design
M.I.T. Introduction to Design
This M.I.T. course on design is available for free through the web platform OER Commons, and provides an excellent resource for guiding the creative design process following the scientific method and peer review. Students learn to complete projects according to schedule and within a specific budget, as they create, design, build, and test their product ideas.
Mobiliajam mokymuisi skirtų programėlių kūrimas ir plėtojimas tarptautinėse studentų komandose
Šiame straipsnyje pasakojama apie tarptautinį bendradarbiavimą, kurio esmė yra ta, kad įvairių universitetų studentai, drauge dirbdami tarpdalykinėse komandose ir naudodami socialinę bei mobiliąją mediją, projektavo ir kūrė mobiliajam mokymuisi skirtas programėles. Straipsnyje supažindiname su šio bendradarbiavimo koncepcija, procesu ir rezultatais, nepamiršdami paminėti ir iššūkių, patirtų projektuojant ir kuriant mobiliajam mokymuisi skirtas programėles virtualiose komandose.
Workshop on Collaborative learning as design activity
The general themes are: interfaces supporting learning and empirical studies of active learners, and the specific theme is Wiki-inspired collaborative learning systems that combine the best ideas of visual models, end-user modifiable interfaces and collaborative inquiry environments.
Interactive learning environments invite a broad spectrum of participation. On one end of are interactive models of complex phenomena. For example in science learning, simulations of natural and artificial (mechanical, electrical, etc.) phenomena can be an effective way to represent complex relationships underlying a scientific law. On the other end, social learning environments stimulate discussion of ideas and clarification of issues by a process of collaborative inquiry, often guided by more knowledgeable people (e.g. teachers, mentors, and parents). Whereas individual learning refers to the difference between what a learner can perform independently compared to what he or she previously could perform only by guidance (“knowledge in the head”), social learning refers to what a group of learners can produce together as well as the process leading up to it (“knowledge in the world”).
Social media have enabled interactive learning environments to more fully reach the “social end” of the spectrum, whereas advances in user interface and interaction techniques for ubiquitous computing and mobile devices have improved access to and manipulation of models of scientific phenomena. It is when users become content producers and not merely consumers of information and the power and control are shifted from designated experts to a broader network of competent practitioners that the learning potential of social media will be fully realized. Thus, we feel that by combining interactive models with social sharing (or applying wiki principles to interactive learning environments) may prove invaluable in designing collaborative learning systems. In other words we aim for multiple perspectives on collaborative learning as a design activity.
Designs for Learning
The journal is at the crossroad of theoretical development and empirical examples related to learning resources, transformation processes, learning environments and digital resources. The subject areas covered include learning designs and resources, multimodal texts, didactic science and pedagogy.
Study on Knowledge Maturing in Europe
The MATURE Integrating Project is based on the concept of knowledge maturing (KM): goal-oriented learning on a collective level. The project investigates how KM takes place within and across organisations, what barriers are encountered and how socio-technical solutions overcome those barriers.
ARPLE11 - Awareness and Reflection in Personal Learning Environments
The workshop aims to attract participants from educational science, psychology, social science, computer science, and design to challenge the understanding of the research fields of awareness and reflection in Personal Learning Environments. We also aim to attract developers from academia and economy that implement personalizable learning environments. The workshop might attract researchers from the projects ROLE, MATURE, MIRROR, ImREAL, LTfLLL, STELLAR.
Atelier-D - Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design
The project will look at the development of a virtual design studio space to support student learning throughout the design programme
Pagalbinės sistemos, skirtos nuolatiniam ir internetiniam kvalifikacijos kėlimui
Tarpusavyje persipynę savarankiško tobulėjimo procesai, vykstantys internetinėje terpėje, turi ypatingą bruožą, kuris yra esminė pagalbinės sistemos sukūrimo prielaida. Išskiriami keturi skirtumai tarp formaliojo švietimo ir pagalbinių sistemų, kuriuos būtina įvertinti norint sukurti internetinėmis terpėmis ir socialine medija pagrįstą sistemą. Šie skirtumai yra: 1) iš anksto parengtas – vartotojo sukurtas turinys, 2) pavienių dalykų motyvai – bendri kvalifikaciniai interesai, 3) ribotos trukmės – nenutrūkstama nuosekli veikla, 4) dalykų ir teminės sritys – platus požiūris į dalyvių įgūdžius.
Remiantis šiomis keturiomis prielaidomis, išskiriamos kai kurios pagrindinės pagalbinės sistemos savybės. Sistema paremta esamomis internetinės terpės formomis, tačiau šios toliau plėtojamos ir metodiškai bei sistemingai palaikomos. Pagalbinę sistemą gali sudaryti kelios pavienės asmeninės mokymosi terpės, kurios koordinuojamos per bendras internetines mokymosi bendruomenes arba asmeninį mokymosi tinklą. Sukurta žiediniais darbo metodais paremta metodika palaiko procesus įvairiose medijose ir skatina pažangesnę asmens raidą.