A Learning Theory Rubric for Evaluating Mobile Learning Activities

2017 ◽  
Vol 7 (4) ◽  
pp. 24-38 ◽  
Author(s):  
David Parsons ◽  
Kathryn MacCallum
Keyword(s):  
Mobile Learning ◽  
Learning Task ◽  
Task Design ◽  
Learning Activities ◽  
Learning Theories ◽  
Learning Activity ◽  
Potential Value ◽  
Core Set ◽  
Key Concepts ◽  
Activity Design

Learning theories underpin the expectations of meaningful outcomes that any given learning task should have. However, educators' understanding and application of such theories is likely to vary with their own experience and context. In this article, we explore the potential value of a rubric for the design of mobile learning activities that is based on a core set of six learning theories, which we have identified from the literature as being highly relevant to the context of mobile learning. The key concepts of these theories have been used to create the evaluation rubric, which supports the analysis of learning activity design from the perspective of each of the chosen learning theories. The application of this rubric is explored from two perspectives. First, we apply it to an existing mobile learning activity to evaluate to what extent the activity embodies the theories within the rubric. Then we propose a redesigned activity by using the rubric as a guiding framework for improving the task design. This process demonstrates the potential value of applying such a rubric to designing mobile learning activities, to ensure that they adequately leverage the components of one or more relevant theories.

A Learning Theory Rubric for Evaluating Mobile Learning Activities

2020 ◽  
pp. 983-998
Author(s):  
David Parsons ◽  
Kathryn MacCallum
Keyword(s):  
Mobile Learning ◽  
Learning Task ◽  
Task Design ◽  
Learning Activities ◽  
Learning Theories ◽  
Learning Activity ◽  
Potential Value ◽  
Core Set ◽  
Key Concepts ◽  
Activity Design

Learning theories underpin the expectations of meaningful outcomes that any given learning task should have. However, educators' understanding and application of such theories is likely to vary with their own experience and context. In this article, we explore the potential value of a rubric for the design of mobile learning activities that is based on a core set of six learning theories, which we have identified from the literature as being highly relevant to the context of mobile learning. The key concepts of these theories have been used to create the evaluation rubric, which supports the analysis of learning activity design from the perspective of each of the chosen learning theories. The application of this rubric is explored from two perspectives. First, we apply it to an existing mobile learning activity to evaluate to what extent the activity embodies the theories within the rubric. Then we propose a redesigned activity by using the rubric as a guiding framework for improving the task design. This process demonstrates the potential value of applying such a rubric to designing mobile learning activities, to ensure that they adequately leverage the components of one or more relevant theories.

scholarly journals Learner-Centric Technologies to Support Active Learning Activity Design in New Education Normal: Exploring the Disadvantageous Educational Contexts

2021 ◽  
Vol 16 (10) ◽  
pp. 150
Author(s):  
Mohammad Nehal Hasnine ◽  
Mahmoud Mohamed Hussien Ahmed ◽  
Hiroshi Ueda
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Activities ◽  
Collaborative Problem Solving ◽  
Learning Activity ◽  
Course Materials ◽  
Success Stories ◽  
Active Learning Strategies ◽  
New Education ◽  
Activity Design

Active learning is a learner-centric instructional method that uses discussion, role play, collaborative problem-solving based approaches to engage students with the course materials. However, due to the pandemic, active learning activities take place over multiple learner-centric technologies, as classroom-centered activity design is no longer possible. This study explored the success stories of active learning in disadvantageous educational contexts, particularly in Arab regions. After examining the theory, models, various learner-centric technologies of pre-pandemic active learning de-signs, this study proposes 25 emerging technologies to support active learn-ing 19 active learning strategies in terms of activity design in new education normal. The three-fold findings are related to designing active learning activities in new education normal, enhancing less practiced active learning strategies, and bridging the gaps in pre-and post-pandemic active learning activity design using learner-centric technologies.

scholarly journals Connectivism in Learning Activity Design: Implications for Pedagogically-Based Technology Adoption in African Higher Education Contexts

2016 ◽  
Vol 17 (2) ◽  
Author(s):  
Rita Ndagire Kizito
Keyword(s):  
Higher Education ◽  
Technology Adoption ◽  
Subjective Experience ◽  
Learning Activities ◽  
Learning Activity ◽  
Training Intervention ◽  
African Higher Education ◽  
Experimental Training ◽  
Design And Practice ◽  
Activity Design

<p class="Style3">This paper examines the possible characteristics and the value of designing learning activities grounded in connectivism—an emerging learning theory. It is an exploratory attempt to connect the theory to the prevailing technology adoption archetypes used in African contexts with the aim of extracting influences that could shape pedagogical technology adoption in African higher education contexts. A reflection on the process of designing learning activities that employ <em>blogging</em> in an experimental training intervention provides a unique context in which to try and infuse connectivist principles while outlining the challenges that surface. The questions driving the argument in this paper include: What do connectivist perspectives offer learning activity design and practice? What can the prevailing technology adoption models used in African contexts offer to learning activity design? Can we combine connectivist perspectives and African-based technology adoption models to inform pedagogical technology adoption in African higher education contexts? These questions are exploratory and are based on one single subjective experience of the author. They are part of an argument put forward as a proposal which is yet to be tested in practice.</p>

scholarly journals Blended Web Mobile Learning (BWML) Model to Improve Students’ Higher Order Thinking Skills

2020 ◽  
Vol 15 (11) ◽  
pp. 42
Author(s):  
Binar Kurnia Prahani ◽  
Budi Jatmiko ◽  
Bambang Hariadi ◽  
Dewiyani Sunarto ◽  
Tri Sagirani ◽  
...  
Keyword(s):  
Mobile Learning ◽  
Hybrid Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Higher Order ◽  
Learning Theories ◽  
Learning Activity ◽  
Higher Order Thinking Skills ◽  
Pbl Model

The results of literature review show that Problem Based Learning (PBL) and Hybrid Learning models have been proven to increase students’ higher order thinking skills (HOTS), but also still have weaknesses that need to be refined. To complete the weaknesses in the implementation of the PBL Model and the Hybrid Learning Model, it is necessary to develop an Innovative Learning Model that can increase students' HOTS. The BWML (Blended Web Mobile Learning) Model is a learning model that integrates the Hybrid Learning model with PBL model, which is supported by the use of MoLearn application in each learning activity. The development of the Blended Web Mobile Learning model is supported by the latest learning theories and the empirical foundation of the latest research. The BWML model has five phases, namely: (1) Orientation based on IoTs and Big Data, (2) Investigation, (3) Analyzing, (4) Presenting, and (5) Evaluating, which each phase is carried out and supported by using the MoLearn application. The emphasis on BWML model implementation use percentage of 70% (on the job experience), 20% (mentoring and coaching), and 10% (classroom, course, and reading).

Collaborative Learning Activity Design

2010 ◽  
pp. 38-51 ◽  
Author(s):  
Helen Durham ◽  
Katherine Arrell ◽  
David DiBiase
Keyword(s):  
Collaborative Learning ◽  
Spatial Location ◽  
Development Stage ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Material ◽  
Learning Resources ◽  
E Learning ◽  
High Level ◽  
Activity Design

Collaborative learning activity design (CLAD) is a multi-institution approach to the creation of e-learning material from the design phase through the development stage and onto the embedding of learning activities into existing modules at higher education institutions on both sides of the Atlantic. This was the approach taken by a group of academic and e-learning material developers at the Pennsylvania State University and the University of Leeds to develop a series of learning activities to support the use and understanding of the global positioning system (GPS). Aided by concept mapping, a Guidance Toolkit and Web conferencing facilities, the group worked seamlessly at producing a series of e-learning resources, including the basics of turning on a GPS unit and obtaining a spatial location, GPS data properties and GPS components, differential correction, and sources of GPS error and error correction. This chapter reflects on the success of this project, which, authors believe, hinged on the following: a clear vision in defining the learning outcomes of the collaborative resources; appropriate tools and technologies to support and facilitate the collaboration; excellent communication and a high level of trust between collaborators; and the identification of a robust iterative methodology to produce reusable e-learning resources.

scholarly journals Developing Of Hindu Religious Education Learning Model Based On Character Education In SMA Negeri 1 Pekutatan

2020 ◽  
Vol 4 (1) ◽  
pp. 132
Author(s):  
Ni Ketut Srie Kusuma Wardhani
Keyword(s):  
Character Education ◽  
Religious Education ◽  
Character Development ◽  
Core Competencies ◽  
Educational Background ◽  
Learning Activities ◽  
Learning Theories ◽  
Learning Activity ◽  
Development Education ◽  
Value Analysis

<p>This research is a development research that emphasizes on the developing of Hindu religious education learning activities in SMA 1 Pekutatan. This study emphasizes on: identifying core competencies and basic competencies that are appropriated in developing, identifying themes and sub themes, models and approaches, and types of assessment that are appropriate to be developed in Hindu subjects based on character development. Theories used to dissect the problems in this study are Psychology learning theories as a Humanist Education Paradigm by Ausubel, and the K theory of Social Cognitive Learning Theories from Albert Bandura, and Theory of Social Change by Jean Piaget. The method used in this research is R&amp;D method that started with survey to identify problems until the revision model. Data obtained by conducting surveys using observations, questionnaires and interviews. The development of learning activities is validated by experts who have an educational background, culture and also character development education. Data analysis was analyzed descriptively qualitatively by explaining "Real Finding". The results of this study are the developing of Hindu religious education learning activity models to be valid and effective and the implications of their development. By including character development education, it can help students to develop student character early. Learning activities are designed to develop the character of high school students in Hindu subjects in SMA 1 Pekutatan. The results obtained from this assessment are: value learning approaches that insert character values that can help develop students' personalities and characters early on and can stimulate students to be more active in learning which results deeper values being implanted, moral reasoning, value analysis and spiritual culture understanding.</p>

Mobile Affordances and Learning Theories in Supporting and Enhancing Learning

2017 ◽  
Vol 9 (2) ◽  
pp. 61-73 ◽  
Author(s):  
Kathryn MacCallum ◽  
Stephanie Day ◽  
David Skelton ◽  
Michael Verhaart
Keyword(s):  
Experiential Learning ◽  
Mobile Learning ◽  
Learning Theory ◽  
Mobile Technology ◽  
Learning Activities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Learning Practices ◽  
Support Students ◽  
Specific Learning

Mobile technology promises to enhance and better support students' learning. The exploration and adoption of appropriate pedagogies that enhance learning is crucial for the wider adoption of mobile learning. An increasing number of studies have started to address how existing learning theory can be used to underpin and better frame mobile learning activities. In particular, there are a number of learning theories that have been identified which particularly lend themselves to the specific affordances of mobile learning. This paper examines how mobile technology was incorporated within three different computing courses. These case studies explore how specific learning approaches (collaborative learning, connectivism and experiential learning) were adopted to frame the use of the technology within each course and how the affordances of mobile technology were harnessed to enhance and better support existing learning practices.

Analisis Motivasi Belajar Siswa SMP Dalam Pembalajaran Outdoor-Modeling Mathematics Berdasarkan Gaya Belajar

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Sofnidar ◽  
Hartina ◽  
Kamid ◽  
Khairul Anwar
Keyword(s):  
Student Behavior ◽  
Mathematics Learning ◽  
Real Life ◽  
Data Retrieval ◽  
Learning Activities ◽  
Learning Activity ◽  
Stimulus Selection ◽  
Learning Behavior ◽  
Research Subjects ◽  
Motor Activities

Prilaku belajar adalah suatu sikap y ang muncul dari diri siswa dalam menanggapi dan meresponi setiap kegiatan belajar mengajar yang terjadi. salah satu wujud dari prilaku adalah motivasi belajar. Menurut teori behavioristik, belajar adalah perubahan tingkah laku sebagai akibat adanya interaksi antara stimulus (rangsangan) dan respon (tanggapan). Stimulus yang diberikan guru dalam pembelajaran tertuang dalam rancangan aktifitas pembelajaran. Aktivitas pembelajaran merupakan kegiatan yang dirancang guru untuk mewujudkan dan atau menciptkan kondisi belajar siswa (stimulus). Pemilihan aktivitas belajar yang sesuai memungkinkan untuk terjadinya efektivitas pedagogis dalam mencapai tujuan pembelajaran, maupun dapat membentuk prilaku positif siswa (respon) dalam belajar. Desain pembelajaran berbasis outdoor-medelling mathematics memuat serangkain aktivitas kegiatan pembelajaran yang berbassis investigasi konteks masalah outdoor (masalah real life) dengan muatan konten materi modeling mathematics. Pada makalah ini akan membahas prilaku belajar dan bagaimana motivasi terbentuk melaui aktifitas kegiatan pebelajaran outdoor-medelling mathematics yang diklasifikasikan menjadi motoractivities mentalactivities, visualactivities, emotionalactivities, motoractivitie.Melalui metode kulitatif deskriptif, dengan mengambil 20 siswa kelas IX-B SMP N 1 Muaro Jambi yang mempunyai gaya belajar visual, auditorial, dan kinestetik. Setelah pelaksanaan pembelajaran, pengambilan data dilakukan melalui angket, dan lembar pengamatan beserta wawancara ke subjek penelitian. Hasil penelitian menunjukan bahwa aktivitas belajar dalam pembelajaran yang dapat memotivasi siswa belajar matematika adalah visualactivities sebesar 74,16%; motoractivities sebesar 96,67%; mentalactivities sebesar 71,66%; dan emotionalactivities sebesar 73,33%. Berdasarkan hasil analisis yang dilakukan aktivitas belajar dalam pembelajaran outdoor-medelling mathematics matematika yang paling dominan dapat memotivasi siswa belajar adalah motoractivities dengan persentasi 96,67% dengan kriteria sangat baik dan sangat memotivasi siswa belajar matematika dalam pembelajaran luar kelas. Indikatornya adalah melakukan percobaan. Kelebihan aktivitas belajar dalam pembelajaran outdoor-medelling mathematics adalah, aktivitas belajar lebih membuat siswa termotivasi untuk belajar matematika. Siswa menjadi lebih aktif dan interaksi dengan teman sesamanya semakin meningkat juga. Adapun kelemahan aktivitas belajar dalam pembelajaran luar kelas adalah sulit untuk siswa terfokus dalam aktivitas belajar yang sedang dilakukan.   Learning behavior is an attitude that arises from students in responding and responding to each teaching and learning activity that occurs. one form of behavior is learning motivation. According to behavioristic theory, learning is a change in behavior as a result of an interaction between stimulus (stimulus) and response (response). The stimulus given by the teacher in learning is contained in the design of learning activities. Learning activities are activities designed by the teacher to realize and or create the conditions for student learning (stimulus). Selection of appropriate learning activities allows for the occurrence of pedagogical effectiveness in achieving learning goals, and can form positive student behavior (response) in learning. Outdoor-based learning mathematics learning design contains a series of learning activities based on the context of outdoor problems (real life problems) with the content of modeling mathematics material. In this paper will discuss learning behavior and how motivation is formed through the activities of learning activities outdoor-modeling mathematics which are classified into mental activities, visual activities, emotional activities, motor activities. Through the descriptive qualitative method, taking 20 students of class IX-B Muaro Jambi Middle School 1 who have visual, auditory, and kinesthetic learning styles. after the implementation of learning, data retrieval was carried out through questionnaires, and observation sheets and interviews to the research subjects. The results showed that learning activities in learning that could motivate students to learn mathematics were visual activities at 74.16%, motor activities at 96.67%, mental activities at 71.66%, and emotional activities at 73.33 %%. Based on the results of the analysis carried out learning activities in mathematics outdoor-modeling mathematics learning the most dominant motivating students to learn is motor activities with a percentage of 96.67% with very good criteria and very motivating students to learn mathematics in learning outside the classroom. The indicator is to experiment. The advantages of learning activities in outdoor-modeling mathematics learning are that learning activities make students more motivated to learn mathematics. Students become more active and interactions with their peers also increase. The weaknesses of learning activities in learning outside the classroom is difficult for students to focus on the learning activities that are being done.

PENGEMBANGAN VARIASI MENGAJAR DALAM MENINGKATKAN MOTIVASI BELAJAR

2018 ◽  
Vol 6 (1) ◽  
pp. 696-714
Author(s):  
ARIANTI Arianti
Keyword(s):  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Learning Activities ◽  
Learning Activity ◽  
Motivation To Learn ◽  
Strategic Role ◽  
Strong Motivation ◽  
The Individual

Abstract. This journal discusses the development of variations in teaching in increasing learning motivation. The learning process is an activity that involves an individual (physical and spiritual), learning activities are never carried out without a strong motivation or motivation from within the individual or from outside the individual who participates in learning activities. Therefore, the learning process requires the development and use of variations in teaching to generate student motivation. Variations in teaching include variations in teaching styles, variations in media and materials, and variations in teaching and learning interactions. Motivation has a very important role in learning activities, there is no learning activity without motivation, therefore motivation has a strategic role in achieving the goals or results of learning. Keywords: Development Of Teaching Variations and Motivation to Learn

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