Use Of Learning Platform Research Articles

Embedded Technology Teaching Research and Practice under the Model of Integrated Discipline Competition Project

Embedded technology and application, as the core course of the electronic communication major, is an important professional course for students to engage in embedded software and hardware development in the future. Given the difficulty of embedded courses in theory and the high requirement of practical ability, this paper takes the title of the National Electronic Design Competition for College Students as the content of embedded course research project, carries on the innovation and reorganization of embedded course content, integrates multidisciplinary knowledge, and enhances students’ understanding ability and practical ability from the perspective of practice. At the same time, the use of modern information education resources, the introduction of online video teaching resources, and the use of learning platforms allow supervision of students’ learning progress and effect. The teaching practice shows that this teaching model, which integrates competition topics into theoretical learning and project practice, effectively promotes students’ interest in participating in discipline competitions and enhances their recognition of majors and professions.

Exploring the use of a digital anatomy learning platform in a second-year medical student cohort.

Digital anatomy learning platforms hold potential academic benefits, yet there is currently no universally accepted pedagogical framework guiding their utilization. This study applied the lens of Laurillard's conversational framework to explore second-year medical students' experiences with a digital anatomy learning platform at a South African university. An explanatory sequential mixed methods design was employed. Phase 1 used whole population (N = 280) sampling to survey students' usage of, and access to, the digital anatomy learning platform. The survey response rate was 29%, with 47% of respondents reporting usage of the platform. Internet and device limitations were minimal, with 74% and 87% respectively reporting no hindrance. While 39% found Primal Pictures easy to use and helpful to their learning, a disconnect emerged between perceived value and actual usage, with only 5% of participants exhibiting high usage. Phase 2 used purposive sampling (n = 13) based on students' usage of digital anatomy learning platforms. Two focus groups and two individual interviews explored students' use of the learning platform. Qualitative data were both deductively and inductively analyzed. Two themes were identified: types of learning and influencers of learning. Findings from the deductive analysis indicated that students engaged mainly in acquisition-based learning. Inductive analysis showed students encountered various factors that influenced their learning behavior. Affective domain development emerged as a key factor in students' engagement with their anatomy studies and the digital learning platform, suggesting a potential gap in the conversational framework. Digital anatomy learning platforms may strengthen approaches to learning anatomy if implemented systematically, together with pre-training.

Pembelajaran Sosiologi Secara Daring Selama Pandemi COVID-19 di SMA N 1 Taebenu Nusa Tenggara Timur

This study aims to (1) find out about online sociology learning during the COVID-19 pandemic at SMA N 1 Taebenu and (2) find out what obstacles were faced by teachers and students in implementing online learning during the pandemic. This research was qualitative research that was intended to deeply understand the effectiveness of online sociology learning during the COVID-19 pandemic. The subjects of this study were students, teachers, and the headmaster. The data collection used observation, interviews, and documentation. Interactive analysis techniques include data reduction, data display, and drawing conclusions. The results of research that implementing online learning during the COVID-19 pandemic was not effective because in the learning process students and teachers experienced obstacles by teachers experiencing limitations in the use of learning platforms (technology). Then the obstacles experienced by students were their limitations in facilities such as not having a cellphone, laptop, also not having an internet package, and being constrained by the internet connection.

Limits and Opportunities for Training Conference Interpreters in Pandemic Times

The onset of the COVID-19 pandemic not only impacted the circulation of people and goods on a global scale but also affected the events sector, the conference interpreting market, and the training of future interpreters. The present text aims to share the experience of the all in all successful transition from face-to-face teaching to remote teaching during the pandemic and thus contribute to the already existing academic accounts on the effects of the pandemic on conference interpreting teaching and learning (Ahrens et al., 2021; Krouglov, 2021). We identify three major aspects that led to a rather smooth teaching mode transition: (1) the efforts that had been undertaken in the years prior to the pandemic to incorporate autonomous learning practices into the curriculum leading to the use of online tools, shifting classroom activities to the home/virtual environment; (2) the training of some members of our staff in blended learning techniques and the active use of learning platforms in training; and (3) the software offered by the university for online sessions. This article is divided into three parts: First, we present the main features of PUC-Rio’s original training course, then we redraw the steps taken to gradually adapt the course to the challenge of remote online teaching during the pandemic, and finally we draw an initial reflection on the program’s adaptation to the online teaching and learning format. We understand that, while the pandemic has posed a major challenge to our conventional teaching and learning mode, the program was able to overcome initial difficulties. Furthermore, the transition to a fully remote teaching mode led to unforeseen opportunities as far as, for instance, the recruitment of new candidates nation-wide is concerned. We understand that PUC-Rio’s adoption of a fully remote teaching and learning mode from 2020 onwards opens up new perspectives for conference interpreting training in the post-pandemic landscape in Brazil.

PELATIHAN PEMANFAATAN APLIKASI RUMAH BELAJAR UNTUK MEMBANTU PEMBELAJARAN PADA MASA PANDEMI BAGI GURU-GURU DI YAYASAN WALADUN SHOLEH

Learning that takes place at the Waladun Sholeh school is carried out online by utilizing several learning platforms, but there are some educators/teachers who are still lacking in literacy in the utilization and use of learning platforms, one of which is the Learning House portal. Therefore, it is necessary to train in the use of learning houses for learning during the pandemic for educators/teachers. Training on the use of learning houses for learning during the pandemic was carried out as a solution to the problem of lack of literacy in the use and utilization of learning portals. This training was wrapped in the form of community service and was held on December 17, 2021 at the Bill Gates Computer Laboratory, Department of Informatics, which was attended by 20 school teachers, Waladun Sholeh. The training provided is registration materials in the study house, uploading and downloading materials at the study house. As a result, 97.65% of participants stated that they were very satisfied with the training provided.

DIGITAL TRANSFORMATION AND UNIVERSITIES

Purpose- This study aims to examine how digitalization has affected and changed higher education. It focuses on the current situation of universities and their current processes and what they need to do to become digital. It aims to present a roadmap for universities to integrate and organize these important changes into their strategies by examining the digital transformation that affects the vision of universities. Methodology- The study employs a literature review using secondary data analysis. Findings- The analysis reveals that the role of universities in many aspects such as society and economy has changed and is expected to change disruptively over the next decade. Universities need to make a differentiation through emerging business models in such a competitive higher education sector. Higher education institutions have to adapt to technological changes for sustainabilty. The pandemic dramatically accelerated the pace of technological adoption worldwide. The drivers of digital transformation in universiteis can be summarized as the increase compteteiveness, user experience and agility while reduction in operating expenses. Conclusion- It may be concluded that a university should be part of present technological trends and include digitalization in their strategies to be competitive in the future. Universities need to focus mainly on exploring more innovative measures to create technology development centres through research to deal with skills shortages. Universities should support those academics who lead the improvement of digital skills and innovative teaching methods, promote digital literacy in the academia and encourage the use of learning platforms. It is important to set a clear policy to adopt digital age in higher education. Universities will be competing globally for students, academic staff and funding. Adoption and implementation of new technologies in universities are inevitable. Keywords: Digital transformation, higher education, university 4.0, multimode universities. JEL Codes: I23, M10, O33

Task-Based Learning Implementation through Google Classroom in Senior High School

The pandemic forces teachers to adjust their teaching methods to the online learning, which includes the implementation of Task-Based Learning. The online implementation would be different from the one in the conventional learning due to the use of learning platform. Therefore, this study was conducted to (1) analyse the implementation of Task-Based Learning through Google Classroom and (2) analyse the problems faced by the teacher in the implementation. This study took one English teacher along with 39 students as the subjects of the study. This study is descriptive qualitative study. The data collected through observation and interviews. The analysis was conducted through three stages, which were data reduction, data display, and conclusion drawing or interpretation. Then to ensure the validity of the findings of this study, the researcher conducted triangulation in the form of triangulation of method. The results indicated that the teacher implemented Task-Based Learning through Google Classroom by following three cycles, including (1) Pre-Task cycle, (2) Task cycle, and (3) Language Focus cycle. It was implemented by using several features on Google Classroom as well as other Google platforms, which was implemented synchronously and asynchronously. Besides that, the teacher faced three main problems related to the large number of students in a class, time limitation, and difficulty in preparing the learning materials.

Collaborative Video-Based Learning Using Tablet Computers to Teach Job Skills to Students with Intellectual Disabilities

Information and Communication Technologies (ICT) provide different opportunities to students with intellectual disabilities and to professionals who work with them. However, few studies address the use of collaborative learning platforms and handheld devices to enhance the integration of people with intellectual disabilities in the labour market. We present a learning experience where active methodologies, such as collaborative work, are combined with the use of iPads and a learning management system following a video self-modelling methodology. The goal of this study was to determine whether the combination of traditional methodologies and new could be appropriate for students with intellectual disabilities and how they behave when having to rate their partner’s work. The results show that the combination of active learning methodologies, video self-modelling and the use of learning platforms and tablets is promising for teaching job related skills to students with intellectual disabilities, as participants experienced increased motivation to complete the tasks, improving their skills in the process.

Learning Platforms for Implementing Formative Interventions to Promote the Health and Safety of Workers in Brazil.

Formative intervention methodologies, such as the Change Laboratory (CL), are increasingly being used in work environments. However, the learning process entailed in the application of these methodologies has received insufficient attention and may be facilitated through the use of learning platforms. We examined the development of learning and training strategies for implementing formative interventions, drawing on the experiences of a research group focusing on workers’ health. Information obtained from individuals involved in CL formative activities was analyzed and interpreted using Cultural-Historical Activity Theory and the theory of expansive learning. The process of learning to implement formative interventions unfolded gradually, beginning with the interventionists’ initial exposure to abstract concepts that they subsequently internalized via various mediations and applied in concrete situations. Four key interventionist training strategies used to foster collective learning were identified: (1) promoting dialogues and exchange of experiences, (2) creating environments for continuous learning and permanent discussion (seminars and post-graduate courses and the use of communication technologies), (3) creating spaces for experimentation and the practical application of concepts (case studies and participation in interventions), and (4) the use of the double stimulation method during training programs.

Organization of educational process in the conditions of remote studying with the use of learning platforms and services

Organization of educational process in the conditions of remote studying with the use of learning platforms and services

El "aula invertida" como metodología activa para fomentar la centralidad en el estudiante como protagonista de su aprendizaje

Los procesos de enseñanza-aprendizaje en los títulos universitarios y, especialmente, en los títulos de Grado, están evolucionando hacia una mejora de los contenidos digitales y el uso de plataformas de aprendizaje y gestión académica. En este sentido, las "aulas invertidas" o “flipped classroom” consisten en darles la vuelta a las clases tradicionales con el fin de convertir al alumnado en protagonista activo de su aprendizaje. En la asignatura del segundo curso del Grado de Maestro/a de Educación Primaria denominada Tendencias Contemporáneas de la Educación se ha implementado esta metodología. El objetivo de este trabajo consistió en realizar un pilotaje en dicha asignatura y evaluar el grado de satisfacción del alumnado sobre dicha metodología. Para ello, se utilizó el cuestionario de percepciones de los estudiantes sobre la clase invertida (Gilboy et al., 2015). Los resultados obtenidos demuestran que los estudiantes prefieren participar en clase a través de la realización de trabajos activos y grupales que una clase tradicional. La aplicación de este modelo didáctico favorece un mayor aprovechamiento del tiempo en el aula, el uso de las Tecnologías de la Información y Comunicación y la colaboración entre estudiantes, la motivación y la centralidad en el alumnado como protagonista de su propio aprendizaje.

Use of Learning Platforms for Quality Improvement

Ensuring quality in healthcare today has become extremely essential to ensure adequate utilization of healthcare services and improved outcomes. In addition to essential infrastructure in terms of safe and adequate space, knowledgeable and skilled health workers, and essential equipment and supply, the healthcare teams and administrators must also acquire knowledge and skills related to quality improvement (QI) methodologies. This review describes the role of learning platforms in teaching QI skills to the busy healthcare teams. Through Review of the published literature, we discuss challenges of learning and applying new skills of QI in day-to-day work by healthcare teams, and how learning platforms can assist in capacity building. There is a significant body of literature on the role of web-based teaching technology and learning platforms in medical education. Using modern communication technology, learning platforms can be established to bring together the healthcare teams, with QI experts to collaboratively learn, execute and share their experiences in improving quality of care in their own healthcare settings.

Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions

This paper describes a study that looked at the effects of different technology-use profiles on educational experience within communities of inquiry, and how they are related to the students' levels of cognitive presence in asynchronous online discussions. Through clustering of students (N=81) in a graduate distance education engineering course, we identified six different profiles: 1) task-focused users, 2) content-focused no-users, 3) no-users, 4) highly intensive users, 5) content-focused intensive users, and 6) socially-focused intensive users. Identified profiles significantly differ in terms of their use of learning platform and their levels of cognitive presence, with large effect sizes of 0.54 and 0.19 multivariate η2, respectively. Given that several profiles are associated with higher levels of cognitive presence, our results suggest multiple ways for students to be successful within communities of inquiry. Our results also emphasize a need for a different instructional support and pedagogical interventions for different technology-use profiles.

UTILIZING LEARNING PLATFORM FOR PAPERLESS CLASSROOM

Technology, in the present time, has been integrated in a variety of human activities, not least in learning. Learning platform provides the integration of technology-based learning environment. Learning platform places technology as “substitute” for a variety of learning activities that previously had to be done manually and must be presented physically to any other form that the virtual tools while providing a social area in order to maintain the importance of the relationship between teacher and student.Through virtual tools, learning platforms provide a learning environment that models the interactions within the class as a whole starting from the preparation of lesson plans, presentation materials, use of media, assignments, group work, assessment, management of the rating value to students. Support for learning administrative aspects are available through the authorization feature and access scope management that aims to clarify the roles, forms of participation and the interaction process of each of group involved in the learning, both students, teachers and system administrators.The variety of learning platform is available either in the form of open source or limited use, either in the form of package systems such as Learning Management System via Moodle and cloud-based tools such as Google’s Classroom, etc. Haiku learning. The following section will describe the use of virtual tools in a learning platform for implementing learning environment as a whole. One thing that can not be avoided and instead be more value in the use of learning platforms are the creation of a new paradigm of learning without paper. Except giving a new form for efficient and optimal learning, in the perspective of the present paperless classroom certainly economical and environmentally friendly.

A Research on E-Learning Platform Muti-Tenancy Technology Based on SaaS

Through the study on the design of muti‐tenancy system and the muti‐tenancy key technologies, such as muti‐tenancy interface display technology, multi‐function cutting technology, access control technology, data isolation and expansion technology, the paper proposes the integral technique‐solving schema for muti‐tenancy e‐learning platform based on SaaS, and it implements multiple tenants sharing learning platform services at the same time and provides us a new model for the use of learning platform.

The use of learning platforms to organise learning in English primary and secondary schools

This paper reports on the use and potentials of Learning Platform (LP) technologies for organising learning in English primary and secondary schools. It reports on the findings of qualitative research on the benefits of LPs based on data from case studies in 12 ‘early adopting’ English primary and secondary schools. The paper reports findings on the potential of LPs to enhance student access to a broad range of learning resources, to increase opportunities for independent and personalised learning, to support opportunities for collaborative learning and to improve student processes of reflecting on and assessing their learning. The paper concludes by drawing out some of the pedagogic implications from these findings and with a brief summary of the emerging conditions associated with the effective use of LPs to support and organise learning.

Learning & Development: ICT - Virtual learning

Nursery WorldVol. 2010, No. 3 FeatureLearning & Development: ICT - Virtual learningLinda MortLinda MortSearch for more papers by this authorLinda MortPublished Online:4 Mar 2014https://doi.org/10.12968/nuwa.2010.23.3.1094353AboutSectionsView articleView Full TextView EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View articleAbstractAdvocates for the use of learning platforms are joined by Linda Mort in promoting their benefits for Foundation Stage children and families. FiguresReferencesRelatedDetails 1 March 2010Volume 2010Issue 3ISSN (print): 0029-6422ISSN (online): 2059-9358 Metrics History Published online 4 March 2014 Published in print 1 March 2010 Information© MA Education Ltd

21st century learning

The government target for all schools to be making full use of learning platforms by 2010 looks in doubt. Linda Mort talks to some primary schools who have embraced the new technology and asks what it has done for them