Creating knowledge maps in Virtual Learning Environments

The intention of this paper is to show a reflexive study about knowledge representation through maps in virtual learning environments (VLE). The aim of this research is to investigate how maps can be used to build information networks, contribute to the collective building of knowledge, and facilitate research and pedagogical mediation in VLEs. For this purpose, the specialization post-graduation online course “Software Use in Qualitative Research” was analyzed. During this analysis, I discuss meaningful learning through maps built using the mapping software Nestor Web Cartographer, CMap tools and Compendium. I then present some important aspects about how maps can contribute to online content design, tutoring diagnostic and assessment applications

The influence of virtual presence: Effects on experienced cognitive load and learning outcomes in educational computer games

Does the immersive design of an educational gaming environment affect learners’ virtual presence and how much do they learn? Does virtual presence affect learning? This study tries to answer these ques- tions by examining the differences in virtual presence and learning outcomes in two different com- puter-based multimedia environments: a gaming environment with high immersive design vs. hypertext learning environment with low immersive design. As the main focus, the effect of virtual pres- ence on learning is also explained and tested. By identifying virtual presence as a variable that may deter- mine learning, it is argued that computer gaming environments present a new challenge for researchers to investigate, particularly, the effects of virtual presence on the immersive design of games in order to help designers to predict which instructional configurations will maximize learning performance. In gen- eral, results revealed that the high-immersive gaming environment leads to the strongest form of virtual presence but also decreased learning. Although regression analyses indicate that virtual presence posi- tively influences trivial- and non-trivial learning outcomes, learners who learned in a low-immersive environment outperformed the gaming group. A mediation analysis showed that the relation between virtual presence and non-trivial learning outcomes is partly mediated through increased cognitive load

The Collective Building of Knowledge in Collaborative Learning Environments

The intention of this chapter is to investigate how collaborative learning environments (CLEs) can be used to elicit the collective building of knowledge. This work discusses CLEs as lively cognitive systems and looks at some strategies that might contribute to the improvement of significant pedagogical practices. The study is supported by rhizome principles, whose characteristics allow us to understand the process of selecting and connecting what is relevant and meaningful for the collective building of knowledge. A brief theoretical and conceptual approach is presented and major contributions and difficulties about collaborative learning environments are discussed. New questions and future trends about the collective building of knowledge are suggested

Alternativas emergentes de mediación pedagógica en la sociedad del conocimiento para la educación superior: tecnología educativa, entornos virtuales de aprendizaje y posibles paradigmas globales de innovación aplicables al contexto colombiano.

NingunaEsta monografía pretende analizar alternativas emergentes de mediación pedagógica en la sociedad del conocimiento para la educación superior, en virtud de la tecnología educativa, entornos virtuales de aprendizaje y posibles paradigmas globales de innovación aplicables al contexto colombiano, en consideración de cinco categorías de análisis: - Marco de la educación superior en el ámbito local. - Tecnología educativa y mediación pedagógica en la sociedad del conocimiento. - Entornos virtuales de aprendizaje. - Últimas tendencias: paradigmas globales de innovación en los procesos de mediación pedagógica dentro del marco de la educación superior. - Paradigmas de mediación pedagógica actualmente implementados en el campo de la educación superior colombiana, en la línea de la tecnología educativa e implementación de entornos virtuales de aprendizaje. Lo anterior, a través de un estudio cualitativo, de revisión bibliográfica, procurando, inicialmente, contextualizar el marco de la educación superior en el ámbito colombiano, incluyendo su definición y niveles; haciendo una aproximación conceptual a la premisa de mediación pedagógica en la sociedad del conocimiento, en el contexto de la tecnología educativa, igualmente, dentro del marco de la educación superior; asimismo, definiendo Entorno Virtual de Aprendizaje y su aplicabilidad en la educación superior, reconociendo los actores y elementos que allí intervienen, así como las competencias asociadas su diseño y moderación.This monograph is intended to analyze some emergent pedagogical mediation alternatives as part of the so-called knowledge society in the superior education field, in accordance with educational technology, virtual learning environments and possible innovation paradigms which might be applicable to the Colombian context, considering five core categories as follows: - Local superior education frame. - Educational technology and pedagogical mediation in the knowledge society. - Virtual learning environments. - Latest tendencies: innovation global paradigms for pedagogical mediation processes in the superior education field. - Pedagogical mediation paradigms currently applied in the Colombian superior education field, in accordance with educational technology and virtual learning environments implementation. The aforementioned, through a bibliographic review qualitative study type, aimed to contextualize the Colombian superior education frame, including its definition and levels; approaching the concept of pedagogical mediation in the knowledge society; as well as the definition of virtual learning environment and its applicability in the superior education, acknowledging the parties and elements that intervene therein, also regarding the associated abilities which may be considered when designing and moderating such virtual learning environments

360° videos in education – A systematic literature review on application areas and future potentials

As a teaching and learning medium, 360° videos offer new teaching-learning experiences. Through the possibility of immersion, individual 360° panoramic images, multi-perspective viewing options and interaction possibilities, they extend the advantages of conventional video technology. To understand the potential of using 360° video technology for educational processes, a systematic literature review analyzed previous scientific articles (N = 44) about the interdisciplinary use of 360° videos according to PRISMA guidelines. In the systematic literature selection, particular emphasis was placed on the conceptual distinction between virtual reality and 360° videos. By the authors, 360° videos are understood as a specific video format that has characteristics of virtual reality but is to be distinguished from virtual reality by the necessary real recording situation without programmed virtual environments. The results show a use of 360° videos mainly for three teaching-learning purposes: presentation and observation of teaching–learning content, immersive and interactive theory–practice mediation, and external and self-reflection. Combined with the added value of conventional video technology and other immersive technology such as virtual reality, five added value categories for its use as a teaching–learning medium were identified: To increase learning motivation and interest, to learn in authentic and realistic learning scenarios, for immersive and interactive learning experiences, for multi-perspective observation opportunities and for individual learning. These consisted primarily of positive motivational effects for authentic or immersive learning experiences

The Virtual Environments and Platforms in the Teaching of English

Abstract The research aims to highlight the significance of virtual learning environments and platforms in promoting cognitive competencies through interactive learning. The objective is to create effective learning environments by utilizing Virtual Learning Environments and implementing platforms to enhance communicative competencies. The methodology employed for this study includes quantitative and qualitative, descriptive, and predictive approaches, using technological innovation through the implementation of the Schoology platform based on the TPACK model. The results of the study indicate that students exhibit high levels of motivation and discernment toward virtual environments, particularly in English classes. Therefore, selecting appropriate didactic resources and incorporating pedagogical mediation is crucial for optimizing learning outcomes. It is essential to educate students on the significance of learning a foreign language and how it can impact the neural structure of the bilingual brain. Virtual environments facilitate interaction between team members, leading to the creation of new networks and learning environments for the development of language and communicative competencies in another language. Keywords: virtual environments, English teaching, technological innovation, TPACK model. Resumen La investigación se enfoca en la importancia de los entornos y plataformas virtuales de aprendizaje porque permiten la interacción para desarrollar competencias cognitivas, para ello el objetivo consiste en generar ambientes de aprendizaje basados en los Entornos Virtuales de Aprendizaje, mediante la implementación de plataformas y fortalecer las competencias comunicativas, con este fin la metodología tiene un enfoque cuantitativo – cualitativo, de naturaleza descriptiva y predictiva desde la innovación tecnológica con la implementación de plataforma Schoology basados en el modelo TPACK. De acuerdo a los resultados, se evidencia que existe un alto discernimiento y motivación de los estudiantes a la implementación de los entornos virtuales, en particular a las clases de inglés. Para lo cual la necesidad de una mediación pedagógica en la selección de los recursos didácticos podría potencializar aún más el aprendizaje, para ello es fundamental hacer comprender a los estudiantes la relevancia de aprender un idioma extranjero y como este cambia en la estructura neuronal y su trascendencia en un cerebro bilingüe. Por tanto, los entornos virtuales promueven la interacción entre equipos de trabajo con la finalidad de generar nuevas redes y ambientes de aprendizaje, para el desarrollo de competencias lingüísticas y comunicativas en otro idioma. Palabras Clave: entornos virtuales, enseñanza inglesa, innovación tecnológica, modelo TPACK

Learning landscapes for universities: mapping the field [or] Beyond a seat in the lecture hall: a prolegemenon of learning landscapes in universities

This is the first in a series of project working papers. Its aim is to commence the development of a shared vocabulary so that visioning learning landscapes can be realised in the appropriate development of academic estate. The paper explores first, how the terminology of learning landscapes has been employed elsewhere. Secondly, its connections with university conceptualisations past and present are explored as this project aims to retain the strengths of traditional academic environments together with new designs. The impetus to its emergence is next reviewed , its constituent elements and any evidence of estates-related literature. Finally a definition is essayed. Includes an abbreviated version (p.11-14)

A tool-mediated cognitive apprenticeship approach for a computer engineering course

Teaching database engineers involves a variety of learning activities. A strong focus is on practical problems that go beyond the acquisition of knowledge. Skills and experience are equally important. We propose a virtual apprenticeship model for the knowledge- and skillsoriented Web-based education of database students. We adapt the classical cognitive apprenticeship theory to the Web context utilising scaffolding and activity theory. The choice of educational media and the forms of student interaction with the media are central success criteria

Creencias de los estudiantes en torno a los Espacios Virtuales de Aprendizaje en el desarrollo de la competencia comunicativa oral. Un estudio de caso

Oral communicative competence is traditionally neglected in the development of competence of students in compulsory education. In a highly demanding social and professional context, we must contribute to communication skills in general and to oral skills in particular. Together with this, given the digital and changing context in which we find ourselves, we need to know and master new means of production and reception of messages mediated by technology. Virtual Learning Environments open up an updated field of work that allows for feedback and the extension of the spatial-temporal limits of the classroom for the development of orality

Learning localization through Trans-Atlantic collaboration: bridging the gap between professions

In light of what has taken place since their presentation at the IEEE International Professional Communication Conference in 2005, the authors describe additional requirements and merits of matching technical writing students in the US with translation students in Europe in a collaborative assignment. Where the original article dealt with how to set up and organize the collaboration, this tutorial delves into the pedagogical challenges and the process dynamics involved in such an exchange, including mediation, power, and teamwork issues