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Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".
Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students by imparting to them skills, and the basis on how to learn a specific subject and schemata required to measure up to the specific performance requirement. Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving. Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner's critical role in constructing meaning from new information and prior experience.
Fle3 is a Web-based learning environment or virtual learning environment. More precisely Fle3 is server software for computer supported collaborative learning (CSCL).
A learning management system (LMS) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, or learning and development programs. The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic.
The Knowledge Building (KB) theory was created and developed by Carl Bereiter and Marlene Scardamalia for describing what a community of learners needs to accomplish in order to create knowledge. The theory addresses the need to educate people for the knowledge age society, in which knowledge and innovation are pervasive.
Carl Edward Bereiter is an American education researcher, professor emeritus at the Ontario Institute for Studies in Education, University of Toronto known for his research into knowledge building.
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.
Marlene Scardamalia is an education researcher, professor at the Ontario Institute for Studies in Education, University of Toronto.
A Knowledge Building Community (KBC) is a community in which the primary goal is knowledge creation rather than the construction of specific products or the completion of tasks. This notion is fundamental in Knowledge building theory. If knowledge is not realized for a community then we do not have knowledge building. Examples of KBCs are
Linda Marie Harasim, a "leading teacher, scholar and speaker on the theories and practices of online education, contributing knowledge, technologies, and practices to the field of technology-enabled learning," is a pioneer leading theorist of online education. She is a professor emerita in the School of Communication at Simon Fraser University (SFU) in Vancouver, British Columbia, Canada. Her six books and hundreds of articles about Computer-supported collaborative learning have been acknowledged as seminal works in the field.
In the history of virtual learning environments, the 1990s was a time of growth, primarily due to the advent of the affordable computer and of the Internet.
OLAT is an acronym for Online Learning And Training. It is a web application – a Learning Management System that supports different kinds of online learning, teaching, and tutoring with few educational restrictions. OLAT is free software and is open-source. Its development started in 1999 at the University of Zürich and OLAT won the MeDiDa-Prix prize in 2000. With version 3.0, the system was rebuilt and is now available as a component-oriented application developed in the Java programming language. OLAT has support for various E-learning standards such as IMS, and SCORM. With version 4.0, many add-ons have been introduced to the system, which makes it very easy to extend the LMS functionality. With version 5.0, new features like Wiki, Calendar, AJAX Beta Mode, and Fulltext Search have been implemented. Version 6.0 comprised a new and improved layout based on a usability evaluation. A subsequent version provides full scalability, meaning OLAT can be run on a cluster of servers. OLAT 7.0 adds new features, a course wizard plus the implementation of important standards like REST API, IMS Basic LTI and IMS QTI 2.1. In autumn 2011 some of the core community contributors left the OLAT community because of strategic differences and started an alternative fork which is named OpenOLAT.
Progressive inquiry is a pedagogical model which aims at facilitating the same kind of productive knowledge practices of working with knowledge in education that characterize scientific research communities. It is developed by Professor Kai Hakkarainen and his colleagues in the University of Helsinki as a pedagogical and epistemological framework to support teachers and students in organizing their activities for facilitating expert-like working with knowledge.
Augmented learning is an on-demand learning technique where the environment adapts to the learner. By providing remediation on-demand, learners can gain greater understanding of a topic while stimulating discovery and learning.
A virtual learning environment (VLE) is a system that creates an environment designed to facilitate teachers' management of educational courses for their students, especially a system using computer hardware and software, which involves distance learning. In North America, a virtual learning environment is often referred to as a "learning management system" (LMS).
A virtual learning environment (VLE) in educational technology is a web-based platform for the digital aspects of courses of study, usually within educational institutions. They present resources, activities, and interactions within a course structure and provide for the different stages of assessment. VLEs also usually report on participation and have some level of integration with other institutional systems. In North America, VLE's are often referred to as Learning Management Systems (LMS).
Modern elementary mathematics is the theory and practice of teaching elementary mathematics according to contemporary research and thinking about learning. This can include pedagogical ideas, mathematics education research frameworks, and curricular material.
One of the most visible approaches to peer learning comes out of cognitive psychology, and is applied within a "mainstream" educational framework: "Peer learning is an educational practice in which students interact with other students to attain educational goals." Other authors including David Boud describe peer learning as a way of moving beyond independent to interdependent or mutual learning among peers. In this context, it can be compared to the practices that go by the name cooperative learning. However, other contemporary views on peer learning relax the constraints, and position "peer-to-peer learning" as a mode of "learning for everyone, by everyone, about almost anything." Whether it takes place in a formal or informal learning context, in small groups or online, peer learning manifests aspects of self-organization that are mostly absent from pedagogical models of teaching and learning.
OpenOLAT is a web-based learning management system for teaching, education, assessment and communication. The name OpenOLAT stands for Open Online Learning And Training, highlighting its open source and online nature. OpenOLAT is open source software and is being developed by frentix GmbH starting in 2011. OpenOLAT is based on the LMS OLAT developed by the University of Zurich.
References
- ↑ "Learning in Motion, Inc". Archived from the original on 2019-03-26. Retrieved 2022-07-11.
Bereiter, C. & Scardamalia, M. (2003). Learning to work creatively with knowledge. In E. De Corte, L. Verschaffel, N. Entwistle, & J. van Merriënboer (Eds.), Unravelling basic components and dimensions of powerful learning environments. EARLI Advances in Learning and Instruction Series; Retrieved from http://ikit.org/fulltext/inresslearning.pdf
Scardamalia, M (2004). CSILE/Knowledge Forum. In education and Technology: An encyclopedia (pp. 183–192). Santa Barbara: ABC-CLIO