Improving Experiential Learning with Mobile Technologies

2006 ◽  
Author(s):  
Chih Hung Lai ◽  
Jie Chi Yang ◽  
Tak Wai Chan ◽  
Chin Wen Ho ◽  
Fei Ching Chen ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Mobile Technologies

Exploration of Tensions in a Mobile-Technology Supported Fieldtrip

2014 ◽  
Vol 12 (2) ◽  
pp. 104-117 ◽  
Author(s):  
Chih-Hung Lai ◽  
Fei-Ching Chen ◽  
Jie-Chi Yang
Keyword(s):  
Experiential Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Analytical Framework ◽  
Mobile Technologies ◽  
Learning Activity ◽  
Outdoor Learning ◽  
Primary School Students ◽  
School Students ◽  
Technological Affordances

The purpose of this study was to analyze how mobile technologies were incorporated and implemented in an outdoor learning activity. Two classes of primary school students participated in the experiment. Using activity theory as an analytical framework, it is found that underlying tensions provided rich insights into system dynamics and that technological affordances could be limited by mismatches between the Tools themselves, and between Tools and the ways that were used by learners or arranged by the instructor. The subtle human factors present in the use of technologies should be carefully considered. The influence of mobile devices on learner experiences in experiential learning is also thoroughly discussed.

Word-Finding Support From Mobile Technology Benefits a Woman With Aphasia

2015 ◽  
Vol 24 (1) ◽  
pp. 26-39 ◽  
Author(s):  
Yvonne Gillette
Keyword(s):  
Mobile Technology ◽  
Clinical Education ◽  
Augmentative And Alternative Communication ◽  
Feature Matching ◽  
Mobile Technologies ◽  
Alternative Communication ◽  
Alternative Intervention ◽  
Communication Assessment ◽  
Word Finding ◽  
Intervention Costs

Mobile technology provides a solution for individuals who require augmentative and alternative intervention. Principles of augmentative and alternative communication assessment and intervention, such as feature matching and the participation model, developed with dedicated speech-generating devices can be applied to these generic mobile technologies with success. This article presents a clinical review of an adult with aphasia who reached her goals for greater communicative participation through mobile technology. Details presented include device selection, sequence of intervention, and funding issues related to device purchase and intervention costs. Issues related to graduate student clinical education are addressed. The purpose of the article is to encourage clinicians to consider mobile technology when intervening with an individual diagnosed with mild receptive and moderate expressive aphasia featuring word-finding difficulties.

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

EDUCATIONAL CHALLENGES AS ACTIVITY MOTIVATORS

2019 ◽  
pp. 2-7
Author(s):  
N. V. Brendina
Keyword(s):  
Student Feedback ◽  
Mobile Technologies ◽  
Educational Challenges ◽  
Cognitive Motivation

The article describes modern motivational schemes aimed at the initiation, formation and development of learning and cognitive motivation of students. The schemes were developed using elements of gamification based on mobile technologies, which made it possible to increase the overall involvement of students in the search for solutions to the problems posed. The didactic potential of the games-сhallenges is considered. The structure of the challenge "Explanation", and stages of a QR-quest are presented. The model is concretized by educational products and student feedback, successfully tested.

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

Implemetasi STEAM dalam Pembelajaran Biologi: Upaya Pemberdayaan Guru Biologi Madrasah Aliyah DKI Jakarta

2020 ◽  
Vol 2 (1) ◽  
pp. 7-14
Author(s):  
Nurmasari Sartono ◽  
Ade Suryanda ◽  
Tinia Leyli Shofia Ahmad ◽  
Zubaidah Zubaidah ◽  
Yulisnaeni Yulisnaeni
Keyword(s):  
Experiential Learning

Tercapainya indikator pembelajaran yang dibuat oleh seorang guru, salah satunya ditentukan oleh keterampilan guru dalam merancang pembelajaran dengan menggunakan pendekatan yang sesuai. Kegiatan pengabdian ini didasari kenyataan pada umumnya guru masih memiliki kesulitan dalam pengembangan dan pengimplementasian pembelajaran STEAM. Tujuan kegiatan ini adalah memberi peningkatan keterampilan guru Biologi dalam mengembangkan dan mengimplemtasikan pembelajaran biologi berbasis STEAM di sekolah masing-masing. Pelatihan ini menggunakan Metode experiential learning dengan pendekatan participant-centered melalui teknik studi kasus, dan simulasi, dilanjutkan dengan proses pembuatan media pembelajaran sederhana. Secara umum kegiatan ini berlangsung dengan baik dan sesuai dengan tujuan dan peserta dapat mengembangkan pembelajaran Biologi berbasis STEAM serta dibutuhkan pembinaan dan pengembangan berkelanjutan dengan instansi terkait.Kata kunci: biologi, experiential learning, participant-centered, STEAM 

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