Learning Environments - Science topic

Bonjour,

Votre plan dépend des troubles de ces élèves et de la nature de cette classe inclusive, sinon le travail en petit groupe (au sein de cette même classe) qui change selon les buts de chaque activité proposée peut aider à cerner les points forts et les points faibles communs et individuels pour un éventuel projet thérapeutique ou de prise en charge d'inspiration de thérapie de groupe.

Bon courage à vous

Educational leaders work towards problem-solving by connecting theory to real-world projects and contexts in an evidence-based and relational manner. Setting a clear vision, school norms, goals, and expectations that support social, emotional, and physical safety. Establishing school safety for a more positive climate. Advocating for students as well as parent's involvement in school policies and practices. Engaging teachers and administrators.

You raised an important topic. Please let me state this problem-solving process is a case - and context-dependent one. Adaptive learning practices are in the focus:

1) Rincon-Flores, E.G., Castano, L., Guerrero Solis, S.L. et al. Improving the learning-teaching process through adaptive learning strategy. Smart Learn. Environ. 11, 27 (2024). https://doi.org/10.1186/s40561-024-00314-9, Open access:

2) Jacqueline Anton, Mark J. Van Ryzin, Reducing teacher stress and burnout and enhancing self-efficacy through technology-supported small-group instruction, Social and Emotional Learning: Research, Practice, and Policy, Volume 4, 2024, https://doi.org/10.1016/j.sel.2024.100053, Open access:

3) A case study: Li, L., Hu, Y., Yang, X. et al. Enhancing pre-service teachers’ classroom management competency in a large class context: the role of fully immersive virtual reality. Humanit Soc Sci Commun 11, 1050 (2024). https://doi.org/10.1057/s41599-024-03538-9, Open access: https://www.nature.com/articles/s41599-024-03538-9

Sincerely, Bulcsu Szekely

Key factors that enhance high school students' academic achievement include effective teaching methods, supportive family engagement, and positive peer influence. Additionally, well-organized study environments, access to resources, and strong time-management skills are critical. To utilize these factors effectively, schools can implement engaging teaching strategies, encourage family involvement in learning, and promote positive peer collaboration. Providing students with resources, teaching study skills, and helping them develop routines can further reinforce their academic success.

El Diseño de un Entorno de Aprendizaje Rizomático en Educación Física busca transformar el aula en un espacio de exploración y autonomía, donde cada estudiante es el protagonista de su propio aprendizaje. A través de estrategias rizomáticas, se fomenta un enfoque dinámico y sin limitaciones, que conecta conceptos de educación física con competencias socioemocionales, promoviendo el "aprender a aprender". Este entorno permite que los estudiantes desarrollen habilidades de auto-dirección, colaboración y adaptación, aplicando el conocimiento en contextos diversos y en constante cambio. Más allá de las actividades físicas, el entorno rizomático impulsa el pensamiento crítico y la creatividad, formando individuos capaces de aprender de manera continua y significativa.

Definitely, online lessons, assignments, and coursework marks may help. It also calls for more flexibility as adults balancing both work and education can be overly stretched.

Good-day. I would say that with the advent of AI platforms such as ChatGPT and many others, it has become a gamechanger in responsive or adaptive learning. However such platforms would have to be used with discretion and in cognisance of institutional policies etc.

There are other more formalised online platforms such as MOOCS eg. "Course era" where one can even obtain a completion qualification in various areas. There is also informal learning platforms which i have personally enjoyed such as "Ted talks" on YouTube.

Hi, Muhammad Zuhri Fakhruddin!

Now that I have a better vantage point regarding conducive learning and measuring “eagerness in learning,” I can engage a bit more. Thank you, Ghina Shibly and Michael Kerres, for your help.

That said, it seems that one’s “eagerness to learn” is, as I stated earlier, in need of a converging definition to unify a framed discussion. According to Buntins and Heinemann (2021), “A common definition of student engagement is needed to advance in convergent findings and a shared understanding of what is being measured.” As a result, this could “support the consolidation of theory building as well as new theoretical approaches….” Nonetheless, several researchers have done well establishing and measuring different aspects of “eagerness to learn” (Buntins & Heinemann, 2021, p. 6). And although they use many different frameworks and points of measurement, the topic is still essential and worth discussing.

Eagerness to Learn

I will frame my discussion with Dr. Bloom’s Three Domains of Learning (1984). Muhammad, you stated, “In order to create a conducive learning environment, [the] teacher must assure that students have eagerness in learning new things….” I agree to a certain extent. This is because the word assures (as it relates to student engagement) implies a guarantee or promise. So, because we cannot guarantee the engagement/motivation of others, I say present best practices versus assurance. That said, I agree. Faculty should do their best to provide teaching and learning environments and experiences that the students deem “eager to learn.”

So how do we do this? Research, assess, develop, implement, measure and adjust. And because I can be longwinded, I will wrap up here 😊 One could use a grounded theory approach, use both interviews and an open-ended survey or questionnaire, and deduce from the data preferred learning themes. Design curriculum and activities accordingly, pilot the applied findings, measure students' success based on the research questions and point of engagement measures, and adjust where needed. 😊 I said all that to say that students' eagerness to learn is mostly measured by varying students' points of engagement (Buntins & Heinemann, 2021). But the real measure is whether or not the students are motivated to engage.

An eagerness to learn is based on students’ “Internal motivation,” and their “Internal Motivation Extended” to external events they deem worthy of learning (Hambric, 2024, p. 8). Therefore, to present “Best Practices” (practices that students deem "eager to learn" practices), faculty should go directly to the source of interest and create conducive learning from the student’s perspective.

Bloom, B. S., & Krathwohl, D. R. (1984). Taxonomy of educational objectives: The classification of educational goals. Longman.

Buntins, K., Kerres, M., & Heinemann, A. (2021). A scoping review of research instruments for measuring student engagement: In need for convergence. International Journal of Educational Research, 2, 100099. https://doi.org/10.1016/j.ijedro.2021.100099.

Hambric, T. Students’ Motivation: The Mystery Unraveled – A Game-Changing Inquiry with Awesomely Applicable Results! (May 2024), Higher Order Teaching & Learning Institute. QPOR Publishing [www.hotlinstitute.org - Coming Soon].

I think this is not possible always. However, teachers can follow mixed learning style to reach more students.

Dear Allan, I believe that the application of the Uses and Gratifications Theory in online learning could be discussed in the context of gamification and playful design. Hence, I share with you a couple of relevant studies such as a recent review on gamification in online learning [1-5]. Regarding information literacy, you might find interesting a study with a augmented reality escape room game on fake news [6].

[1] Yazdi, A., Karimi, A., & Mystakidis, S. (2024). Gamification in Online Education: A Visual Bibliometric Network Analysis. Information, 15(2), 81. https://doi.org/10.3390/info15020081

[2] Mystakidis, S. (2021). Combat Tanking in Education - The TANC Model for Playful Distance Learning in Social Virtual Reality. International Journal of Gaming and Computer-Mediated Simulations, 13(4), 1–20. https://doi.org/10.4018/IJGCMS.291539

[3] Christopoulos, A., Mystakidis, S., Kurczaba, J., Laakso, M.-J., & Stylios, C. (2024). Is Immersion in 3D Virtual Games Associated with Mathematical Ability Improvement in Game-Based Learning? International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-023-10440-4

[4] Mystakidis, S. (2022). Sustainable Engagement in Open and Distance Learning With Play and Games in Virtual Reality. In O. Bernardes, V. Amorim, & A. C. Moreira (Eds.), Handbook of Research on Gamification Dynamics and User Experience Design (pp. 409–424). IGI Global. https://doi.org/10.4018/978-1-6684-4291-3.ch019

[5] Mystakidis, S. (2020). Distance Education Gamification in Social Virtual Reality: A Case Study on Student Engagement. 11th International Conference on Information, Intelligence, Systems and Applications (IISA 2020), 1–6. https://doi.org/10.1109/IISA50023.2020.9284417

[6] Buchner, J., & Höfler, E. (2024). Can pre-service teachers learn about fake news by playing an augmented reality escape game? Contemporary Educational Technology, 16(2), ep504. https://doi.org/10.30935/cedtech/14335

Dear Dr. Bello!

I argue that data security considerations play a key role in deploying mobile AI-enhanced LMS:

1) Chatterjee, P., Bose, R., Banerjee, S. et al. Enhancing Data Security of Cloud-Based LMS. Wireless Pers Commun 130, 1123–1139 (2023). https://doi.org/10.1007/s11277-023-10323-5, Available at:'

2) LXP ("cloud-hosted"): Next-Generation LMS in Imed Bouchrika, Phd 2024. 10 Top LMS Trends in 2024: Technologies Driving Learning Management Systems, February 8, 2024, Available at: https://research.com/education/lms-trends

Quote: "Remote access will go beyond smartphones and tablets. The Internet-of-Things, the general term for connected devices, thanks to more powerful and accessible hardware and an internet connection, can lead to more devices connected to LMS, such as smart TVs, electronic whiteboards, smartwatches, smart glasses, and other electronic devices."

Yours sincerely, Bulcsu Szekely

Un mediu pozitiv de învățare este cheia succesului în educație! Rolul de a crea un mediu pozitiv de învățare îi aparține profesorului, asta de fapt este și arta, inteligența și succesul educației.

I think positive encouraging environment can only be maintain by the style of teaching, attitude, motivation and skills of communication. As a researcher in Science and Engineering, in my whole life experience the positive experience of education I got is from those teachers, who got skills to teach others, data which requires the expending, what I meant to say is. In order to create health a teacher learn about the background of pupils and always add their field an appreciation in the lecture to encourage whole class to participate. Every topic should start from basics to advance with life examples to increases the interest of students.

I agree Babu (the unsuitability in all countries of old style LMSs are also a problem. I think the best we can do is design for uncertainty,sustainability and flexibility in education.

In today's diversified learning contexts, educational supervision  is essential to improving student results and teacher effectiveness. Supervisors need to take a collaborative and flexible approach in the changing educational environment of today, appreciating and respecting the many backgrounds, requirements, and learning styles of their students. Providing instructors with specialised assistance and opportunities for professional development that are catered to the particular possibilities and difficulties presented by diverse classes is essential to effective supervision. This might entail encouraging inclusive instructional tactics, integrating technology to accommodate a range of learning preferences, and developing culturally sensitive teaching approaches. Educational supervision directly contributes to the enhancement of teacher effectiveness by cultivating a culture of ongoing improvement and personalised growth for educators. This, in turn, has a positive impact on student engagement, achievement, continuous improvement, and overall success in diverse learning environments.

Gamification creates interest among the learners, which helps to motivate the learners to achieve the objectives.

Addressing and preventing disruptive behavior while maintaining a positive and inclusive learning environment involves a combination of proactive strategies, effective classroom management, and fostering a supportive atmosphere. Here are some approaches teachers can employ:

1. Establish Clear Expectations: Set clear and consistent rules and expectations for behavior in the classroom. Communicate these rules to students and ensure they understand the consequences of not adhering to them. Encourage student input in establishing these guidelines to foster ownership.

2. Build Relationships: Foster positive relationships with students. When students feel valued and respected, they are more likely to engage positively in the classroom. Greet students, learn about their interests, and show genuine care for their well-being.

3. Use Positive Reinforcement: Acknowledge and reward positive behavior. Praising students for following expectations encourages them to continue doing so. This can include verbal praise, reward systems, or privileges that recognize good behavior.

4. Implement Engaging Lessons: Keep lessons interesting and engaging to minimize boredom and restlessness that may lead to disruptive behavior. Use various teaching methods, incorporate hands-on activities, and relate lessons to real-life experiences to capture students' interest.

5. Differentiate Instruction: Cater to different learning styles and abilities within the classroom. Providing varied activities and assignments helps keep all students engaged and minimizes feelings of exclusion or frustration.

6. Address Issues Promptly: Deal with disruptive behavior swiftly and calmly. Address the behavior privately when possible, focusing on the action, not the student. Use a progressive discipline approach that starts with a gentle reminder and escalates if necessary.

7. Utilize Classroom Management Techniques: Use techniques like proximity control (moving closer to the student), non-verbal cues (eye contact, gestures), and positive redirection to guide behavior without escalating the situation.

8. Encourage Open Communication: Create an environment where students feel comfortable expressing themselves and their concerns. Encourage dialogue and active listening to address any underlying issues contributing to disruptive behavior.

9. Provide Support: Identify students who may need additional support academically or behaviorally. Offer resources, counseling, or additional assistance to help them succeed and feel included.

10. Reflect and Adjust: Regularly reflect on your teaching methods and classroom dynamics. Adjust your approach as needed based on what works best for your students.

Consistency, empathy, and a focus on positive reinforcement are key components in effectively addressing and preventing disruptive behavior while maintaining an inclusive and positive classroom environment.

Management is a daily occurrence where an administrator should be visible and making relationships however, what is the vision and mission of the school? This is an important piece of information that helps lead conversations of the “why” we are here.

"Artificial intelligence (AI) is no longer confined to mere automation; it is now an active participant in the pursuit of knowledge and understanding. However, in the realm of scientific research, the integration of AI marks a significant paradigm shift, ushering in an era where machines and human actively collaborate to formulate research hypotheses and questions. While AI systems have traditionally served as powerful tools for data analysis, their evolution now allows them to go beyond analysis and generate hypotheses, prompting researchers to explore uncharted domains of research..."

Although this is late reply, it may help many aspirants.

To obtain permission to use the Clinical Learning Environment Inventory (CLEI), you will typically need to follow these steps:

1. Identify the CLEI: Determine which version of the CLEI you are interested in using. The CLEI is a validated tool that has been developed and published by researchers. There may be different versions or adaptations of the CLEI, so make sure you are aware of the specific version you want to use.

2. Contact the Authors or Copyright Holder: Reach out to the authors or copyright holder of the CLEI to request permission for its use. The contact information for the authors or copyright holder can usually be found in the original publication where the CLEI was introduced. If you are unsure about who to contact, you can try reaching out to the corresponding author listed on the publication.

3. Request Permission: Write a formal request to the authors or copyright holder, explaining the purpose of your study or project and how you plan to use the CLEI. Be specific about the details of your research, such as the population, setting, and intended outcomes. Clearly state that you are seeking permission to use the CLEI and include information about the duration of data collection, number of participants, and any planned modifications to the instrument (if applicable).

4. Provide Supporting Documents: Attach any supporting documents or materials that may be requested by the authors or copyright holder. This could include your research proposal, study protocol, or ethics approval documents, depending on the requirements set by the authors or copyright holder.

5. Wait for Response: After submitting your request, patiently wait for a response from the authors or copyright holder. The response time may vary, so it's important to plan ahead and allow sufficient time for the permission process.

6. Obtain Permission Agreement: If your request is approved, you will typically receive a permission agreement or license from the authors or copyright holder. This agreement will outline the terms and conditions for the use of the CLEI, including any restrictions, citation requirements, and potential fees (if applicable). Review the agreement carefully and comply with the specified terms.

It's crucial to note that the process and requirements for obtaining permission may vary depending on the specific version of the CLEI and the preferences of the authors or copyright holder.

Dear Dr. Dubey!

I want to bring in new value to the answers by Dr. Norman above, so below you find case studies relevant to the context you specified above:

1) Kim, M., Adlof, L. Adapting to the Future: ChatGPT as a Means for Supporting Constructivist Learning Environments. TechTrends (2023). https://doi.org/10.1007/s11528-023-00899-x, Free access:

2) Abedi, E.A. Tensions between technology integration practices of teachers and ICT in education policy expectations: implications for change in teacher knowledge, beliefs and teaching practices. J. Comput. Educ. (2023). https://doi.org/10.1007/s40692-023-00296-6, Open access: https://link.springer.com/article/10.1007/s40692-023-00296-6

3) Farhad Seraji, Hodolsadat Musavi, Does applying the principles of constructivism learning add to the popularity of serious games? A systematic mixed studies review, Entertainment Computing, Volume 47, 2023, https://doi.org/10.1016/j.entcom.2023.100585. Available at: https://www.sciencedirect.com/science/article/abs/pii/S187595212300040X4) Irina Gurevich & Mercedes Barchilon Ben-Av (2023) How do students assess the impact of integrating digital technologies on the mathematics classroom?, International Journal of Mathematical Education in Science and Technology, 54:7, 1288-1297, DOI: 10.1080/0020739X.2023.2179949 Available at:

Yours sincerely, Bulcsu Szekely

Why you want to use Monte Carlo code?

A hybrid STEM learning environment design combines both in-person and online elements to create a flexible and effective learning experience for students in the fields of Science, Technology, Engineering, and Mathematics (STEM). The Key aspects of the STEM learning environment are

Blended learning.

Technology integration,

Flexibility

Synchronous and Asynchronous Learning

Hands-on experiences

Assessment strategies

Collaboration

Accessible resources

Instructor training

Continuous Evaluation

Here are some potential metrics that could be used to gauge student engagement in a digital learning environment:

Time spent on task: Tracking the amount of time a student spends on a particular task or activity can provide insight into their level of engagement. If a student quickly moves on to a new task or spends very little time on a task, it may indicate disengagement.

Participation in online discussions: If there are online discussion forums or chat rooms in the digital learning environment, tracking a student's level of participation in these discussions can provide an indication of their engagement level.

Completion rates: Tracking the completion rates of assignments, quizzes, or other learning activities can provide insight into a student's level of engagement. If a student consistently fails to complete assignments or activities, it may indicate disengagement.

Feedback and assessment results: Monitoring a student's feedback and assessment results can provide an indication of their level of engagement. If a student is consistently receiving low scores or negative feedback, it may indicate disengagement.

Creating learning environments like this isn't something that educators cna do on their own. I think that adopting participatory design practices and reading up on learning experience design (LXD) should be the first things you do.

The actual process of creation/design should start with clearly understanding what "inclusion", "equity", and "academic success" look like in your context. Educators get themselves in trouble when applying broad practices without considering context. I'd also recommend taking some time to develop a theoretical foundation for one's practice. It might seem unnecessary, but grounding practice in theory can reveal paths to accomplish the goals you mention in ways that might otherwise not be obvious.

I'd recommend taking a look at various scholars in education, especially bell hooks, Raewyn Connell, and Henry Giroux as good places to start.

I have loved my post graduate studies, I am taking part in an overseas placement, I get free gym membership and Studiosity free access is an addition to support my writing, and the library digital access services are great. Anything that can offer balance and improve well being. Alongside knowledgeable and committed lecturing staff.

Dear Ms. Younis!

You spot a very important point. The answer is case - and context-dependent one:

1) Walton, E., Osman, R. (2022). Pedagogical Responsiveness in Complex Contexts. In: Walton, E., Osman, R. (eds) Pedagogical Responsiveness in Complex Contexts. Inclusive Learning and Educational Equity, vol 9. Springer, Cham. https://doi.org/10.1007/978-3-031-12718-2_1, Available at:

2) Abdulrahman, H.K. (2022). Teaching to Inform, Form and Transform: Pedagogical Responses of An(other) Way of Knowing – The Almajiranci System of Northern Nigeria. In: Walton, E., Osman, R. (eds) Pedagogical Responsiveness in Complex Contexts. Inclusive Learning and Educational Equity, vol 9. Springer, Cham. https://doi.org/10.1007/978-3-031-12718-2_9, Available at:

3) A case study: C Meniado, J. (2023). Sustaining Inclusive, Equitable, and Accessible Language Education in a COVID-19 Endemic World. RELC Journal, 54(1), 3–6. https://doi.org/10.1177/00336882231157495, Free access:

Yours sincerely, Bulcsu Szekely

Well, ChatGPT sometimes fabricates sources and references. These papers probably don't exist.

From my personal experience, a smaller size of class population enables the instructor to pay attention to each and every student, especially during tutorial or practical sessions. Every student could be approached, monitored and interaction between learners and instructor could be easily fostered.

A study conducted by Zhao, Kuh, and Carini (2005) compared the experiences of students in small classes in a Chinese university with those in large classes in a U.S. university. The findings suggested that students in the small classes in China reported higher levels of engagement and interaction with their professors, and that these factors were positively related to their academic performance. The study also found that smaller class sizes were associated with higher levels of student satisfaction and lower levels of academic stress.

Thank you very much for your contribution! Do you think we may look for a synergetic approach in terms of behaviorism-cognitivism-constructivism-connectivism? Or it is more appropriate to stick only to connectivism?

I like your response, Stylianos. It says what I was trying to say with far fewer words! "Deep, meaningful learning" leading to "personal or professional transformation" and, most meaningful, "successful skills transfer." Thank you for sharing!

I suggest you build your own scale

Yes, interested. Who are the learners? - students at university? the public?

Prof. Ajay Kumar

Project-based learning could be a good start in STEM subjects.

I used it a couple of times, one project to be presented at the end of the term gave good results for the intermedium stat physics course. That was a face-to-face learning course.

Best Regards.

Jan Jansen Please see the messages!

Ali El Kamel thank you so much sir, I will go through this paper and let you know

أوافق ذلك

Dear Mr. Bükers!

I would go for "Its Learning":

1) https://itslearning.com/de/

2) A case-study: Joel Smith 2021. Isle of Man endorses hybrid learning as the way forward following 3 lockdowns, June 16, 2021, available at: https://itslearning.com/uk/news/hybrid-learning-is-the-way-forward/

3) Features: https://itslearning.com/uk/platform-features/

4) Webinars: https://itslearning.com/uk/about-us/resources/?rt=webinar

Yours sincerely, Bulcsu Szekely

Thank you all for your assistance! It's greatly appreciated

جزيل الشكر

Prof. Deig Aaron Sandoval

Please check the following external link for an expert opinion:

Personally, I guess, that lighting in the classroom and even in Videos or the background in LMS courses, of course, influences our learning skills and interest in the particular course.

At my university in Venezuela, the first old science building (built 40 years ago) has huge windows, not walls, & students always were focused. Look at picture 1. No lights were needed sometimes, with perfect natural light from the sun my classes were followed by mostly all students, despite it was the difficult subject of statistical physics.

A new math building (picture 2) a few years (built 10 years ago) ago has almost less than half of the natural illumination of the old one, and we always needed fluorescent long light bulbs, I noticed that students who took my courses in that building concentrated less and half did not go to lectures, so I tried always to get a classroom for my lectures in the old building.

Best Regards.

التاكيد على توفير بيئة متكاملة من جميع النواحي

Dear Mr. Jerez!

I found a publication where you can see a student feedback questionnaire:

Rajabalee, Y.B., Santally, M.I. Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy. Educ Inf Technol 26, 2623–2656 (2021). https://doi.org/10.1007/s10639-020-10375-1 Free access:

2) A case-study: Öztürk, M., Çakıroğlu, Ü. Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills. Smart Learn. Environ. 8, 2 (2021). https://doi.org/10.1186/s40561-021-00146-x Open access:

Yours sincerely, Bulcsu Szekely

Dear Prof. Filipe Wiltgen, you ask a very interesting question.

This is my answer / how I understand your question :

There is no doubt that the integration of new technologies in schools and universities is thoroughly modifying the pedagogy and the curricula.

ICTE is also changing the paradigm of teaching and learning.

Professors are no longer the only ones who know because knowledge is available online. They must boost the creativity of the students and bring them human values because technology will bring a lack in this particular and important area.

However because he/she has (normally) more experience than his/her students, a professor will always have the advantage to be the one who gives directions and advices to his/her students.

Are you familiar with the expression, "getting the cart before the horse"? I'm afraid that's what you're facing. If so, that's not an impossible situation, but it can be a daunting one. Deciding what statistical analysis you will use is normally part of the research design, so you are sure that the data you gather can be analyzed in a way that will answer your research questions. that is normally done before you begin any data collection. I agree with what MOST of the others have recommended, but you cannot apply ANOVA, for example, unless you have quantitative data, and you did not describe the data you received from the surveys. If you solicited qualitative answers to the survey questions, you cannot apply quantitative statistical analysis to it. You will have to quantify that data or apply qualitative data analysis methods to it and have a blended study. There is nothing wrong with having a blended study, but is is more complex than a qualitative or quantitative one. You may need someone on site who can actually see what you did to help you sort it out. I wish I were there! I'd love the challenge!

To appraise the education level firstly, and develop an accessible set of stages that enables incremental steps to be achievable.

Interesing

Looks like now blending learning will be the new normal in education according to some authors, Prof. Haruni Machumu

Please check the following external post and graph:

https://blog.edx.org/blended-learning-new-normal

Prof. Oleksii Nalyvaiko, in Moodle a quiz access rule, was created by Prof. T. Hunt at the Open University.

Documentation about this Moodle plugin that helps to keep academic students integrity at:

Your answer is distinctive and interesting

@

I completely agree with Carl Klukkert

Hi@Joe. Professional development always has a collaborative approach. Rather I will say when we talk about professional development capacity the first thing focused is collaborative approach and team work. Blended learning will create more opportunities for collaboration.

Regards

yes I Interested

In my university none, Dear Prof. Debra Sharon Ferdinand-James. Authorities were interested in politics more than in investing in IT infrastructure. New Dean offices for his assistants, new computers, new furniture. A disgrace that nobody complained, now it is too late.

Dear Santosh Shail

Congratulations for this great project of the Canadian Institute of Mass Communication (CIMCweb.com). In Brazil, we developed the Hand Talk app. This is a revolutionary app for the deaf community. Representing an accessible solution, the app was acknowledged around the globe for its innovation and potential. The startup has won a number of awards including the Best Social App of the World in 2013, handed by UN at the World Summit Mobile Award, in Abu-Dhabi.

https://www.handtalk.me/br/Sobre

Best regards,

Carlos Alberto da Silva Júnior

Here our Towards Data Science article:

https://towardsdatascience.com/do-you-want-to-train-a-simplified-self-driving-car-with-reinforcement-learning-be1263622e9e?gi=606f63188da0

To kindle innovative intent, organizations need to stop counting on people succeeding despite the odds and instead shift the odds. There are three inseparable and mutually reinforcing ways to take innovation seriously: they pertain to values, resources, and processes. The first perspective admits that, barring the odd maverick, personnel will not innovate without license: an innovative culture needs pro-innovation governance and support from the top to make sure ideas take carriage. The second agrees that, because a resource is something from which an organization gains profit, assigning precisely that will put innovation at the heart of strategy and equip it. The third declares that, since a business process begins with a mission objective and ends with its achievement, endowing an organization with management, operational, and supporting processes that improve knowledge brokering of ideas from generation to selection, implementation, and diffusion will serve the goal of innovation.

@ Yaw Boateng Ampadu You need to understand that the application of data mining techniques and machine learning algorithms for the collection, wrangling, cleansing, storage and analysis from online sources requires an approach quite different from traditionally known research methods such that there is no need for Hypothesis testing, randomised design and so on. Instead, the collected and cleansed data is allowed to do the talking.

The beautiful thing about big data analytics (collection and analysis of large volumes of data from online sources, databases and data warehouses) is that you can rephrase, reshape and review your research questions in the course of the research work. I hope that I have answered your question in my own little way.

Best free, online Physical/Chemical/Engineering visualization resources?

Over 15 resources are listed in this resource, answering your question.

There are some thoughts...

Bugawa, A. M., & Mirzal, A. (2018). The impact of Web 2.0 technologies on the learning experience of students in higher education: A review. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 13(3), 1-17.

Kompen, R. T., Edirisingha, P., Canaleta, X., Alsina, M., & Monguet, J. M. (2019). Personal learning Environments based on Web 2.0 services in higher education. Telematics and Informatics, 38, 194-206.

Gyamfi, S. A. (2017). Informal tools in formal context: Adoption of web 2.0 technologies among geography student teachers in Ghana. International Journal of Education and Development using ICT, 13(3).

Cognition (artificial and natural), cognitive science and learning processes (autopoeisis) will be paramount; professions and disciplines will face a full cognitive shift (data---information---knowledge---wisdom as a learning circuit).

Maurice - I would recommend an 'overarching' question for AR. It allows the flexibility to expand. The 'plan' is complex and needs to be able to expand.

The attached chapter is generic in terms of AR principles.

Dear Tobias Wille

Check these articles, it may help you

Anshari, M., Alas, Y., Hj Mohd Yunus, N., Pg Hj Sabtu, N. & Sheikh Abdul Hamid, M. (2016). Online Learning: trends, issues and challenges in the Big Data Era. Journal of e-Learning and Knowledge Society, 12(1),. Italian e-Learning Association. Retrieved August 6, 2019 from https://www.learntechlib.org/p/171433/.

Karen Kear, Allan Jones, Georgina Holden & Mark Curcher (2016) Social technologies for online learning: theoretical and contextual issues, Open Learning: The Journal of Open, Distance and e-Learning, 31:1, 42-53, DOI: 10.1080/02680513.2016.1140570

In my view, depending on the resources and time you have, you could plan several steps: first to start with a case study, then to use Delphi, or other expert estimation, or/and to compare teachers/students attitudes with focus groups. You even could interact on changing the educational environment with Action research.

As both a postgraduate co-ordinator for distance taught qualifications, and a distance postgraduate student, I can understand the benefit in seeing that all students are posting something in forums and are displaying the fact that they are active participants in the course. From a student perspective, however, there isn't always something meaningful to contribute (especially if you haven't been one of the first 4-5 students to comment) and it just becomes a compliance exercise, rather than a task in which we are articultaing what we have learned.

I do think that portfolios and monitoring what materials students are accessing (and how frequently) may be a better indication of thier engagement in a course.

The learning environment is much mote than just the physical characteristics of the classroom. See this paper for a discussion of many factors that are part of the learning environment. The paper is about language learning, but many of the factors apply across the curriculum, I believe.

As above mentioned answers, all are helping; if questionaire has aready been used in some study and it has been passed through all sorts of validity process, and your research question is similar to the previous one then you can easily use that questionare, but if it is new one and you have developed it, then face validity(show ypour questionaire to some expert in the field or your mentor, they can check for face and content validity) Dont get confused, these things seem complex apparently but they are actually not. Then you can piolt that questionaire before conducting actual study (piloting can be done on the 10% of sample in accordance with your actual sample; but sometimes five percent sample is also used, it is stated differently in many books, but for practical purpose, piloting is good thing as sometimes what questions we have posed are comprehended by the participants differently; and if discrepancy exists what we are asking and others are answering, then questions can be modified). Peer review of your questionaire can also help; purpose of all this practice is simple as our questionaire must measure what it needs to be measured, oranges comparison must be with oranges and this process is simple but lengthy and needs careful, common sense. Expert responses on questionaire can also be halpful to see inter rater and intrarater reliability.....Good luck!

Thanks Shafagat

As reaserch I have seen that children with family orientation are more succesfull in lecture and writing

Ingrid