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1 – 10 of over 184000
Article
Publication date: 24 August 2012

F.B. Bruno, T.L.K. Silva, R.P. Silva and F.G. Teixeira

The purpose of this paper is to propose a web‐based tool that enables the development and provision of learning designs and its reuse and re‐contextualization as…

1842

Abstract

Purpose

The purpose of this paper is to propose a web‐based tool that enables the development and provision of learning designs and its reuse and re‐contextualization as generative learning objects, aimed at developing educational materials.

Design/methodology/approach

The use of learning objects can facilitate the process of production and delivering of educational material and their reuse and re‐contextualization in different scenarios – such process is due to the current development stage of information and communication technologies (ICTs), which allow easy access to products and services related to them. ICTs combined with instructional design theories, lead to the emergence of new generations of distance learning, which add educational content to web‐based services. From this combination rises a hybrid mode of education, which combines tools for face‐to‐face and distance learning (blended learning).

Findings

The use of the web as a platform for production and management of learning objects comes as a solution for storage and sharing. The utilization of objects is justified when its reusability is facilitated. This gives rise to possibilities in a client‐server environment, where information is centralized and available anywhere in the network.

Research limitations/implications

The combination of ICT and instructional design theories has potential and could result in hybrids which are yet to be fully understood and explored. This can enhance blended learning provision.

Originality/value

The paper presents a tool in which the learning designs work as structures built on XML, based on concept maps, which act as an interaction layer between the learning objects, organizing the content to be available.

Details

Campus-Wide Information Systems, vol. 29 no. 4
Type: Research Article
ISSN: 1065-0741

Keywords

Article
Publication date: 20 February 2009

Richard Dealtry

The purpose of this paper is to examine the successful design and management of high performance work‐based lifelong learning processes.

2444

Abstract

Purpose

The purpose of this paper is to examine the successful design and management of high performance work‐based lifelong learning processes.

Design

The paper summarises the process management practices and contextual parameters that are being applied in the successful design and management of high performance work based lifelong learning processes.

Findings

The paper finds that innovations in lifelong learning process design and development are restricted by traditional pedagogical thinking and administrative practices, an over emphasis on e‐learning and insufficient consideration of the holistic contextual factors. Design solutions are dynamically based on the idea of a timeless organic order or meta‐planning.

Research limitations

This paper is an outline summary of extensive lifelong learning process design best practice work with client organisations. As with many innovations taking place at the leading edge of work‐based learning management there is a limited supply of reliable published information.

Originality/value

Satisfying the important questions relating to the achievement of more substantial learning relevance in programme curriculum, the coherence of processes for validating non‐formal and informal learning and the effective value of e‐learning systems, are currently key areas of debate and policy making in Europe in particular. Where public and private sector companies are finding local global solutions these results are of considerable value in informing quality design and the way forward.

Details

Journal of Workplace Learning, vol. 21 no. 2
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 1 February 2003

Yvette James‐Gordon and Jay Bal

For learning opportunities to exist in an organisation, adequate learning methods need to be available in the organisation. This paper looks at the various learning

1699

Abstract

For learning opportunities to exist in an organisation, adequate learning methods need to be available in the organisation. This paper looks at the various learning methods for engineers in the design environment adopted by two automotive organisations. With greater work demands placed on the engineer and less time to learn, a more self‐directed learning approach is emerging. Emphasis is on the engineering design environment because of the continuous need for design engineers to keep updated with current engineering information, knowledge and techniques. By having the right learning climate and methods available in the organisation, the individual can engage in self‐directed learning; the effects of which are beneficial to organisational learning and the design engineer’s self‐development.

Details

The Learning Organization, vol. 10 no. 1
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 3 October 2008

Neil Lasher

The purpose of this paper is to outline an updated, six‐point model for instructional design which takes account of modern delivery trends in learning, such as informal

1589

Abstract

Purpose

The purpose of this paper is to outline an updated, six‐point model for instructional design which takes account of modern delivery trends in learning, such as informal and workflow e‐learning.

Design/methodology/approach

The model is based on empirical research carried out over at least 20 years.

Findings

The paper finds that to adhere to the modern goal of aligning learning with business strategy, we need to predict the needs of the user and select the most useful content and delivery techniques. Until now, the instructional design model for informal and workflow e‐learning did not exist. Learners must be engaged by the learning programme/materials they are using. Learning modules should be narrowly focused to a single learning point. The learning content must be up‐to‐date and always retrievable. Learners must be motivated to use the new information they are being given via the learning materials. The effectiveness of learning materials is enhanced by the designer finding and exploiting something in the piece of learning that is significant to the learners and will affect them emotionally. Learners organise what they know through meaning and association; so, to get people to learn, we have to entice them – via building associations from what they know now to what we are going to teach them. Informal learning modules and workflow learning techniques do not always require delivery via a learning management system. Speed of access to learning materials is now an issue for users.

Originality/value

This paper explores a new – and augmented – model of instructional design which applies particularly to the design of e‐learning materials (which were unknown to the “key” instructional design gurus).

Details

Industrial and Commercial Training, vol. 40 no. 7
Type: Research Article
ISSN: 0019-7858

Keywords

Abstract

Details

The Future of Corporate Universities
Type: Book
ISBN: 978-1-78743-346-5

Open Access
Article
Publication date: 25 October 2022

Verena Roberts

There is a need for research that examines how digital networks can support all learners in open access to people, resources and experiences that were previously…

Abstract

Purpose

There is a need for research that examines how digital networks can support all learners in open access to people, resources and experiences that were previously inaccessible in K-12 learning contexts. This study aims to examine the potential of open education theories and open practices in high school learning environments.

Design/methodology/approach

Using a design-based research approach, this study used the open learning design intervention framework to examine the experiences of a researcher, a teacher and Grade 10 students who expanded their learning from formal to informal learning environments by integrating open educational practices (OEP). The research occurred through three specific phases with iterative cycles that were responsive to research participants and data analysis at each phase.

Findings

The key findings suggest that open learning in high school is dependent upon opportunities for learners to co-design personally relevant learning pathways. The emerging design framework highlighted the need to emphasize the complexity of the students’ lived experiences in connection with the curriculum (formal learning environments) to promote a diversity of perspectives and shared connections (in informal learning environments). Second, learners need the opportunity to share their learning experiences collaboratively and individually by transparently demonstrating their learning processes in relevant ways and open practices provide the digital and community spaces to share knowledge. Finally, open learning occurs through stages and continuums and is a personal learning experience that transcends the boundaries of formal learning environments.

Originality/value

This study expands the current conceptual framework of open learning design by contributing a K-12 lens from which to consider the potential of OEP to promote personal learning pathways. Although the research considered a K-12 context, the OLDI Framework can be extended upon and used in any open learning design context including higher education.

Details

Journal for Multicultural Education, vol. 16 no. 5
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 15 September 2022

Isa Jahnke

Fischer et al. (2022) present a framework for rethinking education, including broad design components such as learning-on-demand or learning takes place in the context of…

Abstract

Purpose

Fischer et al. (2022) present a framework for rethinking education, including broad design components such as learning-on-demand or learning takes place in the context of authentic problems. How can we bring those design components into practice? I argue that the design of innovative learning approaches for the digital age requires rigor in design and evaluation methods to understand what works and how and why it works.

Design/methodology/approach

This case study applies the research to improve approach with iterative steps of design, development, and formative evaluation. Methods to be used are borrowed from user and learning experience fields, such as usability studies and pre/posttests for learning growth.

Findings

The design of digital learning experiences rests on the three dimensions of how learners interact with (a) the digital tool, space, or service; (b) the pedagogical elements of goals, activities, and assessments (e.g. sense-making); and (c) other peers or instructors.

Originality/value

This study provides useful insights on how to conduct research to improve versus research to prove and indicates the importance of data analysis related to the effectiveness, efficiency, and attractiveness of digital learning experiences. Learning experience design and research provides sufficient rigor and could play an important role in new ways of learning in the digital age with the goal “making learning a part of life” as pointed out by Fischer et al. (2022).

Details

The International Journal of Information and Learning Technology, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2056-4880

Keywords

Abstract

Details

Learning Organizations
Type: Book
ISBN: 978-1-83982-431-9

Book part
Publication date: 19 March 2013

Marcia L. Ashbaugh

A social movement is sweeping the globe in the form of Internet delivered and open access sharing spaces. People are connecting in new ways while personalizing their daily…

Abstract

A social movement is sweeping the globe in the form of Internet delivered and open access sharing spaces. People are connecting in new ways while personalizing their daily experiences with shared websites called Web 2.0 technologies. This chapter looks into the implications of taking these technologies beyond social interactions into the learning experiences of students. With a literature review and case study analysis, the goal of this chapter is to gain a better understanding of what is needed to appropriate quality instructional strategies to the online university course room including social sites such as Facebook, Twitter, Second Life®, and wikis. Following a brief history and descriptions of the Web 2.0 sites and functions, the reader is introduced to the design expectations typical of instructional designers (IDs) with definitions and standards from the field's literature. Support is offered from the business and educational literature for incorporating leadership into design practice through vision, strategy, and theory-based decisions. Definitions, benchmarks, and examples of instructional strategies and activities for learner engagement complete the theoretical framework for the chapter. Given the added complexities of advanced technologies, this chapter suggests evaluating social learning through an ID leadership perspective for a more informed recommendation of Web 2.0 online affordances. Following a case analysis of Second Life®, a 3-D virtual world used for learning activities, implications for ID practice are discussed, along with the various benefits and barriers of adopting Web 2.0 technologies. In the conclusion, suggestions are given for future research on the potential for integration of Web 2.0 affordances into online learning designs for rich, engaging learning experiences.

Details

Increasing Student Engagement and Retention in e-learning Environments: Web 2.0 and Blended Learning Technologies
Type: Book
ISBN: 978-1-78190-515-9

Article
Publication date: 19 July 2022

Shaden Fakhri Abusafieh

The study investigates the effectiveness of an adaptive reflective framework that shifts the learning process toward a student-centered approach within an…

Abstract

Purpose

The study investigates the effectiveness of an adaptive reflective framework that shifts the learning process toward a student-centered approach within an interdisciplinary learning environment. It aims to promote the learning process within an interdisciplinary learning environment that could promote the students’ design competencies.

Design/methodology/approach

The experiment was conducted at Basic Design studio, investigating three concepts of basic design principles: harmony, repetition and rhythm. A total of 80 first-year architectural students were enrolled in this study and placed into two equal groups: the “control group” received the traditional learning method and in contrast, the “experimental group” received an interdisciplinary reflective learning method using music as a relevant discipline.

Findings

The results showed that utilizing “Music Animation Machine” in the learning process significantly promoted students’ cognitive skills, engagement and design competencies. In addition, there was obvious evidence of excellent progress in learning basic design principles using the proposed reflective approach within a student-centered learning environment.

Originality/value

Many researchers focus on the importance of using music as a design tool. However, there is a crucial demand for investigating it as a learning tool. This research raised music effectiveness in the learning process of design principles. Thus, it incites to test more disciplines interconnected with architectural design. Other researchers could utilize this approach to ensure its effect on enhancing design competencies in the basic design and other architectural design courses.

Details

Open House International, vol. 47 no. 4
Type: Research Article
ISSN: 0168-2601

Keywords

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