scholarly journals Learning Analytics for Networked Learning Models

2014 ◽  
Vol 1 (3) ◽  
pp. 191-194
Author(s):  
Srecko Joksimovic ◽  
Dragan Gasevic ◽  
Marek Hatala
Keyword(s):  
Theoretical Model ◽  
Learning Analytics ◽  
Research Method ◽  
Teaching And Learning ◽  
Networked Learning ◽  
Learning Models ◽  
Dimensional Approach ◽  
Research Outcomes ◽  
Learning Research ◽  
Scalable Analysis

Teaching and learning in networked setting has attained a significant amount of attention recently. The central topic of networked learning research is human-human and human-information interactions that occur within a networked learning environment. The nature of these interactions is highly complex and usually requires a multi-dimensional approach in analyzing their effects. Therefore, the main goal of this research is the development of a theoretical model that allows for a comprehensive and scalable analysis of how and why learners engage into collaboration in networked communities. The proposed research method, anticipated research outcomes and contributions to the learning analytics field are discussed.

An Integral Approach to Active Learning in Mathematics

2016 ◽  
pp. 177-194
Author(s):  
Chris L. Yuen ◽  
Veronika Bohac Clarke
Keyword(s):  
Theoretical Model ◽  
Active Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Integral Approach ◽  
Learning Models ◽  
Multiple Perspectives ◽  
Repair Strategy ◽  
Multi Level

In this chapter we examine the notion of “active learning” through Wilber's Integral AQAL Model and through two learning models based on AQAL. Our examination of Edwards' integral learning and Renert and Davis' five stages of mathematics, results in a multi-perspective, multi-level notion of “active learning”. We demonstrate, through the development of a rubric to gauge students' “activeness”, the complexity of what is involved in the teaching and learning process when one becomes mindful of the perspectives and levels (AQAL) that are present for every student. Several episodes of learning are used to show how each theoretical model applies, and an extended episode, which illustrates a student's repair strategy on a mathematically erroneous concept, is used to illustrate the analysis of the extent of active learning. The chapter concludes with a discussion of how the rubric of active learning, along with the four continua, can help teachers be mindful of the multiple perspectives that influence learning.

An Integral Approach to Active Learning in Mathematics

2018 ◽  
pp. 115-133
Author(s):  
Chris L. Yuen ◽  
Veronika Bohac Clarke
Keyword(s):  
Theoretical Model ◽  
Active Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Integral Approach ◽  
Learning Models ◽  
Multiple Perspectives ◽  
Repair Strategy ◽  
Multi Level

In this chapter we examine the notion of “active learning” through Wilber's Integral AQAL Model and through two learning models based on AQAL. Our examination of Edwards' integral learning and Renert and Davis' five stages of mathematics, results in a multi-perspective, multi-level notion of “active learning”. We demonstrate, through the development of a rubric to gauge students' “activeness”, the complexity of what is involved in the teaching and learning process when one becomes mindful of the perspectives and levels (AQAL) that are present for every student. Several episodes of learning are used to show how each theoretical model applies, and an extended episode, which illustrates a student's repair strategy on a mathematically erroneous concept, is used to illustrate the analysis of the extent of active learning. The chapter concludes with a discussion of how the rubric of active learning, along with the four continua, can help teachers be mindful of the multiple perspectives that influence learning.

scholarly journals Evaluating Age-Friendly Intergenerational Classrooms: Insights From Instructors and Students

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 543-543
Author(s):  
Joann Montepare
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Interest Group ◽  
Teaching And Learning ◽  
Intergenerational Learning ◽  
Older Learners ◽  
Diverse Classrooms ◽  
Intergenerational Exchange ◽  
Learning Research ◽  
Student Reflections

Abstract Age-friendly University (AFU) campuses are reshaping how we think about teaching and learning in higher education. In particular, intergenerational classrooms are on the rise as shifting age demographics call for institutions to create new opportunities for older learners and encourage intergenerational exchange. Age diverse classrooms have distinctive needs and dynamics that instructors, and students, will need to learn how to navigate. This presentation will describe outcomes of one AFU institution’s attempt to identify the challenges and triumphs of intergenerational classrooms through facilitated instructor and student reflections in different classrooms over the course of several semesters. Recommendations will be offered for enhancing intergenerational exchange in classrooms across disciplines, as well as evaluating attitudes, logistics, and learning outcomes. Part of a symposium sponsored by Intergenerational Learning, Research, and Community Engagement Interest Group.

The Relevance of Al-Ghazali’s Educational Views on the Contemporary System of Muslim Education: Focus on Islamic Education in Uganda

2021 ◽  
Vol 4 (1) ◽  
pp. 1-12
Author(s):  
AbdulSwamad Gyagenda
Keyword(s):  
Teaching And Learning ◽  
Primary Source ◽  
The Other ◽  
Islamic Education ◽  
Learning Models ◽  
Ultimate Truth ◽  
Contemporary World ◽  
The Core ◽  
Body And Soul ◽  
Philosophy Of Knowledge

Imam Al-Ghazali used a combination of the wisdom, exposure and experience he had acquired while running the Nizamiyyah colleges to contribute to the core of the theory knowledge, education and Islamic sciences. His ideas suggest that God is the primary source of knowledge and sense alone cannot deliver one to the ultimate truth. He categorised knowledge according to the needs of the society. Knowledge according to him should shape an individual and help him/her to interact with the creator and with the other existents. Knowledge should affect body and soul, mind and heart and ultimately deliver one to happiness here and in the hereafter. His views on the core values of Islam affecting both individuals and society can be employed in determining and redefining the philosophy of knowledge in our contemporary world. The brief on the philosophy of knowledge reflected in here as well as the method of teaching and instruction especially in the Islamic institutions is drawn from Al-Ghazali’s rich reservoir of experience. This literature can be used to develop teaching and learning models and polices in developing Islamic academic institutions especially in Uganda.

Analisis Metode Pembelajaran Ceramah Masa Pandemi Covid-19

2021 ◽  
Vol 20 (2) ◽  
pp. 137-150
Author(s):  
Sukron Ma'mun
Keyword(s):  
Research Method ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Psychological Condition ◽  
Left Behind ◽  
Library Research ◽  
Lecture Method ◽  
The Media ◽  
Level Of Knowledge ◽  
Media And Technology

The lecture method is one of the methods that are often used by teachers in teaching and learning activities. This method is a method that is easy to implement and also cheap, because without the media and infrastructure it can be done. Some people underestimate this method and some even argue that it is outdated and left behind. According to the author's observations, this method remains relevant in any situation and condition, especially if a teacher is someone who is proficient in communicating and understanding the psychological condition and level of ability of the students he or she faces. The point is khootibunnaasa 'alaa qodri uqulihim (speak to humans according to their level of knowledge). The writing of this article uses the library research method, namely by digging and reviewing the literature that is related to the theme of writing this article. The results of the study and the author's study related to this lecture learning method are still very relevant and effective, especially during this covid-19 pandemic. By taking into account the following points; first, a teacher understands the science of communication well, second, understands the psychological condition of the audience/students, third, is able to touch students' emotions, fourth, includes elements of humor and is good at telling stories, fifth, is able to use social media and technology well.

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