E-Learning

E-learning enables students to pace their studies according to their needs, making learning accessible to (1) people who do not have enough free time for studying - they can program their lessons according to their available schedule; (2) those far from a school (geographical issues), or the ones unable to attend classes due to some physical or medical restriction. Therefore, cultural, geographical and physical obstructions can be removed, making it possible for students to select their path and time for the learning course. Students are then allowed to choose the main objectives they are suitable to fulfill. This book regards E-learning challenges, opening a way to understand and discuss questions related to long-distance and lifelong learning, E-learning for people with special needs and, lastly, presenting case study about the relationship between the quality of interaction and the quality of learning achieved in experiences of E-learning formation

NMC Horizon Report: 2017 Higher Education Edition

The NMC Horizon Report > 2017 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI). This 14th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six important developments in educational technology are placed directly in the context of their likely impact on the core missions of universities and colleges. The three key sections of this report constitute a reference and straightforward technology-planning guide for educators, higher education leaders, administrators, policymakers, and technologists. It is our hope that this research will help to inform the choices that institutions are making about technology to improve, support, or extend teaching, learning, and creative inquiry in higher education across the globe. All of the topics were selected by an expert panel that represented a range of backgrounds and perspectives

New Updates in E-Learning

This book presents state-of-the-art educational technologies and teaching methodologies and discusses future educational philosophies in support of the global academic society. New Updates in E-Learning is a collection of chapters addressing important issues related to effective utilization of the Internet and Cloud Computing, virtual robotics, and real-life application of hybrid educational environments to enhance student learning regardless of geographical location or other constraints. Over ten chapters, the book discusses the current and future evolution of educational technologies and methodologies and the best academic practices in support of providing high-quality education at all academic levels

Integrating Neuro Technology into the Clinic: a proposed tool for promoting the clinical integration of neuro rehabilitation technology

Advanced neuro rehabilitation technology is becoming more common in upper extremity stroke rehabilitation. It uses the occupational therapy approach of restoration or remediation of function. Advanced neuro rehabilitation technology includes devices such as functional electrical stimulation, robotics, sensor-based technology and virtual reality gaming. Many of these types of devices are based on principles of neuroplasticity and motor learning, and as such, offer an intervention approach that involves high intensity repetitive movement training in engaging environments with performance feedback (Levin, Weiss & Keshner, 2015; Mehrholz, Hadrich, Platz, Kugler & Pohl, 2012); Winstein et al., 2016). Despite emerging evidence-based literature on the efficacy of using neuro rehabilitation technology for upper extremity rehabilitation post-stroke, there is very limited research on how to effectively implement and deploy technology into typical occupational therapy service delivery. Integrating Neuro Technology into the Clinic is a resource tool and mentoring program informed by evidence and grounded in theory. It was designed to encourage clinics to take an active role in adapting the program and evolving the content to support clinicians in using technology to meet their individual clinic goals as their needs change over time. The overall aim of Integrating Neuro Technology into the Clinic is to increase clinicians use of technology for clinically meaningful outcomes and to assist with improving perceived self-efficacy in the appropriate application of the technology. Integrating Neuro Technology into the Clinic consists of a resource binder of education modules and resources and a 13-week occupational therapist led peer mentoring program focusing on technology use and knowledge translation. Integrating Neuro Technology into the Clinic was created to encourage the use of advanced neuro technology in occupational therapy service delivery. The long-term outcomes of this project will contribute to emerging knowledge on technology use in occupational therapy practice and hopefully influence improved technology integration in occupational therapy practice

Narrative-Based Visual Theology for Oral Learning Pastor Training

In the realms of popular education, literates hold the day, yet they are not the majority. Even in our highly-advanced world, non-literates or oral communicators, still comprise the largest class of potential learners awaiting an education. The problems they face are complicated and challenging. Physical and financial access to education stop most oral communicators before they even start. If they had access to a local educational institution, more massive hurdles await, including literacy itself followed closely by lack of attention to the learning styles of oral learners. Yet there is hope. When educators determine to address the unique needs and challenges faced by the non-literate world majority, new schemas arise. This paper examines some of those efforts while focusing on one segment of oral societies, those individuals in spiritual leadership, pastors. Oral learning pastors bear the significant burden of providing spiritual guidance in a field where this knowledge is usually gained through literate means. I will offer a clear explanation of the problems faced by these leaders, what means and methods have been attempted to reach them in the past as well as more recent efforts to address more appropriate andragogic methods. This paper will explore learning style preferences for oral communicators while giving attention to field tested methods examined in the last thirty years. A review of ancient oral communications brought into modern practice will demonstrate effective models of verbal and visual teaching and learning. An emphasis on theological accuracy and reproducibility will present compelling evidence that oral learners represent the largest untapped resource of the global church

Participation and barriers to participation in adult learning at a community college in the Western Cape: A chain-of-response model

Magister Educationis (Adult Learning and Global Change) - MEd(AL)This study investigates “why adults participate in learning activities” and “what barriers deter adults from participating in learning activities.” Learning activities can include informal learning initiatives and formal education programmes. According to Larson and Milana (2006) “the question of why some people participates in adult education and training while others don’t thus” (p. 2) is as relevant and urgent as ever as we want to make lifelong learning accessible for everybody. While working at a Community College in the Western Cape (South Africa), for the period October 2007 until June 2010, I have observed and noticed that many of the learners who entered the different programmes were all of a certain age. Many of them experienced an excess of barriers deterring them from participation in learning. For the purpose of this study, I am going to use the Chain-of-Response (COR) Model by Cross (1981a) to investigate specifically the situational barriers affecting those learners. Cross (1981a) developed the COR model. The rationale behind it was to better understand what urges people to participate in higher education or learning institutions. This model can be seen as cyclic, and involves seven steps developed by Cross (1981a) which have different impacts on the decision-making process of whether to enter or participate and persist in an adult learning course. Cross (1981a) argues that “an adult’s participation in a learning activity is not an isolated act but is the result of a complex chain of responses based on the evaluation of the position of the individual in their environment” (p. 36). Responses leading to participation tend to originate within the individual, as opposed to outside forces; it can either encourage or discourage participation in learning