Conference Paper

Virtual Learning Environments: can one size fit all?

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  • Sieber Associates
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... En su trabajo Virtual learning environments Dillenbourg, P.,(2000) señala que un entorno o ambiente virtual de aprendizaje es un espacio social en el que existe interacción social sobre la información. Esto incluye actividades sincrónicas (Ej chat) y actividades asincrónicas (Ej. ...
... de autorientación, control y valoración en su propio acto de aprendizaje; tanto en el proceso de estudio en la clase como en su estudio individual o colectivo, lo que contribuye a la formación de cualidades de su personalidad.Tomando las estrategias de aprendizaje en el sentido anterior, la utilización de las tecnologías de la información y las comunicaciones está justificada, en cuanto a que estos recursos estimulan la actividad cognitiva de los alumnos, creándole demandas y orientándole su actuación en el proceso de codificación y decodificación de la información.Investigadores comoDillenbourg, P., (2000);Greciet, P., (2002);Laister, J. y Kober, S., (2005) reportan dentro de las estrategias más eficaces en los EVE/A las asociadas al método de trabajo colaborativo.A juicio de la autora, el trabajo colaborativo mediado por el entorno virtual supone una posible vía de utilización que ofrece varias ventajas y que expresa dos ideas importantes: la idea de aprender de forma colaborativa, con otros, en grupo, no se contempla al aprendiz como persona aislada sino en interacción con los demás, se comparten objetivos y se distribuyen responsabilidades. Se enfatiza el papel del entorno virtual como elemento mediador que apoya este proceso. ...
... The most common training systems will be explored, based on different criteria to see which one is most relevant to the educational sphere and which in the future could be combined with a virtual lab [5]. ...
Conference Paper
The article discusses one of the most widely used e-learning environments and existing virtual laboratories. It compares the different functionalities of e-learning environments and the capabilities of individual virtual laboratories. The results are presented in tabular and graphical form. The conclusions of the article show how the functionalities of the e-learning environments would be useful in virtual laboratories and especially in the development of e-learning.
... Applications of annotation tool for different type of content (information, images) or for different contexts such as geographical studies (Simon et al., 2011) have been carry out. In our case we have designed an annotation tool, used by teachers and museum curators, for enriching information of museum objects in order to meet educational needs in an understandable way (Dillembourg et al., 2002). ...
... This new methodology focuses on project-based learning, as it enables the necessary link to be established between theoretcal content and its practcal applicaton, which is essental in terms of the students' future employability (Yadav, Subedi, Lundeberg & Buntng, 2011; Alberola & Aznar, 2014). From its incepton in Canada over 30 years ago, this methodology has been shown to be a key motvatng factor for students, as it enables them to play a more actve role in their own learning (Dillenbourg, 2000), unlike what has occurred untl quite recently, with master classes in which students simply acquired a set of knowledge that the professor (specialist) brought to the classroom (Ponsa, Amante, Román, Oliver, Díaz & Vives-Gràcia, 2009). It is therefore not strange to see a large number of Spanish universites throughout the country applying this methodology in their own university degree programs, at both the undergraduate and Master's levels. ...
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The acquisition of both transversal and specific competences cannot be achieved using conventional methodologies. New methodologies must be applied that promote the necessary competences for proper professional development. Interdisciplinary projects can be a suitable tool for competence-based learning. A priori, this might be complicated, as subjects are traditionally studied at the university level in isolated compartments, with a fragmented structure. Taking advantage of the creation of new degree programs in Mechanical Engineering and Electronic Engineering and Industrial Automation, in the 2010-11 academic year we decided to add an interdisciplinary project (IP) to our teaching methodology. The importance of this project lies in the fact that it requires the participation of all the courses in all the academic years in the degree program. The present article explains the methodology used in the interdisciplinary project and how it was implemented in the first year of the Mechanical Engineering and Electronic Engineering and Industrial Automation degree programs. Furthermore, an evaluation is conducted of all four years of the interdisciplinary project, revealing the main problems with its execution and how they have been addressed.
... The student, starting from the previous experiences, will consolidate the knowledge gained during the teacher frontal lessons, will verify the information, will formulate hypotheses and he reaches skills through interaction with the museum objects , building something new and exciting that he himself have helped to achieve. Students are not only active, but also actors (Dillembourg, 2002). Concluded the path / process of building the multimedia way, the student will be able to check the acceptability of their own thinking through the guided visit and direct experimentation in museum labs. ...
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Multimedia Technologies, communication and WEB allow the opportunity to develop tools to apply new teaching methodologies and learning way in the School. On the other side Museum resources are available online to support teaching activities. The research team (Digilab of Sapienza University and "Via Val Maggia" School) has launched a project to develop a new way to teaching based on objects specially museum digital resources, therefore new learning environments have been created. A particularly Information System and a tool to build e-book have been designed to teachers to improve student learning by use digital museum objects information. The Polo Museale Sapienza has given a important contribution with its digital cultural heritage. Linked and Open Data technologies have been applied to share cultural heritage with education materials. We will discuss the results of the project and we will show examples of the creative means that teachers have built to use museum objects in the classroom through tools developed by Project. The project results could be important to develop a distance learning system to help student at home or to long life learning.
... Tais estudos deram origem a outros apontando situações específicas nas quais a colaboração pode ser profícua. Dillenburg (2000), por exemplo, aponta para a necessidade de organização da colaboração entre alunos para que as interações sejam são realmente eficazes: ...
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The use of virtual environments brings new challenges to the area of Computers in Education. Among them, we can highlight the design of system that make it easier for the student to access and manage the large volume of information available. In this context, this paper presents a personal assistant whose goal is to give students support in the use of virtual learning environments, providing the necessary assistance for each student profile. The personal assistant, modeled in a multiagent approach, is part of a society in which each agent controls a specific function, and a mediator agent defines which of them should act in each moment.
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Resumo: O presente estudo analisa as relações de afiliação estabelecidas entre os utilizadores de um Ambiente Virtual de Aprendizagem (AVA) constituído por pais e professores de alunos com multideficiência. Esse ambiente virtual procurou promover a interação e a partilha de experiências no domínio da multideficiência. O principal objetivo do artigo é estudar as características e a magnitude das relações de amizade estabelecidas no interior deste ambiente virtual, recorrendo para tal a métodos de análise de redes sociais (Social Network Analysis). Os resultados apresentados decorrem da recolha de dados existentes nas páginas pessoais dos participantes no estudo. Esses dados foram investigados tendo por base uma perspetiva essencialmente sociocêntrica, o que implicou uma pesquisa estrutural do grupo que esteve em interação durante oito meses. A densidade da rede fundada, o seu nível de centralidade, o grau de inclusividade, os participantes que se evidenciaram como mais influentes e com maior prestígio na rede, bem como os subgrupos que se identificaram no seu interior constituíram os indicadores analisados. Os resultados encontrados permitem afirmar que o ambiente virtual criado se relevou favorável à criação de relações afiliativas ou pro-sociais entre os participantes, sendo que teve maior impacto junto dos professores do que dos pais. Infere-se que as relações estabelecidas entre os participantes terão efeitos favoráveis na comunicação e na partilha de informação. Ainda que a extensão das interações estabelecidas entre os participantes não tenha sido muito elevada, particularmente entre os pais, entende-se que o projeto estudado se apresenta como inovador ao colocar em relação online elementos fundamentais ao desenvolvimento de crianças e jovens com multideficiência: os seus pais e os seus professores. Palavras-chave: análise de redes sociais, ambientes virtuais de aprendizagem, multideficiência, relações afiliativas, pais, professores.
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Full-text available
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