scholarly journals Methodical bases of the modular training technology while studying grammar at non-language universities

2017 ◽  
Vol 6 (1) ◽  
pp. 193-198
Author(s):  
Yulia Victorovna Lopukhova
Keyword(s):  
Self Control ◽  
Educational Activity ◽  
Module Structure ◽  
Self Assessment ◽  
Perspective Theory ◽  
Assessment Skills ◽  
Modular Training ◽  
Skills Learning ◽  
Management Functions ◽  
Individual Success

The paper considers the need of using a modular training technology while studying grammar in a non-language high school. At the same time the great importance is given to the module structure, which must be organized in such a way that final results have to be focused on individual success of students. It becomes possible because modern modular training technologies change the form of communication between a teacher and a student. Here, education is based on subject-subject communications as one of the main goals of the modular training technology is the development of students self-education skills. The awareness of educational activity makes it possible to change the role of a teacher from the source of information into counseling and management. The teacher is released from an informational function, delegating this role to the module and some management functions become self-management ones. Students study themselves most of the time getting self-planning, self-organization, self-control, self-assessment skills. Learning content is submitted in self-contained modules, which are at the same time the bank information and the guide. The implementation of modular training technology from the point of the perspective theory of certain skills stage formation supposes that the main educational purpose can be divided into superposes in the frame of individual elements of training modules.

scholarly journals Self-Organisation in Lifelong Learning: Theory, Practice and Implementation Experience Involving Social Networks and a Remote Format

2020 ◽  
Vol 17 (3) ◽  
pp. 373-389
Author(s):  
Mario De Martino ◽  
Yulia Sh. Gushchina ◽  
Zlata V. Boyko ◽  
Angela Magnanini ◽  
Iosif Sandor ◽  
...  
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Careful Consideration ◽  
Educational Process ◽  
Self Control ◽  
Self Assessment ◽  
Professional Activities ◽  
Assessment Skills ◽  
Self Organisation ◽  
Self Learning

Currently, in the context of the global transition of the world education system to the remote format, it has become vitally important for a person to be able and ready to independently organise his/her educational and professional activities. The article considers methodological approaches to self-education in the context of its use in the process of lifelong learning/ continuous education. The authors discuss the existing concepts of self-education and ways of its organisation, taking into account age-specific features, forms and types of learning. The concepts of ‘self-organisation’ and ‘self-education’ are analysed. The essence of the scientific categories ‘self-learning’ and ‘self-organisation in education’ is revealed in relation to the system of higher education. The role of tutors as mediators in student self-organisation is shown and their main functions in this process are described. Based on a theoretical analysis of existing forms of self-organisation in education and the experience of using self-organisation, various directions and possibilities of their application in practice are delineated. Careful consideration is given to criticism of the use of self-organisation in learning and its advantages. The authors also discuss the prospects of using self-organisation in higher education, emphasising the importance and relevance of developing self-organisation as a student’s personality trait. A description is made of learning models based on self-organisation of students. Finally, the experience of implementing the self-organisation approach to the educational process is analysed. As a result of the study, the authors conclude that self-learning can be successful if it seems socially significant for students. The use of advanced digital technologies and Internet resources can also contribute to effective self-learning. The results of the study indicate that students should develop the ability to independently organise their educational activities as well as self-control/self-assessment skills, which is especially important in connection with the increase in independent work in curricula and the massive transition to the remote format in higher education during the COVID-19 pandemic.

Use of ePortfolio Assessment for Developing Reflective Practitioners

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Lopez L ◽  
◽  
Kakadia R ◽  
Kim A ◽  
Park SE ◽  
...  
Keyword(s):  
Clinical Education ◽  
Cognitive Skills ◽  
Salt Lake ◽  
Salt Lake City ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Student Centered Learning ◽  
Assessment Skills ◽  
Reflective Practitioners ◽  
Lake City

The purpose of the newly implemented ePortfolio assessment program was to help students develop self-directed learning and reflection skills in clinical education and professional values including ethics, professionalism and conscientiousness. Development of higher-level cognitive skills through a student-centered learning modality could ultimately promote reflective learners who will continue to learn throughout their profession. Student self-assessment skills and self-learning plans were captured during the initial patient care exposure in the second year of clinical education using an ePortfolio platform in Canvas (Salt Lake City, UT) learning management system. This new learning methodology can be useful in measuring non-traditional competencies, such as ethics, professionalism and conscientiousness and provide an opportunity for students to become reflective learners. Leveraging this new tool could contribute toward creating reflective practitioners who are competent in ethics and professionalism and self-assessment skills.

Reflexive nominal compounds

2011 ◽  
Vol 35 (1) ◽  
pp. 112-127 ◽  
Author(s):  
Ekkehard König
Keyword(s):  
Pilot Study ◽  
Detailed Analysis ◽  
Self Control ◽  
Semantic Type ◽  
Self Assessment ◽  
Self Help ◽  
Transitive Verbs ◽  
Nominal Compounds ◽  
Multiple Uses ◽  
Semantic Types

This paper presents a detailed analysis of reflexive nominal compounds like self-assessment in English and their counterparts in nine other languages, whose number and use has strongly increased in these languages over the last several decades. The first component of these compounds is shown to be related to intensifiers like selbst in German and its cognate form self- in English, whose multiple uses also underlie different semantic types of reflexive compounds (self-help vs. self-control), whereas the second component typically derives from transitive verbs. Among the central problems discussed in this paper are the question of the productivity of these compounds and the possibility of deriving their meaning in a compositional fashion. The parameters of variation manifested by the sample of languages under comparison in this pilot study concern inter alia the form of the intensifier (native or borrowed, one or two), the semantic type, and the lexical category of the resultant compound.

Peter F. Drucker’s Management by Objectives and Self-Control

2017 ◽  
Author(s):  
Peter Starbuck
Keyword(s):  
Quality Management ◽  
Self Control ◽  
Management By Objectives ◽  
Management Functions ◽  
Conceptual Work

This chapter considers the emergence in 1954 and the evolution of Peter F. Drucker’s Management by Objectives—MbO—into what he termed a principle of management. It sets down its purpose, which is the integration of all management functions. Recorded is the involvement and cooperation with Drucker, by the Englishman John Humble who complimented Drucker’s conceptual work by producing operational books. The rise and then the apparent fall and disappearance of MbO is challenged as evidence is provided that it has been amalgamated with Quality Management and become the Japanese evolved method of management Hoshin Kanri, which is being applied by many international businesses.

The Use of Behavioural Self-Control as a Teaching Tool

1985 ◽  
Vol 9 (2) ◽  
pp. 24-27
Author(s):  
Diana Roe ◽  
Sandi Plummer
Keyword(s):  
Case Studies ◽  
Behaviour Change ◽  
Self Control ◽  
Teaching Tool ◽  
Use Of Self ◽  
Self Assessment ◽  
Self Monitoring ◽  
Control Techniques ◽  
Children’S Behaviour ◽  
Special Children

AbstractThis paper examines the use of self-control techniques as a teaching tool to change children’s behaviour, and to generalize that behaviour change to other settings. Four case studies are presented to illustrate the use of self-assessment, using the child’s own criteria for rating behaviour, self-modelling with videotapes of the child in the classroom, and self-monitoring using a wrist counter. It is concluded that self-control techniques can be a valuable way of teaching special children to discriminate and evaluate how they are behaving.

scholarly journals Providing Effective Feedback in Breast Imaging to Improve Trainee Performance

2020 ◽  
Vol 2 (4) ◽  
pp. 390-397
Author(s):  
Nidhi Sharma
Keyword(s):  
Medical Education ◽  
Performance Improvement ◽  
Breast Imaging ◽  
Healthcare Delivery ◽  
Next Generation ◽  
Physician Burnout ◽  
Self Assessment ◽  
Effective Feedback ◽  
Assessment Skills ◽  
Specific Feedback

Abstract While feedback is an essential component of medical education, feedback to trainees is frequently nonspecific and not focused on performance improvement. Providing specific feedback to trainees helps them to reflect, develop self-assessment skills, and recalibrate. In light of increasing clinical volumes, stresses related to modern healthcare delivery, and high physician burnout, instructors need efficient methods to provide actionable feedback to trainees. For breast imaging radiologists involved in education, improving feedback skills can help their learners develop expertise in breast imaging while also attracting and inspiring the next generation of radiologists.

Development of self-assessment skills in medical students

1984 ◽  
Vol 18 (4) ◽  
pp. 226-231 ◽  
Author(s):  
SHARON E. SCLABASSI ◽  
SUSAN K. WOELFEL
Keyword(s):  
Medical Students ◽  
Self Assessment ◽  
Assessment Skills
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