scholarly journals Self-organized learning environments and the future of student-centered education

2014 ◽  
Vol 42 (2) ◽  
pp. 160-161 ◽  
Author(s):  
Manuel João Costa
Keyword(s):  
Learning Environments ◽  
Student Centered ◽  
Self Organized ◽  
The Future

scholarly journals Flipped Classrooms and the Pitfalls of Digital Learning

2020 ◽  
Author(s):  
Philipp Reisner
Keyword(s):  
Learning Environments ◽  
Flipped Classroom ◽  
Main Concern ◽  
Digital Learning ◽  
Student Centered ◽  
Self Organized ◽  
Design Learning ◽  
Flipped Classrooms ◽  
Digital Pedagogy ◽  
Teacher Dialogue

In the recent rise of digital learning, “flipped classrooms” have become a controversial subject. This new form of learning inverts the traditional conception of the classroom: instruction is transferred from the classroom to out-of-class (online) tasks such as pre-recorded lectures on the Internet, while class time is devoted to activities that put the knowledge into practice. These classrooms have been touted as learner-based and student-centered models of education. Yet there is still little evidence supporting the effectiveness of the flipped classroom at higher levels of education, especially in the humanities. Taking American studies as an example, I will examine some of the arguments in favor of this model, but also and most importantly some of the challenges facing the application of this new educational model in the humanities. In general, the main concern is that flipped classrooms may undermine student-teacher dialogue, viewing teachers as “moderators” who design learning environments geared to the students. At the same time, home-learning environments may compromise learner autonomy and limit learners’ opportunities for self-organized work and interaction with peers outside class. Ultimately, a critique of the concept of flipped classrooms is also a critique of the egalitarian aspirations of digital pedagogy in general.

scholarly journals Tripeptide Self-Assembly into Bioactive Hydrogels: Effects of Terminus Modification on Biocatalysis

Molecules ◽  
2020 ◽  
Vol 26 (1) ◽  
pp. 173
Author(s):  
Marina Kurbasic ◽  
Ana M. Garcia ◽  
Simone Viada ◽  
Silvia Marchesan
Keyword(s):  
Self Assembly ◽  
The Self ◽  
Chemical Modifications ◽  
Ability To Work ◽  
Active Compounds ◽  
Future Design ◽  
Self Organized ◽  
The Future ◽  
Bio Material ◽  
Supramolecular Catalysts

Bioactive hydrogels based on the self-assembly of tripeptides have attracted great interest in recent years. In particular, the search is active for sequences that are able to mimic enzymes when they are self-organized in a nanostructured hydrogel, so as to provide a smart catalytic (bio)material whose activity can be switched on/off with assembly/disassembly. Within the diverse enzymes that have been targeted for mimicry, hydrolases find wide application in biomaterials, ranging from their use to convert prodrugs into active compounds to their ability to work in reverse and catalyze a plethora of reactions. We recently reported the minimalistic l-His–d-Phe–d-Phe for its ability to self-organize into thermoreversible and biocatalytic hydrogels for esterase mimicry. In this work, we analyze the effects of terminus modifications that mimic the inclusion of the tripeptide in a longer sequence. Therefore, three analogues, i.e., N-acetylated, C-amidated, or both, were synthesized, purified, characterized by several techniques, and probed for self-assembly, hydrogelation, and esterase-like biocatalysis. This work provides useful insights into how chemical modifications at the termini affect self-assembly into biocatalytic hydrogels, and these data may become useful for the future design of supramolecular catalysts for enhanced performance.

IMPLEMENTING THE FUTURE OF LEARNING ENVIRONMENTS

2020 ◽  
Author(s):  
Farhad Eftekhari ◽  
Hassan Nikram ◽  
Amir Beshkar ◽  
Sobhan Rabbani Chokami ◽  
Bita Nafardavoodi ◽  
...  
Keyword(s):  
Learning Environments ◽  
The Future

Virtual Reality Pedagogical Considerations in Learning Environments

2018 ◽  
pp. 21-39 ◽  
Author(s):  
Elizabeth A. Johnston ◽  
Gerald W. Olivas ◽  
Patricia Steele ◽  
Cassandra Smith ◽  
Liston W. Bailey
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Direct Instruction ◽  
Situated Cognition ◽  
Electronic Marketplace ◽  
Student Centered ◽  
Student Centered Learning ◽  
Educational Applications

New virtual reality (VR) educational applications are available in the electronic marketplace almost daily but seldom include pedagogies, materials, recommendations, or insights for adapting or implementing the applications into existing curriculums. Educators need to understand the pedagogical orientations of VR applications to prepare, apply, assess, and evaluate a potentially productive practice that distinguishes and supports different strategies and optimizes student-centered learning. VR educational applications are most frequently built on student-centered models including direct instruction, experiential, discovery, situated cognition, and constructivism pedagogies.

Learning Styles and Cultural Differences in Online Learning Environments in the Twenty-First Century

2021 ◽  
pp. 1630-1642
Author(s):  
Blessing F. Adeoye
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Environments ◽  
First Century ◽  
Cultural Backgrounds ◽  
Online Learning Environments ◽  
Student Centered ◽  
Student Centered Learning ◽  
Twenty First Century ◽  
Nigerian University

The nature of learning is changing, especially learning in the twenty-first century. It's increasingly becoming more to do with student-centered learning. It emphasizes digital literacy, critical thinking, and interpersonal skills. This chapter revisited online learning environments in terms of differences in the learning styles of Nigerian university students according to their cultural backgrounds. The author also reviewed past research that focused on culturally different learning styles in online learning environments. Of specific interest are the studies that examined the same issue in the twenty-first century. This chapter concluded based on the review of literature that a person's learning style could affect how they react to any learning situation, including learning online; therefore, knowledge of learning styles could help in the selection of appropriate instructional designs and teaching strategies for courses. In the case of the students at the University of Lagos, it was found that students with different learning styles have different responses to online learning within their culture.

Flipping the Paradigm of Education

2017 ◽  
pp. 457-498
Author(s):  
Donna Russell
Keyword(s):  
Learning Environments ◽  
Educational Program ◽  
Modular Design ◽  
Educational Programs ◽  
Home Page ◽  
Educational Settings ◽  
Modular Units ◽  
The Future ◽  
Integrative Curriculum ◽  
Learning Principles

The purpose of this chapter is to define a prototype for a comprehensive educational program that integrates virtual immersive learning environments into traditional educational settings to develop innovative educational programs. The Future of Learning (FoL) protocol combines an integrative curriculum guide providing educators with thematic modular units of study that are designed based on problem-based learning principles and a FoL learning management system where online learning environments are structured to be integrated into p-12 educational settings and provide a login protected interface for educators and learners to access all the aspects of the FoL protocol including 1) a home page for the educational program linking all aspects of the protocol, 2) a learner home page, 3) a learning analytic system and 4) access to a 3d simulation world. The comprehensive and modular design of the Future of Learning protocol means that it can be integrated in a multitude of p-12 educational programs and define the future of learning.

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