scholarly journals A Comic Road to Interiors, or the Pedagogical Matter of Gen Z Humor

2021 ◽  
Vol 21 (4) ◽  
Author(s):  
Christopher Gilbert
Keyword(s):  
Teaching And Learning ◽  
Critical Reflection ◽  
Feedback Loops ◽  
Democratic Citizenship ◽  
Dark Side ◽  
Bell Hooks ◽  
College And University ◽  
Dark Humor ◽  
Generation Z ◽  
University Classrooms

Generation Z (Gen Z) represents something of a quintessence for the broken promises that now seem to make up the promise of higher education. But if despair indicates the dark side of generational malaise around things like civic engagement, community, and student learning, the dark humor that has emerged out of these generations points to modes of democratic citizenship that are more about reconciliation than resignation. This essay offers a critical reflection on Gen Z humor, its place in college and university classrooms, and its usefulness as a resource for reconsidering how teaching and learning might be tied to a comically examined life. It proceeds with a fresh look at pedagogies of hope as developed by Paulo Freire, Martha C. Nussbaum, bell hooks, Henry A. Giroux, and others. This examination allows for the conceptualization of a comic poësis for understanding how instructional practices that meet students on uncommon ground contribute to the production, creation, and care for personhood as well as public culture. Ultimately, this essay balances theories of a comic teaching praxis with actual activities from the classroom to meditate on a pedagogy of reconciling curricula with who and where students are, beginning and ending with feedback loops.

CREATIVE APPROACHES TO THE TEACHING SOCIOHUMANITARIAN DISCIPLINES, IN THE TRAINING OF GENERATION “Z” REPRESENTATIVES

2020 ◽  
pp. 55-67
Author(s):  
Tatiana Kadlubovich ◽  
Darina Chernyak
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Cognitive Activity ◽  
Communication Technologies ◽  
Value Orientations ◽  
Educational Process ◽  
Generation Z ◽  
Information And Communication ◽  
Everyday Reality ◽  
Independent Work

The article deals with the value orientations, attitudes, life views of modern students - representatives of Generation “Z”, for whom digital technologies are an everyday reality. The experience of working with students during class and independent work is given. The authors, based on the latest research, prove that the modern generation with its peculiarities needs new creative methods and teaching methods that will take into account the specifics of cognitive activity of modern youth, its values, needs, psychological characteristics and technical skills. It is necessary to change not only teaching and learning methods, but also the style of communication between the subjects of the educational process, the form of presentation of information, knowledge, preparation of a new type of educational and methodical literature, active use of information and communication technologies.

scholarly journals With dark humor about a dark future

2020 ◽  
Vol 29 (1) ◽  
pp. 19-29
Author(s):  
Radka Stahr ◽  
Anne Marlene Hastenplug
Keyword(s):  
Critical Reflection ◽  
Dystopian Literature ◽  
Dark Humor ◽  
Black Humor ◽  
The Relationship

Abstract This article analyses the relationship between black humor and dystopian literature. In dystopia, humor can appear on the surface as language or situational comics, but there is also a deeper link between these two literary phenomena: they confront the reader with an unexpected notion in order to bring him to a critical reflection. There are many dystopias in the Nordic literature that use comic elements. Three of them are discussed in this article: Axel Jensens Epp (1965), Lena Anderssons Duck City (2006) and Kaspar Colling Nielsens Den danske borgerkrig 2018–24 (2013). The analysis shows that classic black humor is enriched with other tragicomic, satirical or surrealistic elements and significantly contributes to the critical tone of the text. In all cases humor is used for the same purpose, and this is a critique of superior power (the so-called superiority theory). Therefore, humor can be considered not only as a stylistic means, but also as a principle of construction of the dystopian works.

scholarly journals Z GENERATION TOWARDS THE USE OF SMARTPHONE APPLICATION FOR LISTENING ACTIVITIES IN BLENDED-LEARNING

2019 ◽  
Vol 2 (3) ◽  
Author(s):  
Valentina Dyah Arum Sari
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Smartphone Application ◽  
Listening Skills ◽  
Smartphone Applications ◽  
First Semester ◽  
Generation Z ◽  
Use Of Technology ◽  
Listening Skill ◽  
Post Test

The character of Generation Z which is closely related to the use of technology triggers awareness of educators to facilitate this generation with teaching and learning techniques that are most suitable for them. One of them is by optimalizing the use of gadget or smart phones as learning media for them. Because of this phenomenon, this study was carried out with the aim to find out the use of smartphone application in learning listening acctivities in blended-learning of English general courses followed by first semester students who are included as Z generation. The research also aimed to find out the significance of smartphone application dealing with the improvement of listening skill towards the non-English department students and to figure out the possible obstacles while using the smartphone application. The researcher applied the two selected smartphone applications. In addition to data triangulation, this study also used pre-test and post-test to see the significance. The other instruments were questionnaires and students’ listening material summary. The data were analyzed by mixed-method technique, namely qualitative and quantitative. The results show that the students showed a medium positive response to the use of smartphone applications for learning listening skills in blended-learning class and did not encounter obstacles while using the applications. Moreover, the smartphone applications also give high positive affects showed by a significant improvement in results experienced by non-English students in listening skills. keywords: listening skill, smartphone applications, blended-learning  

Analysis of Efficiency and Effectiveness in the Implementation of the Flipped Classroom in the Context of Higher Education

2021 ◽  
pp. 244-261
Author(s):  
Sergio Francisco Sargo Ferreira Lopes ◽  
Luís Borges Gouveia ◽  
Pedro Reis
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Field Investigation ◽  
Educational Models ◽  
Face To Face ◽  
Efficiency And Effectiveness ◽  
E Learning ◽  
How People Learn

The study and investigation around educational models and teaching and learning methodologies is a theme that has long aroused the interest of the academic environment in higher education, both in the period before the advent of digital technology, as in current times in which technology is strongly embedded in the various teaching and learning processes, which involve classroom and distance-learning classes and courses, both in the context of e-learning and b-learning. Understanding how people learn and understand the themes presented in the classroom in face-to-face and e-learning is fundamental for planning and implementing processes that allow teachers to apply teaching and learning methodologies that can be efficient and effective. The main objective is to carry out a critical reflection on b-learning teaching, about the implementation of the teaching and learning methodology of the flipped classroom, one of the variants of b-learning teaching, supported by the results of a field investigation carried out with 152 students (n=152) of higher education.

The Critical Language Reflection Tool

2022 ◽  
pp. 203-220
Author(s):  
Jennifer Miyake-Trapp ◽  
Kevin M. Wong
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Critical Consciousness ◽  
Teacher Educators ◽  
World Englishes ◽  
Evidence Based ◽  
Teaching Standards ◽  
International Teaching ◽  
Contextual Awareness

Critical reflection is an integral part of the teaching and learning process that requires educators to reflect on their assumptions and practices to promote equity in their classrooms. While critical reflection practices and frameworks have been proposed in teacher education, a TESOL-specific tool that engages with the unique complexities of world Englishes has not been developed. The current chapter, thus, engages in critical praxis by providing an evidence-based, step-by-step reflection tool for TESOL educators to enact inquiry. The reflection tool is called the critical language reflection tool, which offers open-ended questions surrounding assumption analysis, contextual awareness, and reflection-based action. Moreover, it applies a critical lens to the TESOL international teaching standards to help TESOL educators and teacher educators foster critical consciousness in TESOL classroom contexts.

Online Strategies Enhancing Mathematics Teacher Knowledge for the Digital Age: Discourse and Critical Reflection

2019 ◽  
pp. 422-427
Author(s):  
Margaret L. Niess
Keyword(s):  
Teacher Knowledge ◽  
Online Community ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Technological Pedagogical Content Knowledge ◽  
Graduate Courses ◽  
Pedagogical Content ◽  
Online Strategies ◽  
Education Courses ◽  
Critical Reflections

This study designed online graduate courses to enrich inservice mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK). The effort identified key experiences to engage teachers in discourse and critical reflections for relearning, rethinking, and redefining teaching and learning as they know and learned it, transforming their TPACK with respect to teaching with digital technologies. The experiences modeled inquiry tasks merging content, technology and pedagogy as described in TPACK, connecting teachers with experiences as students learning about and with technologies. Critical reflections on the experiences as learners and as teachers combined with the online community of learners’ discourse, transforming their teacher knowledge. The collection of strategies involving discourse and critical reflection did enhance the participants’ TPACK, providing recommendations for designing online inservice teacher education courses.

New Social Media Agendas for Teaching and Learning in Libraries

2015 ◽  
pp. 268-283
Author(s):  
Michelle Kowalsky ◽  
Bruce Whitham
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Peer Interaction ◽  
Research Process ◽  
University Libraries ◽  
College And University ◽  
Library Users ◽  
Library Resources ◽  
New Research ◽  
Media Practices

This chapter reviews the current literature on the types of social media practices in college and university libraries, and suggests some new strategic agendas for utilizing these tools for teaching and learning about the research process, as well as other means to connect libraries to their users. Library educators continually hope to “meet students where they are” and use social media to “push” library content toward interested or potential university patrons. One new way to improve engagement and “pull” patrons toward an understanding of the usefulness of licensed resources and expert research help is through the channels of social media. By enhancing awareness of library resources at the point of need, and through existing social relationships between library users and their friends, libraries can encourage peer interaction around new research methods and tools as they emerge, while increasing the use of library materials (both online and within the library facility) in new and different ways.

Navigating the Academic Developmental Maze

2015 ◽  
Vol 6 (1) ◽  
pp. 1-17
Author(s):  
Kathleen P. King ◽  
Lu Norstrand ◽  
Julie A. Leos
Keyword(s):  
Doctoral Students ◽  
The United States ◽  
Future Research ◽  
College And University ◽  
The Past ◽  
International Graduates ◽  
International Doctoral Students ◽  
Faculty Mentors ◽  
University Classrooms ◽  
Research Recommendations

As an increased number of international students join College and University classrooms across the United States, their transition and acclimation to campuses has received attention over the past few years, particularly, in the areas of preparation and acculturation. This topic is important because faculty mentors can play a pivotal role in the professional development of international doctoral students. This article addresses these needs with a model which integrates adult learning and mentoring strategies to support international doctoral students. The model includes developing the skills which not only international graduates, but all graduates will benefit from in the 21st century. The significance of this model is its contribution to develop the valuable capabilities of proactive, problem solving, self-directed learners/academics able to self-reflect and navigate different cultural environments than their own. The discussion also provides future research recommendations.

Instructional Conversations

2008 ◽  
pp. 144-160 ◽  
Author(s):  
Lorraine Sherry ◽  
Shelley H. Billig
Keyword(s):  
Professional Practice ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Learning Goals ◽  
Instructional Conversations ◽  
Reflective Conversations

Instructional conversations lie at the heart of teaching and learning. Well designed instructional conversations stimulate deep thinking, promote critical reflection and metacognition, and help participants create meaning and leverage ideas to generate something new. This chapter defines instructional conversations and presents a taxonomy of five types, ranging from dialectic conversations to reflective conversations. Illustrations of each type of conversation are provided, along with a discussion of their function and ways to increase their effectiveness. The chapter ends with a set of suggestions for improving professional practice, and particularly for instructors who wish to become more intentional about reaching learning goals.

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