Journal of Educational Technology Systems Volume 31, Number 3, ISSN 0047-2395
This article contains a description of a network-based Learning Environment Organizer entitled LEO, which takes its impetus from the Assimilation Theory of meaningful learning. LEO represents a new approach to computer-mediated augmentation of face-to-face, or hybrid courses, and a different approach to distance learning course delivery. LEO provides the learner with a graphical advance organizer for the course, links to instructional content, various completion criteria for topics, and a visual representation of student progress. The organizer is non-linear in the sense that it maps only those prerequisites that are necessary for any given topic, creating many potential paths through the material. LEO is part of a software suite entitled “CmapTools” that provides a unique method of knowledge modeling or instructional content structuring. LEO can be used to organize CmapTools-type knowledge models or any other online instructional content. This work presents a description of the software's rationale, basic functionality, look and feel, and a discussion of an example course organizer.
Coffey, J.W. & Canas, A.J. (2003). LEO: A Learning Environment Organizer to Support Computer-Mediated Instruction. Journal of Educational Technology Systems, 31(3), 275-290. Retrieved March 25, 2019 from https://www.learntechlib.org/p/72297/.
Olga Agudelo, Secretariat of Education, Medellin, Colombia; Jesus Salinas Ibez, Departament of Applied Pedagogy and Psychology, University of the Balearic Islands, Spain
Journal of New Approaches in Educational Research (NAER Journal) Vol. 4, No. 2 (Jul 15, 2015) pp. 70–76
John Coffey, Dept. of Computer Science and Institute for Human and Machine Cognition, United States
EdMedia + Innovate Learning 2006 (June 2006) pp. 1785–1791
John Coffey, Institute for Human and Machine Cognition & Dept. of Computer Science, United States; Alberto Cañas, Institute for Human and Machine Cognition, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 909–912
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