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Wyświetlanie 1-15 z 69
Tytuł:
PROSPECTS FOR LEARNING DESIGN RESEARCH AND LAMS
Autorzy:
Dalziel, James
Powiązania:
https://bibliotekanauki.pl/articles/941250.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
LAMS
Learning Design
Opis:
Learning Design is a descriptive framework for activity structures that can describe many different pedagogical methods. It is similar to music notation, which can describe many styles of music using a common format, but Learning Design needs further research to be an effective format for sharing good teaching ideas among educators. Learning Design may also provide benefits for traditional educational research through more precise descriptions of educational innovations, which could allow for better control of confounding factors, and through rich records of student performance. Effective sharing of research-based Learning Designs has great potential for the future of teaching and learning.
Źródło:
Teaching English with Technology; 2009, 9, 2
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:
LEARNING DESIGN APPROACHES FOR PERSONALISED AND NON-PERSONALISED E-LEARNING SYSTEMS
Autorzy:
Nat, Muesser Cemal
Walker, Simon
Dastbaz, Mohammad
Bacon, Liz
Powiązania:
https://bibliotekanauki.pl/articles/941147.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
learning design
e-learning systems
Opis:
Recognizing the powerful role that technology plays in the lives of people, researchers are increasingly focusing on the most effective uses of technology to support learning and teaching. Technology enhanced learning (TEL) has the potential to support and transform students’ learning and allows them to choose when, where and how to learn. This paper describes two different approaches for the design of personalised and non-personalised online learning environments, which have been developed to investigate whether personalised e-learning is more efficient than non-personalised e-learning, and discuss some of the student’s experiences and assessment test results based on experiments conducted so far.
Źródło:
Teaching English with Technology; 2011, 11, 1; 176-187
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Guidelines for INTERACTIVE HOMEWORK
Autorzy:
Maciaszczyk, Sylvia
Powiązania:
https://bibliotekanauki.pl/articles/940833.pdf
Data publikacji:
2008
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Moodle
e-learning
learning design
Źródło:
Teaching English with Technology; 2008, 8, 1
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THEORETICAL APPROACH TO DISTILLATION OF PEDAGOGICAL PATTERNS FROM PRACTICE TO ENABLE TRANSFER AND REUSE OF GOOD TEACHING
Autorzy:
Ljubojevic, Dejan
Laurillard, Diana
Powiązania:
https://bibliotekanauki.pl/articles/941137.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Conversational Framework
learning design
Opis:
The promise of the learning design pattern approach to resolve the problem of adequate support to practitioners has not materialised. Our contention is that this is due to the lack of a pedagogically grounded model of approach. We made use of the Conversational Framework (Laurillard, 2002) to guide us in analytical scoping of the problem space and to enable strong focus on the pedagogical properties of a learning design. Our assumption is that successful support for the learning design process can only be erected on top of the model that gives prominence to critical pedagogical properties of the Learning Design. To this end, the work we are engaged with, has two aims: i) understanding the critical factors in what makes good Teaching and Learning Activity design, so that it can be foregrounded in the representational format, and, ii) arriving at a computational model for representing the pedagogy inside the learning design. Our approach is introduced by positioning it in relation to similar work so far, most notably the work on learning design patterns. The paper begins with a critique of the current approach to the design pattern paradigm in the field of learning technology. Our methodological approach is explained and a prototype pedagogical pattern representation based on the Conversational Framework is presented, to illustrate how this might work in practice.
Źródło:
Teaching English with Technology; 2011, 11, 1; 48-61
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
VISUALISING LEARNING DESIGN IN LAMS: A HISTORICAL VIEW
Autorzy:
Dalziel, James
Powiązania:
https://bibliotekanauki.pl/articles/941141.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
LAMS
learning design
visualisation
Opis:
The Learning Activity Management System (LAMS) provides a web-based environment for the creation, sharing, running and monitoring of Learning Designs. A central feature of LAMS is the visual authoring environment, where educators use a drag-and-drop environment to create sequences of learning activities. The visualisation is based on boxes representing discrete activity tools (forum, chat, quiz, content, etc.) which are connected together using arrowed lines to indicate the flow of tasks. This visual approach to authoring of Learning Design has both strengths and weaknesses: in terms of strengths, it has provided a common visual language among LAMS users for rapid adoption and sharing of instructional strategies, and a useful framework for simple linear pedagogical approaches; in terms of weaknesses, the visual simplification necessarily limits the amount of information that can be conveyed about a complex instructional design, especially those designs not easily adapted to a linear format (eg, spiral pedagogies). This paper describes the assumptions behind the LAMS visual authoring environment at the levels of both educational theory and software design, together with a review of implementation experiences among educators, including experiences from the LAMS Community. The paper concludes with reflection on future directions for visualisation of Learning Design, particularly in the area of annotation and time-based visualisation.
Źródło:
Teaching English with Technology; 2011, 11, 1; 19-34
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
STRUCTURED DIALOGUE DESIGN IN LAMS THROUGH INTERACTIVE LECTURE PODCASTING
Autorzy:
Dobozy, Eva
Powiązania:
https://bibliotekanauki.pl/articles/941145.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
podcasting
LAMS
learning design
Opis:
This paper explores the utility of interactive lecture podcasting in LAMS and the impact of structured dialogue design. It reports how curriculum renewal and innovation were greeted with scepticism by teacher education students enrolled in a compulsory curriculum unit at an Australian university. An analytic induction methodology in conjunction with educational data mining techniques was used to analyse the data. The purpose of the study was to understand one aspect of students’ active participatory learning behaviour deemed vital for their success in higher education (HE): willingness to engage in online peer-to-peer dialogue. The paper closes with a recommendation for more systematic monitoring of HE students’ online learning behaviour.
Źródło:
Teaching English with Technology; 2011, 11, 1; 1-18
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
USING LAMS TO FACILITATE A ‘PEDAGOGY-FIRST’ APPROACH TO TEACHING LEARNING DESIGN
Autorzy:
Bower, Matt
Powiązania:
https://bibliotekanauki.pl/articles/941196.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
LAMS
pedagogy
Learning Design
Opis:
This paper recounts a critical classroom experience that occurred when teaching technology-based learning design to trainee teachers, and discusses the implications of the incident for teaching and learning. Observations are drawn from the subject “EDUC261 – Information and Communication Technologies and Education”, which is an optional second year course available to trainee primary and secondary teachers at Macquarie University. On the basis of the observations it is conjectured that adopting a ‘pedagogy-first’ approach to learning design allows teachers to more easily select appropriate technologies from a suite of learning tools (such as LAMS) and sequence them more sensibly than when a ‘technology first’ approach is adopted. Furthermore, it is contended that by considering the nexus between pedagogy and technologies under the pedagogy-first approach, students are better able to appreciate relationship between educational principles and their implementation. Other implications of the approach are discussed and possible extensions are proposed.
Źródło:
Teaching English with Technology; 2009, 9, 3; 42-52
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
PLANNER TOOLS - SHARING AND REUSING GOOD PRACTICE
Autorzy:
Cameron, Leanne
Powiązania:
https://bibliotekanauki.pl/articles/941257.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Planner
Learning Design
LAMS
Opis:
A number of projects teams are currently developing tools that use generic templates to share and reuse good teaching practice. They hope to introduce educators to the learning design process so that they might develop their own effective and pedagogically sound learning activities. In this way, they are encouraging the sharing and reuse of good practice in teaching and learning without requiring lecturers to become experts in learning design or theory.
Źródło:
Teaching English with Technology; 2009, 9, 2; 40-49
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE ROLE OF CONTEXT FREE COLLABORATION DESIGN PATTERNS IN LEARNING DESIGN WITHIN LAMS: LESSONS LEARNED FROM AN EMPIRICAL STUDY
Autorzy:
Kordaki, Maria
Powiązania:
https://bibliotekanauki.pl/articles/941144.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
collaboration design patterns
learning design
LAMS
Opis:
This study presents an experiment aimed at the design of short learning courses in the context of LAMS, using a number of specific context-free collaboration design patterns implemented within LAMS. In fact, 25 Prospective Computer Engineers (PCEs) participated in this experiment. The analysis of the data shows that PCEs fully used these context free collaboration patterns - mostly realized in combination - and designed interesting sequences of learning activities. PCEs also used most of the tools provided within LAMS. However, PCEs were presented with difficulties in integrating collaboration strategies with thinking dimensions in terms of communication, decision making, concept formation, problem solving and inquiry based learning.
Źródło:
Teaching English with Technology; 2011, 11, 1; 188-203
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:
THE THEORETICAL UNDERPINNINGS OF A LEARNING DESIGN PROJECT
Autorzy:
Cameron, Leanne
Powiązania:
https://bibliotekanauki.pl/articles/941243.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
LAMS
contextualised learning design
genetics
ethics
Opis:
In the “Implementing Effective Learning Designs” project a framework and design guidelines were created to provide a comprehensive scaffold to assist academics in the development of inspiring learning design examples and supportive activities. Learning design templates were developed that can be used by academic staff to tailor exemplary examples to meet particular requirements, whilst providing them with the underlying pedagogical principals involved in the learning design. The implementation of learning designs was also explored and barriers identified to their widespread adoption and ways of overcoming these. This paper outlines the theoretical underpinnings that supported the project.
Źródło:
Teaching English with Technology; 2012, 12, 2; 51-61
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
AN EMERGING LEARNING DESIGN FOR STUDENT-GENERATED ‘IVIDEOS’
Autorzy:
Kearney, Matthew
Jones, Glynis
Roberts, Lynn
Powiązania:
https://bibliotekanauki.pl/articles/941237.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
generic
learning design
video
filmmaking
templates
Opis:
This paper describes an emerging learning design for a popular genre of learner-generated video projects: Ideas Videos or iVideos. These advocacy-style videos are short, two-minute, digital videos designed “to evoke powerful experiences about educative ideas” (Wong, Mishra, Koehler & Siebenthal, 2007, p1). We draw on a recent study in teacher education to present a structured description of a pedagogical approach to iVideo filmmaking. A visual learning design representation (Agostinho, Harper, Oliver, Hedberg & Wills, 2008) and a LAMS-based generic learning design template (Cameron, 2008) form part of this description.
Źródło:
Teaching English with Technology; 2012, 12, 2; 103-120
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LEARNING IN LAMS: LESSON FROM A STUDENT TEACHER EXPLORING GENE ETHICS
Autorzy:
Dennis, Carina
Powiązania:
https://bibliotekanauki.pl/articles/941245.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
LAMS
contextualised learning design
genetics
ethics
Opis:
Due to its complex and microscopic nature, genetics is a difficult subject for many learners to conceptually grasp. Graphics, animation and video material can be extremely helpful to their understanding. A wealth of educational online content about genetics has been created over the past decade in the wake of the human genome being sequenced. However, these digital resources are distributed across disparate sites and it requires a high level of content and pedagogical knowledge to orchestrate the progression and choice of material available to the learner, as well as technical expertise to bundle the resources in a meaningful and accessible format. A contextualised learning sequence, called ‘Gene Medicine’, has been designed in LAMS by the author, a student teacher who has a doctorate in human genetics, and who has undertaken a career change to teach science to secondary students. This paper reflects an ongoing professional learning experience as the author integrates her high-content expertise and developing pedagogical knowledge within the LAMS digital environment.
Źródło:
Teaching English with Technology; 2012, 12, 2; 74-87
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
VISUALIZED LEARNING DESIGN: THE CHALLENGES OF TRANSFERRING AN INNOVATION IN THE CYPRUS EDUCATIONAL SYSTEM
Autorzy:
Avraamidou, Antri
Economou, Anastasia
Powiązania:
https://bibliotekanauki.pl/articles/941232.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Visualized Learning Design
transfer of innovation
explicit and collaboration
Learning Design methodology
Information and Communication Technology
Opis:
The adoption of a new Learning Design methodology, especially when it is related to Information and Communication Technologies (ICT), by teachers in Cyprus is a challenge. This paper describes and evaluates the process of transferring such a Learning Design innovation, as developed by the UK Open University, to elementary and secondary education teachers in the Cyprus context. The paper also analyses the impact of such a Learning Design on teacher practice and considers barriers obstructing its uptake. Lastly, suggestions for future implementation are given in the conclusion.
Źródło:
Teaching English with Technology; 2012, 12, 2; 3-17
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 69

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