Learning Encounters Research Articles

Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of Indigenous educators in Brazil

ABSTRACT The article discusses Indigenous caring relations in everyday practices involving children, in which co-learning approaches, as well as peer-to-peer learning processes, are grounded in territory. We revisit a set of learning encounters that unfolded as part of the Intercultural Training Programme for Indigenous Educators in Southeast Brazil. The course is part of the Minas Gerais Federal University’s (UFMG) Faculty of Education where, since 2006, it has trained and qualified Indigenous teachers to deliver Primary and Secondary education. In the text we argue in favour of the ‘school for many’, highlighting the pedagogical possibilities that emerge from the course’s ethnographic focus and, more specifically, from two care-taking learning scenarios with and among children. The records of these activities allow us to envision an educational agenda that includes such topics, respecting and dialoguing with Indigenous cosmologies and traditions; one that assumes this dialogue to be a fundamental part of Indigenous peoples’ resistance and respect for life.

Evaluasi Pelaksanaan Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19 di SMP Negeri 2 Kupang Barat

Distance learning is an online-based learning strategy that utilizes web platforms. This distance learning model begins with thorough and well-directed planning and employs appropriate teaching methods in selecting suitable learning media, resulting in effective and successful learning outcomes. The issue addressed in this study is how to design the implementation of distance learning at SMPN 2 Kupang Barat. The qualitative method was utilized in this research, with three teachers and 60 students from 8th grade as the subjects. The data analysis technique employed was descriptive analysis. The research findings revealed that distance learning at SMPN 2 Kupang Barat is conducted using two methods: online learning (daring) and limited face-to-face interactions (luring). The purpose of using the luring method is to accommodate students who lack internet access or Android devices. However, the implementation of distance learning encounters several obstacles that hinder its progress. One of the challenges identified is the suboptimal design of distance learning by teachers. They face difficulties in designing learning activities that align with the COVID-19 pandemic conditions and the recommended curriculum set by the government. Consequently, the instructional design prepared by the teachers falls short of expectations and fails to meet the desired outcomes. Additionally, students lack the experience of experiencing the teachers' competency in designing engaging learning experiences. This negatively impacts the quality of distance learning received by the students.

Teacher as role model in developing professional behavior of medical students: a qualitative study.

This study aimed to explore students' perspectives on the attributes of medical teachers as role models to students' professional behaviour in the educational process. A phenomenological study was conducted to obtain participants' perceptions concerning the professional attributes of medical teachers. The participants were 21 final-year medical students in the School of Medicine, Universitas Gadjah Mada, who had completed and passed the national examination. The participants were recruited purposively to represent genders and performance (i.e., high-performing and average-performing students). The participants were divided into two focus groups based on their performance, each facilitated by non-teaching faculty members to avoid bias. Thematic analysis was conducted to analyze focus group transcripts by two independent coders. Codes were synthesized into themes related to the study aims. Seven themes were identified related to observed role model attributes, for instance, passionate lecturers, caring and empathetic, supportive and involving, objectivity, incompetence and compromising, poor communication and conflict, and time management. Subsequently, five themes were identified in participants' responses towards the observed role model, for instance, exemplary models, respect and motivating, confusion and inconvenience, avoiding and hate, and value collision and harmonization. This study revealed a range of role model attributes and responded positively and negatively during learning encounters. As negative attributes are also prominent and observed by students, there is a need for medical schools to perform faculty development for the professional enhancement of medical teachers. Further study should be conducted to investigate the impact of role modelling on learning achievement and future medical practice.

Advancing sustainability leadership by shifting relational ‘agreement structures’: a transformational higher education change program

ABSTRACT Delivering the Sustainable Development Goals (SDGs) requires leaders to navigate different fields and work across public, private, and plural sectors. Higher education (HE) is positioned uniquely to bring disciplines together and convene leaders from business, government, and civil society by designing customized learning encounters. Here we explore the creation and delivery of a change program for leaders concerned with the SDGs based on a framework for understanding and shifting underlying relationships – termed here, agreement structures. Informed by meta-analysis of cases integrating social and technical innovations, an immersive personalized sustainability learning program was designed and offered in a university setting in summer 2019 in Spain. Drawing from academia(students and faculty), business and local government, learning experiences were co-created to help shift the paradigm for creating change among people, place, and planet. Making explicit agreement structures influenced learning design and enabled the co-creation of a customized cross-disciplinary, cross-sectoral program for leaders concerned with fulfilment of the SDGs. Exploiting the unique convening and integrating power of HE, the SDGs provided a shared narrative around which the faculty could communicate and bring their unique perspectives to co-create the program. Focused on accelerating multi-actorpartnerships for delivery of the SDGs, the program focused on enabling a shift in underlying agreement structures necessary for local-global collaboration and transformation. The study describes a program that made conscious the relationships that need shifting to fulfil the SDGs and offers new insights to leverage the convening power of HE to contribute towards fulfilment of the SDGs.

Federated Learning Encounters 6G Wireless Communication in the Scenario of Internet of Things

The ultimate goal of Internet of Things (IoT) technology is to evolve into the Internet of Everything. Two key elements of IoT are artificial intelligence (AI) for smart devices and the Internet for communication. Privacy protection has posed as a critical challenge for the next intelligent IoT technology revolution as the rapid development of communication technology and big data. Federated learning (FL) combines the privacy protection with machine data analytic and it balances the needs of huge volume data for AI and privacy protection, which also makes it as a leading position in the field of machine learning. However, the way of communication that adopted in federated learning resulted in several critical challenges, such as limited bandwidth, data security, and inconsistent internet speed. In this article, we introduce a super-wireless-over-the-air federated learning framework based on 6G technology to address these issues. By training private data in wireless communication with interference-resistant solid radio waves, future security, and ultra-high-performance AI technology can be realized, which could drive the development of IoT to be smarter, wider, and faster.

“Over 800 data points”: how coaches and athletes collectively navigate data-rich learning encounters

PurposeThe datafication of teaching and learning settings continues to be of broad interest to the learning sciences. In response, this study aims to explore a non-traditional learning setting, specifically two Golf Teaching and Research Programs, to investigate how athletes and coaches capture, analyze and use performance data to improve their practice. Athletic settings are well known for spurring the proliferation of personal data about performance across a range of contexts and ability levels. In these contexts, interest in athletes’ experiences with data has often been overshadowed by a focus on the technologies capturing the data and their capabilities.Design/methodology/approachThis ethnographic research focuses on the data-rich experiences of golf coaches and students during two pedagogical encounters. Using Balka and Star’s (2015) concept of shadow bodies, this article explores how golfing bodies can become infused with data, creating partial representations of a lived experience that can be augmented and manipulated for pedagogical purposes, depending on the context and the individuals involved.FindingsInteraction analysis helps the authors to examine the embodied and interactional nature of coach-golfer pedagogical encounters across two sites, a local Professional Golf Association golf course and a Swing Analysis Lab. The authors also split these encounters into two episodes to identify how coaches and golfers use partial representations of their bodies to analyze performance and interpret data.Originality/valueThis research suggests that as data-driven practices continue to engulf athletic settings, and teaching and learning settings broadly, emphasis needs to be placed on ensuring that athletes (learners) – from the most recreational to elite users – have an embodied understanding of their performance to improve their ability. Furthermore, this article raises questions about what data gets shared between instructors and athletes and how that data is used.

Towards literacies of immanence: Getting closer to sensory multimodal perspectives on research

In this article, we propose ‘literacies of immanence’ as a term for sensory-laden, embodied multimodal practices that happen when researchers get out of the way to allow for modal diversity in meaning making. The learning encounters that we observed during our research combined senses with a kaleidoscope of modes that were hard to describe through more traditional multimodal methods. Literacies of immanence is the most fitting phrase for these practices because they were fluid, open, and they did not rely on written and spoken texts. Researching in a primary and secondary special school that are part of an academy trust in the southwest of England, the research team engaged in research-creation propositions (Truman, 2021) where we watched and built on multimodal meaning making supplementing it with story-making activities. Writing and sharing fieldnotes and filming interactions, we abandoned original plans and instead shaped methods and theoretical framings around the population of learners we met. Fieldnotes were shared on a blog and filmmaking helped us to describe and draw out multimodal, immanent literacies and their epiphanic qualities. This article features fieldnotes along with images of multimodal-sensory encounters and ways that they helped us relate to the learners, their teachers and Head Teacher as well as each other as researchers. The article is of relevance to researchers looking for ways to capture visible and invisible modal practices at work across settings and a movement away from a definite or true-false rendering of multimodality to one that allows for divergent ways of being with modes.

Cyberspace Migration Learning Encounters of Filipino University Students in Rural Areas

Cyberspace Migration Learning Encounters of Filipino University Students in Rural Areas

MULTISTAKEHOLDER COLLABORATION TO BETTER ADDRESS MEANING IN LIFE: PARTICIPATORY ACTION RESEARCH

Abstract Meaning in life of older adults is related to a good life. Health and social care professionals are expected to address tensions in finding meaning in life among their clients. From 2020 to 2022, we conducted a 24-month participatory action research to discover how professionals in spiritual care, social workers, and volunteers can collaborate to better recognize, address and support questions regarding meaning in life. Four groups of co-researchers were composed, each consisting of a social worker, professionals in spiritual care, older adult, volunteer, students and researcher. They had monthly meetings to discuss actions and findings. In-between, collaboration activities were shaped and qualitative data were gathered about e.g. experiences. Results show that collaboration can be shaped by activities like providing workshops, expert consultation, coaching-on-the-job, jointly shaped interventions for clients, dialogue sessions, and multidisciplinary meetings. Thereby, for realising sustainable collaboration and ongoing mutual learning, structural and person-independent encounters should be realised.

The role of ‘knowledgeable others’ in supporting academics’ professional learning: implications for academic development

ABSTRACT The professional learning of academics working in UK higher education (HE) can be a complex enterprise occurring across a multitude of (in)formal learning encounters, challenging academics to negotiate and prioritise their time and the opportunities available to them. This study investigates the professional learning of academics in UK HE, focusing upon those factors which enable or encumber these activities to flourish. A mixed method case study of a single UK university involving questionnaire, interview and photovoice methods was undertaken. Twelve academics were selected from the academic staff questionnaire (n = 182) to be interviewed and photograph their professional learning experiences. Participants reported that time, space and prioritising what they learnt were encumbering factors, but an enabling agent came from the intervention of ‘knowledgeable others'. The findings suggest that the role of the ‘knowledgeable other' will have important implications for academic developers in developing their practice in supporting academics’ professional learning.

Attuning to geostories: Learning encounters with urban plants

This paper is a call for educators to respond to the problematics that arise from reducing the Earth to a resource for human activities. The concept of ‘Anthropocene’ is a burning invitation to rethink education by putting the human to its place. We therefore argue for a spatial-embodied conceptualization of learning, which involves the more-than-human and nonrepresentational. In this effort, we use Latour’s concept of ‘geostory’ to problematize the prevailing anthropocentrism in education. We discuss the power of experimentation by introducing a learning experiment that took place at a pop-up greenhouse in Helsinki. The idea was to encourage upper secondary geography students to playfully discard their human perspective and study the city from the viewpoint of plants: to probe the presumed human/nature divide through brief but moving encounters with ‘others’. We argue that through affective encounters with nonhuman others, the Earth speaks: it tells stories with us. If humans let themselves be addressed by these encounters, geostories can temporarily re-place human-centred narrative storytelling practices (histories), voiced by the modernist ‘I’, and generate alternative forms of knowledge that emerge from our belonging together. These stories emerging from geographical experimentation entail potential to cultivate both knowing and care that exceed the human.

Teaching through TikTok: a duoethnographic exploration of pedagogical approaches using TikTok in higher dance education in China and Norway during a global pandemic

ABSTRACT Considering the COVID-19 pandemic, teaching, and learning encounters in higher education have changed. Online teaching has become routine and a variety of virtual learning platforms are being explored. Within this article we, two higher dance education teachers and researchers, reflect on using TikTok in our work. Taking a duoethnographic approach, we explore engagement with TikTok in our contexts of teaching in higher education institutions in China and Norway. From our duoethnographic dialogue we discuss how TikTok offers an example of a posthuman educational encounter. From there, the idea of how a platform such as TikTok might be able to create a space and place for teaching and learning within a higher education setting is unpacked. Then a reflection on disciplinary specific contribution is given, asking: what can dance offer to the conversation about using a social media platform such as TikTok within higher education? Through reflecting on our pedagogical experiences and cultures, this article reveals that while queries surround the use of social media platforms such as TikTok in higher education, there are benefits in experimentation with such platforms. Specifically, there is value considering the interaction between the human and non-human aspects of teaching and learning in higher education settings.

An exploration of third-year student midwives’ experiences of high-risk module assessment in preparation for practice and real-world emergencies

Five third-year student midwives were interviewed to assess the impact the assessment of obstetric emergencies had on their perceived confidence to manage them correctly in practice. Using purposive sampling and semi-structured interviews, a qualitative descriptive research was conducted. Four themes were identified: OSCE as a form of assessment, Impact of module and assessment, acquisition of knowledge and ways of improving assessment Participants highlighted that assessments act more as an incentive to study and learn and seemed to bear little relevance on their long-term impact on practice confidence. All interviewed students appear to believe that most of their knowledge was acquired through simulation-based learning, lectures, study revision, and clinical encounters of emergencies. Additionally, the assessment undertaken was felt by them not to be comprehensive enough and needed the incorporation of a variety of stations to assess the students' knowledge fully. Recommendations on improvement to assessments to maximise students' confidence and knowledge acquisition have been made.

Connect, converse, collaborate: Encountering belonging and forging resilience through creative practice

This paper is a dialogue between two colleagues who teach drama and performance in Higher Education. Our work here has developed across a series of formal, semi-structured and informal discussions about our experiences of teaching and supporting students within the Drama and Performance department at University of South Wales. Instantly we connected on our commitment to prioritising student needs and our intentions to co-construct reflexive learning spaces. Within the disciplines of drama and performance, we (Allinson and Crews) see practice, collaboration and dialogue as equally important and core to all learning environments and encounters. Because of this we continually question how to hold a space for students through focusing on individual needs and difference, whilst simultaneously attempting to find connection through shared intentions and practices. Acknowledging individual and collective anxiety in learning environments is important because, left unchecked, these individual anxieties risk generating collective frustration, resistance to the creative process and fatigue. Openly discussing and agreeing on how to create spaces and structures for feeling heard and seen fosters belonging and in turn resilience, both in ourselves and our students. Here we propose that working within creative practices and exploring dynamic ways of holding space for ourselves and for students generates repeated experiences of successful encounters that build resourcefulness and resilience. This allows educators and students to collectively and mindfully encounter future situations and engage with them transformatively.

Twelve Tips for Enhancing Student Learning Experience in the Operating Room

Student learning within the Operating Room (OR) is complex and challenging, especially for medical students who heavily rely upon structured learning plans. Medical students’ OR-based surgical learning experience is heterogenous, unstandardized, and inadequate for many reasons. There is a growing need to evaluate the learning modalities and models that we currently use for medical graduates’ OR-based learning process, create a balance between structured and opportunistic learning encounters and incorporate previously identified factors that have been known to influence the quality of OR-based learning positively. In continuation with our previous work on OR-based learning, here we argue for a structured OR-based learning plan that embodies appropriate learning models and teaching methodologies and focuses on a comprehensive plan that justifies a local needs analysis and addresses factors influencing the quality of OR-based student learning to produce enhanced learning outcomes.

Cyber Security Operations Centre: A User-Cantered Machine Learning Framework

Abstract: To guarantee an organization's Internet security, SIEM (Security Information and Event Management) framework is about up to disentangle the different preventive advances and banner cautions for security occasions. Examiners (SOC) research admonitions to make a decision whether this is valid or not. Be that because it may, the number of alerts, when all is claimed in done, isn't right with the lion's share and is quite the capacity of SCO to deal with all mindfulness. Along these lines, vindictive chance. Assaults and traded-off hosts won't be right. Machine learning may be a potential way to deal with improving an inappropriate positive rate and improving the profitability of SOC investigators. During this article, we make a client-driven architect learning system for the web Safety Functional Centre in a genuine authoritative setting. We speak about customary information sources in SOC, their work process, and the way to process this information and make a compelling machine learning framework. This text is focused on two gatherings of pursuers. The first gathering is insightful specialists who have no information on information researchers or PC wellbeing fields however architects ought to create machine learning frameworks for machine security. The second gatherings of guests are Internet security specialists that have profound information and skill in Cyber Security yet Machine learning encounters don't exist and I'd like better to make one with them. Toward the finish of the paper, we utilize the record as an example to exhibit full strides from information assortment, mark creation, including designing, machine learning calculation, and test execution assessments utilizing the PC worked within the SOC creation of Seyondike

Survey on the Effectiveness of the Online Learning Process Due to the Coronavirus Pandemic in Physical Education

Background: Since the outbreak of the coronavirus covid-19 in Indonesia, education has offered online learning. Online learning requires system support, namely hardware (smartphone, tablet, or laptop/personal computer), internet network, and human resources. However, the implementation of online learning encounters several challenges and obstacles, especially online learning in physical education in elementary schools. Objectives: The purpose of this study was to determine and examine the effectiveness of the online learning process due to the coronavirus pandemic in Physical Education and Health subjects at SD Negeri 6 Sumbermanjingkulon, Pagak District, Malang Regency. Methods: This study used a descriptive research design with a survey method. This study involved 48 elementary school students. The data collected through a questionnaire method or a google form-based questionnaire that has been tested for validity by an expert. Data analysis was carried out on five indicators in the study. The indicators consist of student interest, interest, benefits, learning facilities and infrastructure, and quality of interaction. Results: The results of the study indicate that the effectiveness of online learning at SD Negeri 6 Sumbermanjingkulon is in the criteria of being quite effective with a percentage of 46.90%. Conclusion: Based on the results of the study, it shows that overall online learning in physical education and health subjects is quite effective, but the percentage obtained between quite effective and ineffective is only a slight difference.

The Pragmatics of AIN’T within Academic and Social Context

This paper has explored the form, the meaning, and the function of the contraction AIN’T, with the corpus data retrieved from English-affiliated URLs or Websites (web-data), through interpretive techniques and a coding analysis. The utterance AIN’T belongs to non-standard or informal English, which represents or is derived from the forms AM NOT, IS NOT, ARE NOT, HAS NOT, HAVE NOT, DO NOT, DOES NOT, DID NOT, and the others. The meaning of AIN’T implies different aspects, i.e. informality, topic area, low social class, emphasis, and content. The utterance AIN’T is part of close language, or is used for close people for friendship or camaraderie. AIN’T belongs to informal utterances, as it is incomplete, shorter, cut-down (or contracted) from other forms. The utterance AIN’T should be taught academically in classrooms or other teaching and learning encounters as informal language with its various derived constructions, and students or learners should be made aware that AIN’T is part of close language which is used to close people for friendship or camaraderie within interpersonal or social context. Use of AIN’T to not close people or superiors or others in a formal situation may lead to a rude situation, and a probable disharmony entails. Keywords: pragmatics; politeness; camaraderie; informal English; AIN’T.

Two sides of the same coin: elements that can make or break clinical learning encounters

Two sides of the same coin: elements that can make or break clinical learning encounters

Self-Conscious Emotions and the Right Fronto-Temporal and Right Temporal Parietal Junction.

For more than two decades, research focusing on both clinical and non-clinical populations has suggested a key role for specific regions in the regulation of self-conscious emotions. It is speculated that both the expression and the interpretation of self-conscious emotions are critical in humans for action planning and response, communication, learning, parenting, and most social encounters. Empathy, Guilt, Jealousy, Shame, and Pride are all categorized as self-conscious emotions, all of which are crucial components to one’s sense of self. There has been an abundance of evidence pointing to the right Fronto-Temporal involvement in the integration of cognitive processes underlying the expression of these emotions. Numerous regions within the right hemisphere have been identified including the right temporal parietal junction (rTPJ), the orbitofrontal cortex (OFC), and the inferior parietal lobule (IPL). In this review, we aim to investigate patient cases, in addition to clinical and non-clinical studies. We also aim to highlight these specific brain regions pivotal to the right hemispheric dominance observed in the neural correlates of such self-conscious emotions and provide the potential role that self-conscious emotions play in evolution.