Prospective Primary Teachers’ Professional Noticing in Non-formal Learning Environments: The Case of a Mathematics Fair

Research around mathematics teachers’ professional noticing has been largely contextualised by the formal setting of the classroom. In addressing the lack of relevant studies in non-formal learning environments, this paper draws on student teachers’ observations within a Mathematics Fair, which was part of a mathematics methods module of a primary education undergraduate programme. Working in pairs, 64 student teachers designed interactive mathematical games which upper primary school pupils had the opportunity to play in an event having taken place at our university. In this study, we analyse student teachers’ individual reflective essays written after the Fair, where they discussed important, in their view, incidents and observations. Employing a thematic analysis approach, we identified four themes discussed by students: the task; learning; teaching; non-formal environment. We conclude with the implications for teacher education and suggestions for future research.

The Learning Situation in the Computer-Oriented Centers for Children in Tunisia, Interchangeability, and Interdependence: Contexts, Challenges and Experience’s Building Ethnographic Approach

There are several non-formal learning experiences related to the use of computer technologies. Tunisia presents one of these experiences that merits study. I have devoted part of my research to this matter, non-formal education. In this chapter, I have studied the experience of the computer-oriented centers for children. The study was conducted in the educational year 2002–2003. The importance of the data in this study remains reliable to this day. The goals of this chapter is to examine (1) the impact of elements of non-formal learning situation to the informatics project realized by children in its centers, and (2) the impact of the problem situation to social reality shaping, and (3) the impact of the use of computer technology in a learning situation that is different from the formal learning. I consider that a careful constructivist analysis is required to achieve this objective. The results show that an organizational context that operates according to a logic in which social knowledge is interconnected. So, to attain these results I proceeded with an ethnographic approach. I observed 60 children in 67 sessions; each session lasted 1h: 30 mn. I analysed interactions between children and between children and their educators, its are the product of a cognitive and affective commitment, that oriented by the principle of reciprocity.

Konsepsi Kepemimpinan Astha Brata Dan Relevansinya Dengan Mata Pelajaran Sejarah Indonesia

<p><em>This study aims to analyze the Astha Brata, a classical Javanese conception of leadership and its relevance to Indonesian History subject. Through literature study, this study attempts to find the common ground between Astha Brata's conception and Indonesian History subject in the curriculum. Based on the analysis related to the conception of Astha Brata which is one of the important part of the cultural product from Hindu-Buddhist period, it is found that this conception of leadership can be integrated into material regarding the development of society during the Hindu-Buddhist period and its evidence that is still valid at the moment. The material is presented to the students of grade X in first semester. The relevance of Astha Brata's conception to the curriculum of Indonesian History subject can be an appropriate means to shape the leadership character for the young generation since early through a formal learning activities.</em></p>

CONFIRMING THE IDENTITY OF THE CIA-CIA LAPORO COMMUNITY THROUGH LOCAL LANGUAGES ON BUTON ISLAND SOUTHEAST SULAWESI

Language is present as a medium to understand each other. However, for the Cia-Cia Laporo community, language is not only a means of communication but also as a medium to gain strength in asserting ethnic identity and as citizens of Laporo descent. This essay aims to describe and to know the position of language as a form of Cia-Cia Laporo's identity. Awareness of the importance of the regional language is then applied in daily life through formal learning methods in schools as well as various traditions and rituals such as sindighao.

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

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.

COMMUNICATION MANAGEMENT IN PROMOTING KNOWLEDGE AND CREATIVITY IN FOSTERING INNOVATIONS IN THE CREATIVE ORGANIZATIONS

The topic of innovation is extremely important because it relates to the ability of organizations, urban regions and even states to remain competitive in today’s rapidly changing world. The problem for modern organizations is how to increase the scale and efficiency of innovation in modern organizations. One of the most striking modern trends that helps to generate innovation is the involvement of the organization’s stakeholders in the processes of value co-creation, encouraging their processes of collective cooperation, knowledge sharing and creative expression. Changing value creation processes are becoming a critical factor in creating innovation. Value creation has always been an essential foundation of any organization’s activities, but the targeted involvement of stakeholders in value creation is a relatively new phenomenon. The article presents a study, the aim of which is to investigate how and in what forms creative organizations – publishing houses – use the adaptability of their managed communication channels to encourage stakeholder involvement in value co-creation processes in innovation. Stakeholder involvement in the development of new ideas and projects, networking, collaboration, knowledge sharing, various non-formal learning opportunities, creation of discussion and feedback platforms as important drivers of stakeholder engagement are particularly important in fostering value-added processes in innovation.

EMERGENCE OF INFORMAL LEARNING SPACE IN UNIVERSITY CAMPUS: A COMPARATIVE SCENARIO IN THE CONTEXT OF KHULNA CITY

Ancient education system was developed from a semi-outdoor environment. While developing the learning spaces it developed into indoor environment to ensure controlled environment, focus, discipline and compactness. These properties lead to formal education and formal learning space which replaced the informal learning environment. Formal learning space usually drive students towards a single expertise or knowledge. The limitations and boredom of formal education often causes depression and annoy towards education that result in limited learning and one-sided education. This research indicates the role of “informal learning environment” which helps university students to achieve multi-disciplinary knowledge through a simple, contextual and informal way. To establish the emergence, we tried to do a quantitative analysis among the students studying different universities in Khulna city. We have tried to understand the perspective of the students whether they feel the importance of informal learning or not in their daily life. While working on this paper, we have experienced unique scenario for each university but by any means Khulna University and Khulna University of Engineering & Technology serves their student the environment where students can meet and share knowledge with their natural flow of gossiping with food or drinks while Northern University of Business & technology and North-Western University have shown different scenario.

Early Numeracy and Literacy Skills Among Monolingual and Bilingual Kindergarten Children

Early numeracy and literacy skills are all the knowledge that children acquire spontaneously and independently before entering school and beginning formal learning. This knowledge is essential and forms the basis for the acquisition of reading and arithmetic in school. A bilingual child is a child who is fluent in two languages, as opposed to a monolingual child who is exposed to only one language. Bilingualism has been found to affect verbal and mathematical abilities in children, but only a few studies have focused on the early numeracy and literacy skills of preschoolers. This study examined the connection between early numeracy and literacy skills and among monolingual children as compared to bilingual children in preschool. Three hundred and two children aged 5–6years old were recruited from 74 kindergartens. Participants were divided into two groups: 151 monolingual children who spoke and were exposed to only one language (Hebrew) and 151 bilingual children who spoke and were exposed to two languages (the bilingual children spoke different languages). Monolingual children performed better than the bilingual children in most of the literacy tasks, except for phonological awareness, in which no differences were found between the groups. In addition, in the early numeracy tasks, a difference was found only in the task, which included linguistic knowledge, number knowledge, and counting tasks, in which the monolingual children performed better. Furthermore, stronger correlations were found between the early numeracy and literacy skills among the monolingual group compared to the bilingual group. The study findings stress the importance of strengthening linguistic abilities, such as vocabulary expansion in kindergarten among populations in which more than one language is spoken. Supporting these abilities can reduce the gap between bilingual children and their monolingual classmates before entering school.

Lines of thought: The emergence of meaning through collaborations and remix

In this report on a specialised topic of remix and emergent learning we will demonstrate an open education project that emerged from the future. Using open and inclusive practices, a global group of educators engaged in some serious fun to collaborate and share digital and physical artefacts based on a poem. The poem itself was collaboratively created using open, online software, and allowed for serendipitous participation without the need to learn new skills. The set of work that was and is being created is beautiful, diverse, and far reaching. We discuss the practices of remix that this collaboration uses and show how these seemingly trivial experiences both nurture wellbeing, lead to serious learning, and have wide applicability in other, more formal, learning contexts.