Web 3.0 – Based personalisation of learning objects in virtual learning environments

Kurilovas, Eugenijus; Kubilinskienė, Svetlana; Dagienė, Valentina

doi:10.1016/j.chb.2013.07.039

Cited by 107 publications

(66 citation statements)

References 12 publications

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“…El desarrollo de la aplicación RA-NPM fue establecido siguiendo el "ciclo de vida del desarrollo de software" (Elliott, 2004;Montilva, Arapa y Colmenares, 2003), utilizando la variante conocida como Modelo de Cascada, en la cual se estructura la aplicación informática en una serie de fases que se implementan de manera secuencial (Joyanes Aguilar, 2008;Whitten y Bentley, 2007), y que permiten cumplir con los objetivos planteados desde la dimensión informática de la investigación. La complejidad de esta etapa se encuentra enmarcada por el contexto en que se producen los sistemas de información existentes, lo cual permite una adaptabilidad e interoperabilidad de la estructura de datos que se quiere utilizar, genera eficiencia que permite el adecuado manejo de los recursos y facilita su posterior mantenimiento.…”

Section: Contexto Teóricounclassified

Realidad Aumentada y Navegación Peatonal Móvil con contenidos Patrimoniales: Percepción del aprendizaje

Nagata

Abad

Giner

2017

RIED

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ResumenMediante la creación de una aplicación móvil de aprendizaje sobre elementos del patrimonio, relacionada con la implementación de recursos como son la Realidad Aumentada (RA) y la Navegación Peatonal Móvil (NPM), se han desarrollado procesos de formación en contextos de movilidad, enlazados con la información territorial sobre el patrimonio histórico y cultural correspondientes a las ciudades de Salamanca (España) y Santiago (Chile). El desarrollo del software se enfoca en dos grandes ámbitos: el primero es la determinación de los escenarios territoriales, generando una base de datos que pueda ser utilizada en contextos móviles; el segundo está enfocado en el diseño y el desarrollo de la aplicación RA-NPM, definiendo su arquitectura, funcionalidad, interfaz e implementación. Los resultados son la construcción de un software flexible en un ambiente móvil que permite la presentación de contenidos sobre el patrimonio histórico de las ciudades seleccionadas. De manera complementaria, se realiza la determinación de la efectividad de la aplicación dentro de un contexto de aprendizaje situado y móvil. Desde la percepción de los estudiantes, se evalúa la aplicación móvil y los aprendizajes desarrollados, mediante un instrumento (cuestionario), consultando dimensiones como son el hardware, el software y los contenidos patrimoniales como partes del proceso educativo en un contexto móvil y situado. Los resultados establecen que existe una positiva evaluación en torno a las herramientas y las experiencias implementadas, permitiendo generar nuevas metodologías de aprendizaje mediadas en contextos móviles.Palabras clave: tecnologías de la información y de la comunicación; sistemas multimedia; uso didáctico del ordenador; percepción; evaluación.

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Section: Contexto Teóricounclassified

Realidad Aumentada y Navegación Peatonal Móvil con contenidos Patrimoniales: Percepción del aprendizaje

Nagata

Abad

Giner

2017

RIED

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“…The study of learning styles, for example, offers that the extent of an individual's learning will be influenced by the extent to which their experience is tailored (or personalised) towards their preferred learning style (Kurilovas, 2014). In fact, within the practice of personalisation within Higher Education, there seems to be much focus on e-learning and web tools to personalise learning.…”

Section: The Practice Of Personalisation Within Higher Educationmentioning

confidence: 99%

The Role of Special Events in Personalising Higher Education in Business

Welton¹,

Taylor²,

Winfield³

2016

ICERI2016 Proceedings

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Personalisation of education is high on the political agenda within the United Kingdom (UK), having entered the educational policy debate at the turn of the millennium through the inception of the Children's Plan (DfES, 2004). The principles of this early vision being to give, "every single child the chance to be the best they can be, whatever their talent or background" (Miliband, 2006). However, to date, there remains a lack of insight into how personalisation is interpreted and practiced within a higher education setting (Becket and Brookes, 2012), resulting in a definitional fuzziness (Hartley, 2008) and multiple manifestations of the application of personalisation.Existing knowledge of how higher education in business is personalised is particularly sparse. Notably the role that initiatives such as alumni mentoring and special events can play in the personalisation of business students' education. Within Nottingham Business School, personalisation covers a broad remit from the use of diagnostics in understanding learning styles to many targeted skills and employability events to help our students explore and reach their full potential.This research draws upon current practice within the Personalisation project of Nottingham Business School, with the aim of proposing an effective model of what personalisation of undergraduate international business curriculum might look like "on the ground" from an academic and student perspective. The research also assesses the potential of several specific initiatives, such as, an alumni language mentoring scheme and bespoke special events, upon building the aspirations of students and helping them to reach their potential.

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“…to Kurilovas, Kubilinskiene, & Dagiene (2014), ''learning styles are strategies, or regular mental behaviors, habitually applied by an individual to learning, particularly deliberate educational learning, and built on her/his underlying potentials' '(p.655). Some researchers have argued that whether learning style is a useful indicator of potential learning success because it provides information about individual differences in learning preferences and information-processing (Kolb & Kolb, 2005;Smith & Ragan, 1999).…”

Section: Introductionmentioning

confidence: 99%

Relationships between Learning Styles, Perceived Advantages of Online Collaborative Learning and Practical Knowledge in Teaching among Taiwanese Student Teachers

Liu¹

2017

ASS

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The purpose of this study is to investigate the effects of the three learning styles (collaborative, competitive, and individualistic) on the perceived advantage of collaborative learning (PAoCL) and practical knowledge in teaching (PKiT) among Taiwanese student teachers in an online collaborative environment. This study built a Facebook Group and developed the tasks of collaborative learning based on field-experience courses. The participants were required to share various practical experiences as the collaborative learning tasks. A total of 100 student teachers who enrolled in field-based courses between August 2016 and January 2017 participated in this study and were required to complete a validated survey in January 2017. This study determined the relationships between the three learning styles and PAoCL and PKiT and further identified predictors of online collaborative learning. The collaborative learning style of student teachers was positively associated with their PAoCL, while competitive learning style was correlated with their PKiT. Accordingly, teacher educators can encourage student teachers to share experiences about teaching practices during participating in field-experience courses through online collaboration. However, teacher educators should remind the student teachers to transfer the online information into PKiT.

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Web 3.0 – Based personalisation of learning objects in virtual learning environments

Cited by 107 publications

References 12 publications

Realidad Aumentada y Navegación Peatonal Móvil con contenidos Patrimoniales: Percepción del aprendizaje

Realidad Aumentada y Navegación Peatonal Móvil con contenidos Patrimoniales: Percepción del aprendizaje

The Role of Special Events in Personalising Higher Education in Business

Relationships between Learning Styles, Perceived Advantages of Online Collaborative Learning and Practical Knowledge in Teaching among Taiwanese Student Teachers

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