Making meaningful connections: Establishing respect and rapport.

2008 ◽  
pp. 85-101 ◽  
Author(s):  
Pamela A. Hays
Keyword(s):  
Meaningful Connections

ENTORNO PERSONAL DE APRENDIZAJE BASE, UN SISTEMA DE ACTIVIDADES PARA LA EVALUACIÓN DEL APRENDIZAJE AUTÓNOMO DE IDIOMAS.

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Yoan Martínez Márquez ◽  
Yalice Gámez Batista ◽  
Norberto Valcárcel Izquierdo
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Positive Influence ◽  
General Terms ◽  
Communication Processes ◽  
Weakly Coupled ◽  
The One ◽  
Meaningful Connections

Las TIC median las interacciones y la comunicación de los estudiantes a diario. Se conciben como mediado-ras de la reflexión y la autorregulación de la actividad del estudiante, resultante de la interacción consciente de la percepción que tiene el estudiante sobre si con la que negocia con el resto de los estudiantes, los ase-sores y la sociedad en general. En este contexto el aprovechamiento de las TIC debe promover una influen-cia formativa en los espacios formales y no formales. Las condicionantes de complementariedad de espa-cios y de unidad en la diversidad de recursos tecnológicos y didácticos deben guiar la actividad que tenga al estudiante como centro de la misma.Ya no se trata de integrar las TIC en el proceso de formación, haciéndolo formal y estandarizado. El reto está en que sean las características personales de los estudiantes, sus estilos de aprendizaje, sus conoci-mientos y experiencias previas, y sus esquemas afectivos los que marquen el aprovechamiento de las TIC en la evaluación del aprendizaje autónomo de inglés.En el presente trabajo se estructura el aprovechamiento de las TIC mediante un EPA base para la evalua-ción del aprendizaje autónomo de inglés. El EPA base constituye un andamiaje de personas, procedimien-tos, espacios de interacción, y de recursos tecnológicos y didácticos. Los componentes que lo conforman se encuentran débilmente acoplados por la tecnología y altamente cohesionados por la significatividad de las conexiones que el estudiante establece entre ellos. Palabras Clave: Aprendizaje, Autonomía, Entorno, Evaluación, Personal. ABSTRACT There is no doubt about the key role of ICT in the interaction and communication processes among students. ICT are thought as a mean for the reflection and self-regulation of students´ activity, which is in a permanent conscientious comparison between the perception a student has about him/herself and the one he/she nego-tiates with the rest of students, advisors and society in general terms. In this context, ICT should promote a positive influence on student formation in formal and non-formal spaces. The conditionals related to spaces combined support and union in the diversity of technological and didactical resources should guide every activity having students at the center of its conception.It is no longer about integrating ICT to the formation process making it formal and standardized. The chal-lenge on autonomous language learning evaluation with ICT has to do with making the differences through personal characteristics of students, their learning styles, previous experiences and affective schemas.In this paper the use of ICT is structured by means of a PLE frame for the evaluation of English autonomous language learning. It is a scaffolding of people, procedures, interaction spaces, and technological and didac-tical resources. Its components are weakly coupled by technologies and highly cohesive by the meaningful connections students establish among them. Keywords: Learning, Autonomy, Evaluation, Environment, Personal. Recibido: septiembre de 2016Aprobado: noviembre de 2016

New Materiality and Young People’s Connectedness Across Online and Offline Life Spaces

2020 ◽  
pp. 487-502
Author(s):  
Susan O’Neill
Keyword(s):  
Social Media ◽  
Music Education ◽  
Educational Outcome ◽  
Music Learning ◽  
Time Space ◽  
The Social ◽  
New Learning ◽  
Musical Resources ◽  
Meaningful Connections ◽  
Digital Cultures

This chapter examines new materiality perspectives to explore the influence of social media on young people’s music learning lives—their sense of identity, community and connection as they engage in and through music across online and offline life spaces. The aim is to provide an interface between activity, materiality, networks, human agency, and the construction of identities within the social media contexts that render young people’s music learning experiences meaningful. The chapter also emphasizes what nomadic pedagogy looks like at a time of transcultural cosmopolitanism and the positioning of youth-as-musical-resources who “make up” new musical opportunities collaboratively with people/materials/time/space. This involves moving beyond the notion of music learning as an educational outcome to embrace, instead, a nomadic pedagogical framework that values and supports the process of young people deciphering and making meaningful connections with the world around them. It is hoped that implications stemming from this discussion will provide insights for researchers, educators, and policymakers with interests in innovative pedagogical approaches and the creation of new learning and digital cultures in music education.

The Effect of Advertising on Sales and Brand Equity in Small Sport Businesses

2021 ◽  
Vol 30 (3) ◽  
Author(s):  
Ted Hayduk ◽  
Matthew Walker
Keyword(s):  
Relationship Marketing ◽  
Brand Equity ◽  
Small Businesses ◽  
Resource Constraints ◽  
Dynamic Panel ◽  
Entrepreneurial Marketing ◽  
Marketing Activities ◽  
Meaningful Relationships ◽  
Meaningful Connections ◽  
Dynamic Panel Estimator

Work in relationship marketing (RM) has implied that most large sport properties fail to enact sport relationship marketing (SRM) tactics that establish meaningful connections with consumers. Work in entrepreneurial marketing (EM) suggests that small businesses must innovate to implement elements of EM due to inherent resource constraints. Therefore, exploring SRM in an entrepreneurial, innovation-dependent context like small sport businesses (SSBs) may help explain why large sport fi rms struggle with SRM. Therefore, we examined whether SSBs’ marketing activities are generative of RM-specific outcomes and attempted to identify when and how these relationships can be augmented. Results from a dynamic panel estimator carried out on a sample of 332 SSBs over a 22-year span indicate that SSBs accrue only some of the benefits to be expected in the presence of successful SRM, highlighting the need to understand why sport properties of all sizes struggle to build meaningful relationships.

Supportive care with art therapy, for patients in isolation during stem cell transplant

2012 ◽  
Vol 10 (2) ◽  
pp. 91-98 ◽  
Author(s):  
Alessandra Agnese ◽  
Teresa Lamparelli ◽  
Andrea Bacigalupo ◽  
Paola Luzzatto
Keyword(s):  
Stem Cell ◽  
Art Therapy ◽  
Stem Cell Transplant ◽  
Hemopoietic Stem Cell ◽  
Cell Transplant ◽  
Self Assessment ◽  
Specific Factors ◽  
Meaningful Connections ◽  
Art Therapist ◽  
Made In

AbstractObjective:The aim of the art therapy study was twofold: 1) to identify the specific factors of the art therapy experience perceived as helpful by patients undergoing an allogenic hemopoietic stem cell transplant (HSCT); and 2) to establish an appropriate criterion for referral to art therapy among this population.Method:Between 2006 and 2010, a dedicated art therapist met all the patients who were referred to her by the hematologist. The art therapy approach and techniques are described. Outcome was evaluated by self-assessment, based on written questionnaires that were given to the patients before discharge.Results:Seventy-four patients followed the weekly individual sessions during isolation and filled out the questionnaire. All of them defined the art therapy experience as “helpful” and specified in which way it had been helpful. Through a thematic analysis of the patients' written comments, three specific aspects of art therapy, which the patients found most helpful, were identified: (1) being able to calm down from anxiety, through the use of art therapy techniques (77.02%); (2) feeling free to express and share difficult feelings, which they had not communicated verbally (75.67%); and (3) establishing meaningful connections with their loved ones, through images made in art therapy (36.48%). Case illustrations are provided.Significance of results:The results suggest that referral to art therapy from the team might be helpful and appropriate: (1) when patients are anxious; (2) when they are uncommunicative and hide their feelings; and (3) when they feel disconnected from their loved ones at home.

scholarly journals Slovenian Primary School Teachers' Opinion on Interdisciplinary Approach Between Fine Art and Science Education

2022 ◽  
Vol 11 (1) ◽  
pp. 435-443
Author(s):  
Robert Potočnik ◽  
Tanja Košir ◽  
Iztok Devetak
Keyword(s):  
Science Education ◽  
Primary School ◽  
Interdisciplinary Approach ◽  
Fine Art ◽  
Educational Goals ◽  
School Teachers ◽  
Art And Science ◽  
Primary School Teachers ◽  
Teaching Content ◽  
Meaningful Connections

<p style="text-align: justify;">In this article we present research on Slovenian primary school teachers' opinion about the interdisciplinary approach between fine art and science education. With the help of questionnaires, interviews, and analysis of lesson plans, we determined how primary school teachers use this type of interdisciplinary approach, how often and what their views are. We included 138 primary school teachers from every region in Slovenia. It turned out that primary school teachers in Slovenia use an interdisciplinary approach between fine art and science teaching quite often and consider it useful to achieve different aspects of pupils' development. The study revealed that most teachers find it difficult to consider the educational goals of both fields (fine art, science). They often use the connection between the subjects only on an associative level - they only mention the teaching content of one subject quickly and carelessly, without making meaningful connections and without achieving the goals of both subjects. Content taught in this way cannot be considered a cross-curricular approach in the subject sense.</p>

Disentangling the "Genuine Link": Enquiries in Sea, Air and Space Law

2010 ◽  
Vol 79 (3) ◽  
pp. 383-432 ◽  
Author(s):  
Vincent Cogliati-Bantz
Keyword(s):  
Law Of The Sea ◽  
Space Object ◽  
Space Law ◽  
The Law ◽  
Meaningful Connections ◽  
Flag State

AbstractWhile the UN Convention on the Law of the Sea contains the requirement that there exist a genuine link between a ship and its flag State, neither what constitutes that link, nor the effect of its absence has been determined with unambiguous clarity. In addition, it must be enquired whether the genuine link is a requirement that concerns the opposability of the nationality, or the duties of the flag State once the nationality is conferred, or both. The fact that the genuine link as a requirement has not been singled out expressly in the relation between a State of registry and an aircraft or a space object calls for an analysis of the legal mechanisms in air law and space law in order to determine what meaningful connections are established between these means of transportation and States.

Self-Inquiry and Group Dynamics

2014 ◽  
pp. 178-196
Author(s):  
Katia González ◽  
Rhoda Frumkin ◽  
John Montgomery
Keyword(s):  
Critical Thinking ◽  
Group Dynamics ◽  
Group Discussion ◽  
Multiple Perspectives ◽  
Socially Constructed ◽  
Mapping Strategy ◽  
Curriculum Decisions ◽  
Meaningful Connections ◽  
Large Group Discussion

In this chapter, the authors discuss ways in which pedagogical considerations involved in using a theoretical framework for self-inquiry and socially constructed knowledge led to the selection and implementation of mapping as a tool to (1) activate prior knowledge and scaffold content and process for pre-service educators working with students and families who are at risk and (2) assist adult learners in organizing multiple perspectives during small and large group discussion, while developing critical thinking and shared leadership skills through meaningful connections and action. A case study on how the utilization of a multidisciplinary approach informed the type of curriculum decisions to engage learners is provided. The case study also illustrates when and why instructional techniques and strategies were introduced and embedded to encourage both interactions and discussions focusing on modeling the ongoing use of skills for critical thinking and how each mapping strategy/tool served as a formative and summative assessment plan to improve verbal and written communication.

Questioning

2014 ◽  
pp. 1161-1179
Author(s):  
Wilson Ozuem
Keyword(s):  
Qualitative Research ◽  
Study Strategy ◽  
Feedback Information ◽  
Knowledge And Beliefs ◽  
Research Perspectives ◽  
Life Issues ◽  
Meaningful Connections ◽  
Embedded Case Study ◽  
Learning And Achievement

Questioning and dialogue provide a framework for sharing educational objectives with students and for charting their progress. However, such an approach can generate feedback information that can be used by students to enhance learning and achievement. Moreover, the feedback generated from good “questioning and dialogue” could help tutors realign their teaching in response to the needs of learners. Organisations or institutions of learning, which integrate productive questioning and dialogue as part of their classroom practices and commitments to students, provide enhanced meaningful connections between what their students are studying and the relevance both their thinking and their knowledge has in comprehending life issues and solving problems. Drawing on qualitative research perspectives and adopting an embedded case study strategy, this chapter addresses the following questions: What are the connections between good questioning and student learning and achievement? What conscious knowledge and beliefs do tutors hold about productive questioning in their classes? The study findings indicate that learners need to be motivated to ask questions and encouraged to get involved in discussions. Tutors should consider “think-pair share strategy” in their classroom delivery.

Interdisciplinary K-12 Teaching and Learning

2017 ◽  
pp. 1-27
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
Life Experiences ◽  
Interdisciplinary Curriculum ◽  
Interdisciplinary Learning ◽  
Lead Teachers ◽  
K 12 ◽  
Integrated Or ◽  
Meaningful Connections ◽  
Interdisciplinary Process

Educators understand the value of designing curriculum to meet the needs of diverse students (Wiggins & McTighe, 2005). Often an approach to creating and implementing learning experiences is initiated through school reform (Stegman, 2014). Theories, best practices and standards lead teachers to create effective curriculum (Keene & Zimmerman, 2007). In this chapter, the authors address the question, Why integrate curriculum? An integrated or interdisciplinary curriculum includes lessons based upon themes, problems, or projects that are student initiated. Through interdisciplinary learning, students make meaningful connections between the content knowledge, skills and practices in multiple disciplines with life experiences, gaining a deeper comprehension of what is studied. Meaning making is critical to the interdisciplinary process and involves knowledge transfer between disciplines (Post, Ellis, Humphreys, & Buggey, 1997). The intent of the authors of this text is to encourage teachers to redesign the K-12 curriculum to include interdisciplinary learning.

Technology Impact on K-12 Education

2019 ◽  
pp. 69-95 ◽  
Author(s):  
Timothy D. Lewis ◽  
Brooke A. Burks ◽  
C. Nichole Thompson ◽  
Shelia M. Austin
Keyword(s):  
Technology Integration ◽  
Information Gathering ◽  
School Environments ◽  
Technology In The Classroom ◽  
Daily Lives ◽  
Global Workforce ◽  
Technological Tools ◽  
Product Creation ◽  
K 12 ◽  
Meaningful Connections

Technology can be a leveraging tool that allows learning experiences to be reimagined to allow the creation of meaningful connections between acquiring a base of knowledge and making meaningful connections to peers and mentors in our daily lives and global workforce. Therefore, it is important to consider and explore methods for integrating technological tools and resources into school environments so that technology in the classroom can continue to expand from information gathering to include product creation and collaboration for all students. Therefore, this chapter will focus on the following: 1) learning and technology integration frameworks, 2) technology-enabled learning in action, and 3) overcoming obstacles for technology integration.

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