A framework of PBL strategy integrated in LMS and a ubiquitous learning environment

[[abstract]]This study describes the design of problem-based learning strategy (PBL) integrated into LMS with mobile tools in a ubiquitous learning environment, which is called uPBL system. This paper discusses the analysis and design of PBL instructional steps for building a LMS system to create a new learning environment. A trial case was designed and implemented with elementary school teachers to obtain feedback and suggestions on the design of uPBL system structure. In the trail PBL outdoor activities coped with PDA devices, students were interested in mobile learning devices and the developed system. Also, students felt comfortable to solve the real live problems and communicate with team members without the obstacles of time and space. It is expected that students will be enhanced their learning performance with a well-designed learning environment via held technology devices. Experimental studies of students learning performance are ongoing in the next research step.[[incitationindex]]EI[[conferencetype]]國際[[conferencedate]]20100816~20100818[[iscallforpapers]]Y[[conferencelocation]]Seoul, Kore

Ubiquitous learning architecture to enable learning path design across the cumulative learning continuum

The past twelve years have seen ubiquitous learning (u-learning) emerging as a new learning paradigm based on ubiquitous technology. By integrating a high level of mobility into the learning environment, u-learning enables learning not only through formal but also through informal and social learning modalities. This makes it suitable for lifelong learners that want to explore, identify and seize such learning opportunities, and to fully build upon these experiences. This paper presents a theoretical framework for designing personalized learning paths for lifelong learners, which supports contemporary pedagogical approaches that can promote the idea of a cumulative learning continuum from pedagogy through andragogy to heutagogy where lifelong learners progress in maturity and autonomy. The framework design builds on existing conceptual and process models for pedagogy-driven design of learning ecosystems. Based on this framework, we propose a system architecture that aims to provide personalized learning pathways using selected pedagogical strategies, and to integrate formal, informal and social training offerings using two well-known learning and development reference models; the 70:20:10 framework and the 3–33 model

Personalized Learning Environment (PLE): Developing A Framework Using ADDIE Approach

Background: This paper is a review on Personalized Learning Environments (PLE) focusing on framework development. PLE are portable, ubiquitous learning spaces that allow students to learn to learn, connect with multidisciplinary viewpoints, engage in critical and creative practices, and nurture and develop their learning identity. Personalization is seen as the key approach to handle the plethora of information in today’s knowledge-based society. It is expected that personalized teaching and learning will address the needs of the learners more efficiently. Objective: The objective of this study is to develop learning framework based on the proposed model for students using PLE approach. Results: Additionally, the difference between PLE and traditional method is also presented for incorporating PLEs into a classroom. In this paper, a systematic research framework using ADDIE (Analyze, Design, Develop, Implement and Evaluate) approach is proposed for Personalized Learning Environment (PLE). Conclusion: Overall, this paper discuss the proposed of PLE framework to replace restrictive learning systems

Sense of Place in the Anthropocene: A students-teaching-students course

Contemporary environmental education is tasked with the acknowledgement of the Anthropocene - an informal but ubiquitous term for the current geological epoch which arose from anthropogenic changes to the Earth system - and its accompanying socio-ecological implications. Sense of Place can be a hybridized tool of personal agency and global awareness for this task. Through the creation, execution and reflection of a 14-student students-teaching-students (STS) course at the University of Vermont in the Spring of 2019, Giannina Gaspero-Beckstrom and Ella Mighell aimed to facilitate a peer-to-peer learning environment that addressed sense of place, social justice and community engagement. The students-teaching-students framework is an alternative educational approach that supports the values and practices of the University of Vermont’s Environmental Program, as well as an intentional breakdown of the hierarchical knowledge paradigm. Using alternative pedagogies (predominately critical and place-based), we attempted to facilitate meaningful learning through creative expression, experiential education, community dialogue and personal reflection. Our intention with this was to encourage awareness and action

Actualizing the affordance of mobile technology for classroom orchestration: A main path analysis of mobile learning

Ubiquitous and increasingly accessible, mobile technology enhanced learning in the learning process, referred to as classroom orchestration, is inspiring an increasing number of studies that examines mobile learning from various perspectives. Nonetheless, educators find themselves confronted by the ever-evolving features of mobile technology and challenges in implementation context. This study, therefore, surveys the research literature on mobile learning using main path analysis, and cites affordance actualization by Strong (Strong et al. 2014) as a theoretical lens to identify the research themes from results found in main paths, to develop a “mobile learning actualization” framework. This particular framework integrates several research themes, ranging from system features, educator and learner, the goal of mobile technology adoption, contextual implementation, to the outcome of mobile learning. These insights have proven constructive for educators to adapt mobile technology to a learning environment, thus successfully achieving classroom orchestration

Location-Based Learning Management System for Adaptive Mobile Learning

E-learning and distance learning are all forms of learning that take place outside of a traditional learning environment and can be alternatives for learners who are not able to study in a traditional environment for various reasons. With advancement in technologies and increased use of smart phone, mobile learning has gained popularity as another form of learning and has enabled learners to learn anywhere and anytime. Ubiquitous learning takes mobile learning to another level by providing contents that are context and location aware. There is therefore the need to provide mobile devices with the right learning contents for the right users. The right learning contents should be adaptive to the learner’s location, as well as learning style and device etc. To be able to implement the learning, learning management systems play the important role in creating, managing, and delivering the learning contents. In this paper, a location-based Learning Management System for adaptive and personalized mobile learning is presented. The systems makes use of 5R Adaptation Framework for Location based Mobile learning, the location-based dynamic grouping algorithm, and concepts of the IMS Learning Design model to produce a location-based adaptive mobile learning setting

Exploring Quality Teaching in the Online Environment Using an Evidence-Based Approach

Online learning is increasingly ubiquitous in higher education. However, research regarding online teaching often focuses on the affordances of the online environment rather than on the quality of pedagogy. In this paper we consider how online learning could be enhanced using rich pedagogical models that are consistent with a wealth of existing knowledge on pedagogy for face-to-face settings. To do so, we apply an established framework, the Quality Teaching model, to explore pedagogy in the online environment and illustrate its potential benefits using a case study of 60 students in a tertiary mathematics teacher education program. We conclude that the use of an evidence-based pedagogical model can help guide online instructors in the development of high quality online course

Wearable learning tools

In life people must learn whenever and wherever they experience something new. Until recently computing technology could not support such a notion, the constraints of size, power and cost kept computers under the classroom table, in the office or in the home. Recent advances in miniaturization have led to a growing field of research in ‘wearable’ computing. This paper looks at how such technologies can enhance computer‐mediated communications, with a focus upon collaborative working for learning. An experimental system, MetaPark, is discussed, which explores communications, data retrieval and recording, and navigation techniques within and across real and virtual environments. In order to realize the MetaPark concept, an underlying network architecture is described that supports the required communication model between static and mobile users. This infrastructure, the MUON framework, is offered as a solution to provide a seamless service that tracks user location, interfaces to contextual awareness agents, and provides transparent network service switching