Search results

1

BEHIND THE SCENE: STUDENT-CREATED VIDEO AS A MEANING-MAKING PROCESS TO PROMOTE STUDENT ACTIVE LEARNING

100%

Anas I.

Teaching English with Technology

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2019

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vol. 19

|

issue 4

37-56

EN

Although many studies reported that student-created video task could promote learners’ active learning and engagement, the investigation on how the students worked and created the videos is still scarce. The process of video creation in a micro-reality context of English language learning involves social practice and cognition (a socio-cognitive process) of the students. The student-created video is an output-based learning activity that reflects a meaning-making process upon the completion of the project. This paper sheds light on how the students worked on the project through such stages as preparing the materials, setting the scene, selecting the video recording tool and editing the video before the submission. Encapsulated from the videos and semi-structured interviews from 41 Polytechnic students in Indonesia, the approaches that students employed during the process of video creation were explored to arrive at a meaning-making process of learning. As a result, the activity enabled the student active learning, vocabulary building, autonomous learning and self-confidence as well as the student’s technological skill. In addition to that, the challenges encountered by the students during the video-making process will also be presented.

2

ВИКОРИСТАННЯ ІНТЕРАКТИВНИХ МЕТОДІВ НАВЧАННЯ ПРИ ПІДГОТОВЦІ МАЙБУТНІХ ПЕДАГОГІВ У ВИЩОМУ НАВЧАЛЬНОМУ ЗАКЛАДІ

100%

Томашевська М.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

|

issue 8(72)

180-190

EN

The dynamic nature of modern vocational education is recognized by all modern researchers. The basic concept of the education system becomes competence, and in the system of vocational education – professional competence, which is understood first of all as the ability of a specialist to further professional self-improvement.In order to update the education system, moving it to a competent basis, you need to revise the very model of learning. The passage from the passive to the active model is necessary, and it is already practically realized, but the most productive is the interactive model of learning, since the student, due to its use, learns not only to apply the knowledge gained in the school, but also constantly look for new, update the luggage of their professional competences. The article deals with the theoretical basis of interactive learning. This type of learning is associated with a transition to competence education; it is creating an atmosphere of interaction between teacher and students and between the students at the lesson. All students are involved in the interactive learning process; they are active and independent, and the role of the teacher changes: he is not the translator of information; he is a mediator and an equal participant of learning process. The article compared the traditional (passive and active) and interactive learning, marked differences at all levels – in the definition of objectives, forms, methods, tools and content of learning, as well as differences of the work of the teacher. Teacher provides pedagogical support of the educational process and the process of interaction between students, their communication, fulfilling the assistant function, consultant. Among the interactive learning methods are marked oral verbal methods (heuristic conversation, hybrid forms of lectures), visual methods, practical and problem-search methods of active learning (method of analysis of production situation, “case studies”, playing techniques, research method, problem-based learning, method of “brainstorming”, method of projects, quizzes, competitions, contests, festivals and etc.).

3

THE USE OF SOCRATIVE IN ESL CLASSROOMS: TOWARDS ACTIVE LEARNING

100%

El Shaban A.

Teaching English with Technology

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2017

|

vol. 17

|

issue 4

64-77

EN

The online student response system (SRS) is a technological tool that can be effectively implemented in English language classroom contexts and be used to promote students’ active learning. In this qualitative study, Socrative, a Web 2.0 software, was integrated with active learning activities and used as an SRS to explore English second language learners’ (ESL) perceptions of the use of this tool. The results showed that both techniques (SRS and active learning activities) contributed to increasing the students’ level of engagement, promoted their critical thinking, and stimulated their collaboration. This current research describes the benefits of SRS in supporting ESL students’ active learning.

4

A Few Remarks on Children’s Spontaneous Speech in Class

100%

Oelszlaeger B.

The New Educational Review

|

2006

|

vol. 8

141-148

EN

Pupils’ spontaneous questions and statements represent interesting research material from the point of view of the effects they have on the actions taken by the teacher (explanations, assessment, control, etc.) as well as on the kind of knowledge pupils acquire (about the world and about themselves) as a consequence of the teacher’s actions. The research into the functioning of children in the course of educational activities described in this article is merely an example of possible attacks on the problems of subjectivity. The research results enrich the present knowledge of the teacher’s actions (taken in connection with students’ knowledge or lack of it). They also point to the possibility of further research into students’ spontaneous speech at various levels of education.

5

How to Develop Children’s Literary Creativity? – a Practical Example

100%

Oelszlaeger B.

The New Educational Review

|

2007

|

vol. 11

107-112

EN

Children’s verbal expression is an element of their active learning. Its significance in children’s education and development was duly appreciated by C. Freinet, a French educator and propagator of the idea of subjective learning. The article refers to some aspects of such learning where neither the teacher nor the pupils stay passive. It also presents selected methods of work with a literary text, among these – plays with words, initiated by individual pupils or pupils as a group.

6

Active Learning as a Means to Promote Education for Sustainable Development in the Classroom: A Case Study of Implementation in the Course “Multilevel Governance”

88%

Jetoo S.

Studia Periegetica

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2018

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vol. 23(3)

41-55

EN

The world is increasing in complexity and challenged by serious problems such as climate change, which have no easy solutions and involve stakeholders with competing values. Higher education has an integral role to play in navigating society through these daunting challenges. Educating the next generation of scholars and change agents through the framework of sustainable development clears a path for balancing environmental, societal and economic realities. Education for sustainable development must equip students with critical and “out of the box” thinking skills to develop innovative solutions to these problems. Whilst it is recognized that there is a need to develop pedagogical approaches for sustainability in education, there is a gap in the literature on pedagogical practices that promote education for sustainable development in the classroom. This study aims to bridge this gap by examining active learning as a means of promoting education for sustainable development. More specifically, it examines the use of active learning techniques in the course “Multilevel Governance” as a means of promoting education for sustainable development in the classroom. This article recommends that active learning techniques, such as group discussions, group assignments, Technology, Entertainment and Design (TED) talks, are critical to engaging students in the classroom on sustainability issues.

7

Flipping the L2 Business Writing Classroom. How Business Students Experience Being in an Investment Consultant Role in a Collaborative Research and Writing Task

88%

PELSMAEKERS K.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

|

2015

|

issue 13

51-64

EN

Using corpus and student survey (n=71) data, this contribution analyses a complex writing task, and dis-cusses how it is experienced by Business English students. Starting from the assumption that language use in the current business environment is often highly contextual and goal-oriented, we designed a writing task requiring collaborative content research and writing in an investment consultancy ‘frame’, aiming for realism, language use adequacy, traditional and transversal learning outcomes, and student involvement and empowerment. The instructor equally played a realistic role of both language coach and potential lay client. From the sampled students’ perspective, this assignment turns out to be highly involving and diffi-cult as well as effective and mind-broadening. However, student comments also add a few critical notes to the claim that clarity and accuracy of content matter more than linguistic correctness, and that knowledge of business-specific vocabulary and genre conventions take precedence over general language mastery.

8

ESTABLISHMENT OF ICOM NATIONAL COMMITTEE POLAND AND THE ROLE IT PLAYED IN 1947–1958

75%

Folga-Januszewska D.

Muzealnictwo

|

2019

|

vol. 60

2-15

EN

International Committee Poland (PKN) of the International Council of Museums (ICOM) was founded in 1947 as a result of Poland having joined the United Nations, and subsequently the International Council on Monuments and Sites (UNESCO). Throughout the 72 years of its activity, ICOM Poland (PKN ICOM) has transformed from a smallsized group of museum directors and experts (21 individuals in 1947) into a team of professionals amounting to over 300 individuals (either professionally active or retired). Their contribution to shaping Polish museology will likely become the topic of an extensive monograph. In 1947-2018, ICOM Poland was presided by 8 individuals (see Table 1.); their operation mode was specified by subsequent ICOM Statues, modified by the General Assembly, as well as the ICOM Code of Ethics for Museums. It is the first decade of the ICOM Poland operations that is discussed in the paper; the names of the illustrious museologists of that period are given; they were the ones who in 1947-58 worked out the principles of cooperation, and despite the challenging political situation, were able to gradually introduce the rules of creating museums and of managing them as institutions of heritage protection and active learning, open to a broad exchange of ideas and international cooperation; furthermore, they worked out the assumptions and models for museum exhibits’ conservation and documentation.

9

Active Professionalism of Teacher Educators

75%

Szplit A.

Przegląd Pedagogiczny

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2020

|

issue 2

113-125

EN

Active professionalism is a modern notion in the discussion on teacher professionalism, which imposes on teachers the need to research the educational context in which they work and engage in their own professional development. Teachers are expected to inquire into their practice and reflect on their own experience, to actively direct their professional learning and deliberately go beyond their current abilities. The paper presents research conducted among 14 language teacher educators with the use of semi-structured interviews together with a study of their mind-maps and scientific and didactic publications. The target group was selected by snowball sampling. The author describes the research findings in which she finds two strategies of active learning performed by the teacher educators (remedial strategy and exploratory strategy). The first aims at improving the learning outcomes, and the latter focuses on self-improvement.

10

Education for Sustainable Development through Teacher Training

75%

Kostyuchenko N., Smolennikov D.

Studia Periegetica

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2018

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vol. 23(3)

11-20

EN

The paper is dedicated to the idea of a change project in a higher educational establishment. The aim of the change project is to promote education for sustainable development through teacher training while including sustainable development issues in the teacher training program focusing on active learning techniques. The paper describes actions towards the change project with concrete steps. It includes a detailed description of the five cycles of the change project together with value creation stories (immediate value, potential value, applied value, realized value, and reframing value).

11

The Replication of the System of Conductive Education in the United States

75%

Benyovszky A.

Acta Technologica Dubnicae

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2013

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vol. 3

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issue 2

66-72

EN

During the 1980s, the methodology of Hungarian-created conductive education began its innovation in becoming an international model for working with individuals with physical disabilities. Its prevalence has increased around the world ever since. These international interests stimulated efforts to develop ways in which the discipline of conductive education (CE) could occur abroad and as a result, develop a worldwide network of practice. In the United States the first establishment of this international model of conductive education occurred in Grand Rapids, Michigan. Under the professional supervision of the András Pető Institute of Conductive Education and College for Conductor Training, (MPANNI in Hungarian), the Conductive Learning Center (CLC) was established in 1999, enrolling students to participate in the conductive education model and also serving as the laboratory school for the Aquinas College (AQ) teacher preparation program for earning the endorsement to teach the Physically and Otherwise Health Impaired (POHI). Currently, this collaborative program at AQ provided with MPANNI is unique in North America.

12

Ways to Improve the Competitiveness of Graduates in the Labor Market: the Experience of Japanese Universities

75%

Pazyura N.

Labor et Educatio

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2017

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issue 5

167-176

EN

The article deals with the question of university graduates’ employability in Japan. The necessity of acquisition of employability skills by students has been proved. The essence of the notion “employability skills” and their component parts have been revealed. The author analyzes methods with the help of which Japanese Universities achieve the goal of training the skills. The article describes the aim and scale of special Project, held in Japan for training employability skills. The importance of social partnership between universities and industry and internship has been shown. In this context active learning has been gaining its popularity and proved to be successful in motivating students to cognitive activity.

13

ВИКОРИСТАННЯ ІННОВАЦІЙНИХ ТЕХНОЛОГІЙ У НАВЧАЛЬНОМУ ПРОЦЕСІ (ДОСВІД США)

63%

Корнієнко В.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

|

issue 4(48)

66-74

EN

The study of various aspects of training future professionals in the United States has showed that the coverage of certain technologies specialists training is not sufficient to prepare high-quality specialist of his occupation. Therefore, the aim of our research is to study innovative technologies, their use in the educational process in higher educational institutions in the USA and the American experience in the use of Ukrainian higher education. To conduct our research we have used such methods as the method of scientific analysis, interpretation and analytical method, which have contributed to the study and analysis of monographic and educational literature, a prognostic method to formulate generalizations and specification of research findings. The study has showed that the core technology which is used for the preparation of future professionals at colleges and universities in the USA is a contextual learning, built according to the main principles of a person centered and problem-activity training. As practice shows, the development of critical thinking of future professionals is the most effective in the process of problem education. One way to involve the students actively in the learning process is to stimulate critical analysis of existing and received knowledge. Individual training and skills of independent analytical work metacognitive skills; however, it does not contribute to the necessary degree of solving one of the most important tasks of training - development of future specialists skills in team cooperation, productive interpersonal interaction, the ability and willingness to take responsibility for the decisions taken and be responsible for their implementation and in front of team. In this perspective, it will be better to implement cooperative learning technologies and group co-operative learning. Modern innovative technologies offer new opportunities for future specialists: projects implemented electronically, allowing them to adjust quickly immediately after receiving feedback from project managers. Describing the technology for future professionals at colleges and universities in the USA, we have considered important to note their focus on the personality of each student problematical, analytical and reflective and creative orientation. Using American experience will create new opportunities for Ukrainian higher education press a quality educational service for future professionals.

14

Reorienting an Educational Psychology Course to Address Sustainability: A Case Study

63%

Khalil N. L.

Discourse and Communication for Sustainable Education

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2012

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vol. 3

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issue 1

109-120

EN

Due to the rapidly changing knowledge, teachers are supposed to teach their students ways of thinking and gathering information, not certain contents that would change shortly. In this sense, sustainability, which, in part, means the preparation of an individual who has the ability to practise critical thinking and to find creative solutions to the problems they face, is considered a must. This paper focuses on the integration of sustainability in curricula, specifically ways of introducing it to students in higher education institutions that provide highly specific and specialised knowledge and skills. So, this study presents a framework for reorienting a university course in the field of physiological psychology to address sustainability. The results of the quantitative analysis showed significant differences at the level of 0.001 between the pre- and post-testing of students’ knowledge of and attitudes towards sustainability in favour of the post-test. While results of qualitative analysis showed positive transformation of students’ practices health wise.

15

Keeping university students engaged in online courses

63%

Pałczyńska A.

Językoznawstwo

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2022

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vol. 16

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issue 1

149-165

PL

Tematem artykułu jest pokazanie możliwości wykorzystania różnych wirtualnych aplikacji w celu utrzymania zaangażowania studentów w żmudny proces zdobywania wiedzy w systemie edukacji zdalnej. Wspomina się w nim o takich metodach pracy, jak projekty czy grywalizacja, pokazując jednocześnie, jakie konkretnie narzędzia i w jaki sposób można w ich kontekście zastosować. W dalszej części tekstu przedstawiono sposoby tworzenia interaktywnych kart pracy oraz wyniki badań na temat zastosowania aplikacji BookWidgets do oceniania. Przykład zaplanowanego w oparciu o metody aktywizujące webinarium z tłumaczeń ustnych, jakie przeprowadzane były przez autorkę artykułu w Akademii Humanistyczno-Ekonomicznej w Łodzi w roku akademickim 2019/2020, stanowi kolejną część artykułu, który zakończono zachęceniem nauczycieli akademickich i nauczycielek akademickich do sięgania po bogate źródło, jakim jest internet dający możliwość przekazywania, powtarzania i utrwalania wiedzy.

EN

This article deals with the possibilities of various virtual teaching tools that can be used to maintain students’ engagement in the process of acquiring knowledge in the context of remote teaching. It discusses such teaching methods as projects and gamification and shows which and how apps can be used to conduct webinars. In the subsequent part of the article, ways of creating interactive worksheets are presented along with the results of a questionnaire concerning the use of BookWidgets as an assessment tool. The final part of the article considers a webinar on interpreting that was part of a series of webinars conducted at AHE in Lodz by the author. The article concludes by encouraging lecturers to take advantage of the Internet to help their students acquire and revise knowledge.

16

ТЕХНОЛОГІЇ АКТИВНОГО НАВЧАННЯ У ПРОСТОРІ ХЬЮТАГОГІКИ

63%

Юліана Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 8(62)

54-65

EN

The article presents the modern concept of self-directed learning “heutagogy” which exists within the life-long learning concept. Heutagogy is a concept of self-determined learning rooted in andragogy. The paper outlines key issues for research in heutagogy as a concept for guiding the use of new technologies in distance education. Heutagogical approach to teaching and learning implies autonomy and self-determination. The emphasis is to train adult students for complexities of today’s work. The concept “heutagogy” arose due to the development of distance education new technologies, informatization of society and mobility of workforce. This concept suggests supporting development of learner-generated content and defining the learning outcomes. The author offers a literature review of current research where demonstrates a discussion of the concept meaning and its main principles. In the process of analyzing the scientific inquiry of the article, the author defines the main differences between the teacher – and student-oriented learning. The observation proves that in heutagogy there is no need the presence of a teacher, as students want to see a facilitator rather than a school teacher; the focus is on the process of information acquiring, not the content; supportive character of the concept in relation to adult students’ wish to learn, which disappears during the formal learning. Key principles of the concept are outlined; the comparison of traditional learning concept and conditions with heutagogical is suggested; active learning methods are described. Examples of active methods learning elements are included into the article. Since the key issue of heutagogy is student-oriented content, where student is supposed to manage his educational process himself and to assume responsibility for results, active learning methods are considered to be providers of the issue realization. Active learning instructional strategies are developed and applied to undertake students in critical thinking process, development of communicative skills in a small group, or with the entire class, considering personal outlook and merits, giving and receiving feedback, and reflecting upon the learning process. There are a lot of ways to implement active learning instructional strategies: they can be fulfilled either in-class or out-of-class, be done by students working either as individuals or in group, and be done either with or without the use of technology tools. It should be noted that active learning demands clearly defined objectives and outcomes; on such conditions we will guide students towards their learning goals.

17

Teaching English Elementary Pupils – Problems and Solutions

63%

Kamińska A.

Journal of Preschool and Elementary School Education

|

2012

|

issue 2

103-113

EN

The article investigates some problems that foreign language teachers may face when working with young pupils. They include especially poor memory, difficulties of distinguishing similar sounds, understanding the relations of a letter and a sound, decoding single words and so on. Some learners with learning difficulties and disorders present even more challenges for their language teachers. Furthermore, the author provides guidance for teachers that may help to overcome these problems. Thus, it is hoped the present paper will contribute not only to a better understanding of the problem area of difficult learners, but will also encourage teachers to implement some new solutions in their regular lessons.

18

Active Learning Serving Family

63%

Jęczeń J.

Roczniki Nauk o Rodzinie

|

2010

|

vol. 2

207-222

PL

Nowe media, ukształtowane przez człowieka, teraz kształtują jego samego. Internet kształtuje aktywne nauczanie (w obszarze nauczania) i nowy styl komunikowania w ogóle (w obszarze kultury życia). Interesująca jest także inna relacja, jaka zachodzi pomiędzy aktywnym nauczaniem a interaktywnością. Nauczanie jest częścią stylu życia człowieka, częścią kultury. Zatem aktywne nauczanie zawiera się w interaktywnym stylu życia, zwłaszcza młodego pokolenia, określanego mianem generacji Y. Interaktywność wpływa na aktywne nauczanie i jednocześnie aktywne nauczanie wymusza niejako na stylu życia człowieka nowe zastosowania interaktywności w konkretnych metodach i sposobach docierania do młodego człowieka. Aktywne nauczanie musi być zatem częścią stylu życia każdej rodziny, w której są dzieci. To nauczanie prowadzi do większej interaktywności pomiędzy członkami rodziny, tym samym do skutecznego porozumiewania się między rodzicami a dziećmi, inaczej: między pokoleniem Boomers (dziadkowie) i Generation X (rodzice) a Generation Y. Prowadzi do zaistnienia w rodzinie tych komponentów, które stanowią o aktywnym nauczaniu: wymiana doświadczeń i dialog. Aktywne nauczanie zmienia relacje pomiędzy członkami rodziny, tym samym zmienia współczesną rodzinę.

19

Infografika – aktywizujące środowisko edukacyjne

51%

REN-KURC A., ROSZAK M., KOWALEWSKI W., MOKWA-TARNOWSKA I., DUTKIEWICZ A.

Edukacja-Technika-Informatyka

|

2018

|

vol. 9

|

issue 2

129-137

PL

tworzenia w celu efektywnej wizualizacji informacji, danych i wiedzy oraz publikowania ich w portalach LCMS dla osiągnięcia celów pedagogicznych. Zwraca uwagę na znaczenie, jakie mają w stymulowaniu studentów do aktywnego i kreatywnego uczestniczenia w procesie uczenia się. Podkreśla także ich ogromną rolę w innowacyjnej edukacji, w szczególności we współczesnej edukacji akademickiej, której zadaniem jest wspieranie każdego studenta w rozwoju umiejętności twardych i miękkich potrzebnych do osiągnięcia sukcesu w zmieniającym się środowisku pracy. Zdaniem autorów infografiki czynią zwłaszcza kształcenie zdalne jeszcze bardziej interaktywnym, stymulującym i satysfakcjonującym doświadczeniem.

EN

The paper aims to analyse a wide spectrum of issues related to infographics: how to design them so that they can effectively visualise information, data and knowledge, how to upload them to an LCMS for pedagogic gain, how to use them to engage students in learning and make them active and creative participants. It also emphasises their important role in innovative education, particularly in modern academic education, which should support every student to develop both hard and soft skills and empower them to succeed in the changing work context. The authors view the use of infographics as a step forward in making online learning an interactive, stimulating and rewarding experience.

Refine search results

BEHIND THE SCENE: STUDENT-CREATED VIDEO AS A MEANING-MAKING PROCESS TO PROMOTE STUDENT ACTIVE LEARNING

ВИКОРИСТАННЯ ІНТЕРАКТИВНИХ МЕТОДІВ НАВЧАННЯ ПРИ ПІДГОТОВЦІ МАЙБУТНІХ ПЕДАГОГІВ У ВИЩОМУ НАВЧАЛЬНОМУ ЗАКЛАДІ

THE USE OF SOCRATIVE IN ESL CLASSROOMS: TOWARDS ACTIVE LEARNING

A Few Remarks on Children’s Spontaneous Speech in Class

How to Develop Children’s Literary Creativity? – a Practical Example

Active Learning as a Means to Promote Education for Sustainable Development in the Classroom: A Case Study of Implementation in the Course “Multilevel Governance”

Flipping the L2 Business Writing Classroom. How Business Students Experience Being in an Investment Consultant Role in a Collaborative Research and Writing Task

ESTABLISHMENT OF ICOM NATIONAL COMMITTEE POLAND AND THE ROLE IT PLAYED IN 1947–1958

Active Professionalism of Teacher Educators

Education for Sustainable Development through Teacher Training

The Replication of the System of Conductive Education in the United States

Ways to Improve the Competitiveness of Graduates in the Labor Market: the Experience of Japanese Universities

ВИКОРИСТАННЯ ІННОВАЦІЙНИХ ТЕХНОЛОГІЙ У НАВЧАЛЬНОМУ ПРОЦЕСІ (ДОСВІД США)

Reorienting an Educational Psychology Course to Address Sustainability: A Case Study

Keeping university students engaged in online courses

ТЕХНОЛОГІЇ АКТИВНОГО НАВЧАННЯ У ПРОСТОРІ ХЬЮТАГОГІКИ

Teaching English Elementary Pupils – Problems and Solutions

Active Learning Serving Family

Infografika – aktywizujące środowisko edukacyjne