The third age of the media

<abstract xmlns="http://www.w3.org/1999/xhtml">This study aims to define Early Formal Education teacher competence in the learning of dance art in kindergarten in Malang. This study uses a descriptive design with quantitative and qualitative approaches. The population is kindergarten teachers in Malang. The sample uses a proportional random sampling technique that amounted to 15 kindergarten teachers from five sub-districts in Malang, each sub-district represented three teachers from different kindergartens. The data collection technique used a questionnaire. The results show that the level of kindergarten teachers’ understanding in Malang of the Early Formal Education teacher’s competence required in the learning of dance art is in a good category; however, contrary to the reality in the field, the problem of early childhood dance learning lies in the lack of pedagogical competence, personality and teacher professionalism. Teaching requires intense and sustained training to improve dance learning competence. The conclusion is that the competence of Early Formal Education teachers in the learning of dance art in kindergarten in Malang is still lacking.</abstract>

Evaluation Study of Early Formal Education Teacher Competence in Early Childhood Learning Dance at Kindergartens in Malang, Indonesia

<abstract xmlns="http://www.w3.org/1999/xhtml">This article discusses an innovative educational experience carried out as part of teaching of the module ‘Technologies of Education’ to third-year students completing the ‘Expert in Social and Cultural Education’ course in the Department of Education Studies at the Bologna and Rimini campuses. The experience examined the use of an online forum as a virtual environment for interactions between students. This experience is based on the hypothesis that significant knowledge can be gained by taking part in learning communities. In particular, this can occur within a deliberately educational digital environment that allows for individual learning to be given a new meaning, thanks to contributions from other participants, which, precisely because of its asynchronous nature, encourages reflective thought. The results are in line with studies that reveal the positive potential of forums: they are shown to be an effective environment for collaborative negotiation and the consolidation of knowledge, as well as for meta-reflection, as they enable topics previously dealt with in the classroom environment to be resumed and reformulated in the context of group discussion.</abstract>

Forums as a tool for negotiating knowledge in Higher Education

<abstract xmlns="http://www.w3.org/1999/xhtml">This article contributes to the understanding of socialisation of children of Filipino immigrants in South Australia by examining their experiences and engagement with media, particularly television. Thirty children, aged 8–12 years, who participated in the study were mainly accessed through social networks. Children’s names, which reflect Anglicised or Spanish influence to Filipinos, were changed to maintain ethical considerations. A qualitative methodological framework grounded the children’s perspectives in symbolic interactionism. The study particularly focused on symbolic interaction concepts of the self (selves) and influence of others, forming perspectives, roles, attitudes of others and coping, as well as how socialisation experiences of children facilitated children’s perspectives on media. These concepts are significant in understanding how children made sense of television content. This discussion on children’s media socialisation is organised into two sections according to children’s engagement with television and parental control of television watching. The children in this article have been exposed to both television content in the Philippines and Australia. Whilst the article focuses on a small cohort of primary school children, the theory and methodology could be applied to children of other cultures and as such may generate comparative results.</abstract>

Children and Television: Vicarious Socialisation Experiences

<abstract xmlns="http://www.w3.org/1999/xhtml">Adaptive learning environments design has been originally influenced by the adaptive learning environments model, which has been recently re-shaped by the bio-educational adaptive approach. Adaptive and bio-educational models share the common main idea that education should be adaptive. Since the 90’s the adoption of an adaptive educational point of view have been at the base of adaptive educational hypermedia systems, which design joins interest towards learners’ individual differences with adaptive learning environments research. Educational hypermedia systems have been overcome by the technology of 3D Virtual Learning Environments. Some emerging questions are related to the design criteria of adaptive learning environments. Which lessons learned from adaptive hypermedia systems design could be now applied to VLEs’ design? How a virtual learning environment should be designed to be adaptive? This research tries to answer to these questions by describing Federico 3DSU, an educational University 3D Virtual Learning Environment which has been designed with adaptive criteria, according to bio-educational model</abstract>

Adaptive Design for Educational Hypermedia Environments and Bio-Educational Adaptive Design for 3D Virtual Learning Environments

<abstract xmlns="http://www.w3.org/1999/xhtml">The universality of the educational activities must be in agreement with a series of systems that involve the universality of the subjects who learn and their physical, mental, belief, race and religion differences. The possibilities promoted by an immersive education —made of stimuli aimed at transformation through the use of virtual environments and tools for the use of 3D 360° —are constituted as tools that better interpret the empathic and neurocognitive characteristics of the subjects and therefore the substratum an apprentice on which the cultural dimension is placed, this finding crosses the Universal Design for Learning. Proceeding towards the organization of modular and modular three-dimensional virtual environments responds to all the needs connected to the subject’s formation and constitutes a surprising integrative and inclusive tool in the explanation of the implicit processes of knowledge. We intend to start an experimental phase of study for the possibilities offered verification by this integration, using Federico 3DSU virtual platform to create in its interior, virtual environments involving nine guidelines in CAST in 2008, as well as check out the possibilities pedagogical-didactic.</abstract>

Universal Design for Learning: the relationship between subjective simulation, virtual environments, and inclusive education

<abstract xmlns="http://www.w3.org/1999/xhtml">What emotions can students experience in digitally mediated learning processes? In this paper, we connect Learning Analytics to the Grounded Theory in order to analyse the emotional world of students of 11 courses within the EduOpen (<ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="www.eduopen.org">www.eduopen.org</ext-link>) massive open online course (MOOC) platform. Namely, we have used NVivo 11 Plus software and have adopted a bottom–up process to analyse the forum dedicated to students’ self-presentation from all the courses. Proceeding with the analysis, we defined a set of categories composed of a three-level system. At a more general level, we have two dimensions that we named, respectively, ‘Sentiments about shell’ and ‘Sentiments towards the pulp’. Each of these dimensions is composed of a number of ‘child’ categories and subcategories (which are the nodes in NVivo’s language). After defining the entire set of categories and categorising all the texts (which was a circular process), we run some graphs on NVivo showing the hierarchical structure of the dimensions, the relations between the dimensions and the sources and the clusters of dimensions by coding similarity. The results show how some courses are composed of more negative or more positive sentiments (towards the topic and/or the logistic arrangement of the course) and how the motivation dimension characterises the broad emotional dimension of students heavily. In an evidence-based action-research perspective, these results provide interesting suggestions to personalise the learning activities proposed to students by EduOpen.</abstract>

Qualitative learning analytics to detect students’ emotional topography on EduOpen

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Volume 15 (2023): Issue 2 (December 2023)

Volume 15 (2023): Issue 1 (June 2023)

Volume 14 (2022): Issue 2 (December 2022)

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Volume 13 (2021): Issue 2 (December 2021)

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Volume 12 (2020): Issue 2 (December 2020)

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Volume 11 (2019): Issue 2 (December 2019)

Volume 11 (2019): Issue 1 (June 2019)

Volume 10 (2018): Issue 2 (December 2018)

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Volume 9 (2017): Issue 2 (December 2017)

Volume 9 (2017): Issue 1 (June 2017)

Volume 8 (2016): Issue 2 (December 2016)

Volume 8 (2016): Issue 1 (June 2016)

Volume 7 (2015): Issue 2 (December 2015)

Research on Education and Media

 REM - Research on Education and Media is devoted to research on Education and Media in the broadest sense: Media Education, e-Learning, Education Technology, Teaching and Learning with Technologies, Digital Citizenship, Youth Media Consumption. The journal serves the interest of researchers, educators and teachers, and publishes original research works, case studies, systematic reviews, along with editorials and brief reports, covering recent developments in the field. Issues on Education and Media are discussed with the aim to encourage debate and stimulate new research.  Rejection Rate   10%   Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 