Search results for "Digital learning"
showing 10 items of 29 documents
The Effects of Static and Dynamic Visual Representations as Aids for Primary School Children in Tasks of Auditory Discrimination of Sound Patterns. A…
2018
It has been proposed that non-conventional presentations of visual information could be very useful as a scaffolding strategy in the learning of Western music notation. As a result, this study has attempted to determine if there is any effect of static and dynamic presentation modes of visual information in the recognition of sound patterns. An intervention-based quasi-experimental design was adopted with two groups of fifth-grade students in a Spanish city. Students did tasks involving discrimination, auditory recognition and symbolic association of the sound patterns with non-musical representations, either static images (S group), or dynamic images (D group). The results showed neither s…
Ensuring Diverse User Experiences and Accessibility While Developing the TeSLA e-Assessment System
2019
The TeSLA project, with its new, innovative approaches for e-assessment, offers a great possibility for increasing the educational equality and making higher education studies available for all. It has been estimated that 10–15% of students in higher education institutions have some disabilities or special educational needs. At online universities or in online programmes, the number is even higher. These numbers emphasise the importance of the universal design for learning as a leading principle while developing the digital learning environments and e-assessment procedures. In this chapter, we describe the key elements of ensuring the accessibility of the TeSLA e-assessment system during th…
Epistemological Approaches to Digital Learning in Educational Contexts
2020
2019
This article analyses the design, implementation, and evaluation of a nation-wide project to create a common digital solution for university teaching staff’s pedagogical training in Finland. During three years, eight universities collaborated in developing an online learning platform called UNIPS, the University Pedagogical Support system. The areas to develop were A) a learning platform based on technical design principles, B) pedagogical principles, and C) broadening the scope of offered studies. The results have been promising. With a carefully planned timetable, all participating universities were able to produce, test, and offer UNIPS modules in collaboration with other universities …
GraphoLearn SI : Digital learning support for reading difficulties in a transparent orthography
2020
Recognition of the importance of evidence-based technological tools that provide personalized learning opportunities is growing. This paper reports on a pilot study evaluating GraphoLearn for Standard Indonesian, a digital game environment that trains basic reading skills by extensive-but-playful exposure to grapheme–phoneme correspondences. The results obtained from 33 Indonesian first graders show that game progress was found to be a significant predictor of reading and decoding abilities both at the posttest and the 5-month follow-up assessment. Our results additionally indicated a significant interaction effect of game progress and letter–sound knowledge at posttest: Progress in the gam…
Supporting teachers' needs within and through E-learning systems
2014
These days more and more digital learning and teaching opportunities emerge into the world of higher education. In this upcoming project which is described in this paper, the teachers' needs, especially their teaching motivation will be regarded. This project is part of a bigger project, where several different faculties will work together. This combination of faculties is beneficial for topics like these, because the approach combines pedagogical and technical knowledge. This topic regarding teachers' needs deals with the initial and ongoing motivation as well as behavior and attitudes toward current or upcoming ICT systems for education. The main aspect of the project is to specify issues…
Pedagogies of Digital Learning in Higher Education
2020
A Theoretical Framework to Foster Digital Literacy: The Case of Digital Learning Resources
2010
The New National Curriculum in Norway from 2006 recommends that teachers and students acquire a high degree of digital literacy in school education. One way to foster digital literacy is to train teachers to design and critically evaluate digital learning resources (DLRs). However, little research has been done as to which design principles and evaluation criteria are suitable for DLRs. This work proposes a theoretical framework, along with a case study, for designing and evaluating DLRs. The article draws on research in learning theory, pedagogical usability criteria, and context of use. The paper reports on the implications of the framework for the design and evaluation of DLRs.
Adaptive Multi-agent System Based on Wasp-Like Behaviour for the Virtual Learning Game Sotirios
2018
The aim of this paper is to propose a model for an adaptive multi-agent system based on wasp-like behaviour for dynamic allocation of puzzles and quests in the virtual learning game SOTIRIOS. This is a digital learning game integrated inside a First Person Shooter designed by the second author of this paper. The learning process is based on many puzzles hidden in the game flow. The multi-agent system is necessary to integrate a multiplayer mode into the game. The agents use wasp task allocation behaviour, combined with a model of wasp dominance hierarchy in order to create a unique multiplayer learning system, where each user has a different learning curve, based on his results. The wasp be…
Digital Learning Interventions in Higher Education: A Scoping Review.
2020
Abstract This scoping review was undertaken to synthesize and describe research related to digital learning interventions in higher education, focusing on technological outcomes. Five electronic databases were searched, and 86 articles were included in the review. The data related to positive and negative technological outcomes and authors’ suggestions were analyzed using inductive content analysis. The articles represented six disciplines across six continents and included quantitative (n = 65), qualitative (n = 3), and mixed-methods (n = 18) intervention studies. For positive technological outcomes, digital formats of learning were considered effective and participatory forms of learning …