scholarly journals Utbildningens mellanrum

2020 ◽  
Vol 29 (2) ◽  
pp. 63-80
Author(s):  
Anneli Frelin
Keyword(s):  
Learning Environments ◽  
Final Section ◽  
Social Space ◽  
Research Field ◽  
Research Interest ◽  
Curriculum Studies ◽  
Educational Environments ◽  
Spatial Dimensions ◽  
Selection Of

The in-betweens of education highlight the relational and spatial dimensions of education, which have been the focus of most of my research. Recognizing the relational nature of both educational and research undertakings, I begin by developing a stance in the field of Didaktik, also known as curriculum studies. Having initially studied teachers’ relational professionality, my present research interest is educational environments. These have been analyzed using aspects of physical, conceived and social space, and from the perspective of schools as dynamic and open ecosystems. Here, a selection of contributions to the growing research field of learning environments is introduced, including theoretical and empirically grounded concepts. In the final section, I outline some of the emerging tendencies in the field and give examples of ongoing collaborations and research.

scholarly journals Validating an Instrument to Measure School Culture in Project-Based Learning Environments

2020 ◽  
Vol 2 (4) ◽  
Keyword(s):  
School Culture ◽  
Learning Environment ◽  
Learning Environments ◽  
Student Outcomes ◽  
Learning Experiences ◽  
International Comparisons ◽  
Project Based Learning ◽  
Instructional Model ◽  
Educational Environments ◽  
Common School

Measuring school culture and analyzing student learning experiences is a rapidly growing practice, with a notable uptick following the increased forcus on learning experiences spurred by international comparisons of educational environments and resulting student outcomes. The literature documents common constructs that are often included in school culture surveys. However, often all learning environments are organized together and offered the same school culture survey. This is problematic because a common school culture survey construct is “learning environment” and the items that form this construct will be significantly different based on the instructional model. Therefore, providing educators with a one size fits all culture survey does not meet the needs of schools offering problem-based learning (PrBL) and project-based learning (PBL) environments. This research examines the process for revising, designing, and validating a school culture survey aligned to PrBL and PBL environments.

scholarly journals Educação, escola, criatividade e tecnologia: contributos para a conceitualização de um modelo pedagógico do século XXI

2017 ◽  
Vol 12 (25) ◽  
pp. 188
Author(s):  
Max Günther Haetinger ◽  
Rui Trindade
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Research Project ◽  
Educational Environments ◽  
Information And Communication ◽  
Cooperative Organization ◽  
Academic Potential ◽  
21St Century Schools ◽  
Modelo Pedagógico

RESUMO A criatividade, como eixo pedagógico transversal dos projetos de intervenção educativa, que têm lugar nas escolas, é o objeto de reflexão deste artigo. Ele apresenta os resultados de um projeto de pesquisa que foi desenvolvido em quatro salas de aula, frequentadas por crianças do 4º ano de escolaridade, em Portugal, numa das áreas curriculares dos planos de estudos em vigor neste país, a área de Estudo do Meio. Trata--se de um trabalho onde se pretende discutir os desafios e exigências das escolas do século XXI, o que explica a articulação que se estabelece entre criatividade e Tecnologias de Informação e Comunicação (TIC), cujas potencialidades educativas o referido projeto de pesquisa acaba por comprovar. Comprova-se também que a organização cooperativa dos ambientes de aprendizagem constitui um fator indissociável da construção de ambientes educativos onde a criatividade é entendida como um objetivo e uma referência curricular e pedagógica nucleares.   Palavras-chave: Criatividade. TIC. Ambientes cooperativos de aprendizagem.   ABSTRACT Creativity, as a transversal pedagogical axis of educational intervention projects that take place in schools, is the focus of the following paper. It presents the results of a research project that was developed in four 4th grade children groups in Portugal, in one of the areas of Study of the Environment. This is a study where the challenges and demands of 21st century schools are discussed, which explains the articulation between Creativity and Information and Communication Technologies (ICT), whose academic potential the research project can prove. In addition, it proves that the cooperative organization of learning environments is an inseparable factor in the construction of educational environments where creativity is understood as a goal and a curricular and pedagogical reference. Keywords: Creativity. ICT.  Learning cooperative environments.

scholarly journals Evolutionary Multitasking-Based Multiobjective Optimization Algorithm for Channel Selection in Hybrid Brain Computer Interfacing Systems

2021 ◽  
Vol 15 ◽  
Author(s):  
Tianyu Liu ◽  
Zhixiong Xu ◽  
Lei Cao ◽  
Guowei Tan
Keyword(s):  
Multiobjective Optimization ◽  
Real Life ◽  
Channel Selection ◽  
Research Field ◽  
Neural Engineering ◽  
Computer Interfaces ◽  
Classification Tasks ◽  
Optimization Methodology ◽  
Brain Computer Interfacing ◽  
Selection Of

Hybrid-modality brain-computer Interfaces (BCIs), which combine motor imagery (MI) bio-signals and steady-state visual evoked potentials (SSVEPs), has attracted wide attention in the research field of neural engineering. The number of channels should be as small as possible for real-life applications. However, most of recent works about channel selection only focus on either the performance of classification task or the effectiveness of device control. Few works conduct channel selection for MI and SSVEP classification tasks simultaneously. In this paper, a multitasking-based multiobjective evolutionary algorithm (EMMOA) was proposed to select appropriate channels for these two classification tasks at the same time. Moreover, a two-stage framework was introduced to balance the number of selected channels and the classification accuracy in the proposed algorithm. The experimental results verified the feasibility of multiobjective optimization methodology for channel selection of hybrid BCI tasks.

scholarly journals To the Issue of Improving Military Students’ Professional Training

2020 ◽  
pp. 44-51 ◽  
Author(s):  
С.А. Молочников ◽  
Е.С. Чернявская ◽  
Л.П. Костикова
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Professional Training ◽  
Professional Competence ◽  
Quality Education ◽  
Military Students ◽  
Efficient Management ◽  
Efficient Selection ◽  
Selection Of

Качественное образование в военных вузах является залогом высокой обороноспособности нашей страны. В статье рассматриваются важнейшие направления повышения качества профессиональной подготовки курсантов военного вуза. Уделяется особое внимание качественному отбору курсантов, высокому профессионализму профессорско-преподавательского состава, вопросам управления образовательным процессом и мониторингу качества, развитию и совершенствованию образовательной среды военного вуза. Анализируется опыт Рязанского гвардейского высшего воздушно-десантного командного училища (РВВДКУ) по повышению качества профессиональной подготовки будущих офицеров-десантников. Military students’ quality education is a necessary prerequisite for our country’s high defensive potential. The article treats major activities aimed at the improvement of military students’ professional training. The article underlines that it is essential to secure efficient selection of military students, ensure professional competence of professorial staff, secure efficient management of teaching and learning processes, ensure effective quality management, secure efficient development and improvement of learning environments. The article analyzes the experience of improving the quality of novice parachute regiment officers’ professional training at Ryazan Guards Higher Airborne Command School.

Universal Design for Learning in Today’s Diverse Educational Environments

2014 ◽  
pp. 1-10
Author(s):  
Kathleen Bastedo ◽  
Jessica Vargas
Keyword(s):  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Stepping Stone ◽  
Design Learning ◽  
Barriers To Access ◽  
Educational Environments ◽  
Diverse Learning ◽  
Design For Learning ◽  
Made In

Learning can be difficult for a myriad of reasons and not just for those with disabilities and for those dedicated to teaching in its many forms. It can be next to impossible to accommodate the variety of students encountered in today’s diverse learning environments. This is where the principle of Universal Design for Learning (UDL) can be successfully applied. This chapter explores the strides made in creating content that brain-based research supports as a way for not only motivating students to learn, but also for allowing those with disabilities a way to learn that meets their specific needs. Although there is no one surefire way to design learning that teaches everyone, UDL is a stepping-stone to that pursuit. If implemented to its fullest potential, it can be a panacea to reducing many barriers to access and learning.

The Visualization of a Critical Element in K-20 Learning

2013 ◽  
pp. 684-709
Author(s):  
Lori M. Risley
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Doctoral Dissertation ◽  
Critical Element ◽  
Educational Environments ◽  
New Instrument ◽  
Dissertation Research ◽  
Learner’S Perspective

This chapter addresses the necessity of a clearer understanding of the critical element of trust in all learning environments. Research on educational trust is limited, with research on trust from the learner’s perspective almost non-existent. Recent doctoral dissertation research provides a model of a trusting facilitator. This chapter presents result from that study, presenting results of a survey assessing the learners’ perspective of the facilitators’ trust and a new instrument to determine the presence of trust in the learning environment. The purpose in this chapter is to call attention to the elemental phenomenon of trust, to encourage individual reflection, to endorse trust from the learners’ perspective including continued research and implementation of trust into all educational environments.

scholarly journals Motivation, Engagement and Learning through Digital Games

2011 ◽  
Vol 2 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Ioanna Iacovides ◽  
James Aczel ◽  
Eileen Scanlon ◽  
Josie Taylor ◽  
Will Woods
Keyword(s):  
Active Learning ◽  
Informal Learning ◽  
Learning Environments ◽  
Empirical Studies ◽  
Digital Games ◽  
Powerful Learning ◽  
Educational Environments ◽  
Games For Learning ◽  
Affinity Groups ◽  
Powerful Learning Environments

Digital games can be powerful learning environments because they encourage active learning and participation within “affinity groups” (Gee, 2004). However, the use of games in formal educational environments is not always successful (O’Neil et al., 2005). There is a need to update existing theories of motivation and engagement in order to take recent game-related developments into account. Understanding the links between why people play games, what keeps them engaged in this process, and what they learn as a result could have a significant impact on how people value and use games for learning. This paper examines key research that relates to motivation, engagement, and informal learning through digital games, in order to highlight the need for empirical studies which examine the activities that occur in and around everyday gaming practice.

scholarly journals Ensemble and Deep Learning for Language-Independent Automatic Selection of Parallel Data

Algorithms ◽  
2019 ◽  
Vol 12 (1) ◽  
pp. 26 ◽  
Author(s):  
Despoina Mouratidis ◽  
Katia Kermanidis
Keyword(s):  
Deep Learning ◽  
Machine Translation ◽  
Research Field ◽  
Attribute Selection ◽  
Parallel Corpora ◽  
Automatic Selection ◽  
Parallel Data ◽  
First Time ◽  
Learning Architectures ◽  
Selection Of

Machine translation is used in many applications in everyday life. Due to the increase of translated documents that need to be organized as useful or not (for building a translation model), the automated categorization of texts (classification), is a popular research field of machine learning. This kind of information can be quite helpful for machine translation. Our parallel corpora (English-Greek and English-Italian) are based on educational data, which are quite difficult to translate. We apply two state of the art architectures, Random Forest (RF) and Deeplearnig4j (DL4J), to our data (which constitute three translation outputs). To our knowledge, this is the first time that deep learning architectures are applied to the automatic selection of parallel data. We also propose new string-based features that seem to be effective for the classifier, and we investigate whether an attribute selection method could be used for better classification accuracy. Experimental results indicate an increase of up to 4% (compared to our previous work) using RF and rather satisfactory results using DL4J.

Curriculum-Based Language Assessment and Intervention

1989 ◽  
Vol 20 (2) ◽  
pp. 170-184 ◽  
Author(s):  
Nickola Wolf Nelson
Keyword(s):  
Service Delivery ◽  
Final Section ◽  
Language Assessment ◽  
Service Delivery Model ◽  
Curriculum Content ◽  
Academic Setting ◽  
Delivery Model ◽  
Individualized Intervention ◽  
Assessment Questions ◽  
Selection Of

The rationale and methods for conducting curriculum-based language assessment and intervention are discussed. Such procedures involve the use of curriculum content and contexts for measuring a student's intervention needs and progress in such a way that they are relevant to the academic setting. Five kinds of curriculum are presented. Techniques are then described for addressing assessment questions related to the language demands of curriculum and a student's current abilities. A framework for managing the complexities of school language is used to outline assessment and intervention needs as they relate to modifying students' abilities and the curriculum. In the final section, selection of a service delivery model and individualized intervention targets are discussed.

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