Online Informal Learning of English Activities to Improve Students’ English Communication Skills

This study aims to learn about students' experiences developing their speaking skills using Online Informal Learning of English (OILE) activities. The researcher gathered data for this narrative study by interviewing and observing three English education students at a State University in Central Java. The data were then evaluated qualitatively. The results indicated that students learned several aspects of speaking and communicating in English using Youtube video content, including pronunciation, intonation, and expressiveness. Additionally, the students used a variety of social media and chat platforms to engage with their international peers in English. Additionally, students favoured this informal learning mechanism because they recognized the efficacy of these online everyday learning activities in pleasantly achieving meaningful learning goals. Additionally, OILE activities aided students' speaking performance during informal learning activities.

Narratives of music teachers in Brazil: everyday learning through spirituality/religiosity

Neste artigo, apresenta-se três corpos de pesquisas relacionados ao tema espiritualidade/religiosidade de professores de música: dois sobre formação inicial e formação continuada de professores e um sobre aprendizagem a partir de experiências espirituais/religiosas. Partindo de uma tripla construção teórica, essas pesquisas compartilham pontos comuns: espiritualidade na educação musical; teorias da vida cotidiana; abordagem (auto) biográfica em educação. A discussão concomitante dessas três pesquisas pode contribuir para os debates sobre espiritualidade e educação musical na perspectiva das pesquisas brasileiras, especificamente daquelas realizadas no estado do Rio Grande do Sul, região sul do Brasil.

Neural Substrates of Incidental Associations and Mediated Learning: The Role of Cannabinoid Receptors

The ability to form associations between different stimuli in the environment to guide adaptive behavior is a central element of learning processes, from perceptual learning in humans to Pavlovian conditioning in animals. Like so, classical conditioning paradigms that test direct associations between low salience sensory stimuli and high salience motivational reinforcers are extremely informative. However, a large part of everyday learning cannot be solely explained by direct conditioning mechanisms – this includes to a great extent associations between individual sensory stimuli, carrying low or null immediate motivational value. This type of associative learning is often described as incidental learning and can be captured in animal models through sensory preconditioning procedures. Here we summarize the evolution of research on incidental and mediated learning, overview the brain systems involved and describe evidence for the role of cannabinoid receptors in such higher-order learning tasks. This evidence favors a number of contemporary hypotheses concerning the participation of the endocannabinoid system in psychosis and psychotic experiences and provides a conceptual framework for understanding how the use of cannabinoid drugs can lead to altered perceptive states.

Enhancing Self-Regulation and Metacognition in Online Learning

Nowadays, online education is in the limelight. During the COVID-19 pandemic, K-12 students endured an abrupt transition from everyday learning in classrooms to online education. In the process, the concept that learning only occurs if students are physically present in a classroom has changed drastically. As the spaces and interactions are different, teachers need formal training, flexibility, and willingness to provide efficient online education that adjusts to the new and fluctuating realities. Simultaneously, students need to enhance self-regulation and metacognition and be the leaders of their education process and results. It is pivotal that teachers keep in mind that close relationships with students and families and personalized support are critically important to fostering ties, developing knowledge, and preventing school dropout. Consequently, curricula must respond to students’ singularities, socioeconomic conditions, contexts, resources, and interests. This chapter advocates that teachers should support students to work on the development of self-regulation, metacognition, collaborative technology-mediated tasks, and problem-solving in online environments. These are tools that help students to be autonomous, engage with their learning process, learn, create knowledge, decide accurately, improve their creativity, and increase intrinsic motivation skills.

PENERAPAN MODEL PEMBELAJARAN ROLE PLAYING UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA DALAM MENGGALI INFORMASI DARI DONGENG BINATANG (FABEL) PADA SISWA KELAS II SDN PARANG 4 KEDIRI

Based on data obtained by researchers at SDN Parang 4, Banyakan sub-district, it was found the fact that there was a low level of activity and student learning outcomes in the material of digging information from animal tales (Fable).. In addition to this in everyday learning the teacher only conveys the material conventionally. Teachers only tend to give monotonous lectures and do not use learning models when carrying out learning in the classroom. Student activity is also very low, because when the teacher gives practice questions to students there are some students who just sit and don't seem eager to learn. The purpose of this research is toto find out the Application of the Role Playing Method for mimprove student activity and learning outcomes in dig up information from animal tales (Fables). The approach used is qualitative research with Classroom Action Research (CAR) design, with stages: 1) planning, 2) implementation, 3) observation, 4) reflection. This research is planned to last for 2 cycles, each cycle 2 meetings with thematic learning materials. Based on the results of research in the implementation of the first cycle of student learning completeness reached 50% and in the second cycle of student learning completeness increased to 91.60%. Based on the results of the study, it can be concluded that the Role Playing learning model can increase student activity and learning outcomes in extracting information from animal tales (fables) in class II SDN Parang 4, Banyakan District.

Stepping to the Edge of One’s Comfort Zone

“Stepping to the Edge of One’s Comfort Zone” focuses on the role that learning from stretch experiences plays in the development of leaders. The chapter highlights how organizations can encourage and support leaders to regularly learn at the edge of their comfort zone by making stretch experiences more visible and valued, getting leaders into the right stretch experiences, and equipping them for continuous learning. Theory and research that support an understanding of learning agility as an antecedent, moderator, and outcome of stretch experiences are summarized. The chapter features and illustrates talent management and leadership development practices that encourage learning agility as well as everyday learning practices that all employees can adopt.