A Comparative Analysis of Online Learning Materials Aimed Toward Integrating Great Lakes Science Into the K-8 Classroom

2010 ◽  
Vol 58 (3) ◽  
pp. 188-196
Author(s):  
Laura Eidietis ◽  
Elizabeth LaPorte ◽  
Sandra Rutherford
Keyword(s):  
Online Learning ◽  
Comparative Analysis ◽  
Great Lakes ◽  
Learning Materials

scholarly journals Performing for Peace and Social Change in Africa's Great Lakes Region

2021 ◽  
Vol 46 (1) ◽  
pp. 23-38
Author(s):  
MAËLINE LE LAY
Keyword(s):  
Conflict Resolution ◽  
Social Change ◽  
Comparative Analysis ◽  
Great Lakes ◽  
Ethnic Conflict ◽  
Social Cohesion ◽  
International Aid ◽  
Great Lakes Region ◽  
Political Awareness ◽  
Mass Violence

International aid has influenced and, in part, shaped the artistic sector in Africa's Great Lakes region (DRC, Rwanda, Burundi) since the 1990s, a period marked by numerous conflicts and mass violence. Due to NGOs’ programmatic foci, artists performing for social change are increasingly compelled to focus on reconciliation and conflict resolution, generating political awareness and bringing about social change, healing and peacemaking. Through a comparative analysis of European and local productions on the genocide this article asks, how and why does an ‘NGO-style theatre’ develop a specific audience in the region? How have themes such as mass violence, inter-ethnic conflict and social cohesion become the main concerns of the territory's theatre? How do performances made and/or sponsored by NGOs challenge not only theatre's form, its social stakes and functions, but also the conception of its audience and the relationships between actors and spectators?

RPA-based Bots for Managing Online Learning Materials

2021 ◽  
Author(s):  
Siti Fatimah Abdul Razak ◽  
Faizuniza Mashhod ◽  
Zulfadhli Najmi Bin Zaidan ◽  
Sumendra Yogarayan
Keyword(s):  
Online Learning ◽  
Learning Materials

scholarly journals Implementing Universal Design for Learning Elements in the Online Learning Materials of a First-Year Required Course

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Ben Rearick ◽  
Erica England ◽  
Jennifer Saulnier Lange ◽  
Corey Johnson
Keyword(s):  
Online Learning ◽  
Design Theory ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Objects ◽  
Learning Materials ◽  
Study Results ◽  
Design For Learning ◽  
Before And After ◽  
Accessibility Guidelines

Universal Design for Learning (UDL) is a pedagogical design theory that accounts for variability across and within learners, both in physical classrooms and with online learning materials. Librarians at Washington State University implemented elements reflective of specific UDL checkpoints in a heavily-used LibGuide for a required undergraduate course. Online learning objects create opportunities for meeting UDL’s goals of not only multiple means of representation, but also engagement and action and expression extending beyond the baseline obligation to meet standard accessibility guidelines. We discuss our implementation of UDL elements, changes in LibGuide use before and after the introduction of UDL features, and usability study results, focusing on how students who face learning barriers view UDL. We explain considerations for successfully implementing UDL in online materials and the potential benefits.

scholarly journals Coherently Organised Digital Exercises and Expositions

2020 ◽  
Author(s):  
Chris Sangwin ◽  
George Kinnear
Keyword(s):  
Online Learning ◽  
Retrieval Practice ◽  
New Technology ◽  
Evidence Based ◽  
Learning Materials ◽  
Evidence Based Practices ◽  
Mathematics Courses ◽  
University Mathematics ◽  
Spaced Retrieval ◽  
Online Quizzes

We describe an organising principle for online learning materials we term coherently organised digital exercises and expositions. Larger in scale than individual lessons but smaller than a programme of study, this innovation in instructional practice is increasingly guiding our thinking in the development of university mathematics courses. Essentially we have taken the book and put it inside automatically assessed online quizzes. In doing this we embrace the potential provided by new technology to implement evidence-based practices such as spaced retrieval practice. This paper discusses details of this innovation, and how we have implemented it. On the basis of these experiences, we believe this innovation has the potential to change the model of education for university mathematics courses in substantial and non-trivial ways.

scholarly journals Brain-Based Online Learning Design in The Disruptive Era for Students in University

2021 ◽  
Vol 11 (6) ◽  
pp. 277
Author(s):  
Andi Kristanto ◽  
. Sulistiowati ◽  
Hirnanda Dimas Pradana
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Field Trials ◽  
Learning Model ◽  
Learning Design ◽  
Development Research ◽  
Design Development ◽  
Learning Materials ◽  
Percentage Score ◽  
The Brain

The learning model is a collection of activities that occur during the teaching and learning process with the objective of achieving the set goals. The brain-based online learning model developed is a solution to the students' learning problems. The majority of students struggle to interpret all of the learning materials they receive. This resulted in students' dissatisfaction with the learning materials. The purpose of this research is to develop a brain-based online learning process design based on the aforementioned problems. The Lee & Owens model of development was used in this development research. The stages of the Lee & Owens development model are analysis, design, development, implementation, and evaluation. The development research findings are as follows: (1) the media experts' assessment, which resulted in an 89.35% score with a valid category. (2) The assessment of the developed learning materials by material experts resulted in a score of 91.23% with a valid category. (3) expert evaluation, with an overall score of 86.35% for having a valid category. (4) The results of individual trials produced a percentage score of 88.5% with a valid category. (5) The results of small group trials indicated an overall percentage score of 81.60% of valid categories. (6) Field trials are classified as valid when they receive a percentage of 79.89%. The results of the development indicate that the brain-based online learning design is feasible for use.   Received: 11 August 2021 / Accepted: 27 October 2021 / Published: 5 November 2021

Transparency in Online Pedagogy: A Critical Analysis of Changing Modalities

2021 ◽  
pp. 107769582110224
Author(s):  
Julianna Kirschner
Keyword(s):  
Online Learning ◽  
Critical Analysis ◽  
Online Teaching ◽  
Student Experience ◽  
University Faculty ◽  
Online Pedagogy ◽  
Learning Materials ◽  
College And University ◽  
Course Materials

As a result of the coronavirus disease 2019 (COVID-19) pandemic, college and university faculty have been tasked with moving their courses toward online modalities with minimal notice. This environment challenged faculty in unique ways, but the need for transparency and communication became more important than ever. To improve the student experience, faculty should consider adapting their strategies to accommodate the online space. Using critical analysis, this piece addresses specific steps faculty can take to improve the transition toward online teaching. These steps include increased access to the instructor and online learning materials, adapting course materials and syllabi, and acceptance of perceived failure.

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