Assessing collaborative learning

2006 ◽  
Vol 23 (1) ◽  
pp. 75-89 ◽  
Author(s):  
Desmond Hunter
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Independent Learning ◽  
Guiding Principle ◽  
Good Learning ◽  
The Individual

This paper is informed by one clear guiding principle: collaborative learning provides the platform on which independent learning is nurtured. The nature of collaborative learning in musicology as well as performance is considered. The focus is on learning rather than achievement, on process rather than presentation, on how students are encouraged to develop good learning habits. It will be argued that the assessment of a group endeavour needs to be integral to rather than detached from the learning. The centrality of the group endeavour in the learning environment does not diminish the role of the individual. The integrity of an individual's contribution to a group endeavour is validated by the group.

scholarly journals National followers in the students use of educational technologies instruction of interests

2021 ◽  
Vol 7 (3) ◽  
pp. 152-157
Author(s):  
Shomirzayev Shomirzayev
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Learning Process ◽  
Creative Thinking ◽  
Independent Learning ◽  
Educational Technologies

This article discusses how to use the craft of national crafts. More importantly, the role of the teacher in the learning process is determined by the fact that the learners are helped by independent learning. In addition to teaching the readers not only the knowledge they have, they also understand their role in teaching independent, creative thinking, critical thinking about their personality and knowledge, analyzing information, identifying what needs to be done, drawing conclusions, and teaching their own ideas. The main purpose of collaborative learning is to work on a common problem and focus on the problem.

Problems of distance education in the context of philosophy of personal education

2021 ◽  
pp. 7-10
Author(s):  
I.E. Ditkovskaya ◽  
Keyword(s):  
Distance Education ◽  
Programming Languages ◽  
Rapid Development ◽  
Independent Learning ◽  
Self Development ◽  
Definition Of ◽  
The Individual ◽  
Independent Work ◽  
Personal Education

Analyzed is experience of distance education in the context of the coronavirus pandemic. In the context of education quality problems, attention is drawn to the inability of most students to organize their independent work and low motivation for independent mastering of the specialty. Meanwhile, under conditions of rapid development of technologies, rapidly changing economic conditions, flexible and timely planning in the context of overcoming the production crisis, specialists, who possess modern technologies in a narrow field, programming languages and the skills of working on specific equipment, are required. But, at the same time, employers are interested in well-educated and big-minded professionals, for example, crisis managers. Graduates should have broad knowledge that allows them to quickly adapt to new requirements, independently choose and master new professions in the future, receiving necessary education, navigate growing flows of information, strive for self-education and self-development, which should be based on the motivation of independent learning. The article focuses on the role of humanitarian knowledge, mastery of which is the basis for self-education and self-development. The definition of the concept of “philosophy of personal education” as a system of thinking in which the principles of philosophy of education are projected onto a personal assessment of one’s own physical, intellectual, spiritual, moral and ethical potential as a foundation for self-education and self-development is given. On the basis of philosophy of personal education, abilities, intellectual and creative potential of the individual are realized and a clear motivation for the need to master a particular specialty and self-improvement in this area is determined.

Exploring the Role of Mobile Learning in Global Education

2021 ◽  
pp. 1303-1315
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Global Education ◽  
Mobile Technologies ◽  
Easy Access ◽  
Current Trends

This chapter describes the current trends of mobile devices in education, the applications of mobile technologies in learning, the overview of Mobile Learning (m-learning), and the importance of m-learning in global education. M-learning encourages both blended learning and collaborative learning, thus allowing the learners at different locations to get in touch with their peers or others teams to discuss and learn. The m-learning environment is about access to content, peers, experts, portfolio artifacts, credible sources, and previous thinking on relevant topics. Given the convenience of m-learning, there is less time spent getting trained, and the overall costs are lowered as a results. With m-learning, learners are able to learn in their own style at their own pace. M-learning provides easy access to the learning at any place and any time, which is more convenient to the learners.

Exploring the Role of Mobile Learning in Global Education

2017 ◽  
pp. 313-325
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Global Education ◽  
Mobile Technologies ◽  
Easy Access ◽  
Current Trends

This chapter describes the current trends of mobile devices in education, the applications of mobile technologies in learning, the overview of Mobile Learning (m-learning), and the importance of m-learning in global education. M-learning encourages both blended learning and collaborative learning, thus allowing the learners at different locations to get in touch with their peers or others teams to discuss and learn. The m-learning environment is about access to content, peers, experts, portfolio artifacts, credible sources, and previous thinking on relevant topics. Given the convenience of m-learning, there is less time spent getting trained, and the overall costs are lowered as a results. With m-learning, learners are able to learn in their own style at their own pace. M-learning provides easy access to the learning at any place and any time, which is more convenient to the learners.

From Looking Environment to Learning Environment: The Networked Aquarium of the 21st Century

2001 ◽  
Vol 35 (1) ◽  
pp. 48-59 ◽  
Author(s):  
Tom Hennes ◽  
Ilan Chabay
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
Life Experiences ◽  
Visitor Experience ◽  
Inquiry Based Learning ◽  
Rich Variety ◽  
On Demand ◽  
The Individual

To live up to their goals of education and conservation, as well as to richen the visitor experience, aquariums in the 21st century must become more effective at promoting informal, inquiry-based learning within and surrounding their exhibits. We examine a number of ways of using the technology of networking to further those goals. The methods discussed fall into six broad categories of use: orientation, delivering information on demand, tailoring the experience to the individual, viewing and observing the simulated aquarium habitat, connecting simulated habitats to their wild counterparts, and extending the experience beyond the aquarium visit. Within this context, we also examine the role of graphical and robotic simulations in the aquarium. The networked aquarium concept, applied within the context of a rich variety of live exhibits and activities, has the potential to enhance visitors' primary experiences in the aquarium by making connections among successive exhibit experiences, and supporting connections between the aquarium experience and visitors' further life experiences. By enhancing such linkages, a network should foster its users' ability to build fundamental ideas in and around the aquarium setting and more easily apply them in other circumstances; the hallmark of real learning. It further allows the aquarium to attract and serve its visitors more effectively.

scholarly journals MOTIVASI BELAJAR MANDIRI PESERTA DIDIK PADA MATA PELAJARAN PKN SMP NEGERI 2 PULAU MAKIAN (Studi Kasus Desa Malapat Kec. Makian Barat Kabupaten Halmahera Selatan)

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Risno Rusdi ◽  
Mukhtar Yusuf
Keyword(s):  
Teaching And Learning ◽  
Independent Learning ◽  
Research Approach ◽  
Learning Material ◽  
Teachers And Students ◽  
Eighth Grade Students ◽  
Class Viii ◽  
Good Learning ◽  
Interesting Learning

The formulation of the problem in this study is how the role of the teacher in motivating students' learning in VIII grade SMP Negeri 2 Pulau Makian. The purpose of this study was to determine the role of teachers in fostering learning motivation of eighth grade students of SMP Negeri 2 Pulau Makian Regency of South Halmahera in 2015/2016. The research approach used is qualitative. The research location was SMP Negeri 2 Pulau Makian, Malapat Village, West Makian Subdistrict, South Halmahera Regency, which was held from February to April 2017. The subjects of this study were teachers and students of class VIII of SMP Negeri 2 Pulau Makian with a technique of collecting data through observation, interviews, documentation. The results of this study are then processed and analyzed qualitatively using the theories or opinions of relevant experts. Based on the results of research on the motivation of independent learning of students in Civics education in SMP Negeri 2 Pulau Makian, it was concluded that motivation for independent learning in PKn subjects was to arouse students to learn, give teachings on achievement which students reach later on and form good learning habits. The forms of motivation for independent learning include determining the atmosphere of fun teaching and learning, providing interesting learning material giving gifts to those who excel, giving punishment, to those who commit violations, and giving praise. Factors that influence the motivation of independent learning, namely the lack of attention from parents (father and mother): Parents tend to let their children take care of themselves, and the influence of friends or peers. Friends like to invite negative things, such as skipping and not going to school. Keywords: Motivation, for Independent, Learning Students, PKn Subjects

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Role of Transcriptional Read-Through in PRE Activity in Drosophila melanogaster

Acta Naturae ◽  
2016 ◽  
Vol 8 (2) ◽  
pp. 79-86 ◽  
Author(s):  
P. V. Elizar’ev ◽  
D. V. Lomaev ◽  
D. A. Chetverina ◽  
P. G. Georgiev ◽  
M. M. Erokhin
Keyword(s):  
Dna Sequences ◽  
Cell Types ◽  
Transcription Terminator ◽  
Response Elements ◽  
Polycomb Response Elements ◽  
The Individual ◽  
Multicellular Organisms ◽  
Different Cell Types ◽  
Main Factor

Maintenance of the individual patterns of gene expression in different cell types is required for the differentiation and development of multicellular organisms. Expression of many genes is controlled by Polycomb (PcG) and Trithorax (TrxG) group proteins that act through association with chromatin. PcG/TrxG are assembled on the DNA sequences termed PREs (Polycomb Response Elements), the activity of which can be modulated and switched from repression to activation. In this study, we analyzed the influence of transcriptional read-through on PRE activity switch mediated by the yeast activator GAL4. We show that a transcription terminator inserted between the promoter and PRE doesnt prevent switching of PRE activity from repression to activation. We demonstrate that, independently of PRE orientation, high levels of transcription fail to dislodge PcG/TrxG proteins from PRE in the absence of a terminator. Thus, transcription is not the main factor required for PRE activity switch.

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