MUECA :S - Un model universitari invertit.

2020 ◽  
Author(s):  
Tatiana Sentamans
Keyword(s):  
Visual Arts ◽  
Learning Experience ◽  
Teaching Model ◽  
Educational Legislation ◽  
Innovative Teaching ◽  
Material Resources ◽  
The Social ◽  
The Status ◽  
On Line ◽  
Teaching Learning

The purpose of this article is to describe and analyse the different strategies applied in the framework of the design and management of the Master’s Degree in Cultural Studies and Visual Arts (feminist and queer perspectives), MUECA, an official master’s research degree taught on line and semi-presentially at Miguel Hernández University. For this reason, and to understand how this defines its teaching model and its inverted curriculum, we analyse not only the status quo the curriculum of MUECA and its teaching or its human and material resources (people and machines), but the personal and situated experiences that serve to announce and analyse the initial motivations that have originated a set of decisions regarding its implementation and development. The materials that generate estrangement, contact and queer pedagogies, situated epistemologies, affect networks, counter-productivity (quality versus quantity), from feminist and queer perspectives, have determined in addition to the contents, other forms of doing academic work and research within the strategies marked by the norms (educational legislation and regulations). MUECA enables an innovative teaching-learning experience in its specific framework, which has great potential for intervention in the social field and for widening the margins of action.

Crkvene institucije u srednjovjekovnoj praksi

2021 ◽  
Vol 45 (88) ◽  
pp. 21-46
Author(s):  
Ante Bećir
Keyword(s):  
Primary Sources ◽  
Political Agency ◽  
Individual Agency ◽  
Material Resources ◽  
Political Conflicts ◽  
Political Networks ◽  
The Social ◽  
The Status ◽  
Definition Of

The article sought to put the social and political agency of the Trogir Canons in the period from 1300 to 1360 into the wider context of political conflicts that took place between opposing noble factions within the Trogir commune in the 14th century. However, before commencing with the analysis, the author gives a basic insight into the status and infrastructure of the Trogir ecclesiastical organization, situated in its respective Dalmatian- Croatian and Hungarian context. Starting with the normative definition of a Cathedral Chapter, which exists to assist the Bishop and engage in the pastoral care of its human flock, the article compares the idea with the practical dealings of the Trogir Canons. It is highlighted that their dealings were almost primarily concerned with these-worldly matters. On the other hand, and on the basis of tracking several Trogir Canons, namely Jacob son of Peter (Vitturi), John son of Peter (Castrafoci), Stephan son of Michael (Cega), Lampredius son of Jacob (Vitturi), Kazarica son of Martin (Kazarice), Albert son of Marinus (Andreis) and some others, which are heavily exposed in the primary sources, it is argued that the Trogir Cathedral Chapter was not functioning in practice as an independent church corporation, rather than the Canons were in one way or another involved in the factional strifes. More precisely, the considered canons were deeply connected with the noble families, from which practically all of them originated, and sequentially with the informal factions. Therefore, the Canons exploited the existing institutional (corporate) framework and material resources of the Cathedral Chapter in the pursuit of their own individual or factional goals. In that respect, the Cathedral Chapter cannot be considered as an entity separate from the activities of the city lay authorities, regardless of the actual distinction in political and judicial jurisdiction between ecclesiastical and secular institutions. The Case of Trogir provided very fruitful material, which allowed the unraveling of social and political networks and the role of individual participants in the collective (political) agency. In other words, the paper put the focus more on individual agency, and less to structures, bearing in mind that individual agency is exactly that which shapes the institutions in the end.

Technology in Engineering Pedagogy to Progress the Excellence of Teaching

2020 ◽  
pp. 1-19 ◽  
Author(s):  
Durga Prasad Garapati ◽  
Padmaja S.M.
Keyword(s):  
Learning Strategies ◽  
Learning Experience ◽  
Teaching Experience ◽  
Information Organization ◽  
Learning Approaches ◽  
Innovative Teaching ◽  
Teaching Learning ◽  
Student Grades ◽  
Traditional Pedagogy ◽  
Engineering Pedagogy

Quality evaluation is a basic part of education that enables teachers to help learning and to improve instructive programs. Engineering education has been confronting impressive difficulties concerning commendable educating, information organization, and knowledge deployment. Consequently, desires for new teaching methods and learning approaches should be created in the arena. The objective of this chapter is to incorporate various teaching learning methods, educational tools to improve the learning experience of students, and also to fulfil the teaching experience of faculty. The purpose of this research is also to explore the effects of innovative teaching learning strategies based on the performance of student grades. The experiment has been carried out on two courses of electrical and electronics engineering. There are no commendable measures to evaluate the learning outcomes of the student hourly basis in traditional pedagogy. Therefore, this chapter proposed various pedagogical approaches that help to achieve the desirable things.

scholarly journals Application of blended teaching model based on SPOC and TBL in dermatology and venereology

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jinrong Zeng ◽  
Liyao Liu ◽  
Xiaoliang Tong ◽  
Lihua Gao ◽  
Lu Zhou ◽  
...  
Keyword(s):  
Teaching Method ◽  
Learning Experience ◽  
Control Group ◽  
Teaching Model ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Assessment Scores ◽  
Clinical Thinking ◽  
Experimental Group ◽  
Blended Teaching

Abstract Background In this study, we applied the small private online course (SPOC) and team-based learning (TBL) blended teaching model to dermatology and venereology to ensure a higher quality learning experience for clinical medical students. Methods A total of 52 fifth-grade clinical undergraduates from Xiangya School of Medicine of Central South University were randomly divided into an experimental (n = 26) and a control group (n = 26). In March 2018, we used the SPOC and TBL blended teaching model in the experimental group and explored the effects of innovative teaching in the dermatology and venereology course, compared with the control group receiving the conventional teaching method. We analyzed the two groups’ theoretical assessment scores and questionnaire results to evaluate the efficiency of the new pedagogy. Results Students in the experimental group had a better understanding than the control group of the dermatology and venereology content and higher scores on the case analysis questions in the final theoretical examination. The results revealed that the majority of the experimental group students agreed that the novel teaching model blended with SPOC&TBL helped them significantly stimulate motivation and develop their ability in self-directed learning, independent thinking, literature retrieval, presentation board, teamwork, communication, and systematic clinical thinking. The teaching satisfaction survey of the two groups showed that the students’ satisfaction in the experimental group was significantly higher than in the control group (p < 0.05). Conclusions The SPOC&TBL teaching model is better than the traditional one in enriching students’ professional knowledge and cultivating their comprehensive ability. It can effectively promote educational quality, improve students’ learning effects, and enhance their satisfaction. This method has broad application prospects.

Teaching as Groupwork

2002 ◽  
Vol 8 (1) ◽  
pp. 83-95 ◽  
Author(s):  
Mari Ann Graham
Keyword(s):  
Social Work ◽  
Group Process ◽  
Learning Experience ◽  
Process Skills ◽  
Teaching Innovation ◽  
Dynamic Group ◽  
The Social ◽  
Teaching Learning

The constructivist paradigm offers the possibility for making group process central rather than peripheral to the teaching/learning experience. From this perspective, the teacher is a facilitator rather than an expert, the classroom is a dynamic group, and teaching is a form of groupwork. “Grounded discussion,” a teaching innovation developed from this paradigm, relies heavily on group process skills of the teacher/facilitator. Although clearly relevant to the teaching and modeling of groupwork in particular, it can be used across the social work curriculum.

scholarly journals Propuesta didáctica para la comprensión, consolidación y aplicación de las principales técnicas de conteo en la resolución y comprobación de problemas de probabilidad

2019 ◽  
pp. 25-36
Author(s):  
Miguel Apolonio HERRERA-MIRANDA ◽  
Israel HERRERA-MIRANDA ◽  
Juan VILLAGÓMEZ-MÉNDEZ ◽  
Jorge Antonio CASTILLO-MEDINA
Keyword(s):  
Cultural Context ◽  
Teaching Strategy ◽  
Real Life ◽  
Negative Influence ◽  
Learning Theories ◽  
Innovative Teaching ◽  
The Social ◽  
Teaching Learning ◽  
Educational Potential ◽  
Interest And Motivation

The Teaching-Learning process is complex; First, the interest, and motivation of the student is important. In addition to the above, the social and cultural context can have a positive or negative influence on learning in the area of mathematics and particularly on the notions of probability. The present work presents a didactic proposal that is supported by the use of computational tools. The objective of this proposal is to improve the understanding and fixation of concepts of counting techniques through the use of visual and descriptive forms (appropriate tables and codifications). Real-life examples are presented, so that the student can build formal definitions that allow generalizations under mathematical rigor. For the design of the teaching strategy we rely on constructivist and learning theories under didactic situations. These teaching models have great educational potential because they encourage reflection and analysis. In this way the student acquires skills in the approach, resolution, interpretation and verification of probability problems. In a second stage it is expected to experiment with the application of this proposal in the classroom. In this way, difficulties in teaching-learning processes can be identified and innovative teaching strategies can be proposed.

scholarly journals Team Teaching the Active Way: A Case Study about the Student Learning Experience

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Mendi Davis ◽  
Renee Winter
Keyword(s):  
Student Learning ◽  
Doctoral Students ◽  
Team Teaching ◽  
Learning Experience ◽  
Doctoral Program ◽  
Private University ◽  
The United States ◽  
Future Research ◽  
Teaching Model ◽  
Teaching Learning

The purpose of this qualitative research study was to describe the students’ learning experience when utilizing a team teaching approach in an online doctoral program at a private university located within the Southwestern region of the United States. The theoretical foundation of Community of Inquiry developed by Garrison, Anderson, and Archer (2000) supported this study. The overarching question that drove this study was, “How do students in an online doctoral program describe the team teaching learning experience?” The sample consisted of six doctoral students from a private university enrolled in an online doctoral course. Participants were interviewed and videotaped using Zoom. Data were obtained through semistructured interviews with open-ended questions that focused on the student experience. The interviews were transcribed and coded to identify themes. The discussion of the findings included the importance of access to the instructor, instructor feedback, and student support. Participants reported that their student learning experience was enhanced due to the team teaching model. Future research should examine the team teaching model from the perspective of the instructor and from a variety of courses.

Revitalizing a Traditional Campus

2021 ◽  
Vol 12 (4) ◽  
pp. 12-26 ◽  
Author(s):  
Nur Samancioglu ◽  
Silvia Nuere ◽  
Adela Laura Acitores Suz
Keyword(s):  
Learning Experience ◽  
Environmental Parameters ◽  
Post Occupancy Evaluation ◽  
Smart Campus ◽  
The Status ◽  
New Vision ◽  
Development Approach ◽  
Teaching Learning ◽  
The Internet Of Things

Technology has become an indispensable part of contemporary society. The new vision of upcoming generations is the internet of things (IoT), which has created new interaction among individuals and the environment. IoT has permeated into higher education institutions, advancing the quality of the teaching-learning experience and the ability to customize environmental parameters. In this research, the status of the Polytechnic University of Madrid, ETSIDI campus was explored based on the post-occupancy evaluation (POE) in order to assess the status of facilities and reveal the corresponding solutions for possible enhancements. The smart campus development approach is pursuant to the occupant-based framework as a way to represent and analyze occupant state, mobility, and movement in the campus through the IoT.

scholarly journals The Value of Media in the Acquisition of Master Degree Program: Students’ Assessment

2015 ◽  
Vol 2 ◽  
pp. 358
Author(s):  
Emīlija Černova
Keyword(s):  
Rapid Development ◽  
Degree Program ◽  
Innovative Teaching ◽  
Master Degree ◽  
A Value ◽  
The Social ◽  
Individual Consciousness ◽  
Teaching Learning ◽  
Technical Revolution

Rapid development of innovative processes characterizes the conditions of the scientific and technical revolution. The understanding about the place and role of the man in the innovative society also changes. Therefore the readiness of the social and individual consciousness to changes in all spheres of life (including education) and the acceptance of the novelties as a value are important. It testifies about a new orientation of education which applies to methods as well as their forms, content and aim. But is the preschool teacher ready to use media in her professional work? Does the acquisition of higher education promote it? The aim of the article is to study the use of the innovative teaching/learning activities in the acquisition of the Master degree program.

scholarly journals ENSINO HÍBRIDO: UM ESTUDO SOBRE EXPERIÊNCIAS DE APRENDIZAGEM EM UM MODELO DE SALA DE AULA INVERTIDA

2020 ◽  
Vol 2 ◽  
pp. 103
Author(s):  
Juliana Lopes de Almeida Souza ◽  
Jane Leroy Evangelista ◽  
Ana Cristina Gomes Santos Hostt
Keyword(s):  
Formative Assessment ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Formative Assessments ◽  
The Other ◽  
Teaching Model ◽  
Online Environment ◽  
Hybrid Teaching ◽  
On Line ◽  
Education Model

RESUMOO modelo de ensino híbrido do Grupo Ânima propõe avaliações somativas e formativas. Estas avaliações são importantes para o percurso de aprendizagem dos alunos. O artigo analisa o modelo de ensino híbrido utilizado pela UNA, IES do Grupo Ânima, na disciplina Empreendedorismo, em duas turmas sob a ótica de uma experiência de aprendizagem, na plataforma on-line. O estudo apontou que o acesso ao conteúdo pelos alunos aumenta quando se estimula a participação de uma atividade formativa no ambiente on-line. Na turma de 54 alunos, 37 alunos (69%) realizaram a atividade no ambiente on-line. Na outra turma de 76 alunos, 67 alunos (88%) realizaram a atividade. Nas duas turmas, as notas foram em sua maioria 100%, de acordo com os critérios estabelecidos por uma rubrica: compreensão da atividade e conhecimento do conteúdo. Desta forma, a avaliação formativa pode elevar o engajamento dos estudantes nas disciplinas híbridas, especialmente no ambiente on-line de aprendizagem.Palavras-chave: Avaliação formativa. Ensino híbrido. Experiência de aprendizagem. Sala de aula invertida.ABSRACTThe Group's Ânima has blended education model proposes summative and formative assessments. These assessments are important for students' learning pathway. The article analyzes the hybrid teaching model used by UNA, IES of the Ânima Group, in the Entrepreneurship discipline, in two classes from the perspective of a learning experience, in the online platform. The study pointed out that students' access to content increases when stimulating the participation of a formative activity in the online environment. In the class of 54 students, 37 students (69%) posted the activity in the online environment. In the other class of 76 students, 67 students (88%) performed the activity. In both classes, the grades were mostly 100%, according to the criteria established by one rubric: comprehension of the activity and knowledge of the content. In this way, formative assessment can enhance student engagement in hybrid subjects, especially in the online learning environment.Keywords: Formative assessment. Blended learning. Learning experience. Flipped classroom.

Role and Importance of Schemas in Pedagogy and Learning: A Cognitive Approach

2019 ◽  
Vol 1 (1) ◽  
pp. 45-60
Author(s):  
Naveed Akram Ansari
Keyword(s):  
Educational Psychology ◽  
Learning Experience ◽  
Vital Role ◽  
Constructivist Approach ◽  
Educational Strategies ◽  
Cognitive Approach ◽  
Educational Plan ◽  
Class Room ◽  
Teaching Learning ◽  
Forms Of Knowledge

Educational strategies are designed to cope with and fulfill the multifarious pedagogical and educational needs of teachers and learners. Moreover, no educational plan can possibly yield the required results without incorporating suitable instructive strategies. This research paper advocates the role and importance of schemas in learning new forms of knowledge and data in the perspective of class room teaching-learning. Cognitive approach is adopted to understand how students learn new forms of knowledge and experiences through different mental processes, quite unlike that of behaviorism. The concept of schema helps us understand how learners can link new pieces of information to the already existing knowledge in their minds. The notion of ‘Constructivist Approach’ has been extracted from the field of educational psychology for triangulation. Extracts are taken from the textbooks of English used in matriculation and intermediate through purposive sampling. Their analysis shows that schemas can play a vital role in enhancing the learning experience and making new forms of knowledge a permanent part of the memory of students which is the ultimate goal of education.

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