scholarly journals History in Motion

2021 ◽  
Vol 10 (19) ◽  
pp. 28
Author(s):  
Alexander Cutajar
Keyword(s):  
Learning Experience ◽  
Media Content ◽  
Teacher Questions ◽  
Television History ◽  
Broadcast Media ◽  
Effective Learning ◽  
Moving Images ◽  
Non Fiction ◽  
The Subject ◽  
General Goal

The subject of this paper is the use of broadcast media content – newsreels, news reportage and non-fiction documentaries – in the history classroom. Used educationally as sources of evidence, such moving images offer students a valuable learning experience. Drawing on findings from a study involving students analysing media content in a Maltese secondary history classroom, I report how students preferred the documentary-type of broadcast content. Students demonstrated an awareness of disciplinary knowledge when analysing moving images and highlighted certain limitations. Teacher questions were key to driving the analysis forward. I place these findings within the general goal of helping students become visually literate. It is hoped that the reflections offered will help educators maximise the use of broadcast media content to promote effective learning in history and increase awareness among researchers and practitioners of television history and culture about educationally-relevant content.

scholarly journals Physiology Under Graduate Student's Perception of Effective Learning Experience: A Feedback Study

2021 ◽  
Vol 9 (1) ◽  
pp. 12-16
Author(s):  
Afshan Kausar
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Learning Experience ◽  
Evaluation Methods ◽  
Descriptive Statistics ◽  
Teaching Program ◽  
Effective Learning ◽  
The Subject ◽  
Clinical Conditions ◽  
Data Frequency

Introduction: The successful teaching program comprises of well planned curriculum along with its effective execution system, with the intention that the students acquire maximum significant knowledge in the available time-span. A teaching method consists of the principles and technique used for instruction. The methodology of teaching a topic will influence the students, in the comprehension of the subject as well as in the management of clinical conditions. The very certain fact is; students are undoubtedly in the best position to comment on the effectiveness of any the teaching and evaluation methods. Objective: To evaluate the different teaching methods practiced in physiology using student’s feedback. Material And Methods: A written questionnaire covering topics on various teaching and evaluation methods was used to get feedback from students. Descriptive statistics was used for analysis of data. Frequency was shown as percentage. Results : Most of the students (55%) preferred combination of conventional & advanced methods to make lectures effective. Practical sessions of clinical examination are most interesting (70%) Conclusion: Students were satisfied with all teaching methods with certain suggestions. Relevant modifications in the curriculum of physiology as well as other medical subjects must be made time to time according to students need.

scholarly journals PENERAPAN TEKNIK SUPERVISI KELOMPOK DENGAN METODE WORKSHOP UNTUK MENINGKATKAN KOMPETENSI GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) DI SD NEGERI LAMKLAT TAHUN PELAJARAN 2018/2019

2019 ◽  
Vol 10 (1) ◽  
pp. 176-189
Author(s):  
Ismuha
Keyword(s):  
Research Method ◽  
Learning Experience ◽  
School Level ◽  
Men Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Effective Learning ◽  
Basic Competency ◽  
The Subject ◽  
Formulation Of Problems

One of the factors determining the success of learning is the teacher's ability in drawing up the planning of learning that is contained in the RPP. In drawing up the plan of implementation of the learning (RPP), required the ability of the teacher in facilitating effective learning experience that is able to strengthen the character of students. The integration of the values of the characters in the learning expected not limited to written administratively, but would later be applied with natural learning. The reality on the ground shows that there are still teachers of elementary school level (SD) in compiling a RPP has not fully refers to the Permendikbud number 22 year 2016 on standard processes, based on the syllabus, basic competency analysis (KD) as well as with pay attention to the principles and steps in crafting a RPP. Based on the identification issue above, the formulation of problems in the research of the action of this school is "Whether the application of engineering supervision group with the workshop method can increase the ability of teachers in drawing up the implementation plan Learning (RPP) in SD Negeri Lamklat Year 2017/2018 Lesson? ". As for the research method used is the research of the action of the school, and be the subject of research i.e. primary school teachers of the country Lamklat Aceh Besar. The results illustrate that the ability of a teacher in drawing up the RPP has increased from cycle to cycle I II. In cycle I, data analysts results against 10 men teachers subjects in crafting a RPP can be described that teachers who obtain a predicate "very good" i.e. 1 teachers (10%), cycle II increased to 3 teachers (30%), which gained the predicate "very good" on cycle I totalled 4 teachers (40%), on cycle II increased to 5 teachers (50%). While that obtain a predicate "enough" on cycle I as much as 3 teachers (30%), whereas in cycle II decreased to 20% so that it is still "lacking" in cycle I, only one teacher (10%), cycle II decreased to 0%.   Abstrak Salah satu faktor penentu keberhasilan pembelajaran adalah kemampuan guru dalam menyusun perencanaan pembelajaran yang tertuang dalam RPP. Dalam menyusun Rencana Pelaksanaan Pembelajaran (RPP), diperlukan kemampuan guru dalam memfasilitasi pengalaman belajar yang berkesan yang mampu menguatkan karakter siswa. Integrasi nilai-nilai karakter dalam pembelajaran diharapkan tidak sebatas tertulis secara administratif, namun nantinya dapat diterapkan dengan alamiah dalam pembelajaran. Kenyataan di lapangan menunjukkan bahwa masih ada guru jenjang Sekolah Dasar (SD) dalam menyusun RPP belum sepenuhnya mengacu pada Permendikbud nomor 22 tahun 2016 tentang Standar Proses, berdasarkan silabus, analisis kompetensi dasar (KD) serta dengan memperhatikan prinsip-prinsip dan langkah-langkah dalam menyusun RPP. Berdasarkan identifikasi masalah di atas, maka rumusan masalah dalam penelitian tindakan sekolah ini adalah “Apakah penerapan teknik supervisi kelompok dengan metode workshop dapat meningkatkan kemampuan guru dalam menyusun Rencana Pelaksanaan Pembelajaran (RPP) di SD Negeri Lamklat Tahun Pelajaran 2017/2018?”. Adapun metode penelitian yang digunakan ialah Penelitian Tindakan Sekolah, dan yang menjadi subjek penelitian yaitu guru SD Negeri Lamklat Aceh Besar. Hasil penelitian menggambarkan bahwa kemampuan guru dalam menyusun RPP mengalami peningkatan dari siklus I ke siklus II. Pada siklus I, hasil analis data terhadap 10 orang guru mata pelajaran dalam menyusun RPP dapat digambarkan bahwa guru yang memperoleh predikat “amat baik” yaitu 1 orang guru (10%), pada siklus II meningkat menjadi 3 orang guru (30%), yang memperoleh predikat “baik” pada siklus I berjumlah 4 orang guru (40%), pada siklus II meningkat menjadi 5 orang guru (50%). Sementara yang memperoleh predikat “cukup” pada siklus I sebanyak 3 orang guru (30%), sedangkan pada siklus II menurun menjadi 20% begitu juga dengan yang masih “kurang” pada siklus I hanya satu orang guru (10%), pada siklus II menurun menjadi 0%. Kata Kunci: Teknik Supervisi Kelompok, Metode Workshop, Kompetensi Guru, Rencana Pelaksanaan Pembelajaran (RPP)

Building a Culture of Ethical, Comparable, Authentic Assessment

2019 ◽  
pp. 463-481
Author(s):  
Andrew Reid ◽  
Julie Ballantyne
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Authentic Assessment ◽  
Subject Area ◽  
Music Educators ◽  
System Level ◽  
Diverse Range ◽  
Effective Learning ◽  
School Based ◽  
The Subject

In an ideal world, assessment should be synonymous with effective learning and reflect the intricacies of the subject area. It should also be aligned with the ideals of education: to provide equitable opportunities for all students to achieve and to allow both appropriate differentiation for varied contexts and students and comparability across various contexts and students. This challenge is made more difficult in circumstances in which the contexts are highly heterogeneous, for example in the state of Queensland, Australia. Assessment in music challenges schooling systems in unique ways because teaching and learning in music are often naturally differentiated and diverse, yet assessment often calls for standardization. While each student and teacher has individual, evolving musical pathways in life, the syllabus and the system require consistency and uniformity. The challenge, then, is to provide diverse, equitable, and quality opportunities for all children to learn and achieve to the best of their abilities. This chapter discusses the designing and implementation of large-scale curriculum as experienced in secondary schools in Queensland, Australia. The experiences detailed explore the possibilities offered through externally moderated school-based assessment. Also discussed is the centrality of system-level clarity of purpose, principles and processes, and the provision of supportive networks and mechanisms to foster autonomy for a diverse range of music educators and contexts. Implications for education systems that desire diversity, equity, and quality are discussed, and the conclusion provokes further conceptualization and action on behalf of students, teachers, and the subject area of music.

Portrayals of autism and social awareness: a scoping review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rosa Fontes ◽  
Margarita Pino-Juste
Keyword(s):  
Social Awareness ◽  
Social Categories ◽  
Content Type ◽  
Media Portrayals ◽  
Broadcast Media ◽  
News Broadcasts ◽  
The Social ◽  
Recent Trends ◽  
The Subject

Purpose The purpose of this paper is to look at recent trends in scientific literature on the portrayal of autism in published and broadcast media and social awareness of the subject. Design/methodology/approach A bibliometric analysis of content of such publications was performed. Findings Results show that portrayals of autism from books, newspapers, news broadcasts, films and TV series are being scrutinized. Research focuses on the social categories of resulting stereotypes, the quality of such depictions, the benefits and downsides, stigmatization of individuals (with autism) and how society responds to these portrayals. Originality/value It is important to understand if media portrayals of autism are creating a realistic and constructive awareness of autism in society.

E-learning in postgraduate urology training: a Covid-19 pandemic experience

2022 ◽  
Vol 71 (12) ◽  
Author(s):  
Mudassir Hussain ◽  
Abdul Khalique ◽  
Pardeep Kumar ◽  
Asad Shehzad Hassan ◽  
Altaf Hashmi ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Experience ◽  
Online Resources ◽  
New Methods ◽  
Online Lectures ◽  
E Learning ◽  
The Subject ◽  
Online Tests ◽  
The Way

Since the declaration of a COVID-19 pandemic in March 2020 teaching institutions started the process of adjusting to the new challenge. Medical education could not be imparted the way it used to be and some new methods had to be taken to adapt to the pandemic. At our institute, each week two lectures were recorded and later uploaded on the Youtube Channel and shared with students. This was followed by an MCQs based test using Google forms. Ten lectures were delivered in 5 weeks to 55 participants.  Majority of residents agreed that this activity increased their knowledge of the subject and opted to continue it in future.  With help of short online lectures (< 30 mins) and short online tests (5 MCQs), the learning experience of residents can be enhanced. In future, more online resources can be used to incorporate this method of teaching. 

Teaching and Learning activities that promote effective learning of Research Methodology among Psychology students

2021 ◽  
Author(s):  
Minu Mathews
Keyword(s):  
Teaching And Learning ◽  
Psychology Students ◽  
Learning Activities ◽  
Student Perspective ◽  
Effective Learning ◽  
Psychology Courses ◽  
The Subject ◽  
Analyse Data ◽  
High Level

BackgroundCreating a conducive environment for learning cultivates engaged and independent learners, allowing for high-level learning (Warren, 2004). When assessing the diverse Psychology courses that exist, the evaluation of Research Methods (RM) teaching and its associated pedagogies is high on the agenda of college based Higher Education (Burton &amp; Schonfield, 2011). ObjectiveThis study aimed at exploring what range of teaching and learning activities (TLA’s) promote effective learning of RM among Psychology students. Additionally, it aimed to understand, from a student perspective, what ‘effective learning’ meant in the context of RM. MethodA mixed methods approach comprising of both surveys as well as focus groups was conducted with undergraduate Psychology students. Thematic analysis and basic frequencies were used to analyse data. Results Results demonstrated that both student and teacher-led activities were beneficial and worked complementarily for students in their understanding of the subject whilst serving different purposes. Practical labs and class exercises were the top activities highlighted (student-led) followed by lectures and flow chart concept checks (teacher-led). Furthermore, ‘effective learning’ encapsulated not just a long-term knowledge acquisition of concepts but the ability to apply one’s knowledge to the wider context. Conclusion and teaching implication Findings are in line with the Conception of Learning which has a nested hierarchy consisting of both surface learning elements and deep learning (Marton,Dall’Alba &amp; Beaty, 1993). RM has been identified as a difficult subject to teach as well for students to learn (Gray et al., 2015) and as a result this study teases apart some of the most beneficial techniques from a student perspective to be considered when designing the structure and delivery of RM courses.

The Reflective Skill – Constructive-Prognostic Analysis in Methodological Context

2021 ◽  
Vol 30 (2) ◽  
pp. 134-148
Author(s):  
Natasha Tzanova ◽  
◽  
Nadezhda Raycheva ◽  
Isa Hadjiali ◽  
◽  
...  
Keyword(s):  
Learning Experience ◽  
Two Dimensions ◽  
Historical Aspect ◽  
Prognostic Analysis ◽  
Teachers And Students ◽  
Functional Part ◽  
Cognitive Experience ◽  
The Subject ◽  
The Individual ◽  
Reflective Skills

In historical aspect, the skill is among the key categories in the realm of human practice, which are often an object of different researches – psychological, pedagogical, and last but not least methodological. This is a fact, because the skill is a vital term for the description of productivity of learning experience at least in two dimensions – personally fundamental, guaranteeing its effective functioning in different situations and personally pragmatic, as a multi-level transformation of the cognitive experience, for the completion of certain social roles and the necessary qualities of the subject for this. The skill is a blend between those two dimensions of productivity both in higher education and in secondary school. The reflective skills are a structural and functional part of the transformation of the cognitive, affective, and psycho-motor experience and as such are included in the individual educational reality of the subject, and to a higher degree it defines it. This is the reason why the constructive-prognostic analysis of the reflective skill in the area of Methodology is pointing at the answer of the questions: What is this, what is its structure, how does it get integrated in the system of skills, how does it form and develop. The answers of those questions are basis of its methodological decoding in the process of training teachers and students in Biology. All of this describes the territory of the methodological context of analysing the reflective skill.

scholarly journals It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering

2019 ◽  
Vol 39 (3) ◽  
pp. 62-69
Author(s):  
Yasmany García-Ramírez
Keyword(s):  
Flipped Classroom ◽  
Civil Engineering ◽  
Learning Experience ◽  
University Teaching ◽  
Traditional Model ◽  
Group A ◽  
The Subject ◽  
Group B ◽  
The University

The flipped classroom, as an active learning model, has given remarkable results in several areas in the university teaching; however, its execution is still able to improve. This research shows the implementation and improvement of the flipped classroom model in the course of Pavements. It evaluates their influence on the students’ final grades and their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements in the Civil Engineering. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups did the course the subject in 2017, 2018 and 2019, respectively. Results show that even though with the flipped classroom models, the finals grades did not increase compared to the scores of the traditional model; however, it improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic things to the course, it would greatly influence their students' opinion.

scholarly journals Pembelajaran Mandri Berbasis Video 3GP

2018 ◽  
Vol 16 (2) ◽  
pp. 135-148
Author(s):  
Barnawi Barnawi
Keyword(s):  
Data Analysis ◽  
Learning Model ◽  
Research Field ◽  
Video Data ◽  
Effective Learning ◽  
Model Based ◽  
Research Population ◽  
The Subject ◽  
Simulation Learning ◽  
Self Learning

Abstract: Potency of the high absorption obtained if learning in effective. Effective learning occurs when students are placed as individual active and direct contact with the subject matter. This research aims to reduce the limitations of the tool (a computer or laptop) and maximizing existing facilities (hand phone) with the aim of achieving effective learning that puts students as subjects of learning. This study is a research field for conducting comparative academic performance of two models of learning. The first learning model is simulation learning and the second model is self-learning via mobile facility. Self-learning materials in this research is the material in the form of video 3GP and transferred to the student’s mobile. The research population is 85 students and a sample taken by 70 students. The data in this study is the performance of students from simulation learning model and self- learning model based 3GP video. Data analysis using inferential statistical, namely the t-test. Data analysis was performed after the fulfillment of the requirements for normality of data. The results of hypothesis testing obtained the results as following: The value t count bigger than t table (5.957> 2.025). Thus Ha is received and Ho is rejected (significance below or equal to 0.05 so Ha is received). Means that there are significant differences between simulation learning model and self-learning model based 3GP video. Keywords: Learning Media, 3GP Video.

Sign in / Sign up

Export Citation Format

Share Document