Training social learning skills by collaborative mobile gaming in museums

Two distinct learning mechanisms are considered for a population of agents who engage in decentralized search for the common optimum. An agent may choose to learn via innovation (individual learning) or via imitation (social learning). The agents are endowed with heterogeneous skills in engaging in the two modes of learning. When the agents choose imitation, they also choose whom to learn from. This leads to the emergence of a social learning network among agents in the population. This paper focuses on the impact the endowed learning skills have on the individual's choice of learning mechanism as well as the micro and macro structure of the evolving network. Finally, it explores the impact the degree of environmental volatility has on the structure of such networks.

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The Impact of Reflective Teaching Applications Supported by Edmodo on Prospective Teachers’ Self-Directed Learning Skills

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v12i10.6993 ◽

2017 ◽

Vol 12 (10) ◽

pp. 21 ◽

Cited By ~ 2

Author(s):

Cigdem Hursen ◽

Funda Gezer Fasli

Keyword(s):

Social Learning ◽

Prospective Teachers ◽

Teaching Practice ◽

Reflective Teaching ◽

Self Directed Learning ◽

Learning Skills ◽

Learning Platform ◽

Directed Learning ◽

Face To Face Learning ◽

The Impact

The purpose of this research is to determine the impact of reflective teaching applications supported by Edmodo on prospective teachers’ self-directed learning skills. Also, the views of prospective teachers’ regarding the use of Edmodo in education, which is a social learning platform, are determined. For the research, both qualitative and quantitative data were collected from 36 prospective teachers within the scope of the “Teaching Practice” course. A 12-week application has been conducted online with the support of Edmodo; however, classroom settings using face-to-face learning methods have also taken place. The results of the research reveal that the reflective teaching applications supported by Edmodo had an impact on the prospective teachers’ self-directed learning skills. Furthermore, the results indicate that the prospective teachers who participated in the research were extremely satisfied with the Edmodo applications. Keywords: Teacher education; self-directed learner; blended education; social learning platform; view

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Social Learning Skills Level in Relation to Social Competence Among the College of Education Pre-service Teachers at Al-Aqsa University

International Journal of Learning Management Systems ◽

10.12785/ijlms/020105 ◽

2014 ◽

Vol 2 (1) ◽

pp. 71-91

Author(s):

Wail A. Alassi

Keyword(s):

Social Learning ◽

Social Competence ◽

College Of Education ◽

Learning Skills

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Chytrost bez porozumění: hypotéza kulturní inteligence a její limity

Teorie vědy / Theory of Science ◽

10.46938/tv.2021.486 ◽

2021 ◽

pp. 1-27

Author(s):

Petr Matějíček

Keyword(s):

Social Learning ◽

Learning Strategies ◽

Cultural Transmission ◽

Cultural Intelligence ◽

Explanatory Power ◽

Cultural Learning ◽

Human Intelligence ◽

Human Reasoning ◽

Learning Skills ◽

Social Learning Strategies

Humans are remarkably adaptable, and therefore a successful species. There are many speculative answers to the question of why this is so. One of them represents the cultural intelligence hypothesis, which consid-ers cultural learning skills as the key to human success. This work aims to present the hypothesis of cultural intelligence as a viable alternative to more conventional approaches within the debate about the origin of human intelligence, such as the hypothesis of general and improvisational intelligence. Theirmutual comparison shows that cultural intelligence hypothesis must necessarily work with flexible social learning strategies to describe cultural transmission, thus losing part of its explanatory power. As the theory of metacognitive strategies of social learning by cognitive psychologist Cecilia Heyes shows, there is a way to combine the flexibility of human reasoning with the “stupid” process of cultural selection.

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A cognitive approach to cumulative technological culture is useful and necessary but only if it also applies to other species

Behavioral and Brain Sciences ◽

10.1017/s0140525x2000014x ◽

2020 ◽

Vol 43 ◽

Author(s):

Thibaud Gruber

Keyword(s):

Social Learning ◽

Cognitive Processes ◽

Learning Processes ◽

Cognitive Approach ◽

Technological Culture ◽

Social Learning Processes

Abstract The debate on cumulative technological culture (CTC) is dominated by social-learning discussions, at the expense of other cognitive processes, leading to flawed circular arguments. I welcome the authors' approach to decouple CTC from social-learning processes without minimizing their impact. Yet, this model will only be informative to understand the evolution of CTC if tested in other cultural species.

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Measuring Word Learning Ability in Sequential Bilingual Children

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds17.1.25 ◽

2010 ◽

Vol 17 (1) ◽

pp. 25-32 ◽

Cited By ~ 3

Author(s):

Pui Fong Kan

Keyword(s):

Word Learning ◽

Learning Ability ◽

Bilingual Children ◽

Word Knowledge ◽

Typically Developing ◽

Learning Skills ◽

Word Forms ◽

The Individual ◽

Novel Word Learning ◽

L1 And L2

Abstract The purpose of this article is to look at the word learning skills in sequential bilingual children—children who learn two languages (L1 and L2) at different times in their childhood. Learning a new word is a process of learning a word form and relating this form to a concept. For bilingual children, each concept might need to map onto two word forms (in L1 and in L2). In case studies, I present 3 typically developing Hmong-English bilingual preschoolers' word learning skills in Hmong (L1) and in English (L2) during an 8-week period (4 weeks for each language). The results showed gains in novel-word knowledge in L1 and in L2 when the amount of input is equal for both languages. The individual differences in novel word learning are discussed.

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