Engagement, Participation, and Situated Learning in a Children’s Opera Chorus Program

2017 ◽  
Vol 65 (1) ◽  
pp. 72-94 ◽  
Author(s):  
Rhoda Dullea
Keyword(s):  
Situated Learning ◽  
Positive Impact ◽  
Learning Experience ◽  
Later Life ◽  
Musical Theatre ◽  
Main Stage ◽  
Apprenticeship Training ◽  
The United Kingdom ◽  
Children's Opera

In recent years, opera companies throughout the United Kingdom have begun to provide educational programs for children that offer opportunities for “apprenticeship” training in the context of professional opera productions, alongside formal choral musicianship training. This article outlines a qualitative case study of a recently established children’s opera chorus program located in a northern England city, in which I investigated the extent to which the children became engaged with opera as a genre through their participation in the program. This study also considers the extent to which such programs affected children’s emerging cultural identities and musical preferences in an acculturative sense. Findings suggested that the authenticity and situatedness of the learning experience had a positive impact on the children’s engagement, with those that had participated in main-stage productions being most likely to state that they wished to pursue opera or musical theatre as a career in later life.

Applied Situated Learning Theory to Investigate Effect of Global Warming Awareness Education in College - Quantitative Case Study with Experimental Design

2012 ◽  
Vol 524-527 ◽  
pp. 2490-2495 ◽  
Author(s):  
Chi Ya Chang ◽  
Sue Ling Lai
Keyword(s):  
Global Warming ◽  
Energy Saving ◽  
Situated Learning ◽  
Scientific Literacy ◽  
Positive Impact ◽  
Hierarchical Regression ◽  
Green Education ◽  
Quantitative Case Study ◽  
Education Courses

Targeting at students randomly selected across all departments and all years at one university located in northern Taiwan, this research based on hierarchical regression analysis aims to investigate whether or not global warming awareness education exerts a positive effect on research participants’ energy-saving cognition and attitude. the results indicate that the 8 hypotheses proposed are all supported. Firstly, green education courses and global warming awareness videos have significantly positive impact on participants’ cognition and attitude as compare to their peers who did not take the courses or view the videos. Secondly, the participants’ scientific literacy positively influences their energy-saving cognition, which in turn positively impacts on energy-saving attitude. Furthermore, energy-saving cognition plays a completely intermediate role between scientific literacy and energy-saving attitude. Results mentioned conclude the contributions of this research.

scholarly journals How can we improve the final year dissertation? A consideration of ethics, quality, and one-to-one supervision.

2020 ◽  
Vol 8 (2) ◽  
pp. 90-96
Author(s):  
Diarmuid Verrier ◽  
Catherine Day
Keyword(s):  
Positive Impact ◽  
Learning Experience ◽  
Research Question ◽  
Empirical Work ◽  
Supervisory Relationship ◽  
Ethical Concerns ◽  
Potential Problems ◽  
One To One ◽  
Ethical Clearance

The final year dissertation is seen across many degrees as a capstone achievement. It is set apart from other assessments in terms of its magnitude, its requirement for originality, and the autonomy that students must show in completing it. It is also unique in that it is traditionally carried out within the context of a one-to-one supervisory relationship. However, dissertation modules are prey to a number of problems. First, the person carrying out the research may have difficulty in framing a quality, or even a feasible, research question. Second, where dissertations are based on original empirical work, ethical concerns are particularly crucial, but the ability of the student-researcher to appropriately engage with those concerns is substantially less than that of a mature researcher. Third, support comes from a single source, but the supervisory relationship may be poor, or perceived as poor relative to the supervision experienced by peers. This case study describes a suite of changes that were made to one dissertation module to ameliorate these potential problems. Specifically, supervisors create project frameworks that students work within and the responsibility for getting ethical clearance for these is a supervisor’s responsibility. In addition, a substantial programme of specialised support sessions was created to supplement supervision. We argue that these changes did not significantly undermine the autonomy and originality requirements of the module, and present evidence that suggests they had a substantial positive impact on students’ learning experience and academic achievement. Ideas for further ways in which the dissertation module could be improved are discussed.

scholarly journals Co-Creation of e-Learning Content: The Case Study of a MOOC on Health and Cyber-Bullying

2020 ◽  
Vol 26 (2) ◽  
pp. 200-219
Author(s):  
Fernando Ferri ◽  
Alessia D'Andrea ◽  
Arianna D’Ulizia ◽  
Patrizia Grifoni
Keyword(s):  
Health Literacy ◽  
Open Space ◽  
Positive Impact ◽  
Digital Health ◽  
Learning Experience ◽  
Cyber Bullying ◽  
Space Technology ◽  
Learning Content ◽  
E Learning

The use of a co-creation process within e-learning practices enables learners to live positive experiences as they are more actively involved in the learning process. Starting from this consideration, the paper aims to demonstrate that using a co-creation approach to design a Massive Open Online Course allows amplification of the learning experience as well as the children's knowledge and awareness of digital health literacy issues, particularly of cyber-bullying. To this end, a case study that involves teachers and students from a primary school in Rome has been implemented. To engage students, two participative methodologies (open space technology and storytelling) are used. The results of the case study show a positive impact of the co-creation strategy on both the students' engagement in co-producing the learning content and their awareness and knowledge of the cyber-bullying phenomenon and digital health literacy issues.

Remembering in Later Life: Generating Individual and Social Change

2012 ◽  
Author(s):  
Joanna Bornat
Keyword(s):  
Social Change ◽  
North America ◽  
Social Interactions ◽  
Oral History ◽  
Later Life ◽  
Evidence Base ◽  
Life Review ◽  
The United Kingdom ◽  
The Social

Both oral history and what has come to be known as “reminiscence work” acquired a public profile around the same time, during the 1970s and early 1980s, in Europe and North America. This article focuses on the importance of remembrance in later life. For oral history, remembering is seen as a means to an end. By contrast, reminiscence work fixes on the process, the social interactions and changes brought about by engaging in remembering. Reminiscence work continues to be discovered and applied by practitioners and researchers without much awareness of its history and origins. A case study from the United Kingdom serves as an example. Remembrance helps in generating individual and social change which comes along gradually. The search for an evidence base for interventions has costs attached. All of this has tended to take over the nature of evaluations and outcomes of reminiscence and life review.

scholarly journals Perceptions of Students for Gamification Approach: Kahoot as a Case Study

2018 ◽  
Vol 13 (02) ◽  
pp. 72 ◽  
Author(s):  
Huseyin Bicen ◽  
Senay Kocakoyun
Keyword(s):  
Student Achievement ◽  
Qualitative Methods ◽  
Undergraduate Students ◽  
Student Motivation ◽  
Positive Impact ◽  
Learning Experience ◽  
Student Views ◽  
Perceptions Of Students ◽  
Quantitative And Qualitative Methods

A novel learning experience that increases student motivation can be created in a learning environment that includes a gamification approach to assess competence. Student views on gamification were surveyed to determine the best application of this method, the environment necessary for its use, and the manner by which the application should proceed. The effect of a gamification approach on student achievement through intra-class competition was assessed using quantitative and qualitative methods. In this study, the Kahoot application was the preferred gamification method used. Participating students included 65 undergraduate students studying at the Department of Preschool Teaching. The findings showed that inclusion of a gamification method increased the interest of students in the class, and increased student ambitions for success. This method was also found to have a positive impact on student motivation. Furthermore, the results of this study indicate that the Kahoot application can be used effectively for gamification of lessons. In conclusion, the gamification method has an impact on students that renders them more ambitious and motivated to study.

scholarly journals Linking Teaching and Research Through Scholarship Projects: A Case Study

2011 ◽  
Vol 8 (2) ◽  
pp. 54-63
Author(s):  
Natalie Braber ◽  
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Academic Research ◽  
Undergraduate Curriculum ◽  
Teaching And Research ◽  
Student Community ◽  
The United Kingdom ◽  
Active Research

Many lecturers find that teaching and research compete for their time. However, teaching and research can be linked closely together, and there are many ways of linking the two. This article will consider how research can be incorporated into teaching through a case study in Linguistics at Nottingham Trent University (in the United Kingdom), where undergraduate students are invited to participate on a research project. This project aims to foster and strengthen the links between teaching and research in the undergraduate curriculum to enhance the student learning experience (both for the students involved in the project and the wider student community). Allowing students to become involved in academic research before their final year can influence teaching and learning practice by encouraging students to look beyond lectures and seminars at the work which is carried out by their own lecturers. In order for learning to be most effective, it must be seen as relevant to the real world and by inviting students onto active research projects will show them how academic research is relevant to, and involved with, the wider world outside academia. By enthusing students with the actual potential of their studies, will increase learning and allow us to link research and teaching actively for all students.

scholarly journals Lessons in Reality: Teaching Project Management, Professionalism and Ethics to Third Year IT Students

10.28945/2588 ◽  
2002 ◽  
Author(s):  
Vicky Wilson
Keyword(s):  
Project Management ◽  
Situated Learning ◽  
Information Science ◽  
Learning Experience ◽  
Subsequent Development ◽  
Fully Integrated ◽  
Informal Feedback

It is widely accepted amongst tertiary educators that IT students need first hand experience of working in teams and in managing projects if they are to be effective in the workplace. In 2001 the School of Computer and Information Science at Edith Cowan University undertook a major restructure of its courses that resulted in the development of eight ‘core’ units that are taught in a range of courses across the School. One of these was a third-year unit called ‘Project Management, Professionalism and Ethics’. This case study documents the research that was undertaken to determine the unit content and its subsequent development and delivery. It discusses the formal and informal feedback received from students and staff after its delivery in semester 2, 2001 and what will be done to develop the unit into a fully integrated online ‘situated learning’ experience.

Teaching Entrepreneurship to University Students through Experiential Learning

2013 ◽  
Vol 27 (6) ◽  
pp. 449-463 ◽  
Author(s):  
Colin Mason ◽  
Norin Arshed
Keyword(s):  
Experiential Learning ◽  
Positive Impact ◽  
Learning Experience ◽  
Approaches To Learning ◽  
Entrepreneurial Intentions ◽  
First Year ◽  
Effective Learning ◽  
Entrepreneurial Intent ◽  
Facilitated Learning

The view that entrepreneurship education should be based on experiential approaches to learning is gaining ground. However, there is both little discussion in the literature on what form experiential education should take and a paucity of examples of experiential approaches to learning. This paper helps to fill these gaps. It provides a case study of an experiential learning assignment that formed an important part of a first-year entrepreneurship course in a Scottish university. It describes how the assignment was designed, what activities were undertaken by students and, using their learning reflections for evidence, identifies the learning outcomes and the effect on entrepreneurial intent, motivations and capabilities. The evidence suggests that the assignment was an effective learning experience for the students, complementing and reinforcing prior classroom learning through application. It facilitated learning about the real world of the entrepreneur, something which would otherwise not have been possible, and had a positive impact on entrepreneurial intentions.

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