Knowledge construction in the Connectivist Learning Environment &amp;#x2014; CLE

Belahcen, Anas; Abik, Mounia; Ajhoun, Rachida

doi:10.1109/ithet.2013.6671027

Cited by 6 publications

(6 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Conceive e implement connectivism learning environment is the goal of article 8, by Belahcen, Abik and Ajhoun [13]. The objective is adopting connectivism as a pedagogic approach, to build the knowledge through the collaboration between heterogenic community composed by human beings and intelligent objects.…”

Section: Srl Resultsmentioning

confidence: 99%

knowledge and information in the connectivism theory

Kuntz

Ulbricht

Freitas

2017

Int J Innov Educ Res

View full text Add to dashboard Cite

On the context of technological development and society organized on network, appears the learning theory for the digital age, the connectivism. It is about of a Siemens and Downes proposed, in 2004, that highlights the knowledge as result of established connections on the networks, what allows the capacity of reflection, deciding and sharing. In this context, it objectifies with this article searching the theoretical panorama of thematic about connectivism and its relation with knowledge and information. There is a search of quality approach and of exploratory nature that comes out of a Systematic Review of Literature adapted of Cochran Center. As result, it was observed that, on the searched basis, the number of publications in the period of 2011 to 2017 had the balance in total occurrences compared to the types of documents, events articles and periodicals, with a higher incidence of publication in 2015. For the paucity of thematic it was observed that has discussions about what refers the legitimacy of a theory for the connectivism.

show abstract

Section: Srl Resultsmentioning

confidence: 99%

knowledge and information in the connectivism theory

Kuntz

Ulbricht

Freitas

2017

Int J Innov Educ Res

View full text Add to dashboard Cite

show abstract

“…As a proof of concept, the implementation of the environment CLE was divided into several parts : (1) The first one is the definition of the profiles of all the users : (1.1) The IMS-LIP [77] specification was used to define the profiles of the learners as well as (1.2) other specific XML [78] files that were generated in order to define the profiles of the smart objects including the identification, the categories, the description, etc. [14]. (2) The second part is the IMS-LD specification that was used to schematise the learning trees which represent the courses (3) and the third one is the adoption of Open ESB [79] Services to manage the communication between the actors of the environment [69].…”

Section: Discussionmentioning

confidence: 99%

“…CLE is an ubiquitous learning environment [14] that extends the traditional adaptive learning environments by introducing a new way of educational knowledge management that considers the participation of all the environment actors (humans and smart objects). In fact, CLE focuses on the content and learner models and provide to this generation a learning ecosystem adapted to their expectations and their lifestyle habits by increasing the creativity, innovation, competitiveness, responsibility, autonomy and spirit of discovery of the learners.…”

Section: Cle : Connected Learning Environmentmentioning

confidence: 99%

“…In order to overcome those challenges, we propose CLE "Connected Learning Environment" which is an ubiquitous learning environment [14] conceived by our research team LeRMA "Learning and Research in Mobile Age." This ecosystem considers all the points mentioned earlier, provide to the learners of this generation a learning environment adapted to their expectations and their lifestyle habits and stimulate their motivation.…”

Section: Introductionmentioning

confidence: 99%

“…CLE introduces a new pedagogical process including four phases detailed later (Knowledge construction, Decision making, Validation and Evaluation) and this process is characterized by the collaboration and communication between heterogeneous communities composed of humans and smart objects [14]. Through this process, CLE reconsiders the content or domain model and improve and develop the learners autonomy by involving them into the pedagogical process and allowing them research and participate into the construction of knowledge.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Decision Making in the Connected Learning Environment (CLE)

Belahcen¹,

Abik²,

Ajhoun³

2016

EAI Endorsed Transactions on e-Learning

Self Cite

View full text Add to dashboard Cite

In the last years, we have witnessed to an increasingly heightened awareness of the potential benefits of a challenging and promising educational research area : Adaptive Learning [1]. It has become one of the central technologies in education [2] and was recently named, by Gartner, as the number one strategic technology to impact education in 2015 [3]. In fact, adaptive learning systems become more accessible to educational institutions, corporations, and individuals, however, the challenges encountered are more structural and operational rather than technological [4]. While a lot of research has focused on development and evaluation of technological aspects [5], serious questions remain about the motivation of learners [6],[7] and also the design of the content (or domain) model [8],[9] including the learner's autonomy issues [9],[10],[11] and the lack of the learner's control [9],[12],[13]. In order to overcome those challenges, we propose CLE "Connected Learning Environment" which is an ubiquitous learning environment [14] that provide to the learners of this generation a learning environment adapted to their expectations and their lifestyle habits and stimulate also their motivation. As a pedagogical approach, CLE adopts the connectivism [15] and take advantage from its benefits (adaptation to the current technological advances [16], management of learning in communities [17], openness with respect to external resources[18], etc.) and adapts this approach in a formal context even though the connectivism was conceived as an informal pedagogical approach [19][20]. CLE introduces a new pedagogical process including four phases detailed later (Knowledge construction, Decision making, Validation, Evaluation) and the knowledge construction phase is characterized by the collaboration and communication between heterogeneous communities composed of humans and smart objects [14]. However, the ability to distinguish relevant information among the knowledge constructed by the actors is a vital point. As part of this article, we focus on the decision making process. To do this, a comparison is made between C4.5 [21] decision tree and MLP [22] neural network on the same data set using the same performance measures in order to take a decision on the relevance of knowledge constructed by the CLE actors.

show abstract

Cloud Computing Adoption in Higher Education Institutions: A Systematic Review

et al. 2019

View full text Add to dashboard Cite

Cloud computing (CC) is a recently developed computing paradigm that can be utilized to deliver everything-as-a-service to various businesses. In higher education institutions (HEIs), CC is rapidly being deployed and becoming an integral part of institution experience. CC adoption in HEIs is accompanied by numerous scientific contributions that address the topic from different perspectives. A systematic review of these heterogeneous contributions, which provide a coherent taxonomy, can be considered interesting for HEIs to identify opportunities to use CC in its own context. Therefore, this systematic literature review aims to analyze existing research on adopting and using CC in HEIs, review background research to develop a coherent taxonomy and provide a landscape for future research on CC in HEIs. The outcomes of this paper include a coherent taxonomy and an overview of the basic characteristics of this emerging field in terms of motivation and barriers of adopting CC in HEIs, existing individual and organizational theoretical models to understand the future requirements for extensively adopting and using CC in HEIs, and factors that influence the adoption of CC in HEIs at individual and organizational levels. Considerable information is available in relation to adopting and using CC in HEIs. This review will enhance this information by offering an in-depth analysis of the existing data to bridge any gap and expand on existing literature.

show abstract

Knowledge construction in the Connectivist Learning Environment — CLE

Cited by 6 publications

References 1 publication

knowledge and information in the connectivism theory

knowledge and information in the connectivism theory

Decision Making in the Connected Learning Environment (CLE)

Cloud Computing Adoption in Higher Education Institutions: A Systematic Review

Contact Info

Product

Resources

About