scholarly journals Development of cognitive strategies with digital games in non-formal education

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
Fernando Silvio Cavalcante Pimentel ◽  
Larissa Torres da Silva ◽  
Maria Dolores Fortes Alves
Keyword(s):  
Formal Education ◽  
Cognitive Strategies ◽  
Data Gathering ◽  
Digital Games ◽  
Learning Activities ◽  
Production Data ◽  
Formal Learning ◽  
Learning Contexts ◽  
School Learning

This paper presents a case study analyzing which learning cognitive strategies are employed by students who play digital games in both in-school and out-of-school learning contexts. As a Case Study, it falls within the qualitative research category. The researcher integrated themselves to the subjects' learning facility for data-gathering, following all recommended ethical protocols for research involving underage subjects. The following data collection instruments were used: research diary, questionnaire, and interviews, conducted with teenagers who play digital games during formal learning activities. Analysis involved data-crossing and checking our data against existing studies and theories, as well as a cartographic production. Data indicates that digital games enhance student usage of cognitive strategies and favor competencies and abilities-based learning over formal learning contents.

scholarly journals Development of Cognitive Strategies with Digital Games in Non-Formal Education

2021 ◽  
Author(s):  
Fernando Silvio Cavalcante Pimentel ◽  
Larissa Torres da Silva ◽  
Maria Dolores Fortes Alves
Keyword(s):  
Formal Education ◽  
Cognitive Strategies ◽  
Data Gathering ◽  
Digital Games ◽  
Learning Activities ◽  
Production Data ◽  
Formal Learning ◽  
Learning Contexts ◽  
School Learning

This paper presents a case study analyzing which learning cognitive strategies are employed by students who play digital games in both in-school and out-of-school learning contexts. As a Case Study, it falls within the qualitative research category. The researcher integrated themselves to the subjects' learning facility for data-gathering, following all recommended ethical protocols for research involving underage subjects. The following data collection instruments were used: research diary, questionnaire, and interviews, conducted with teenagers who play digital games during formal learning activities. Analysis involved data-crossing and checking our data against existing studies and theories, as well as a cartographic production. Data indicates that digital games enhance student usage of cognitive strategies and favor competencies and abilities-based learning over formal learning contents.

scholarly journals NON-FORMAL EDUCATION IN ARCHITECTURE: LATVIAN EXPERIENCE

2018 ◽  
Vol 42 (1) ◽  
pp. 46-51
Author(s):  
Uģis BRATUŠKINS ◽  
Sandra TREIJA ◽  
Matijs BABRIS
Keyword(s):  
Formal Education ◽  
Interdisciplinary Approach ◽  
Learning Activities ◽  
Formal Learning ◽  
Short Term ◽  
Alternative Learning Environments ◽  
Summer Schools ◽  
Learning Options ◽  
Selection Of

A wide selection of informal and non-formal learning options has been developed during the last couple of decades by many schools of Architecture and non-educational bodies to accumulate creative potential of students and give them the opportunity to express themselves in alternative learning environments. These options include summer schools, short-term brainstorming actions, competitions, and other activities focusing on interdisciplinary approach, teamwork and intense discussions with professionals from various fields not directly involved in the formal education process.Considering high popularity of non-formal learning activities and many students involved, it is important to evaluate the respective experience to estimate whether and how abilities and skills acquired through non-formal learning could benefit to those requested by the formal education programmes.The paper discusses the role and methods of non-formal education in Architecture with an aim to identify particular goals achieved using each form of learning. The case study presented in the paper is based on more than 12 years’ experience accumulated by Riga Technical University, Faculty of Architecture, in organizing non-formal educational courses for the students of Architecture and the related fields considering the experience students gained participating in the activities organized by themselves or other parties.

scholarly journals Ketahanmalangan Pengelola PKBM Dalam Mengembangkan Inovasi Pendidikan Nonformal

2021 ◽  
Vol 7 (3) ◽  
pp. 987
Author(s):  
Devi Merina Tuz Sa’diyah ◽  
Ahmad Ahmad ◽  
Nilna Sa’adayah
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Secondary Data ◽  
Learning Activities ◽  
Primary Data ◽  
Learning Activity ◽  
Structured Interviews ◽  
Matrix Methods ◽  
Main Partner

<p>The focus of this research is to describe the strategy of adversity quotient for the management of the Community Learning Activity Center (PKBM) to develop innovations in turning barriers into opportunities for non-formal education programs. Qualitative research with this type of case study was carried out at PKBM Mentari, using structured interviews as the primary data collection method, in order to obtain primary data and document matrix methods to obtain secondary data. the data were analyzed using interactive techniques belonging to Miles and Huberman with the stages of data reduction, data presentation and conclusion drawing. The results of this study are the adversity quotient strategy that generally implemented by PKBM is very good, this can be seen from the indicators including: 1) Organizing learning activities flexibly in terms of time, so that it does not interfere with the daily activities of the community; 2) Provide learning at affordable costs so as not to burden the community in participating in learning; 3) Making the community the main partner in the continuation of teaching and learning activities at PKBM and 4) Building synergies with local village officials. The relatively short research time is the main limitation in compiling this study, so that it only maximizes the statements of the main informants. </p><p><strong> </strong></p>

scholarly journals Using Virtual Museums to Promote Activity Design Competencies for Out-of-School Learning in Pre-Service Teacher Education

2021 ◽  
Vol 4 (4) ◽  
pp. 644-667
Author(s):  
Sertac Arabacioglu ◽  
Hasan Zuhtu Okulu
Keyword(s):  
Learning Activities ◽  
Educational Goals ◽  
Virtual Museum ◽  
Virtual Museums ◽  
Research Findings ◽  
School Learning ◽  
Effective Use ◽  
Activity Design ◽  
Out Of School

Virtual solutions of museums can be notably used to promote distance learning activities by providing information about their collections. However, the effective use of this potential depends mainly on the exact alignment of the learning activities with the educational goals. For this purpose, this study focuses on the analysis of pre-service teachers’ activity designs based on virtual museum visits for out-of-school learning environments. Within the scope of the case study design, 40 activity plans developed by pre-service teachers for elementary mathematics, science, and classroom teaching were examined. The activity designs for selected virtual museums emerged as a result of a semester program. The research findings indicated that the activities emphasized the strategies of supporting learning outcomes, the guidance process for students in the virtual museum environment, and the engagement of the student with the virtual environment. Based on this, the study revealed that using virtual museums as a teaching tool for pre-service teachers supports teachers’ knowledge and skills of the activity design.

scholarly journals Lifelong learning and employability – the role of non-formal education

2015 ◽  
Vol 20 (4) ◽  
pp. 39-48 ◽  
Author(s):  
Višnja Perin ◽  
Matilda Karamatić Brčić
Keyword(s):  
Formal Education ◽  
Learning Activities ◽  
Formal Learning ◽  
Cultural Changes ◽  
Regional Office ◽  
Employment Service ◽  
Unemployed People ◽  
Professional Needs ◽  
The Relationship

The aim of this paper it to examine the relationship between non-formal education and employability within the context of socio-cultural changes. This paper presents the analysis of the effects of non-formal learning activities that are conducted at the Croatian Employment Service in the form of workshops, with an aim of raising employability among unemployed people. The participants in this research were unemployed persons who attended workshops at the Regional Office of the Croatian Employment Service Zadar during the year 2013. This survey focuses on evaluation of effects of non-formal learning through workshops within groups of unemployed persons, depending on their age, gender and level of education. As the forms of non-formal education indicate organized learning activities with the aim of acquiring and improving knowledge, skills and competences for personal, social and professional needs, the aim of this study is to define the role of non-formal education as a positive aspect of employability or set of knowledge, expertise and ability of a person. The results of attending the workshops can potentially include retaining one’s job, career progress, obtaining a new job and assuring the entrance to the labour market in different periods of the working life cycle.

Manajemen Stratejik Pemanfaatan Teknologi Informasi dan Komunikasi untuk Peningkatan Mutu Pembelajaran SMK Ciledug Al Musaddadiyah dan SMKN 1 Garut

2020 ◽  
Vol 3 (2) ◽  
pp. 109-119
Author(s):  
Partono Partono
Keyword(s):  
High School ◽  
Strategic Management ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
General Description ◽  
Vocational High School ◽  
Information And Communication ◽  
School Learning

So far, in implementing school strategies, they tend not to utilize Information and Communication Technology (ICT), despite the availability of ICT resources available. Stages of strategic management are needed to generate the vision, mission, objectives, policy, program, budget, and procedures as well as control and evaluation process as an effort to utilize ICT to improve school quality. Based on the interpretation and the results of the study, it is concluded that schools have organized stages in strategic management that enable schools to have a quality profile. The impact of effective utilization of ICTs for schools is the achievement of effective school management, as per the National Education Standards, which is characterized by effective planning, implementation, control, and evaluation of school ICTs.The purpose of this study is to get a general description, describe, and reveal the Strategic Management of Information and Communication Technology Utilization to Improve the Quality of School Learning in Ciledug Al Musaddadiyah Vocational High School and Garut 1 Vocational High School, both on environmental analysis, strategic formulation, implementation and strategic evaluation. The research method used in this research is the case study method, because the problems studied occur in the place and situation of Ciledug Al Musaddadiyah Vocational School and Vocational High School 1 Garut. The use of case study models in this study is based on the consideration that to provide an overview of the strategic management activities of the use of ICTs carried out at vocational high schools with the ultimate goal of being able to improve the quality of school learning. Based on observations in the field of SMK 1 Garut and SMK Al Musaddadiyah Ciledug Garut is one of the public schools and private schools that have these advantages.

Overcoming Challenges of International Migration Research: A Case Study Approach in Southern Mexico

2016 ◽  
Vol 13 (1) ◽  
pp. 131-143
Author(s):  
Julie Boyles
Keyword(s):  
International Migration ◽  
Common Ground ◽  
Data Gathering ◽  
Ethnographic Case Study ◽  
Case Study Approach ◽  
Southern Mexico ◽  
Mixed Methods Approach ◽  
Study Approach ◽  
Migration Research

An ethnographic case study approach to understanding women’s actions and reactions to husbands’ emigration—or potential emigration—offers a distinct set of challenges to a U.S.-based researcher.  International migration research in a foreign context likely offers challenges in language, culture, lifestyle, as well as potential gender norm impediments. A mixed methods approach contributed to successfully overcoming barriers through an array of research methods, strategies, and tactics, as well as practicing flexibility in data gathering methods. Even this researcher’s influence on the research was minimized and alleviated, to a degree, through ascertaining common ground with many of the women. Research with the women of San Juan Guelavía, Oaxaca, Mexico offered numerous and constant challenges, each overcome with ensuing rewards.

THE ROLE OF EDUCATION ON DISASTER PREPAREDNESS CASE STUDY OF 2012 INDIAN OCEAN EARTHQUAKES ON THAILAND’S

2018 ◽  
Author(s):  
Raya Muttarak ◽  
Wiraporn Pothisiri
Keyword(s):  
Indian Ocean ◽  
Emergency Preparedness ◽  
Disaster Preparedness ◽  
Formal Education ◽  
Disaster Experience ◽  
Individual Household ◽  
The Indian Ocean ◽  
The Individual

In this paper we investigate how well residents of the Andaman coast in Phang Nga province, Thailand, are prepared for earthquakes and tsunami. It is hypothesized that formal education can promote disaster preparedness because education enhances individual cognitive and learning skills, as well as access to information. A survey was conducted of 557 households in the areas that received tsunami warnings following the Indian Ocean earthquakes on 11 April 2012. Interviews were carried out during the period of numerous aftershocks, which put residents in the region on high alert. The respondents were asked what emergency preparedness measures they had taken following the 11 April earthquakes. Using the partial proportional odds model, the paper investigates determinants of personal disaster preparedness measured as the number of preparedness actions taken. Controlling for village effects, we find that formal education, measured at the individual, household, and community levels, has a positive relationship with taking preparedness measures. For the survey group without past disaster experience, the education level of household members is positively related to disaster preparedness. The findings also show that disaster related training is most effective for individuals with high educational attainment. Furthermore, living in a community with a higher proportion of women who have at least a secondary education increases the likelihood of disaster preparedness. In conclusion, we found that formal education can increase disaster preparedness and reduce vulnerability to natural hazards.

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