scholarly journals Trialogical Learning as a Theoretical Framework in the Digital Ecosystem of a Maker Community: a Case Study

Pedagogika ◽  
2020 ◽  
Vol 139 (3) ◽  
pp. 199-218
Author(s):  
Jesús Valverde-Berrocoso ◽  
María Rosa Fernández-Sánchez
Keyword(s):  
Learning Community ◽  
Digital Media ◽  
Theoretical Framework ◽  
Learning Processes ◽  
Formal Learning ◽  
Digital Ecosystem ◽  
Technological Ecosystems ◽  
Teaching Learning

Digital media is transforming teaching-learning processes. It is necessary to understand the new ecologies of learning that are developing in technological ecosystems. In this article, a learning community is analysed from the perspective of «trialogical learning», and the components of the triad are identified: elements, interactions, and products. The case study offers the possibility of transferring this knowledge for the transformation of formal learning.

Sustainable Blended-Learning in HEI

2011 ◽  
pp. 302-323 ◽  
Author(s):  
Paula Peres ◽  
Sandra Ribeiro ◽  
Célia Tavares ◽  
Luciana Oliveira ◽  
Manuel Silva
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Education Institution ◽  
Learning Processes ◽  
Web Technologies ◽  
Innovation In Education ◽  
New Learning ◽  
Learning Scenarios ◽  
Teaching Learning

This chapter aims to demonstrate how PAOL - Unit for Innovation in Education, a project from ISCAP - School of Accounting and Administration of Oporto - Institute Polytechnic of Oporto, Portugal - prompted new educational initiatives and new learning scenarios at a Higher Education Institution. Furthermore, it will demonstrate PAOL’s lines of intervention through an extensive analysis based on the 6 years of experience that this unit has in the educational technology field; a project that began small but that, due to the force of innovation, has progressively conquered new adepts. Therefore the unit described in this chapter relates all these factors, as a whole, capable of attaining changes that influence mentalities and methodologies, overcoming cultural and technical barriers. This case study can serve as a catalyst, potentiating the creation of new multi-faceted projects in the scope of web technologies in higher education teaching-learning processes.

scholarly journals Inclusive University didactics and technological devices: a case study

2018 ◽  
Author(s):  
Catia Giaconi ◽  
Arianna Taddei ◽  
Noemi Del Bianco ◽  
Simone Capellini
Keyword(s):  
Students With Disabilities ◽  
New Technologies ◽  
Learning Disorders ◽  
Learning Processes ◽  
Inclusive Practices ◽  
Teaching Learning ◽  
The University ◽  
Specific Learning ◽  
Pedagogical Framework

This paper provides a review of projects related to new technologies used to favour the teaching-learning processes and the inclusive practices in the University context for students with disabilities and with Specific Learning Disorders. Authors present a review of strategies, trajectories and perspectives activated in the national and international scene, aiming to guarantee a significant pedagogical framework of reference. Furthermore, the paper focuses on a meaningful path activated at the University of Macerata, the project Inclusion 3.0, a relevant example of new technologies in support of teaching-learning processes and inclusion practices among all students.   

scholarly journals Effect of Teachers and Students Relationships on the Academic Engagement of Students: A Qualitative Case Study

2020 ◽  
pp. 48-62
Author(s):  
Birhanu Moges Alemu ◽  
Dereje Adefris Woldetsadik
Keyword(s):  
Learning Community ◽  
Academic Engagement ◽  
Group Discussion ◽  
Working Environment ◽  
Research Approach ◽  
Student Interactions ◽  
Student Relationships ◽  
Teacher Student ◽  
Teaching Learning

This research examined the effect of teacher and student relationships on the academic engagement of students. The research approach used was the qualitative study employing the interpretive research paradigm which falls in the case study design. The subjects of the study were eight teachers and four students of Adama Science and Technology University. The study used purposive sampling. It employed qualitative data collection tools: interview guides, a focus group discussion guide and observation. The resulting analysis and interpretation provided a description of major themes that developed regarding strong teacher- student relationships, as well as, specific components to the interactions considered essential for the student’s learning environment. Identifying specific factors associated with teacher-student interactions could provide valuable information to an educational learning community. The findings of the study indicated that the factor that affects teachers’ motivational factors in student relationships were the work environment and students’ disciplinary problems. The results showed that the instructors are motivated to teach nevertheless the resources, environment, theories of motivation and goals set influence the quality of the teaching-learning process. The study concluded that these factors should be upheld. Consequently, it is recommended that higher education should improve the working environment and working conditions in the university.

Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets

2021 ◽  
Vol 13 (2-3) ◽  
pp. 287-304 ◽  
Author(s):  
Timo Neuhausen ◽  
Carsten Wernicke ◽  
Michael Ahlers
Keyword(s):  
Digital Media ◽  
Conceptual Models ◽  
Learning Processes ◽  
Reciprocal Effects ◽  
Artistic Development ◽  
Self Directed Learning ◽  
Digital Material ◽  
Directed Learning ◽  
Specific Potential

This case study looks at a self-directed learning process of a professional classical-trained musician adopting a previously unknown digital-material musical device. In order to achieve the desired artistic result, the musician has to modify his music-related action in favour of the device’s calls for action, which are shown to him by a preset session. For this purpose, a specific interface relation must be established in the connection between the user and the device. The case study is contrasted with data from its framing research project. Findings include aspects as affirmation or degrees of unfamiliarity and their respective impacts on the subject’s action repertoires. A model of learning in the context of digital media or interfaces is introduced and discussed. It offers a specific potential for identifying particularities of how meaning and functionality of digital-material musical devices are embedded into everyday artistic contexts.

The Use of Animation and Storytelling in Science Communication

2021 ◽  
pp. 240-250
Author(s):  
Cigdem Tas Alicenap
Keyword(s):  
Digital Media ◽  
Learning Environments ◽  
Scientific Knowledge ◽  
Science Communication ◽  
Learning Processes ◽  
School Age ◽  
The World ◽  
Teaching Learning ◽  
Communication Methods

Science communication has brought new teaching/learning environments forward. Various digital media have provided appropriate platforms. Learning processes for everyone have been differentiated and thrived on newly developed technologies and digital media. Animation is among these to provide an alternative to science communication methods. Especially animations developed with storytelling can become very effective in learning processes. In cartoon movies, certain knowledge on different fields has been explained by turning them into scenarios. It's possible to see examples of cartoons in this concept in Turkey and all around the world. Storytelling (scenario) and animation dynamics make knowledge more impressive and long-lasting. Educational cartoon movies produced for children, which aren't in formal and organized education but younger than the school age, have been produced in a widespread manner. This study is focused on transferring scientific knowledge by using animation products. In this context, educational cartoon movies will be examined through storytelling and animation.

scholarly journals The Socially Situated Dynamics of Children’s Learning Processes in Classrooms: What Do We Learn from a Complex Dynamic Systems Approach?

2017 ◽  
Vol 14 (2) ◽  
Author(s):  
Henderien Steenbeek ◽  
Sabine Van Vondel ◽  
Paul Van Geert
Keyword(s):  
Teaching And Learning ◽  
Systems Approach ◽  
Learning Processes ◽  
Discussion Section ◽  
Learning And Teaching ◽  
Complex Dynamic Systems ◽  
Teacher Student ◽  
Teaching Learning ◽  
Socially Situated

This article concentrates on the question what kind of model - conceptual and statistical - can serve as a good working model for the study of learning and teaching processes qua processes. We claim that a good way of answering this question is to begin by observing a teaching and learning process as, where, and when it occurs. In addition, a conceptual model of intertwined learning-teaching processes is discussed, and dynamic modeling as an approach to theory formation about teaching-learning processes. The focus lies on the evolution term, the timescale of interaction processes, state space as a perspective on teacher-student interaction dynamics, and the principle of agency. Finally, an empirical approach to studying teaching-learning processes is illustrated by means of a case study, focusing on the use of cluster analyses techniques. In the Conclusion and Discussion section, further perspectives on theory building and empirical research are discussed.

scholarly journals Diversity, Multiculturalism and Science Education at Enpec

2020 ◽  
pp. 497-521
Author(s):  
Hiata Anderson Nascimento ◽  
Guaracira Gouvêa
Keyword(s):  
Human Rights ◽  
Science Education ◽  
Education Research ◽  
Working Group ◽  
Research Question ◽  
Theoretical Framework ◽  
Learning Processes ◽  
Science Education Research ◽  
Analysis Approach ◽  
Teaching Learning

The goal of this paper is to provide an overview of the thematic group created at the 2009 Enpec [Brazilian National Conference on Science Education Research] edition under the name Diversity, Multiculturalism and Science Education (DMSE). Our research question was: What is that working group like? We set out to examine the group’s production considering the DMSE sessions to be a forum where research is presented and debated. The methodology involved reading and organizing presentation titles, abstracts, keywords, problem questions, and references using the Free Interpretation Analysis approach, which  draws connections between a researcher’s perspective and their study’s theoretical framework. Graphs show the most frequent topics within DMSE studies and their oscillations over the years. This paper provides data and results indented to help: a) mapping Science Education studies, observing how they address the reality and the particular conditions of teaching-learning processes in different Brazilian schools; b) introducing a more critical vein to the education of those involved in Science Education , encouraging them to think beyond instrumental aspects and to incorporate a political and ethical approach committed to building a less unequal society and to the defense of human rights; and c) advocating for a more plural Science Education,  in which diverse voices can be heard.

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