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

Evolution, testing and configuration of variability intensive systems

Tesis descargada desde ResearchGateOne of the key characteristics of software is its ability to be adapted and configured to different scenarios. Recently, software variability has been studied as a first-class concept in different domains ranging from software product lines to pervasive systems. Variability is the ability of a software product to vary depending on different circumstances. Variability intensive systems are those software products where variability management is a core engineering activity. The varying parts of those systems are commonly modeled by us- ing different variability model flavors, being feature modeling one of the most common ones. Feature models were first introduced by Kang et al. back in 1990 and are a compact representation of a set of configurations in a variability intensive system. The large number of configurations that a feature model can encode makes the manual analysis of feature models an error prone and costly task. Then, computer-aided mechanisms appeared as a solution to extract useful information from feature models. This process of extracting information from feature models is known as ¿Automated Analysis of Feature models¿ that has been one of the main areas of research in the last years where more than thirty analysis operations have been proposed.Premio Extraordinario de Doctorado U

Data Representation Methods For Environmentally Conscious Product Design

The challenge of holistically integrating environmental sustainability considerations with design decision-making requires novel representations for design and sustainability-related data that allow designers to understand correlations among them. Challenges such as (1) lack of suitable data & information models, (2) methods that simultaneously consider environmental sustainability as well as design constraints, and (3) uncertainty models for characterizing subjectivity in environmental sustainability-based decision making, pose serious impediments towards this goal

ACCEL : a tool for supporting concept generation in the early design phase

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Deliverable 9 - Evaluation report of training and the use of training tools

Van der Klink, M. R., Kicken, W., Drachsler, H., Stoyanov, S., & Boshuizen, H. P. A. (2011). Deliverable 9 - Evaluation report of training and the use of training tools. Heerlen, The Netherlands, Open Universiteit in the Netherlands.This deliverable describes the design, development and evaluation of a learning network that was developed for medical professionals interested and/or responsible for improving handoversHandover - 2008 - 22340

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Computer Science and Technology Series : XV Argentine Congress of Computer Science. Selected papers

CACIC'09 was the fifteenth Congress in the CACIC series. It was organized by the School of Engineering of the National University of Jujuy. The Congress included 9 Workshops with 130 accepted papers, 1 main Conference, 4 invited tutorials, different meetings related with Computer Science Education (Professors, PhD students, Curricula) and an International School with 5 courses. CACIC 2009 was organized following the traditional Congress format, with 9 Workshops covering a diversity of dimensions of Computer Science Research. Each topic was supervised by a committee of three chairs of different Universities. The call for papers attracted a total of 267 submissions. An average of 2.7 review reports were collected for each paper, for a grand total of 720 review reports that involved about 300 different reviewers. A total of 130 full papers were accepted and 20 of them were selected for this book.Red de Universidades con Carreras en Informática (RedUNCI