Learning Ecology Research Articles

Aesthetic Literacies in Digital Learning Ecologies: Tracing Aesthetic Tools and Functions in a Youth Literary Salon

Concerned with disinformation, fake news, and a posttruth era, literacy research on digital learning ecologies has focused on content of the texts that youth encounter but less explicitly on aesthetics—issues of form or the way a text is written. Drawing on critical sociocultural theories, this article examines youth aesthetic meaning-making with non-neutral digital texts. The data analyzed are part of a multiyear multimethod study of the aesthetic literacy practices of queer youth of color and allies. Data were collected during an online summer literary salon where youth discussed textual content alongside issues of aesthetic forms. Findings illustrate that youth drew on a broad range of aesthetic tools to achieve (1) a poetic function concerned with how aesthetic forms elicit figurative, connotative, and storied meanings; (2) a catalytic function concerned with how aesthetic forms persuade, manipulate, or encourage particular actions; and (3) an ideological function concerned with how aesthetic forms inscribe or contest social inequalities. These tools and functions, complicate previous understandings of disinformation, fake news, and critical reasoning in literacies research. This study suggests a critical sociocultural approach to aesthetics as territory for further scholarship across many areas of literacy research.

Opportunities and challenges to human flourishing – biographical learning experiences of ITE graduates in Singapore

ABSTRACT In the performative meritocracy of Singapore where academic achievement is seen as the key to success in the society, vocational education is seen as inferior in the education system. This paper examines the educational experiences of vocational youths who went through the Institute of Technical Education (ITE), an institution that is often not seen as a school of choice. We investigate the life and educational experiences of ITE graduates examining interview data collected through the Biographical Narrative Interpretive Method (BNIM), which elicit lived experiences in narrative form. Through studying the graduates’ biographical learning narratives, we explore the opportunities and challenges to human flourishing. This study has implications for enhancing the ecology of learning as well as VET standing in Singapore and beyond.

Examining generative AI–mediated informal digital learning of English practices with social cognitive theory: a mixed-methods study

Abstract This study explores the integration of generative artificial intelligence (GenAI) in informal digital learning of English (IDLE) practices, focusing on its potential to enhance language learning outcomes and addressing the technological challenges language teachers face in utilising AI-based tools to facilitate second language acquisition. Based on the research context of IDLE and holistic learning ecology and drawing on the theoretical frameworks of technological pedagogical and content knowledge and social cognitive theory, we performed a mixed-methods investigation with an empirical experiment to assess the effectiveness of GenAI followed by semi-structured interviews. The results suggest that the GenAI-mediated IDLE practices effectively improve college students’ oral proficiency in English from both technological and humanistic perspectives. However, results also indicate that the GenAI conversational partner alone is not adequate to provoke continuous extramural GenAI-mediated IDLE practices. We discuss the theoretical and pragmatic significance of GenAI-mediated IDLE in educational equity and reformation.

The Effect of Teams Games Tournament (TGT) Cooperative Learning Model Assisted by Educandy Application on Student Learning Outcomes on Ecology Material

The learning model is one of the causes of the lack of student motivation in learning problems so that it affects student learning outcomes. The use of the right learning model is one of the determinants of success in learning activities carried out by teachers. This study aims to analyze the effect of TGT learning model assisted by educandy on student learning outcomes on ecology material. This research uses a quantitative approach with a quasi-experimental design. The sample amounted to 28 students selected through cluster random sampling technique. Cognitive aspect learning outcomes were obtained through pretest and posttest. Learning ecology material through the TGT model assisted by educandy makes students participate actively so that the learning stages are carried out very well. The cognitive learning outcomes of students using the TGT model assisted by educandy obtained a score of 82 with an n-gain value of 0.62 with moderate criteria. While in the control class, students' cognitive learning outcomes obtained a score of 70 and an n-gain value of 0.45 with a moderate category. The results of the t-test analysis obtained a significant value of 0.000 <0.005 means the hypothesis is accepted. There is an effect of TGT learning model assisted by educandy application on student learning outcomes on ecology material.

Correction: Spours, K. From Learning Ecologies to a Social Ecosystem Model for Learning and Skills. Systems 2024, 12, 324

In the published article [...]

Boundary obsessions

Boundaries in contemporary art practice and education contexts are often conceived as distinctions between disciplines, inscribed through material conventions and discursive traditions. In art, a field that continually touts trans-disciplinarity and post-medium approaches, it is considered productive to occupy multiple disciplinary positions and effectively enlarge or re-draw the territory of possible creative action. This obsession with disciplinary limits reveals a language of spatial metaphors (fields, frontiers and domains) and breaching actions (breaking boundaries, expansion). In this article we highlight how the language of disciplinarity today is spatialized, and premised on notions of imperialist territoriality which are at odds with efforts to decolonize art. We speculate on other ways to approach disciplinarity without theorizing boundaries and their rupture, and re-consider discipline through: ecologies of teaching and learning, an imaginative burrowing under the surface, and working with discipline as an agential material.

From Emergency Remote Teaching to an Online Educational Ecosystem: An Ecuadorian University Case Study

This case study examines the experience of Universidad Andina Simón Bolívar (UASB-E), a traditionally face-to-face institution in Ecuador, as it transitioned to online learning during and after the COVID-19 pandemic. Drawing on data from interviews, surveys, and document analysis, the study explores the challenges and opportunities associated with this rapid shift, offering insights for rethinking and redesigning higher education in the post-pandemic world. Prior to the pandemic, UASB-E primarily relied on face-to-face teaching with limited use of its virtual learning environment. In response to the crisis, the university quickly mobilized to migrate its entire educational offering online, initially adopting an emergency remote teaching approach focused on synchronous videoconferencing. However, student preferences and the need for a sustainable solution prompted UASB-E to rethink its online learning model. The study identifies six key dimensions of UASB-E's improvement in its capacity to deliver online education: (1) Technological Infrastructure and Digital Processes: Enhanced technological infrastructure and streamlined digital processes in management, administration, and academics, laying the foundation for a robust online learning environment. (2) Pedagogical Innovation: Recognizing the limitations of replicating face-to-face teaching online, UASB-E embraced activity-based instructional design, asynchronous online education, and collaborative learning strategies, promoting deeper engagement and personalized learning experiences. (3) Accessibility and Inclusivity: By leveraging the flexibility of online learning, UASB-E expanded its reach beyond its physical campus, reaching students across Ecuador who might not have otherwise accessed higher education, demonstrating the potential of online learning to democratize access to quality education. (4) Programme Diversification: Beyond emergency measures, UASB-E is strategically diversifying its academic offerings, developing new face-to-face, blended, and fully online programmes, allowing for flexibility and catering to diverse student needs and learning preferences. (5) Faculty Training and Development: Implemented a comprehensive training programme focusing on both the instrumental skills of managing online platforms and the pedagogical aspects of designing engaging and effective online learning experiences. (6) Assessment and Feedback: The study highlights the need for a more reflective and analytical approach to assessment and feedback in online environments, with efforts to improve feedback timeliness, individual support, and communication providing valuable lessons for other institutions. Beyond UASB-E's specific experience, the study emphasizes the importance of collaboration and cross-sectoral strategies in building resilient and comprehensive education systems for the future. It also underscores the need for new approaches to learning ecologies that leverage technology effectively while ensuring equitable, inclusive, and high-quality education for all. This case study offers valuable insights for higher education institutions navigating the rapidly evolving landscape of online learning. By understanding the challenges and opportunities that emerged from UASB-E's experience, other institutions can make informed decisions about their own online learning strategies and contribute to shaping a more resilient and flexible future for higher education.

Studio Art Therapy Learning Ecology: Crossing Borders between Art, Education, Health, and Therapy

Studio Art Therapy Learning Ecology: Crossing Borders between Art, Education, Health, and Therapy

From Learning Ecologies to a Social Ecosystem Model for Learning and Skills

The growing relevance of socio-ecological systems (SESs) thinking reflects both the challenges of an anthropogenic poly crisis and attempts to understand the complexities of societal development in an era of globalisation. The article begins by suggesting there are two related variants of SES thinking—relationships between the natural and human worlds (Variant 1) and whole social and human system analysis using metaphorical transfer and theorisation of natural ecological principles (Variant 2). This article elaborates Variant 2 through the development a social ecosystem model (SEM) applied to post-compulsory education and skills development. An exploration of the SEM is conducted through a review of the literatures on ‘Learning Ecologies’ to assess the strengths and limitations of this human ecological approach. Perceived limitations are addressed by the development of the SEM that adds a political economy dimension to the learning ecological model, which is then applied to the field of learning and skills in the English context in support of an inclusive and place-based approach to vocational education and training (VET). The article concludes by suggesting that the SEM can be further expanded by its application to transitioning to more sustainable futures, being developed by scholars of indigenous communities and populations of the Global South, that arguably brings Variant 2 of SESs thinking closer to Variant 1.

Exploring experiences of TVET graduates’ work-integrated learning in a rural ecology: the case of TVET colleges in KwaZulu-Natal

This study investigates the experiences of Technical and Vocational Education and Training (TVET) graduates in rural ecology with work-based education (WBE), commonly known as work-integrated learning (WIL). The study was conducted at two campuses of Umfolozi TVET colleges in northern KwaZulu-Natal, focusing on post-graduation experiences. The National Certificate Vocational (NCV) qualification, introduced in January 2007, was the focal point, offered at Levels 2, 3, and 4 of the National Qualifications Framework, equivalent to Grades 10, 11, and 12. NCV graduates were selected as participants to explore their encounters with work-integrated learning during employment. Employing a qualitative case study design, the study utilized purposive sampling to identify six participants. Findings revealed systemic challenges faced by NCV graduates, particularly concerning the alignment of the curriculum with the needs of TVET students from rural areas. Additionally, it was noted that college management appeared unaware of the severity of the challenges encountered by students in securing in-service training opportunities. These findings underscore the need for educational institutions and policymakers to address curriculum alignment issues and enhance support mechanisms for TVET students, particularly those from rural backgrounds, to ensure the effectiveness of work-integrated learning initiatives.

Reframing resilience as a systemic issue: Meta‐competencies that transform individuals and learning ecologies

AbstractEducational systems in Australia are currently in a state of flux and disruption, with student mental health and engagement at crisis levels. Educators need help keeping students engaged and providing the skills and competencies to navigate uncertain futures. Addressing this challenge, our study examines a proposed set of meta‐competencies (or systemic competencies) required for a systems reboot within our educational institutions. These meta‐competencies are agency, adaptability, creativity, compassion, interbeing, self‐awareness and reflexivity. This study analyses the application of these meta‐competencies for transformative resilience or transilience in a secondary school setting, examining how systems awareness and self‐awareness cannot be separated from the rest of the curricula. Using participatory action research methodologies and awareness‐based systems change, this research demonstrates that agency, self‐awareness and systems awareness can engage students in profound ways to create a new generation of systemic changemakers.

Comparing the Learning Ecologies of International Students in Internationalisation Abroad and at a Distance

Comparing the Learning Ecologies of International Students in Internationalisation Abroad and at a Distance

Analisis Hasil Uji Keterbacaan Petunjuk Praktikum Ekologi: Studi Kasus dengan Partisipasi 15 Mahasiswa

This study aims to analyze the readability test results of ecology practicum instructions among students, involving the participation of 15 students. The research design used was descriptive research. The method employed included measuring the comprehension level through readability tests of the provided ecology practicum instructions. The research findings indicate that 90% of the 15 students achieved a good level of comprehension of the ecology practicum instructions provided. These findings suggest that the development and presentation strategies of ecology practicum instructions can play a crucial role in enhancing students' understanding of ecology practical materials. The implications of this study underscore the importance of attention to the design of practicum instructions that support effective learning in ecology within the context of higher education.

Using machine learning to link climate, phylogeny and leaf area in eucalypts through a 50‐fold expansion of leaf trait datasets

Abstract Leaf area varies within and between species, and previous work has linked this variation to environment and evolutionary history. However, many previous studies fail to examine both these factors and often are data‐limited. To address this, our study developed a new workflow using machine learning to automate the extraction of leaf area from herbarium collections of Australian eucalypts (Eucalyptus, Angophora and Corymbia). This dataset included 136,599 measurements, expanding existing data on this taxon's leaf area by roughly 50‐fold. Our methods were validated using field standard metrics of accuracy, and comparisons to manual measurements both from the present study and existing datasets. With this dataset for the eucalypt clade, we observed positive relationships between leaf area and mean annual temperature and precipitation similar to those reported for the global flora. However, these relationships were not consistently observed within species, potentially due to gene flow suppressing local adaptation. When we examined these relationships at different phylogenetic levels, the slope of trait–climate associations within lineages converged towards the overall eucalypt slope at shallow phylogenetic scales (5–12 MY), suggesting that effects of gene flow relax just above the species level. The strengthening of trait–climate correlations at evolutionary scales just beyond the intraspecific level may represent a widespread phenomenon across various traits and taxa. Future studies can unveil these relationships with the larger sample sizes of new trait datasets generated through machine learning. Synthesis. Using machine learning, researchers are able to confirm current positive global relationships between leaf area and mean annual temperature and precipitation. Additionally, they were able to take this a step further and examine how it changes across time. Here they saw that at roughly 5–12 million years ago in the phylogenetic tree, the trait–climate slope begins to show significantly less variation. Overall, the study shows the potential of machine learning in ecology, with exciting new potential findings with its use.

Research on the Integration and Application of College English Teaching and Artificial Intelligence Technology in the Context of Big Data

In the era of big data and artificial intelligence, the traditional college English teaching mode has been difficult to meet the personalized learning needs of students. The integration of big data analysis and artificial intelligence technology into college English teaching can realize intelligent push of teaching resources, accurate monitoring of learning process, and immediate feedback of learning effects, etc., which is helpful to build an intelligent English learning ecology and improve teaching quality and learning efficiency. This paper analyzes the significance of the integration of college English teaching and artificial intelligence technology under the background of big data, analyzes the problems existing in the current integration application, and puts forward countermeasures and suggestions such as optimizing course design, innovating teaching mode and strengthening the construction of teachers, in order to provide reference for the reform of college English teaching in the new era.

NOS as part of the Conceptual Ecology of Evolution Teaching and Learning among Greek Students and Science Teachers

The aim of this study was to investigate whether an epistemological adequacy (knowledge of the Nature of Science, NOS) contributes to a better understanding and the acceptance of the Theory of Evolution by Natural Selection (ThENS). It was performed in two parts with the help of two questionnaires: 1. with students of Education, with a minimum familiarity to ThENS and NOS, before and after the application of a general biology course, and 2. with 200 Science Education teachers of various specialties who teach or have taught biology-related subjects. The education students showed some moderate levels of proficiency regarding NOS that was improved statistically significantly, even after a limited teaching intervention. An interesting founding was that, while their understanding of the ThENS was not very much improved by the course, it was found a positive correlation between their NOS familiarity and acceptance of evolution. As for the Science teachers, besides the above queries, some other variables were additionally investigated: E.g. to what extent, a better Epistemological Adequacy (knowledge of the Nature of Science) can influence their understanding and acceptance of the ThENS, or whether this affiliation could have been affected by their college or university instruction. The results showed a positive correlation between their epistemological adequacy and the acceptance and understanding of ThENS.

Shakaijin, shadow education, and the entrepreneurial self: fabricating personhood in neoliberal Japan

Under the neoliberal vision for free-market capitalism, discourses validating meritocratic competition reproduce homo œconomicus, narrowly self-interested human capital seeking to maximise its economic utility. Against this background, juku, Japan’s network of for-profit, deregulated shadow education institutions, eases educational transitions for enterprising citizens seeking advantage within the nation’s highly competitive exam and graduate recruitment systems. However, while ‘rational’ investments in juku aid neoliberal biographical projects (youth→adolescence→adulthood), they do so through panoptic systems of tension and accommodation, with pivots to individualistic self-interest producing docile entrepreneurs of the self. More damagingly, ‘agentive’ and ‘rational’ decisions to engage with juku anchor to transmissible cultural patrimony, creating opportunities to blame those who, through no fault of their own, lack the financial means to self-commodify within Japan’s enterprise society. The association between economic output and entrepreneurial selfhood shapes notions of ‘worth’ in increasingly neoliberal terms. Thus, only by relating juku investment to its social origin may we appreciate the corrosive impact of economic liberalisation on Japan’s learning ecology.

Developing Online and Hybrid Courses with the Learning Ecology Matrix

Educational technologies are now an integral part of the educational milieu. All educators are expected to be able to use technologies and design courses using these technologies. One framework that can guide the course design process using various technologies is the Learning Ecology Matrix (LEM). The LEM, focusing on learner autonomy and instructor guidance, aids in tailoring courses to be learner-centered or teacher-centered. This article reviews the LEM and explores how the LEM can be used in practice to design courses.

Multifaceted challenges and opportunities: Chinese exchange students’ experiences in the U.S. transnational online learning ecology

Transnational distance education has become an emerging trend in promoting academic collaboration and exchange during and after the pandemic. Guided by the learning ecology framework, we conducted mixed methods research by distributing an online survey to Chinese students (N=51) to collect quantitative and qualitative data. This helped us deeply understand their experiences and perceptions of a cross-cultural online learning environment in the United States. We applied multiple regression and thematic analysis to analyze quantitative and qualitative data. The merging of both types of data analysis indicated: the confirmation of the importance of English learning resources, the transformation of online learning practices, the insufficiency of students-to-instructors interaction, discordance of technological self-efficacy and the disadvantages of technology-assisted instruction, and discordance between the usefulness and difficulties of learning activities and assessments. We further discussed appropriate strategies and techniques to promote online teaching and learning excellence in transnational distance education.

Menstrual Hygiene Management Among Vulnerable Rural Adolescent Schoolgirls in South Africa's Rural Learning Ecologies

This qualitative research paper examined the menstrual health challenges and hygiene that were faced by vulnerable rural adolescent schoolgirls in South Africa, their negative effects on school attendance, academic performance and wellbeing. Seeing the above challenges as barriers to sustainable development goals (SDG) 4 quality education and SDG 5 gender equality, the study used a critical emancipatory approach alongside the theory of change (ToC) as its framework. The purpose was to give a hearing to the voiceless and lived experiences of this group of people to provided a platform for empowering and transformative actions. The focus group discussions (FGDs) with vulnerable rural adolescent schoolgirls, their parents and teachers and school administrators were held at a designated learning ecology. Open-ended Interviews (OEIs) assisted to collect phenomenological narratives with many ethnographic perspectives. The data was analysed thematically to make major themes inductively reflect their real life conditions. The research findings reflected that the gaps in menstrual information, restricted availability and the use of sanitary products, conformity of cultural norms and inadequate amount of water, sanitation and hygiene facilities (WASH) helped creating considerable barriers for many rural adolescent schoolgirls thereby compelling them to miss school during their menstruation. The study highlighted the importance of comprehensive MHM programmes that envisage availability of materials and amenities, menstruation education and psychological support, as well as stigmatisation measures. To move forward with context relevant and community centred interventions, the study suggested a collaborative, multi-stakeholder approach involving the community. Tackling these converging problems was paramount to the preservation of the menstrual health rights of vulnerable rural schoolgirls, education gender equity as well as the attainment of the SDG 4 and SDG 5 goals by 2030. The practice would comprehend all-encompassing evidence-based policies and curricula, and promotion of life-long learning opportunities for all vulnerable rural adolescent schoolgirl through active learning ecologies.