scholarly journals 12. I Light this Candle: Using Rituals in Teaching

2011 ◽  
Vol 1 ◽  
pp. 71
Author(s):  
Laura E. Taylor
Keyword(s):  
Sense Of Community ◽  
Subject Matter ◽  
Risk Sharing ◽  
Learning Experience ◽  
University Education ◽  
Class Discussion ◽  
Rite Of Passage ◽  
The Subject ◽  
University Degree

The use of rituals in the classroom can enrich and enhance learning. They can also build a sense of community and belonging which in turn makes the classroom a safer place to risk sharing ideas and engaging in class discussion. Rituals also bring closure to a particular segment of the class learning experience or for the class itself. How many times have instructors taught the last class of a term or the final class of students’ university education without marking this rite of passage of having completed all of the classes required for a university degree? For many students who do not attend their graduation, the last class may afford them a unique opportunity to reflect on their passage of learning for their degree. This paper suggests that the classroom offers many opportunities for building rituals. It provides examples and guidelines for creating rituals. The instructor who is willing to spend the time to engage students in these activities will enrich the subject matter and the students’ learning experience. Rituals, however, need to be carefully considered to ensure that they are culturally and historically sensitive.

scholarly journals Exploring the Use of Immersive Technology in Education to Bring Abstract Theoretical Concepts to Life

2020 ◽  
Vol 1 (1) ◽  
pp. 70-80
Author(s):  
Ekerin Oluseye Michael ◽  
Heidi Tan Yeen-Ju ◽  
Neo Tse Kian
Keyword(s):  
Virtual Reality ◽  
Subject Matter ◽  
Mixed Reality ◽  
Learning Experience ◽  
Health Sector ◽  
Virtual Technology ◽  
Theoretical Concepts ◽  
Head Mounted Display ◽  
The Subject ◽  
Immersive Technology

Over the years educators have adopted a variety of technologies in a bid to improve student engagement, interest and understanding of abstract topics taught in the classroom. There has been an increasing interest in immersive technology such as Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). The ability of VR to bring ideas to life in three dimensional spaces in a way that is easy for students to understand the subject matter makes it one of the important tools available today for education. A key feature of VR is the ability to provide multi-sensory visuals and virtual interaction to students wearing a Head Mounted Display thus providing students better learning experience and connection to the subject matter. Virtual Reality has been used for training purposes in the health sector, military, workplace training, gamification and exploration of sites and countless others. With the potential benefits of virtual technology in visualizing abstract concepts in a realistic virtual world, this paper presents a plan to study the use of situated cognition theory as a learning framework to develop an immersive VR application that would be used to train and prepare students studying Telecommunications Engineering for the workplace. This paper presents a review of literature in the area of Virtual Reality in education, offers insight into the motivation behind this research and the planned methodology in carrying out the research.

scholarly journals Examining the Efficacy of E-Service-Learning

2020 ◽  
Vol 5 ◽  
Author(s):  
Michael J. Figuccio
Keyword(s):  
Distance Learning ◽  
Developmental Disabilities ◽  
Service Learning ◽  
Subject Matter ◽  
Learning Experience ◽  
Pedagogical Practice ◽  
Course Content ◽  
Face To Face ◽  
The Subject ◽  
Atypical Development

E-service-learning is a pedagogical technique in which instruction and/or service occur online. Students in a distance learning section of Atypical Development created a Google Site with resources for individuals with developmental disabilities. Additionally, students met with youths with developmental disabilities biweekly via Blackboard Collaborate Ultra sessions. At the end of the semester, students completed a questionnaire assessing their e-service-learning experience and wrote reflection papers. Students reported that the e-service-learning experience was related to course content, increased their understanding of individuals with disabilities, increased student engagement, helped them relate the subject matter to everyday life, positively impacted their future academic and career choices, and overall had a positive experience. Students in a traditional face-to-face section of Atypical Development who completed an in-person service-learning project did not significantly differ on any of the aforementioned questionnaire measures. Interestingly, students in the distance learning section reported in their reflection papers that the e-service-learning experience reduced their levels of anxiety. Course evaluations were also examined for both sections. Students in the e-service-learning section reported greater satisfaction than the in-person service-learning course. Specifically, e-service-learning students reported: the instructor attempted to make the course relevant to students; the assignments helped me learn the subject matter; I enjoyed the class greater than students in the in-person service-learning course. These results indicate that e-service-learning is an efficacious pedagogical practice in distance learning courses.

Implicit Cognitive Vulnerability

2019 ◽  
pp. 729-738 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Community Engagement ◽  
Learning Community ◽  
Sense Of Community ◽  
Subject Matter ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Cognitive Vulnerability ◽  
Instructional Environment ◽  
The Subject ◽  
Creative Understanding

Through the concept of implicit cognitive vulnerability, the learner develops a “comfortableness” within the instructional environment that engages the learner in a creative understanding of the subject matter that reflects a cognitively vulnerable sense of understanding that engages the learner in new and different ways with the subject matter. This cognitive vulnerability is not only creative in nature, but the “comfortableness” to safely “think outside the box” in new and different ways more fully supports the learner's understanding of the subject matter. The importance revolving around a learner's “comfortableness” within an instructional environment is a level of engagement within the learning community that impacts not only the sense of community engagement towards motivational and self-efficacy efforts, but more importantly the learner's sense of belonging and “comfortableness” within a learning community.

The Acrobatics of Flipping

2017 ◽  
pp. 48-72
Author(s):  
David Starr-Glass
Keyword(s):  
Collaborative Learning ◽  
Subject Matter ◽  
Learning Experience ◽  
Learning Activities ◽  
Flipped Learning ◽  
Flipped Instruction ◽  
Structure And Dynamics ◽  
Learner Centered ◽  
The Subject ◽  
Active Learner

The flipped learning experience provides learners with pre-class activities that allow them to understand subject matter. This understanding is subsequently use during the class to develop higher-level appreciations of the subject through problem-based and collaborative learning activities. The reoriented roles and dynamics of learning afforded by flipping provide opportunities for active learner-centered learning; however, these opportunities are sometimes not considered or underappreciated. This chapter rethinks the structure and dynamics of flipped courses and explores the instructional possibilities offered. In particular, it considers the opportunities and challenges of flipped instruction and examines the author's experience in flipping an Introduction to Accounting course. The chapter provides suggestions on how instructors and learners can best take advantage of the opportunities created when the learning experience is flipped.

Spur Gear Design and Analysis ATAPS Package

2020 ◽  
pp. 128-153
Keyword(s):  
Problem Solving ◽  
Subject Matter ◽  
Mechanical Engineering ◽  
Learning Experience ◽  
Spur Gear ◽  
Divide And Conquer ◽  
Gear Design ◽  
Computer Aided ◽  
The Subject ◽  
Significant Attention

The subject of spur gear design problem in mechanical engineering (ME) deserves significant attention since the subject relies heavily on the combination of complex mathematics formulas, graphs, and tables. Many students are facing difficulty in understanding the subject of spur gear design in Universiti Tenaga Nasional (UNITEN). Hence, a study was conducted to enhance the learning experience of UNITEN's ME students in the subject matter. In this research, the deterministic, divide, and conquer algorithms were employed to improve the problem-solving technique. The combination of these algorithms provided room for students to make assumption based on their input rather than having the computer to do all the calculation and as well as to break down the complicated problems into sub problems. Additionally, it was designed to examine the effectiveness of using computer-aided software to improve the learning experience and comparing it to the conventional approach.

The Acrobatics of Flipping

2015 ◽  
pp. 74-98
Author(s):  
David Starr-Glass
Keyword(s):  
Collaborative Learning ◽  
Subject Matter ◽  
Learning Experience ◽  
Learning Activities ◽  
Flipped Learning ◽  
Flipped Instruction ◽  
Structure And Dynamics ◽  
Learner Centered ◽  
The Subject ◽  
Active Learner

The flipped learning experience provides learners with pre-class activities that allow them to understand subject matter. This understanding is subsequently use during the class to develop higher-level appreciations of the subject through problem-based and collaborative learning activities. The reoriented roles and dynamics of learning afforded by flipping provide opportunities for active learner-centered learning; however, these opportunities are sometimes not considered or underappreciated. This chapter rethinks the structure and dynamics of flipped courses and explores the instructional possibilities offered. In particular, it considers the opportunities and challenges of flipped instruction and examines the author's experience in flipping an Introduction to Accounting course. The chapter provides suggestions on how instructors and learners can best take advantage of the opportunities created when the learning experience is flipped.

Implicit Cognitive Vulnerability

2018 ◽  
pp. 5149-5157 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Community Engagement ◽  
Learning Community ◽  
Sense Of Community ◽  
Subject Matter ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Cognitive Vulnerability ◽  
Instructional Environment ◽  
The Subject ◽  
Creative Understanding

Through the concept of implicit cognitive vulnerability, the learner develops a “comfortableness” within the instructional environment that engages the learner in a creative understanding of the subject matter that reflects a cognitively vulnerable sense of understanding that engages the learner in new and different ways with the subject matter. This cognitive vulnerability is not only creative in nature, but the “comfortableness” to safely “think outside the box” in new and different ways more fully supports the learner's understanding of the subject matter. The importance revolving around a learner's “comfortableness” within an instructional environment is a level of engagement within the learning community that impacts not only the sense of community engagement towards motivational and self-efficacy efforts, but more importantly the learner's sense of belonging and “comfortableness” within a learning community.

scholarly journals Curriculum Development, Islamic Religious Education, Islamic Elementary School AL Azhar

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Piki Hilman Maas
Keyword(s):  
Curriculum Development ◽  
Religious Education ◽  
Subject Matter ◽  
Learning Experience ◽  
Islamic Education ◽  
Shopping Centers ◽  
Education Curriculum ◽  
Mission School ◽  
The Subject ◽  
The Many

The Islamic Education curriculum is one of the important components to create a generation of morality and martyrs. But the Islamic Religious Education curriculum has been considered only to educate cognitive aspects (transfer of knowladge) and has not touched many affective and psychomotor aspects (transfer of value). This is evident from the many students who have not been able to apply knowledge about their religion such as not performing worship well, speaking harshly and disrespectfully, disrespecting parents and teachers and a group of students who are often in shopping centers and crowds. Therefore, it is necessary to develop an Islamic Education curriculum that accommodates cognitive, affective and psychomotor aspects, so that education is not only a transfer of knowladge but also a transfer of value. Islamic Education curriculum development in this study contains the understanding of the expansion or improvement of the subject matter of the Islamic Religious Education curriculum and what is experienced by students or all efforts (engineering) programmed by Al Islam Azhar 36 Bandung in helping develop the potential of students through learning experience the potential to achieve the vision, mission, school goals. 

Workshops and World Order Studies

1984 ◽  
Vol 43 ◽  
pp. 1-5
Author(s):  
Raymond McCandless
Keyword(s):  
Undergraduate Students ◽  
Subject Matter ◽  
Learning Experience ◽  
World Order ◽  
Teaching Experience ◽  
Research Paper ◽  
Research Projects ◽  
Classroom Experience ◽  
The Past ◽  
The Subject

My classroom experience over the past seven years has convinced me that teaching does indeed offer a special opportunity for learning. Obviously this conclusion has been reached by a countless number of instructors who have taken a serious approach to their teaching. A special understanding and confidence in one's knowledge of the subject-matter comes through the preparation and presentation of a course or even a singular class lecture.I have attempted to provide undergraduate students with the opportunity for this type of learning experience. A method employed by many instructors is to have students present research projects/papers in class. Although this exercise does approximate the teaching experience, many times the session degenerates into the mere reading of a prepared research paper.

scholarly journals LEGAL PECULIARITIES OF FINANCING UNDER MURABAHA CONTRACT IN ACCORDANCE WITH THE ISLAMIC LAW

2016 ◽  
pp. 0-0
Author(s):  
Ирина Михеева ◽  
Irina Mikheeva
Keyword(s):  
Subject Matter ◽  
Risk Sharing ◽  
Islamic Law ◽  
Legal Regulation ◽  
Islamic Finance ◽  
Islamic Banking ◽  
Double Taxation ◽  
Legal Nature ◽  
Trading Activities ◽  
The Subject

Substantial differences in the legal regulation of the Russian and Islamic banking prevent to attract Islamic Finances to Russia, in particular, such as a ban on trading activities by credit organizations. Murabaha is one of the main instruments of Islamic Finance. In accordance with Sharia standard No. 8 the contract of Murabaha is an agreement whereby the Bank undertakes to transfer to the customer the property previously acquired by the Bank as its property at the customer’s request, and the customer undertakes to accept and pay for the goods with a predetermined extra charges to the original price. By its legal nature the Murabaha contract is similar to a contract of sale of goods on credit envisaged by the Russian civil legislation. However, the Murabaha contract has its own specifics: it is prohibited to collect interest, commissions and forfeit from a client; conclusion of the Murabaha contract is preceded by a request from the customer to the Bank on the acquisition of goods and the promise to buy them, and the purchase by the Bank of the goods in its ownership; risk sharing between the Bank and the customer; ban to change prices. There is an obstacle for Russian credit organizations to use the Murabaha contract: the taxation procedure for purchase and sale transactions, which leads to double taxation of the goods that is the subject matter of Murabaha.

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