Situated Learning and Educational Technologies: Theory and Practice

2016 ◽  
pp. 1-6 ◽  
Author(s):  
Susan Bridges ◽  
Lap Ki Chan ◽  
Cindy E. Hmelo-Silver
Keyword(s):  
Situated Learning ◽  
Theory And Practice ◽  
Educational Technologies

scholarly journals Model of the Organization of the Blended Learning in the Translation of Business Correspondence on the Basis of Electronic Educational Resources

2019 ◽  
Vol 9 (1) ◽  
pp. 5134-5137
Keyword(s):  
Blended Learning ◽  
Creative Thinking ◽  
Professional Training ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Theory And Practice ◽  
Educational Technologies ◽  
Implementation Model ◽  
Learning Path ◽  
Epistolary Texts

The article is devoted to the description and analysis of the implementation model of modern educational technologies of blended learning in the process of professional training of specialists in foreign languages. These technologies act as a means of stimulating motivation, cognitive independence and activity of students. Their use increases the efficiency of the educational process by changing the models of interaction of its participants. At the same time, students make the transition from traditional passive perception of the material to its active development thanks to the capabilities of the virtual learning environment, which allows them to build their own learning path and consciously master the learning information. The advantage of blended learning is a more appropriate distribution of study time, high adaptability and interactivity, a deeper understanding and analysis of program material by students. The appropriateness of the application of educational technologies of blended learning was analyzed on the example of studying the course "Theory and Practice of Translation of Epistolary Texts (French)" by students of Kazan Federal University. The material for testing was an electronic educational resource developed specifically for the development of this educational discipline. An analysis of the results of the pilot training shows that the introduction of these technologies increases the significance and effectiveness of the educational process due to its individualization and differentiation, and also develops the creative thinking of students, forms their responsibility and ability to self-management.

scholarly journals Professional competencies formation in the field of aesthetic artwork evaluation

2020 ◽  
Vol 210 ◽  
pp. 22027
Author(s):  
Irina Vlasova ◽  
Yulia Ushanyova ◽  
Sergey Pisarenko
Keyword(s):  
Visual Information ◽  
Research Problem ◽  
Educational Process ◽  
Theory And Practice ◽  
Professional Competencies ◽  
Educational Technologies ◽  
Aesthetic Evaluation ◽  
Literary Sources ◽  
Analytical Work ◽  
The Relationship

The purpose of the article is a brief description of the author’s method for solving the problem of professional competencies formation for students studying in art and adjoining specialties related to the ability to carry out aesthetic evaluation of artworks and independently conduct educating and educational activities. This problem is particularly relevant in modern conditions, which are characterized by high transmission speeds of a large amount of visual information. The methodology is based on a system of forming professional tools for students to conduct analytical work in the field of aesthetic evaluation of artworks. The development of this methodology was carried out in accordance with modern didactic principles, such as the principles of science, the relationship between theory and practice, as well as the principle of visibility. These principles were transmitted at various levels of the educational process organization. To collect information, we used such methods as analyzing literary sources on the research problem, conducting surveys of students and teachers, and analyzing modern resources for storing and distributing images, namely, author’s works of art. The educational technologies described in the article can be applied in the process of training specialists in the field of architecture, all types of visual design, painting, graphics, sculpture, as well as specialists in the field of art and correctional pedagogy, art therapy.

Higher Education’s New Frontier for the E-University and Virtual Campus

2011 ◽  
pp. 34-40
Author(s):  
Antonio Cartelli
Keyword(s):  
Visual Media ◽  
Theory And Practice ◽  
Educational Technologies ◽  
The Internet ◽  
Educational Systems ◽  
Design Development ◽  
Digital Medium ◽  
Face To Face ◽  
Definition Of ◽  
Teaching Learning

Technologies entered in education since their first appearance and were used both for improving the efficacy and efficiency of traditional teaching and for creating new teaching-learning opportunities (Galliani et al., 1999). The definition “educational technologies” was coined in the 1950s to describe the equipments to be used in teaching-learning controlled environments. The introduction of the computer in teaching led to the definition of “new educational technologies” to mark the overcoming of traditional systems like audio-visual media (i.e., cinema, radio and television) with the new digital medium. In the 1970s the Association for Educational Communications and Technology (AECT) formulated the definition of instructional technology as “… the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning. ... We can think about it as a discipline devoted to techniques or ways to make learning more efficient based on theory but theory in its broadest sense, not just scientific theory”. The Internet in the 1990s introduced further elements of innovation in the use of technologies for education with an exponential growth of instruments and resources leading to the transition from face to face (f2f) teaching to online teaching-learning experiences. The Internet more than other technological experiences entered in the educational systems all over the world and is today marking a revolution in continuous education and lifelong learning.

Higher Education's New Frontier for the E-University and Virtual Campus

2009 ◽  
pp. 350-356
Author(s):  
Antonio Cartelli
Keyword(s):  
Visual Media ◽  
Theory And Practice ◽  
Educational Technologies ◽  
The Internet ◽  
Educational Systems ◽  
Design Development ◽  
Digital Medium ◽  
Face To Face ◽  
Definition Of ◽  
Teaching Learning

Technologies entered in education since their first appearance and were used both for improving the efficacy and efficiency of traditional teaching and for creating new teaching-learning opportunities (Galliani et al., 1999). The definition “educational technologies” was coined in the 1950s to describe the equipments to be used in teaching-learning controlled environments. The introduction of the computer in teaching led to the definition of “new educational technologies” to mark the overcoming of traditional systems like audio-visual media (i.e., cinema, radio and television) with the new digital medium. In the 1970s the Association for Educational Communications and Technology (AECT) formulated the definition of instructional technology as “… the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning. ... We can think about it as a discipline devoted to techniques or ways to make learning more efficient based on theory but theory in its broadest sense, not just scientific theory”. The Internet in the 1990s introduced further elements of innovation in the use of technologies for education with an exponential growth of instruments and resources leading to the transition from face to face (f2f) teaching to online teaching-learning experiences. The Internet more than other technological experiences entered in the educational systems all over the world and is today marking a revolution in continuous education and lifelong learning.

Authentic Learning at Work

2006 ◽  
pp. 262-282 ◽  
Author(s):  
Lynne Hunt
Keyword(s):  
Situated Learning ◽  
Teaching And Learning ◽  
Real Life ◽  
Authentic Learning ◽  
Theory And Practice ◽  
Western World ◽  
Successful Implementation ◽  
Learning Tools ◽  
Learning At Work ◽  
The Way

This chapter describes models of work-based learning and outlines key features of the authentic learning pedagogy that informs its application. It contextualises work-based learning in the political and economic imperatives driving curriculum change in universities in the Western world. In so doing, it refers to curriculum development based on generic skills and notes analyses of the role of universities in contemporary society, with particular reference to the relative importance of practical and theoretical training. Innovative case studies provide practical examples of the implementation of authentic learning pedagogies through work-based university programs. The key to successful implementation is assessment, which links theory and practice. The underlying message of the chapter is that what counts are not the teaching and learning tools you have, but the way that you use them. There can be nothing more real than real, and this is the strength of work-based university learning: it offers authentic or situated learning environments that reflect the way knowledge will be used in real life.

Situated E-Learning

2013 ◽  
pp. 159-175 ◽  
Author(s):  
Anne Adams
Keyword(s):  
Situated Learning ◽  
Virtual Worlds ◽  
Real World ◽  
Learning Technologies ◽  
Learning Systems ◽  
Theory And Practice ◽  
Practice Approach ◽  
E Learning ◽  
Identity Changes ◽  
And Coping

E-learning can free us from bound concepts of who we are. However, our digital identities relate back to varied real world situations within which we live. Situated implications of identity changes are frequently not understood by e-learning systems. This chapter provides a detailed review of situated learning concepts and identity reformation accounts within five case-study situations (i.e. within healthcare, prisons, developing worlds, field based, and virtual worlds) with varied e-learning technologies (i.e. Web2, virtual learning environments, mobile, tabletops1, and virtual worlds). Issues of situated identity, practices, and the impact on real world contexts are reviewed. Findings identify that e-learning systems must be designed to support variations in situations, student awareness, and reflection around implications of identity reformation. A theory and practice approach supports understanding e-learning impacts and future dilemmas. The chapter also provides a review on issues of support and coping mechanisms for impacts from situated learning identity changes.

Fundamentals of pedagogical technology design. The relationship between theory and practice

2021 ◽  
Author(s):  
Aleksandr Pashkevich
Keyword(s):  
General Education ◽  
Selection Criteria ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Technologies ◽  
Educational Institutions ◽  
Federal State ◽  
Educational Standards ◽  
State Educational ◽  
The Relationship

The educational and methodological manual reflects the theoretical aspects of the basics of designing innovative pedagogical technologies. The article presents the practice of designing author's pedagogical technologies, selection criteria, creation algorithm and ways of designing new pedagogical technologies. As an example, the methodological support of the technology for the implementation of the system-activity approach in the educational process of the school, created taking into account the federal state educational standards of general education, the professional standard "Teacher", the national system of teacher growth and within the framework of the national project "Education", is presented. It is addressed to the administration of educational institutions, teachers, and all those interested in the design of educational technologies.

In Search of a Theoretical Framework for Practice, Part 2

1995 ◽  
Vol 58 (8) ◽  
pp. 332-336 ◽  
Author(s):  
Mary Jenkins ◽  
Chris Brotherton
Keyword(s):  
Occupational Therapy ◽  
Community Of Practice ◽  
Situated Learning ◽  
Knowledge Creation ◽  
Community Context ◽  
Theory And Practice ◽  
Knowledge Use ◽  
Practice Model ◽  
Rich Domain ◽  
Real World Situation

In this work, the position is taken that practice is a knowledge-rich domain where knowledge use and knowledge creation intertwine. This article presents a learning-in-practice model of occupational therapy which anchors occupational therapy theory within the reality of occupational therapy practice, identifying theory and practice as one entity. The model takes issue with the theory/practice paradigm of practical professions and suggests that, in occupational therapy, the real world situation of practice and clients' life-world contexts are the most fitting frames of reference for practitioners. The model, arising from the thesis ‘Occupational therapy: perspectives on the effectiveness of practice’ (Jenkins, 1994), implies that professional effectiveness is not dependent only on the concept of reflection in and on action as espoused by Schön (1987) but, in effect, hinges on a ‘community of practice’ wherein learning is situated, ongoing and continuous and occurs in action, in discussion and in periods of personal reflection, purposively and incidentally. Part 1 introduced the work and described Lave's and Wenger's Situated Learning Perspective, from which this practice model is derived; the model's four basic constituents – community, context, access and language – were presented. Part 2 identifies these in the occupational therapy setting and forwards the notion that the model is the kernel of democratic professionalism.

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