• Michael Winther
  • Aage Birkkjær Lauritsen
4. term, Master of ICT and Learning (MIL) (Continuing education) (Continuing Education Programme (Master))
The subject of this thesis is to give proposals to which design elements should be part of a virtual learning environment (VLE) at the University College of Aarhus. In the thesis we have investigated learning styles of the engineering students and the working practice of engineers. We completed 2 investigations. One quantitative survey of the learning styles with engineering students One qualitative survey by interviewing 2 teachers at the University College. To uncover conditions around the engineering practice and the use of visual elements inthis culture. The 2 surveys confirmed in some way our hypothesis. There was tendency that showed clearly preferences to the visual and active rather than verbal and reflective. Our interviews showed, that the use of visual elements in education and in engineering practice is widely. It was pointed out that, these visual elements was an indispensable part in the communication in the culture. Beforehand our investigations, we have explained the theoretical background in both learning matter and as methodical background for designing a virtual learning environment. First of all we have explained the practice in which engineers are working and the demands on the competences of the engineers. This we did to be able to give recommendations to learning processes that are appropriate on the VLE From the investigations and our theoretical analyses we have, in the closing chapter 5, given our recommendations to how the described learning styles should be supported on the VLE. First by going through how to consider most of the learning styles and learning processes then by a description of concrete design elements In the choice of design elements we have been working with 4 categories of systems: · Learning management systems (LMS) · Programmed instruction, · computer mediated learning, · portfolio
Publication date2004
Number of pages163
Publishing institutionAalborg Universitet
ID: 6140721