Search results

1

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

100%

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).

2

Factors Which Motivate Music Teachers’ Training in Their Working Environment

71%

Bukantaitė D., Kubiliūtė M.

Applied Research In Health And Social Sciences: Interface And Interaction

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2015

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vol. 12

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issue 1

24-32

EN

Aim of the study was to identify the factors that motivate teachers‘ learning in their work environment Participatory photography method is the kind of method where the participants of the research reply to the questions of the researcher by taking photographs. Later, the photographs are defined, explained and analyzed, while sharing the insights with the researcher. Every participant of the research was contacted prior to the research by telephone or e-mail. They were asked to take photographs of the factors that motivate them to study in their workplace; the time of the interview was arranged also. Some participants of the research invited the researchers to their schools because they wanted to take the pictures right before the interview. Others came to the interview with pictures they have already taken. 10 music teachers, who work at their institution for not less than three years, were chosen for the research. After the teachers submitted their photographs, they were asked a few main questions: Why did you take a photograph of this particular phenomenon? Why does it motivate you to learn in your work environment? How do you learn? Why do you learn in your workplace? Every research participant was personally introduced to the goal of the research and got their questions answered. Participation was voluntary. To endure the confidentiality of the participants, they were not asked to provide any personal or other kind of information that would help to identify them. The research was limited by the fact that the teachers represented different institutions and worked with students of different age, that is why only common tendencies were distinguished, no comparison or evaluation was performed. Findings: three groups of factors that encourage learning in a workplace were identified: evaluation (taking part in projects, competitions, received awards); functional (information technology use, workplace, tools (course books, traditional and untraditional instruments); structural (colleagues, students, going to concerts, trips, taking part in master classes). Conclusion: Teachers do not link "workplace", only with their work in class. Going to concerts, taking part in seminars, projects, student preparation for competitions, trips were also mentioned as learning factors. Teachers' learning in their workplace is encouraged by their desire to improve in their professional work, confidence in themselves and their opportunities, desire to feel good in their work environment.

3

The Urgency to Innovate and the Cross-learning: Learning across, between and beyond

71%

Trocmé-Fabre H.

Human and Social Studies

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2013

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vol. 2

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issue 2

87-103

EN

Given the fact that the history of our brain is a long history of interfaces, connections and exchanges, this text aims to reveal the collective nature of the process involved by and within learning. In fact, the person who learns can only cross-learn: irrespective of the field of learning, he learns across, between and beyond.2 The cross-disciplinary approach suggested in the present study focuses on learning a foreign language.

4

Knowledge test with using test technologies as an element of improving the quality of training in e-learning systems

71%

NEVMERZHITSKA E.

Edukacja-Technika-Informatyka

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2013

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vol. 4

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issue 2

268-272

EN

The article considers the possibility of a significant improvement in the quality of education on the basis of the connection of e-Learning technology and the widespread use of tests and tasks in the test form.

5

Simulated Decision Learning in a Multiactor Setting

62%

Asproth V., Holmberg S., Löfstedt U.

Organizacija

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2010

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vol. 43

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issue 3

136-145

EN

The idea of decision analysis-and subsequent learning from the outcomes-is old within Operational Research. Here this approach to continuous improvement of decision outcomes is put one step further within the area of crisis and disaster management. This is done by introducing multiactors making simultaneous decisions with just partial information about each other. Further, decision outcomes are achieved from a simulation model rather than from the real object system.

6

Učební úlohy ve výuce fyziky na 2. stupni základní školy: vybrané výsledky CPV videostudie fyziky

62%

Vaculová I., Trna J., Janík T.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

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2008

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vol. 18

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issue 4

34-55

EN

Learning tasks are sets of specific requirements on the pupil’s learning. Didactically, the key question is what potential learning tasks carry for the process of pupils’ learning. This paper brings the results of a systematic analysis of the video recordings of 27 lower-secondary lessons of physics. Answers to the following questions are sought: How many learning tasks take place in a lesson? How long are they? How long do different phases of a learning task take (instruction, solving, check)? Who is the solver of the learning tasks? What approach do the learning tasks require? The findings show that solving learning tasks takes up 63 per cent of the lesson time; there are 6 learning tasks in an average lesson. Typically, the teacher solves the task in interaction with the pupils. Most of the learning tasks require verbal solution; experimental learning tasks are rare.

7

Když je kurikulární reforma evidence-less

62%

Štech S.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

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2013

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vol. 23

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issue 5

615-633

EN

The topic of the study consists in the analysis of the „story“ of the Czech curricular reform based on the comparison of its concepts and logic with the results of educational and psychological research in teaching and learning. The first part attempts to prove that the failure of the reform mostly rejected by teachers doesn’t consist in the lack of communication with them. The following part reveals the old tension between thinking/student oriented vs. subject oriented teaching behind current reform clichés. As the core and the symbol of the curricular reform, the notion of competence is critically analyzed: it is a bad answer, because it is not research evidence-based, to a good question. The last part deals with three issues from psychological research the results of which the reform largely ignored: (1) predominant focus on problem solving ignoring the results of research on the relationship between working memory and long-term memory and in the cognitiveload theory, (2) stress on the transversal competences as the goal of teaching ignoring the narrow and strong link of the thinking skills with the specific object of thinking and its epistemological constraints, and (3) challenging the belief the (far) transfer could play the role of the criterion of the learning effectiveness. Thus, the curricular reform was more ideology-driven than evidence-based.

8

Innovation, Learning, and Synergy Between Entrepreneurs and Venture Capitalists

62%

Berger R., Zviling M.

International Journal of Synergy and Research

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2013

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vol. 2

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issue 1-2

EN

Uncertainty and complexity are fundamental to innovation and decision making, especially in global high technology industries. Entrepreneurs interact with venture capitalists through the entrepreneurs’ communication and learning about the potential of new business venture. We believe that uncertainty and complexity are fundamental to the process of innovation through the synergy between entrepreneurs and venture capitalists. The purpose of this conceptual paper is to provide a conceptual synthesis on a complexity system approach to the innovation relationship between entrepreneurs and venture capitalists.

9

A REVIEW OF THE BENEFITS AND OBSTACLES OF LEARNING FRENCH LANGUAGE IN NIGERIA

62%

Okoedion E. G.

International Journal of New Economics and Social Sciences

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2019

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vol. 9(1)

341-351

EN

Language is the primary mode of human expression. Language delineates humans from other animals. With the use of language in its oral and written form, humans are able to communicate and express their feelings within the cultural norms. In essence, lan-guage is a mean or process of understanding the experience, ideas, and emotions. Since French is a language, it performs all functions that human languages perform such as communicative, interactive, diplomatic and informative functions. These func-tions have an impact positively on sustainable human development of the country. In spite of the benefits that the Nigeria citizenry are to derive while learning French language, there are many obstacles on its way such as government attitude towards the language, learning environment, lack of infrastructures, lack of motivation, jobless-ness of the students, etc. Hence, the analysis of the benefits and obstacles of learning French language in Nigeria and recommendation of ways alleviate the obstacles of learning French Language in Nigeria is what this paper has set out to achieve.

10

Gamification or the Ludic Expectations of Literacy

62%

Márquez-Gómez A., Alcantud-Diaz M.

Filoteknos

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2019

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issue 9

323–338

EN

This article attempts to show how play, namely gamification, can fit the determined goal of achieving outstanding literacy instruction for Primary Education children. We first provide a brief overview of the recent history on the research of literacy and play. We also make reference to strong standards and gamification in Primary Education childhood classes. To do so, and after reviewing current research into the issue of gamification and literacy in education, we describe a practical experience in a state Primary Education school in Valencia (Spain) connecting gamification and literacy skills. By doing this we will try to fill a gap found after our search of the literature, which revealed that to date there are few studies that have investigated practical experiences of teachers using games. The main objective of the didactic proposal depicted here was to enhance the children’s literacy skills through gamification in the field of Teaching English as a Second Language (TESL). Thus, the implementation of this experience has studied the way of integrating game dynamics in non-recreational environments to enhance their learning. The design of the teaching sequence shown here was contextualized by using the picture book The Gruffalo, and the students as the main protagonist to finally achieve a close relationship between learning, literacy and entertainment.

11

Organizational learning, organizational innovation and organizational performance: Empirical evidence among selected manufacturing companies in Lagos metropolis, Nigeria

62%

Bolaji Bello O., Adeoye A. O.

Journal of Economics and Management

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2018

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vol. 33

25-38

EN

Aim/purpose – The main purpose of this study is to examine the relationship between organizational learning, organizational i nnovation and organizational performance in Nigerian environment. The three hypotheses tested were consonant with the objectives of the study. Design/methodology/approach – Descriptive survey research method was used, pur- posive sampling method was used to select pa rticipants for the study and questionnaire administration engaged as instrument to elicit information from the participants. Kendall’s tau b correlation coefficient statistical technique adopted. Findings – The study confirmed that organizati onal learning had a positive correlation with organizational innovation; organization in novation in turn had positive correlation with organizational performance and organiza tional learning also had positive correla- tion with organizational performances. Research implications – The study looked at relations hip between organizational learn- ing, organizational innovation and organizati onal performance in relation to manufactur- ing industry in Nigeria. Originality/value/contribution – The study used non-financial perspectives, product, process, technology and non-technological i nnovations to establish may be relationships exist between the three constructs.

12

Kształtowanie tożsamości dziecka z niepełnosprawnością intelektualną w procesie dydaktyczno-wychowawczym (część 2*)

54%

Rozen B.

Studia Warmińskie

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2011

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issue 48

179-196

EN

The formation of the identity of child with the mental disability in the educational process is the second part of the paper, which purpose is the approximation of the fundamental truth about the person with mental disability. The realization of this truth is the task of the education. The task of the educator is to help to every child to discover and experience its dignity and to recognise its identity. The man experiences and develops himself through the relations with people and existential situations. The child with the mental disability can grow up like another children but it needs proper stimulations and good conditions to the comprehensive activity during the whole educational process. There is a very important thing to overcome the hindrances and difficulties in the educational process. The necessity of the overcoming is included in the nature of the man. The realization of this need has the influence on the proper mental activity of child. The children with the mental disability have the same psychological stages like another children. After childhood and adolescent period the child becomes adult. It is necessary to help to him in selecting of proper dress, behaviour, playing and activity in this age. The growing of independence is a very important process for the future identity. The fundamental role plays the family. If the participation in the social life completes the proper educational influence of the family, the child will experience abundance of its personality, value of life and happiness of its being.

13

Cognition, Metacognition and Learning

54%

Extremiana A. A.

Multidisciplinary Journal of School Education

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2018

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issue 13

163-187

XX

This article presents a theoretical review of the difficulty that exists in our days to understand and apprehend metacognition, given the problem that involves the construct itself. In addition, it is a complex concept to measure and to be able to apply it to the educational world and the teaching-learning process. This article discusses the importance of cognition and metacognition, as it establishes a clear difference between the two. A theoretical review of metacognitive research is presented, differentiating the existing research studies on control and the cognitive regulation from the research work that examines metacognition in the educational field. This article also reflects on the state of the metacognitive measurement and the difficulties to capture the metacognitive magnitude and scale as it relates to the capability to transfer these concepts to the educational world. It discusses viable ways to achieve a better development of the autonomy of the apprentices, being reflected in a "learning to learn" action that transcends the school environment and projects to all facets of meaningful learning.

14

Kognitivní vývoj dětí a školní vzdělávání

45%

Kohoutek R.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

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2008

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vol. 18

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issue 3

3-22

EN

This review deals with the stages of cognitive development of children and young adults. The development of cognitive processes at school, cognitive styles, teaching and learning styles and strategies are also discussed. In the conclusion the author recommends that principles of healthy education should be observed at schools.

15

Rozwój organizacji uczącej się a zarządzanie relacjami

45%

Lenart-Gansiniec R.

Studia Ekonomiczne

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2016

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vol. 283

29-43

PL

Zarządzanie w XXI w. przyjęło nową orientację. Coraz częściej w centrum zainteresowań badań nauk o zarządzaniu znajdują się relacje, wiedza oraz procesy uczenia się organizacji. Podkreśla się znaczenie relacji: umożliwiają one dostęp do niezbędnych zasobów oraz budowanie konkurencyjności. Z kolei cenne zasoby, w szczególności w postaci wiedzy, stanowią budulec i podwalinę organizacji uczącej się. W artykule podjęto próbę zestawienia koncepcji organizacji uczącej się z elementami zarządzania relacjami oraz odnalezienia zależności występujących pomiędzy nimi. Artykuł składa się z trzech części. Część pierwsza ukazuje istotę i rolę relacji. W drugiej przedstawiono istotę koncepcji organizacji uczącej się. Trzecia przedstawia znaczenie zarządzania relacjami dla budowania koncepcji organizacji uczącej się.

EN

Management in the XXI century adopted a new orientation. Increasingly, research at the heart of modern management science are relationships, knowledge and organizational learning process. It is emphasized that relationships allow businesses access to necessary resources and building competitiveness. Valuable resources are the building blocks and foundation learning organization. This article attempts matches concept of a learning organization with elements of relationship management and exploration of relationships between them. The article consists of three parts. The first part shows the essence and role of the relationship. The second part presents the essence of the concept of a learning organization. The third part shows the importance of relationship management to build the concept of a learning organization.

16

African Librarians and the Future of Learning: Reflections from the 5thAfLIA Conference and 7th African Library Summit in Accra, Ghana

36%

Okuonghae O., Igbinovia M. O.

Folia Toruniensia

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2023

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vol. 23

157-170

EN

Innovations in the 21st century have reshaped learning among people of different age, educational qualification, race, gender and geographical location. As a lifelong behaviour, it is predicted that the future of learning will transcend the conventional learning pattern and walls of the classroom with the introduction of open practices (such as the open educational resources) and the decolonization of educational content for both formal and informal learning. This discussion and many more characterized the 5thAfLIA conference and 7th African Library Summit in Accra, Ghana, as Librarians in Africa gathered to discuss the future of learning, libraries and sustainable development in Africa. The conference provided opportunity for Librarians in Africa to re-think their place in the future of learning and help achieve sustainable development. This paper, therefore, highlights the key activities and issues discussed during the 5th AfLIA Conference and 7th African Library Summit held in Accra, Ghana, from 22nd to 26th May, 2023.

PL

Innowacje w XXI wieku zmieniły sposób uczenia się wśród osób w różnym wieku, o różnych kwalifikacjach edukacyjnych, rasie, płci i położeniu geograficznym. Przewiduje się, że przyszłość uczenia się wyjdzie poza konwencjonalny wzorzec i ściany klasy wraz z wprowadzeniem otwartych praktyk (takich jak otwarte zasoby edukacyjne) i dekolonizacją treści edukacyjnych zarówno dla formalnego, jak i nieformalnego uczenia się. Ta dyskusja i wiele innych określały kierunek 5. konferencji AfLIA i 7. afrykańskiego szczytu bibliotek w Akrze w Ghanie, gdzie bibliotekarze w Afryce zebrali się, aby omówić przyszłość nauki, bibliotek i zrównoważonego rozwoju w Afryce. Konferencja była okazją dla bibliotekarzy w Afryce do ponownego przemyślenia swojego miejsca w przyszłości uczenia się i pomocy w osiągnięciu zrównoważonego rozwoju. W związku z ty, ten artykuł podkreśla kluczowe działania i kwestie omawiane podczas 5. konferencji AfLIA i 7. afrykańskiego szczytu bibliotek, które odbyły się w Akrze w Ghanie w dniach 22-26 maja 2023 r.

DE

Die Innovationen des 21. Jahrhunderts haben die Art und Weise, wie Menschen unterschiedlichen Alters, Bildungsstandes, unterschiedlicher Rasse, Geschlechts und geografischer Lage lernen, verändert. Es wird geschätzt, dass die Zukunft des lebenslangen Lernens über das herkömmliche Lernschema und die Klassenzimmer hinausgehen wird, indem offene Praktiken (wie Open Educational Resources) und die Entkolonialisierung von Bildungsinhalten sowohl im formellen als auch im informellen Lernen eingeführt werden. Diese Diskussion und viele andere Themen kennzeichneten die 5. Konferenz der Afrikanischen Vereinigung für Bibliotheken und Information (African Library and Information Associations – AfLIA) und den 7. Afrikanischen Bibliotheks-Gipfel in Accra (7. African Library Summit in Accra), Ghana, bei denen sich Bibliothekare in Afrika versammelten, um die Zukunft des Lernens, der Bibliotheken und der nachhaltigen Entwicklung in Afrika zu erörtern. Die Tagung bot den Bibliothekaren in Afrika die Gelegenheit, ihren Platz in der Zukunft des Lernens neu zu überdenken und zur nachhaltigen Entwicklung beizutragen. In diesem Artikel werden daher die wichtigsten Maßnahmen und Diskussionsthemen während der 5. AfLIA-Konferenz und des 7. Afrikanischen Bibliotheks-Gipfel in Accra, Ghana, vom 22. bis 26. Mai 2023 vorgestellt.

17

Authentic Leadership, Leader-Member Exchange, Job Thriving and Creativity Nexus from Public Organisation Context

36%

Ononye U. H.

European Journal of Management Issues

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2023

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vol. 31

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issue 2

93-101

UK

Мета роботи: Дослідження спрямоване на вивчення впливу автентичного лідерства на креативність у громадській організації з огляду на процвітання робочих місць та обмін між лідером і членами організації в ролі посередника та модератора відповідно. Дизайн / Метод / Підхід дослідження: Було застосовано крос-секційний дизайн дослідження, дані були зібрані за допомогою структурованої анкети від 269 працівників середньої ланки, які є медичними працівниками, що працюють у лікарнях та центрах первинної медико-санітарної допомоги, підпорядкованих Міністерству охорони здоров'я штату Дельта в Нігерії. В якості аналітичного інструменту для перевірки гіпотез був прийнятий метод найменших квадратів (МНК). Цей метод моделювання структурних рівнянь (SEM) був виконаний за допомогою програмного забезпечення SMARTPLS 3.3.3. Результати дослідження: Результати демонструють, що автентичне лідерство має незначний зв'язок із креативністю, окрім як через процвітання на роботі. Крім того, модерований результат посередництва показує, що обмін між лідером і членами групи зміцнює взаємозв'язок між успішністю роботи і креативністю та посилює позитивний вплив автентичного лідерства в контексті креативності. Теоретична цінність дослідження: Дослідження надає правдоподібні докази того, як автентичне лідерство, як позитивна форма лідерства, експлікує вплив на креативність, де успішність роботи та обмін між лідером і членами групи взаємодіють як контекстуальні змінні. Практична цінність дослідження: Громадські організації повинні запровадити регулярні тренінги з лідерства, щоб дати можливість керівникам навчитися поведінці, яка б сприяла підвищенню їхньої автентичності на роботі. Оцінювання може бути інтегроване в програми навчання лідерства для забезпечення їхньої ефективності. Оригінальність / Цінність дослідження: Не всі працівники вмотивовані займатися творчою роботою в бюрократизованому середовищі через лідерську поведінку на практиці. Це дослідження демонструє, як автентичне лідерство породжує креативність через покращення певних контекстуальних змінних: процвітання роботи та обмін між лідером і членами команди. Обмеження дослідження / Майбутні дослідження: Це дослідження було обмежене конкретною громадською організацією та державою Нігерія. Хоча емпірична інформація, надана в цьому дослідженні, може бути корисною і мати цінність для інших громадських організацій, а також для штатів Нігерії, важливо повторити це дослідження з ширшою вибіркою і географічним охопленням, щоб підвищити його загальність. Дослідження спирається на дані поперечних зрізів, які можуть недостатньо пояснити причинно-наслідкові зв'язки між латентними змінними, тому в майбутніх дослідженнях слід розглянути можливість застосування лонгітюдного підходу для отримання більш чітких і конкретних висновків.

EN

Purpose: The study is aimed at examining authentic leadership influences on creativity in a public organisation given job thriving and leader-member exchange as a mediator and a moderator respectively. Design/Method/Approach: The cross-sectional research design was adopted with data collected via a structured questionnaire from 269 mid-level employees who were healthcare professionals working in hospitals and primary healthcare centres under the purview of the Delta State Ministry of Health in Nigeria. The partial least square (PLS) method was adopted as the analytical tool for hypothesis testing. This structural equation modelling (SEM) method was performed with SMARTPLS 3.3.3 software. Findings: The results demonstrate that authentic leadership has a non-significant relationship with creativity except through job thriving. Further, the moderated mediation result shows that leader-member exchange strengthens the relationship between job thriving and creativity and enhances positive influences of authentic leadership in a creativity context. Theoretical Implications: The study provides plausible evidence on the pathways through which authentic leadership, as a positive form of leadership, explicates influence on creativity, wherein job thriving and leader-member exchange interact as contextual variables. Practical Implications: Public organisations should introduce regular leadership training to enable managers to learn behaviours that would enhance their authenticity at work. An assessment can be integrated into leadership training programmes to ensure its efficacy. Originality/Value: Not all employees are motivated to engage in creative work in bureaucratized settings due to the leadership behaviour in practice. This study demonstrates how authentic leadership engenders creativity through the enhancement of certain contextual variables: job thriving and leader-member exchange. Research Limitations/Future Research: This research was limited to a specific public organisation and Nigerian State. Although the empirical information provided herein may be insightful and have applicable value for other public organisations as well as Nigerian States, it is important to replicate this research with a broader sample and geographic spread to improve its generality. The study relies on cross-sectional data which may offer little explanations of causality effects among the latent variables, future research works should consider a longitudinal research approach for clearer and concrete inferences.

18

KSZTAŁCENIE INTERKULTUROWE W DYDAKTYCE JĘZYKA NIEMIECKIEGO W POLSCE I W BADANIACH GERMANISTÓW. ANALIZA PORÓWNAWCZA WYBRANYCH DOKUMENTÓW I MATERIAŁÓW GLOTTODYDAKTYCZNYCH

32%

Adamczak-Krysztofowicz S., Mihułka K.

Neofilolog

|

2019

|

issue 52/2

281-297

EN

This article is intended to contribute to the academic debate on intercultural German language teaching and the relevant research in Poland. The authors present a critical overview and analysis of selected constitu¬ent aspects of intercultural education and keywords which are important for the evaluation of goals and content within the framework of interculturally-oriented teaching of German in Poland. The authors also discuss the form of presentation of intercultural aspects of education in The Common European Framework of Reference for Languages: Learning, teaching, assessment (Council of Europe, 2001), in the Polish core curriculum and in selected German language teaching materials which are meant to shape the intercultural competence of Polish learners at different levels of proficiency and in different types of schools.

19

Emotions that Foster Learning: Wonder and Shock in Proclus

32%

Tresnie C.

Vox Patrum

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2022

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vol. 82

237-262

EN

In his Commentaries, Proclus (Neoplatonic philosopher, 5th century A.D.) describes the ways in which a teacher can awaken the desire for knowledge and philosophy in a given soul, and help this soul to make cognitive and moral progress. He considers such an intervention to be a case of providence, analogous to both the action of divine Pronoia and the care of one's personal daemon. As the soul being thus educated is still unaware of the merits of rational thought, the teacher needs to use the emotions of his student to stimulate him; he might even want to generate desirable emotions in his soul. I focus here on two emotions: wonder and shock. The first serves to stimulate interest while preserving autonomy. The second allows deeper commitment at the price of reduced autonomy of the pupil. Both are complementary aspects of philosophical perplexity.

20

Odbiór komunikatów z Internetu i druku

19%

Wojciechowski J.

Przegląd Biblioteczny

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2011

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vol. 79

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issue 3

305-340

EN

The validation of communication processes requires cross-verified semiotic and psychological analyses. The evaluation of future coexistence of digital and written communication is highly speculative. The writing derives from the speech and its linearity facilitates deep and abstract processing of the content received. The dynamic, simultaneous and polisemiotic language of Internet, HTML, is homologically complex and its transmissions are based on links and lexias. These languages are different and the text printed is not the same writing viewed on the screen – it is faster and on a deeper level as the recipient is more concentrated and intellectually activated. The human brain reacts to various signals in a different manner, although it integrates all content received and relates it to the content received earlier. The most long-lasting content stored in the long-term memory comes from deep, unhasty reading of written texts – this is the basic condition for successful learning and memorizing. The final effect is that of internalized knowledge and creative mental processes, with the creativity of the latter related not only to the content received but also to the form and semiotics of the communication. Wildly fluctuating social context and evolution of communication technologies, including miniaturization, makes trends foretelling a highly speculative task. However, one may expect gradual task-oriented specialization of various communication forms and their growing coexistence based on this specialization.

PL

Ustalenie prawidłowości przebiegu procesów komunikacji wymaga analiz semiotycznych i psychologicznych, weryfikowanych w sposób krzyżowy. Współistnienie komunikacji digitalnej i piśmienniczej, obecnie ewidentne, w perspektywie przyszłości jest oceniane różnie, ale w sposób spekulatywny. Pismo wywodzi się z naturalnego języka mowy, czyli jest linearne w płaszczyźnie, co ułatwia pogłębione i abstrakcyjne przetwarzanie treści odebranych. Język Internetu, HTML – dynamiczny, symultaniczny i wielosemiotyczny - jest złożony homologicznie, a transmisje opiera na linkach i leksjach. To odmienne języki i nawet pismo nie jest na ekranie tym samym, co w druku. Procesy odbioru pisma z druku przebiegają inaczej, niż z monitora: są pogłębione i trwają krócej. Decyduje znacznie większa koncentracja i aktywizacja intelektualna. Mózg inaczej reaguje na różne sygnały, jakkolwiek zachodzi też finalne scalanie przejętych treści, odnoszonych następnie do treści już wcześniej przyswojonych. Ale na dłużej przechowują się tylko treści przetworzone do pamięci długotrwałej, a najtrwalej – te, które pochodzą z pogłębionego czytania tekstów pisemnych, nie nadmiernie szybkiego: taki jest warunek uczenia się i zapamiętywania. Ostateczny efekt to zinternalizowana wiedza oraz kreatywne procesy mentalne. To zaś, czy są kreatywne, czy tylko odtwórcze i bierne, pozostaje w relacji nie tylko z przejętą treścią, lecz także z formą komunikacji i jej semiotyką. Przy zmieniającym się kontekście społecznym i rozwoju komunikacyjnych technologii – w tym miniaturyzacji urządzeń – określanie tendencji przyszłościowych jest wysoce spekulatywne. Można jednak spodziewać się postępującej z czasem specjalizacji zadaniowej różnych form komunikacji oraz ich wzajemnej koegzystencji – na tej specjalizacji opartej.

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Odbiór komunikatów z Internetu i druku