scholarly journals Effective Learning Strategies in the Homes of Famous Artists and Writers Converted to Museums

2019 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Susan Smith Nash
Keyword(s):  
Learning Strategies ◽  
Learning Experiences ◽  
Pablo Neruda ◽  
Carson Mccullers ◽  
Effective Learning ◽  
Analytical Skills ◽  
Wide Range ◽  
Juan Jose Arreola ◽  
Unique Experience ◽  
Isak Dinesen

<p class="Normal1"><em>Homes of writers and artists that have been converted into museums are powerful frameworks for a wide range of both individual and group learning experiences. The museums have a unique ability to engage the learners on a deeper level by piquing their curiosity, and also by encouraging participative creative activities. The foundation is that of experiential learning, with an emphasis on authentic and content-based learning. Each visit to an artist’s home museum is a springboard for more universal learning experiences, particularly if the learner follows up and builds on memories of the visit, or to the museum’s website. Meta-cognitive development of analytical skills and creative techniques can enrich the learner, particularly when accompanied by both individual and collaborative online activities. Each artist or writer’s home provides a unique experience, which provides an opportunity for the museum’s educational and creative staff to be very creative. </em><em>The homes in this article include those of Pablo Neruda, Alexander Pushkin, Ilya Repin, Carson McCullers, Isak Dinesen, and Juan José Arreola.</em><em></em></p>

Introduction: Emotion, History and the Arts

2018 ◽  
Vol 7 (2) ◽  
pp. 117-128 ◽  
Author(s):  
Erin Sullivan ◽  
Marie Louise Herzfeld-Schild
Keyword(s):  
Historical Change ◽  
Carson Mccullers ◽  
Emotional Life ◽  
Review Section ◽  
The Arts ◽  
Wide Range ◽  
War Correspondents ◽  
History Of ◽  
Johan Huizinga

This introduction surveys the rise of the history of emotions as a field and the role of the arts in such developments. Reflecting on the foundational role of the arts in the early emotion-oriented histories of Johan Huizinga and Jacob Burkhardt, as well as the concerns about methodological impressionism that have sometimes arisen in response to such studies, the introduction considers how intensive engagements with the arts can open up new insights into past emotions while still being historically and theoretically rigorous. Drawing on a wide range of emotionally charged art works from different times and places—including the novels of Carson McCullers and Harriet Beecher-Stowe, the private poetry of neo-Confucian Chinese civil servants, the photojournalism of twentieth-century war correspondents, and music from Igor Stravinsky to the Beatles—the introduction proposes five ways in which art in all its forms contributes to emotional life and consequently to emotional histories: first, by incubating deep emotional experiences that contribute to formations of identity; second, by acting as a place for the expression of private or deviant emotions; third, by functioning as a barometer of wider cultural and attitudinal change; fourth, by serving as an engine of momentous historical change; and fifth, by working as a tool for emotional connection across communities, both within specific time periods but also across them. The introduction finishes by outlining how the special issue's five articles and review section address each of these categories, while also illustrating new methodological possibilities for the field.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

Tickets for the Inclusive Museum

2020 ◽  
pp. 390-406
Author(s):  
Magda Nikolaraizi ◽  
Charikleia Kanari ◽  
Marc Marschark
Keyword(s):  
Hard Of Hearing ◽  
Learning Experiences ◽  
Learning Needs ◽  
Participatory Learning ◽  
Maximum Benefit ◽  
Wide Range ◽  
The Right ◽  
Physical Features ◽  
And Behavior

In recent years, museums of various kinds have broadened their mission and made systematic efforts to develop a dynamic role in learning by offering a wide range of less formal experiences for individuals with diverse characteristics, including individuals who are deaf or hard-of-hearing (DHH). Despite the worthwhile efforts, in the case of DHH individuals, museums frequently neglect to consider their unique communication, cognitive, cultural, and learning characteristics, thus limiting their access and opportunities for fully experiencing what museums have to offer. This chapter examines the potential for creating accessible museum environments and methods that reflect an understanding of the diverse communication, cognitive, cultural, and learning needs of DHH visitors, all of which enhance their access and participation in the museum activities. The role of the physical features of museum spaces for the access and behavior of DHH visitors is emphasized, together with attention to exhibition methods and the communication and cognitive challenges that need to be considered so DHH visitors can get the maximum benefit. The chapter emphasizes the right of individuals who are DHH to nonformal learning and analyzes how museums could become more accessible to DHH individuals by designing, from the beginning, participatory learning experiences that address their diverse needs.

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

2021 ◽  
Author(s):  
Trisha Gupte ◽  
Field M. Watts ◽  
Jennifer A. Schmidt-McCormack ◽  
Ina Zaimi ◽  
Anne Ruggles Gere ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Writing To Learn ◽  
Chemistry Laboratory ◽  
Primary Data ◽  
Survey Analysis ◽  
Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

scholarly journals STRATEGI PEMBELAJARAN DI ANTARA GURU TERHADAP SISWA DALAM KONTEKS MEMECAHKAN KESULITAN BELAJAR

2021 ◽  
Vol 4 (2) ◽  
pp. 1-12
Author(s):  
Pudun Tadam
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Difficulties ◽  
Learning Activities ◽  
Learning Material ◽  
Self Awareness ◽  
Strategic Learning ◽  
Effective Learning ◽  
Teachers And Students ◽  
To Receive

Abstract: Strategic Learning involves Learning Strategies and Teaching Strategies that can help bring success to a student. The research objective answers the question: What is the meaning of a Learning Strategy? What is an Effective Learning Strategy? What are the Learning Strategies among Teachers against Students in the Context of Solving Learning Difficulties? The answer is: Learning strategies are the methods that will be selected and used by a teacher to deliver learning material that aims to make it easier for students to receive and understand learning material, which in the end can be mastered learning objectives at the end of learning activities. Three aspects of effective learning strategies are: (1) Students Need Continuous Strategic Instruction. (2) Teachers Promote Self-Awareness in Metacognition in the Classroom. (3) Teachers Can Recognize and Understand Different Learning Profiles. Learning Strategies between Teachers and Students in the Context of Solving Learning Difficulties are: (1) learning difficulties manifested in classrooms, (2) difficulties demonstrated by students in classrooms, and (3) strategies to help students who have difficulty paying attention in class . Abstrak: Strategic Learning melibatkan Strategi Pembelajaran dan Strategi Pengajaran yang dapat membantu membawa kejayaan kepada seorang mahasiswa. Tujuan penelitian menjawab pertanyaan: Apakah pengertian Strategi Pembelajaran? Bagaimanakah Strategi Pembelajaran yang Efektif? Bagaimanakah Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar? Jawabannya adalah: Strategi pembelajaran adalah cara-cara yang akan dipilih dan digunakan oleh seorang pengajar untuk menyampaikan materi pembelajaran yang bertujuan untuk memudahkan peserta didik menerima dan memahami materi pembelajaran, yang pada akhirnya tujuan pembelajaran dapat dikuasainya di akhir kegiatan belajar. Tiga hal strategi pembelajaran yang efektif adalah: (1) Siswa  Memerlukan Instruksi Strategi yang Berkelanjutan. (2) Guru  Mempromosikan Kesadaran Diri dalam Metakognisi di Kelas. (3) Guru-guru Dapat Mengenali dan Memahami Profil Pembelajaran yang Berbeda. Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar adalah: (1) kesulitan belajar dimanifestasi dalam bilik kelas, (2) kesulitan didemonstrasi oleh siswa dalam bilik kelas, dan (3) strategi-strategi untuk membantu siswa yang kesulitan perhatian di kelas.

scholarly journals MENINGKATKAN HASIL BELAJAR SISWA KELAS IV DI SDN BABAKAN TAROGONG 5 BANDUNG PADA PEMBELAJARAN IPS MELALUI STRATEGI PEMBELAJARAN PEMECAHAN MASALAH

2017 ◽  
Vol 25 (2) ◽  
pp. 207
Author(s):  
Eros Rosilah Rosilah
Keyword(s):  
Social Studies ◽  
Natural Resources ◽  
Learning Strategies ◽  
Economic Activities ◽  
Average Value ◽  
Technological Advances ◽  
Wide Range ◽  
Fourth Grade Students ◽  
Material Reality ◽  
Compulsory Subject

Learning Social Studies (IPS) is a compulsory subject taught. Learning IPS has a very wide range of material. Reality on the ground results of test scores of fourth grade students of SDN Babakan Tarogong 5 in social studies subject of natural resources, economic activity and technological advances in the district / city and province is still very low. This is due to social studies learning not meet minimum completeness, because the strategy used so far have not matched the learning process. The purpose of this study to determine the activities of students in participating in learning by using learning strategies of problem solving. The results of this research has reached the average value of the class.Keyword : Natural resources, economic activities, technological progress.

scholarly journals Assisting Students Learning Experiences Using an Augmented Reality Model Framework

2020 ◽  
pp. 146-151
Author(s):  
Rommel E. Balcita ◽  
◽  
Thelma D. Palaoag
Keyword(s):  
Augmented Reality ◽  
Learning Strategies ◽  
Teaching Strategy ◽  
Learning Experiences ◽  
Ar Model ◽  
Model Framework ◽  
Real Objects ◽  
Frequent Response ◽  
Statistical Mode ◽  
Learning Through Experience

In learning through experience there are so many techniques that can be used in order to learn and master skills. Strategies used for learning may be in the form of presentation, multimedia, simulation or hands-on. Others might prefer combination of strategies both being able to hear and/or see the actual or real object of machines, tools or equipment. There are advanced visual technologies available in the internet to choose from but most are not designed to the learning process in a school. Augmented reality is an emerging advance technology that shows a lot of use and opportunity as a tool for learning and enhancing experience. AR can simulate real objects into models that be used for education. This study aims to experiment on an AR engine created using the AR model framework to enhance the learning experiences of students in the different learning strategies used in this study. The experiment is focused to find the significant differences of not having and having an AR model into the learning/teaching strategy. To analyze the data frequency, statistical mode is used to find the most frequent response to interpret the nominal and ordinal categories of the variables. The results of using the AR model framework significantly improved the learning experiences of the participants.

scholarly journals “ANALISIS KESULITAN BELAJAR PESERTA DIDIK DALAM PEMBELAJARAN JARAK JAUH (PJJ) DI TENGAH PANDEMI COVID-19”.

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Milana Abdillah Subarkah ◽  
Agus Salim
Keyword(s):  
Distance Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Difficulties ◽  
Virus Transmission ◽  
Learning Activity ◽  
Effective Learning ◽  
The Government ◽  
Education Administrators ◽  
Depth Interviews

ABSTRACTThe teaching and learning process is a very important activity and must be carried out even though the situation is not possible in schools amid the Covid-19 pandemic as it is today. So this study aims to analyze learning difficulties, distance learning, and analysis of student learning difficulties in PJJ amid the Covid-19 pandemic. This research uses a qualitative approach to the type of case studies, in-depth interviews, and documentation studies. The results of the study show First, learning difficulties in students can be experienced due to disruption in him both from within and outside himself. This condition can also occur amid the Covid-19 pandemic. In the end, through various appeals from several parties, students were asked to carry out their learning activities in their respective homes. Second, with the appeals and suggestions of students studying at home, then Distance Learning (PJJ) becomes an alternative learning activity for students in order to break the corona virus transmission chain. Third, during the Covid-19 pandemic with PJJ students faced problems accessing internet devices and quotas, thus the government and all education administrators to provide internet quota subsidies, emergency curricula, and develop effective learning strategies for communities affected by Covid-19.

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