Aprender a Aprender: Pelo Método Sintético à Síntese Criativa

2018 ◽  
Vol 18 (4) ◽  
pp. 401
Author(s):  
Delarim Martins Gomes ◽  
Laura Isabel Marques Vasconcelos de Almeida ◽  
Maria Urbana da Silva
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Active Learning ◽  
21St Century ◽  
Basic Skills ◽  
Academic Life ◽  
Learning To Learn ◽  
Philosophical Literature ◽  
Five Dimensions ◽  
Active Processes

Na última década do século passado, “aprender a aprender” se notabilizou como um dos pilares para a educação no século XXI. Com suporte nesse pilar, o ensino e a aprendizagem ativa inerente à organização curricular vem ganhando espaço nas pesquisas em educação, contudo, seus benefícios ainda não são perceptíveis na vida acadêmica de estudantes de Pedagogia e, mesmo, de cursos em que o ingresso ocorre mediante processos seletivos com baixa correlação de vagas ofertadas/candidatos inscritos. Em decorrência, docentes da Educação Superior alegam que esses estudantes não têm as competências básicas para realizar o Ensino Superior. Este artigo, mediante exploração de literatura filosófica e da taxonomia de Bloom, revisada, propõe uma metodologia para que estudantes, individualmente, ou em grupo, percorram os seis níveis da taxonomia cognitiva correlacionando-os com cinco dimensões do conhecimento para produzir uma síntese de duas ou mais disciplinas acadêmicas. Trata-se de metodologia a ser aplicada e desenvolvida por docentes/pesquisadores, que se envolvem com os processos ativos deensino e aprendizagem.Palavras-chave: Educação. Aprendizagem Ativa. Síntese.AbstractIn the last decade of the last century “learning to learn” has become one of the pillars for education in the 21st century. With support in this pillar, the teaching and active learning inherent in curricular organization has been gaining ground in education research, however, its benefits are not still noticeable in the academic life of Pedagogy students, and even courses in which admission takes place through the selective processes with low correlation of vacancies offered / enrolled candidates. As a result, higher education teachers claim that these students do not have the basic skills to undertake higher education. This article, through the exploration of philosophical literature and Bloom’s taxonomy, revised, proposes a methodology for students, individually or in groups, to go through the six levels of cognitive taxonomy by correlating them with five dimensions of knowledge to produce a synthesis of two or more e academic subjects. It is a methodology to be applied and developed by teachers / researchers who are involved with the active processes of teaching and learning.Keywords: Education. Active Learning. Synthesis.

A GAME-BASED, ACTIVE LEARNING APPROACH FOR BUILDING 21ST CENTURY SKILLS IN ENGINEERING AND ECONOMICS HIGHER EDUCATION

2020 ◽  
Author(s):  
Hariklia Tsalapatas ◽  
Olivier Heidmann ◽  
Constantinos Katsimentes ◽  
Spiridon Panagiotopoulos ◽  
Christina Taka ◽  
...  
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Learning Approach

scholarly journals Student Engagement Across Cultures - Investigating Lecture Software

2017 ◽  
Vol 6 (1) ◽  
pp. 15-30
Author(s):  
Alison J Green ◽  
Gail Sammons ◽  
Alice Swift
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Active Learning ◽  
21St Century ◽  
Software Technology ◽  
Integrate Technology ◽  
The U.S

Most instructors are looking for ways to improve student engagement in higher education classrooms across the globe.  With the influx of tablets and laptops as the tool for students in the 21st century, the question arises of how best to integrate technology into the design of a lecture and is there a difference when designing a lecture with technology across cultures?  The purpose of this study was to investigate lecture software in the classroom. Students and instructors from Singapore and the U.S. participated.  The instrument, to collect the perceptions of the lecture software was the Student Engagement Survey, and the results reveal that active learning was a common educational thread across the globe by using the lecture software technology.

scholarly journals The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education

2019 ◽  
Vol 9 (4) ◽  
pp. 276 ◽  
Author(s):  
Susanna Hartikainen ◽  
Heta Rintala ◽  
Laura Pylväs ◽  
Petri Nokelainen
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Active Learning ◽  
Learning Outcomes ◽  
Qualitative Content Analysis ◽  
Self Report ◽  
Higher Education Research ◽  
Report Data ◽  
Self Report Data ◽  
The Impact

Active learning has gained growing political, instructional, and research interest. However, the definitions of active learning are wide. The learning outcomes related to it have been mostly positive but the measurement methods are not without problems. This review provides an overview of active learning, especially in the context of engineering higher education, by answering two research questions: (1) How is the concept of active learning defined and justified in engineering higher education research? (2) What are the learning outcomes connected to active learning and how is learning measured in engineering higher education research? Sixty-six empirical articles were analyzed inductively with qualitative content analysis. The analysis showed that active learning was defined in various ways, and in some articles, it was not defined at all. In addition, justification (theoretical or empirical) for the use of active learning was seldomly reported. Finally, the indicators used to measure the impact of active learning on students’ learning outcomes were mostly based on students’ self-report data and focused on course specific development in subject-related knowledge. More thorough descriptions and theoretical justifications, as well as the consideration of learning outcomes with appropriate research methods, could reinforce the transparency of empirical interventions and the application of active learning.

Thriving in Academia: Understanding and Managing the Complexities of Faculty Work

2012 ◽  
Vol 15 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Ketevan Mamiseishvili
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Community Engagement ◽  
Everyday Life ◽  
Work Setting ◽  
Higher Education Research ◽  
Faculty Work ◽  
College And University ◽  
Teaching Research ◽  
University Settings

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.

A Case Study on the Effects of Active Learning Classrooms in Higher Education

2018 ◽  
Vol 24 (4) ◽  
pp. 733-754
Author(s):  
Hyeon Woo Lee ◽  
Yoon Mi Cha ◽  
Kibeom Kim Kibeom Kim
Keyword(s):  
Higher Education ◽  
Active Learning

PROFESSIONAL TRAINING OF ELECTRONICS ENGINEERS: APPLYING US EXPERICENCE TO UKRAINAN HIGHER EDUCATION INSTITUTIONS

2020 ◽  
pp. 80-85
Author(s):  
Olha Pavlenko
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Best Practices ◽  
Cost Reduction ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Research And Innovation ◽  
Current State

The article discusses the current state of professional training of engineers, in particular, electronics engineers in Ukrainian higher education institutions (HEIs) and explores best practices from US HEIs. The research outlines the features of professional training of electronics engineers and recent changes in Ukrainian HEIs. Such challenges for Ukrainian HEIs as lack of collaboration between higher education and science with industry, R&D cost reduction for HEIs, and downsizing the research and academic staff, the disparity between the available quality of human capital training and the demanded are addressed. The study attempts to identify successful practices of US HEIs professional training of engineers in order to suggest potential improvements in education, research, and innovation for training electronics engineers in Ukraine.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

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