Learning Network Design: Coordinating Group Interactions in Formal Learning Environments Over Time and Distance

1995 ◽  
pp. 101-123 ◽  
Author(s):  
Dick Davies
Keyword(s):  
Network Design ◽  
Learning Environments ◽  
Formal Learning ◽  
Group Interactions ◽  
Learning Network ◽  
Over Time

Fostering Collaborative Autonomy: The Roles of Cooperative and Collaborative Learning

Relay Journal ◽  
2018 ◽  
pp. 360-381
Author(s):  
Gordon Myskow ◽  
Phillip A. Bennett ◽  
Hisako Yoshimura ◽  
Kyoko Gruendel ◽  
Takuto Marutani ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Learner Autonomy ◽  
The Other ◽  
Learning Activities ◽  
Educational Context ◽  
Learning Approaches ◽  
Group Interactions ◽  
Collaborative Autonomy ◽  
Over Time

The distinction between Cooperative and Collaborative Learning approaches is not a clear one. Some use the terms interchangeably while others consider Cooperative Learning to be a type of Collaborative Learning. Still others clearly differentiate between them, characterizing Cooperative Learning as more highly structured in its procedures, involving a great deal of intervention by the teacher to plan and orchestrate group interactions. Collaborative Learning, on the other hand, presupposes some degree of learner autonomy－that groups can work effectively toward shared goals and monitor their own progress. This paper takes the view that the distinction between Cooperative and Collaborative Learning is a useful one and that both approaches can play valuable roles in fostering autonomous interaction. It argues that while Collaborative Learning formations may be the ultimate goal for teachers wishing to develop learner autonomy, Cooperative Learning is a valuable means for modeling the skills and abilities to help students get there. The discussion begins with an overview of the two approaches, focusing on their implementation in the Japanese educational context. It then presents seven highly structured Cooperative Learning activities and shows how they can be modified and extended over time to encourage more autonomous interaction.

Mobile Applications as Tools to Support Embodied Learning

2012 ◽  
Vol 2 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Andre R. Denham ◽  
Javier Gonzalez-Sanchez ◽  
Maria-Elena Chavez-Echeagaray ◽  
Robert K. Atkinson
Keyword(s):  
Learning Environments ◽  
Mobile Technology ◽  
Mobile Applications ◽  
Distinct Type ◽  
Instructional Designers ◽  
Formal Learning ◽  
Embodied Learning ◽  
Future Directions ◽  
Current State ◽  
Instructional Content

Mobile learning (mLearning) is a rapidly expanding area of educational research. Theorists, researchers, and instructional designers are excited about the potential contributions of mobile technology to the field of education. Mobile tools such as Apple’s iPad or Galaxy Tab have sparked this interest based on their ability to provide high-powered computing within a small, extremely portable form factor. Learners are no longer constrained by the desktop or the power cord of a laptop. Unfortunately, much of mLearning research has focused on transferring eLearning on to mobile devices, instead of investigating the unique characteristics of mobile tools that can be used to define mLearning as a distinct type of learning. This paper begins the task of situating mLearning as a distinct type of learning by first considering the theoretical and pedagogical affordances unique to it. Then, the authors transition into a discussion of embodied learning and how the literature related to this field supports the use of mobile tools for educational purposes that go well beyond the deliver of eLearning instructional content. From there, the authors move to a discussion of the logistical challenge of melding mobile tools within formal learning environments. Next, the paper reports the results of an investigation into the current state of mLearning applications and how the majority of these applications fail to leverage the hardware features of mobile tools that can potential result in deeper understanding of concepts and skills. Finally, the authors provide implications and future directions for developers and educators.

scholarly journals Learning Factories 4.0 in technical vocational schools: can they foster competence development?

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Michael Roll ◽  
Dirk Ifenthaler
Keyword(s):  
Learning Environments ◽  
Industry 4.0 ◽  
Positive Development ◽  
Vocational Schools ◽  
Vocational Students ◽  
Technical Competencies ◽  
Digital Competencies ◽  
Development Of Competencies ◽  
Different Levels ◽  
Over Time

AbstractLearning Factories 4.0 are thought to prepare vocational students for the challenges of Industry 4.0. The implementation of those interconnected Learning Factories 4.0 at technical vocational schools may promote the development of subject-related technical competencies as well as multidisciplinary digital competencies. Still, research is scarce with regard to the development of competencies supported through Learning Factories 4.0 in technical vocational schools. Hence this research focusses on subject-related technical and multidisciplinary digital competencies of technical vocational students change due to different levels of Learning Factory 4.0 interaction over time. Three subsequent competence tests with N = 63 technical vocational students were conducted. Findings indicate the benefits of integrating Learning Factories 4.0 for developing subject-related competencies in technical vocational schools. However, the study could not identify a positive development of multidisciplinary digital competencies. The findings of this study can help educators to further develop learning environments with support from Learning Factories 4.0 as well as preparing their learners for the demanding competencies of Industry 4.0.

Designing Learning Activities for Sustained Engagement

2011 ◽  
pp. 189-216
Author(s):  
Brock Dubbels
Keyword(s):  
Bone Density ◽  
Learning Environments ◽  
Identity Construction ◽  
Video Game ◽  
Game Design ◽  
After School ◽  
Physically Active ◽  
Phenomenological Interview ◽  
Dance Dance Revolution ◽  
Over Time

The experience of a successful adolescent learner will be described from the student’s perspective about learning the video game Dance Dance Revolution (DDR) through selected passages from a phenomenological interview. The question driving this investigation is, “Why did she sustain engagement in learning?” The importance of this question came out of the need for background on how to create an afterschool program that was to use DDR as an after school activity that might engage adolescents and tweens to become more physically active and reduce the risk of adult obesity, and to increase bone density for these developing young people through playing the game over time. The difficulty of creating this program was the risk that the students would not sustain engagement in the activity, and we would not have a viable sample for the bone density adolescent obesity study. Implications of this study include understanding the potential construction of learning environments that motivate and sustain engagement in learning and the importance of identity construction for teachers to motivate and engage their students. In addition to the analysis of sustained engagement through the four socio- and cultural-cognitive theories, four major principals were extracted from the operationalized themes into a framework for instructional design techniques and theory for engaging learners for game design, training, and in classroom learning.

scholarly journals Merging Social Networking Environments and Formal Learning Environments to Support and Facilitate Interprofessional Instruction

2009 ◽  
Vol 14 ◽  
Author(s):  
Sharla King ◽  
Elaine Greidanus ◽  
Michael Carbonaro ◽  
Jane Drummond ◽  
Steven Patterson
Keyword(s):  
Social Networking ◽  
Learning Environments ◽  
Formal Learning

STRATEGIES FOR ROAD NETWORK DESIGN OVER TIME: ROBUSTNESS UNDER UNCERTAINTY

2005 ◽  
Vol 1 (1) ◽  
pp. 47-63 ◽  
Author(s):  
W. Y. Szeto ◽  
Hong K. Lo
Keyword(s):  
Network Design ◽  
Road Network ◽  
Over Time

Learning to live with “Languages”

2016 ◽  
Vol 7 (3) ◽  
pp. 279-303 ◽  
Author(s):  
Janus Spindler Møller
Keyword(s):  
Longitudinal Study ◽  
Peer Group ◽  
Early Age ◽  
Compulsory School ◽  
Group Interactions ◽  
Linguistic Practices ◽  
Over Time ◽  
Do So

AbstractIn this paper I describe how a group of speakers participating in a longitudinal study develop patterns of linguistic practices as well as norms for their use over time. The group at issue consists of speakers with a Turkish minority background living in Denmark. Data were collected from this group during their nine years of compulsory school and again in their mid-twenties. From a very early age this group of speakers acquires linguistic repertoires which involve features associated with several “languages”, of which the most influential are Turkish and Danish. I will show how they develop ways of employing large parts of those repertoires in their languaging practices and how at the same time they increasingly express an awareness of the fact that they are living in languagised world. I will do so by analysing instances where the participants explicitly refer to languages in peer group interactions, discuss observations concerning patterns of languaging in the same types of interactions, and consider the development of both phenomena.

Sign in / Sign up

Export Citation Format

Share Document