Concept Of Social Learning Research Articles

Teaching and learning for sustainable futures: Reclaiming, collaboration and empathy

Introducing community engagement to my annual class of Visual Art honours students has become increasingly challenging. There is a healthy resistance to the perception of ‘cultural tourism’, and students are sensitive to the idea of entering a community as voyeurs with the perception of privileged “saviours”. I offer a particular example of an emerging annual exchange with the African Reclaimers Organisation (ARO), who have partnered with the University of Johannesburg (UJ) in a range of projects that can add value to upcycling of collected and sorted waste products. The pervasive news of corruption, violence, and rolling blackouts undermines well-being and increasingly perpetuates despair, apathy, or distraction. In this climate, a question of response in an educational environment is pertinent. How does one teach and learn about sustainable futures? How can educators foster empathy, agency, and activism among students? This article draws on ecology activist and scholar Dylan McGarry’s expanded concept of transgressive social learning using skills transfer through an apprenticeship, which is helpful in framing a model of teaching and learning based on social exchange. Including selected student reflections, the paper considers methods and practices that model ways to develop various forms of personal and social agency through exploring empathetic encounters.

Optimization Of The Development Of Social Emotional Learning (SEL) Tools In Supporting Independent Learning For Teachers Of Central Java MGMP Economics

Implementing an independent curriculum will be able to realize the rights and abilities of participants to determine their learning process through setting learning goals, reflecting on abilities, and taking steps proactively and responsibly for their own success. The problems in the free learning curriculum are teachers who use learning techniques that are not appropriate to the conditions or circumstances, lack of use of learning media, and monotonous teaching. The reality in the Economic MGMP of Central Java Province is that the development of social emotional learning (SEL) learning tools based on the independent learning curriculum and its development is still very diverse regarding tools that have not been developed based on the independent learning curriculum. The aim of this service is to increase teachers' understanding and skills in designing learning tools in the form of lesson plans, materials and evaluation instruments. The methods used in service include outreach activities, training, mentoring and evaluation of service programs. The results of the service are a) increasing understanding of the concept of social emotional learning for Central Java Economics MGMP teachers; b) able to implement social emotional learning in learning tools to support the independent learning curriculum.

Book reviews [International Journal of Emotional Education, 16(1)

The books reviewed here are all relevant to the concept of social and emotional learning (SEL). The first, Is This Autism? A Guide for Clinicians and Everyone Else, examines the social and emotional needs of children, adolescents and adults who are neurodiverse. What is unique about this book is that the authors are neurodiverse, and they took advice from a panel of autistic people as they wrote it. The second edited book, Assessing Competencies for Social and Emotional Learning: Conceptualization, Development, and Applications, is written by leading experts in the field of SEL assessment. The third book, Bully Blocking: Empowering Students to Manage Bullying. A Guidebook for Teachers, Parents and Counsellors, gives a wealth of practical advice to educators, mental health professionals and parents on how to help those children who are being bullied at school and how to build up their self-confidence, self-esteem and resilience. Each will be of interest to readers of IJEE.

Globalisasi dan Pembelajaran Sosial-Emosional Berbasis Pendidikan Islam

The reseacrh aims to develop the concept of social-emotional learning based on Islamic education in order to enhance students' social and emotional intelligence in Islamic educational institutions in light of difficulties with globalization. The research uses a qualitative approach with library research. Data collection through literature searches was obtained from primary data sources, namely the Qur'an and books of interpretation, and secondary data, namely from various literature books, journals, and other research results relevant to the theme. Data analysis techniques use descriptive and interpretive content analysis which is carried out by reading and reviewing/analyzing the data sources collected. The research results found that the concept of social-emotional learning is based on the main character principles of the characters described in Q.S. al-Aḥzāb/33: 35 as Ten Excellent Characteristics which can be developed into a Social-Emotional Learning program curriculum for students in Islamic educational institutions. The concept of social emotional learning based on Islamic education with specifications on the character concept explained in Q.S. al-Aḥzāb/33: 35 is a catalyst for the development of character education which can be developed in further research to be implemented.

“I give, and they give back”: teachers’ views on the professional implications of mentoring

ABSTRACTThis article provides an account of how six mentor teachers in Sweden reflect on the professional development opportunities they encounter, in the act of mentoring student teachers. The interview data come from the initial phase of a study titled Growing through mentoring: An activity-based inquiry into mentor teacher growth in knowledge and practices (Mentor Growth), which aimed to investigate the knowledge, processes and conditions involved in mentorship practices that lead to professional growth for mentor teachers. The study draws upon the theoretical concepts of social practice theory and situated learning in communities of practice, professional identity development and relational agency. The findings show that despite the challenges such as lack of time and poor support from the school leaders, mentoring benefits professional development by offering opportunities for fruitful collaboration with student teachers and self-reflection.

Art Learning for Children as a Social Emotional Learning Program

Attitude is an aspect that needs attention because it is a polemic problem in children today. This article aims to initiate the concept of art learning as a social emotional learning program. It can be said that art education has a further meaning than just a process of transferring knowledge and skills, but art education can be used as an effort to develop Emotional Intelligence (EQ) and Intellectual (IQ) this is because art education itself is based on mental (moral), analysis, and synthesis, besides that art is seen as having the essential value to touch one's emotional plain. Literature review is the method in this research with data collection techniques from keyword searches: (1) social emotional learning and (2) art learning for children through Google Scholar. The results of the study found that social emotional learning through art education is seen as something interesting and crucial to be studied and further formulated into a formulation, where the concepts of Art Learning and Social Emotional Learning are used as a foothold and then analyzed, and led to the finding that art learning can be used as a social emotional learning program to be able to improve the five domains of children's social emotional competence. This research has implications for children's social emotional development including awareness and appreciation skills as a form of affection that can be applied later in social life.

MTLBORKS-CNN: An Innovative Approach for Automated Convolutional Neural Network Design for Image Classification

Convolutional neural networks (CNNs) have excelled in artificial intelligence, particularly in image-related tasks such as classification and object recognition. However, manually designing CNN architectures demands significant domain expertise and involves time-consuming trial-and-error processes, along with substantial computational resources. To overcome this challenge, an automated network design method known as Modified Teaching-Learning-Based Optimization with Refined Knowledge Sharing (MTLBORKS-CNN) is introduced. It autonomously searches for optimal CNN architectures, achieving high classification performance on specific datasets without human intervention. MTLBORKS-CNN incorporates four key features. It employs an effective encoding scheme for various network hyperparameters, facilitating the search for innovative and valid network architectures. During the modified teacher phase, it leverages a social learning concept to calculate unique exemplars that effectively guide learners while preserving diversity. In the modified learner phase, self-learning and adaptive peer learning are incorporated to enhance knowledge acquisition of learners during CNN architecture optimization. Finally, MTLBORKS-CNN employs a dual-criterion selection scheme, considering both fitness and diversity, to determine the survival of learners in subsequent generations. MTLBORKS-CNN is rigorously evaluated across nine image datasets and compared with state-of-the-art methods. The results consistently demonstrate MTLBORKS-CNN’s superiority in terms of classification accuracy and network complexity, suggesting its potential for infrastructural development of smart devices.

Protecting fish and farms: Incentivising adoption of modern fish-protection screens for water pumps and gravity-fed diversions in Australia

Modern fish-protection screens offer significant potential benefits for Australia. The Commonwealth and New South Wales (NSW) governments have invested over $30m to incentivise early adoption by water users. However, successful adoption requires an understanding of the motivations and abilities of water users, and strategies to overcome key barriers to adoption. Four practices have been used by the NSW Government to strengthen understanding of stakeholders and encourage participation in incentive programs by water users. These are: applying social learning concepts to screening programs; evaluating stakeholder needs; identifying and mapping stakeholders and their relationships; and, integrating science in communication and engagement. Analysing the motivations and abilities of water users revealed three key motivations: to save money, to protect fish, and to improve their reputation or social licence to operate. However, the ability of water users to install a fish-protection screen was found to vary significantly. A range of barriers have been identified by water users in NSW, and solutions or strategies developed to address each one. Today, in Australia, over 2,000 ML/day of water is being delivered through modern fish-protection screens, protecting ~580,000 native fish annually at 31 sites across NSW, Victoria and Queensland (60% being in NSW). Existing investment may see these numbers increase to ~7,000 ML/day and ~2 million native fish/yr by June 2024. The application of the methods to understand and strategically engage with stakeholders should enable improved uptake of screening technologies in other jurisdictions and areas of conservation concern into the future.

Wybrane teorie wyjaśniające nieprzystosowanie społeczne nieletnich a oczekiwania społeczne i realne szanse w środowisku otwartym po opuszczeniu placówki resocjalizacyjnej

The article reviews the basic concepts that explain the emergence of antisocial behavior and the maladaptation of young people. The concepts of social learning by Albert Bandura, the concept of social marking, the concept of social rehabilitation with the participation of Andrzej Bałandynowicz, concepts of creative social rehabilitation by Marek Konopczyński and the concept of resilience are described. They are of great importance when designing practical social rehabilitation interactions towards socially maladjusted youth. Each theory explains the essence of the problem, its cause. If we know the cause, we can solve the problem effectively. Keywords: social maladjustment, juvenile, social marking theory, resilience, social rehabilitation, creative social rehabilitation, social learning.

Humanities-Oriented Physical Education for Social and Emotional Learning

Children and adolescents face increased mental health issues and social isolation, especially within the COVID-19 environment. In response to the current situation, the concept of social and emotional learning (SEL) has shown positive influences on children and adolescents. This paper will provide a brief definition and values of SEL. Then, the authors will suggest the concept of Humanities-Oriented Physical Education (HOPE) as a vehicle for SEL. Following this, under the umbrella of HOPE, this paper will introduce one specific pedagogical model that has the potential for creating successful learning environments for SEL within physical education settings.

Bildung: A German student-centered approach to health and physical education

Theoretical foundations are fundamental to research in health and physical education. They reflect historical and cultural ideas and values. In this article, we seek to introduce the philosophy of Bildung from the Nordic-German cultural region to an English-speaking audience as one theoretical foundation for student-centered teaching. Bildung focuses on the student and his or her self-formation processes in health and physical education. Bildung refers to the holistic development of cognitive, physical, emotional, social, and esthetic capacities. It is an active and reflective process that centers on the inner development of individuality and is realized by individuals as they perceive, interpret, and respond to their realities and, in turn, shape the world in which they live. In this article, we also discuss parallels with social-constructivist approaches to health and physical education, especially with the concept of social and emotional learning.

Theorizing Participatory Control Systems: an organizational control concept for enabling and guiding adaptivity in complex situations

This paper presents a theoretical framework for a new concept of organizational control, that stimulates organizational change and adaptation. It introduces Participatory Control Systems (PCS) as a distinct type of control based on the complex adaptive system literature. These control systems are fundamentally different from the traditional notion of (management) control. Building on the notion of complex systems and the concept of social learning, PCS increase organizational adaptivity by enabling and facilitating social learning processes that may emerge to transformational change over time. To illustrate the PCS concept in practice, three examples are given in this paper. Moreover, some key implications for internal auditors and suggestions for future research are provided.

A territorial approach to social learning: Facilitating consumer knowledge of local food through participation in the guarantee process

AbstractRecognition of the link between the origin of local food, farming practices and their territorial settings is important in increasing consumers’ trust and perceived value of quality schemes. Using the concepts of social learning and Participatory Guarantee Systems (PGS), this study aims to strengthen consumers’ knowledge regarding local food and its territorial anchoring, by associating product quality with territorial attributes while facilitating consumer participation in the guarantee process. First, a total of 199 online questionnaires assessing consumer preferences for local food showed limited awareness and knowledge of practices connecting products, production processes and quality attributes. Additionally, based on an existing PGS for a local cheese with (Thessaly, Greece), we combined consumer expectations and producers’ guarantees through farm visits and a participatory focus group facilitated by interactive visualisation technology. Results showed that visualised knowledge of intangible and tangible territorial resources raised consumers’ awareness and appreciation of specific quality attributes while helping co‐construct shared meanings related to the place of production, local know‐how and historical and cultural practices. Thus, it appears that this approach further prepared the ground for consumers’ future ‘physical’ or ‘virtual’ engagement in a bottom‐up collaboration for the ongoing negotiation of trust and social control built on trust.

Improving teaching in different disciplines of natural science and mathematics with innovative technologies.

The study describes an innovative methodology for teaching natural and mathematical sciences in the context of distance learning using modern technological solutions and based on the concepts of active social learning that involves constructivist, problem-oriented, project and research approaches. The proposed methodology was tested on 80 students enrolled in two training courses in [BLINDED] University and [BLINDED] University, respectively: Mathematics Teaching in the Content and Language Integrated Learning (CLIL) context and Molecular Biology. The psychological safety of the proposed pedagogical methodology was investigated by assessing the level of psychological well-being of the participants in the educational process using the Scale of psychological well-being questionnaire developed by C. D. Ryff that was adapted to the educational context. The results of the study showed that the proposed pedagogical methodology was safe in relation to the life of students. It generally improved their perception of learning and themselves in the role of its participants, promoted positive self-esteem in group learning contacts, and, by developing learning involvement and interest through the Clil technology, qualitatively contributed to the achievement of educational progress by each student. The developed innovative methodology for teaching natural and mathematical sciences can be used as a pedagogical model for developing effective training courses. The demonstrated assessment of the level of psychological well-being adapted to the educational context can serve as a basis for the development of motivational learning strategies that support students in crisis learning conditions during the pandemic.

Addressing Equity in Schools: Youth Participatory Action Research and Transformative Social and Emotional Learning during COVID-19

In 2020, the COVID-19 pandemic and rise in racial injustices signaled the need to engage students in macro-level interventions to maximize their contributions to their schools, communities, and society. School social workers are uniquely positioned to elevate student voices, hone their critical thinking skills, and capitalize on their strengths and assets. Critical thinking skills can help students analyze the world around them by engaging them in addressing equity issues in their schools and communities. This article introduces the concept of transformative social and emotional learning (TSEL) within the context of youth-led participatory action research (YPAR) and a critical service learning (CSL) framework for school social workers to promote student empowerment. Through CSL, students cultivate advocacy skills by identifying, investigating, and taking action to address concerns. Authors include a case example demonstrating TSEL and YPAR, using CSL as a school social work intervention that recognizes and promotes students’ strengths and assets.

Social Learning and Paulo Freire Concepts for Understanding Food Security Cases in Brazil

Food insecurity is a wicked, complex, and critical problem. Although evidence supporting a wide range of assertions regarding the outcomes of social learning is still being investigated, its potential to improve food security challenges is growing. Nonetheless, more work is needed to understand when and how social learning-oriented approaches are effective in food security situations. We address this gap by investigating how elements of social learning and Freire’s key concepts are exemplified in existing real-world experiences of food security in rural communities. The case studies in Brazil, Community Seed Banks in Paraíba State, in the northeast and Biodiversity Kit in Guaraciaba, Santa Catarina State, in the south, are examples of small farmers facing and overcoming their limit-situation of food insecurity through celebrating, planting, and saving traditional seeds (landraces). A mixed-methods approach was applied based on semi-structured interviews and a literature review. The key findings show that local initiatives based on the interconnections of social learning and Freire´s concepts have improved food security in two cases. The practice of landrace rescue as a food security strategy is strengthened through a culture of closeness and solidarity, through values that are celebrated in the festivities, community meetings, and other exchanges of experiences. Applications of our conceptual framework in operational interventions show clear potential for generating the necessary changes for a more sustainable world, specifically in food security and sovereignty projects, as described in the cases studies.

Evaluation of the Activities on the Development of Social Emotional Learning Skills of the Students: Mixed Method Research

It is aimed to investigate whether the activities conducted for Primary School 2nd Year Students are related to the social emotional learning skills of children and whether there are differences in terms of social emotional learning according to their gender, and the relationship between pre-test, post-test and follow-up tests applied to students in this study. The study group of the research includes 17 students studying at Private Erenler Güneş Primary School in Sakarya. Research data collected before 25 February 2020. In the research, the 20-item Social Emotional Learning Scale (SELS), which was adapted to Turkish by Akın and Arslan (2013), was used. It was found that the pretest results of the study did not differ in the social emotional learning skills of female and male students. According to the findings obtained after the pretest-posttest analysis, the activity process in which students participated in this subject was found to be beneficial. Considering the mean and total ranges of the difference scores, it was observed that the observed difference was in favor of positive ranks, that is, the post-test score, that is, the social emotional learning skills of children measured before the education increased after the activity period. In addition, it was determined that job description skills, peer relations skills, and self-regulation skills also increased significantly. The second aim of the study is the importance of the concept of social emotional learning in a child's upbringing, what dimensions of SELS skills are used, how to participate in the current training program to acquire sdö skills, how teachers evaluate social skills and emotional management skills and who is the target audience of the sd program. The interview technique, one of the qualitative research methods, was used in the research. As a researcher, a semi-structured interview form was created by me. The interview forms were finalized with the help of expert opinions. Primary school 1st and 2nd grade teachers were asked appropriate questions. The data obtained from the interviews were analyzed by descriptive analysis method. The results of the research based on the interviews: 1- Social Emotional Learning, Bringing Individuals in harmony with the Environment and Society and Personality Development are important for the individual to grow up well 2- Achievements for the Responsible Decision Making, Problem Solving, Relationship Skills from the 5 dimensions of the SELS are targeted. 3- It is stated that there is a need to include activities and increase the gains that are associated with Sdö to participate in the current training program. 5- The target audience of SELS is considered to be all students.

The new feminist frontier on community-based learning

Feminist activism has always promoted informal learning opportunities for men and women. Internet, along with ICTs have expanded these opportunities by affording large-scale feminist mobilising and connection. Yet the digital environment is not only enhancing feminist campaigning but also facilitating the contexts to abusive behaviours flourish. Departing from the concept of social movement learning, in this article, we examine the significance to adult education of the large-scale reinvigoration of feminist activism in tandem with the surge of anti-feminist and misogynist ideas in the digital environment. We argue that just as online social media brought unprecedented opportunities to provide social movement learning, it offered the same tools to misogynists groups, mostly led by a toxic understanding of masculinity. By co-opting the same online opportunities, the feminist movement enjoys, individualised and collective toxic masculinity agency is a potential foe to match, reinventing the same struggle, demanding an ongoing battle towards deconstructing patriarchy.

The Communication Dimension of the Business Model Applied to the ELI-NP Project

This paper stems from the conviction that communication via mass-media is very important in order to perform a valuable new business model, taking into consideration that organizations need to cope with sharp changes to their micro and macroeconomic equilibria and with increased intensity in creativity at the level of economic processes, while raising awareness in markets and collecting feedback from stakeholders. The inquiry starts from the hypothesis that, in the field of economics and business, communication approaches must be taken with some reserves for a number of reasons: functional markets have their infrastructural specificities; public choice logic is undisputedly widespread; the concept of social learning is present much more than in other fields; and the very principle of economic rationality possesses many competing off-springs and off-shoots. As the proposed analysis is undertaken in the confines of education systems, scientific research and high-tech industries, it is pointed out the fact that an advanced research project with international impact, such as the Extreme Light Infrastructure - Nuclear Physics project (ELI-NP), will be an extremely important driver of the national and regional economies, needing a communicational strategy to complement and consolidate the informational flows of purely technical-scientific nature between specialists, thus enlarging the scale and scope for the dissemination of both efforts and results.

Maintaining continuity of nutrient intake after weaning. II. Review of post-weaning strategies.

Low feed consumption during the first 3 d post-weaning disrupts nutrient intake and results in what is commonly known as a post-weaning growth check. While most pigs recover from this initial reduction in feed intake (FI), some pigs fail to successfully make this transition leading to morbidity and mortality. In this review, our objective is to describe the different post-weaning strategies that can be used to minimize nutrient intake disruption and improve FI in the immediate post-weaning period. Providing weanling pigs with an environment that encourages them to search out and consume feed is important. This includes appropriate barn temperatures, resource availability, and nursery placement strategies. Research is needed to better understand the ideal environmental temperatures to encourage pen exploration and reduce time to initial FI. Likewise, mat and gruel feeding are commonly practiced throughout the industry to increase feed accessibility; however, limited research data is available to validate protocols or benefits. Nursery placement strategies include sorting light weight pigs into uniform body weight groups and average or heavy weight pigs into variable body weight groups to provide benefit to light pigs while reducing initial aggression in heavy pigs. Furthermore, water enrichment with nutrient dense products have been shown to improve growth performance and reduce morbidity and mortality in the early post-weaning period. Because young pigs are sensitive to palatability, diet form and complexity should also be considered. Weanling pigs prefer diets manufactured with coarse ground corn (700 μm) compared to fine ground corn. Additionally, weanling pigs are more attracted to large diameter pellets (12 mm) compared with small pellets. Despite these preferences, impacts on growth are relatively small. Feeding complex diets with high levels of lactose, animal protein products, or other palatable ingredients is another strategy shown to improve growth performance during the first week post-weaning; however, the initial benefits quickly diminished as pigs become older. Other strategies that warrant further investigation include the effect of crumble diets on feed preference and the concept of perinatal or social interaction flavor learning. In summary, strategic post-weaning nutrition and management practices must focus on maintaining continuity of nutrient intake in order to reduce morbidity and mortality in the immediate post-weaning period.