scholarly journals Creating Conditions for students to flourish: a Case study of Capabilities developed through a non-formal learning community in a Collegiate university

2015 ◽  
Vol 2 (3) ◽  
pp. 215-232
Author(s):  
Eleanor Brown
Keyword(s):  
Learning Community ◽  
Formal Learning

scholarly journals Trialogical Learning as a Theoretical Framework in the Digital Ecosystem of a Maker Community: a Case Study

Pedagogika ◽  
2020 ◽  
Vol 139 (3) ◽  
pp. 199-218
Author(s):  
Jesús Valverde-Berrocoso ◽  
María Rosa Fernández-Sánchez
Keyword(s):  
Learning Community ◽  
Digital Media ◽  
Theoretical Framework ◽  
Learning Processes ◽  
Formal Learning ◽  
Digital Ecosystem ◽  
Technological Ecosystems ◽  
Teaching Learning

Digital media is transforming teaching-learning processes. It is necessary to understand the new ecologies of learning that are developing in technological ecosystems. In this article, a learning community is analysed from the perspective of «trialogical learning», and the components of the triad are identified: elements, interactions, and products. The case study offers the possibility of transferring this knowledge for the transformation of formal learning.

A Case Study on Learner Awareness of the Learning Community in College

2019 ◽  
Vol 41 (5) ◽  
pp. 371-402
Author(s):  
Hye-jin Park ◽  
Seung-bong Cha
Keyword(s):  
Learning Community

Modding Europa Universalis IV: An informal gaming practice transposed into a formal learning setting

2021 ◽  
pp. 204275302110229
Author(s):  
Rhett Loban
Keyword(s):  
Survey Data ◽  
Formal Analysis ◽  
Educational Opportunities ◽  
Formal Learning ◽  
Game Based Learning ◽  
Quantitative Survey ◽  
Learning History ◽  
Formal Tool ◽  
Study Participants

This article explores the use of modding as a formal tool for learning history. The article examines data from a formal analysis of Europa Universalis IV (EUIV), a survey of 331 EUIV forum participants and a case study of 18 university participants. Significant quantitative survey data indicated that 45% (149/331) of participants had modified EUIV, and of the 125 participants who responded with comments about modding, a significant number (86/125 responses or 68.8%) explained how they had learnt about history, geography or other subjects through the modding process. Closer analysis of survey and case study responses and mods reveals the variety of ways participants learnt and critiqued history through the modding process. The article discusses the data and the pedagogical affordance of modding in a few steps. First, the article briefly explores the evidence that indicates modding is popular within the EUIV gaming community. In this instance, it examines whether given the popularity of gaming practice, modding might also be seen as a new casual form of engagement with games. Second, the article reviews the modding process in EUIV and examines how both playing and creating mods may be beneficial for learning history. Modding is examined in terms of its pedagogical importance and the unique educational opportunities it may offer that are not otherwise accessible through other forms of game-based learning. Finally, the article explores how and what the case study participants learnt when they were tasked with creating and implementing playable mods to demonstrate their understanding of history. Overall, the article considers the growing importance of mods, how learners can create and represent history using mods and how mods can provide a platform for learners to develop their own critique and analysis of official history.

scholarly journals Deep Learning Based Instance Segmentation of Titanium Dioxide Particles in the Form of Agglomerates in Scanning Electron Microscopy

Nanomaterials ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 968
Author(s):  
Paul Monchot ◽  
Loïc Coquelin ◽  
Khaled Guerroudj ◽  
Nicolas Feltin ◽  
Alexandra Delvallée ◽  
...  
Keyword(s):  
Electron Microscopy ◽  
Scanning Electron Microscopy ◽  
Titanium Dioxide ◽  
Learning Community ◽  
Spherical Particles ◽  
Average Value ◽  
Size Characterization ◽  
Scanning Electron

The size characterization of particles present in the form of agglomerates in images measured by scanning electron microscopy (SEM) requires a powerful image segmentation tool in order to properly define the boundaries of each particle. In this work, we propose to use an algorithm from the deep statistical learning community, the Mask-RCNN, coupled with transfer learning to overcome the problem of generalization of the commonly used image processing methods such as watershed or active contour. Indeed, the adjustment of the parameters of these algorithms is almost systematically necessary and slows down the automation of the processing chain. The Mask-RCNN is adapted here to the case study and we present results obtained on titanium dioxide samples (non-spherical particles) with a level of performance evaluated by different metrics such as the DICE coefficient, which reaches an average value of 0.95 on the test images.

scholarly journals Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 37
Author(s):  
Hee-Jeong Kim
Keyword(s):  
Learning Community ◽  
Teacher Learning ◽  
Community Of Practice ◽  
Professional Learning ◽  
Teaching Practice ◽  
Cultural Development ◽  
Development Framework ◽  
Teacher Professional ◽  
Development Approach

Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learning across multiple contexts. Investigating teacher learning across the double contexts of classroom and learning community has presented methodological challenges. In response, this paper proposes the suitability of adopting a socio-cultural development framework to further the analytical approach to such challenges. Using the framework, this paper considers the case study of a middle school mathematics teacher who resolved a problem of teaching practice through interacting with other members of the community of practice where they build shared goals and knowledge. This paper contributes to the field by expanding the scope of research on teacher learning across these two contexts, in which problem of practice becomes conceptual resources that the teacher uses in her teaching practice.

scholarly journals Designing and Implementing Curriculum for Students with Special Needs: A Case Study of a Thinking Curriculum

2006 ◽  
Vol 1 (1) ◽  
Author(s):  
Tas Adam ◽  
Anna Rigoni ◽  
Arthur Tatnall
Keyword(s):  
Special Needs ◽  
Learning Community ◽  
Curriculum Design ◽  
School Environment ◽  
Pilot Project ◽  
Students With Special Needs ◽  
Knowledge And Skills ◽  
E Learning ◽  
Transition Issues

Over the years, ICT has emerged as a platform that is seen to enhance the knowledge and skills of students in mainstream learning environments. A growing number of schools however, now provide a separate alternative enrolment for students with special needs. Although there are valid opinions on what is the best method of educating these students (integration vs. segregation) it has been noted by many researchers that technology can play a major role in the learning process. In this paper, an e-learning paradigm is applied in a holistic manner to a special learning community with the aim of determining an appropriate e-learning model and platform to support curriculum design. The paper focuses on a pilot project at a suburban school for students with special needs. The aims of the project are to observe the level of immersion and engagement and its impact on curriculum outcomes of the group. This research project further investigates the transition issues and approaches for this group and the links and relationships beyond the normal school environment. The project has been funded by the School of Information Systems and the School Community.

scholarly journals Online social networks as formal learning environments: Learner experiences and activities

2012 ◽  
Vol 13 (1) ◽  
pp. 144 ◽  
Author(s):  
George Veletsianos ◽  
Cesar Navarrete
Keyword(s):  
Social Network ◽  
Social Networking ◽  
Online Social Networks ◽  
Social Networking Sites ◽  
Learning Experience ◽  
Online Social Network ◽  
Online Course ◽  
Formal Learning ◽  
The Social

<p>While the potential of social networking sites to contribute to educational endeavors is highlighted by researchers and practitioners alike, empirical evidence on the use of such sites for formal online learning is scant. To fill this gap in the literature, we present a case study of learners’ perspectives and experiences in an online course taught using the Elgg online social network. Findings from this study indicate that learners enjoyed and appreciated both the social learning experience afforded by the online social network and supported one another in their learning, enhancing their own and other students’ experiences. Conversely, results also indicate that students limited their participation to course-related and graded activities, exhibiting little use of social networking and sharing. Additionally, learners needed support in managing the expanded amount of information available to them and devised strategies and “workarounds” to manage their time and participation.<br /><strong></strong></p>

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