Magix—an ICAE system for Problem-Based Learning

Biljon, Judy van; Tolmie, Carmien; Plessis, J. P. du

doi:10.1016/s0360-1315(98)00051-7

Cited by 3 publications

(4 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This approach allows continual development of informational technology-based educational resources for biology education (Kapa, 1999;Anderson et al, 1999;Baggott and Wright, 1997;Van Biljon et al, 1999;Newton, 1997). However, though educational information can be provided by computer networks and updated continually, much of it is not authenticated, and is non-interactive.…”

Section: Introductionmentioning

confidence: 99%

Application of virtual reality technology in biology education

Shim

Park

Kim

et al. 2003

Journal of Biological Education

111

View full text Add to dashboard Cite

Section: Introductionmentioning

confidence: 99%

Application of virtual reality technology in biology education

Shim

Park

Kim

et al. 2003

Journal of Biological Education

111

View full text Add to dashboard Cite

“…First, empirical studies have revealed that the history of plans, performance, and learning processes is helpful for the next learning cycle Lee, Lim, & Grabowski, 2010;Lysenko & Abrami, 2014;van Biljon, Tolmie, & du Plessis, 1999). First, empirical studies have revealed that the history of plans, performance, and learning processes is helpful for the next learning cycle Lee, Lim, & Grabowski, 2010;Lysenko & Abrami, 2014;van Biljon, Tolmie, & du Plessis, 1999).…”

Section: Framework For Srdlmentioning

confidence: 99%

“…Another advantage of recording the goals and process is externalization, as mentioned in van Biljon et al (1999). Students might not be aware of their learning and experiences.…”

Section: Framework For Srdlmentioning

confidence: 99%

“…The key features of the SRDL systems are records, statistics, visualization, and cloud computing. First, empirical studies have revealed that the history of plans, performance, and learning processes is helpful for the next learning cycle Lee, Lim, & Grabowski, 2010;Lysenko & Abrami, 2014;van Biljon, Tolmie, & du Plessis, 1999). When the students record their learning, they not only keep their learning experience in mind, but also take notes, so they can repeatedly read the notes of their learning process and then reorganize their learning strategies accordingly.…”

Section: Framework For Srdlmentioning

confidence: 99%

See 1 more Smart Citation

A framework for self‐regulated digital learning (SRDL)

Yen

Chen

Wang

et al. 2018

Computer Assisted Learning

View full text Add to dashboard Cite

This article develops a framework for self‐regulated digital learning, which supports for self‐regulated learning (SRL) in e‐learning systems. The framework emphasizes 8 features: learning plan, records/e‐portfolio and sharing, evaluation, human feedback, machine feedback, visualization of goals/procedures/concepts, scaffolding, and agents. Each feature facilitates or supports one or more SRL skills, including planning, monitoring and evaluating learning, applying appropriate cognitive strategies, and setting standards of products or performance. The implementation in domain‐general and ‐specific systems as illustrated by web‐based inquiry and problem‐solving are discussed. Examples and learning effects are elicited from the literature to demonstrate various designs. Approaches for designing SRL systems, educational implications, and new directions for future research incorporating SRL into digital learning are presented.

show abstract

Design of the SEAI Self-Regulation Assessment for Young Children and Ethical Considerations of Psychological Testing

Arias

Díaz

Fostering Self-Regulated Learning Through ICT

View full text Add to dashboard Cite

As knowledge in the area of self-regulated learning has progressively expanded, there is a perceived need for new methods and assessment instruments that are in line with the construct and with the subject. Computer-assisted assessment has been proposed as an excellent means for responding to these demands for new types of measurement. Nonetheless, new instruments and assessment processes must be submitted to the same ethical standards required elsewhere, whether in aspects relating to design or to usage. Development of the SEAI program was guided by a psychological model as well as a model for designing computer-aided assessment. This chapter presents the SEAI program design, and explains how both its design and use seek to meet ethical standards related to computer-aided assessment.

show abstract

Magix—an ICAE system for Problem-Based Learning

Cited by 3 publications

References 2 publications

Application of virtual reality technology in biology education

Application of virtual reality technology in biology education

A framework for self‐regulated digital learning (SRDL)

Design of the SEAI Self-Regulation Assessment for Young Children and Ethical Considerations of Psychological Testing

Contact Info

Product

Resources

About