Opening up Education

2016 ◽  
pp. 133-144 ◽  
Author(s):  
Tanja Urbančič ◽  
Davor Orlič
Keyword(s):  
Learning Environments ◽  
Informal Education ◽  
Educational Systems ◽  
Formal Learning ◽  
Open Education ◽  
Considerable Potential ◽  
Educational Infrastructure ◽  
Opening Up ◽  
Pedagogical Approaches ◽  
Changing Society

The questions of affordability and sustainability in current educational systems gain importance, as they are expected to provide answers to new extensive challenges and increased needs of rapidly changing society, while facing severe limitations of resources. In this chapter we discuss how Open Education principles and practices might contribute to the solution of this problem. While they have already found their place and demonstrated their advantages in informal education, there is still a considerable potential in combining them with other practices and to gradually introduce them into more formal learning environments. More openness in formal learning could result in more transparency and consequently in more trust, in enhanced cooperation and new connections needed for affordability and sustainability of educational infrastructure, contents, solutions, pedagogical approaches and methodologies. We present the OpeningupSlovenia initiative as a nationwide framework aiming at fostering and enhancing this process.

Special issue editorial. Virtual mobility: opening up educational mobilities

2021 ◽  
pp. 1-8
Author(s):  
Gemma Tur ◽  
Ilona Buchem
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Open Education ◽  
Special Issue ◽  
Online Learning Environments ◽  
Recent Approach ◽  
Virtual Mobility ◽  
Wide Perspective ◽  
Opening Up

The characterization virtual mobility is based on three main conceptual pillars – international, digital and collaborative. We understand that these characteristics are common to other related concepts although an institutional agreement and the transcript of records for the exchange and recognition of credits seems to be a distinct characteristic of virtual mobility. A recent approach to virtual mobility has added the dimension of open education as the fourth pillar of virtual mobility and the new concept has been framed as Open Virtual Mobility. These different approaches show that the concept of virtual mobility can be interpreted and designed depending on the actual objectives, practices and educational contexts, as shown in the articles in this special issue. Going beyond a single perspective on virtual mobility, and focusing on commonalities, we are proud to introduce the collection of five articles which present different approaches to virtual mobility in the sense of facilitating international and collaborative learning experiences in online learning environments. This special issue offers a wide perspective on virtual mobility, which includes different approaches, methodologies and models towards designing and exploring virtual mobility experiences in practice and research.

Immersive Learning Environments at Scale: Constraints and Opportunities

2020 ◽  
Vol 64 (1) ◽  
pp. 1165-1169
Author(s):  
Robert F. Siegle ◽  
Rod D. Roscoe ◽  
Noah L. Schroeder ◽  
Scotty D. Craig
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Classroom ◽  
Educational Systems ◽  
Virtual Reality Technology ◽  
Immersive Learning ◽  
Potential Benefits ◽  
Theoretical Paper

The expansion of online education into massive open online courses (MOOCs) and equipment have created a unique opportunity for delivering immersive learning experiences at scale. However, although the inclusivity of the MOOC ecosystem can be commended, many online courses lack key benefits associated with traditional classroom environments: immersive, engaging, and team-driven learning opportunities. Immersive learning environments (ILEs) address these educational gaps but has not been able to operate at the broad scale that MOOCs offer. Importantly, ILEs address opportunities missing from MOOC systems, they add unique learning opportunities that would also be missing in a traditional classroom. The inclusion of this virtual reality technology is pivotal topic for educational research. This theoretical paper will briefly define immersive learning environments and the potential benefits of incorporating immersive learning environments into scalable educational systems. We will also consider developers constraints on creating these online ecosystem and suggested strategies for overcoming them.

Mobile Applications as Tools to Support Embodied Learning

2012 ◽  
Vol 2 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Andre R. Denham ◽  
Javier Gonzalez-Sanchez ◽  
Maria-Elena Chavez-Echeagaray ◽  
Robert K. Atkinson
Keyword(s):  
Learning Environments ◽  
Mobile Technology ◽  
Mobile Applications ◽  
Distinct Type ◽  
Instructional Designers ◽  
Formal Learning ◽  
Embodied Learning ◽  
Future Directions ◽  
Current State ◽  
Instructional Content

Mobile learning (mLearning) is a rapidly expanding area of educational research. Theorists, researchers, and instructional designers are excited about the potential contributions of mobile technology to the field of education. Mobile tools such as Apple’s iPad or Galaxy Tab have sparked this interest based on their ability to provide high-powered computing within a small, extremely portable form factor. Learners are no longer constrained by the desktop or the power cord of a laptop. Unfortunately, much of mLearning research has focused on transferring eLearning on to mobile devices, instead of investigating the unique characteristics of mobile tools that can be used to define mLearning as a distinct type of learning. This paper begins the task of situating mLearning as a distinct type of learning by first considering the theoretical and pedagogical affordances unique to it. Then, the authors transition into a discussion of embodied learning and how the literature related to this field supports the use of mobile tools for educational purposes that go well beyond the deliver of eLearning instructional content. From there, the authors move to a discussion of the logistical challenge of melding mobile tools within formal learning environments. Next, the paper reports the results of an investigation into the current state of mLearning applications and how the majority of these applications fail to leverage the hardware features of mobile tools that can potential result in deeper understanding of concepts and skills. Finally, the authors provide implications and future directions for developers and educators.

scholarly journals Reflection and Readiness: Shared Benefits of Using an Oral Final Evaluation to Assess Counselor Competency

2021 ◽  
Author(s):  
Tanya Surette ◽  
Kelly Brenton
Keyword(s):  
Learning Environments ◽  
Critical Assessment ◽  
Final Evaluation ◽  
Educational Systems ◽  
Assessment And Evaluation ◽  
Counselor Competency ◽  
Site Supervisors ◽  
The Face ◽  
Creativity And Innovation ◽  
Counsellor Educators

The COVID-19 pandemic has impacted educational systems worldwide, shifting everything from pedagogy to learning environments. The emerging needs and complexities presented during this time has challenged long-standing practices, requiring creativity and innovation to adapt in the midst of uncertainty and accelerated change. This has been the reality within graduate counselling programs where coursework and internships were interrupted, and the counselling environment altered. In the face of such changes, the critical assessment and evaluation of pre-service counsellor competence remains a high priority of counsellor educators. This article outlines the practice of adopting an Oral Final Evaluation (OFE) of post-practicum graduate counselling students as a means of addressing the need to accurately assess counsellor competence in the changed landscape of the current pandemic. This article provides a rationale for integrating an OFE and space for reflection on its implementation, along with feedback from participating students, faculty, and site-supervisors.

scholarly journals Studi Kelayakan Taman Pendidikan Al – Qur’an Sebagai Sumber Belajar Pendidikan Nonformal

JURNAL IQRA ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 71-86
Author(s):  
Andi Ahmad Gunadi ◽  
Zulfitria Zulfitria ◽  
Aswir Aswir
Keyword(s):  
Learning Environments ◽  
Feasibility Study ◽  
Informal Education ◽  
Formal Education ◽  
Nonformal Education ◽  
Learning Material ◽  
Learning Situation ◽  
Or Education ◽  
Learning Resource ◽  
Education Environment

Al Qur’an Learning Centres for Children (Taman Pendidikan Al-Qur’an) was supposed to be a complimentary nonformal education for both formal and informal education  that many shared in society. This article was to analyze whether a feasibility study in terms of learning situation or education environment based on nonformal one. The research used a qualitative with descriptive design. The informants were derived from the managers Al Qur’an Learning Centres for Children , social figures and students’ parents. The results showed that Al Qur’an Learning Centres for Children as a informal education facility that complements formal and informal education was feasible to be maintained and developed to complete the religious-based on learning material both formal and informal education. In conclusion, learning situations or learning environments influence the feasibility as a learning resource for non-formal education. Keywords: Feasibility Study, Al Qur’an Learning Centres for Children, Nonformal Education

Mobile Phones for Assessment

2019 ◽  
pp. 128-159
Author(s):  
Füsun Şahin ◽  
Dominic Mentor
Keyword(s):  
Professional Development ◽  
Mobile Phones ◽  
Informal Education ◽  
Teaching And Learning ◽  
Formal Learning ◽  
Traditional Classrooms ◽  
The Individual ◽  
Mobile Assessment

This chapter focuses on using mobile assessment (m-assessment) for teaching and learning in formal and informal education settings. M-assessment has been helpful in making traditional classrooms more interactive and support the individual and class cognitive wealth. Unique affordances of m-assessment can also extend its benefits to digital classrooms, informal and formal learning settings, professional development settings, and other places where learning happens. M-assessment has increased accessibility to assessment, making it available anywhere, anytime, and to anyone.

Building Sustainability Through Environmental Education

2018 ◽  
pp. 72-88
Author(s):  
Ediola Pashollari
Keyword(s):  
Sustainable Development ◽  
Young People ◽  
Environmental Education ◽  
Informal Education ◽  
Quality Education ◽  
Educational Systems ◽  
Access To Education ◽  
Refugee Youth ◽  
Remote Areas ◽  
Migrant Youth

Education is an important informative tool used to maintain the prevailing values of a society. It is the best thing anyone can acquire; it is an asset, an act of attaining knowledge, developing sense of analyzing and perception in preparing oneself. Quality education is one of the 17 Global Goals that make up the 2030 Agenda for Sustainable Development. There are three types of education, namely formal, non-formal, and informal education. Vulnerable young people are often excluded from educational systems. Inclusive polices are needed to ensure access to education for poorest youth in cities and remote areas, youth affected with HIV, refugee youth, and migrant youth. This chapter explores education and sustainable development.

Team Effectiveness in Virtual Environments

2008 ◽  
pp. 1498-1515
Author(s):  
Pnina Shachaf ◽  
N. Hara
Keyword(s):  
Learning Environments ◽  
Team Effectiveness ◽  
Empirical Studies ◽  
External Environment ◽  
Virtual Team ◽  
Ecological Approach ◽  
Internal Environment ◽  
Normative Model ◽  
Process Output ◽  
Pedagogical Approaches

This chapter attempts to address the need for more research on virtual team effectiveness and outlines an ecological theoretical framework that is applicable to virtual learning environments (VLE).  Prior empirical studies on virtual team effectiveness used frameworks of traditional team effectiveness and mainly followed Hackman’s normative model (input-process-output). We propose an ecological approach for virtual team effectiveness that accounts for team boundaries management, technologyuse, and external environment in VLE, properties which were previously either nonexistent or contextual.   The ecological framework suggests that three components — external environment, internal environment, and boundary management — reciprocally interact with effectiveness.   The significance of the proposed framework is a holistic perspective that takes into account the complexity of the external and internal environment of the team. Furthermore, we address the needs for new pedagogical approaches in VLE.

iPad Usage and Appropriate Applications

2017 ◽  
pp. 185-212
Author(s):  
Julia Bennett ◽  
Fan-Yu Lin
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Mobile Learning ◽  
21St Century ◽  
Mobile Device ◽  
Educational Systems ◽  
Access To Information ◽  
Ubiquitous Access ◽  
K 12 ◽  
Ipad Applications

Mobile learning, learning delivered or accompanied by any handheld or individual device that contributes to increasing knowledge or skills, has continuously become popular in educational systems in the 21st century. Apple's iPad has been a popular mobile device that has been chosen for us in 1-to-1 learning environments. Research suggests that utilizing iPads in educational settings is beneficial due to its affordance, portability, ubiquitous access to information, ability to communicate with other iPad users, and the opportunity it offers to showcase creativity and individuality through various applications. Studies have found value in providing students with their own iPads. This chapter overviews both the benefits and concerns of iPad usage in K-12 classrooms. Furthermore, specific web and iPad applications are discussed. When educators take appropriate steps to create a controlled learning environment, concerns and limitations regarding mobile learning with an iPad can be diminished.

Sign in / Sign up

Export Citation Format

Share Document