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1
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Ku pamięci. Kolor w dyskursie akademickim

100%
Loewe I.
tekst i dyskurs - text und diskurs
|
2019
|
issue 12
99-110
EN
The article refers to the theory of colour, the theory of perception, contemporary media morphosis and the postulates of multimedia stylistics. The author undertakes the presented deliberations for two reasons. Perception, remembering and learning are important for the teaching process at the university regardless of the passage of time. Both the lecturer and the student are interested in the effective acquisition of content. Multimodality as an attribute of the prevailing products of contemporary culture should be the subject of interest for discourse linguistics. The author’s research goal is to examine the effectiveness of font colours used in academic Power Point slides. In a multimedia presentation as a form of a lecture, a public reception takes place, alongside listening with reading and watching. The synergy of the spoken word and the bit-based text occurs. The author puts forward the claim that colour can be a factor in supporting or losing the listener’s directional attention. The second claim is that a colourful area, or a background for a printed text, is different from the colour of the font used in a text that students are required to read and watch from a distance. When the lecturer stands in front of the audience, they can manage its attention through various means. One of them is visualization in the form of the font colour choice within the slide. The article is a proposal of a certain type of research, but the author also presents the results of an experiment. Its results allow to reject the dominant role of the text placed on the slide. Some students correctly recalled the information conveyed only in the spoken form.
2
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Oral translation as a way of fostering accuracy. Evidence from teaching Russian

88%
Laskova V.
Studia Rossica Posnaniensia
|
2022
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vol. 47
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issue 2
205-222
EN
This paper presents the results from two different experiments carried out independently with two different groups of students using the same materials and the same methodology, with the aim to check whether oral translation, if applied as a main teaching technique, can foster the development of the accuracy component of language proficiency. The experiments were carried out at the International Centre for Plurilingualism at the University of Udine with two experimental groups over a period of three years. Apart from providing a positive answer to the research question, the results show that the whole training can be carried out as part of the in-class activities and is independent of factors of personal character like the amount of time a student dedicates to the L2 learning at home, his or her willingness to put him/herself to work and even, to a large extent, independent of the student’s mother tongue or previous contacts with the foreign language. Since the main goal is the rapid memorization of the lexical and grammar material inside a context, the present technique suggests itself as a promising teaching tool in any lexically specialized field of L2 study.
3
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The Effectiveness of Hand-Body Observation and Manipulation Methods on Taekwondo Taegeuk Learning Among Primary School Children

63%
Kusrin J., Shapie M. N. M., Hakim M. I. H. M., Nor M. A. M., Taib M. G., Linoby A., Muhyi M.
Ido Movement for Culture. Journal of Martial Arts Anthropology
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2022
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vol. 22
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issue 2s
31-36
EN
Background. A good teaching method allows better transfer of knowledge between teachers and students. Problems and aim. Taekwondo instructors lack exposure to the variety of methods of teaching Taekwondo to children makes children not interested in participating in Taekwondo. This study aimed to examine the effectiveness of two teaching methods; observation techniques and hand-body manipulation on Taekwondo Taegeuk 3 (TT3) learning among primary school children. Methods. The design of this study used pre- and post -test experimental research methods. The study population consisted of primary school children. A total of 40 children who are members of a Taekwondo club in Malaysia were involved in this study. All subjects followed the same pre -test session before the intervention session began. Subjects were divided into 2 experimental groups namely N1 = 20 (observation), N2 = 20 (hand-body manipulation) and attended 2 intervention sessions for 3 hours, to learn and practice TT3 with different methods. The selected study instrument was a TT3 score sheet. Scores before and after the test were recorded and analyzed using IBM SPSS Statistics. Result. The results of the data analysis showed that the pre-test scores obtained by both groups were quite similar because the same activities and amount of pre-test time were given. The post-test scores showed significant differences between both groups. Conclusion.Learning methods using observation techniques result in effective learning transfer because it saves time, subjects can witness TT3 demonstrations more often as well as teach many students.
PL
Tło. Dobra metoda nauczania pozwala na lepsze przekazywanie wiedzy między nauczycielem a uczniem. Problemy i cel. Instruktorzy Taekwondo nie mają możliwości zapoznania się z różnorodnymi metodami nauczania dzieci Taekwondo, co powoduje, że dzieci nie są zainteresowane uczestnictwem w zajęciach. Celem niniejszej pracy było zbadanie skuteczności dwóch metod nauczania: technik obserwacji i manipulacji ręka-ciało na naukę Taekwondo Taegeuk 3 (TT3) wśród dzieci ze szkoły podstawowej. Metody. W badaniu zastosowano eksperymentalne metody badawcze pre- i post-test. Badana grupa składała się z dzieci ze szkół podstawowych. W badaniu wzięło udział 40 dzieci należących do klubu Taekwondo w Malezji. Wszyscy uczestnicy przeszli tę samą sesję przedtestową przed rozpoczęciem sesji interwencyjnej. Uczestnicy zostali podzieleni na 2 grupy eksperymentalne: N1 = 20 (obserwacja), N2 = 20 (manipulacja ręka-ciało) i wzięli udział w 2 sesjach interwencyjnych trwających 3 godziny, aby nauczyć się i przećwiczyć TT3 różnymi metodami. Wybranym narzędziem badawczym był arkusz wyników TT3. Wyniki przed i po teście były rejestrowane i analizowane przy użyciu IBM SPSS Statistics. Wynik. Wyniki analizy danych pokazały, że wyniki przedtestowe uzyskane przez obie grupy były dość podobne, ponieważ wykonano te same ćwiczenia i przeznaczono na nie tyle samo czasu. Wyniki uzyskane po teście wykazały znaczące różnice między obiema grupami. Wnioski. Metody nauczania wykorzystujące techniki obserwacyjne pozwalają na efektywne przekazywanie wiedzy, ponieważ oszczędzają czas, uczestnicy mogą częściej oglądać demonstracje TT3, a także uczyć wielu uczniów.
4
Content available remote

Learning Content Development System (LCDS) jako narzędzie tworzenia materiałów powtórkowych

63%
Roszak M., Kołodziejczak B., Ren-Kurc A., Kowalewski W., Bręborowicz A.
e-mentor
|
2013
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issue 1 (48)
40-46
EN
The educational efforts of the student and the teacher should be optimized. The objective is to maximize memorization and understanding with minimal time consumption. The authors draw attention to two elements of remote education materials: interactions meant as activity of the learner and the organization of cross-cutting and thematic repetition. This paper presents the capabilities of the Learning Content Development System as a tool for creating interactive e-learning materials. It also contains an analysis of the survey results on the assessment of interactive repeating units that were created with LCDS.
5

МУЗИЧНА ПАМ’ЯТЬ ТА ШЛЯХИ ЇЇ ВДОСКОНАЛЕННЯ

63%
Матвійчук К.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
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issue 9(53)
341-348
EN
Memory is a mental process that reflects human experience through memorizing, storage and subsequent reproduction of information received. It is one of the necessary conditions for harmonious mental development of a person, with the new data layers based on previous experience gained and recorded before. Memory takes an important part in the formation of identical personality is awareness of its unity and integrity, and the person acquires competence that is required for the activity. Depending on the analyzer, which prevails in the operation of memory, we allocated motor, visual, auditory, emotional and other types of memory. Music identification is required on conscious perception of music. The high level of musical ear is a prerequisite musical memory. While music is an important use of motor, visual and verbal-logical memory. Visual perception is the result of highly developed inner ear, thus there is a musical interpretation of the text through the auditory sense and transformation in visual and auditory perception. Visual perception is predominant in the perception of the professional musician. Visual memory is directly related with imagination and promotes relative facilitation of memorization, storage and playback. Emotional memory is the so-called “memory of sensations”. The peculiarity of this type of memory in the ability to memorize and reproduce experienced feelings and sensations. With emotion we regulate the relationship with the environment. The mechanism of emotional memory consists of signals sent or restrained from actions that had past negative. Emotional memory is quite strong, and durable. The image memory – memorizing, identification and playback of images of the previously unseen objects and phenomena based on associative thinking associated with early lessons learned at level with similar fragments of other music. Analysis helps in the knowledge subtleties of the work. When using shaped memory there are used random associations that are not always associated with music. Auditory memory – remembering a great level followed by an exact reproduction of music or speech sounds. Among the varieties of language memory there are verbal and logical, which is a synthesis of speech, thought and logic.The choice of methods of memorization depends on the individual artist and the kind of musical memory that requires training.
6
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Przestrzenie interakcji

45%
Żelichowski P.
inAW Journal – Multidisciplinary Academic magazine
|
2020
|
vol. 1
|
issue 1
EN
The use of interactive elements created by the possibilities offered by new technologies has a strong impact on the immediate human environment. This article reflects on interactive functions used in architecture and applied art. Interactive activities are often associated only with electronics, while they can manifest themselves both in human relationships and on the line of man-space-object. According to cultural experts, interactivity is the interaction between two sides, during which new meanings should be created. Such actions transform the passive attitude of their recipient, activating the person and making him or her an active participant. This type of phenomenon is described by media experts as a culture of convergence. The first chapter of the article deals with interactivity which is closely related to communication. This term means the interaction of two or more communicating entities. This type of exchange can be carried out by means of various technological media or manual actions in the human-environment relationship. A chronological account of evolution regarding interactive solutions related to applied art is presented here. The next chapter refers to architecture equipped with computational capabilities, advanced electronic, mechanical and material technology, so that it can interact with man and his immediate surroundings. Objects created in the trend of hi-tech style were presented as pioneering examples of such solutions. Objects designed by Richard Buckminster Fuller, Cedric Price, Charles Eastman, Renzo Piano, Richard Rogers, Norman Foster, David Fisher and Zahy Hadid were described. The examples presented show that architecture equipped with interactive elements should serve man, facilitate human life and exist in harmony with the environment.
PL
Wykorzystanie elementów interaktywnych stworzonych dzięki możliwościom, jakie dają nowe technologie, silnie oddziałuje na najbliższe otoczenie człowieka. W niniejszym artykule pojawiają się rozważania dotyczące interaktywnych funkcji wykorzystywanych w architekturze oraz sztuce użytkowej. Działania interaktywne często kojarzone są jedynie z elektroniką, podczas gdy może ona przejawiać się zarówno w relacjach międzyludzkich, jak i na linii człowiek – przestrzeń – obiekt. Według kulturoznawców interaktywność to wzajemne oddziaływanie na siebie dwóch stron, podczas którego powinno dochodzić do powstania nowych znaczeń. Tego typu działania przekształcają pasywną postawę ich odbiorcy, aktywując go i czyniąc aktywnym uczestnikiem. Tego typu zjawiska medioznawcy określają jako kulturę konwergencji. Pierwszy rozdział artykułu dotyczy interaktywności, która ściśle wiąże się z komunikacją. Pojęcie to oznacza wzajemne oddziaływanie na siebie co najmniej dwóch komunikujących się jednostek. Tego typu wymiana może następować za pomocą różnych mediów technologicznych lub manualnych działań w relacji człowiek – otoczenie. Przedstawiony został tutaj chronologiczny zapis ewolucji dotyczącej interaktywnych rozwiązań powiązanych ze sztuką użytkową. Kolejny rozdział odnosi się do architektury wyposażonej w zdolności obliczeniowe, zaawansowaną technologię elektroniczną, mechaniczną i materiałową, dzięki czemu może ona wchodzić w interakcję z człowiekiem i jego bezpośrednim otoczeniem. Jako pionierskie przykłady tego typu rozwiązań zaprezentowane zostały obiekty tworzone w nurcie stylu hi-tech. Opisane zostały obiekty autorstwa Richarda Buckminstera Fullera, Cedrica Price’a, Charlesa Eastmana, Renzo Piano, Richarda Rogersa, Normana Fostera, Davida Fishera oraz Zahy Hadid. Zaprezentowane przykłady świadczą o tym, że architektura wyposażona w interaktywne elementy powinna służyć człowiekowi i ułatwiać mu życie oraz egzystować w zgodzie ze środowiskiem.
7
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Semiotyka twarzy kata i ofiary

38%
HENDRYKOWSKI M.
Images. The International Journal of European Film, Performing Arts and Audiovisual Communication
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2016
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vol. 18
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issue 27
354-364
EN
Semiotics of the hangman and victim’s faces Murderous ideologies drive and fabricate innumerable forms of social falsehood. One of the objects of the perfidious falsification of reality generated in the totalitarian system is the human face. Drawing on classics of Polish and world cinema, and also on the memory of culture, Marek Hendrykowskis study contains a semiotic analysis of the deep structures of images, which present the executioner-victim based on violence executioner as a variant of inter-human relations in totalitarian systems.
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