scholarly journals Connected education and the co-construction of knowledge in a joint course for law and interpreting students

2021 ◽  
Vol 20 ◽  
Author(s):  
Mira Kadric ◽  
Sylvi Rennert ◽  
Dalibor Mikic
Keyword(s):  
Role Playing ◽  
Practical Experience ◽  
Academic Learning ◽  
Connected Learning ◽  
Building Relationships ◽  
Construction Of Knowledge ◽  
Questioning Techniques ◽  
Interprofessional Cooperation ◽  
Core Concepts ◽  
Different Levels

This article raises questions of education sociology with a focus on one of its core concepts: connectedness. It relates the dimensions of the connected curriculum to research on didactic approaches, showing how methods of connected learning and the co-construction of knowledge can be applied at different levels to enable students to gain subject-related, methodological and transdisciplinary communicative competence in addition to building relationships and cooperation among them across fields of study. These dimensions are presented using the example of the course “Questioning techniques from the perspective of criminology and interpreting”. During this course, students of law and interpreting had the opportunity to acquire both core theoretical knowledge of and practical experience in questioning techniques. This they did through role playing the questioning of defendants and witnesses that typically occurs in a courtroom from the perspective of both criminology and interpreting. The evaluation and feedback showed that the law and the interpreting students appreciated the way the course made them aware of issues in both their own and the other field, helped them to connect academic learning to professional competences and gave them insights into interprofessional cooperation in interpreted legal settings.

Connected learning in international learning projects

2019 ◽  
Vol 36 (5) ◽  
pp. 381-394 ◽  
Author(s):  
Saara Nissinen ◽  
Henriikka Vartiainen ◽  
Petteri Vanninen ◽  
Sinikka Pöllänen
Keyword(s):  
School Context ◽  
Learning System ◽  
Academic Learning ◽  
Connected Learning ◽  
Content Type ◽  
8Th Grade ◽  
International Learning ◽  
Peer Community ◽  
Media Applications ◽  
Learning Projects

Purpose The digital age has provided new possibilities for the connected learning. To better understand these opportunities in the school context, the purpose of this paper is to examine what kinds of learning communities emerge in international learning projects and how tools and technologies support students’ inquiries and peer connections. Design/methodology/approach The participants in this study were one Finnish 6th-grade class (n=17) and one American 7th–8th-grade class (n=16) who communicated through blogs and Skype. The main sources of deductive content analysis are transcribed Skype meetings, the students’ digital artifacts and a supplementary e-questionnaire. Findings The results of the study indicated that during the academic learning project, a voluntary, friendship-driven peer community emerged. The interaction in the formal contexts focused on sharing the results of local inquiries through Skype and blogs, whereas the friendship-driven community centered on the creation of social bonds through students’ personal devices and social media applications. Originality/value The paper models a hybrid learning system that connected academically oriented and friendship-driven participation.

Educational Games to Support Caring and Compassion Among Youth

2017 ◽  
Vol 9 (1) ◽  
pp. 61-76 ◽  
Author(s):  
Sinem Siyahhan ◽  
Adam A. Ingram-Goble ◽  
Sasha Barab ◽  
Maria Solomou
Keyword(s):  
Video Games ◽  
Educational Games ◽  
Role Playing ◽  
Academic Learning ◽  
Design Work ◽  
Design Decisions ◽  
Future Directions ◽  
Work Identity ◽  
Design Elements ◽  
Role Playing Game

In this paper, the authors argue that video games offer unique and pervasive opportunities for children to develop social dispositions that are necessary to succeed in the 21st century. To this end, they discuss the design of TavCats—a virtual role-playing game that aimed to engage children (ages 9 to 13) in understanding, acting upon, and coming to value being caring and compassionate. The authors' discussion takes the form of a design narrative through which they explain the connections between their theoretical commitments and design decisions. Specifically, they review four design elements they utilized in their design work: identity claims, boundary objects, profession trajectories, and cyclic gameplay. The authors briefly share their observations from a pilot study with children in an afterschool setting to illustrate how their design work might be realized in the world. They conclude their paper with a discussion of the implications of their work for designing educational video games for supporting social dispositions as well as academic learning, and future directions.

scholarly journals DE QUE FORMA UMA BRINCADEIRA COOPERATIVA, NUM CONTEXTO TRANSDISCIPLINAR, PODE CONTRIBUIR PARA A FORMAÇÃO DE INDIVÍDUOS?

2018 ◽  
Vol 1 ◽  
pp. 54
Author(s):  
Sabrina Isis Brugnarotto Dopico ◽  
Mônica Da Silva Gallon ◽  
João Bernardes Rocha Filho ◽  
Lucius Rafael Sichonany Samuel
Keyword(s):  
High School ◽  
Rio Grande ◽  
Role Playing ◽  
Rio Grande Do Sul ◽  
Porto Alegre ◽  
School Class ◽  
Complex Thinking ◽  
High School Class ◽  
Second Year ◽  
Different Levels

Este artigo apresenta e analisa os resultados de uma pesquisa sobre possíveis contribuições para o desenvolvimento de capacidades cognitivas de uma atividade baseada em Roleplaying Gamings (RPGs) como geradora de atitudes transdisciplinares. A atividade foi aplicada em alunos de uma turma de segundo ano de Ensino Médio de uma escola de Porto Alegre, Rio Grande do Sul, perfazendo dez aulas. Ao final de cada aula foram redigidas anotações, em um diário, pertinentes ao objetivo da pesquisa. Estas anotações compuseram o corpus de pesquisa analisado por meio da Análise Textual Discursiva (MORAES; GALIAZZI, 2007). Posteriormente, no intuito de triangular as observações realizadas, anotações no diário de campo e as percepções dos estudantes que participaram da atividade, foi realizada uma entrevista com estudantes selecionados (um representante por grupo, totalizando cinco entrevistados), para verificar o quanto as ideias emergentes a partir da análise condiziam com a realidade investigada. Foram encontrados indícios de que os estudantes, em algum momento no processo da atividade lúdica, evidenciaram capacidades de reflexão, criatividade, cooperação, autonomia, além de apresentarem evidências do uso do pensamento complexo. Percebe-se a existência de diferentes níveis de realidade e do terceiro termo incluído nas discussões e resoluções dos problemas propostos pela atividade.Palavras-chave: Transdisciplinaridade. Cooperação. Cooperative Role Playing. Lúdico na educação. ABSTRACTThis paper presents and analyze the results of a research about the possible contribuitions for the development of cognitive capacities of an activity base on Roleplaying Gamings (RPGs) as the creator of transdiciplinary attitude. The activity was applied on students from a second year high school class on a scholl of Porto Alegre, on a total of 10 lectures. Notes were taken at the end of every lecture, on a dairy, concerning with the research's objectives. This notes became the data which made the research's corpus analyzed by the Análise Textual Discursiva (MORAES; GALIAZZI, 2007). Afterwards, with the intention of triangulate the observations made, notes on the diary and the student's persception of the activity, enterviews were made with some of the students selected (a representative from the group), to verify if the emergent ideas from the analysis matched with the student's reality. It was found evidence that the students, in some point of the game process, evidentiated reflective, creative, cooperative and autonomy capacities, in addition to showing evidence of the complex thinking. They realized the different levels of realitu and the included third therm in the discussions and resolutions of the problems proposed by the activityKeywords: Transdisciplinary. Cooperation. Cooperative Role Playing. Playful in education.

scholarly journals Multi-aspect potential of project activities in the university (based on the innovative platform project material)

2021 ◽  
Vol 121 ◽  
pp. 02012
Author(s):  
Olga Nikolaevna Chelyukanova ◽  
Natalia Evgenievna Titkova
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Practical Experience ◽  
Educational Institutions ◽  
Children's Book ◽  
Parents And Children ◽  
Wide Range ◽  
Teachers And Parents ◽  
The University ◽  
Different Levels

The article discusses the methodology of work on the project of the “Revival of traditions of family reading in the modern spiritual education of children and youth” innovative platform, organized in the Arzamas branch of the SUNN. The project is a cumulative phenomenon that synthesizes the scientific and methodological experience of leading teachers, psychologists, and organizers of children’s reading, research scientists of children’s literature. The project involves scientists, teachers of educational institutions of different levels, students, children of different ages, and their parents in a wide joint creative activity. Particular attention in the development of this practice-oriented innovative project is paid to the activities of the student initiative group and its pedagogical effect. The educational strategy of the project contributes to the development of constructive critical thinking and is aimed at developing a wide range of professional competencies among students participating in the project: professional and pedagogical, communicative, general cultural, and informational. The article pays particular attention to the description of the complex of educational products and forms of methodological assistance to teachers and parents. In the process of implementing this project, the urgent needs of teachers and families participating in the project are met. Those include the acquisition of methodological experience in working with parents and children to popularize children’s literature and family reading; practical experience of working with a children’s book in a family circle; the acquisition of artistic reading and recitation skills by the project participants; the generalization and systematization of scientific and methodological experience in the field of children’s literature and family reading; family and creative literary communication; the introduction to the literary study of local lore. Literary and ethical-artistic questions are brought to spectators through theatrical communication.

Enhancing the application of therapeutic group therapy (TKT) for school-age children in Delima, Pekanbaru

2021 ◽  
Vol 6 (9) ◽  
pp. 1565-1571
Author(s):  
Usraleli Usraleli ◽  
Melly Melly ◽  
Erni Forwaty
Keyword(s):  
Role Playing ◽  
Comprehensive Analysis ◽  
School Age Children ◽  
Elementary Level ◽  
Academic Learning ◽  
School Age ◽  
Therapeutic Group ◽  
Research Implementation ◽  
Social Perspectives ◽  
Developmental Characteristics

Children are highly prone to certain psychological challenges, particularly at elementary level. These problems are predominantly influenced by environmental and academic conditions. Therefore, this research aims to stimulate the growth and development of school-age children from various perspectives. This activity was conducted at Al-Qur'an Education Park, Baitul Arsy Mosque, Hamlet 008, Delima village, Tampan sub-district, Pekanbaru, between September-December 2020. Additionally, the class II-VI students were selected as the participants during the seven TKT sessions. The research implementation incorporated description, modeling, role-playing, feedback and transfer techniques. Session 1 comprised of a comprehensive analysis on the growth and developmental characteristics of the school-age children. Meanwhile, sessions 2, 3, 4, 5 and 6 involved the stimulations of motor, cognitive and language, emotional and personality, moral and spiritual as well as the psycho-social perspectives. However, session 7 encompassed the overall stimulation from 1-6. The students are more knowledgeable about self-responsibility and psychological changes. This phenomenon tends to boost confidence as well as the ability to establish friendships and improve academic learning.

Integrating Faith With Learning in a Postmodem Age

2011 ◽  
Vol 23 (1) ◽  
pp. 58-76
Author(s):  
Lanney Mayer ◽  
Keyword(s):  
Social Construction ◽  
Ways Of Knowing ◽  
Roman Catholic ◽  
Academic Learning ◽  
Construction Of Knowledge ◽  
Knowing That ◽  
The Social ◽  
Social Construction Of Knowledge ◽  
Faith And Learning

Modern educational traditions have used empirical parameters that presume faith and learning are incommensurate. Consequently, faith commitments and academic learning must be integrated after the fact. The postmodem critique challenges all educators to interrogate these dichotomies and offers a way for educators with faith in science or religion to initiate a project to construct ways of knowing that envision quantitative knowledge as part of a larger qualitative enterprise. This essay suggests that Mennonite communitarianism, Roman Catholic sacramentalism, and Jesus' parables provide opportunities for just such a project. They offer correctives to modernistic Reformation models and authenticate ways in which certainty, ambiguity, the social construction of knowledge, and the central role of ethics in epistemology are meaningfully represented both qualitatively and quantitatively. Educators within communities of faith have a unique opportunity to draw upon postmodern insights in ways that might prove foundational to such a more broadly conceived higher education.

scholarly journals Biographical Narratives in Teaching: a Study of Professors on Postgraduate Courses

2015 ◽  
Vol 5 (1) ◽  
pp. 12
Author(s):  
Ana Maria Costa Silva ◽  
Miriam Aparício
Keyword(s):  
Professional Identity ◽  
Cognitive Processes ◽  
Personal Experience ◽  
Adult Learning Theory ◽  
Practical Experience ◽  
Relevant Role ◽  
Core Issue ◽  
Complex Construction ◽  
Different Levels ◽  
Identification Strategy

Literature and research have shown that professional development constitutes an essential dimension in constructing both work and professional identity. An important aspect in such development is training. In the field of adult education, different authors (Pratt, 1993; Mezirow, 1985; Schön, 1996; Silva, 2007) emphasize the importance of placing trainees at the center of the learning and cognitive processes and within their corresponding social and historical contexts. Training is supported by a comprehensive adult learning theory. Therefore, the acquired knowledge is not only the result of an external and objective reality but also of a complex construction in which the appropriation of experience plays a relevant role. This paper reveals the findings obtained through biographical narratives in a five-year work program with teachers at different levels (from pre-school to higher education) on postgraduate courses. The core issue is the importance of biographical narratives, as an identification strategy for personal experience, knowledge construction and professional identity. This strategy provided the opportunity for recognition of practical experience, as a provider of learning, as well as his/her own authorship, which are important conditions in the understanding of professional identity.

scholarly journals Educational research networks principles of organization.

2018 ◽  
Vol 7 (2.13) ◽  
pp. 24 ◽  
Author(s):  
Nataliia N. Davydova ◽  
Evgeniy M. Dorozhkin ◽  
Vladimir A. Fedorov
Keyword(s):  
System Development ◽  
Interaction Network ◽  
Modern Society ◽  
Practical Experience ◽  
Educational Institutions ◽  
Educational Systems ◽  
Effective Management ◽  
Network Interaction ◽  
Educational Networks ◽  
Different Levels

Relevance. Modern society has global transformations; as a result, the level characteristics of its system development are changing, new opportunities and new situations to implement a self-organizing system to solve problems of self-government appear. Thus, there is the need to organize the multiplicity of interactions in the new environment, including education. The success of the development mechanisms, organizing innovative activities in the educational systems of different levels is largely determined by the active development of interaction network forms and interaction effective management. The article is devoted to development of theoretical ideas about the processes of network interaction in education to justify and describe the principles of modern scientific-educational network on the basis of system-synergetic approach. A leading approach to study this problem can be considered as system-synergetic which allows studying network interaction within the scientific and educational network as a holistic entity consisting of interrelated elements, structured and complex. The results of the study showed that described principles of effective networking and the conditions of scientific and educational networks development allow you to combine and re-combine the accumulated actors of this knowledge and practical experience interaction, turning them into the means of its innovative activities. The article can be useful to heads of educational institutions of different levels, as well as researchers of innovative processes development problems in education. 

Instruments of Positive Transcultural Psychotherapy as a Model for Systemic Constellations

2021 ◽  
Vol 1 (1) ◽  
pp. 45-48
Author(s):  
Svitlana Kyrychenko
Keyword(s):  
Practical Experience ◽  
Individual Psychotherapy ◽  
Positive Psychotherapy ◽  
Transcultural Psychotherapy ◽  
Different Levels

The article is dedicated to methodological features of constellations in the positive psychotherapy method. Models of Positive Transcultural Psychotherapy determine the structure of personal differentiation, which could be used in constellations. According to the three levels of work in positive psychotherapy (situational, notional and basic), we could discuss constellations on the three different levels. This article represents a generalization of practical experience of using the constellations on the three levels of work in positive psychotherapy in group and individual psychotherapy as well.

Sign in / Sign up

Export Citation Format

Share Document