scholarly journals Hábitats informales y vulnerhabilidades urbanas. Imaginarios ecosociales entre las prácticas artísticas y culturales

2021 ◽  
pp. 19-32
Author(s):  
Belén Romero Caballero
Keyword(s):  

El presente texto pretende analizar algunas prácticas artísticas y culturales llevadas a cabo por y con la gente de a pie en asentamientos denominados “informales”, que son considerados lugares de conflicto, pero también, de vida y de futuro. No se trata de ofrecer una mirada pintoresca de los suburbios marginales, ni tampoco de romantizar las prácticas cotidianas de los marginados y oprimidos por la necesidad de procurarse un techo y una vida digna. Por el contrario, el objetivo es visibilizar el potencial imaginativo que poseen estos sujetos para procurarse un hábitat adecuado de supervivencia, generando, además, expresiones estéticas propias a partir de materiales en su mayoría reciclados. Con ello ponen de relieve la existencia de otros saberes relacionados con la experiencia cotidiana que resultan indispensables para la transformación social y mejora de sus comunidades, al tiempo que se construyen como lugares del disentir, de sentir de una manera distinta. El marco en el que se desarrolla este estudio es el momento histórico que nos ha tocado vivir, cuyo modelo civilizatorio hegemónico capitalista moderno colonial de género, se caracteriza por una persistencia exacerbada del extractivismo, el despojo y la explotación de la vida humana y no humana, con una mayor incidencia y repercusión en el Sur global. Para ponerlo en discusión nos aproximaremos, desde la Historia del arte, los estudios de cultura visual y los estudios decoloniales, a los imaginarios ecosociales propuestos por el arquitecto y urbanista guatemalteco, Teddy Cruz, la artista y arquitecta eslovena Marjetica Potrč, y el colectivo artístico interdisciplinar Learning Group.

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Jawane Malau

<p>This research was conducted for the purpose of getting a clear and complete <br />picture conserning the quality of teaching and learning process through eveloping and implementing jigsaw type cooparative learning model for subject of Thermodynamics. The quality of teaching and learning process can be viewed by positive response of university students towards thermodynamics subject using the implemented jigsaw type cooparative learning model. The subject of this research were students of high school class X, semester II in the academic year of 2011/2012, which were listed as learning tools needed for thermodynamics of jigsaw type cooparative learning model. The learning tool which were being developed consist of teaching materials, learning plan, and student worksheet. The research prosedure consisted of developing the tools of teaching and learning process, and the followed by realization of learning in class using the jigsaw type cooparative learning approach. The research instruments were to be observation sheet and student response questionaire towards the learning process. The reseach data were analyzed using percentage statistic. Based on the refection result towards the action which was planned beforehand and also the researh result discussion, it was found that the learning process of hermodynamics which was done by implementing the jigsaw type cooparative learning model can increase student activity in his study. Implementing the jigsaw type cooperative learning can increase the learning result of students. Most of the students who partisipated in the thermodynamics class agree and give a positive apreciation towards the implementation of cooperative learning model. They believe that with the learning group can help them overcoming the learning deterrent. </p><p> </p>


ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Yan Li ◽  
Christoph A. Hafner

Abstract Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.


2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Wendy Z. W. Teo ◽  
Xiaoke Dong ◽  
Siti Khadijah Bte Mohd Yusoff ◽  
Soumen Das De ◽  
Alphonsus K. S. Chong

AbstractSpaced-learning refers to teaching spread over time, compared to mass-learning where the same duration of teaching is completed in one session. Our hypothesis is that spaced-learning is better than mass-learning in retaining microsurgical suturing skills. Medical students were randomized into mass-learning (single 8-h session) and spaced-learning (2-h weekly sessions over 4 weeks) groups. They were taught to place 9 sutures in a 4 mm-wide elastic strip. The primary outcome was precision of suture placement during a test conducted 1 month after completion of sessions. Secondary outcomes were time taken, cumulative performance, and participant satisfaction. 42 students (24 in the mass-learning group; 18 in spaced-learning group) participated. 3 students in the spaced-learning group were later excluded as they did not complete all sessions. Both groups had comparable baseline suturing skills but at 1 month after completion of teaching, the total score for suture placement were higher in spaced-learning group (27.63 vs 31.60,p = 0.04). There was no statistical difference for duration and satisfaction in either group. Both groups showed an improvement in technical performance over the sessions, but this did not differ between both groups. Microsurgical courses are often conducted in mass-learning format so spaced learning offers an alternative that enhances retention of complex surgical skills.


2021 ◽  
Vol 21 (2) ◽  
pp. 1-24
Author(s):  
Louise Ann Lyon ◽  
Chelsea Clayton

Female-focused, grassroots communities purporting to help women learn to code are popping up in a variety of settings, indicating the motivation on the part of the participants to evade male-dominated settings while learning. However, little is known about how these groups function as an activity system. With current technology enabling the forming of virtual communities and the meteoric rise in use of the Salesforce CRM (customer relationship management) platform, a group of women have formed a coaching and learning community designed to help women move from Salesforce administrators to software developers through learning to code. We used activity systems analysis (ASA) to investigate this real-world instance of the larger phenomenon using an ethnographic approach. We used ASA to organize and make sense of the data by first creating a table listing the points on the activity system triangle (subject, rules, object, etc.) and filling in the points of the triangle based on the design of the coaching and learning group as described by participants; this gave us a high-level view of the activity system. To understand the subjects’ point of view of the system, we then created a new column in the table to fill in themes that emerged from our qualitative data analysis organized by dimension of the activity system. This process enabled us to capture the activity and the voices of participants as well as tensions that had emerged in the system. Findings show a range of outcomes, from participants crediting the group as a kickstart to the journey to successfully landing a job as a developer to members stalling in their progress after involvement. Results also show that purposeful tensions of welcoming novice questions and offering unsolicited verbal encouragement built into the activity system create a welcoming, safe environment for women learning to code.


1992 ◽  
Vol 11 (1) ◽  
pp. 54-64 ◽  
Author(s):  
Nadine Brummer ◽  
John Simmonds

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