scholarly journals Advanced Digital Learning Environments on Educational Institutions – An Experiment

2020 ◽  
pp. 305-313
Author(s):  
Dalila Duraes ◽  
Paulo Novais
Keyword(s):  
High School ◽  
Learning Environments ◽  
Educational Institutions ◽  
Human Being ◽  
Digital Learning ◽  
Present Experience ◽  
Digital Learning Environments

It is unquestionable to say that we live in a hyper-connected world, where technology is present in all spheres of our life. Furthermore, it is the backbone for the transformation of our society, which is continually changing and requires continuous adaptation of the human being to the environment. (Durães, Carneiro, Bajo, Novais, 2016). In this paper, we present experience during the Pandemic situation with students at high school. The idea is to improve learning and motivated students to participate in the demands of the task by the teachers.

Using the COVA Approach to Promote Active Learning in Digital Learning Environments

2018 ◽  
pp. 22-44
Author(s):  
Cindy Cummings ◽  
Dwayne Harapnuik ◽  
Tilisa Thibodeaux
Keyword(s):  
Active Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Digital Technologies ◽  
Educational Institutions ◽  
Digital Learning ◽  
Master's Program ◽  
Learning Principles ◽  
Digital Learning Environments

Active learning pedagogies using digital technologies hold much promise. Yet over the past several decades despite all the advances we see in how technology impacts most aspects of society, the advances in our educational institutions have been much smaller. Why? We have focused on the technology as a quick fix and have not focused on the learning. Rather than look to the latest teaching trend or hottest activity of the day, we must reimagine all aspects of our teaching and learning and purposefully build our programs as significant digital learning environments that inspire, foster, and facilitate deeper learning. This chapter reveals how we have built a Master's program that uses the active learning principles of choice, ownership, and voice through authentic learning (COVA approach) and how we have created a significant learning environment (CSLE) that fully engages and equips our learners to be digital leaders.

scholarly journals Notes on Corpoliteracy: Bodies in Post-digital Educational Contexts

2021 ◽  
pp. 167-182
Author(s):  
Gila Kolb
Keyword(s):  
Learning Environments ◽  
Teaching Practices ◽  
Power Relations ◽  
Teaching And Learning ◽  
Digital Art ◽  
Digital Learning ◽  
Conceptions Of Learning ◽  
Global Pandemic ◽  
Art Teaching ◽  
Digital Learning Environments

AbstractThis chapter demonstrates the potential to challenge power relations, and reconsider teaching practices and conceptions of learning bodies. How do bodies in a digital learning setting perform are read and observed? How they can be included in learning settings? Since teaching and learning increasingly take part in digital learning environments, especially since the outbreak of the COVID-19 global pandemic, digital art teaching needs rethinking toward the knowledge of learning bodies and of the perception of learning in the digital realm: a digital corpoliteracy.

Technology Integration in Digital Learning Environments

2018 ◽  
pp. 165-184
Author(s):  
Irene Mwingirwa Mukiri ◽  
Bonface Ngari Ireri
Keyword(s):  
Technology Integration ◽  
Learning Environments ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Girls In Science ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Digital Learning Environments

Digital literacy indisputably plays a momentous role in our future lives (Allen, 2007). This chapter considers technology integration at various levels of school, ranging from primary to tertiary levels. It further shows results of a practical quasi experimental study done in Kenyan secondary schools showing how scores of students learning mathematics in a technology-based environment compared with those learning using conventional methods of teaching. The students' scores in examinations showed that the students learning using the selected application known as GeoGebra performed better and girls performed equally as well as boys when taught mathematics in a technology environment. The chapter underscores the importance of technology to improve teaching and learning process and it has promise to bridge the gap in performance between boys and girls in Science Technology Engineering and Mathematics (STEM).

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