community

2010 ◽  
pp. 439-456
Author(s):  
Lisa Harris
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Case Studies ◽  
Learning Environments ◽  
Online Learning Environments ◽  
Electronic Classroom ◽  
Electronic Community ◽  
Quality Learning ◽  
New Evidence ◽  
The Relationship

The capacity for online learning environments to provide good quality learning experiences for students has been the focus of speculation and debate in the higher education sector from the late 1990s to the present day. In this area, “quality” has become synonymous with engaging students in a learning community. This chapter reports on a qualitative research project designed to explore the significance of community for students studying online. Using three fundamentally different types of online learning environments as case studies, this research explored the relationship between the constructed online learning environment and the development of learning communities or what the author has termed social learning support networks (SLSN). Exploring the common themes to emerge from these three case studies, this research provides new evidence of the benefit of community for students studying online and argues that future online learning environments should be shaped by five key principles designed to foster a sense of social connection between students.

Learning4Content

2015 ◽  
pp. 1903-1914
Author(s):  
Ramesh C. Sharma
Keyword(s):  
Common Factors ◽  
Open Educational Resources ◽  
Design Development ◽  
Educational Materials ◽  
High Quality ◽  
Mass Collaboration ◽  
Open Networks ◽  
The World ◽  
Quality Learning

The world over, some common factors have contributed to the emergence and growth of open educational resources. These can be to increase access to educational materials, to reduce the costs, to enhance the quality of educational content through working collaboratively, and to be used for capacity building and research. The WikiEducator project has been the foremost initiative to turn digital divide into digital dividends through free content and open networks. WikiEducator was established on 1 May 2006, and since then, it has grown a very big network of more than 66,700 registered WikiEducators. Learning4Content is one of the flagship initiative of WikiEducator providing free training for teachers. In this chapter, the author discusses building a vibrant and sustainable global community contributing to design, development, and delivery of free content for learning and providing training to develop wiki skills for mass collaboration to create high quality learning resources.

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