Search results - CEJSH

1

E-learning 2.0 Per apprendere e insegnare l’italiano L2: I social network, Facebook e le tecniche didattiche

100%

Cotroneo E.

Italica Wratislaviensia

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2013

|

issue 4

37-57

EN

Nowadays it would not be possible to plan an Italian language and culture class without considering the opportunity to use ICT. After the evolution from web to web 2.0 and from e-learning to e-learning 2.0, teachers approached a new concept of learning and teaching online. Web 2.0 tools, the social networks in particular, are considered a valuable resource for communicating, interacting and sharing linguistic and cultural contents, in formal and informal learning. Facebook, the most famous social network, becomes a virtual learning environment for students of Italian as a Second Language where posts, images, links and videos can be shared and used as L2 input. The Facebook page Lingua Italiana Per Stranieri (progetto LIPS), that we described it in this article, represents an example of a didactic use of this famous social network.

2

Nová forma výuky – adaptivní e-learning

85%

KOSTOLÁNYOVÁ K.

Edukacja-Technika-Informatyka

|

2014

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vol. 5

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issue 2

278-283

CS

Příspěvek je zaměřen na seznámení s novou moderní formou výuky v elektronickém prostředí, tzv. adaptivním e-learningem. Stručně je vysvětlen model adaptivní výuky – tři hlavní moduly a jejich princip.

EN

The article is aimed at the introduction of a new form of education in the electronic environment – the so called eLearning. The model of adaptive education with its three modules and their principles is explained briefly.

3

Rodičovské schůzky vedené žáky

80%

Pihlgren A.

Studia paedagogica

|

2014

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issue 1

83-102

EN

Research shows that most of the talking in parent-teacher conferences2 is done by the teacher and the parent, with few opportunities for the student to express ideas or pose questions. Swedish conferences tend to focus on the shortcomings of the student, and the documentation becomes means to show the student appropriate behaviors, rather than focusing on learning progress. This article will investigate student led parent conferences, a method that aims at shifting the dialogue in favor of the student’s voice and opinions. The work starts with a thematic unit, where the students self-assess their abilities and knowledge in each subject area. The thematic unit ends with each student leading a conference, where the parent will be informed of the student’s present progress and of the learning goals and activities suggested henceforth. If the student understands his/her results, goals, and means to get there, learning will be more effective. In this qualitative study, students, teachers, parents, and school leaders from two schools have been interviewed in groups. The schools have practiced student led parent conferences for five and ten years. The research questions address how the respondents describe the effects of the student led parent conferences on pedagogical planning, school results, and administration, and differences between the schools, and the result is compared to results from previous research on teacher led conferences. Important findings are that the student, when participating in student led parent conferences, understands, describes, and makes strategic decisions about his/her development. Formative and understandable documentation is imperative. These conferences are more informative, have higher pedagogical qualities, and will introduce a more egalitarian division of power in the classroom. Teacher and parent roles change to be more cooperative.

4

Towards Understanding Collaborative Learning in the Social Media Environment

80%

Kljajić Borštnar M.

Organizacija

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2012

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vol. 45

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issue 3

100-107

EN

‘Social media’, ‘Web 2.0’, ‘collaborative learning’ and user co-creation are just some of the terms that describe changes in the role of information and communication technology (ICT) in business, private life and society. The changing face of ICT has finally brought about the fulfilment of the term ‘Information Society’ and made an important impact on many fields of research, including collaborative learning. The effective use of ICT in support of group collaboration has been researched and discussed. The effectiveness was attributed to systematically organized and facilitated processes. Nevertheless, the results are not always better when group support systems (GSS) are used in comparison to face-to-face work. In contrast to the well-organized GSS-supported learning process, the social media environment is non-structured, rule-free and even chaotic. In this paper, we research the possibilities of eliciting group knowledge in the group-learning process in a social media environment. A total of 24 students assigned into three groups participated in the three-week long study. Their task was to solve a given research topic by solely using an unfamiliar social media environment and to present their findings after three weeks. Students were observed in their natural learning environment (school, home, the Flowr virtual environment), and their attitudes on collaborative work using social media tools were measured with a questionnaire at the end of the study. The results suggest that non-structured social media environment stimulates self-management of the group. Some insights into trust, motivation and conflicts in the collaborative problem solving are discussed.

5

Uczenie się i emocje. Pedagogiczne następstwa wybranych koncepcji kognitywnych

80%

Góralska R.

Rocznik Andragogiczny

|

2008

|

vol. R. 2008

45-56

EN

The aim of this article is to point to connections between intellectual and emotional aspects of learning. Cognitive science, especially research of neurobiologists (e.g. A. Damasio's somatic marker hypothesis) form theoretical basis of consideration of the issue and point to re-defining teaching-learning processes as necessity.

6

Memory and factors improving synaptic transmission

80%

Farbiszewski R., Kranc R.

Progress in Health Sciences

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2011

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vol. 1

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issue 2

171-178

EN

Memory is a process that encompasses three basic elements: encoding, consolidation and retrieval. The concept of multiple memory systems is now widely accepted. The question concerning the contribution of new neurons to learning has been recognized for a long time. There are also numerous associations between neurogenesis and learning. Experience-related changes that affect neurogenesis, such as stress or environmental enrichment, also affect learning. This paper also presents some methods of improving memory.

7

Uczenie się kooperacyjne – w świetle opinii nauczycieli wczesnoszkolnych

80%

Sobierańska D.

Kwartalnik Pedagogiczny

|

2016

|

issue 4(242)

48-66

EN

Many studies that are currently conducted in the United States and Western Europe, indicate the advantage of cooperative learning over individual learning, which creates conditions for rivalry and competition. It is surprising, therefore, that in Poland there are still few publications and research reports on the subject. The literature available does not present analyses of cognitive effects of interacting with peers; it exposes only the importance of collaborative learning for social and personal development of students. Also, cooperative learning is still rarely used in Polish schools, although it is generally considered as an important element of the constructivist approach to teaching. The aim of this study is to identify the opinions of early childhood education teachers on cooperative learning. The survey results describe teachers’ beliefs on the children’s learning process and the place of cooperative learning in the classroom. They also show how the respondents perceive their role in promoting the cooperation of students in a team when performing the tasks.

8

Uczenie się jako przestrzeń dyskursywnie konstruowana

80%

Popow M.

Kultura-Społeczeństwo-Edukacja

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2017

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vol. 12

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issue 2

273-284

PL

The aim of this paper is to present the conception of learning as a discursive space. It presents the existing research in the field of critical discourse theory, cultural processes of learning as well as dialogic theory of learning. Different aspects of discourse of learning are discussed, including learning as a space for identity creation processes. Furthermore the issues of empty signifiers in a discourse of learning as well as cultural aspects of the discourse of learning and its consequences for identity creation processes are raised.

9

The State as a Learning Organization and Cybersecurity

80%

Szreniawski P.

Cybersecurity and Law

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2022

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vol. 8

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issue 2

36-43

EN

In a contemporary state, cybersecurity is becoming an increasingly important issue. In order for a state to adequately respond to changing threats, it must be a learning organization. Learning about cybersecurity should include specialist knowledge, but also knowledge about cybersecurity shaping the behaviours of the general public and policy makers. Legal regulations are an important instrument of shaping cybersecurity in a learning state.

10

Umiejętności społeczno-emocjonalne w uczeniu się jako procesie poznawania siebie i świata

80%

Barabasz G.

Studia Edukacyjne

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2021

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issue 62

279-294

EN

The author discusses the Concept of Multidimensional Skills (for education) presented in the Report of the World Bank Learning to realize education`s promise (2018), with particular emphasis on its first part - socio-emotional skills. Socio-emotional skills are the basic competences for learning, for getting to know oneself, for developing awareness of oneself and the social world, and for building social relationships. The author analyzes the learning process in various contexts.

11

Learning as a precondition of migrants’ interest and engagement

80%

Morasso S.

Human Affairs

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2012

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vol. 22

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issue 3

313-324

EN

This paper considers the complex relation between migrants’ interest in their host country and their consequent civic or social engagement in the framework of processes of transition following the rupture of international migration (cf. Zittoun 2006). In phases of transition, migrants live processes of identity definition, sense-making of the situation and learning new knowledge and social, cognitive and practical skills. I argue that learning may be considered a precondition for a migrant’s interest and engagement with the host country culture and institutions. In this connection, I use Eade’s (2007) notion of migration strategy to describe migrant profiles based on learning. My case is supported by a qualitative analysis of two paradigmatic case studies

12

Squats, squares, universities. About significant places in the biographies of rebels

80%

Szczygieł P.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2021

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vol. 22

101-112

EN

This article discusses a fragment of an empirical study on the learning of adults participating in various forms of rebellion such as manifestations, demonstrations, urban activism and many others. Several interviewees from Spain pointed out the importance of specific places in their practices of rebellion and learning. These ‘significant places’ could be an important context of people’s lifelong learning. They mediate activities, build social relationships, produce norms, values and – what is crucial from the point of view of biographical research – construct the identities of rebels.

13

Unlocking the potential of technology in education

80%

Czopek A., Pietrzak P.

e-mentor

|

2016

|

issue 3 (65)

78-82

EN

Over the last years various attempts to legitimate technology in education have been observed. Beginning from the examples of simple digitization of schools books through „iPad school” initiative in the Netherlands till dedicated closed tablet solutions in the USA. At the end of 2014 first adaptive learning solutions were introduced. The Knewton's system using knowledge graph started giving recommendations for learners on what questions should they work next, provided learning analytics and instructions predicting future results. In 2015 cognitive computing and artificial intelligence systems that use natural language processing and machine learning entered the market. IBM started working on a comprehensive solution for personalized learning. The practical implementations of those system can not only improve students' outcomes but also help to close skills gaps and rise employability. This article presents solutions that are being unlocked right now showing examples of newly created value of technology in education.

14

Learning as a life strategy

80%

Bogusławska-Tafelska M.

Acta Neophilologica

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2005

|

issue VII

99-106

EN

The goal of the paper is to explore the life-long specificity of the educational process, with special attention devoted to a vast collection of the psycholinguistic and ecolinguistic variables which orchestrate one's education. The dynamics and complexity of the foreign language education, in the context of the Polish university, ask for the twofold psycholinguistic treatment, that is, for the intraorganism strategic competence and behaviour; and for the interpersonal intervention, in the form of the educational offer and individually designed classroom work. The study proposes a redefinition of the learning process, which may constitute the starting point of a revised methodological framework in the context of the university foreign language education.

15

Games as a Tool in Education. Experiment in Teaching/Learning Competences by Student in the School

80%

Banasiak M., Karczmarzyk M.

Kultura i Edukacja

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2016

|

issue 4(114)

102-112

EN

The popularity of games, both computer ones and those with a board, does not surprise anyone these days. They are played by both youngest children as well as adults. It may thus be worthwhile to introduce games into academic education as one of educational activities. For thanks to a game, one can better understand a given problem, actively participate in its resolution, but also study material from a given lesson unit. Whether educational games work out as tools in educating students and whether they can be recommended to learners at the primary level of education - it will turn out in the further part of the article. Our intention is to carry out an experiment in which we wish to compare two groups of students, one of which (the experimental group) is using games during their classes, whilst the other one (the control group) is not using such games and acquires material in the traditional form.

16

Konferencja „Tworzyć wspólnotę. Propozycja Service Learning”. Uniwersytet LUMSA – Rzym 2020. Sprawozdanie

80%

Surma B., Rostek I.

Edukacja Elementarna w Teorii i Praktyce

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2020

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vol. 15

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issue 1(55)

133-136

PL

W dniach 30-31 stycznia i 1 lutego 2020 roku w Libera Università Maria Ss. Assunta LUMSA w Rzymie odbyło się sympozjum; które było odpowiedzią na podjętą przez Kongregację ds. Edukacji Katolickiej inicjatywę pod hasłem „Odbudowa globalnego paktu wychowawczego”; wskazanym przez papieża Franciszka. Celem sympozjum było przygotowanie do światowego wydarzenia; które miało się odbyć 14 maja 2020 roku w Watykanie (z racji ogłoszenia stanu zagrożenia epidemicznego odbędzie się w innym; późniejszym terminie).

17

New approaches and horizons in learning and teaching

80%

Gluchmanova M.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2016

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issue 4(23)

31-35

EN

The paper focus on the important facts from the international conference in Barcelona. The author describes the useful information and a few significant papers.

18

Asking better questions! A review of the pedagogical strategies used in one senior level award in Scotland

80%

Thorburn M., Seatter K.

Journal of Pedagogy

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2015

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vol. 6

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issue 1

123-149

EN

Previous related research on teaching effectiveness in one senior level award - Higher Still Physical Education (HSPE) in Scotland - revealed a number of extended challenges in adopting the practical experiential teaching and learning approaches advised. However, these studies were restricted by lack of observation of teaching and learning in action and of detailed analysis of the types and timings of questions asked. The present study addressed these limitations. Data were collected through observations of teaching, questionnaire responses on the uses of discussions by pupils and teachers and semi-structured teacher interviews. Findings revealed that there were encouraging signs of a broad range of purposeful question techniques being used in practical sessions. However, there was still a lack of full teacher trust in these approaches, despite high pupil endorsement for their usage. We conclude that perceived subject content and external assessment demands continue to constrain pedagogical strategies in HSPE.

19

Confucius: Philosophy between Philosophy

80%

Mickūnas A.

International Journal of Area Studies

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2013

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vol. 8

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issue 1

114-127

EN

The article is devoted to the philosophy of the well-known ancient Chinese sage Confucius paying attention to the Western misunderstandings of it. The fundamental differences between Chinese and Western civilizations, the problem of transcendence, and different attitude towards history are discussed in the text. Being neither a religion nor a philosophy in the strict Western sense of the word, Confucian thinking still finds its parallels among Western philosophies. The article faces the phenomenological task to discover concrete modes of awareness, their active engagements, and their correlate contents that are sufficiently broad and founding to cut across diverse disciplinary and cultural phenomena. This brief essay is a step in that direction with explicit commitment to Confucian explication and continuity of Chinese civilization. Despite variations and different levels of interpretation, a common context between Confucius and Western philosophical trends may be found.

20

Wpływ opisu danych na efektywność uczenia oraz pracy sztucznej sieci neuronowej na przykładzie identyfikacji białek

80%

BARTMAN J.

Edukacja-Technika-Informatyka

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2013

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vol. 4

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issue 2

358-365

PL

Uczenie jednokierunkowych wielowarstwowych sztucznych sieci neuronowych jest zagadnieniem szeroko omawianym w literaturze. Autorzy większości opracowań skupiają się na metodach uczenia, zdecydowanie mniej prac poświęconych jest wpływowi preprocesingu danych na uczenie i efektywność pracy sieci. Skoro uczenie sztucznych sieci neuronowych jest szukaniem funkcji odwzorowującej zbiór danych wejściowych w zbiór oczekiwanych odpowiedzi, to czego możemy oczekiwać, jeżeli zmienimy opis danych uczących? Zmienia się funkcja odwzorowująca, a więc szukamy innej funkcji, zatem jest możliwe, iż sposób kodowania danych wpływa na efektywność uczenia i pracy sieci. Niniejsza praca dotyka przedstawione zagadnienie badając wpływ sposobu zakodowania opisu białek na efektywność uczenia oraz pracy sieci neuronowej identyfikującej rodzaj białka

EN

Learning feedforward multilayer neural networks is an issue widely discussed in the literature. The authors of the most works focus on methods of learning, much less work is devoted to the influence of data preprocessing on learning and the efficiency of the network. If learning of artificial neural networks is finding the mapping function set of input data into a set of expected responses, what you can expect if you change the description of the data learners? Changes of mapping functions, and so we are looking for another function, so it is possible that the encoding of data affects the efficiency of learning and job of the network. This paper touches the issue presented by examining the impact of coding method information about the proteins on the effectiveness of learning and the work of the neural network identifies the type of protein.

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