Journal articles: 'Learning via technologies'

1

Wang, Victor X., and Beth Kania-Gosche. "Assessing Learning via Web 2.0 Technologies." International Journal of Technology and Educational Marketing 1, no. 2 (July 2011): 42–61. http://dx.doi.org/10.4018/ijtem.2011070103.

Full text

Abstract:

Online learning takes place among learners of all ages in both formal and informal contexts. Due to the fact that traditional age students learn differently from non-traditional age students, especially in the virtual environment, educators are encouraged to employ either pedagogical or andragogical assessment methods accordingly. Using pedagogical assessment methods may work for traditional age learners. Likewise, applying andragogical methods may work for non-traditional age learners. Available assessment methods such as objectively-scored tests, subjectively-rated tests and criterion referenced tests will be discussed as well as a new form of assessment--learner self-evaluation. To use the proper tests or methods to assess online learning, educators are encouraged to possess both pedagogical and andragogical knowledge and/or skills. Instructors should use a variety of instructional and assessment methods. The authors of this article provide specific examples of online assessments from both andragogy and pedagogy.

APA, Harvard, Vancouver, ISO, and other styles

2

Wang, Victor X., and Leslie Hitch. "Is Active Learning via Internet Technologies Possible?" International Journal of Online Pedagogy and Course Design 7, no. 2 (April 2017): 48–59. http://dx.doi.org/10.4018/ijopcd.2017040104.

Full text

Abstract:

This study addresses the question of whether or not active learning can be taught online. There are many definitions of learning: It is the process and the sum total of acquiring knowledge, skills, attitudes, values, beliefs, and emotions. There is, however, a nuanced definition of active online learning, defined as methods by which learners actively participate in the learning process (e.g., online discussion groups, problem-solving, experimentation, and the like). Theoretical presuppositions such as informal learning, contiguity, reinforcement, repetition, social-cultural principles and andragogy not only guide the assumption that active learning can take place online but also reinforce that active learning may lead to the creation of new knowledge and the skills needed by learners in this current century. This research reveals that technology, used effectively, enhances active learning benefitting the instructor as well as the learner.

APA, Harvard, Vancouver, ISO, and other styles

3

Ogannisyan, Larisa, and Nadezhda Aleksandrova. "Implementing educational programmes via distance learning technologies." World of academia: Culture, Education, no. 4 (May 29, 2020): 15–22. http://dx.doi.org/10.18522/2658-6983-2020-04-15-22.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Lera, Maria, Kiriaki Taxtsoglou, Aikaterini Frantzana, and Lambrini Kourkouta. "Nurses’ Attitudes Toward Lifelong Learning via New Technologies." Asian/Pacific Island Nursing Journal 5, no. 2 (September 22, 2020): 89–102. http://dx.doi.org/10.31372/20200502.1088.

Full text

Abstract:

Introduction: Lifelong professional education is considered as a qualitative indicator in the health discipline, as it can improve health professionals’ knowledge and skills, as well as nursing care. Purpose: The purpose of this original research is to examine and record the attitudes and behavior of nurses working in state-run hospitals in the Municipality of Thessaloniki regarding lifelong education through new technologies. Identification of nurses’ motivations for lifelong distance education, recording of nurses’ perception of the need for continuing nursing education, and determining how nurses pursue lifelong learning are the objectives of this study. Methodology: The study was conducted between January and March 2019. The sample of the study consisted of 124 nurses (n = 124) from three state hospitals of the Municipality of Thessaloniki. A questionnaire consisting of 5 parts was used as a research tool. SPSS 23 statistical software platform was used for statistical analysis. Results: The sample consisted of 124 participants, 12 were men and 112 were women. The mean age of the participants was 42.37 years and the mean experience in the field was 16.78 years. Two main reasons for continuing education were attributed to the upgrade of the nursing profession and the need to improve the quality of care provided. Conclusions: Nurses believe that continuing education is essential and their professional knowledge must periodically be enriched and renewed.

APA, Harvard, Vancouver, ISO, and other styles

5

Taylor, Teri. "Guidelines for supporting placement learning via video communications technologies." Higher Education, Skills and Work-based Learning 4, no. 1 (February 11, 2014): 66–83. http://dx.doi.org/10.1108/heswbl-10-2012-0037.

Full text

Abstract:

Purpose – Current drivers in higher education have led to the questioning of traditional placement support methods. Within many programmes, students undertaking practice-based learning experience structured, one-to-one support from an academic in the placement location. With the financial and environmental implications of this practice, the potential for using video-based communications as a replacement for face-to-face dialogue was explored. The paper aims to discuss the above issues. Design/methodology/approach – Three phases of an action research cycle were undertaken; working with students to explore the logistics of implementation, fitness for purpose of the medium and fundamental differences between video and face-to-face dialogue. Findings – The results from the three phases demonstrated the complexity of video-based communications for placement support. In conclusion, widespread implementation of this medium requires greater consideration and understanding of a wide range of theoretical stand points, and an emphasis on the principles of individualised learning. However, the tensions between individual learning need and mass-delivered curriculum are recognised. Originality/value – Requests for practical guidance on the implementation of this technology in this context, have directed the development of guidelines underpinned by the findings from this study. Whilst undertaken primarily within physiotherapy, placement-based learning is common to a wide range of subjects. In addition, with increases in international student numbers, support from a distance may necessitate the use of video-based communications. The developed guidelines are not prescriptive, but aim to provide a starting point for both the uninitiated and those moving from personal use of technology to application in academia.

APA, Harvard, Vancouver, ISO, and other styles

6

Gerkerova, Alexandra, Iryna Lukyanchenko, and Tetiana Yeremenko. "University students’ motivation development via digital technologies." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 2 (135) (June 24, 2021): 43–51. http://dx.doi.org/10.24195/2617-6688-2021-2-6.

Full text

Abstract:

In today’s conditions of globalization, social transformations, and digitalisation of modern society the research becomes topical. Any modern social and professional sphere requires fluency in English. Effective oral and written communication requires intensification of university students’ educational activity via internal motivation development. Digital technologies, which are an integral part of modern youth’s life, were chosen as a means of internal motivation formation. The purpose of the study was to determine the role of digital technologies as a means of internal motives formation in training future English language and literature teachers. The data were collected with the help of the following methods: pilot training,, content analysis of digital tools for teaching English, surveys (questionnaires and research interviews) and scientific (pedagogical) observation. The study theoretically substantiates and experimentally confirms the effectiveness of the proposed digital technologies, the use of which promotes the development of internal motives at university students in the process of learning English. Tasks that involved the active use of messengers and selected digital tools were developed. Such messengers as WhatsApp, Viber, Telegram, Facebook and digital tools for learning English as Duolingo, Quizlet, Learnenglish Podcast, Speak – practice your English, Lingualeo were selected. As a result of the research it is proved that the use of digital technologies in both extracurricular and extracurricular work has a positive effect on the formation of university students’ internal motives that helps to improve their academic achievements in learning English at special faculty.

APA, Harvard, Vancouver, ISO, and other styles

7

Espinosa-Leal, Leonardo, Anthony Chapman, and Magnus Westerlund. "Autonomous Industrial Management via Reinforcement Learning." Journal of Intelligent & Fuzzy Systems 39, no. 6 (December 4, 2020): 8427–39. http://dx.doi.org/10.3233/jifs-189161.

Full text

Abstract:

Industry has always been in the pursuit of becoming more economically efficient and the current focus has been to reduce human labour using modern technologies. Even with cutting edge technologies, which range from packaging robots to AI for fault detection, there is still some ambiguity on the aims of some new systems, namely, whether they are automated or autonomous. In this paper, we indicate the distinctions between automated and autonomous systems as well as review the current literature and identify the core challenges for creating learning mechanisms of autonomous agents. We discuss using different types of extended realities, such as digital twins, how to train reinforcement learning agents to learn specific tasks through generalisation. Once generalisation is achieved, we discuss how these can be used to develop self-learning agents. We then introduce self-play scenarios and how they can be used to teach self-learning agents through a supportive environment that focuses on how the agents can adapt to different environments. We introduce an initial prototype of our ideas by solving a multi-armed bandit problem using two ε-greedy algorithms. Further, we discuss future applications in the industrial management realm and propose a modular architecture for improving the decision-making process via autonomous agents.

APA, Harvard, Vancouver, ISO, and other styles

8

Tynnyi, Vadym. "ENHANCING INTERCULTURAL COMMUNICATION DURING FOREIGN LANGUAGE LEARNING VIA DIGITAL TECHNOLOGIES." ГРААЛЬ НАУКИ, no. 4 (May 16, 2021): 415–18. http://dx.doi.org/10.36074/grail-of-science.07.05.2021.077.

Full text

Abstract:

The article analyzes the essence and content of terms «intercultural communication», «intercultural competence», the ways of efficient foreign language learning through constructing communication knowledge and skills under conditions of intercultural communication through information and communication technology.

APA, Harvard, Vancouver, ISO, and other styles

9

Mimorov, Ilya, Irina Livshits, and Vladimir Vasiliev. "Educational Opportunities via Distance Learning System." Applied Mechanics and Materials 565 (June 2014): 183–86. http://dx.doi.org/10.4028/www.scientific.net/amm.565.183.

Full text

Abstract:

Distance teaching is an important part of the education process and it is necessary to implement such systems to achieve success at building the new teaching process with modern technology and software. Professors of National Research University of Information Technologies, Mechanics and Optics obtain big experience in specially teaching optical design and other areas of science. Because of growing international links between different universities the distance education becomes an important part of all educational process. Introduction of a system of distance teaching is one of the important projects that will give an opportunity to get students and teachers all around the world. The current publication is devoted to analyze steps to integrate distance teaching system at educational process.

APA, Harvard, Vancouver, ISO, and other styles

10

Isaias, Pedro, Francisco Reis, Clara Coutinho, and Jose Alberto Lencastre. "Empathic technologies for distance/mobile learning." Interactive Technology and Smart Education 14, no. 2 (June 19, 2017): 159–80. http://dx.doi.org/10.1108/itse-02-2017-0014.

Full text

Abstract:

Purpose This paper examines the acceptance, of a group of 79 students, of an educational forum, used for mobile and distance learning, that has been modified to include empathic characteristics and affective principles. Design/methodology/approach With this study is proposed that the introduction of empathic and affective principles in educational forums is a useful and effective way to increase students’ participation and motivation in educational contexts. After an analysis of existing literature and research on the subject of empathic technology, the unified theory of acceptance and use of technology (UTAUT) was used as a framework for the research model. The analysis of their acceptance is done via an extended version of the UTAUT that focuses on the use of the variable attitude toward technology and uses gender, age and experience as moderators. A partial least square technique has been used to test the nine hypotheses. Findings The results confirmed three of the nine hypotheses: performance expectancy and effort expectancy had a positive influence on the students attitudes towards empathic forums, while the effect of social influence and facilitating conditions was considered insignificant; social influence had a positive influence on the students’ behavioral intention to use emphatic forums, while attitude toward technology, performance expectancy, facilitating conditions and effort expectancy were considered not relevant. Originality/value The focus of this study was the influence of attitude toward empathic forums, used for mobile and distance learning, and the results establish the grounds for future research on attitude as an important determinant of technology acceptance.

APA, Harvard, Vancouver, ISO, and other styles

11

Castaneda, Daniel A., Terence C. Ahern, and Sebastián R. Díaz. "Teaching & Learning The Spanish Aspect Using Blogs and Wikis." IALLT Journal of Language Learning Technologies 41, no. 1 (April 15, 2011): 64–89. http://dx.doi.org/10.17161/iallt.v41i1.8481.

Full text

Abstract:

This study investigated the influence of asynchronous computer text based technologies on the students’ performance when learning the preterite and the imperfect aspects in Spanish. Two research questions guided the study: Research Question 1) Is there a difference in students’ achievement levels in Spanish preterite and imperfect between those using wiki technologies and those using blog technologies after controlling for pre-intervention achievement levels? and Research Question 2) Are there differences in satisfaction levels for students learning Spanish preterite and imperfect via blog technologies as compared to those learning via wiki technologies? Results indicate that there were not significant differences between students who use blog or wiki technologies on performance levels when controlling for pre-existing knowledge. Results also indicated that there were not significant differences in satisfaction levels between those students using a wiki and those using a blog. These results suggest that wikis and blogs are good potential tools that may facilitate the teaching and learning of problematic grammar structures in a narrative context.

APA, Harvard, Vancouver, ISO, and other styles

12

Абылайхан, S. Abylaykhan, Карманова, Zh Karmanova, Манашова, Gulmira Manashova, Шовкович, and O. Shovkovich. "Junior Schoolchildren’s Cognition Interest Development via Use of Game Technologies." Socio-Humanitarian Research and Technology 4, no. 4 (December 20, 2015): 3–6. http://dx.doi.org/10.12737/17188.

Full text

Abstract:

The problem of junior schoolchildren’s cognition interest development via use of game technologies has been analyzed in this paper, the game technologies’ functions and main features have been described. In addition, examples of game technologies application in the teaching and learning process for schooling’s junior level have been presented.

APA, Harvard, Vancouver, ISO, and other styles

13

Vasilizhenko, M. V. "STUDENTS SOFT SKILLS FORMATION VIA PROJECT ACTIVITIES TECHNOLOGIES IN LEARNING FOREIGN LANGUAGES." Современная высшая школа инновационный аспект, no. 1 (2020): 137–48. http://dx.doi.org/10.7442/2071-9620-2020-12-1-137-148.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Parmaxi, Antigoni, and Panayiotis Zaphiris. "Developing a framework for social technologies in learning via design-based research." Educational Media International 52, no. 1 (January 2, 2015): 33–46. http://dx.doi.org/10.1080/09523987.2015.1005424.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Silber-Varod, Vered, Yoram Eshet-Alkalai, and Nitza Geri. "Analyzing the Discourse of Chais Conferences for the Study of Innovation and Learning Technologies via a Data-Driven Approach." Interdisciplinary Journal of e-Skills and Lifelong Learning 12 (2016): 297–313. http://dx.doi.org/10.28945/3604.

Full text

Abstract:

The current rapid technological changes confront researchers of learning technologies with the challenge of evaluating them, predicting trends, and improving their adoption and diffusion. This study utilizes a data-driven discourse analysis approach, namely culturomics, to investigate changes over time in the research of learning technologies. The patterns and changes were examined on a corpus of articles published over the past decade (2006-2014) in the proceedings of Chais Conference for the Study of Innovation and Learning Technologies – the leading research conference on learning technologies in Israel. The interesting findings of the exhaustive process of analyzing all the words in the corpus were that the most commonly used terms (e.g., pupil, teacher, student) and the most commonly used phrases (e.g., face-to-face) in the field of learning technologies reflect a pedagogical rather than a technological aspect of learning technologies. The study also demonstrates two cases of change over time in prominent themes, such as “Facebook” and “the National Information and Communication Technology (ICT) program”. Methodologically, this research demonstrates the effectiveness of a data-driven approach for identifying discourse trends over time.

APA, Harvard, Vancouver, ISO, and other styles

16

Chen, Shi, Meng Wang, and Xuan Chen. "Image Annotation via Reconstitution Graph Learning Model." Wireless Communications and Mobile Computing 2020 (December 14, 2020): 1–9. http://dx.doi.org/10.1155/2020/8818616.

Full text

Abstract:

With great developments of computing technologies and data mining methods, image annotation has attracted much attraction in smart agriculture. However, the semantic gap between labels and images poses great challenges on image annotation in agriculture, due to the label imbalance and difficulties in understanding obscure relationships of images and labels. In this paper, an image annotation method based on graph learning is proposed to accurately annotate images. Specifically, inspired by nearest neighbors, the semantic neighbor graph is introduced to generate preannotation, balancing unbalanced labels. Then, the correlations between labels and images are modeled by the random dot product graph, to deeply mine semantics. Finally, we perform experiments on two image sets. The experimental results show that our method is much better than the previous method, which verifies the effectiveness of our model and the proposed method.

APA, Harvard, Vancouver, ISO, and other styles

17

Kamal, N., M. H. Md Saad, C. S. Kok, and A. Hussain. "Towards Revolutionizing Stem Education Via IoT and Blockchain Technology." International Journal of Engineering & Technology 7, no. 4.11 (October 2, 2018): 189. http://dx.doi.org/10.14419/ijet.v7i4.11.20800.

Full text

Abstract:

Internet of Things (IoT) has been implemented in most advance technologies as part of the emerging 4th industrial revolution, and recently, blockchain technology is being welcomed. These rapid growing technologies giving a big challenge to the students. As such, learning these new technologies should be made easy and simple. However, current education does not specifically offer a curriculum to empower skills and knowledge in IoT and blockchain technology. The aim of this research is to develop learning kit that can provide suitable training to understand concept of IoT and blockchain technology. The kit consists of three parts namely “brain”, “muscle” and “cloud”. Raspberry Pi is used as “brain” of operation that will be interact with the Caiser Cloud platform. A testbox operates as “muscle” to provide simple data input. The input from testbox will be sent, stored and displayed on a platform created using Xojo software. The results show that the learning kit is successfully interact with Caiser Cloud platform and can be used as a training tools for education purpose.

APA, Harvard, Vancouver, ISO, and other styles

18

Folkman, Kristian, and Zane L. Berge. "Learning from Home: Implementing Technical Infrastructure for Distributed Learning via Home-PC within Telenor." Journal of Educational Computing Research 26, no. 1 (January 2002): 51–66. http://dx.doi.org/10.2190/yr57-4fx3-vymr-32tr.

Full text

Abstract:

This article presents research findings from a study conducted at Telenor, a Norwegian telecom operator. The company distributed home Personal Computers (PCs) to their employees in an effort to encourage professional development outside working hours and mainly on an individual basis. The report includes results from a systematic survey of 2500 employees of the approximately 11,000 home-PC users concerning their use of home-PCs for learning. Findings suggest that home-PCs can contribute positively to increasing employees' knowledge about information and communications technology (ICT), and improve specific user skills. While the use of home PCs can also enable employees to learn while using information and communications technologies, the number of employees who actually do so is modest.

APA, Harvard, Vancouver, ISO, and other styles

19

An, Na Gyeong, Jin Young Kim, and Doojin Vak. "Machine learning-assisted development of organic photovoltaics via high-throughput in situ formulation." Energy & Environmental Science 14, no. 6 (2021): 3438–46. http://dx.doi.org/10.1039/d1ee00641j.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Yoruk, Tayfun, and Reyhan Sekerci. "The views of shareholders on utilization of educational technologies in adult learning." World Journal on Educational Technology: Current Issues 12, no. 4 (October 30, 2020): 248–57. http://dx.doi.org/10.18844/wjet.v12i4.5141.

Full text

Abstract:

The purpose of this study was to reveal the views of shareholders on utilization of educational technologies in informal education institutions. A total of 10 people including 5 officers and 5 course attendees who were selected via convenience sampling which is one of purposeful sampling methods, participated in this study using qualitative research method. The study was conducted in phenomenological design, which is among qualitative research designs. Thus, a semi-structured interview form was prepared and interview technique was used to collect data in the study. The data were analyzed via content analysis technique. All the data acquired in the study were coded, various dimensions and appropriate themes for these dimensions were determined in accordance with the study purpose. Percentages and frequencies related to the themes were calculated. As a result of the study, the views of shareholders on utilization of educational technologies in informal education institutions were revealed. Keywords: Educational Technologies, Adult Learning, Opinion.

APA, Harvard, Vancouver, ISO, and other styles

21

Doko, Edona, Lejla Abazi Bexheti, Mentor Hamiti, and Blerta Prevalla Etemi. "Sequential Pattern Mining Model to Identify the Most Important or Difficult Learning Topics via Mobile Technologies." International Journal of Interactive Mobile Technologies (iJIM) 12, no. 4 (August 30, 2018): 109. http://dx.doi.org/10.3991/ijim.v12i4.9223.

Full text

Abstract:

The paper aim is to come up with methodology for performing video learning data history of learner’s video watching logs, video segments or time series data in accordance with learning processes via mobile technologies. To reach this goal, it is introduced a theoretical method of sequential pattern mining specialized for learning histories in identifying the most important or difficult learning. Based on this method, it is designed a model for understanding and learning the most difficult topics of students topics. The user will be able to use and access the model through mobile technologies when and where he/she wants. The performed video learning history data of learner’s video watching logs consists of functions that are responsible for collection of stop/replay/backward data activities, generation of sequence from the collected learning histories, extraction of important patterns from a set of sequences, and findings of learner’s most difficult/important topic from the extracted patterns. The paper mainly describes the model for understanding and learning the most difficult topics through the sequential pattern mining method. Implementing the method to use in mobile phones is considered as future aim.

APA, Harvard, Vancouver, ISO, and other styles

22

Peng, Minshi, Yue Li, Brie Wamsley, Yuting Wei, and Kathryn Roeder. "Integration and transfer learning of single-cell transcriptomes via cFIT." Proceedings of the National Academy of Sciences 118, no. 10 (March 3, 2021): e2024383118. http://dx.doi.org/10.1073/pnas.2024383118.

Full text

Abstract:

Large, comprehensive collections of single-cell RNA sequencing (scRNA-seq) datasets have been generated that allow for the full transcriptional characterization of cell types across a wide variety of biological and clinical conditions. As new methods arise to measure distinct cellular modalities, a key analytical challenge is to integrate these datasets or transfer knowledge from one to the other to better understand cellular identity and functions. Here, we present a simple yet surprisingly effective method named common factor integration and transfer learning (cFIT) for capturing various batch effects across experiments, technologies, subjects, and even species. The proposed method models the shared information between various datasets by a common factor space while allowing for unique distortions and shifts in genewise expression in each batch. The model parameters are learned under an iterative nonnegative matrix factorization (NMF) framework and then used for synchronized integration from across-domain assays. In addition, the model enables transferring via low-rank matrix from more informative data to allow for precise identification in data of lower quality. Compared with existing approaches, our method imposes weaker assumptions on the cell composition of each individual dataset; however, it is shown to be more reliable in preserving biological variations. We apply cFIT to multiple scRNA-seq datasets of developing brain from human and mouse, varying by technologies and developmental stages. The successful integration and transfer uncover the transcriptional resemblance across systems. The study helps establish a comprehensive landscape of brain cell-type diversity and provides insights into brain development.

APA, Harvard, Vancouver, ISO, and other styles

23

Sheng-Hung, Chung. "Course delivery and module learning via learning objects (knowledge map) in mobile learning environment." Asian Association of Open Universities Journal 7, no. 1 (September 1, 2012): 43–54. http://dx.doi.org/10.1108/aaouj-07-01-2012-b004.

Full text

Abstract:

This paper focuses on the integration of the learning objects and knowledge map as the learning sequence suggestion in the mobile learning environment and explains the technologies involved, the applications and the issues of usability, accessibility, evaluation and effectiveness. Mobile learning has open up new path for learning support and opportunities to reach wider audience (learner) for education. This research focuses on using the knowledge map to store the characteristics of each learning object via concept schemas and represent the corresponding learning accessibility in the mobile learning environment. The proposed architecture provides a medium for the learning accessibility of learners through mobile applications and wireless portable devices such as smart phones, PDAs and tablet PCs. The approach using the combination of "touch" and "observe" spatial learning objects provides an intelligent solution to creating, sharing and improving the efficiency of mobile learning. The proposed mobile learning environment architecture consists of knowledge map components mainly, navigation, concept schemas and learning object path. By using these knowledge structures, this study may enhance and enrich the concept and activity of adaptive learning in different individuals and communities. The spatial knowledge map constructed was useful in identifying the characteristics of the learning objects (e.g., learning object 1: lesson with navigating sentences, learning object 2: lesson with navigating sentence and code explanation, etc) and automatically matches the most appropriate learning contentand path suitable for learners. The architecture of the platform discussed in this study using the learning objects approach and knowledge map would facilitate a more widespread use of mobile learning, including courses or modules delivery of individualised learning path and learning style analysis.

APA, Harvard, Vancouver, ISO, and other styles

24

Abass, Olalere A., Oluremi A. Arowolo, and Ebenezer N. Igwe. "Towards Enhancing Service Delivery in Higher Education Institutions via Knowledge Management Technologies and Blended E-Learning." International Journal on Studies in Education 3, no. 1 (September 27, 2020): 10–21. http://dx.doi.org/10.46328/ijonse.25.

Full text

Abstract:

Higher education, as a service sector, offers various programs to develop the students which can add value to the society. People, knowledge and technology play vital roles in attaining high service delivery in higher education institutions (HEIs). Knowledge sharing (KS), which is an arm of knowledge management (KM), is a key factor in HEIs requires full usage of technology to disseminate knowledge from teaching and researches through e-learning. However, technology challenges are prevalent in Africa. Hence, this paper illustrates how e-learning system can be used to enhance KM in HEIs in Africa and provide the benefits of both. Characteristics of KM and e-learning system have been highlighted. The paper shows relationship among different types of KM, e-learning and blended e-learning (BEL). It has been enumerated that there is a meeting point between KM, e-learning and BEL towards enhanced service delivery in HEIs in Africa in the era of open distance learning for towards achieving mass education. Hence, African governments should step up their efforts in funding technology-enhanced training in HEIs and necessary policies to promote effective and efficient quality services in DL education using KM and BEL.

APA, Harvard, Vancouver, ISO, and other styles

25

Man, Yemao, Monica Lundh, and Scott MacKinnon. "Maritime Energy Efficiency in a Sociotechnical System: A Collaborative Learning Synergy via Mediating Technologies." TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation 12, no. 2 (2018): 239–50. http://dx.doi.org/10.12716/1001.12.02.03.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Hwang, Ren-Hung, Hsin-Tung Lin, Jerry Chih-Yuan Sun, and Jang-Jiin Wu. "Improving Learning Achievement in Science Education for Elementary School Students via Blended Learning." International Journal of Online Pedagogy and Course Design 9, no. 2 (April 2019): 44–62. http://dx.doi.org/10.4018/ijopcd.2019040104.

Full text

Abstract:

Blended learning—which combines online learning with traditional face-to-face classroom instruction—is currently held in high regard. In elementary schools, science and technology education aims to help children use technology tools and to learn how disciplines such as math and science are relevant to engineering. In this study, the authors examined what type of learning profile contributes to higher achievement in science and technology in a blended learning environment. The participants consisted of 106 elementary school students (grades three to six) from two different schools. The authors adapted the Online Technologies Self-Efficacy Scale (OTSES) and the Motivated Strategies for Learning Questionnaire (MSLQ) to measure students' computer skills and learning motivation, respectively, and to understand how the blended learning environment affected their learning achievement. The results were as follows: 1) Computer skills significantly improved for all students except sixth-graders. 2) The blended learning environment had no significant effect on learning motivation. 3) In grades four and five, students in the experimental group improved more in learning achievement than students in the control group, as reflected by their higher MSLQ and OTSES scores.

APA, Harvard, Vancouver, ISO, and other styles

27

Bamford, Anne. "Putting the Focus on Children as Deliverers of New Technologies." LEARNing Landscapes 11, no. 1 (January 13, 2018): 13–18. http://dx.doi.org/10.36510/learnland.v11i1.917.

Full text

Abstract:

In this interview, professor and researcher Anne Bamford describes how she initially became interested in virtual learning via cyberbullying, particularly how image manipulation affects young people’s perceptions. Next, she discusses her European-wide study on “active 3D” in the classroom, which showed that the more control children took for their own learning, the better the results were. She argues that student involvement and engagement in implementing new technologies is critical for successful virtual learning in schools. Finally, she urges educators to “use the technology where it’s going to have the most impact” and not to “put it just for the sake of putting it in the curriculum.”

APA, Harvard, Vancouver, ISO, and other styles

28

Wang, Victor X., and Patricia Cranton. "Transformative Learning and Technology in Adult and Vocational Education." International Journal of Information and Communication Technology Education 9, no. 1 (January 2013): 26–37. http://dx.doi.org/10.4018/jicte.2013010103.

Full text

Abstract:

Adult learners often fear that they will be unable to find work if they are lacking in technological skills. The media, including newspapers, magazines, and advertisements for positions often emphasize the importance of the use of technology in the workplace. It is the case that without adequate skills in the use of appropriate technologies, adult workers may face challenges in finding employment. But what technologies can do is to provide powerful teaching and learning strategies. This article addresses technological applications in vocational and adult education advancement from different perspectives. Technology has the potential to support transformative learning. Technology, along with the vital role of adult educators, helps learners grow, change, and develop. Through the discussion of these, and related issues, a model titled Learners’ Seeking Transformation via Web 2.0 Technologies, has emerged.

APA, Harvard, Vancouver, ISO, and other styles

29

Osuna, Maritza. "Promoting Foreign Culture Acquisition via the Internet in a Sociocultural Context." Journal of Educational Computing Research 22, no. 3 (April 2000): 323–45. http://dx.doi.org/10.2190/9fxu-dh7q-lcq3-e45j.

Full text

Abstract:

The integration of technology in education is generally assumed to aid learning. The primary purpose of this study was to capture the complexity of the process of incorporating the use of new technologies in an advanced foreign language (FL) course. The study provides a detailed description of the activity in which the participants engaged to acquire cultural knowledge through the use of the Internet. It also examines how the instructional context advanced learning. Findings of this study seem to suggest that learning can indeed be assisted by computers when the use of these tools is supported by appropriate theories of learning and careful orchestration of the curriculum.

APA, Harvard, Vancouver, ISO, and other styles

30

Pauselli, Emanuela, and Alessandro D'Atri. "Distance Learning for SME Managers." Industry and Higher Education 15, no. 2 (April 2001): 117–23. http://dx.doi.org/10.5367/000000001101295542.

Full text

Abstract:

This paper concerns the training needs of small and medium-sized enterprise (SME) managers and the analysis of how new technological solutions, like those based on the Internet and the delivery of content via satellite, can satisfy these needs. The analysis is performed with special reference to the needs of Italian enterprises and with regard to managers' requirements, training goals, priorities for content and work constraints. Training solutions and distance learning methods based on information and communication technologies (ICT) are discussed with respect to their suitability and cost effectiveness for SME managers.

APA, Harvard, Vancouver, ISO, and other styles

31

Yang, Chenglei, Lu Wang, Bing Sun, Xu Yin, Xiaoting Wang, Li Liu, and Lin Lu. "Natural Interaction Based Online Military Boxing Learning System." International Journal of Distance Education Technologies 11, no. 3 (July 2013): 98–108. http://dx.doi.org/10.4018/jdet.2013070107.

Full text

Abstract:

Military boxing, a kind of Chinese martial arts, is widespread and health beneficial. In this paper, the authors introduce a military boxing learning system realized by 3D motion capture, Web3D and 3D interactive technologies. The interactions with the system are natural and intuitive. Users can observe and learn the details of each action of the military boxing under different views and scales by translating, rotating and zooming the 3D human body models. Smartphones also can be used as the input/output device in the system, which provides natural interactive operations by voice and sensor technologies. The evaluation test has shown that the learning effect of the system is better than via traditional video. The system can be extended to Tai-Chi, gymnastic exercises and other routines.

APA, Harvard, Vancouver, ISO, and other styles

32

Charitonos, Koula, Canan Blake, Eileen Scanlon, and Ann Jones. "Museum learning via social and mobile technologies: (How) can online interactions enhance the visitor experience?" British Journal of Educational Technology 43, no. 5 (August 24, 2012): 802–19. http://dx.doi.org/10.1111/j.1467-8535.2012.01360.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Ibrahim, Che Wan Ida Rahimah Bt Che Wan. "Bridging the Distance via Web Technologies: Review of Possibilities for Informal Language Learning for Lifelong." Universal Journal of Educational Research 8, no. 12A (December 2020): 7783–91. http://dx.doi.org/10.13189/ujer.2020.082566.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Murphy, Janet, and Robert Lebans. "Leveraging New Technologies for Professional Learning in Education: Digital Literacies as Culture Shift in Professional Development." E-Learning and Digital Media 6, no. 3 (January 1, 2009): 275–80. http://dx.doi.org/10.2304/elea.2009.6.3.275.

Full text

Abstract:

Providing just-in-time job-embedded professional learning using a technologically mediated model achieves professional growth goals and encourages teachers to build digital literacy competencies and incorporate new technologies in instructional approaches in the classroom. This article highlights the lessons learned from an award-winning professional learning program developed by the Advanced Broadband Enabled Learning program (ABEL), a Research and Innovation initiative at York University in Toronto, Canada. Ongoing research into this program reveals that teachers who are learning via technologies refine their understanding of digital literacy, and develop curriculum designs and instructional strategies that facilitate differentiated instruction through digitally mediated designs, increase student engagement in learning, and improve student achievement.

APA, Harvard, Vancouver, ISO, and other styles

35

Zhou, Zhonghao. "Second Language Learning in the Technology-mediated Environments." Asian Education Studies 3, no. 1 (January 31, 2018): 18. http://dx.doi.org/10.20849/aes.v3i1.307.

Full text

Abstract:

Digital technologies are transforming formal educational practices that extend across space and time, blurring the traditional boundaries of learning in school and out of school. Multimedia software as well as most online materials delivered via combination of different media caters to learners with different cognitive styles. Technology-enhanced learning promotes active and ubiquitous learning, location-based learning, and the generation of learning communities. L2 learners with mobile devices have the advantage of interacting with peers anytime and anywhere.

APA, Harvard, Vancouver, ISO, and other styles

36

Hyria, Nataliia P. "ЭФФЕКТИВНОСТЬ ПРИМЕНЕНИЯ МОДЕЛИ СМЕШАННОГО ОБУЧЕНИЯ В КУРСЕ ТЕОРИИ ФУНКЦИЙ КОМПЛЕКСНОГО ПЕРЕМЕННОГО." Information Technologies and Learning Tools 46, no. 2 (April 23, 2015): 56. http://dx.doi.org/10.33407/itlt.v46i2.1222.

Full text

Abstract:

Implementation of different information technologies in the studying process continues to be relevant. In a higher school new forms and methods of training, focused on the use of internet technology are being developed. The paper discusses the possibility of using distance learning technologies via Moodle shell, describes how to use the basic elements of e-learning course. The results of testing of e-learning course compared with the classic statement of the course of complex variable theory for full-time students of Mechanics and Mathematics Faculty, specialty "Applied Mathematics", are provided. One of the form of blended learning is described. The analysis of the effectiveness of blended learning for students of mathematics was performed.

APA, Harvard, Vancouver, ISO, and other styles

37

Desyatov, Dmytro L. "ВИКОРИСТАННЯ ВІРТУАЛЬНОЇ ЕЛЕКТРОННОЇ ДОШКИ ЯК ЗАСОБУ ОРГАНІЗАЦІЇ КООПЕРАТИВНОЇ ДІЯЛЬНОСТІ УЧНІВ." Information Technologies and Learning Tools 51, no. 1 (February 29, 2016): 36. http://dx.doi.org/10.33407/itlt.v51i1.1314.

Full text

Abstract:

In this article the essence and advantages of organization of students’ cooperative learning via usage of network technologies is defined. The correlation and relationship between cooperative and collaborative learning are pointed out. The didactic potential of virtual electronic whiteboard (further – VEW, author’s note) as a tool of organization of students’ cooperative learning is revealed. The examples of learning tasks which can be completed by students with the usage of a VEW are given. The main requirements which a VEW has to meet for organization of students’ cooperative learning are stated. The article describes the didactic problems that can be solved via usage of a VEW in students’ cooperative learning.

APA, Harvard, Vancouver, ISO, and other styles

38

Ouassou, Jabir Ali, Julian Straus, Marte Fodstad, Gunhild Reigstad, and Ove Wolfgang. "Applying Endogenous Learning Models in Energy System Optimization." Energies 14, no. 16 (August 7, 2021): 4819. http://dx.doi.org/10.3390/en14164819.

Full text

Abstract:

Conventional energy production based on fossil fuels causes emissions that contribute to global warming. Accurate energy system models are required for a cost-optimal transition to a zero-emission energy system, which is an endeavor that requires a methodical modeling of cost reductions due to technological learning effects. In this review, we summarize common methodologies for modeling technological learning and associated cost reductions via learning curves. This is followed by a literature survey to uncover learning rates for relevant low-carbon technologies required to model future energy systems. The focus is on (i) learning effects in hydrogen production technologies and (ii) the application of endogenous learning in energy system models. Finally, we discuss methodological shortcomings of typical learning curves and possible remedies. One of our main results is an up-to-date overview of learning rates that can be applied in energy system models.

APA, Harvard, Vancouver, ISO, and other styles

39

Chen, Long, Xiaojie Zhi, Hai Wang, Guanjin Wang, Zhenghua Zhou, Amirmehdi Yazdani, and Xuefeng Zheng. "Driver Fatigue Detection via Differential Evolution Extreme Learning Machine Technique." Electronics 9, no. 11 (November 5, 2020): 1850. http://dx.doi.org/10.3390/electronics9111850.

Full text

Abstract:

Fatigue driving (FD) is one of the main causes of traffic accidents. Traditionally, machine learning technologies such as back propagation neural network (BPNN) and support vector machine (SVM) are popularly used for fatigue driving detection. However, the BPNN exhibits slow convergence speed and many adjustable parameters, while it is difficult to train large-scale samples in the SVM. In this paper, we develop extreme learning machine (ELM)-based FD detection method to avoid the above disadvantages. Further, since the randomness of the weight and biases between the input layer and the hidden layer of the ELM will influence its generalization performance, we further apply a differential evolution ELM (DE-ELM) method to the analysis of the driver’s respiration and heartbeat signals, which can effectively judge the driver fatigue state. Moreover, not only will the Doppler radar and smart bracelet be used to obtain the driver respiration and heartbeat signals, but also the sample database required for the experiment will be established through extensive signal collections. Experimental results show that the DE-ELM has a better performance on driver’s fatigue level detection than the traditional ELM and SVM.

APA, Harvard, Vancouver, ISO, and other styles

40

Cesari, Valentina, Benedetta Galgani, Angelo Gemignani, and Danilo Menicucci. "Enhancing Qualities of Consciousness during Online Learning via Multisensory Interactions." Behavioral Sciences 11, no. 5 (April 21, 2021): 57. http://dx.doi.org/10.3390/bs11050057.

Full text

Abstract:

Online-learning is a feasible alternative to in-person attendance during COVID-19 pandemic. In this period, information technologies have allowed sharing experiences, but have also highlighted some limitations compared to traditional learning. Learning is strongly supported by some qualities of consciousness such as flow (intended as the optimal state of absorption and engagement activity) and sense of presence (feeling of exerting control, interacting with and getting immersed into real/virtual environments), behavioral, emotional, and cognitive engagement, together with the need for social interaction. During online learning, feelings of disconnection, social isolation, distractions, boredom, and lack of control exert a detrimental effect on the ability to reach the state of flow, the feeling of presence, the feeling of social involvement. Since online environments could prevent the rising of these learning–supporting variables, this article aims at describing the role of flow, presence, engagement, and social interactions during online sessions and at characterizing multisensory stimulations as a driver to cope with these issues. We argue that the use of augmented, mixed, or virtual reality can support the above-mentioned domains, and thus counteract the detrimental effects of physical distance. Such support could be further increased by enhancing multisensory stimulation modalities within augmented and virtual environments.

APA, Harvard, Vancouver, ISO, and other styles

41

Lopes, Clara Louise, Gus G. Erickson, Joel M. Cooper, Camille L. Wheatley, and David L. Strayer. "Driven to comment: Learning from older drivers impressions of in-vehicle technologies." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, no. 1 (November 2019): 22–26. http://dx.doi.org/10.1177/1071181319631134.

Full text

Abstract:

Many challenges associated with aging faced by older drivers may be attenuated by advancements of in-vehicle technologies. One class in particular, In Vehicle Information Systems (IVIS), refers to a collection of features and functions that allow motorists to complete tasks in addition to operating the vehicle. Little is known about how interactions with IVIS may impact older drivers. This study explored comments provided by drivers while completing goal-oriented IVIS tasks in six vehicles; collected via survey, and in an open-ended prompt. Two age cohorts were evaluated: younger drivers between 21-36 years of age, and older drivers between 55-75 years of age. Analyses of comments investigated differences in the thematic content and emotional valence present in comments. Results indicated that older and younger drivers were surprisingly symmetrical in their responses pertaining to valence and themes, and older drivers were more willing to take time to become familiar with IVIS.

APA, Harvard, Vancouver, ISO, and other styles

42

Ménard, L., A. Petit, É. Leblong, M. Stein, E. Hatzidimitriadou, R. Khemmar, S. Manship, R. Morris, N. Ragot, and P. Gallien. "Novel Robotic Assistive Technologies: Choosing Appropriate Training for Healthcare Professionals." Modelling, Measurement and Control C 81, no. 1-4 (December 31, 2020): 43–48. http://dx.doi.org/10.18280/mmc_c.811-408.

Full text

Abstract:

One of the key challenges for the training of healthcare professionals (HCPs) is to maintain a good understanding and knowledge of new assistive technologies (ATs) that are currently on the market [1]. Indeed, at present, available training on ATs is limited and does not meet the practice-related needs of HCPs. It is in this context that the ADAPT European project aims to develop a new AT training programme for healthcare professionals, which will also introduce them to the project’s new AT developments - a smart powered wheelchair and a virtual reality wheelchair-driving simulator. The program consists of six multimodal units; five delivered via e-learning and one through a blended method of e-learning and face-to-face sessions. The development of the content is guided by findings from an earlier literature review and an online survey of AT training needs for HCP’s, both undertaken by the ADAPT cross-national research team, comprised of UK and French experts. The level of technical difficulty increases with successive units in order to train all HCPs to use innovative ATs more widely in their practice. A Learning Management System enables the dissemination of the e-learning AT program. Preliminary results from participant unit-specific evaluations available at this stage are overall positive and encouraging.

APA, Harvard, Vancouver, ISO, and other styles

43

Zwart, Hub, Jonna Brenninkmeijer, Peter Eduard, Lotte Krabbenborg, Sheena Laursen, Gema Revuelta, and Winnie Toonders. "Reflection as a Deliberative and Distributed Practice: Assessing Neuro-Enhancement Technologies via Mutual Learning Exercises (MLEs)." NanoEthics 11, no. 2 (March 24, 2017): 127–38. http://dx.doi.org/10.1007/s11569-017-0287-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Chu, Yan Ping, and Chang Jiang Zhu. "The Survey for Ontology Matching." Applied Mechanics and Materials 556-562 (May 2014): 6219–22. http://dx.doi.org/10.4028/www.scientific.net/amm.556-562.6219.

Full text

Abstract:

An ontology enhances interoperability among applications via the Web. However, heterogeneity between ontologies blocks interoperability across ontologies via the Web. This paper introduces the classification of information used to matching ontologies, presents matching technologies in some aspects, and gives a brief outlook of these technologies, such as similarity flooding, coefficient computation, graph matching, machine learning, Bayesian decision theory, background knowledge discovering and exploiting. We believe this paper provides readers with a comprehensive understanding of ontology matching and points to various research topics about the specific roles of ontology matching.

APA, Harvard, Vancouver, ISO, and other styles

45

Prostova, Dina, Natalya Sosnina, and Natalya Shirina. "The system of multimedia technologies implementation in high school." E3S Web of Conferences 270 (2021): 01008. http://dx.doi.org/10.1051/e3sconf/202127001008.

Full text

Abstract:

Recent research highlights the effective use of multimedia as an auxiliary strategy; it helps to easily deliver educational material to students and plays a positive role in strengthening the overall trend towards computer use in education. It is impossible to overestimate the importance of multimedia technologies in education. Multimedia technologies help simplify abstract content, allow you to differ from individual people, and allow you to coordinate diverse views from different points of view. Of course, multimedia technologies improve teaching and learning process, but this technology has a number of drawbacks that make it difficult to implement it into the higher school program. The authors of the study developed the system of MMT implementation is the educational process in high school. The system was developed according to the content of MM phenomenon based on advantages as well as eliminated disadvantages of new technologies in learning process. The definite level of financing and technical support, provided according to the State Program on Digital Economy of the Russian Federation, allows high school to organize the learning process via MMT providing a big volume of different opportunities for specific purposes. Follow the developed system allows educating digital personnel ready to work for digital economy of the region.

APA, Harvard, Vancouver, ISO, and other styles

46

Disney, Leigh, Alan Barnes, Lesley Ey, and Gretchen Geng. "Digital play in young children’s numeracy learning." Australasian Journal of Early Childhood 44, no. 2 (March 17, 2019): 166–81. http://dx.doi.org/10.1177/1836939119832084.

Full text

Abstract:

Advances in technology have seen a proliferation of touch-screen interfaces available to young children. These screens have changed the way in which young children engage with digital technology; with increased exposure and use, it raises debates about the suitability of integrating digital technology within early childhood settings. There are limited empirical studies that investigate the appropriateness of emergent digital technology within the field of early childhood. Based upon the TPACK model, this timely paper thus discussed the Digital Play Model (Numeracy) and reported on a project investigating the integration of digital technologies into childcare settings. In particular, the focus of this paper was to report on the use of games using a gestural interface device have on 3- to 4-year-old children’s ability to learn numeracy concepts. This study found that young children’s numeracy learning outcomes were improved. This paper also provided empirical evidence of the use of Apps via iPad technologies on young children’s numeracy learning, with an implication to a need for a pedagogical model for successful integration of digital technology within early childhood settings.

APA, Harvard, Vancouver, ISO, and other styles

47

Tavares, Ana Paula Cardoso, Bruna Silva Leite, Isabelle Andrade Silveira, Thayane Dias dos Santos, Willian de Andrade Pereira de Brito, and Alessandra Conceição Leite Funchal Camacho. "Analysis of Brazilian publications on distance education in nursing: integrative review." Revista Brasileira de Enfermagem 71, no. 1 (February 2018): 214–22. http://dx.doi.org/10.1590/0034-7167-2016-0454.

Full text

Abstract:

ABSTRACT Objective: To analyze the publications that focus on distance education in nursing in Brazil from 2010 to 2016. Method: Integrative review of the literature with data collection in June 2016 in the following databases: LILACS, MEDLINE via PUBMED, CINAHL and SCOPUS. For the data analysis and interpretation, the thematic categorization was chosen. Results: We selected 18 articles for discussion, whose textual analysis permitted the construction of three thematic categories: use of virtual technologies for distance education in nursing; construction of virtual learning environments with the aid of virtual technologies for distance education in nursing; and evaluation of the learning process through virtual technologies for distance education of nurses. Conclusion: Distance Education stands out as an effective teaching-learning strategy in this type of education in Brazilian nursing, focused mainly on the improvement and complement of traditional teaching.

APA, Harvard, Vancouver, ISO, and other styles

48

Cullen, Joe. "Clusters and Co-Laboratories." Industry and Higher Education 14, no. 6 (December 2000): 394–403. http://dx.doi.org/10.5367/000000000101295327.

Full text

Abstract:

This paper looks at how small companies develop their knowledge asset base through ‘organizational learning’, and particularly through the development of cooperative linkages via ‘knowledge clusters’. Against this background, the author discusses the processes involved in organizational learning within industrial clusters. In the light of this discussion, he then offers a brief appraisal of the prospects for promoting collaborative learning through the use of ‘Information Society Technologies’. The paper draws on the results of two major pan-European projects – DELOS and COMPETE – both funded under the European Commission's ‘Targeted Socio-Economic Research Programme’. On the basis of the results of these projects, the author provides a typology of knowledge clusters and speculates on how information and communication technologies can promote collaborative learning in industrial clusters.

APA, Harvard, Vancouver, ISO, and other styles

49

Klets, Tatyana, Elena Nikiforova, Nadezhda Presnyakova, and Maria Starovoitova. "DEVELOPMENT OF STUDENTS’ COMMUNICATIVE CULTURE VIA ONLINE FOREIGN LANGUAGE INTERACTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 28, 2021): 360–70. http://dx.doi.org/10.17770/sie2021vol5.6441.

Full text

Abstract:

The article focuses on the use of digital technologies in the foreign language learning process and the formation of students’ communicative culture via online interaction. The issue discussed in this paper is very urgent because nowadays digital technologies are viewed as a comprehensive means of teaching a foreign language in a higher educational institution. General cultural competency and communicative culture, particularly, are considered as an integrative quality of a specialist concerning his potential for self-realization in his future career. In this regard, the actual problem is the methodically correct organisation of the educational process for students’ cultural development on the basis of digital technologies. The research is aimed at the theoretical substantiation of pedagogical effectiveness of the organization of online training in foreign language communication as a condition for the formation of the communicative culture of undergraduate students as well as the generalization of the results of experimental training. To verify the productivity of digital resources in foreign language training and cultural development of university students the authors conducted a pedagogical experiment using theoretical and empirical methods of scientific research. The results of the experiment proved the effectiveness of online teaching in mastering communicative culture components.

APA, Harvard, Vancouver, ISO, and other styles

50

Eastwood-Barzdo, Elizabeth Louise, Maria Fiascaris, and Michal Kwiatek. "A culture shift: transforming learning at CERN." EPJ Web of Conferences 245 (2020): 08010. http://dx.doi.org/10.1051/epjconf/202024508010.

Full text

Abstract:

To accomplish its mission, the European Centre for Nuclear Research (CERN, Switzerland) is committed to the continuous development of its personnel through a systematic and sustained learning culture, that aims at keeping the knowledge and competences of the personnel in line with the evolving needs of the organisation. With this goal in mind, CERN supports learning in its broadest sense and promotes a variety of learning methods. Over the last few years, CERN has focused its efforts on expanding the learning opportunities of its personnel via newly available software and e-learning tools and methodologies, thereby bringing a shift in the learning culture of the organisation. In September 2018, CERN launched a new Learning Management System centralising all learning opportunities in a single platform, the CERN Learning Hub. In addition, new e-learning resources are now widely available to the personnel, including customised internally created e-learnings, an e-library, a commercial e-learning platform for self-paced learning and online surveys (180 feedback tools for CERN managers and leaders). This paper presents the experience gained by CERN in testing and adopting these new e-learning technologies and discusses the future vision for CERN.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Learning via technologies'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles