Digital Technologies for a Quality School

2014 ◽  
Vol 5 (3) ◽  
pp. 44-58
Author(s):  
Orlando De Pietro ◽  
Maurizio De Rose ◽  
Antonella Valenti
Keyword(s):  
Informal Learning ◽  
Reference Model ◽  
School Context ◽  
Digital Technologies ◽  
Educational Process ◽  
Learning Contexts ◽  
Formal And Informal Learning ◽  
Web Forums ◽  
Teachers And Parents ◽  
Quality School

The work focuses on the use of digital technologies for a quality school, through the description of a significant educational experience carried out in a school context and supported by web forums. The aim of the present work is to verify whether through digital technologies, both in school and extra-school moments, it is possible to foster meaningful learning experiences. The reference model is based on the integration among the formal, non-formal and informal learning contexts and on the participation of all actors involved in the educational process: students, teachers and parents. At the end of the experience the authors, referring to the methodology of sentiment analysis, have analysed the process of communication in web forums, and we present the results.

How Digital Gaming Enhances Non-Formal and Informal Learning

2011 ◽  
pp. 395-412 ◽  
Author(s):  
Daniel Aranda ◽  
Jordi Sánchez-Navarro
Keyword(s):  
Public School ◽  
Video Games ◽  
Informal Learning ◽  
Leisure Activities ◽  
Digital Technologies ◽  
Social Significance ◽  
Digital Gaming ◽  
Formal And Informal Learning

This study presents the results of three investigations on the use of digital gaming in non-formal (leisure institutions) and informal (household context) education. These are: (1) an empirical enquiry on the uses and perceptions of Spanish teenagers in relation to digital technologies as tools for leisure and socialization, (2) an intervention in a public school in Barcelona, in which this chapter analyzes the introduction of video games in the context of leisure activities, and (3) a workshop for families to discuss the cultural and social significance of the use of video games in the household. The results of these experiences have allowed for observation of the youth in their environment and verification that their uses of technology and attitudes towards digital gaming have a great potential for non-formal and informal learning.

scholarly journals Digital technologies in support of students, teachers and parents

2021 ◽  
Author(s):  
Cristina Manuela Stamin ◽  
Keyword(s):  
Digital Media ◽  
Digital Technologies ◽  
Educational Process ◽  
Cultural Tradition ◽  
Learning Needs ◽  
Learning Methods ◽  
Integration Of Ict ◽  
Teachers And Parents ◽  
Teaching Learning

The use of digital teaching-learning methods and technologies in the didactic activity contributes to the improvement of the quality of the instructive-educational process, having an active-participatory character and a real active-formative value on the student's personality. In the socio-cultural tradition, ICT is defined as a means of mediation for knowledge, and from a dialogical perspective, it is seen as a means of opening, deepening and broadening the aspirations of dialogue. We must not forget that learning does not only involve the accumulation of knowledge, but growth, enrichment, evolution. Some rules can be stated for the successful integration of ICT in teaching. First of all, we must be sure that we have control over the material, both in terms of content and format, even if you are supported by an ICT specialist. Then it is necessary to have a plan on paper, separate from the material on digital media, the purpose and form of the presentation should not be very clear. Above all, the focus must be on the student and his learning needs. The biggest danger in any teaching-learning project that includes ICT and to be more focused on technology / creativity, not on the student-receiver and his learning needs.

scholarly journals Using Neuro-oncology to teach GCSE students STEM-subjects

2019 ◽  
Vol 21 (Supplement_4) ◽  
pp. iv6-iv6
Author(s):  
Lillie Shahabi ◽  
Golnaz Shahabi ◽  
Emma Wilcox ◽  
Catarina Campos ◽  
Zahra Shah ◽  
...  
Keyword(s):  
Secondary School ◽  
Informal Learning ◽  
Stem Education ◽  
Brain Tumours ◽  
Genetic Disorder ◽  
Feedback Form ◽  
Local School ◽  
Learning Contexts ◽  
Formal And Informal Learning ◽  
Biological Teaching

Abstract Background The profile of brain tumours in the wider community has recently been raised. In this project we explored whether we could link brain tumour awareness with STEM education for secondary school pupils. We aimed to inspire the next generation by bringing research into formal and informal learning contexts. Method We worked with a local school to co-design and co-create a set of blended learning sessions. Each session consisted of some “biological” teaching and a practical activity. These included using IDH, MGMT and 1p/19q as models of varying genetic disorder and a Jenga-based game to teach radiobiology. Sessions were delivered every 1–2 weeks using a multidisciplinary team. We assessed impact through informal weekly feedback, a structured feedback form and linkage to GCSE curriculum items. We assessed costs using a staff-free FEC model. Results We delivered a total of 12 hours over 10 sessions. Feedback was overwhelmingly positive from the students – “The project has been very enlightening and rewarding”. We were able to link 60% of taught material to GCSE curriculum items. We estimated costs (materials) at £260. Students presented their work at the Imperial Science Festival and an additional conference. Discussion We have co-developed and piloted an innovative multi-disciplinary toolkit to use neuro-oncology as a way of teaching STEM subjects, though a pupil-centred approach. We are now seeking to pilot the materials with other neuroscience centres/ universities to support secondary schools and neuroscience centres/ universities in working collectively to create structured, strategic, and sustainable mechanisms for engagement.

Automatic creation of Moodle activities out of the Web of Data to link formal and informal learning contexts

2020 ◽  
Author(s):  
Adolfo Ruiz-Calleja ◽  
Miguel L. Bote-Lorenzo ◽  
Juan I. Asensio-Pérez ◽  
Guillermo Vega-Gorgojo ◽  
Yannis Dimitriadis ◽  
...  
Keyword(s):  
Informal Learning ◽  
Learning Contexts ◽  
Formal And Informal Learning ◽  
Web Of Data ◽  
The Web

Research on a Design Framework for Blended Learning

2011 ◽  
Vol 271-273 ◽  
pp. 1185-1188
Author(s):  
Lu Yi Li ◽  
Yan Lin Zheng ◽  
Fang Lin Zheng
Keyword(s):  
Social Support ◽  
Blended Learning ◽  
Informal Learning ◽  
Collective Learning ◽  
Traditional Classroom ◽  
Learning Resources ◽  
Individual Group ◽  
Learning Contexts ◽  
Formal And Informal Learning ◽  
E Learning

This paper proposes a framework for the design of blended learning that consists of three key considerations: what to blend, how to blend and effects of blending. “Blending (what to blend)” involves four aspects: the blending of traditional classroom-based, e-learning and real learning contexts, the integration of various learning resources (contents, tools and social support), the combination of formal and informal learning, and the convergence of different learning methods (individual, group, class-based collective learning).

scholarly journals Playing with Complex Systems? The Potential to Gain Geographical System Competence through Digital Gaming

2020 ◽  
Vol 10 (5) ◽  
pp. 130 ◽  
Author(s):  
Joelle-Denise Lux ◽  
Alexandra Budke
Keyword(s):  
Complex Systems ◽  
Informal Learning ◽  
Geography Education ◽  
Simulation Games ◽  
Digital Gaming ◽  
System Complexity ◽  
Learning Contexts ◽  
Formal And Informal Learning ◽  
And Migration ◽  
Selection Of

The current socio-ecological challenges and phenomena that are major topics of geography education, like climate change and migration, are highly complex. Maturity in these contexts requires a networked way of thinking, and a systemic competence that is difficult to develop in geography classes alone. Digital games that simulate complex systems which include the pressing issues of today’s challenges may be a useful supplement to foster systems thinking. In this study, we develop a framework to assess the complexity of in-game systems. A subsequent analysis of a selection of current commercial strategy and simulation games shows how system complexity is designed differently in the various games. Based on these results, we make recommendations for the selection and use of different games in formal and informal learning contexts.

scholarly journals Ethnographic "Experimental Collaborations" As Practitioner Methodology

2021 ◽  
Author(s):  
David Poveda ◽  
Marta Morgade ◽  
Ines Cruz ◽  
Natalia Pineiro ◽  
Rebeca Gallego
Keyword(s):  
Informal Learning ◽  
Educational Intervention ◽  
Educational Interventions ◽  
Work Design ◽  
Professional Identities ◽  
Participatory Action ◽  
Learning Contexts ◽  
Formal And Informal Learning ◽  
The Common ◽  
Process Product

In this paper we discuss emergent cross-cutting themes across a series of educational intervention projects in which practitioners-in-training adopted and adapted in their proposals and work design the logic of ethnographic experimental collaboration (XCOL) and participatory action research (PAR) (Clark, 2010; Estalella & Sánchez-Criado, 2018) perspectives. We were involved in three interventions developed in Madrid (Spain) across formal and informal learning contexts as part of the internship/practicum of future educational psychologists. Our work was designed in response to the identified needs and demands of the internship sites. Yet, as educational interventions, they were explicitly conceptualized and implemented in ways that depart substantially from the common expectations of process-product educational intervention and dominant ways, at least in Spain, of constructing educational accountability (cf. Berliner, 1989; Gage & Needels, 1989). We unpack four themes relevant across the three projects, which emerged from our joint discussions of the three interventions: (a) how "outcomes/results" are reconstructed in XCOL/PAR educational interventions, (b) the transformations in our emergent professional identities, (c) the place of different materialities and expressive media in the work we planned (d) how space-time constraints were construed in our unfolding projects.

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