Re-imagining the nature of (student-focused) learning through digital technology

2017 ◽  
Vol 16 (3) ◽  
pp. 321-326 ◽  
Author(s):  
Nina Hood
Keyword(s):  
Social Justice ◽  
Learning Process ◽  
Education System ◽  
Digital Technology ◽  
Educational Outcomes ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
High Quality

Digital technology is frequently positioned as being central to the establishment of a ‘future focused’ education system that provides high quality student-focused learning opportunities and re-envisioned educational outcomes. While recognising the potential of technology, this paper explores some of the questions about its role in education and learning – in particular, how technology addresses issues of equity and social justice; what it means to design educational and learning experiences that are truly student-focused; and the potential for technology to dehumanise the learning process. The paper concludes with some considerations of how to integrate digital technology effectively into an education system.

Innovations in Teaching-Learning and Evaluation

2021 ◽  
pp. 294-307
Author(s):  
Jyothi Kumar
Keyword(s):  
Learning Process ◽  
Education System ◽  
Life Sciences ◽  
Learning Opportunities ◽  
Learning Processes ◽  
Practical Application ◽  
Skill Sets ◽  
Business Studies ◽  
Teaching Learning ◽  
System Today

The term ‘teaching-learning' intrinsically expresses the ongoing learning process that every educator constantly experiences; to teach is to learn and to engage in knowledge updation continually. Indeed, it may be argued that the very basis of being a teacher is the facilitation of one's own learning opportunities and skill sets. In investigating the evolution of teaching-learning processes at CHRIST, one may define the university's growth using the key concept of ‘innovation'. Whether it be the humanities, social sciences, life sciences, or business studies, innovations in teaching-learning methods are imperative in any globally conscious education system today. Two of the key areas of focus in terms of innovations in the teaching learning process are the practical application of knowledge and learnt skills.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

COMPETENCE APPROACH – PROJECTIONS IN EDUCATION

2020 ◽  
Vol 11 (1) ◽  
pp. 62-66
Author(s):  
Krasimira Dimitrova ◽  
Keyword(s):  
Learning Process ◽  
Education System ◽  
Theoretical Research ◽  
Current Generation ◽  
Positive Effect

The current generation is facing a number of challenges related to their future. The education system is looking for adequate ways to change and adaptively focus the learning process. The application of a competency approach in education has a positive effect. The article attempts to explain the essence of the competency approach and its projections in the preparation, education and upbringing of children and students. Basic elements that are leading in organizing the learning process are outlined. Concepts necessary for subsequent theoretical research and methodological formulations are defined.

Madam Secretary, help us improve social-emotional learning

2017 ◽  
Vol 98 (8) ◽  
pp. 64-69 ◽  
Author(s):  
Maurice J. Elias ◽  
Samuel J. Nayman ◽  
Joan C. Duffell ◽  
Sarah A. Kim
Keyword(s):  
Education System ◽  
Character Development ◽  
Social Emotional Learning ◽  
Social Emotional ◽  
High Quality ◽  
College Career ◽  
Life Success ◽  
Quality Programs ◽  
The U.S

Considering the key role of social-emotional and character development (SECD) competencies in college, career, and life success — and considering that many of those competencies are teachable — there is no excuse for failing to incorporate them systematically into our education system. That would be the equivalent of depriving children of oxygen. This article is addressed to the U.S. Secretary of Education and other education policymakers and offers them specific recommendations to guide policy that would yield high-quality programs of support for SECD in all schools.

Enhancing the inclusion of gender and sexually diverse populations in evaluation: Reflections grounded in practice

2021 ◽  
pp. 1035719X2110436
Author(s):  
Jeffery Adams ◽  
Stephen Neville
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Diverse Populations ◽  
High Quality ◽  
Evaluation Practice ◽  
Inclusive Practice ◽  
Reflexive Practice ◽  
And Gender ◽  
General Populations

Evaluators are committed to practice that is high quality and conducted ethically. Despite this, gender and sexually diverse populations are not always adequately considered in evaluation practice. Ensuring fuller inclusion of gender and sexually diverse people is required to give effect to human rights obligations and to enable comparatively poorer wellbeing outcomes for these groups to be addressed. Based on our experience conducting evaluation (and research) with both general populations and gender and sexually diverse populations, we suggest a need to build inclusive practice among evaluators. To guide inclusive evaluation practice, we outline three domains for consideration – terminology and language, processes of research inclusion and implications of inclusion. These are not offered as a checklist but as a way to encourage reflexive practice among evaluators. Given evaluators are often concerned with promoting equity and social justice, we are hopeful that actions taken by evaluators can enhance the inclusion of gender and sexually diverse people in evaluation activities and contribute to better wellbeing outcomes for them.

scholarly journals Social justice and provision for children with additional support needs in Scotland

2017 ◽  
Vol 12 (1) ◽  
pp. 36-48 ◽  
Author(s):  
Sheila Riddell ◽  
Elisabet Weedon
Keyword(s):  
Social Justice ◽  
Educational Outcomes ◽  
Three Dimensional ◽  
Support Needs ◽  
Class Inequality ◽  
Scottish Parliament ◽  
Family Case ◽  
Social Class Inequality ◽  
Additional Support ◽  
High Level

Since the re-establishment of the Scottish Parliament in 1999, successive administrations have reaffirmed their commitment to social justice. However, despite high-level equality policies, social-class inequality is a major feature of Scottish society, affecting all social policy domains, including education. In this article, we provide a brief overview of the development of support for children with learning difficulties and disabilities within the context of Scottish comprehensive schooling. We then consider the way in which ideas of social justice are reflected in education for learners with additional support needs, whose numbers have expanded over recent years and who are particularly likely to live in the most deprived parts of Scotland. Using family case studies, we explore the experiences of families from different social backgrounds, whose children have been identified as having additional support needs. The data suggest that children living in deprived areas experience cumulative disadvantage, attracting stigmatising labels without the benefit of extra resources necessary to improve educational outcomes. By way of contrast, those from more advantaged areas are generally more successful in avoiding stigmatising labels while ensuring that facilitating resources are in place. Findings are discussed within Fraser’s three-dimensional framework of social justice, encompassing distribution, recognition and representation.

scholarly journals Students’ Voice in Learning Style Assessment: The Innovative Learning Experiences Tool (ILE)

2016 ◽  
Vol 6 (2) ◽  
pp. 180
Author(s):  
Nosisana Patricia Mkonto
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Assessment Tool ◽  
Learning Experiences ◽  
Active Role ◽  
Learning Needs ◽  
Diverse Learning ◽  
Innovative Learning

<strong></strong><p>Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles.  Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences. </p><br /><strong> </strong>

scholarly journals EFL Teachers as Designers of Ubiquitous Learning Experiences

2019 ◽  
Author(s):  
Nadjat Khenioui
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Digital Technology ◽  
Learning Experiences ◽  
Innovative Technology ◽  
Net Generation ◽  
Ubiquitous Learning ◽  
Materials Development ◽  
New Perspective ◽  
Teaching Learning

Ubiquitous learning, also known as U-learning, refers to the learner’s ability to learn at any place at any time. This paper argues that U-learning represents a new perspective in terms of pedagogy. The main contributor to this process is foremost the teacher, who has to adhere to the ever-changing language learning/teaching scenery. This study aims at setting the fundamentals of materials development at the intersection of two major areas of contemporary education, namely the needs of the ‘net generation’ students and the educational potential of the evolving social web and digital technology. It seeks to answer the following questions: What is digital technology and how does it lead to U-learning? What is web 2.0 and how does it affect classroom pedagogy, practice, and the design of quality teaching/learning materials? How does it help teachers improve their practice and materials development procedures? And how can teachers transform today’s innovative technology into ubiquitous learning experiences, promoting learner autonomy, regardless of any geographical or institutional boundaries? We will illustrate the whole procedure with a framework for web 2.0 integration that identifies the crucial features underpinning the extramural, ubiquitous learning experiences, in which learners can engage.

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