Using Goal Orientation To Develop Customised Learning Environments

Change in education is the mother of all changes' because every component of life is influenced by education. Modern world has witnessed a change in its every sphere by the way of various revolutions like green revolution, industrial revolution and today the world is the spectator of another kind of revolution, the revolution in the field of information and communication in education. It is in the need that education has to address itself to this revolution which is fast taking place and engulfing every sphere of life. The learning environment aided by learning technologies is rich in evocative images and objects which trigger active learning by allowing students to engage with what appeals to them. The learner centered environment and visual situation provided by the display of students work in this digital era is important and display space is high priority for the learning environment for today and tomorrow.

E-learning encompasses many things to many people. Elliot Massie, a leading e-learning guru, states that "Online learning is not about taking a course and putting it on desktop. It encompasses "Combination of learning services and technology to provide high value integrated learning anytime and anyplace". GOLEª aims to create a virtual learning simulator that is capable of customizing the pedagogy to the learners learning style. To properly design learn by doing scenarios, the learning environment must balance the learning objectives with authenticity. The key is to build a realistic environment which is complex enough to promote expectation failure and robust enough to support the learner at that point. Two of the major learning objectives for a goal oriented learning environment are the application of facts and building specific skills. The purpose of this research was to design, develop, implement and assess a Goal Oriented Learning Environment (GOLE) into the Civil and Environmental Engineering curriculum at Lehigh University. Also to design, develop, implement, and assess Internet-based instructional systems into the CEE curriculum. To achieve these objectives, a GOLE was implemented into two courses that were used as case studies in this research. These case studies describe the instructional design method utilized and the assessment involved to evaluate the courses. The instructional design method utilized nine steps: Discuss, Determine, Decide, Design, Develop, Implement, Assessment, Evaluation and Evolve. The designing of GOLE focused on: content, delivery platform, character development and story line. In order to assess and evaluate the GOLE, a series of five evaluations were created in order perform the analysis: skill matrix, course, performance, website evaluations and the DISC profile. The data was then analyzed to determine what parts of the course were effective.

Understand, anticipate, master, and leverage the seven powerful trends that are transforming workplace training and development! In Seven Trends in Corporate Training and Development, pioneering innovator Ibraiz Tarique offers actionable thought leadership on all seven trends, helping you address the new challenges they present, and leverage new opportunities they offer. Tarique focuses on strategic directions for training and development, while offering tangible and specific recommendations for addressing and anticipating all seven trends. His example-rich, best-practice coverage includes: ¿ How and why the role of training and development professionals is changing ¿ Impacts ranging from globalization and demographics to hybrid career paths ¿ What future learning systems will look like ¿ Leveraging emerging technologies and new approaches to collaboration ¿ Measuring training ROI ¿ Using training to develop new sources of talent ¿ Helping employees discern fact from opinion ¿ Applying powerful new insights into how adults learn ¿ Teaching agility ¿ Making person-centered learning work ¿ Getting more value from informal learning ¿ Using stretch assignments to strengthen critical thinking ¿ Leveraging "new experts" within and beyond your organization For all HR leaders and specialists with direct or indirect responsibility for organizational learning, including Directors of Learning and Development, Directors of Talent Management, Chief Learning Officers, HR Training Managers, and trainers

The Development of Personal Learning Environments in Higher Education explores how today’s knowledge-based, learner-centered virtual platforms, which often limit teaching to a complimentary facilitation role, can compromise with the requirements and regulations of colleges and universities. Personal Learning Environments (PLEs) driven by culturally responsive teaching and learner autonomy represent a shift in the higher education paradigm, but how can scholars, designers, administrators, and faculty ensure effective, institutionally compatible construction and management of these systems? This book offers forward-thinking insights into the variety of student-centered learning interactions, particularly culturally and linguistically responsive pedagogies, that can be integrated into PLEs. Attending to quality assessment rubrics, the nuances of stakeholders’ needs, and theoretically sound frameworks, these cross-cultural, interdisciplinary chapters explore how leaders, instructors, technologists, and learners can form a precise yet flexible ecosystem to fully realize PLEs in which co-created, intercultural narratives yield rich, relevant digital learning experiences.

When facilitating high-quality education, using digital technology to personalize students' learning is a focus in the development of instruction. There is a need to unify the multifaceted directions in personalized learning by presenting a coherent and organized vision in the design of personalized learning using digital technology. Digital Technologies and Instructional Design for Personalized Learning is a critical scholarly resource that highlights the theories, principles, and learning strategies in personalized learning with digital technology. Featuring coverage on a broad range of topics, such as collaborative learning, instructional design, and computer-supported collaborative learning, this book is geared towards educators, professionals, school administrators, academicians, researchers, and students seeking current research on the area of personalized learning with digital technology.

Emerging technologies have enhanced the learning capabilities and opportunities in modern school systems. To continue the effective development of such innovations, the intended users must be taken into account. End-User Considerations in Educational Technology Design is a pivotal reference source for the latest scholarly material on usability testing techniques and user-centered design methodologies in the development of technological tools for learning environments. Highlighting a range of pertinent topics such as multimedia learning, human-computer interaction, and online learning, this book is ideally designed for academics, researchers, school administrators, professionals, and practitioners interested in the design of optimized educational technologies.

Amidst the escalating demand for online education, the issue of inclusivity in digital learning environments has become increasingly prominent. The main challenge is to guarantee equitable access to effective educational experiences for learners with diverse backgrounds, abilities, and learning preferences. Traditional educational approaches prove inadequate in addressing the varied needs of students in the digital age, signaling an urgent need for a transformative shift. It's in this context thatUnlocking Learning Potential With Universal Design in Online Learning Environments emerges as a guide, poised to confront these challenges and pave the way for a more inclusive educational landscape. Unlocking Learning Potential With Universal Design in Online Learning Environments not only highlights challenges but provides its readers with a variety of solutions. Each chapter unveils real case studies, research findings, and best practices, from historical contexts and the evolution of UDL to addressing diverse learner needs in the digital age. The book also doesn't shy away from challenges, offering solutions for overcoming resistance and barriers. It concludes with a visionary outlook on the future of UDL in online education, compelling readers to reflect on their UDL journey and take a resounding call to action for inclusive online education. The book is the roadmap to a more equitable and engaging online education landscape.