Path context augmented statement and network for learning programs

2022 ◽  
Vol 27 (2) ◽  
Author(s):  
Da Xiao ◽  
Dengji Hang ◽  
Lu Ai ◽  
Shengping Li ◽  
Hongliang Liang
Keyword(s):  
Learning Programs

Covid-19 Pandemic And Sustainabilitystudy At Madrasah Ibtidaiyyahpsm Sulursewu, Teguhan, Ngawi, East Java

2020 ◽  
Vol 1 (02) ◽  
pp. 103-114
Author(s):  
Moh. Toriqul Chaer ◽  
Muhammad Atabiqul As'ad ◽  
Qusnul Khorimah ◽  
Erik Sujarwanto
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Psychological Impact ◽  
Educational Institutions ◽  
Participatory Action ◽  
Social Phenomena ◽  
Learning Programs ◽  
Teachers And Students ◽  
The Government

The continuity of learning programs during the COVID-19 pandemic found educational institutions, especially Madrasah Ibtidaiyyah (MI) temporarily closed the learning process in schools. To prevent the spread of COVID-19 that is currently engulfing Indonesia. Lack of preparation, readiness and learning strategies have a psychological impact on teachers and students. Declining quality of skills, lack of supporting facilities and infrastructure. Learning from home (online) is an effort by the government program to ensure the continuity of learning in the pandemic period. The research method uses participatory action research (PAR), which focuses on understanding social phenomena that occur in the community and mentoring efforts on the problems faced. The assistance effort is to help the children of MI Sulursewu, Ngawi in participating in online learning related to; 1). Preparation of activities, 2). Counselling participants offline method, 3). Offline activities method. Results of the study show that the mentoring activities following the target of achievement; first, the activity can be carried out following the schedule that has been set. Second, students are always on time for the online learning hours that have been set. Offline methods show that efforts can help ease the burden on parents, but can also make it easier for students to receive subject matter.  

Critical Pedagogy in Online Social Work Education: Changing Conceptions of Time in the Neoliberal University

Somatechnics ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 73-94
Author(s):  
Kristin Smith ◽  
Donna Jeffery ◽  
Kim Collins
Keyword(s):  
Social Work ◽  
Online Education ◽  
Critical Pedagogy ◽  
Social Work Education ◽  
Qualitative Interviews ◽  
Social Work Educators ◽  
Digital World ◽  
Learning Programs ◽  
Recent Graduates ◽  
Work Education

Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.

ON-LINE FOREIGN LANGUAGE LEARNING PROGRAMS: PROS AND CONS

2019 ◽  
Vol 48 (4) ◽  
pp. 30-38
Author(s):  
V.G. Smolentseva ◽  
◽  
V.A. Shakhova ◽  
Yu.V. Kozhukhova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Programs ◽  
On Line ◽  
Pros And Cons

Automated system for creating training programs for mass professional users

2020 ◽  
pp. 21-27
Author(s):  
V.K. Grigoriev ◽  
A.A. Biryukova ◽  
A. Yu. Volk ◽  
A.S. Ilyushechkin
Keyword(s):  
Experimental Verification ◽  
Training Programs ◽  
Automated System ◽  
Software Product ◽  
Learning Programs ◽  
E Learning ◽  
The Creation ◽  
The Impact

The article discusses the automation of the creation and use of e-learning programs. The impact of automating the learning of a large number of users on the effectiveness of the introduction of a new software product is analyzed. The methods and algorithms that increase the efficiency of creating electronic training programs on example of the author’s automated system “Tutor Builder” are described. The results of experimental verification of the automated system are provided.

Educational Digital Media Tools to Reformulate Activity and Object in Indigenous Science and Environmental Education

2020 ◽  
Vol 8 (3) ◽  
pp. 127-134
Author(s):  
Reynaldo Morales Cardenas
Keyword(s):  
Action Research ◽  
Environmental Education ◽  
First Nations ◽  
Digital Media ◽  
Curriculum Design ◽  
Informal Education ◽  
Community Education ◽  
Marginalized Communities ◽  
Learning Programs ◽  
Local Actors

This paper examines the functioning of and underlying assumptions about digital media in collaborative curriculum design processes in public science and environmental education, and community-designed action research learning programs. The article discusses teaching practices in US rural Northeast Wisconsin among Native Youth learning processes, from the complementation and articulation of formal and informal education to meaningful engagement and participation in science. The focus on the transformative use of digital media in science community education is intended to serve two interrelated purposes: First, it helps to address cultural-historical relations around the production of knowledge and relevant curriculums and pedagogies for rural tribal youth. Second, it intersects with the opportunities for the transferability of activity systems and action research centered around the production of mediational artifacts designed for the collective negotiation between First Nations Tribal communities and western modeled schools, institutions, workplaces, and societal roles. The transferability of this model envisions the incorporation of local actors and institutions in a deep artifact-based dialogue around epistemologies of self-determination and sustainability for Peoples who are fighting for their survival. These propositions take a new level when the transformative power of digital media shifts representations of power in historically marginalized communities, serving a larger activity of reorganizing ecologies of learning in education for culturally distinctive communities of practice.

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