scholarly journals Exploring Curation as a Path Towards Decolonizing Education

2021 ◽  
Vol 1 (2) ◽  
pp. 1-19
Author(s):  
Tanya Elias
Keyword(s):  
Education Program ◽  
Teaching And Learning ◽  
Active Engagement ◽  
Indigenous Knowledges ◽  
Doctor Of Education ◽  
Digital Curation ◽  
Indigenous Group ◽  
Site Design ◽  
Internet Searches ◽  
Ways Of Thinking

As part of my Doctor of Education program, I was asked to study Dr. Marie Battiste’s (2017) book Decolonizing Education: Nourishing the Learning Spirit. In response to that assignment, I built a WordPress site as a way to experiment with crossing boundaries of physical and digital places, between different Indigenous knowledges and notions of teaching and learning. While building the site, I looked for localized examples of Battiste’s concepts and ideas among the Inuvialuit, the Indigenous group with which I am the most familiar, in what became an exploration of the wonderful work being done in the Inuvialuit Settlement Region to preserve the culture and decolonize ways of thinking. I knew some of these resources existed, but was surprised by the depth and variety of materials available. In this paper, I present that website as an experimental example of digital curation that stitches together the book, a series of digital artefacts found via Internet searches and my own reflections on those artefacts. While building it, I did not seek out answers but instead explored the possibilities of curation as a path to decolonization education. The resulting site design is both personal and incomplete. Through this process, I hope to open generative cracks that provoke new ways of thinking about digital curation as a means of supporting active engagement in the complicated and necessary conversations regarding decolonization.

scholarly journals EVALUASI PROGRAM PENDIDIKAN KECAKAPAN HIDUP PERKOTAAN (STUDI PADA LEMBAGA KURSUS TATA RIAS DI TANGERANG SELATAN)

2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Virgo Agustinus Sembiring ◽  
Sofyan Cholid
Keyword(s):  
Education Program ◽  
Life Skills ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Formal Education ◽  
Urban Life ◽  
Research Approach ◽  
Chi Square ◽  
Skills Education ◽  
Life Skills Education

<p>This study aimed to evaluate the achievements of the Urban Life Skills Education program by course institutions bridal makeup and analyze the factors that affect achievement Urban Life Skills Education program by institutions bridal makeup courses in South Tangerang city administration. Quantitative research approach is by using chi-square method. Results showed successful achievement by demonstrating the value of 95% for South Tangerang City. While the success of Makeup Bridal based Graduates Competency Standards reached 73.3% Factors that affect the achievement of program Life Skills Education Urban by course institutions bridal makeup in South Tangerang City among others Competency Standards Graduates Makeup Bride Junior and teaching and learning Non-formal Education by Life Skills Education that includes: theory, practice and education of character.</p>

iCyborg

2010 ◽  
pp. 145-157 ◽  
Author(s):  
Catherine Adams
Keyword(s):  
Teaching And Learning ◽  
Educational Technologies ◽  
Learning Practices ◽  
Ways Of Thinking

Teachers may no longer envision their educational technologies as powerful yet essentially neutral tools plied to accomplish their own pedagogical ends. Rather, these technologies are more accurately theorized as vocative objects that prereflectively engage and invite us into their world, and mimetic interventions that scaffold, transform, and sustain new teaching and learning practices and ways of thinking regardless of teacherly intentions. This chapter explores some of the significances and implications of a ubiquitous technologizing of educational lifeworlds in light of this understanding.

Extracurricular Economy

2019 ◽  
pp. 14-54
Author(s):  
John Gallagher
Keyword(s):  
Early Modern ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Early Modern England ◽  
Language Teachers ◽  
Educational Provision ◽  
Ways Of Thinking ◽  
Language Teaching And Learning ◽  
Prestige Language

This chapter looks at the vibrant economy of language teaching and learning in early modern England. The period witnessed a boom in both autodidacticism and private educational provision. Language teaching was central to a vibrant urban ‘extracurricular economy’. New spaces, schools, and teachers reshaped the educational landscape. Working within an economy of reputation, skill, and prestige, language teachers advertised their services and attracted students through a mixture of their presence in print, networks of contacts, and claims of pedagogical skill and linguistic prestige. In doing so, these teachers—particularly teachers of French—contributed to new ways of thinking about the English language itself. New perspectives on the places, people, and practices of this extracurricular economy ultimately demand that we rethink the concept of an early modern ‘educational revolution’.

scholarly journals Young people are not blameworthy: the generation’s awareness of COVID-19 and behavioral responses

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Seung-Pyo Jun ◽  
Hyoung Sun Yoo ◽  
Chul Lee
Keyword(s):  
Young People ◽  
Credit Card ◽  
Reference Group ◽  
Behavioral Responses ◽  
Active Engagement ◽  
Significant Difference ◽  
Scientific Approach ◽  
The Subject ◽  
Internet Searches ◽  
And Behavior

AbstractAt a time when the COVID-19 pandemic has been ongoing for more than a year, young people have been the subject of vigilant scrutiny and criticism regarding their active engagement in social activities. We posed the question of whether young people's response to COVID-19 was different from that of other generations and analyzed awareness and behavior to investigate this question. Specifically, we examined internet searches for information on COVID-19 and credit card consumption in South Korea among young people in their 20s and compared them to a reference group of people in their 50s. Our research has confirmed that there was no statistically significant difference between young people and the reference group in this regard. Furthermore, in the 25 sub-sectors of industry we examined, young people's consumption activities recovered significantly faster than the reference group in only three sub-sectors. This study demonstrated that young people showed stronger interest than the reference group in their response to COVID-19, and that they cooperated with the government’s social distancing policy by reducing their activities. Through this study, we presented a scientific approach for evaluating young people in regard to their response to COVID-19, offering useful implications for designing appropriate policies for public health.

scholarly journals Puzzle based Learning in Undergraduate Studies

2021 ◽  
Author(s):  
Kathryn Malherbe
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Image Interpretation ◽  
Active Engagement ◽  
Cross Sectional ◽  
Teaching Methodologies ◽  
Active Teaching ◽  
Undergraduate Studies ◽  
Innovative Learning ◽  
Didactic Material

Abstract All undergraduate Radiography students require training in image interpretation and evaluation of x-ray images in their second year of studies as part of work integrated learning.The method of teaching pedagogy influences the student's learning process and recall ability during examinations. if the teaching process moves to a student-centred approach, students become responsible for their own learning allowing active engagement and construction of their knowledge systems.Aim/ ObjectivesThe aim of the study is to implement and evaluate the use of puzzle-based learning in the teaching and learning process of undergraduate studiesObjectivesTo determine the efficacy of crossword and jigsaw puzzles as a novel teaching tool for medical imaging educationTo increase student's interest and involvement with image interpretation topicsTo improve and assess recognition and recall of medical terminologyTo improve the understanding of innovative learningMethodsThe study is a cross sectional qualitative research design.Approval will be obtained from the Research and Ethics Committee of health Sciences.Online consent will be obtained from students involved, by means of Google Form submission, followed by an information session on Blackboard collaborate on the topic "Image evaluation and interpretation of radiographic imaging".ConclusionThe research will prove the important collaboration of active teaching methodologies with simple, easy to use didactic material to improve student's understanding of basic concepts in their core module subject

scholarly journals Problem-based Learning and Theories of Teaching and Learning in Health Professional Education

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Rebecca E Gewurtz ◽  
Liliana Coman ◽  
Shaminder Dhillon ◽  
Bonny Jung ◽  
Patty Solomon
Keyword(s):  
Adult Learners ◽  
Health Professional ◽  
Prior Knowledge ◽  
Curriculum Design ◽  
Professional Education ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Health Professional Education ◽  
Active Engagement ◽  
Education Programs

Although problem-based learning (PBL) has been linked to several theories of teaching and learning, how these theories are applied remains unclear. The objective of this paper is to explore how theories of teaching and learning relate to and can inform problem-based learning within health professional education programs. We conducted a scoping review on current theories of teaching and learning and considered their relevancy to the problem-based learning approach. The findings suggest that no single theory of teaching and learning can fully represent the complexity of learning in PBL. Recognizing the complexity of the PBL environment and the fluidity between theories of teaching and learning, we proposed eight principles from across 11 theories of teaching and learning that can inform how PBL is operationalised in university-based health professional education: 1) Adult learners are independent and self-directed; 2) Adult learners are goal oriented and internally motivated; 3) Learning is most effective when it is applicable to practice; 4) Cognitive processes support learning; 5) Learning is active and requires active engagement; 6) Interaction between learners supports learning; 7) Activation of prior knowledge and experience supports learning; and 8) Elaboration and reflection supports learning. These eight principles provide the foundation for curriculum design recommendations relevant to PBL within university-based education programs. Specifically, our findings suggest that active engagement and interactions should be encouraged, that students should be prompted to activate their prior knowledge and experiences, and that elaboration and reflection on learning is critical. The small group format of PBL can facilitate this engagement if students question each other, consider alternative perspectives, and are actively involved in setting learning objectives. Further research is needed to develop the empirical basis for these principles and examine if PBL is an effective approach for implementing these principles.

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