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Reusable Functional Modules for Supporting Active Learning
PROCEEDINGS

, , , , University of Luxembourg, Luxembourg

EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Active learning requires practical experimentation for fully comprehending a new concept. This is hampered by current learning materials, which mostly consist of static content. The discussed operating system environment allows for the convenient integration of dynamic with static content, thus enabling materials encompassing interactive scenarios and experiments. This greatly benefits the active learner, who is not limited to playing around with the teacher’s pre-defined example set. Individual functional elements of this set can be reused in the learner’s custom scenarios, allowing for isolating the functionality involved and further inspecting its behavior. Hence, a better overall comprehension can eventually be achieved. For showcasing the wide applicability of reusable functional elements and how they support active learning, a set of interdisciplinary scenarios is discussed. The enabling architectural approach and a conceptual set of user interface elements that allow for the definition of custom experiments are also introduced.

Citation

Kirsch, L., Grévisse, C., Botev, J. & Rothkugel, S. (2014). Reusable Functional Modules for Supporting Active Learning. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 884-892). Tampere, Finland: Association for the Advancement of Computing in Education (AACE). Retrieved May 22, 2019 from .

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Cited By

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  • SoLeMiO: Semantic Integration of Learning Material in Office

    Christian Grévisse, University of Luxembourg, Luxembourg; Rubén Manrique & Olga Mariño, Universidad de los Andes, Colombia; Steffen Rothkugel, University of Luxembourg, Luxembourg

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1524–1532

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