36 research outputs found
Key components of learning ecologies: a Delphi assessment
This is the accepted version of the following article: GonzĂĄlezâSanmamed, M. , MuñozâCarril, P. and SantosâCaamaño, F. (2019), Key components of learning ecologies: A Delphi assessment. Br J Educ Technol, 50: 1639-1655, which has been published in final form at https://doi.org/10.1111/bjet.12805. This article may be used for
non-commercial purposes in accordance with the Wiley Self-Archiving Policy (http://www.wileyauthors.com/self-archiving)The educational landscape has changed in recent years, requiring reflection about new pedagogical methods and theories. There are three important perspectives as drivers of pedagogical reflection: lifelong and lifeâwide learning, the idea of learning as a social construct in which internal elements and changing external factors converge, and the recognition of technology as a resource that can promote ubiquitous and expanded learning. Learning ecology has been proposed as a conceptual and empirical framework, but its still emergent nature along with its multidimensionality and complexity require further exploration. The Delphi study we present as part of a broader research project aims to identify the components of learning ecologies. Three panel rounds with international experts were carried out, after which two important dimensions emerged in the structure of learning ecologies. The first is related to intrinsic âlearning dispositions,â which is made up of three categories: the subject's ideas about learning, their motivations and expectations. The second dimension, called âlearning processes,â comprises four components: relationships, resources, actions and context. The identification of the components of learning ecologies and their influence on formal, nonâformal and informal training processes will provide guidance for educational policies and help to better organize training programmesWe thank the Spanish Ministry of Economy and Competitiveness for their support of our study under a research project entitled âHow the best University Teachers Learn: Impact on Learning Ecologies on Quality of Teachingâ (ECO4LEARNâHE) (Reference: EDU2015â67907âR)S
Digitization and transmission of human experience
Transmission of human experience is essential for many purposes. It has two aspects: content and social relations. Digital technologies can solve some of the classic issues around the capture and transmission of human experience. Using these new technical affordances as a basis, this article presents a framework to capture and describe human activity and experience based on video and cooperative explicitation of activity trajectories with the subject, using a transition model inspired by the formalism of dynamical systems. The article also introduces this special issue, 'Digitize and Transfer', and gives an overview of its contents