What Do You Understand By Education – Anywhere Anytime?


What Do You Understand By Education - Anywhere Anytime
What is Anywhere Anytime Learning? Anywhere Anytime Learning is where each student and teacher has one internet connected device for use in the classroom and at home. In 2016 all Year 4 and Year 5 students will have the opportunity to purchase a school approved device through the JB Education Solutions Portal.

This device can be used both at school and at home throughout the next 2-3 years of primary school. Students who opt to not purchase this device will continue to be supported through the use of technology in their classrooms and the ICT lab. The digital device offered to Year 4 families will be reviewed at the end of each year to ensure that the device offered is the most cost effective and educationally sound option.

Anywhere, Anytime, We Can Learn

Anywhere Anytime Learning programs promote better learning in and out of school by:

Anywhere, anytime access to learning. Independent, self-initiated learning, eg promotion of problem solving skills, ability to ‘Google’ questions they have. More family involvement in education because parents can access the device. Collaboration between students in different schools, states and even countries. Students being taught to communicate appropriately and safely in social websites. The ability to access homework and school information online and offline More time for teachers to teach students to use the internet appropriately as a tool to learn Greater access to real-time information, digital learning resources and educational software The ability to digitally capture any learning, such as videos or photographs to create things such as digital stories. Opportunities to discuss cyber bullying as a real issue and discuss the impacts of this as a class.

Information sessions and classroom visits for parents of Year 3 students will commence in Term 3 to ensure that all parents have the most up to date information to make an informed decision about whether or not to purchase a device for their child. : What is Anywhere Anytime Learning?
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What do you mean by education anytime anywhere?

by kobrien Friday, February 24, 2012

Anytime, anywhere” education means that you do not have to be at a specific location at a specific time or date. Online learning takes place, for the most part, where and when you choose. This could be early in the morning or late at night at home, during your lunch break at work, when the kids are finally sleeping, or when you are traveling.
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What do you understanding by education?

Education | Definition, Development, History, Types, & Facts Education refers to the discipline that is concerned with methods of and in schools or school-like environments, as opposed to various nonformal and informal means of, Beginning approximately at the end of the 7th or during the 6th century, became the first city-state in ancient Greece to renounce education that was oriented toward the future duties of soldiers.

  • The evolution of Athenian education reflected that of the city itself, which was moving toward increasing democratization.
  • Research has found that education is the strongest determinant of individuals’ occupational status and chances of success in adult life.
  • However, the correlation between family socioeconomic status and school success or failure appears to have increased worldwide.

Long-term trends suggest that as societies industrialize and modernize, becomes increasingly important in determining educational outcomes and occupational attainment. Alternative forms of education have developed since the late 20th century, such as,, and many parallel or supplementary systems of education often designated as “nonformal” and “popular.” Religious institutions also instruct the young and old alike in sacred knowledge as well as in the values and skills required for participation in local, national, and transnational societies.

School vouchers have been a hotly debated topic in the United States. Some parents of voucher recipients reported high levels of satisfaction, and studies have found increased voucher student graduation rates. Some studies have found, however, that students using vouchers to attend private schools instead of public ones did not show significantly higher levels of academic achievement.

education, that is concerned with methods of and in schools or school-like as opposed to various nonformal and informal means of (e.g., rural development projects and education through parent-child relationships). Education can be thought of as the transmission of the values and accumulated knowledge of a society.

  • In this sense, it is equivalent to what social scientists term or enculturation.
  • Children—whether conceived among tribespeople, the Florentines, or the middle classes of Manhattan—are born without,
  • Education is designed to guide them in learning a, molding their behaviour in the ways of, and directing them toward their eventual role in society.
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In the most primitive, there is often little formal learning—little of what one would ordinarily call school or classes or, Instead, the entire and all activities are frequently viewed as school and classes, and many or all adults act as teachers. As societies grow more complex, however, the quantity of knowledge to be passed on from one generation to the next becomes more than any one person can know, and, hence, there must evolve more selective and efficient means of cultural transmission.

The outcome is formal education—the school and the specialist called the teacher. As society becomes ever more complex and schools become ever more institutionalized, educational experience becomes less directly related to daily life, less a matter of showing and learning in the of the workaday world, and more abstracted from practice, more a matter of distilling, telling, and learning things out of context.

This concentration of learning in a formal atmosphere allows children to learn far more of their culture than they are able to do by merely observing and imitating. As society gradually attaches more and more importance to education, it also tries to formulate the overall objectives, content, organization, and strategies of education.

Literature becomes laden with advice on the rearing of the younger generation. In short, there develop philosophies and theories of education. This article discusses the history of education, tracing the evolution of the formal teaching of knowledge and skills from prehistoric and ancient times to the present, and considering the various philosophies that have inspired the resulting systems.

Other aspects of education are treated in a number of articles. For a of education as a discipline, including educational organization, teaching methods, and the functions and training of teachers, see ; ; and, For a description of education in various specialized fields, see ; ; ;,

For an analysis of educational philosophy, see, For an examination of some of the more important aids in education and the dissemination of knowledge, see ; ; ; ; ;, Some restrictions on educational freedom are discussed in, For an analysis of pupil attributes, see ; ;, The term education can be applied to primitive cultures only in the sense of, which is the process of cultural transmission.

A primitive person, whose culture is the totality of his universe, has a relatively fixed sense of cultural and timelessness. The model of life is relatively static and absolute, and it is transmitted from one generation to another with little deviation.

  • As for prehistoric education, it can only be inferred from educational practices in surviving primitive cultures.
  • The purpose of primitive education is thus to guide children to becoming good members of their or band.
  • There is a marked emphasis upon training for, because primitive people are highly concerned with the growth of individuals as tribal members and the thorough comprehension of their way of life during passage from prepuberty to postpuberty.

Get a Britannica Premium subscription and gain access to exclusive content. Because of the variety in the countless thousands of primitive cultures, it is difficult to describe any standard and uniform characteristics of prepuberty education. Nevertheless, certain things are practiced commonly within cultures.

Children actually participate in the social processes of adult activities, and their participatory learning is based upon what the American anthropologist called, identification, and, Primitive children, before reaching puberty, learn by doing and observing basic technical practices. Their teachers are not strangers but rather their immediate,

In contrast to the spontaneous and rather unregulated imitations in prepuberty education, postpuberty education in some cultures is strictly standardized and regulated. The teaching personnel may consist of fully initiated men, often unknown to the initiate though they are his relatives in other clans.

The may begin with the initiate being abruptly separated from his familial group and sent to a secluded camp where he joins other initiates. The purpose of this separation is to deflect the initiate’s deep attachment away from his and to establish his emotional and social anchorage in the wider web of his culture.

The initiation “curriculum” does not usually include practical subjects. Instead, it consists of a whole set of cultural values, tribal religion,, philosophy, history, rituals, and other knowledge. Primitive people in some cultures regard the body of knowledge the initiation curriculum as most essential to their tribal membership.
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What enables learning anytime and anywhere?

E-learning offered many different ways to train constantly and everywhere. The different methods allow to find a suitable format for everyone. However, before deciding on e-learning, one should be clear about the benefits and the goal.
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What type of learning mode allows you to gain education anytime anywhere?

Online learning is education that takes place over the Internet. It is often referred to as ‘e- learning’ among other terms. However, online learning is just one type of ‘distance learning’ – the umbrella term for any learning that takes place across distance and not in a traditional classroom.
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What do you understand by education anywhere anytime Class 9?

(b) Education — anywhere anytime: Students can access information of their subject at anytime using internet with the help of variety of websites and mobile apps.
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What does this sentence mean education 4.0 is learning in any place anytime and anywhere *?

(ii) More remote learning opportunities – The cornerstone of Education 4.0 is making learning available anywhere, anytime with the set of e-learning tools that promote remote and self-paced learning. The Active Blended Learning (ABL) concept is picking up, where students get to be actively involved in learning beyond classrooms.
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Why is it important to understand education?

By discussing different educational concepts, students acquire reflexive orientation, knowledge and action competences. They learn to recognise, name and examine their own stereotypes critically and use this reflection to broaden their perspectives or change their attitudes.
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What kind of learning is often simply defined as learning anywhere anytime and is therefore closely associated with mobile technologies?

Mobile learning is described as ubiquitous learning – anytime, anywhere learning.
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What learning system takes place anywhere?

Formal, non-formal and informal learning – Linguistic Integration of Adult Migrants (LIAM) Educational systems exist to promote formal learning, which follows a syllabus and is intentional in the sense that learning is the goal of all the activities learners engage in.

Learning outcomes are measured by and other forms of assessment. Adult migrants engage in formal learning when they take a course in the language of their host community. If the course is based on an analysis of their needs, it will follow a syllabus that specifies the communicative to be achieved by successful learners.

The nature and scope of that repertoire should be reflected in whatever forms of assessment accompany the course. Non-formal learning takes place outside formal learning environments but within some kind of organisational framework. It arises from the learner’s conscious decision to master a particular activity, skill or area of knowledge and is thus the result of intentional effort.

  1. But it need not follow a formal syllabus or be governed by external accreditation and assessment.
  2. Non-formal learning typically takes place in community settings: swimming classes for small children, sports clubs of various kinds for all ages, reading groups, debating societies, amateur choirs and orchestras, and so on.

Some non-formal learning arrangements become increasingly formal as learners become more proficient; one thinks, for example, of graded exams in music and other performing arts. Adult migrants engage in non-formal language learning when they participate in organised activities that combine the learning and use of their target language with the acquisition of a particular skill or complex of knowledge.

Informal learning takes place outside schools and colleges and arises from the learner’s involvement in activities that are not undertaken with a learning purpose in mind. Informal learning is involuntary and an inescapable part of daily life; for that reason, it is sometimes called experiential learning,

Learning that is formal or non-formal is partly intentional and partly incidental: when we consciously pursue any learning target we cannot help learning things that are not part of that target. Informal learning, however, is exclusively incidental. These definitions and distinctions help us to understand the complexity of successful language learning.

When children acquire their first language they do so not because they are taught. Their learning is an incidental result of their participation in family life, and the linguistic skills they develop and the concepts they master reflect the social practices of their immediate environment. Similarly, adults are said to learn a second or subsequent language “naturalistically” when they do so by living among speakers of the language and interacting with them on a daily basis.

Their emerging communicative repertoire is shaped not by a conscious learning agenda but by their attempts to satisfy their social and material needs. These are both examples of informal learning. In either case informal learning may be supported by non-formal learning: intentional learning that is prompted, for example, by the explanations parents give to their children and adult learners receive from those with whom they interact.

When children learn to read and write in their first language, they generally do so as part of their formal education and as a result of conscious effort; and when adult migrants attend a course in the language of their host community, they are aiming to achieve a prescribed level of proficiency. In both cases, however, intentional learning is usually accompanied by incidental learning; and the effects of incidental learning in formal educational contexts are reinforced by informal and non-formal learning in the world outside.

The literacy of young children benefits from their out-of-school engagement in the reading they undertake for pleasure or in pursuit of a special interest, and the proficiency of adult migrants in the language of the host community is likely to be enhanced when they have opportunities to interact informally with other speakers of the language.

These considerations prompt two questions. First, how can those responsible for organising language courses for adult migrants ensure that their learners have opportunities to use the language outside the classroom and thus benefit from informal/non-formal learning? One obvious answer is to arrange cultural visits and social activities that bring the learners into informal contact with members of the host community.

Another is to encourage learners to participate in social activities, or to arrange such activities specifically for their benefit. Secondly, if adult migrants who have learnt the language of their host community “naturalistically” are required to demonstrate proficiency in that language in order to secure a residence permit or citizenship, can their informal/non-formal learning be recognised without requiring them to take a test? Any attempt to answer this question must consider alternative forms of assessment (the OECD has explored the recognition of non-formal and informal learning by adults in a ).

At a time when many Council of Europe member states are receiving large numbers of adult refugees, the distinctions between formal, non-formal and informal learning help us to formulate radical and cost-effective responses to questions that have previously been answered in traditional ways. Instead of organising, for example, in the short term it makes much better sense, and is certainly more affordable, to involve volunteers in the organisation of social activities that promote non-formal and informal language learning.

If appropriately designed and efficiently implemented, such activities can provide migrant learners with a sound basis for participating in formal language courses at a later stage if that is judged to be desirable or necessary. DL : Formal, non-formal and informal learning – Linguistic Integration of Adult Migrants (LIAM)
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What kind of e learning course allows students to see any lesson at any time?

As you research the right online program for you, you may come across the terms “asynchronous” and “synchronous.” You might not know what these words mean yet, but you’re probably already considering your work schedule and other responsibilities and how well each program would fit into your life.

Are you able to log on and attend classes at specific times? Or is it more realistic for you to complete work each week at times that suit you best – no matter if it’s 3 p.m. or 3 a.m.? ​ And, how do online classes even work? Here’s what you should know: Asynchronous online learning allows students to view instructional materials each week at any time they choose and does not include a live video lecture component.

On the other hand, synchronous online learning means that students are required t o log in and participate in class at a specific time each week. The main difference between asynchronous learning and synchronous learning is this live instruction component occurring at a set time.
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What do you call to a method of learning at a distance rather than in a classroom?

distance learning, also called distance education, e-learning, and online learning, form of education in which the main elements include physical separation of teachers and students during instruction and the use of various technologies to facilitate student-teacher and student-student communication.

Distance learning traditionally has focused on nontraditional students, such as full-time workers, military personnel, and nonresidents or individuals in remote regions who are unable to attend classroom lectures. However, distance learning has become an established part of the educational world, with trends pointing to ongoing growth.

In U.S. higher education alone, more than 5.6 million university students were enrolled in at least one online course in the autumn of 2009, up from 1.6 million in 2002. An increasing number of universities provide distance learning opportunities. A pioneer in the field is the University of Phoenix, which was founded in Arizona in 1976 and by the first decade of the 21st century had become the largest private school in the world, with more than 400,000 enrolled students.

It was one of the earliest adopters of distance learning technology, although many of its students spend some time in classrooms on one of its dozens of campuses in the United States, Canada, and Puerto Rico, A precise figure for the international enrollment in distance learning is unavailable, but the enrollment at two of the largest public universities that heavily utilize distance learning methods gives some indication: in the early 21st century the Indira Gandhi National Open University, headquartered in New Delhi, had an enrollment in excess of 1.5 million students, and the China Central Radio and TV University, headquartered in Beijing, had more than 500,000 students.

Students and institutions embrace distance learning with good reason. Universities benefit by adding students without having to construct classrooms and housing, and students reap the advantages of being able to work where and when they choose. Public-school systems offer specialty courses such as small-enrollment languages and Advanced Placement classes without having to set up multiple classrooms.
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Why does blended learning lead to greater student learning for all students in your class?

Who Benefits From Blended Learning? – Blended learning benefits both students and teachers. Because all students live in a technology-driven world, blended learning can be helpful to every student. Mobile access means teachers can easily schedule assignments, score student submissions, and track student progress through an online teacher management hub, day or night.
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What is the meaning of education is one thing no one can take away from you?

1. Provides Stability – Education provides stability in life, and it’s something that no one can ever take away from you. By being well-educated and holding a college degree, you increase your chances for better career opportunities and open up new doors for yourself.
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