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What is Learning Activities

Chapter 13
Handbook of Research on Engaging Digital Natives in Higher Education Settings
A range of activities promoted to achieve learning, such as: dissemination activities, discussion activities, discovery activities and demonstration activities ( Siemens & Tittenberger, 2009 ).
Published in Chapter:
Researching the Use of Communication Technologies in Higher Education Institutions in Portugal
João Batista (University of Aveiro, Portugal), Salomé Morais (Polytechnic Institute of Viseu, Portugal), and Fernando Ramos (University of Aveiro, Portugal)
Copyright: © 2016 |Pages: 24
DOI: 10.4018/978-1-5225-0039-1.ch013
Abstract
This chapter describes a research which main purpose was identifying and characterizing the use of Communication Technologies by Portuguese Public Higher Education Institutions to support learning activities. An analysis model was created and used to develop a nationwide online survey used to collect data from students, teachers and institutional managers. The results show that institutional policies and resources are in place and being used to support learning; learning management systems and interpersonal communication technologies are intensely used and widely adopted; and that there are gender differences as far as the students' use of Communication Technologies is concerned. The results of this study provide a useful insight on the use of Communication Technologies by Portuguese Public Higher Education Institutions and give valuable information for ongoing decision making processes regarding the institutional adoption and development of learning models that take advantage of these technologies.
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Chapter 83
Learning Activities Model
The things learners and facilitators do, within learning events, that are intended to bring about the desired learning outcomes.
Published in Chapter: Learning Activities Model; From: Encyclopedia of Information Technology Curriculum Integration
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Chapter 8
The Role of Mediating Artefacts in Learning Design
Those tasks that students undertake to achieve a set of intended outcomes. Examples might include: finding and synthesizing a series of resources from the Web, contributing to a Œfor and against debate¹ in a discussion forum, manipulating data in a spreadsheet, constructing a group report in a wiki, or summarizing the salient points of a podcast. Beetham (in Beetham & Sharpe, 2007) views learning activities in relation to the design process: “as a specific interaction of learner(s) with other(s) using specific tools and resources, orientated towards specific outcomes” (Beetham & Sharpe, 2007, p. 28).
Published in Chapter: The Role of Mediating Artefacts in Learning Design; From: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
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Chapter 47
Collaborative Learning in a Contribution-Oriented Pedagogy
In a course content, learning-oriented tasks involving learner submissions, feedback and assessment.
Published in Chapter: Collaborative Learning in a Contribution-Oriented Pedagogy; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 9
The Framework of Student-Driven Learning Personalization in Project-Based Learning
Are the descriptions of the student’s actions that guide teachers in delivering the approaches described in the scenarios. Learning Activities provide details of the role of the teacher and learner and include ideas for using ICT resources effectively. These Learning Activities are not specific to a certain curriculum but provide opportunities for developing 21 st century skills ( Lewin & McNicol, 2014 ).
Published in Chapter: The Framework of Student-Driven Learning Personalization in Project-Based Learning; From: Transforming Education for Personalized Learning
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Chapter 131
Taxonomies for Technology
The things learners and facilitators do, within learning events, that are intended to bring about the desired learning outcomes.
Published in Chapter: Taxonomies for Technology; From: Encyclopedia of Information Technology Curriculum Integration
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