Time to Rethink the Concepts of Knowledge Dissemination and Transfer in the Educational System? A Systems Theoretical Perspective

2012 ◽  
Vol 20 (2) ◽  
pp. 153-163 ◽  
Author(s):  
Helle Mathiasen
Keyword(s):  
Knowledge Construction ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Video On Demand ◽  
Analytical Framework ◽  
Educational Environment ◽  
Knowledge Dissemination ◽  
Learning Resources ◽  
Learning And Teaching ◽  
On Demand

This paper is intended as an invitation to continue reflecting on and discussing the concepts of learning and teaching, including the concept of educational environment and the conditions for knowledge construction in that environment. The key concept is communication, which I link to different environments, including face-to-face (f2f) environments, net-mediated environments and various mixtures of these types of communication environments. Furthermore, I implicate learning resources in the concept of the educational environment. Thus, the main purpose of this paper is to contribute to developing our approach to the nexus between teaching and learning, including the concept of environment and the conditions for knowledge construction. I present a case study, which I analyse using a systems theoretical analytical framework, in order to discuss the relation between learning and the environment, including the idea of the possibility of knowledge transfer and knowledge dissemination. The specific focus is on learning resources in specific programs-on-demand (podcasts) and video-on-demand (vodcasts, from now just podcast) – and the students’ approaches to these learning resources and the environment offered. My point of departure is to contribute to scholarly discussion of learning resources and, in particular, of the use of podcasts and students’ approaches to these learning resources in concrete educational contexts. Finally, I suggest that we take the opportunity to reflect on the challenging task: how can we organize teaching and environments for learning, including the choice of learning resources, in order to provide each student with the possibility of developing the concrete educational qualifications that are required?

The Purpose of K-12 Education From a Theoretical Perspective

2021 ◽  
pp. 1-23
Keyword(s):  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Theory Development ◽  
Learning Theories ◽  
Learning Networks ◽  
Learning And Teaching ◽  
Universal Language ◽  
Theoretical Perspectives ◽  
Learning Development ◽  
K 12

Teaching and learning theories have developed from the work of the psychology, sociology, and education academies. No single theory can account for learning development in humans. An obvious statement, of course, but a declaration that educators need to remember occasionally. Theories do provide a universal language for the purposes of enquiry, investigation, and implementation. This chapter seeks to make connections between theory development in advancing education priorities and the need for learning networks to associate with earning networks. Theoretical perspectives create an effective teaching and learning framework. This chapter will offer several definitions of theory, a review of the different types of theory – including description and range of education theorists from the 19th and 21st centuries. Subject matter, including the usefulness and suitability of using theory in developing constructs on learning; the accountability of learning and teaching; and learning as shared work, are discussed. The focus of the chapter includes a case study.

Déjà vu? A decade of research on language laboratories, television and video in language learning

2009 ◽  
Vol 43 (1) ◽  
pp. 1-37 ◽  
Author(s):  
Robert Vanderplank
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Interactive Television ◽  
Video On Demand ◽  
Streaming Video ◽  
Future Research ◽  
On Demand ◽  
Digital Language ◽  
Language Teaching And Learning

The developments in the last ten years in the form of DVD, streaming video, video on demand, interactive television and digital language laboratories call for an assessment of the research into language teaching and learning making use of these technologies and the learning paradigms underpinning them. This paper surveys research on language teaching and learning using these and older technologies since 1999, and maps out some pointers for future research. The evidence suggests that research on video and language learning using DVD and other recent technologies is already well established, bringing out a number of issues for further study. In contrast, research-led implementation of the enhanced functionality of digital language laboratories is hardly in its infancy and much language laboratory use is marginal at best.

scholarly journals Pedagogical Opportunities of Media Resources in a Digital Media Educational Environment

2020 ◽  
Vol 1 (5) ◽  
pp. 1-5
Author(s):  
Zakhro Umarova
Keyword(s):  
Digital Media ◽  
Learning Process ◽  
Teaching And Learning ◽  
Effective Means ◽  
Educational Environment ◽  
Educational Process ◽  
Quality Education ◽  
High Quality ◽  
Learning And Teaching ◽  
High Quality Education

Today, in XXI century using digital media and media resources in learning and teaching process become a vital.  Media become powerful tool in educational process and it gives opportunities gaining effectiveness of teaching and learning process. Majority surveys, which were held in different countries and regions, are showing high quality education results proving that digital media and media resources are effective means in educational process. This article reveals the pedagogical possibilities of media resources in the digital media educational environment.

MOBILE APPLICATIONS FOR EDUCATION – AN INTERACTIVE WAY FOR TEACHING AND LEARNING

2019 ◽  
pp. 231-238
Author(s):  
Nadezhda Angelova
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Mobile Applications ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Learning Resources ◽  
Formal Learning ◽  
Learning And Teaching ◽  
Fast Access

Learning and teaching nowadays could be done at a different stage of our lives. Mobile technologies and applications support and facilitate the learning process because they provide easy and fast access to learning resources at any time and place. These applications can be successfully combined and used as a tool for formal and non-formal learning, offering interactive features that activate learners and create a new and familiar learning environment. This article aims to provide examples of educational mobile applications, their main features, as well as ways to be effectively used in the educational process.

LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

STANDPUNKTE: Cloud-TV - Idee, Ausgestaltung und Wirkung

2017 ◽  
Vol 14 (2) ◽  
pp. 26-33
Author(s):  
Arnold Picot ◽  
Hermann Rotermund ◽  
Helwin Lesch
Keyword(s):  
Video On Demand ◽  
Internet Research ◽  
Sich Eine ◽  
On Demand ◽  
Arnold Picot

Das Medium Fernsehen hat sich in den letzten Jahrzehnten eher inkrementell weiterentwickelt. Durch neue Übertragungswege wie Satelliten und Kabelnetze haben sich Programmspektrum und Darstellungsqualität deutlich verbessert. Smartphones und andere Endgeräte ermöglichen den Zugriff auf Inhalte jenseits des klassischen Fernsehers. Mit Cloud-TV deutet sich nun eine grundlegende Veränderung an. Cloud-TV bündelt lineares Fernsehen, Video-on-Demand-Dienste und zahlreiche weitere Dienste in einem Angebot, das ein Nutzer von allen Endgeräten aus nutzen kann. Es stellt die bekannten Muster der Mediennutzung, der Wertschöpfung im Medienbereich und die vorhandene Regulierung genauso in Frage wie die Arbeitsteilung zwischen privaten und öffentlichen Anbietern. Diesem Thema hatte das Munich Center for Internet Research (MCIR), ein interdisziplinäres Forschungszentrum der Bayerischen Akademie der Wissenschaften, am 16. Mai 2017 eine Veranstaltung gewidmet. Im Rahmen einer Podiumsdiskussion hatten sich Arnold Picot, Hermann Rotermund und Helwin Lesch intensiv mit dem Thema Cloud-TV auseinandergesetzt. Nachfolgend findet sich eine Zusammenfassung ihrer Statements. Wir knüpfen damit an den Beitrag aus Heft 3/2016 zur Zukunft des Fernsehens und speziell zu der Rolle der öffentlich-rechtlichen Rundfunkanstalten in Zeiten der Cloud an. Sicherlich beschäftigen wir uns aber nicht das letzte Mal mit der Zukunft des klassischen Fernsehens!

Amazons Kampf um das Wohnzimmer

2016 ◽  
Vol 13 (3) ◽  
pp. 37-39
Author(s):  
Ralf Kaumanns
Keyword(s):  
Streaming Media ◽  
Video On Demand ◽  
Video Content ◽  
On Demand

Der Kampf um das Wohnzimmer ist voll entbrannt. Eine Reihe von Anbietern versuchen Streaming Media-Dienste im deutschen Markt zu etablieren. Amazon hat sich mit seiner Strategie eine marktführende Rolle erarbeiten können. Laut einer Analyse von Goldmedia¹ besitzt Amazon mittlerweile einen Anteil im Video-On-Demand-Markt von 38,9%, deutlich vor Wettbewerbern wie Apple, Maxdome, Google oder Netflix. Der Erfolg kommt nicht von ungefähr. Der Grund liegt vor allem in einer umfassenden Strategie rund um das Thema Bewegtbild und Video Content. Im Kampf um das Wohnzimmer haben selbst große und finanzkräftige Wettbewerber einen schweren Stand, um mit umfassend gebündelten Angeboten Schritt zu halten.

Kabelnetzbetreiber als Programmveranstalter?

2006 ◽  
Vol 3 (4) ◽  
pp. 51-56
Author(s):  
Constantin Lange ◽  
Bernd Kleinsteuber ◽  
Thomas Hintze
Keyword(s):  
Video On Demand ◽  
On Demand ◽  
Triple Play ◽  
Pay Tv

Als Premiere bei der Vergabe der Bundesliga-Fernsehrechte für die nächsten drei Jahre durch die DFL leer ausging, wurde von dort eine ordnungs- und medienpolitisch relevante Kritik geäußert. Arena, der neue Inhaber der Pay-TV-Rechte, ist nämlich eine hundertprozentige Tochtergesellschaft des Unternehmens Unity Media, das gleichzeitig die Kabelnetze von ish, iesy und Tele Columbus betreibt. Bisher war die Trennung von TV-Programm und -Distribution nicht nur ein Prinzip der Medienpolitik, sondern auch ein struktureller Vorteil aus ordnungspolitischer Sicht, da es den funktionierenden Wettbewerb auf der Programmebene von eventuellen Wettbewerbsproblemen auf der Distributionsebene unabhängig macht. Mehr als die Hälfte aller Haushalte erhalten ihre Fernsehprogramme über das TV-Kabel, das überall ein regionales Monopol besitzt. Allerdings steht das TV-Kabel in Substitutionskonkurrenz zu anderen Distributionswegen wie Satellit und Terrestrik (insb. DVB-T) und zukünftig auch zu den aufgerüsteten, breitbandigen Telekommunikationsnetzen (insb. VDSL) im Kontext von Triple Play. Diese verschärfte Wettbewerbssituation, die die Geschäftsmodelle der Kabelnetze in Gefahr bringt, zwingt diese, nach neuen Erlösmöglichkeiten Ausschau zu halten. Solche können einerseits im Angebot von Telefon- und Internetdiensten bestehen und andererseits im eigenen Angebot audiovisueller Inhalte, insbesondere als Pay-TV oder Pay-per-View bzw. Video-on-Demand. Damit ist die Interessenkollision zwischen Kabelnetzbetreibern und Programmanbietern vorgezeichnet. Im Folgenden beziehen Dr. Constantin Lange von der RTL inter active GmbH, Bernd Kleinsteuber von der Cablecom GmbH und Prof. DI Thomas Lange von der UPC Austria mit ihren Standpunktbeiträgen Position auf die Frage: Kabelnetzbetreiber als Programmveranstalter?

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

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