scholarly journals Educational research between on devices and mobile learning

2016 ◽  
Vol 8 (2) ◽  
pp. 5-9 ◽  
Author(s):  
Lucia Martiniello ◽  
Nicola Paparella
Keyword(s):  
Distance Learning ◽  
Mobile Learning ◽  
Formal Education ◽  
Formal Learning ◽  
Educational Setting ◽  
Learning Context ◽  
Pedagogical Discourse ◽  
The Moment ◽  
Different Characteristics

Abstract The great potential of mobile learning devices hooks up these new contexts that are, above all, cultural and social, but also organisational and relational, forcing us to reconsider fundamental themes of pedagogical discourse. Among these themes, the first must be the construction of the student’s identity and, connected to this, the issue of personalised education. Let us consider, for instance, the by-now familiar distinction between formal, informal and non-formal. Compared with formal learning, we have always considered the two conditions of informal and non-formal education as independent or at least parallel, but essentially distinct and fundamentally different. In the moment in which teaching is done through mobility, and therefore with the effects of interference in contexts completely different from those that are somewhat predictable by the designer of distance learning, can we still think of a "distinction" between formal and informal or, at least, should we not assume a sort of context cross-breeding? The question does not arise from considerations of quantitative, but instead arises from qualitative, evaluations. In our opinion, here exists a paradigm: the learning context not only escapes the teaching team’s realm of predictability, but somehow eludes even the predictability of the learner, and indeed, it is the very nature of the context that takes completely different characteristics and connotations. We are on the verge of justifying a major revision of some paradigms that relate to the nature of the context, the role of the teacher and the position (in the sociological sense) of the student, which also affect the nature of the message and, more generally, the “entire educational setting”. It means working in this direction.

Distance Learning

1997 ◽  
Vol 9 (2) ◽  
pp. 89-100 ◽  
Author(s):  
Virginia Wilson ◽  
James Litle ◽  
Mary Ruth Coleman ◽  
James Gallagher
Keyword(s):  
North Carolina ◽  
Distance Learning ◽  
Student Selection ◽  
Educational Setting ◽  
Evaluation Plan ◽  
The North ◽  
North Carolina School ◽  
Studio Classroom ◽  
And Mathematics

As the role of distance learning within the educational setting expands, it is imperative that potential producers and receivers of these courses examine the prospects and problems of a distance learning initiative prior to embarking on this new educational journey. The authors provide guidance from their own distance learning experiences at the North Carolina School of Science and Mathematics. The article focuses on the importance of instructor and facilitator training, student selection, physical arrangements for the studio/classroom, and an evaluation plan.

scholarly journals EMERGENCE OF INFORMAL LEARNING SPACE IN UNIVERSITY CAMPUS: A COMPARATIVE SCENARIO IN THE CONTEXT OF KHULNA CITY

2021 ◽  
Author(s):  
Z. Sourav ◽  
◽  
D. Afroz ◽  
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Formal Education ◽  
Outdoor Environment ◽  
Formal Learning ◽  
University Campus ◽  
Learning Spaces ◽  
Learning Space ◽  
Informal Learning Environment

Ancient education system was developed from a semi-outdoor environment. While developing the learning spaces it developed into indoor environment to ensure controlled environment, focus, discipline and compactness. These properties lead to formal education and formal learning space which replaced the informal learning environment. Formal learning space usually drive students towards a single expertise or knowledge. The limitations and boredom of formal education often causes depression and annoy towards education that result in limited learning and one-sided education. This research indicates the role of “informal learning environment” which helps university students to achieve multi-disciplinary knowledge through a simple, contextual and informal way. To establish the emergence, we tried to do a quantitative analysis among the students studying different universities in Khulna city. We have tried to understand the perspective of the students whether they feel the importance of informal learning or not in their daily life. While working on this paper, we have experienced unique scenario for each university but by any means Khulna University and Khulna University of Engineering & Technology serves their student the environment where students can meet and share knowledge with their natural flow of gossiping with food or drinks while Northern University of Business & technology and North-Western University have shown different scenario.

Children as creative thinkers in music

2012 ◽  
Author(s):  
Peter R. Webster
Keyword(s):  
Creative Thinking ◽  
Teaching And Learning ◽  
Music Listening ◽  
Formal Learning ◽  
Affective Variables ◽  
Human Thinking ◽  
The Moment ◽  
The Many

The study of creative thinking in music involves a complex combination of cognitive and affective variables, often executed at the highest levels of human thinking and feeling. This is such a complicated set of long-term engagements (composition, repeated music listening, or decisions about previously composed music in performance) or ‘in the moment’ engagements (improvisation and one-time listening), that it becomes quickly apparent why this field has not attracted more music researchers and why many feel the topic is hopelessly impregnable. However, the changes in education and the role of music in formal learning demands that we address creative thinking as best we can. This article takes a decidedly ‘teaching and learning’ approach in summarizing the many studies on creative thinking in music. While it is generally acknowledged that children's creative thinking in music occurs as part of many music experiences such as listening, performance, conducting, and improvising, the focus here is on composition.

Studies of the Internet in Learning and Education: Broadening the Disciplinary Landscape of Research

2013 ◽  
Author(s):  
Chris Davies ◽  
Rebecca Eynon
Keyword(s):  
Informal Learning ◽  
Formal Education ◽  
Incidental Learning ◽  
Online Courses ◽  
Learning Opportunities ◽  
Management Systems ◽  
The Internet ◽  
Formal Learning ◽  
Educational Tool

This chapter investigates the role of the Internet in reshaping learning and education. It describes distinctions between formal education, where the Internet has made few inroads, and informal learning, where it seems to have excelled. Moreover, the chapter explores how the Internet has – via the World Wide Web – enabled an expansion in informal and incidental learning opportunities. Online courses are dealt through learning management systems, or virtual learning environments. The Internet's contribution to formal learning has been considerably less transformative than its contribution to informal learning. The Internet is not primarily an educational tool, but it self-evidently offers unique and unparalleled scope for the exploration of new forms of exploration and collaboration in the development and sharing of knowledge.

Promoting Sustainable Collaborative Mobile Learning Approaches for Remote Work Practices

2021 ◽  
pp. 219-236
Author(s):  
Alaa Al Amoudi
Keyword(s):  
Distance Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Traditional Classroom ◽  
Learning Approaches ◽  
Remote Work ◽  
Teaching Models ◽  
Classroom Activities ◽  
Global Pandemic

The main goal of this chapter is to learn more about the sustainability of collaborative mobile learning approaches. As for utilising the available resources on mobile devices for developing didactic programmes for pre-service teachers involved in remote or distance learning, the role of sustainable collaborative learning is also explored. Additionally, the chapter illustrates a new and effective pedagogical technique as a means to increase their usage and usage among instructional developers. A teaching model that can be utilised in a variety of environments is proposed, like in the current global pandemic in the form of remote work and distance learning. Such teaching models can therefore help to optimise online learning materials to help students follow the teaching and learning process in the absence of traditional classroom activities.

Nützliche Apps für den DaF-Unterricht

2019 ◽  
Vol 12 (1) ◽  
pp. 151-161
Author(s):  
Valentin Todescu ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Foreign Language Learning ◽  
Point Of View ◽  
Added Value ◽  
Traditional Classroom Teaching ◽  
The Moment

Today, mobile phones are an integral part of the lives of many young people in Romania and therefore the teachers working in the field of foreign languages must give the apps a chance and involve them in their teaching. By using mobile phones, a lot can be achieved, especially from the motivational point of view, but if you also develop foreign language didactics in the field of mobile learning over time, the inheritance process of a foreign language can be facilitated. This is why positive foreign language didactics are important, which underline the added value potential of mobile learning guides, especially in the interlocking with traditional classroom teaching. At the moment the language apps should only be seen as a supplement to a classic course, but a fun addition for learners and a useful complement to the learning activities. The potential of the apps in foreign language teaching has only been realized for a few years and since then several apps have been appearing on the market every year. Unfortunately, some software developers have seen this as an opportunity to make money very quickly and have introduced many apps to the market that are unnecessary for foreign language learning. I find it important that someone professionally examines all these apps and then takes on the role of a guide to show teachers and learners which of the apps are useful and which are not. And this role should not be taken over by a person himself but by an institution or a publisher. In my contribution, I will only draw attention to a few apps that are useful for studying German.

The Mobile Learning Enhances the Quality of Learning: A Study

2018 ◽  
Vol 8 (1) ◽  
pp. 22-26
Author(s):  
S. Vijayakumar ◽  
V. Ramesh Babu
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Formal Education ◽  
Portable Devices ◽  
Education Society ◽  
Secondary Sources ◽  
Mobile Assisted Language Learning

The use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners who are not dependent on access to fixed computers can engage in activities that relate more closely to their current surroundings, sometimes crossing the border between formal and informal learning. This creates the potential for significant change in teaching and learning practices. Taking the broader field of mobile learning as the setting within which developments in mobile-assisted language learning may be understood, the paper argues that an emphasis on mobility can lead to new perspectives and practices. With increased popular access to information and knowledge anywhere, anytime, the role of education, perhaps especially formal education, is challenged and the relationships between education, society, and technology are now more dynamic than ever .The present paper was based on secondary sources of data highlighting of concept, Features, values , Challenges and advantages of M-learning.

scholarly journals Teaching in the Rainforest: Exploring Matses Childrens Affective Engagement and Multisensory Experiences in the Classroom Environment

Journal ◽  
2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Camilla Morelli
Keyword(s):  
Lived Experience ◽  
Classroom Environment ◽  
Formal Education ◽  
Formal Learning ◽  
Formal Schooling ◽  
Affective Engagement ◽  
Teaching Activity ◽  
Academic Environments ◽  
Indigenous Children

This paper focuses on Matses children of Peruvian Amazonia and their experiences of formal schooling. Scholars working in Amazonia have emphasised the dysfunctional role of schools in Amerindian societies, suggesting that formal education is predicated upon parameters of learning that often contradict and challenge native understandings. This work, however, largely overlooked children�s lived experience and affective encounters in the classroom, and this is the main focus of this paper. Starting from my own teaching activity in an Amazonian school, I discuss certain problems and failures of schooling with regard to children�s perceptions and lived activities. I suggest that teaching in the field may provide valuable findings on how to enhance the pedagogical possibilities for formal learning and develop creative pedagogical methods. I argue that by recognising learning as a whole bodily and sensorial experience, and acknowledging the emotions of students and teachers, the pedagogical endeavour and results can be creatively enhanced. This does not only apply to schooling indigenous children in the field, but to teaching in general, including the teaching of anthropology in academic environments.

Sign in / Sign up

Export Citation Format

Share Document