Go- Lab Initiative- Shaping the Future of Learning

2020 ◽  
Author(s):  
Svetla Mavrodieva
Keyword(s):  
Inquiry Learning ◽  
Learning Technologies ◽  
Learning Activity ◽  
Data Sets ◽  
Learning Spaces ◽  
Virtual Experiments ◽  
Country Level ◽  
Scientific Institutions ◽  
Innovative Learning ◽  
Media Channels

<p>The aim of the Go-Lab Initiative is to facilitate the use of innovative learning technologies in STE(A)M education, with a particular focus on online laboratories (Labs) and inquiry learning applications (Apps). Using the Go-Lab ecosystem, teachers can find various Labs and Apps, and create customized Inquiry Learning Spaces (ILSs). Furthermore, the Go-Lab Initiative conducts training for teachers on the topics of Inquiry-Based Science Education (IBSE), development of 21st-century skills, and the use of ICT and the Go-Lab ecosystem in the classroom.</p><p>Go-Lab supports inquiry based learning and provides the possibility for STUDENTS to conduct scientific experiments in a virtual environment. http://www.golabz.eu</p><p>Apps: support your students while conducting experiments. For instance, some apps can help students create hypothesis, design experiments, make predictions, and formulate interpretations of the data. Other apps, such as calculator app or a notepad app, support basic but useful tasks.</p><p>Online labs: these can be remote laboratories, virtual experiments or data sets directly accessible from your browser. Your students can use online labs to simulate or control real experiments hosted by university laboratories or large scientific institutions , e.g. CERN</p><p>Inquiry learning Spaces(ILS): these provide a structure for inquiry learning activity. Such spaces can contain labs, apps and instructions. Through inquiry learning, students get a first experience of a proper scientific methodology.</p><p>Graasp: Toolset for TEACHERS to create, test, store, share and publish their online lessons. http://www.graasp.eu</p><p>Lesson planning: Authoring tool to create an ILS. These can be created from scratch or by modifying existing published lessons. Users can choose from a range of pre-built pedagogical scenarios.</p><p>The Go-Lab ecosystem is a free platform that can be used by any teacher from any country. https://premium.golabz.eu/about/go-lab-ecosystem</p><p>The online campaign “Meet and greet Go-Lab Ambassadors” is taking place in the social media channels of the Go-Lab community – in Facebook and Twitter. Go-Lab Ambassadors support implementation of the Go-Lab Ecosystem and outreach on their country level. Go-Lab Ambassadors (supported by Next-Lab) tasks include: informing their peers about Next-Lab project and Go-Lab Ecosystem– STEM teachers in their respective countries- extending project’s coverage throughout Europe, presenting and promoting Next-Lab and Go-Lab for schools and national teachers associations, on conferences and workshops, and will advise teachers how to get involved and use the Go-Lab Ecosystem in their teaching. Keep in touch: Go Lab in your country: https://support.golabz.eu/support/go-lab-in-your-country</p>

scholarly journals The Use of Online Data Sources in a Qualitative Analysis Learning Project

2021 ◽  
Author(s):  
Sunny Winstead ◽  
Christopher Alterio
Keyword(s):  
Occupational Therapy ◽  
Qualitative Analysis ◽  
Narrative Analysis ◽  
Data Sources ◽  
Learning Activity ◽  
Future Research ◽  
Data Sets ◽  
Online Data ◽  
Occupational Therapy Students ◽  
Innovative Learning

Our purpose in writing this article is to describe the use of online data sources (such as blogs and microblogs) in a qualitative analysis learning project for graduate occupational therapy students. The project was designed to meet the following learning objectives: (1) increase students’ understanding and appreciation for qualitative research principles and methods, (2) increase students’ ability to use thematic and narrative analysis procedures with authentic data sets, and (3) increase students’ ability to apply qualitative findings to occupational therapy practice. This article describes the project’s theoretical rationale, components, objectives, implementation, and informal outcomes, along with a discussion of strengths and limitations of this project and suggestions for future research. This project demonstrates one way in which publicly available online data sources can be used to create an effective graduate qualitative analysis learning activity. We are sharing this innovative learning project in the hopes that it may be of interest to our colleagues in higher education and may contribute to the ethical and scholarly use of online data in learning assignments.

scholarly journals Performativity of Materials in Learning: The Learning-Whole in Action

2021 ◽  
Vol 9 (2) ◽  
pp. 28 ◽  
Author(s):  
Lucila Carvalho ◽  
Pippa Yeoman
Keyword(s):  
Analytical Approach ◽  
Social Aspects ◽  
Learning Activity ◽  
Networked Learning ◽  
Learning Spaces ◽  
Learning Space ◽  
Relational Perspective ◽  
Innovative Learning ◽  
Pedagogical Models ◽  
Novel Complex

Contemporary educational practices have been calling for pedagogical models that foreground flexibility, agency, ubiquity, and connectedness in learning. These models have, in turn, been stimulating redevelopments of educational infrastructure –with physical contours reconfigured into novel complex learning spaces at universities, schools, museums, and libraries. Understanding the complexity of these innovative learning spaces requires an acknowledgement of the material and digital as interconnected. A ‘physical’ learning space is likely to involve a range of technologies and in addition to paying attention to these ‘technologies’ one must understand and account for their physical sites of use as well. This paper discusses the influence of materiality in learning, using an analytical approach that situates learning activity as an emergent process. Drawing on theories that foreground socio-materiality in learning and on the relational perspective offered by networked learning, we call for a deeper understanding of the interplay between the physical (material and digital), conceptual, and social aspects of learning, and their combined influence on emergent activity. The paper argues that in order to successfully design for innovative learning, educators need to develop their capacity to trace the intricate connections between people, ideas, digital and material tools, and tasks –to see the learning-whole in action.

scholarly journals Maternal education and early childhood education across affluent English-speaking countries

2021 ◽  
pp. 016502542199591
Author(s):  
Robert L. Crosnoe ◽  
Carol Anna Johnston ◽  
Shannon E. Cavanagh
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Attainment ◽  
Maternal Education ◽  
Relative Advantage ◽  
Data Sets ◽  
Childhood Education ◽  
Country Level ◽  
English Speaking ◽  
Nationally Representative

Women who attain more education tend to have children with more educational opportunities, a transmission of educational advantages across generations that is embedded in the larger structures of families’ societies. Investigating such country-level variation with a life-course model, this study estimated associations of mothers’ educational attainment with their young children’s enrollment in early childhood education and engagement in cognitively stimulating activities in a pooled sample of 36,400 children ( n = 17,900 girls, 18,500 boys) drawn from nationally representative data sets from Australia, Ireland, U.K., and U.S. Results showed that having a mother with a college degree generally differentiated young children on these two outcomes more in the U.S., potentially reflecting processes related to strong relative advantage (i.e., maternal education matters more in populations with lower rates of women’s educational attainment) and weak contingent protection (i.e., it matters more in societies with less policy investment in families).

Model of predicting customer behavior based on big data analysis technologies

2021 ◽  
Vol 1 (2 (6)) ◽  
Author(s):  
Anastasiia Ivanitska ◽  
Dmytro Ivanov ◽  
Ludmila Zubik
Keyword(s):  
Machine Learning ◽  
Big Data ◽  
Customer Behavior ◽  
Learning Technologies ◽  
User Preferences ◽  
Data Sets ◽  
Learning Technology ◽  
Behavior Prediction ◽  
Network Information ◽  
Selection Of

The analysis of the available methods and models of formation of recommendations for the potential buyer in network information systems for the purpose of development of effective modules of selection of advertising is executed. The effectiveness of the use of machine learning technologies for the analysis of user preferences based on the processing of data on purchases made by users with a similar profile is substantiated. A model of recommendation formation based on machine learning technology is proposed, its work on test data sets is tested and the adequacy of the RMSE model is assessed. Keywords: behavior prediction; advertising based on similarity; collaborative filtering; matrix factorization; big data; machine learning

scholarly journals The Ethical Dilemma of Lifestyle Change: Designing for sustainable schools and sustainable citizenship

2018 ◽  
Vol 4 (1) ◽  
pp. 140-155
Author(s):  
Andrea Wheeler
Keyword(s):  
Young People ◽  
Best Practice ◽  
Learning Technologies ◽  
Luce Irigaray ◽  
Social Challenges ◽  
Innovative Learning ◽  
Michael Oakeshott ◽  
The Uk ◽  
Sustainable Schools

This paper explores how participation and sustainability are being addressed by architects within the Building Schools for the Future (BSF) programme in the UK. The intentions promoted by the programme are certainly ambitious, but the ways to fulfil these aims are ill-explored. Simply focusing on providing innovative learning technologies, or indeed teaching young people about physical sustainability features in buildings, will not necessarily teach them the skills they will need to respond to the environmental and social challenges of a rapidly changing world. However, anticipating those skills is one of the most problematic issues of the programme. The involvement of young people in the design of schools is used to suggest empowerment, place-making and to promote social cohesion but this is set against government design literature which advocates for exemplars, standard layouts and best practice, all leading to forms of standardisation. The potentials for tokenistic student involvement and conflict with policy aims are evident. This paper explores two issues: how to foster in young people an ethic towards future generations, and the role of co-design practices in this process. Michael Oakeshott calls teaching the conversation of mankind. In this paper, I look at the philosophy of Hannah Arendt, Emmanuel Levinas, Maurice Merleau-Ponty and Luce Irigaray to argue that investigating the ethical dilemmas of the programme through critical dialogue with students offers an approach to meeting government objectives, building sustainable schools, and fostering sustainable citizenship.

scholarly journals Flexible and innovative learning spaces: An exploration of parental perspectives on change, consultation and participation

2021 ◽  
pp. 147490412110412
Author(s):  
Leon Benade
Keyword(s):  
Research Question ◽  
National Policy ◽  
Ministry Of Education ◽  
Learning Spaces ◽  
Parent Questionnaire ◽  
Educational Environments ◽  
Innovative Learning ◽  
Open Plan ◽  
Role Of Parents ◽  
Education Delivery

The role played by innovative educational environments to support learning for the 21st century has attracted the interest of the Organisation for Economic Cooperation and Development at the global governance level and at the national policy level internationally. This article draws on global, European and Australasian research and data from a qualitative study of consultation and participation in the development of innovative and flexible learning spaces in the New Zealand context. It focuses specifically on the role of parents, drawing data from relevant policies and documents, a parent questionnaire and interviews of parents, architects and Ministry of Education Delivery Managers, responsible for delivering large capital works projects. While the architect participants believe their bold designs are inspirational and promote new pedagogical styles, and positive relationships, some parents view these open-plan learning areas (and associated pedagogies) as needlessly experimental, placing the needs and education of their children at risk. Delivery Managers are focussed on seeing the projects to conclusion, on time and on budget. The critical analysis considers the findings in relation to the research question and reflects on the dual themes of innovation and risk. Further questions for research are suggested.

scholarly journals Exploring Active Blended Learning Through the Lens of Team-Based Learning

2021 ◽  
pp. 172-192
Author(s):  
Rachel Maxwell ◽  
Roshni Khatri
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Learning Technologies ◽  
Learning Spaces ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
The Core ◽  
Team Based Learning ◽  
Core Concepts

This chapter showcases how the collaborative learning and teaching strategy known as Team-Based Learning™ (TBL) can deliver against the conceptual components within active blended learning (ABL), through exploration of different case studies from the authors' university. It begins by detailing the core concepts and theories underpinning each pedagogic approach before considering how adoption of TBL is consistent with the wider implementation of ABL. Case histories are used to highlight how these approaches enhance the student learning experience and how learning technologies can enable staff to do more of what they value within the classroom. The value of different learning spaces to facilitate TBL and augment the learning experience for both staff and students is considered. Finally, the chapter explores some of the more difficult questions around the lack of broader uptake of TBL within an institution committed to ABL as its standard approach to learning and teaching.

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