Jornadas de formación para el profesorado experimentado y el futuro profesorado (estudiantes de programas de doctorado) desarrolladas dentro del Proyecto SmartArt, celebradas online del 5 al 9 de julio de 2021 ; Self-Regulated Learning in SmartArt reference 2019-1-ES01-KA204- 095615, is co-financed by the European Union's Erasmus+ programme, line KA2 Strategic Partnerships-Adult Education.
Data science in education has been coined as 'Learning Analytics', an umbrella term for research questions from overlapping research domains such as psychology, educational science, computer and data science. Despite the great enthusiasm currently surrounding LA, there are substantial questions for research and organisational development that have brought the implementation of LA to a hold, and in some prominent cases have even reversed it due to concerns by governments, stakeholders and civil rights groups about privacy and ethics applied to the handling of personal data. The new General Data Protection Regulation 2018 (GDPR) adds another layer of the complexity to the application of LA in Europe. This all raises a climate that demands a different approach to Learning Analytics in Europe and especially in Germany. Within this article, we shortly describe what Learning Analytics is, highlight the concerns that come with the application of LA, and finally draw a new approach towards LA that we call: Trusted Learning Analytics. (DIPF/Orig.)
Published Article ; Experiential learning gives students the chance to discover the course subject and to develop their skills in the context of practical activities. This can be achieved by social learning but also within projects and planning games. In the following, we start with a focus mainly on projects in cooperation with community government, but we show that action oriented learning can take place in the wider focus of civic engagement and community projects. University and community can learn from each other. Civic projects on one side help the government to gain insight and knowledge or to directly influence the community; and on the other side these projects give students the chance to gain practical experience and social competence by means of real-life projects. Usually, community based research and social learning is restricted to students in the social sciences. We give examples that show, that also students in economics and even in engineering can participate in civic projects with a mutual benefit for community, government and universities
Modern man is a one-dimensional society (one-dimensional man); meaning that all sides of his life are only directed at one goal, namely the sustainability and improvement of the existing system, the system is none other than capitalism. This paper tries to unravel the problems of learning activities in modern education in two perspectives, namely the psychological perspective and the philosophical perspective. This paper used qualitative research method. Western learning theory has dominated and has a great influence in the realm of socio-cultural politics as well as in education. In influencing or dominating education from a psychological perspective, there are at least 4 views on learning theory.
AbstractThe theme of learning from experience as a means of improving the effectiveness of rural development projects and programmers has been common in recent years. Considerable effort has been put into refining, monitoring and evaluation systems to enhance organizational learning processes. However, an emphasis on normative approaches to evaluation and learning from experience has led to the neglect of research into the actual processes by which rural development agencies utilize experience. The case study presented here points to the shortcomings of such approaches and illustrates the partisan manner in which individuals and organizations treat the lessons of experience. Actively 'not learning from experience' is as much a part of organizational processes as learning from experience. This paper examines the implications of this finding and reviews alternative approaches to improving experiential learning in rural development activities. It is found that such a perspective does not generate the innocuous technical prescriptions characteristic of conventional approaches, but a number of useful directions for further research can be identified.
This research aims to investigate whether the use of project-based learning assisted by audio visual media can increase students' activities. This research was an action research The object of this research were students in East Nusa Tenggara which are students in SMAK Suria and those in SMA Negeri 1 Atambua The data were collected through observation, interview, document ion and questionnaires technique. This research utilized qualitative and quantitative data analysis. The combination method was convergent parallel mixed methods type that is the researcher collected qualitative and quantitative data at the same time, analysed data separately, and compared the findings to know whether or not those findings complete each other. The result of this research showed that the implementation of PBL assisted by audio visual media in Economics increased learning activities in class XI Social science at SMAK Suria Atambua and class XI social science at SMA Negeri 1 Atambua The results were shown through the improvement of learning activities in which the result of pretest was 41.41% and the post test was 61.09% after getting treatment in cycle 1 and increased to 78.91%. This also happened in SMA Negeri 1 Atambua, class XI social science. After implementing PJBL assisted by audio visual media, from 42.59% it increased to 56.49 in cycle 1until 82.49% after gettingt treatment in cycle II that is included in high criteria. Keywords: Project Based Learning, Audio visual, Activities
This paper seeks to explore some persistent issues which impact on externally funded teaching and learning projects. The discussion considers these issues using the lens of "heterotopias", a concept introduced by Michel Foucault. Utilising insights from Foucault's suggestive comments about "heterotopias", the paper investigates the conceptual location of projects within different kinds of real, social and imagined space. The discussion draws on research data collected from leading participants in a longitudinal study of a sample of Centres for Excellence in Teaching and Learning (CETLs) in the UK. These were teaching and learning projects funded over a five year period from 2005 to 2010 by the Higher Education Funding Council for England (HEFCE). Within the research sample of CETLs it is argued that examples can be found of projects which were, in Foucault's terms, "enacted utopias", "crisis heterotopias", heterotopias of deviation", "spaces of illusion" and "heterotopias of compensation". The implications for teaching and learning projects are considered in the context of continuing government funding for teaching and learning projects as a means to achieve change in higher education. Using evidence from a sample of CETLs, it is argued that projects can become 'enacted utopias' - that is a short term actings out of a particular vision of teaching in universities that is disconnected from the mainstream reality of academic life. Projects become an 'illusion' that disappears when funding ends and the pre-existing academic culture continues mostly untouched by the activities within the project. Projects are designed to compensate for long-standing inadequacies but, because of their short-term funding and semi-autonomous status, they are typically not in a position to effect long term reform.Keywords: Foucault, heterotopias, teaching and learning, projects, Centres for Excellence.
