scholarly journals LEARNING IN/DEPENDENTLY IN REFUGEE CAMPS: COMMUNITY-BASED PERSPECTIVES ON TEACHING, LEARNING, AND TECHNOLOGY

2021 ◽  
Author(s):  
Negin Dahya ◽  
Cansu Ekmekcioglu ◽  
Olivier Arvisais ◽  
Laurie Decarpentrie
Keyword(s):  
Data Collection ◽  
Teaching And Learning ◽  
Refugee Camp ◽  
Digital Data ◽  
Community Based ◽  
Daily Lives ◽  
Music Production ◽  
Future Technology ◽  
Asking Questions ◽  
Teaching Learning

The focus of this project is to understand the ways in which teaching, learning, and technology interact in/dependently in the daily lives of refugee people in Dzaleka Refugee Camp at home, in the community, and at school. Distinctly, we are asking questions about the role of technology in the everyday lives of refugee people in Dzaleka, and specifically related to how teaching and learning relationships are enacted with, about, and around tools that are of value to community members. This AoIR paper will be framed around two key components of this work. The first pertains to the methods in place, specifically, participatory qualitative research methods using remote, digital data collection. The second area of focus is on the preliminary findings from data collection underway between April-July 2021, based on the socio-technical exploration of teaching and learning with technology in Dzaleka. Our study, at present, focuses on three settings: online learning, music production and DJing, and sewing. This work sheds light on novel, in/dependent forms of teaching and learning in these areas in one refugee camp. And this work is needed to inform future technology initiatives in those settings from a community based perspective.

Exploring Datafication for Teaching and Learning Development

2021 ◽  
pp. 79-92
Author(s):  
Mark Schofield
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Traditional Classroom ◽  
Digital Data ◽  
Education Literature ◽  
Learning Development ◽  
Teaching Learning

The scale, magnitude, and diversity of higher education teaching/learning and higher education institutions (HEIs) have resulted in corresponding diverse datafication representations. Contrary to conventional datafication, where the objective is profitability (e.g., adopting facial recognition for improved policing), the datafication of HEIs should be analysed, understood, and interpreted for its unique diversity, practice, and consequences. The result of the COVID-19 pandemic has forced a paradigm shift from conventional/traditional classroom-based teaching to online teaching, which has resulted in enhanced data collection. Taking a post-digital perspective on modern practices in higher education literature, this chapter argues for an organic view, in which the datafication must consider the aspects of teaching, learning, and educational context that are absent in digital data. The findings from the discussion lead to the conclusion that datafication can complement expert judgement in HEIs when informed by the unification of pedagogy and technology.

O Fórum no Ensino Presencial: Despertando o Interesse dos Alunos Por Meio da Integração de Conteúdos da Sala de Aula para Ambientes Virtuais

2018 ◽  
Vol 19 (4) ◽  
pp. 433
Author(s):  
Cleonice Jose De Souza ◽  
Luciane Guimarães Batistella Bianchini ◽  
Solange Franci Raimundo Yaegashi ◽  
Juliana Gomes Fernandes ◽  
Bernadete Lema Mazzafera
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Virtual Environments ◽  
Learning Environments ◽  
Learning Process ◽  
Private School ◽  
Teaching And Learning ◽  
Discussion Forum ◽  
Teaching Learning ◽  
The City

A integração de ambientes virtuais e seus aplicativos no processo de ensino e aprendizagem possibilitam novas proposições aos alunos, bem como diversificam e apoiam as ações do professor. A presente pesquisa caracterizada como qualitativa analisou como 10 professores, de uma escola particular da cidade de Londrina (PR), consideram o uso do fórum de discussão para o processo de ensino e aprendizagem escolar presencial. Para a coleta de dados foram aplicadas quatro questões abertas. Os resultados indicaram que os fóruns, apesar de ainda serem pouco utilizados pelo grupo entrevistado, mostraram-se uma ferramenta muito útil para despertar no estudante o interesse por participar das atividades propostas pelo professor emitindo sua opinião e instigando o debate entre os colegas. Além disso, possibilita a articulação dos conteúdos presenciais da sala de aula com novos debates decorrentes das discussões, que transcendem para outros ambientes de aprendizagem. Palavras-chave: Ensino. Aprendizagem. Fórum. AbstractThe integration of virtual environments and their applications in the teaching and learning process offers new propositions to the students and it also diversifies and supports the teacher’s actions. The present qualitative research analyzed how ten teachers from a private school in the city of Londrina (PR), consider the use of the discussion forum for the process of onsite teaching and learning. For the data collection, four open-ended questions were applied. The results indicated that the forums, although still not frequently used by the interviewed group, proved to be a very useful tool to awaken the students’ interest in participating in the activities proposed by the teacher, expressing their opinions and instigating the debate among the classmates. In addition, it makes it possible to articulate classroom contents with new debates resulting from discussions that transcend to other learning environments. Keywords: Teaching. Learning. Forum.

scholarly journals Privacy and Security Requirements for a Digital Data Hub

2021 ◽  
Author(s):  
Martin Gfeller ◽  
Thomas Hardjono
Keyword(s):  
Data Collection ◽  
Digital Data ◽  
Security Requirements ◽  
Process Data ◽  
Privacy And Security ◽  
Daily Lives ◽  
Business Transactions ◽  
Private Banking

A Digital Data Hub provides <b>Data Accounts</b> wherein persons may store data that are collected in their interaction with organizations. The hub is extensible by contributed <b>Data Apps</b> that gather and process data and conduct business transactions. They may act as Agents assisting the users in their daily lives. Private-banking-grade Privacy and Security ensure that the power of this data collection cannot be misused. Schema standardization is key to ensure privacy and security.

scholarly journals The Impact Of Pandemic Covid-19 On Online Learning Activities From April To July 2020 In Institut Stiami, Jakarta

2020 ◽  
Vol 2 (1) ◽  
pp. 1-4
Author(s):  
Redjeki Agoestyowati
Keyword(s):  
Online Learning ◽  
Data Collection ◽  
Teaching And Learning ◽  
Technical Problem ◽  
Learning Activities ◽  
Single Sign On ◽  
Internet Connection ◽  
The World ◽  
Teaching Learning ◽  
The Impact

Many people have known that Covid-19 has changed the world in all aspects. One of the aspect is education. It has made a lot of changing in transferring knowledge drastically, because lecturing was given online, attendance list was checked by program, examination was done by application. This research will describe about teaching and learning activities during the Pandemic of Covid 19 in Institut Stiami, Jakarta. Data collection was taken by interviewing some students by using zoom, google meet, WhatsApp, SSO (Single Sign On) of Institut Stiami or other Application. WhatsApp and Zoom are the application that often used in the Teaching and Learning Process. One of the biggest problem during online learning is about internet pulse or quota and connection is up and down sometimes. However, most of the students concluded that they enjoy learning online and during pandemic (Covid-19) and the teaching-learning activities ran quite well. During the lesson, some problem appeared such as technology, technical problem, internet connection, communication, etc., but all can be solved

scholarly journals ONLINE TEACHING AND LEARNING BETWEEN TEMPORARY SOLUTION AND FUTURE NECESSITY

2021 ◽  
Vol 10 (2) ◽  
pp. 45-66
Author(s):  
ROXANA MIHELE
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Careful Analysis ◽  
Educational Process ◽  
Educational Systems ◽  
Daily Lives ◽  
Teachers And Students ◽  
Temporary Solution ◽  
Amount Of Knowledge ◽  
Teaching Learning

The Covid-19 pandemic pushed the limits and limitations of all educational systems, teachers and students around the world. The solution adopted – distance, online teaching, learning and assessment – has proven to be of a longer duration than initially anticipated, to the frustration of students, parents, and teachers alike. Nonetheless, following a careful analysis of these processes over the last (two) semesters, surprising findings point out to the fact that the digital experience has brought forth, at least at the higher-education level, substantial positive outcomes that cannot be neglected. It has strengthened the digital skills that both students and teachers will need in a technology dominated future and has made the actors of the educational process aware of the constant need for an innovative look and creative approach toward sharing and assimilating the impressive amount of knowledge existent nowadays. The present article aims at discovering both the strengths and the weaknesses, the motivational factors and the technical difficulties that have characterized the recent online educational process; it also inquires to what extent this type of learning will be an integral part of our daily lives in the academia, once the on-site courses will be resumed.

Mujeres Unidas en Acción: A Popular Education Process

1990 ◽  
Vol 60 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Eva Young ◽  
Mariwilda Padilla
Keyword(s):  
Low Income ◽  
Popular Education ◽  
Latina Women ◽  
Community Based ◽  
Daily Lives ◽  
Economic Context ◽  
The Social ◽  
Teaching Learning ◽  
Levels Of Functioning ◽  
Education Process

Eva Young and Mariwilda Padilla present a challenging and touching discussion of the struggle of a group of Latina women in Dorchester, Massachusetts to educate themselves. The authors provide an overall description of Mujeres Unidas en Acción, Inc. — a nonprofit community-based agency offering educational programs to low-income Latina women — in terms of its development and structure, and take an in-depth look at one of its educational components, the Spanish program. Young and Padilla illustrate the core and spirit of the agency by providing concrete examples of its participatorial approach — through which the voices of all its members are heard and validated at all levels of functioning — and by including testimonies of the program participants. The authors reflect on the philosophical stance of the agency through a discussion of the connection between the daily lives of these women and the teaching-learning practices experienced at Mujeres. In this discussion they pay particular attention to the social, political, and economic context from which the women come and in which they presently live. In this article, Young and Padilla have opened up a window for readers to see and understand the nature of their struggle and the ways in which they make sense of their own reality. The fact that the authors are Latina women who participate in and share this struggle offers a different perspective for doing educational research,explaining reality as an insider in a way that is valid to the lives of those being investigated.

scholarly journals Increasing Students’ Awareness in Speaking Participation

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Ribeh Najib Muhammad
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Research Question ◽  
Group Discussion ◽  
Narrative Text ◽  
The Third ◽  
Asking Questions ◽  
Field Notes ◽  
Teaching Learning

The lack of students’ activities seems to be the main reasons why the teacher failed to maximize the participation of the students in a senior high school in a small city in East Java Indonesia. The unification of two different basic competences into one lesson plan also makes the indicator of the lesson plan become not too clear and not specific enough. Thus the research questions of this study are: 1. How is the implementation of the teaching and learning process based on the revised lesson plan conducted by the teacher? 2. How is the teaching and learning process based on the revised lesson plan followed by the students? 3. How is the students’ participation in learning speaking after the teaching and learning process based on the revised lesson plan conducted? This research is a classroom action research with one cycle only. The first data is in the form of description of the teacher’s activities during the teaching and learning process, the source of the data is the teacher who conducts the revised teaching-learning process. The second data is the description of students’ activities during the teaching and learning process, the source of the second data is the students who follow the teaching and learning process based on the revised lesson plan. The third data is the participation of the students when they are taught using the revised lesson plan, the third source of the data is also the students who follow the teaching and learning process based on the revised lesson plan. The researcher used unstructured field notes to write all the information which were seen and heard and also everything that happened during teaching and learning process conducted by the teacher. The data need to be sorted and classified to know the relevant data and non-relevant data. Then the relevant data were classified based on each research question to be analyzed. The students’ participation in the teaching and learning process of speaking narrative text based on the revised lesson plan was better, because the students could follow the instructions and do the activities of speaking narrative text smoothly, every student was able to present their stories in the group and in front of the class, they were active in the group discussion for asking and answering their friends’ question, they were also active in asking questions to the teacher and answering questions from the teacher.

scholarly journals Privacy and Security Requirements for a Digital Data Hub

2021 ◽  
Author(s):  
Martin Gfeller ◽  
Thomas Hardjono
Keyword(s):  
Data Collection ◽  
Digital Data ◽  
Security Requirements ◽  
Process Data ◽  
Privacy And Security ◽  
Daily Lives ◽  
Business Transactions ◽  
Private Banking

A Digital Data Hub provides <b>Data Accounts</b> wherein persons may store data that are collected in their interaction with organizations. The hub is extensible by contributed <b>Data Apps</b> that gather and process data and conduct business transactions. They may act as Agents assisting the users in their daily lives. Private-banking-grade Privacy and Security ensure that the power of this data collection cannot be misused. Schema standardization is key to ensure privacy and security.

scholarly journals KOMPETENSI GURU DALAM PEMBELAJARAN

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Muhammad Rifai Harahap
Keyword(s):  
Common Good ◽  
Teaching And Learning ◽  
Human Life ◽  
Daily Lives ◽  
Process Learning ◽  
Learning As A Process ◽  
The Individual ◽  
A Charge ◽  
Teaching Learning

Nowadays education is growing more rapidly and more complex, education problems faced is not a challenge that is left alone, but it requires constructive thinking in order to achieve the quality of the goal of good education. The problems in question include the competence of teaching teachers because teachers as people who deal directly with learners should have good competence in the implementation of teaching and learning process. Learning takes place in human life because of the interaction between two or more people, the interaction between two or more people, the interaction between two or more people, the interaction that involves the exchange of information that is unknowingly done in our daily lives. So that learning reinforces through experience. Learning has a charge that involves two or more people. Learning takes place as long as each individual builds mutually agreeable and satisfying cooperation. Learning is strived to provide interaction and communication that ensures the common good so that in the learning can be a mutually ripe process. Learning as a process is done by the individual to gain a whole new behavioral change, as a result of the individual's own practice in his interaction and environment. Learning is different from Teaching, learning does not have English roots. Learning is different from learning. Therefore learning if translated into English learningization is the efforts of educators to make learners learn (to makes people or student learn). In every lesson effective conditions must be planned and cultivated by the teacher deliberately in order to avoid adverse conditions (prevention efforts), and restore optimal conditions in case of damaging things caused by the behavior of learners in the classroom.

scholarly journals The Implementation of Laptop Mobile in the Teaching-Learning Process in Islamic Boarding School

2020 ◽  
Vol 7 (1) ◽  
pp. 67-77
Author(s):  
Evi Fatimatur Rusydiyah ◽  
Fiena Saadatul Ummah ◽  
Ali Mudlofir
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Learning Process ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
Boarding School ◽  
Learning Activities ◽  
Survey Study ◽  
Data Collection Technique ◽  
Teaching Learning

AbstractComputer literacy has become an interesting issue in the field of education as the integration of technology in education develops rapidly and continues to increase in the future. One aspect of computer literacy teacher’s and student’s perceptions and attitudes to use computers for classroom instruction. Unfortunately, this has been a challenge for incorporating technology during the teaching and learning process. The current study aims to analyze the implementation of the use of a mobile laptop in the class and unfold the student’s attitudes toward using laptops during their learning activities. This research was a survey study that includes interviews, observation and documentation as a data collection technique. The subject of the study is 312 students from seventh to ninth grade. Data analysis was done by the following steps: data collection, data reductions, data analysis, and conclusion making. The study finds that 1) course content and learning activities have been predetermined/ predesigned and stored in the laptops, 2) every student have access to the device with the help of group work. The study also reveals that the attitude of students toward the use of laptops in the classroom process is positive in the sense that they show satisfaction on the use of laptops. They also acknowledge the advantages of the computer for their learning and show high awareness of the importance of keeping the devices maintained and secured.AbstrakSalah satu bidang Tehnologi pembelajara adalah pemanfaatan teknologi informasi sebagai media pembelajaran. Hal tersebut selaras dengan perkembangan abad 4,0.  Kemampuan siswa dalam menggunakan dan memanfaatkan computer (Komputer Literasi) menjadi isu yang menarik saat ini. Komputer literasi menjadi bagian dari teknologi pembelajaran. Tujuan dari penelitian ini untuk menganalisis implementasi penggunaan laptop Mobile dalam aktivitas belajar di kelas dan bagaimana respon siswa dalam penggunaan laptop Mobile di kelas.  Penelitian ini dilakukan dengan survey. Sedangkan metode pengumpulan datanya dilakukan dengan cara wawancara, observasi, dan dokumentasi. Subjek penelitian ini adalah siswa kelas VII, VIII, dan VIII sejumlah 312 anak. Analisis penelitian ini dilakukan dengan cara mengumpulkan data, mereduksi, menganalisis, dan membuat kesimpulan. Hasil penelitian ini menunjukkan bahwa implementasi penggunaan laptop mobile dilakukan saat proses belajar mengajar dilakukan dengan cara 1) semua materi dimasukkan dalam laptop mobile, 2) semua siswa mendapatkan hak akses untuk menggunakannya, dan 3) aktivitas belajar sudah didesain dalam laptop mobile. Sedangkan respon siswa dalam menggunakan mobile laptop menunjukkan 1) tingkat kepuasaan dalam menggunakan laptop mobile, 2) tingkat kemanfaatan dalam menggunakan laptop mobile, dan 3) tingkat tanggungjawab dalam merawat laptop mobile pada angka rerata yang paling tinggi pada lilihan stuju dan sangat setuju. How to Cite: Rusydiyah, E. F., Ummah, F. S., Mudlofir, A.  (2020).   The  Implementation of Laptop Mobile in the Teaching-Learning Process in Islamic Boarding School. TARBIYA: Journal of Education in Muslim Society, 7 (1), 67-77. doi:10.15408/tjems.v7i1.13650. 

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