Conditions for learning in generalized tandem networks

2012 ◽  
Author(s):  
Kimon Drakopoulos ◽  
Asuman Ozdaglar ◽  
John N. Tsitsiklis
Keyword(s):  
Conditions For Learning ◽  
Tandem Networks

THE ORGANIZATION OF THE DISTANCE LEARNING OF ENGLISH AT THE SENIOR STAGE THROUGH THE USE OF THE GOOGLE CLASSROOM SERVICE

2020 ◽  
Author(s):  
Анжелика Шамиловна Бахмудова ◽  
Альвина Мехман кызы Горадаева
Keyword(s):  
Distance Learning ◽  
Educational Program ◽  
Educational Process ◽  
Interactive Communication ◽  
Web Resources ◽  
Adaptive Technology ◽  
Conditions For Learning ◽  
Senior Stage ◽  
Research And Education

Статья посвящена проблеме разработки адаптивной технологии для интерактивной коммуникации участников образовательного процесса, использующих веб технологии, а именно использование платформы Google Classroom. Автор предлагает описание структуры научнообразовательного портала и выделяет возможности работы данной платформы. Адаптивная технология позволяет структурировать вэб-ресурсы под конкретный образовательный процесс, способствует развитию творческих способностей его участников, учит культуре подбора и применения платформы Google Classroom для педагогических целей. The paper deals with the problem of the design of an adaptive technology for interactive communication in educational process based on the use of web resources specifically the use of the Google Classroom platform. The author describes the structure of a sample research and education portal and underlines the features of this platform.The adaptive technology allows adjusting web resources to a concrete educational program, facilitates its participants’ creativity and provides conditions for learning the culture of selection and application of the Google Classroom platform in compliance with teachers’ goals.

Calling Social Work to the Movement for Educational Justice

2020 ◽  
Author(s):  
Annahita Ball
Keyword(s):  
Social Work ◽  
Youth Development ◽  
Work Practice ◽  
Well Being ◽  
Social Work Practice ◽  
Valuable Insight ◽  
Educational Justice ◽  
Social Work Research ◽  
Conditions For Learning ◽  
History Of

Abstract The persistent and systemic inequities within the U.S. public education system have grave implications for children’s and youth’s outcomes, yet these inequities go far beyond academics. Marginalized and vulnerable students experience injustices across the educational system, including disproportionality in school discipline, unequal access to advanced courses, and poor conditions for learning. Social work has a solid history of addressing issues that intersect across families, schools, and communities, but the profession has had little engagement in the recent educational justice movement. As educational scholars advance a movement to address educational inequities, it will be increasingly important for social work researchers to provide valuable insight into the multiple components that make up youth development and support positive well-being for all individuals within a democratic society. This article encourages social work researchers to extend lines of inquiry that investigate educational justice issues by situating social work practice and research within educational justice and suggesting an agenda for future social work research that will advance equity for all students.

scholarly journals Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision

2021 ◽  
Vol 10 ◽  
pp. 216495612198994 ◽  
Author(s):  
Alison Evans ◽  
Gemma M Griffith ◽  
Rebecca S Crane ◽  
Sophie A Sansom
Keyword(s):  
Teacher Training ◽  
Teacher Development ◽  
Good Practice ◽  
Assessment Criteria ◽  
Teaching Process ◽  
Reflective Dialogue ◽  
Conditions For Learning ◽  
Teaching Assessment ◽  
Reflexive Practice ◽  
Shared Language

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a useful framework for supporting teacher development in the context of mindfulness-based supervision (MBS). It offers a framework that enhances clarity, develops reflexive practice, gives a structure for feedback, and supports learning. MBS is a key component of Mindfulness-Based Program (MBP) teacher training and ongoing good practice. Integrating the MBI:TAC within the MBS process adds value in a number of ways including: offering a shared language around MBP teaching skills and processes; framing the core pedagogical features of MBP teaching; enabling assessment of developmental stage; and empowering supervisees to be proactive in their own development. The paper lays out principles for integrating the MBI:TAC framework into MBS. The supervisor needs awareness of the ways in which the tool can add value, and the ways it can inadvertently interrupt learning. The tool enables skills clarification, but the learning process needs to remain open to spontaneous experiential discovery; it can enable structured feedback but space is also needed for open reflective feedback; and it can enable conceptual engagement with the teaching process but space is needed for the supervisee to experientially sense the teaching process. The tool needs to be introduced in a carefully staged way to create optimal conditions for learning at the various stages of the MBP teacher-training journey. Practical guidance is presented to consolidate and develop current practice. The principles and processes discussed can be generalized to other forms of reflective dialogue such as mentoring, tutoring and peer reflection groups.

Conditions for Learning Religion

1972 ◽  
Vol 67 (sup4) ◽  
pp. 31-34 ◽  
Author(s):  
Ralph W. Tyler*
Keyword(s):  
Conditions For Learning

SOME SUFFICIENT CONDITIONS OF LEARNABILITY IN THE LIMIT FROM POSITIVE DATA

2000 ◽  
Vol 11 (03) ◽  
pp. 515-524
Author(s):  
TAKESI OKADOME
Keyword(s):  
Sufficient Conditions ◽  
Sufficient Condition ◽  
Necessary And Sufficient Condition ◽  
Conditions For Learning ◽  
Positive Data ◽  
Necessary And Sufficient ◽  
Learning In The Limit

The paper deals with learning in the limit from positive data. After an introduction and overview of earlier results, we strengthen a result of Sato and Umayahara (1991) by establishing a necessary and sufficient condition for the satisfaction of Angluin's (1980) finite tell-tale condition. Our other two results show that two notions introduced here, the finite net property and the weak finite net property, lead to sufficient conditions for learning in the limit from positive data. Examples not solvable by earlier methods are also given.

scholarly journals Teaching English through Task and Project-Based Learning to Embera Chamí Students

2019 ◽  
Vol 1 (21) ◽  
pp. 78-90
Author(s):  
Luis Ricardo Rojas ◽  
Jenifer Rueda Varon
Keyword(s):  
Public Schools ◽  
English Language ◽  
Project Based Learning ◽  
English For Specific Purposes ◽  
Learning Approaches ◽  
Ministry Of Education ◽  
Indigenous Students ◽  
Conditions For Learning ◽  
Vocabulary Recognition ◽  
Learning English

Bilingual indigenous students who attend public schools around the country are to develop English language skills as part of the suggested curriculum created by the Colombian Ministry of Education. This is the case of the Embera Chamí students in Florencia, Caquetá whose conditions for learning English differ from those of monolingual Spanish students. The purpose of this study is to analyze the difficulties and the advantages of learning English through task- and project-based learning in bilingual indigenous students. The analysis of the study was developed through the method of systematization of experience. Results suggest that the two learning approaches enhanced indigenous students’ speaking skills and facilitated vocabulary recognition. However, the students mentioned being more interesting in learning English for specific purposes.

What matters in student-centered learning? Managing conditions for students to appropriate the object of learning

2017 ◽  
Vol 6 (3) ◽  
pp. 233-248 ◽  
Author(s):  
Sydney Enock Msonde ◽  
Charles Enock Msonde
Keyword(s):  
Learning Study ◽  
Student Centered ◽  
Student Centered Learning ◽  
Content Type ◽  
Conditions For Learning ◽  
Post Test ◽  
Theory Of Variation ◽  
The Impact ◽  
Depth Interviews ◽  
Critical Aspects

Purpose There have been ideological variations in the understanding of student-centered learning (SCL), culminating in varied practices of SCL across the world. The purpose of this paper is to explore the impact of learning study on teachers’ appropriation of the conditions for learning in SCL lessons. Design/methodology/approach Three secondary school mathematics teachers in Tanzania formed a learning study group, guided by the theory of variation, to share their experience of how to engage learners in experiencing critical aspects of the object of learning. In-depth interviews, records of teachers’ lesson preparation meetings, and students’ tests were tools used to collect data. All of the qualitative data were analyzed using a phenomenographic variation framework and coding strategies. Moreover, a paired sample t-test was used to analyze the students’ pre- and post-test results. Findings The results show that teachers were able to identify critical aspects of two objects of learning for mathematics and create conditions for engaging learners in experiencing those aspects sequentially and simultaneously. There was strong evidence that the theory of variation as a framework helps teachers to learn effective ways of creating conditions for students to appropriate features of the objects of learning for mathematics as well as developing a new SCL pedagogical framework. Originality/value This study suggests that using learning study guided by the theory of variation supports teachers’ appropriation of the conditions for student learning within an SCL framework.

Spaces of performance: a storytelling approach to learning in higher education

2018 ◽  
Vol 25 (6) ◽  
pp. 410-421 ◽  
Author(s):  
Kenneth Mølbjerg Jørgensen
Keyword(s):  
Higher Education ◽  
Learning Organization ◽  
Design Methodology ◽  
Theoretical Discussion ◽  
Content Type ◽  
Approach To Learning ◽  
Conditions For Learning ◽  
Research And Teaching ◽  
And Control ◽  
Practical Implications

Purpose The purpose of the paper is to provide a framework for reflecting on how different ways of configuring spaces in higher education (HE) condition the possibilities of learning. Second, the purpose is to construct a storytelling approach for the configuration of such spaces. Design/methodology/approach The paper’s conceptual purpose is achieved through a theoretical discussion of three concepts: performance, politics and storytelling. Findings Learning in HE needs reconsideration in terms of what kinds of learning are made possible through the discursive and material configuration of the spaces of research and teaching. In particular, the focus to some extent should move away from the management and control of learning toward what enables learning. Practical implications The literature on organizational learning and the learning organization comprise concepts, methods and tools that play different roles with regard to controlling, shaping and enabling learning. When the focus is on learning in HE, it is important to be aware of the tracks of learning these technologies enable. Social implications The interest in managing and controlling learning is often problematic in relation to the potential of HE to produce new and innovative forms of learning. Originality/value This paper introduces the term “spaces of performance,” which directs attention toward the material, discursive and relational conditions for learning. It also introduces a space of storytelling as a new principle for learning in HE.

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