Finding the pKa Values of a Double-Range Indicator Thymol Blue in a Remote Learning Activity

2021 ◽  
Author(s):  
Warangkana Yimkosol ◽  
Manchuta Dangkulwanich
Keyword(s):  
Learning Activity ◽  
Thymol Blue ◽  
Pka Values ◽  
Range Indicator ◽  
Remote Learning

Collaborative Learning in the Internet Learning Space

2002 ◽  
Vol 16 (4) ◽  
pp. 249-259 ◽  
Author(s):  
Mizue Kayama ◽  
Toshio Okamoto
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Style ◽  
Learning Activity ◽  
The Internet ◽  
Learning Support ◽  
Learning Space ◽  
Synchronous Learning ◽  
Internet Learning ◽  
Remote Learning

The purpose of this study is to support learning activity in the Internet learning space. In this paper, the authors examine knowledge management and the presentation of information for collaborative learning support. RAPSODY-EX (Remote and Adaptive Educational Environment: A Dynamic Communicative System for Collaborative Learning) is a remote learning support environment organized as a learning infrastructure. RAPSODY-EX can effectively carry out collaborative learning support in asynchronous and synchronous learning modes. Remote learning is a learning style in which both individual and collaborative learning are carried out via a multimedia communication network. In the remote learning environment, the arrangement and integration of information are designed to support the decision making of learners and mediators. The aim of the project is to construct a continuously growing digital portfolio database. In addition, the architecture required for the learning environment which includes such a database is examined.

scholarly journals Emergent Narratives in Remote Learning Experiences for Project Based Education

2021 ◽  
Vol 19 (2) ◽  
pp. 59-70
Author(s):  
Moritz Philip Recke ◽  
Stefano Perna
Keyword(s):  
Software Development ◽  
Intrinsic Motivation ◽  
Real World ◽  
Course Design ◽  
Learning Experiences ◽  
Educational Experience ◽  
Learning Activity ◽  
Experience Design ◽  
E Learning ◽  
Remote Learning

The University of Naples Federico II (Italy) offers a nine-month formative training program aimed at software development for the Apple technology ecosystem to ~400 learners per year and utilises the Challenge Based Learning (CBL) methodology as a framework for learning. As a collaborative and self-guided, inquiry-based learning method, it focuses on learners’ intrinsic motivation while working on real world problems organised in projects (Challenges in CBL) with an experiential and progressive approach to apply acquired knowledge in real world scenarios, ideate solution concepts and build innovative digital products. To overcome limitations of spiral curriculum or elaboration theory, the authors applied narrative theory to design the program’s educational experience for the academic year 2019/2020 as a cohesive journey within a communal learning environment with a coherent and connected structure of narratively driven learning Challenges. The authors present concepts to develop their approach further towards an emergent narrative experience design system to manage the educational journey as it develops, rather than scripting it. This paper evolves the authors’ Narrative Experience Design Canvas to model educational experience design that encourages unscripted, emergent narratives for experiential education with the goal of fostering learners’ engagement, agency and creativity. Derived in part by models developed for digital interactive storytelling or educational video games, it categorises the components for designing an educational experience that allows the learning progression to be driven by learners as co-authors and describes mechanisms that allow unscripted narratives to emerge based on intrinsic motivation. Additionally, the authors present considerations for synchronous and asynchronous learning to evolve their framework for application in blended or remote learning scenarios. Drawing upon findings for remote learning and experiential e-learning - ee-learning - presented by scholars as well as implications identified during the COVID-19 pandemic and the resulting switch to remote learning within the program at University of Naples Federico II in 2020, it is shown how combining narrative elements with experiential e-learning principles can result in increased engagement, motivation and sense of community in learners. Using the example of an individual learning unit - a Challenge - considerations from overall course design down to day-to-day learning activities within the course are presented. For the future, the authors indicate action points to develop this model into an Emergent Narrative System for designing narratively driven and experiential software development education programs and indicate areas of further research on learning activity design for blended or remote learning experiences.

An Integrated Sociocultural Approach to the Study of Transitions as Learning Activity

2010 ◽  
Author(s):  
PATRICIA BAQUEDANO-LOPEZ ◽  
ARIANA MANGUAL FIGUEROA ◽  
SERA HERNANDEZ
Keyword(s):  
Learning Activity ◽  
Sociocultural Approach

Analisis Motivasi Belajar Siswa SMP Dalam Pembalajaran Outdoor-Modeling Mathematics Berdasarkan Gaya Belajar

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Sofnidar ◽  
Hartina ◽  
Kamid ◽  
Khairul Anwar
Keyword(s):  
Student Behavior ◽  
Mathematics Learning ◽  
Real Life ◽  
Data Retrieval ◽  
Learning Activities ◽  
Learning Activity ◽  
Stimulus Selection ◽  
Learning Behavior ◽  
Research Subjects ◽  
Motor Activities

Prilaku belajar adalah suatu sikap y ang muncul dari diri siswa dalam menanggapi dan meresponi setiap kegiatan belajar mengajar yang terjadi. salah satu wujud dari prilaku adalah motivasi belajar. Menurut teori behavioristik, belajar adalah perubahan tingkah laku sebagai akibat adanya interaksi antara stimulus (rangsangan) dan respon (tanggapan). Stimulus yang diberikan guru dalam pembelajaran tertuang dalam rancangan aktifitas pembelajaran. Aktivitas pembelajaran merupakan kegiatan yang dirancang guru untuk mewujudkan dan atau menciptkan kondisi belajar siswa (stimulus). Pemilihan aktivitas belajar yang sesuai memungkinkan untuk terjadinya efektivitas pedagogis dalam mencapai tujuan pembelajaran, maupun dapat membentuk prilaku positif siswa (respon) dalam belajar. Desain pembelajaran berbasis outdoor-medelling mathematics memuat serangkain aktivitas kegiatan pembelajaran yang berbassis investigasi konteks masalah outdoor (masalah real life) dengan muatan konten materi modeling mathematics. Pada makalah ini akan membahas prilaku belajar dan bagaimana motivasi terbentuk melaui aktifitas kegiatan pebelajaran outdoor-medelling mathematics yang diklasifikasikan menjadi motoractivities mentalactivities, visualactivities, emotionalactivities, motoractivitie.Melalui metode kulitatif deskriptif, dengan mengambil 20 siswa kelas IX-B SMP N 1 Muaro Jambi yang mempunyai gaya belajar visual, auditorial, dan kinestetik. Setelah pelaksanaan pembelajaran, pengambilan data dilakukan melalui angket, dan lembar pengamatan beserta wawancara ke subjek penelitian. Hasil penelitian menunjukan bahwa aktivitas belajar dalam pembelajaran yang dapat memotivasi siswa belajar matematika adalah visualactivities sebesar 74,16%; motoractivities sebesar 96,67%; mentalactivities sebesar 71,66%; dan emotionalactivities sebesar 73,33%. Berdasarkan hasil analisis yang dilakukan aktivitas belajar dalam pembelajaran outdoor-medelling mathematics matematika yang paling dominan dapat memotivasi siswa belajar adalah motoractivities dengan persentasi 96,67% dengan kriteria sangat baik dan sangat memotivasi siswa belajar matematika dalam pembelajaran luar kelas. Indikatornya adalah melakukan percobaan. Kelebihan aktivitas belajar dalam pembelajaran outdoor-medelling mathematics adalah, aktivitas belajar lebih membuat siswa termotivasi untuk belajar matematika. Siswa menjadi lebih aktif dan interaksi dengan teman sesamanya semakin meningkat juga. Adapun kelemahan aktivitas belajar dalam pembelajaran luar kelas adalah sulit untuk siswa terfokus dalam aktivitas belajar yang sedang dilakukan.   Learning behavior is an attitude that arises from students in responding and responding to each teaching and learning activity that occurs. one form of behavior is learning motivation. According to behavioristic theory, learning is a change in behavior as a result of an interaction between stimulus (stimulus) and response (response). The stimulus given by the teacher in learning is contained in the design of learning activities. Learning activities are activities designed by the teacher to realize and or create the conditions for student learning (stimulus). Selection of appropriate learning activities allows for the occurrence of pedagogical effectiveness in achieving learning goals, and can form positive student behavior (response) in learning. Outdoor-based learning mathematics learning design contains a series of learning activities based on the context of outdoor problems (real life problems) with the content of modeling mathematics material. In this paper will discuss learning behavior and how motivation is formed through the activities of learning activities outdoor-modeling mathematics which are classified into mental activities, visual activities, emotional activities, motor activities. Through the descriptive qualitative method, taking 20 students of class IX-B Muaro Jambi Middle School 1 who have visual, auditory, and kinesthetic learning styles. after the implementation of learning, data retrieval was carried out through questionnaires, and observation sheets and interviews to the research subjects. The results showed that learning activities in learning that could motivate students to learn mathematics were visual activities at 74.16%, motor activities at 96.67%, mental activities at 71.66%, and emotional activities at 73.33 %%. Based on the results of the analysis carried out learning activities in mathematics outdoor-modeling mathematics learning the most dominant motivating students to learn is motor activities with a percentage of 96.67% with very good criteria and very motivating students to learn mathematics in learning outside the classroom. The indicator is to experiment. The advantages of learning activities in outdoor-modeling mathematics learning are that learning activities make students more motivated to learn mathematics. Students become more active and interactions with their peers also increase. The weaknesses of learning activities in learning outside the classroom is difficult for students to focus on the learning activities that are being done.

UPAYA MENINGKATKAN PRESTASI BELAJAR PKn MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY PADA SISWA KELAS IV SD NEGERI 007 PUSARAN

2017 ◽  
Vol 1 (2) ◽  
pp. 264
Author(s):  
Sofian Sofian
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Positive Impact ◽  
Fourth Grade ◽  
Learning Model ◽  
Learning Activity ◽  
Learning Method ◽  
Learning Achievement ◽  
Model Type ◽  
Fourth Grade Students

This research is motivated by low student learning activity on Civics lesson. In order to increase studentlearning activities need a model that is cooperative learning model type two stay two stray in fourth gradestudents SD Negeri 007 Pusaran. It aims to know the improvement of learning achievement of Civics after theimplementation of learning model of cooperative learning type TSTS in fourth grade students of SD Negeri 007Pusaran, knowing the influence of learning motivation of Civics after the implementation of learning withcooperative learning model type TSTS in fourth grade students of SD Negeri 007 Pusaran; provides an overviewof appropriate learning methods in an effort to improve student learning achievement and make students becomeactive in teaching and learning activities. This research was conducted in September of odd semester 2016/2017with object of 24 students. The results concluded that: (1) cooperative learning method type TSTS can improvethe quality of learning Civics; (2) cooperative learning method of TSTS type has positive impact in improvingstudents 'learning achievement which is marked by the improvement of students' learning mastery in every cycle,that is cycle I (54.17%), cycle II (91.67%); 3) TSTS type cooperative learning method can make students feelthemselves getting attention and opportunity to express opinions, ideas, ideas, and questions; 4) students canwork independently or in groups, and be able to account for individual or group tasks; and 5) the application ofcooperative learning method type TSTS have positive influence, that is can improve student's learningmotivation.

The use of Information Technology as Tools of Developing Educational Communications for Realizing the Personal Potential of University Students

2020 ◽  
pp. 81-92
Author(s):  
Andrey Ivanovich Shutenko ◽  
◽  
Elena Nikolaevn Shutenko ◽  
Julia Petrovna Derevyanko ◽  
◽  
...  
Keyword(s):  
Communication Technologies ◽  
Developmental Model ◽  
Learning Activity ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Theoretical Terms ◽  
Higher Education System ◽  
Leading Role ◽  
Informational Environment

The article is devoted to the problem of educational communications development as a sphere of implementation of modern information-communication technologies in the higher education system. The purpose of the article is to present the structure and functions of educational communications aimed at the development of personal potential and self-realization of students. Methodology. The study is based on the methodology of personal and communicative-informational approaches in education, psychological-pedagogical provisions on the structure of communication, the leading role of learning activity, didactic principles of building an educational-informational environment. In theoretical terms, the study is based on the idea of the indirect implementation of ICT in education through the development of educational communications. The developing structure of educational communications, including didactic, informational-gnostic, interactive, psychological, attractive-motivational, value-semantic components, is presented. The possibilities of developing personal potential in educational communications are considered. The author’s developmental model of ICT functions is presented, which includes clusters of actual and latent functions aimed at the formation of information-educational space for the development of students’ personal potential. In conclusion, a inference was made about the prospects of the indirect introduction of modern ICT as tools for the development and functioning of various educational communications. At the same time, it is essential that these communications perform psychological and pedagogical tasks and functions.

Pembelajaran Matematika dengan Model Search, Solve, Create and Share (SSCS) di MAN 1 Muara Labuh

2017 ◽  
Vol 1 (2) ◽  
pp. 200-210
Author(s):  
Rivdya Eliza ◽  
Fitri Aulia
Keyword(s):  
Problem Solving ◽  
Hypothesis Test ◽  
Mathematical Problem ◽  
Learning Model ◽  
Learning Activity ◽  
Control Group ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Model Search ◽  
Quasi Experimental

The purpose of this research are: 1) to know the learning activity of learners mathematics which is taught by Search, Solve, Create, and Share (SSCS), and 2) model to know the ability of problem solving of mathematics learners who taught by SSCS learning model in the class XI MIA MAN 1 Muara Labuh academic year 2016/2017. This research belongs to a kind of quasi-experimental research with randomized control group only design. In this study design, a group of subjects taken from a particular population were randomly assigned into two groups, the experimental group and the control group. After analyzing the data, it is known that the learning activity of the students after applying the SSCS learning model has improved towards the better from the first meeting to the fifth meeting, ie 35%, 45%, 55%, 68%, 77%. Based on the hypothesis test obtained ttable = 1.645 and tcount = 2.598 so obtained (2.598> 1.645) at 95% confidence interval. Because tcount > ttable then hypothesis in this research accepted. Thus, students 'math-problem-solving skills taught by SSCS learning models are higher than the students' uneducated mathematical problem-solving skills with SSCS learning modelsKeywords: Problem solving abilities, search, solve, sreate and share (SSCS) learning models

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