Using GeoGebra Software in Teaching and Learning Space Geometry

2021 ◽  
pp. 73-102
Author(s):  
Nguyen Thi Hong Hanh ◽  
Ta Duy Phuong ◽  
Nguyen Thi Bich Thuy ◽  
Tran Le Thuy
Keyword(s):  
Teaching And Learning ◽  
Learning Space ◽  
Space Geometry

Amâlî (Imla) As Arabic Writing Technique

Metahumaniora ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 128
Author(s):  
Dicky Rachmat Pauji
Keyword(s):  
Middle East ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Wide Scope ◽  
Writing Style ◽  
Learning Space ◽  
Islamic School ◽  
Related Literature ◽  
Language And Literature ◽  
The Subject

Amâlî (Imla) is a methodology used in studying Arabic language and literature that has a very wide scope. Amâlî (Imla) itself can be translated as: to dictate, to add, to fill in and etc. Amâlî (Imla) may also be interpreted further by the following narration: A teacher (ustadz) comes to a place like a mosque, an Islamic school or any learning space in general. In the process of teaching and learning, all that are spoken by the teacher is written down by the students on pieces of paper they had prepared earlier then be compiled into a book which will be preserved. This paper presents a brief summary of Amâlî (Imla) as a methodology which is discussed in many Amâlî (Imla) related literature works written from the beginning of 7th century until the 14th century. The subject Amâlî (Imla) is written in exceedingly diverse manner, unique to each of numerous known authors. This paper also discusses about various meaning of the word Amâlî (Imla) that has been interpreted differently among authors. In addition, the method of separating chapters and other minor distinct writing style that each of various groups of Amâlî (Imla) authors had developed was presented in this work. And lastly, this paper discusses the fact that Amâlî (Imla) related textbook authors were not only originated from the Middle East, but also from regions such as Iran (Huzistan) and Andalusia

scholarly journals Classroom Re-design to Facilitate Student Learning: A Case Study of Changes to a University Classroom

2016 ◽  
Vol 16 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Tom Perks ◽  
Doug Orr ◽  
Elham Al-Omari
Keyword(s):  
Student Satisfaction ◽  
Physical Environment ◽  
Teaching And Learning ◽  
Physical Space ◽  
Learning Space ◽  
Effective Learning ◽  
Group Data ◽  
Focus Group Data ◽  
Teaching Learning

This case study examines the physical aspects of a particular university classroom, and what affect specific changes to the classroom had on the perceptions of students, instructors and observers regarding the room as an effective learning space. We compare survey and focus group data collected from students taking courses in the classroom prior to changes to the physical environment with comparable data from students taking courses in the same classroom after specific changes had been made. Immediately following changes to the classroom, notable increases were observed in reported perceptions of student satisfaction with the physical environment, including perceptions of the classroom as a more effective and engaging learning space. Similar perceptions of improvement as a teaching-learning space were reported by instructors and observers. However, subsequent follow-up data collection and analyses suggested little if any sustained increase in perceptions of efficacy of the room as a learning space; indeed, most reported variables returned to baseline levels. The implications of these findings and their relevance to classroom design nevertheless may provide insight regarding the manner in which physical space might support or even enhance teaching and learning.

Place as Pedagogy: Toward Study Abroad for Social Change

2018 ◽  
Vol 41 (1) ◽  
pp. 54-74 ◽  
Author(s):  
Jennifer M. Pipitone
Keyword(s):  
Social Change ◽  
Study Abroad ◽  
Teaching And Learning ◽  
Ways Of Knowing ◽  
Comparative Case Study ◽  
Study Abroad Programs ◽  
Learning Space ◽  
Pedagogical Strategies ◽  
Self In Relation ◽  
Short Term Study

Background: Emergent bodies of literature have uncovered problematic trends in U.S. study abroad that reproduce hierarchies of power and colonialism, perpetuate views of an exotic cultural “other,” and privilege tourism over education. Purpose: This work responded to these problems by exploring ways of teaching and learning in study abroad that embrace the pedagogical power of place to foster awareness of the self in relation to other, cultivate relationality, and deconstruct the exotic. Methodology/Approach: Reflecting on two major findings from a longitudinal comparative case study with 19 students on short-term study abroad programs to Morocco and Bali, this article considers how educators can adapt the intentions and practices of their programs to embrace the pedagogical potential of place to foster the renegotiation of representations and heightened relationality. Findings/Conclusions: Findings indicate engagement with place was fundamental to the production of experiential learning space, mediated through pedagogies that engaged students with local rhythms, meanings, and histories; social interactions; and cultural tools that engaged students in alternative ways of knowing and being in the world before and during the trip. Implications: This article offers five epistemological commitments and several pedagogical strategies to guide future program development with an eye toward social change.

Game-Changer

Gamification ◽  
2015 ◽  
pp. 807-825
Author(s):  
Roberta Levitt ◽  
Joseph Piro
Keyword(s):  
Teaching And Learning ◽  
Socially Responsible ◽  
Instructional Resources ◽  
Learning Space ◽  
Web Based ◽  
21St Century Education ◽  
Learning Standards ◽  
New Directions ◽  
Information And Communication ◽  
Specific Learning

Technology integration and Information and Communication Technology (ICT)-based education have enhanced the teaching and learning process by introducing a range of web-based instructional resources for classroom practitioners to deepen and extend instruction. One of the most durable of these resources has been the WebQuest. Introduced around the mid-1990s, it involves an inquiry-centered activity in which some or all of the information learners interact with comes from digital artifacts located on the Internet. WebQuests still retain much of their popularity and educational relevance and have shown remarkable staying power. Because of this, recontextualizing the WebQuest and situating it within the modern-day trend of the “gamification” of instructional design is examined, together with how the WebQuest can promote solid academic gain by placing students inside a learning space patterned after a multi-user virtual environment. This structure includes emphasis on teamwork and socially responsible problem-solving, intense task immersion, task game flow and scalability, and reward cycles. The authors also discuss how including an upgraded WebQuest informed by Common Core Grade-Specific Learning Standards in pre-service education curriculum can advance multiple facets of teacher education with candidates who are acquiring, learning, applying, and integrating pedagogical, technological, and content-area skills. Further, the authors offer suggestions for new directions in the use of web-based resources in 21st century education enterprise.

Open Social-Shared Animated GIFs for Peer-to-Peer Teaching and Learning

2022 ◽  
pp. 194-228
Keyword(s):  
User Interfaces ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Graphical User Interfaces ◽  
Peer Teaching ◽  
Digital Learning ◽  
Learning Space ◽  
Shared Learning ◽  
Digital Learning Objects ◽  
Motion Images

In the open-shared teaching and learning space, the complexity of the shared learning contents vary. These range from stand-alone items and digital learning objects to full learning sequences and sets of resources. One humble object is the animated GIF, lightweight motion images used in graphical user interfaces (GUIs), expressive memes and commentary, emoticons, and other applications. Animated GIFs are fairly easy to create; they may be integrated into learning documents (handouts, slideshows, articles) and other objects, and it plays offline (and without the need for any downloadable player). This work involves an analysis of some available animated GIFs for education in social imagery collections. Based on findings, this work explores the viability of animated GIFs for various open-shared learning applications globally and some potential strategies and tactics, given real-world limits.

Fostering a happy positive learning environment for generalist pre-service teachers: building confidence that promotes wellbeing

2019 ◽  
Vol 36 (02) ◽  
pp. 183-196 ◽  
Author(s):  
Dawn Joseph
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Questionnaire Data ◽  
Learning Space ◽  
Health And Wellbeing ◽  
Bachelor Of Education ◽  
Positive Learning Environment ◽  
Generalist Teachers

AbstractMusic is more than just sounds; engaging in music activities in educational settings may foster a sense of wellbeing. This paper explores whether positive learning environments can change attitudes and build confidence of students undertaking the Bachelor of Education (primary) program. As part of a wider study in Melbourne (Australia), using questionnaire data, this qualitative case study reports on two overarching themes (Wellbeing and Learning, and Skill Development and Confidence). I contend that a happy and safe teaching and learning space may promote and nurture the health and wellbeing of students who lack the confidence to teach music as generalist teachers.

scholarly journals No strings attached? Challenges and successes in creating a flexible, wire-free active learning classroom

2018 ◽  
Vol 36 (2) ◽  
pp. 211-224 ◽  
Author(s):  
Gillian (Jill) D. Ellern ◽  
Heidi E. Buchanan
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
High Tech ◽  
Learning Space ◽  
Content Type ◽  
Electronic Classroom ◽  
Technical Details ◽  
Practical Implications

Purpose This paper serves as a case study, detailing an academic library’s three-year process of redesigning, implementing, and using a library electronic classroom. The purpose of this paper is to share the challenges and successes of a library’s attempt to create a high-tech space that both accommodates active learning and is entirely flexible and free of wires. The paper provides technical details for implementing features such as wireless screen sharing and offers practical advice for librarians who are creating new teaching and learning spaces at their institutions. Design/methodology/approach This is a descriptive case study, which details the lessons learned in implementing an active learning space that incorporates technology such as wireless display to multiple screens. Findings There are still major challenges in having a truly wire-free classroom including authentication policies, wireless display technology, instructor’s station mobility, and student laptop control. Successes include flexible furniture, battery-power management solutions, and using multiple wireless devices in a single room. Practical implications Practical implications of this paper include recommendations for planning this type of upgrade in a library electronic classroom. Originality/value The unique feature of this case was the effort to combine the mobile features of a flexible learning space with some of the robust technology of a hardwired active learning classroom. This paper features technical details beyond what can be found in the library literature. For example, very little has been written about the issues involved in wirelessly displaying a computer screen to multiple devices in a classroom.

scholarly journals Transforming learning spaces for multilingual interaction: the outcomes of a workshop delivered at the 2020 eLearning Symposium

2020 ◽  
pp. 5-14
Author(s):  
Cecilia Goria ◽  
Lea Guetta
Keyword(s):  
Social Engagement ◽  
Teaching And Learning ◽  
University Teaching ◽  
Learning Spaces ◽  
Learning Space ◽  
Space Design ◽  
Life Long Learning ◽  
Multilingual Communication ◽  
Innovative Learning ◽  
Ongoing Development

The design of innovative learning spaces currently affects different educational sectors, including university teaching and learning. A parallel can be identified between the weakening of the specialisation of spaces for formal, informal, life-long learning, social interaction, and leisure and the blurring of the boundaries between work/learning and social engagement. Furthermore, a user-centred approach to space design mirrors the ongoing development towards student-centred education and the emphasis on making these spaces digitally competitive equally reflects the increasing integration of technologies in teaching and learning. This contribution is the report of a workshop delivered at the eLearning Symposium, 24th January 2020, Southampton, which explored possible designs for a learning space conducive of multilingual communication, collaboration, and creativity.

scholarly journals 23. An Internal Audit of a Virtual Learning Space to Facilitate Clinical Decision-Making in Nursing

2012 ◽  
Vol 5 ◽  
pp. 132 ◽  
Author(s):  
Beryl McEwan ◽  
Gylo Hercelinskyj
Keyword(s):  
Nursing Students ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Clinical Decision Making ◽  
Charles Darwin ◽  
Internal Audit ◽  
Clinical Decision ◽  
Nursing Program ◽  
Clinical Settings ◽  
Learning Space

In any nursing program, it is a challenge to foster an awareness of, and engagement with, the complexity and reality of nursing practice.  During their studies, nursing students have to learn the relevant underpinning theoretical knowledge for practice as well as develop their understanding of the role and responsibilities of the registered nurse in clinical settings. At a regional Australian university the Bachelor of Nursing is offered externally with the student cohort predominantly off-campus. There are significant challenges in providing opportunities to enhance learning (Henderson, Twentyman, Heel, & Lloyd, 2006) and to foster early professional engagement with the nursing community of practice (Andrew, McGuiness, Reid, & Corcoran, 2009; Elliot, Efron, Wright, & Martinelli, 2003; Morales-Mann & Kaitell, 2001) in a context for learning nursing knowledge and inter-professional collaborative practice. This paper presents the results of a series of internal audits of students’ feedback of the Charles Darwin Hospital (CDU) vHospital™ undertaken from 2008 to 2010, following integration into theory and clinical nursing subjects in the Bachelor of Nursing program.  The feedback from students demonstrates the value students place on teaching and learning activities that provide realistic situated learning opportunities (Hercelinskyj & McEwan, 2011).

scholarly journals Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces

2019 ◽  
Author(s):  
Jen Harvey ◽  
◽  
Claire McAvinia ◽  
Kevin O'Rourke ◽  
Jason FitzSimmons ◽  
...  
Keyword(s):  
Active Learning ◽  
Informal Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Learning Spaces ◽  
Learning Space ◽  
Student Centered ◽  
Student Centered Learning ◽  
Formal And Informal Learning ◽  
New Learning

Transforming the academic experience and success of students by building Active Learning Classrooms (ALCs) is increasing, but ALCs are still fewer than traditional classroom spaces. These new learning spaces create an inherent tension between increasing student enrollments and active learning environments. Accommodating increased class sizes does not have to exclude fostering an active learning space. We have an opportunity every time a classroom is renovated or a new building is built to intentionally acknowledge and engage this tension to positively influence student learning and success. As we renovate and construct new learning spaces on our campuses, it is not only important to understand how the “built pedagogy” (Monahan 2000, 2002) and “architecture as pedagogy” (Orr 1993, 1997) of our spaces can help or hinder more active learning pedagogies, but also how to support effective teaching in these spaces (Levesque-Bristol, 2019). While many institutions are prioritizing active learning as old classrooms get renovated, few are doing so at the broad campus-wide scope necessary to affect larger-scale culture change (Park & Choi, 2014). Two such institutions that are developing and supporting large-scale active learning spaces are the Technological University Dublin (TU Dublin) and Purdue University (Indiana, USA). TU Dublin and Purdue are conducting collaborative research focusing on how each institution’s new, large-scale construction of formal and informal learning spaces is impacting teaching and learning.

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