scholarly journals Bridges of joy –   a case study of the collaborative design learning process of the university teacher students

2013 ◽  
Vol 7 (4) ◽  
pp. 1187-1192 ◽  
Author(s):  
Inkeri Ruokonen
Keyword(s):  
Learning Process ◽  
Collaborative Design ◽  
Design Learning ◽  
Teacher Students ◽  
The University ◽  
Collaborative Design Learning

scholarly journals ‘I got content with who I was’: Rural teachers’ encounters with new ways of practising literacy

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Toni Gennrich
Keyword(s):  
Literacy Practices ◽  
Limpopo Province ◽  
Literacy Teachers ◽  
Rural Teachers ◽  
Bachelor Of Education ◽  
Teacher Students ◽  
The University ◽  
Personal Literacy ◽  
Critical Imagination

In a context where Foundation Phase literacy teachers’ personal literacy often involves operational and technicist practices rather than creative, this paper argues that it is by exposing teachers to experiences of working with different genres of text for an extended time, in different fields, that teachers are able to imagine the possibilities these genres afford. Using a Bourdieusian framework of habitus, field, capital and doxa and applying imagination to the theorisation of these concepts, I examine the effect on a group of rural teachers from Limpopo province of being removed from their classrooms, and being given the opportunity to complete a 4-year Bachelor of Education degree at the University of the Witwatersrand. This case study used reflective journals and focus groups to trace shifts in the ways these teacher-students enacted literacy and thought about teaching literacy. Findings from this study suggest that teachers of literacy can change deeply entrenched ways of thinking about and valuing literacy by reflecting on the discontinuities between old and new ways of practice and, through anticipatory reflection, to imagine possibilities of teaching and enacting literacy differently. This requires critical imagination, awareness and agency. This paper discusses, in particular, Elela’s experience with poetry and Kganya’s experience with a drama script, assessing the effect this had on their personal literacy practices and how they imagine teaching literacy in the future.

The Use of Applets in an Engineering Chemistry Course

2010 ◽  
pp. 108-118
Author(s):  
B.M. Trigo ◽  
G.S. Olguin ◽  
P.H.L.S. Matai
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Chemical Engineering ◽  
First Year ◽  
First Semester ◽  
Software Applications ◽  
Engineering Department ◽  
Teachers And Students ◽  
The University

This chapter deals with the use of Applets, which are examples of software applications, combined with a specific methodology of teaching, based on Paulo Freire’s education concepts. According to his methods, co-creation between its participants is fundamental for the effectiveness of learning process. In that way, to promote a cooperative learning, the Applet should have interactive features. The Chemistry course of Polytechnic School of the University of São Paulo, in which students take in the first semester of the first year of the engineering course, was the case study. First, a research with the teachers of the Chemical Engineering Department was carried out, to identify the main problems and difficulties teachers and students face. Then, a topic was selected to be explored with the Applet, which was developed and applied to a small group of students. To identify the success of this experiment a questionnaire was created and the results are presented in this chapter. Some conclusions were drawn and the interactive features of the Applet received a positive feedback.

scholarly journals MULTILINGUAL INTERACTION IN CLASSROOM CONTEXT

2020 ◽  
Vol 6 (2) ◽  
pp. 381
Author(s):  
Andi Muhammad Syafri Idris ◽  
Adliah Adliah ◽  
Syatria Alfina
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Context ◽  
Relevant Research ◽  
Research Participants ◽  
Classroom Activities ◽  
Data Analysis Procedure ◽  
Teacher Students ◽  
Collection Data

This research aimed at exploring teacher and student ways of interacting in multilingual EFL classrooms. This research was a qualitative study using case study design. This research participants consisted of 1 EFL and 4 SMKN 5 Jeneponto students at Sulawesi Selatan. The data was obtained by observation and interview. The data was analyzed on the basis of data analysis procedure consisting of data collection, data display, data condensation, and conclusion: drawing / verification. The finding showed that there were three ways through multilingual interaction in the teaching and learning process, beginning the class, during learning process and closing the class.  The findings led to the conclusion that the multilingual interaction within the classroom had already made the teacher-students and student-students more interactive. Furthermore, the students were even good in communicating and influencing their attitude so they participated actively in classroom activities and felt comfort interacting with the class using multilingual interaction. The researcher also suggests that future researchers should conduct the relevant research by adding some new aspects to it. The aspects can be extended in terms of the method used, the number of research variables, research participants, etc.

scholarly journals A Telecollaborative International Exchange for Foreign Language Learning and Reflective Teaching

2021 ◽  
Author(s):  
Giovanna Carloni ◽  
Federica Franzè
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Reflective Teaching ◽  
International Exchange ◽  
Columbia University ◽  
Learning And Teaching ◽  
The University

This chapter shares the reflections on a joint international research educational project, involving Columbia University students studying Italian, and Italian pre-service teachers enrolled in an MA in Teaching Italian as a Foreign Language at the University of Urbino, Italy. The northern hemisphere autumn term 2014 iteration of the project is taken as a case study to discuss the effectiveness of teleconferencing for foreign language learning and teaching. The results showed that the videoconference sessions positively affected the learning process of students, and simultaneously fostered reflective teaching in pre-service teachers.

scholarly journals Assesment Of The Effectiveness To Which Lecturers Apply Learner-Centered Techniques In Teaching And Learning Process In Universities In Tanzania: A Case Study Of Mwenge Catholic University

2018 ◽  
Vol 6 (04) ◽  
Author(s):  
Joseph Angelista ◽  
Minja Gileard
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Main Tool ◽  
Independent Learning ◽  
Problem Solving Skills ◽  
Active Involvement ◽  
Catholic University ◽  
Learner Centered ◽  
Teacher Students ◽  
The University

The study examines the effectiveness of implementing Learner Centered Techniques and approaches among lecturers at Mwenge Catholic University. Learner Centered Technique (LCT) is a competence-based instructional approach which seeks teachers’ active involvement of students in the classroom processes with emphasis on students’ learning. The study was guided by the following research questions; To what extent do lecturers and teacher students familiar with Learner Centered Teaching at MWECAU? Which LCTs are most preferred by most lecturers during teaching and learning at MWECAU? What skills does the LCT promote in teaching and learning process? What measures can be put in place to improve the implementation of LCT at MWECAU? Both qualitative and quantitative designs were used to examine to what extent lecturers at MWECAU apply LCT targeting lecturers and students at MWECAU. Questionnaires were the main tool used to collect data and statistical package for social sciences (SPSS) version 20 was used to analyze quantitative data. Findings revealed that to a higher extent the lecturers in the university understudy use learner centered techniques in teaching and assessment. The findings also indicate that Learner Centered Techniques promotes students’ creativity, critical thinking and independent learning. The Learner Centered Techniques used to encourage students’ engagement and in problem-solving skills to apply in daily life.

scholarly journals “I Teach Character in My Class”: Integrating Character Education in EFL Reading Classroom at Islamic Higher Education

2019 ◽  
Vol 4 (2) ◽  
pp. 93-102
Author(s):  
Siti Nuraeni Muhtar ◽  
Dahlya Indra Nurwanti ◽  
R. Nadia R. P. Dalimunthe
Keyword(s):  
Higher Education ◽  
Reading Comprehension ◽  
Character Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Values Education ◽  
Self Confidence ◽  
University Level ◽  
The University

This article explores teacher's experiences and students' perceptions of character and values education at the university level. This is a case study of how teacher integrates character education in EFL Reading Comprehension subject at Islamic higher education context. The data from ten students and a teacher are collected through an online interview and questionnaires. The result showed the characters implied in EFL Reading Comprehension Subject are eleven characters include learning method, critical thinking, independence, creativity, courage/self-confidence, communicativeness, responsibility, honesty, religiousness, cooperation, tolerance. Those characters are positively responded by the students in their learning process in the classroom. Besides, the teacher also integrated those values in the teaching and learning process to instill students' character education.

scholarly journals Videolekser som ressurs for lesing og undervisning i lærerutdanning – En studie av hvordan samarbeid og partnerskap kan utvikles rundt lærerstudenters videoinnspilte leserefleksjoner

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Magnus Hontvedt ◽  
Morten Oddvik ◽  
Rakel Rohde Næss
Keyword(s):  
Teacher Education ◽  
Learning Process ◽  
Interaction Analysis ◽  
Focal Point ◽  
Master's Level ◽  
Video Clips ◽  
Teacher Students ◽  
Short Video ◽  
The University ◽  
Individual Reading

Denne artikkelen rapporterer fra et pågående designeksperiment der et konsept kalt «videolekser» ble introdusert for å få innsikt i lærerstudenters lese- og læringsprosess. Konseptet ble laget i samarbeid mellom underviserne på universitetet og en lærer i kombinasjonsstilling.Videoleksene innebar at studentene spilte inn korte filmer der de reflekterte over egen lesing før de møtte til undervisning. Prosjektet ble gjennomført i et masteremne (år 4 av 5) ved et norsk universitet. Studien følger til sammen 47 lærerstudenter som tok emnet i løpet av en to-årsperiode. Datamaterialet består av 118 refleksjonsvideoer. Materialet er kodet, og utvalgte utdrag fra filmene presenteres og analyseres med interaksjonsanalyse.I artikkelen synliggjøres videoleksene som en form for videobasert støtte til lærerstudentenes lese- og læreprosess, med mulighet for å komme i kontakt med studentenes ofte «tause» selvstendige lesing. Studien konkluderer med at bruken av video har potensial til å skape felles fokus, og under bestemte forutsetninger bidra til å skape partnerskap og relevans i lærerutdanningen. Nøkkelord: partnerskap, kombinasjonsstillinger, IKT og læring, interaksjonsanalyse, videolekser Video assignments as resources for reading and instruction in teacher education – A study on how collaboration and partnership can be developed around teacher students’ video-recorded reading reflections AbstractThis study reports from an ongoing design experiment in which a concept called “video assignments” was introduced for accessing teacher students’ reading and learning process. The concept was designed in collaboration between lecturers at the university and a practicing teacher in a combined position.The video assignments entailed that students recorded short video clips in which they reflected on their reading prior to meeting in class. The project was conducted at a master’s level course (year 4 of 5) at a Norwegian university. There were 47 students who participated in the course over a two-year period, and the data material consists of 118 video reflections. The material was coded, and selected extracts from the videos are presented and analyzed by means of interaction analysis.In the article, the video assignments are displayed as a form of video-based support to the students’ studying and learning process, with opportunity for accessing the students’ often “silent” individual reading process. This study concludes that the use of video has potential for creating a common focal point, and under certain prerequisites contributing to creating partnership and relevance in teacher education. Keywords: partnerships, combined positions, ICT and learning, interaction analysis, video assignments

A Case Study in Multi-Disciplinary Distributed Collaborative Design

1997 ◽  
Author(s):  
Richard Riesenfeld ◽  
Russell Fish ◽  
Samuel Drake
Keyword(s):  
Collaborative Design ◽  
Lessons Learned ◽  
Design System ◽  
Manufacturing Environment ◽  
Ongoing Research ◽  
Research Issues ◽  
Head Mounted Display ◽  
Design And Manufacturing ◽  
The University

Abstract Researchers at the University of North Carolina at Chapel Hill and the University of Utah participated in a collaborative, remote, rapid design and manufacturing experiment. Several domain experts at widely distributed geographical locations worked on a challenging multi-disciplinary design problem producing a rugged, compact and light-weight housing for a Video See-Through Head-Mounted Display to be used in image-guided surgical procedures. This was used as a case study to validate and motivate ongoing research in a distributed engineering design and manufacturing system. The hypothesis was that Net-based use of a highly supportive integrated, collaborative design and manufacturing environment would dramatically expedite the design and manufacturing process. Using the already existing Alpha_1 design and manufacturing environment as a platform, we embarked on a project to collapse the normal six-month cycle of design and prototype iterations into a single three-week period of collaborative design. The lessons learned demonstrate the potential success of the hypothesis, and also provide a basis for further research into tools and environments needed to support integrated collaborative design, engineering, and manufacture. We discuss the results of the experiment, application of the existing distributed design system, the supporting system architecture, and possible future research issues brought to light by the experiment.

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