scholarly journals How the arts can unlocka closed curriculum

2021 ◽  
Vol 102 (8) ◽  
pp. 20-25
Author(s):  
Scott Sikkema ◽  
Jenny Lee ◽  
Joseph Spilberg ◽  
Maggie Dahn ◽  
Nickolina Yankova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
University Of California ◽  
Learning Models ◽  
The Arts ◽  
Teachers And Students ◽  
Arts Partnerships ◽  
The University ◽  
The Relationship ◽  
Oriented Approach

The COVID-19 pandemic has surfaced educational inequities that pose unprecedented challenges for teaching and learning. Scott Sikkema, Jenny Lee, and Joseph Spilberg of Chicago Arts Partnerships in Education (CAPE) and Maggie Dahn, Nickolina Yankova, and Kylie Peppler of the University of California, Irvine, explain how the arts, which are often relegated to the margins of the curriculum, can help transform disruptions like those brought about by the shift to distance learning into unique opportunities to create more open and equitable learning models. They describe how CAPE’s open and inquiry-oriented approach to arts-based pedagogy enabled them to rethink teaching and learning in ways that changed the relationship between teachers and students and gave students more ownership of their learning.

scholarly journals Dilemas do trabalho pedagógico: da iniciação ao projeto de arquitetura

2019 ◽  
Vol 88 (220) ◽  
Author(s):  
Jaime Almeida
Keyword(s):  
Teaching And Learning ◽  
Architectural Design ◽  
Social Space ◽  
Teaching Method ◽  
The Other ◽  
Geometric Form ◽  
First Semester ◽  
The Arts ◽  
Teachers And Students ◽  
The University

Trata-se de análise do trabalho pedagógico da iniciação ao projeto de arquitetura nas escolas de arquitetura e urbanismo de universidades federais – o principal exemplo é a disciplina de primeiro semestre do tronco de projeto da Faculdade de Arquitetura e Urbanismo da Universidade de Brasília (FAUUnB). Visa caracterizar os dilemas ou as contradições desse trabalho pedagógico e dar indicações para o seu equacionamento. Percebe-se que tais dilemas surgem de uma compreensão restrita da arquitetura como forma e expressão subjetiva dos agentes envolvidos naquela prática(professor e estudante) e, também, da ausência de uma teoria do espaço social. Essa pedagogia tende a ser passiva, em contrapartida sugerem-se ações pedagógicas para potencializar a capacidade sensitivo-motora e reflexiva dos estudantes no projeto arquitetônico e, também, incorporar a arte como método de ação, a crítica e a participação de agentes como especialistas e "usuários". Palavras-chave: prática pedagógica; ensino de projeto; espaço; projeto e abstração. Abstract The analysis focuses on the pedagogical aspects of the teaching and learning of the architectural design, particularly in the first semester, when students begin to learn the architectural design. The main analysis is the Faculty of Architecture and Urban Planning of the University of Brasília whose target is to point out the dilemmas or problems of that work aiming new ways of dealing with them. The key problem of that approach is the limited architectural practices, which consider architecture as a geometric form (the envelope of the building) and, also, its teaching method. However, the teacher believes that architectural design is an expression of the subjectivity of those agents involved in that process(teachers and students). There is no consideration on the other aspects involved in that work particularly in social space. This is called passive pedagogic. We think that architecture schools can be improved by involving in such process of teaching and learning the arts as an action method, the critics, specialists and users. Keywords: pedagogical work; space; architectural design teaching; project and abstraction.

scholarly journals Relações com o saber, com o ensinar e com a aprendizagem em um projeto de formação inicial de professores de matemática no Brasil Relations with the knowledge, teaching and learning in a initial training Project of mathematic teachers in Brazil

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Diego Fogaça Carvalho ◽  
Marinez Meneghello Passos ◽  
Sergio De Mello Arruda ◽  
Angela Marta Pereira das Dores Savioli
Keyword(s):  
Elementary School ◽  
University Students ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Analytical Instrument ◽  
Initial Training ◽  
School Students ◽  
Training Project ◽  
The University ◽  
The Relationship

ResumoNeste artigo analisamos as relações com o saber, com o ensinar e com o aprender em atividades desenvolvidas em um subprojeto de Matemática no Programa Institucional de Bolsas de Iniciação à Docência (PIBID). Os dados consistiram no registro das ações realizadas em sala de aula por um supervisor (professor), seis estudantes da licenciatura em Matemática e alunos do Ensino Fundamental de uma escola pública do estado do Paraná, Brasil. Para a interpretação dos dados foi utilizado um instrumento que possibilita evidenciar as relações com o saber na sala de aula denominado Matriz 3x3. As análises revelaram implicações da ação do supervisor na ação tanto dos estudantes universitários quanto dos alunos da escola e, consequentemente, nas relações que estes estabeleceram com o saber, o ensinar e o aprender.AbstractIn this article we analyze the relationship with knowledge, with teaching and with learning in activities developed in a subproject of Mathematics in the Institutional Program of Initiation to Teaching (PIBID). The data consisted of the registration of actions carried out in the classroom by a supervisor (teacher), six undergraduate students in Mathematics and students of the Elementary School of a public school in the state of Paraná, Brazil. For the interpretation of the data we used an analytical instrument called Matrix 3x3. The analyses revealed the implications of the supervisor's action on the actions of the university students and of the school students and consequently on the relationships they established with knowledge, teaching and learning.

scholarly journals Aboagora 2013: The Human Machine

2013 ◽  
Vol 3 (2) ◽  
pp. 1-2
Author(s):  
Ruth Illman
Keyword(s):  
Joint Venture ◽  
Human Being ◽  
Music Festival ◽  
Arts And Sciences ◽  
The Arts ◽  
Wide Range ◽  
The University ◽  
The Relationship

The editorial introduces the articles of the issue, all pertaining to the arts and sciences event, Aboagora, which gathered artists, academics and a wide range of interested listeners together to discuss the relationship between technology and the human being in Turku/Åbo in August, 2013. Aboagora is arranged as a joint venture between Turku Music Festival and scholars from the University of Turku, Åbo Akademi University and the Donner Institute.

scholarly journals همة الطلاب في الأنشطة اللغوية يوم الأربعاء في قسم تدريس اللغة العربية بالجامعة الإسلامية الحكومية بنجكولو

2018 ◽  
Vol 2 (2) ◽  
pp. 21
Author(s):  
Fadhila Suskha
Keyword(s):  
Teaching And Learning ◽  
Arabic Language ◽  
Student Interest ◽  
Study Program ◽  
Teachers And Students ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
Faculty Of Education ◽  
The Relationship ◽  
Collection Methods

AbstractTo uncover the causes that give rise to a lack of student interest in participating in language activities. To uncover strategies to increase student interest in participating in language activities in Arabic Language Study Program Faculty of Education and Teaching in IAIN Bengkul5.In this study, researchers used a qualitative descriptive approach. Data collection methods for this study by observation, interviews and documents. Language activities include teaching and learning activities every Wednesday, Weekly Arabic activities, vocabulary sharing activities, lectures, dramas. Lack of a clear curriculum led to the failure to achieve the objectives of this activity, the lack of relationship between teachers and students, the relationship between students and the students because many students does not make affect other students, the lack of discipline in the MLA, no media to learn.Key Word: Enthusiasm of students; Language activity; Teaching Arabic

scholarly journals The Research-Teaching Nexus and Its Influence on Student Learning

2020 ◽  
Vol 9 (3) ◽  
pp. 109
Author(s):  
Begoña Gros ◽  
Manel Viader ◽  
Albert Cornet ◽  
Miquel Martínez ◽  
Jordi Palés ◽  
...  
Keyword(s):  
Evaluation Systems ◽  
Learning Capacity ◽  
Shared Spaces ◽  
Research And Teaching ◽  
New Knowledge ◽  
Teachers And Students ◽  
Research Competences ◽  
The University ◽  
The Relationship ◽  
Academic Year

The relationship between teaching and research in universities has been widely studied in the higher education literature, but no clear relationship between the two has been identified. Nevertheless, in recent years, research has been linked to a form of teaching that is more focused on the development of competences and learning capacity through enquiry and the generation of new knowledge. In this context, it is important for teachers and students to work together on the design of shared spaces for research and learning. This work examines the case of the University of Barcelona to analyse whether there is enough connection between research and teaching to allow students to experience this link and to successfully develop research competences. Teaching plans of the academic year 2018-19 were screened to identify research-related competences, the modules they appear in, and the descriptions of the evaluation systems. This information was compared to the students’ perceptions of the actual training they had received on these research competences. Results showed that teaching plans establish numerous competences related to research and generating new knowledge. However, students consider that this knowledge is not developed until the final year project.

scholarly journals Einige Erfahrungen und Gedanken über Hochschuldidaktik an der Massenuniversität / Some remarks and observation on teaching methods at university with mass student attendence

1976 ◽  
Vol 5 (1) ◽  
Author(s):  
Carol Hagemann-White
Keyword(s):  
Teaching Methods ◽  
Final Section ◽  
University Teaching ◽  
Teaching Behavior ◽  
Large Numbers ◽  
University Of Berlin ◽  
Teachers And Students ◽  
Fruitful Cooperation ◽  
The University ◽  
The Relationship

AbstractThe author reports her experience of and observations on the teaching of sociology at the Free University of Berlin. She examines the teaching behavior of the instructors, the relationship between colleagues, and those between teachers and students. Certain tendencies in the practice of teaching are viewed as expressing a form of coping by projection with the failures experienced in trying to reform studies, failures that are in fact caused by the unfavorable real conditions at the university. A tendency to make university teaching more like schooling is observed; reasons for this are found in the effects of pressure towards professional competition, which prevents both fruitful cooperation between instructors and genuine communication with students. The additional difficulties experienced by women in teaching are described. In the final section conclusions are drawn in the form of practical suggestions which take account of the actual possibilities of a university with very large numbers of students.

Honesty Requiring a Self-Initiated Response

1980 ◽  
Vol 46 (1) ◽  
pp. 87-90 ◽  
Author(s):  
Ron Hays
Keyword(s):  
University Of California ◽  
External Knowledge ◽  
Dollar Bill ◽  
Student Union ◽  
Subject Variables ◽  
The Subject ◽  
And Behavior ◽  
The University ◽  
The Relationship

33 patrons of the University of California, Riverside student union were given $1.05 in change for a dollar bill (three quarters, two dimes, and two nickels). Honesty was assessed by the criterion of self-initiating the return of the extra nickel, and behavior was examined as a function of sex, age, and manner of dress. Results indicate that the over-all honesty of patrons was low (45%), but no significant findings for the relationship between the subject variables and honesty were shown. The 45% rate of honesty indicates that subjects who believe there will not be any external knowledge of their dishonesty are likely to exhibit dishonest behavior.

The need for a transition to a distance learning format: research results

2020 ◽  
pp. 194-209
Author(s):  
Marina V. Polevaya ◽  
Elena V. Kamneva ◽  
Sergey A. Polevoy ◽  
Margarita M. Simonova ◽  
Svetlana M. Buyanova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Learning And Teaching ◽  
Teacher Student ◽  
Teachers And Students ◽  
Training Format

Relevance. The article discusses the problems of the transition of universities to a distance learning format. The transfer of universities to a remote format due to the spread of the COVID-19 virus allowed students to continue to receive training, which varied significantly due to technologies, the choice of which was determined by the current capabilities of educational institutions. The article analyzes the result of a study of the attitude and assessment of teachers and students organizing and conducting training outside the educational institution with the use of distance technologies. The purpose of the study is to identify the features of teaching and learning in a distance format in higher education during the spread of a new coronavirus infection. The objectives of the study are to identify factors that have influenced the quality of the implementation of educational programs in full in the electronic information and educational environment. The results of the study. A serious influence of the distance learning format on the quality of the teacher-student interaction was revealed (it has significantly decreased), which is undoubtedly one of the factors that reduce studentsʼ motivation to learn. For many respondents, distance learning and teaching was the first experience of a distance learning format, and therefore the attitude towards it is rather complicated. A significant scatter in the format of the classes, their completeness and content within the framework of distance learning, the low proportion of the teaching staff prepared for its implementation, and the generally low level of technical, methodological and legal support show that the majority of Russian universities are not ready to introduce distance learning. The transition to an online training format caused the majority of respondents discomfort and negative emotional experiences.

scholarly journals Leveraging Libraries to Support Academic Technology

2011 ◽  
pp. 963-971
Author(s):  
Heather Jagman ◽  
Melissa Koenig ◽  
Courtney Greene
Keyword(s):  
Instructional Technology ◽  
Teaching And Learning ◽  
Technology Development ◽  
Collection Development ◽  
Technology Support ◽  
University Libraries ◽  
Universities And Colleges ◽  
Academic Technology ◽  
The University ◽  
The Relationship

Through leveraging the relationship between libraries and technology, colleges and universities can make the best use of the skills that librarians bring to the table. At DePaul University, three positions have been created which report to two campus units: The University Libraries and Instructional Technology Development. The consolidation of both library and instructional technology perspectives to create this first group of blended positions at DePaul has been successful, due in large part to the fact that the primary responsibilities of these positions are in areas of mutual interest: instruction, collection development, and technology support for faculty and students, whether on a consulting basis or at the reference desk. As libraries and librarians become ever more closely and actively aligned with the teaching mission of the university, universities and colleges can transform librarians’ roles within the academy by leveraging their skills to enhance teaching and learning in today’s online environment.

scholarly journals AN INVESTIGATION OF CELL PHONE USES IN THE EDUCATIONAL ACTIVITIES AT THE UNIVERSITY LEVEL

2021 ◽  
Vol 03 (02) ◽  
pp. 73-81
Author(s):  
Maksal Minaz ◽  
◽  
Ghazala Naheed Baig ◽  
Azmat Ali Shah ◽  
◽  
...  
Keyword(s):  
Cell Phone ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Professional Standards ◽  
Educational Activities ◽  
Positive Effects ◽  
Descriptive Research ◽  
Teachers And Students ◽  
A Cell ◽  
The University

The study investigated the uses of a cell phone in educational activities of students at a higher level. The recommendation of National Professional Standards on the use of ICT in education provides a strong theoretical background for the study. The objectives of the study focused on the investigation of the perception of teachers and students regarding the uses of the cell phone in educational activities and effective communication between students and teachers for educational progress. Adopting a descriptive research design, a survey was carried out to investigate one hundred respondents by using a self-developed questionnaire. The collected data was analyzed through percentage and findings were tabulated consequently which show that majority of respondent uses a cell phone for instructive activities and having positive effects on students’ educational performances. Furthermore, the uses of a cell phone in educational activities facilitate teachers and students at the same level in organizing their teaching and learning activities. Keywords: Cell phone, Students’ National Professional Standards, Instructional Activities, etc

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