Learner differences in theory and practice<sup>†</sup>

Kalantzis, Mary; Cope, Bill

doi:10.1080/23265507.2016.1164616

Cited by 26 publications

(5 citation statements)

References 35 publications

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“…This approach has been argued for many years to provide a high quality learning experience (Dewey, 1986; Freire, 1972; Lave and Wenger, 1991). Educational researchers are now calling for a new reform to advance and adapt learning by designing equitable educational environments that account for learners’ motivations and interests (Haniya and Roberts-Lieb, 2017; Kalantzis and Cope, 2016; Tomlinson and McTighe, 2006). To accommodate the different needs of an increasingly diverse student population, the goal of MOOCs should not only be to provide educational content to millions of people, but it also needs to be directed toward optimizing their learning in order to provide high quality educational experiences.…”

Section: Introductionmentioning

confidence: 99%

Understanding learner participation at scale: How and why

Haniya

Paquette

2020

E-Learning and Digital Media

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Understanding learner participation is essential to any learning environment to enhance teaching and learning, especially in large scale digital spaces, such as massive open online courses. However, there is a lack of research to fully capture the dynamic nature of massive open online courses and the different ways learners participate in these emerging massive e-learning ecologies. To fill in the research gap, this paper attempted to investigate the relationship between how learners choose to participate in a massive open online course, their initial motivation for learning, and the barriers they faced throughout the course. This was achieved through a combination of data-driven clustering approaches—to identify patterns of learner participation—and qualitative analysis of survey data—to better understand the learners’ motivation and the barriers they faced during the course. Through this study we show how, within the context of a Coursera massive open online course offered by the University of Illinois, learners with varied patterns of participation (Advanced, Balanced, Early, Limited, and Delayed Participation) reported similar motivations and barriers, but described differences in how their participation was impacted by those factors. These findings are significant to gain insights about learners’ needs which in turn serve as the basis to innovate more adaptive and personalized learning experiences and thus advance learning in these large scale environments.

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Section: Introductionmentioning

confidence: 99%

Understanding learner participation at scale: How and why

Haniya

Paquette

2020

E-Learning and Digital Media

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“…Cultural and ethnic factor includes a traditional way of life, specific features of human reproduction and everyday life, worldview, methods of children and adolescent's socialization, beliefs, different cultural traditions, social-legal and moral-ethical norms, etc. (Platonova, 1999, Kalantzis & Cope, 2016.…”

Section: Findings and Discussionmentioning

confidence: 99%

El factor cultural-étnico contribuyente de la incapacidad personal: fundamentos teóricos de la investigación.

Ponomareva¹,

Sizova²,

Evstafeeva.³

2019

dilemas

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En el artículo está expuesto un análisis teórico de los factores culturales y étnicos de la formación de la incapacidad personal, cuyos datos representan una cuestión abierta para la ciencia psicológica contemporánea. El estudio de los determinantes culturales – étnicos de la incapacidad personal incluye la consideración de las condiciones étnicas y culturales de la vida de un individuo, de las peculiaridades de su vida cotidiana, valores comunes y familiares inculcados, así como de la identidad étnica de la persona. El estudio de los factores culturales y étnicos en el contexto del concepto de la incapacidad personal permite crear una base teórica para solucionar las tareas aplicadas relacionadas con la prevención y la corrección de la incapacidad personal.

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“…But the current times require a new Learning, a Reflexive and Transformative pedagogy for the networked knowledge society. [14] The new learning needs to be dynamic with greater emphasis on learner engagement, with leaners acknowledged as knowledge constructors and as active knowledge makers. It should be passion driven.…”

Section: The Way Forwardmentioning

confidence: 99%

Preparing Architectural Education for Atmanirbhar Bharat

Varkey

Tom

Augustine³

2021

Preprint

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India is urbanizing at a rapid rate. This rapid urbanization is essential for the growth of economic opportunities but the built -environment is facing crucial challenges. Atmanirbhar Bharat Abhiyan coupled with the creative spirits of good architects will help to realize the true potential of urbanization for a sustainable and prosperous future for India. Architecture education and practice should transform and develop to accommodate the needs of an Atmanirbhar Bharat. Institutions in India should have reciprocal arrangements with other countries and thus expand the opportunities of the student to gain a broader experience in an increasingly globalized profession. Architecture education should also be internationally validated with direct evidence of student learning. There should be a paradigm shift in the design of Education towards developing professionals with the ability to understand and use local knowledge, traditional knowledge, and emerging technologies while being cognizant of critical issues such a climate change. Architectural practice requires becoming financially competitive and technologically challenging to keep up with the international standards of design and delivery.

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Learner differences in theory and practice^†

Cited by 26 publications

References 35 publications

Understanding learner participation at scale: How and why

Understanding learner participation at scale: How and why

El factor cultural-étnico contribuyente de la incapacidad personal: fundamentos teóricos de la investigación.

Preparing Architectural Education for Atmanirbhar Bharat

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Learner differences in theory and practice†

Cited by 26 publications

References 35 publications

Understanding learner participation at scale: How and why

Understanding learner participation at scale: How and why

El factor cultural-étnico contribuyente de la incapacidad personal: fundamentos teóricos de la investigación.

Preparing Architectural Education for Atmanirbhar Bharat

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Product

Resources

About

Learner differences in theory and practice^†