scholarly journals On the Pedagogical Intent of Clausewitz's On War

MCU Journal ◽  
2018 ◽  
Vol 9 (1) ◽  
pp. 133-154
Author(s):  
Timothy McCranor
Keyword(s):  
Pedagogical Intent

scholarly journals O currículo e o trabalho por meio de projetos: construindo alternativas pela prática investigativa - Curriculum and work in projects media: building alternatives for practice investigative

2016 ◽  
Vol 5 (10) ◽  
pp. 55
Author(s):  
Janaína Ribeiro Stafford
Keyword(s):  
Social Construction ◽  
Knowledge Construction ◽  
Social Practice ◽  
School Curriculum ◽  
Construction Process ◽  
Construction Of Knowledge ◽  
Starting Point ◽  
Social Construction Of Knowledge ◽  
Pedagogical Intent ◽  
Teaching Learning

Neste artigo tem-se como objetivo apontar alternativas de reconstrução do currículo escolar por meio do trabalho com projetos. Vale salientar que o currículo se refere à organização do conhecimento escolar, sendo uma construção social do conhecimento, real, significativa, com intencionalidade político-pedagógica, aberto o suficiente para ser percebido como um processo, no qual as questões oriundas da relação ensino e aprendizagem possam dar-lhe um caráter dinâmico e transformador. Um instrumento relevante para reconstrução curricular são os denominados projetos de trabalhos, pois o ponto de partida do processo de construção do conhecimento é a prática social concreta e a realidade em que acontece.Palavras-chave: currículo, projetos de trabalho, conhecimento. CURRICULUM AND WORK IN PROJECTS MEDIA: BUILDING ALTERNATIVES FOR PRACTICE INVESTIGATIVEAbstractThis article same has the objective of pointing reconstruction alternatives of the school curriculum by working through projects. It is worth noting that the curriculum refers to the school knowledge organization, being a social construction of knowledge, real, significant, with political-pedagogical intent, open enough to be perceived as a process in which issues arising in the teaching / learning can give you a dynamic and transforming character. A relevant tool for curricular reconstruction is the so-called work projects, because the starting point of the knowledge construction process is the concrete social practice and reality where it happens.Key-words: curriculum, work projects, knowledge.

scholarly journals An Instructor Learning Analytics Implementation Model

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Holly McKee
Keyword(s):  
Learning Outcomes ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Research Problem ◽  
Self Reflection ◽  
Implementation Model ◽  
Design And Development Research ◽  
Pedagogical Intent ◽  
And Performance ◽  
Support Students

With the widespread use of learning analytics tools, there is a need to explore how these technologies can be used to enhance teaching and learning. Little research has been conducted on what human processes are necessary to facilitate meaningful adoption of learning analytics. The research problem is that there is a lack of evidence-based guidance on how instructors can effectively implement learning analytics to support students with the purpose of improving learning outcomes. The goal was to develop and validate a model to guide instructors in the implementation of learning analytics tools. Using design and development research methods, an implementation model was constructed and validated internally. Themes emerged falling into the categories of adoption and caution with six themes falling under adoption including: LA as evidence, reaching out, frequency, early identification/intervention, self-reflection, and align LA with pedagogical intent and three themes falling under the category of caution including: skepticism, fear of overdependence, and question of usefulness.  The model should enhance instructors’ use of learning analytics by enabling them to better take advantage of available technologies to support teaching and learning in online and blended learning environments. Researchers can further validate the model by studying its usability (i.e., usefulness, effectiveness, efficiency, and learnability), as well as, how instructors’ use of this model to implement learning analytics in their courses affects retention, persistence, and performance.

Learning analytics performance improvement design (LAPID) in higher education: Framework and concerns

2019 ◽  
Vol 7 (2) ◽  
pp. 41-55 ◽  
Author(s):  
Amir Winer ◽  
Nitza Geri
Keyword(s):  
Higher Education ◽  
Performance Improvement ◽  
Learning Analytics ◽  
Teaching Practice ◽  
Learning And Teaching ◽  
Big Data Technologies ◽  
Pedagogical Intent ◽  
Visual Description ◽  
Context Specific ◽  
Visualization Techniques

Learning Analytics Dashboards (LAD) promise to disrupt the Higher Education (HE) teaching practice. Current LAD research portrays a near future of e-teaching, empowered with the ability to predict dropouts, to validate timely pedagogical interventions and to close the instructional design loop. These dashboards utilize machine learning, big data technologies, sophisticated artificial intelligence (AI) algorithms, and interactive visualization techniques. However, alongside with the desired impact, research is raising significant ethical concerns, context-specific limitations and difficulties to design multipurpose solutions. We revisit the practice of managing by the numbers and the theoretical origins of dashboards within management as a call to reevaluate the “datafication” of learning environments. More specifically, we highlight potential risks of using predictive dashboards as black boxes to instrumentalize and reduce learning and teaching to what we call “teaching by the numbers”. Instead, we suggest guidelines for teachers’ LAD design, that support the visual description of actual learning, based on teachers’ prescriptive pedagogical intent. We conclude with a new user-driven framework for future LAD research that supports a Learning Analytics Performance Improvement Design (LAPID).

scholarly journals Tackling Xenophobia through Dialogue: A Freirean Approach

2020 ◽  
Vol 24 ◽  
Author(s):  
Vaughn Mitchell John
Keyword(s):  
South Africa ◽  
Social Change ◽  
Peace Education ◽  
Final Section ◽  
Psychosocial Support ◽  
Education Intervention ◽  
South Africans ◽  
Pedagogical Intent ◽  
Second Wave

The deadly violence associated with xenophobia has become a concern in South Africa, a country with historically high levels of violence. This article explores the role that peace education can play in mitigating such conflict. Using Paulo Freire’s theorisation of dialogue in education, it discusses a peace education intervention that developed participatory workshops to foster dialogue between South Africans and their neighbours of foreign origin soon after the second wave of violence in South Africa in 2015. The article discusses the curriculum and pedagogical intent of the workshops through a theoretical framing of dialogue, how participants and facilitators responded to such plans and what learning and action were generated from these workshops. The experiences of participants and facilitators reveal a preliminary stage of deepening understandings in terms of reviewing rigid us/them dichotomies and identities, and reviewing stereotypical understandings of causes of conflict. The final section offers some critical reflections on the workshop design and the role of such interventions in relation to goals of broader social change. Some recommendations for future workshops in light of the need for psychosocial support generated by the workshop process are offered.

scholarly journals Visualizing constructive alignment in the process of course design

2019 ◽  
Author(s):  
Marc Laperrouza ◽  
Jacques Lanarès ◽  
Emmanuel Sylvestre
Keyword(s):  
Higher Education ◽  
Course Design ◽  
Modeling Tools ◽  
Teaching Experiences ◽  
Visual Modeling ◽  
Visual Tool ◽  
Constructive Alignment ◽  
Visual Dimension ◽  
Pedagogical Intent ◽  
Teaching Setting

Course design in higher education is often approached in a very linear and text-based manner. The paper presents a visual tool in the form of a canvas aimed at accompanying teachers in the design of courses. The canvas can be used in an individual or co-teaching setting. It can be applied either during the conception phase of a new course or to revisit and reflect an existing course.The visual dimension departs from the usual text-based format and ambitions to offer a practical and intuitive approach. It aims at engaging teachers to adopt a prototyping approach in the design of courses. It builds on the various visual modeling tools offered in the fields of business and strategy.The proposed canvas is part of a broader project accompanying higher education teachers in the clarification of their pedagogical intent, in ensuring constructive alignment and in the adoption of a reflexive posture on their teaching experiences.

Gesture and body-movement as teaching and learning tools in the classical voice lesson: a survey into current practice

2013 ◽  
Vol 30 (3) ◽  
pp. 347-367 ◽  
Author(s):  
Julia Nafisi
Keyword(s):  
Teaching And Learning ◽  
Current Practice ◽  
Learning Experience ◽  
Body Movement ◽  
Learning Tools ◽  
Body Movements ◽  
Voice Teachers ◽  
Pedagogical Intent ◽  
Classical Voice

This article discusses the use of gesture and body-movement in the teaching of singing and reports on a survey amongst professional singing teachers in Germany regarding their use of gesture and body movement as pedagogic tools in their teaching. The nomenclature of gestures and movements used in the survey is based on a previous study by the author (Nafisi, 2008, 2010) categorising movements in the teaching of singing according to their pedagogical intent intoPhysiological Gestures, Sensation-related Gestures, Musical GesturesandBody-Movements. The survey demonstrated thatGestureswere used by a significant number of voice teachers to enhance explanation and/or demonstration, that a significant number of voice teachers encouraged their students to carry out similar Gestures whilst singing to enhance their learning experience and that another type of essentially non-expressiveBody-Movementswas also encouraged by a significant number of voice teachers to enhance students’ learning. The paper validates the author's nomenclature and offers some hitherto unpublished insights.

A Corpus-Based Approach to Teaching English in Abstracts

2010 ◽  
pp. 592-611
Author(s):  
Amelia AMaria Cava
Keyword(s):  
Structure Function ◽  
Undergraduate Students ◽  
Research Study ◽  
Research Process ◽  
Teaching English ◽  
Academic Journal ◽  
Academic Field ◽  
Pedagogical Intent ◽  
Approach To Teaching ◽  
Clear Idea

In the academic field abstract is the first genre that students need to become familiar with. Abstracts have been investigated on structure and language by Swales (1990), Bhatia (1993, 1997), dos Santos (1996), Cremmins (1982) and Day (1989) or by international organizations such as ISO and ANSI. Every academic journal presents its personal guidelines on how to write abstracts properly but generally, undergraduate students do not have a clear idea about how to write them. The main purpose of the present research study is to analyze the language used by authors with a pedagogical intent. The investigation is a corpus-based analysis setting out to highlight certain lexico-grammatical features specifically related to the ‘research-process language’. The data are drawn from a corpus of 6 years of three international journals: The International Journal of Primatology, Mathematics and Computers in Simulation and Proteins: Structure, Function, and Bioinformatics.

Choral Repertoire as Pedagogy

2017 ◽  
Author(s):  
Dennis Shrock
Keyword(s):  
Transfer Of Learning ◽  
Gregorian Chant ◽  
Aesthetic Value ◽  
Performance Practices ◽  
Choral Repertoire ◽  
Pedagogical Intent ◽  
Psychological Management ◽  
Choral Programming ◽  
The Aesthetic ◽  
Modern Era

The study includes 1) a discussion of historical choral repertoire that was conceived with a main or substantial pedagogical intent and 2) a discussion of repertoire and programming that can be of beneficial value to choruses. The first part of the study represents and explores choral genres such as Gregorian chant, the Lutheran chorale, and the Baroque oratorio (both sacred and secular). It then moves on to modern-era compositions with didactic purposes, including works to promote nationalism but also an antiwar message. The second part of the study addresses choral programming for a) choral development that relies on transfer of learning, b) recruitment and retention of singers and audiences, c) environmental customs and expectations, d) psychological management of time in regards to ontology and flow, and e) performance practices. In summary, repertoire that serves a pedagogical purpose has the opportunity to elevate the aesthetic value of the choral experience.

Culture and the Psychology Curriculum

2019 ◽  
pp. 3-44 ◽  
Author(s):  
Walter J. Lonner ◽  
Kenneth D. Keith ◽  
David Matsumoto
Keyword(s):  
Cross Cultural Psychology ◽  
Cultural Psychology ◽  
Psychological Anthropology ◽  
Social Axioms ◽  
Research Perspectives ◽  
Psychology Curriculum ◽  
Pedagogical Intent ◽  
Basic Concepts ◽  
And Behavior ◽  
Psychological Dimensions

The pedagogical intent of this chapter is to provide teachers of psychology with foundational material necessary for any part of the psychology curriculum featuring culture as an important factor in shaping human thought and behavior. The authors present overviews of basic concepts, historical considerations, and theoretical and contemporary research perspectives, as well as a discussion of psychological dimensions such as individualism–collectivism, tight versus loose cultures, personality traits, social axioms, and human universals. The authors give attention to the concepts of absolutism, relativism, and universalism, and briefly describe cross-cultural psychology, cultural psychology, psychological anthropology, indigenous/ethnic psychology, and multiculturalism. The issue of cultural coverage in introductory psychology texts is included, as is an appendix describing numerous official global associations and organizations that are important resources for the kind of information that teachers of culture and psychology will find valuable in the classroom.

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