Integrating Constructionism and Instructionism in Educational Hypermedia Programs

1997 ◽  
Vol 17 (3) ◽  
pp. 231-247 ◽  
Author(s):  
Amnon Shabo
Keyword(s):  
Subject Matter ◽  
Linear Structure ◽  
Learning Objectives ◽  
Pedagogical Approach ◽  
Original Meaning ◽  
Learning Path ◽  
Non Linear ◽  
The Subject ◽  
Linear Instruction ◽  
Educational Hypermedia

In many educational hypermedia programs, the original meaning of hypertext influenced the entire pedagogical approach underlying the programs. This meant that learners were free to navigate, construct, and choose their learning path. In addition, no learning objectives were mandatory, and the processes of hypertext navigation and artifact constructions were emphasized. The problem of this trend was that learners received little feedback to guide them on how to use the non-linear structure, and not all could acquire important skills and knowledge of the subject matter. This article deals with an attempt to integrate linear instruction elements into hypermedia programs in order for learners to benefit from the advantages of both approaches. It offers feedback as a connecting unit in such an integration and suggests a model of feedback that fades in and out, based on the fading-out model of scaffolding traditionally used in the apprenticeship approach. A few projects are described to illustrate these ideas.

The Author Has the Last Word: Buddy Editing in a First-Grade Classroom

2014 ◽  
Vol 84 (3) ◽  
pp. 367-384 ◽  
Author(s):  
Jessie Auger
Keyword(s):  
Teacher Learning ◽  
Subject Matter ◽  
First Grade ◽  
Pedagogical Approach ◽  
Teachers And Students ◽  
The Subject ◽  
Student Practice ◽  
Grade Classroom

In this essay, Jessie L. Auger reflects on the practice of Buddy Editing in her first-grade classroom as an opportunity for student and teacher learning. By explicitly revealing her pedagogical approach and sharing transcripts of students' engagement with her Buddy Editing protocol, Auger presents the dynamics of a learning partnership that exists among teachers and students and between students. She offers a glimpse of what happens in one classroom when the teacher focuses on providing students with the appropriate tools, environment, structure, and access to the subject matter; trusts students to enact their own agency as learners; and takes a reflective stance on improving her practice based on lessons from student practice.

scholarly journals Aprendiendo a través de la enseñanza: programa enfocado a la enseñanza de la lógica de programación desde etapas tempranas en escuelas públicas apoyado por aprendizaje-servicio.

2019 ◽  
Author(s):  
Consuelo Jiménez
Keyword(s):  
Service Learning ◽  
Subject Matter ◽  
Well Being ◽  
Learning Objectives ◽  
Technical Training ◽  
Pedagogical Model ◽  
Design Activities ◽  
The Subject ◽  
New Generation ◽  
Academic Year

Teachers’own experiences allows them to select appropriate strategies and learning methodologies to design activities that would allow students to stay motivated and achieve the learning objectives of the course. This represents a challenge with the new generation of students that are easily distracted, have little tolerance and patience , and are used to solving problems quickly by simply looking up the information required through an internet search. Before starting the academic year, teachers have to take into account the necessary technological resources to use, in addition to having r edesigned a course according to the institutional pedagogical model, without ignoring their experience in the subject matter. Incorporating the paradigm of learning through teaching, linking it with the service learning methodology and various challenging activities, has an impact not only on technical training but also on the all around education of the students. Better results are achieved in terms of efficiency, effectiveness and quality, as well as boosting students’ commitment and well being, thus esta blishing a good correlation between the student's interests and what we expect them to learn. The main protagonists are the students who teach and learn during the semester, gradually growing in knowledge, managing to construct knowledge themselves thanks to the activities carried out in class, at home and those associated with the service, whilst also benefitting a community with certain needs.

scholarly journals Objectives for a Course in Aircraft Gas Turbines

1974 ◽  
Author(s):  
O. Lancaster
Keyword(s):  
Subject Matter ◽  
Gas Turbines ◽  
Learning Objectives ◽  
The Subject

Education is similar to other endeavors in that for effective achievement there must be goals. Hence, teachers should explicitly formulate learning objectives in every course they teach. Teachers usually list only the subject matter. This should be supplemented by precise statements as to what the students are to learn. The statements should be operational. They should be expressed in action words which prescribe what the student is to do, how, and under what conditions he will demonstrate that he can do it. The establishment of objectives is illustrated by developing them for a course in aircraft gas turbines.

scholarly journals Pentingnya Memahami Karakteristik Siswa Sekolah Dasar di SDN Cikokol 2

AS-SABIQUN ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 7-17
Author(s):  
Nevi Septianti ◽  
Rara Afiani
Keyword(s):  
Data Collection ◽  
Learning Strategies ◽  
Subject Matter ◽  
Learning Strategy ◽  
Individual Characteristics ◽  
Learning Objectives ◽  
Learning Activities ◽  
Qualitative Descriptive ◽  
The Subject ◽  
Descriptive Approach

This study is based on the existence of learning activities that are less responsive to various individual characteristics. To meet these demands, teachers need to understand students' characteristic. If the teacher in delivering the lesson material less attention to the characteristics of the students and the personality traits of students is not used as a foothold in learning, students will have difficulty understanding the subject matter. Whatever efforts are chosen and performed by the teacher and the lesson designer if they are not based on individual characteristics of the student as subject of learning, then the developed learning will not be meaningful for the students. Characteristics of students is very important to know by educators, because it is very important to be a reference in formulating learning strategies. Learning strategy is developed by teachers and implemented through learning methods to the students so that the learning objectives can be achieved effectively and efficiently. This research uses qualitative descriptive approach and data collection techniques used are interview, observation, and documentation in SDN Cikokol 2.

scholarly journals EFEKTIFITAS PENGGUNAAN B AHASA LEMBAK DALAM PENYAMPAIAN MATERI PELAJARAN OLEH GURU PADA SISWA KELAS VII SMP NEGERI 1 TANJUNG TERDANA BENGKULU TENGAH

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Dahlia Dahlia
Keyword(s):  
Middle School ◽  
Learning Outcomes ◽  
Junior High School ◽  
Subject Matter ◽  
Likert Scale ◽  
Learning Objectives ◽  
Average Score ◽  
Analysis Techniques ◽  
The Subject ◽  
Descriptive Method

The problem of this study is how the effectiveness of the use of the Lembak language in the delivery of subject matter by teachers to Class VII Students of Tanjung Tanjung State Junior High School Terdana Bengkulu Tengah. The purpose of this study was to find out in detail the effectiveness of the use of Lembak language in the delivery of subject matter by teachers to Grade VII Students of SMP Negeri 1 Tanjung Terdana Bengkulu Tengah, this study used a descriptive method using a quantitative approach. The population in this study were students in grade VII Tanjung 1 State Middle School There were 117 people in Central Bengkulu. In this study the sample was taken as much as 25% of the population so that the sample amounted to 29 people. Data collection techniques in this study used observation, questionnaire, and documentation techniques. Data analysis techniques were carried out with the help of interpretation based on percentage calculation (proportion interpretation) and using the help of the Likert Scale. The results of the study show an explanation of the subject matter delivered by the teacher through the Lembak language to students in grade VII of Tanjung 1 Middle School SMP Menghana Bengkulu Tengah can be said to be effective. This is based on the results of the average score of 59.59 if consulted with the Likert scale used, the score is in the interval 51-62 in the effective category. The use of Lembak language by the teacher according to respondents can influence the achievement of learning objectives, the subject matter can be understood by students, the material is mastered by students, students have better learning outcomes and students are motivated to learn.

Ghosting Agrippina

2019 ◽  
Vol 36 (1) ◽  
pp. 1-38
Author(s):  
Carlo Lanfossi
Keyword(s):  
Subject Matter ◽  
Non Linear ◽  
The Subject ◽  
Baroque Opera ◽  
Early Opera

Baroque opera was invented on a deathly premise: reviving a tradition of sung ancient tragedy that had in fact never existed. Modern historiography has struggled with the notion of origins, focusing on relationships among the surviving textual sources to make sense of the proliferation of theatrical subjects. These relationships remain important—but there is also reason to delve deeper into the “haunted” status of early opera. With respect to three central works on the subject of Agrippina and her son Nero (Nerone fatto Cesare, Noris-Perti, Venice 1693; Agrippina, Noris-Magni, Milan 1703; and L’Agrippina, Handel-[Grimani], Venice 1709), the haunted status of performances was made explicit, both in the drama and in contemporary poems dedicated to the main singers. Using terminology associated with the “spectral turn” in the humanities, this essay argues for rethinking operatic genealogies through the lens of hauntological intertextualities. In contrast to traditional theories of compositional influence, this study adopts a non-linear historiographical approach to performance genealogies, embracing text, music, and discourse about opera itself. Contesting the use of the concept of “origins” with respect to both the birth and subject matter of baroque opera, I argue that the genre developed as an already haunted narration.

scholarly journals MENCIPTAKAN PEMBELAJARAN EFEKTIF MELALUI HYPNOTEACHING

EKSPOSE ◽  
2019 ◽  
Vol 16 (2) ◽  
pp. 469
Author(s):  
Muhammad Anwar HM
Keyword(s):  
Subject Matter ◽  
Learning Objectives ◽  
Learning Activities ◽  
Alternative Methods ◽  
Learning Methods ◽  
Effective Learning ◽  
Brain Waves ◽  
Communication Techniques ◽  
The Subject ◽  
And Behavior

The aim of this paper is to provide the information to educators on hypnoteaching as one of the alternative methods that can be used to create effective learning. The effective learning is the learning that enables learners to learn easy, fun, and can achieve the learning objectives that have been set. Hypnoteaching is the learning methods in delivering the subject matter, the teacher uses the communication techniques are very persuasive and suggestive with the aim that students easily understand the subject matter. Hypnoteaching steps include: 1) intention and motivation within yourself; 2) pacing or equalize the position, gestures, language, and brain waves with others or learners; 3) leading or directing learners; 4) using positive words; giving a compliment; 6) modeling or exemplify through speech and behavior. If teachers apply hypnoteacing in the learning activities, the classroom atmosphere will be more conducive, learners feel important, safe and comfortable so that the goal of learning more easily is achieved

scholarly journals PELAKSANAAN PEMBELAJARAN BERNYANYI SECARA UNISONO BERDASARKAN KURIKULUM 2013 EDISI REVISI DI KELAS VII-2 SMP NEGERI 3 PADANG

2020 ◽  
Vol 10 (1) ◽  
pp. 75
Author(s):  
Doni Febri ◽  
Tulus Handra Kadir ◽  
Harisnal Hadi
Keyword(s):  
Qualitative Research ◽  
Subject Matter ◽  
Learning Objectives ◽  
Classroom Teachers ◽  
Literature Study ◽  
Research Instrument ◽  
Learning Evaluation ◽  
The Subject ◽  
Writing Tools ◽  
Descriptive Method

This study aims to explore and describe the implementation of Culture and Arts instruction based on the revised 2013 curriculum of 2016 edition at SMP Negeri 3 Padang. This is a qualitative research using descriptive method. The research instrument was the researcher itself and was assisted by supporting instruments such as writing tools and cameras. The data were collected through literature study, observation, interview, and documentation. The data analysiswas conducted through collecting the data, describing the data, taking conclusion and making suggestions. The results showthat the unisono singing instruction conducted by teachers in class VII-2 of SMP Negeri 3 Padang has not gone well and had not met the targets of the learning objectives and the objectives of the revised 2013curriculum. This can be seen from the planning, implementation, and evaluation. Thereisnorelevancy between the lesson plans and those implemented by the teacher in the classroom. Teachers do not fully understand the concepts and techniques of singing unisono so that students do not understand the subject matter. The results of the unisono learning evaluation of students in class VII-2show that the highest score got only reached 87, the lowest score was 75, and 10 students did not reach the cut score.Keywords : Implementation, Instruction, 2013 Curriculum

scholarly journals MANAJEMEN PEMBELAJARAN DI MIS HIDAYATUL INSAN PALANGKA RAYA

2018 ◽  
Vol 17 (2) ◽  
pp. 125-129
Author(s):  
Muhammad Tri Ramdhani ◽  
Istiqlaliyah Istiqlaliyah
Keyword(s):  
Subject Matter ◽  
Learning Model ◽  
Learning Objectives ◽  
The Subject ◽  
Learning Management ◽  
Selection Of

Learning management can be interpreted as an effort to manage the resources used in learning so that the learning objectives can be achieved effectively and efficiently. Selection of appropriate learning model will determine the interest, participation of learners, and will minimize the problems faced by teachers in learning. In the field of learning is expected teachers can manage to learn by determining the appropriate learning model so as to attract learners' interest in the subject matter. The learning management at MIS Hidayatul Insan Palangkaraya includes preparation, implementation, and evaluation. Problems faced by teachers in MIS Hidayatul Insan Palangkaraya, the problem of how to instill the same concept in learners. One way teachers overcome this is to provide an easy example so that learners can understand. After doing some preparation and carrying out the learning the teacher performs the evaluation assigning the task to the learners.

scholarly journals The “operatic of opera” in music history pedagogy – exploring the temporal narrativization of opera1

2021 ◽  
Vol 2 (1) ◽  
pp. 71-88
Author(s):  
Liisamaija Hautsalo
Keyword(s):  
Professional Training ◽  
Music History ◽  
Pedagogical Approach ◽  
Non Linear ◽  
Media Types ◽  
The Subject ◽  
Multiple Media ◽  
Contemporary Opera ◽  
Opera Singers ◽  
Music History Pedagogy

This study suggests that the pedagogy of music history for the professional training of musicians – including opera singers and future opera composers – could benefit from applying narratology to operatic analysis and acknowledging the “operatic of opera” in the organization of the artistic materials as one possible pedagogical approach. By breaking with the canonized forms of music history pedagogy, the subject content of opera history can be explored for instance through the architecture of temporal narrativization, as made possible by the multiple media types incorporated into opera. The study demonstrates this temporal narrativization through examples grouped into three main categories: “temporal sameness”, “temporal incongruence” and “non-linear temporality”. While most of the examples are drawn from the classical-romantic repertoire, the analysis also shows that new pluri-medial ways of dealing with temporality and narration have been emerged in contemporary opera. The study argues that by analyzing and illustrating the architecture of temporal narrativization as one form of the “operatic of opera” in Western operatic practice, students will gain a better understanding of the special nature of the pluri-medial nature of opera.

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