The future of technology enhanced active learning – a roadmap

The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap

DIGITAL: multidisciplinary and multidimensional in the classrooms

In this paper our aim is to analyse and present some pedagogical paths that prefigure and guide the teaching-learning devices developed "around" the digital tools. In this context issues related to the implementation with teaching methodologies and teaching techniques acquire a new dimension due to the need of transpose them into online learning environments (technologies to teach to technologies to learn). This starting point is a deep understanding from the analysis of actors in the online learning process: student, teacher, platform and e- contents. Thus, it is our goal in this chapter to promote digital education, think of teaching methods, tools and learning processes, to adapted to eLearninginfo:eu-repo/semantics/publishedVersio

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

The LAB@FUTURE Project - Moving Towards the Future of E-Learning

This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer-generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused subjects namely: Fluid Dynamics - Science subject in Germany, Geometry - Mathematics subject in Austria, History and Environmental Awareness – Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of deployment

An eMath Teacher TOOL for ACTIVE LEARNING FLEURY'S ALGORITHM

An eMathTeacher [Sánchez-Torrubia 2007a] is an eLearning on line self assessment tool that help students to active learning math algorithms by themselves, correcting their mistakes and providing them with clues to find the right solution. The tool presented in this paper is an example of this new concept on Computer Aided Instruction (CAI) resources and has been implemented as a Java applet and designed as an auxiliary instrument for both classroom teaching and individual practicing of Fleury’s algorithm. This tool, included within a set of eMathTeacher tools, has been designed as educational complement of Graph Algorithm active learning for first course students. Its characteristics of visualization, simplicity and interactivity, make this tutorial a great value pedagogical instrument

Benefits, Limitations and Best Practices of Online Coursework…Should Accounting Programs Jump on Board?

The evolution of online teaching has evolved as quickly and vivaciously as the adoption of the World Wide Web. While there were and are skeptics, research shows that not only is online learning more convenient and makes educational available anytime and anywhere, it has the potential, in some cases, to be an improved tool for educating. To ensure maximized learning outcomes, and to experience the blessing and not the curse of online coursework, it is critical that universities embrace it wholeheartedly and follow online pedagogical best practices in developing and executing online courses. In addition, there are some courses where special forethought should be made to ensure online learning is effective. Courses that are more computational necessitate this consideration. This document serves to provide strategies and best practices on how to obtain excellence and maximized outcomes from online education. It examines research to date and outlines: the benefits and challenges of online learning, strategies and best practices for online educating, and considerations for online accounting coursework

E-learning as a Vehicle for Knowledge Management

Nowadays, companies want to learn from their own experiences and to be able to enhance that experience with best principles and lessons learned from other companies. Companies emphasise the importance of knowledge management, particularly the relationship between knowledge and learning within an organisation. We feel that an e-learning environment may contribute to knowledge management on the one hand and to the learning need in companies on the other hand. In this paper, we report on the challenges in designing and implementing an e-learning environment. We identify the properties from a pedagogical view that should be supported by an e-learning environment. Then, we discuss the challenges in developing a system that includes these properties

An active learning and training environment for database programming

Active learning facilitated through interactive, self-controlled learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a tool for database programming that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. Therefore, we discuss analysis and evaluation of these Web-based environments focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the learning approach, learning organisation and actual tool usage are aspects of behaviour that require different techniques to be used

An evaluation of constructivism for learners with ADHD: Development of a constructivist pedagogy for special needs

We examine whether constructivist eLearning tools can be used to help learners cope with special educational needs, such as difficulties with attention and concentration. Preliminary work is reported here, in which we seek to determine the reasons why a constructivist approach is difficult for learners with ADHD. This work is intended to lead to recommendations of how learners with ADHD could benefit from constructivist eLearning systems, e.g. through the managed use of multimedia technology. A preliminary model has been developed that illustrates the areas in which constructivist pedagogies need to address the limitations of ADHD learners. Further work will expand this model and eventually test it in a real environment (e.g. in a school with ADHD learners). The outcome will encourage a reconsideration of existing multimedia theories as they relate to learners with special needs, and provide new directions in order to support learners with ADHD

Building capacity in climate change policy analysis and negotiation: methods and technologies

Capacity building is often cited as the reason “we cannot just pour money into developing countries” and why so many development projects fail because their design does not address local conditions. It is therefore a key technical and political concept in international development. Some of the poorest countries in the world are also some of the most vulnerable to the impacts of climate change. Their vulnerability is in part due to a lack of capacity to plan and anticipate the effects of climate change on crops, water resources, urban electricity demand etc. What capacities do these countries lack to deal with climate change? How will they cope? What steps can they take to reduce their vulnerability? This innovative and high-profile research project was part of a larger project (called C3D) and conducted with non-governmental organisations in Senegal, South Africa and Sri Lanka. The research involved several participatory workshops and a questionnaire to all three research centres