Formalized Informal Learning

2011 ◽  
Vol 2 (1) ◽  
pp. 7-26 ◽  
Author(s):  
Karin Tweddell Levinsen ◽  
Birgitte Holm Sørensen
Keyword(s):  
Informal Learning ◽  
Learning Strategies ◽  
Interaction Design ◽  
Teaching And Learning ◽  
Longitudinal Research ◽  
Social Practices ◽  
Network Society ◽  
School Settings ◽  
Research Questions ◽  
New Research

Longitudinal research projects into social practices are both subject to and capture changes in society, meaning that research is conducted in a fluid context and that new research questions appear during the project’s life cycle. In the present study emerging new performances and uses of ICT are examined and the relation between network society competences, learners’ informal learning strategies and ICT in formalized school settings over time is studied. The authors find that aspects of ICT like multimodality, intuitive interaction design and instant feedback invites an informal bricoleur approach. When integrated into certain designs for teaching and learning, this allows for Formalized Informal Learning and support is found for network society competences building.

Formalized Informal Learning

2017 ◽  
pp. 1928-1949
Author(s):  
Karin Tweddell Levinsen ◽  
Birgitte Holm Sørensen
Keyword(s):  
Informal Learning ◽  
Learning Strategies ◽  
Interaction Design ◽  
Teaching And Learning ◽  
Longitudinal Research ◽  
Social Practices ◽  
Network Society ◽  
School Settings ◽  
Research Questions ◽  
New Research

Longitudinal research projects into social practices are both subject to and capture changes in society, meaning that research is conducted in a fluid context and that new research questions appear during the project's life cycle. In the present study emerging new performances and uses of ICT are examined and the relation between network society competences, learners' informal learning strategies and ICT in formalized school settings over time is studied. The authors find that aspects of ICT like multimodality, intuitive interaction design and instant feedback invites an informal bricoleur approach. When integrated into certain designs for teaching and learning, this allows for Formalized Informal Learning and support is found for network society competences building.

Formalized Informal Learning

2013 ◽  
pp. 7-27
Author(s):  
Karin Tweddell Levinsen ◽  
Birgitte Holm Sørensen
Keyword(s):  
Informal Learning ◽  
Learning Strategies ◽  
Interaction Design ◽  
Teaching And Learning ◽  
Longitudinal Research ◽  
Social Practices ◽  
Network Society ◽  
School Settings ◽  
Research Questions ◽  
New Research

Longitudinal research projects into social practices are both subject to and capture changes in society, meaning that research is conducted in a fluid context and that new research questions appear during the project’s life cycle. In the present study emerging new performances and uses of ICT are examined and the relation between network society competences, learners’ informal learning strategies and ICT in formalized school settings over time is studied. The authors find that aspects of ICT like multimodality, intuitive interaction design and instant feedback invites an informal bricoleur approach. When integrated into certain designs for teaching and learning, this allows for Formalized Informal Learning and support is found for network society competences building.

scholarly journals Teacher-student cooperation boosting grammar in the age of Big Data

2021 ◽  
Vol 127 ◽  
pp. 03006
Author(s):  
Ekaterina Evgenievna Golubkova ◽  
Marina Alekseevna Salkova ◽  
Olga Arkadievna Machina ◽  
Olga Nikolaevna Pavlyuk ◽  
Aleksandr Vladimirovich Trubochkin
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Novel Technologies ◽  
English Grammar ◽  
Classroom Activities ◽  
Teacher Student ◽  
Teaching And Learning Strategies ◽  
Grammar Rules ◽  
New Research ◽  
Traditional Grammar

The article focuses on the new language teaching and learning strategies offered by the use of corpora-based method. It gives an insight into how a corpus-based research incorporated into English grammar classroom activities not only clarifies the debatable aspects of traditional grammar rules but challenges students to launch their own language investigation, enlarging their professional scope and contributing to the development of their general and linguistic competences. The background for the pedagogical experiment was the need for a shift in the teacher–student model of interaction. To prove the benefits of semi-independent student’s research, the article covers four research cases performed by 3rd year students at Moscow State Linguistic University under the guidance of their English grammar lecturers. While working at their respective tasks, the students tried their hand at a proper piece of scientific study and mastered their skills at a new research instrument. Corpus data obtained, they worked in cooperation with their lecturers to arrive at conclusions reviving textbook materials. Thus, the rules and tendencies verified were no longer offered to the class as ready-made answers. The results of the experiment foreground the positive effect of students’ getting access to novel technologies transforming the traditional roles assigned in class.

Eyesthetics

2021 ◽  
Vol 5 (CHI PLAY) ◽  
pp. 1-24
Author(s):  
Argenis Ramirez Gomez ◽  
Michael Lankes
Keyword(s):  
Interaction Design ◽  
Four Dimensions ◽  
Novel Approach ◽  
Gaze Interaction ◽  
Player Experience ◽  
The Subject ◽  
Research Questions ◽  
Art Research ◽  
The Aesthetic ◽  
New Research

Gaze interaction has been growing fast as a compelling tool for control and immersion for gameplay. Here, we present a conceptual framework focusing on the aesthetic player experience and the potential interpretation (meaning) players could give to playing with gaze interaction capabilities. The framework is illustrated by a survey of state of the art research-based and commercial games. We complement existing frameworks by reflecting on gaze interaction in games as the attention relationship between the player (the subject) and the game (the object) with four dimensions: Identity; Mapping; Attention; and Direction. The framework serves as a design and inquiry toolbox to analyse and communicate gaze mechanics in games, reflect on the complexity of gaze interaction, and formulate new research questions. We visualise the resulting design space, highlighting future opportunities for gaze interaction design and HCI gaze research through the framework's lens. We deem, this novel approach advocates for the design of gaze-based interactions revealing the richness of gaze input in future meaningful game experiences.

Using reflection. Mentoring midwifery students in India

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Glenda Hawley ◽  
Anthony Tuckett
Keyword(s):  
Learning Strategies ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Action Plan ◽  
Constructivist Theory ◽  
Clinical Placements ◽  
Teaching And Learning Strategies ◽  
Global Health Care ◽  
Insight Into

Purpose: This study aims to offer guidance to lecturers and undergraduate midwifery students in using reflective practice and to offer a roadmap for academic staff accompanying undergraduate midwifery students on international clinical placements. Design: Drawing on reflection within the Constructivist Theory, the Gibbs Reflective Cycle (GRC) provides opportunities to review experiences and share new knowledge by working through five stages—feelings, evaluation, analysis, conclusion and action plan. Findings:  The reflections of the midwifery students in this study provide insight into expectations prior to leaving for international placement, practical aspects of what local knowledge is beneficial, necessary teaching and learning strategies and the students’ cultural awareness growth. Implications: The analysis and a reflective approach have wider implications for universities seeking to improve preparations when embarking on an international clinical placement. It can also inform practices that utilise reflection as an impetus to shape midwifery students to be more receptive to global health care issues. 

Implementation Of Coopertive Learning Strategies To Improve Learning Outcomes In Subjects Of Civic Education Main Subjects State Power Sharing System Of 10th Grade Students Accounting In SMKN Tanimbar Selatan

2019 ◽  
Vol 1 (2) ◽  
pp. 164-172
Author(s):  
Veky Robinson Sabarlele
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Citizenship Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Average Value ◽  
Classroom Action Research

The purpose of this classroom action research (CAR) is to aim to find out whether there is an increase in learning outcomes in the subject of Citizenship Education students using cooperative learning strategies. This research is a classroom action research study involving 30 students of class X Accounting SMKN 2 Tanimbar Selatan consisting of 5 women and 20 men. Some of the variables investigated in this study are as follows (1) input variables which include students, lesson material, learning resources, (2) the variable process of organizing teaching and learning activities, such as teaching and learning interactions, student questioning skills, student learning methods, and (3) output variables such as student curiosity, students' ability to apply knowledge, student learning motivation, student learning outcomes, student attitudes towards learning experiences through improvement activities. There are four stages carried out in carrying out this research activity, namely: the stages of planning, implementation of actions, observation and interpretation as well as analysis and reflection. This research was conducted in two research cycles. From the results of the action in the first cycle, it was found that the average value of students was 78.67 with the highest score of 90 and the lowest value of 65 and completeness of learning only reached 77% or 23 students out of 30 students, still below the established completeness of 85% of students unfinished learning 23% or 7 students out of 30 students. Thus the next learning cycle still needs to be designed. Results in Cycle II the average value of students 81.00 with the highest value of 95 and the lowest value of 70 and completeness of learning has only reached 87% or 26 students out of 30 students, already above the mastery that has been set that is 85% of students who have not finished learning 13 % or 4 students out of 30 students. Thus there is no need to design further learning cycles. The results showed that the use of cooperative learning strategies in fact can improve learning outcomes in subjects Citizenship Education in class X Accounting for SMKN 2 Tanimbar Selatan 2018/2019

Influence of Urbanization on Teaching and Learning of Agriculture for Enhance Skill Acqusition in Ebonyi State.

2019 ◽  
pp. 263-269
Author(s):  
Nwakwengu S.A. ◽  
Aneke C.U.
Keyword(s):  
Data Collection ◽  
Skill Acquisition ◽  
Urban Areas ◽  
Teaching And Learning ◽  
Agricultural Science ◽  
Urban Migration ◽  
Urban Settlement ◽  
Public Secondary School ◽  
Research Questions ◽  
Senior Secondary

The main purpose of this study was to determine the influence of urbanization in teaching and learning of agriculture in Ebonyi State. The study was guided by two research questions and two null hypotheses. A descriptive survey research design was adopted for the study. The population was 397 which comprised 261 teachers of agricultural science in Ebonyi State and 136 senior secondary three students from 5 public secondary school in Abakiliki, Ebonyi State. No sampling was done due to the manageable size of the population. The instrument used for data collection was a 17 item questionnaire which was validated by three experts. The reliability of the instrument was determined using Cronbach Alpha which yielded reliability index of 0.85 indicating that the instrument was suitable for data collection. The questionnaire was distributed by the researcher and three trained research assistants. Out of 397 copies distributed 383 were properly filled and returned representing 96.47 percent return rate. Mean and standard deviation were used to answer the research questions and t-test statistics was used to test the null hypotheses. Based on the data analysis, it was found that urbanization affects the quality of teachers in rural schools due to rural urban migration, increases the rate of agricultural teacher‟s turnover in teaching and reduces government attention to agricultural science teaching facilities in urban areas. Recommendations were made among, others that Government should be make teaching of skill acquisition in urban settlement to be attractive to the students and teachers should make instruction facilities to meet the needed skills and contemporary issues in urban settlement to the students.

From practical nurse to bachelor of nursing student: bridging the transition

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Kathryn M. Chachula ◽  
Kathryn J. Hyndman ◽  
Mary E. Smith
Keyword(s):  
Learning Strategies ◽  
Degree Completion ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Nursing Student ◽  
Human Resources For Health ◽  
Health Care Systems ◽  
National Council ◽  
Care Systems ◽  
Curricular Model

AbstractBackgroundA streamlined academic approach for career advancement is needed that allows practical or enrolled nurses to obtain a Bachelor of Nursing (BN) degree. One strategy in this approach is offering college-prepared Practical Nurses (PNs) the opportunity to transition into a baccalaureate program through a bridging course. Bridging initiatives serve as professional development opportunities for learners with personal growth and financial advantages on degree completion and enhance health and human resources for health care systems within national and international landscapes.Objective and methodsA curricular model and strategies on how such a bridging course can be constructed are discussed in this article. The model integrates teaching and learning strategies as well as course sequencing, structure, and assessment strategies.Results and conclusionThis innovative bridging curriculum offers Canadian and international nurse educators a programmatic guideline to create educational pathways for practical or enrolled nurses to obtain a baccalaureate degree. Completion of the bridging curriculum and BN program allow graduates to assume the RN role following a successful pass on the National Council Licensure Examination (NCLEX).

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