Metacognition on the Educational Social Software

2010 ◽  
pp. 38-48
Author(s):  
Margarida Romero
Keyword(s):  
Self Regulation ◽  
Social Software ◽  
Metacognitive Development ◽  
Life Long Learning ◽  
New Learning ◽  
Learning Programs ◽  
Information And Communication ◽  
Educational Paradigm ◽  
Widespread Access ◽  
The One

In recent years, we have witnessed an information revolution. This revolution has been characterised by widespread access to the Internet and by the emergence of information which has been generated by end-users–the so-called user-generated content. The information thus generated has been supported by Web 2.0 applications or social software. These changes in the information society have had an important impact in education, with more and more adults enrolling on life-long learning programs; moreover, the availability of distance learning courses has grown in line with this increase in demand. In this emergent educational paradigm, the new 2.0 technology context implies new competencies for learners. These competencies include literacy in information and communication technology (ICT), learning autonomy, self-regulation and metacognition, while at the same time expanding the opportunities for metacognitive development. We will consider in this chapter these two perspectives of the 2.0 context; on the one hand, the new requirements provided by the environment and, on the other hand, the new learning opportunities which this environment brings.

Metacognition on the Educational Social Software

2010 ◽  
pp. 2252-2262
Author(s):  
Margarida Romero
Keyword(s):  
Self Regulation ◽  
Social Software ◽  
Metacognitive Development ◽  
Life Long Learning ◽  
New Learning ◽  
Learning Programs ◽  
Information And Communication ◽  
Educational Paradigm ◽  
Widespread Access ◽  
The One

In recent years, we have witnessed an information revolution. This revolution has been characterised by widespread access to the Internet and by the emergence of information which has been generated by end-users–the so-called user-generated content. The information thus generated has been supported by Web 2.0 applications or social software. These changes in the information society have had an important impact in education, with more and more adults enrolling on life-long learning programs; moreover, the availability of distance learning courses has grown in line with this increase in demand. In this emergent educational paradigm, the new 2.0 technology context implies new competencies for learners. These competencies include literacy in information and communication technology (ICT), learning autonomy, self-regulation and metacognition, while at the same time expanding the opportunities for metacognitive development. We will consider in this chapter these two perspectives of the 2.0 context; on the one hand, the new requirements provided by the environment and, on the other hand, the new learning opportunities which this environment brings.

ENTORNO PERSONAL DE APRENDIZAJE BASE, UN SISTEMA DE ACTIVIDADES PARA LA EVALUACIÓN DEL APRENDIZAJE AUTÓNOMO DE IDIOMAS.

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Yoan Martínez Márquez ◽  
Yalice Gámez Batista ◽  
Norberto Valcárcel Izquierdo
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Positive Influence ◽  
General Terms ◽  
Communication Processes ◽  
Weakly Coupled ◽  
The One ◽  
Meaningful Connections

Las TIC median las interacciones y la comunicación de los estudiantes a diario. Se conciben como mediado-ras de la reflexión y la autorregulación de la actividad del estudiante, resultante de la interacción consciente de la percepción que tiene el estudiante sobre si con la que negocia con el resto de los estudiantes, los ase-sores y la sociedad en general. En este contexto el aprovechamiento de las TIC debe promover una influen-cia formativa en los espacios formales y no formales. Las condicionantes de complementariedad de espa-cios y de unidad en la diversidad de recursos tecnológicos y didácticos deben guiar la actividad que tenga al estudiante como centro de la misma.Ya no se trata de integrar las TIC en el proceso de formación, haciéndolo formal y estandarizado. El reto está en que sean las características personales de los estudiantes, sus estilos de aprendizaje, sus conoci-mientos y experiencias previas, y sus esquemas afectivos los que marquen el aprovechamiento de las TIC en la evaluación del aprendizaje autónomo de inglés.En el presente trabajo se estructura el aprovechamiento de las TIC mediante un EPA base para la evalua-ción del aprendizaje autónomo de inglés. El EPA base constituye un andamiaje de personas, procedimien-tos, espacios de interacción, y de recursos tecnológicos y didácticos. Los componentes que lo conforman se encuentran débilmente acoplados por la tecnología y altamente cohesionados por la significatividad de las conexiones que el estudiante establece entre ellos. Palabras Clave: Aprendizaje, Autonomía, Entorno, Evaluación, Personal. ABSTRACT There is no doubt about the key role of ICT in the interaction and communication processes among students. ICT are thought as a mean for the reflection and self-regulation of students´ activity, which is in a permanent conscientious comparison between the perception a student has about him/herself and the one he/she nego-tiates with the rest of students, advisors and society in general terms. In this context, ICT should promote a positive influence on student formation in formal and non-formal spaces. The conditionals related to spaces combined support and union in the diversity of technological and didactical resources should guide every activity having students at the center of its conception.It is no longer about integrating ICT to the formation process making it formal and standardized. The chal-lenge on autonomous language learning evaluation with ICT has to do with making the differences through personal characteristics of students, their learning styles, previous experiences and affective schemas.In this paper the use of ICT is structured by means of a PLE frame for the evaluation of English autonomous language learning. It is a scaffolding of people, procedures, interaction spaces, and technological and didac-tical resources. Its components are weakly coupled by technologies and highly cohesive by the meaningful connections students establish among them. Keywords: Learning, Autonomy, Evaluation, Environment, Personal. Recibido: septiembre de 2016Aprobado: noviembre de 2016

scholarly journals Children, Media and Food. A New Paradigm in Food Advertising, Social Marketing and Happiness Management

2021 ◽  
Vol 18 (7) ◽  
pp. 3588
Author(s):  
Rodrigo Elías Zambrano ◽  
Gloria Jiménez-Marín ◽  
Araceli Galiano-Coronil ◽  
Rafael Ravina-Ripoll
Keyword(s):  
Eating Habits ◽  
Self Regulation ◽  
World Health Organisation ◽  
World Health ◽  
New Paradigm ◽  
Number Of Children ◽  
Food And Beverage ◽  
Qualitative Technique ◽  
Food And Drink ◽  
The One

The growing number of children who are obese or overweight in certain countries or geographical areas is a fact, as evidenced by the continuous studies and reports on the subject, endorsed or carried out by the World Health Organisation and independent research. In this context, food and beverage advertising can contribute to this. The main objective of this research is to evaluate compliance with the Food and Drink Advertising Code for Children (PAOS Code) in Spain and its relationship with nutritional habits on television, specifically on channels aimed at children. The methodology is therefore mixed: on the one hand, a qualitative technique based on discourse analysis and, on the other, a quantitative technique based on the content analysis of the advertising broadcast for seven consecutive days on three specialised channels and two generalist channels on Spanish television. The results reveal a systematic noncompliance with this code, which translates into inadequate eating habits among children. The immediate conclusion is that 9 out of 10 parts of food and drink advertising do not comply with any of the rules of the PAOS Code and that self-regulation by the advertising companies is negligible and insufficient.

scholarly journals A Business Model Framework to Characterize Digital Multisided Platforms

2020 ◽  
Vol 6 (1) ◽  
pp. 10 ◽  
Author(s):  
Marco Ardolino ◽  
Nicola Saccani ◽  
Federico Adrodegari ◽  
Marco Perona
Keyword(s):  
Information And Communication Technologies ◽  
Assessment Tool ◽  
Empirical Studies ◽  
Communication Technologies ◽  
Model Framework ◽  
Recent Developments ◽  
Information And Communication ◽  
Multiple Case ◽  
The One

Businesses grounded upon multisided platforms (MSPs) are found in a growing number of industries, thanks to the recent developments in Internet and digital technologies. Digital MSPs enable multiple interactions among users of different sides through information and communication technologies. The understanding of the characteristics and constituents of MSPs is fragmented along different literature streams. Moreover, very few empirical studies have been carried out to date. In order to fill this gap, this paper presents a three-level framework that describes a digital MSP. The proposed framework is based on literature analysis and multiple case study. On the one hand, the framework can be used to describe MSP as it provides an operationalization of the concept through the identification of specific dimensions, variables and items; on the other hand, it can be used as an assessment tool by practitioners, as exemplified by the three empirical applications presented in this paper.

Latvijas izglītības reformas vērtējums pedagogu vidē pamatskolas 1.–3. klasē: gadījuma analīzes piemērs

2021 ◽  
pp. 48-58
Author(s):  
Ivita Pelnēna ◽  
Arturs Medveckis
Keyword(s):  
Data Analysis ◽  
21St Century ◽  
School Teachers ◽  
Primary School Teachers ◽  
Learning Content ◽  
Insufficient Amount ◽  
New Learning ◽  
Educational Paradigm ◽  
National Boundaries ◽  
Academic Year

The 21st century is an essential time for changes in the society. Development of technologies, globalisation and the fading of national boundaries all contribute to a change of the educational paradigm. The changes also affect the Latvian education system as the implementation of the project “Competency approach in learning content” is in progress. The implementation of the new learning content has began on September 1 of the academic year 2020/2021. To determine the Primary school teachers’ (Grades 1-3) readiness for putting the changes into practice, a survey was conducted. The survey data analysis shows that the teachers admit that changes are necessary; meanwhile they believe that the implementation of changes is chaotic. Likewise, teachers are not insecure about the new learning content that is added to the curriculum. Teachers discuss problems such as information fragmentation, lack of technologies and learning materials, insufficient amount of lessons intended for a particular content as well as its influence on qualitative preparation of lessons.

scholarly journals An Exploration of How Women Experience the Process of Intimate Partner Violence in Relationships Characterised by Bi-Directional Aggression.

2021 ◽  
Author(s):  
◽  
Annette Levine
Keyword(s):  
Intimate Partner Violence ◽  
Partner Violence ◽  
Self Regulation ◽  
Policy Research ◽  
Intimate Partner ◽  
Preventive Action ◽  
Structured Interviews ◽  
Future Directions ◽  
Widespread Access ◽  
The Relationship

<p>This qualitative study explored how women in New Zealand experienced the process of intimate partner violence in relationships with men, which were characterised by bi-directional aggression. Using thematic analysis, semi-structured interviews with 11 women who experienced bi-directionally aggressive relationships were analysed and four themes were identified that encompassed 1) the foundations of bi-directional aggression; 2) the nature of bi-directional aggression within the relationship; 3) how the women were stuck in the relationship, and; 4) moving forward. The findings indicate how the vulnerabilities to bi-directional aggression can develop from early life and perpetuate and exacerbate over time in the context of the relationship dynamic. This highlights the need to implement preventive action to support adaptive self-regulation development in young people and families, provide education about bi-directional aggression and widespread access to support and treatment resources for all genders. Further implications and future directions for policy, research and practice regarding bi-directional aggression are discussed.</p>

scholarly journals KEMAMPUAN BERPIKIR KRITIS MELALUI PEMBELAJARAN MATEMATIKA DENGAN PROBLEM BASED LEARNING

Eksponen ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 55-66
Author(s):  
Berta Apriza
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Needs ◽  
The Social ◽  
Learning Programs ◽  
Mathematical Problems ◽  
The One

Education functions to upgrading, forming, character and develop civilization nation. Having the ability to think and actions to effective and creative in the realm of abstract and concrete can be used as self development independently. Students need to armed with critical thinking skills, systematic, logical, creative, and cooperate effectively to obtain, choose, and manage an information. Mathematics learning is directed to develop critical thinking skills and discussed open and objective because mathematics having strong and structure clear and links between the concept of the one with another concept. By analyzing learning needs of mathematics, formulate and designed a learning programs, choose a strategies and evaliated them correctly to get good results. The ability critical thinking is very important in studying new matter and that known way, and learn to ask effectively and reach a conclusion consistent with the facts. Mathematic learning with problem based learning is the concept of better used activity of the student during learning. In accordance with statements from Westwood (2008: 31) stated that PBL: 1) propel oneself directly in learning, 2) prepared students to critical thinking and analytical, 3) give opportunity to students to identify, find and use numerous this approuch in should think, 4) is the learning is very closely related to the real world and motivate students, 5) involving activeness in integrating information and skills of various the discipline, and 6) knowledge and strategy by the possibility of will be maintained and tranferred to the learning situation other, improve the ability to communicate and the social skills needed to cooperation and teamwork. By chance the learning process as an alternative in solving mathematical problems with using the ability critical think an to cultivate the scientific attitude of student.

scholarly journals Personal Agency Features of Younger Adolescents with A High Degree Of Passion for Computer Games

2018 ◽  
Vol 7 (3.14) ◽  
pp. 331
Author(s):  
Anna Viktorovna Grishina ◽  
Elena Nikolaevna Volkova
Keyword(s):  
Computer Games ◽  
Self Regulation ◽  
Personal Agency ◽  
Modern Life ◽  
Number Of Children ◽  
The Social ◽  
Computer Club ◽  
Minimum Age ◽  
The One ◽  
High Degree

In the era of intensive informatization of society, computer becomes an integral part of the modern life of the younger teenagers. In Russia, the number of children spending time in front of monitors, playing computer games at home or in a computer club, increases every day. According to Entermedia LLC, the percentage of sales of computer games increases by 50% annually. Currently, 23% of the population of Russia plays computer games, at that the minimum age for a computer player is two years.Strengthening polarization regarding children's interest to computer games becomes one of the most important problems. What is meant here is the fact that, on the one hand, there are adolescents, whose interest in computer games is quite sustainable, while, on the other hand, there are also schoolchildren experiencing mild interest or no interest at all to computer games. The relevance of the present work is determined by the social danger of the phenomenon called high passion for computer games, which deforms, and sometimes blocks the development of the most important personal entities [3, 5, 9, 12, 15]. In this regard, the investigation of the features of personal agency in younger adolescents, which is responsible for the self-regulation of behavior and activity of a subject, is of particular importance. 

scholarly journals Pervasive Learning and Technology Usage for Creativity Development in Education

2019 ◽  
Vol 14 (01) ◽  
pp. 95 ◽  
Author(s):  
Ivanna Shubina ◽  
Atik Kulakli
Keyword(s):  
Research Question ◽  
Relevant Literature ◽  
Self Regulation ◽  
Main Research ◽  
Technology Learning ◽  
Creativity Development ◽  
Educational Processes ◽  
Educational Paradigm ◽  
Pervasive Learning

This paper’s aim is to investigate the role of creativity and pervasive learning in a modern education paradigm. The research was conducted by relevant literature review along with reflective analysis on sub-context such as creativity, educational development, pedagogical methods, important factors behind of creativity development and technology-learning systems affects. Various issues may become a supportive factor or barrier for creativity development in educational processes. Technology in an education field provides many opportunities for creativity enhancement, among which supports to enhance curiosity to develop some skills to improve student's cognitive processes and engagement as well as to increase intrinsic motivation, self-regulation. Authors attempted to consider all the benefits, challenges and risks related to enhancing creativity with the help of technology in modern educational paradigm. Many studies have been analyzed in order to answer main research question: How technology-pervasive learning environment can enhance stimulation and development of creativity among students?

scholarly journals La competencia textual y mediática en el aula de ELE

2017 ◽  
Author(s):  
Marta Ulloa Saceda ◽  
Bernd Tesch
Keyword(s):  
Task Design ◽  
Teaching Staff ◽  
Traditional Conception ◽  
Written Text ◽  
Bidimensional Model ◽  
Information And Communication ◽  
Textual Competence ◽  
The One

Resumen: La habilidad de comprender y producir textos es una de las competencias básicas en la sociedad de la información y de la comunicación (OECD, 2000). Sin embargo, el concepto texto ha evolucionado adquiriendo una versatilidad que rebasa la concepción tradicional de texto escrito. Para superar este desfase al que la competencia lectora o las destrezas en la comprensión y/o expresión oral no llegan, se propone desde Alemania el término competencia textual y mediática[1]. La finalidad de esta comunicación es reflexionar sobre la importancia de esta nueva competencia y dotar al profesorado de herramientas en el tratamiento de la competencia textual en el aula de ELE. Para ello, presentaremos un modelo bidimensional de competencia textual y mediática: la que el alumnado debe adquirir y la competencia didáctica que el profesorado debe poseer.Palabras clave: texto, competencia textual y mediática, elaboración de tareas Abstract: The ability to understand and produce texts is one of the basic competences in the information and communication society (OECD, 2000). However, the concept text has evolved beyond the traditional conception of written text. In order to overcome this gap, a new competence, the textual and medial competence is proposed. The purpose of this communication is to reflect on the importance of this new competence and to provide the teaching staff with tools in the treatment of the textual competence in the classroom. For this we present a bidimensional model of textual and medial competence: the one that students must acquire and the didactic textual competence that teachers must have.Keywords: text, textual and medial competence, task design[1] En alemán, Text- und Medienkompetenz.

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