Search results

1

Wzory do naśladowania w budowaniu kultury rzetelności naukowej. Komunikat z badań w projekcie Path2Integrity

100%

Dwojak-Matras A., Kalinowska K., Koterwas A.

Człowiek i Społeczeństwo

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2021

|

vol. 52

181-193

EN

The subject of the text is the use of role models in building an academic culture of research integrity. We present some possible ways of involving them in teaching and promoting research integrity at universities. The acquired empirical results concern the qualities of a scientist worthy of emulation indicated by undergraduates, postgraduates and PhD students. The qualitative analysis of the collected data enabled us to describe two profiles of a good scientist: an accessible one, who sets an example to his/her mentees in a direct relationship, and a distant one, admired because of his/her work ethos and outstanding achievements. The research was conducted as an online survey in 2020 as part of the project

2

Mezigenerační učení v rámci programů a kurzů neformálního vzdělávání pro děti, rodiče a prarodiče

100%

Rabušicová M., Klusáčková M., Kamanová L.

Studia paedagogica

|

2009

|

issue 2

131-153

EN

The paper is one of the first outputs of a research project called “Cross-generational Learning: Children, Parents and Grandparents in Non-formal Education and Informal Learning” . It opens with a brief account of the concept of cross-generational learning and then moves on to map the offer of courses and programmes of non-formal learning presenting an opportunity for members of families belonging to different generations to learn from one another. This outline is used as a starting point for further analysis of to which extent, in which ways and by whom these courses are attended, which is the participants’ motivation for enrolment, how they view their benefits and whether at all they perceive these activities as a part of their learning. These more detailed insights are based on participant observation and questioning undertaken in selected courses to be used for subsequent implementation of a questionnaire survey among participants of courses and programmes of non-formal education.

3

Pedagogical Aspects of Voluntary School Work

100%

Mária Jármai E., Palányi I. Z.

Practice and Theory in Systems of Education

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2015

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vol. 10

|

issue 1

23-45

EN

The economic importance of voluntary work has been exceedingly appreciated in the last few decades. This is not surprising at all, because it is highly profitable according to the related estimated data. There are 115,9 million people doing voluntary work only in Europe, which means that they would create the world's 7th biggest economy with EUR 282 billion value creation if they formed an individual state. The organizations know that voluntary work has several advantages apart from the economic benefits. It is profitable both for the society and for the individuals as well. Several researches have proven that voluntary work positively influences the development of the personality, because the key-competencies - such as: co-operation, empathy, solidarity, conflict handling, problem solving, etc. - expected in the labor market can be improved.

4

‘Is This a Joke?’: The Delivery of Serious Content through Satirical Digital Games

88%

YI S.

Acta Ludologica

|

2020

|

vol. 3

|

issue 1

18-30

EN

Games that utilize satire have largely been unexplored despite their potential to be used as learning supplements or tools to foster conversations around difficult large-scale topics. To what game genre do these games belong, and what are the uses and benefits for learning from such games? In this exploration study, we examine six popular and culturally relevant digital games (5 directly, 1 indirectly) utilizing satire as part of their narrative and gameplay. The range of games covers topics such as global overpopulation, the use of artificial intelligence for surveillance, and the process of mass capitalist production and the manner of its consumption. Satirical digital games serve both the purposes of serious games and entertainment games, pointing to the problematic connotations of the term serious games. It is suggested that the name satirical games is used to describe digital games created for entertainment with underlying political messages and to make a statement and/or commentary on society. Satirical games have potential as powerful learning tools to help facilitate discussion around difficult topics about society’s functions and practices. Future studies should examine additional digital game titles that rely on satire in their narrative and gameplay and investigate the relationship between satire and its role in the learning goals of the games.

5

An Iconographic Analysis of Photographs of Two Famous Football Players: Additional Information about the Career of Puskás and Deák

88%

Horváth H. A.

Physical Culture and Sport. Studies and Research

|

2012

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vol. 55

|

issue 1

47-55

EN

The lifestyle reform movements at the turn of the century played a remarkably important role in the growing priority attributed to physical education. Sports clubs could be considered the most influential nongovernmental organizations at the beginning of the 20th century. Sports were given special priority and were even supported by legal measures in Hungary between the two world wars. Playing football gained vast popularity. We focus on two famous football players, Puskás, “the most famous Hungarian” and Deák, a Guinness record-holding top goal scorer. To be precise, we focus on their photos: we have similar ones of a young Puskás and a young Deák. These photos depict a very important moment in the lives of both youngsters. We conduct an iconographic analysis in order to illustrate connections the two young football players have to their clubs and to the sport.

6

OPEN EDUCATIONAL RESOURCES, ICT AND VIRTUAL COMMUNITIES FOR CONTENT AND LANGUAGE INTEGRATED LEARNING

88%

Cinganotto L., Cuccurullo D.

Teaching English with Technology

|

2016

|

vol. 16

|

issue 4

3-11

EN

The present contribution is aimed at describing one of the latest trends in the European school curricula: the teaching of subject content in a foreign language (CLIL), which is becoming more and more popular all over Europe, also bearing in mind the latest recommendations from the European Commission. Starting with a brief theoretical background on CLIL, the article focuses on OER (Open Educational Resources) and digital tools that have strongly changed and reshaped the educational landscape, offering a lot of opportunities for CLIL teachers and trainers. This scenario has also changed the interaction among teachers, building up virtual communities of practice aimed at sharing ideas and good practices for better quality teaching/learning. Some examples of these CLIL communities are provided.

7

How to assess the effectiveness of the informal learning? Controversies about the procedures PLA (Prior Learning Assessment) in Polish higher education

88%

Frąckowiak A.

Rocznik Towarzystwa Naukowego Płockiego

|

2014

|

vol. 6

s. 248-263

EN

The author discusses the phenomenon of the informal learning. Furthermore, she presents the assessment principles of life and work experience at universities which should be equalized with academic knowledge.

8

Meeting the challenges - a student with a hearing impairment in inclusive education

75%

Kupisiewicz M.

Studia z Teorii Wychowania

|

2020

|

vol. XI(4(33))

87-112

EN

The article attempts to analyze the challenges faced by deaf/hard-of-hearing children learning through nclusive education. Under consideration are taken following aspect’s: hearing impairment and conditions, teaching methods affecting the learning process, conditions that make it difficult for the student to receive the speech and the listening effort and fatigue that accompanies him; restrictions on lip-reading; cognitive load; fragmented access to informal and collaborative learning. The article concludes with an indication of creating a personalized educational environment for a student with hearing loss, which refers to the individualized learner profiles, personalized learning paths in accordance with the progression of the acquired competency-based progression under the modified conditions of the classroom space and its resources, structure and time of the school day.

9

Nowe wyzwania walidacji w polskich uczelniach – potwierdzanie efektów uczenia się osiągniętych poza szkolnictwie wyższym

71%

Lewicki J.

Nauka i Szkolnictwo Wyższe

|

2016

|

issue 1(47)

145-162

EN

This article is an introduction to the issue of validation of learning outcomes achieved outside higher education in Polish Higher Education Institutions. The first part discusses the national regulations on the basis of the Law on Higher Education. In the second and the third parts the experiences of selected pilot projects devoted to validating learning outcomes were delineated. The last part contains preliminary conclusions and recommendations.

PL

Niniejszy artykuł stanowi wprowadzenie do problematyki potwierdzania (walidowania) przez uczelnie efektów uczenia się osiągniętych poza szkolnictwem wyższym. W pierwszej jego części omówiono regulacje krajowe na gruncie ustawy Prawo o szkolnictwie wyższym. W częściach drugiej i trzeciej naszkicowano doświadczenia wybranych projektów pilotażowych poświęconych potwierdzaniu efektów uczenia się. Ostatnią część stanowią wstępne wnioski i rekomendacje.

10

Forschendes Lehren und Lernen (FLL) in Angewandter Linguistik und Sprachdidaktik Muttersprache Deutsch: Praxiserfahrungen mit dem FLL-Beispiel Informelles Lernen in Szenen: Soziosemiotik des (Heavy) Metal

66%

Lang E.

Glottodidactica

|

2014

|

vol. 41

|

issue 2

23-46

EN

Teaching and learning research appears to be both a suitable and sustainable means to achieve an up-to-date competence for university students in applied linguistics. The understanding of and dealing with new multimodal ‘glocal’ semiotic systems and codes has thus emerged as a new core competence in that field. Since formal educational institutions still adhere to traditional contents, goals and methods, it has turned out to become necessary to focus on informal learning, especially when experienced in subcultures. This approach will lead to acquiring better sociosemiotic competences. The present contribution is based on data and results of imparting of knowledge about informal socio-semiotic learning at the university Wuppertal (Germany), using documents used advanced in seminars of German studies.

11

Le rôle de l’apprentissage informel du FLE dans la stimulation de la conscience et de l’autoconscience métacognitive des étudiants de philologie française. Exemple des films et séries francophones

63%

Grabowska M. E.

Glottodidactica

|

2022

|

vol. 49

|

issue 1

87-106

EN

The research concerns a specific learning environment, namely the Institute of Romance Studies at the University of Wrocław, and attempts to address two questions: 1. To what extent do students of French philology currently benefit from the affordances offered to them by modern digital tools, in particular the various video-on-demand platforms, for informal learning of French via French-language films and series? 2. How does this activity stimulate their metacognitive awareness and self-awareness in the area of learning French as a foreign language? To this end, students of French philology took part in a survey which demonstrated that films and series are an important leisure activity, even if French-language titles represent only 21% of what they are watching. However, these films and series are subjected to important metacognitive reflection.

12

Aktywność obywatelska w organizacjach trzeciego sektora a pedagogia agatologiczna Józefa Tischnera

63%

Czerwiński K.

Paedagogia Christiana

|

2018

|

vol. 1/41

149-164

PL

Społeczeństwo obywatelskie, określane też jako trzeci sektor, składa się z organizacji, stowarzyszeń, fundacji, ruchów społecznych itp., w których ludzie dobrowolnie zrzeszają się i działają dla realizacji dobra wspólnego. Efektywne działanie w tych organizacjach kształtuje u ich członków takie cechy i postawy, jak: aktywność, samosterowność, komunikatywność, krytycyzm, ale też zaufanie, lojalność, solidarność, tolerancję itp. Ma tu miejsce uczenie się nieformalne, przy okazji innych działań, od siebie nawzajem – a ten rodzaj całożyciowego uczenia się dorosłych jest zdaniem np. Mieczysława Malewskiego nowym paradygmatem andragogicznym. Koresponduje to z koncepcją pedagogii agatologicznej Józefa Tischnera, której rdzeniem jest ujęcie człowieka jako istoty, która staje się i która jest ukierunkowana na dobro. Artykuł stanowi próbę uargumentowania tej zależności.

EN

Civic society identified as the third sector consists of institutions, associations, foundations, social movements and others of this type, where people voluntarily associate and work for the common good. Effective acting in these organizations forms features and attitudes of the third sector members such as self-steering, communicativeness, criticism, but also trust, loyalty, solidarity, tolerance, etc. On the occasion of other (alternative) activities, informal learning from each other happens and this kind of adults’ lifelong learning – according to Mieczysław Malewski – is a new andragogical paradigm. It corresponds with Józef Tischner’s conception of the agatological pedagogy at the core of which lies the recognition of a human as a being who is becoming and who is oriented towards good. This article is a trial of asserting the described dependence as an argument position.

13

L’apprentissage informel au service de l’enseignement de la littérature et de la culture à la philologie française

63%

Grabowska M., Sadkowska-Fidala A.

Academic Journal of Modern Philology

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2023

|

issue 20

83-94

EN

The aim of the present study is to examine the extent to which French philology students' informal learning – in the area of multimodal literacies and leisure activities – reinforces the gains in French literature and French history and culture courses through creative mediation. We report on an experiment conducted in the years 2020-2022 in five online courses at the French Philology department of the University of Wrocław during the Covid-19 pandemic. In these courses, students were expected to personally mediate the texts or content studied in class and present them on a group Facebook site. The students' projects are classified according to two criteria (intersemiotic and intrasemiotic mediation; mediation of form and content) and prove that the involvement of informally acquired knowledge and skills not only developed the students' creativity, but also promoted interpretative processes by anchoring the formal learning of the course in personal experience.

14

Strategie badania praktyki przez nauczycieli akademickich jako wyraz uczenia się nieformalnego

63%

Szplit A.

Rocznik Andragogiczny

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2018

|

vol. 25

157-169

EN

Teacher educators’ actions aimed at learning and improving their own practice are the forms of informal learning. The author describes the directions of practitioners’ research on the basis of literature review (80 professional papers). She finds four research-based learning strategies of teacher educators: describing practice, practice improvement, practice evaluation, and cooperative learning.

PL

Podejmowane przez nauczycieli akademickich działania skierowane na poznawanie i doskonalenie własnej praktyki są wyrazem ich nieformalnego uczenia się. Autorka próbuje określić kierunki aktywności badawczej nauczycieli akademickich, którzy kształcą przyszłych nauczycieli. Dokonuje ich przeglądu w oparciu o analizę literatury międzynarodowej. Odnajduje cztery strategie zmierzające do uczenia się poprzez poszukiwania badawcze dotyczące własnej praktyki dydaktycznej: strategię opisu, strategię wzbogacania rzemiosła, strategię ewaluacji oraz strategię współpracy.

15

Uczenie się nieformalne w perspektywie ekonomicznej

63%

Przybylska E.

Edukacja Ustawiczna Dorosłych

|

2018

|

issue 1

20-28

EN

Working and learning are nearly identical phenomena. Science is dealing closer with these two human activities from economic perspective. The aim of the article is capturing the complementary nature of working and learning, as well as showing the issues relevant to both economics and adult education. These scientific disciplines aspire to optimize processes of informal learning by reforming the milieu where the learning and the evolution of civil competences of learning take place. The essential question is, what kind of investments are necessary to optimize informal learning and, as a consequence, achieve new standards of work?

16

Non-Formal Learning and Learning Organizations. Review of the Primary Notions

63%

Pavlović N.

Teraźniejszość – Człowiek – Edukacja

|

2015

|

vol. 18

|

issue 1(69)

7-20

PL

Celem tego artykułu jest ocena oddziaływania modeli pozaformalnego uczenia się na wzrost wiedzy w organizacjach. Aby go zrealizować, autor najpierw przedstawia swoją pracę, a następnie przechodzi do analizy koncepcji pozaformalnego i nieformalnego uczenia się, koncepcji formalnej edukacji oraz różnic między nimi. Następna część artykułu dotyczy zapobiegania kryzysowi, którego obecnie doświadcza społeczeństwo w obszarze wiedzy i edukacyjnych oddziaływań, oceniając kulturę organizacji uczenia się. Są one najważniejszym czynnikiem, który należy wziąć pod uwagę, aby zrozumieć odpowiedzialność przypisaną do uczenia się. Przed omówieniem i ostatecznym zamknięciem przeprowadzonej oceny w artykule znajduje się rozdział poświęcony omówieniu stosunków istniejących pomiędzy modelami uczenia się i uczącymi się organizacjami. Ważne jest podkreślenie, że celem tej analizy jest właśnie ten rozdział. Analiza przeprowadzona jest w oparciu o prace P. Senge oraz E. Schein, jak również dokumenty UNESCO.

EN

This paper seeks to assess the impact of non-formal learning models in the increment of knowledge within organizations. In order to achieve this, it introduces the work which is presented herein and proceeds to analyze the concepts non-formal and informal learning, formal education as well as the differences that exist among all of them. The next part of the paper preempts the crisis society is experiencing today in terms of knowledge and educational influences by assessing the culture of organizations of learning being the most useful factor to consider in order to understand the responsibility assigned to learning. Before discussing and ultimately concluding the assessment conducted, there is a section of the paper dedicated to discussing the relationship existing between models of learning and learning organizations. It is prudent to note that the purpose of this analysis is this particular section. The analysis elements are based on P. Senge’s literary work as well as E. Schein’s. There is also reliance on papers from UNESCO.

17

WIKIPEDIA NA UCZELNI I W SZKOLE – PRZYSZLI NAUCZYCIELE O WIKIPEDII

63%

Bednarska N.

Ruch Pedagogiczny

|

2015

|

issue 1

141-153

PL

Jakościowa analiza pisemnych prac studenckich stała się podstawą rozważań na temat korzyści i zagrożeń, jakie wynikają z korzystania z Wikipedii – autorka, przedstawiając poglądy studentów oraz środowiska naukowego próbuje je konfrontować i z nimi polemizować. Celem artykułu jest odkrycie prawdziwej wartości edukacyjnej Wikipedii.

EN

Qualitative analysis of students’ written work became the basis for reflection on the benefits and risks arising from the use of Wikipedia – Author, presenting the views of students and the scientific community tries to confront and argue them. This article aims to discover the true educational value of Wikipedia.

18

Europejski system walidacji uczenia się pozaformalnego i nieformalnego - mechanizm tworzenia kapitału ludzkiego czy biurokratycznego?

63%

Drobny P.

Unia Europejska.pl

|

2014

|

issue 6

25-31

PL

Procesy takie jak starzenie się społeczeństwa oraz brak siły roboczej i ich konsekwencje dla rynku pracy i gospodarki skłoniły Unię Europejska (UE) do podjęcia działań, które mogą doprowadzić do poważnych zmian w procesie edukacji. Polegają one na wprowadzeniu w państwach członkowskich zgodnych ze sobą krajowych systemów kwalifikacji, które wsparłyby realizację idei uczenia się przez całe życie. Problem poruszony w artykule dotyczy tylko części tych działań, tj. walidacji uczenia się pozaformalnego i nieformalnego. Celem artykułu jest próba pokazania, że wprowadzanie systemu walidacji w Polsce zgodnie z wytycznymi UE jest nieadekwatne do potrzeb rynku pracy i bezzasadne. Dubluje bowiem istniejący już system i nie przyczynia się do powstawania nowego kapitału ludzkiego, a zatem jest także kosztowne, ponieważ podnosi koszty inwestycji w kapitał ludzki. Może ponadto zwiększać zakres biurokracji. W pracy wykorzystano metody badawcze w postaci analizy dokumentów i danych statystycznych, rozwiązania problemu w oparciu o konstrukcje myślowe oraz metodę interpretacji humanistycznej. Wykazano, że proponowany przez Unię Europejską system walidacji uczenia się pozaformalnego i nieformalnego opiera się na błędnej koncepcji kapitału ludzkiego i nie jest procesem jego tworzenia. Stanowi on natomiast potencjał rozwoju biurokracji. Ponadto jego aplikacja na gruncie polskim jest nieadekwatna do potrzeb edukacyjnych Polaków i może przyczynić się do zasadniczych i szkodliwych zmian w całym systemie edukacji.

EN

The processes such as an ageing population and lack of manpower and their consequences for the labour market and the economy have led the European Union to take actions that may lead to major changes in the process of education. They rely on the introduction in the Member States of harmonised national qualifications systems which would support the implementation of the idea of lifelong learning. The problem tackled in the article deals only with a part of these activities that is the validation of non-formal and informal learning. The author tries to show that the introduction of the validation system in Poland in accordance with the EU Guidelines on validation is inadequate to the needs of the labour market and unfounded. It duplicates the existing system and does not contribute to the creation of new human capital. It is costly because it raises the cost of investment in human capital and is a potential for increasing bureaucracy. The author used the research methods in the form of analysis of documents, analysis of statistical data, solution to the problem based on the mental construction and method of humanistic interpretation. The author concluded that the system of validation of non-formal and informal learning proposed by the European Union bases on an incorrect conception of human capital and is not a process of its creation. It poses instead a risk for the development of bureaucracy. In addition, its application in Poland is inadequate for the educational needs of Poles and can contribute to substantial and harmful changes throughout the education system.

19

Methods for creating academic Internet-resources for it students’ indyvidual work management

63%

GLAZUNOVA O., VOLOSHYNA T.

Edukacja-Technika-Informatyka

|

2014

|

vol. 5

|

issue 2

315-321

EN

Informational and educational resources for independent work of students today are one of the most effective means. Technique of creating and using these tools requires constant research through the intensive development of of new information technologies. The present article describes the most effective tools and technologies for creating Internet resources for independent work of students of IT-specialties. Methods of their use in the educational process are The present article describes the most effective tools and technologies for creating Internet resources for independent work of students of IT-specialties, substantiated methods of their use in the educational process substantiated.

20

THROUGH THE (NOT SO) PINK GLASSES: GENDER BIAS IN INTIMATE RELATIONSHIPS

63%

GROCHALSKA M.

Journal of Education Culture and Society

|

2016

|

vol. 7

|

issue 2

158-179

EN

This article was written as part of the project funded by the National Science Centre allocated on the basis of the decision no DEC-2011/01/D/HS6/02470. It shows how social representations of intimate relationships are shared among women and where they are rooted. According to Serge Moscovici, social representations are systems of values, ideas and practices, which allow people in groups to understand each other. Thus women have such a system, which is created through their entire life within the process of informal learning. During this processes some gender bias is imposed. This bias becomes a part of social representations of intimate relationships and influences practices of „being-in-relationship”. Those practices often do not fit life situations, contributing to the deterioration of women’s quality of life . All these processes are analysed on the basis of data taken from focus group interviews (FGI) with women. During interviews women often referred to some shared meanings, which constitute their social representations. Finally, these interviews show, that close relationships are highly affected by gender bias, thus they are full of misunderstandings and internal conflicts. The findings highlight the role played by the social representations in women’s subjective experience of their intimate relationships.

Refine search results

Wzory do naśladowania w budowaniu kultury rzetelności naukowej. Komunikat z badań w projekcie Path2Integrity

Mezigenerační učení v rámci programů a kurzů neformálního vzdělávání pro děti, rodiče a prarodiče

Pedagogical Aspects of Voluntary School Work

‘Is This a Joke?’: The Delivery of Serious Content through Satirical Digital Games

An Iconographic Analysis of Photographs of Two Famous Football Players: Additional Information about the Career of Puskás and Deák

OPEN EDUCATIONAL RESOURCES, ICT AND VIRTUAL COMMUNITIES FOR CONTENT AND LANGUAGE INTEGRATED LEARNING

How to assess the effectiveness of the informal learning? Controversies about the procedures PLA (Prior Learning Assessment) in Polish higher education

Meeting the challenges - a student with a hearing impairment in inclusive education

Nowe wyzwania walidacji w polskich uczelniach – potwierdzanie efektów uczenia się osiągniętych poza szkolnictwie wyższym

Forschendes Lehren und Lernen (FLL) in Angewandter Linguistik und Sprachdidaktik Muttersprache Deutsch: Praxiserfahrungen mit dem FLL-Beispiel Informelles Lernen in Szenen: Soziosemiotik des (Heavy) Metal

Le rôle de l’apprentissage informel du FLE dans la stimulation de la conscience et de l’autoconscience métacognitive des étudiants de philologie française. Exemple des films et séries francophones

Aktywność obywatelska w organizacjach trzeciego sektora a pedagogia agatologiczna Józefa Tischnera

L’apprentissage informel au service de l’enseignement de la littérature et de la culture à la philologie française

Strategie badania praktyki przez nauczycieli akademickich jako wyraz uczenia się nieformalnego

Uczenie się nieformalne w perspektywie ekonomicznej

Non-Formal Learning and Learning Organizations. Review of the Primary Notions

WIKIPEDIA NA UCZELNI I W SZKOLE – PRZYSZLI NAUCZYCIELE O WIKIPEDII

Europejski system walidacji uczenia się pozaformalnego i nieformalnego - mechanizm tworzenia kapitału ludzkiego czy biurokratycznego?

Methods for creating academic Internet-resources for it students’ indyvidual work management

THROUGH THE (NOT SO) PINK GLASSES: GENDER BIAS IN INTIMATE RELATIONSHIPS