Teaching Nordic cinema: Perspectives and possibilities

2020 ◽  
Vol 10 (3) ◽  
pp. 243-257
Author(s):  
C. Claire Thomson

For the tenth anniversary issue of Journal of Scandinavian Cinema (JSCA), C. Claire Thomson reflects on fifteen years of teaching Nordic cinema at University College London (UCL). The article outlines the teaching and learning contexts in which the subject is taught, and how teaching has been transformed by developments in scholarship in the field and online resources. The constraints and opportunities offered by the pivot to remote teaching during the 2020 pandemic are also considered. Three extracts from essays by students are offered as illustrations of how students from different disciplinary backgrounds and different parts of the world engage with Nordic cinema.

2016 ◽  
pp. 33-50
Author(s):  
Pier Giuseppe Rossi

The subject of alignment is not new to the world of education. Today however, it has come to mean different things and to have a heuristic value in education according to research in different areas, not least for neuroscience, and to attention to skills and to the alternation framework.This paper, after looking at the classic references that already attributed an important role to alignment in education processes, looks at the strategic role of alignment in the current context, outlining the shared construction processes and focusing on some of the ways in which this is put into effect.Alignment is part of a participatory, enactive approach that gives a central role to the interaction between teaching and learning, avoiding the limits of behaviourism, which has a greater bias towards teaching, and cognitivism/constructivism, which focus their attention on learning and in any case, on that which separates a teacher preparing the environment and a student working in it.


Author(s):  
Gregor Campbell

A shift from pure neuroscience research to research into innovative approaches to teaching and learning has afforded an opportunity to consider ways to develop and integrate technology to improve student learning. Using the authors’ teaching of histology at University College London (UCL), they describe how student learning and engagement in the subject has been advanced through the integration of a Web-based platform for students to view microscope slides. The opportunity to explore these innovations has been facilitated by a recent increase in recognition of teaching at UCL and the consequent expansion of the teaching grant program to explore new technological solutions for learning. In addition, there is now increased incentive to consider new approaches to teaching as a provision has been made for staff promotions to be given primarily on teaching prowess, as opposed to the historical research focus only.


Author(s):  
David A. Banks

This chapter examines some of the issues that are driving the development of a master’s course designated as “Information Systems Development Methodologies.” The course takes a “reality as a social construct” view of the world, the purpose of the approach being to encourage students to challenge assumptions and enhance their abilities to research, reflect, critique, and develop strong arguments to support their understanding of the subject area. An interpretive approach such as this can challenge those students whose experiences of previous educational settings have been more strongly oriented toward rote or positivistic teaching and learning styles. The chapter outlines a number of approaches that have been adopted to help students deal with interpretive approaches to learning and to introduce them to issues of belief, inquiry, argument, and reflection.


As an introduction to the subject of future accelerators, it will be useful to consider briefly the main points of discussion at the three international conferences on a similar theme held in 1956, 1959 and 1961. In 1956 there were several laboratories, in different parts of the world, engaged in building machines based on the latest important new principle in accelerator design, namely, alternating-gradient focusing. There was a feeling, however, that the end of the road had not yet been reached, and at the 1956 Conference the success of earlier innovations encouraged the accelerator physicists to present a number of new ideas. Some of them were rather natural extensions of known principles, as, for example, a machine of fixed frequency with alternating-gradient focusing (F. F. A. G. ; see Kerst et al. 1956). This was also the first conference at which there were serious suggestions for colliding-beam experiments (Kerst 1956). The ideas presented by the Russian physicists were much more spectacular; in particular the suggestion of Budker (1956) for setting up very large neutralized electron currents to provide guiding fields in the mega-gauss region.


1881 ◽  
Vol 2 ◽  
pp. 332-351
Author(s):  
Charles Waldstein

Since what I last wrote on the subject of Pythagoras of Rhegion in this Journal, much evidence has accumulated to verify what was then brought forward in a more or less hypothetical form. I was greatly encouraged to carry on this research by the sympathetic criticism of archaeologists both published and privately communicated, but all, with one slight exception, evidently written with the view of facilitating an increase of information, of advancing the common object—the study of classical archaeology. Among the published criticisms, I have received the greatest stimulus to continue my research from the reports of a lecture delivered by Professor C. T. Newton at University College, London, in January of this year; and, among the unpublished, a letter from Professor Michaelis with a full and detailed criticism; while the fact that in the Berlin Museum of Casts the ‘Apollo’ is now entirely severed from the ‘Omphalos,’ and that, in the new catalogue of the Museum of Casts at Munich the words ‘nicht zugehörigen,’ are inserted into the phrase ‘Apollo auf dem Omphalos’ is the most important of confirmations I have received from without: for, it was the possible, and formerly firmly maintained, association of the statue with the omphalos as its base that I felt to be the only positive evidence against my hypothetical assumption.


1986 ◽  
Vol 118 (2) ◽  
pp. 191-200
Author(s):  
Edward Ullendorff

The two letters which form the subject of this short paper have come into my possession as part of the Amharic documents left by the noted Orientalist Eugen Mittwoch (1876–1942) and generously passed on to me by his widow (since deceased) and his daughters (who now occupy senior academic posts at University College, London, and the Hebrew University of Jerusalem, respectively).


2018 ◽  
Vol 41 (2) ◽  
pp. 100-107
Author(s):  
Małgorzata Dankowska-Kosman ◽  
Iwona Staszkiewicz-Grabarczyk

The subject of considerations are social media in the experience of children aged 8. The methodology selected was the method of focus groups. Focus participants were recruited from forty thirdgrade students from two selected primary schools. The results of the research presented in the text indicate a great interest on the part of the youngest generation in social networking sites. At the same time, they signal that children, despite the systematic use of these portals, are aware of the dangers resulting from applying these tools. Keeping watch of the education of their children, parents very often do not permit their offspring to use online resources unconsciously. Students recognize the risk of making inappropriate acquaintances, the consequences of self-presentation on the Internet, while being curious about the world of young citizens who will join active recipients of social networking sites in the near future.


Vidya Karya ◽  
2021 ◽  
Vol 35 (2) ◽  
pp. 78
Author(s):  
Muhdi Harto ◽  
Misbah Misbah

The world of education is again disturbed by the massive spread of the COVID-19 virus or coronavirus disease. The use of technology is considered to facilitate and be a solution and innovation in the learning process that can be a way out so that the teaching and learning process during the COVID-19 period becomes more effective. One of the innovations that teachers can do as educators in delivering learning materials is using models in collaboration with technological advances in the learning process, especially in science learning. This research is descriptive in the form of a literature study. Data sources come from 15 scientific articles from national journals and accredited national journals. Based on the literature review that has been carried out, it can be concluded that the use of online learning models in collaboration with technology such as the Zoom platform, google classroom, WhatsApp, and others can be used in the science learning process at all levels of education during the COVID-19 pandemic. This is because this learning model is centred on students so that they are not dependent on the teacher, which is in line with the basis of online learning, which requires students to think critically, be active in exploring or understanding the subject matter presented. Students are required to establish communication between fellow students and the teacher who acts as a moderator.Keywords: Covid-19; Inovations; Online Learning; Science Dunia pendidikan kembali terusik dengan adanya penyebaran virus COVID-19 atau coronavirus disease secara masif. Penggunaan teknologi dianggap bisa mempermudah dan menjadi solusi serta inovasi dalam proses pembelajaran yang bisa menjadi jalan keluar sehingga proses belajar mengajar di masa COVID-19 menjadi lebih efektif. Salah satu inovasi yang bisa dilakukan guru sebagai tenaga pendidik dalam menyampaikan materi pembelajaran yaitu penggunaan model yang dikolaborasikan dengan kemajuan teknologi dalam proses pembelajaran khususnya pada pembelajaran sains. Penelitian ini merupakan penelitian deskriptif berupa studi kepustakaan. Sumber data berasal dari 15 artikel ilmiah dari jurnal nasional maupun jurnal nasional terakreditasi. Berdasarkan kajian literatur yang telah dilakukan, dapat disimpulkan bahwa penggunaan model pembelajaran online leaning yang dikolaborasikan dengan teknologi seperti platform Zoom, google classroom, whatsapp, dan lainnya dapat digunakan dalam proses pembelajaran sains pada semua jenjang pendidikan di masa pandemi COVID-19. Hal ini karena model pembelajaran ini berpusat kepada peserta didik sehingga mereka tidak ketergatungan kepada guru, yang sejalan dengan dasar dari pembelajaran secara daring yaitu menuntut peserta didik untuk berpikir kritis, aktif dalam menjelajahi atau memahami materi pelajaran yang disampaikan serta peserta didik dituntut agar dapat menjalin komunikasi yang baik antara sesama peserta didik dan juga guru yang berperan sebagai moderator.Kata kunci: Covid-19; Inovasi; Online Learning; Sains


2011 ◽  
Vol 44 (4) ◽  
pp. 485-499 ◽  
Author(s):  
Karen Risager

Language teaching and learning has many different cultural dimensions, and over the years more and more of these have been the subject of research. The first dimension to be explored was that of content: the images of target language countries and the world that were offered in textbooks and presented in class. The next dimension was that of the learner: the (inter)cultural learning, competence and identity of the learner or subject. The next dimension was context: the situation and role of language teaching and learning in society and in the world.


The general explanation of the phenomena of the tides originally given by Newton, although assented to by all subsequent philosophers, has never been pursued in all the details of which its results are susceptible, so as to show its bearing on the more special and local phenomena, to connect the actual tides of all the different parts of the world, and to account for their varieties and seeming anomalies. The first scientific attempt that was made to compare the developed theory with any extensive range of observations, was that of Daniel Bernouilli in 1740: the subject has since been pursued by Laplace and Bouvard, and still more recently by Mr. Lubbock. But the comparison of contemporaneous tides has hitherto been unaccountably neglected: and to this particular branch of the subject the researches of the author are in this paper especially directed the principal object of his inquiry being to ascertain the position of what may be called cotidal lines , that is, lines drawn through all the adjacent parts of the ocean where it is high water at the same time; as, for instance, at a particular hour on a given day. These lines may be considered as representing the summit or ridge of the tide wave existing at that time, and which advances progressively along the sea, bringing high water to every place where it passes. Hence the cotidal lines for successive hours represent the successive positions of the summit of the tide wave, which in the open sea travels round the earth once in twenty-four hours, accompanied by another at twelve hours’ distance from it, and both sending branches into the narrower seas. Thus a map of cotidal lines may be constructed, at once exhibiting to the eye the manner and the velocity of all these motions. Although the observations on the periods of the tides at different places on the coast and different parts of the ocean, which have been at various times recorded, are exceedingly numerous, yet they are unfortunately for the most part too deficient in point of accuracy, or possess too little uniformity of connexion to afford very satisfactory results, or to admit of any extended comparison with theory. With a view to arrive at more correct conclusions, the author begins his inquiry by endeavouring to determine what may be expected to be the forms of the cotidal lines, as deduced from the laws which regulate the motions of water: and he proceeds afterwards to examine what are their real forms, as shown by the comparison of all the tide observations which we at present possess.


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