scholarly journals Integración de la tecnología digital en el aula: Diseño de una propuesta formativa online desde una mirada de la práctica reflexiva

2021 ◽  
pp. 98-113
Author(s):  
Francisco Recio-Muñoz ◽  
Jorge Joo Nagata
Keyword(s):  
Reflective Thinking ◽  
Learning Experience ◽  
Digital Technologies ◽  
Thinking Skills ◽  
Discussion Forums ◽  
Digital Competence ◽  
Technology In The Classroom ◽  
Initial Teacher Training ◽  
Definition Of ◽  
Do So

Ante la necesidad de crear espacios o contextos, tanto formales como informales, que supongan una conexión real del profesorado con su entorno, es que se presenta una propuesta de experiencia de aprendizaje diseñada para la Formación Inicial Docente (FID) sobre el pensamiento reflexivo, la integración de la tecnología digital en el aula y la Competencia Digital Docente (CDD) de estudiantes de Pedagogía en Chile. Dicha propuesta se centra en los círculos de reflexión pedagógica con el objetivo principal de explorar cómo se construye la práctica reflexiva durante las interacciones en línea, concretamente en sesiones asincrónicas por medio de foros de debate, a través del análisis del discurso del contenido generado en los mismos y si resulta ser una estrategia eficaz para el desarrollo de habilidades de pensamiento reflexivo al momento de analizar las prácticas docentes entorno a la integración de las tecnologías digitales en el aula. Encontrando preliminarmente cuatro categorías a la hora de justificar por parte del alumnado sobre qué definición de reflexión más se identifican. Y aludiendo a que cuando reflexionan sobre su quehacer docente al momento de integrar las tecnologías digitales en el aula lo hacen principalmente sobre las dimensiones del contenido y alumnado, siendo en menor medida el contexto sociopolítico. Faced with the need to create spaces or contexts, both formal and informal, that involve a real connection between teachers and their environment, a proposal for a learning experience designed for Initial Teacher Training (ITT) on reflective thinking, integration of digital technology in the classroom and the Teaching Digital Competence (TDC) of Pedagogy students in Chile. This proposal focuses on pedagogical reflection circles with the main objective of exploring how reflective practice is built during online interactions, specifically asynchronous sessions through discussion forums, through the analysis of the discourse of the content generated in them. and if it turns out to be an effective strategy for the development of reflective thinking skills when analyzing teaching practices around the integration of digital technologies in the classroom. Preliminarily finding four categories when justifying by the students about which definition of reflection they most identify. And alluding to the fact that when they reflect on their teaching work when integrating digital technologies in the classroom, they do so mainly on the dimensions of the content and students, being to a lesser extent the socio-political context.

scholarly journals Students' Impressions on the Effectiveness of Online Discussion Forums

2018 ◽  
Vol 3 (1) ◽  
pp. 86-108
Author(s):  
Beena Vijayavalsalan
Keyword(s):  
Online Discussion ◽  
Learning Experience ◽  
Statistical Significance ◽  
Strong Association ◽  
Thinking Skills ◽  
P Value ◽  
Discussion Forums ◽  
Online Forums ◽  
Online Discussion Forums ◽  
Significant Difference

Purpose: The study has evaluated the effectiveness of online discussion forums among the students of Abu Dhabi University, UAE. Results: The results have shown strong association between positive learning experience and frequency of student participation in discussion forums. However, no statistical significance (p-value=0.306) has been observed among online forums and age of the participants for developing critical thinking skills. Moreover, a significant difference has been identified in students' participation on the effectiveness of online discussion (p-value=0.000). Conclusion: It is concluded that online discussion forums serve as an efficient and effective tool for interaction among the participants.

scholarly journals Let’s talk about digital learners in the digital era

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Eliana Esther Gallardo-Echenique ◽  
Luis Marqués-Molías ◽  
Mark Bullen ◽  
Jan-Willem Strijbos
Keyword(s):  
Digital Technology ◽  
Digital Technologies ◽  
Digital Natives ◽  
Digital Native ◽  
Digital Competence ◽  
Digital Era ◽  
Digital Skills ◽  
Digital Learners ◽  
Definition Of ◽  
Native Literature

<p>This paper reports on a literature review of the concept of “Digital Natives” and related terms. More specifically, it reports on the idea of a homogeneous generation of prolific and skilled users of digital technology born between 1980 and 1994. In all, 127 articles published between 1991 and 2014 were reviewed. On the basis of the findings, there appears to be no commonly-accepted definition of a “Digital Native”. The concept varies among individuals, societies, regions and nations, and also over time. Moreover, there are a number of variables other than age that may help us understand the nature of students’ use of digital technologies. The so-called “Digital Native” literature demonstrates that despite students’ high digital confidence and digital skills, their digital competence may be much lower than those of their “digital teachers”. Given the confusion surrounding “Digital Native” and its affiliates, we propose to unify them under the concept “digital learners”.</p>

scholarly journals Exploring discipline differentiation in online discussion participation

2014 ◽  
Vol 30 (2) ◽  
Author(s):  
Petrea Redmond ◽  
Jo Devine ◽  
Marita Bassoon
Keyword(s):  
Online Learning ◽  
Teacher Education Program ◽  
Online Discussion ◽  
Learning Experience ◽  
Thinking Skills ◽  
Ethnographic Study ◽  
Online Discussions ◽  
Discussion Forums ◽  
Analysis Model ◽  
Online Discussion Forums

<p>Online discussion forums are often the only interaction or communication a student in an online learning environment will have with the course instructor and fellow students. Discussion forums are intended to elicit a range of thinking skills from the students, from purely social interaction to metacognition in order to achieve deep learning. Given the increasing use of online learning environments, it is timely to question whether students from different disciplines use online discussion forums in different ways, particularly in terms of their level of thinking. If there is differentiation, educators need to provide discipline specific opportunities for undergraduate students to interact in dynamic online discussions as part of a rich learning experience. This ethnographic study explored the types of online postings provided by students as part of their learning journey in two undergraduate online courses, one in an Engineering program and another in a Teacher Education program at a regional university. The goal of the research was to identify evidence of higher order thinking within students’ online posts. Data were analysed according to Henri’s Content Analysis Model for Asynchronous Conferencing.</p>

The Impact of Live Cases on Student Skill Development in Marketing Courses

2021 ◽  
pp. 027347532110345
Author(s):  
Shannon Cummins ◽  
Jeff S. Johnson
Keyword(s):  
Time Management ◽  
Learning Experience ◽  
Skill Development ◽  
Handling Time ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Small Samples ◽  
Conflict Handling ◽  
Student Skill ◽  
The Impact

Live cases, where students work directly with an outside organization to solve real-world problems, can be an immersive learning experience for marketing students. Current scholarship on live case usage in marketing is limited to small samples from a handful of live case devotees. This article draws from a large, international sample of 169 marketing educators to investigate the perceived educational impacts of live cases on student skill development. Specifically, the paper explores student teamwork, conflict handling, time management, presentation, communication, and critical thinking skills. Additionally, the article explores how student skill development is affected by the amount of course time dedicated to the live case as well as faculty experience with live cases.

scholarly journals Accountability as a Virtue

2021 ◽  
pp. 095394682110097
Author(s):  
Andrew Torrance
Keyword(s):  
Definition Of ◽  
Do So

This opening article will offer a brief introduction to what it means to understand accountability as a virtue. To do so, I first propose a definition of the condition of accountability, which I go on to distinguish from responsibility. Based on this definition, I then present an account of the corresponding virtue of accountability.

scholarly journals Indistinguishability and Negative Probabilities

Entropy ◽  
2020 ◽  
Vol 22 (8) ◽  
pp. 829
Author(s):  
J. Acacio de Barros ◽  
Federico Holik
Keyword(s):  
Quantum Systems ◽  
Quantum Contextuality ◽  
No Signaling ◽  
Definition Of ◽  
Do So

In this paper, we examined the connection between quantum systems’ indistinguishability and signed (or negative) probabilities. We do so by first introducing a measure-theoretic definition of signed probabilities inspired by research in quantum contextuality. We then argue that ontological indistinguishability leads to the no-signaling condition and negative probabilities.

Digital competences of the workforce – a research topic?

2017 ◽  
Vol 23 (3) ◽  
pp. 721-734 ◽  
Author(s):  
Matthias Murawski ◽  
Markus Bick
Keyword(s):  
Research Topic ◽  
Future Research ◽  
Digital Competence ◽  
Content Type ◽  
Research Activities ◽  
Starting Point ◽  
Pros And Cons ◽  
Definition Of ◽  
The Individual ◽  
Practical Implications

Purpose Considering working in the digital age, questions on the consequences for the individual workers are, so far, often neglected. The purpose of this paper is to deal with the question of whether the digital competences of the workforce is a research topic. The authors argue for the thesis that it is indeed a research topic. Design/methodology/approach In addition to a literature analysis of the top IS, HR, and learning publications, non-scientific sources, as well as the opinions of the authors, are included. The authors’ thesis is challenged through a debate of corresponding pros and cons. Findings The definition of digital competences lacks scientific depth. Focussing on the workforce is valid, as a “lifelong” perspective is not mandatory for research. Digital competence research is a multidisciplinary task to which the IS field can make a valuable contribution. Research limitations/implications Although relevant references are included, some aspects are mainly driven by the opinions of the authors. The theoretical implications encompass a call for a scientific definition of digital competences. Furthermore, scholars should focus on the competences of the workforce, including occupations, roles, or industries. The authors conclude by providing a first proposal of a research agenda. Practical implications The practical implications include the alignment of multiple stakeholders for the design of “digital” curricula and the integration by HR departments of the construct of digital competences, e.g. for compensation matters and job requirements. Originality/value This paper is one of very few contributions in the area of the digital competences of the workforce, and it presents a starting point for future research activities.

New code for the protection of civilian population and property during armed conflict

1980 ◽  
Vol 20 (219) ◽  
pp. 287-315 ◽  
Author(s):  
Ionel Gloşcă
Keyword(s):  
International Law ◽  
Armed Conflict ◽  
Armed Conflicts ◽  
International Treaties ◽  
Civilian Population ◽  
State Activity ◽  
The Holocaust ◽  
Definition Of ◽  
Do So

One of the principles underlying international law applicable in armed conflicts is that no act of war is permitted against the civilian population, consisting, by definition, of persons who take no part in the hostilities.Until the holocaust of 1939–45, international law gave practically no real protection to the civilian population in the event of war, and was not even intended to do so since up to that time war was considered to be a State activity from which civilians remained aloof. There were, nonetheless, general principles and rules in various international treaties which, in one way or another, related also to the civilian population.

The Degree Of Applying The Thinking Skills In Teaching Physical Education In Public Schools In Palestine From The Perspectives Of Teachers Of Physical Education Themselves

2020 ◽  
Vol 8 (3) ◽  
pp. 61-73
Author(s):  
Islam Abbas ◽  
Farah Naseer
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Reflective Thinking ◽  
Training Programs ◽  
Thinking Skills ◽  
Point Of View ◽  
High Degree

This study aimed to identify the degree of applying the thinking skills in teaching physical education in public schools in Palestine from the perspectives of teachers of physical education themselves. The study found that the degree of applying the thinking skills in the field of thinking during the event received the highest degree of approval from the point of view of the teachers of physical education, followed by the field of thinking of the event in the second place. The field of reflective thinking in general received a high degree of approval, with a percentage of 73.3%. The study also focused on the preparation of teachers with a high awareness in the use of reflective thinking skills, and the need to prepare training programs for students in the field of reflective thinking to help them solve their problems No compound skills.

Active Learning Online

2022 ◽  
Vol 12 (1) ◽  
pp. 1-13
Author(s):  
Viktor Wang ◽  
Leslie Hitch ◽  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Experience ◽  
Thinking Skills ◽  
Strategic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Current Century ◽  
Teaching Goal ◽  
Current Article

Preparing graduates for the present and future workforce is an important strategic learning and teaching goal of higher education. Towards realizing this goal, institutions are expending significant effort promoting active learning as an institution-wide teaching approach. Active learning defined as learners deeply participating in the learning process are being increasingly used in face-to-face contexts, but can it be used just as effectively in the online environments now common in higher education? In their 2017 paper, the authors established that active learning online is certainly possible. In this current article the authors assert that not only is active learning online possible, but that it is a necessity to bolster workforce and higher order thinking skills needed in this current century. Importantly, the faculties have a crucial role to play in implementing active learning online, and active learning online permeate the whole of the online learning experience within courses.

Sign in / Sign up

Export Citation Format

Share Document