Essential Provisions for Quality Learning Support: Connecting Literacy, Numeracy and Learning Needs

2010 ◽  
pp. 133-158
Author(s):  
Peta Colbert
Keyword(s):  
Learning Needs ◽  
Learning Support ◽  
Quality Learning

scholarly journals Trail Records and Navigational Learning

2003 ◽  
Author(s):  
Don Peterson ◽  
Mark Levene
Keyword(s):  
Learning Needs ◽  
Learning Support ◽  
Navigational Learning

An emerging wave of 'ambient' technologies has the potential to support learning in new and particular ways. In this paper we propose a 'trail model' of 'navigational learning' which links some particular learning needs to the potentialities of these technologies. In this context, we outline the design and use of an 'experience recorder', a technology to support learning in museums. In terms of policy for the e-society, these proposals are relevant to the need for personalised and individualised learning support.

scholarly journals Implementasi Model Discovery Learning dalam Mata Pelajaran Pendidikan Agama Islam dan Budi Pekerti di SMAN 1 Bulukumba

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Andi Muhammad Asbar
Keyword(s):  
Learning Model ◽  
Discovery Learning ◽  
Islamic Education ◽  
Learning Needs ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Patterns ◽  
Thinking Ability ◽  
Development Of Attitudes ◽  
Quality Learning

The results of research on the implementation of discovery learning model on the subjects of Islamic Education and Character in SMAN 1 Bulukumba, is a model of discovery learning has been applied by Islamic Education Teachers and Character in SMAN 1 Bulukumba in terms of input, process and output components. In the learning needs to be evaluated, especially on aspects of process components and output components on aspects of student skills. Educators are required to maximize in applying the learning model in order to obtain a quality learning situation, active and develop the attitude and knowledge of students. The application of the discovery learning model is not an easy task, by which the teacher takes a lot of time and not all students are able to make the discovery, this model does not apply to all topics. Related to the time and strategy of discovery learning requires a longer duration, due to the rational thinking ability of students is still limited and cultural factors or habits that still use the old learning patterns. The implication of this research, it is expected that the teacher of Islamic Education and Character can implement the scientific approach of discovery learning model in the learning process in class well, evaluate, repair and development both in terms of planning, implementation and assessment in using discovery learning model to run effective and systematic. And the creation of student-centered learning oriented development of attitudes, knowledge and skills of students.

Assessing Learning Needs and Outcomes in Lifelong Learning Support Systems

2011 ◽  
pp. 440-449
Author(s):  
Kurt Kraiger ◽  
Natalie Wolfson
Keyword(s):  
Lifelong Learning ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Learning Needs ◽  
Learning Support ◽  
Evaluation Design ◽  
Learning Program ◽  
Assessment And Evaluation ◽  
System P ◽  
Learning Support System

This chapter describes methods of assessing the learning needs and evaluating the development of individuals within the context of a lifelong learning support system. Because lifelong learning is self-directed and informal in nature, we propose a needs assessment and evaluation design that is customized by participant. Participants are first assessed on various organizationally-relevant as well as lifelong-learning-relevant competencies and then linked, in a matrix format, to lifelong learning opportunities within and outside the organization that suit their competency needs. We then propose that, as learners engage in lifelong learning activities, they be periodically evaluated in terms of their improvement along different competencies. This information can be used to modify individuals’ lifelong learning program as well as, on the aggregate level, to inform decisions about how to allocate organizational resources and to provide evidence to support the system.

scholarly journals PENGEMBANGAN PERANGKAT KURIKULUM DAN RANCANGAN PEMBELAJARAN

2016 ◽  
Vol 12 (2) ◽  
pp. 126
Author(s):  
Wina Sanjaya ◽  
Deni Darmawan ◽  
Didi Supriadie
Keyword(s):  
Strategy Development ◽  
Learning Support ◽  
Learning Tool ◽  
Support Tool ◽  
Learning Evaluation ◽  
Learning Success ◽  
Unit Class ◽  
Context Of Learning ◽  
Quality Learning ◽  
Learning Presence

Learning success will not be separated from the learning support tool prepared by the educators . in the context of learning tool will typically associated also ideal with irish curriculum and curriculum currents. Curriculum and learning tool singer of which can be include a syllabus , unit class events , learning resources learning or material , as well as learning evaluation. for a review realize all benefits and leading from each - each learning tool singer thus each necessary tools development - development . efforts to develop this is intended to obtain sinergy between each - each device . At the end Of Curriculum And Learning presence of Irish singer then quality learning supported model by , approach , strategy development and methods generate output that can be good .Keywords: Perangkat Kurikulum, Perangkat Pembelajaran.

“Stay Out of the Way! My Kid is Video Blogging Through a Phone!”

2012 ◽  
pp. 1415-1428
Author(s):  
Paul Kim
Keyword(s):  
Low Socioeconomic Status ◽  
Video Recording ◽  
Learning Needs ◽  
Learning Support ◽  
Mobile Video ◽  
Low Socioeconomic ◽  
Current Trends ◽  
Underperforming Students ◽  
Network Media ◽  
Video Blogging

The current trends in social network media, coupled with increasingly advanced and ubiquitous mobile technology point towards great potential for their use in learning support and an emerging possibility of “deconstructing digital divide.” This paper explores a mobile video blogging model embedded in a learning support community as a means of addressing learning needs among underperforming students of low socioeconomic status. In this study, various mobile video recording approaches were analyzed and some blogging strategies were linked to higher learning outcomes. Although a few challenges and issues were identified, the mobile video blogging community was generally found to be a viable learning support model for children in underserved communities.

“Stay Out of the Way! My Kid is Video Blogging Through a Phone!”

2013 ◽  
pp. 183-196
Author(s):  
Paul Kim
Keyword(s):  
Low Socioeconomic Status ◽  
Video Recording ◽  
Learning Needs ◽  
Learning Support ◽  
Mobile Video ◽  
Low Socioeconomic ◽  
Current Trends ◽  
Underperforming Students ◽  
Network Media ◽  
Video Blogging

The current trends in social network media, coupled with increasingly advanced and ubiquitous mobile technology point towards great potential for their use in learning support and an emerging possibility of “deconstructing digital divide.” This paper explores a mobile video blogging model embedded in a learning support community as a means of addressing learning needs among underperforming students of low socioeconomic status. In this study, various mobile video recording approaches were analyzed and some blogging strategies were linked to higher learning outcomes. Although a few challenges and issues were identified, the mobile video blogging community was generally found to be a viable learning support model for children in underserved communities.

Assessing Learning Needs and Outcomes in Lifelong Learning Support Systems

2020 ◽  
Author(s):  
Kurt Kraiger ◽  
Natalie Wolfson ◽  
Meghan K. Davenport ◽  
Margaret E. Beier
Keyword(s):  
Lifelong Learning ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Learning Needs ◽  
Learning Support ◽  
Aggregate Level ◽  
Evaluation Design ◽  
Learning Program ◽  
Assessment And Evaluation ◽  
Learning Support System

This chapter describes methods of assessing the learning needs and evaluating the development of individuals within the context of a lifelong learning support system. Because lifelong learning is self-directed and informal in nature, the authors propose a needs assessment and evaluation design that is customized by the learner to their unique needs. Learners are first assessed on organizationally relevant as well as lifelong learning–relevant competencies and then linked, in a matrix format, to lifelong learning opportunities within and outside the organization that suit their competency needs. The chapter then proposes that, as learners engage in lifelong learning activities, they are periodically evaluated in terms of their improvement along these competencies. This information can be used to modify individuals’ lifelong learning program as well as, on the aggregate level, to inform decisions about how to allocate organizational resources and provide evidence to support lifelong learning systems.

Principles and Guidelines for Establishing Communities of Inquiry in Blended Learning to Broaden Student Participation

2021 ◽  
pp. 254-273
Author(s):  
Jessica Pool ◽  
Adri Du Toit
Keyword(s):  
Blended Learning ◽  
Digital Divide ◽  
Educational Programs ◽  
Learning Needs ◽  
Full Potential ◽  
Practical Guidelines ◽  
Valid Instrument ◽  
Potential Benefits ◽  
Quality Learning

Blended learning provides possibilities for redesigning courses to be more inclusive and to accommodate diverse student learning needs. Various factors, including socio-economic inequalities and the digital divide, hinder students in higher education from experiencing the full potential benefits of blended learning. Events around the COVID-19 outbreak required that educational programs be offered online or in a blended mode, ensuring the continuation of educational programs. The community of inquiry (CoI) framework is a valid instrument to measure quality of online learning focusing on four important presences that contribute to quality learning. It can therefore be used by lecturers to (re)design and evaluate effective blended learning environments. The study focused on developing practical guidelines with applicable examples for establishing and sustaining CoI in blended learning to include more students with diverse access to resources. In addition, overarching recommendations for amelioration of the digital divide of students in blended learning were made.

“Stay Out of the Way! My Kid is Video Blogging Through a Phone!”

2011 ◽  
Vol 1 (1) ◽  
pp. 50-63 ◽  
Author(s):  
Paul Kim
Keyword(s):  
Low Socioeconomic Status ◽  
Video Recording ◽  
Learning Needs ◽  
Learning Support ◽  
Mobile Video ◽  
Low Socioeconomic ◽  
Current Trends ◽  
Underperforming Students ◽  
Network Media ◽  
Video Blogging

The current trends in social network media, coupled with increasingly advanced and ubiquitous mobile technology point towards great potential for their use in learning support and an emerging possibility of “deconstructing digital divide.” This paper explores a mobile video blogging model embedded in a learning support community as a means of addressing learning needs among underperforming students of low socioeconomic status. In this study, various mobile video recording approaches were analyzed and some blogging strategies were linked to higher learning outcomes. Although a few challenges and issues were identified, the mobile video blogging community was generally found to be a viable learning support model for children in underserved communities.

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