Abstract/Notes: Mlearning is learning through digital mobile environments, making it possible to acquire, interrelate and share new knowledge through mobile devices. There is a consensus on the growth of the use of these devices for different educational actions. According to Sarrab, Elgamel & Aldabbas (2012), there are different recreational and pedagogical uses based on mlearning. According to De Araújo Junior et al (2019), these uses are based on the possibility of combining more than one methodology and learning strategies in line with students’ learning characteristics and needs. To this end, mlearning seeks to integrate learning theories, especially constructivist and behavioral theories to also create collaborative working environments (Crompton, Burke & Gregory, 2017). The greatest advantage of mlearning is the possibility of it being applied pedagogically beyond the school environment, with the participation of families and with various proposals for interaction between teacher-student, student-student, and teacher-student-families. This whole range of possibilities has created a new field of study. By overcoming the design approach on mlearning environments and their different effects (Devinder Singh & Zaitun, 2006), a new line of research is becoming relevant: the role of teachers and their training in the use of this technology. Sanchez-Prieto & Hernández García (2019) point out that despite its advantages, the number of teachers using this technology is still very limited. A bibliographic review of 7 scientific articles related to the use of mlearning in primary classes within different educational contexts identified that teachers still lack, not only technical and/or pedagogical but also comprehensive training, making it difficult for them to become familiar with this technology and applying it as another teaching tool in their primary classes. Considering the needs found regarding digital teacher competence, the basis of digital interaction between teacher-student-families and the assessment, selection, and design of didactic contents, this study is an integral part of the Koulu I +D project (Mobile learning in primary education) number ID19-XX-003, aims to present a proposal for teacher training taught within an online learning environment. It does so regarding the basis, application and use of mlearning in primary classes based on the principles of Montessori education: personal choice of the student, collaborative learning, self-direction, the teacher as a guide and learning by discovery. To this end, the training model is based on these points to guide the work using mlearning by considering the characteristics and needs of primary education, regardless of the tool’s typology. The training proposal is based on providing the necessary teaching knowledge to conduct the pedagogical work at the comprehension, application and assessment levels of mlearning in primary classes. The training was designed as an online format to overcome the first barrier for some teachers: the use of technology. The defined points of training to meet the demands of the application in primary classes are: Digital teacher competence, Montessori and Mlearning Pedagogy, Pedagogical tools and the possibilities of primary education and mlearning Assessment in primary education.

Language: English

Pages: 7979-7983

DOI: 10.21125/edulearn.2020.2004

ISBN: 978-84-09-17979-4

Abstract/Notes: This study examines the school’s physical environment as a place of learning, and takes its starting point in the phenomenology movement, inspired both by Merleau-Ponty’s thesis of man’s physical relation to the world and by the existential analysis represented by Heidegger which implies a mutual relationship between man and the world. Such a view rejects a standpoint which describes man as being divided between a material body and a thinking soul. Instead, there emerges an embodied self which engages in meaningful interaction with its surroundings. The choice of this standpoint has implications for the design of the school’s physical environment. Montessori pedagogy is one of the activity-based pedagogies which have designed the physical environment in line with this theory. The purpose of the study is to understand, but further to visualise, the way in which the conditions for learning for children and adolescents are created in schools, from pre-school to lower secondary level, which follow the Montessori pedagogy. The material for the empirical study has been gathered from Europe and the US and from differing social contexts. The reason for this is to discover what distinguishes the prepared environment. The study also discusses the way in which the argument for a form of schooling which is based on activity, from the early 20th century to the present day, has been addressed through the architectural design of schools. The thesis shows that the rich array of didactic material in the schools observed offers pupils the opportunity to perform activities which create meaning. The organisation of the environment provides the pupils with the necessary conditions to concentrate fully on their work and to complete their tasks without interruption. I see the didactic continuity which prevails from pre-school to the lower secondary school in the Montessori schools studied as a prerequisite if the pedagogical activity is to offer meaning and create the conditions for learning in the way demonstrated by the empirical studies.

Language: Swedish

Published: Stockholm, Sweden, 2012

Abstract/Notes: The ancient Chinese philosophy of Taoism contains profound wisdom about the cosmos, nature, human life, and education. Taoism seeks to be in harmony with nature and using it as a guide can help us live in a way that is healing to both ourselves and the planet. Taoism, Teaching, and Learning identifies key aspects of Taoist thought and highlights how these principles can promote a holistic approach to teaching and learning. In particular, this book offers educators guidelines and pedagogical examples for how to instill a perspective of interconnectedness into their classrooms. It sheds light on how Philosophical Taoism articulates a vision of the universe and life that mirrors the actual realities of nature. Providing the frameworks and methods to teaching and learning based on the interconnectedness of life, Taoism, Teaching, and Learning develops an inspiring vision for education and helps us to see our world in a deeply holistic and more meaningful way. / Includes some brief information related specifically to Montessori education as well as other content adjacently related to Montessori education.

Language: English

Published: Toronto, Canada: University of Toronto Press, 2022

ISBN: 978-1-4875-4094-4 978-1-4875-4095-1 1-4875-4094-9 1-4875-4095-7

Language: English

ISSN: 1085-6706

Abstract/Notes: Excerpt from the inaugural keynote address at the 25th and 26th Indian Montessori Training Courses, Hyderabad, 1960-1962.

Language: English

Published: Calcutta, India: [s.n.], 1962

Language: English

Published: Johnstown, Pennsylvania: Mafex Associates, [1971]

Abstract/Notes: The Erasmus+ KA201 project PEARL “Emotional Empathic Proximal Learning-Educational Environment” (2018-1-IT02-KA201-048515) is a project that aims to develop and validate an educational model, innovative and replicable at an international level, aimed at the very first childhood, 0–6 years, which favors the growth of children through an empathic and emotional proximal learning educational environment based on group activities. With PEARL Education Model, it is aimed to develop an emotional, emphatic and proximal learning environment. In this article, The PEARL Education Model, its features and experimental design of the project is introduced. To get more information about the project, visit: https://pearl-project.org/ webpage.

Language: English

Published: Ankara, Turkey, 2021

Abstract/Notes: La recente crisi pandemica di Covid-19 che ha scosso le fondamenta della nostra stessa esistenza, dall’economia, alla socialità, fino al mondo del lavoro e del tempo libero, non ha risparmiato nemmeno il mondo della scuola. Dalla primavera 2020 docenti, alunni e famiglie sono...

Language: Italian

Published: Novedrate, Italy, 2022

Abstract/Notes: This essay explores “context-rich learning” in the arts, cases of its practice, and the virtues and limits thereof. Nevertheless, much of the essay is dedicated to articulating the contexts themselves in which art as a whole and knowledge of the human kind are rooted. The essay explores five example...

Language: English

Published: Hershey, Pennsylvania: IGI Global, 2023

ISBN: 978-1-66847-644-4 1-66847-644-4 978-1-66847-645-1 978-1-66847-648-2

Abstract/Notes: This chapter focuses upon that interface between lifelong learning and older persons living with dementia (PLWD). Reviewing the area of fourth age learning – that is, learning initiatives for older persons living with physical and/or cognitive health challenges – it argues that late-life learning requires a distinctive geragogical perspective that is separate from pedagogical and andragogical principles for children and adults, respectively. This is especially warranted for PLWD who often cannot speak, not in control of their thoughts or body, and in different “irrational” relations to objects around them, and hence, necessitate a theoretical and methodological perspective that makes it possible for facilitators to validate and explore the significance of silence by focusing closely on space and visuals. While learning interventions for PLWD are marked by eclectic curricula – that range from information and communication technology, participatory arts, vocational skills to Montessori-based programming – most are limited by an excessive preoccupation with enabling the participants to restore their old “self” while overlooking how they can engage in creative activities introduced naturally through conversation and/or reminiscence. The post-humanist approach offers much potential for the planning, implementation, and interpreting of lifelong learning in dementia settings as it allows arts-based, visual, sensory, movement, and sonic practices to produce beneficial outcomes for post-verbal participants such as PLWD. Moreover, it acknowledges that successful learning initiatives in dementia care settings are premised on the facilitator’s capacity to skillfully connect with the participants and introduce activities at a pace that suited their abilities and interests.

Language: English

Published: Cham: Springer International Publishing, 2022

ISBN: 978-3-030-67930-9

Series: Springer International Handbooks of Education