Kind Of Learning Research Articles

Looking out whilst considering what lies within: engaging in further thought about one’s own relationship with diversity and difference

ABSTRACT This paper consists of a collection of individual learning and developmental experiences in the area of diversity and difference, based on the author’s participation in the ‘difference; identity; diversity’ workshop, as part of the Tavistock Clinic’s child psychotherapy training. There is a discussion here of how this learning took place, through a consideration of relevant theory, historical context, and clinical examples within the workshop’s individual seminars. In the seminars, the exploration of all these components was further enhanced by individual and group reflective processes, which formed part of the workshop. The paper highlights how the facilitating environment that was created through the containing net of all these components within the workshop allowed for my individual exploration of and learning about both internal and external diversity. This kind of learning is not commonplace in child psychotherapy trainings, which is to the detriment of child psychotherapists’ individual development, the training process itself, and the profession as a whole.

Using Cartographies to Map Time and Space in Teacher Learning in and Outside School

This article explores the relations between teachers’ visual cartographies and oral narratives to better understand the spatial and temporal relations on teacher learning. It builds on a research project whose main questions were: 1) How and where do secondary school teachers learn to teach? 2) What are the consequences of this learning in their pedagogical relations and their students’ learning processes and results? Since narrative research has been a common way of approaching the subject and have led to an emphasis on learning as a journey across contexts and over time, some of its contributions to explore teachers’ learning paths are theoretically discussed, and visual methods, particularly cartographies, are also examined. Furthermore, the article presents the analysis of cartographies and video recordings of 29 secondary school teachers focusing on the interactions in different spaces and moments in time described by them. Findings suggest that learning to be a teacher may happen in interactions with objects, people and spaces beyond the boundaries of school, university and formal places of training and learning. They also show that the rhizomatic character of the cartographies may not prevent teleological thinking or the idea that any kind of learning is purposeful. Finally, this paper concludes that teachers’ learning does not fit the representational frame that distinguishes between formal contents and leisure activities, classrooms and private spaces, lessons and bodies, emotions and knowledge.

Aligning Education with Vision 2030 Using Augmented Reality

Vision 2030 requires a new generation of people with a wide variety of abilities, talents, and skills. The adoption of augmented reality (AR) and virtual reality is one possible way to align education with Vision 2030. Immersive technologies like AR are rapidly becoming powerful and versatile enough to be adopted in education to achieve this goal. Technologies such as AR could be beneficial tools to enhance maintainable growth in education. We reviewed the most recent studies in augmented reality to check its appropriateness in aligning with the educational goals of Vision 2030. First, the various definitions, terminologies, and technologies of AR are described briefly. Then, the specific characteristics and benefits of AR systems are determined. There may be a significance of the pedagogical method used by adapting the AR scheme and the consistency of the equipment and learning experiences. Therefore, three kinds of instructional methods that stress roles, location, and tasks were evaluated. The kind of learning that is offered by the distinct kinds of AR approaches is elaborated upon. The technological, pedagogical, learning problems experienced with AR are described. The potential solutions for a few of the issues experienced and the topics for subsequent research are presented in this article.

Think Piece: Learning, Living and Leading into Transgression – A reflection on decolonial praxis in a neoliberal world

Three scholar activists from South Africa reflect on what it means to transgress the limits of a neoliberal world and its crisis times, particularly considering transgressions in the service of a decolonial future. The authors explore three questions: i) What kind of learning can help us transgress the status quo? ii) How do we extend this learning into a commitment to actively living in transgressive ways? iii) What does it mean to lead in ways that re-generate a transgressive ethic in a neoliberal world? In a dialogical conversation format, the authors outline nine different but interconnected perspectives on learning, living and leading into transgression, with the aim of concurrently revealing the multiple layers of work that a decolonial future depends on, while demonstrating the ambitions of a pluriversal decolonial future through their writing. The intertwined narrative is not conclusive, as the processes marked out in brief are experiences that still need to be fully practised in new relations in times to come within academia-in-society-and-the-world with human and more-than-human actors. However, they do offer a generative set of questions, concepts and metaphors to give courage to boundary-dwelling scholar activists attempting transgressive research. These reflections seek to regenerate the transgressive ‘decolonial gestures’ (decolonialfutures.net) that we can undertake in a neo-liberal world, as an important part of environment and sustainability education practices. It draws out what an embodied practice of transgressive learning can entail when we become discerning of hegemonic discourses that reproduce the status quo. We pay homage to those decolonial scholars in the field of environment and sustainability education as we traverse this terrain, recognising their imagination and the transgressive movement that has come before us, but importantly we seek to also open pathways for those yet to come.

PENERAPAN METODE PEMBERIAN TUGAS NON-TATAP MUKA OLEH GURU DI MASA PANDEMI COVID-19 PADA PELAJARAN SENI BUDAYA DI SMP NEGERI 3 PADANG

This research aims to describe the use of non-face-to-face tasking methods by teachers in Cultural Arts lessons at SMP Negeri 3 Padang, where research problems are backgrounded by the problem of learning cultural arts (music) during the covid-19 pandemic, in unisono singing lessons. The study of the theory that is the cornerstone of scientific thinking in this research relates to education, learning and learning; learning methods, task-giving methods, non-face-to-face distance learning and Cultural Arts learning. While the research methods used are of a type of quantitative research with a descriptive approach to analysis. Based on the results of two meetings, researchers can explain that the implementation of non-face-to-face tasking methods of cultural arts (music) subjects with unisono singing material grades VII-3 in SMP Negeri 3 Padang is the best choice by teachers to continue to carry out kbm music art in times of pandemic. Although the use of online learning properly through video conferences, due to the limitations of the facilities and quotas available on the part of students and parents, this online learning activity was replaced by the provision of non-face-to-face assignments using the WA app. With this method of learning, although not online, it can overcome various music learning activities that remained carried out during the pandemic. With this kind of learning, the goal of achieving the goal of learning is only in the field of appreciation towards singing unisono only, because the target goal of learning practice is difficult to achieve.Keywords: Learning Methods; Non Face-to-Face; Singing Unisono

Students' Perception of Online Learning in Covid-19 Pandemic: A Preparation for Developing a Strategy for Learning from Home

The Covid-19 pandemic changed almost all of aspects in life order that was originally normal to not run as they should, including education field. During this pandemic, Baturaja University especially Educational Technology Department applied online learning. This research aimed to find out about students’ perception of online learning during Covid-19 pandemic. These perceptions will become the basic for further research. The research method used descriptive quantitative survey. The sample of this research was students of Educational Technology Department consisting 174 students. Data would be analysed quantitatively using percentages. Researcher gained information using indicator derived from front-end analysis by Lee Owen, they were audience analysis, technology analysis, critical-incident analysis and media analysis. Audience analysed showed that students prefer learning using visual style than verbal and auditory style. Technology analysis showed that students’ interest in learning using video got the highest percentage (89,9%) than game (68,4%) and LMS (78,9%). Critical incident analysis gained information about students’ enjoyment using online learning (74,5%), students’ understanding using online learning (36,8%), then students’ desire to keep continue studying using online learning (15,8%). Printed media showed that All of the students had their own mobile (100%) and owned internet access (86,8%) but only 52,6% students had ease in accessing the internet. The main result showed that students were unsatisfied with this kind of learning. 84,2% students did not want to continue learning using this way. Lack of facilities, especially internet connections could be the main cause. Some suggestions were given that the further researcher can prepare a learning model that is combined online and offline learning.

How Scientism Infiltrated Medicine and Distorted Clinical Practice: Scientism May Be Hazardous to Your Health

Scientism can be defined as a passionate belief in the universal applicability of the scientific method and approach, and the view that empirical science constitutes the most authoritative worldview or most valuable part of human learning, to the exclusion of other viewpoints. At this level of generality, it is not difficult to show that scientism poses some distinct dangers, putting a damper as it does on the validity and usefulness of other kinds of knowledge and/or ways of learning. But this has not dissuaded some from thinking that scientism might still be of value in medicine. The popularity of evidence based medicine (EMB) attests to the fact that many so believe. We argue, to the contrary, that clinical practice relies on other kinds of knowledge, and that this is attainable only if we admit consideration of other kinds of learning. We conclude that scientism may be dangerous to your health.

Free-choice learning in agritourism

ABSTRACT Agritourism is an effective way to promote sustainable agricultural practices and agricultural literacy. As such, agritourism is an increasingly important way for the general public to learn about agricultural practices, issues, and concepts. It is commonly assumed that agritourism experiences result in learning, yet there is very little research that demonstrates this or explores what kind of learning is possible. This research used personal meaning maps to understand visitors' free-choice learning in different agritourism contexts. The data was analyzed using a mixed-methods approach, where the qualitative data provided insight into the categories of agricultural learning, and the quantitative data demonstrated how much learning occurred in relation to extent, breadth, depth, and mastery of learning. This research found that all forms of agritourism broadly supported visitors’ free-choice learning but occurred primarily in relation to breadth and extent, rather than depth and mastery of learning. Supporting prior research in agritourism and learning, these results demonstrate the effectiveness of all forms of agritourism in facilitating meaningful learning but that many of these learning opportunities remain poorly planned for. Deeper and more complex forms of learning are possible when intentionally linking agritourism experiences to agricultural literacy goals.

Intelligent Dynamic Grouping for Collaborative Activities in Learning Management System

In a sustainable education environment, Learning is fixed everyone and learning time may vary with individual capability. To provide additional learning space, Learning Management System (LMS) is a perfect solution. All kind of learners can make use of the additional learning space and attain the objectives of the content. Learning Management System is an integral component of the e-Learning design and development, and to manage the learning process. LMS would provide pre-defined templates for development as well as to deploy e-content, integrate multimedia content such as audio, video, images, graphics and animat ion, organi se assessments, evaluation procedures and analyze the learner style by including the learning analytics. Most of the Learning Management Systems offer convenient tools that allow to create custom courses and thus implement educational, teaching, training and management processes in an organization. Today learners are more towards active and team-oriented learning. LMS would improve a ctive and collaborative learning by providing varieties of activities and group projects. While giving the group assignments and projects to the learners, an effective and dynamic grouping mechanism need to be integrated. Based on the group size, the group should consist of mixed kind of learners to learn from group activity and to lead a group activity. The formation of the group must be dynamic for every activity. The groups should be dynamic in nature and every learner of the course must have active learning with each other in the same course. To prepare an intelligent grouping mechanism, a framework was developed and deployed in the MOODLE LMS. This intelligent dynamic grouping mechanism improve the overall learning activities in the LMS environment.

Releasing education into the wild: an education in, and of, the outdoors

ABSTRACT This paper considers the recent growth in different kinds of learning outside the classroom, especially Forest Schools. It shows how the activities associated with Forest Schools often involve mainstream curriculum content delivered in outdoor settings, with a focus on developing skills and attitudes that can be utilised when back in the classroom. Drawing on the works of Henry David Thoreau and Anna (Nan) Shepherd, we suggest that there is an important distinction to be made between an education in the outdoors, and an education of the outdoors. Through a close reading of ‘Walden’ and ‘The Living Mountain’, we argue that both works provide perspectives on being in the outdoors that offer rich educative possibilities. The paper suggests that an education of the outdoors is characterised by a form of attention that opens pupils to a different way of encountering and engaging with the world that is transformative.

Supporting middle school students’ science talk: A comparison of physical and virtual labs

AbstractResearch exploring students’ learning from physical and virtual labs has suggested that on the whole, students learn science content just as well, if not better from virtual labs as they do from physical labs. However, the affordances of physical labs might support the learning of specific skills and competencies that are just as crucial for learning science. In this study, we examined students’ discussions as they worked on physical and virtual labs to better understand how they learned from each, and the kinds of learning that each type of lab supported. One hundred and fifteen 6th grade students from three science teachers’ classes participated in this study. We examined audio data from all available groups as they engaged in physical and virtual labs (n = 14 groups; physical, n = 8 groups; virtual, n = 6 groups). We found that students conducting physical labs engaged in a significantly higher proportion of talk related to setting up apparatus and taking measurements and calculating outputs. Students who performed virtual labs, on the other hand, engaged in significantly more discussions about making predictions and understanding patterns of relationships between variables, and interpreting science phenomena. While students in the Virtual condition engaged in discussions that were more focused on the relationships between science ideas, students in the Physical condition learned science practices related to planning and carrying out investigations that are equally valuable. Our findings suggest that learning from one experimental modality may complement and supplement the relative weaknesses of the other, indicating a need for strategically combining the two. Implications and future directions are discussed.

Statistical prediction of the future impairs episodic encoding of the present

Memory is typically thought of as enabling reminiscence about past experiences. However, memory also informs and guides processing of future experiences. These two functions of memory are often at odds: Remembering specific experiences from the past requires storing idiosyncratic properties that define particular moments in space and time, but by definition such properties will not be shared with similar situations in the future and thus may not be applicable to future situations. We discovered that, when faced with this conflict, the brain prioritizes prediction over encoding. Behavioral tests of recognition and source recall showed that items allowing for prediction of what will appear next based on learned regularities were less likely to be encoded into memory. Brain imaging revealed that the hippocampus was responsible for this interference between statistical learning and episodic memory. The more that the hippocampus predicted the category of an upcoming item, the worse the current item was encoded. This competition may serve an adaptive purpose, focusing encoding on experiences for which we do not yet have a predictive model.

Towards Emancipatory L2 Instruction: Exploring Significant Learning Outcomes from Collaborative Digital Storytelling

<p style="text-align:justify">Digital storytelling has undergone extensive study in different content-areas, but its naturally-combined use with collaborative writing for skills development, and reflective practice remains underresearched in pre-service EFL teacher education. This study undertook joint tech-enhanced retelling of L2 texts by 56 Turkish EFL teacher candidates, rubric-based peer and teacher assessment of final products, comparative analysis of complexity, accuracy, and fluency (CAF) between outliers, and process evaluation using the significant learning taxonomy to explore impacts on L2 writing performance, academic learning, and personal growth. Despite assigning lower scores than the teacher-assessors, especially to the top-performers, the majority of peers successfully fulfilled the job, effectively performed the future reviewer role, and positively reacted to co-construction, and technology integration. CAF and reflection analyses indicated that the biggest difference between the highest- and lowest-scoring groups lay in grammatical accuracy, and lack of mutual interaction could account for the less cooperative group’s poorer performance. The classification of their post-task responses into six kinds of learning gains (foundational knowledge, application, integration, human dimension, caring, and learning how to learn) also revealed that their collaborative digital storytelling experience (CDS) elicited more procedural, critical, creative and practical thinking on the academic learning front, while disciplinary and integrative thinking may have declined due to more immediate preoccupation with task achievement. Their critical thinking was mainly organised around consensus-reaching, fluctuating membership, and logistical challenges, and most demonstrated a clear understanding of the role of positive group dynamics in group outcomes. Despite heightened awareness of the performance-boosting, character-forming, and motivational benefits of collective scaffolding and multimodal meaning-making, a minority could also discern the instrumentality of innovative teaching techniques in their future classroom practices.</p>

Creating capacity for learning: Are we there yet?

Over the years, I’ve been investigating capacity for learning to understand under what conditions it’s seeded, flourishes and is sustainable. Drawing on my own and others’ research and knowledge, I’ve supported school and system leaders internationally in endeavours to create and sustain capacity for learning. My sense is that everyone engaged in similar activity believes that we want the best learning opportunities and outcomes for every child. But, to use a journey metaphor, have we arrived? In this article, I reflect on where we are now, then consider the purpose of learning, who should learn and what kind of learning is needed. I suggest what a system might look like if creating capacity for learning becomes a reality and how we might get there. In conclusion I argue for reorienting the continuing journey.

Lifelong Learning for All!

This paper is a story about lifelong learning in a Swedish context. The need for lifelong learning is a recurring issue in the political discussions and media reporting. According to Delors, J. (1996), lifelong learning is a prerequisite for modern society. A common way to discuss lifelong learning is to make a difference between formal, informal and non-formal learning. According to Dunn, E. (2003), non-formal learning is about skills, knowledge, attitudes and behaviors that people acquire in their daily lives. We on the other hand believe that all kinds of learning always include the above concepts and that the discussion of lifelong learning is about creating certain subject. Our aim is to visualize desirable subjects through discourse analyze (Foucault, M. 1980). The empirical material consists of syllabus for a project at the University of Gavle in which individuals with intellectual disabilities are offered education at post-secondary level.

Use of Machine Learning Methods in MicroGrid

Use of Internet of Things (IoT) concept plays the important role in modern electrotechnical systems with distributed generation. In particular, for the objects like “smart house” in the bounds of this concept some processes are considered that provide fulfillment of such control and regulation functions like following: light control; control of electrical energy consumption; monitoring of biotelemetrical parameters. Of course, this list is far from the complete one. Additionally, the range of control tasks depends on functionality and features of the system. The more is range of the tasks and number of different parameters to be measured, analyzed and processed – the more urgent become use of complicated control algorithms. Among them methods of artificial intelligent has the important place. The actuality is additionally proven by the further increasing of sales volume of the smartphones and other gadgets that combine more and more sensors and give more and more possibilities for the learning, getting and analyzing of the huge volume of different-kind data. Modern systems of energy consumption control use automated regulation of the devices and automated process of decision making. During this, demands of the end consumer get more priority because of necessity to provide admirable level of “comfortability” while all demands of safety and life support should be answered too. However, the presence of the human like a consumer of the services of smart house leads to the complexity of control algorithms creation due to subjectivity and impossibility to predict human behavior. Thus, the methods that can more or less imitate human behavior in technical system have the huge perspective. The aim of the paper is investigation of complicated intellectual methods of decision-making in MicroGrid generation as well as creation of the method able to classify working regimes in MicroGrid. In machine learning methods it is highly important to provide necessary quality of the learning based on accumulated data sets. This quality depends not only on characteristics of dataset itself (like completeness and level of compensation) but also on the learning technique. There is classification of the learning methods was fulfilled in the paper. Among them we considered methods based on following concepts: symbolism; connectivity; evolution; Bayesian probability; analogies. For each method and each ideology we pointed the idea, the concept, the approach and the most problem. Such classification allows to understand better what kind of learning is more preferable on this or that stage or in this or that situation. Then correspondence between the machine learning methods and control tasks in MicroGrid were investigated and presented. The software for the simple situation of light and heating control were elaborated and presented in the paper. Visualization of the machine learning result were executed and the areas of different classes were defined and shown.

Aesthetic presence: The role of the arts in the education of creative arts therapists in the classroom and online

Literature about the integral role of the arts in learning is widely available, but much less has been written about how the arts and aesthetics support education in the creative arts therapies, particularly in the online learning environment. This article introduces the concept of aesthetic presence within the Community of Inquiry pedagogical model in line with values espoused within a Universal Design for Learning framework. The authors contextualize this concept with examples of how attention to the use of aesthetic and multimedia strategies in the classroom and in the online learning environment may foster openness and connection, encourage flexibility, humor, critical thinking, and animate and facilitate conversations about emergent and emotionally difficult themes while increasing accessibility for different kinds of learners.

Student-Led Organizing for Sustainability in Business

This article examines how Masters of Business Administration (MBA) students, at the height of the Occupy Wall Street movement (Occupy), strove to organize socially and environmentally sustainable business practices. We asked: what kinds of learning were supported through student-led organizing, and how? We designed a multi-sited case study that followed seven focal students across contexts as they engaged with an international student network focused on reorganizing for environmental and social sustainability. We drew on methods of ethnography and discourse analysis to detail the “how” of learning as part of student-led organizing for more sustainable business practices. We found that students were learning about changing forms of business and used their learning from conferences, protests, and experiences outside of the classroom to press for changes in the business school curriculum. Students were making visible for each other the knowledge infrastructure of the school and sought to change social and material practices that sustained it. Their work entailed individual actions to change class assignments and speak to professors about changes to business practices and collective efforts to change the way business schools incorporated environmental sustainability into every existing concentration. This case contributes to a growing body of literature on understanding what and how students in an elite network learn in tumultuous times and through collective efforts to resist structural injustice.

Institutional Learning in North–South Partnerships: Critical Self-Reflection on Collaboration Between Finnish and Tanzanian Academics

Knowledge production and its possibilities and pitfalls in North–South research partnerships have gained increasing attention. The previous literature has identified certain pervasive challenges, and suggested a variety of ways to change partnerships, ranging from improvement of current collaboration activities to fundamental transformation of the hegemonic Eurocentric criteria for knowledge. Against this backdrop, we ask what kinds of learning can take place in research partnerships. We draw from two sources – an institutional approach and a classical categorization of learning proposed by Gregory Bateson – to develop a heuristic for analyzing institutional learning in North–South research partnerships. Moreover, based on previous empirical studies and our own experience with academic collaboration between Finnish and Tanzanian scholars, we reflect on the ways in which learning in its different forms shows in partnership practices that need to deal with different, intertwined institutional fields.

Identifikasi miskonsepsi siswa SMA pada topik ekosistem

This study aims to obtain information about the misconception of high school students on ecosystem topic. The method that used in this research is descriptive method, and this research takes two schools in Bandung city as sample of the research. Selected schools are schools with high grade passes and low grade passes in Bandung. This study uses three-tier problem as a research instrument combined with CRI method that has been modified. In addition, teacher and student interviews were conducted to obtain information on learning activities that were thought to be factors of misconception. The result of research shows that student has misconception in all concepts that was tested to. In particular, the school with high passing grade has misconception in 12 concept from 27 conception tested. The concept with the highest percentage of students is found in the concept of food webs in context the definition of food web. While the students in schools with low-grade passing experience misconceptions as many as 17 concepts with each context from the 27 concepts tested. The concept that has the highest percentage is concept about energy flow with the context of energy flow sequence. Based on the results of the interviews, it was found that learning was conducted by using lecture method and used the power-point presentation as the only media in learning. With this kind of learning, students with misconceptions are mostly bored with learning, and lose interest in caring for teachers. In addition, most students admitted that the students do not understand the explanation given by the teacher, so look for alternative sources of referral of learning such as textbooks, worksheets, and reference sources from the internet.