Folder E-Learning

E-Learning
Using new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration.

Documents

pdf Google Glass in Face-to-face Lectures - Prototype and First Experiences

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Google_Glass_in_Face-to-face_Lectures_- (1).pdf

This publication aims to discuss how Google Glass, a head-mounted display, impacts the interaction between a lecturer and the audience in face-to-face lectures as part of a so-called Audience Response System (ARS). Therefore we developed and tested a prototype to point out poten-tials and limitations of Google Glass in this context.

default LangMoocs: Research report on the current state of Language Learning MOOCs worldwide: Exploration, Classification and Evaluation

By Tagged in classification, Erasmus+, ErasmusPlus, evaluation, langmoocs, language, learning, mooc 8 downloads

LangMoocs: Research report on the current state of Language Learning MOOCs worldwide: Exploration, Classification and Evaluation.

This report has been produced in the framework of the Erasmus+ project "LangMoocs". It presents the results of a research carried out during the second semester of 2015, aiming to explore, classify and evaluate available MOOCs for language learning.

pdf Randolph Preisinger-Kleine, Graham Attwell: Pegagogy framework to support learning with web 2.0 during educational transition

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commonpedagogyframework.pdf

Authors: Graham Attwell / Randolph Preisinger-Kleine

The common pedagogic framework represents an approach to understanding the context in which education transitions take place and the potential pedagogic affordances of web 2.0 tools for teaching and learning. In this paper we have sought to explore such pedagogic affordances both from the point of learning and pedagogy theory and from the direction of designing learning activities. Rather than prescribing a particular pedagogy, tool or platform, we have sought to illustrate processes of designing learning to provide a framework for the G8WAY project.

However the results allow for a comprehensive reflection of e-tools regarding their relevance in learning processes in transitions: Are they appropriate to the learning ways and strategies of young people? Do they address the needs the young people have? Do they address the gaining of competencies that are crucial to succeed with the labour market entrance? The G8WAY project employs a set of basic concepts available through existing pedagogy frameworks, which however are further developed to meet the specific requirements of learning processes taking place during educational transition. The G8WAY pedagogy framework covers:

Pedagogic theories and approaches,which allow us to reflect learning in transitions and its implications for the design of web 2.0 powerered learning environments.

A methodology to reflect learning technology in the light of pedagogy theories and models as well as analyse and categorize learning technology with relation to its learning characteristics. Moreover the methodology serves as a basisagainst which to benchmark pedagogical principles for any particular learning scenario developed within the G8WAY project.

Pedagogical classification is understood here as tagging the learning tools and objects with schemes that characterize them according to the pedagogical standpoint that was used to create them, or to the actual pedagogical orientation of their constituent learning contents and activities.

Persona method, which will allow us to identify trends or patterns in user behaviours, expectations, motivation s and experienced support in transitions in order to develop learning scenarios into educational transition.

The pedagogy framework will inform the building of learning scenarios, which describe learning activities in more depth with regard to the dimensions: context (aims, learning,outcomes, pre-requisites, skills, subject, environment, time, difficulty or complexity), learning approach (theories and models) and tasks related (type, technique, interaction, roles, resources, tools, assessment etc.).

default Systematic Literature Review into Empirical Web 2.0 Usage in Education and Workplace

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Thomas Connolly – University of the West of Scotland
Gavin Baxter – University of the West of Scotland
 
The principal aim of this study is to provide an overview of the ‘state of the art’ of empirical evidence related to the use of Web 2.0 technologies in education and the workplace. However, one of the other salient aims of the study is to identify examples of best practice associated with the use of Web 2.0 technologies in higher education and enterprises in addition to Web 2.0 implementation frameworks that have the potential to assist educators and management practitioners in introducing Web 2.0 tools into their respective environments.
 
the study provides a valuable resource of information to the wider academic and practitioner communities regarding how Web 2.0 technologies are currently being applied in both educational and enterprise related contexts. Furthermore, in addition to examining the context of use, the systematic literature review performed in the study aims to examine, compare and contrast the findings of empirical studies associated with Web 2.0 use in education and industry to identify the effectiveness and impact of Web 2.0 technologies and to disseminate the benefits of their use to educators, management practitioners or trainers who are unfamiliar in adopting their use.
 
The systematic literature review also identifies potential barriers towards the use of Web 2.0 technologies and provides a set of models, one designed to be adapted for educational settings and the other for industry that advocate a set of steps to undertake when introducing Web 2.0 technologies into these environments for the first time.