scholarly journals The PRISMA: A Visual Feedback Display for Learning Scenarios

Proceedings ◽  
2019 ◽  
Vol 31 (1) ◽  
pp. 81
Author(s):  
Tabuenca ◽  
Wu ◽  
Tovar
Keyword(s):  
Mobile Devices ◽  
Visual Feedback ◽  
Public Spaces ◽  
Learning Activities ◽  
Learning Activity ◽  
Teaching Process ◽  
Feedback Display ◽  
Ambient Displays ◽  
Learning Scenarios ◽  
Automated Feedback

Ambient displays can play an important role in the teaching process guiding students to perform learning activities in public spaces. In the last years, automated feedback is becoming popular due to the proliferation of sensors, actuators, mobile devices, and networks. The contribution of this paper is twofold: (1) first, we present the implementation of an ambient display designed to provide feedback in learning scenarios using different actuators; (2) second, we present the results of a survey to investigate how adequate might be Bluetooth technology to sense and attract students to perform a learning activity.

Systematic Review of Outdoor Science Learning Activities with the Integration of Mobile Devices

2020 ◽  
Vol 12 (2) ◽  
pp. 33-56
Author(s):  
Trina J. Kilty ◽  
Andrea C. Burrows
Keyword(s):  
Mobile Devices ◽  
Scientific Inquiry ◽  
Science Learning ◽  
Learning Activities ◽  
Learning Assessment ◽  
Learning Activity ◽  
Knowledge Gain ◽  
Observation Data ◽  
Science Content ◽  
Eligibility Criteria

The purpose of this systematic study review was to describe how researchers integrated mobile devices into outdoor science learning, assessment of those activities, and alignment of purpose, integration, and assessment. From initial 980 search results, the authors selected 45 articles based on the eligibility criteria of: (a) empirical study; (b) learning activity with science content; (c) outdoor setting; (d) mobile device integration; and (e) assessement. Researchers designed outdoor science learning activities integrated with mobile devices for the purposes of science knowledge gain, affective domain gain, and scientific inquiry. Researchers aligned components of scientific inquiry including hypothesis formation, observation, data collection and interpretation, and communication and collaboration. Conclusions describe benefits to integrating mobile devices with outdoor science learning activities by supporting scientific inquiry skill development. Alignment of purpose and assessment provides evidence of student learning important in meeting accountability standards.

Analisis Motivasi Belajar Siswa SMP Dalam Pembalajaran Outdoor-Modeling Mathematics Berdasarkan Gaya Belajar

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Sofnidar ◽  
Hartina ◽  
Kamid ◽  
Khairul Anwar
Keyword(s):  
Student Behavior ◽  
Mathematics Learning ◽  
Real Life ◽  
Data Retrieval ◽  
Learning Activities ◽  
Learning Activity ◽  
Stimulus Selection ◽  
Learning Behavior ◽  
Research Subjects ◽  
Motor Activities

Prilaku belajar adalah suatu sikap y ang muncul dari diri siswa dalam menanggapi dan meresponi setiap kegiatan belajar mengajar yang terjadi. salah satu wujud dari prilaku adalah motivasi belajar. Menurut teori behavioristik, belajar adalah perubahan tingkah laku sebagai akibat adanya interaksi antara stimulus (rangsangan) dan respon (tanggapan). Stimulus yang diberikan guru dalam pembelajaran tertuang dalam rancangan aktifitas pembelajaran. Aktivitas pembelajaran merupakan kegiatan yang dirancang guru untuk mewujudkan dan atau menciptkan kondisi belajar siswa (stimulus). Pemilihan aktivitas belajar yang sesuai memungkinkan untuk terjadinya efektivitas pedagogis dalam mencapai tujuan pembelajaran, maupun dapat membentuk prilaku positif siswa (respon) dalam belajar. Desain pembelajaran berbasis outdoor-medelling mathematics memuat serangkain aktivitas kegiatan pembelajaran yang berbassis investigasi konteks masalah outdoor (masalah real life) dengan muatan konten materi modeling mathematics. Pada makalah ini akan membahas prilaku belajar dan bagaimana motivasi terbentuk melaui aktifitas kegiatan pebelajaran outdoor-medelling mathematics yang diklasifikasikan menjadi motoractivities mentalactivities, visualactivities, emotionalactivities, motoractivitie.Melalui metode kulitatif deskriptif, dengan mengambil 20 siswa kelas IX-B SMP N 1 Muaro Jambi yang mempunyai gaya belajar visual, auditorial, dan kinestetik. Setelah pelaksanaan pembelajaran, pengambilan data dilakukan melalui angket, dan lembar pengamatan beserta wawancara ke subjek penelitian. Hasil penelitian menunjukan bahwa aktivitas belajar dalam pembelajaran yang dapat memotivasi siswa belajar matematika adalah visualactivities sebesar 74,16%; motoractivities sebesar 96,67%; mentalactivities sebesar 71,66%; dan emotionalactivities sebesar 73,33%. Berdasarkan hasil analisis yang dilakukan aktivitas belajar dalam pembelajaran outdoor-medelling mathematics matematika yang paling dominan dapat memotivasi siswa belajar adalah motoractivities dengan persentasi 96,67% dengan kriteria sangat baik dan sangat memotivasi siswa belajar matematika dalam pembelajaran luar kelas. Indikatornya adalah melakukan percobaan. Kelebihan aktivitas belajar dalam pembelajaran outdoor-medelling mathematics adalah, aktivitas belajar lebih membuat siswa termotivasi untuk belajar matematika. Siswa menjadi lebih aktif dan interaksi dengan teman sesamanya semakin meningkat juga. Adapun kelemahan aktivitas belajar dalam pembelajaran luar kelas adalah sulit untuk siswa terfokus dalam aktivitas belajar yang sedang dilakukan.   Learning behavior is an attitude that arises from students in responding and responding to each teaching and learning activity that occurs. one form of behavior is learning motivation. According to behavioristic theory, learning is a change in behavior as a result of an interaction between stimulus (stimulus) and response (response). The stimulus given by the teacher in learning is contained in the design of learning activities. Learning activities are activities designed by the teacher to realize and or create the conditions for student learning (stimulus). Selection of appropriate learning activities allows for the occurrence of pedagogical effectiveness in achieving learning goals, and can form positive student behavior (response) in learning. Outdoor-based learning mathematics learning design contains a series of learning activities based on the context of outdoor problems (real life problems) with the content of modeling mathematics material. In this paper will discuss learning behavior and how motivation is formed through the activities of learning activities outdoor-modeling mathematics which are classified into mental activities, visual activities, emotional activities, motor activities. Through the descriptive qualitative method, taking 20 students of class IX-B Muaro Jambi Middle School 1 who have visual, auditory, and kinesthetic learning styles. after the implementation of learning, data retrieval was carried out through questionnaires, and observation sheets and interviews to the research subjects. The results showed that learning activities in learning that could motivate students to learn mathematics were visual activities at 74.16%, motor activities at 96.67%, mental activities at 71.66%, and emotional activities at 73.33 %%. Based on the results of the analysis carried out learning activities in mathematics outdoor-modeling mathematics learning the most dominant motivating students to learn is motor activities with a percentage of 96.67% with very good criteria and very motivating students to learn mathematics in learning outside the classroom. The indicator is to experiment. The advantages of learning activities in outdoor-modeling mathematics learning are that learning activities make students more motivated to learn mathematics. Students become more active and interactions with their peers also increase. The weaknesses of learning activities in learning outside the classroom is difficult for students to focus on the learning activities that are being done.

PENGEMBANGAN VARIASI MENGAJAR DALAM MENINGKATKAN MOTIVASI BELAJAR

2018 ◽  
Vol 6 (1) ◽  
pp. 696-714
Author(s):  
ARIANTI Arianti
Keyword(s):  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Learning Activities ◽  
Learning Activity ◽  
Motivation To Learn ◽  
Strategic Role ◽  
Strong Motivation ◽  
The Individual

Abstract. This journal discusses the development of variations in teaching in increasing learning motivation. The learning process is an activity that involves an individual (physical and spiritual), learning activities are never carried out without a strong motivation or motivation from within the individual or from outside the individual who participates in learning activities. Therefore, the learning process requires the development and use of variations in teaching to generate student motivation. Variations in teaching include variations in teaching styles, variations in media and materials, and variations in teaching and learning interactions. Motivation has a very important role in learning activities, there is no learning activity without motivation, therefore motivation has a strategic role in achieving the goals or results of learning. Keywords: Development Of Teaching Variations and Motivation to Learn

scholarly journals Applying the PECSL: using case studies to demonstrate the Pedagogy of Experience Complexity for Smart Learning

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Pen Lister
Keyword(s):  
Real World ◽  
Mobile Apps ◽  
Urban Environments ◽  
Learning Activities ◽  
Learning Activity ◽  
Opportunities To Learn ◽  
Practical Application ◽  
Design And Development ◽  
Smart Learning

AbstractThis paper discusses the uses and applications of the Pedagogy of Experience Complexity for Smart Learning (PECSL), a four-tier model of considerations for the design and development of smart learning activities. Using existing mobile apps and relevant activities as illustrative examples, the PECSL is applied to indicate concepts and mechanisms by which useful pedagogical considerations can work alongside user-centred design principles for the design and development of smart learning in urban hyper-localities. Practical application of the model is discussed using real world examples of activities as a basis to demonstrate the potential for manifold opportunities to learn, and plan for experience complexity in a smart learning activity. Case study approaches reflect on aspects of the PECSL in how it might be a useful and pragmatic guide to some of the issues faced when designing digital citizen learning activities in complex urban environments.

scholarly journals Training and educational problems solving in the study of mathematics at university

2016 ◽  
Vol 5 (3) ◽  
pp. 141-147
Author(s):  
Vladimir Nicolaevich Aniskin ◽  
Elena Nicolaevna Ryabinova
Keyword(s):  
Social Practice ◽  
Common Knowledge ◽  
Competence Development ◽  
Learning Activities ◽  
Learning Activity ◽  
Federal State ◽  
Educational Standard ◽  
Wide Range ◽  
Four Blocks ◽  
State Educational

The analysis of federal state educational standards for all steps of existing educational system shows that meta-subject approach in learning and bringing up activity is becoming more urgent. Orientation to the key strategic priority of continuous education such as bringing up activity and forming the ability to study are also urgent. The main types of universal studying activities are analyzed: personal, subject, meta-subject results; usage of learning activity matrix during the process of study. Federal State Educational Standard of basic common education sets the demands to personal, meta-subject and subject results of learning after basic educational program of secondary education. So, according to the succession principle we should develop the competence of the students following these three directions transforming them into educational environment of the university. Thus, meta-subject competence should include ability to use intersubject definitions and universal learning activities performing them at learning, knowledge and social practice. The achievement of meta-subject results is connected with the nature of universal activity. The basis of nature-coordinated education should lie in basic values - and the most important is morality which is formed from the human nature. That is why the standards of the second generation formulate four blocks of universal learning activities: personal, regulative, common knowledge and communicative. According to their nature meta-subject activities are functional-oriented ones and they form the psychological basis and determining condition of subject task solution success. Meta-subject competence development supposes various forms of studying process organization. One of such organization forms can be the business game which can be used as the means of diagnosis and forecast of personal behavior in various situations. Project technology is also aimed to develop wide range of competence and creative abilities and that is why it suggests the integrity of research, searching, problem solving and comparison methods. It has been shown that nowadays the role of each course in meta-subject competence development has been growing rapidly.

scholarly journals Ketahanmalangan Pengelola PKBM Dalam Mengembangkan Inovasi Pendidikan Nonformal

2021 ◽  
Vol 7 (3) ◽  
pp. 987
Author(s):  
Devi Merina Tuz Sa’diyah ◽  
Ahmad Ahmad ◽  
Nilna Sa’adayah
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Secondary Data ◽  
Learning Activities ◽  
Primary Data ◽  
Learning Activity ◽  
Structured Interviews ◽  
Matrix Methods ◽  
Main Partner

<p>The focus of this research is to describe the strategy of adversity quotient for the management of the Community Learning Activity Center (PKBM) to develop innovations in turning barriers into opportunities for non-formal education programs. Qualitative research with this type of case study was carried out at PKBM Mentari, using structured interviews as the primary data collection method, in order to obtain primary data and document matrix methods to obtain secondary data. the data were analyzed using interactive techniques belonging to Miles and Huberman with the stages of data reduction, data presentation and conclusion drawing. The results of this study are the adversity quotient strategy that generally implemented by PKBM is very good, this can be seen from the indicators including: 1) Organizing learning activities flexibly in terms of time, so that it does not interfere with the daily activities of the community; 2) Provide learning at affordable costs so as not to burden the community in participating in learning; 3) Making the community the main partner in the continuation of teaching and learning activities at PKBM and 4) Building synergies with local village officials. The relatively short research time is the main limitation in compiling this study, so that it only maximizes the statements of the main informants. </p><p><strong> </strong></p>

scholarly journals The Use of Web 2.0: GoAnimate.Com in Arabic Language Learning Activities at Universiti Malaysia Kelantan/ Penggunaan Aplikasi Web 2.0: GoAnimate.Com dalam Aktiviti Pembelajaran Bahasa Arab di Universiti Malaysia Kelantan

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Amanee Abdul Hai ◽  
Ahmad Zaki Amiruddin ◽  
Ahmad Abdul Rahman ◽  
Wan Ab Aziz Wan Daud
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Teaching And Learning ◽  
Quantitative Method ◽  
Industrial Revolution ◽  
Arabic Language ◽  
Learning Activities ◽  
Learning Activity ◽  
Alternative Approach

This study is designed to present a web 2.0 application that provides multimedia and animated video known as GoAnimate.Com which has been used as a learning activity tool directly in Arabic teaching and learning (T&L) process. This activity was implemented in the class whereby the students were actively involved as practitioners and the teachers played the role as facilitators. The guidance to use GoAnimate.Com was explained to students by teachers before dividing them into groups. Each group were asked to prepare an animated video containing simple Arabic conversation using GoAnimate.Com application. Quantitative method was utilized  to make this study successful by using the instrument of questioners prepared to identify students’ perception towards GoAnimate.Com application and their preference of using this application in Arabic T&L at  University Malaysia Kelantan (UMK). The result of this study has indicated  that student’s perception towards GoAnimate.Com application in learning Arabic is high with the overall mean score of 4.05. This study has shown  that the usage of GoAnimate.Com can increase students’ engagement and involvement in learning Arabic. Nevertheless, it is hoped that the outcome  of this study  can provide an alternative approach and various strategies in Arabic T&L towards Education 4.0 in the Forth Industrial Revolution era (IR4.0).

scholarly journals Model Cooperative Learning Tipe Make A Match Untuk Meningkatkan Hasil Belajar Dan Aktivitas Siswa

2017 ◽  
Vol 3 (1) ◽  
pp. 42
Author(s):  
Rilda Weni
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Test Score ◽  
Learning Model ◽  
Learning Activity ◽  
Teaching Process ◽  
Match Type ◽  
Classroom Action Research ◽  
5Th Grade

<p>This study was conducted as solution for the low learning activity and achievement of 5th grade students at SDN 21 Batang Anai Kabupaten Padang Pariaman. The low learning activity and achievement of students was caused by teaching process which often to use expository method. This study is a classroom action research with two cycles aimed to improve students’ learning activity and achievement by implementing one of cooperative learning model, i.e. make a match type. Subjects of this study are 5th grade students at SDN 21 Batang Anai. Mean of test score of students in cycle I is 60.00 and become 76.88 in cycle II. Students’ learning activity was also improved. Thus, cooperative learning –make a match- can improve students’ learning activity and achievement. </p>

scholarly journals OUTCOME BASED LEARNING: THE EFFECT OF EXPERIENTIAL LEARNING ACTIVITY ON DEEP CONCEPTUAL UNDERSTANDING

2021 ◽  
Vol 9 (6) ◽  
pp. 20-29
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Conceptual Understanding ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Teaching Model ◽  
Study Group ◽  
Post Test ◽  
The Mean ◽  
Understanding Of Science

The aim of the present study is to investigate the effect of experiential learning activity in deep conceptual understanding of science in comparison with conventional teaching model. In the present experiment quasi experimental and post-test research design is implemented. Totally 80 students participate in the study: 40 girls and 40 boys. The sample is categorized into two: study and the control group. Each group consists of 40 students: 20 boys and 20 girls. The study group is taught “Gases Law” by using experiential learning activities and the control is taught by using the conventional method. Data is collected by using a questionnaire and it consists of 20 multiple choice questions. The collected data is analyzed by using descriptive statistics. The examination of the data illustrates that there is no noteworthy difference in the mean score between the study group and the control group. Independent ‘t-test’ is applied to compare the student’s achievement in post-test. The mean score of the study group, who are exposed to the experiential learning activities, in Science Achievement post-test is 17.35. It is higher than that of (t=6.65; p&gt;0.01) the learners in the control group. The mean of the control group is 14.45. Therefore, it is concluded that the experiential learning activities as a teaching model enhances the deep conceptual understanding of science.

scholarly journals Towards the Use of Dialog Systems to Facilitate Inclusive Education

2013 ◽  
pp. 1-21
Author(s):  
David Griol Barres ◽  
Zoraida Callejas Carrión ◽  
José M. Molina López ◽  
Araceli Sanchis de Miguel
Keyword(s):  
Mobile Devices ◽  
Inclusive Education ◽  
Information Technologies ◽  
Learning Activities ◽  
Disabled People ◽  
Dialog Systems

Continuous advances in the development of information technologies have currently led to the possibility of accessing learning contents from anywhere, at anytime, and almost instantaneously. However, accessibility is not always the main objective in the design of educative applications, specifically to facilitate their adoption by disabled people. Different technologies have recently emerged to foster the accessibility of computers and new mobile devices, favoring a more natural communication between the student and the developed educative systems. This chapter describes innovative uses of multimodal dialog systems in education, with special emphasis in the advantages that they provide for creating inclusive applications and learning activities.

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