Language training for mining engineers: teaching, learning, assessment

2011 ◽  
pp. 181-190
Keyword(s):  
Learning Assessment ◽  
Language Training ◽  
Teaching Learning

Leitura crítica: Por uma escola que se posiciona

2020 ◽  
Author(s):  
Richard Fernandes de Oliveira ◽  
Iran Ferreira de Melo
Keyword(s):  
Sexual Violence ◽  
Language Teaching ◽  
Gender And Sexuality ◽  
Learning Assessment ◽  
Critical Reading ◽  
Reading Practices ◽  
Self Assessment ◽  
Educational Vision ◽  
The Media ◽  
Teaching Learning

With this work, we aim to propose a didactic application of the news genre, from the perspective of critical reading practices in Portuguese language teaching, to approach the experiences of dissident gender and sexuality people who are being viewed and represented by the media hegemonic in Brazil. Therefore, we offer teachers 5 texts and 10 activities that can be used for the development of a didactic project that articulates several areas of knowledge and that is also built from an educational vision that dialogues reading, criticism , teaching, learning, assessment and self-assessment. In this sense, due to the theme we are dealing with, we assume a political-epistemological tone combating gender and sexual violence, with education being our battlefield.

scholarly journals COFCOE: Continuous Oral Feedback Continuous Oral Evaluation for Continuous Active Learning in Outcome Based Education, Teaching, Learning and Evaluation (OBTLE)

2021 ◽  
Author(s):  
Debaprasad Mukherjee ◽  
Gour Sundar Mitra Thakur
Keyword(s):  
Active Learning ◽  
Performance Indicators ◽  
Learning Assessment ◽  
Inquiry Based Learning ◽  
Oral Feedback ◽  
Outcome Based Education ◽  
Revised Bloom's Taxonomy ◽  
Socratic Questioning ◽  
And Performance ◽  
Teaching Learning

A new and extremely effective teaching-learning-assessment methodology is introduced for continuous active learning in outcome based education (Teaching, Learning and Evaluation-OBTLE). This method addresses the modern methods of education like personalized learning, participatory learning, peer evaluation, revised Bloom's Taxonomy, and all graduate Attributes including the corresponding competencies and performance indicators. Most importantly this method encourages socratic questioning which facilitates inquiry based learning, which is being projected as the future of learning in any context. The method may be extremely useful to identify and take remedial measures for students who may need additional attention from teachers.

scholarly journals Education through Play- A Bridge between Kahoot Mobile Applications and Philately

2021 ◽  
pp. 46-54
Author(s):  
Mădălina Lupșe ◽  
Bogdan-Vasile Cioruța ◽  
Alexandru Leonard Pop
Keyword(s):  
Mobile Applications ◽  
Learning Assessment ◽  
Key Skills ◽  
New Knowledge ◽  
Teaching Learning ◽  
The Way

In Romania of 2021, where society is constantly tempted by numerous changes in methodology and constrained by the development of the didactic act mainly online, as a result of the pandemic, education through play can be the long-awaited answer. The game itself can take various forms, sometimes the most interesting. The present paper seeks to present such a form. Starting from education through play, the paper aims to outline another possible dimension of the way of conducting the act of teaching-learning assessment and obtaining feedback. Thus through a series of worksheets, education through play is punctuated and finely delimited, as a bridge between mobile applications and philately. A series of exercises are proposed, which can be carried out in the mixed work variant. They can successfully provide lessons involving fun math or ecology, but the range of uses can be expanded. They can be used as materials in teaching new knowledge and in evaluating existing ones. This study certifies that education through play knows no limitations as long as the trainers has several key skills and has access to various resources.

Linking the Elements of Learning, Assessment, and Play Experience in a Validation Framework

2019 ◽  
pp. 93-122
Author(s):  
Chin Ike Tan
Keyword(s):  
Subject Matter ◽  
Game Design ◽  
Educational Games ◽  
Knowledge Retention ◽  
Learning Assessment ◽  
Game Based Learning ◽  
Validation Framework ◽  
Teaching Learning ◽  
World Environment ◽  
Play Experience

Educational games are often described as a balancing act between the entertainment aspects of video games—be it the engagement, motivational, or immersive advantages of it—and the serious subject matter of teaching, learning, and assessment. Thus the key challenge of game-based learning is how the merging of these two aspects could assist in the knowledge retention and application of the subject matters within the real-world environment, especially in the realm of education. The chapter proposes a validation framework that can link elements of learning and assessment in a subject matter to play experience in educational games before those games are developed. The framework will allow game designers and developers to understand the cognitive processes of learning, not only in designing effective educational games, but also to comprehend the intricacies and connections between learning and principles of game design. This in turn enables game researchers to develop effective educational games which are pedagogically and ludologically sound.

The Learners' Isle

2018 ◽  
pp. 240-258
Author(s):  
Menucha Birenbaum ◽  
Elhanan Gazit
Keyword(s):  
Virtual Environment ◽  
Classroom Environment ◽  
First Century ◽  
Learning Assessment ◽  
Educational Goals ◽  
Successful Implementation ◽  
Learner Agency ◽  
Teaching Learning ◽  
The Relationship ◽  
Context Characteristics

The multi-user virtual environment (MUVE) described in this chapter is aimed to promote learner agency and motivation by engaging students in authentic and challenging learning experiences aligned with educational goals to foster twenty-first century competencies. Principles of assessment for learning (AfL) and gamification will be integrated to design a MUVE governed by students. The students will engage in learning, assessment, and instruction-related activities. They will also initiate, manage, and monitor the activities. The relationship between The Learners' Isle virtual environment and the physical classroom environment will be complementary and reciprocal. The teacher (a digital immigrant) and the students (the digital natives) will be partners in the teaching-learning process. The design principles of The Learners' Isle, a scenario to illustrate blended learning, and its conceptualization through an activity theory framework will be presented. In addition, this chapter will discuss the educational context characteristics conducive to successful implementation of the MUVE.

Teaching and Learning With Artificial Intelligence

2021 ◽  
pp. 73-98
Author(s):  
Libi Shen ◽  
Irene Chen ◽  
Anne Grey ◽  
Anchi Su
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
Learning Assessment ◽  
Modern World ◽  
Learning And Teaching ◽  
Curriculum Assessment ◽  
Education Major ◽  
Fast Speed ◽  
Artificial Intelligence In Education ◽  
Teaching Learning

Artificial intelligence (AI) is developing at a fast speed and has incessantly impacted the modern world for decades. AI technologies are beneficial for all kinds of industries, including businesses, economics, transportation, hospitals, schools, universities, and so forth. Many researchers have investigated the development of artificial intelligence in education (AIEd), specifically on how AI assists teaching, learning, assessment, references, and collaboration. Several questions arise. What impact do AI technologies have on education? How do AI technologies assist teaching (e.g., curriculum, assessment, student learning, and teaching practices)? How do teachers cope with AI Technologies in education? What are the ethical concerns of AI technologies? What are the barriers of AI-based learning in education? The purpose of this chapter is to explore the evolution and the challenges of AI technologies in education. Major research on AI from 1999 to 2019 will be reviewed. Problems with AI in education will be raised and solutions for solving the issues will be recommended.

Application of E-Learning in Teaching, Learning and Research in East African Universities

2011 ◽  
pp. 914-927
Author(s):  
Michael Walimbwa
Keyword(s):  
Learning Environments ◽  
Eastern Africa ◽  
Learning Assessment ◽  
Digital Learning ◽  
Mediated Learning ◽  
East African ◽  
Makerere University ◽  
Curriculum Assessment ◽  
E Learning ◽  
Teaching Learning

The challenges of an increasingly borderless world, as seen in the advancements in information technology, have brought reform in universities and re-conceptualized what constitutes learning, teaching, and research. E-learning is often implemented as a response to increasing educational demand and an increasingly networked community. E-learning is considered as an interactive means to provide an alternative environment that stimulates practical learning and equips learners with the skills to manage technological change and innovations. This chapter evaluates the initial phase of e-learning, the importance of a rightful attitude, context, and instructional design in digital learning environments in Makerere University, Uganda, University of Nairobi, Kenya and University of Dar es Salaam, Tanzania. The increase in enrollment in these universities brings in many challenges in service provision, negatively affecting instruction, learning, assessment and research services. A crisis-solving approach is presented as stimulating a creative context for the meaningful introduction of e-learning. It is also discussed whether the environment created so far through computer-mediated learning motivates institutions to integrate e-learning further. The sample involved instructors and learners from three universities in three different countries of Eastern Africa. Findings conclude that an e-learning environment must be introduced by creating relevant awareness to change attitude and empower users with an authentic approach without too much technological complexity. Review of curriculum, assessment and training around e-learning environments are also imperative as these interrelated factors form part of the e-learning process.

Docência e Avaliação da Aprendizagem

2018 ◽  
Vol 19 (3) ◽  
pp. 379
Author(s):  
Leandro Ferreira De Melo ◽  
Tatiane Clair Da Silva ◽  
Denise De Micheli
Keyword(s):  
Data Analysis ◽  
School Context ◽  
Qualitative Evaluation ◽  
Learning Assessment ◽  
Learning Evaluation ◽  
Analysis Technique ◽  
Insufficient Time ◽  
Teaching Learning ◽  
Evaluation Of Learning ◽  
Critical Aspects

A compreensão docente sobre os significados e prática da avaliação da aprendizagem é de suma importância para o processo de ensinoaprendizagem. Neste sentido, esta pesquisa teve como objetivo entender as percepções de 30 docentes do Ensino Fundamental II e Médio sobre a avaliação da aprendizagem. Os levantamentos de dados foram realizados com a aplicação de um questionário composto por três questões que os professores responderam descritivamente, manifestando assim suas percepções sobre o conceito de avaliação da aprendizagem. As análises dos dados foram feitas a partir da técnica de Análise de Conteúdo. As discussões tiveram como fundamentações teóricas autores que discutem avaliação da aprendizagem a partir de vertentes críticas. Os resultados demonstraram que os docentes entendem que a função da avaliação é de “diagnosticar e sinalizar caminhos para o aprimoramento do processo de ensino-aprendizagem”, todavia, apontaram que há dificultadores, que atrapalham a efetivação desta, por exemplo: excesso de aulas, turmas para lecionar e avaliar; tempo insuficiente para planejar e refletir sobre as avaliações aplicadas e seus resultados. O acúmulo de cargos foi destacado como um fator que atrapalha a efetivação da avaliação qualitativa. Em síntese, as falas  dos professores manifestaram que para exceder os paradigmas avaliativos tradicionais, faz-se necessário colocar em prática ações políticas e estruturais no contexto escolar, como a Lei do Piso (Lei nº 11.738/2008), para que, desse modo, tenham mais tempo para reflexão-ação em prol da efetivação da avaliação formativa.Palavras-chave: Avaliação. Ensino-Aprendizagem. Docentes-Discentes.AbstractTeaching comprehension about the meanings and practice of learning assessment is of paramount importance to the teaching-learning process. Therefore, the objective of this research was to understand the perceptions of 30 teachers from Middle and High School about learning assessment. The data were collected through the application of a questionnaire composed of three questions that the teachers answered descriptively, thus manifesting their perceptions about the concept of learning evaluation. Data analysis was performed using the Content Analysis technique. The discussions were based on theoretical authors who discuss evaluation of learning starting of critical aspects. The results showed that the teachers understand that the function of the evaluation is to “diagnose and signal ways to improve the teachinglearning process”, however, they pointed out that there are difficulties that disturbs the effectiveness of the same , for example:  surplus of classes to be taught and evaluated ; insufficient time to plan and reflect about the evaluations applied and their results. The accumulation of positions was highlighted as a factor that hinders the effectiveness of the qualitative evaluation. In summary, the teachers stated that to in order to exceed the traditional evaluative paradigms, it is necessary to put into practice political and structural actions in the school context, such as Lei do Piso (11.738 / 2008), so that they have more time for reflection-action in favor of the effectiveness of formative evaluation.Keywords: Evaluation. Teaching-Learning. Teachers-Students.

Sign in / Sign up

Export Citation Format

Share Document