Implementation Of Learning Environment Research Articles

Evaluating Video Games as Tools for Education on Fake News and Misinformation

Despite access to reliable information being essential for equal opportunities in our society, current school curricula only include some notions about media literacy in a limited context. Thus, it is necessary to create scenarios for reflection on and a well-founded analysis of misinformation. Video games may be an effective approach to foster these skills and can seamlessly integrate learning content into their design, enabling achieving multiple learning outcomes and building competencies that can transfer to real-life situations. We analyzed 24 video games about media literacy by studying their content, design, and characteristics that may affect their implementation in learning settings. Even though not all learning outcomes considered were equally addressed, the results show that media literacy video games currently on the market could be used as effective tools to achieve critical learning goals and may allow users to understand, practice, and implement skills to fight misinformation, regardless of their complexity in terms of game mechanics. However, we detected that certain characteristics of video games may affect their implementation in learning environments, such as their availability, estimated playing time, approach, or whether they include real or fictional worlds, variables that should be further considered by both developers and educators.

Cognitive ability and cognitive style: finding a connection through resource use behavior

The goal of this study was to investigate cognitive style (the visualizer–verbalizer dimension) and cognitive ability (spatial and verbal abilities) in terms of corresponding resource use behavior. The study further examined the potential link between cognitive style and cognitive ability based on observable behavior. A total of 67 university students participated in the study by completing an online survey containing a series of questionnaires, tests, and tasks, which assessed their cognitive style, cognitive ability, and resource use behavior. Multinomial logistic regression analyses revealed that cognitive style in general predicts resource use behavior. The findings also showed that spatial ability, particularly lower spatial ability, predicts resource use behavior. This study thus contributes to the literature with theory-based, empirical evidence that cognitive ability is reflected in cognitive style. This study further provides information needed to better understand the interplay between individuals’ cognitive style and cognitive ability and how these may be addressed in the design and implementation of learning environments.

A feedback model for data-rich learning experiences

Feedback has been identified as one of the factors with the largest potential for a positive impact in a learning experience. There is a significant body of knowledge studying feedback and providing guidelines for its implementation in learning environments. In parallel, the areas of learning analytics or educational data mining have emerged to explore how to analyse exhaustive digital trails produced by technology mediation to improve learning experiences. Current conceptualisations of feedback do not take into account the presence of these trails nor the presence of knowledge extracted through analytics techniques. This paper presents a model to reconceptualise feedback in data-rich learning experiences. It acknowledges the presence of algorithms to analyse and predict learner behaviour and proposes an integrated view between these elements as part of the feedback process and aspects conventionally present in previous models. This new conceptualisation offers instructors, designers and researchers a framework to formulate feedback processes in scenarios with comprehensive data capturing, while retaining a solid connection with well-established educational theories.

Agroecologist Education for Sustainable Development of Farming and Food Systems

Core Ideas Ecological principles are applied in design of future farming systems. Close working relationships with farmers and other stakeholders are essential to education. Educational programs will develop autonomous and social learners. Local food systems provide an alternative to growing globalization of food. Graduate study in agroecology prepares students for responsible action in the future. Twelve educational strategies for future agroecologists are based on experiences in Nordic universities, with priorities informed by six propositions about future resource challenges. The principal objective is student learning for future challenges and contributions to sustainable development of farming and food systems, including practice in acquiring capacities needed for responsible future action. The heart of the program is learning to apply ecological principles in design of farming and food systems, using multi‐criteria evaluation for prioritizing sustainability challenges, and measuring ex‐ante success of transition. Working closely with farming and food system stakeholders in design and implementation of learning environment is essential, plus recognizing contributions of farmers and food system professionals as vital to education for design of future systems. Holistic approaches integrate multiple disciplines, and combine technologies developed through science with those discovered in the field. Students’ prior experiences also contribute to activities in the learning landscape, and important skills are developed for autonomous and lifelong learning. Practices from organic farming and other alternative farming strategies provide useful examples, and local food systems represent one viable option that can potentially reduce food distance and food waste, and thus contribute to food security and food sovereignty. Capacities to deal with difficult challenges are developed by each student in agroecology and related courses, including observation, participation, reflection, dialogue, and visioning. These capacities are applied while completing a thesis project using natural science and social science methods that affirm their skills and prepare students well for responsible action in a complex and uncertain future.

Implementing Cyber-physical Production Systems in Learning Factories

Rapid development in ICT and production engineering and the subsequent joining of both fields result currently in the creation of cyber-physical production systems. With these new technologies innovative didactic concepts are required to cope with new arising tasks on the job and in the development of such systems. Learning environments have proven to be effective instruments for developing competence in manufacturing training and education. To enable development of competence on cyber-physical production processes and systems a design approach for implementation in learning environments is presented. A case study illustrates the proposed implementation framework in a real learning factory.

Design and implementation of a flipped classroom learning environment in the biomedical engineering context.

The design and implementation of a learning environment that leverages on the use of various technologies is presented. The context is an undergraduate core engineering course within the biomedical engineering curriculum. The topic of the course is data analysis in biomedical engineering problems. One of the key ideas of this study is to confine the most mathematical and statistical aspects of data analysis in prerecorded video lectures. Students are asked to watch the video lectures before coming to class. Since the classroom session does not need to cover the mathematical theory, the time is spent on a selected real world scenario in the field of biomedical engineering that exposes students to an actual application of the theory. The weekly cycle is concluded with a hands-on tutorial session in the computer rooms. A potential problem would arise in such learning environment if the students do not follow the recommendation of watching the video lecture before coming to class. In an attempt to limit these occurrences, two key instruments were put in place: a set of online self-assessment questions that students are asked to take before the classroom session and a simple rewards system during the classroom session. Thanks to modern learning analytics tools, we were able to show that, on average, 57.9% of students followed the recommendation of watching the video lecture before class. The efficacy of the learning environment was assessed through various means. A survey was conducted among the students and the gathered data support the view that the learning environment was well received by the students. Attempts were made to quantify the impacts on learning of the proposed measures by taking into account the results of selected questions of the final examination of the course. Although the presence of confounding factors demands caution in the interpretation, these data seem to indicate a possible positive effect of the use of video lectures in this technologically enhanced learning environment.

Team Building: A Shared Vision Among M.Com Students

Teams are increasingly being employed to discuss and manage complex problems. Organizations rely on these teams to deal with a fast-changing and highly competitive environment. Also educational institutions also realized the benefits in the implementation of learning environments that have a crucial team learning component. Here is an attempt made to know experience of students who have worked in the team and analyze the benefits received by the team members. Moreover to know the vision of students as a team member. A structured questionnaire prepared on Team building which was distributed among the students to collect the data. The statements were asked on a 5-Point Likert’s scale ranging from completely disagree to completely agree. . The results indicate that a team learning perspective provides insight in how people share knowledge. Particularly the team learning we found that Team gives better results than individual approach, Team-members get a lot of encouragement for new ideas and they are free to express their real views and team-members respect each other.

The Views of Teacher Candidates on the Project Management Competencies

The aim of this research is to determine the views and knowledges of Physics, Chemistry, Biology and Mathematics teacher candidates who are studying non-thesis master's program at Instıtue of Science about the application of Project-based learning and its implementation in learning environment. In today's world, scientific knowledge is changing and being updated rapidly due to the developments in science and technology. In parallel to this development, Project-based learning approach could be used to teach ways of accessing knowledge instead of transferring knowledge. In order to determine the teacher candidates' views on project-based learning approach, a questionnaire consisting of 28 questions was prepared and teacher candidates were asked to answer the questions. In addition, the teacher candidates were asked to answer three open-ended questions to determine the difficulties encountered during the course, contributions of this course and to indicate the reasons for finding themselves sufficient or insufficient while managing a project related to their subject.

New technologies and learning environments: a perspective from formal and non-formal education in Baja California, Mexico

This paper presents results of two research works, the first approaches non-formal education and the second addresses formal education. In both studies in-depth interview techniques were used. There were some points of convergence between them on aspects such as the implementation of learning environments and the integration of ICT. The interview questionnaire consisted of a list of five questions that were directed to theoretical and practical levels. Authors like Lavigne, Barbera and others who have contributed on education, information and communication technologies were revised for theoretical framework.

Conceptualizing, investigating, and enhancing adaptive expertise in elementary mathematics education

Some years ago, Hatano differentiated between routine and adaptive expertise and made a strong plea for the development and implementation of learning environments that aim at the latter type of expertise and not just the former. In this contribution we reflect on one aspect of adaptivity, namely the adaptive use of solution strategies in elementary school arithmetic. In the first part of this article we give some conceptual and methodological reflections on the adaptivity issue. More specifically, we critically review definitions and operationalisations of strategy adaptivity that only take into account task and subject characteristics and we argue for a concept and an approach that also involve the sociocultural context. The second part comprises some educational considerations with respect to the questions why, when, for whom, and how to strive for adaptive expertise in elementary mathematics education.

A Learner-Centered Design, Implementation, and Evaluation Approach of Learning Environments to Foster Acceptance

Most organizations donâ??t focus on what learners really do with their learning environments. Changing the perspective to the learner shows that they enlarge the organizational ones with their own technology-enhanced learning world, using a broad spectrum of technologies: company- and/or higher education-owned Learning Management Systems, social network platforms such as Facebook, mySpace, or Ning, search engines, open web services in the internet like blogs or wikis, and a lot more other applications. In this context, one of the challenges for todayâ??s organizations is how to create well-accepted and used learning environments that drive learnersâ?? success. As errors in requirements specifications have been identified as a major contributor to costly software project failures. Hence it may be highly beneficial if the designers and/or developers of learning environments could verify requirements by predicting learnersâ?? acceptance and usage based on evaluations during the earliest stages of the learning environment development phase. Previous findings of such an approach in the field of CRM software implementation showed that pre-prototype user acceptance tests did have almost equal informational value than their prototype counterparts that ensure hands-on experience with the system. More concrete, we focus on interventions of specific design features during the pre-implementation phase of learning environments. They may help minimizing learnersâ?? initial resistance by providing a realistic preview of the system to enable potential learners to develop accurate perceptions and find out how the system may help them to improve their learning process. The paper proposes a solution by examining the influence of specific design features of learning environments on user acceptance, particularly on the antecedents of perceived usefulness and perceived ease of use. We want to extrapolate the influence of specific design features on specific aspects of perceived usefulness and perceived ease of use in order to enhance designersâ?? and/or developers ability to identify and improve design features during learning environment implementation to enhance critical determinants. The goal of the current work is the improvement of design science in the topic of technology-enhanced learning. To ensure cross-organizational applicability, the approach suggests an application within higher education institutions as well as corporate organizations.

Designing real life cases to support authentic design activities

Teachers in a range of disciplines are interested in engaging their students in authentic activities that reflect the experiences of real world practitioners. Adopting this approach requires the design and implementation of learning environments that incorporate and support such activities. This paper describes two real life cases developed as support materials for learners undertaking a major multimedia design project. Their implementation in a graduate education subject forms the basis of a wider study investigating learners' interpretations and use of case materials.