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Informing Science a series of four books 普通类
Generally, oer is seen to have the potential of improving knowledge distribution world wide, when the issues mentioned are addressed. Communities of interest need to be formed to carry on the work in this direction. Furthermore, promotional activities to spread oer initiatives and usage are needed.
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Elementary Preservice Teachers' perspective 普通类
This research investigates the perspectives of preservice teachers and their nave understandings of the kinds of learning and assistance video cases can provide in their methodology.
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pen technology open content and open knowledge 普通类
The book has four sections. Section 1 discusses lessons learned and challenges identified. Section 2 addresses research and development issues. Section 3 discusses motivational aspects and incentives. Section 4 addresses priority issues.
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Open educational resources Conversations 普通类
Open educational resources reports on a series of online forums organised by the UNESCO International Institute for Educational Planning (IIEP) about open educational resources (oer) in 2005 and 2007. Here more than 600 participants from ninety countries report on oer history, achievements, issues and challenges from oer provider and user perspectives. The selection of approaches from developed and developing countries represents a broad range of perspectives and approaches.
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What kinds of knowledge do teachers share on blogs 普通类
In the era of Web 2.0, blogs are often used by educators as a tool to promote interaction within online communities. Related studies indicate the limitations of the knowledge sharing within teachers’ online communities (eg, Barab, MaKinster, Moor & Cunningham, 2001; Hou, Sung & Chang, 2009). The use of blogs for teachers’ professional development may promote teacher interaction and is an important issue that deserves exploration. In particular, what dimension and content of pedagogical knowledge are mainly shared on teachers’ blogs, and what are the limitations to interaction among teachers engaged in knowledge sharing? Examining the questions mentioned earlier will aid in the development of interactive strategies/tools for the promotion of teachers’ knowledge sharing on blogs (eg, using the observed limitations to provide advanced knowledge sharing interactive strategies or to help design automatic detecting/guiding modules for enhancing the knowledge interaction).
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Are open educational resources systematic 普通类
Open educational resources (OER) raise many similar issues for education to those that have surrounded Learning Objects (LO). However the greater use and availability of digital technologies and open licensing seems to be enabling OER to have wider acceptance into individual and institutional teaching practice.While the need for appropriate design in teaching and learning on the part of educators, which was the primary driver of developments in LO, remains, the very openness of OER is changing the relationships between educators, learners and content (resources) and is becoming a primary agent of change. Experience in OpenLearn, a major initiative to provide OER from The Open University, indicates that some of these changes can be planned for while others will emerge as releasing content openly imposes evolutionary pressures that accelerate change and work around barriers. Development can then be driven by learner expectations of the technology and needs for informal life-long learning that in turn impact on how content is being designed and openly presented. It is argued that this represents a shift from a teacher-centric, systematic model of change in teaching practices as embodied in earlier ideas about LO to a learner-centric, systemic model of change as embodied in OER.
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Sharing educational practice in edu-sharing 普通类
For technology-enhanced learning, the idea of learning objects transfers the technologies of content management, methods of software engineering and principles of open access to educational resources. This paper reports on CampusContent, a research project and competence centre for e-learning at FernUniversität in Hagen that designed and developed an integrated portal to a repository network named edu-sharing. This portal facilitates sharing, joint development and reuse of learning material and pedagogical knowledge. CampusContent focused on essential challenges concerning use and utility of learning objects and developed principles, methods and tools that support educators in the process of contextualising learning objects within educational settings. Our model offers three levels of contextualisation: configurable objects, learning scenarios and an integrated work environment for educators.
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Learning by creating and exchanging object 普通类
Science Created byYou (SCY) is a project on learning in science and technology domains. SCY uses a pedagogical approach that centres around products, called ‘emerging learning objects’ (ELOs) that are created by students. Students work individually and collaboratively in SCY-Lab (the general SCY learning environment) on ‘missions’ that are guided by socio-scientific questions (for example ‘How can we design a CO2-friendly house?’). Fulfilling SCY missions requires a combination of knowledge from different content areas (eg, physics, mathematics, biology, as well as social sciences). While on a SCY mission, students perform several types of learning activities that can be characterised as productive processes (experiment, game, share, explain, design, etc), they encounter multiple resources, collaborate with varying coalitions of peers and use changing constellations of tools and scaffolds. The configuration of SCY-Lab is adaptive to the actual learning situation and may provide advice to students on appropriate learning activities, resources, tools and scaffolds, or peer students who can support the learning process. The SCY project aims at students between 12 and 18 years old. In the course of the project, a total of four SCY missions will be developed, of which one is currently available.
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The integration of reusable learning objects 普通类
The study described in this paper investigated the use of The Le@rning Federation’s learning objects by students in primary school education. The study focused on how students engaged with and responded to the learning objects and how the objects supported student learning. A collective case study design allowed the researchers to investigate how students from two different classrooms within the site school were using and responding to learning objects. Data in the form of classroom observations, student work and student focus group interviewswere collected in order to learn about students’ experiences and perspectives. The data revealed that in general the learning objects impacted positively on students. Students exhibited high levels of engagement and motivation in their learning, although expressed negativity towards some design aspects that restricted the intended learning outcomes. The study’s major findings highlight the significant role of the teacher in scaffolding and integrating learning objects in order to best support student learning outcomes, reinforcing the notion of learning objects being only part of the whole learning experience.
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Ontology and taxonomy design and development 普通类
Recent developments and new directions in education have emphasised learners’ needs, profile and pedagogical aspects by focusing on learner-centered approaches in educational settings. e-Learning, on the other hand, guarantees learners the opportunity of learning in their own way, and leads to new considerations in course design. e-Learning is defined as the new form of learning, rather than the use of new technologies. It requires new considerations in educational aspects and delivery methods. Personalised technologies and new approaches such as the use of ontologies and Semantic Webs in e-learning are some of the next challenges for both education and society in the future. This paper provides an overview and rationale for personalised web-based learning and personalised technologies. Also, it presents ontologies by emphasising the various usages of this term in a variety of fields, the main ontology structures, methodologies and design principles, and its applications in education.