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Journal articles on the topic 'Learning content'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 May 2022

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1

Russell, Felice Atesoglu. "Context for Content Teachers' Learning." Journal of School Leadership 28, no. 2 (March 2018): 229–58. http://dx.doi.org/10.1177/105268461802800204.

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This article examines the context for content teachers‘ professional learning concerning English learners (ELs), paying particular attention to the role of leadership in supporting and constraining this capacity development. The contextual features of the school are analyzed, specifically the leadership of the principal and an EL facilitator, as well as supports that influenced the development of teacher capacity. The data used in this analysis comes from a yearlong qualitative case study of professional learning and the instruction of ELs in one diverse, urban high school. Data analysis revealed two main themes (1) the significance of the role and vision of the principal and (2) the relevance of cultural norms, structures, and activities that contributed to content teachers’ capacity to meet the needs of ELs. Implications for research and practice are discussed.

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Met, Myriam. "Learning Language through Content: Learning Content through Language." Foreign Language Annals 24, no. 4 (September 1991): 281–95. http://dx.doi.org/10.1111/j.1944-9720.1991.tb00472.x.

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Contractor, D., S. Negi, K. Popat, S. Ikbal, B. Prasad, S. Vedula, S. Kakaraparthy, B. Sengupta, and V. Kumar. "Smarter learning content management using the Learning Content Hub." IBM Journal of Research and Development 59, no. 6 (November 2015): 3:1–3:9. http://dx.doi.org/10.1147/jrd.2015.2455691.

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Sørensen, Christian Grund. "Content, Context & Connectivity Persuasive Interplay." International Journal of Conceptual Structures and Smart Applications 1, no. 2 (July 2013): 69–77. http://dx.doi.org/10.4018/ijcssa.2013070108.

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The aim of this paper is to discuss the relationship between content, context and connectivity and suggesting a model of Dynamic Interplay. This is done in relation to a specific learning environment concerning cultural mediation, in casu the Kaj Munk Case of the EuroPLOT-project (an EU-supported research project under EACEA). In the development of this project several categories of content have been implemented in technology enhanced learning tools. These have been designed to support learning in different contexts and eventually the role of the connectivity of these learning objects and tools is discussed. Focus is here on The Kaj Munk Study Edition, The Conceptual Pond, Immersive Layers Design, and Generative Learning Objects (GLOs) which are applications affiliated with the Munk case. This paper explores the persuasive potential of the interplay between the different applications for the benefit of learning and reflection and a model of Dynamic Interplay is introduced. This is done with a primary inspiration from rhetoric particularly in the shape of the Aptum model and a focus on kairos. Possible benefits of this approach are discussed and several questions for further research are suggested.

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Hamm, A., and D. Vaitl. "Stimulus-content, context, and learning of autonomic responses." International Journal of Psychophysiology 7, no. 2-4 (August 1989): 226. http://dx.doi.org/10.1016/0167-8760(89)90167-0.

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Pacheco, Maria Leonor, and Dan Goldwasser. "Modeling Content and Context with Deep Relational Learning." Transactions of the Association for Computational Linguistics 9 (February 2021): 100–119. http://dx.doi.org/10.1162/tacl_a_00357.

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Building models for realistic natural language tasks requires dealing with long texts and accounting for complicated structural dependencies. Neural-symbolic representations have emerged as a way to combine the reasoning capabilities of symbolic methods, with the expressiveness of neural networks. However, most of the existing frameworks for combining neural and symbolic representations have been designed for classic relational learning tasks that work over a universe of symbolic entities and relations. In this paper, we present DRaiL, an open-source declarative framework for specifying deep relational models, designed to support a variety of NLP scenarios. Our framework supports easy integration with expressive language encoders, and provides an interface to study the interactions between representation, inference and learning.

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Allen, Deborah, and Kimberly Tanner. "Approaches to Cell Biology Teaching: Learning Content in Context—Problem-Based Learning." Cell Biology Education 2, no. 2 (June 2003): 73–81. http://dx.doi.org/10.1187/cbe.03-04-0019.

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Torres, Ana Maria Lopez, and Cristobal Nico Suarez Guerrero. "Learning Content Development With Social Tools: Learning Generated Content in Engineering." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 8, no. 3 (August 2013): 111–18. http://dx.doi.org/10.1109/rita.2013.2273110.

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Barreau, Deborah. "Distance Learning: Beyond Content." Journal of Education for Library and Information Science 41, no. 2 (2000): 79. http://dx.doi.org/10.2307/40324057.

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Fisher, Douglas, and Nancy Frey. "Content Area Vocabulary Learning." Reading Teacher 67, no. 8 (April 28, 2014): 594–99. http://dx.doi.org/10.1002/trtr.1258.

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Wolfgand Matsui Siqueira, Sean, Maria Helena Lima Baptista Braz, and Rubens Nascimento Melo. "Modeling e‐learning content." International Journal of Web Information Systems 3, no. 1/2 (September 28, 2007): 140–52. http://dx.doi.org/10.1108/17440080710829261.

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El Guabassi, Inssaf, Zakaria Bousalem, Mohammed Al Achhab, Ismail JELLOULI, and Badr Eddine EL Mohajir. "Personalized adaptive content system for context-aware ubiquitous learning." Procedia Computer Science 127 (2018): 444–53. http://dx.doi.org/10.1016/j.procs.2018.01.142.

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Zhao, Xinyou, and Toshio Okamoto. "Adaptive multimedia content delivery for context-aware u-learning." International Journal of Mobile Learning and Organisation 5, no. 1 (2011): 46. http://dx.doi.org/10.1504/ijmlo.2011.038691.

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Perguna, Luhung Achmad, Idris Idris, and Irawan Irawan. "From Content to Context: Understanding Introduction to Sociology through MOOC." International Journal of Emerging Technologies in Learning (iJET) 15, no. 07 (April 8, 2020): 188. http://dx.doi.org/10.3991/ijet.v15i07.13467.

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This study aims to provide interactive, active participatory and collaborative media for learners through MOOC in the Introduction to Sociology course. This paper presents alternative learning by utilizing MOOC-based information technology as one way to achieve learning objectives. This development uses research and development (R&D) with development steps consisting of preproduction, production, and postproduction. This development was also validated and implemented during the development process. This study found that development products are feasible to be implemented as learning products. In addition, the results of the implementation test also showed that the use of MOOC media through the development of context-based video learning can improve student understanding more easily, more effectively, and more efficiently. Thus, this development product can be one of the learning media that can be used in the sociology learning process.

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정회준. "On / Off-Line connection to learning for the e-learning content research - 3D graphics learning content around -." Journal of Korea Design Forum ll, no. 35 (May 2012): 255–64. http://dx.doi.org/10.21326/ksdt.2012..35.023.

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Duchovicova, Jana, and Nina Kozarova. "MENTAL REPRESENTATION OF LEARNING CONTENT AND LEARNING STYLE." Slavonic Pedagogical Studies Journal 6, no. 1 (February 2017): 81–94. http://dx.doi.org/10.18355/pg.2017.6.1.7.

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Knight, Colin, Dragan Gašević, and Griff Richards. "Ontologies to integrate learning design and learning content." Journal of Interactive Media in Education 2005, no. 1 (August 24, 2005): 6. http://dx.doi.org/10.5334/2005-7.

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Wei, Xu. "Realization of Adaptive Learning Content Based on Learning Object and Domain Ontology." Advanced Materials Research 171-172 (December 2010): 527–30. http://dx.doi.org/10.4028/www.scientific.net/amr.171-172.527.

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With the evolution of information technology, E-learning has spread rapidly. Traditional E-learning has proved not fit requirement of modern education, new trend of developing the adaptive and customized E-learning system draws more and more attentions from researchers and practitioners. In this paper, we proposed an E-learning system which can provide adaptive content according to different situations of user. To achieve the adaptive E-learning system, two new technologies have been adopted by the system: learning object and domain ontology. Using these two technologies the system can provide intelligent learning content based on the user’s context, knowledge’s context. The paper also presents a scenario to demonstrate the step of production of adaptive learning content.

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Muller, Lars, Monica Divitini, Simone Mora, Veronica Rivera-Pelayo, and Wilhelm Stork. "Context Becomes Content: Sensor Data for Computer-Supported Reflective Learning." IEEE Transactions on Learning Technologies 8, no. 1 (January 1, 2015): 111–23. http://dx.doi.org/10.1109/tlt.2014.2377732.

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Assunção Flores, Maria. "The multidimensionality of teacher professional learning: context, content and change." European Journal of Teacher Education 44, no. 4 (August 8, 2021): 429–31. http://dx.doi.org/10.1080/02619768.2021.1973164.

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Auriemma, Alessia, and Alessia Auriemma. "SENECA: An Attention Support Tool for Context-related Content Learning." Journal of Visual Language and Computing 2021, no. 1 (July 5, 2021): 10–19. http://dx.doi.org/10.18293/jvlc2021-n1-006.

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Tóthová, D., and K. Hennyeyová. "Preparation of e-learning methodology in distance learning." Agricultural Economics (Zemědělská ekonomika) 48, No. 8 (March 1, 2012): 364–66. http://dx.doi.org/10.17221/5336-agricecon.

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Education should be understood as a method of sharing and disseminating information. It deals not only with obtaining the right information in the right time but also with full understanding and processing of the information in the given context. Distance learning is a technology, where the distance between a teacher and a student, or among students, is characterized by the speed of the feedback, i.e. how quickly the student gets the feedback from his teacher – tutor. This type of education cannot exist without electronic education. It means providing the students with the content of a course via all electronic media including Internet, intranet and CD-ROMs. Before processing of the materials into this form, it is necessary to develop the methodology, which could be used effectively by distance learning project teams.

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23

Gawlik-Kobylińska, Małgorzata, and Monika Lewińska. "Content Language Integrated Learning in Polish Higher Military Education." Connections: The Quarterly Journal 13, no. 3 (2014): 105–15. http://dx.doi.org/10.11610/connections.13.3.06.

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Issabekova, G., and N. Duisenova. "Austrian experience of content and language integrated learning (CLIL)." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 189–97. http://dx.doi.org/10.31489/2020ped4/189-197.

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The article reviews and analyses the Austrian practice of CLIL technology as an innovative form that meets the requirements and challenges of modern society. Based on their scientific and practical experience and ex-change of experience with Austrian scientists, experts and practitioners, the authors make a historical and lin-guistic overview of the implementation of subject and language integrated learning in Austrian school prac-tice, analyze the prerequisites of the CLIL in the educational system, goals and structure of the CLIL. The bi-lingual schools and bilingual lessons are individual and aotonomous initiative of schools schools and the main prerequisite is the subject-linguistic competence of the CLIL teachers and the availability of subject materials in a foreign language. The reasons for the diversity of the subject-linguistic combination in the school, the ad-aptation of the CLIL models to the school type, the subject-language curriculum, the study group and the school situation are analysed. The concept of continuous education of teachers' colleges under the CLIL pro-gramme for teachers involved in the implementation of the cross-curricular approach is presented. Ensuring language/linguistic diversification through forms of correct application of a foreign language as the object of classical language education and as a language of instruction is seen as an advantage.

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Trifonova, Anna, and Marco Ronchetti. "Hoarding content for mobile learning." International Journal of Mobile Communications 4, no. 4 (2006): 459. http://dx.doi.org/10.1504/ijmc.2006.008952.

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Yu, Zhiwen, Yuichi Nakamura, Daqing Zhang, Shoji Kajita, and Kenji Mase. "Content Provisioning for Ubiquitous Learning." IEEE Pervasive Computing 7, no. 4 (October 2008): 62–70. http://dx.doi.org/10.1109/mprv.2008.69.

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Little, Bob. "Trends in learning content management." Industrial and Commercial Training 40, no. 5 (July 11, 2008): 261–65. http://dx.doi.org/10.1108/00197850810886504.

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Lochmiller, Chad R., and Kathleen M. W. Cunningham. "Leading learning in content areas." International Journal of Educational Management 33, no. 6 (September 9, 2019): 1219–34. http://dx.doi.org/10.1108/ijem-03-2018-0094.

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Purpose The purpose of this paper is to report findings from a systematic literature review that explore how recent research on instructional leadership has addressed the role of mathematics and science instruction. Design/methodology/approach Using Hallinger’s (2014) approach to conducting systematic reviews, the review included 109 peer-reviewed articles published since 2008 in leading mathematics and science education journals. An a priori coding scheme based upon key leadership behaviors articulated in Hitt and Tucker’s (2016) unified leadership framework informed the analysis presented. Findings Results indicate that leaders support content area instruction by facilitating high-quality instructional experiences through curricular and assessment leadership. Leadership frequently involves establishing organizational conditions that support teachers’ efforts to improve their own practice instead of direct leadership action on the part of instructional leaders. This support takes different forms and can include distributing leadership to teacher leaders with content area experience as well as using resources strategically to provide professional development or instructional coaching. Originality/value The review strengthens the connections between the instructional leadership, mathematics and science literatures, and identifies some of the leadership practices that these literatures deem important for instructional improvement. The review also reveals the potential for future research exploring the influence of a particular content area on supervisory practice and leadership discourse.

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Sándor, Gabriella. "Content and language integrated learning." International Journal of Multilingualism 10, no. 1 (February 2013): 130–31. http://dx.doi.org/10.1080/14790718.2012.665454.

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Tao, Dacheng, Xuelong Li, and Yuan Yan Tang. "Learning semantics from multimedia content." Pattern Recognition 42, no. 2 (February 2009): 217. http://dx.doi.org/10.1016/j.patcog.2008.08.021.

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31

Taylor, Carol, and Linda L. Gallagher. "Structured learning for geriatric content." Geriatric Nursing 9, no. 1 (January 1988): 44–45. http://dx.doi.org/10.1016/s0197-4572(88)80017-x.

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Dalton-Puffer, Christiane, and Tarja Nikula. "Content and language integrated learning." Language Learning Journal 42, no. 2 (March 14, 2014): 117–22. http://dx.doi.org/10.1080/09571736.2014.891370.

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Shen, Li ping, and Rui min Shen. "Ontology-based learning content recommendation." International Journal of Continuing Engineering Education and Life-Long Learning 15, no. 3/4/5/6 (2005): 308. http://dx.doi.org/10.1504/ijceell.2005.007719.

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Roberts, Jonathan, and Ke Chen. "Learning-Based Procedural Content Generation." IEEE Transactions on Computational Intelligence and AI in Games 7, no. 1 (March 2015): 88–101. http://dx.doi.org/10.1109/tciaig.2014.2335273.

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Marciniak, Jacek. "Building E-learning Content Repositories to Support Content Reusability." International Journal of Emerging Technologies in Learning (iJET) 9, no. 3 (May 10, 2014): 45. http://dx.doi.org/10.3991/ijet.v9i3.3456.

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Castillo, Sergio, and Gerardo Ayala. "Content Adaptation in Mobile Learning Environments." International Journal of Multimedia Data Engineering and Management 1, no. 4 (October 2010): 1–15. http://dx.doi.org/10.4018/jmdem.2010100101.

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In this paper, the authors present their proposal for adaptation of educational contents of learning objects to a particular mobile device and a specific learner. Content adaptation in mobile learning objects implies user adaptation and device adaptation, and requires additional metadata categories in comparison with SCORM 2004. This learning object content model, ALMA (A Learning content Model Adaptation), inherits from the SCORM standard a subset of metadata categories, and extends it with three top level metadata categories for content adaptation, i.e., Knowledge, Use, and Mobile Device Requirements (Castillo & Ayala, 2008). For user adaptation, the authors developed NORIKO (NOn-monotonic Reasoning for Intelligent Knowledge awareness and recommendations On the move), a belief system based on DLV, a programming system based on Answer Set Programming paradigm. For device adaptation the authors designed CARIME (Content Adapter of Resources In Mobile learning Environments), which uses transcoding and transrating to adapt media content to suit the device characteristics.

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Seo, Gwak Mi, Bae So Yeon, and Kim Tak Hoon. "Prototype Development of Sharp Learning: Learning Content Recommendation Platform." TECHART: Journal of Arts and Imaging Science 6, no. 4 (November 30, 2019): 9–15. http://dx.doi.org/10.15323/techart.2019.11.6.4.9.

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Jati, Gumawang. "LEARNING MANAGEMENT SYSTEM (moodle) AND E-LEARNING CONTENT DEVELOPMENT." Jurnal Sosioteknologi 12, no. 28 (April 2013): 277–89. http://dx.doi.org/10.5614/sostek.itbj.2013.12.28.3.

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Kiryakova, G. "Description of learning content in E-learning environment Moodle." Trakia Journal of Science 12, no. 4 (2014): 361–65. http://dx.doi.org/10.15547/tjs.2014.04.005.

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Karimi Moonaghi, Hossein, and Khatereh Shariati. "Content Creation Based Learning: Scholarship of Teaching and Learning." Research and Development in Medical Education 7, no. 1 (June 30, 2018): 52–57. http://dx.doi.org/10.15171/rdme.2018.010.

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Hidayati, Nisail Mugni. "Does E-Learning Content Design Affect Student Learning Outcomes?" SOCIA: Jurnal Ilmu-Ilmu Sosial 17, no. 2 (March 19, 2021): 89–99. http://dx.doi.org/10.21831/socia.v17i2.35571.

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This study aims to determine and analyze the effect of e-learning content design in the economic subject on learning outcomes moderated by student gender. The level of content design is measured through indicators of interface design, functionality, system support, usability, convenience, satisfaction, goals, active learning style, basic concepts, problem solving and experience. The level of learning outcomes is measured through the indicator of the test score results. This study uses an explanatory survey method with data collection techniques through questionnaires those are distributed to 197 students of the Social Sciences major with a sample of 132 students at SMA Negeri 1 Rengasdengklok. The data analysis technique uses descriptive statistics, inferential statistics and regression analysis. The results of this study indicate 1) The level of content design has a positive effect on the level of learning outcomes. The higher the level of e-learning content design on the economic subject, the higher the learning outcomes will be obtained by students. 2) Gender does not moderate the positive effect of the level of content design on the level of learning outcomes. However, the positive influence on content design for the male group is stronger.

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Vainshtein, J. V., R. V. Esin, and G. M. Tsibulsky. "Learning Content Model: from Concept Structuring to Adaptive Learning." Open Education 25, no. 1 (March 1, 2021): 28–39. http://dx.doi.org/10.21686/1818-4243-2021-1-4-28-39.

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The aim of the study. In modern conditions of changing the global “educational landscape”, the leading trend in building a new educational process management system is the personalization of the educational process in the electronic environment. New pedagogical technologies and innovative forms of organizing personalized learning in the electronic environment are developing, one of which is adaptive learning. The development of the structure and content of adaptive e-learning courses, the design and implementation of an educational strategy, teaching methods, and approaches to assessing results is determined by the model of its subject domain - the model of learning content. The aim of the study is to develop an approach to constructing the learning content model of an adaptive e-learning course that provides a formalized presentation of the educational material of the discipline and the construction of a logically based strategy for its study. Materials and methods. Methodological basis of research methods make up the logical-epistemological analysis and graph theory, and comparative analysis of psychological and pedagogical, scientific and methodical works, analysis of regulatory documents on research issues, professional and federal educational standards of higher education. Results. A feature of the author's approach is structuring of the subject domain in the form of a sequence of terms (training objects) of the learning content, studied in a certain order and presented in several versions of the presentation. The presented model for constructing the learning content of the academic discipline differs from the wellknown ones by the presence of logical ordering of concepts based on the integration of logic methods of concept analysis, using logical and epistemological methods for correlating the volume and content of concepts with the methods of graph theory and hypergraphs. The definition of educational objects of a tree (hypergraphic tree) of terms is obtained on the basis of a concept tree of discipline with a further determination of the sequence of their study, as well as the inclusion of a phenomenological and structural model in the content of the educational object, which allows to identify and disclose the essence of each studied concept within the framework of the subject domain of discipline. Conclusion. The proposed approach has been tested in the educational process of the program 09.03.02 – “Information systems and technologies” at the Siberian Federal University. Analysis of observations and evaluating the effectiveness of adaptive e-learning course in the educational process was carried out using the Kruskal-Wallis test by ranks. As a result of the experiment, it was revealed that at the end of the experiment, the control and experimental groups were statistically significantly different, which allowed us to conclude that the adaptive e-learning course developed in the educational process was effective. Adaptive e-learning courses, which are based on the approach proposed by the authors, made it possible to present educational content in the form of logically integral micro portions, which allow the adaptation of the educational environment to the individual characteristics of students. In the future, the proposed approach can contribute to development of personalized adaptive learning university ecosystems under digitalization formation.

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Frances, Candice, Angela De Bruin, and Jon Andoni Duñabeitia. "THE INFLUENCE OF EMOTIONAL AND FOREIGN LANGUAGE CONTEXT IN CONTENT LEARNING." Studies in Second Language Acquisition 42, no. 4 (January 9, 2020): 891–903. http://dx.doi.org/10.1017/s027226311900072x.

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AbstractPrior research has found reduced emotionality with foreign language use, especially with single words, but what happens if emotionality is conveyed throughout a longer text? Does emotionality affect how well we remember and associate information, that is, content learning? We played participants descriptions of two invented countries and tested how well they remembered facts about these countries. Each participant listened to one positive and one neutral description, which was read either in their native language (Spanish) or in their foreign language (English). Participants remembered facts they heard in positive semantic contexts better than those learned in neutral semantic contexts and did better in their native than their foreign language. Importantly, there was no interaction between language and emotionality, suggesting that the previously reported decrease in emotionality in a foreign language might not extend to all areas of foreign language use.

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Fernández-Río, Javier. "Student-teacher-content-context: Indissoluble Ingredients in the Teaching-learning Process." Journal of Physical Education, Recreation & Dance 87, no. 1 (January 2, 2016): 3–5. http://dx.doi.org/10.1080/07303084.2016.1110476.

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Rueangprathum, Atchara, Somchai Limsiroratana, and Suntorn Witosurapot. "User-Driven Multimedia Adaptation Framework for Context-aware Learning Content Service." Journal of Advances in Information Technology 7, no. 3 (2016): 182–85. http://dx.doi.org/10.12720/jait.7.3.182-185.

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Khoiriyah, Khoiriyah. "Content and Language Integrated Learning (CLIL) in Indonesian Context: an Overview." Jurnal Pendidikan Progresif 11, no. 3 (2021): 587–601. http://dx.doi.org/10.23960/jpp.v11.i3.202110.

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Chauhan, Sahreen, Azra Naseem, and Eman Rashwan. "Developing a Quality Checklist for Designing Blended Learning Course Content." International Journal of Information and Education Technology 6, no. 3 (2016): 224–27. http://dx.doi.org/10.7763/ijiet.2016.v6.689.

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48

Artikova, Makhim. "Implementing Content And Language Integrated Learning (CLIL) In Secondary Schools." American Journal of Social Science and Education Innovations 02, no. 11 (November 28, 2020): 253–60. http://dx.doi.org/10.37547/tajssei/volume02issue11-45.

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This paper aims to give information about the benefits and stages of implementation of Content and Language Integrated Learning (CLIL) in secondary schools. It focuses on the objectives and implementation stages of the CLIL, target language skills, assessment, feedback, and dual-subject knowledge in this approach. It further states the benefits of applying CLIL in preparing students for 21- century skills (Critical Thinking, Problem Solving, Decision making, Creativity, Collaboration, Communication), international standardized exams such as IELTS, TOEFL, and large-scale international assessments (PISA, and TIMSS).

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Burke, Ronald J., and Catherine Bolf. "Learning within Organizations: Sources and Content." Psychological Reports 59, no. 3 (December 1986): 1187–96. http://dx.doi.org/10.2466/pr0.1986.59.3.1187.

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This study asks what are the important sources of learning available to managers and professionals in organizations? What is actually learned (content)? What and how much is learned from supervisors, peers, and subordinates? Retrospective data collected from men and women in the early to middle career stages indicate that the values of certain learning sources depend on the content of learning and relate to age and a number of situational factors. Also, other individuals with whom the learners typically interact were rated as the most valued learning sources.

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Bauer, Eurydice B., Patrick C. Manyak, and Crystal Cook. "Supporting Content Learning for English Learners." Reading Teacher 63, no. 5 (February 2010): 430–32. http://dx.doi.org/10.1598/rt.63.5.9.

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