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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
• 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
• 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
• 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
• 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
• 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 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
• 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
• 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
• 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
• Procedure learning
  '''Procedure learning''' refers to a major [[learning type]]. [[Category:Learning theories]]{{edutechwiki}}
  857 bytes (111 words) - 03:37, 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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 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 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 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
• 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
• 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
• 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 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• Participatory learning environment
  The '''Participatory learning environment''' can refer: ...forms of advanced learning environments that are based on both [[situated learning| situated ]] and [[constructionism | constructionist]] principles. ''Networ
  6 KB (782 words) - 03:37, 10 April 2021
• Project-based learning
  This article provides a short introduction to ''project-based learning'' in the framework of more open-ended projects that are typical of ...vist approaches]] (based on Synteta, 2002). Please, see [[project-oriented learning]] for a short general overview of all project-oriented approaches.
  52 KB (7,386 words) - 02:20, 10 April 2021
• Learning management system
  ...mes also called "[[Course Management System]]", "Pedagogical Platform", "E-Learning Platform") is a software system that delivers [[courseware]] plus [[e-tutor ...uses appropriate [[pedagogic strategy|teaching strategies]] for various [[learning type]]s.
  14 KB (1,948 words) - 04:03, 10 April 2021
• Learning e-portfolio
  {{quotation | The (learning) portfolio concept is not a new concept. Indeed the French teacher, Celesti ...portfolios other than learning, student, learner portfolios and [[personal learning environment]] for its integration into the [[social software]] in education
  35 KB (4,742 words) - 13:57, 3 November 2022
• Creative learning assessment
  == The CLA - Creative Learning Assessment == ...and open structure for reflecting on progress. Based on CLPE’s Patterns of Learning continuum (1990), it comprised:
  9 KB (1,310 words) - 02:19, 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
• Transfer of learning
  ...of learning''' or '''transfer of knowledge''' or '''transfer''' refers to learning in one context and applying it to another, i.e. the capacity to apply acqui ...from prior knowledge to learning, from learning to new learning, and from learning to application}} (Simons, 1999).
  10 KB (1,339 words) - 02:20, 10 April 2021
• Learning objects repositories
  This entry lists various well known learning objects repositories. See the [[learning object repository]] article for a definition. Most repositories don't provide [[learning object]]s in standardized formats (such as [[IMS Content Packaging]]).
  6 KB (867 words) - 03:48, 10 April 2021
• Problem-based learning
  '''Problem-based learning''' (PBL in this article) is defined by Finkle and Torp (1995) as, {{quotati ...of [[project-oriented learning]]. It is closely related to [[inquiry-based learning]].
  31 KB (4,228 words) - 13:49, 3 November 2022
• 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
• Project-oriented learning
  ...pbl.stanford.edu/ P5BL]" (Problem- Project- Product- Process- People-Based Learning). ...t usually will lead to products. However, the main goal the process is the learning effect and not the product in itself.
  13 KB (1,767 words) - 13:42, 3 November 2022
• Case-based learning
  == What is case-based learning? == ...learning]]. It is not close to what we called [[Project-methodology-based learning]].
  29 KB (4,318 words) - 02:18, 10 April 2021
• Project-methodology-based learning
  * We define '''Project-methodology-based learning''' as designs were students have to use a specific project methodology (or
  593 bytes (74 words) - 13:43, 3 November 2022
• Learning Material Markup Language
  [[Learning Material Markup Language]] (LMML) is both a framework and a series of [[edu ...described as a model-based XML framework for the semantic description of e-learning [[courseware]]. It is extensible by other XML languages (e.g. [[SMIL]]) and
  28 KB (3,241 words) - 02:18, 10 April 2021
• Computer-supported collaborative learning
  * "Put briefly, CSCL is focused on how [[collaborative learning]] supported by technology can enhance peer interaction and work in groups, ...nowledge and constructive communication, and interactive and collaborative learning in (and between) classrooms and between teachers and learners.
  29 KB (3,935 words) - 02:18, 10 April 2021
• Collaborative learning flow pattern
  ...on practices in [[collaborative learning]], i.e. they describe a kind of [[learning design]] for [[CSCL script]]s. ...s structuring according to the requirements and conditions of a particular learning scenario. (Hernández-Leo, 2005b:226).
  7 KB (955 words) - 02:19, 10 April 2021
• E-learning journal list
  ...dedicated e-learning journals and other journals regularly publishing on e-learning. ...ified. bad from e-learning perspective: only some 2 papers out of 16 are e-learning (2011)
  21 KB (2,776 words) - 04:03, 10 April 2021
• ASK Learning Designer Toolkit (ASK-LDT)
  ...ASK-LDT also supports packaging of Learning Activities along with related learning resources by incorporating a content packaging module conformant with IMS C ...reference Generic Mobile Training Course Templates (suitable for Language Learning) and d) 70 Disabled People Trainers in [http://www.eaccess2learn.eu eAccess
  3 KB (442 words) - 03:48, 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
• IMS Global Learning Consortium
  ...obal Learning Consortium] is probably the major player in the world of [[e-learning]] standards. ...IMS specifications have become worldwide de facto standards for delivering learning products and services. IMS specifications and related publications are made
  3 KB (423 words) - 02:19, 10 April 2021
• Learning dimensions of makerspaces
  "Fab Labs incorporate flow and experiment-based learning through project-based, interest-driven, student-centered knowledge constr ...pes of learning methodologies, training in FabLab applies to project-based learning and provides work-like experiences (Slåttsveen, 2016; Bekker et al., 2015)
  7 KB (961 words) - 18:07, 21 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
• Integrated Learning Design Environment
  '''Integrated Learning Design Environment''' (ILDE) is a design tool for [[learning design]] ...e that enables deployment of the designed learning situations into Virtual Learning Environments.}}
  4 KB (524 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
• Learning Object Review Instrument
  ...rning Object Review Instrument (LORI) is used to evaluate the quality of e-learning resources. LORI is an online form consisting of rubrics, rating scales and ; Learning Goal Alignment
  5 KB (729 words) - 02:20, 10 April 2021
• Group Learning Uniform Environment
  ...s a lightweight integration of existing external tools in existing Virtual Learning Environments (VLEs) like Moodle or LAMS. ...responding tool instances; That facilitates the enactment of collaborative learning situtations.}}
  4 KB (489 words) - 02:18, 10 April 2021
• Learning Design Support Environment
  '''Learning Design Support Environment''' (LDSE) is a project funded under the EPSRC/ES * [[learning design]]
  4 KB (577 words) - 02:18, 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
• Learning Object Metadata Standard
  * Learning Object Metadata (LOM) is a [[metadata]] standard to describe educational re ...ital, which can be used, re-used or referenced during technology supported learning.
  7 KB (922 words) - 02:18, 10 April 2021
• Learning theory of performance errors
  ...rning Theory of Performance Errors emphasizes the role that errors play in learning and how knowledge can be modeled to explain how errors are made, detected, The Learning Theory of Performance errors applies to situations where learners are tryin
  9 KB (1,475 words) - 03:37, 10 April 2021
• Computer Supported Intentional Learning Environment
  ...udent use. It was designed to function as an environment for collaborative learning (Scardamalia & Bereiter, 1993). Students create their own nodes (text or gr ...edge Integration Environment (??), [[Scalable Architecture for Interactive Learning]], [[WISE]].
  9 KB (1,125 words) - 04:03, 10 April 2021
• Shuell model of learning functions
  ...ses’, called ‘learning functions’2. The functions are in turn activated by learning tasks, which can be learner- or tutor-initiated.}} ([http://www.elearningeu ...[[socio-constructivism|constructivist]] models, e.g. Jonassen's meaningful learning.
  5 KB (642 words) - 04:03, 10 April 2021
• C3MS project-based learning model
  The '''C3MS project-based learning model''' is a [[project-oriented learning|project-oriented design]] that engages students in frequent content-product At the core of the model is the idea that some forms of learning rely a lot on "activity-based teaching" strategies that orchestrated, scaff
  43 KB (6,417 words) - 03:37, 10 April 2021
• E-Learning Glossary - English-French Glossary (Canadian Government, 2007)
  ...([http://www.bt-tb.tpsgc-pwgsc.gc.ca/btb.php?lang=eng&cont=325 ARCHIVED E-Learning Glossary - Introduction] == Alphabetical index – E-Learning Glossary ==
  356 KB (52,842 words) - 04:03, 10 April 2021
• Peer-to-peer learning
  * [[learning by teaching]] (reciprocal teaching) ...n peer tutoring provided evidence for its positive effects on performance, learning, reduction of stress and anxiety and an increase in satisfaction with the p
  6 KB (854 words) - 03:37, 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
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• 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:
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• 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
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• 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
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• 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
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• 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
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• 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-
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• 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]]
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• 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
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• 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
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• 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
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• 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
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• POME
  ... the learning environment to concentrate and attend the learning process. ... the study material for studying or as part of the learning process.
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• Procedure learning
  '''Procedure learning''' refers to a major [[learning type]]. [[Category:Learning theories]]{{edutechwiki}}
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• 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.
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• 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
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• 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]]
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• 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
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• 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
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• Vocational training
  === Workplace learning === === Knowledge management & learning ===
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• 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]].
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• LMS
  #REDIRECT[[Learning management system]]
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• 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)
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• 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.
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• 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.
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• IMS
  #REDIRECT [[IMS Global Learning Consortium]]
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• 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
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• BGuILE
  * BGuILE = (Biology Guided Inquiry Learning Environment) * {{quotation | BGuILE learning environments bring scientific inquiry into middle school science and high s
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• 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]].
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• 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)
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• 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
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• 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
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• 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:
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• Aesthetic principles for instructional design
  # Learning experiences have beginnings, middles, and endings (i.e., plots) # Learners are the protagonists of their own learning experiences
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• Instructional design model
  ...n.}} [http://lts.ncsu.edu/guides/instructional_design/selecting_models.htm Learning technology Service, NC State University] - 18:11, 18 May 2006 (MEST)] * [[learning theory]] for background information,
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• E-coaching
  In the context of [[e-learning]], Seufert & Euler (2005) distinguish between ''[[e-tutoring]]'', ''[[e-mod ...ence; diagnosing problems, providing feedback and generally overseeing the learning ([http://www.comproj.com/Gottlieb.htm Gottlieb], 2000), retrieved 15:38, 2
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• Integrated Learning Design Environment
  '''Integrated Learning Design Environment''' (ILDE) is a design tool for [[learning design]] ...e that enables deployment of the designed learning situations into Virtual Learning Environments.}}
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• ICOPER reference model
  ...rring knowledge in an outcome-oriented way and assessing it, or evaluating learning activities.}} ([http://www.icoper.org/ ICOPER homepage], retrieved 16:44, 1 ...ducational resources like content, learning outcomes, teaching methods and learning designs accessible via the Open ICOPER Content Space
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• 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)~)
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• Fabricating and running orchestration graphs
  ...ning orchestration graphs (FROG) is an integrated environment to implement learning scenarios as defined by [[orchestration graph]]s. It is developed by Stian ...ing.wordpress.com/ frolearning blog], aims to help students to think about learning, teaching, pedagogy and the other aspects that the course will touch upon.
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• 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
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• Learner interaction scripting language
  ...ent design. It is complemented by a proof of concept, the Mash-up Personal Learning Environments (MUPPLE) platform. See also: [[Personal learning environment]], [[CSCL script]]
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• Pebble in the pond
  Designed for [[Problem-based learning|problem-based learning]], the model is perceived as a series of cocentric circles at whose heart l ...ed at this point, eg. [[5e Learning cycle|5e]] or [[7e Learning cycle|7e]] learning cycles).
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• 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
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• 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.
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• Socio-culturalism
  ...solely in the mind of the learner. This stance is very close to [[situated learning]] theory. ...he perspective is not a single view. The perspective includes the ideas of learning as a situated process, as a process of changing participation, as mediated
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• IMS Global Learning Consortium
  ...obal Learning Consortium] is probably the major player in the world of [[e-learning]] standards. ...IMS specifications have become worldwide de facto standards for delivering learning products and services. IMS specifications and related publications are made
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• Practice scaffolding interactive platform
  ...earning environments that favor authentic ([[situated learning|situated]]) learning in settings that are collaborative, project-based and include a [[simulatio ...ion, structures the students' activity, and interactively supports subject learning. A PracSIP facilitates students' development of complex competencies, and a
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• Cognitivism
  Cognitivism refers to a class of [[learning theory | learning theories]] that are based on some sort of rational [[human information proc == An information processing view of learning ==
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• 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)) }}
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• Educational psychology
  ...ories]]: Issues related to how humans learn are mostly dealt with in the [[learning theory]] article. ...online textbook about educational psychology with an emphasis on classroom learning and classroom teaching
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• ASK Learning Designer Toolkit (ASK-LDT)
  ...ASK-LDT also supports packaging of Learning Activities along with related learning resources by incorporating a content packaging module conformant with IMS C ...reference Generic Mobile Training Course Templates (suitable for Language Learning) and d) 70 Disabled People Trainers in [http://www.eaccess2learn.eu eAccess
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• Webinar
  * [[Video-web learning platforms]] [[Category: e-learning tools]]
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• Collaborative learning flow pattern
  ...on practices in [[collaborative learning]], i.e. they describe a kind of [[learning design]] for [[CSCL script]]s. ...s structuring according to the requirements and conditions of a particular learning scenario. (Hernández-Leo, 2005b:226).
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• Situated cognition
  * Situated cognition theories claim that learning happens in context as people address challenges and problems. * Situated cognition and learning can be enhanced through active engagement in a [[community of practice]]
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• Task-based community
  ...usually put together by those who desire a that pre-defined goal such as a learning outcome or solution to a problem be achieved. They tend to exist during the ...ctions between different types of [[Community of learning | communities of learning]] are not always clear. Some task-based communities can evolve into a [[Com
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• Experience API
  ...e retrieved for various purposes, e.g. student monitoring or institutional learning analytics. * [[Learning Record Store]]
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• Learning Design Support Environment
  '''Learning Design Support Environment''' (LDSE) is a project funded under the EPSRC/ES * [[learning design]]
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• Shared cognition
  ...to Kumar (1996): In '''shared cognition theory''' the environment in which learning takes place is given the focus rather than the environment-independent cogn == Shared cognition and learning ==
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• Trivial constructivism
  Learning is work - effective learning requires concentration. There are some things you have to learn before othe ...lation of knowledge to "the environment"? What environments are better for learning? Trivial constructivism alone says nothing about these issues, and these ar
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• 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
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• 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
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• 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
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• Developing design documents (3D) model
  ...sign documents as input, (b) programming structures as throughput, and (c) learning materials as output.}} ...ogic and data management for systems that would support designs like [[IMS Learning Design]] or [[LAMS]].
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• Shared expertise
  Some forms of [[team learning]] also can profit from the expertise of various team members. * In [[situated learning]] ([[cognitive apprenticeship]]), sharing is a center piece of the framewor
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• Learning objects repositories
  This entry lists various well known learning objects repositories. See the [[learning object repository]] article for a definition. Most repositories don't provide [[learning object]]s in standardized formats (such as [[IMS Content Packaging]]).
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• Fle3
  ...e Learning Environment''') is a web-based computer supported collaborative learning ([[CSCL]]) environment. is designed to support learner and group centered w ...Building and Jamming tools as well. The items in the WebTops can be called learning objects - if you wish.
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• EduWeaver
  ...ependent Courseware System) is defined as (1) a tool for the management of learning objects and courses and (2) as a modelling tool (i.e. an [[educational mode See also: [[educational modelling language]], [[design language]], [[e-learning]]
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• 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.
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• 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]].)
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• 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]]
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• Pedagogical vocabulary
  '''Pedagogical vocabularies''' refer to the languages used to describe [[learning design]]s and activities. ...in particular has highlighted the fact that educational practitioners and learning technologists perceive a real and pressing need for pedagogical vocabularie
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• Narrative diagram
  * Parrish, P. (2008). Plotting a Learning Experience. In L. Botturi & T. Stubbs (Eds.), Handbook of Visual Languages ...cts with Visual Instructional Design Languages. International Journal on E-Learning (to appear)
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• 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.
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• TinyMCE-bug
  "Fab Labs incorporate flow and experiment-based learning through project-based, interest-driven, student-centered knowledge constr ...pes of learning methodologies, training in FabLab applies to project-based learning and provides work-like experiences (Slåttsveen, 2016; Bekker et al., 2015)
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• MoCoLaDe
  ...on and can export to IMS LD. It also has been integrated with the [[CeLS]] learning activity platform. ...ble format), [[Collage]] (a spanish [[CSCL]] tool that compiles into [[IMS Learning Design]], [[Compendium LD]], a similar concept-map based British tool (but
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• CourseBuilder
  CourseBuilder free extension to Dreamweaver that allows you to create learning interactions for web-based training courses. It is made by [http://www.rapi [[Category: E-learning tools]]{{edutechwiki}}
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• Sharable Content Object
  ...imported into an LMS. CAM deals with assembling, labeling and packaging of learning content, i.e. includes specifications like [[IMS Content Packaging]] and [[ [[Category:E-learning tools]]{{edutechwiki}}
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• Lim guidelines for instructional planning in TELE
  ...wiki) may be impractical for planning instruction in [[technology enhanced learning]] environments (TELE). ...nning in technology enhanced learning environments. Journal Of Interactive Learning Research, 20(1), 55-74. AACE. Retrieved from http://www.editlib.org/p/24462
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• E-framework
  ...nnected, but somewhat different approach can be found so-called [[personal learning environment]]s. ...(DEST) to build a common approach to Service Oriented Architectures for e-learning.
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• Expressive digital medium
  ...' refer to "learning with" (such as exploratory software) - as opposed to "learning through". ...or [[microworld]], under the condition that they encourage constructionist learning activities.
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• ABC LD
  ABC LD is a [[learning design]] toolkit based on cards. ...ng types’, derived from her theory-based Conversational Framework. The six learning types are acquisition (or read/watch/listen), inquiry, practice, production
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• Project management software
  * [[Learning management system]]s include ''student management tools'' like homework man * To scaffold and monitor [[project-oriented learning]] designs of all sorts, e.g.
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• Programming microworld
  * A '''programming microworld''' is a [[microworld]] for learning how to program. Although one may argue that any programming environment can == The relation to learning theory and educational reform ==
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• Smartbuilder
  .../smartbuilder.com Smartbuilder], as of 2018, is one of the most advanced e-learning authoring tools.
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• Activity theory
  learning system. However, activity theory does not include a theory of learning, (Daisy Mwanza & Yrjö See also: [[Expansive learning]], [[change laboratory]]
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• Learning Object Review Instrument
  ...rning Object Review Instrument (LORI) is used to evaluate the quality of e-learning resources. LORI is an online form consisting of rubrics, rating scales and ; Learning Goal Alignment
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• Xerte
  '''Xerte''' is a fully-featured e-learning development environment for creating rich interactivity. Xerte is aimed at ...tionbox|Xerte is a suite of tools for the rapid development of interactive learning content.
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• Cultural constructivism
  ...logy, tools and language'''''. For example, the format of books can affect learning, by promoting views about the organisation, accessibility and status of the ...romote changes in curricula, assessment, and other changes in teaching and learning.
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• Gridcole
  ...by educators in order to support the realization of scripted collaborative learning situations. To do so, educators can provide a script specifying the sequenc ...osed system can provide adequate support for a wide range of collaborative learning situations.
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• Nine events of instruction
  == The conditions of learning == ...Essential to Gagne's ideas of instruction are what he calls "conditions of learning." He breaks these down into internal and external conditions. The internal
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• Shuell model of learning functions
  ...ses’, called ‘learning functions’2. The functions are in turn activated by learning tasks, which can be learner- or tutor-initiated.}} ([http://www.elearningeu ...[[socio-constructivism|constructivist]] models, e.g. Jonassen's meaningful learning.
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• ToonTalk
  ...rning Zone of One's Own: Sharing Representations and Flow in Collaborative Learning Environments, IOS, June 2004. [http://www.lkl.ac.uk/kscope/weblabs/papers/i
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• IMS General Web Services
  ...so other [[IMS]] Specifications, like the [[IMS Simple Sequencing]], [[IMS Learning Design]] and [[IMS Content Packaging]] data standards. [[Category: e-learning tools]{{edutechwiki}}
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• Online video tutoring
  ...ominant. '''Online video tutoring''' also can be part of a more global [[e-learning]] strategy. This article only will deal with the former. [[Category: E-learning tools]]
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• Learning Object Metadata Standard
  * Learning Object Metadata (LOM) is a [[metadata]] standard to describe educational re ...ital, which can be used, re-used or referenced during technology supported learning.
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• IMS Question and Test Interoperability
  ...sults data between authoring tools, item banks, test constructional tools, learning systems and assessment delivery systems.}} ([http://www.imsglobal.org/quest * Support the deployment of item banks across a wide range of learning and assessment delivery systems.
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• MISA
  ...cally the instructional design processes and their products which define a learning system completely. MISA supports 35 main tasks or processes and around 150 #* Specification of Learning Materials
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• E-benchmarking
  ...http://elearning.heacademy.ac.uk/wiki/index.php/What%27s_Benchmarking_of_e-Learning%3F quoted by Paul Bacsich in the BenchmarkWiki], retrieved 19:38, 12 Novemb ...i], Wiki established by the Higher Education Academy (UK) to support the e-Learning Benchmarking Exercise and Pathfinder Programme.
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• 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:
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• E-Adventure
  ...ing Environments (VLE) in particular. It is being developed by the e-UCM e-learning research group at Universidad Complutense de Madrid, with three main object * Integration of the resulting games with existing courseware in Virtual Learning Environments,
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• Conceptual change
  == Conceptual change in teaching and learning == ...ficant properties of naive physics knowledge, and which become involved in learning scientific concepts. P-prims exhibit a detailed contextuality and sometimes
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• Multimedia
  ...we, R.K. (2004). Interrogation of a dynamic visualization during learning. Learning and Instruction, 14, 257-274. * Mayer, R.E., & Moreno, R. (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14, 87-99.
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• Rapid elearning
  ...deo-based e-learning or both. It also represents main-stream interactive e-learning made for industry training. Typical rapid e-learning tools allow to create Scorm-compliant contents, create quizzes, create simp
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• Controlled vocabulary
  ...well known scheme for the Internet is [[Dublin Core]] and in e-learning [[Learning Object Metadata Standard]] is popular. ...on top of of [[RDF]] like [[OWL]], [[SKOS]], [[Dublin Core]] or the IEEE [[Learning Object Metadata Standard]]
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• Kirschner six-stage procedure
  ...cularly suitable for the development of [[computer-supported collaborative learning]] system. It is based on user-centered instructional design research. ...g or neglecting this will guarantee failure, both of our work and of their learning.
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• E-moderation
  * The development and emergence of e-learning provides challenges for the providers of on-line courses in the development Salmon, Gilly (2004) E-moderating: The Key to Teaching and Learning Online, London: Taylor & Francis. See also the [http://www.elearning-review
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• Workflow
  * [[learning design]] and the [[IMS Learning Design]] specification (using a "play/theatre" metaphor to define workflows * [[Project-based learning]] (Pedagocial scenarios as workflow design problem)
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• Orchestration graph
  ...eloped by Pierre Dillenbourg to model [[CSCL script]]s and similar complex learning designs. ...input data and obtain output products. Finally, products and traces of the learning process are collected and processed; a stochastic model of the scenario use
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• Design language
  ...ng to a standard can or should function smoothly. Typically, main-stream e-learning standards were made with this goal in mind. Non-standard languages are eith ...table. E.g. natural language is rather non-computable, whereas XML-based e-learning formats that we will introduce below can easily be read by a computer progr
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• Gerson's e-class
  ...chronous nature. Learners should engage in interaction to benefit from the learning that occurs ...urse Development For Distance Learning Faculty, Online Journal of Distance Learning Administration, Volume III, Number IV, Winter 2000, State University of Wes
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• Computer-supported instructional communication
  ...arch on instructional communication focuses on the study of interaction in learning environments (Mottet et al. 2005). Characteristic goals when analyzing inst ..., [[computer-mediated communication]], [[virtual learning environment]], [[learning environment]], [[e-tutoring]], ...
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• SWOT
  * To analyse large projects (e.g. technology or e-learning projects) * [http://www.learningcircuits.org/2004/sep2004/dublin.htm Lessons on E-Learning Strategy Development from the Cheshire Cat], by Lance Dublin (just mentionn
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• 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.
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• Laurillard conversational framework
  ...illard (1993,2002) claims that there are four main aspects of the teaching-learning process and that different educational media can be analyzed (and used) in This framework can be considered both [[learning theory]] and a practical framework for designing educational environments.
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• Learning communities
  ...ational or 'pedagogical' design. (Definition is taken from the [[Wikipedia:Learning community]], September 2009). See also: [[Situated learning ]].
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• 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.
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• Curriculum planning
  See also: [[learning type]]s and [[learning level]]s, since most instructional designers rather would use categories li
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• Groupware
  * [[Computer-supported collaborative learning]] systems ([[CSCL]]) * [[Content management system]]s and [[learning management system]]a always include some groupware components
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• Knowledge Forum
  ...ersity/inAction.htm Knowledge Forum: A Product of Research - an Advance in Learning], retrieved 12:39, 26 May 2006 (MEST)) ...ersity/inAction.htm Knowledge Forum: A Product of Research - an Advance in Learning]. Good propaganda article based on academic research.
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• E2ML
  ...nal modeling language]] for describing instructional design issues such as learning goals, roles, actions, and resources. # Action Diagrams, i.e., the description of the single learning and support activities designed for the instruction.
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• Zone of proximal development
  ...l time for full social engagement of the child in order to achieve maximum learning. [http://www.learngen.org/resources/module/lgend101_norm1/3000/3100_4/3150. ...ing theory does not deny that knowledge construction is individual or that learning is a manifestation of the hardwiring of the brain. It does argue that the g
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• Program design and implementation (CAS HEiE)
  This wiki contains teaching and learning materials for course module 3 of the [https://www.unige.ch/formcont/en/cour ...tructional principles''' to design learning activities that provide a good learning experience.
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• Reload Editor
  * Most recent versions add support for [[IMS Learning Design]] (level A), [[IMS Simple Sequencing]] ...ar, Xerte seems to be a good alternative. If you are looking for an easy e-learning content authoring tool, look at [[eXe]]
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• Communal constructivism
  ...J. Boettcher, C. Howard, & J. L. et. al. (Eds.), Encyclopedia of Distance Learning, Second Edition (pp. 439–446).</ref> call '''[[contribution-oriented peda ...actively engaged in the process of constructing knowledge '''for''' their learning community. [...] What we argue for is a communal constructivism where stude
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• Group Learning Uniform Environment
  ...s a lightweight integration of existing external tools in existing Virtual Learning Environments (VLEs) like Moodle or LAMS. ...responding tool instances; That facilitates the enactment of collaborative learning situtations.}}
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• Zotero
  ...lternative to wikis like this one). It also may be considered a [[personal learning environment]], under the condition that the user finds an appropriate organ [[Category:Personal learning environments]]
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• 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]].
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• Teaching and learning taxonomy
  ...elements of the learning environment) plus "ingredients" of learning (e.g. learning types, levels, etc.) == Learning types and levels ==
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• Virtual Water
  ...interaction. The utility of sensory immersive interfaces for enhancing the learning of atomic, molecular and concepts is being evaluated.}} ...field have the intuition that virtual reality can have a strong impact on learning. But believing in virtual reality is not sufficient: its usefulness has to
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• Project-Based and Problem-Based: The same or different?
  The terms project-based learning and problem-based learning are each used to describe a range of instructional strategies. The breadth ...es intended to engage students in authentic, "real world" tasks to enhance learning. Students are given open-ended projects or problems with more than one appr
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• ThinkerTools
  ...s, and to apply them in unfamiliar problem solving contexts. The students’ learning is centered around problem solving and experimentation within a set of comp ...he context of powerful tools such as the ThinkerTools software should make learning science possible for all students. The curriculum largely follows the scien
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• Forma Lms
  Forma Lms is an open-source, web-based elearning platform ([[learning management system]] - LMS), used to manage and deliver online training cour [[Category:e-learning tools]]
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• Knowledge Practices Environment
  ...laborative Learning Conference (pp. 297–306). International Society of the Learning Sciences [[Category: Collaborative learning]]{{edutechwiki}}
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• Participatory learning environment
  The '''Participatory learning environment''' can refer: ...forms of advanced learning environments that are based on both [[situated learning| situated ]] and [[constructionism | constructionist]] principles. ''Networ
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• R2D2
  # Instruction emphasizes learning in meaningful contexts. ...arning Design. In M. Bullen & D. Janes (eds), ''Making the Transition to E-Learning: Strategies and Issues. Hershey'', PA: Idea Group, pp. 266-283. [http://www
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• Learning surveys
  ...inventory of some survey instruments that measure perception of learning, learning environments, etc. == Perception of learning and learning environments ==
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• SCORM 2004
  ...-based learning "Content Aggregation Model" and "Run-Time Environment" for learning objects. ...e-learning contents that then can be embedded as [[learning object]]s in [[learning management system]]s.
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• Bersatide
  ...o help in the design of a complete [[CSCL|Computer Supported Collaborative learning]] process. In eight steps the tool shows recommendations about the main top [[Category: Collaborative learning]]{{edutechwiki}}
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• IMS Content Packaging
  Content packs are a kind of [[learning object]] and IMS Content Packaging has the following objectives: * allow transfer of [[e-learning]] contents from one system to an other (interoperability)
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• Pedagogica
  * '''Pedagogica''' a toolkit to build model-based or [[simulation]]-based learning systems ...ogica {{quotation | tames powerful software tools for practical, effective learning activities [...] Pedagogica is a software environment that converts tools a
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• Bricolage
  ...h we use the word to refer to an object : the system in which teaching and learning occurs, it is used here to refer to the process of inventing or refining ne ...re you are, perhaps backtracking, moving on, etc. In the complex domain of learning, this is even more the case.}} (Rick & Lamberty, 2004)
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• News links
  == e-learning and educational technology blogs == ...]). Doug Holton is assistant professor with the Instructional Technology & Learning Sciences department at Utah State University.
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• Kemp design model
  ...agogy and content to deliver effective, inclusive (reliable) and efficient learning. #Sequence content within each instructional unit for logical learning.
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• Anchored forum
  ...(Gommer & Visser, 2001, p. 438). We postulate that the separation between learning activities and communication is not favorable for the emergence of discussi ...Pol J. [http://soliscms.uu.nl/content/handout_Lausanne.pdf Making Dialogic learning Trialogic], Poster IPPD'06.
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• ABAHCOCOSUCOL
  ...onstruction of mental models of the different concepts and is fruitful for learning. This sets the stage for the discussion phase, and the feedback and comment These phases can be repeated more than once. At the end of the learning unit a discussion should give students the opportunity to formulate and dis
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• Conjecture map
  ...conjecture is introduced as a way to demonstrate the theoretical nature of learning environment design, and to frame methodological issues in studying such con ...articular domains. Learning theory is often underspecified with respect to learning environment design and the educational research should understand the formu
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• Methodology tutorial - conceptual frameworks
  ; Learning goals === The inquiry circle in inquiry-based learning doctrine ===
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• UML class diagram
  * Example: ''a learning object is part of an environment'' === IMS Learning Design ===
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• Pedagogical theory
  ...aught and/or how one can bring someone to learn. They often are based on [[learning theory]] that is interested in how we learn.
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• Cognitive flexibility theory
  ...| Spiro, et al. (1992) offer a [[constructivism|constructivist]] theory of learning and instruction that emphasizes the need to treat complex, ill-structured k * patterns of learning failure;
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• First principles of instruction
  ...ask-centered learning''. Task centered learning is ''not'' [[problem-based learning]], although it shares some features. ...oblems of increasing difficulty are used to [[Scaffolding | scaffold]] the learning process into manageable tiers of difficulty.<br>Does the courseware relate
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• Computer-based training
  ...ivalent to programs that provide self-paced student instruction, tests and learning feedback with very little or no involvement by a teacher. ...), computer-based education (CBE) - and we'd rather put more [[exploratory learning | exploratory]] environments such as [[simulation]]s and such in the CBL ca
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• Backwards design
  ...framework means: 1) focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum “backward” from those ends. [http:// # Identify desired results (learning outcomes)
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• 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
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• 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).
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• Rationalism
  [[Category:Learning theories]]
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• The media debate
  ...tributes must be proxies for some other variables that are instrumental in learning gains}} (Clark 1994:22). ...that certain media and attributes are more efficient for certain learners, learning goals and task.}} (Clark 1994:22).
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• SimQuest
  ...icularly suitable for designing dynamic and interactive guided [[discovery learning]] environments. ...roworld]]s, [[inquiry learning]], [[guided discovery learning]], [[concept learning]], [[computer simulation]]
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• Language transfer theory
  In [[Language learning|second language learning]], learners use different strategies to acquire knowledge. One of these str ...ceptance of the existence of language transfer and its effects on language learning.
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• Cmi5
  ...udent progress. It clarifies the use of the [[xAPI ]] in the traditional e-learning domain. ...profile is specifically designed for is one where the learner launches the learning content/activity from the LMS user interface.}}
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• 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 :
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• ADDIE
  * Tasks and [[Learning needs]] analysis ...e. competencies (skills, knowledge, attitudes, etc.) to be achieved. See [[learning type]]s.
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• OASIF
  ...''free'' [[pedagogical scenario | scenario]] editor for open and distance learning and that is used before the development process. It integrates with the Ama ...must be designed as a coherent, organized, flexible and regulated whole of learning activities;
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• UML use case
  === Learning Java Basics === === Koper's Learning Network ===
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• Knowledge-building community model
  ...[[instructional design model]]s that focus on a combination of [[situated learning]], [[writing-to-learn]], knowledge building, community, etc. It does have points in common with [[inquiry-based learning]], i.e. the idea that learners
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• Social cognitive theory
  ...by observing others is called vicarious learning. The concept of vicarious learning is not one that would be subscribed to by classical behaviorists. The processes underlying observational learning are ([http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theo
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• Connectivism
  Connectivism is a kind of [[learning theory]] that was created by George Siemens. It also can be understood as [ ...e communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environ
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• 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
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• 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
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• Competence map
  ...rk of connected competences that are in turn operationalized in terms of [[learning objective]]s. ...rces and in many different formats.}} ([http://ostyn.com/resbigpicture.htm Learning Technology: The Big Picture] by C. Ostyn (2005), retrieved May 2016.
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• Graasp
  ...is a social learning platform. It supports collaborative learning, inquiry learning, using online labs, knowledge management, creating personalized spaces. Gra ...ed one enforcing [[inquiry learning]] scenarios and referred as an Inquiry Learning Space (ILS). Typically, an ILS is created by a teacher who then can invite
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• Quizzing tool
  === Learning management systems === ...upload again. Under our open content concept, anyone can use or contribute learning resources for free.}}. Free.
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• 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 :
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• Problem solving
  However, learning to solve problems is too ...)<ref name="jonassen2000">Jonassen, D. H. (2007). A Taxonomy of Meaningful Learning. Educational Technology, 47(5), 30–35. Retrieved from https://www.jstor.o
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• Task environment
  == Design of activity-based learning environments == ...d research that such environments must both support rational "Simon-style" learning task centered and problem-space related activities, but also very open-ende
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• Collaboration and wikis
  ...xplores [http://en.wikipedia.org/wiki/Collaborative_learning Collaborative learning] and [http://en.wikipedia.org/wiki/Wiki Wikis]. ...nd instructors. Therefore, instructors can provide guidance to help direct learning, not just relate information. [http://citeseerx.ist.psu.edu/viewdoc/downloa
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• Educational modeling language
  .... Currently (2008), the most interesting projects are carried out within [[learning design]] research. ...esign language]] (looking at the same issue in a different way) and also [[learning object]] (since LOs can be modeled with such languages) and the [[standard]
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• Reading grid
  ; Learning strategies ...uskingum.edu/~cal/database/content/anthropology2.html Reading Strategies] (Learning strategies database). This text explains "reading grids" besides other stra
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• Learning Material Markup Language
  [[Learning Material Markup Language]] (LMML) is both a framework and a series of [[edu ...described as a model-based XML framework for the semantic description of e-learning [[courseware]]. It is extensible by other XML languages (e.g. [[SMIL]]) and
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• Teaching style
  # Style J Self Teaching - Student takes full responsibility for the learning process. In teacher training, teachers may be exposed to more formal [[learning design]]s, [[pedagogical scenario]]s, [[lesson planning]] methodology etc.
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• Objectivism
  ...ism | cognitivist]] or [[behaviorism | behaviorist]] [[learning theories | learning theory]] that view knowledge as some entity existing independent of the min ...cts and events, using the cueing and amplification devices provided by the learning systems designer.}} (Hannafin 97).
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• OAR instructional design model
  ...ted for a specific context: distance education courses delivered through a learning management system (LMS) in higher education. It was developed in 2008 at Ut
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• IMS Simple Sequencing
  ...S Simple sequencing''' is an [[educational modeling language]] to define [[learning sequence]]s. It is part of the SCORM 2004 profile. ...e such that any [[learning technology system]] (LTS) can sequence discrete learning activities in a consistent way. The specification defines the required beha
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• Authoring environment
  * [[Learning object repository]] and educational object communities * [[E-learning]] standards
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• Educational software evaluation
  Belfer, Nesbit, & Leacock, T. proposed a [[Learning Object Review Instrument]] (LORI) * Barker (1995). Evaluating a model of learning design. In H. Maurer (Ed.) Proceedings, World Conference in Educational Mul
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• Cognitive apprenticeship
  {{Comment | This article probably should be merged with [[situated learning]] - [[User:DSchneider|DSchneider]]}} ...us, it is important not only to solve problems in a [[Learning environment|learning environment]] that uses real-world contexts and immerses the learner in the
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• Data exchange standard
  ...specific XML-languages exist, e.g. for legal data exchange or low-level e-learning contents like [[IMS Content Packaging]]. ...of the [[IMS Content Packaging]] format like SCORM, Simple sequencing, IMS Learning Design, etc. or student exchange data.
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• Logo
  ...' is also associated with a philosophy of education related to [[discovery learning]] and it is a generic name for a continually evolving family of computer la ...anguages are designed to transform computers into flexible tools to aid in learning, in playing, and in exploring. (Abelson, 1982, p. ix)
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• Evidence-centered design
  ...to develop domain-specific expertise based on principles of collaborative learning, distributed expertise, and complex problem-solving.}} (Rupp et al. 2010). ...nce Centered Design and Lessons Learned From Its Application in a Global E-Learning Program, ''International Journal of Testing'', Vol. 4, Iss. 4. [
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• Project-methodology-based learning
  * We define '''Project-methodology-based learning''' as designs were students have to use a specific project methodology (or
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• Open learner model
  ...nition|metacognitive]] behaviours like self-awareness and [[self-regulated learning|self-regulation]]. ...ay et al. (1997), an open learner model can help students understand their learning progress and processes because it enables the student to answer questions s
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• Teacher development
  ...evelopment''' means continous teacher training (both formal and [[informal learning | informal]]). ...tuations in order to increase teachers’ interest in the programme and make learning fun (Koehler & Mishra, 2006; Webb, 2007). These experiences should be provi
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• Dspace
  [[Category:e-learning tools]]{{edutechwiki}}
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• Course evaluation
  # Learning is a measure of what they learned. # Results is a measure of the business outcomes attributable to the learning which occurred in the program.
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• Technology-enhanced classroom
  ...efer to ''ICT-enhanced classroom teaching'', ''Technology Integrated into Learning and Teaching'', ''ICT in schools'', ''Pedagogy related to ICT'' etc. In thi We add to that the whole range of tools popular [[project-oriented learning]] designs (and that go beyound simple use of Internet tools).
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• Compendium LD
  '''Compendium LD''' or CompendiumLD is a [[learning design]] editor. It has been implemented on top of the Compendium mind mapp ...it might be possible to create a web site for an activity in the spirit of learning design, however the result would need some hand editing (but we have not te
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• Storytelling
  ...strategies]] like [[Constructivism]], [[Socio-constructivism]], [[Situated learning]] and [[pedagogical scenario]]s involving [[microworld]]s and [[case-based ...al tool]]s for [[Problem-based learning | problem-based]] and [[case-based learning]].
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• Community of interest
  See also: [[community of practice]], [[community of learning]], [[task-based community]]. Wenger, Etienne (1998). Communities of Practice: Learning as a Social System. Systems Thinker, June 1998.
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• Community of practice
  * [[Organizational learning]] relates to the capacity of an organization to learn and that depends on v ...ger]], [[community of interest]], [[task-based community]], [[community of learning]] and [[knowledge-building community]]
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• 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.
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• Ontology
  ...onal design method using an ontology for knowledge representation within a learning event for various domains. ...and different kind of links between them to show their relations within a learning event.
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• Cognitive constructivism
  ...ssimilate and accommodate new material ([http://gsi.berkeley.edu/resources/learning/cognitive.html Cognitive Constructivism]) [[Category:Learning theories]]
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• 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'''.
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• Educational dashboard
  ...lizes various information that can be useful to support the learner in the learning process and the teacher in the teaching process. ...t, [[learning analytics]] cockpit, learner dashboard, teacher dashboard, [[learning analytics]] dashboard.
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• EXe
  ...IMS Content Package]]s that can be imported and deployed within compatible learning management systems. [[Category: e-learning tools]]{{edutechwiki}}
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• Medium-based design
  ...e grounded on an initial [[instructional design model]] like project-based learning, but evolved a lot (while teaching) through interaction with the medium and ...struction, and encourage useful interaction is fundamental to the field of learning sciences. In education, these types of environments have a substantial hist
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• Learning dimensions of makerspaces
  "Fab Labs incorporate flow and experiment-based learning through project-based, interest-driven, student-centered knowledge constr ...pes of learning methodologies, training in FabLab applies to project-based learning and provides work-like experiences (Slåttsveen, 2016; Bekker et al., 2015)
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• Peer-to-peer learning
  * [[learning by teaching]] (reciprocal teaching) ...n peer tutoring provided evidence for its positive effects on performance, learning, reduction of stress and anxiety and an increase in satisfaction with the p
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• BioLogica
  ...ol for the development of educational activities that embody a model-based learning approach.}} ([http://biologica.concord.org/webtest1/about_biologica.htm Abo ...education comes the need for a coherent theory of model-based teaching and learning (MBTL).}}
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• Critical constructivism
  ...ical constructivism adds a greater emphasis on the actions for change of a learning teacher. It is a framework using the critical theory of Jurgen Habermas to Together these myths produce a culture that portrays classroom teaching and learning as "a journey through a pre-constructed landscape".
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• Assessment of music students
  ...ic online and use technology for formative assessment (feedback that helps learning). ..."musically" when describing how a student is to be able to sing or play. A learning target for the goal of "the student will be able to sing the phrase musical
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• MOTPlus
  * [[MOTPlus]] includes support for [[IMS Learning Design]]
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• Learner autonomy
  ...Voller, 1997: 1) who describes it as 'the ability to take charge of one's learning'. On a general note, the term autonomy has come to be used in at least five * for a set of skills which can be learned and applied in [[self-directed learning]];
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• Radical constructivism
  '''Radical constructivism''' refers to both a type of learning theory and a pedagogical model. See the discussion in [[discovery learning]] for a discussion of a radical constructivism educational approach.
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• 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
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• TILT design
  ...ing Sciences: The proceedings of the Sixth International Conference of the Learning Sciences (ICLS). (pp. 630). Mahwah, NJ: Erlbaum. [http://home.cc.gatech.edu
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• Computer Supported Intentional Learning Environment
  ...udent use. It was designed to function as an environment for collaborative learning (Scardamalia & Bereiter, 1993). Students create their own nodes (text or gr ...edge Integration Environment (??), [[Scalable Architecture for Interactive Learning]], [[WISE]].
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• Campbell-Lom mentoring model
  See also: [[Metacognition]], [[Self-regulation]], [[Self-directed learning]], [[mentoring]]. * A first step for students learning to take charge of their own education, think independently, and develop pro
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• The big picture
  * On top we put more general theory about learning and education :Psychology, e.g. [[Learning theory]]
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• MOOC
  ...12 one could distinguish several forms with respect to learning materials, learning design and certification. Initially, MOOCs were tied to [[connectivism]] an ...y sort of online teaching into "MOOC" emerged, just like anything became e-learning at some point. A second trend is to come up with other acronyms and claim s
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• Academic writing
  ...rms combining prompts, pedagogical scaffolding, or self-regulated strategy learning guidance, with or without corpus analysis, NLP or LSA. ...include all of the above but are mainly focused on individualized strategy learning writing guidance
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• Document standard
  There exist also a number of non-formal simple markup languages, e.g. We don't consider [[educational modeling language]]s like [[IMS Learning Design]], [[IMS Simple Sequencing]] etc. and that are based on the [[IMS Co
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• Knirk and Gustafson design model
  ...l goals and identification of what the learners can do (knowledge, skills, learning styles, affect, etc.)
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• Rich internet application
  * [[Personal learning environment]]s (maybe some) * [[e-learning 2.0]]
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• Change laboratory
  ...ess (Engeström, Virkkunen et al., 1996) implements the cycles of expansive learning defined by Y. Engeström (1987). Based on Yrjö Engeström's theory of [[expansive learning]] (1987), the generic Change Laboratory method was developed in 1997, as a
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• Reflection
  ...ewey's [[experiential learning]] theories and extension to [[problem-based learning]] based on constructivist values. Reflection involves an active exploration Reflective thought as a learning process was first given importance and described by Dewey in ''How We Think
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• Molecular Workbench
  ...rchable [http://molo.concord.org/database/ database of Molecular Workbench learning activites] contains over 200 entries that are freely available under the Cr ...lds, in both 2D and 3D, it provides a simulation platform for teaching and learning science through atomic-scale reasoning. Many important concepts in physics,
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• Lesson planning
  ...he lesson and include thoughts to share with other teachers. May include [[learning level]]. # Assessment / Evaluation: Define how you will assess student's learning. Also evaluate if students engaged in suggested practice.
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• Transfer of learning
  ...of learning''' or '''transfer of knowledge''' or '''transfer''' refers to learning in one context and applying it to another, i.e. the capacity to apply acqui ...from prior knowledge to learning, from learning to new learning, and from learning to application}} (Simons, 1999).
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• Change management
  * Engeström's learning by expansion ([[expansive learning]]). ...ok is one of the most influential texts in today's change management for e-learning literature.)
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• 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
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• Reeves multimedia design model
  * Learning Hierarchy ...thods are very well suited for lower designs that are concerned by lower [[learning level]]s.
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• E-learning journal list
  ...dedicated e-learning journals and other journals regularly publishing on e-learning. ...ified. bad from e-learning perspective: only some 2 papers out of 16 are e-learning (2011)
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• Idea management
  ...nagement of ideas and concepts, e.g. as something that is part of personal learning or part of a problem solving or writing process, in that sense we could tal
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• Methodology tutorial - introduction
  ; Learning goals ** .... evolution of children’s minds, learning, society, .....
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• Multimedia authoring system
  * [http://www.readygo.com/ ReadyGo] (rather a WBT/e-learning authoring tool, but the "plus" suite can do more maybe). * [http://www.metrodigi.com/application/ Chaucer]. An e-learning content tool with multimedia capacities
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• Design-principles
  ...he form of design-principles, exemplified by descriptions of features from learning environments. The database is an infrastructure for participants to publish ...A., Retalis, S., & Skordalakis, E. (2003). Towards a pattern language for learning management systems. Educational Technology & Society, 6(2), 11-24.
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• Scaffolding
  See [[Intelligent learning environment | ILE]], [[Intelligent tutoring system]], [[E-tutoring]], [[Men ==Scaffolding in socio-constructivist learning==
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• User-centered design
  #* Focus on ease of learning and ease of use ...signers get a sense of how involve users in the creation of new systems of learning:
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• Project-oriented learning
  ...pbl.stanford.edu/ P5BL]" (Problem- Project- Product- Process- People-Based Learning). ...t usually will lead to products. However, the main goal the process is the learning effect and not the product in itself.
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• Scratch
  ...e of Scratch can support multiple learning objectives in a [[project-based learning]] approach. Scratch claims to be grounded in a [[learning by design]] approach, rooted in [[constructionism |constructionist]] pedago
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• Educational design language
  ...erstanding of instruction as a mere ''alternative sequence of teaching and learning activities''}} (Eckel, 1993:XV). ...more oriented towards a model based on a "play" (theatre) metaphor. [[IMS Learning Design]] (IMS LD) is today's most popular formal language in research and i
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• Methodology tutorial - the research plan
  ; Learning goals ** Bad: "I postulate that my e-learning design will work"
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• Instructional design method
  ...[[instructional design model]]s who in turn are based on [[Learning theory|learning]] and [[Pedagogical theory|teaching]] theory. * [[Learning design]], [[Educational design language]] and [[educational modelling langu
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• Web technology and web design tutorials
  ...ntry indexes various web technology and web design tutorials. Roughly, the learning goals are the following Web technology level 1 - Learning goals
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• ELGG
  ...earning 2.0]] learning scenarios, [[personal learning environment]]s and [[learning e-portfolio]]s. ...tware as a mechanism to support participants in [[service-learning]] courses. More
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• Gradebook
  ...y, gradebook software should both integrate with other services, such as [[learning management system]]s, [http://en.wikipedia.org/wiki/School_management_syste ...DAG-Based Definition of Assessment Criteria in Higher Education," Advanced Learning Technologies (ICALT), 2010 IEEE 10th International Conference on , vol., no
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• Instrumentation
  ...and requirements of activity. A teacher who selects a technology-enhanced learning environment and designs, jointly with students (and researchers), knowledge ...éguin, 00), technology is merely seen as the mediating instrument of human learning activity.
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• Essential reading in educational technology
  * Mayer, Richard, E. (ed.) (2005). The Cambridge Handbook of Multimedia Learning, Cambridge University Press, ISBN 0521547512 ** ''The'' reference on multi-media learning. As a simpler alternative for practitioners, consider Clark and Meyer (2003
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• Safe exam browser
  [[Category:E-learning tools]]{{edutechwiki}}
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• Learner assessment
  * [[learning analytics]] # Formative: Assist learning
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• Distance education
  Distance education, or distance learning, is a field of education that focuses on the pedagogy/andragogy, technology See also: [[e-learning]] and [[open and distance learning]]
  11 KB (1,496 words) - 04:03, 10 April 2021
• Human information processing
  * Issues related to (mostly [[cognitivism | cognitivist]]) [[learning theory]], e.g. [[cognitive load]], [[knowledge representation]] ...variants of the Atkinson-Schiffrin model, e.g. Mayer's model of multimedia learning which presented below.
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• Moodle tricks
  ...create competency frameworks in order to insure consistency. However, in a learning situation (teacher being trainees) they should be able to do so.
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• Design pattern
  ...in components of a software system. Reference architectures are e.g. the [[Learning technology system|LTSA]], system oriented verbal descriptions, or student o ...catalogue of tutoring rules, and sequencing of learning activities in the Learning Design.
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• Teacher productivity tool
  * [[Learning analytics]] tools * The [http://etc.usf.edu/L4L/ Laptops for Learning] Report, includes things like [http://etc.usf.edu/L4L/E-EAP12.html Florida
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• Regular expression
  ...computer programmers use these. However, HTML and XML coders may consider learning some. E.g. if plan to use [[JavaScript_links#Form_validation|JavaScript for
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• Entreprises elearning
  ...dans l'elearning (au sens large, nous aurions pu utiliser le terme digital learning également) afin de permettre aux personnes intéressées de trouver des co # Mise en place de Learning Management System : Les logiciels LMS sont multiples et une organisation ci
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• WISE
  * WISE = Web-based inquiry science environment, a free on-line science learning environment for students in grades 4-12 created by a [http://wise.berkeley. {{quotation | WISE is a simple yet powerful learning environment where students examine realworld evidence and analyze current s
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• Quality models and standards in education
  ...ional system or aspects of educational systems such as technology-enhanced learning. ...rse offerings, such as curricula, course structure and design, assessment, learning outcomes, and method of delivery.
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• Task analysis
  ...what they want to do on your Web site and how they work. It can also mean learning about specific task users must do to meet those goals and what steps they t
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• Learning theory of performance errors
  ...rning Theory of Performance Errors emphasizes the role that errors play in learning and how knowledge can be modeled to explain how errors are made, detected, The Learning Theory of Performance errors applies to situations where learners are tryin
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• Threshold concept
  ...ransformative'', in that, once understood, its potential effect on student learning and behaviour, is to occasion a significant shift in the perception of a su ...for Academics Involved in Teaching. (A good resource on [[reflection]] on learning and teaching).
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• Educational badges
  ...nctionality, such as enhancing extrinsic motivation or proving feedback on learning progress. * [[Learning analytics]]
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• Classroom Presenter
  ...end information back and forth provides a mechanism for introducing active learning into the classroom and creates additional feedback channels. [[Category: Collaborative learning]]{{edutechwiki}}
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• GenScope
  {{quotation | GenScope is a learning environment that uses the computer to provide an alternative to text-based * [[Hypermodel]] and [[model-based learning]]
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• Creative learning assessment
  == The CLA - Creative Learning Assessment == ...and open structure for reflecting on progress. Based on CLPE’s Patterns of Learning continuum (1990), it comprised:
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• Learning management system
  ...mes also called "[[Course Management System]]", "Pedagogical Platform", "E-Learning Platform") is a software system that delivers [[courseware]] plus [[e-tutor ...uses appropriate [[pedagogic strategy|teaching strategies]] for various [[learning type]]s.
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• 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'''.
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• Squeak
  ...Internet}} ([http://www.squeakland.org/pdf/etoys_n_learning.pdf Etoys and learning]) ...Powerful Ideas in the Classroom, Using Squeak to Enhance Math and Science Learning, Viewpoints Research Institute. ISBN 0974313106
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• Web service
  ...eration of learning technology systems. We're in the process of developing learning services using Web services and Web services technologies.}} (http://lsal.o * Learning services: At its heart there are knowledge and content management, user pro
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• Methodology tutorial - empirical research principles
  ; Learning goals ...n experimental research) or for "real" purposes (e.g. a computer-supported learning environment for a precise training need)
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• Sharable Content Object Reference Model
  ...adopt. SCORM profiles are defined and promoted by the Advanced Distributed Learning (ADL) initiative by the US government, i.e. the Department of Defense (DOD) ...w others can later "discover" that content, how it fits into a sequence of learning activities, and how its appearance through the delivery media can be custom
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• DTD
  DTDs and other schema languages lend themselves to particular learning activities and pedagogical scenarios where either [[knowledge representatio * Paille, G. Open School (A Division of the Open Learning Agency)British Columbia, Canada [http://netcamp.prn.bc.ca/sgml/naweb2.html]
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• Constructivism
  ...rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommo # Prior knowledge impacts the learning process.
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• Social network analysis
  ...ngforsustainability.net/social_learning/networks.php Building networks for learning] (for people who want to act on social networks) ...opher M. Hoadley and Jeremy Roschelle (Eds.). International Society of the Learning Sciences , Article 54 . [http://portal.acm.org/ft_gateway.cfm?id=1150294&ty
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• 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
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• Systematic Design of Instruction
  ...This includes for instance a sequence of intermediary objectives to reach, learning activitities for each. The Dick & Carey model is quite popular in the [[e-learning]] literature and within academic "instructional design shops". It can be us
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• Keeboo
  Keeboo (or Keebook) is an commercial [[learning e-portfolio|portfolio]] application to manage and exchange different files [[Category:Personal learning environments]]{{edutechwiki}}
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• ELML
  ...as just been taught. It should be an important integral part of the online learning course, as it actively engages the student. ...e second S stood for share, meaning group exercises. In the self-developed learning structure eLML, we introduced the Summary as second S and used only one exe
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• Rapid prototyping
  ...rly helpful in order to provide a shared understanding of what the final e-learning course is likely to be; it offers the development team a common background ...typing provides them with a common language and an initial experience of e-learning.}}
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• Graphviz
  "Learning Theory" [URL="Learning theory"]; "Learning Theory" -> "Pedagogic strategy";
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• Group Scribbles
  ...ons using Group Scribbles. Proceedings of Computer Supported Collaborative Learning 2007 Conference, CSCL 2007. [http://groupscribbles.sri.com/download/papers/ ..., C.; DiGiano, C.; (2007). Ink, Improvisation, and Interactive Engagement: Learning with Tablets, ''Computer'', Volume 40, Issue 9, Sept. 2007, 42 - 48, [htt
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• Enterprise architecture framework
  ...ion as required by participative change management models like [[expansive learning]]. We speculate that EA architecture frameworks rather will be used to incr
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• 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.
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• Digital storytelling
  * Specialized web tools like [[eXe]] (e-learning authoring software)) * [[learning e-portfolio]]s (considered to be a story of learning).
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• LEAP2A
  LEAP2A is a standard for exchanging [[learning e-portfolio]] data created by the JISC [http://wiki.cetis.ac.uk/Portfolio_i [[Category:personal learning environments]]
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• Boxer
  ...pressiveness and flexibility. Boxer's literacy model is aimed at life-long learning and use: Learn it once; use it forever. Boxer contains a completely integra ...y viewed by teachers as a tool that they should use for their own personal learning or professional tasks.
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• Constructionism
  ...vely through making things. Constructionism is connected with experiential learning and builds on some of the ideas of Jean Piaget.}} ([http://en.wikipedia.org ...other. [..] Because of his focus on learning through making (on could say learning as design) Papert's 'constructionism' sheds light on how people's ideas get
  12 KB (1,805 words) - 04:03, 10 April 2021
• Dublin Core
  See also: [[Learning Object Metadata Standard]] and [[controlled vocabulary]] ...attempting to extend Dublin Core for education as an alternative to IEEE [[Learning Object Metadata Standard]] (LOM). This is connected to an emerging
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• Instructional design
  * Systematic integration from general learning principles into learning material (Siemens 2002) # design-oriented (focusing on means to attain given goals for learning or development) and
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• Digital design and fabrication in education
  ...variety of supplies; and 3) making, activities focused around working and learning with technology (Dougherty 2013). Making spans a myriad of activities, incl ...ows teachers and other persons to create, share and adapt various tangible learning materials such as models (e.g. 3D printed molecules in biology), group anim
  33 KB (4,600 words) - 02:36, 10 April 2021
• Pedagogic method
  * Kahn, Badrul H. A Framework for Web-Based Learning, in Khan, B.H. (ed) Web-Based Training ISBN 0-87778-303-9 ...ds Communication présentée 18th Annual Conference on Distance Teaching and Learning. Repéré à http://www.uwex.edu/disted/conference/resource_library/proceed
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• Methodology tutorial - finding a research subject
  ; Learning goals ...ology tutorial - the research plan|write the research plan]] and the final non-formal one happens when your really implement your research. E.g. you may find it
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• Simulation
  ...urces that will challenge first year economics undergraduates. The Virtual Learning Arcade encompasses a series of simulations, such as the inter-relationships ...rkham, T., Ravitz, J. & Larmer, J. (2004). Standards-Focused Project Based Learning: An Online Teacher Preparation Program and Website. In C. Crawford et al. (
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• CoUML
  coUML is a [[learning design]] language based on [[UML]]. It uses existing formalisms and adds it * Most learning activities "consume" or "produce" documents of various kinds
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• Metadata
  ; Languages to create taxonomies for objects like web pages or learning objects * [[Learning Object Metadata Standard]]
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• Content analysis
  See: '''''[[Portal: Data mining and learning analytics tools]]'''' ...r tools for analysing texts in education. It also has been integrated into learning systems (Dönmez, 2005; Kumar, 2007). [[LightSide]] can be considered a suc
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• ArgueGraph Script
  ...hat students learn to relate courseware design choices with the underlying learning technologies. Since then, it has been used in other contexts. ...ly used at [http://tecfa.unige.ch TECFA] to teach the relationship between learning theories and the design of educational software (Jermann & Dillenbourg, 199
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• Presentation software
  .../learning.html Active Learning with PowerPoint]. A Center for Teaching and Learning, University of Minnesota tutorial.
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• Tailorability
  ...is also applicable - maybe with some various - to various other kinds of [[learning design]]s. * Dillenbourg, Pierre et al. (2004). Framework for integrated learning, Kaleidoscope JEIRP MOSIL workingroup, D23.5.1 final report.
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• WIPPEA
  Each learning concept builds on the previous one
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• Explode
  [[Category: e-learning tools]]
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• Integrated Development Environment
  ...tp://en.wikipedia.org/wiki/Eclipse_(software) Eclipse] (Wikipedia). Some e-learning applications, e.g. the [[Reload Editor]]s are made with eclipse.
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• LAMS
  ...ystem for authoring, delivering and monitoring learning activities, i.e. a learning activity management software supporting pedagogical [[workflow]]s. LAMS was * [[Compendium LD]] and [[DialogPlus Toolkit]], Learning design modeling languages
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• Learning e-portfolio
  {{quotation | The (learning) portfolio concept is not a new concept. Indeed the French teacher, Celesti ...portfolios other than learning, student, learner portfolios and [[personal learning environment]] for its integration into the [[social software]] in education
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• LEGO Mindstorms
  Originally, this product has been co-developed with the Epistemology and Learning Group of [http://www.media.mit.edu/ MIT Media Lab]. Since collaboration has
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• Methodology tutorial - design-oriented research designs
  ; Learning goals * as formal or non-formal [[design language]] (see [[educational modelling language]]s).
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• Universal Design for Instruction
  # Community of learners: Creating a variety of learning settings, for example, use of e-mail groups, social networking sites, or ch :2. The instructor’s expectations are consistent with the learning objectives stated on the course syllabus or on the study guides.
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• E-Slate
  * {{quotation | E-Slate is an exploratory learning environment. It provides a workbench for creating highly dynamic software w ...s the highly valued constructivistic learning approach, according to which learning occurs while doing and building artefacts, by actively exploring ideas and
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• Methodology tutorial - qualitative data acquisition methods
  * E.g. to test the variants of e-learning design, select relatively similar domains, or relatively similar target pop
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• UML activity diagram
  See also: [[UML]], [[UML behavioral modeling]], [[coUML]] (an extension for learning design), [[BPMN]] (a business process workflow notation language) ...ibe learning designs of CSCL scenarios. A good example are [[collaborative learning flow pattern]] (Hernández-Leo et al., 2005b).
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• Programmed instruction
  ...times a distinction is made between programmed instructions and programmed learning. See also: [[Mastery learning]]
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• Instructional curriculum map
  ...by Gagné et al. (this needs verification) to plan the structure of a large learning module, i.e. a course.
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• Educational technology research approaches
  ; The Journal of the Learning Sciences ...icles reporting on new methodologies that enable rigorous investigation of learning in real-world situations. [http://www.leaonline.com/toc/jls/15/3 Scope]
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• Rubric for eLearning Tool Evaluation
  ...ved from https://er.educause.edu/articles/2018/9/a-rubric-for-evaluating-e-learning-tools-in-higher-education</ref> , Centre for Teaching and Learning, Western University. It is made available under the terms of the [https://c
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• SimCalc
  The technological mediation of mathematics and science learning community to which the SimCalc team belongs, advocates the design of visual ...hematical understanding that is largely untapped in traditional methods of learning calculus. The SimCalc project does not require students to understand algeb
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• BPMN
  ...s of the cohort of students – right from the inception of the teaching and learning process – to be continuously monitored and analysed until completion” ( ...). Virtual Learning Process Environment: Cohort Analytics for learning and learning processes, ''International Journal of Social and Human Sciences'' 6, 429-43
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• Professional tool
  ** Such tools are well suited to support [[project-oriented learning]] scenarios, i.e. they support [[activity]]-based teaching
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• Adaptive control of thought theory
  ...ready existing factual knowledge. ACT* supports three fundamental types of learning: generalization, in which productions become broader in their range of appl # Learning can involve either acquiring new chunks and productions or tuning their sub
  6 KB (866 words) - 03:37, 10 April 2021
• PALO
  ...nt ontologies and conceptual maps to search and retrieve small-granularity Learning Objects. ...h level identifies a certain group of related components or elements of a learning resource. The language allows to define teaching strategies by mean of
  16 KB (2,011 words) - 02:19, 10 April 2021
• Concept map
  * to aid learning by explicitly integrating new and old knowledge; ...he illustrative advantages of dynamic visual imagery and audio to students learning new concepts and domains; (c) provide the capability of reifying concepts w
  33 KB (4,787 words) - 03:48, 10 April 2021
• Program design and implementation (CAS HEiE) - week 2
  '''Learning goals''' ==Needs analysis, definition of competence frameworks and learning goals==
  45 KB (6,586 words) - 15:52, 28 March 2023
• Pocket Code
  ...at the programming app Pocket Code can support students in their learning goals and in combination with the promising concept of game jams for
  4 KB (511 words) - 02:20, 10 April 2021
• Cognitive load
  '''Cognitive load''' theory (CLT) is both theory of cognition and learning and a [[instructional design model]]. It's main contributor is J. Sweller. ...minimize and control the conditions that create unwanted cognitive load in learning materials. }} ([http://en.wikipedia.org/wiki/Cognitive_load Wikipedia])
  15 KB (2,098 words) - 03:37, 10 April 2021
• OWL
  ...eptVISTA], An OWL-based formalization of the [[DualPlus Toolkit | DualPLUS learning activities taxonomy], but it also can be used for other ontologies.
  8 KB (1,153 words) - 02:18, 10 April 2021
• Laser cutting in education
  # Teacher created learning materials with a laser cutter ...Breanne Litts, Lisa Brahms, Lynette Jacobs-Priebe, and Trevor Owens (2014) Learning in the Making: A Comparative Case Study of Three Makerspaces. Harvard Educa
  4 KB (477 words) - 02:20, 10 April 2021
• Computer-supported argumentation
  ...the types of learning that argumentation can engender in a [[collaborative learning]] environment. * learning ''from'' debate (topic specific),
  12 KB (1,686 words) - 03:48, 10 April 2021
• RSS
  ...idea is to "open up" typical student's focus from task-related things in a learning environment to wards the rest of the world
  10 KB (1,451 words) - 02:18, 10 April 2021
• STIC:Earli2016-3Dworkshop
  * [http://www.thingiverse.com/explore/newest/learning/math/page:1 Newest learning math items] * Construction kits for exploring and learning
  16 KB (2,100 words) - 02:18, 10 April 2021
• Reload Editor Tutorial
  # Learning how to assemble IMS Content Packs is fairly easy. ...ure that you first understand what [[IMS Content Packaging]] means. This e-learning standard:
  13 KB (2,206 words) - 02:19, 10 April 2021
• Self-efficacy theory
  ...e expectations in observers that they can improve their own performance by learning from what they have observed. ...ster self-efficacy through the use of social interaction. By doing so, the learning environment is structured to de-emphasize competition and highlight self-co
  11 KB (1,420 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
• Cognitive development
  * [http://www.uknow.gse.harvard.edu/learning/learning002a.html What's the brain got to do with it?] (Harward, Graduate S * [http://www.uknow.gse.harvard.edu/learning/learning003a.html How education can change the brain] (Harward, Graduate Sc
  4 KB (561 words) - 03:37, 10 April 2021
• Interactivity
  Interactivity Type (IEEE 1484.12.1-2002) for e-learning objects: # active: Active learning (e.g., learning by doing) is supported by content that directly induces productive action b
  12 KB (1,717 words) - 02:19, 10 April 2021
• Web 2.0
  * [[Personal learning environment]]s ...tcode=_re_rp_02&rid=15884 BECTA 2008] report on ''Web 2.0 technologies for learning'' (page 10), distinguishes the following categories of Web 2.0 activities:
  12 KB (1,759 words) - 02:20, 10 April 2021
• CeLS
  CeLS ( Collaborative e-Learning Structures ) is a web-based environment for creating and conducting ''struc ...[[DialogPlus Toolkit]] system, [[Educational modeling language]] and [[IMS Learning Design]]
  13 KB (1,869 words) - 02:18, 10 April 2021
• Content Re-Engineering Tool
  [[Category: E-learning tools]]
  2 KB (252 words) - 02:19, 10 April 2021
• ModX
  This system is used as a framework to deploy learning design on eLearning ...the great number of web-based tools and their genericity. It's like [[IMS Learning Design]], but without the constraints of given platforms and with the freeo
  5 KB (816 words) - 02:19, 10 April 2021
• Microworld
  Brent Wilson (1995) implicitly classifies microworlds as a kind of '''learning environment''', which is an "idea" expressed as follows: ...emphasis to the "place" or "space" where learning occurs. At a minimum, a learning environment contains:
  26 KB (3,568 words) - 04:03, 10 April 2021
• Tour de XML
  ...ty of XML things for short demos. I use this page to motivate students for learning XML in classes I teach, e.g. [[Help:COAP-2180|COAP 2180]] and [http://edute * [[IMS Content Packaging]], used to package various types of e-learning formats
  4 KB (556 words) - 02:18, 10 April 2021
• Program design and implementation (CAS HEiE) - week 1
  '''Learning goals of week 1''' # Understand the structure, learning environments, and requirement of this module 3 (-> [[Program design and imp
  33 KB (4,628 words) - 21:47, 20 March 2023
• Expertise
  | Apprentice || Literally, one who is learning – a student undergoing a program of instruction == The Model of domain learning ==
  13 KB (1,803 words) - 03:37, 10 April 2021
• Epistemic complexity
  ...onstructivism|constructivist]] whole task settings such as [[inquiry-based learning]]. (e.g. Lakkala, 2010). It is also used to describe the complexity of stud ...uctivist Learning Environments, in Brent Gayle Wilson (ed.) Constructivist learning environments: case studies in instructional design, out of print. [http://b
  10 KB (1,210 words) - 03:37, 10 April 2021
• Hypertext
  ...per analysis of learning activities with hypermedia and kinds of supported learning types is missing though. ...ks, or s/he may design her own.These two different purposes have important learning consequences.}} ([http://coe.ksu.edu/mcgrath/Hypermedia03.html Diane McGrat
  29 KB (4,272 words) - 04:03, 10 April 2021
• Grading form
  ...ic. The latter can be found in so-called [[teacher productivity tool]]s, [[learning management system]]s, etc. or can exist as stand alone tool. ...ram by determining the extent to which students are achieving departmental learning outcomes.}} ([http://condor.depaul.edu/tla/Assessment/AssessmentRubrics.htm
  12 KB (1,812 words) - 18:02, 21 October 2022
• 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
• Behaviorism
  ...s motives or latent cognitive processes. (Shaffer, 2000). Watson's view of learning was based in part on the studies of Ivan Pavlov (1849-1936). Pavlov was stu ...elieved the habits that each of us develops result from our unique operant learning experiences (Shaffer, 2000).
  16 KB (2,275 words) - 04:03, 10 April 2021
• Classroom response system
  ...Although these methods have merit in moving toward a more active classroom learning environment, they all fail to truly give the instructor an accurate picture * Beatty. I.D, (2004). "Transforming student learning with classroom communication systems," Research Bulletin ERB0403, Educause
  7 KB (968 words) - 03:48, 10 April 2021
• Wearable technology
  ...afely perform experiments or experience remote environments; recording all learning interactions and instruction for replay and reflective reprocessing; and th ...March), “Google Glass: using wearable technologies to enhance teaching and learning”, in Society for Information Technology & Teacher Education International
  5 KB (702 words) - 13:14, 11 April 2021
• Design-based research
  * conducting rigorous and reflective inquiry to test and refine innovative learning environments as well as to define new [[design-principles]]. ...ailure but also focus on interactions that refine our understanding of the learning issues involved. Fifth, the development of such accounts relies on methods
  28 KB (3,762 words) - 02:20, 10 April 2021
• Field observation
  ...eport. New York, NY: EdLab. Manila, Philippines: Ateneo Laboratory for the Learning Sciences. [http://www.columbia.edu/~rsb2162/BROMP%20QFO%20Training%20Manual
  2 KB (302 words) - 02:18, 10 April 2021
• C3MS project-based learning model
  The '''C3MS project-based learning model''' is a [[project-oriented learning|project-oriented design]] that engages students in frequent content-product At the core of the model is the idea that some forms of learning rely a lot on "activity-based teaching" strategies that orchestrated, scaff
  43 KB (6,417 words) - 03:37, 10 April 2021
• Social software
  ...in the [[:Category:Social computing|Social computing]] category, e.g. [[E-learning 2.0]], [[Web 2.0]], [[List of web 2.0 applications]], [[Web widget and mash ...MS]]s and whether social software is all we need to build a [[community of learning]] or a [[knowledge-building community]].
  33 KB (4,640 words) - 03:37, 10 April 2021
• Freestyler
  ...m anymore. There are very few somewhat usable multi-purpose activity-based learning environment systems out there. # [[MoCoLaDe]] Scenario/learning design modeler/editor. Can export to [[IMS Learning Design]].
  10 KB (1,532 words) - 03:48, 10 April 2021
• SCORM 1.2
  ...-based learning "Content Aggregation Model" and "Run-Time Environment" for learning objects. ...erstandable words, SCORM 1.2. is s standard that defines how to author [[e-learning]] contents.
  25 KB (3,657 words) - 03:48, 10 April 2021
• Computer-mediated communication
  See also: [[Computer-supported collaborative learning]], [[Computer-supported instructional communication]], etc. ...ties. In addition, modern ICT provides education with tools for sustaining learning communities and associated knowledge management tasks. It also provides too
  15 KB (2,103 words) - 03:37, 10 April 2021
• Educational belief
  ...ding teachers’ thinking, beliefs and knowledge regarding teaching, learning and students.}} (Hativa, 2000) <ref>Hativa, N. (2000). Teacher thinking, b ...., Khine, M. S., & Teo, T. (2006). Epistemological beliefs on teaching and learning: a survey among pre‐service teachers in Singapore. Educational Media Inte
  18 KB (2,264 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
• STEAM-powered computing education
  ...tion [STEAM] can broaden participation, particularly by women, and improve learning outcomes.}}. {{quotation|Taken together, emerging tools, materials, practic # Devise new assessments, pedagogy, and learning environments
  5 KB (707 words) - 02:37, 10 April 2021
• Educational technologies
  # Typologies centered on the '''teaching/learning act''' and that use classification criteria like the (1) computer's role in ...hey support and (3) those that classify ICT according to their support for learning stages or cognitive processing stages.
  19 KB (2,572 words) - 04:03, 10 April 2021
• Educational technology
  ...ion. Educational technology as practice refers to any form of teaching and learning that makes use of technology. ...ational technology aims to improve education. Technology should facilitate learning processes and increase performance of the educational system(s) as it regar
  50 KB (6,775 words) - 04:03, 10 April 2021
• Methodology tutorial - quantitative data analysis
  ; Learning goals ...nificant relationship: the more teachers agree that students will increase learning autonomy from using Internet resources, the more is it likely that they wil
  29 KB (3,535 words) - 02:18, 10 April 2021
• Open content
  Now, some universities recently became interested in selling online learning contents. E.g. the ** [http://projects.coe.uga.edu/epltt/ Emerging Perspectives on Learning, Teaching, and Technology]
  23 KB (3,468 words) - 03:48, 10 April 2021
• Transformative pedagogy
  ...s of traditional systems of education, thus opening a creative space where learning, innovation and work can be integrated (Senteni, 2004, 2005a; Senteni & Tau ...to-peer collaboration as well as learners' autonomy and responsibility for learning :
  34 KB (4,881 words) - 04:03, 10 April 2021
• BPEL
  ...design]]s/ [[pedagogical scenario]]s that then can be compiled into [[IMS Learning Design]] Level A Representations. ...sentations", in Proc. of the 7th IEEE International Conference on Advanced Learning Technologies (ICALT 2007), ISBN: 9780769529165, pp. 798-800, Niigata, Japan
  11 KB (1,542 words) - 02:18, 10 April 2021
• Pedagogic strategy
  # Designs applied to a teaching/learning unit (e.g. a lesson or a course module) ...the various aspects of sequencing and organizing the content, specifying learning activities, and deciding how to deliver the content and activities.}}
  28 KB (3,584 words) - 04:03, 10 April 2021
• Open source
  ...he advantage educational institutes can obtain by applying OSS: to shape e-learning according to a clear vision of the educational methods one plans to apply}} * Fred de Vries (2004): Why should institutions apply Open Source Virtual Learning Environments ? [http://www.ossite.org/Members/fjdevries/oselos/view] (text)
  6 KB (899 words) - 03:48, 10 April 2021
• Digital Adoption Platform
  ...how to interact with a website or application or assist returning users in learning newly added functionality. This improves onboarding for new users and drive
  2 KB (354 words) - 03:48, 10 April 2021
• Webtop
  can set up teaching pages as well as personal learning environments for each student in a few ...ducation since they are one of technical solutions to implement [[personal learning environment]]s or
  15 KB (2,271 words) - 02:18, 10 April 2021
• Metacognition
  Metacognition can be considered a synonym for [[reflection]] in applied [[learning theory]]. However, metacognition is a very complex phenomenon. It refers to * [[learning strategy]], for a deeper discussion on what cognitive strategies could/shou
  20 KB (2,733 words) - 03:37, 10 April 2021
• Règles de design dans la recherche design
  ...ruction et de l'utilisation de l'artéfact. Exemple: l'efficacité d'un LMS (Learning Management System) mieux conçu. === Exemple 1: IMS Learning Design ===
  14 KB (2,133 words) - 02:19, 10 April 2021
• Collaborative Face to Face Educational Environment
  From the "Coffee discusser" tool the learner can access the various learning tools: ...ation with CoFFEE. Paper at the European Conference on Technology-Enhanced Learning Conference (ECTEL2008), Maastricht, The Netherlands.
  7 KB (1,056 words) - 02:18, 10 April 2021
• DITA
  * Smaller [[learning activity | learning activities]] ...digital library | digital libraries]] (e.g. [[Learning object repository | learning object repositories]]) have been invented. However, they have a major flaw:
  22 KB (3,286 words) - 02:18, 10 April 2021
• Writing tool
  ...their own design that engage learners ''with'' the computer, as opposed to learning ''through'' the computer. ...ing the writing process may vary for writers with different experience and learning styles (see [[Writing-to-learn]].
  10 KB (1,369 words) - 04:03, 10 April 2021
• Editing XML tutorial
  '''Learning goals''' ...emas are mostly used to describe complex document and data formats, e.g. e-learning standards or Microsoft "dotX" formats.
  26 KB (3,892 words) - 02:19, 10 April 2021
• Blackboard Vista
  '''Blackboard Vista''' is a commercial [[learning management system]] (LMS). Blackboard Inc. sells several products. A first ...nged around '''Course Content''' (first item in course tools) or around '''Learning Modules''' or simply around the '''Course tools menu''' that provides direc
  21 KB (3,412 words) - 03:48, 10 April 2021
• Conclusion analyse de données quantitatives
  ...te networked schools: The stakeholders’ perceptions, ''Canadian Journal of Learning and Technology,'' 34(1). [http://www.cjlt.ca/index.php/cjlt/article/view/17
  2 KB (329 words) - 02:20, 10 April 2021
• CSCL script
  ...ontract may be conveyed through initial instructions or encompassed in the learning environment.}} (Dillenbourg and Jermann, 2007). {{quotation|Scripts are methods that structure collaborative learning with the expectations that structured collaboration is more effective than
  24 KB (3,472 words) - 02:19, 10 April 2021
• AgentSheets
  of a learning process, a learner forms a hypothesis and expresses the # Simulations as learning tools: students learn by ''building'' simulation
  14 KB (2,028 words) - 03:47, 10 April 2021
• Lecturing
  ...fectively] - Chapter 7 from Florida State University Guide to Teaching and Learning Practices.
  3 KB (389 words) - 02:20, 10 April 2021
• Computer-supported collaborative learning
  * "Put briefly, CSCL is focused on how [[collaborative learning]] supported by technology can enhance peer interaction and work in groups, ...nowledge and constructive communication, and interactive and collaborative learning in (and between) classrooms and between teachers and learners.
  29 KB (3,935 words) - 02:18, 10 April 2021
• Scenario-based usability engineering
  This methodology also would be quite useful to engineer [[IMS Learning Design]]s. .... Sharpe, Rethinking Pedagogy in a Digital Age: Designing and delivering e-learning. London: Routledge.
  8 KB (1,191 words) - 02:20, 10 April 2021
• Affordance
  ...es and constraints of learning technologies|Affordances and constraints of learning technologies]]
  9 KB (1,281 words) - 02:20, 10 April 2021
• Program design and implementation (CAS HEiE) - week 3
  === Week 3 - Learning materials and technical Infrastructure === '''Learning goals'''
  71 KB (9,713 words) - 20:17, 29 March 2023
• System dynamics
  ...1999). NetLogo. http://ccl.northwestern.edu/netlogo/. Center for Connected Learning and Computer-Based Modeling, Northwestern University, Evanston, IL.</ref> l ...found in the intrinsic problems that learners may have with discovery learning}}. For example, students do not know what a hypothesis is, they can not sta
  17 KB (2,479 words) - 03:47, 10 April 2021
• Common grounding
  * Learning designs, in particular [[computer-supported collaborative learning]] * Innovation and change management, e.g. [[expansive learning]]
  10 KB (1,385 words) - 03:37, 10 April 2021
• Participatory design
  ...ers; and the co-working principle which assumes that a design process is a learning process for both computer systems developers and users"
  3 KB (388 words) - 02:20, 10 April 2021
• Document Object Model
  ...or those DOMs. This interoperability also allows programmers who invest in learning to use the DOM calls to apply those skills to other DOMs.}}
  4 KB (549 words) - 02:18, 10 April 2021
• Computational thinking
  ...[http://www.slideshare.net/heyjudeonline/preparing-our-students-for-web-30-learning Judy O’Connell] (slides, Stuart University), Computational thinking (CT) ...paring-our-students-for-web-30-learning Preparing our students for Web 3.0 learning] (on SlideShare), by Judy O'Connell on Nov 05, 2012 (Slide # 61)
  3 KB (414 words) - 03:48, 10 April 2021
• Problem-based learning
  '''Problem-based learning''' (PBL in this article) is defined by Finkle and Torp (1995) as, {{quotati ...of [[project-oriented learning]]. It is closely related to [[inquiry-based learning]].
  31 KB (4,228 words) - 13:49, 3 November 2022
• Usability and user experience surveys
  See also: [[learning surveys]] :Ease of Learning
  25 KB (3,961 words) - 02:20, 10 April 2021
• BPMN 1.2 tutorial
  ...or education, in particular for modeling and implementing activity-based [[learning design]]s such as [[CSCL script]]s. === Development of courses in a specific e-learning center ===
  55 KB (8,430 words) - 02:20, 10 April 2021
• Computerized embroidery in education
  ...nd reproducing cultural and social practice, as in vocational practice and learning.}} (Billet, 2006:66) [[image:Elna-taxonomy-test-2.jpg|thumb|175px|Essential learning tasks]]
  20 KB (2,872 words) - 02:38, 10 April 2021
• Motivation
  One can distinguish between learning goals (desire to be able to master a task) and performance goals (desire to ...ive factor model defines motivation as a result of the job content (or the learning activity if we dare to extrapolate).
  43 KB (5,958 words) - 03:37, 10 April 2021
• Scholarship
  * [[Mediawikis for research, teaching and learning]] (scholarship of teaching) ...arship of discovery. Research will always be central to the work of higher learning, and in the century ahead, universities must support and provide a home for
  19 KB (2,705 words) - 02:18, 10 April 2021
• Business process modeling
  ...on meta-model of the kind that could be useful for the implementation of [[learning design]] engines. * Use of monitoring techniques (analytics) to follow learning activities and general student progress
  24 KB (3,320 words) - 02:18, 10 April 2021
• Maker space
  ...e inside a school, library or separate public/private facility for making, learning, exploring and sharing that uses high tech to no tech tools. These spaces
  3 KB (399 words) - 02:42, 10 April 2021
• Writing-to-learn
  ...nre hypothesis has been systematically tested against measures of writers' learning, and shown to have generally positive effects. See also [[#The genres debat ...al learning and development of tools that enhance collaborative and social learning. Learners can be co- located, e.g. in [[computer-integrated classroom]]s (T
  26 KB (3,610 words) - 13:38, 3 November 2022
• Methodology tutorial - quantitative data acquisition methods
  ; Learning goals ...(2) self-directed learning, (3) contextual learning and (4) collaborative learning, (5) teacher’s interpersonal behavior (according to Dolmans et al., 1993)
  23 KB (3,224 words) - 02:19, 10 April 2021
• Foldable
  ...plex information. They are a fun and engaging way for students to create a learning tool for themselves. Paper is folded, stapled or cut in a certain way and i
  3 KB (476 words) - 03:48, 10 April 2021
• Web authoring system
  ...rious kinds (and that include [[content management system]]s, [[wiki]]s, [[learning management system]]s. In other words, you don't necessarily need a web auth [[Category:E-learning tools]]
  8 KB (1,108 words) - 03:48, 10 April 2021
• Computational making
  ...its student-makers simply download and print other people's models without learning to make their own. To prevent this kind of situation, educators must capita ...(2018) <ref name=":1">Chytas, C., Diethelm, I., & Tsilingiris, A. (2018). Learning programming through design: An analysis of parametric design projects in di
  37 KB (4,864 words) - 02:19, 10 April 2021
• Design methodology
  * Lave, J., Wenger, I. (1991). Situated Learning : Legitimate Peripheral Participation. Cambridge: Cambridge University Pres ...(1995). Interaction Analysis: Foundations and Practice. The Journal of the Learning Sciences, 4 (1), 39-103.
  6 KB (786 words) - 02:18, 10 April 2021
• Cognitive tool
  * Cognitive tools refer to learning '''with''' technology (as opposed to learning through technology). Jonassen (1994) argues that {{quotation | technologies * Cognitive tools help learners with complex cognitive learning activities and critical thinking. These tools are learner controlled in the
  28 KB (4,007 words) - 13:53, 3 November 2022
• Teacher empowerment
  Most popular software used to scaffold learning seems to be simple software and software for "writing" (by both teachers an ...s such as developing student responsibility for selecting and carrying out learning tasks, emphasizing group work involving
  11 KB (1,632 words) - 02:20, 10 April 2021
• Using SVG with HTML5 tutorial
  == Learning and reusing SVG == === Learning SVG ===
  24 KB (3,745 words) - 02:18, 10 April 2021
• NetLogo
  In addition to a learning environment for simple agent-based programming, NetLogo is a modeling and s ....edu/netlogo/models/WolfSheepPredation(DockedHybrid). Center for Connected Learning and Computer-Based Modeling, Northwestern University, Evanston, IL.</ref>.
  24 KB (3,387 words) - 03:47, 10 April 2021
• Textbook research
  ...teachers and pupils make sense of the textbook within the context of wider learning environments, an make use of them ?}} == Analysis of learning modes and styles ==
  19 KB (2,742 words) - 02:18, 10 April 2021
• Group work roles
  * [[Collaborative learning]] * [[Roles in computer-supported collaborative learning]]
  38 KB (5,768 words) - 03:37, 10 April 2021
• Textbook genres and examples
  {{quotation| Does a reprint of a Shakespeare play used as part of a learning programme constitute a textbook? Is an Open University workbook a textbook? * Good distance education (tutored learning
  34 KB (5,042 words) - 02:20, 10 April 2021
• Program design and implementation (CAS HEiE) - week 4
  '''Learning goals''' * Apply learning design principles
  48 KB (6,637 words) - 14:17, 12 April 2023
• Madeup
  ...ns. First, its part of the maker ethos to share what one has made. Second, learning to model in 2D and 3D is time-consuming and doesn’t really fit well into
  3 KB (466 words) - 02:18, 10 April 2021
• Case-based learning
  == What is case-based learning? == ...learning]]. It is not close to what we called [[Project-methodology-based learning]].
  29 KB (4,318 words) - 02:18, 10 April 2021
• Edmodo
  [https://edmodo.com/ EdModo] is a website that allows creating learning activities for a class with "apps". Most of these will open on a third part
  3 KB (451 words) - 03:48, 10 April 2021
• Unified modeling language
  ...from which several bindings were generated automatically. E.g. for the IMS Learning Design specification a XML schema has been derived that keeps the semantics * See [[UML activity diagram]] and [[collaborative learning flow pattern]]s
  13 KB (1,949 words) - 02:18, 10 April 2021
• Socio-constructivism
  ...structivist theories are variants of [[constructivism | constructivist]] [[learning theory]]. The term is also used to design certain [[pedagogic strategy | pe ...aningless, since there are so many (socio)-constructivist variants both in learning theory and pedagogical designs.}}
  38 KB (4,888 words) - 04:03, 10 April 2021
• XML database
  ...E-Learning Applications, International Journal of Emerging Technologies in Learning (iJET), Vol 2, No 4 [http://www.online-journals.org/index.php/i-jet/article
  8 KB (1,218 words) - 02:20, 10 April 2021
• E-Learning Glossary - English-French Glossary (Canadian Government, 2007)
  ...([http://www.bt-tb.tpsgc-pwgsc.gc.ca/btb.php?lang=eng&cont=325 ARCHIVED E-Learning Glossary - Introduction] == Alphabetical index – E-Learning Glossary ==
  356 KB (52,842 words) - 04:03, 10 April 2021
• Flash CS3 desktop tutorial
  '''Learning goals:''' To start learning the Flash desktop, we now suggest to click on '''Flash File (ActionScript 3
  12 KB (2,057 words) - 03:48, 10 April 2021
• Research and practice models in education
  ...ence exist for the discovery of knowledge without reference toapplication. Learning scientists, however, have always sought the application of their findings t ...Angeline et al. (2007). Initiatives to improve the quality of teaching and learning. A review of recent literature. Background paper prepared for the ''Educati
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• Doblo factory version 1
  ; A few notes on childhood learning ...ct the learners more often encounter [[flow theory|flow]] through "optimal learning environments". Scandinavian education is based on the three ''child i'es'':
  34 KB (4,872 words) - 03:47, 10 April 2021
• BlocksCAD
  ...chable.com/website] offers various resources both free and paid to promote learning in this area. ...cad3d.com/community BlocksCAD community] is also an important resource for learning by downloading projects and sharing information and questions through their
  10 KB (1,444 words) - 02:18, 10 April 2021
• Digital embroidery to teach ICT skills (AECT 2019)
  ...ture economy (Barlex, 2011). (4) Teachers can create or adapt constructive learning objects (Zuckerman, 2010). We shall develop the use of digital embroidery t ...rawing is a useful ICT skill. E.g. illustrations in Word, Power Point, or learning materials benefit from custom drawings.
  12 KB (1,632 words) - 02:18, 10 April 2021
• Open educational resources
  {{quotation | OER are teaching, learning and research resources that reside in the public domain or have been releas *Open material for e-learning capacity building of faculty staff;
  32 KB (4,676 words) - 03:48, 10 April 2021
• Peer assessment
  ...g, etc. The main argument for using peer-assessment is pedagogical, i.e. a learning gain in several dimensions. ...enhance their reflective thinking and problem solving abilities during the learning experience (Sluijsmans et al., 1999, Smith et al., 2002 and Topping, 1998),
  28 KB (3,878 words) - 03:37, 10 April 2021
• Textbook
  ...of a non-fiction book used for teaching. It contains didactically prepared learning matter and materials.}} ...and what function it has in relation to other teacher materials and other learning activities.
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• Wiki
  .... (2007)Wiki as a Teaching Tool.Interdisciplinary Journal of Knowledge and Learning Objects Volume 3, 2007.[http://www.ijklo.org/Volume3/IJKLOv3p057-072Parker2 is somewhat tied to "web 2.0" ([[e-learning 2.0]]) and [[computer-integrated classroom]] culture that
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• Arts-based enquiry
  ...sroom. In: Ifenthaler D., Eseryel D., Ge X. (eds) Assessment in Game-Based Learning. Springer, New York, NY
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• Screencast
  [[Category: e-learning tools]]
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• Adafruit Wearables
  ...lectronics components, tools and accessories. It also produces a number of learning resources, including live and recorded videos related to electronics, techn * A FLORA board that integrates LEDs, made for learning Arduino programming.
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• Machine embroidery in education workshop (EdMedia2019)
  ...Design Workshop] at [https://www.aace.org/conf/edmedia/ Edmedia + Innovate Learning 2019] June 24-28, Amsterdam, ...sential for the future economy). Teachers can create or adapt constructive learning objects.
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• Bibliographie sur les méthodes de recherche en technologie éducative
  *Taylor, Charles and Maor Dorit, Constructivist On-Line Learning Environment Survey (COLLES) questionnaire: [http://surveylearning.moodle.co ...uter conferencing and content analysis. In A. R. Kaye (Ed.), Collaborative learning through computer conferencing. The Najadan Papers (pp. 117-136). London: Sp
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• Flash CS6 desktop tutorial
  '''Learning goals:''' To start learning the Flash desktop, we now suggest to click on '''ActionScript 3.0'''. This
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• Flash CS4 desktop tutorial
  '''Learning goals:''' To start learning the Flash desktop, we now suggest to click on '''Flash File (ActionScript 3
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• Climate model
  ...modeling climate. There exist several free tools for education that allow learning various modeling principles, e.g. [[NetLogo]] includes agent-based simulati ...://ccl.northwestern.edu/netlogo/models/ClimateChange. Center for Connected Learning and Computer-Based Modeling, Northwestern University, Evanston, IL. </ref>
  13 KB (1,869 words) - 03:47, 10 April 2021
• 3D printers in education
  ...ns with respect to New York's [http://curriculum.makerbot.com/science.html Learning Standards for Mathematics, Science, and Technology]. As of sept. 2011, the ..., science, and technology and apply the themes to these and other areas of learning.
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• Awareness
  See also: [[Shared cognition]], [[learning analytics]] ...hinks that educational technology (and in '''particular''' fields like [[e-learning]]) show not enough interest to instructional, cognitive and emotional issue
  24 KB (3,540 words) - 03:37, 10 April 2021
• Hypertext standards
  ...wn as "getting lost in hyperspace", is the most active area of research on learning from hypermedia. The double-edged sword of hypermedia is that larger databa
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• Methodology tutorial - qualitative data analysis
  ; Learning goals: ...ies indicate knowledge construction and a significant contribution to peer learning
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• Digital design and fabrication for ICT education
  * Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing: A revision of Bloom's Taxonomy of educational obje
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• Service-oriented architecture
  ...g. [[rich internet application]]s, [[mashup]]s) and maybe 2nd generation e-learning architectures, e.g. see the [[e-framework]] model.
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• Idea manager
  ; In the context of innovation (organizational learning, etc.)
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• E-textile
  * {{quotation|Fairytale Fashion: To promote science and technology learning through fash- ion design, a fashion collection was created using technology ...<nowiki>https://doi.org/10.1007/s10956-012-9428-2</nowiki></ref> focus on learning about circuitry through creation of e-textiles. In the discussion, they arg
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• Note taking
  ...ations, there exist several very interesting applications for teaching and learning such as [[Freestyler]], [[Classroom Presenter]] and [[Group Scribbles]]. ...ps://custom-writing.org/blog/note-taking Note Taking Methods for Effective Learning: 40 Best Templates] by Jack Milgram, 2017.
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• Storyboarding
  In instructional design, a storyboard can illustrate a learning scenario from a learner's perspective.
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• Semantic network
  See also: Educational use of [[concept map]]s and [[concept learning]] [[Category: Learning theories]]
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• 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
• Turtlestitch
  ...(Artist, Lead Developer). It is a [[programming microworld]], that allows learning how to program by exploration. ...the Turtlestitch page (as of March 2020). The menus on top are useless for learning the software.
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• Serious game
  Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious gam ...identified Game-based-learning (i.e. serious games) as the intersection of learning, games and simulation.
  72 KB (10,203 words) - 04:03, 10 April 2021
• Contextual inquiry
  ..., journalistic interviewing. It is based on the master-apprentice model of learning: observing and asking questions of the user as if she is the master craftsm
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• XPath tutorial - basics
  '''Learning Objectives '''
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• Design thinking
  ...e Management Education: An Interview and Discussion. Academy of Management Learning & Education, 5, 512–23. </ref>}} ...> identify opportunities for design thinking to be integrated into digital learning and digital scholarship initiatives. They argue that design methods and cog
  26 KB (3,595 words) - 02:41, 10 April 2021
• Methodology tutorial - theory-finding research designs
  ; Learning goals
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• XML
  '''Learning goals''' ...kensall.com/ Big Picture] only lists some, e.g. none of the many [[IMS]] e-learning standards are mentioned.
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• Methodology tutorial
  ;Learning goals
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• Textbook writing tutorial
  * '''The demonstration principle''': Learning is promoted when learners observe a demonstration * '''The application principle''': Learning is promoted when learners apply the new knowledge
  40 KB (5,903 words) - 02:20, 10 April 2021
• Madeline Hunter method
  ...s like Gagne's[[Nine events of instruction]] and it incorporates [[mastery learning]] concepts.
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• Exécution et évaluation d'une recherche design
  Un autre exemple est le LORI (Learning Object Review Instrument) disponible sous forme d'un formulaire en ligne co ...blended socio-constructivist course with an activity-based, collaborative learning environment intended for trainers of conference interpreters. Université d
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• Methodology tutorial - exploratory data analysis
  ; Learning goals ...ers trainers training course empowered by an activity based, collaborative learning environment, PhD Thesis (draft). TECFA, University of Geneva, 2008.
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• SVG links
  ...Available for Win, Linux, source. '''Recommended''', but the tool requires learning and SVG code is not optimised for the web. ...ave as" in your navigator. '''Recommended: This tool is the best thing for learning SVG and for creating shapes that you later want to hand edit for animation
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• Research methodology resources
  * [[learning surveys]] and [[Usability and user experience surveys]] (small inventories ...logies/datashop/ DataShop], a data repository and analysis service for the learning science community
  27 KB (3,819 words) - 02:18, 10 April 2021
• Project-based learning
  This article provides a short introduction to ''project-based learning'' in the framework of more open-ended projects that are typical of ...vist approaches]] (based on Synteta, 2002). Please, see [[project-oriented learning]] for a short general overview of all project-oriented approaches.
  52 KB (7,386 words) - 02:20, 10 April 2021
• Design and emotion
  ...ic motivation for learning. In R. E. Snow and M. J. Farr (Eds.). Aptitude, learning and instruction. Volume 3: Conative and affective process analysis. Hillsda ...Yamada, Kansei Engineering Assessing System to enhance the usability in E-learning web Interfaces: Colour basis, 16th International Conference on Computers in
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• Teaching genetics with dragons
  ...story) includes an office which includes a case log that includes various learning activities grouped by level.
  5 KB (712 words) - 03:47, 10 April 2021
• RDF
  * [[Learning Object Metadata Standard]]
  7 KB (950 words) - 02:21, 10 April 2021
• News feed aggregator
  * [[personal learning environment]]s
  6 KB (958 words) - 02:20, 10 April 2021
• XSLT for compound documents tutorial
  ; Learning goals
  10 KB (1,437 words) - 02:18, 10 April 2021
• Stitch Era tutorials
  * I started learning embroidery in mid-may 2011 and I only aim to understand basic principles, t
  6 KB (816 words) - 13:56, 2 September 2022
• InkStitch
  ...h.org/ in the official site]. We just made a little tutorial while we were learning and testing this extension.
  6 KB (824 words) - 18:54, 27 August 2022
• Web accessibility
  * '''Cognitive/Intellectual''': Developmental disabilities, learning disabilities (dyslexia, dyscalculia, etc.), and cognitive disabilities of v
  24 KB (3,478 words) - 02:18, 10 April 2021
• Software localization
  ...f the way of doing business (eg., accounting) or the accepted paradigm for learning (eg., focus on individual vs. group) in a given locale differs substantiall ...a/alpha-eng.html?lang=eng&i=&index=frt&srchtxt=APPRENTISSAGE Apprentissage/Learning]'' in the Termium Plus database.
  84 KB (12,343 words) - 02:18, 10 April 2021
• XML namespace
  ; Learning goals * [[IMS]] e-learning standards
  27 KB (3,944 words) - 02:19, 10 April 2021
• STIC:Data visualization with machine embroidery
  * Teachers (maybe) can create or adapt constructionist learning objects (Zuckerman, 2006, Schneider et al, 2017). * People like it and seem to like learning it. Data from a science faire outreach event:
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• Design and technology in England's national curriculum
  ...o meet the needs of individual pupils and to achieve the required depth in learning". ([http://www.data.org.uk/generaldocs/DT_Association%20Response_NC_Evidenc ...to live and work in an advanced technological society (Ofsted, 2008). The learning of science and mathematics is of course necessary to support this endeavor,
  36 KB (5,203 words) - 02:38, 10 April 2021
• Information architecture
  ...ugh the hierarchy or index, but also not benefitting from the [[incidental learning]] that an explicit structure can offer. [[Image:search.gif|frame|center|Sea
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• HTML5
  ...may be better handled on various media and also could be processed by some learning platforms for special rendering. I.e. there is a potential to augment HTML5 ...odel that is totally absent in the main-stream [[IMS]]/[[SCORM]]-based [[e-learning]] culture.
  34 KB (5,278 words) - 02:20, 10 April 2021
• Mixed methods
  ...trategies for improvement. In T. T. Kidd (Ed.), Online education and adult learning: New frontiers for teaching practices (pp. 202–211). Hershey, PA: IGI Glo
  15 KB (2,240 words) - 02:20, 10 April 2021
• Gamification
  ...Ö. (2015). IDT Experts’ Views on Gamificatio Elements’ Effectiveness in E-Learning Settings. In D. Rutledge & S. Slykhuis (Eds.), Proceedings of SITE 2015--So
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• 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
• Les diagrammes dans l'analyse qualitative
  ...des diagrammes UML. Par exemple, le modèle d’information sémantique d’IMS Learning Design, (anciennement EML) a été exprimé en UML. Un autre exemple est [h [[image:imsld_bestv1p08.gif|frame|none|Activity Diagram for Problem Based Learning. Source: [http://www.imsglobal.org/learningdesign/ldv1p0/imsld_bestv1p0.htm
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• Fabbster 3D printer
  ...ve the fabbster to a student, telling her that trying to make it work is a learning experience but that she should not take it as a punishment. The only really
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• Stitch Era - adapting stitches
  ;Learning goals:
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