Design of A Pedagogical Framework for Configuration, Execution and Analysis of Distributed Programs

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.

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A Pedagogical Framework For The Use Of Information And Communications Technology In Initial Teacher Training

i-manager’s Journal of Educational Technology ◽

10.26634/jet.3.2.733 ◽

2006 ◽

Vol 3 (2) ◽

pp. 55-62

Author(s):

Dr. Alison Hramiak ◽

Keyword(s):

Teacher Training ◽

Information And Communications Technology ◽

Communications Technology ◽

Initial Teacher Training ◽

Pedagogical Framework

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Plagiarism Issues’ and the Pedagogical Framework in India: Few Proximate Observations

International Journal of Research in Library Science ◽

10.26761/ijrls.6.2.2020.1360 ◽

2020 ◽

Vol 6 (2) ◽

pp. 209

Author(s):

Uttam Kumar ◽

Shiva Kanaujia Sukula ◽

Manoj Kumar

Keyword(s):

Pedagogical Framework

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Causality-Preserving Timestamps in Distributed Programs

10.21236/ada267534 ◽

1993 ◽

Cited By ~ 1

Author(s):

Adam Beguelin ◽

Erik Seligman

Keyword(s):

Distributed Programs

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Confluence Analysis for Distributed Programs: A Model-Theoretic Approach

10.21236/ada555874 ◽

2011 ◽

Cited By ~ 3

Author(s):

William R. Marczak ◽

Peter Alvaro ◽

Neil Conway ◽

Joseph M. Hellerstein ◽

David Maier

Keyword(s):

Theoretic Approach ◽

Distributed Programs

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Dialogic Teaching and Translanguaging in Deaf Education

10.1093/oso/9780190880545.003.0004 ◽

2018 ◽

Author(s):

Ruth Swanwick

Keyword(s):

Language Learning ◽

Learning Experience ◽

Deaf Education ◽

Deaf Children ◽

Learning Needs ◽

Learning And Teaching ◽

Diverse Learning ◽

Language Context ◽

Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

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