Exploring the virtual world of learning across generations

Marcin Rojek, Joanna Leek, Petr Svoboda

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ISBN/ISSN:

978-83-8142-859-0

DOI:

Wydawnictwo:

Wydawnictwo Uniwersytetu Łódzkiego

Rok wydania:

2020

Liczba stron:

160

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Rojek, Marcin; Leek, Joanna; Svoboda, Petr. Exploring the virtual world of learning across generations. Red. . Łódź: Wydawnictwo Uniwersytetu Łódzkiego, 2020, 160 s. ISBN 978-83-8142-859-0

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Rojek, M.

A1 Leek, J.

A1 Svoboda, P.

T1 Exploring the virtual world of learning across generations

PB Wydawnictwo Uniwersytetu Łódzkiego

PP Łódź

YR 2020

SN 978-83-8142-859-0

Bibliografia BibTex:

@Book{ 222254, author = "Rojek, Marcin and Leek, Joanna and Svoboda, Petr", editor = "", title = "Exploring the virtual world of learning across generations", publisher = "Wydawnictwo Uniwersytetu Łódzkiego", year = "2020", address = "Łódź", isbn = "978-83-8142-859-0" }

Bibliografia endNote:

TY - BOOK

AU - Rojek, Marcin

AU - Leek, Joanna

AU - Svoboda, Petr

ED -

TI - Exploring the virtual world of learning across generations

PB - Wydawnictwo Uniwersytetu Łódzkiego

CY - Łódź

PY - 2020

SN - 978-83-8142-859-0

ER -

Netografia (standard APA):

Rojek, Marcin; Leek, Joanna; Svoboda, Petr. Exploring the virtual world of learning across generations [baza danych online] Łódź: Wydawnictwo Uniwersytetu Łódzkiego, 2020 [dostęp: 16 07 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/exploring-the-virtual-world-of-learning-across-generations-marcin-rojek-joanna-leek-petr-222254.

ICT, intergenerational learning, immigrant youth education, information and communications technology

The book addresses the issue of intergenerational learning in a virtual world created by information and communication technology (ICT) and the role of ICT in an educational environment. In order to discuss how ICT can be used as a means to preven...

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ISBN/ISSN:

978-83-8142-859-0

DOI:

Wydawnictwo:

Wydawnictwo Uniwersytetu Łódzkiego

Rok wydania:

2020

Liczba stron:

160

XML:ISBN/ISSN:

ONIX MARC21

Introduction7
Chapter I. Intergenerational learning in contemporary education – a theoretical justification of the ICT Guides project (Marcin Rojek)9
1.1. Learning in preference to education11
Introduction11
1.1.1. The behaviourist approach to learning16
1.1.2. Cognitive learning18
1.1.3. Social learning22
1.1.4. The transformative approach to learning25
1.1.5. The three dimensions of learning by Knud Illeris29
1.2. The potential of intergenerational learning in educational problem solving38
1.2.1. The educational potential of generations38
1.2.2. Intergenerational learning as empowerment45
Summary50
Chapter II. Immigrant youth education and early school leaving – challenges to contemporary education (Joanna Leek)51
2.1. Education of immigrant youth – an overview53
Introduction53
2.2. Youths – between early school leaving and social exclusion55
2.3. Profile of the early school leaver57
2.4. Supporting the educational attainment of youths – recommendations for policy and practice60
Summary62
Chapter III. Information and communications technology – a prospective approach to education (Petr Svoboda)63
Introduction65
3.1. Information and communications technology (ICT) in education66
3.1.1. New technologies and the current most frequently-used didactic tools67
3.1.2. New tools in distance education and blended learning69
3.1.3. Advantages and barriers in the use of new technologies in education71
3.1.4. Extension of new technologies in education73
3.2. Digital literacy and its development75
3.3. Digital technology in education79
3.3.1.Digital technology in pedagogical activities79
3.3.2. Application of digital technology in education81
3.3.3. Digital competence84
3.4. ICT in informal education90
3.4.1. M-learning – new methods and forms of education92
3.4.2. The goals and purpose of m-learning93
3.4.3. Mobile technology in teaching95
3.4.4. Innovations in education using cloud computing98
3.4.5. The benefits of online collaboration in education100
Summary101
Chapter IV. The findings of the ICT Guides(Joanna Leek, Marcin Rojek)103
4.1. Cases studies – the intergenerational learning courses105
Introduction105
4.1.1. The intergenerational courses held in Berlin108
4.1.2. The intergenerational courses held in Gothenburg118
4.1.3. Intergenerational learning courses conducted in Madrid128
4.1.4. The intergenerational courses held in Sheffield134
4.2. General conclusions from the project143
Summary148
Bibliography149
Biograms159

Intergenerationallearningincontemporaryeducation…

phenomenonoflearning.Learningappearedasanintegrationalmechanism,

whichexplainshowindividualsbehave,whatregulatestheirbehaviourandhow

itdoesso.

Nowadays,learningisaninterdisciplinaryfeldandthesubjectofintense

andever-growinginterestfromresearchersinvarioussciencesandfeldsof

knowledge.Itisalsohighlyappreciatedbypractitionersinformalandinformal

education,suchasteachers,educatorsandsocialworkers.Thisincreasein

researchinterestsandthesocialimportanceoflearningwasnotedinthemiddle

ofthelastcenturybyAmericanpsychologist,outstandingresearcherandexpert

onthesubjectoflearning,ErnestHilgard,whoexplainedthissituationinthe

followingway:

Thescientifcstudyoflearningiscarriedonprimarilybypsychologists.Psychology’sclaimto

thefeldwasstakedinpartbymasterlypioneerssuchasEbbinghaus(1885),BryanandHarter

(1897,1899)andThorndike(1898).Thosewhohavefollowedintheirfootstepshavebeenpri-

marilypsychologists.Professionaleducatorshavebeenwelcomededucationalpsychologyas

afoundationscienceuponwhichtobuildtheirpractices,andstudiesoflearninghavegoneon

concurrentlyinlaboratoriesofgeneralpsychologyandlaboratoriesofeducationalpsychology,

whichinterplaybetweenpureandappliedfelds.Underthecircumstances,itisverynaturalfor

psychologiststofeelthatthestudyoflearningbelongstothem.

Inadditiontohistoricalreasons,thereisanotherbasisonwhichtoaccountforpsychol-

ogist’sinterestinlearning.Thisiscentralityoflearninginthemoregeneralsystemsofpsy-

chologicaltheory.Ascientifc,alongwhichthedesiretosatisfyhiscuriosityaboutthefacts

ofnature,hasapredilectionfororderinghisfactsintosystemsoflowsandtheories.Heis

interestednotonlyinverifedfactsandrelationships,butinandparsimoniouswaysofsumma-

rizingthesefacts.Psychologistswithapenchantforsystemsfndatheoryoflearningessential

becausesomuchofman’sdiversebehaviouristheresultoflearning.Iftherichdiversityof

behaviouristobeunderstoodinaccordancewithafewprinciples,itisevidentthatsome

oftheseprincipleswillhavetodowiththewaywhichlearningcomesabout(Hilgard1956:1).

Theroleoflearninghasalwaysbeengreatlyappreciated,butitisonlymodern

manwhohasbeguntorealizethatonecanlearnnotonlyatschool,butalso(and

perhapsaboveall),outsideschool,thusbecomingabeingthataccomplishesby

acquiringknowledge.Furthermore,theconvictionthatlearningdoesnotendwith

thecompletionofaformal(school)educationisburrowingdeeperanddeeper

intothesocialconsciousness.Learninglastsalifetime,isanecessarycondition

foradultstokeeppacewithrapidtechnological,socialandculturalchanges,and

aboveall,tocopewithsocialandeconomicdemands.Oftheselatter,themost

importantincludecompetitivenessonthelabourmarket,entrepreneurialism,the

abilitytooperateonthefreemarketinanatmosphereofuncertainty,andaread-

inesstochangejobsorprofessions.Thus,thephenomenonoflearningisnow

characteristicnotonlyofaperson’sschooldays,butalsothroughouttheirlife.

Thelearningrenaissance,bothduringandbeyondschool,hasalreadybegun.It

isaprocessaimedatmakinghugequalitativechangesineducation,andisadif-

fcultandirreversibleprocess.Wearenowstandinginthetwilightoftheprimacy

ofteachingoverlearning(atleast,outsideofschool),duetotheloweńective-

nessof[teaching’comparedtotheenormouspotentialof[learning’.

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