5,884 research outputs found
Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning
The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning
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UK Research Information Shared Service (UKRISS) Final Report, July 2014
The reporting of research information is a complex and expensive activity for research organisations (ROs). There is little alignment between funders of the reporting requests made to institutions and requests made to individual researchers about their research outputs and outcomes. This inevitably results in duplication and increased costs across the sector, whilst limiting the potential sharing and reuse of the information. The UK Research Information Shared Service (UKRISS) project conducted a feasibility and scoping study for the reporting of research information at a national level based on CERIF (Common European Research Information Format), with the objective of increasing efficiency, productivity and quality across the sector. The aim was to define and prototype solutions which are compelling, easy to use, have a low entry barrier, and support innovative information sharing and benchmarking. CERIF has emerged as the preferred format for expressing research information across Europe. To date, CERIF has been piloted for specific applications, but not as a format for reporting requirements across all UK ROs. The final report presents the work carried out by the UKRISS project, including requirements gathering, modelling and prototyping, as well as recommendation for sustainability. UKRISS was divided into two phases. Phase 1, mapping the reporting landscape, ran from March 2012 to December 2012. Phase 2, exploring delivery of potential solutions, began in February 2013 and ended in December 2013
Experiences with GRAIL::Learning Design support in .LRN
The IMS-LD specification allow the transcription of almost any pedagogical
model in a "Unit of Learning" (UoL), which is a package where contents
and methodology are combined together in order to be deployed in a compliant
software. Making use of GRAIL as the supporting tool inside the .LRN Learning
Management System, this paper presents two real experiences of use where
IMS-LD has been used to deploy pedagogical models with different levels of
complexity
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