A SELECTION OF METHODS AND TECHNIQUES PROFESSIONAL TEACHERS CAN APPLY TO THEIR OWN LIFELONG LEARNING

2018 ◽  
Vol 5 ◽  
pp. 122-136
Author(s):  
Ilga Kusnere
Keyword(s):  
Lifelong Learning ◽  
Learning Process ◽  
Personal Growth ◽  
Education Programme ◽  
Research And Innovation ◽  
Innovative Methods ◽  
New Knowledge ◽  
Methods And Techniques ◽  
Competency Based ◽  
Selection Of

A selection of methods and techniques professional teachers can apply to their own lifelong learning.Education is the key to converting knowledge and experience into practical actions, their analysis and application. It plays a key role in the synthesis of new knowledge into research and innovation. Such thoughts on education were expressed in the resolution of the sixth World Education Congress in 2011. Today, when world education forums are widely discussing how schools can better organise the learning process, when ambitious long-term reforms are being implemented in the Latvian education system—the transition to competency-based educational content and teaching methods—it is essential to assess current situation and to bring innovative methods and techniques to our teachers' own learning process. The new knowledge and experience teachers gain through lifelong learning, through their experience and the understanding of how to share it, can be presented and guided by such methods and techniques that enrich a teacher's emotional and intellectual function. My own research has confirmed my belief that for a teacher to be confident and capable enough to help her students discover the joy of learning and gain new knowledge through the process of education, that teacher must herself have the experience of active learning, insight, and personal growth through the learning process.The author has selected a number of methods and techniques for lifelong learning based on the methods and techniques developed by a number of education researchers (Kolb, 1984; Koķe, 1999; Stueck, 2010; Vedins, 2011; Ščurkova, 2016; Robinson, 2013; Amonašvili, 2017), and on her own experience of leading and developing a professional lifelong education programme for teachers. The model of teacher learning presented here has been used in practice since 2012 and has been well-received. Teachers can develop themselves mentally, emotionally and spiritually through the learning process and in doing so increase their professional value.Objective for the Study. To create a model for teaching professional teachers in the context of their own lifelong learning, to assemble a selection of methods and techniques for professional teachers’ lifelong learning, including several designed by the author, and to assess them.

scholarly journals Place of demonstration experiment in geography lessons

2020 ◽  
Vol 210 ◽  
pp. 18121
Author(s):  
Aleksander Lugovskoy ◽  
Sergey Gildenskiold ◽  
Aleksander Volgin ◽  
Petr Krylov
Keyword(s):  
Learning Process ◽  
Cognitive Activity ◽  
Physical Geography ◽  
Demonstration Experiment ◽  
New Knowledge ◽  
Creative Abilities ◽  
Pedagogical Research ◽  
Selection Of ◽  
Positive Motivation

In accordance with the standards of education for the development of cognitive activity and creative abilities, to work with a large amount of information and interact in a group, the paper suggests using the possibilities of a demonstration experiment in all courses of physical geography. In accordance with the standards of education for improving the quality of students’ knowledge, developing their cognitive activity, creative abilities, the mechanism of forming positive motivation in the process of independent activity in the acquisition of new knowledge and creative approach to the learning process is shown. The conducted pedagogical research on the selection of the content and forms of organization of the demonstration experiment showed the possibility of forming critical thinking in students on the basis of experimental activities in geography lessons. A wide introduction of a demonstration experiment that brings the quality of the lesson and extracurricular work to a new level with the provision of differentiation and individualization of the learning process is proposed.

scholarly journals The COVID-19 pandemic as disjuncture: Lifelong learning in a context of fear

2020 ◽  
Author(s):  
Cecilia Bjursell
Keyword(s):  
Lifelong Learning ◽  
Learning Process ◽  
Intergenerational Relationships ◽  
Learning Processes ◽  
Reflective Learning ◽  
Worth Living ◽  
Adult Educator ◽  
Recent Introduction ◽  
New Knowledge ◽  
The World

Abstract The COVID-19 pandemic has caused a number of fundamental changes in different societies, and can therefore be understood as creating “disjuncture” in our lives. Disjuncture is a concept proposed by adult educator Peter Jarvis to describe the phenomenon of what happens when an individual is confronted with an experience that conflicts with her/his previous understanding of the world. Faced with a situation that creates disjuncture, the person is compelled to find new knowledge and new ways of doing things; i.e., he/she must embark on a learning process. The recent introduction of social distancing as a measure aiming to reduce transmission of the COVID-19 virus has dramatically changed people’s behaviour, but this measure does not only have preventive and desirable effects. There is an associated risk for increased isolation among the older generations of the population, as well as a change in intergenerational relationships. Although the current pandemic (as disjuncture) may potentially initiate major learning processes in the human collective, we should remember that disjuncture is often theorised within neutral, or even positive, contexts. In a context of fear, however, learning may result in a narrowing of mindsets and a rejection of collective efforts and solidarity between generations. In terms of the types of learning triggered by the current pandemic (as disjuncture), one problem is non-reflective learning, which primarily occurs on a behavioural level. We need to recognise this and engage in reflective learning if we are to make the choices that will lead to a society that is worth living in for all generations. Our goal must be to learn to be a person in a post-pandemic society.

scholarly journals Redesigning Assessment for Holistic Learning

2019 ◽  
pp. 620-625
Author(s):  
Charanjit Kaur Swaran Singh ◽  
Eng Tek Ong ◽  
Tarsame Singh Masa Singh
Keyword(s):  
Learning Process ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Holistic Learning ◽  
Complex Process ◽  
Holistic Assessment ◽  
Achievement Assessment ◽  
Improve Student Learning ◽  
Selection Of

This paper discusses the importance of holistic assessment in the teaching and learning process at all levels of education, both in schools and in higher education institutions. Redesigning classroom assessment for holistic learning to improve student learning is not a new idea. Educators conduct assessment for a variety of purposes such as determining the level of student academic achievement or identifying weaknesses and strengths of students. Educators need to be equipped with ways to maintain these processes to determine the quality of student achievement. Assessment should reflect the understanding that learning is a complex process by engaging a varied selection of techniques, comprising those that require real and authentic performance, utilising them over a period so as to disclose evolution, progress, and emergent steps of integration. The assessment should be continuous and balanced. Implementing holistic assessment benefits the students, teachers and stakeholders. Educators should develop courses with diversified teaching and learning materials that enrich students’ learning experiences with appropriate and authentic activities. Holistic assessment ensures that curriculum is developed to relate to the real world requirement of the tasks and setting that demand thought-provoking conditions to challenge the students. This paper focuses on applying various assessment methods that need to be mastered by educators to ensure students benefit in terms of their personal growth, strength and their learning process. It also offers some recommendations that could help in augmenting assessment, teaching and learning.

Protection of intangible benefits as a priority form of legal protection

2021 ◽  
Author(s):  
Victoria Shesterina
Keyword(s):  
Property Rights ◽  
Civil Law ◽  
Legal Protection ◽  
Civil Protection ◽  
Judicial Practice ◽  
Innovative Methods ◽  
Intangible Benefits ◽  
Methods And Techniques ◽  
Moral Damage ◽  
The Russian Federation

The article is devoted to the study of the nature and content of the term “protection of personal non-property rights”. Based on the review of judicial practice, the author concludes that civil protection of intangible assets in the Russian Federation is carried out in the restorative and compensatory directions. The article analyzes such methods of civil protection of intangible benefits as compensation for moral damage and refutation of publicly known information of a defamatory nature. Based on the results of the study, the author concludes that it is necessary to apply innovative methods and techniques of civil law protection of personal non-property rights.

Opinions to Adapt Workplace Learning in The Time of Coronavirus and After

2021 ◽  
Vol 8 (3) ◽  
pp. 277-285
Author(s):  
Ileana Hamburg
Keyword(s):  
Social Interactions ◽  
Lifelong Learning ◽  
Workplace Learning ◽  
Learning Process ◽  
Study Group ◽  
Digital Learning ◽  
Learning Methods ◽  
Everyday Practices ◽  
Learning Scenarios ◽  
Alternative Activities

Workplace learning supports the acquisition of knowledge or skills by formal or informal methods and means that occurs in the workplace. It contributes to the learning of employees, employers and the organization as a whole. As a response to COVID-19 disease, workplace learning had to be changed and many usual activities in this context have been postponed or canceled. Digital learning solutions and alternative activities have to be found in order to continue the learning process. Workplace learning is often incorporated into workplace social interactions and everyday practices, but it can include also formal elements and be supported by mentors and tutors. In this presentation, first some forms, benefits and requirements of workplace learning are described as well as steps and approaches like learning scenarios which have to be developed to ensure social distancing and promote digital learning at the workplace as a solution. Second, some learning methods are proposed which can be applied within workplace learning and have been tested by the Study Group Lifelong Learning of the IAT within a European project.

scholarly journals Lost in Translation? Multiple Discursive Strategies and the Interpretation of Sustainability in the Norwegian Salmon Farming Industry

Food Ethics ◽  
2020 ◽  
Vol 5 (1-2) ◽  
Author(s):  
Bernt Aarset ◽  
Siri Granum Carson ◽  
Heidi Wiig ◽  
Inger Elisabeth Måren ◽  
Jessica Marks
Keyword(s):  
Critical Discourse Analysis ◽  
Salmon Farming ◽  
Social Actors ◽  
Discursive Strategies ◽  
Research And Innovation ◽  
Sustainability Concept ◽  
Contextual Environment ◽  
Farming Industry ◽  
Lost In Translation ◽  
Selection Of

AbstractThe term ‘sustainability’ is vague and open to interpretation. In this paper we analyze how firms use the term in an effort to make the concept their own, and how it becomes a premise for further decisions, by applying a bottom-up approach focusing on the interpretation of ‘sustainability’ in the Norwegian salmon-farming industry. The study is based on a strategic selection of informants from the industry and the study design rests on: 1) identification of the main drivers of sustainability, and 2) the application of five different discursive strategies to analyze how the firms maneuver to legitimize ‘sustainability’ in their conduct. We employ the Critical Discourse Analysis framework, which emphasizes how discourses provide different concepts of meaning. The sustainability concept is assessed based on how sustainability is brought into action by social actors in a legitimate way, and how this action results in sustainable practices. The empirical case of the study is the verbal justification of sustainability practices among representatives of the Norwegian salmon-farming industry. We aim to find out how these representatives translate the rather vague directives of the sustainability concept into legitimate choices that resonate with the firms’ contextual environment, hence, how the salmon farmers perceive, explore, interpret, explain, enact, and defend the diverse landscape of sustainability when implementing professional decisions. We found a trend of passive adaptation to external requirements, such as public regulations and regulative requirements from certification bodies. At the same time, there are progressive forces that attempt to improve the sustainability of the farming practices by involvement in research and innovation projects or cooperation with other firms, e.g. the contribution from offshore engineers in developing high seas farms. The strategies outlined and discussed cannot be seen as a typology to categorize the firms. More than one discursive strategy may be involved in one firm’s choice, and the strategies may work on different levels.

scholarly journals A Functionally Separate Autoencoder

2020 ◽  
Author(s):  
Jinxin Wei
Keyword(s):  
Neural Network ◽  
Supervised Learning ◽  
Negative Feedback ◽  
Learning Process ◽  
Inverse Function ◽  
Convolution Neural Network ◽  
Training Process ◽  
New Knowledge

<p><b>According to kids’ learning process, an auto</b><b>-</b><b>encoder</b><b> is designed</b><b> which can be split into two parts. The two parts can work well separately.The top half is an abstract network which is trained by supervised learning and can be used to classify and regress. The bottom half is a concrete network which is accomplished by inverse function and trained by self-supervised learning. It can generate the input of abstract network from concept or label. The network can achieve its intended functionality through testing by mnist dataset and convolution neural network.</b><b> R</b><b>ound function</b><b> is added between the abstract network and concrete network in order</b><b> to get the the representative generation of class.</b><b> T</b><b>he generation ability </b><b> can be increased </b><b>by adding jump connection and negative feedback. At last, the characteristics of </b><b>the</b><b> network</b><b> is discussed</b><b>. </b><b>T</b><b>he input can </b><b>be </b><b>change</b><b>d </b><b>to any form by encoder and then change it back by decoder through inverse function. The concrete network can be seen as the memory stored by the parameters.</b><b> </b><b>Lethe is that when new knowledge input,</b><b> </b><b>the training process make</b><b>s</b><b> the parameter</b><b>s</b><b> change.</b><b></b></p>

scholarly journals Variabilitas Penggunaan Model Pembelajaran Pada Kegiatan Pembelajaran Sejarah Peminatan Kelas X IPS di Kota Depok

2020 ◽  
Vol 2 (2) ◽  
pp. 94-104
Author(s):  
Yusuf Budi Prasetya Santosa ◽  
Fahmi Hidayat
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Qualitative Methodology ◽  
Learning Models ◽  
History Teachers ◽  
Teachers And Students ◽  
History Teacher ◽  
The Difference ◽  
Teaching Learning ◽  
Selection Of

The use of varied learning models by history teachers will facilitate teachers and students in implementing and following the learning process. This study aims to determine the learning process and the use of learning models used by history teachers. This study uses a qualitative methodology with an observation and interview approach conducted at two high schools, Dian Didaktika High School and SMA Negeri 2 Depok. From the results of the study it can be seen, that the history teacher at the two schools has carried out the learning process using a scientific approach. There is no difference in the selection of learning strategies, both of them use the contextual teaching learning model. The difference between the two is in the selection of learning methods, where the history teacher Dian Didaktika uses the method of learning project base learning and the history teacher of SMA Negeri 2 Depok uses a method of learning outside the classroom by visiting museums.

scholarly journals INVESTIGATION OF THE EFFECT OF FATHER EDUCATION ON THE PERCEPTION OF FATHERHOOD IN THE LIFELONG LEARNING PROCESS

2020 ◽  
Vol 7 (12) ◽  
Author(s):  
Yeşim Şölen ◽  
Yıldız Öztan Ulusoy
Keyword(s):  
Lifelong Learning ◽  
Learning Process ◽  
Critical Role ◽  
Structured Interview ◽  
Healthy Individuals ◽  
Face To Face ◽  
Preschool Period ◽  
The Face ◽  
Academic Year ◽  
Patriarchal Social Structure

In this study, the perceptions of fathers with children in the preschool period towards the concept of fatherhood, a lifelong learning process, and father education after the father education they received, were examined. The study was carried out with a qualitative research method. The sample of the study consisted of 14 fathers who had children attending two kindergartens in Kocaeli in the 2018-2019 academic year and volunteering to participate in the study. Fourteen fathers in the group were interviewed after the training program was applied. As a result of the face-to-face interviews with the semi-structured interview form, what they expressed about fatherhood, how they expressed themselves as fathers in the lifelong learning process, and their thoughts on participation in father education were obtained. It is known that the father has a critical role in the formation of the child's personality. Father education should be given importance to raise happy and healthy individuals. Today, it has been observed that there is a transition from the patriarchal social structure to modernity, and the fathers' traditional thoughts have changed, and they have started to think more child-oriented. It has been revealed that fathers gain awareness after education and fatherhood is a conscious and learnable phenomenon when an effort is made. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>

scholarly journals The Analysis of Learning Implementation Plan in Vocational Subjects Based on 2013 Curriculum

2018 ◽  
Vol 14 (1) ◽  
pp. 17
Author(s):  
MA Hamid ◽  
M Nurtanto ◽  
M Fawaid
Keyword(s):  
Learning Process ◽  
Learning Objectives ◽  
Learning Material ◽  
Research Subjects ◽  
Implementation Plan ◽  
Feasibility Assessment ◽  
Basic Competencies ◽  
Qualified Teacher ◽  
Selection Of

The qualified teacher is teacher who has the standards of educator that has capability of their materials according to the standard of the contents and carry out the learning process according to the standard of the process. Learning Implementation Plan (LIP) is the administration prepared teachers before carrying out the learning process. This research aims to know the quality of the LIP who made by teachers. This research is a descriptive qualitative. The data were collected through questionnaire, document’s noting, and interviews method. The research subjects are vocational teachers in SMK Negeri 1 Cilegon. The results of this research shows that (1) the completeness of the components 63.63; (2) conformity between components 85.7; (3) feasibility of competence 100; (4) feasibility of the indicators and the achievement of basic competencies 100; (5) feasibility of the learning objectives 80; (6) formulate learning objectives 75; (7) choosing and organizing the learning material 80; (8) feasibility of the learning activities 84.6; (9) selection of learning methods 100; (10) selection of media, tools and learning resources 85.71; and (11) the feasibility assessment 85.7, so that the average was 85.5 with good qualifications. The LIP is structured properly can increase the effectiveness of learning in the classroom and improve the quality of teaching and graduates are in accordance with the needs of the ASEAN Economic Community.

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