Developing Global Collaboration Skills In the Era of Unlimited Learning

At this time, the world of education has entered an era of unlimited learning. In learning theory, the era of limitless learning is known as seamless learning. The era of limitless learning demands the renewal of strategies, methods, media, and learning models. The era of unlimited learning is a challenge for 21st-century education. This study aims to describe collaboration skills using a seamless learning model. The study method used was to collect, understand, analyze, then conclude as many as 28 international journal articles published from 2010 to 2021. The analysis used content analysis of journal articles and reference books. The data that has been collected is then searched for similarities and differences and then discussed to conclude. This study concludes that in an era of limitless learning, educators are not the only source of information, online learning resources greatly facilitate students and can be accessed quickly. The forms of learning resources vary from text-based ones packaged in e-journals, e-books to audio-visual-based ones such as YouTube and various other learning resources. In the "era of limitless learning," without being bound by sources, space, distance, and time which is different from the previous way of learning, which was limited by school or campus walls, using learning resources from books and educators. Educators are required to be able to adapt to technological advances and be able to provide innovations in the learning process. Learning in the era of borderless learning needs to apply learning technology innovations such as heutagogi, seamless learning, blended learning, online learning, and mobile learning

Komik Digital Berbasis Android (M- Learning) Dalam Pembelajaran Sejarah untuk Meningkatkan Kesadaran Budaya

AbstrakEra globalisasi pada saat ini menunjukan perkembangan yang sangat cepat di bidang teknologi dan pendidikan. Perkembangan teknologi juga mempengaruhi perkembangan pendidikan khususnya di bidang mata pelajaran sejarah. Banyak teknologi yang bias dimanfaatkan dalam proses pembelajaran salah satunya smartphone yang berbasis android. Pembelajaran yang aktraktif dan juga menarik tentunya dapat meningkatkan antusian dan prestasi peserta didik. Oleh sebab itu dengan penggunaan komik digital berbasis android dapat meningkatkan prestasi peserta didik. Dalam penelitian ini aplikasi komik digital berisikan tentang materi sejarah lokal. Hal ini tentunya bertujuan tidak hanya untuk meningkatkan prestasi peserta didik akan tetapi juga mengenai kesadaran budaya lokal. Pentingnya kesadaran budaya lokal di era globalisasi ini adalah untuk tetap melestarikan kebudayaan-kebudayaan yang telah di wariskan kepada kita. Kata kunci: aplikasi android; komik digital; pembelajaran sejarah; kesadaran budaya

The Relationship between Simulation Assisted Instruction and Attitude towards Physics of Adolescent Students

In this study, the effect of simulation assisted instruction on attitude towards physics of adolescent students is explored. For this, the achievement scores in Physics of adolescent students who were taught using simulation assisted instruction and others who followed traditional lecture method were correlated separately using Pearson ‘r’ with the scores obtained by administering the  physics attitude scale. The findings indicated that there is a positive significant correlation exists between the achievements in Physics of adolescent students exposed to simulation assisted instruction in their attitude towards Physics. This implies that the teachers may integrate simulation assisted instruction in their class room teaching so that their students enhance their positive attitude toward physics. As a result of this increase, students could have better accomplishments in the field of physics

The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis

AbstractMobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993–2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed

The effect of the use of indigenous knowledge-based physics comics of android-based marbles games on verbal representation and critical thinking abilities in physics teaching

This research aims to reveal the effectiveness of the use of an indigenous knowledge-based physics comic of Android-based marbles games on verbal representation and critical thinking abilities. It is a quasi-experiment applying the pretest-posttest control group design. The research sample consists of two classes: the control and experimental classes, each of which consists of 35 students established using the cluster random sampling technique. The effectiveness of the indigenous knowledge-based physics comic of marbles games was analyzed using the quantitative method applying the effect size analysis. The result of the effect size analysis obtained from Cohen’s f in verbal representation ability is 0.11 interpreted as medium effect size and critical thinking ability is 0.43 interpreted as large effect size. This shows that the developed indigenous knowledge-based physics comic of Android-based marbles games in physics teaching gives effects to verbal representation and critical thinking abilities of the students. In other words, the developed comic is effective in improving verbal representation and critical thinking abilitiesPeer Reviewe

City-Based Learning Concept. Theoretical Background, Basic Assumptions, Future Contexts of Development and Implementation

Currently, over a half of the world’s population lives in cities. It is estimated that by 2050 at least 85 per cent of Europeans will have lived in European cities. This trend is related to the fact that today cities are spaces of permanent learning in authentic contexts, which is fostered by the development of new technologies. However, little is known about the city-based learning concept, which is crucial for this type of technology-enhanced learning. Here, we discuss the theoretical background, basic assumptions and future contexts of development and implementation of this idea. Firstly, we demonstrate that city-based learning is contingent on such theories as urban studies, pedagogy of place, as well as urban education, explorative learning, learning outside the classroom, mobility of learning space or on-street activity. Secondly, we show that smartphones, tablets, GPS, educational cloud, and digital textbooks are technologies for city-based learning. We conclude that cities connected to an educational cloud (which is full of educational resources and serves as a platform for educational communication) are unique environments for students equipped with mobile tools. Finally, we point out a new project on a city-based learning implementation

Mobile Learning: location, collaboration and scaffolding inquiry

Critiques of mobile learning pedagogy are concerned with whether such approaches are technology led. This chapter discusses how the particular features of mobile learning can be harnessed to provide new learning opportunities in relation to collaboration, inquiry and location-based learning. Technology supported inquiry learning is a situation rich with possibilities for collaboration. In particular, mobile learning offers new possibilities for scaffolding collaboration together with its other better-known features such as scaffolding the transfer between settings and making learning relevant by making use of the possibilities of location-based learning. These features are considered as part of mobile learning models, in particular mobile collaborative learning models

A review of the types of mobile activities in mobile inquiry-based learning

Inquiry-based Learning is increasingly suggested as an efficient approach for fostering learners’ curiosity and motivation. It helps learners to develop their ability to work in complex and unpredictable environments making them more critical thinkers and agentic learners. Although mobile technology is a suitable support for this learning process, there is a lack of practical strategies for educational practitioners to enact the right balance between enabling the agency and supporting the students through the mobile technology. Thus, we conducted a literature review that analyzed 62 studies on mobile inquiry- based learning. The analysis focused on the level of agency supported by mobile technology. This review study provided two main results. The first result is a two-layer classification –with five types and twelve subtypes– of the most common mobile activities used in inquiry-based learning. The types and subtypes are: 1) Direct instruction formed by 1a) location guidance, 1b) procedural guidance and 1c) metacognitive guidance, 2) Access to content formed by 2a) fixed and 2b) dynamic content, 3) Data collection that consists of 3a) cooperative and 3b) collaborative data collection, 4) Peer-to-peer communication formed by 4a) asynchronous and 4b) synchronous social communications and 5) Contextual support that includes 5a) augmented experience, 5b) immersive experience and 5c) adaptive feedback. The second result consists of an analytical framework –based on six dimensions– to assess the level of agency supported by the different types of mobile activities. The learners’ agency dimensions are: 1) Goals, 2) Content, 3) Actions, 4) Strategies, 5) Reflection and 6) Monitoring. Finally, the review presents insights on how this analytical framework can be used by educational practitioners to identify mobile activities that effectively balance learners’ agency with mobile technology. http://www.sciencedirect.com/science/article/pii/S0360131517302397?via%3Dihu