scholarly journals The influence of Self-Organized Learning Environments (SOLEs) on EFL students in a college in Oman

2019 ◽  
Vol 2 (2) ◽  
pp. 97-106
Author(s):  
Malik Al Zakwani ◽  
Caroline Walker-Gleaves
Keyword(s):  
Learning Environments ◽  
Self Organized ◽  
Efl Students

scholarly journals Flipped Classrooms and the Pitfalls of Digital Learning

2020 ◽  
Author(s):  
Philipp Reisner
Keyword(s):  
Learning Environments ◽  
Flipped Classroom ◽  
Main Concern ◽  
Digital Learning ◽  
Student Centered ◽  
Self Organized ◽  
Design Learning ◽  
Flipped Classrooms ◽  
Digital Pedagogy ◽  
Teacher Dialogue

In the recent rise of digital learning, “flipped classrooms” have become a controversial subject. This new form of learning inverts the traditional conception of the classroom: instruction is transferred from the classroom to out-of-class (online) tasks such as pre-recorded lectures on the Internet, while class time is devoted to activities that put the knowledge into practice. These classrooms have been touted as learner-based and student-centered models of education. Yet there is still little evidence supporting the effectiveness of the flipped classroom at higher levels of education, especially in the humanities. Taking American studies as an example, I will examine some of the arguments in favor of this model, but also and most importantly some of the challenges facing the application of this new educational model in the humanities. In general, the main concern is that flipped classrooms may undermine student-teacher dialogue, viewing teachers as “moderators” who design learning environments geared to the students. At the same time, home-learning environments may compromise learner autonomy and limit learners’ opportunities for self-organized work and interaction with peers outside class. Ultimately, a critique of the concept of flipped classrooms is also a critique of the egalitarian aspirations of digital pedagogy in general.

New Systems for Children's Learning

2018 ◽  
pp. 22-33
Author(s):  
Sugata Mitra
Keyword(s):  
Unsupervised Learning ◽  
Learning Environments ◽  
The Internet ◽  
Children's Education ◽  
Children’S Learning ◽  
Self Organized ◽  
Question And Answer ◽  
Children’S Education ◽  
Self Organizing

The chapter describes the author's work on self-organizing systems in children's education and what lessons can be learned from this for a possible future for education. Starting from the ‘hole in the wall' experiments of 1999, the work goes on to describe the development of “Self-Organized Learning Environments” (SOLEs) that can be created in schools and the role they can play in unsupervised learning by children. The role of the Internet in children's education is described and extrapolated to a future where “knowing” itself may have a different meaning and role. The chapter contains a question and answer section where the author's views on frequently asked questions are contained.

scholarly journals Penerapan Model Pembelajaran Self Organized Learning Environments (SOLE) untuk Meningkatkan Pemahaman Materi Polimer

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Sri Suciati
Keyword(s):  
Learning Environments ◽  
Self Organized ◽  
Group 2

Penelitian ini bertujuan untuk: 1) mengetahui deskripsi penerapan  model  pembelajaran  self organized learning environments (SOLE) pada materi polimer untuk siswa kelas  X  RPL di SMK N 1 Sanden, 2) menguji peningkatkan pemahaman materi polimer melalui penerapan model  pembelajaran  self organized learning environments (SOLE) siswa kelas X RPL di SMK N 1 Sanden. Penelitian dilakukan di SMK N Sanden, dengan subjek penelitian kelas X RPL. Penelitian ini menggunakan  penelitian tindakan kelas, terdiri dari dua siklus dan tiap-tiap siklus terdiri dari tiga pertemuan. Teknik pengumpulan data menggunakan tes. Tes digunakan untuk mengambil data pemahaman materi Polimer.  Data pemahaman materi Polimer dianalisis dengan analisis deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran self organized learning environments (SOLE) dapat meningkatkan pemahaman materi polimer siswa kelas X RPL di SMK N 1 Sanden dengan langkah-langkah: (1) Question atau Pertanyaan. Guru memberikan pertanyaan ke siswa melalui format yang berisi pertanyaan yang di bagikan melalui  WA group. (2) Investigate atau Investigasi. Siswa melakukan investigasi atau pencarian jawaban lewat internet. Jawaban yang telah diperoleh siswa ditulis dibuku, kemudian difoto dan dishare ke WA guru lewat jaringan pribadi. (3) Review atau Mencermati. Guru melakukan review jawaban siswa dengan cara mengunduh jawaban siswa yang dishare lewat jaringan pribadi. Jawaban siswa yang telah direview dikembalikan ke siswa dengan cara difoto lewat WA jalur pribadi siswa. Penerapan model pembelajaran Self Organized Learning Environments (SOLE) dapat meningkatkan pemahaman materi polimer siswa kelas X RPL di SMK N 1 Sanden dari persentase ketuntasan klasikal 57,89% pada siklus I, menjadi 73,68% pada siklus II dan telah mencapai indikator keberhasilan penelitian.

scholarly journals The digital Dalton Plan: Progressive education as integral part of web-based learning environments

2018 ◽  
pp. 25-52 ◽  
Keyword(s):  
Learning Environments ◽  
Concept Maps ◽  
Progressive Education ◽  
Transformation Process ◽  
Learning Processes ◽  
Digital Learning ◽  
Self Regulated Learning ◽  
Self Organized ◽  
E Learning ◽  
Learning Platforms

e-Learning systems increasingly support learning management and self-organized learning processes. Since the latter have been studied in the field of progressive education extensively, it is worthwhile to consider them for developing digital learning environments to support self-regulated learning processes. In this paper we aim at transforming one of the most prominent and sustainable approaches to self-organized learning, the “Dalton Plan” as proposed by Helen Parkhurst. Its assignment structure supports learners when managing their learning tasks, thus triggering self-organized acquisition of knowledge, and its feedback graphs enable transparent learning processes. Since e-learning environments have become common use, rather than creating another system, we propose a modular approach that can be used for extending existing e-learning environments. In order to design a respective component, we interviewed experts in self-organized e-learning. Their input facilitated integrating the Dalton Plan with existing features of e-learning environments. After representing each interview in concept maps, we were able to aggregate them for deriving e-learning requirements conform to the Dalton Plan instruments. In the course of implementing them, particular attention had to be paid to the asynchrony of interaction during runtime. Java Server Faces technology enable the Dalton Plan component to be migrated into existing web 2.0 e-learning platforms. The result was evaluated based on the acquired concept maps, as they also captured the transformation process of the Dalton Plan to e-learning features. The findings encourage embodying further progressive education approaches in this way, since the structured (concept) mapping of the Dalton Plan to e-learning features turned out to be accurate. The experts were able to recognize the potential of the approach both in terms of structuring the knowledge acquisition process, and in terms of developing progressive learning support features.

scholarly journals MODEL SELF ORGANIZED LEARNING ENVIRONMENTS (SOLE) DAPAT MENINGKATKAN KREATIVITAS PADA PELAJARAN KIMIA

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Maya Mutiasari
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Best Practice ◽  
Skill Assessment ◽  
Ministry Of Education ◽  
Attitude Assessment ◽  
Self Organized ◽  
Teachers And Students ◽  
Asking Questions ◽  
Three Stages

Learning during the covid-19 pandemic requires adjustments, due to the implementation of the Circular Letter of the Ministry of Education and Culture number 4 of 2020 which makes teachers and students unable to meet directly to carry out the learning process but by conducting distance learning (PJJ). Distance learning (PJJ) can take place well, it requires a learning model that is in accordance with the material to be studied, so that students can learn well and remain creative. The purpose of this study is to determine the success rate of implementing the model Self Organized Learning Environments (SOLE) in distance learning, so that it can make students more creative in the application of Gay Lussac's law in everyday. This study uses method best practice with the steps of the SOLE model activity which has three stages of activity, namely asking questions, investigating and reviewing. Assessment is carried out to assess aspects of knowledge, skills and attitude assessment. From the results of the questionnaire, it was found that the Self Organized Learning Environments (SOLE) model was pleasant for 95% of students, increasing students' understanding of the material, which was 78.62%. Meanwhile, from the skill assessment, most of the students have been able to do the practicum well. From the results of the research that has been done, it can be concluded that there is an increase in the creativity of students in chemistry lessons.

The Disruptive Innovation of Self-Organized Learning Environments

2017 ◽  
Vol 93 (4) ◽  
pp. 309-315 ◽  
Author(s):  
Gina Z. Weisblat ◽  
Jeff McClellan
Keyword(s):  
Learning Environments ◽  
Disruptive Innovation ◽  
Self Organized

Problem behavior in autism spectrum disorders: A paradigmatic self-organized perspective of network structures

2019 ◽  
Vol 42 ◽  
Author(s):  
Lucio Tonello ◽  
Luca Giacobbi ◽  
Alberto Pettenon ◽  
Alessandro Scuotto ◽  
Massimo Cocchi ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Problem Behaviors ◽  
Autism Spectrum ◽  
The Self ◽  
Network Structures ◽  
Self Organized ◽  
Critical Equilibrium ◽  
Self Organized Criticality ◽  
Acute Agitation ◽  
Spectrum Disorders

AbstractAutism spectrum disorder (ASD) subjects can present temporary behaviors of acute agitation and aggressiveness, named problem behaviors. They have been shown to be consistent with the self-organized criticality (SOC), a model wherein occasionally occurring “catastrophic events” are necessary in order to maintain a self-organized “critical equilibrium.” The SOC can represent the psychopathology network structures and additionally suggests that they can be considered as self-organized systems.

Sign in / Sign up

Export Citation Format

Share Document