scholarly journals The implementation of Flex methodology in a language class and the use of the Community of inquiry (CoI) framework

2015 ◽  
Vol 8 (4Β) ◽  
Author(s):  
Antonia Fyrigou
Keyword(s):  
Teaching Methodology ◽  
Language Class ◽  
Powerful Learning ◽  
Need To Evaluate ◽  
Students First ◽  
French Class ◽  
New Generation ◽  
Unique Potential

In this paper, I will share and discuss my involvement with the i2Flex in the two past academic years following the educational needs of the new generation students. First, I will describe how I went about my first encounter with i2Flex in the IB French class as a member of the pilot i2Flex faculty at ACS Athens, namely: a) I will present the instructional (re-) design of my Moodle class to reflect the new teaching methodology, and b) I will explain the need to evaluate this pilot year via an appropriate framework. Then, I will move on, describing my class in the second year, from how i2Flex was at this point implemented to how it was evaluated and what data was collected from the students. Finally, my goal is to share under the umbrella of best practices how meaningful and efficient the i2Flex is, taking in consideration the new role of the teacher in and out of class and the student’s unique potential. This experience is a new powerful learning process for both sides, since teacher and students are on the same boat with a unique goal to achieve the best quality of learning.

scholarly journals The implementation of Flex methodology in a language class and the use of the Community of inquiry (CoI) framework

2015 ◽  
Vol 8 (4Β) ◽  
Author(s):  
Antonia Fyrigou
Keyword(s):  
Teaching Methodology ◽  
Language Class ◽  
Powerful Learning ◽  
Need To Evaluate ◽  
Students First ◽  
French Class ◽  
New Generation ◽  
Unique Potential

In this paper, I will share and discuss my involvement with the i2Flex in the two past academic years following the educational needs of the new generation students. First, I will describe how I went about my first encounter with i2Flex in the IB French class as a member of the pilot i2Flex faculty at ACS Athens, namely: a) I will present the instructional (re-) design of my Moodle class to reflect the new teaching methodology, and b) I will explain the need to evaluate this pilot year via an appropriate framework. Then, I will move on, describing my class in the second year, from how i2Flex was at this point implemented to how it was evaluated and what data was collected from the students. Finally, my goal is to share under the umbrella of best practices how meaningful and efficient the i2Flex is, taking in consideration the new role of the teacher in and out of class and the student’s unique potential. This experience is a new powerful learning process for both sides, since teacher and students are on the same boat with a unique goal to achieve the best quality of learning.

i2Flex and the Community of Inquiry Framework

2016 ◽  
pp. 115-129
Author(s):  
Antonia Fyrigou
Keyword(s):  
Best Practices ◽  
Student Learning ◽  
Community Of Inquiry ◽  
Teaching Methodology ◽  
Need To Evaluate ◽  
Community Of Inquiry Framework ◽  
French Class ◽  
New Generation ◽  
Unique Potential

In this chapter the goal is to describe my implementation of the i2Flex in two consecutive academic years in an attempt to meet more effectively the educational needs of the new generation students. Starting with the description of the i2Flex methodology in an IB French class as a member of the pilot i2Flex faculty at ACS Athens, I will present the instructional (re-)design of my Moodle shell to reflect the new teaching methodology, and the need to evaluate this pilot year via an appropriate framework. Then, I will describe the same class in the second year, from how i2Flex was at this point implemented to how it was evaluated and what data was collected from the students. Finally, the goal is to share under the umbrella of best practices how meaningful and efficient the i2Flex is, taking in consideration the new role of the teacher in and out of class and its unique potential for student learning.

i2Flex and the Community of Inquiry Framework

2016 ◽  
pp. 334-348
Author(s):  
Antonia Fyrigou
Keyword(s):  
Best Practices ◽  
Student Learning ◽  
Community Of Inquiry ◽  
Teaching Methodology ◽  
Need To Evaluate ◽  
Community Of Inquiry Framework ◽  
French Class ◽  
New Generation ◽  
Unique Potential

In this chapter the goal is to describe my implementation of the i2Flex in two consecutive academic years in an attempt to meet more effectively the educational needs of the new generation students. Starting with the description of the i2Flex methodology in an IB French class as a member of the pilot i2Flex faculty at ACS Athens, I will present the instructional (re-)design of my Moodle shell to reflect the new teaching methodology, and the need to evaluate this pilot year via an appropriate framework. Then, I will describe the same class in the second year, from how i2Flex was at this point implemented to how it was evaluated and what data was collected from the students. Finally, the goal is to share under the umbrella of best practices how meaningful and efficient the i2Flex is, taking in consideration the new role of the teacher in and out of class and its unique potential for student learning.

The Effectiveness of the i2Flex Methodology and the CoI in Addressing Complex Instructional Design Needs in High School Language Classes

2021 ◽  
pp. 280-290
Author(s):  
Tonia Fyrigou
Keyword(s):  
Community Of Inquiry ◽  
Educational Environment ◽  
Educational Process ◽  
Teaching Methodology ◽  
Face To Face ◽  
Educational Framework ◽  
Language Classes ◽  
Need To Evaluate ◽  
French Class

In this chapter, the goal is to describe the effectiveness of the implementation of the i2Flex in two different courses in the past five consecutive academic years in an attempt to meet more effectively the educational needs of the new educational framework. Starting with the description of the i2Flex methodology in a Greek class and in an online French class, the author presents the instructional (re-)design of the Moodle shell to reflect the new teaching methodology, and the need to evaluate this via an appropriate framework. It is obvious that the goal is to share under the umbrella of best practices how meaningful and efficient the i2Flex is in two different educational frames. At the same time, the use of community of inquiry (CoI) is taken in consideration to evaluate this educational process. Finally, the new role of the teacher, face to face and virtually, is observed to prove the progress of the educational environment.

The Role of the Subject “Mathematics” Content in the Learning Motivation

2019 ◽  
Vol 16 (12) ◽  
pp. 5243-5247
Author(s):  
Nailya Vakifovna Timerbaeva ◽  
Elmira Ildarovna Fazleeva ◽  
Kadriya Barievna Shakirova
Keyword(s):  
Beginning Teachers ◽  
Subject Matter ◽  
Educational Activity ◽  
Teaching Methodology ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Motivation For Learning ◽  
The Subject

The future of any country depends on the quality of education, in particular, mathematics. This paper represents an investigation of the possibilities of using motivation, which is one of the main conditions for improving the quality of teaching mathematics. Educational motivation, as a particular type of motivation, is determined by many factors: the educational system, the organization of the learning process, the subjective characteristics of a student and teacher. In our opinion, the factor associated with the very specificity of the subject matter “mathematics” remains insufficiently studied. Experience has shown that practice teachers and beginning teachers underestimate the role of motivation in teaching mathematics. They unconsciously or quite consciously skip the stage of motivation when introducing mathematical concepts, studying theorems, etc., not seeing the potential of the subject matter for the implementation of motivation. The purpose of the study is to identify the capabilities of the subject matter “mathematics” in the implementation of motivation, as well as the pedagogical conditions for preparing future teachers for its implementation. The research methods for this problem are the theoretical analysis of the knowledge of this issue, questionnaires, overt observation. The study showed that students and beginning teachers knowing the general techniques and methods of motivation do not see the potential possibilities of the subject of mathematics and specific topics for its implementation. At the same time, we have established that motivation can be carried out at any stage of training: by introducing mathematical concepts, algorithms, studying methods of action, methods for solving problems and theorems. Improving the training of future mathematics teachers is associated with the development of mathematical, pedagogical and methodological thinking of students, allowing motivation to introduce to study mathematics as a subject. To do this, in the classes on the teaching methodology, it is worth to purposefully teach the methods of motivation for educational activity in all substantive lines of the school course in mathematics to supplement the training content with courses on the choice of “Methods of student motivation,” “The role of motivation in teaching mathematics,” “Motivation for learning through the content of the subject.

scholarly journals Giving feedback on peers’ concept maps as a learning experience: does quality of reviewed concept maps matter?

2021 ◽  
Author(s):  
Natasha Dmoshinskaia ◽  
Hannie Gijlers ◽  
Ton de Jong
Keyword(s):  
Prior Knowledge ◽  
Concept Maps ◽  
Learning Experience ◽  
School Students ◽  
Powerful Learning ◽  
Post Test ◽  
Cognitive Involvement ◽  
Giving Feedback

AbstractGiving feedback to peers can be a powerful learning tool because of the feedback provider’s active cognitive involvement with the products to be reviewed. The quality of peers’ products is naturally an important factor that might influence not only the quality of the feedback that is given, but also the learning arising from this process. This experimental study investigated the effect of the level of quality of the reviewed product on the knowledge acquisition of feedback providers, as well as the role of prior knowledge in this. Dutch secondary-school students (n = 77) were assigned to one of three conditions, which varied in the quality of the learning products (concept maps) on which students had to give feedback while working in an online physics inquiry learning environment. Post-test knowledge scores, the quality of students’ own concept maps and the quality of the feedback given were analyzed to determine any effect of condition on the learning of feedback providers. Students providing feedback on the lower-quality concept maps gave better feedback and had higher post-test scores. There was no interaction with level of prior knowledge. Possible implications for practice and further research directions are discussed.

scholarly journals A new generation of probiotics — psychobiotics, their purpose and functions

2022 ◽  
Vol 66 (9-10) ◽  
pp. 64-78
Author(s):  
S. D. Dbar ◽  
L. G. Stoyanova
Keyword(s):  
Quality Of Life ◽  
Nervous System ◽  
Developmental Disorders ◽  
Depressive Disorders ◽  
Review Of The Literature ◽  
New Class ◽  
Promising Strategy ◽  
New Generation

A review of the literature on the etiological role of the microbiome in the treatment of depressive disorders is presented based on an analysis of 98 literature sources for 2000–2020, of which 35 are domestic and 63 are foreign. Evidence is substantiated that the gut microbiome may represent a new potential target of antidepressant therapy. The emergence of a new class of probiotics (psychobiotics), as well as possible psychobiotic treatments, could be a promising strategy for improving the quality of life of people suffering from neurodegenerative diseases and developmental disorders of the nervous system.

scholarly journals The biological encoding of design and the premises for a new generation of 'living' products : the example of Sinapsi.

2019 ◽  
pp. 116-139
Author(s):  
Sabrina Lucibello ◽  
Carmen Rotondi
Keyword(s):  
Ethical Issues ◽  
Track And Field ◽  
Smart Device ◽  
Disabled People ◽  
Smart Systems ◽  
Dependent Relationship ◽  
New Generation ◽  
The Relationship

The following article aims to briefly describe the long and intricate search path which led to the design of Sinapsi, a smart device inspired by nature, for helping blind people’s mobility and orientation in track and field. The description will be accompanied by an analysis of different solutions already developed for helping blind people and by multiple thoughts, theoretical and methodological, that aim to critically explain the renewed role of design, as well as to highlight the importance of biological reference in a complex world populated by artificial intelligence. In particular, we will show how inspiration from biological systems can be one of the most innovative and attainable methods, not just to incorporate biological characteristics into machines and artifacts (nothing particularly new, even in AI) but to use it in the design process of smart systems as an instrument for improving quality of life and to expand our best human qualities. In fact, the growing complexity derived from the AI systems’ increasing degrees of autonomy has raised issues concerning the relationship between the user and the intelligent entity, as well as important ethical issues that call into question the design and that can be overcome through inspiration from the logic and the principles governing the intimate intelligence of nature. Finally, the explanation becomes particularly interesting and deep when we talk about assistive devices for sensory disabled people, in which the co-dependent relationship between the user and the technology becomes stronger and in which the boundary between help and substitution, between enhancement and helplessness, risks fading.

OCD and Spectrum Conditions in Older Adults

2012 ◽  
Author(s):  
Cheryl N. Carmin ◽  
John E. Calamari ◽  
Raymond L. Ownby
Keyword(s):  
Older Adults ◽  
Psychological Treatment ◽  
Evidence Based ◽  
Cognitive Approach ◽  
Treatment Interventions ◽  
Pharmacological Management ◽  
Cognitive Limitations ◽  
Need To Evaluate

Despite its chronic and unremitting nature and impact on quality of life, unlike other of the anxiety disorders, surprisingly little attention has been paid to the epidemiology, descriptive psychopathology, and treatment of OCD and related spectrum conditions in late life. ERP remains the mainstay of evidence-based psychological treatment, as is the use of SRIs for pharmacological management. The need to evaluate older adults and design treatment interventions, taking individual medical and cognitive limitations into account, is discussed. Recent statistical modeling approaches using older adult samples suggest that addressing the role of beliefs about intrusive thoughts, cognitive decline, and aging in general may be important additions to a cognitive approach to OCD treatment that is unique to older adults.

Cognitive Health Counseling 40+

2013 ◽  
Vol 21 (1) ◽  
pp. 24-33 ◽  
Author(s):  
Anne Eschen ◽  
Franzisca Zehnder ◽  
Mike Martin
Keyword(s):  
Outcome Variable ◽  
Pilot Phase ◽  
Subjective Memory ◽  
Cognitive Health ◽  
Health Counseling ◽  
Agents Of Change ◽  
Main Outcome Variable ◽  
Further Development

This article introduces Cognitive Health Counseling 40+ (CH.CO40+), an individualized intervention that is conceptually based on the orchestration model of quality-of-life management ( Martin & Kliegel, 2010 ) and aims at improving satisfaction with cognitive health in adults aged 40 years and older. We describe the theoretically deduced characteristics of CH.CO40+, its target group, its multifactorial nature, its individualization, the application of subjective and objective measures, the role of participants as agents of change, and the rationale for choosing participants’ satisfaction with their cognitive health as main outcome variable. A pilot phase with 15 middle-aged and six older adults suggests that CH.CO40+ attracts, and may be particularly suitable for, subjective memory complainers. Implications of the pilot data for the further development of the intervention are discussed.

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