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A Small Learning Community (SLC), also referred to as a School-Within-A-School, is a school organizational model that is an increasingly common form of learning environment in American secondary schools to subdivide large school populations into smaller, autonomous groups of students and teachers. SLCs can also be physical learning spaces.
A social learning network (SLN) is a type of social network that results from interaction between learners, teachers, and modules of learning. [1] The modules and actors who form the SLN are defined by the specific social learning process taking place. [2] The set of learners and the set of teachers in an SLN cannot be disjoint.
In the later half of the 1990s, open, interactive, situated and networked views of learning were marginalised by educational institutions as they tended to develop or deploy content and practice through proprietary learning management systems (e.g. Blackboard Inc, WebCT), and collaborative work tools such as IBM Lotus Notes/Learning Space and ...
The CMA includes assessments for ELA, mathematics, and science. [3] Eligible students may take either the CST or the CMA in a subject area; for example, a student in grade five may take the CST for ELA and take the CMA for mathematics and science. [3] The CMA was first administered in the spring of 2008 to students in grades three through five. [3]
To engage virtual students even further, a process known as gamification can be used to teach a student learning material in a form of a game to bring more enjoyment in a student's learning experience. [9] Secondlife, an online virtual world, is a type of gamification system that is used for online educational purposes. [10]
Student-centered learning puts students' interests first, acknowledging student voice as central to the learning experience. In a student-centered learning space, students choose what they will learn, how they will pace their learning, [6] and how they will assess their own learning by playing the role of the facilitator of the classroom. [4]
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
The first fully-featured Learning Management System (LMS) was called EKKO, developed and released by Norway's NKI Distance Education Network in 1991. [18] Three years later, New Brunswick's NB Learning Network presented a similar system designed for DOS-based teaching, and devoted exclusively to business learners.