Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "LAMS" wg kryterium: Temat

  Lista filtrów
Wyrównaj
Wyświetlanie 1-15 z 29
Tytuł:
A COMPARISON OF LAMS AND MOODLE AS LEARNING DESIGN TECHNOLOGIES – TEACHER EDUCATION STUDENTS’ PERSPECTIVE
Autorzy:
Bower, Matt
Wittmann, Maximillian
Powiązania:
https://bibliotekanauki.pl/articles/569134.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
LAMS
Moodle
Opis:
As open-source educational systems both LAMS and Moodle provide a range of tools that can be used to support the development of pre-service students’ learning design capabilities. Sixty-eight teacher education students were surveyed to gauge their perceptions of each of these systems as frameworks for designing learning experiences. Responses indicated that the majority of students appreciated that different tools were suitable for different purposes. An unexpected outcome of the research was the different levels of learning design understanding that the survey questions revealed, ranging from highly developed to misconstrued.
Źródło:
Teaching English with Technology; 2011, 11, 1; 62-80
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A RESEARCH DESIGN IN TECHNOLOGY-ENHANCED SCAFFOLDING IN LANGUAGE TEACHING: WHAT LESSONLAMS CAN OFFER AT THE INTERFACE OF EDUCATIONAL AND LANGUAGE LEARNING RESEARCH
Autorzy:
Campbell, Chris
Smala, Simone
Lim, Jung-Sook (Sue)
Powiązania:
https://bibliotekanauki.pl/articles/941238.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
technology enhanced language learning
Korean as a Foreign Language
LAMS
LessonLAMS
computer assisted language learning
Opis:
This chapter aims to provide a language learning design principle using the Learning Activity Management System (LAMS) as a platform in authentic classroom situations. A LessonLAMS sequence has been developed for this research project and was designed using a ‘Dynamic Scaffolding Technique’ within the learner’s zone of proximal development (ZPD) (Vygotsky & Cole, 1978). Participants for this study were South East Queensland secondary students who are studying Korean as a foreign language as an elective subject. The learning design of the LessonLAMS sequence was incorporated in classroom instruction with the research focus on technology-enhanced learning tasks, which was designed and implemented in the foreign language classroom at the participating school.
Źródło:
Teaching English with Technology; 2012, 12, 2; 121-131
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ADOPTING LEARNING DESIGN WITH LAMS: MULTI- DIMENSIONAL, SYNCHRONOUS LARGE-SCALE ADOPTION OF INNOVATION
Autorzy:
Badilescu-Buga, Emil
Powiązania:
https://bibliotekanauki.pl/articles/941240.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
learning design
LAMS
adoption life cycle
social network
information cognitive structures
Opis:
Learning Activity Management System (LAMS) has been trialled and used by users from many countries around the globe, but despite the positive attitude towards its potential benefits to pedagogical processes its adoption in practice has been uneven, reflecting how difficult it is to make a new technology based concept an integral part of the education system. In order to investigate and determine the elements that block the adoption of learning design tools in general, the study will review research papers that have been published in recent years on this subject, especially LAMS. The study will discuss patterns of critical aspects related to adoption of learning design tools and derive a framework that can be used in follow-up studies aimed at collecting relevant empirical data from practitioners to identify key progress measures of the adoption process. These measures may be used later to devise strategies that will see increased adoption of online learning design tools such as LAMS in school systems and higher education institutions.
Źródło:
Teaching English with Technology; 2012, 12, 2; 18-35
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ADOPTION OF LEARNING DESIGNS IN TEACHER TRAINING AND MEDICAL EDUCATION: TEMPLATES VERSUS EMBEDDED CONTENT
Autorzy:
Dalziel, James
Dalziel, Bronwen
Powiązania:
https://bibliotekanauki.pl/articles/941234.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Learning Design
Teacher Training
Medical Education
templates
LAMS
Opis:
One of the ongoing challenges in the field of Learning Design is how to most effectively support educators in the development of innovative e-learning through the adoption and adaptation of learning design templates. This paper reflects on experiences from two recent higher education projects in teacher training and medical education, and considers the advantages and disadvantages of templates as compared to learning designs with embedded discipline content.
Źródło:
Teaching English with Technology; 2012, 12, 2; 62-73
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
AN OVERVIEW OF LAMS (LEARNING ACTIVITY MANAGEMENT SYSTEM)
Autorzy:
Alexander, Christopher
Powiązania:
https://bibliotekanauki.pl/articles/955881.pdf
Data publikacji:
2008
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
LAMS
Learning Design
e-learning
Opis:
This paper provides a thorough introduction to LAMS (Learning Activity Management System). An overview of what LAMS is, and who created it, is followed by a description of its Learner, Monitor and Author environments. The numerous and supportive creater-designed online animated tutorial links ‘built into’ the paper cover in detail all the facets of these environments. It is held that the reader will benefit greatly and will acquire a sound knowledge base of how to use LAMS if these presentations, which total several hours, are viewed. To this extent, this article is also teacher-training in scope. The final part of the paper comprises a brief literature review on LAMS. LAMS pilot use in ESOL is highly recommended and a call is made for the subsequent dissemination of research findings.
Źródło:
Teaching English with Technology; 2008, 8, 3
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ARE TEACHER EDUCATION STUDENTS READY FOR ONLINE LEARNING?
Autorzy:
Dobozy, Eva
Powiązania:
https://bibliotekanauki.pl/articles/941252.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
teacher education
LAMS
online learning
Opis:
Recent reviews of active and participatory learning design are critical of the effectiveness of such strategies, pointing out that students’ participation levels in technology-mediated discussion tasks are generally low. In addition, they note that when students are made to participate, through the attachment of assignment points to participation in online discussions, students become skilled in taking full advantage of the assignment points, without necessarily engaging in deep learning. These reviews point to a disturbing trend in student engagement that needs urgent attention. Does student effort or the lack of it pose an inherent problem for the design of online discussion tasks? Is there a need to factor in students’ ambivalence towards online communicative collaboration when designing LAMS learning tasks? In this paper, I document the use and usefulness of non-assessed discussion forum learning design, discussing the meaning of student content engagement and its relationship to deep learning before reporting preliminary research results that sought to investigate current student engagement with non-assessed learning tasks. My findings illustrate the importance of reassessing current conceptualisation of learning and assessment tasks as a linear progression. Moreover, I conclude that it is counter-productive to ‘make students collaborate’ through the simple attachment of assignment points to tasks, because it rewards compliance rather than learning.
Źródło:
Teaching English with Technology; 2009, 9, 2; 1-15
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
CLOUDWORKS AS A ‘PEDAGOGICAL WRAPPER’ FOR LAMS SEQUENCES: SUPPORTING THE SHARING OF IDEAS ACROSS PROFESSIONAL BOUNDARIES AND FACILITATING COLLABORATIVE DESIGN, EVALUATION AND CRITICAL REFLECTION
Autorzy:
Galley, Rebecca
Conole, Gráinne
Dalziel, James
Ghiglione, Ernie
Powiązania:
https://bibliotekanauki.pl/articles/941134.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Cloudworks
LAMS
OER
Opis:
Cloudworks is a specialised social networking site for sharing, debating and co-creating ideas as well as designs and resources for teaching, learning and scholarship in education. The site has been co-funded by JISC and The Open University, and has ca.2500 registered users and visitors from 165 countries (May 2010). Fundamental to the development of the site has been the belief that one of the key challenges in encouraging more innovative learning design is getting teachers to share designs and ideas. Despite the fact that there are numerous repositories of good practice, case studies, learning objects and Open Educational Resources (OER), their impact on practice has been limited (McAndrew and Santos, 2008). Yet in interviews and workshops, when asked what would they find most helpful to enable them to make better use of technologies in their design practices, teachers consistently say that they want examples of good practice and access to others to share and discuss ideas with (Beetham and Sharpe, 2007). This paper will explore how Cloudworks might be used as a ‘pedagogical wrapper’ for LAMS sequences, supporting the sharing of ideas across professional boundaries and facilitating collaborative design, evaluation and critical reflection.
Źródło:
Teaching English with Technology; 2011, 11, 1; 35-47
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
DESIGN OF LEARNING SEQUENCES FOR VET (VOCATIONAL EDUCATION AND RANTING) COMMUNITY USING LAMS. EXPERIENCE FROM LEONARDO DA VINCI PROJECTS
Autorzy:
Engh, Erik
Powiązania:
https://bibliotekanauki.pl/articles/941197.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
LAMS
vocational training
Opis:
Through different Leonardo da Vinci projects in the period 2005-2010 new pedagogical principles for organizing and delivering more cost- and time-efficient blended learning and training has been developed. This model may lead to new synergies for effective and pedagogical inclusion of state of the art high quality real-time visual collaboration tools into current training principles with a combination with Learning Design Tools such as LAMS. The basis for this framework has been a new pedagogical methodology for the training of the students themselves, named Activity Based Training (ABT). It was found that by using LAMS as a design tool, the teacher has to reflect on the activities introduced to the students in a structured and logical manner. In this way the structural facilities in LAMS fits the structure needed in the ABT methodology. Mechanical industries utilize traditional training methodologies by separating theoretical learning and training from practical training of skills. In such a pedagogical framework hands-on practice comes after the theoretical content descriptions. Activity Based Training (ABT) is closely connected to practical production activities. The training follows the same steps or phases as the industry follows when producing a product. It is then structured logically by giving the students a set of job orders which is broken down into job packages. However, drawing on previous experience based on the framework developed, new ideas will now be exploited and tested in a new set of course developments and frameworks for courses during 2009 – 2010.
Źródło:
Teaching English with Technology; 2009, 9, 3; 53-63
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EXPLORING FLEXIBLE AND LOW-COST ALTERNATIVES TO FACE-TO-FACE ACADEMIC SUPPORT
Autorzy:
Dobozy, Eva
Pospisil, Romana
Powiązania:
https://bibliotekanauki.pl/articles/941251.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Self-directed flexible intervention
student engagement
learning design
net-generation
millennials
generation Y
Blackboard
LAMS
Camtasia
Opis:
In this paper we address some of the issues surrounding the use of educational technology solutions with first year net generation students in an introductory education studies unit. These issues include the need for more engaging learning experiences, the role of technology in supporting this need, and the possible mismatch between expectations and actual needs. The student usage and access of a low-cost, flexible alternative to face-to-face individual or group-based academic support was the focus of this case study. We describe our rationale and attempt to help students with their assignment requirements in a first year teacher education unit through the development of a small-scale self-directed intervention program, and report on student engagement with the model. Analysis of the data brings to light findings that have implications for policy design and shows a need for timely research to better inform lecturers of their students’ digital literacy, acceptance and access, and use of innovative learning designs. This also highlights the requirement for a greater awareness of the technologies that students embrace, the technologies that may pose a challenge and the differing needs of first year students to those of the more experienced learners.
Źródło:
Teaching English with Technology; 2009, 9, 2; 73-92
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
IMPLEMENTING E-LEARNING AT THE UNIVERSITY OF NICOSIA: MAKING IT POSSIBLE
Autorzy:
Alexander, Chris
Powiązania:
https://bibliotekanauki.pl/articles/941135.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
e-learning
LAMS implementation
Opis:
This practical paper reports on significant Learning Activity Management System (LAMS) work currently being undertaken at The University of Nicosia in Cyprus; a growing number of full e-courses have been, and are being, created using LAMS and a suite of specialized programs in order to provide an alternate and more convenient educational service for students. Critical administrative, organizational, personnel, pedagogical and technological issues have had to be addressed to support this important project. Some implications of the way students work online will be discussed, sample e-lecture materials will be presented, and suggestions for future technical development will be made. The paper concludes with the assertion that LAMS can be used to deliver local and international full e-learning courses effectively and inexpensively within a supportive and dynamic administrative and organizational superstructure.
Źródło:
Teaching English with Technology; 2011, 11, 1; 110-147
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
INTRODUCING LEARNING DESIGN AND LAMS TO PRE-SERVICE EDUCATION STUDENTS
Autorzy:
Campbell, Chris
Cameron, Leanne
Powiązania:
https://bibliotekanauki.pl/articles/941138.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
learning design
LAMS
pre-service education
Opis:
Information and Communication Technologies (ICTs) for teaching and learning are continually changing and being replaced by the newest “must have” technologies, so how valuable are skillsbased technology courses in the long-term to pre-service teachers? While pre-service teachers need to be competent and confident users of technology (Cowie & Jones 2005), the universities also need to provide them with knowledge about attitudes, values and pedagogical understanding in respect to ICTs (Cameron 2007). These pre-service teachers need to develop a fundamental understanding about the nature of technological change and their own abilities to confront this change (Phelps & Ellis 2003). It has also been determined that ICT-based courses will hold more long-term value for the pre-service teachers if they promote generic technology skills involving authentic, reflective activities that assist them in their continued learning throughout their careers (Herrington, Oliver & Herrington 1999). Therefore, rather than simply provide and deliver specific skills-based information, the lecturer’s principal function has shifted to create a collaborative, challenging and supportive learning environment within which students were introduced to a broad range of philosophical and pedagogical issues that arise from the integration of a variety of technologies in today’s classrooms (Herrington & Oliver 2002).
Źródło:
Teaching English with Technology; 2011, 11, 1; 148-158
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LAMS AND Q&A CS-WIZARD THROUGH THE LENS OF COMPUTING GREEK TEACHERS: A PILOT EVALUATION STUDY
Autorzy:
Papadakis, Spyros
Kordaki, Maria
Ghiglione, Ernie
Powiązania:
https://bibliotekanauki.pl/articles/569070.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
LAMS
computing teachers
Opis:
This study presents a pilot evaluation study of LAMS performed by Greek Computing teachers. The aim of this study is twofold: to investigate the usability of LAMS as a whole context of tools as well as to evaluate a specific learning tool -entitled the Questions &Answers Cognitive Skills –Wizard (Q&A CS-Wizard) - through the lens of the aforementioned teachers. This tool is integrated within LAMS for the improvement of the creation of questions to encourage the development of students' cognitive skills. Seventeen Computing teachers participated in a learning design experiment for the design of lesson plans using LAMS. The analysis of the data shows that those teachers’ lesson plans were improved -through the use of the Q&A CS-Wizard within LAMS- when compared with their lesson plans designed without the use of this tool. Positive views also expressed by these teachers about the usability of LAMS and the whole experience they acquired during their participation in the said experiment.
Źródło:
Teaching English with Technology; 2011, 11, 1; 159-175
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LAMS AS A COGNITIVE TOOL FOR TEACHER EDUCATION STUDENTS’ REFLECTIVE THINKING
Autorzy:
Dennis, Christine
Powiązania:
https://bibliotekanauki.pl/articles/941195.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
LAMS
teacher education
reflective thinking
Opis:
Design based research is one exemplary way to help educators, educational designers, and institutions rethink their pedagogical approaches within the learning environment. It is envisaged that unique uses of synchronous chat, polling, student feedback, e-portfolios and online questions and answers will help engage the new generation of learners. This paper provides a preliminary formative evaluation of the use of the Learning Activity Management System (LAMS) as a cognitive tool for promoting student reflective thinking within the context of the first year of a teacher education program. There were two research questions. First, how do the learning activities, resources and supports using LAMS foster student engagement and critical reflection? Second, to what extent does learning design using LAMS assist students to link professional knowledge to professional practice? Students were asked to reflect on their own learning and document the process through which they constructed their view of learning from the field. The results showed that, when students recognised the relevance of learning through ‘rich tasks’, they saw their application to the world beyond the classroom and started to reflect critically on their experience. There was a positive response from students about the impact of LAMS in facilitating their understanding of the relationship between professional knowledge and professional practice. What is evident from the evaluations is that the learning activities, resources and supports using LAMS assisted students to do this. The barriers and challenges for future applications require attention to the reliability of IT infrastructure across the university and professional development and change management for academic and support staff.
Źródło:
Teaching English with Technology; 2009, 9, 3; 27-41
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LAMS AS AN ASSESSMENT TOOL FOR TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE
Autorzy:
Castaño, Antonio Brenes
Urgal, Candela Contero
Gómez, Gregorio Rodríguez
Ruiz, Miguel Ángel Gómez
Noche, Beatriz Gallego
Powiązania:
https://bibliotekanauki.pl/articles/941136.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
LAMS
assessment
EFL
Opis:
In this paper we describe how LAMS (Learning Activity Management System) might help English language teachers to design and implement e-Learning-oriented e-Assessment and to enhance the techniques they employ to provide complete assessment units embracing all linguistic skills. In doing so, we present an example of an assessment unit in which such an implementation can be seen through the combination of different resources LAMS provides, thus improving the design of didactic syllabuses.
Źródło:
Teaching English with Technology; 2011, 11, 1; 204-215
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LAMS IN TESOL: SKETCHING POTENTIAL
Autorzy:
Alexander, Chris
Powiązania:
https://bibliotekanauki.pl/articles/941254.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
TESOL
LAMS
Opis:
This paper aims to provide some initial ideas on how LAMS might be utilised in TESOL . Even though this research area requires significant development, it is held that there is growing potential and justification to use LAMS in TESOL. To this end an attempt will be made to illustrate how LAMS, with its increasing number of authoring tools (http://wiki.lamsfoundation.org/display/lamsdocs/Home), could be used (or might be developed to be used) to create sequences that addressed language learning skills in the following six key interrelated areas: vocabulary, grammar, reading, listening speaking and writing. It is maintained that a pre-while-post sequence could be one way of providing a foundation structure learning-design template on which teachers might draw on their experience to build sequences for the practice of these language skills. Although the creation of a more specialised TESOL authoring tool would assist in the construction of non-Internet dependent and LAMS-gradable sequences, it is held that TESOL sequences can still be authored with many of the existing tools.
Źródło:
Teaching English with Technology; 2009, 9, 2; 50-72
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 29

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies