Towards automated specifications of scenarios in enhanced learning technology

Recent standardization efforts in e-learning technology have resulted in a number of specifications, however, the automation process that is considered essential in a learning management system (LMS) is a lessexplored one. As learning technology becomes more widespread and more heterogeneous, there is a growing need to specify processes that cross the boundaries of a single LMS or learning resource repository. This article proposes to obtain a specification orientated to automation that takes on board the heterogeneity of systems and formats and provides a language for specifying complex and generic interactions. Having this goal in mind, a technique based on three steps is suggested. The semantic conformance profiles, the business process management (BPM) diagram, and its translation into the business process execution language (BPEL) seem to be suitable for achieving it.

An Introduction to Learning Technology

A few slides used in 2013 class to introduce the subject of learning technology

Learning technology and patterns of teaching

Resumen basado en el de la publicaci??n

Learning Technology in Scheduling Based on the Mixed Graphs

We propose the adaptive algorithm for solving a set of similar scheduling problems using learning technology. It is devised to combine the merits of an exact algorithm based on the mixed graph model and heuristics oriented on the real-world scheduling problems. The former may ensure high quality of the solution by means of an implicit exhausting enumeration of the feasible schedules. The latter may be developed for certain type of problems using their peculiarities. The main idea of the learning technology is to produce effective (in performance measure) and efficient (in computational time) heuristics by adapting local decisions for the scheduling problems under consideration. Adaptation is realized at the stage of learning while solving a set of sample scheduling problems using a branch-and-bound algorithm and structuring knowledge using pattern recognition apparatus.

Knowledge Learning Technology for Intelligent Tutoring Systems

In this work we suggest the technology of creation of intelligent tutoring systems which are oriented to teach knowledge. It is supposed the acquisition of expert’s knowledge by using of the Formal Concept Analysis method, then construction the test questions which are used for verification of the pupil's knowledge with the expert’s knowledge. Then the further tutoring strategy is generated by the results of this verification.

Scaling up online learning technology and tools for online learning checklist

This checklist highlights key questions for institutions that are considering their online learning provision and relates to the Jisc Scaling up online learning technology and tools for online learning guide.

Association for Learning Technology Annual Survey 2016 Data and Report

This report presents findings from the third Association for Learning Technology (ALT) Annual Survey. As with previous years, the survey was advertised predominately to ALT Members but at the same time promoted publically, and responses were collected between December and January. In total 245 responses have been analysed, 88% (n. 216) of these being submitted by ALT Members. The ALT Annual Survey contains a common core of questions asked in all annual surveys. This year the survey was supplemented with additional questions specifically aimed at informing the new ALT Strategy 2017–2020.

Interdisciplinary project-based learning: technology for improving student cognition

The article studies a way of enhancing student cognition by using interdisciplinary project-based learning (IPBL) in a higher education institution. IPBL is a creative pedagogic approach allowing students of one area of specialisation to develop projects for students with different academic profiles. The application of this approach in the Ural State University of Economics resulted in a computer-assisted learning system (CALS) designed by IT students. The CALS was used in an analytical chemistry course with students majoring in Commodities Management and Expertise (‘expert’ students). To test how effective the technology was, the control and experimental groups were formed. In the control group, learning was done with traditional methods. In the experimental group, it was reinforced by IPBL. A statistical analysis of the results, with an application of Pearson χ 2 test, showed that the cognitive levels in both IT and ‘expert’ experimental groups improved as compared with the control groups. The findings demonstrated that IPBL can significantly enhance learning. It can be implemented in any institution of higher or secondary education that promotes learning, including the CALS development and its use for solving problems in different subject areas.

Association for Learning Technology Annual Survey 2017 Data and Report

This is the fourth Association for Learning Technology (ALT) Annual Survey. As with previous years, the survey was advertised predominately to ALT Members but at the same time promoted publically, and responses were collected between December 2017 and January 2018. The ALT Annual Survey contains a common core of questions asked in all annual surveys. This year the survey was supplemented with additional questions specifically aimed at gaining feedback for Certified Member of ALT (CMALT) framework and to identify other priorities 2018.

Association for Learning Technology Annual Survey 2018 Data and Report

This is the fifth Association for Learning Technology (ALT) Annual Survey. As with previous years, the survey was advertised predominately to ALT Members but at the same time promoted publically. The ALT Annual Survey contains a common core of questions asked in all annual surveys.

Association for Learning Technology (ALT) Annual Survey 2019 Data and ALT Survey Report 2020

This is the sixth Association for Learning Technology (ALT) Annual Survey. As with previous years, the survey was advertised predominately to ALT Members but at the same time promoted publically. The ALT Annual Survey contains a common core of questions asked in all annual surveys.

Evaluation of online higher education: learning, interaction and technology

The work presents a theoretical framework for the evaluation of e-Teaching that aims at positioning the online activities designed and developed by the teacher as to the Learning, Interaction and Technology Dimensions. The theoretical research that underlies the study was developed reflecting current thinking on the promotion of quality of teaching and of the integration of information and communication tools into the curriculum in Higher Education (HE), i.e., bearing in mind some European guidelines and policies on this subject. This way, an answer was sought to be given to one of the aims put forward in this study, namely to contribute towards the development of a conceptual framework to support research on evaluation of e-teaching in the context of HE. Based on the theoretical research carried out, an evaluation tool (SCAI) was designed, which integrates the two questionnaires developed to collect the teachers' and the students' perceptions regarding the development of e-activities. Consequently, an empirical study was structured and carried out, allowing SCAI tool to be tested and validated in real cases. From the comparison of the theoretical framework established and the analysis of the data obtained, we found that the differences in teaching should be valued and seen as assets by HE institutions rather than annihilated in a globalizing perspective.

The interaction factor as a challenge for foreign language learning in the technology based education: a pedagogical reflection

The author carries out a pedagogical reflection on how the technology driven distance learning repeatedly neglects the scientific achievements of Second Language Acquisition and Language Pedagogy. Seeing communicative competence as a major goal of a language classroom, she presents the main challenges that the communicative approach poses to distance learning. To this end, a general distance learning theory by Moore is adapted to the needs of language education, through a distinction between three aspects of learner interaction – with the teacher, with other learners and with content. In this three-dimensional paradigm the learner is seen as the main actor of the process, the teacher as a facilitator, the text as a main source of communicative data and the learner autonomy as the fundament of the process.

Best-practice model for technology enhanced learning in the creative arts

This paper presents a best-practice model for the redesign of virtual learning environments (VLEs) within creative arts to augment blended learning. In considering a blended learning best-practice model, three factors should be considered: the conscious and active human intervention, good learning design and pedagogical input, and the sensitive handling of the process by trained professionals. This study is based on a comprehensive VLE content analysis conducted across two academic schools within the creative arts at one Post-92 higher education (HE) institution. It was found that four main barriers affect the use of the VLE within creative arts: lack of flexibility in relation to navigation and interface, time in developing resources, competency level of tutors (confidence in developing online resources balanced against other flexible open resources) and factors affecting the engagement of ‘digital residents’. The experimental approach adopted in this study involved a partnership between the learning technology advisor and academic staff, which resulted in a VLE best-practice model that focused directly on improving aesthetics and navigation. The approach adopted in this study allowed a purposive sample of academic staff to engage as participants, stepping back cognitively from their routine practices in relation to their use of the VLE and questioning approaches to how they embed the VLE to support teaching and learning. The model presented in this paper identified a potential solution to overcome the challenges of integrating the VLE within creative arts. The findings of this study demonstrate positive impact on staff and student experience and provide a sustainable model of good practice for the redesign of the VLE within creative disciplines.