Alternative pedagogy of learning and teaching Anthropology: Process and legitimisation

1970 ◽  
Vol 1 (1) ◽  
Author(s):  
Celayne Heaton Shrestha ◽  
Tomoko Kurihara ◽  
Jakob Rigi
Keyword(s):  
Academic Institution ◽  
Alternative Pedagogy ◽  
Learning And Teaching ◽  
The Past ◽  
Second Year

This paper is a first attempt at presenting a multi-authored ethnography of e@tm in its second year. It is open to further elaboration through the contributions of readers. It aims to investigate the contradictions inherent in our own practice, as subalterns within an academic institution attempting to create a space for the production of alternative but equally legitimate knowledges. The notions of communitas, and creativity or innovation which the formation of communitas supports, have been used in the past to describe this seminar, but as practices, these can in some instances sit uneasily together. Here their coexistence is found to be rendered problematic through the requirements of legitimisation of the seminar and the form this process takes.

Future-Labs in the Classroom: The Experience of -skopìa

2018 ◽  
Vol 10 (4) ◽  
pp. 294-302
Author(s):  
Chiara Emanuelli ◽  
Rocco Scolozzi ◽  
Francesco Brunori ◽  
Roberto Poli
Keyword(s):  
Preliminary Training ◽  
Training Course ◽  
The Past ◽  
Start Up ◽  
The Future ◽  
Second Year ◽  
The University

During the past three years, -skopìa[EDUCATION], the educational branch of the recently established start-up of the University of Trento, -skopìa, has conducted an extensive series of future laboratories in the classroom, working in particular with students aged twelve years old (second year of “medie inferiori”) and fifteen years old (second year of “medie superiori”). Future labs follow an explicit protocol (initial and final tests, three major steps, respectively, focused on the past, the future and the present). Teachers wanting to conduct a lab in their classroom must attend a preliminary training course. Furthermore, all the labs are monitored by -skopìa.

scholarly journals A Comparison of Assessment Beliefs of Science and Education Lecturers in a University

2016 ◽  
Vol 6 (1) ◽  
pp. 77 ◽  
Author(s):  
Mark S Davies ◽  
Maddalena Taras
Keyword(s):  
Quality Assurance ◽  
National Level ◽  
Theoretical Understanding ◽  
Learning And Teaching ◽  
The Past ◽  
Science And Education ◽  
Assessment Beliefs ◽  
The Relationship

<p>Assessment processes and products are important at all levels of education, from the micro context of the classroom to national level. Expertise in assessment is assumed to be a basic attribute of lecturers.  However, given the developments of the past 20-30 years a panoply of ideals and ideas have permeated discourses so as to camouflage the basics of theoretical understanding. This study examines the beliefs of 50 science and 50 education lecturers at an English university, focusing on data collected via a questionnaire to clarify the beliefs and understanding of assessment terms and the relationship between them. The results demonstrate that there is a great variety of understanding both between and within subject disciplines. This spread, though to be expected in a thinking, developing sector, has implications for learning and teaching and for quality assurance. </p>

scholarly journals PISA+: A research project to pursue problematic PISA findings in the Norwegian context

2012 ◽  
Vol 2 (2) ◽  
pp. 85-88
Author(s):  
Marianne Ødegaard
Keyword(s):  
International Student ◽  
Evaluation Studies ◽  
Student Assessment ◽  
Evaluation Study ◽  
Research Project ◽  
Learning And Teaching ◽  
International Student Assessment ◽  
The Past ◽  
Depth Study ◽  
Learner’S Perspective

PISA + is a research project on learning and teaching strategies in schools. (+: Prosjekt om Lærings- og Undervisnings-Strategier i Skolen). Both mathematics and reading are included in addition to science. It is a qualitative, in-depth study, which tries to scrutinize and understand the results from the past PISA studies (Programme for International Student Assessment) (Kjaernsli, Lie, Olsen, Roe & Turmo 2004; Lie, Kjarnsli, Roe & Turmo 2001) and evaluation studies of Norwegian schools (Klette, 2003; Schmidt et al. 1996). It is based on sociocultural principles from theorists such as Vygotsky (1934) and Bakhtin (1981).  The methodology is infl uenced by the Norwegian evaluation study of Reform 97 (Klette, 2003), and the international project The Learner’s Perspective Study (Clarke, 2002). PISA+ is partly associated with LPS. Hopefully our results may offer some knowledge valuable for improving learning in schools.

Research on the Implementation of E-learning Tools by Bulgarian and Foreign Universities

2021 ◽  
Vol 48 (5) ◽  
pp. 486-497
Author(s):  
Petar Todorov ◽  
Keyword(s):  
Distance Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Research Subject ◽  
Learning Tools ◽  
Learning And Teaching ◽  
The Past ◽  
E Learning ◽  
Foreign Universities

Over the past two years, the pandemic caused by the COVID-19 virus has put to the test all spheres of life not only in Bulgaria but also worldwide. It can be claimed that the educational sector has acted adequately and has been able to deal with the challenge. The article presents research on the implementation of various e-learning tools by Bulgarian and foreign universities. The research was conducted at the beginning of the pandemic caused by COVID-19 by surveying students and lecturers. It turns out that despite the plethora of e-learning tools, at many universities, even in technologically advanced countries such as China, in most cases, education is delivered through distance learning and course management systems, for instance Moodle. The research objective is to ascertain the degree of implementation of various e-learning tools at Bulgarian and foreign universities. The research subject is the degree of implementation of e-learning tools, whereas the research object is students and lecturers from Bulgarian and foreign universities. The hypothesis, which is proven, is that the implementation of diverse e-learning tools is insufficient, despite the fact that their importance is acknowledged at all levels of learning and teaching.

An Overview of Learning and Teaching From the Past to the Present

2020 ◽  
pp. 1-19
Author(s):  
Cihad Şentürk ◽  
Gökhan Baş
Keyword(s):  
Lifelong Learning ◽  
Learning By Doing ◽  
Learning And Teaching ◽  
The Past ◽  
The World ◽  
Technological Developments ◽  
External Stimuli

Just like any other area in the world, which is quickly changing and converting in line with the scientific and technological developments, the models, approaches, and paradigms set forth as elements of learning and teaching have also undergone alterations and transformations from past to present. While the learning-teaching theories and approaches in the last century, which are based on perennialist and essentialist education philosophies and positivism paradigm, were deeming the learners as passive receivers of external stimuli and focused on the observable and measurable behaviors, the learning-teaching theories and approaches in our century, which are developed around the progressivism and re-constructionism philosophies and post-positivism paradigm, have an understanding that allocates the responsibility to the learner and adopts a lifelong learning by doing and experiencing. In this chapter, a general outlook on the learning and teaching theories and approaches will be briefly carried out.

Feeling Shadows: Virginia Woolf's Sensuous Pedagogy

PMLA ◽  
2017 ◽  
Vol 132 (2) ◽  
pp. 266-280 ◽  
Author(s):  
Benjamin D. Hagen
Keyword(s):  
Learning And Teaching ◽  
The Past

Virginia Woolf's “A Sketch of the Past” (1939–40) develops her most radical ontological and pedagogical insights, which are inseparably connected by her concept “moments of being”—redefined in this essay as pedagogical accidents. This redefinition opens readers to an unexplored dimension of Woolf's late thought: namely, the reorientation of learning and teaching around the creative function of accidents, the unhinged temporality of “sudden violent shock[s]” that repeat their difference across one's lifespan, and the prioritization of feeling. The nonlinear, nonrealist, and nonsequential temporality of these events serves Woolf as a model not only for the memoir but for the double task of learning how to write her life otherwise and of teaching her potential readers the shapes and intensities of their own selves and lives. My reading of Woolf's memoir as a work of “sensuous pedagogy” attempts to account for the importance of feeling to this task.

Communicating Work–Family Research Beyond Academia for Thought Leadership and Impact

2015 ◽  
Author(s):  
Monique Valcour ◽  
Suzanne De Janasz
Keyword(s):  
Social Networks ◽  
Social Media ◽  
Mediated Communication ◽  
Family Research ◽  
Learning And Teaching ◽  
The Past ◽  
Work Family ◽  
Use Of Social Media ◽  
The Impact ◽  
Thought Leadership

The widespread use of social media over the past few years has dramatically altered how individuals communicate and engage with one another. Some academics have begun to embrace this development as an opportunity to engage with people outside of academia and to make an impact on the issues that consume our thinking as work–family scholars. Although social media are now pervasive, many scholars are unsure of how to utilize social networks, blogs, and other nonacademic outlets in valuable and meaningful ways. We offer a variety of strategies to help academics craft their own course for harnessing the power of new forms of technology-mediated communication to amplify the impact of their scholarship as well as to enrich their research, learning, and teaching.

scholarly journals 141 The Alliance for Grassland Renewal presents workshops to enhance the understanding and adoption of Novel Endophyte Tall Fescue

2019 ◽  
Vol 97 (Supplement_1) ◽  
pp. 8-9
Author(s):  
Matthew H Poore ◽  
Tony Stratton ◽  
Craig A Roberts ◽  
S Ray Smith ◽  
John G Andrae ◽  
...  
Keyword(s):  
Tall Fescue ◽  
New Technologies ◽  
Cost Benefit ◽  
Fescue Toxicosis ◽  
First Year ◽  
Academic Institutions ◽  
Governmental Agencies ◽  
The Past ◽  
Stocker Cattle ◽  
Second Year

Abstract The Alliance for Grassland Renewal (the Alliance) is a collaborative multi-state effort to enhance the understanding of fescue toxicosis and the adoption of Novel Endophyte Tall Fescue (NETF). The Alliance includes academic institutions, companies marketing NETF, allied companies, governmental agencies, and non-profits. The Alliance initially focused on the state of Missouri. After 2014, it expanded efforts with one-day workshops in MO, KY, OK, KS and UKY joined the board in 2017. In 2018, Clemson and NCSU joined the board, and workshops were expanded to the east coast, with five workshops in MO, KY, SC, NC and VA. In 2019, workshops will repeated in those states in addition GA. Key presentations included managing fescue toxicosis, establishment and first year management, second year management, and economics of conversion. Additionally the agenda included microscope viewing of the endophyte, quality control and endophyte testing, industry update, drill calibration, producer panel, and a tour of NETF plots. There were 214 paid attendees in 2018 (locations ranged 26 to 59; 75% farmers), and 146 evaluations were submitted. Attendees owned 9592 beef or dairy cows, 1997 stocker cattle, 121 horses, 545 sheep and goats, and 151 alpacas. Thirty percent of the audience had planted NETF in the past, while 55% intended to plant NETF in the future. Reasons given for not planting included: unclear cost/benefit (9%), limited financial resources (4%), lack of knowledge (5%), rented or unsuitable land (15%) and forage reserves lacking (5%). Registration fee was $60, and 45% of the audience said they would have paid $95, suggesting the registration fee was appropriate. The Alliance is a growing and successful partnership between academic institutions and industry. This approach is a model that could be applied to adoption of other new technologies.

Peer assessment in performance studies

1996 ◽  
Vol 13 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Desmond Hunter ◽  
Michael Russ
Keyword(s):  
Performance Studies ◽  
Peer Assessment ◽  
The Past ◽  
Second Year ◽  
The University

The purpose of this paper is to outline the background to the introduction of peer assessment at the University of Ulster and to report on how the project has operated and developed over the past three years. Initially assessors were drawn from the same student year group as the performers (BMus, year 2). The process was monitored by the authors who subsequently met with each assessment panel to discuss the performances before marks and reports were finalised. In the following years the assessment of second-year performances was conducted by panels of final-year students; this resulted in more objective reporting.

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