Pub Date : 2023-09-22DOI: 10.1177/20427530231202958
Tala Michelle Karkar Esperat, Chelsey M Bahlmann Bollinger
Field experiences are an integral part of teacher education programs because they provide preservice teachers with an opportunity to put the theory, they are learning in their university classrooms into practice. The purpose of this research study was to explore the preservice teachers’ virtual field experiences at two universities during the onset of the COVID-19 pandemic to identify the practices that inform teacher educators’ and course developers’ practices to provide effective and cohesive virtual field experiences. Twenty-seven preservice teachers participated in this study. Results of the study showed that preservice teachers identified experiences with new literacies (technologies), teacher educator’s role, video analysis, assignments, and working with a cooperating teacher (CT)as valuable in virtual field experiences.
{"title":"“We were able to get creative”: Examining virtual field experiences during literacy instruction with preservice teachers","authors":"Tala Michelle Karkar Esperat, Chelsey M Bahlmann Bollinger","doi":"10.1177/20427530231202958","DOIUrl":"https://doi.org/10.1177/20427530231202958","url":null,"abstract":"Field experiences are an integral part of teacher education programs because they provide preservice teachers with an opportunity to put the theory, they are learning in their university classrooms into practice. The purpose of this research study was to explore the preservice teachers’ virtual field experiences at two universities during the onset of the COVID-19 pandemic to identify the practices that inform teacher educators’ and course developers’ practices to provide effective and cohesive virtual field experiences. Twenty-seven preservice teachers participated in this study. Results of the study showed that preservice teachers identified experiences with new literacies (technologies), teacher educator’s role, video analysis, assignments, and working with a cooperating teacher (CT)as valuable in virtual field experiences.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136062039","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 : 2023-03-27DOI: 10.51878/learning.v3i1.2029
NATALIS ANTONETHA KUSLULAT
The success of a student's learning is influenced by many factors. These factors include models and learning methods. For this reason, it is necessary for a teacher to have the knowledge and skills to use learning models and methods. The learning models and methods used in the teaching and learning process sometimes also do not give good results in terms of learning outcomes even in learning motivation. This was experienced in learning activities in class XII MIA, which at that time was experiencing a pandemic crisis. so that learning in this case the number of students who are not full as a class is 36 students so that the results obtained are not optimal. For that we need a serious problem solving . This study aims to 1) improve learning outcomes 2) To find out empirically the effect of the application of peer speech methods on learning outcomes in Biology. The focus of this research is on the knowledge of transcription and translation processes in the process of protein synthesis. The research method used is experimental. The results of the analysis and hypothesis testing were obtained that there were differences in biology learning outcomes between learning outcomes before using the peer tutor method and after being taught the peer tutor metho ABSTRAKKeberhasilan belajar seorang siswa dipengaruhi oleh banyak factor. Factor tersebut antara lain model dan metode pembelajaran. Untuk itu perlu seorang guru untuk memiliki pengetahuan dan ketrampilan menggunakan model dan metode pmbelajaran. Model dan metode pembelajaran yang digunakan dalam proses belajar mengajar terkadang juga tidak memberikan dampak hasil yang baik di lihat dari hasil belajar bahkan dalam motivasi pembelajaran. Hal ini dialami dlam kegiatan pembelajaran di kelas XII MIA yang pada saat itu sedang mengalami krisis pandemic. sehingga pembelajaran dalam hal ini jumlah peserta didik yang tidak penuh sebagai mana layaknya sebuah kelas yaitu 36 siswa sehingga hasil yang di diperoleh tidak maksimal. Untuk itu perlu adanya pemecaan masalah yang serius . Penelitian ini bertujuan untuk 1) meningkatkan hasil belajar 2) Mengetahui secara empiris pengaruh penerapan metode tutur sebaya terhadap hasil belajar Biologi. Fokus peneitian pada pengetahuan proses transkripsi dan taranslasi pada proses sintesis protein. Metode penelitian yang digunakan adalah eksperimen. hasil analisis dan uji hipotesis diperoleh terdapat perbedaan hasil belajar biologi antara hasil belajar sebelum digunakan metode tutor sebaya dan sesudah diajarkan metode tutor sebaya.
学生学习的成功受许多因素的影响。这些因素包括模式和学习方法。因此，教师有必要具备使用学习模式和方法的知识和技能。在教学和学习过程中使用的学习模式和方法有时在学习成果方面甚至在学习动机方面也没有取得很好的效果。这在当时正经历大流行病危机的MIA十二班的学习活动中得到了体会。因此，在这种情况下，一个班级的学生人数为36人，因此得到的结果不是最优的。为此，我们需要解决一个严肃的问题。本研究旨在:(1)提高学生的学习效果;(2)实证研究同伴言语方法的应用对生物学学生学习效果的影响。本研究的重点是了解蛋白质合成过程中的转录和翻译过程。使用的研究方法是实验性的。分析和假设检验的结果表明，采用同伴辅导方法前和采用同伴辅导方法后，学生的生物学学习结果存在差异。因子terterbut antara lain模型和方法pembelajaran。Untuk itu perlu seorang guru Untuk memoriliki pengetahuan dan kertrpilan menggunakan模型dan metode pmbelajan。模型方法penbelajaran yang digunakan dalam提出belajar mengajar terkadang juga tidak memberikan dampak hasil yang baik di lihat dari hasil belajar bahkan dalam motivasi penbelajaran。哈尔尼·迪拉姆·潘比拉加兰·迪·卡拉斯第十二届米娅·杨·帕德说:“我认为这是一场流行病。”这是我的第一个女儿，她是我的第一个女儿，她是我的第一个女儿。Untuk itu perlu adanya pemecaan masalah yang serius。Penelitian ini bertujuan untuk 1) meningkatkan hasil belajar 2) Mengetahui secara imperiis pengaruh penerapan method tutua sebaya terhadap hasil belajar生物学。focus penetitian pada pengetahuan处理转录，而taranslasi pada处理sinteses蛋白。[方法]杨小刚，杨小刚，等。Hasil分析Dan uji hipoesis diperoleh terdapat perbedaan Hasil belajar生物学antara Hasil belajar sebelum digunakan方法导师sebaya Dan sesudah diajarkan方法导师sebaya。
{"title":"METODE TUTOR SEBAYA UNTUK MENINGKATKAN HASIL DAN MOTIVASI BELAJAR SISWA","authors":"NATALIS ANTONETHA KUSLULAT","doi":"10.51878/learning.v3i1.2029","DOIUrl":"https://doi.org/10.51878/learning.v3i1.2029","url":null,"abstract":"The success of a student's learning is influenced by many factors. These factors include models and learning methods. For this reason, it is necessary for a teacher to have the knowledge and skills to use learning models and methods. The learning models and methods used in the teaching and learning process sometimes also do not give good results in terms of learning outcomes even in learning motivation. This was experienced in learning activities in class XII MIA, which at that time was experiencing a pandemic crisis. so that learning in this case the number of students who are not full as a class is 36 students so that the results obtained are not optimal. For that we need a serious problem solving . This study aims to 1) improve learning outcomes 2) To find out empirically the effect of the application of peer speech methods on learning outcomes in Biology. The focus of this research is on the knowledge of transcription and translation processes in the process of protein synthesis. The research method used is experimental. The results of the analysis and hypothesis testing were obtained that there were differences in biology learning outcomes between learning outcomes before using the peer tutor method and after being taught the peer tutor metho ABSTRAKKeberhasilan belajar seorang siswa dipengaruhi oleh banyak factor. Factor tersebut antara lain model dan metode pembelajaran. Untuk itu perlu seorang guru untuk memiliki pengetahuan dan ketrampilan menggunakan model dan metode pmbelajaran. Model dan metode pembelajaran yang digunakan dalam proses belajar mengajar terkadang juga tidak memberikan dampak hasil yang baik di lihat dari hasil belajar bahkan dalam motivasi pembelajaran. Hal ini dialami dlam kegiatan pembelajaran di kelas XII MIA yang pada saat itu sedang mengalami krisis pandemic. sehingga pembelajaran dalam hal ini jumlah peserta didik yang tidak penuh sebagai mana layaknya sebuah kelas yaitu 36 siswa sehingga hasil yang di diperoleh tidak maksimal. Untuk itu perlu adanya pemecaan masalah yang serius . Penelitian ini bertujuan untuk 1) meningkatkan hasil belajar 2) Mengetahui secara empiris pengaruh penerapan metode tutur sebaya terhadap hasil belajar Biologi. Fokus peneitian pada pengetahuan proses transkripsi dan taranslasi pada proses sintesis protein. Metode penelitian yang digunakan adalah eksperimen. hasil analisis dan uji hipotesis diperoleh terdapat perbedaan hasil belajar biologi antara hasil belajar sebelum digunakan metode tutor sebaya dan sesudah diajarkan metode tutor sebaya.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135822065","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 : 2023-03-27DOI: 10.51878/learning.v3i1.2033
ANIK BIDAYATUL HIDAYAH
Observations in class VIII-G MTsN 5 Jombang show that students' attention to the teacher is passive. When learning 25% of students in the class are relatively noisy, read books when the teacher is explaining, and talk alone with their peers. In discussion activities students lack concentration, do not immediately form groups and attention is focused on equipment. Student involvement in discussion is less visible, when questioning. Based on the description of the background of the research problem, the purpose of this research is to improve the quality of social studies learning outcomes in class VIII-G MTsN 5 Jombang in understanding the arrival of western nations to Indonesia through the implementation of the Jigsaw method of learning. The findings of this study indicate that in cycle I an average score of 75.2 was obtained and as many as 17 students (56.67%) had achieved mastery learning while 13 students (43.33%) had not achieved learning completeness. The average score of student activity reaches 2.55 which indicates an adequate category while the average score of teacher activity reaches 2.6 which is sufficient. Whereas in cycle II the student learning outcomes were obtained with an average score of 83.5 with learning completeness reaching 86.67% or as many as 26 students while 4 students (13.33%) did not achieve learning mastery scores. The average score of student activity reached 3.55 which was in the good category while the average score of teacher activity reached 3.5 which was in the good category. This study explains that there is an increase in the quality of student learning outcomes by using the Jigsaw method. The results showed that learning jigsaw could improve the quality of student learning outcomes in class VIII-G MTsN 5 Jombang, as evidenced by the results of the learning outcomes assessment score increasing from cycle I to cycle II. Besides that, this learning was able to increase the activeness of student learning, measured by the involvement of students in group discussions, which increased from cycle I to cycle II. It is suggested to teachers to use the jigsaw learning model to improve the quality of student learning outcomes in social studies learning, especially for teachers who have student characteristics and similar material. ABSTRAKHasil pengamatan di kelas VIII-G MTsN 5 Jombang menunjukkan bahwa perhatian siswa terhadap guru pasif. Ketika pembelajaran 25% siswa di kelas relatif gaduh, membaca buku ketika guru menerangkan, dan berbicara sendiri dengan teman sebangkunya. Dalam kegiatan diskusi siswa kurang konsentrasi, tidak segera membentuk kelompok dan perhatian terpusat pada perlengkapannya. Keterlibatan siswa dalam diskusi kurang terlihat, ketika tanya jawab. Berdasarkan uraian latar masalah penelitian, tujuan penelitian ini adalah untuk meningkatkan kualitas hasil belajar IPS pada siswa kelas VIII-G MTsN 5 Jombang dalam memahami Kedatangan bangsa barat ke Indonesia melalui pelaksanaan pembelajaran metode Jigsaw.
在Jombang VIII-G MTsN 5班的观察显示，学生对老师的注意力是被动的。在学习时，班上25%的学生相对吵闹，在老师解释时看书，并与同龄人单独交谈。在讨论活动中，学生注意力不集中，不立即分组，注意力集中在设备上。在提问时，学生参与讨论的程度不太明显。基于对研究问题背景的描述，本研究的目的是通过实施拼图学习方法，在了解西方国家来到印度尼西亚的过程中，提高Jombang MTsN 5班VIII-G班社会研究学习成果的质量。本研究的结果表明，在第一周期，学生的平均得分为75.2分，达到精通学习的学生多达17人(56.67%)，未达到学习完整的学生有13人(43.33%)。学生活动的平均得分为2.55分，类别比较充分;教师活动的平均得分为2.6分，类别比较充分。而在第二周期，学生的学习成绩平均为83.5分，学习完整性达到86.67%，有26名学生，有4名学生(13.33%)没有达到学习精通分数。学生活动平均得分为3.55分，处于良好状态;教师活动平均得分为3.5分，处于良好状态。本研究解释了使用拼图方法可以提高学生学习成果的质量。结果表明:学习拼图能够提高中班VIII-G mtsn5学生的学习成果质量，学习成果评估得分从第1周期到第2周期呈上升趋势。此外，这种学习能够提高学生的学习积极性，通过学生参与小组讨论来衡量，从第一轮到第二轮，学生的学习积极性有所增加。建议教师在社会研究学习中运用拼图学习模式来提高学生学习成果的质量，特别是对于具有学生特征和类似材料的教师。[摘要][hasil pengamatan di kelas] [j] [m] [n] [j] [m] [j] [m] [j] [m] [j] [m] [j] [m] [j] [m] [j] [m] [j] [m] [j] [m] [j] [m] [j] [m] [j]。Ketika pembelajaran 25% siswa di kelas relatifgaduh, membaca buku Ketika guru menerangkan, dan berbicara sendiri dengan teman sebangkunya。Dalam kegiatan diskusi siswa kurang konsentrasi, tidak segera membentuk kelompok dan perhatian terpusat pada perlengkapannya。Keterlibatan siswa dalam diskusi kurang terlihat, ketika tanya jawab。5 . Jombang dalam memahami Kedatangan bangsa barat ke印度尼西亚，melalui pelaksanaan penbelajan mejigsaw。Dari hasil temuan penelitian ini menunjukkan bahwa pada siklus I diperoleh nilai rata-rata sebesar 75,2 dan sebanyak 17 siswa (56,67%) sudah mencapai ketuntasan belajar sedangkan 13 siswa (43,33%) belum mencapai ketuntasan belajar。Skor rata-rata aktivitas siswa menapai 2,55 yang menunjukkan kategori cuup sedangkan Skor rata-rata aktivitas guru menapai 2,6 yang berategori cuup。Sedangkan pada siklus II diperoleh hasil belajar siswa dengan nilai rata-rata sebesar 83,5 dengan ketuntasan belajar 86,67% atau sebanyak 26 siswa Sedangkan 4 siswa (13,33%) tidak menapai nilai ketuntasan belajar。Skor rata-rata aktivitas siswa menapai 3,55 yang menunjukkan berkategori baik sedangkan Skor rata-rata aktivitas guru menapai 3,5 yang berkategori baik。Penelitian ini menjelaskan bahwa adanya peningkatan kualitas hasil belajar siswa dengan menggunakan medejigsaw。Hasil penelitian menunjukkan bahwa pembelajaran jigsaw dapat meningkatkan kualitas Hasil belajar siswa kelas 8 - g MTsN 5中邦，terbukti dengan Hasil skor penilaian Hasil belajar meningkat dari siklus I like siklus II。Disamping itu pembelajaran ini ternyata dapat meningkatkan keaktifan belajar siswa diukur dari keterlibatan siswa dalam diskusi kelompok meningkat dari siklus I like siklus II。Disarankan kepada guru agar menggunakan模型pembelajan jigsaw untuk meningkatkan kualitas hasil belajar siswa dalam pembelajan IPS, khususnya kepada guru yang memiliki karakteristik siswa dan materi sejenis。
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{"title":"E-learning in the Transformation of Education in Digital Society","authors":"E. Smyrnova-Trybulska","doi":"10.34916/el.2022.14","DOIUrl":"https://doi.org/10.34916/el.2022.14","url":null,"abstract":"","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86603328","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}
{"title":"Innovative Educational Technologies, Tools and Methods for E-learning","authors":"","doi":"10.34916/el.2021.13","DOIUrl":"https://doi.org/10.34916/el.2021.13","url":null,"abstract":"","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80586703","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}
{"title":"オンラインをベースにしたこれからの外国語教育 — Zoom+αの取り組みとオンライン授業に役立つツールの紹介 —","authors":"弘樹 岩居","doi":"10.20623/WELL.15.0_1","DOIUrl":"https://doi.org/10.20623/WELL.15.0_1","url":null,"abstract":"","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88107175","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 : 2021-01-01DOI: 10.4018/978-1-7998-4333-7.ch009
This summative chapter outlines how practitioners, learners, managers, and various participants in education and policy might help build learning infrastructures. The authors try to identify who can lead on these processes and how they might do so. They hope to show what a transformed learner-centric education system could look like after consideration of the possibilities they have presented here. Technology has its greatest impact when its use is appropriate to context. Technology projects divorced from their organisational and community contexts solve technical problems and create unintended consequences for the wider organisation and their intended users, and architectures of participation are a means of dealing with such issues.
{"title":"Building Digital Learning Architectures of Participation","authors":"","doi":"10.4018/978-1-7998-4333-7.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-4333-7.ch009","url":null,"abstract":"This summative chapter outlines how practitioners, learners, managers, and various participants in education and policy might help build learning infrastructures. The authors try to identify who can lead on these processes and how they might do so. They hope to show what a transformed learner-centric education system could look like after consideration of the possibilities they have presented here. Technology has its greatest impact when its use is appropriate to context. Technology projects divorced from their organisational and community contexts solve technical problems and create unintended consequences for the wider organisation and their intended users, and architectures of participation are a means of dealing with such issues.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73388092","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 : 2021-01-01DOI: 10.4018/978-1-7998-4333-7.ch005
This chapter looks at where this ambition started with the national UK project called the E-Maturity Framework for Further Education (EMFFE). This project ran for 18 months with a brief to design an e-learning ready institutional model that UK, English, Further Education Colleges and other providers of post-compulsory education could adopt, both individually and as a sector working as adaptive institutions across collaborative networks. This chapter examines in detail the elements that make up this development framework for vocational colleges and post-compulsory education providers (provided in full in the Appendix) from which the authors developed the idea of organizational architectures of participation, which drives this book.
{"title":"The EMFFE Project","authors":"","doi":"10.4018/978-1-7998-4333-7.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-4333-7.ch005","url":null,"abstract":"This chapter looks at where this ambition started with the national UK project called the E-Maturity Framework for Further Education (EMFFE). This project ran for 18 months with a brief to design an e-learning ready institutional model that UK, English, Further Education Colleges and other providers of post-compulsory education could adopt, both individually and as a sector working as adaptive institutions across collaborative networks. This chapter examines in detail the elements that make up this development framework for vocational colleges and post-compulsory education providers (provided in full in the Appendix) from which the authors developed the idea of organizational architectures of participation, which drives this book.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75210242","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 : 2021-01-01DOI: 10.4018/978-1-7998-4333-7.ch008
This chapter looks at Ambient Learning City, the fullest implementation of the Emergent Learning Model because it looked at learning “beyond the classroom”; WikiQuals; JISC Digital projects in FE; as well as the work of several others, especially Thom Cochrane and Vijaya Khanu Bote, who have taken the core concepts of learner-generated contexts and applied them in university and primary school settings, extending our work beyond the UK post-compulsory context. A key dimension of the open context model of learning was the PAH Continuum, which showed how the heutagogic practice of enabling learner agency could be embedded in any educational institution. Each year on 23rd September, World Heutagogy Day pulls together emerging practice on a range of themes, which continue to inform work, such as creativity, resources, environment, teaching and digital learning. The authors also look at third places as change agents of learning as in the Erasmus Plus project “The Origin of Spaces”. Overall, this chapter provides a range of examples of the kind of transformation of education that digital projects can enable and exemplify.
{"title":"Digital Transformation Projects","authors":"","doi":"10.4018/978-1-7998-4333-7.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-4333-7.ch008","url":null,"abstract":"This chapter looks at Ambient Learning City, the fullest implementation of the Emergent Learning Model because it looked at learning “beyond the classroom”; WikiQuals; JISC Digital projects in FE; as well as the work of several others, especially Thom Cochrane and Vijaya Khanu Bote, who have taken the core concepts of learner-generated contexts and applied them in university and primary school settings, extending our work beyond the UK post-compulsory context. A key dimension of the open context model of learning was the PAH Continuum, which showed how the heutagogic practice of enabling learner agency could be embedded in any educational institution. Each year on 23rd September, World Heutagogy Day pulls together emerging practice on a range of themes, which continue to inform work, such as creativity, resources, environment, teaching and digital learning. The authors also look at third places as change agents of learning as in the Erasmus Plus project “The Origin of Spaces”. Overall, this chapter provides a range of examples of the kind of transformation of education that digital projects can enable and exemplify.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91029579","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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