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• Learning needs
  ...s the educational effort, and there is some reinforcement of the learning. Learning needs assessment is thus crucial in the educational process *Learning needs assessment is a crucial stage in the educational process that leads t
  4 KB (539 words) - 02:19, 10 April 2021
• Learning theory
  ...people learn (at least for a given class of [[learning type]]s). Therefore learning theories are mostly ''descriptive''. .... Activity and perception are prior to conceptualization. The teaching and learning situation is characterized as cognitive apprenticeship.
  8 KB (1,157 words) - 04:03, 10 April 2021
• Digital learning
  ...ith'' technology (e.g. using productivity or [[cognitive tool]]s). Digital learning also may include [[digital literacy]], i.e. teaching young people how to us ...learning". [[E-learning]] can be either considered as synonym for digital learning and educational technology, or refer to a more specific form that emphasize
  3 KB (410 words) - 04:03, 10 April 2021
• Collective learning
  '''Collective learning''' can refer to different concepts: ...me sorts of sharing activities like it often happens in [[project-oriented learning]] designs where teams work on their own project but sometimes must engage i
  2 KB (294 words) - 03:37, 10 April 2021
• Collaborative learning
  ...ing is strongly related to the field of [[computer-supported collaborative learning]]. * "Collaborative Learning is related to both [[learning theory]] and [[pedagogical theory]] (or even [[pedagogic strategy]].)
  6 KB (744 words) - 04:03, 10 April 2021
• Trialogical learning
  ...p://kplab.evtek.fi:8080/wiki/Wiki.jsp?page=TrialogicalLearning Trialogical Learning], retrieved 17:16, 13 June 2008 (UTC)). Trialogic learning can be defined with respect to monologic and dialogic learning:
  5 KB (595 words) - 03:48, 10 April 2021
• Learning objective
  ...r knowledge that will be acquired by a student as a result of instruction. Learning objectives can be tied to [[competence map]]s Also known as : '''Instructional objectives''', '''learning outcomes''', '''learning goals'''.
  19 KB (2,617 words) - 02:18, 10 April 2021
• Learning type
  Learning type refers to the kind of knowledge and skills learners have to acquire. ...re you really should also consult that article. Finally, identification of learning types is important in [[curriculum planning]].
  8 KB (1,139 words) - 04:03, 10 April 2021
• Concept learning
  '''Concept learning''' is one major [[learning type]]. While teaching simple concepts with clear instances is not that dif {{quotation | Psychologists use the term concept formation, or concept learning, to refer to the development of the ability to respond to common features o
  21 KB (2,871 words) - 03:37, 10 April 2021
• Learning sequence
  A '''learning sequence''' is an ordering of student's learning activities. ...hat focus on materials, i.e. resources arranged to form an organization of learning-flow content. Typically, they would use an [[instructional systems design]]
  2 KB (315 words) - 02:20, 10 April 2021
• Learning science
  ...ning sciences''' refer to academic domains interested in the phenomenon of learning. ...nts so that people learn more deeply and more effectively. The sciences of learning include cognitive science, educational psychology, computer science, anthro
  3 KB (384 words) - 04:03, 10 April 2021
• Expansive learning
  Expansive learning, is part of [[activity theory]] and can be considered as a kind of [[design ...ation, investigating the links between individual and social dimensions of learning and knowledge creation :
  8 KB (1,167 words) - 02:18, 10 April 2021
• E-learning
  In [[User:DSchneider|our]] view there are 3 kinds of definition, E-Learning can refer to: ...distance learning) making use of technology. See also [[open and distance learning]]
  12 KB (1,554 words) - 03:48, 10 April 2021
• Procedure learning
  '''Procedure learning''' refers to a major [[learning type]]. [[Category:Learning theories]]{{edutechwiki}}
  857 bytes (111 words) - 03:37, 10 April 2021
• Learning environment
  ...onment refers to the whole range of components and activities within which learning happens. ...g, a Learning Environment relies on computer-supported Systems such as a [[Learning management system]], a combination of [[:Category:Educational technologies
  5 KB (647 words) - 02:20, 10 April 2021
• Learning analytics
  ...learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs}}. This definition includes a clear ...ning]], and not as a [[cognitive tool]] designed to improve activity-based learning designs. Although we will try to cover this area as a whole, please follow-
  113 KB (15,748 words) - 03:37, 10 April 2021
• Experiential learning
  According to Kolb (2005) {{quotation | Experiential learning theory (ELT) draws on the work ...ury scholars who gave experience a central role in their theories of human learning and
  5 KB (740 words) - 03:37, 10 April 2021
• Deep learning
  ...ng, hierarchical learning or deep machine learning) is a branch of machine learning based on a set of algorithms that attempt to model high level abstractions ...urpass it before it can propagate to other neurons. These systems are self-learning and trained rather than explicitly programmed and excel in areas where the
  4 KB (558 words) - 02:18, 10 April 2021
• Self-directed learning
  ...eing the 'sage on the stage' to the 'guide on the side' in a self-directed learning environment.}} ([http://www.netnet.org/students/student%20glossary.htm]) ...institutions are finding ways to support self-directed study through open-learning programs, individualized study options, non-traditional course offerings, a
  10 KB (1,275 words) - 03:37, 10 April 2021
• Learning communities
  ...ational or 'pedagogical' design. (Definition is taken from the [[Wikipedia:Learning community]], September 2009). See also: [[Situated learning ]].
  7 KB (963 words) - 03:37, 10 April 2021
• Incidental learning
  ...g situation. ([[User:DSchneider|DSchneider]]). It's opposite is deliberate learning. Sometimes, ''incidental learning'' is also used to describe [[informal learning]], but that should be avoided since it could be deliberate - [[User:Daniel
  9 KB (1,243 words) - 03:37, 10 April 2021
• Learning surveys
  ...inventory of some survey instruments that measure perception of learning, learning environments, etc. == Perception of learning and learning environments ==
  8 KB (1,045 words) - 02:18, 10 April 2021
• Self-regulated learning
  ...]] strategy and related to the choice of appropriate [[learning strategy | learning strategies]] * Educational design should design learning environments that engage students in appropriate self-regulative activities
  18 KB (2,179 words) - 03:37, 10 April 2021
• Agile learning
  ...n between "agile planning of instruction" (as one may find on commercial e-learning web sites), introducing "agile design methodology" in the project-oriented ...r dynamic planning of learner activities in teaching. Many [[inquiry-based learning]] settings require dynamic (agile planning) for both the teacher and his st
  3 KB (435 words) - 02:20, 10 April 2021
• Informal learning
  ...f step with the times and students are not being taught how to adapt their learning to fit today’s complex work environment. * Although formal forms of instruction such as classroom lessons and ''e-learning'' will still be used for many years to come, it is becoming more and more m
  9 KB (1,221 words) - 03:37, 10 April 2021
• Situated learning
  ...[[socio-constructivism]] refers either to families of [[learning theory | learning theories]] or [[pedagogic strategy | pedagogic strategies]]. It is closely * Learning is situated in the activity in which it takes place. Learning ''is'' doing.
  17 KB (2,335 words) - 02:20, 10 April 2021
• Team learning
  '''Team learning''' is a popular design element in various [[project-oriented learning]] models. ...ding to background in subject matters, or geographic / ethnic / gender, or learning styles. However, make sure not to have a sole "minority person" in a group.
  6 KB (781 words) - 03:37, 10 April 2021
• Learning level
  * From a learning psychological perspective, '''Levels of learning''' refer to competencies a learner can achieve. * Taking into account learning levels is a key issue in [[instructional design]]
  19 KB (2,527 words) - 04:03, 10 April 2021
• Learning object
  ...ion in the literature.}} (Churchill, 2007:479). At a very general level, a learning object could be defined as a pedagogical resource (including tools). In the main-stream "old school" e-learning literature, there is some kind of agreement, i.e. one can find definitions
  27 KB (3,883 words) - 03:48, 10 April 2021
• Social learning
  ...ies, organizational or societal learning, or the use of social software in learning. ...interactions in his [[Social cognitive theory]]). Lave and Wenger defined learning through participation in [[Community of practice|communities of practice]].
  4 KB (484 words) - 04:03, 10 April 2021
• Learning design
  ...n [[instructional design model]]. Basically a learning design describes '''learning objectives''', '''who''' does '''what''' (and (when) using '''tools''' and ...of learning, learning activities or learning environments in that spirit. Learning design, in that sense, is a way of doing instructional design.
  17 KB (2,397 words) - 02:20, 10 April 2021
• Learning strategy
  ...ourse materials, Module 5 - Tutoring and Collaboration</ref> {{quotation | learning strategies refer to Students' self-generated thoughts, feelings, and action Therefore, implementation of appropriate learning strategies is related to student's [[self-regulation]] behavior which in tu
  5 KB (686 words) - 03:37, 10 April 2021
• Learning style
  ...ruction and the student’s style. There is reason to think that people view learning styles theories as broadly accurate, but, in fact, scientific support for t ...red to their preferred learning styles}}. But is there solid evidence that learning styles do exists and if they do, should educators adapt their teaching stra
  60 KB (8,168 words) - 03:37, 10 April 2021
• PowerSchool Learning
  '''PowerSchool Learning''' (formerly known as '''Haiku''') is an online Learning Management System service. ...dvertisements). We did not check the new version branded under powerschool learning - (02:13, 5 November 2017 (CET)~)
  2 KB (274 words) - 03:48, 10 April 2021
• Learning designer tool
  The '''Learning Designer''' is a tool to design [[learning design]]s. It was developed by a team led by Diana Laurillard at the UCL K * Browse [https://www.ucl.ac.uk/learning-designer/browser.php the directory for inspiration]. As of March 21 2019, t
  4 KB (639 words) - 02:20, 10 April 2021
• Community of learning
  ...a [[Community of practice#Components of a social learning system | social learning system]] which is made up of a network of [[Community of practice | communi ...that allow for individual [[Socio-constructivism | socially-constructed]] learning.
  4 KB (605 words) - 02:20, 10 April 2021
• Personal learning environment
  ..."pressures and movements" like lifelong learning, [[informal learning]], [[learning style]]s, new approaches to [[assessment]], [[cognitive tool]]s. Furthermor ...echnology for learning and which allows them to themselves shape their own learning spaces, to form and join communities and to create, consume, remix, and sha
  36 KB (5,086 words) - 02:18, 10 April 2021
• Learning Record Store
  A so-called '''Learning Record Store''' (LRS) (sometimes called learning record'''s''' store) is a data store for xAPI messages, i.e. collected info ...story by question. But where does all that data get stored? That’s where a Learning Record Store (LRS) comes in. The LRS is the endpoint or enabling system for
  5 KB (780 words) - 03:48, 10 April 2021
• IMS Learning Design
  ...guage]]s can produce IMS LD output. However "popular" in the literature on learning design doesn't mean "adopted" or "end-user ready" as we shall explain below ...opposed to [[IMS Simple Sequencing]]/SCORM focuses on the organization of learning '''activities'''.
  23 KB (3,513 words) - 02:21, 10 April 2021
• Emerging learning object
  An '''emerging learning object''' (ELO) is a kind of [[learning object]] produced by a students. ...[[generative learning object]], [[constructionist learning object]] and [[Learning activity space]].
  3 KB (392 words) - 03:37, 10 April 2021
• Inquiry-based learning
  ...ructivist]] and [[socio-constructivism|socio-constructivist]] theories of learning (Eick & Reed, 2002). See also: [[Case-based learning]], [[discovery learning]], [[WebQuest]], [[Le Monde De Darwin]], [[Project-based science model]], [
  25 KB (3,498 words) - 02:19, 10 April 2021
• Learning activity space
  {{quotation|A Learning Activity Space (LAS) is defined as a coherent and intuitive set of activiti ...rio|learning scenario]] is defined by a collection of LASs and the various learning paths between them.
  4 KB (551 words) - 03:37, 10 April 2021
• CRESST learning model
  ...of cognitive learning in which students engage}}. The "cognitive types of learning" are a composite of taxomomies and theories from by [[Nine events of instru Five ''families'' are used to describe the kinds of learning that can take place.
  3 KB (374 words) - 03:37, 10 April 2021
• Teaching and learning taxonomy
  ...elements of the learning environment) plus "ingredients" of learning (e.g. learning types, levels, etc.) == Learning types and levels ==
  7 KB (914 words) - 02:20, 10 April 2021
• Computer-based learning
  ...o [[Computer-based training]] (CBT) and as its name it is more focussed on Learning. ...Based Learning" (CBL). Frequently based on constructivist and cognitivist learning theories, these environments focussed on teaching both abstract and domain-
  888 bytes (115 words) - 04:03, 10 April 2021
• E-learning 2.0
  E-learning 2.0 is "learning as a network phenomenon", e.g. web of user-generated content (eg. Wikipedia ...ns (aggregate, remix, repurpose, feed forward) - syndication, The personal learning centre ([http://www.downes.ca/cgi-bin/page.cgi?post=21521 Downes], retrieve
  13 KB (1,791 words) - 03:48, 10 April 2021
• Boundary-crossing learning
  ...in [[transformative pedagogy]] as well as some forms of [[project-oriented learning]] instructional design models. ...arning, its effective impact is restricted by narrow conceptualizations of learning, based on three pervasive but problematic dichotomies, between :
  18 KB (2,520 words) - 04:03, 10 April 2021
• Learning object standard
  ...fine various parts of learning objects. Most of these standards define a [[learning object]] in ...g]]. I.e. There is a widely accepted common data structure withing which [[Learning Object Metadata Standard]] and
  12 KB (1,834 words) - 02:18, 10 April 2021
• Generative learning object
  ...that can be used (and reused) to support the learning process. Generative Learning Objects (GLOs) are generic and reusable LOs from which the specific LO cont ...lexible repurposing by local tutors. ([http://www.glomaker.org/ Generative Learning Object Maker], retrieved 15:47, 21 November 2008 (UTC)) }}
  4 KB (565 words) - 03:48, 10 April 2021
• Open and distance learning
  '''Open and distance learning''' (ODL) is often used as synonymous of [[e-learning]] ...and giving the learners a greater sense of autonomy and responsibility for learning (Calvert, 2006).
  7 KB (1,029 words) - 04:03, 10 April 2021

Page text matches

• Learning needs
  ...s the educational effort, and there is some reinforcement of the learning. Learning needs assessment is thus crucial in the educational process *Learning needs assessment is a crucial stage in the educational process that leads t
  4 KB (539 words) - 02:19, 10 April 2021
• Social learning
  ...ies, organizational or societal learning, or the use of social software in learning. ...interactions in his [[Social cognitive theory]]). Lave and Wenger defined learning through participation in [[Community of practice|communities of practice]].
  4 KB (484 words) - 04:03, 10 April 2021
• Learning science
  ...ning sciences''' refer to academic domains interested in the phenomenon of learning. ...nts so that people learn more deeply and more effectively. The sciences of learning include cognitive science, educational psychology, computer science, anthro
  3 KB (384 words) - 04:03, 10 April 2021
• Informal learning
  ...f step with the times and students are not being taught how to adapt their learning to fit today’s complex work environment. * Although formal forms of instruction such as classroom lessons and ''e-learning'' will still be used for many years to come, it is becoming more and more m
  9 KB (1,221 words) - 03:37, 10 April 2021
• Pedagogical scenario
  ...given set of resources and tools. A more formal scenario can be called a [[learning design]]. * Several, usually sequential [[learning activity | learning activities]] (these are smaller scenarios that are combined together)
  5 KB (680 words) - 13:36, 3 November 2022
• Adult education
  ...lling, and non-formal adult education, that can include learning skills or learning for personal development. (Wikipedia) '''Adult learning''', according to Knowles, can be stated as four simple postulates ([http://
  4 KB (487 words) - 04:03, 10 April 2021
• Cognitive strategy
  * See also [[metacognition]] and [[learning strategy]] and [[self-regulation]] which refers to subcategories of cogniti ...e learning/teaching process. As active participant he implements cognitive learning strategies.
  787 bytes (95 words) - 03:37, 10 April 2021
• Collective learning
  '''Collective learning''' can refer to different concepts: ...me sorts of sharing activities like it often happens in [[project-oriented learning]] designs where teams work on their own project but sometimes must engage i
  2 KB (294 words) - 03:37, 10 April 2021
• Learning to learn
  ...idea lacks conceptual clarity.}} ([http://www.beyondcurrenthorizons.org.uk/learning-to-learn/ Steven Higgins, 2009], retrieved 16:22, 8 July 2009 (UTC)). ...to teach it in advance. Instead, we should try to turn out people who love learning so much and learn so well that they will be able to learn whatever needs to
  4 KB (536 words) - 03:37, 10 April 2021
• Sloodle
  Sloodle is a hybrid system useing the [[Moodle]] open source [[learning management system]] ...ment]]) connectivity features to mirror web-based classrooms with in-world learning spaces and interactive objects.
  557 bytes (65 words) - 03:48, 10 April 2021
• Cool Modes
  ...Modes]] is a toolkit that integrates [[microworld]]s with [[collaborative learning]] tools. See [[CSCL]], [[CSCL script]], [[collaborative learning]] and [[learning activity space]] for the general framework and the similar [[Freestyler]] s
  2 KB (283 words) - 03:47, 10 April 2021
• Case-based reasoning
  ...contexts ([[case-based learning]]). In its simplest form it represents the learning cycle undergone as lessons learned from them are applied to present situati
  490 bytes (57 words) - 02:20, 10 April 2021
• Taxonomy of meaningful learning
  ...429440?seq=1#metadata_info_tab_contents</ref>, the most meaningful kind of learning outcome. His taxonomy ...reasoning. These skills are best taught with some type of problem-oriented learning approach.}}
  2 KB (242 words) - 04:03, 10 April 2021
• IMS Learner Information Package
  * Recording and managing learning-related history, goals, and accomplishments; * Engaging a learner in a learning experience;
  4 KB (461 words) - 03:48, 10 April 2021
• Courseware
  ...self-paced learning, e.g. based on [[programmed instruction]] or [[mastery learning]] * [[Computer-based learning]] software.
  2 KB (202 words) - 03:48, 10 April 2021
• GLUE!-PS
  ...languages (e.g. the IMS-LD specification), into different existing Virtual Learning Environments (VLEs, e.g. Moodle).}} ([http://www.gsic.uva.es/glueps/ Home p ...with GLUE!-PS. Accepted at the European Conference on Technology-Enhanced Learning (EC-TEL 2012), Saarbrücken, Germany, September 2012
  1 KB (167 words) - 02:20, 10 April 2021
• Web-based training
  ...s 2001, further describe it as the access to and distribution of organized learning materials through the internet, using web browsers and web servers to enabl ...ts origins, this type of practice relates to [[Distance education|distance learning]] as it mostly does not require face-to-face interaction between the learne
  8 KB (1,207 words) - 04:03, 10 April 2021
• Virtual learning environment
  ...learning environment (VLE) is a [[virtual environment]] (VE) that supports learning activities. Furthermore it inherits general VE features like social space, ...key elements of a virtual learning environment that supports project-based learning:
  4 KB (589 words) - 03:37, 10 April 2021
• E-instruction
  Note: "Main-stream" [[e-learning]] is a combination of Courseware (E-Media) with [[e-tutoring]] and maybe so In terms of the SCIL eLearning building bricks framework (see [[e-learning]]), e-Instruction can play various roles in an [[instructional design model
  1 KB (131 words) - 03:48, 10 April 2021
• Authorware
  ...(environment, tool) for creating computer-based [[Wikipedia: Multimedia]] learning applications. It includes [[LMS]] integration that allows for the developme Authorware is a multimedia authoring program designed explicitly for learning. Among Authorware's features is that it enables developers to create sophis
  2 KB (261 words) - 03:48, 10 April 2021
• Digital learning
  ...ith'' technology (e.g. using productivity or [[cognitive tool]]s). Digital learning also may include [[digital literacy]], i.e. teaching young people how to us ...learning". [[E-learning]] can be either considered as synonym for digital learning and educational technology, or refer to a more specific form that emphasize
  3 KB (410 words) - 04:03, 10 April 2021
• CPM
  ...ated to Problem-Based Learning design. The CPM (Co-operative PROBLEM-BASED LEARNING Metamodel) language successes in providing a rich-graphical formalism to de ...de, P. (2005). Towards a UML-Based Educational Modeling Language, Advanced Learning Technologies, 2005. ICALT 2005. Fifth IEEE International Conference, pp. 85
  3 KB (442 words) - 02:18, 10 April 2021
• Computer-based learning
  ...o [[Computer-based training]] (CBT) and as its name it is more focussed on Learning. ...Based Learning" (CBL). Frequently based on constructivist and cognitivist learning theories, these environments focussed on teaching both abstract and domain-
  888 bytes (115 words) - 04:03, 10 April 2021
• Learning sequence
  A '''learning sequence''' is an ordering of student's learning activities. ...hat focus on materials, i.e. resources arranged to form an organization of learning-flow content. Typically, they would use an [[instructional systems design]]
  2 KB (315 words) - 02:20, 10 April 2021
• Learning designer tool
  The '''Learning Designer''' is a tool to design [[learning design]]s. It was developed by a team led by Diana Laurillard at the UCL K * Browse [https://www.ucl.ac.uk/learning-designer/browser.php the directory for inspiration]. As of March 21 2019, t
  4 KB (639 words) - 02:20, 10 April 2021
• Online Design
  ...should be about a specific design method or maybe be made into a general e-learning design piece}} #Course learning goals and objectives should be stated in a manner that is clear and measura
  3 KB (354 words) - 02:19, 10 April 2021
• ReCourse editor
  ReCourse is a [[IMS Learning Design]] editor that was sponsored by the TENCompetence project. As of Apri ...nt with the specification. TENCompetence has developed ReCourse to provide learning designers with a solution.}} ([http://tencompetence-project.bolton.ac.uk/ld
  2 KB (325 words) - 02:20, 10 April 2021
• PLATO
  ...rseware were not too different from modern-day content-based main-stream e-learning. ...LATO systems did not incorporate the typical [[CMC]] components a modern [[Learning management system]] has. But already by the mid-70's, PLATO featured on-lin
  1 KB (158 words) - 03:48, 10 April 2021
• POME
  ... the learning environment to concentrate and attend the learning process. ... the study material for studying or as part of the learning process.
  2 KB (313 words) - 03:37, 10 April 2021
• Procedure learning
  '''Procedure learning''' refers to a major [[learning type]]. [[Category:Learning theories]]{{edutechwiki}}
  857 bytes (111 words) - 03:37, 10 April 2021
• Phoebe pedagogic planner
  ...web application designed to provide inspiration and practical support for learning design.}} ([http://phoebe-app.conted.ox.ac.uk/ phoebe application home page # Create or modify your learning designs: Build your own design or adapt an existing design.
  2 KB (320 words) - 02:19, 10 April 2021
• Standard
  ...modeling language]] that deals in more depth with the question of modeling learning materials and activities * [[Learning object standard]] that attemps to provide a big overview table of the most
  10 KB (1,365 words) - 02:18, 10 April 2021
• Computer-integrated classroom
  ...s, networked notebooks and special software tools to allow [[Collaborative learning|collaborative activities]]. ...hanced classroom]] (for general ICT-in-the-classroom related issues) and [[learning activity space]]
  2 KB (271 words) - 04:03, 10 April 2021
• 8 learning events model
  Developed by Leclercq and Poumay (2005) at the University of Liège, the Eight learning events model is an [[instructional design model]] for describing "the activ ...ning events fall roughly into eight different activities through which a [[learning event]] can occurr and are paired with [[teaching event]]s i.e. the teacher
  3 KB (368 words) - 02:18, 10 April 2021
• Agile learning
  ...n between "agile planning of instruction" (as one may find on commercial e-learning web sites), introducing "agile design methodology" in the project-oriented ...r dynamic planning of learner activities in teaching. Many [[inquiry-based learning]] settings require dynamic (agile planning) for both the teacher and his st
  3 KB (435 words) - 02:20, 10 April 2021
• Vocational training
  === Workplace learning === === Knowledge management & learning ===
  2 KB (233 words) - 04:03, 10 April 2021
• Course management system
  ...tson (2007:29), CMS {{quotation | are used primarily for online or blended learning, supporting the placement of course materials online, associating students For others, '''Course management system''' is used as a synonym for [[learning management system]].
  2 KB (254 words) - 03:48, 10 April 2021
• LMS
  #REDIRECT[[Learning management system]]
  39 bytes (4 words) - 17:23, 15 April 2021
• IMS Common Cartridge
  ...tion of Digital Learning Services standards to support a new generation of learning technology. These are: * Organized and distributed digital learning content (Common Cartridge - CC)
  2 KB (339 words) - 03:48, 10 April 2021
• Padlet
  ...ias, N., Ibrahim, Z., Shing, N. K., & Rashid, S. M. M. (2015). Design of a learning module for the deaf in a higher education institution using padlet. Procedi ...student engagement in lectures. In ECEL2015-14th European Conference on e-Learning: ECEl2015 (p. 195). Academic Conferences and publishing limited.
  766 bytes (97 words) - 03:37, 10 April 2021
• Educational theory
  ...ormer is more global, i.e. is interested by the whole process within which learning happens. ...based training]], [[behaviorism|behavirorist]] instructivist approaches to learning design became popular.
  2 KB (213 words) - 04:03, 10 April 2021
• IMS
  #REDIRECT [[IMS Global Learning Consortium]]
  44 bytes (5 words) - 17:21, 15 April 2021
• Collage
  '''Collage''' is a [[Collaborative learning flow pattern]] editor. It allows a designer to configure a design pattern. The result is saved in [[IMS Learning Design]] format. It could
  2 KB (304 words) - 02:19, 10 April 2021
• BGuILE
  * BGuILE = (Biology Guided Inquiry Learning Environment) * {{quotation | BGuILE learning environments bring scientific inquiry into middle school science and high s
  1 KB (185 words) - 03:47, 10 April 2021
• Emerging learning object
  An '''emerging learning object''' (ELO) is a kind of [[learning object]] produced by a students. ...[[generative learning object]], [[constructionist learning object]] and [[Learning activity space]].
  3 KB (392 words) - 03:37, 10 April 2021
• IMS Learning Tools Interoperability
  ...ed content. High stakes or premium content can be integrated into specific learning contexts and support the retrieval of results, making the value of eBooks a ...s, are called Tool Consumers.}} ([http://developers.imsglobal.org/ What is Learning Tools Interoperability™?] (IMS, retrieved 4/2013)
  3 KB (352 words) - 03:48, 10 April 2021
• Incidental learning
  ...g situation. ([[User:DSchneider|DSchneider]]). It's opposite is deliberate learning. Sometimes, ''incidental learning'' is also used to describe [[informal learning]], but that should be avoided since it could be deliberate - [[User:Daniel
  9 KB (1,243 words) - 03:37, 10 April 2021
• One-to-one TEL
  ...ed Learning''' (1to1 TEL) is one way to look at the potential of [[mobile learning]]. ...{{quotation | means that a student uses at least one computing device for learning. In some cases, a student may use more than one computing device or use a c
  2 KB (285 words) - 03:37, 10 April 2021
• Eight-component framework for e-learning
  The '''Eight component framework for e-learning''' is global instructional design method designed by Badrul H. Khan. ...s webpage] (accessed on 12:33, 19 May 2006 (MEST)), Khan's framework for e-learning has the following purpose:
  4 KB (474 words) - 02:18, 10 April 2021
• Aesthetic principles for instructional design
  # Learning experiences have beginnings, middles, and endings (i.e., plots) # Learners are the protagonists of their own learning experiences
  1 KB (137 words) - 02:19, 10 April 2021