scholarly journals The 'go digital' Bristol experience

2021 ◽  
pp. 57-62
Author(s):  
Gloria Visintini
Keyword(s):  
Teaching And Learning ◽  
Assessment Practices ◽  
Digital Education ◽  
The Arts ◽  
Difficult Conversations ◽  
Education Agenda ◽  
University Of Bristol ◽  
The University ◽  
Work Done ◽  
Academic Year

This article describes the move to digital teaching and learning for the language team in the School of Modern Languages (SML) at the University of Bristol as a consequence of COVID-19 in March 2020. Topics discussed here include the educational guidelines the university put in place; how these were followed and implemented by colleagues in Modern Languages; the new digital teaching and assessment practices; how decisions were reached across languages; technologies that people used and the support available; challenges in delivering teaching; and, lastly, the opportunities created for staff and students. In describing our practice during the pandemic, I will also offer my personal take and observations as the person responsible for digital education in the Arts Faculty who assisted the language team in this transition. I will reflect on how this pandemic has accelerated our digital education agenda and how having a background in language teaching has helped and informed some of the – sometimes difficult – conversations I had with my language colleagues during these fast-moving and uncertain times. The article will end with a brief description of some of our remaining challenges and lessons learnt while the university has announced that next academic year will be delivered largely digitally. The work done so far will inform our planning.

Project-Based Learning

2020 ◽  
pp. 161-178
Author(s):  
María Pache-Durán ◽  
Esteban Pérez-Calderón ◽  
Alicia Fernanda Galindo-Manrique
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Project Based Learning ◽  
Learning Processes ◽  
University Teachers ◽  
Quality Of Learning ◽  
The University ◽  
Academic Year

This study focuses on the results obtained from the teacher's assessment of Project-Based Learning, a methodological approach that implies a change in the university pedagogical paradigm that affects both the teaching and learning processes. To this end, a study is carried out taking as a sample university teachers during the academic year 2018-2019. Among the results obtained, it is worth mentioning that the teacher considers the Project-Based Learning a methodology that favours in the classroom, constituting a valid alternative to improve the quality of learning in university students.

Teaching interpreting online for the Translation and Interpreting Degree at the University of Vic

2020 ◽  
Vol 6 (2) ◽  
pp. 172-182
Author(s):  
María Perramon ◽  
Xus Ugarte
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Teaching Resources ◽  
Face To Face ◽  
Information And Communication ◽  
University Degree ◽  
The University ◽  
Academic Year

Abstract At a time when the advances in information and communication technologies meant that new approaches to virtual teaching and learning could be proposed, the teaching staff on the degree in Translation and Interpreting at UVic decided to offer part of the degree in distance learning mode. This learning mode was launched in the 2001–2002 academic year, with optional face-to-face teaching sessions some Saturdays and coexisted with the traditional face-to-face courses. During the first years, the fourth-year interpreting specialisation subjects were not taught online for technical and pedagogical reasons. Since the 2014-2015 academic year, we also teach these subjects online. The challenge that we face starting the 2017-2018 academic year is twofold: 1. To adapt the online teaching of interpreting subjects to groups with a high number of students in the new Inter-university Degree in Translation, Interpreting and Applied Languages jointly offered by the University of Vic and the Open University of Catalonia (UOC). 2. To adapt the contents and methodology of interpreting subjects to changes in professional practice: telephone and videoconference interpreting, especially in liaison interpreting. In our paper, we will show some online teaching resources, as well as several online tools which we use in our courses.

Developing peer-learning programmes in music: group presentations and peer assessment

1999 ◽  
Vol 16 (1) ◽  
pp. 51-63 ◽  
Author(s):  
Desmond Hunter
Keyword(s):  
Performance Studies ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Peer Learning ◽  
Learning Techniques ◽  
Group Presentations ◽  
The University ◽  
Department Of Music ◽  
Academic Year ◽  
Major Project

The purpose of this paper is to provide an interim report on one aspect of a major project based in the Department of Music at the University of Ulster. The project, ‘Peer Learning in Music’, builds on the programme of peer assessment which was piloted in a module in performance studies on the BMus course during the academic year 1992–3 and has since become an established feature of the course. The project started in October 1996 and since then peer-learning techniques have been introduced in a range of modules throughout the course, impacting on the teaching and learning methods and the conduct of assessment. Dissemination of the nature of the work and the operation of the programmes is being actively pursued in universities, colleges and conservatories in England and Northern Ireland.

scholarly journals PRE-SERVICE TEACHER EDUCATION AND COMPREHENSION OF DIDACTIC CONCEPTS. AN EXPERIENCE WITHIN THE MASTER OF SECONDARY EDUCATION TEACHERS

2012 ◽  
Vol 42 (1) ◽  
pp. 8-18
Author(s):  
Vicente Carrasco-Embuena ◽  
Maria Hernández-Amorós
Keyword(s):  
Teacher Education ◽  
Secondary Education ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Point Of View ◽  
Quantitative Methodology ◽  
Pre Service Teacher Education ◽  
The University ◽  
Pre Service Teacher ◽  
Academic Year

The main purpose of the research was to figure out which was the level of comprehension of the didactic concepts that the students of the Secondary Education Master of the University of Alicante of the academic year 2011/12 had. With this purpose, we have collected the information provided by the answers of 227 students to an ad-hoc-elaborated semi-structured questionnaire whose data have been treated with a quantitative methodology using the SPSS.19 device. The statistic techniques were descriptive, differential and correlational. In this analysis, we take into account the scores obtained by students in variables related to their learning process and their attitudes towards it. The most interesting results prove that the students don’t master the basic didactic concepts in a satisfactory way, there are differences between the levels of comprehension and other variables related to the learning of the concepts and with attitudinal variables of this learning. The research based on these results indicates the need to focus the teaching and learning processes of the Master from a different point of view and combining the strategies which enhance the understanding of these concepts by the students. Key words: concept comprehension, didactic training, pre-service teacher education, Secondary Education Master.

Recent Views on Tragedy Ancient and Modern

Traditio ◽  
1959 ◽  
Vol 15 ◽  
pp. 443-448
Author(s):  
Virginia Woods Callahan
Keyword(s):  
Focal Point ◽  
Greek Tragedy ◽  
University Of Michigan ◽  
Classical Philology ◽  
The Arts ◽  
History Of ◽  
Tragic Drama ◽  
Contemporary Painting ◽  
University Of Bristol ◽  
The University

In 1958 the American Council of Learned Societies devoted its thirty-ninth annual meeting to a consideration of ‘the present-day vitality of the classical tradition.’ The focal point in the two-day program was the persistent influence of certain aspects of Greek tragedy upon the arts in our time: two versions of the Antigone (Sophocles’ and Jean Anouilh's) were presented on the same evening; there were lectures on ‘the tragic sense’ in Picasso's Guernica and in contemporary painting and music; but the most striking affirmation of the theme was a lecture on ‘The Vitality of Sophocles’ by Professor H. D. F. Kitto of the University of Bristol. One of the most distinguished of modern classical scholars, Mr. Kitto is well known among American students for his book, Greek Tragedy, published in 1939. In addition to his work on tragic drama here considered there appeared in print last year a small volume by him on Sophocles as dramatist and philosopher. In 1957 Harvard University published a long-awaited, monumental study of Aristotle's Poetics by Professor Gerald F. Else of the University of Michigan, and in 1958 The Johns Hopkins Press published in book form six lectures delivered in Baltimore by Professor Richmond Lattimore on The Poetry of Greek Tragedy. That these classical scholars should have, during recent years, made such varied contributions to an understanding of Greek tragedy — a field to which each of them has devoted a major portion of his academic life — is noteworthy but scarcely surprising, since the Greek theatre and the Greek tragedians have been a perennial subject in the history of classical philology.

scholarly journals Dilemas do trabalho pedagógico: da iniciação ao projeto de arquitetura

2019 ◽  
Vol 88 (220) ◽  
Author(s):  
Jaime Almeida
Keyword(s):  
Teaching And Learning ◽  
Architectural Design ◽  
Social Space ◽  
Teaching Method ◽  
The Other ◽  
Geometric Form ◽  
First Semester ◽  
The Arts ◽  
Teachers And Students ◽  
The University

Trata-se de análise do trabalho pedagógico da iniciação ao projeto de arquitetura nas escolas de arquitetura e urbanismo de universidades federais – o principal exemplo é a disciplina de primeiro semestre do tronco de projeto da Faculdade de Arquitetura e Urbanismo da Universidade de Brasília (FAUUnB). Visa caracterizar os dilemas ou as contradições desse trabalho pedagógico e dar indicações para o seu equacionamento. Percebe-se que tais dilemas surgem de uma compreensão restrita da arquitetura como forma e expressão subjetiva dos agentes envolvidos naquela prática(professor e estudante) e, também, da ausência de uma teoria do espaço social. Essa pedagogia tende a ser passiva, em contrapartida sugerem-se ações pedagógicas para potencializar a capacidade sensitivo-motora e reflexiva dos estudantes no projeto arquitetônico e, também, incorporar a arte como método de ação, a crítica e a participação de agentes como especialistas e "usuários". Palavras-chave: prática pedagógica; ensino de projeto; espaço; projeto e abstração. Abstract The analysis focuses on the pedagogical aspects of the teaching and learning of the architectural design, particularly in the first semester, when students begin to learn the architectural design. The main analysis is the Faculty of Architecture and Urban Planning of the University of Brasília whose target is to point out the dilemmas or problems of that work aiming new ways of dealing with them. The key problem of that approach is the limited architectural practices, which consider architecture as a geometric form (the envelope of the building) and, also, its teaching method. However, the teacher believes that architectural design is an expression of the subjectivity of those agents involved in that process(teachers and students). There is no consideration on the other aspects involved in that work particularly in social space. This is called passive pedagogic. We think that architecture schools can be improved by involving in such process of teaching and learning the arts as an action method, the critics, specialists and users. Keywords: pedagogical work; space; architectural design teaching; project and abstraction.

scholarly journals Learning Management Impacted with COVID-19 at Higher Education in Thailand: Learning Strategies for Lifelong Learning

2021 ◽  
Vol 11 (4) ◽  
pp. 58
Author(s):  
Pratya Nuankaew ◽  
Patchara Nasa-Ngium ◽  
Kanakarn Phanniphong ◽  
Oranan Chaopanich ◽  
Sittichai Bussaman ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Predictive Accuracy ◽  
Standard Process ◽  
Global Impact ◽  
Industry Standard ◽  
Factors Influencing ◽  
Learning Management ◽  
The University ◽  
Academic Year

The COVID-19 situation has a serious global impact on the education system. Thus, the research purpose is aimed to construct the models of online learning strategies for Thailand students on learning management in the coronavirus 2019 scenario. The research methodology was conducted according to the process of the cross-industry standard process for data mining, known as the CRISP-DM model for developing the best research. The data collected 487 students from the University of Phayao (UP), and Rajabhat Maha Sarakham University (RMU) from the 1st semester in academic year 2020. The collected data has been agreed upon in accordance with research ethics. The results of the study revealed that the factors influencing the model consisted of 8 out of 38 attributes, with a high predictive accuracy (85.14%). Finally, the researchers can plan for the management of teaching and learning for students at the University of Phayao to solve the Coronavirus 2019 Scenario in the academic year 2021 and the future.

scholarly journals Strategic approaches to teaching and learning development for art and design librarians

2017 ◽  
Vol 42 (2) ◽  
pp. 107-115
Author(s):  
Leo Appleton ◽  
Elizabeth Staddon
Keyword(s):  
Teaching And Learning ◽  
Library Services ◽  
Approaches To Teaching ◽  
Art And Design ◽  
The Arts ◽  
Education Environment ◽  
Learning Development ◽  
Teaching Learning ◽  
The University ◽  
Development Department

At the University of the Arts London (UAL), Library Services and the University's educational development department have collaborated to ensure that teaching and learning development for its librarians is approached strategically and can be linked directly to the institutional teaching, learning and enhancement strategy. In doing so the librarians at UAL are provided with opportunities to develop pedagogic skills and techniques which acknowledge the arts education environment in which they are working and some of the specific differences which need to be considered when teaching art and design students. This paper presents some of the approaches and initiatives that have been deployed to achieve this.

Dramas of the Performative Society: Theatre at the End of its Tether

2001 ◽  
Vol 17 (3) ◽  
pp. 203-211 ◽  
Author(s):  
Baz Kershaw
Keyword(s):  
Performance Studies ◽  
Extensive Experience ◽  
The Arts ◽  
Theatre Company ◽  
The Creation ◽  
Radical Theatre ◽  
University Of Bristol ◽  
The University ◽  
Drury Lane

The emergence of new performance paradigms in the second half of the twentieth century is only now being recognized as a fresh phase in human history. The creation of the new discipline, or, as some would call it, the anti-discipline of performance studies in universities is just a small chapter in a ubiquitous story. Everywhere performance is becoming a key quality of endeavour, whether in science and technology, commerce and industry, government and civics, or humanities and the arts. We are experiencing the creation of what Baz Kershaw here calls the ‘performative society’ – a society in which the human is crucially constituted through performance. But in such a society, what happens to the traditional notions and practices of drama and theatre? In this inaugural lecture, Kershaw looks for signs and portents of the future of drama and theatre in the performative society, finds mostly dissolution and deep panic, and tentatively suggests the need for a radical turn that will embrace the promiscuity of performance. Baz Kershaw, currently Professor of Drama at the University of Bristol, trained and worked as a design engineer before reading English and Philosophy at Manchester University. He has had extensive experience as a director and writer in radical theatre, including productions at the Drury Lane Arts Lab and with the Devon-based group Medium Fair, where he founded the first reminiscence theatre company Fair Old Times. His latest book is The Radical in Performance (Routledge, 1999). More recently he wrote about the ecologies of performance in NTQ 62.

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