Everyday Learning Research Articles

A bluffer’s guide to academic literacies: can we communicate a complex set of ideas in simpler terms?

I have often felt sceptical about the idea of academic literacies (AL), which presents a highly influential account of ‘how students learn to write at university’ (Lea and Street, 1998). AL theory has had a significant impact on the field, but some things about it bother me. Key ideas are frequently expressed in very abstract terms (it is hard to justify this comment in an academic context, but bear with me). Research has recognised difficulties in outlining AL’s core principles to students (Lea, 2016, p.91), and ‘the exact nature of the relationship between [its component] approaches’ (Hilsdon, Malone and Syska, 2019). It can be hard to convert the lofty AL aims of emancipation or transformation into practice. As theories go, it clearly thinks of itself as on ‘the right side of history’, and perhaps it is. However, having recently spent time wrangling with AL literature, I have developed more of a (grudging) respect for its insights and possible uses in practice. Drawing on theoretical writing and case studies of AL in use, this session aimed to identify the AL insights which are most relevant for the day-to-day practice of Learning Developers and present them in more concrete terms. In doing so, I hope to make this theory ‘meaningful, relevant and accessible to all’ (for Hockings’ definition of ‘inclusive’, see Hockings, 2010, p.1). After brief comments on its context and aims, I presented a short series of my ‘translations’ from AL into everyday English for use in everyday Learning Development practice.

Individual differences diminish the pretest effect under productive memory conditions.

Pretesting, or asking a test question prior to the onset of learning, is a well-established means of enhancing learning. Research on pretesting has focused primarily on direct factual learning outcomes. Yet building a coherent knowledge base also depends on productive memory processes that permit going beyond the information directly given. In the specific productive process of self-derivation through memory integration, individual differences are prominent; verbal comprehension is a consistent predictor. In the current work, we integrated these research trends by testing the extent to which pretesting enhances learning through productive memory processes and the role played by individual differences in verbal comprehension. Across four within-subjects experiments, we assessed the pretest effect after accounting for variability associated with verbal comprehension. In Experiments 1-3, we assessed the productive memory process of self-derivation through memory integration. Adults were more successful on pretest trials compared to control (i.e., no pretest) trials, but this effect was no longer significant after controlling for verbal comprehension. This pattern emerged when we used stem-fact pretests (Experiment 1) and integration-fact pretests (Experiment 2) to probe self-derivation across single-sentence stimuli and replicated when we used stimuli more akin to everyday learning materials (i.e., text passages and photographs; Experiment 3). In Experiment 4, we shifted the test target from productive processes to fact recall and found the pretest effect held even after controlling for verbal comprehension. This research bridges the pretest and productive process literature to provide novel insight into ways of maximizing learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Disconnected Connections of Learning Beyond Formal Schooling Through Human–Computer–Human Interactions

AbstractThis article originated from a working group on “Learning beyond formal schooling through human–computer–human interaction (HCHI)” convened at the UNESCO EDUSummIT 2023 in Kyoto (Japan). A polylogue approach was adopted by engaging eight co-authors whose diverse perspectives culminated in propositions that addressed the pivotal question: How should the connections between formal, non-formal, and informal learning be considered in a digitally mediated world? Formal learning is typically structured, organized and chronologically arranged institutional learning, whereas informal learning is associated with everyday learning across contexts throughout one’s life, and non-formal learning is a hybrid of these forms of learning. Considering the growing prominence of informal and non-formal learning in a digitally mediated world, the evolving learning ecosystem calls for a recalibration of the emphasis on formal learning. In this regard, HCHI has the potential to mediate human–human interactions, thereby bridging formal and informal learning. Our articulated position is to preserve the distinct boundaries and inherent complexities of each type of learning while creating opportunities or ‘bridges’ to authentically draw on the processes of each through meaningful actions. The polylogue yielded three propositions to bridge the connections between formal, non-formal and informal learning spaces in a digitally mediated world: (a) formal education institutions can establish strategic alliances and collaborations with learning organizations beyond the formal educational system, (b) the creation of digital learning communities within formal and non-formal spaces exemplify a paradigm of operation in an unregulated, student-centric cohesive space where the educator is a co-participant, (c) the recognition of the value of informal learning experiences by formal education institutions is critical, with emphasis on the learning process rather than the product.

Invisible education: posthuman explorations of everyday learning

Invisible education: posthuman explorations of everyday learning

Curriculum Decision-Making for Students with Severe Intellectual Disabilities or Profound and Multiple Learning Difficulties

ABSTRACT Students with severe intellectual disabilities or profound and multiple learning difficulties (S/PMLD) have the highest complexity of needs of any student cohort. Decisions regarding curriculum inclusions for these students predominantly fall to their classroom teachers. These decisions directly correlate with students’ everyday learning experiences and have an influence on their life-long socio-economic, health, and well-being outcomes. This scoping review presents an overview of the factors that teachers consider when making these important choices. Online databases were used to identify peer-reviewed research undertaken internationally between 2011 and 2021 with 11 articles identified for inclusion. Results are presented using four key themes, (1) teacher as guardian, (2) teacher as educator, (3) teacher as employee and (4) teacher as (non)academic. Within, it details a paucity of research into understanding the decision-making schema of teachers of students with S/PMLD, revealing a lack of practical guidance or appropriate professional learning opportunities. Recommendations for future research and practice initiatives are detailed.

PARENT-CHILD INTERACTION THERAPY: A LITERATURE REVIEW ON ITS EFFECTIVENESS FOR CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)

Autism Spectrum Disorder (ASD) affects children and their learning in a variety of ways. ASD is a developmental disorder that is marked by profound deficits in social, language, and cognitive abilities. The core features of ASD are areas in which difficulties can lead to feelings of frustration, confusion, anxiety or lack of control, resulting in behavioural responses. This article offers an overview of the literature, focusing on the effectiveness of Parent-Child Interaction Therapy (PCIT) which used to improve the relationship between parent-children and to reduce noncompliance behaviour in children with ASD. The PCIT is an empirically-supported treatment for conduct-disordered for young children aged two to seven that highlights on improving the quality of the relationship between parents and child and changing inappropriate pattern of parent-child interaction. Early relationships between parents and children have powerful impacts on children’s behaviour and emotional development. When parents are responsive and sensitive to child’s cues, they contribute to the coordinated back and forth of interaction with the child. This kind of interaction helps children develop self-sense and emotional regulation skills such as self control and self-calming. Furthermore, in order to help young children to develop lifelong motivation in their self, parents are encouraged to participate in everyday learning and playing activities. Therefore, identifying the most effective intervention parenting programmes for enhancing and rebuilding parent-child relationships through teaching parent the skills necessary for coping with noncompliance behaviour in young children with ASD is crucially important. Overall, the findings of this study demonstrate the potential of PCIT as an early intervention to improve the behavioural functional outcomes of preschool children with ASD.

International students' employability: a language socialization perspective

PurposeThis study introduces a non-orthodox approach to the dominant policy-based approaches to graduate employability through contextualizing international students’ everyday experiences within their educational and wider structural contexts of the labour market.Design/methodology/approachThe study used narrative frames to collect data from 180 international students from China, Hong Kong, India, Sri Lanka, Vietnam and Nepal at a New Zealand tertiary institution. Narrative frames as a research tool in educational contexts are used to ellicit the experiences of individuals in the form of a story as participants reflect on their experience. The frames use sentence starters to draw responses from participants about their experiences (Barkhuizen and Wette, 2008).FindingsThis study argues that, through a socialization process, international students develop identities that fit an ever-changing labour market. This process is catalysed by a higher education landscape that produces career-ready subjects capable of appropriating different social spaces that prepare students and graduates to enter the labour market. Further, it argues that graduate employability should be understood as a complex process through which students and graduates socialise themselves through negotiating the socioacademic spaces by (1) familiarising themselves with the dominant workspace norms, (2) positioning themselves as more career-ready individuals, and (3) imagigining employable selves capable of meeting the needs of the job market.Research limitations/implicationsThis study has limitations. Only one data collection source has been used. It would have been great to use narrative frames along with interviews. In addition, the data would have been stronger if the researcher could have used classroom observations, which could be a future initiative.Practical implicationsThis study could provide practical insights to tertiary institutions about international students’ developing capabilities and identities so they could better prepare themselves for the world of work. Further, this study provides insights about some of the challenges that international students face in tertiary contexts to become career-ready. Hence, educators could employ strategies to better support these learners in their everyday learning spaces. This study also has useful benefits for future and current international students and international graduates regarding what investments they need to make so they can better socialize themselves in their tertiary and workplace practices.Social implicationsThis study has social implications. It helps international students better understand the social, cultural and academic expectations of their host countries. Therefore, they could better socialize themselves into those practices and contribute more effectively to their academic and workplace communities. The study also helps academic and workplace institutions strategize more effectively to address the social and cultural needs of international graduates. The study also contributes to the social and cultural understanding of the teachers that engage with international students on a daily basis by helping them devise activities that better address these students’ and graduates’ needs.Originality/valueThe study adds theoretical and methodological value to the debates around graduate employability. It includes the voices of 180 students and unravels their day-to-day experiences of capability building and employability development from their own perspectives.

성인학습자의 무형식학습 프로세스에 영향을 미치는 요인들에 대한 연구

The purpose of this study is to identify the meaning of informal learning for adult learners in lifelong learning by reviewing discourses in pedagogy related to informal learning and introducing heuristic model for practical research on informal learning. To this end, after reviewing the main perspectives on the meaning of informal learning, which has been conventionally discussed in educational research, in detail, the trends in informal learning research in three areas primarily observed in lifelong learning (informal learning in the workplace, multicultural informal learning, and community informal learning) were examined. Adult learners’ informal learning occurs through interactions between society, culture, media, or members in the everyday learning environment based on sociocultural context to which they belong, such as society, community, and workplace. Based on this, a heuristic model of informal learning was introduced that takes into account the social conditions of learners that can produce continuous informal learning as well as individual learner aspect. In the end, as a comprehensive perspective to understand human learning in the further research, the research direction for informal learning research and the expectation for the analytical foundation of practical research to support adult learners' informal learning was suggested.

Understanding professional learning in and for practice

ABSTRACT Based on an overview of the existing literature, this paper aims to provide a holistic and coherent conceptualisation and understanding of the complexity of educators’ professional learning. First, the way in which professional development, professional learning and everyday learning have been configured in contemporary research is combined with an initial practice theory perspective. Consequently, we conceptualise professional learning as learning in and for professional practice. Subsequently, the theory of practice architectures, a practice theory developed in educational settings, is presented. Based on the authors’ previous work, aspects of relatings, that is, the social space in which educators relate to each other in the mediums of power and solidarity, are highlighted. These include power, trust, recognition and agency. The paper ends by presenting a framework for understanding the complexity of learning in and for professional practice, consisting of two complementary perspectives: a site-based and time-bounded focus on professional action and an open-ended process of educators’ professional and human growth. Brought together these perspectives enable an understanding of the complexity of professional learning in terms of praxis development.

Empowering Education: Integrating Canva as an Innovative Instructional Media in Community Schools

This community activity aims to strengthen the awareness and skills of SD Negeri 1 Peunaron teachers regarding the use of Canva as a learning medium. Through a series of activities, including familiarization sessions, hands-on demonstrations, and group practice sessions, teachers are given in-depth instruction on how to integrate Canva into everyday learning. The results of this service include the creation of more creative and interesting learning materials, as well as the formation of a mutually supportive learning community between teachers. Even though obstacles related to technology accessibility still exist, the successful implementation of Canva at SD Negeri 1 Peunaron provides motivation for continued initiatives. This success not only represents a revolution in teaching practice, but also marks the first step towards more innovative learning in rural settings. In this way, this service will not only have an impact at the local level at SD Negeri 1 Peunaron, but can also become a model for other schools in utilizing technology to improve the quality of learning. This success provides a framework for further investigating the potential of technology in rural education, creating a wave of innovation that could change the learning paradigm in schools across the region.

Optimizing Character Formation: Community Service to Improve Student Discipline at the Elementary School Level

This community activity attempts to enhance student discipline at the primary school level through a holistic strategy that engages kids, teachers, parents and the surrounding community. Starting with a successful opening seminar which introduced the concept of discipline as the main foundation in forming student character, this program continued with an interactive workshop which provided in-depth understanding and special training for teachers in integrating discipline habits into everyday learning. Involving parents and community people through discussion forums, this program enables successful collaboration between the school environment and the local community. Program evaluations reveal better understanding and good changes in student conduct. The closing seminar as the final event of the program provides an opportunity to present concrete outcomes, successful experiences and future visions. This community activity not only meets the goal of enhancing student discipline, but also fosters a communal commitment to maintain the culture of discipline that has been successfully developed. The outcomes not only have an influence at the school level, but also provide a successful model that may be replicated by other educational institutions in an effort to improve student discipline and the overall quality of basic education

Exploring the Revolutionary Potential of Contextual Approach in Increasing Students' Interest in Learning Chemistry

Chemistry is considered an abstract discipline, characterized by many concepts that make students uninterested in engaging in its learning. One approach to stimulate interest is through the application of contextual learning, where acquired knowledge is applied in a practical context. The purpose of this journal review is to provide insight into the implications of using contextual approaches in chemistry education, particularly about fostering student interest and engagement in the subject matter. The research design used in this study was a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) as a tool and guide for evaluating articles. The search for articles published in Scopus and Web of Science using the selected keywords: contextual approach, learning interest, and its extension based on the selected PICO framework. Based on the search results, 50 articles were obtained to be analyzed. Findings from diverse data consistently show that the application of contextual or everyday learning approaches contributes to increasing students' interest in learning, especially in the chemistry domain. Students' interest in learning chemistry has a significant influence on their learning outcomes, motivation, and critical thinking levels. This is because the greater the student's interest in learning chemistry, the stronger the curiosity and understanding of the subject matter. When students have a strong understanding of the subject matter, their critical thinking skills and chemical learning outcomes improve.

Arabic Language Learning Media in Schools Reviewed from the Perspective of Neuroscience/ Media Pembelajaran Bahasa Arab di Sekolah Ditinjau dari Neurosains

This research aims to analyze neuroscience-based Arabic language learning media with the goal of facilitating the retention of vocabulary (mufrodat) and proficiency in oral expression (muhadasah). This study is a qualitative literature review. Data is collected through a review of relevant literature from reputable scientific journals and books related to the research. The researcher also supplements secondary data with field data obtained through interviews and observations. The research is conducted at SMK Muhammadiyah 3 Yogyakarta. Data analysis is carried out using content analysis with the addition of data display, reduction, and verification techniques. The results of this research indicate that neuroscience-based Arabic language learning media is effective in meeting the needs of students by simplifying the Arabic learning process, facilitating vocabulary learning (mufrodat) more quickly, and improving reading, writing, listening, and speaking skills (muhadasah). Neuroscience-based Arabic language learning materials emphasize a brain-centered approach to learning Arabic, utilizing the brain's abilities in intellectual growth and tranquility. Learning resources based on neuroscience often take the form of multimedia or instructional videos designed to stimulate the brain as the focal point for mastering Arabic for students. These videos present Arabic content and vocabulary that is easily digestible and suitable for everyday learning, both in the classroom and at home. With the emergence of the COVID-19 pandemic, the transition to online learning has created physical distance between students and teachers, resulting in limited interaction and guidance. Consequently, many students are experiencing difficulties in understanding Arabic language concepts.

Enhancing Empathy for Justice: A Methodology for Expansive Teacher Professional Development through Creative Body-Based Learning

This paper reports from a design-based research project seeking to reduce bullying, and so, contribute to the sustainability goal of improving (understanding of) justice. Goals such as this call for holistic and interdisciplinary ways of thinking that are quite at odds with the linear and reductionist epistemologies available with globally dominant ‘neoliberal’ discourses on education and educational decision making. To achieve goals such as improving justice, sustainable education and educators must explore and champion expansive ways of knowing that acknowledge and celebrate the complexity of everyday learning contexts. Responding to this need, this paper presents a case study of how we, as a group of educational designers and teacher educators, have explored how the arts-based pedagogy known as Creative Body-Based-Learning, when coupled with Engeström’s expansive theory of learning, can provide an alternative structure and methodology for teacher professional knowledge production. The paper will also outline the use of the research methodology of computer-aided phenomenography as a means of evaluating this kind of complex learning where simple testing and self-reporting are typically inadequate.

The link between math anxiety and math achievement: The role of afterschool learning

The present study tested the learning avoidance model by examining the degree to which learning avoidance in various afterschool settings mediated the negative association between math anxiety and math achievement. Participants consisted of 207 third to sixth graders. Using a path model, findings showed that students’ math anxiety was negatively associated with both standardized math achievement test scores and parent-reported math school grades. Additionally, higher math anxiety was associated with more negative homework behaviors and less frequent participation in math-related extracurricular activities. Finally, the association between math anxiety and math achievement was partially mediated by negative math homework behaviors and participation in math extracurricular activities. Effort in math exam preparation did not contribute to explaining the association between math anxiety and math achievement. Overall, these findings support the learning avoidance model and suggest that avoidance behaviors in everyday learning in the afterschool setting may contribute to explaining the undesired math achievement among highly math anxious students.

Co-Developing an Easy-to-Use Learning Analytics Dashboard for Teachers in Primary/Secondary Education: A Human-Centered Design Approach

Learning Analytics Dashboards (LADs) can help provide insights and inform pedagogical decisions by supporting the analysis of large amounts of educational data, obtained from sources such as Digital Learning Materials (DLMs). Extracting requirements is a crucial step in developing a LAD, as it helps identify the underlying design problem that needs to be addressed. In fact, determining the problem that requires a solution is one of the primary objectives of requirements extraction. Although there have been studies on the development of LADs for K12 education, these studies have not specifically emphasized the use of a Human-Centered Design (HCD) approach to better comprehend the teachers’ requirements and produce more stimulating insights. In this paper we apply prototyping, which is widely acknowledged as a successful way for rapidly implementing cost-effective designs and efficiently gathering stakeholder feedback, to elicit such requirements. We present a three-step HCD approach, involving a design cycle that employs paper and interactive prototypes to guide the systematic and effective design of LADs that truly meet teacher requirements in primary/secondary education, actively engaging them in the design process. We then conducted interviews and usability testing to co-design and develop a LAD that can be used in classroom’s everyday learning activities. Our results show that the visualizations of the interactive prototype were easily interpreted by the participants, verifying our initial goal of co-developing an easy-to-use LAD.

Climate change resiliency response from and within cross-cultural children activities

While there are many studies about the environmental impacts of climate change, the role of cross-cultural children and their activities for climate change solutions has been a lesser focus of inquiry on climate change resiliency research. This paper discusses learning from reflective learning, Indigenous Elders land-based teaching, and music and arts learnings and positive interactions with cross-cultural children in a cross-cultural community garden. It is essential to know who we are as a colour settler family on Indigenous land (i.e., treaties six and seven territories known as Alberta and Saskatchewan in Canada). Our family has been involved with various cross-cultural children's activities in the community garden for over eight years. Learning together with cross-cultural children in a community garden assisted us in creating our belonging with land and people, building a cross-cultural community, and taking responsibility for climate change solutions. Following Indigenist research methodology, we used non-traditional stories such as growing foods, learning through Indigenous and intergenerational stories, father and daughter conversations, music, dance, and artwork. We hope learning about climate change solutions through cross-cultural children's activities in a community garden may inspire others to understand the importance of building a cross-cultural children's community for climate change solutions from and within everyday learning and practice.

Lokakarya Pembelajaran II 2023: Mewujudkan Pendidikan yang Berkualitas dengan P5

Community service activities aim to improve understanding and implementation of the Pancasila “P5” Student Profile Consolidation Project; and independent research program at Lhokseumawe City. Involving teachers, supervisors and principals from different educational institutions, the program includes preparation, implementation, evaluation, and monitoring phases. The support team of the Generation III driving school has planned intensive training and prepared comprehensive educational materials, including the purchase of necessary equipment. Implementation involves participants in trainings, discussions, workshops, and practices, enabling them to apply P5 and the Merdeka curriculum in everyday learning contexts. Evaluation results showed increased participants' understanding and confidence in applying the concept. Monitoring includes the development of supplementary materials, ongoing training, and monitoring of P5 implementation. This program has a positive impact on participants, preparing them for P5 and the Merdeka program. Ongoing collaboration between the Class III driving school support team and participating educational institutions will ensure continuous improvement in the quality of education in Lhokseumawe City.

Comparison of remote learning methods to on-site teaching -randomized, controlled trial

BackgroundIn the digitalized world, there is a need for developing new online teaching and learning methods. Although audio and video recordings are increasingly used in everyday learning, little scientific evidence is available on the efficacy of new online methods. This randomized trial was set out to compare the learning outcomes of online and classroom teaching methods in training healthcare students to diagnose breathing difficulties in children.MethodsIn total, 301 students of medicine (N = 166) and nursing (N = 135) volunteered to participate in this total sampling study in 2021–2022. The students were randomized into four groups based on teaching methods: classroom teaching (live, N = 72), streamed classroom teaching (live-stream, N = 77), audio recording (podcast, N = 79) and video recording (vodcast, N = 73). Each 45-minute lesson was taught by the same teachers and used the same protocol. The students participated an online test with their own electronic device at three distinct time points: prior to any teaching (baseline), immediately after teaching (final test), and five weeks later (long-term memory test). The test consisted of 10 multiple-choice questions on recognizing breathing difficulties from real-life videos of breathing difficulties in pre-school age. The test results scale ranged from − 26 to 28 points. Statistical analyses were performed using ANOVA multiple comparison and multiple regression tests.ResultsThe mean scores (SD) of the final tests were 22.5 (5.3) in the vodcast, 22.9 (6.1) in the live, 20.0 (5.6) in the podcast (p < 0.05 vs. live) and 20.1 (6.8) in the live-stream group. The mean difference of test scores before and after the lesson improved significantly (p < 0.05) in all study groups, with 12.9 (6.5) in the vodcast, 12.6 (5.6) in the live, 10.9 (7.0) in the live-stream and 10.4 (6.9) in the podcast group. The improvement in test scores was significantly higher in the vodcast (p = 0.016) and the live (p = 0.037) groups than in the podcast group. No significant differences were found between the other groups. However, there was a nonsignificant difference towards better results in the vodcast group compared to the live-stream group.ConclusionsWhile the new online teaching methods produce learning, only video learning is comparable to team teaching in classrooms.

Pengabdian Masyarakat dengan Meningkatkan Minat Belajar pada Anak SDN 02 Babakanraden Melalui Metode Pembelajaran Kuis Interaktif

Community service is intended so that childrens can be independent in everyday learning and can increase their interest in learning. The methods used are: 1) learning assistance, 2) quiz, 3) test/practice questions, and 4) interaction/question and answer. The results of this activity shows that children are comfortable, increasing their intention to study and happy when learning, both with learning materials, subjects, or with quiz interactive learning methods.