scholarly journals Real-Time, Real World Learning—Capitalising on Mobile Technology

2020 ◽  
pp. 371-393
Author(s):  
Keith D. Parry ◽  
Jessica Richards ◽  
Cameron McAuliffe
Keyword(s):  
Web 2.0 ◽  
Mobile Technology ◽  
Real World ◽  
Teaching And Learning ◽  
Engaged Learning ◽  
Web 2.0 Technologies ◽  
Emergent Technologies ◽  
Digital World ◽  
Highly Active ◽  
Real World Learning

Abstract Parry, Richards and McAuliffe critique an active learning approach that makes use of mobile technology and augmented reality to enhance students’ real-world learning. Students are now bringing a variety of mobile technology into the classroom and the chapter discusses the challenge of maintaining students’ interest and engagement when they can be connected to the world outside the classroom via electronic devices. Although sometimes a distraction, embracing the use of Web 2.0 technologies can provide the “highly active and participatory experiences” that today’s students are searching for (Brill & Park. Facilitating engaged learning in the interaction age taking a pedagogically disciplined approach to innovation with emergent technologies. International Journal of Teaching and Learning in Higher Education, 20(1), 71. 10.12691/education-4-1-9). The chapter explores the use of Web 2.0 technologies and their use to upskill students in the technical complexities of the digital world and the use of specialised online discourses suitable for real world learning and working.

scholarly journals The Promise of Creativity

2012 ◽  
Vol 6 (1) ◽  
pp. 389-407 ◽  
Author(s):  
Maxine E. Sprague ◽  
Jim Parsons
Keyword(s):  
Real World ◽  
Teaching And Learning ◽  
The Body ◽  
The Real ◽  
Digital World ◽  
Body Of Knowledge ◽  
Imaginative Play ◽  
A Priority ◽  
The Impact

In this paper, the authors discuss creativity and the impact it might have on teaching and learning. The authors believe that imaginative play, at all ages, helps all people (children especially) create healthy environments and spaces that expand their learning. The authors contend that teaching for imagination—which asks little more than creating and trusting an ecological space that engenders it—seldom is considered a priority. Given the emphasis on creativity in the real world and the virtual digital world, the authors believe it is important to add to the body of knowledge through continued research in this field.

scholarly journals Web 2.0 technologies in education

2011 ◽  
Vol 52 ◽  
Author(s):  
Anita Juškevičienė
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Educational Process ◽  
Synthesis Methods ◽  
Technology In Education ◽  
Web 2.0 Technologies ◽  
Online Technologies ◽  
Impact Of Technology ◽  
Teaching And Learning Quality ◽  
The Impact

Information technology is a necessity in every activity, so the application of technology in education is expected to improve teaching and learning quality, student motivation and practical and theoretical knowledge aggregation. One of these types of technology are web 2.0 technologies,which are widely used in the world of teaching and learning process. The article analyzes the impact of technology to educational process, gives the varioususes of online technologies for education examples. The paper uses comparative analysis, research and other work synthesis, methods.  

scholarly journals METODE CONTEXTUAL TEACHING AND LEARNING UNTUK PENGEMBANGAN PEMBELAJARAN PAI

2015 ◽  
Vol 10 (2) ◽  
Author(s):  
Rofiq Faudy Akbar
Keyword(s):  
Religious Education ◽  
Real World ◽  
Teaching And Learning ◽  
Learning Methods ◽  
Learning In Context ◽  
Library Research ◽  
Contextual Understanding ◽  
Real World Learning ◽  
Contextual Teaching ◽  
Learning Development

<p>Kajian ini bertujuan untuk mendeskripsikan pengembangan pem- belajaran dengan metode  kontekstual. Dalam pembahasannya, kajian ini menggunakan pendekatan studi kepustakaan dengan menelaah   sumber-sumber ilmiah.   Pemilihan   metode  yang tepat   akan  mampu mengatasi  keterbatasan  pembelajaran dan  memberikan efek pada proses pembelajaran  yang akan berlangsung. Salah satu cara untuk membuat efektif  belajar belajar,  menciptakan suasana yang menyenangkan dan tidak membosankan <em>(joyfull dan pembelajaran quantum)</em>, menyediakan pengalaman/dunia  nyata dalam pembelajaran dan menggunakan berbagai sumber belajar.  Berdasarkan penelitian  yang telah dilakukan dapat diketahui bahwa metode <em>Contextual </em><em>Teaching and Learning </em>sangat cocok diterapkan dalam pembelajaran Pendidikan Agama Islam karena motode ini terfokus pada pemahaman, perkembangan  ilmu, ketrampilan dan pemahaman kontekstual peserta didik tentang hubungan mata pelajaran dengan apa yang dijumpai peserta didik dalam kehidupan sehari-hari.</p><p>Kata kunci: metode, pembelajaran, kontekstual</p><p><em>C</em><em>O</em><em>N</em><em>TEXTUAL TEACHING AND LEARNING METHODS FOR  THE   DEVELOPMENT OF   ISLAMIC  RELIGIOUS EDUCATION LEARNING. This study aims to describe the learning development with cintextual method. In the implementation this study uses library research by examining  the scientific sources. The selection of an appropriate method will be able to overcome these limitations and give effect on the learning process that will take place. One of learning method to create effective learning , creating  an atmosphere of fun and not boring (joyfull and quantum learning), providing real- world experience (real world learning) and using a variety of learning resources is the method of Contextual Teaching and Learning (CTL) or Learning in Context. Contextual Teaching and Learning methods are very suitable to be applied in the teaching of Islamic Education because it is focused  on understanding , development   of knowledge, skills and contextual understanding of the students about the subjects relationship to what students encountered in daily life.</em></p><p><strong><em>Keywords</em></strong><em>: </em><em>m</em><em>et</em><em>h</em><em>o</em><em>d</em><em>,</em><em> </em><em>contextual, </em><em>le</em><em>a</em><em>r</em><em>n</em><em>i</em><em>n</em><em>g</em><em> </em><em>, Islamic religious </em><em>e</em><em>d</em><em>u</em><em>c</em><em>a</em><em>t</em><em>io</em><em>n</em></p>

Web 2.0 Technologies and the Spirit of Online Learning

2013 ◽  
Vol 4 (2) ◽  
pp. 44-53 ◽  
Author(s):  
Victor X. Wang ◽  
Valerie Bryan ◽  
Krista Steinke
Keyword(s):  
Active Learning ◽  
Adult Learning ◽  
Web 2.0 ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Discussion Groups ◽  
Web 2.0 Technologies ◽  
Online Teaching And Learning ◽  
Passive Learning ◽  
New Knowledge

There are many definitions of learning, all reflecting the academic specialties from which the study is conducted: 1. the process of acquiring knowledge, skills, attitudes, values, beliefs, emotions, senses, etc.; 2. the sum total of the process of acquiring knowledge, skills etc, e.g., a learned person; and 3. sometimes, wrongly used as a synonym for education, e.g., adult learning. Significantly, learning is replacing the term education in the educational vocabulary. However, active learning is defined as methods by which learners actively participate in the learning process (e.g., discussion groups, problem-solving, experimentation, and the like). It is differentiated from passive learning in which learners are led by the nose. It is widely believed that active learning may lead to the creation of new knowledge and new skills needed by learners. Because of this belief in active learning, both educators and practitioners have been avidly promoting active learning online since Web 2.0 Technologies were used for online teaching and learning.

Real World Learning

2011 ◽  
pp. 326-352
Author(s):  
Nigel Ford
Keyword(s):  
Learning Style ◽  
Real World ◽  
Teaching And Learning ◽  
Support Systems ◽  
Adaptive Behaviour ◽  
Learning Support ◽  
Learning Design ◽  
Information And Computer Technology ◽  
Real World Learning

This chapter focuses on limitations in our knowledge of learning, learning design, and the design of information and computer technology (ICT)-based learning support systems. We need to overcome these limitations in order to enable us to improve our own learning, the design of other people’s learning, and the design of learning support systems that will work effectively in the real world. The chapter starts by focusing on some of the problems besetting research into humans, and the need to recognise the serious limitations of knowledge derived from such research when it comes to practical application in real world teaching and learning. It explores, as a mini case study, a notion that is central to much educational informatics research and development, namely personalisation, and within this, a construct that a number of researchers and developers have used and are using as a driver of adaptive behaviour—learning style. The chapter goes on to present another mini case study in which the applicability of a well established and influential theoretical framework for learning design in higher education—Laurillard’s conversational. framework—is evaluated in a real world blended learning context.

The Transfer Value of Successful Learning Practices Using Web 2.0

2011 ◽  
pp. 269-290
Author(s):  
Jos Fransen ◽  
Bas van Goozen
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Success Factors ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Learning Practices ◽  
Innovative Learning ◽  
Cross Case Analysis

Listening to students’ voices might result in the design of more effective learning practices, assuming that learning and teaching can be attuned more adequately in those practices. Therefore, research was carried out to investigate the characteristics of successful innovative learning practices using Web 2.0 technologies to establish to what extent they might serve as a model for learning practices in more or less similar contexts. Five learning practices were investigated through a range of processes including document analysis and by interviewing students. Additionally, a cross case analysis was carried out to track down success factors of teaching and learning with Web 2.0 technologies, and to find out to what extent these practices are contextual. The analysis showed the importance of co-production and co-creation in learning practices supported by the use of Web 2.0 technologies, and the crucial role of students’ motivation and teacher’s willingness to experiment with new learning practices.

scholarly journals Towards a New Platform Based on Web 2.0 Technologies Supporting Collaborative Clinical Reasoning Behavior Skills

2021 ◽  
Vol 16 (08) ◽  
pp. 106
Author(s):  
Teldja Gherib ◽  
Tahar Bouhadada
Keyword(s):  
Web 2.0 ◽  
Clinical Reasoning ◽  
Teaching And Learning ◽  
Information Need ◽  
Web 2.0 Technologies ◽  
Synchronous Mode ◽  
Complex Skill ◽  
Shared Information ◽  
Working Together ◽  
Effective Teaching And Learning

Clinical Reasoning (CR) is a complex skill that must be learned by students during their training. However, it is difficult to learn and it is not immediately apparent how training should be organized to develop and improve students' clinical reasoning behavior. The use of Web 2.0 technologies in e-learning and e-health provides opportunities to consider effective teaching and learning methods, with an emphasis on collaboration. The importance of collaboration in medical education and practice is growing, and by working together professionals can build a better future. When a shared information need becomes a collaborative site, it is called Collaborative Information Behavior (CIB). To date, there is no system that fully supports CIB in clinical reasoning learning. This paper focuses on studies conducted in the field of CIB. In addition, research related to the clinical reasoning learning in medical pedagogy is also considered. A model dedicated to the design of a collaborative clinical reasoning behavioral environment in synchronous mode is proposed. The proposed model was concretized by a collaborative environment supporting behavioral competencies in collaborative clinical reasoning based on Web 2.0 technologies (MEDcollab), which aims to make student learning visible and accessible to educators.

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