A generic framework for the development of standardised learning objects within the discipline of construction management

E-learning has occurred in the academic world in different forms since the early 1990s. Its use varies from interactive multimedia tools and simulation environments to static resources within learning management systems. E-learning tools and environments are no longer criticised for their lack of use in higher education in general and within the construction domain in particular. The main criticism, however, is that of reinventing the wheel in order to create new learning environments that cater for different educational needs. Therefore, sharing educational content has become the focus of current research, taking e-learning into a whole new era of developments. This era is enabled by the emergence of new technologies (online and wireless) and the development of educational standards, such as SCORM (Sharable Content Object Reference Model) and LOM (Learning Object Metadata) for example. Accordingly, the broad definition of the construction domain and the interlocking nature of subjects taught within this domain, makes the concept of sharing content most appealing. This paper proposes a framework developed to describe the various steps required in order to enable the application of e-learning metadata standards and ontology for sharable learning objects to serve the construction discipline. The paper further describes the application of the proposed framework to a case study for developing an online environment for learning objects that are standardised, sharable, transparent and that cater for the needs of learners, educators and curricula developers in Construction Management. Based on the framework, a learning objects repository is developed incorporating educational and web standards. The repository manages objects as well as metadata using ontology and offers a set of services such as storing, retrieving and searching of learning objects using Semantic Web technologies. Thus, it increases the reusability, sharability and interoperability of learning objects

Apply the We! Design methodology in E-learning 2.0 system design : a pilot study

During the emergence of Web 2.0, the methodologies and technologies of E-learning have developed to a new era, E-learning 2.0, emphasises on social learning and the use of social interaction tools. The students are the main end-user of the E-learning 2.0 systems, so it is essential to take students' opinions into consideration during the design process of such systems. The We!Design participatory design methodology is proposed for incorporating undergraduate students in the development of educational systems. This pilot study aims to investigate how the We!Design methodology would work and what the results might propose, and gather initial preferences and improve the quality and efficiency of the larger scale studies in the future

MENJADI GURU PROFESIONAL DI ERA DIGITAL: PEMANFAATAN MEDIA PEMBELAJARAN DIGITAL DAN MEDIA SOSIAL

Social media has become an important part of learning. However, the adoption of E-learning and technology in learning resulted in a new teaching era among all educators all over the world. As the COVID-19 hit the world of education, education shifted the learning from face to face learning into distance learning. The following study discussed the implementation of technology in the new era of education during community service programs. Qualitative research was implemented through a week intensive observation by the researchers focusing on media of learning creation, use of digital media in learning and gamification of learning. Based on the data from the study, 48% of the participants had difficulty accessing technology in learning. The researchers also suggested that social media have a significant role to create fun and interactive learning. Moreover, applications such as Canva, Powtoon, Prezi and Kinemaster can be a great tool and media in a new and modern era of learning

Issues in Reusing Online Resources: Chapter 1

This is an era marked by rapid developments in three different educational arenas -- access, lifelong learning and e-learning. In both developed and developing countries there is a growing demand for access to education... Alongside this growing demand for access, increased numbers of adults are returning to colleges and universities for additional education and training (CIHE, 2002). Lifelong learning has come of age, brought about by changes in attitudes to learning and in employment patterns, where jobs and careers are recast many times during a lifespan. Permeating and supporting these first two developments, in access and lifelong learning, are developments in information and communication technologies (ICT). New technologies are beginning to transform how higher education is organized and delivered both on campus and at a distance. E-learning affords new opportunities to increase flexibility in time and location of study, in forms of communication (for example, asynchronous discussions) and types of interaction... Although e-learning has the potential to provide the kinds of flexibility required by wider access and lifelong learning there are some major obstacles. On the one hand, wider access and lifelong learning require vast increases in specially designed course materials to satisfy the greater range of demands for learning. On the other hand, creating the digital resources necessary for online course delivery requires considerable investment, a factor that makes resource development only viable for courses with large student numbers or sizeable budgets. In order to address this difficulty, numerous national and international initiatives have been funded to investigate ways in which digital learning resources might be developed, shared and reused by teachers and learners around the world (so as to benefit from economies of scale). Behind these initiatives lies a vision of a future in which reusable resources (or 'learning objects' as they are called) could comprise a new currency of exchange within a learning economy. Learning objects, produced by publishers, teachers, support staff and students themselves, would be stored in digital repositories, where they could be easily accessed, recombined and reused within online courses. However, despite this vision, the idea of reusing electronic resources is more complex than the object economy scenario, outlined above, may suggest. The next section identifies seven issues associated with the reuse and sharing of resources. These sections focus on educational design, the need for standards, and on the culture and organization that would be necessary in institutions (and across institutions) if reuse were to become a reality

E-Learning and Its Impact on Library & Information Services

Recently there has been a rapid growth in internet in the use of on-line education, which means of becoming literate with new mechanism such as computer networks, content portals, e-libraries, distance learning and web enabled class rooms. The present paper covers what is e-learning, need for e-learning, technological tool used for e-learning etc. Designing aspects of e-learning will also be covered. As we have living in the era IT, it has pervaded the all fields of human lives. So, it has entered the library and information profession also. Areas of library and information profession, which is influenced or brought revolutionary changes with the impact of e-learning are also mentioned

Experiential Learning and Digital Learning - Contradictory or Complementary? The Idea of 'Learning by Doing' and its Relevance for Today's Teaching and Learning

In the beginning of the 20th century, ‘learning by doing’ and ‘experiential learning’ were new progressive ideas in education. They are not only still actual, but also booming since the end of the last century. Nowadays, however, since the beginning of the 21th century digital or e-learning seems to be a new magic word in education. Is it a beginning of a new era, where new possibilities create new ideas, which replace the old ones or can both concepts enrich each other? In a brief presentation and discussion of experience based teaching and learning concepts, the author will reflect on the possibilities of ‘experiential learning’ in the ‘digital age’

New challenges for e-learning post-graduation in exact and technological sciences

Learning and teaching in an on-line environment are, in many ways, much like teaching and learning in any other formal education context. However, the pervasive effect of the on-line medium creates a unique environment for teaching and learning (Anderson, 2004). This century will see the emergence of a post-modern era of distance education characterized by increased diversity and choice (Garrison, 2000). Such development is made possible by new communication technologies, as exemplified by the evolution of the open universities in their adoption of new models to replace/complement the traditional self-paced, independent learning model of the industrial era (Davis, 1999). The implementation of these new models to formal master courses in specific areas of life sciences, mathematics and technology is a new challenge, where face to face field and laboratory activities are often compulsory. This paper presents a preliminary reflection on the working experience of three masters courses taught at Portuguese distance learning university. In Portugal those courses are novel both in terms of the e- or b-learning regime, and in terms of curricular contents and professional competence outcomes

A Design and Development of micro-Learning Content in e-Learning System

In the rapidly changing digital era, changes in learning through e-learning are required. Micro-learning contents were analyzed as a method that can replace the e-learning contents in existing regular courses implemented with large amounts of learning and large contents. In the present study, a method for easy and quick production of contents was presented for effective micro-learning services. The results of the study indicated that the micro-learning content development method presented in the present study is valid in terms of the efficiency of content development. The content development method presented in the present study is considered to bring about new changes to the existing e-learning content development methods utilizing flash, HTML5, H5P, etc