Lifelong Learning and Online Education

2011 ◽  
pp. 292-314
Author(s):  
Marianthi Karatza ◽  
Argiris Tzikopoulos ◽  
Niki Phillips
Keyword(s):  
Online Education ◽  
Lifelong Learning ◽  
Learning Environments ◽  
Online Training ◽  
Training System ◽  
Banking Organization ◽  
New Learning Environments ◽  
New Learning

In this chapter, the effects of lifelong learning and online education in the role of an educator are examined. Lifelong learning and lifelong education, as well as online learning and online education are terms that are located in a new context where flexibility has become a central demand. In such a framework, we identify the new capabilities and challenges that organizations, learners, and educators face. Moreover, we attempt to describe the role that an educator should adopt in order to be effective and able to support learning in this new environment. This review concludes with a framework of competencies necessary for the educators who practice their profession within new learning environments that already exist or that are going to appear in organizations, as needs for learning and knowledge management are continuously increasing. For this purpose, a specific case study is presented regarding the way an online training system can be implemented in order to support learning within a banking organization..

The Role of Context When Implementing Learning Environments

2011 ◽  
pp. 62-83
Author(s):  
Bernard Blandin
Keyword(s):  
Organizational Structure ◽  
Learning Environments ◽  
Learning Activities ◽  
New Learning Environments ◽  
New Learning ◽  
And Training

This chapter presents some outcomes of current research on the role of contextwhen implementing learning environments. It first sets the theoretical and empiri-cal scene of current research on learning, which leads to the conclusion that thereis a general agreement on the fact that context influences learning activities. Sec-ondly, the chapter shows how theories of learning materialize and give form to thephysical and organizational structure of educational and training institutions.Then, it analyses why institutional praxis applying a given theory of learning mayconflict with the implementation of new learning environments. Finally, it providessome sociological guidelines to facilitate the implementation of a new learningparadigm within an organization. With this chapter, the author intends to promotethe use of sociology to better understand what is at stake when implementing newlearning environments.

scholarly journals Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future

2020 ◽  
pp. 85-107
Author(s):  
Mariagrazia Francesca Marcarini
Keyword(s):  
Learning Environments ◽  
Teacher Collaboration ◽  
Teaching And Learning ◽  
Personal Responsibility ◽  
First Grade ◽  
Traditional Learning ◽  
New Learning Environments ◽  
New Learning ◽  
Teachers And Students ◽  
Improved Learning

AbstractThis project investigates how to overcome traditional learning environment’s rigidity; those established practices that may hinder full use of what we might call new learning environments. It addresses how teachers adapt their teaching to changing learning environments, what impact new educational spaces have on teachers and students, how to organise students with different criteria, and how learning environments can be redesigned in old schools with limited investments. The research studies four schools: in Denmark, the Hellerup Folkeskole in Gentofte and the Ørestad Gymnasium in Copenhagen; in Italy, the Enrico Fermi High School in Mantua and IC3 Piersanti Mattarella secondary first grade in Modena. New learning environments are intended to enhance teacher collaboration and stimulate the exchange of new teaching methods, enabling learning personalisation. This is often facilitated by team teaching, which in this chapter is seen as a “bridge-culture” concept, offering a wider vision including structural and organisational details. The chapter discusses how this strategy lead to students improved learning skills, them taking on greater personal responsibility and displaying aptitude to study in different ways. In this sample of “architecture feeds pedagogy” schools, some key concepts are explored that might guide future learning environments design: readability, “semantic-topical”, flexibility, invisible pedagogy and affordances.

Using Infographics for Teaching

2021 ◽  
pp. 105-126
Author(s):  
Kyriaki Skenteridou ◽  
Theodosios Tsiakis
Keyword(s):  
Educational Technology ◽  
Environmental Education ◽  
Learning Environments ◽  
Information Dissemination ◽  
Teaching Tool ◽  
Historical Maps ◽  
Visual Aids ◽  
Modern Age ◽  
New Learning Environments ◽  
New Learning

Outstanding advances in educational technology are significantly influencing new learning environments, where it is necessary for teachers to respond and for learners to be able to adapt to the modern age of knowledge and information dissemination. The development of ICT has catalyzed the ability of all types of data to be reproduced visually (visualization). The term visualization refers to the use of various visual aids, which makes a subject more eloquent. This is especially useful for teaching a variety of special courses (environmental education), geography (maps, atlases), history (historical maps, atlases). Geography is a comprehensive and one of the most demanding subjects, as its study deals with a variety of different topics. This course can be made more effective and produce more permanent results through the use of innovative tools. One of these tools is information. In the context of the present study, the use of infographics, a pioneering visual tool transformed into a reliable teaching tool-guide in the classroom, is presented.

AI and AR

2021 ◽  
pp. 216-231
Author(s):  
Anita M. Cassard ◽  
Brian W. Sloboda
Keyword(s):  
Artificial Intelligence ◽  
Distance Learning ◽  
Augmented Reality ◽  
Learning Environments ◽  
Virtual Learning Environments ◽  
Learning Assessment ◽  
New Learning Environments ◽  
New Learning ◽  
Available Technology ◽  
The Impact

This chapter presents some of the possibilities and approaches that are used in the application of AI (artificial intelligence) and AR (augmented reality) in the new learning environments. AI will add another dimension to distance learning or eLearning that in some cases already includes AR (augmented reality) virtual learning environments. Because of this advent in available technology and the impact it will have on learning, assessment of newly structured parameters and their impact on student outcomes is crucial when measuring student learning. For some of us there might be a concern about the domination of AI as seen in the movie The Terminator, but we can take ease in the notion that it is not only AI versus humans. A new version of human augmented intelligence (HI) is being developed as we speak.

New Learning Environments and Constructivism: The Students’ Perspective

2006 ◽  
Vol 34 (3) ◽  
pp. 213-226 ◽  
Author(s):  
David Gijbels ◽  
Gerard van de Watering ◽  
Filip Dochy ◽  
Piet van den Bossche
Keyword(s):  
Learning Environments ◽  
New Learning Environments ◽  
New Learning

Centre for Applied Language Studies, University of Limerick, Ireland

2015 ◽  
Vol 48 (2) ◽  
pp. 288-292
Author(s):  
Angela Chambers ◽  
David Atkinson ◽  
Fiona Farr
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Language Policy ◽  
Learning Environments ◽  
Language Teacher Education ◽  
Postgraduate Students ◽  
Research Outcomes ◽  
Language Studies ◽  
New Learning Environments ◽  
New Learning

The Centre for Applied Language Studies (CALS), founded in 1997, brings together researchers and postgraduate students from several disciplines in language studies, and is structured in three research clusters: New learning environments; Discourse, society and identity; and Plurilingualism and language policy. There is a certain amount of overlapping between the clusters, and several researchers are active in more than one cluster. Thus research in language teacher education is present both in the New learning environments cluster and in Discourse, society and identity. Corpus-based methodologies are also prominent in both these clusters. Furthermore, discourse analysis is present as a methodology in all three. The following sections provide information on current research and selected research outcomes within the three research clusters from 2011 to 2013.

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