scholarly journals Exploring the Conceptual Space of LEGO: Teaching and Learning the Psychology of Creativity

2002 ◽  
Vol 2 (2) ◽  
pp. 87-94 ◽  
Author(s):  
Christopher Pike
Keyword(s):  
Teaching And Learning ◽  
Learner Characteristics ◽  
Conceptual Space ◽  
Effective Learning ◽  
Theoretical Approaches ◽  
Students First ◽  
Teaching Learning ◽  
Motivational Changes ◽  
Activity Questionnaire ◽  
Psychology Of Creativity

This paper reports on the use of the construction toy LEGO as an effective learning resource for undergraduate classes in the psychology of creativity. Students first attended a short series of lectures on aspects of creativity, including learner characteristics such as motivation and metacognition, and theoretical approaches to problem-finding and problem-solving including the Geneplore model and the metaphor of learning as navigation in a multidimensional conceptual space. This was followed by three sessions in which students explored the conceptual space of LEGO under each of three conditions: freeplay in session 1, constraints on process in session 2 (rules for assembly), and constraints on product in session 3 (set goals). Throughout this time, students were required to keep a ‘metacognitive diary’ of their experiences, and to reflect on their own learning processes within and across sessions. Evaluation was carried out by means of a post-activity questionnaire. The paper reports on the kinds of structures produced under each set of constraints, patterns of student learning experiences, motivational changes, and student evaluations of the activity as a whole. It is suggested that, used in this way, LEGO provides a simple, highly enjoyable, yet effective medium for teaching, learning and research in the psychology of creativity.

scholarly journals Classroom Re-design to Facilitate Student Learning: A Case Study of Changes to a University Classroom

2016 ◽  
Vol 16 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Tom Perks ◽  
Doug Orr ◽  
Elham Al-Omari
Keyword(s):  
Student Satisfaction ◽  
Physical Environment ◽  
Teaching And Learning ◽  
Physical Space ◽  
Learning Space ◽  
Effective Learning ◽  
Group Data ◽  
Focus Group Data ◽  
Teaching Learning

This case study examines the physical aspects of a particular university classroom, and what affect specific changes to the classroom had on the perceptions of students, instructors and observers regarding the room as an effective learning space. We compare survey and focus group data collected from students taking courses in the classroom prior to changes to the physical environment with comparable data from students taking courses in the same classroom after specific changes had been made. Immediately following changes to the classroom, notable increases were observed in reported perceptions of student satisfaction with the physical environment, including perceptions of the classroom as a more effective and engaging learning space. Similar perceptions of improvement as a teaching-learning space were reported by instructors and observers. However, subsequent follow-up data collection and analyses suggested little if any sustained increase in perceptions of efficacy of the room as a learning space; indeed, most reported variables returned to baseline levels. The implications of these findings and their relevance to classroom design nevertheless may provide insight regarding the manner in which physical space might support or even enhance teaching and learning.

TEACHERS’ SKILLS OF EVALUATION AND PLANNING AS A PREREQUISITE FOR MANAGING EFFECTIVE LEARNING FOR THE DEVELOPMENT OF STUDENTS’ IN–DEPTH UNDERSTANDING AND COMPETENCE

2018 ◽  
pp. 51
Author(s):  
Aivars Vilkaste
Keyword(s):  
Effective Teaching ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Systematic Evaluation ◽  
School Teachers ◽  
Effective Learning ◽  
Individual Teacher ◽  
And Performance ◽  
Teaching Learning ◽  
Development Of Students

Teaching and learning is a bilateral process and students’ learning outcomes depend to a large extent on the motivation and performance of each individual teacher in the classroom and on the activities of all school teachers. Teacher's ability to evaluate and plan teaching and learning is one of the most important professional skills because systematic evaluation, planning and re-evaluation are an integral part of learning and maximization of development, which makes teaching effective and provides students with a profound understanding and competence. These are the means by which it can be ascertained that the results achieved are in line with national and local educational requirements. The paper analyzes the teachers' understanding of effective teaching and their skills to evaluate the teaching/learning process and to plan effective teaching as well as the need to improve teachers’ evaluation and planning skills.

scholarly journals Administrasi Sarana dan Prasarana

2020 ◽  
Author(s):  
Hidayatul Rahmi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Educational Process ◽  
Learning Activities ◽  
Educational Goals ◽  
Effective Learning ◽  
Teaching Learning ◽  
Basic Equipment ◽  
Education Process ◽  
Example Space

In teaching and learning activities facailities and infrastructure is needed in order to support the smooth process of its activities , so that the management of facilities and infrastructure is needed by every agency , especially schools. Facilities and infrasrtucture are all things in the form of goods, both directly and inderectly supporting the implementation of the teaching-learning process. Facilities and infrastructure become an important part in supporting learning , because without the supporting facilities and infrastructure , the learning process cannot run optimally , therefore management of facilities and infrastructure is needed to realize effective learning. Educational efacilities are all equipment, materials, and furniture that are directly used in the education process at school, supporting facilities to achieve educational goals , for example : space, books, library, laboratory and so on. So educational infrasrtucture is all the basic equipment that does not directly support the educational process in schools.

Moodle-Based Validators to Improve Teaching and Learning of Web Development

2014 ◽  
pp. 311-327
Author(s):  
M. Antón-Rodríguez ◽  
M. A. Pérez-Juárez ◽  
F. J. Díaz-Pernas ◽  
M. Martínez-Zarzuela ◽  
D. González-Ortega
Keyword(s):  
Qualitative Analysis ◽  
Learning Process ◽  
Management System ◽  
Teaching And Learning ◽  
Statistical Graphics ◽  
Effective Learning ◽  
Learning Framework ◽  
Teaching Learning ◽  
The University ◽  
Key Terms

The challenge to prepare the graduates for working in a constantly changing environment, such as software engineering, requires an effective learning framework. This chapter presents two educational Web (PHP and JavaScript) programming validators integrated into the learning management system Moodle to improve the teaching-learning process. These applications also offer the students an appropriate explanation of the errors found and some information about the language key terms, suggest alternatives to possibly misspelled terms, and gather usage data to provide both student and teacher statistical graphics of the type of error committed. The chapter also describes the result of a qualitative analysis of its use in several telecommunications engineering courses offered at the University of Valladolid.

scholarly journals Learner Characteristics and Motivation: How to Achieve Efficient and Effective Learning

2015 ◽  
Vol 8 ◽  
pp. 165 ◽  
Author(s):  
Catherine Marie Fraser Bates
Keyword(s):  
Higher Education ◽  
College Students ◽  
Instructional Design ◽  
Teaching And Learning ◽  
University Faculty ◽  
Instructional Designers ◽  
Teacher Interaction ◽  
Learner Characteristics ◽  
Effective Learning ◽  
Education Conference

During the Society for Teaching and Learning in Higher Education Conference 2014, a workshop was held three consecutive times as part of the Pedagogical Speed Dating sessions to introduce experienced college/university faculty and instructional designers to an approach to instructional design that is based on increasing motivation. The purpose of the workshop was to demonstrate the use of Keller’s ARCS Model of Instructional Design for Motivation, specifically how to achieve effective learner/learner, learner/content, and learner/teacher interaction. The discussion focusses on the experiences of typical university and college students.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

Building a Culture of Ethical, Comparable, Authentic Assessment

2019 ◽  
pp. 463-481
Author(s):  
Andrew Reid ◽  
Julie Ballantyne
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Authentic Assessment ◽  
Subject Area ◽  
Music Educators ◽  
System Level ◽  
Diverse Range ◽  
Effective Learning ◽  
School Based ◽  
The Subject

In an ideal world, assessment should be synonymous with effective learning and reflect the intricacies of the subject area. It should also be aligned with the ideals of education: to provide equitable opportunities for all students to achieve and to allow both appropriate differentiation for varied contexts and students and comparability across various contexts and students. This challenge is made more difficult in circumstances in which the contexts are highly heterogeneous, for example in the state of Queensland, Australia. Assessment in music challenges schooling systems in unique ways because teaching and learning in music are often naturally differentiated and diverse, yet assessment often calls for standardization. While each student and teacher has individual, evolving musical pathways in life, the syllabus and the system require consistency and uniformity. The challenge, then, is to provide diverse, equitable, and quality opportunities for all children to learn and achieve to the best of their abilities. This chapter discusses the designing and implementation of large-scale curriculum as experienced in secondary schools in Queensland, Australia. The experiences detailed explore the possibilities offered through externally moderated school-based assessment. Also discussed is the centrality of system-level clarity of purpose, principles and processes, and the provision of supportive networks and mechanisms to foster autonomy for a diverse range of music educators and contexts. Implications for education systems that desire diversity, equity, and quality are discussed, and the conclusion provokes further conceptualization and action on behalf of students, teachers, and the subject area of music.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

scholarly journals Enacting alternatives to nationalist essentialising in language learning: Students’ voices

2021 ◽  
pp. 001458582098650
Author(s):  
Gloria De Vincenti ◽  
Angela Giovanangeli
Keyword(s):  
Language Learning ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Social Contexts ◽  
Critical Discourse ◽  
Innovative Teaching ◽  
Language And Culture ◽  
Theoretical Approaches ◽  
Alternative Approaches

Researchers examining nationalistic conceptions of language learning argue that nationalist essentialism often shapes the way languages are taught by educators and understood by learners. While numerous studies focus on how frameworks informed by Critical Discourse Analysis (CDA) and intercultural education offer alternative approaches to national stereotyping, these studies tend to focus on theoretical approaches, teacher perspectives or innovative teaching and learning resources. The literature to date, however, does not provide case studies on student responses to activities designed by the teacher to open up the classroom with opportunities that move beyond essentialist representations. This article responds to the need for such scholarship and presents a case study involving a focus group with tertiary students in an Italian language and culture subject. It reveals some of the ways in which students enacted and reflected upon alternatives to nationalist essentialising as a result of language learning activities that had been informed by the discursive processes of CDA. The findings suggest that students demonstrated skills and attitudes such as curiosity, subjectivities and connections with broader social contexts. Some of the data also indicates student engagement in critical inquiry and their potential for social agency.

scholarly journals Co-constructing the assessment criteria for EFL writing by instructors and students: A participative approach to constructively aligning the CEFR, curricula, teaching and learning

2020 ◽  
pp. 136216882094845
Author(s):  
Huahui Zhao ◽  
Beibei Zhao
Keyword(s):  
Teaching And Learning ◽  
Training Session ◽  
Assessment Criteria ◽  
Local Context ◽  
English Writing ◽  
Language Classrooms ◽  
Decision Making Processes ◽  
English Writing Instruction ◽  
Teaching Learning ◽  
Writing Instructors

The current assessment in language classrooms prevailingly utilizes the criteria provided by instructors, regarding learners as passive recipients of assessment. The current study drew upon sustainable assessment and the community of practice to highlight the importance of involving learners in co-constructing the assessment criteria and argued that using the criteria provided by instructors could lead to discrepancy between assessment, teaching, and learning. It adopted a participatory approach and investigated how to involve learners in co-constructing the assessment criteria with instructors in tertiary English writing instruction in China, based on the European Language Profile (ELP), an evolved version of the Common European Framework of Reference for Languages (CEFR). Two writing instructors and 146 tertiary students played different, yet interactive roles in adapting the assessment criteria in the local context. Instructors drafted the criteria in line with curricula, teaching, learning and learners. Learners utilized the draft criteria in a training session and suggested possible modifications to the criteria in a survey. Suggestions were used to revise the descriptors alongside teachers’ reflections via reflective logs. A follow-up survey explored students’ perceptions of the feasibility and usefulness of the modified descriptors to investigate the effectiveness of co-constructing the assessment criteria for learning and reveal further improvement if necessary. Vigilant decision-making processes were thickly described regarding how assessment descriptors were selected, arranged, and modified to constructively align them with curricula, teaching, and learning. Statistical and thematic analyses were conducted to examine the accessibility, feasibility, and usefulness of the assessment descriptors prior to and after the modifications. Results substantiated the effectiveness and thus the importance of co-constructing assessment criteria for enhancing the quality of assessment criteria and developing learners’ cognitive and metacognitive knowledge of writing and assessment. Implications for language tutors regarding co-constructing assessment criteria in local contexts were deliberated on at the end of the article.

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