scholarly journals Customizable Knowledge Portals for Teaching

10.28945/2502 ◽  
2002 ◽  
Author(s):  
Igor Hawryszkiewycz
Keyword(s):  
Grounded Theory ◽  
Learning Environment ◽  
Knowledge Sharing ◽  
Community Of Practice ◽  
Learning Environments ◽  
Learning Process ◽  
The Body ◽  
Knowledge Map ◽  
Body Of Knowledge ◽  
Main Components

The paper describes knowledge portals as providing services that can be customized to a variety of learning environments. It defines portals to be made up of three main components, a community of practice, a body of knowledge, and services to maintain the body of knowledge. The body of knowledge is organized around a knowledge map, which can be accessed through a number of services. The services support a general learning process, which is defined using knowledge sharing as grounded theory. The communities can be organized for different environment. The paper describes the services needed to support a general learning process including collaboration, knowledge evolution and illustrates them with an example in a learning environment.

scholarly journals ICT Strategy in an ICT User Perspective: Exploring Alignment between ICT Users and Managers

10.28945/3149 ◽  
2007 ◽  
Author(s):  
Harald Fardal
Keyword(s):  
Grounded Theory ◽  
Analytical Approach ◽  
The Body ◽  
User Perspective ◽  
User Management ◽  
Body Of Knowledge ◽  
Alignment Model

This study adds to the body of knowledge in research of ICTs in organizations by exploring the relevance of alignment between ICT users and managers responsible for the ICT strategy and ICT project processes. Alignment research is usually conducted at an organizational analytical level, but this study explores alignment between individuals by addressing ICT managers and ICT users, considering both the organizational and individual perspectives. Data was collected by interviewing ICT users and the CIO in a Norwegian entrepreneur corporation. Using a grounded theory analytical approach, the findings provide support for an emerging User Management Alignment Model (UMAM) where the outcome is better ICT strategy and project processes.

Implementing Augmented Reality Into Immersive Virtual Learning Environments

2021 ◽  
pp. 102-118
Author(s):  
Pooja Siddharth Sukhdeve
Keyword(s):  
Augmented Reality ◽  
Learning Environment ◽  
Learning Environments ◽  
Design Process ◽  
Learning Process ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Background Information ◽  
Immersive Learning ◽  
Artificial Environment

Technology is ever-changing and ever-growing. One of the newest developing technologies is augmented reality (AR), which can be applied to many different existing technologies, such as computers, tablets, and smartphones. This chapter discusses the immersive learning process and the usage of AR into a simulated or in an artificial environment. Discussed is the background information on how the AR use in educational industries and the design process of AR immersive learning environment. The chapter also evaluates the benefits if immersive learning and AR.

A Framework for Designing Interactive Digital Learning Environments for Young People

2018 ◽  
pp. 221-241
Author(s):  
Virgínia Tiradentes Souto
Keyword(s):  
Young People ◽  
Learning Environments ◽  
Learning Process ◽  
User Interaction ◽  
Digital Learning ◽  
Related Literature ◽  
Interface Characteristics ◽  
Main Components ◽  
Descriptive Framework ◽  
Digital Learning Environments

In this chapter a descriptive framework for designing interactive digital learning environments for young people is proposed. The proposed framework aims to analyse and compare interactive digital learning environments. This framework may be useful to guide the design of digital learning environments for young people and also to provide a structure for understanding the interface characteristics of such environments and how users interact with them. Young people's characteristics are briefly discussed in relation to the learning process. The approach to creating the framework is presented with the related literature. The framework is described and consists of three main components: learning, user interaction, and visual. Finally, conclusions on the design of interactive digital learning environments are drawn.

A Hybrid Analysis of E-Learning Types and Knowledge Sharing Measurement Indicators

2014 ◽  
pp. 60-70
Author(s):  
Davood Qorbani ◽  
Iman Raeesi Vanani ◽  
Babak Sohrabi ◽  
Peter Forte
Keyword(s):  
Learning Environment ◽  
Knowledge Sharing ◽  
Conceptual Model ◽  
Learning Environments ◽  
Hybrid Analysis ◽  
Different Types ◽  
E Learning ◽  
Social Organizational ◽  
Learning Types

E-learning as a method of effective transference of knowledge is being widely used. This chapter introduces a conceptual model that shows administrators/directors of e-learning environments how to recognize and utilize different sets of knowledge sharing indicators (a combination of individual, social, organizational, and technical indicators) to enhance the quality of learning in e-learning environments. A model in which different types of e-learning can be employed is introduced and elaborated. Then, several knowledge-sharing indicators that have the potential of facilitating and enhancing the e-learning environment are presented. Finally, the conceptual model of knowledge sharing indicators to facilitate different types of e-learning environments is provided and discussed.

scholarly journals STUDENTS’ PERCEPTION ABOUT CLINICAL LEARNING ENVIRONMENT IN THE PRIMARY, SECONDARY AND TERTIARY MEDICAL FACILITIES

2018 ◽  
Vol 7 (1) ◽  
pp. 75
Author(s):  
Dian Puspita Dewi ◽  
Gandes Retno Rahayu ◽  
Tri Nur Kristina
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Process ◽  
Health Care Services ◽  
Clinical Learning ◽  
Care Services ◽  
Primary Health ◽  
Primary Health Care Services

Background: Learning environment is an important factor in learning process and can affect students' competence and work-readiness. Learning environment is not only about physical facilities but also social and psychological condition. The complexity of clinical learning environments pose challenges and problems that may affect students learning process so it is necessary to monitoring and evaluating students learning environments. This study aims to assess students' perception of their learning environment and the effect of primary, secondary and tertiary health care services utilization as clinical learning environments.Method: This study was conducted with a cross sectional study design. The subjects were 36 students of obstetrics and gynecology department. Data obtained from learning environment questionnaires in tertiary, secondary and primary health care services. A non-parametric test was applied to compared learning environment score in each health care level.Results: Students perception of their learning environment between tertiary and secondary as well as tertiary and primary health care services were significantly different. Students stated advantages and disadvantages of each learning environment that can affect their competence level. Conclusion: Students have a good perception of the their learning environment. There was significant difference between tertiary and two other health care services.

scholarly journals Learning Environment in the Digital Age: Supporting the Student

10.28945/2598 ◽  
2003 ◽  
Author(s):  
Seppo Sirkemaa
Keyword(s):  
Information Technology ◽  
Learning Environment ◽  
Digital Media ◽  
Learning Environments ◽  
Learning Process ◽  
Digital Age ◽  
Theoretical Contribution ◽  
Modern Learning ◽  
Key Dimensions ◽  
Study Development

Technology can be utilized in education in several ways. Here we study development of a modem learning environment that integrates information technology into the learning process. Modern learning environments have two main functions: they can help in using traditional and digital media in learning. In addition, learning environment provides information on the courses and studies. A learning environment is also important in managing the technology and media in the digital age. We argue that learning environme nts can become a valuable source of advice and support learning during the studies. The theoretical contribution of this article is recognition of key dimensions of the learning environment.

Collaboration and the Use of Three Dimensional Interface within a Virtual Learning Environment

2012 ◽  
pp. 1493-1505
Author(s):  
Brian G. Burton ◽  
Barbara Martin ◽  
Doug Thomas
Keyword(s):  
Learning Environment ◽  
Virtual Environment ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Learning Process ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Community Of Learners

This chapter’s goal is to examine the experiences and perceptions of undergraduate students using a 3D Virtual Learning Environment. After creating a 3D didactic constructivist virtual environment, student conversations were observed for collaborative elements. Findings revealed that five forms of collaboration amplified the learning process and indeed occured within the virtual learning environments. Results further suggested that the 3D VLE project, though limited in time and scope, successfully created a community of learners.

Multimodal User Interface in E-Learning Environments

2014 ◽  
pp. 33-49
Author(s):  
André Constantino da Silva ◽  
Heloísa Vieira da Rocha
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Multimodal Interaction ◽  
Web Based ◽  
Architecture Model ◽  
Component Based Development ◽  
Multimodal Systems ◽  
Multimodal Features ◽  
E Learning ◽  
Main Components

Multimodal interaction is a proposal to turn the interaction between humans and machines more natural, increasing the usability, flexibility, and convenience of one application. Improve an application with multimodal features impacts on its architecture and, to describe the main components to treat the multimodality, some architecture models are proposed in the literature, including for Web multimodal systems. E-Learning environments are Web-based systems and need a good usability, flexibility, and convenience: requirements that can be improved with implementation of multimodal features on them. Since they have their own peculiarities, we need a more specific multimodal architecture model described in such a way to reuse the components built for multimodal systems and to connect them with the e-learning environment components. This chapter proposes an architecture for multimodal e-learning environments. A viability study was done in the Ae, an e-learning environment developed using a component-based development process, with components to treat the pen and touch modalities.

scholarly journals Logistics Effectiveness Through Systems Thinking

2020 ◽  
Vol 9 (2) ◽  
pp. 64-79
Author(s):  
Neeta Baporikar
Keyword(s):  
Grounded Theory ◽  
Literature Review ◽  
Systems Thinking ◽  
The Body ◽  
Logistics Management ◽  
Theory Approach ◽  
Body Of Knowledge ◽  
Grounded Theory Approach ◽  
The Way ◽  
Organizational Objectives

Various emerging concepts influence logistics management as scholars are developing the body of knowledge. So also, the progress and the multidisciplinary aspect of knowledge that has been influencing logistics management has changed the way scholars and researchers think about logistics as an arena of application. This, in turn, influences the logistics practices. There has been an incredible shift in organizations towards an inter-disciplinary approach where all functions of an organization interact towards the achievement of organizational objectives. This shift, therefore, calls for logistics to adapt to the emerging concepts in order to contribute meaningfully to the overall goals of the organizations. Hence, adopting a grounded theory approach with in-depth literature review this article endeavors to discuss the application of systems thinking the approach to logistics management.

Improving the Crisis to Crisis Learning Process

2014 ◽  
Vol 6 (3) ◽  
pp. 38-52 ◽  
Author(s):  
Eliot Rich ◽  
Josune Hernantes ◽  
Ana Laugé ◽  
Leire Labaka ◽  
Jose M. Sarriegi ◽  
...  
Keyword(s):  
Knowledge Sharing ◽  
Community Of Practice ◽  
Crisis Management ◽  
Learning Process ◽  
Event Detection ◽  
Post Mortem ◽  
National Community ◽  
Crisis Preparation ◽  
Over Time ◽  
The Eu

While crises may appear to be event-driven, post-mortem accounts often identify factors that accumulate over time and increase the likelihood of failure. These factors are particularly difficult to anticipate when multiple organizations are involved in crisis preparation and event detection. Through the development of a systems-based model of crisis management, it was learned that knowledge sharing can be accelerated or inhibited by the development of trust among organizations through the management of events. Is it possible to operationalize this finding? This hypothesis is one of the findings of the SEMPOC project, which examined crisis preparation and mitigation in the hypothetical context of an extended failure in the EU power infrastructure. The knowledge-sharing hypothesis is being tested in the ELITE project, a second activity funded by the EU to develop a multi-national Community of Practice in disaster management.

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