Pub Date : 2021-09-29DOI: 10.22409/gragoata.v26i56.49128
Rodrigo Abrantes da Silva, Souzana Mizan
In the digital turn, when knowledge is considered ubiquitous (COPE; KALANTZIS, 2009) and learning outside of school is permanent, what knowledge can formal education offer? Despite the presence of the digital infrastructure for more than three decades, educational institutions find themselves unprepared and outdated to resume teaching on digital learning environments during the social isolation caused by the COVID pandemic. The article is a narrative of experience on the CGScholar educational platform during remote teaching, at a public university, and reflects on the deconstruction of some of the truths of modernity on subjects, language, text, education and citizenship, through the decolonial practices of subjectification (BIESTA, 2020), the methodology of ecology of knowledges (SOUSA SANTOS, 2012) e a rhizomatic multimodal writing (DELEUZE; GUATTARI, 1995). The research on these decolonial gestures on the digital medium does not seek to introduce new truths through the glorification of technology as the only solution to the problems that plague public education, but the possibility of transforming, through writing, our knowledge in relation to possible exchanges in an educational platform.
{"title":"Decolonial Practices on the Educational Platform CGScholar: Subjectification, Ecology of Knowledges, and the Design of Rhizomatic Multimodal Texts","authors":"Rodrigo Abrantes da Silva, Souzana Mizan","doi":"10.22409/gragoata.v26i56.49128","DOIUrl":"https://doi.org/10.22409/gragoata.v26i56.49128","url":null,"abstract":"In the digital turn, when knowledge is considered ubiquitous (COPE; KALANTZIS, 2009) and learning outside of school is permanent, what knowledge can formal education offer? Despite the presence of the digital infrastructure for more than three decades, educational institutions find themselves unprepared and outdated to resume teaching on digital learning environments during the social isolation caused by the COVID pandemic. The article is a narrative of experience on the CGScholar educational platform during remote teaching, at a public university, and reflects on the deconstruction of some of the truths of modernity on subjects, language, text, education and citizenship, through the decolonial practices of subjectification (BIESTA, 2020), the methodology of ecology of knowledges (SOUSA SANTOS, 2012) e a rhizomatic multimodal writing (DELEUZE; GUATTARI, 1995). The research on these decolonial gestures on the digital medium does not seek to introduce new truths through the glorification of technology as the only solution to the problems that plague public education, but the possibility of transforming, through writing, our knowledge in relation to possible exchanges in an educational platform.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126883932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1835-9795/cgp/v12i04/15-24
A. Motlhabane
{"title":"Unpacking the Views of Distance Science Education Students about Online Laboratory Work","authors":"A. Motlhabane","doi":"10.18848/1835-9795/cgp/v12i04/15-24","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v12i04/15-24","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116124224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1835-9795/cgp/v16i01/1-12
A. Čaplánová, Estera Szakadátová
Since the pandemic outbreak, governments have introduced measures to decrease the spread of COVID-19. One of the measures widely implemented has been linked to social distancing. As a result of these measures, many activities had to be canceled or moved to a remote environment. This has also affected the education sector, where educators and students had to quickly adapt to online teaching and learning. Before the COVID-19 pandemic, in many schools, distance learning was very limited, or it did not exist at all. Even though it was mainly elementary and secondary schools that were adversely affected, many higher education institutions were also taken by surprise by the need to switch abruptly from onsite to online mode. The long-term impact of the COVID-19 pandemic remains to be studied and assessed in depth, but after two years since the first wave of the pandemic, lessons from the transition to online learning can be drawn. In this article, we analyze the impact of student specific characteristics and the perceived efficiency of online education on students’ knowledge acquired compared to their pre-pandemic performance. We find that perceived effectiveness of online education, size of the city of residence, and whether a student is a foreign or domestic student have a positive and statistically significant impact on students’ performance, compared to their pre-pandemic results.
{"title":"The Long-Term Impact of the COVID-19 Pandemic among Slovak Higher Education Students","authors":"A. Čaplánová, Estera Szakadátová","doi":"10.18848/1835-9795/cgp/v16i01/1-12","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v16i01/1-12","url":null,"abstract":"Since the pandemic outbreak, governments have introduced measures to decrease the spread of COVID-19. One of the measures widely implemented has been linked to social distancing. As a result of these measures, many activities had to be canceled or moved to a remote environment. This has also affected the education sector, where educators and students had to quickly adapt to online teaching and learning. Before the COVID-19 pandemic, in many schools, distance learning was very limited, or it did not exist at all. Even though it was mainly elementary and secondary schools that were adversely affected, many higher education institutions were also taken by surprise by the need to switch abruptly from onsite to online mode. The long-term impact of the COVID-19 pandemic remains to be studied and assessed in depth, but after two years since the first wave of the pandemic, lessons from the transition to online learning can be drawn. In this article, we analyze the impact of student specific characteristics and the perceived efficiency of online education on students’ knowledge acquired compared to their pre-pandemic performance. We find that perceived effectiveness of online education, size of the city of residence, and whether a student is a foreign or domestic student have a positive and statistically significant impact on students’ performance, compared to their pre-pandemic results.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122119453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1835-9795/cgp/v13i03/1-24
G. Olasina, Adejoke Oyewumi Aboyeji
{"title":"Understanding E-learning Acceptance by Students: Relationships among Dominant Human and Social Components","authors":"G. Olasina, Adejoke Oyewumi Aboyeji","doi":"10.18848/1835-9795/cgp/v13i03/1-24","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v13i03/1-24","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"42 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114006540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1835-9795/CGP/V12I01/55-70
S. Shohieb
{"title":"A Gamified e-Learning Framework for Teaching Mathematics to Arab Deaf Students: Supporting an Acting Arabic Sign Language Avatar","authors":"S. Shohieb","doi":"10.18848/1835-9795/CGP/V12I01/55-70","DOIUrl":"https://doi.org/10.18848/1835-9795/CGP/V12I01/55-70","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128054771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1835-9795/cgp/v15i01/23-36
María Pareja-Olcina
Instagram has revolutionized the way in which young people relate to each other. However, its use is often penalized in educational centers, making its presence as an educational tool in the subject of Spanish Language and Literature scarce. To propose improvements, we carried out a case study focused on spelling with students in their 4th year of secondary education. Three mixed groups from a public school (seventy-one students in total) participated in the study. The results of the spelling activity show that the students of these educational levels (14 and 15 years old) are more receptive to integrating spelling when examples and explanations are found on Instagram. Our work is an invitation for teachers to accept and incorporate the educational potential of social networks as a strategy that improves students’ learning and increases their motivation.
{"title":"Teaching Spelling through Instagram: Spanish Language in the High School Classroom","authors":"María Pareja-Olcina","doi":"10.18848/1835-9795/cgp/v15i01/23-36","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v15i01/23-36","url":null,"abstract":"Instagram has revolutionized the way in which young people relate to each other. However, its use is often penalized in educational centers, making its presence as an educational tool in the subject of Spanish Language and Literature scarce. To propose improvements, we carried out a case study focused on spelling with students in their 4th year of secondary education. Three mixed groups from a public school (seventy-one students in total) participated in the study. The results of the spelling activity show that the students of these educational levels (14 and 15 years old) are more receptive to integrating spelling when examples and explanations are found on Instagram. Our work is an invitation for teachers to accept and incorporate the educational potential of social networks as a strategy that improves students’ learning and increases their motivation.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132555968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1835-9795/cgp/v12i04/25-35
R. Extavour, O. Ocho, G. Allison
{"title":"Nursing Students’ Attitudes toward an Adaptive Learning Technology in a Pharmacology Course","authors":"R. Extavour, O. Ocho, G. Allison","doi":"10.18848/1835-9795/cgp/v12i04/25-35","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v12i04/25-35","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129219322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1835-9795/cgp/v15i01/1-7
S. Abegglen, Fabian Neuhaus, Martina MacFarlane, Mac McGinn, Asawari Modak
In the wake of COVID-19 closures, faculty, staff, and students have found themselves forced to embrace the digital classroom. Like many institutions, the University of Calgary has worked quickly to pivot to online teaching and learning, using both tried and new tools. The Teaching and Learning Online Network (TALON), founded at the beginning of the pandemic, has supported this process and created a platform for an open and evolving dialogue around emerging technologies and practices. This article outlines the initiative as a case study supporting the effort to create a sustainable ecology for online teaching and learning. Recommendations for those embarking to set up similar networks are provided with inputs on how to collaborate beyond institutional boundaries.
{"title":"TALON: Teaching and Learning in Pandemic Times","authors":"S. Abegglen, Fabian Neuhaus, Martina MacFarlane, Mac McGinn, Asawari Modak","doi":"10.18848/1835-9795/cgp/v15i01/1-7","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v15i01/1-7","url":null,"abstract":"In the wake of COVID-19 closures, faculty, staff, and students have found themselves forced to embrace the digital classroom. Like many institutions, the University of Calgary has worked quickly to pivot to online teaching and learning, using both tried and new tools. The Teaching and Learning Online Network (TALON), founded at the beginning of the pandemic, has supported this process and created a platform for an open and evolving dialogue around emerging technologies and practices. This article outlines the initiative as a case study supporting the effort to create a sustainable ecology for online teaching and learning. Recommendations for those embarking to set up similar networks are provided with inputs on how to collaborate beyond institutional boundaries.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127318341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1835-9795/cgp/v14i01/65-75
Ramón Montes-Rodríguez, Belén Massó Guijarro
{"title":"New Learning Concepts for a New Digital Era: From Edupunk to Expanded Education","authors":"Ramón Montes-Rodríguez, Belén Massó Guijarro","doi":"10.18848/1835-9795/cgp/v14i01/65-75","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v14i01/65-75","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"32 11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125708431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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