scholarly journals Facebook y aprendizaje informal: un nuevo planteamiento metodológico en la enseñanza de lenguas

2021 ◽  
Vol 39 (2) ◽  
pp. 235-254
Author(s):  
María Angélica Giordano Paredes
Keyword(s):  
Informal Learning ◽  
First Century ◽  
Self Assessment ◽  
Learning And Teaching ◽  
Knowledge Based ◽  
Quantitative Studies ◽  
Individualistic Learning ◽  
Experimental Process ◽  
Positive Results ◽  
Aprendizaje Informal

Esta investigación surge de la inquietud de innovar el proceso de aprendizaje y enseñanza, específicamente de las lenguas extranjeras, adecuando los contenidos a los intereses de los discentes del siglo XXI, para dar paso al uso colectivo de la información. Los objetivos principales se centran en la evaluación del aprendizaje informal: evaluar a través de estímulos y de dinámicas alternativas entre la autoevaluación y la coevaluación, a través del desarrollo y la puesta en práctica de competencias y estrategias facilitadoras del aprendizaje. Para la realización del proceso experimental, con alumnos de lengua italiana y de lengua española, se propusieron una serie de cursos piloto en los que se llevaron a cabo estudios cualitativos y cuantitativos relacionados con el aprendizaje a través de Facebook como red social y la distribución del trabajo en comunidades que adoptaron una dimensión constructiva del conocimiento, mediante el uso compartido de la información. Tal proceso hizo posible tanto la producción como el intercambio de conocimientos, basándose en un comportamiento pragmático y sociocultural de los contenidos; pero teniendo en cuenta el desarrollo de las competencias básicas: saber ser y saber hacer. Los resultados fueron muy alentadores, aunque bastante controvertidos durante el proceso, considerando que los discentes llevan muchas generaciones en un sistema de aprendizaje individual; sin embargo las comunidades de aprendizaje los motivaron y al final se consiguió un resultado favorable, gracias a la puesta en práctica del aprendizaje informal. This research paper is concerned with the implementation of innovation techniques in the process of learning and teaching foreign languages. Adapting contents to twenty-first century students' mentalities implies information has to be used collectively. Our main aims are the assessment of informal learning through stimuli and alternative dynamics which connect self-assessment and co-assessment, as well as developing and carrying out competences and strategies which facilitate learning. For the experimental process we worked with Italian and Spanish language students. In order to accomplish our goal, we delivered a series of collaborative courses in which qualitative and quantitative studies related to learning through Facebook as a social network were conducted. Besides, we distributed work among communities which adopted a constructive dimension of knowledge through the shared use of information. The process facilitated both the production and the exchange of knowledge based on the pragmatic and sociocultural nature of the contents, while also taking into account the enhancement of basic competences such as know how to be and how to do. Results were very encouraging, although quite controversial during the collection process, due to the fact that students had been educated for generations in individualistic learning systems. However, learning communities strongly motivated them and, in the end, positive results were reported thanks to the implementation of informal learning.

scholarly journals DIGI-HE – A Strategic Reflection Tool on Digitalisation at European Higher Education Institutions

2020 ◽  
pp. 289-298
Author(s):  
Ulf-Daniel Ehlers ◽  
Patricia Bonaudo
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Conceptual Approach ◽  
Self Assessment ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Research And Innovation ◽  
Internationalisation Strategies

Digitalisation is an issue of growing importance at all higher education institutions (HEIs). It is often developed and driven bottom-up. In this regard, the intended self-assessment tool that the present paper aims to present “DIGI-HE” will support higher education institutions in developing their individual approaches to foster digitisation, methodological and conceptual approach. The present paper will outline the methodological procedure of design and subsequent validation of the tool. In a time when experimentation with, and mainstreaming of digital technology use is progressing to develop holistic strategies that encompass learning and teaching, research and innovation, as well as cooperation and outreach DIGI-HE will represent a self-reflection tool adapted to higher education to support the institutional efforts, to develop and implement strategies, which purposeful and holistic in comprising both missions, education and research. It will also furthermore attach particular importance to the need for dialogue among all actors and stakeholders in digitalisation, and address areas of activities relation to cooperation and outreach, including internationalisation strategies and practices.

scholarly journals Evaluation of Pharmacists' Knowledge of Centers for Medicare and Medicaid Services Medication Drug Plan Star Ratings

2017 ◽  
Vol 8 (4) ◽  
pp. 8
Author(s):  
Alyson O'Leary ◽  
Bella Mehta ◽  
Brianne Porter ◽  
Amy Lehman ◽  
Jennifer L. Rodis
Keyword(s):  
Online Survey ◽  
Community Setting ◽  
Further Education ◽  
Self Assessment ◽  
Chi Square ◽  
Cross Sectional ◽  
Actual Knowledge ◽  
Drug Plan ◽  
Knowledge Based ◽  
High Knowledge

Objectives: 1) Evaluate Ohio pharmacists’ awareness about Centers for Medicare and Medicaid Service’s (CMS) Medication Drug Plan (MDP) Star Ratings, 2) identify gaps in knowledge about CMS MDP Star Ratings, and 3) determine interest in continuing education (CE) opportunities with CMS PDP Star Ratings. Methods: A cross-sectional, online survey was conducted in February 2015. The 16-question, pilot-tested survey targeted licensed pharmacists in Ohio practicing in the ambulatory care or community setting. Respondents were surveyed on their self-assessed and actual knowledge on CMS MDP Star Ratings. Respondent’s interest in and preferred source and delivery of CE were evaluated. Data were collected in aggregate; descriptive statistics, ANOVA and chi-square tests were used to characterize and evaluate data. Responses were summarized for all 16 questions using frequencies and percentages. Results: Of 13,235 licensed Ohio pharmacists, 913 pharmacists completed the survey (6.9% response rate). 454 (49.7%) respondents were eligible to complete the survey based on practice setting and of those, 390 (85.9%) were aware of CMS’s MDP Star Ratings. Respondents’ self-assessment of their knowledge regarding CMS Star Ratings aligned with their actual knowledge as defined by performance on three multi-statement knowledge-based assessments. Significant differences existed between self-assessed knowledge groups in their ability to answer greater than 50% of questions correctly (p < .001). The majority of respondents (81.2%) indicated interest in receiving further education on CMS Star Ratings. Conclusions: Survey respondents are aware of CMS MDP Star Ratings, yet few indicated high knowledge levels on the topic. Gaps in knowledge were identified in development and utilization of the rating system, identifying quality measures, and sources utilized to measure achievement of ratings. Respondents indicated interest in opportunities to improve knowledge on the subject and would prefer education provided by their employer with a live presentation.   Type: Student Project

Quiltmakers’ meaning-making in Aotearoa New Zealand: Social interactions, embodied experiences and material mediation

2021 ◽  
Vol 12 (1) ◽  
pp. 51-78
Author(s):  
Linda Claire Warner ◽  
Pirita Seitamaa-Hakkarainen ◽  
Kai Hakkarainen
Keyword(s):  
New Zealand ◽  
Informal Learning ◽  
Meaning Making ◽  
Qualitative Content Analysis ◽  
Community Context ◽  
The Body ◽  
Learning And Teaching ◽  
Craft Knowledge ◽  
Aotearoa New Zealand ◽  
Embodied Experiences

The research study focuses on the phenomenon of informal learning and teaching, as it materializes through the quiltmakers’ engagement in idiosyncratic community practices. The present study considers the construction of craft knowledge from a sociocultural perspective, focusing on social and material mediation, and embodiment as a form of meaning-making for quiltmakers. The ethnographic data were collected from two quilting communities in Aotearoa New Zealand and in total 66 quilters volunteered to participate. The fieldwork extended over an eight-month period with data consisting of interviews, observations, fieldnotes and reflective diaries including the visualization of interactive happenings in situ. Chronological content logs were created, and data were analysed by qualitative content analysis. The primary interest was on the verbal (i.e. social), non-verbal (i.e. embodied) and material (inter)actions that were central to the quilters’ meaning-making processes. This praxis and process of informal learning usually make it invisible because it is a ubiquitous element embedded in the quilting community context. Identifying different aspects of multimodal making foregrounds how the quilters’ learning is socially interactive, with ‘hands on’ and ‘minds on’ processes tied to their bodily experiences and material world. This study demonstrates the significance of the ongoing communicative (inter)actions for meaning-making, highlighting the role of the body, mind and environment in shaping quilting practices and appropriating craft knowledge.

Integrating Formal and Informal Learning Opportunities of Technology in Higher Education

2019 ◽  
pp. 379-400 ◽  
Author(s):  
Emine Şendurur ◽  
Hatice Gökçe Bilgiç ◽  
Polat Şendurur
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Learning And Teaching ◽  
Learner Centered ◽  
Formal And Informal Learning ◽  
Recent Developments ◽  
Roles Of Teacher ◽  
Technology In Higher Education

Along with the recent developments in technology, the paradigm of learning and teaching has changed with the changing demands of society and learners. A new learner-centered paradigm enforces the changes in the roles of teacher, learner, and the environment. Learning is not restricted with a place or time. Especially with the advance of technology-based environments including www, social networks, and online learning environments, people can reach information anytime/anywhere, which brings about various experiences for informal learning. The aim of this chapter is to present a guideline for the integration of formal and informal learning opportunities of technology in higher education. As a result of the study a guideline is presented for higher education. The guideline is focused on eight issues including (1) know your students, (2) update yourself, (3) be online, (4) provide sharing opportunities, (5) provide discussion opportunities, (6) keep information alive, (7) use learning analytics, and (8) support interdisciplinarity.

How the Crowd Can Teach

2011 ◽  
pp. 42-58
Author(s):  
Jon Dron ◽  
Terry Anderson
Keyword(s):  
New Media ◽  
Social Organization ◽  
Informal Learning ◽  
Formal Education ◽  
Global Network ◽  
Internet Connectivity ◽  
Learning And Teaching ◽  
Learning Contexts ◽  
Multiple Contexts ◽  
Effective Use

Understanding the affordances, effectiveness and applicability of new media in multiple contexts is usually a slow and evolving process with many failed applications, false starts and blind trails. As result, effective applications are usually much slower to arise than the technology itself. The global network based on ubiquitous Internet connectivity and its uneven application in both formal education and informal learning contexts demonstrates the challenges of effective use of new media. In this chapter the authors attempt to explicate the effective use of the Net for learning and teaching by differentiating three modes of networked social organization. These are defined as the Group, the Network and the Collective. The chapter explores the consequences of this perspective, observing that each has both strengths and weaknesses in different contexts and when used for different applications.

Gender Impact on Adult Education

2010 ◽  
pp. 377-395
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Adult Education ◽  
Gender Issues ◽  
Social Identities ◽  
First Century ◽  
Adult Educators ◽  
Contributing Factors ◽  
Social Constructs ◽  
Developmental Learning ◽  
Learning And Teaching ◽  
Technical Issues

As society becomes more pluralistic, it behooves adult education to understand how gender intersects adult education so that equitable means of learning and teaching can empower all adults. In order to address gender issues in technology-enhanced adult education, the contributing factors of developmental learning need to be examined. Gendered learning has both biological and social constructs, which impact experiences in adulthood. Adult education needs to help learners re-negotiate their personal and social identities. In the process, educators can help students learn different ways to interact socially as well. Several gender-linked issues impact adult education; for example teaching across generations has a new twist because of socially-contextualized technology. In providing distance education, adult educators need to incorporate gender-sensitive resources, learning activities, technical issues, student-teacher relations, and assessment. Twenty-first century trends of changing economies, global interaction and interdependent literacies can help both genders learn optimally.

scholarly journals Blurring Boundaries in Education: Context and Impact of MOOCs

2016 ◽  
Vol 17 (3) ◽  
Author(s):  
Johan Loeckx
Keyword(s):  
Informal Learning ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Personal Learning ◽  
For Profit ◽  
Excellent Research ◽  
Formal And Informal Learning ◽  
Technological Context ◽  
The Many ◽  
Enhanced Learning

<p>The opinions on MOOCs go to extremes, covering a wide variety of topics, affecting economy, pedagogy, and computer science which makes it hard to keep oversight. Despite the many excellent research reports and articles, an overview of the bigger picture, providing a holistic qualitative summary of the different opinions, is still very welcome. Special attention is given to the broader social, cultural, and technological context in which these developments come about. In this paper, it is discussed how the educational industry  has received a “wake up call” provoking a global discussion on learning and teaching, accordingly disturbing established boundaries between formal and informal learning, public and for-profit education, teachers and learners and quite intriguingly, between software and teaching practices. Golden opportunities for Artificial Intelligence and Technology Enhanced Learning are unfolding, evidenced by the digitalization movement of education, gamification, and the stringent need for massively scalable (and therefore computerized) personal learning experiences.</p>

Sign in / Sign up

Export Citation Format

Share Document