This research is about the learning practices of graduate humanities students in South Korea as evidenced through mobile technology . Fieldwork was carried out with 25 graduate students across several universities in Seoul involving interviews, mobile artifacts, and reflective prompts . The study asked how graduate students use mobile technology to support their learning, what learning practices a re presented in this mobile technology use, and whether this combination of mobile technology use and learning practice suggest a learner trajectory (Wenger, 1998) in respect to the disciplinary community. Analysis presents the trajectories being evidenc ed by these graduate students, leading to a discussion on how graduate students are shaping their learning practices and participation in the humanities through mobile technology. Findings suggest the trajectories that graduate students exhibit in relation to their disciplinary communities are structured by mobile technology itself, informal and formal practices consistent with community participation, and South Korean sociocultural practice. Tr ajectories presented were complex aggregations of adherence, su bversion, and intent, suggesting that participation in the disciplinary community was shaped by multimemberships and individualized practice. The findings suggest that more robust methodologies are needed to account for the complexity of learning trajector ies in sociocultural contexts . The contributions of this thesis are a more sophisticated definition of mobile learning, methodological models that allow for this definition to be evidenced, an analytical framework that coheres the disparate data points bei ng evidenced through mobile technology, and a more holistic presentation of mobile learning than has been presented in research on South Korean higher education.
Maker education is currently a major trend in education. But just saying that one is doing Maker Education really doesn't define the teaching practices that an educator is using to facilitate it. Maker education takes on many forms. This post provides an overview of how maker education is being implemented based on the teaching practices…
El proyecto ‘Sonido, espacio, inmersión e interacción’ ha sido desarrollado por el colectivo Arsgames –en residencia en LABoral en 2015- y ha sido financiado por el Grupo de Mecenazgo Expandido. El resultado son herramientas de interacción que se ofrecerán a los colegios de la región y que pueden posicionar Asturias en una referente en el entorno laboral y educativo
I’ve always believed that they could add a really valuable dimension to online learning and help students to overcome the sense of isolation that often leads students to lose motivation and drop out of online courses.
On Friday May 6, 2016, I had the honor of giving the keynote address at University of Edinburgh’s eLearning@Ed: Making Connections. Here is a close transcript (minus a couple of slip ups and ad libs, but including a couple of typos, I'm sure), a link to the slide deck, and some digital artifacts from the event.…
Open source. Open access. Open society. Open knowledge. Open government. Even open food. The word “open” has been applied to a wide variety of words to create new terms, some of which make sense, and some not so much. This essay disambiguates the many meanings of the word “open” as it is used in a wide range of contexts.
One of the challenges in designing any educational program is balancing the need for individual freedom (of pace, space, relationship, technology and other freedoms that Jon Dron and I have described in Teaching Crowds) with the benefits of social learning.
In the old world, the separation between formal and social was clear: in formal spaces, like the office, formal rules applied. In social spaces, like our homes and cafes, social rules ruled. Today, that differentiation is gone: in the Social Age, we see a widespread convergence of formal and social spaces but, more importantly, a…
... Our findings reveal that many participants could relate to and welcomed the anti-authoritarian, anti-hierarchical characteristics of the rhizome, but that knowledge and understanding of Deleuze and Guattari’s conceptual principles of the rhizome was more difficult. Lack of engagement with theory and lack of appreciation of the incompleteness and complexities of the rhizome metaphor can result in negative consequences, such as imbalances in power relations and increased vulnerability for some learners.
With so many new training technologies and trends appearing one after the other, we face a major challenge: ensuring a smooth, simple training environment for all our learners. Here’s a look at how to create a seamless learning environment. Check the parts that your training strategy covers and the parts that you can optimize or add.
Europe is characterised by diversity and as such MOOC provision should account for diverse languages, cultures, settings, pedagogies and technologies. In this peer reviewed report the 31 papers demonstrate that Europe is re-engineering the generic MOOC model to allow for a broad spectrum of approaches and contexts...
Open Educational Resources (OERs) have gained increased attention for their potential to provide equitable and accessible educational facilities for people worldwide. Obviating demographic, economic, and geographic educational boundaries can be the OERs slogan. Realization of this promise is an inevitable target of eLearning, thus offering education new challenges. In this observation paper, we express OERs altruistic and idealistic reasons as well as their opportunities and advantages for three groups of eLearning stakeholders, namely learners, teachers, and educational institutions. Also, this paper addresses open questions such as what are the current limitations and challenges of developing and distributing OERs in the fast changing global educational environment.
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.