scholarly journals WebGIS and Geospatial Technologies for Landscape Education on Personalized Learning Contexts

2017 ◽  
Vol 6 (11) ◽  
pp. 350 ◽  
Author(s):  
María de Lázaro Torres ◽  
Rafael De Miguel González ◽  
Francisco Morales Yago
Keyword(s):  
Personalized Learning ◽  
Geospatial Technologies ◽  
Learning Contexts

scholarly journals WebGIS and Geospatial Technologies for Landscape Education on Personalized Learning Contexts

2017 ◽  
Author(s):  
María Luisa de Lázaro Torres ◽  
Rafael de Miguel González ◽  
Francisco José Morales Yago
Keyword(s):  
Graduate Students ◽  
Spatial Configuration ◽  
Personalized Learning ◽  
Landscape Conservation ◽  
Skills Acquisition ◽  
Geospatial Technologies ◽  
Teaching Experiences ◽  
Learning Contexts ◽  
Tools And Techniques ◽  
Research Show

The value of landscape, as part of collective heritage, can be acquired by GIS due to the multilayer approach of the spatial configuration. Proficiency in geospatial technologies in order to collect, process, analyze, interpret, visualize and communicate geographic information is being increased by undergraduate and graduate students, but in particular by those who are training to become geography teachers at secondary education. This training can be carried out through personalized learning and distance learning methodology. Personalized GIS education aims to integrate students and enhance their understanding of landscape. Some teaching experiences are shown whereby opportunities offered by WebGIS will be described, through quantitative tools and techniques that will allow this modality of learning and improve its effectiveness. Results of this research show that students, through geospatial technologies, learn landscape as a diversity of elements but also the complexity of physical and human factors involved. Several conclusions will be highlighted: i) the contribution of geospatial training to education for sustainable development; ii) spatial analysis as a mean of skills acquisition about measures for landscape conservation; iii) expanding and applying acquired knowledge to other geographic spaces and different landscapes.

scholarly journals The PERLA Framework: Blending Personalization and Learning Analytics

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Mohamed Amine Chatti ◽  
Arham Muslim
Keyword(s):  
Learning Environments ◽  
Learning Analytics ◽  
Theoretical Foundation ◽  
Personalized Learning ◽  
Systematic Design ◽  
Smart Learning ◽  
Smart Learning Environments ◽  
Learning Contexts ◽  
Customized Learning ◽  
Opening Up

Personalization is crucial for achieving smart learning environments in different lifelong learning contexts. There is a need to shift from one-size-fits-all systems to personalized learning environments that give control to the learners. Recently, learning analytics (LA) is opening up new opportunities for promoting personalization by providing insights and understanding into how learners learn and supporting customized learning experiences that meet their goals and needs. This paper discusses the Personalization and Learning Analytics (PERLA) framework which represents the convergence of personalization and learning analytics and provides a theoretical foundation for effective analytics-enhanced personalized learning. The main aim of the PERLA framework is to guide the systematic design and development of effective indicators for personalized learning.

Activity in a Mobile Learning Environment

2011 ◽  
pp. 58-78
Author(s):  
Ray M. Kekwaletswe
Keyword(s):  
Learning Environments ◽  
Mobile Learning ◽  
Social Presence ◽  
Learning Task ◽  
Personalized Learning ◽  
Mobile Technologies ◽  
Learning Support ◽  
Learning Contexts ◽  
Use Context ◽  
Mobile Learning Environment

The practical contribution of the chapter is the understanding of activity in mobile learning environments and how learners use awareness to model their actions for the provision of personalized learning support. The chapter is about the advancement of the human-centric approach to personalized learning through enhanced learner-to-learner interaction – where context and social presence awareness is of vital significance to how learners decide and act on a learning task. It is an expedition towards understanding the phenomenon of mobile learning, where personalized learning and support is a result of social awareness activities of learners as they traverse varied learning contexts. Mobile learning, in this chapter, is signified by mobility of learners regardless of mobile technologies. Activity Theory, which draws attention to mediated activity within a social context, is used to explore how mobile learners use context and social presence awareness to facilitate their ubiquitous social interactions.

Corporeità, movimento e benessere: il potenziale educativo di itinerari motorio-sportivi inclusivi giovanili

2019 ◽  
pp. 3121-334
Author(s):  
Carmen Palumbo ◽  
Antinea Ambretti ◽  
Giovanna Ferraioli
Keyword(s):  
Young People ◽  
Learning Process ◽  
Personalized Learning ◽  
Barriers To Learning ◽  
Educational Value ◽  
School Activities ◽  
The Past ◽  
Full Participation ◽  
Inclusive Approach ◽  
Teaching Learning

Over the past few decades, the adoption of an inclusive approach to education has stimulated a reflection on the educational value of body and movement within teaching-learning process in order to break down all barriers to learning and promote the full participation of young people to school activities. Indeed,body and movement represent an important didactic "medium" for developing individualized and personalized learning paths that take into account the specific needs and characteristics of students thus contributing to their global and harmonious development.

Theoretical and Methodological Elements of an Inclusive Approach to Education

2020 ◽  
pp. 123-136
Author(s):  
Antonello Mura ◽  
Antioco Luigi Zurru ◽  
Ilaria Tatulli
Keyword(s):  
Inclusive Education ◽  
Collaborative Work ◽  
Qualitative Investigation ◽  
Training Process ◽  
Continuous Training ◽  
Learning Contexts ◽  
Inclusive Learning ◽  
Inclusive Approach ◽  
Slow Evolution ◽  
Methodological Principles

The educative experience of people with disability leads the inter­na­tio­nal debate towards the value of inclusive learning contexts. Nonetheless, the theoretical and methodological principles of an inclusive education approach have to be outlined. Data collected using explorative questionnaires during a five-years survey in an Italian region's schools show a slow evolution of the scholastic context. From the perspective of Special Pedagogy, the qualitative investigation on three macro-dimensions (the diversity perception, the didactic and methodological means, the wellbeing of pupils) reveals an emerging development of solid awareness among teachers. Findings confirm that the inclusion processes at school are attainable only throughout a series of clear methodological elements: 1) a valorising attitude towards diversity; 2) an orienting learning process; 3) a plural and flexible use of both methodologies and strategies; 4) a collaborative work environment; 5) a continuous training process; 6) a deontological approach. These are the principles that allow teachers to support each student in the manifold itineraries of identity fulfilment, encouraging pupils to express their needs and to develop their abilities in a welcoming and participative context.

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