scholarly journals VALUE ORIENTATIONS, EMOTIONAL INTELLIGENCE AND INTERNATIONAL PEDAGOGICAL INNOVATIONS

2020 ◽  
Vol 2 ◽  
pp. 256
Author(s):  
Michael Alexander Radin ◽  
Natalia Shlat
Keyword(s):  
Emotional Intelligence ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Current Knowledge ◽  
Value Orientations ◽  
Learning Practices ◽  
New Learning ◽  
Teachers And Students ◽  
New Ideas ◽  
Pedagogical Innovations

The primary goal of this paper is to portray how the value orientations and priorities can direct us to new pedagogical cores and innovations and leadership. First of all, we will examine how the students’ value orientations and priorities become a pertinent factor in conceiving new teaching practices that enhance the amiable learning atmosphere and guides us to new ideas and leadership. Second of all, we will focus on how value orientations and priorities expand our current knowledge and comprehension of the students’ learning styles and demands and gravitate teachers and students to the concept of emotional intelligence; this then leads students and teachers to new international and interdisciplinary environment(s) and to new teaching and learning practices. In addition, our aim is to address the students’ value orientations and priorities and apply them to steer us to design new learning environment(s) and to the transformational and primal leaderships. Furthermore, our intent is to render how value orientations guide to the emotional intelligence, which then directs to new practices, ideas and innovations. Moreover, we will share specific examples of successful pedagogical innovations that lead to the emotional intelligence and were guided by the students’ value orientations and priorities. Throughout this paper we will remit the following vital question: how do we link the value orientations together with the emotional intelligence and the transformational and primal leaderships?

scholarly journals The Importance of Identifying Learning Styles in Medical Education

2018 ◽  
Vol 42 (3) ◽  
pp. 189-193
Author(s):  
Cynthia Caetano ◽  
Roseli Luedke ◽  
Ivan Carlos Ferreira Antonello
Keyword(s):  
Medical Education ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Essential Information ◽  
Passive Learning ◽  
Teachers And Students

ABSTRACT Learning is a complex construct that involves several factors, mainly the interaction between teachers and students in the process of teaching and learning. Understanding how students learn and which factors influence academic performance is essential information for lesson planning and evaluation, in addition to allowing a better use of students’ learning potential and outcomes. The ability to constructively modify one’s behavior depends on how well we combine our experiences, reflections, conceptualizations, and planning to make improvements. This seems particularly relevant in medical education, where students are expected to retain, recall, and apply vast amounts of information assimilated throughout their training period. Over the years, there has being a gradual shift in medical education from a passive learning approach to an active learning approach. To support the learning environment, educators need to be aware of the different learning styles of their students to effectively tailor instructional strategies and methods to cater to students’ learning needs. However, the space for reflection on the process of teaching is still incipient in higher-education institutions in Brazil. The present article proposes a critical review of the importance of identifying students’ learning styles in undergraduate medical education. Different models exist for assessing learning styles. Different styles can coexist in equilibrium (multimodal style) or predominate (unimodal style) in the same individual. Assessing students’ learning styles can be a useful tool in education, once it is possible to analyze with what kind of learning students can better develop themselves, improving their knowledge and influencing positively in the process of learning. Over the last century, medical education experienced challenges to improve the learning process and curricular reform. Also, this has resulted in crucial changes in the field of medical education, with a shift from a teacher centered and subject based teaching to the use of interactive, problem based, student centered learning.

scholarly journals A integração de recursos digitais em práticas de ensino e aprendizagem – uma perspectiva teórica apresentada no grupo WG4 durante a Conferência Internacional Re(s) sources 2018 – Lyon, FrançaThe integration of digital resources into teaching and learning practices – a theoretical perspective presented in the WG4 group during Conference International Re(s)sources 2018 - Lyon, French

2019 ◽  
Vol 21 (5) ◽  
Author(s):  
Danilo Dos Santos Christo ◽  
Sonia Barbosa Camargo Igliori
Keyword(s):  
Working Group ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Instrumental Genesis ◽  
Digital Resources ◽  
Collective Work ◽  
Group 4 ◽  
Learning Practices ◽  
Theoretical Perspectives ◽  
Teachers And Students

Este pôster apresenta a contribuição do Grupo de Trabalho 4 (WG 4): Transições para recursos digitais: mudança, invariância e orquestração, na conferência internacional Re(s)sources 2018 Conference - Compreendendo o Trabalho dos Professores Por Meio de Suas Interações Com Recursos para o Ensino - realizada entre os dias 28 e 30 de maio no Instituto Francês de Educação em Lyon, França. A apresentação, discussão e o trabalho coletivo desse grupo abordaram tópicos específicos relacionados com recursos digitais que se tornaram parte importante dos sistemas de recursos dos professores e alunos. A integração de recursos digitais em práticas de ensino e aprendizagem levanta muitas questões para professores e educadores. O Grupo de Trabalho WG4 buscou responder essas questões a partir de perspectivas teóricas, incluindo gênese instrumental, orquestração instrumental e gênese documental. Para esse pôster focamos as contribuições que o Grupo de Trabalho 4 (WG4), no qual os autores deste pôster estiveram participando das discussões sobre as pesquisas apresentadas referentes aos conceitos de recurso e documento na Gênese Documental de Gueudet e Trouche.ResumenEste post presenta la contribución del Grupo de Trabajo 4 (WG4): Transiciones a recursos digitales: cambio, invariancia y orquestación, en la conferencia internacional Re(s)sources 2018 Conference - Entendiendo el trabajo de los profesores por medio de sus interacciones con recursos la Enseñanza - realizada entre los días 28 y 30 de mayo en el Instituto Francés de Educación en Lyon, Francia. La presentación, discusión y el trabajo colectivo de este grupo abordaron temas específicos relacionados con recursos digitales que se convirtieron en parte importante de los sistemas de recursos de los profesores y alumnos. La integración de recursos digitales en prácticas de enseñanza y aprendizaje plantea muchas cuestiones para profesores y educadores. El Grupo de Trabajo WG4 buscó responder estas cuestiones a partir de perspectivas teóricas, incluyendo génesis instrumental, orquestación instrumental y génesis documental. Para este póster enfocamos las contribuciones que el Grupo de Trabajo 4 (GT4), en el cual los autores de este póster estuvieron participando en las discusiones sobre las investigaciones presentadas referentes a los conceptos de recurso y documento en el Génesis Documental de Gueudet y Trouche.Résumé Cette affiche présente la contribution du Groupe de travail 4 (WG4): Transitions aux ressources numériques: changement, invariance et orchestration, à la conférence internationale Re(s)sources Conférence 2018 - Comprendre le travail des enseignants à travers leurs interactions avec les ressources pour o Enseignement - tenu entre le 28 et le 30 mai à l'Institut Français de l'Education à Lyon, France. La présentation, la discussion et le travail collectif de ce groupe ont porté sur des sujets spécifiques liés aux ressources numériques qui sont devenues une partie importante des systèmes de ressources des enseignants et des étudiants. L'intégration des ressources numériques dans les pratiques d'enseignement et d'apprentissage soulève de nombreuses questions pour les enseignants et les éducateurs. Le groupe de travail WG4 a cherché à répondre à ces questions à partir de perspectives théoriques, y compris la genèse instrumentale, l'orchestration instrumentale et la genèse documentaire. Pour cette affiche, nous mettons l'accent sur les contributions du Groupe de Travail 4 (WG4), dans lequel les auteurs de cette affiche participaient aux discussions sur les recherches présentées sur les concepts de ressource et de document dans la Genèse documentaire de Gueudet et Trouche. AbstractThis poster presents the contribution of Working Group 4 (WG4): Transitions to digital resources: change, invariance and orchestration, at the international conference Re(s)sources 2018 Conference - Understanding Teachers' Work Through Their Interactions with Resources for o Teaching - held between the 28th and 30th of May at the French Institute of Education in Lyon, France. The presentation, discussion and collective work of this group addressed specific topics related to digital resources that have become an important part of the resource systems of teachers and students. The integration of digital resources into teaching and learning practices raises many questions for teachers and educators. The Working Group WG4 sought to answer these questions from theoretical perspectives, including instrumental genesis, instrumental orchestration and documentary genesis. For this poster, we focus on the contributions of Working Group 4 (WG4), in which the authors of this poster were participating in the discussions on the researches presented regarding the concepts of resource and document in the Documentary Genesis of Gueudet and Trouche.

scholarly journals Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future

2020 ◽  
pp. 85-107
Author(s):  
Mariagrazia Francesca Marcarini
Keyword(s):  
Learning Environments ◽  
Teacher Collaboration ◽  
Teaching And Learning ◽  
Personal Responsibility ◽  
First Grade ◽  
Traditional Learning ◽  
New Learning Environments ◽  
New Learning ◽  
Teachers And Students ◽  
Improved Learning

AbstractThis project investigates how to overcome traditional learning environment’s rigidity; those established practices that may hinder full use of what we might call new learning environments. It addresses how teachers adapt their teaching to changing learning environments, what impact new educational spaces have on teachers and students, how to organise students with different criteria, and how learning environments can be redesigned in old schools with limited investments. The research studies four schools: in Denmark, the Hellerup Folkeskole in Gentofte and the Ørestad Gymnasium in Copenhagen; in Italy, the Enrico Fermi High School in Mantua and IC3 Piersanti Mattarella secondary first grade in Modena. New learning environments are intended to enhance teacher collaboration and stimulate the exchange of new teaching methods, enabling learning personalisation. This is often facilitated by team teaching, which in this chapter is seen as a “bridge-culture” concept, offering a wider vision including structural and organisational details. The chapter discusses how this strategy lead to students improved learning skills, them taking on greater personal responsibility and displaying aptitude to study in different ways. In this sample of “architecture feeds pedagogy” schools, some key concepts are explored that might guide future learning environments design: readability, “semantic-topical”, flexibility, invisible pedagogy and affordances.

scholarly journals Diretrizes e práticas de gestão socioambiental no campus da Unifebe: uma pesquisa no Curso de Administração.

2014 ◽  
Vol 9 (1) ◽  
pp. 56-69
Author(s):  
Denize Minatti Ferreira ◽  
Alexandre Meira Vasconcelos ◽  
George Wilson Aiub ◽  
Alvaro Lezana
Keyword(s):  
Teaching And Learning ◽  
Classical Test Theory ◽  
Test Theory ◽  
Institutional Policy ◽  
Institutional Policies ◽  
Environmental Practices ◽  
Learning Practices ◽  
Teachers And Students ◽  
The Mean ◽  
Goals And Objectives

Resumo: O objetivo do trabalho foi avaliar as diretrizes e práticas socioambientais implantadas na Unifebe. O resultado poderá subsidiar a elaboração de projetos e práticas docente e discente, bem como novas políticas institucionais para o meio ambiente. Um questionário foi aplicado com docentes e discentes da instituição, e foram analisados parâmetros pela teoria clássica dos testes (índice de facilidade, índice de discriminação, média e desvio padrão das respostas positivas do teste e intervalo de confiança para a média do total dos escores). Os resultados apontam a necessidade de a Unifebe criar uma política institucional clara, formalmente estabelecida, divulgada e implantada em todas as instâncias, pois diretrizes e políticas amplas que definam e determinem objetivos e metas devem preceder as práticas antes de serem aplicadas na instituição. Palavras-chave: Gestão Socioambiental; Docente; Discente; Unifebe; Política Institucional Socioambiental. Abstract: The aim of this study was to evaluate the guidelines and environmental practices implemented at Unifebe. The result may support the development of projects and teaching and learning practices as well as new institutional policies for the environment. A questionnaire was administered to teachers and students of the institution, and parameters were analyzed by classical test theory (index of ease, discrimination index, mean and standard deviation of the positive responses of the test and confidence interval for the mean of total scores). The results indicate the need for Unifebe to create a clear institutional policy, formally established, disseminated and implemented at all levels, as guidelines and policies broad that define and determine goals and objectives must precede practice before being applied in the institution. Keywords: Socioenvironmental Management; Teachers; Students; Unifebe; Institutional Environmental Policy.

scholarly journals Online self-assessment materials: do these make a difference to student learning?

2011 ◽  
Vol 8 (2) ◽  
Author(s):  
Mary Peat
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
First Year Experience ◽  
Full Time ◽  
Self Assessment ◽  
Small Shift ◽  
Face To Face ◽  
Time Work ◽  
Teachers And Students

In our changing world where university students are demanding a greater say in their tertiary education, and in particular are demanding a greater flexibility in the way they receive their instruction, it is imperative that we investigate and experiment with course delivery strategies that fulfil these expectations. Online delivery of learning materials is not new, nor is it the panacea for all problems, but it does offer certain advantages for both teachers and students. The flexibility of using the Web may suit certain teaching activities, but more importantly may suit the learning styles and commitments of the students. In the current economic climate students may have to juggle university activities with employment, potentially missing some of the structured teaching and learning sessions. In addition they may not have time to use campus-based course materials or seek face-to-face assistance from staff. An Australian benchmark survey of the first-year experience (Mclnnis, James and McNaught, 1995), found the pressures of part-time work made it extremely difficult for some students to fulfil course expectations. A 1998 survey of firstyear science students at the University of Sydney revealed that 54 per cent of full-time students are undertaking some form of employment, with 31 per cent working ten hours or more per week during semester, and 14 per cent working over fifteen hours per week (Peat and Franklin, 1998). A small shift away from courses comprising all face-to-face activities to courses with a mix of face-to-face and online activities has the potential to help those very students who may otherwise give up when the pressure of time and other commitments seems too difficult to cope withDOI:10.1080/0968776000080206 

The Adoption of Instructional Technologies in Teacher Education

2018 ◽  
pp. 2183-2197
Author(s):  
Steve Nwokeocha
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educator ◽  
Instructional Technologies ◽  
Positive Side ◽  
Long Run ◽  
Multiplier Effect ◽  
Teachers And Students ◽  
New Ideas ◽  
Practical Experiences

This chapter advocates for a turn to the positive side of the situation and the need to create a multiplier effect with available technologies and capabilities which at the long run could enable Nigeria to leapfrog and catch up with the advanced countries in terms of quality of teaching and learning. The chapter consequently discusses some of the new ideas and concepts that may well be exploited to improve teacher education through technology. It calls for more research, sensitization and capacity building of teachers and students about such new ideas and concepts for the benefit of the Nigerian education system. The chapter is written primarily based on the practical experiences of the author as a teacher educator and active participant in world conferences that, over the years, have devoted attention to best practical cases that have worked in various developing parts of the world.

The Application of Virtual Learning Environment (VLE) in Malaysian Schools

2021 ◽  
pp. 67-89
Author(s):  
Hafizoah Kassim ◽  
Wan Rosmini Hassan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Global Changes ◽  
Ministry Of Education ◽  
Change Initiatives ◽  
Learning Practices ◽  
Teachers And Students

This chapter reports the application and utilization of virtual learning environment (VLE) in schools, specifically focused on Malaysian schools. The VLE utilization is an initiative by the Ministry of Education (MOE) Malaysia in its vision to embrace the global changes and advancement of technology. With the advancement of the Fourth Industrial Revolution (IR 4.0), this topic is especially important to address. This chapter discusses the provisions of technology-based facilities and tools in schools as part of the change initiatives by MOE Malaysia, and the accompanied teaching and learning practices and trainings affecting the teachers and students. These efforts are exemplified through specific programs which have been implemented namely e-Portfolio in the Genosis Program and Google Classroom, and by linking such endeavors to the Malaysia Education Blueprint. These initiatives are always challenging especially when it involves the utilization of the exponentially advancing technologies. This chapter also highlights the pursuing impacts and challenges of the initiatives on teachers, students, selected schools, and their receptions to change.

BALANCE BETWEEN LEADING AND FOLLOWING AND INTERNATIONAL PEDAGOGICAL INNOVATIONS

2019 ◽  
Vol 1 ◽  
pp. 449
Author(s):  
Michael Radin ◽  
Olga Orlova
Keyword(s):  
Teaching And Learning ◽  
Essential Role ◽  
Teaching Styles ◽  
Research Projects ◽  
Interdisciplinary Teaching ◽  
Risk Of Failure ◽  
New Ideas ◽  
Pedagogical Innovations ◽  
New Research

The primary goal of this paper is to portray how the balance between leading and following can often guide us to new pedagogical innovations and leadership. First of all, we will examine how students’ feedback plays an essential role in devising new teaching styles that enhance the amiable learning atmosphere and directs us to new innovations and leadership. Second of all, we will focus on how feedback from colleagues can open new opportunities for new seminars, for new research projects, for writing new papers and textbooks and welcome us to new international and interdisciplinary teaching and learning atmosphere and new innovations. In addition, our aim is to address and understand the concerns and questions from students’ and colleagues’ feedback can be used to minimize the risk of failure and to steer us in designing new innovations and leadership. Furthermore, our intent is to portray that balance between leading and following is an essential technique in development of new ideas and innovations. Moreover, we will share examples of successful pedagogical innovations that were suggested by students and colleagues. Throughout this paper we will remit the following vital question: do creativity and innovations come directly from us?

scholarly journals Big Books: Big, Bold, and Beautiful with Impacts

2021 ◽  
Author(s):  
Nine Febrie Novitasar ◽  
David Nurfiqih
Keyword(s):  
Elementary Schools ◽  
Teaching And Learning ◽  
Development Process ◽  
Learning Experience ◽  
Development Model ◽  
Problem Analysis ◽  
Remote Areas ◽  
New Learning ◽  
Teachers And Students ◽  
The One

Some Indonesian elementary schools include English as a local content subject. However, one aspect that is often missing in the process of teaching and learning is supporting teaching media. This is often found in schools based in remote areas, including the one at SD Negeri 6 Tambak Ukir, which is included in this study. The teaching and learning at this school is not fully accommodated because of the unavailability of teaching media. The students are not fortunate enough to afford commercial learning media. The problems worsen with the fact that the teachers have never been professionally prepared and trained to teach English. Such problems lead to meaningless learning. Concerning the issues, we developed five big books to be used by English teachers and students of SD Negeri 6 Tambak Ukir with the aim to provide supplementary learning media for the students, particularly in learning English vocabulary. The research adopted the development model proposed by Gall, Gall, and Borg (2003). There are four simplified stages in this development process: problem analysis, product development, product trials, and product revisions. In the first stage, the researchers planned to develop 10 books, but because of the COVID-19 pandemic situation, only five books (including a manual user) could be developed. The topic covers numbers, colours, alphabets, animals, and the human body. The provision of the books helped the teachers in delivering the topics. The books could also create a new learning experience for the students. Besides, the students also felt that they could get closer to their friends because they could learn together and felt extra motivated. In other words, having been validated and tried out, the books were proven to be valid, effective, and practical. They were valid as they were developed based on strong theories, effective as they can fulfil students’ needs, and practical as they can facilitate both teachers and students during the teaching and learning process. Briefly, the big book can describe itself well. It is big, bold, and beautiful with impacts. Keywords: big book, English teaching medium, research and development, SD Negeri 6 Tambak Ukir

scholarly journals Role of information and communication technologies in educational systems: a systematic review

2020 ◽  
Vol 6 (7) ◽  
pp. 277
Author(s):  
Muluneh E. Gizaw ◽  
Getachew W. Tessema
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Educational Systems ◽  
Learning Practices ◽  
Ict Implementation ◽  
Teachers And Students ◽  
Information And Communication ◽  
Ict Tools ◽  
The Impact

<p>The aim of this study is to investigate the impact of information and communication technology (ICT) integration in the teaching and learning practices of educational systems. The study is carried out by reviewing various literatures and studies on the ideas of ICT and its usage in teaching and learning practices. The study reveals that ICT is vital to transform the teaching and learning process and has a great importance for both teachers and students. It also looks at the definitions of ICT as given by different scholars. Lack of well-equipped ICT tools, beliefs and commitments of teachers as well as students on Technology-based Teaching and Learning practices are the main challenges of ICT implementation in education successfully.</p>

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