Learning roadmap studio : new approaches and strategies for efficient learning and training processes
Learning roadmap studio : new approaches and strategies for efficient learning and training processes
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学习路线图工作室：高效学习和培训过程的新方法和策略
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
J. Serrano
中科院分区：
文献类型：
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作者：
Miguel Oliveira;J. Serrano
过去的经验表明，战略和教学过程是参与学习和培训过程的行为者-课程管理人员、教师和学生-可以创造、丰富和推动的任务。对所涉不同行为者提出的挑战也加速了教育和培训领域正在发生的变化，增强了以知识为基础的社会的能力。电子学习（欧盟委员会，2000年）、欧洲电子学习、电子结对和教育观察站等举措就是这一挑战的证明。平台、应用程序、工具和系统必须应对这些行为体目前面临的挑战：目标受众在学生概况、参与者人数、不同的内容和实现知识、成果和能力的时间表方面各不相同。因此，在阿韦罗大学的阿韦罗北理工学院开发和部署了一个名为学习路线图工作室（LRMS）的原型应用程序，以消除学习过程中的差距，并为更好的学习和培训提供动力。它代表了阿韦罗大学高等教育的一个新挑战，并已在测试中。其核心是“学习路线图”的概念，这一概念围绕两个基本轴心：教育和学习。对于教师来说，它旨在成为一个自我支持的工具，促进课程材料（讲座，演示文稿，多媒体内容和评估材料等）的组织和管理。对学生而言，学习路线图旨在促进自学和监督学习，使学生能够找到相关信息，并掌握学习材料中的概念。其结果将是一个激励性的学习过程，同时对这些材料进行有组织的管理。
From past experience, it has been denoted that strategies and pedagogical processes are tasks that can be created, enriched and boosted by actors who participate in learning and training processes: course managers, teachers and students. The challenge posed to the different actors involved also accelerates the changes that have been happening in education and training, empowering a society based on knowledge. Initiatives such as eLearning (EU Comission 2000), eLearningEurope, eTwinning and Education Observatories are an evidence of this challenge. Platforms, applications, tools and systems must respond to challenges that those actors face nowadays: heterogeneous target audiences, in terms of student profiles, number of participants, differentiated contents and schedules to achieve knowledge, outcomes and competences. Thus, a prototype application, named Learning Roadmap Studio (LRMS), has been developed and deployed at Aveiro Norte Polytechnic School of the University of Aveiro, in order to suppress gaps in learning processes and to power better learning and training. It represents a new challenge for the University of Aveiro for higher education and is already being tested. At its core is the concept of “learning roadmaps” that act upon two fundamental axes: education and learning. For the teachers, it aims at becoming a selfsupporting tool that stimulates the organization and management of the course materials (lectures, presentations, multimedia content, and evaluation materials, amongst others). For the students, the learning roadmap aims at promoting self-study and supervised study, endowing the pupil with the capabilities to find the relevant information and to capture the concepts in the study materials. The outcome will be a stimulating learning process together with an organized management of those materials.