scholarly journals Annotation Guideline No. 6: SANTA 6 Collaborative Annotation as a Teaching Tool Between Theory and Practice

2020 ◽  
Author(s):  
Matthias Bauer ◽  
Miriam Lahrsow
Keyword(s):  
Theory And Practice ◽  
Teaching Tool ◽  
Annotation Guideline ◽  
Collaborative Annotation

Evolution of framework foresight

foresight ◽  
2020 ◽  
Vol 22 (5/6) ◽  
pp. 643-651
Author(s):  
Andy Hines
Keyword(s):  
Iterative Process ◽  
Design Methodology ◽  
Theory And Practice ◽  
Teaching Tool ◽  
Established Method ◽  
Content Type ◽  
Strategic Approach ◽  
The Future ◽  
Unique Approach ◽  
Practical Implications

Purpose The organization’s core approach to exploring and influencing the future, Framework Foresight, emerged from piecemeal roots in the 1990s to an established method circa 2013. Since then, it has evolved from primarily a teaching tool to a project methodology in its own right. The purpose of this paper is to explore the iterative process that has emerged in which teaching and practice inform and advance one another. Design/methodology/approach Innovations in technique will be highlighted and illustrated by commentary from project experience. The piece will be providing readers with a birds-eye view into the evolution of a foresight method in both theory and practice. Findings The continuous iteration between theory and practice, or the classroom and the client world, provides an excellent means to advance the teaching and practice of foresight. Significant changes include three horizons, inputs, drivers, archetypes, rating scenarios and strategic approach. Practical implications This paper suggests that closer relationships between academia and the external/client world provide practical benefit by improving teaching and providing more innovative approaches for clients. Originality/value The description of the development of this unique approach to doing foresight work provides an example for other programs or firms to emulate.

Board Games, Zombies, and Minecraft

2021 ◽  
pp. 194-215
Author(s):  
Susan Keim ◽  
Zac Jarrard
Keyword(s):  
Higher Education ◽  
Local Government ◽  
Student Learning ◽  
Learning Experience ◽  
Theory And Practice ◽  
Teaching Tool ◽  
Course Development ◽  
Human History ◽  
Practical Applications ◽  
Board Games

Games have been played throughout human history and in all cultures, exposing almost everyone to gameplay in some form. Higher education is exploring ways faculty can leverage games to enhance course development and the student learning experience. The primary pedagogical use of games is gamification, in which gaming is used to transform learning activities. This chapter will 1) provide an overview of gamification theory and practice in higher education, 2) share ideas for faculty to consider when using gamification as a teaching tool, and 3) explore how the game Minecraft was used through educational and practical applications to teach a local government course.

Board Games, Zombies, and Minecraft

2022 ◽  
pp. 1070-1091
Author(s):  
Susan Keim ◽  
Zac Jarrard
Keyword(s):  
Higher Education ◽  
Local Government ◽  
Student Learning ◽  
Learning Experience ◽  
Theory And Practice ◽  
Teaching Tool ◽  
Course Development ◽  
Human History ◽  
Practical Applications ◽  
Board Games

Games have been played throughout human history and in all cultures, exposing almost everyone to gameplay in some form. Higher education is exploring ways faculty can leverage games to enhance course development and the student learning experience. The primary pedagogical use of games is gamification, in which gaming is used to transform learning activities. This chapter will 1) provide an overview of gamification theory and practice in higher education, 2) share ideas for faculty to consider when using gamification as a teaching tool, and 3) explore how the game Minecraft was used through educational and practical applications to teach a local government course.

scholarly journals JAPANESE LANGUAGE STUDENTS’ PERCEPTION OF USING ANIME AS A TEACHING TOOL

2017 ◽  
Vol 7 (1) ◽  
pp. 93 ◽  
Author(s):  
Yeehan Chan ◽  
Nganling Wong ◽  
Leeluan Ng
Keyword(s):  
Data Analysis ◽  
Cultural Awareness ◽  
Public University ◽  
Theory And Practice ◽  
Classroom Research ◽  
Japanese Language ◽  
Teaching Tool ◽  
Culture Learning ◽  
Language And Culture ◽  
Language Classroom

Studies showed that interest in anime motivates students to learn the Japanese language and culture (Manion, 2005; Fukunaga, 2006; William, 2006). However, little has been written about the practical use of anime in a Japanese language classroom. By employing the method of classroom research, this study will try to narrow the gap between theory and practice of using anime as a teaching tool in the Japanese language classroom. This qualitative study will focus on discussing what the participants think about the use of anime as a teaching tool. A course named “Learning Japanese language and Culture through Anime” was planned and conducted in a public university in Malaysia. During the administration of the course, the data were collected via the participants’ learning diaries at 7 intervals and a group interview at the end of the semester. The findings presented from the data analysis on the participants' perception of the use of anime as a teaching tool include motivation, language and cultural awareness, critical thinking, sense of prejudice, and stereotypes. The findings reveal that giving a place for anime in the Japanese language classroom is like opening a new door for educators to connect with the students and deepen understanding about the students’ learning experiences of using anime as a language and culture learning tool. This is important to provide insightful ideas to the Japanese language educators regarding the option of using anime as a teaching tool.

scholarly journals Collaborative Annotation as a Teaching Tool

2021 ◽  
Author(s):  
Matthias Bauer ◽  
Miriam Lahrsow
Keyword(s):  
Teaching Tool ◽  
Collaborative Annotation

The systemic quantums of technological processes in the production and construction of objects and complexes

2017 ◽  
Author(s):  
Владимир Лебедев ◽  
Vladimir Lebedev
Keyword(s):  
Information Technology ◽  
Graduate Students ◽  
Construction Industry ◽  
Systems Engineering ◽  
Functional System ◽  
Theory And Practice ◽  
Teaching Tool ◽  
Technological Processes ◽  
Engineering Information ◽  
Engineering Personnel

The book contains an analytical overview of the theory and practice of flow construction, network planning and management and their synthesis. Covers the basics of systems engineering, information technology and the functional system of construction industry. Examples of structural sitamaquine construction processes and objects. The book is intended for scientific and engineering personnel, as well as undergraduate and graduate students of construction specialties, can be used as a teaching tool.

scholarly journals Realização de visita técnica na formação de acadêmicos de enfermagem: estudo descritivo

2016 ◽  
Vol 15 (1) ◽  
pp. 42
Author(s):  
Camila Da Silva Marques Badaró ◽  
Angélica Conceição Oliveira Coelho Fabri ◽  
Raquel Liquer de Deus ◽  
Herica Silva Dutra
Keyword(s):  
Content Analysis ◽  
Nursing Students ◽  
Nursing Care ◽  
Teaching And Learning ◽  
Descriptive Study ◽  
Care Patient ◽  
Theory And Practice ◽  
Teaching Tool ◽  
Nursing Administration ◽  
Structured Interviews

Aim:  to  identify,  according  to  the  perception  of  nursing students, whether the technical visits contribute to training and management in nursing. Method: this is  a  descriptive study  whose  data has  been  obtained  in  semi-structured interviews with  eleven  (11)  students  of  the  nursing  undergraduate  course.  After transcribing  the interviews,  we used content  analysis.  Results: The technical visit  is an  effective tool  in the teaching and learning of the nursing administration process. It assists scholars in the perception  of the  relation  between theory  and practice,  provides the development  of  a critical and reflexive view in terms of reality and fosters awareness regarding the relation between management and nursing care/patient care. Conclusion: The technical visit was considered an effective teaching tool to promote an approach to the reality of the labor market by decreasing the distance between theory and practice.

scholarly journals THE COMICS AS TEACHING STRATEGY IN LEARNING OF STUDENTS IN AN UNDERGRADUATE MANAGEMENT PROGRAM

2017 ◽  
Vol 18 (1) ◽  
pp. 40-65 ◽  
Author(s):  
ANIELSON BARBOSA DA SILVA ◽  
GABRIELA TAVARES DOS SANTOS ◽  
ANA CAROLINA KRUTA DE ARAÚJO BISPO
Keyword(s):  
Reflective Practice ◽  
Teaching Strategy ◽  
Action Observation ◽  
Management Program ◽  
Theory And Practice ◽  
Teaching Tool ◽  
Innovative Teaching ◽  
Active Teaching ◽  
Methodological Aspects ◽  
Planning Action

ABSTRACT Purpose: This article aims to evaluate the use of comics as an active teaching strategy in learning of students in a management undergraduate program. Originality/gap/relevance/implications: The proposal presented in this article brings a theoretical-practical contribution to education in management, since it describes the steps for the use of a strategy involving use of comics as a teaching tool by the professor in the classroom, and also promotes the researcher's reflections on innovative teaching strategies for education in management in Brazil. Key methodological aspects: The study is qualitative and the research method adopted followed the assumptions and steps of the action research of Cousin (2009): recognition, planning, action, observation and reflection. Cousin's description was adapted to the context of teaching. Summary of key results: The results obtained indicate that using presentation of comics as a teaching strategy can enhance competence development, assist in the development of innovation and flexibility, and also contribute to reducing the gap between theory and practice. In addition, it can help students develop a critical sense, help to establish relationships between events and managerial situations, and encourage the exchange of experiences, assisting in decision-making and allowing students to represent a professional situation based on theoretical precepts. Finally, it contributes to the development of reflective practice in the learning environment and, in particular, promotes the development of creativity, something that was observed throughout the implementation of the strategy. Key considerations/conclusions: It is expected that the study will contribute to the dissemination of the strategy in other programs and institutions and encourage teachers to use comics in the learning processes of their students.

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