Information Technology Reference
In-Depth Information
Reflective activities reflect the learners' ideas
or thoughts during the learning process. Examples
of these activities include:
as in Alexander (2008), the completed tasks are
shown with blue circles. The in-progress tasks
are indicated with red squares and the tasks that
haven't been reached are shown with green tri-
angles. However, this is only an assumption and
can include more comprehensive states and situ-
ations. The task progress bar (or task sequence)
navigation can be facilitated with interactive user-
friendly navigation tools including text, tables,
images, video, and audio.
In the lower level, after selecting each task,
the learner can contribute to the learning process
specified by the instructor. For example, if the
activity is an html scribe task, the learner should
write something specific. If the activity is a
multiple choice, then the learner should choose
between the multiple choice(s). A notebook tool
is also available for the students to write state-
ments to be viewed entirety or collated into a set
of entries available to be viewed by the instructor.
An example of different possible areas for the
learners is shown in Figure 1.
•
Question and Answer:
The learners can
ask questions and the instructors answer
them. The questions and answers are nor-
mally visible to all.
•
Notebook:
It is an activity for recording
learners' thoughts during a sequence.
•
Survey:
It collects the learners' surveys
and opinions about a topic.
•
Voting:
It allows the learners to vote on
a specific idea in the sequence, topic, or
learning object.
•
Learner bulletin:
It is a place for the learn-
ers to inform the others about anything in
the learning space.
In LAM systems, there are different roles
participating simultaneously such as educational
roles, controlling roles, advertising roles and so on.
But in all of them, there are three common roles
constituting the main LAM foundation: Learner
(Student), Monitor (Assistant) and Author (In-
structor). In the followings we describe these roles.
monitor (Assistant)
A key feature in LAM systems is monitoring. By
this feature, the instructors (or their assistants)
can control the students' learning. There are three
major parts for this feature: Lesson, Sequence,
and Learner.
Learner (Student)
The students can study and learn what an instruc-
tor wants in a controlled manner. In fact, a LAM
system works just like the instructor is asking ques-
tions, assigning tasks, teaching and overlooking
the answers to the tasks/assignments to be done.
These tasks include reading the provided lessons
(in the form of plain text, html, and multimedia),
chat, scribe, voting, and other previously men-
tioned activities. However, these tasks are not
limited and can be extended to any other digital
contributions.
The overall tasks/assignments can be shown
and classified as progress bar or sequence of
tasks. Each task in the sequence is represented by
a specified name, shape and color. For example,
LESSon-rELAtEd
monItorIng ActIvItIES
The instructor (or his assistants) can control the
overall properties of each lesson and the students
that use them. He can also disable lessons, archive
them, etc. The important properties of this activity
may include:
•
Viewing the lessons' status
•
Viewing the statistics of each class, its
learners and their selected lessons
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