3,539,292 research outputs found
The professional learning of Scotland’s Adult Educators
No full textFirst paragraph: Following the publication of Adult Learning in Scotland: Statement of Ambition in 2014, four national working groups were set up to take forward the Scottish Government’s vision to establish world leading adult learning in Scotland. This document presents the findings of the Professional Learning Working Group which consulted in the period 2016-2017. The findings result from consultation initiatives planned and co-ordinated by the Working Group, aimed at identifying the professional learning opportunities and needs of adult education professionals in Scotland.This is the final report of Scotland's Strategic Forum for Adult Learning (Professional Learning Working Group
Information brief for partners (November 2022): The Geneva Learning Foundation
No full text<p>This is a two-page introduction to the Geneva Learning Foundation for partners. For a more detailed introduction, <a href="https://doi.org/10.5281/zenodo.7057015">download our brochure</a>.</p>
<p><strong>The Geneva Learning Foundation</strong> (TGLF) (<a href="https://www.linkedin.com/company/geneva-learning-foundation/">LinkedIn</a> | <a href="http://youtube.com/c/TheGenevaLearningFoundation?sub_confirmation=1">YouTube</a> | <a href="https://www.learning.foundation/podcast">Podcast</a> | <a href="https://twitter.com/intent/follow?screen_name=DigitalScholarX">Twitter</a>) catalyzes large scale peer networks of frontline actors facing critical threats to our societies. </p>
<p>TGLF’s unique approach, rooted in decades of research and experience in <strong>learning science</strong>, uses the spark of <strong>intrinsic motivation</strong> to inspire individuals to link up and lead change. </p>
<p>TGLF develops and implements learning experiences that <strong>reach people in 137 countries</strong>. Our programmes <strong>scale</strong> quickly to connect thousands of learners and leaders working on the <strong>frontlines</strong> of conflicts, poverty, and other inequalities. We catalyze local expertise into innovation, action, and <strong>results</strong>.</p>
<p>The <strong>insights</strong> generated by and with learners are gathered, analyzed, and shared, for the benefit of communities and partners to scale and develop truly ground-tested and evidence-based policies and programmes.</p>
Higher Education: Increased and Equitable Access to Quality Learning Opportunities
No full textGiven that many developing countries seek to increase participation in Higher Education (HE), COL will work with Ministries of Education and HE Institutions to support capacity building including the development and implementation of Open and Distance Learning (ODL): • policies; • systems; • models; • gender-responsive learning resources, and • low-cost quality assurance model. (Updated in November 2019
Internet Technology and Lifelong Learning
No full textThis is a text version of an online distance-learning course produced in 2004. It is deposited here now (July 2009) for archive purposes. It was originally intended for the professional development of staff involved in any way with the management, design and delivery of lifelong learning. It may be of interest to producers of new courses in this field, or to future historians of technology, or simply to educators who may like to be reminded of how different things were in 2004. Author: Martin Counihan
Design and development of a formative assessment tool for knowledge building and collaborative learning
Get PDFThis work proposes a theoretical perspective on formative assessment that is more consistent with knowledge building. Based on this, a system for assessing knowledge building and collaborative learning was designed and developed. The system converts a Knowledge Forum tuplestore to an SQL database and then utilizes queries based on four types of general questions students may have about their work. We also report results from usability trials. © ISLS.link_to_OA_fulltextThe 9th International Conference on Computer-Supported Collaborative Learning (CSCL2011), Hong Kong, China, 4-8 July 2011. In Proceedings of 9th CSCL, 2011, v. 2, p. 914-91
E-learning meets the social semantic Web
No full texthe social semantic Web has recently emerged as a paradigm in which ontologies (aimed at defining, structuring and sharing information) and collaborative software (used for creating and sharing knowledge) have been merged together. Ontologies provide an effective means of capturing and integrating knowledge for feedback provisioning, while using collaborative activities can support pedagogical theories, such as social constructivism. Both technologies have developed separately in the e-learning domain; representing respectively a teacher-centered and a learner-centered approach for learning environments. In this paper we bridge the gap between these two approaches by leveraging the social semantic Web paradigm, and propose a collaborative semantic-rich learning environment in which folksonomies created from studentspsila collaborative tags contribute to ontology maintenance, and teacher-directed feedback
OATS
No full textThis paper presents the Open Annotation and Tagging System (OATS) which draws on previous work in social navigation support, web annotations systems, collaborative tagging and educational metadata. The OATS system augments the text highlighting metaphor by providing a “collaborative tagging” and annotation interface which enables social navigation support. These tools aim to help learners in learning managements systems to better organize and navigate content. While there are many examples of web annotation systems, none provide a combination of annotations, tagging, and value-added functionality, which are decoupled from the system in which they are used, through a web service interface. This proof-of-concept system identifies a relatively simple method for developing value-added functionality that can be more easily incorporated in a wide range of systems used in e-learning
Expanding the notion of global learning: Turkish-Dutch teens’ networked configurations for learning
Get PDFDigital technology facilitate interactions between learners and resources at a global level. New learner prototypes are therefore proposed, such as the notion of the global learner. In this paper, we argue that these prototypes of global learning often do not account for the variety of ways in which youth use technology and see themselves as learners. We take the example of Turkish-Dutch youth to show empirically how they represent an alternative for what is often seen as the prototype of what a global learner is. We combine ego-network methodology with in-depth interviews to provide a detailed account of how 25 Turkish-Dutch teens see themselves as learners, how they make use of technology to pursue their interests, how they reach out to others and media resources, and how they form selves in relation to the values and norms of their (transnational) community. Using the notion of ‘learner identity’, the study shows how these teens develop learner identities that are built on specific and culturally informed notions of ‘what a learning subject is’ that challenge the universality of the autonomous subjectivity implied in prototypical notions of the global learner. In addition, the study shows how through digital affordances, unique networked (trans)national connectivities are formed, which are informed by these teens’ specific socio-cultural position. We argue that by acknowledging these alternative ways of what a learning subject is, and how connections are formed, we can proactively incorporate them as useful models of global learning
Situated Poetry Learning Using Multimedia Resource Sharing Approach
No full text[[abstract]]Educators have emphasized the importance of situating students in an authentic learning environment. By using such approach, teachers can encourage students to learn Chinese poems by browsing content resources and relevant online multimedia resources by using handheld devices. Nevertheless, students in heterogeneous network environments may have different requirements for the resource subject, type, size, etc. The central issue of this study is how to locate appropriate resources to support situated learning based on user context. In an attempt to solve the primary concern, this study proposes a context-based dialogue approach with which students may interact to retrieve adequate poems and multimedia resources. The Poetry Multimedia Resource Index is the basis for the retrieval, which consists of outer lexical resources, multimedia resource information, and Chinese poems. A prototype system has been conducted to evaluate the effectiveness of the approach. The experimental group adopts the situated learning method by using this system, while those in the control group adopt the situated learning method by using textbooks. It is found that our approach can be significantly beneficial to promote students’ learning achievements. The majority of students are satisfied with the proposed system and the teacher participant showed a positive attitude toward this system
Give Your Ideas a Chance to Grow
No full textDetails on Learning About Learning after school classes titled "I Create my World.
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