scholarly journals Una investigación a/r/tográfica sobre la experiencia del silencio en las clases de la universidad

2012 ◽  
pp. 29-40
Author(s):  
Judit Onses ◽  
Rachel Fendler ◽  
Fernando Hernández-Hernández
Keyword(s):  
Learning Experience ◽  
Fine Arts ◽  
Research Approach ◽  
Research Project ◽  
Arts Based Research ◽  
The University

This paper reports on a process that is part of a research project conducted in the context of the class Arts-based research, offered within the Fine Arts degree, at the University of Barcelona. The trajectory followed in this learning experience led us to investigate the rationale and practice of a/r/tography. By using some of the characteristics of this research approach, an audiovisual narrative in video was developed. This paper gives an account of the authors’ role in this process, and relates to what extent a/r/tography as a process of inquiry contributed to the experience of silence in the university classes.

scholarly journals Terms anf Their Translation for Museum Labels

2002 ◽  
Vol 39 (4) ◽  
pp. 774-785
Author(s):  
Marilyn Gill
Keyword(s):  
Fine Arts ◽  
The Other ◽  
Practical Training ◽  
Research Project ◽  
Maximum Information ◽  
The Subject ◽  
Museum Of Fine Arts ◽  
The University ◽  
Teaching Outcomes

Abstract With the development in France of both general and specialized museums, and the growing cultural and touristic exchanges between countries, access to their information is becoming increasingly important. The aim of a long term research project of the English Linguistics Department of the University of Franche-Comté is to translate the French labels of a classified museum (the Museum of Fine Arts and Archeology of Besançon) into English and give practical training in terminology and translation to third year English for Special Purposes students. To do this, two different bilingual lexicons have to be created: one of the repetitive terms used by the Museum to describe the exhibits, i.e. museological terms, and the other of the subject of the label, i.e. in 1993 Egyptology. The theoretical problems and practical solutions concerning the compilation of highly specific bilingual lexicons, the translation of maximum information telegraphic style texts and the choice of specialized terms to be used for a general museum public of all ages as well as the teaching outcomes of such a project are discussed.

scholarly journals Affective Epiphanies

2021 ◽  
Vol 6 (2) ◽  
pp. 301-315
Author(s):  
Anita Sinner
Keyword(s):  
Museum Education ◽  
Practical Knowledge ◽  
Research Approach ◽  
Learning Approaches ◽  
Arts Based Research ◽  
Sensory Awareness ◽  
Research Perspective ◽  
University Level ◽  
The Aesthetic ◽  
The University

This proposition explores the potential of a pedagogy of affect as an arts- based research approach to museum education at the university level. Such an approach is predicated on a continuous movement of situated stories as the heart of the learning encounter, generated relationally between object-body-space, or artwork- learner-museum. As a forum for deliberation, the purpose of this conversation is to consider how emotions, as the basis for teaching with caring and sensory awareness, bring vitality, aliveness, and feelings to the fore. This conversation explores affective epiphanies sourced from personal practical knowledge as an expression of arts- research-in-progress. By drawing on autoethnographic life writing, I explore an alternate approach to three museum collections that demonstrate how and why the aesthetic relation of stories operate as pedagogic pivots in ways that reconfigure conventional museum engagement. Rethinking museum education with an arts research perspective is an effort to advance how context connects affective systems of knowing relationally, and why embracing stories offers new pathways to understand museum education through more expansive learning approaches, inclusive of feeling.

MOBIS-COVID19/06: Results as of 11/05/2020

2020 ◽  
Author(s):  
Joseph Molloy ◽  
Christopher Tchervenkov ◽  
Thomas Schatzmann ◽  
Beaumont Schoeman ◽  
Beat Hintermann ◽  
...  
Keyword(s):  
Everyday Life ◽  
Research Project ◽  
Daily Mobility ◽  
The University ◽  
At Home

To slow down the spread of the Coronavirus, the population has been instructed to stay<br>at home if possible. This measure consequently has a major impact on our daily mobility<br>behaviour. But who is being affected, and how? The MOBIS-COVID-19 research project,<br>an initiative of ETH Zurich and the University of Basel, is a continuation of the original<br>MOBIS study. The aim of the project is to get a picture of how the crisis is affecting<br>mobility and everyday life in Switzerland.

Zmiana modelu zarządzania i nadzoru nad jakością kształcenia w szkolnictwie wyższym. Perspektywa doświadczeń Republiki Federalnej Niemiec

2020 ◽  
pp. 137-149
Author(s):  
Krzysztof Szewior
Keyword(s):  
Quality Of Education ◽  
Research Approach ◽  
University Management ◽  
Strategic Partner ◽  
Higher Education Reforms ◽  
The University ◽  
The Impact ◽  
Desk Research

The author focuses on the manner and effects of German higher education reforms that have changed the model of university management. The point of reference is the quality of education and its role, how universities ensure it, and how it is verified through evaluation and accreditation. These elements divide the article into two parts: a part about quality and a part about evaluation and accreditation. The analysis includes the impact of global processes and Europeanization. The research approach is characteristic for public policies, sciences of management and quality. The theories used in this article: the theory of systems and neo-institutionalism, as well as perspectives: the university as an active strategic partner, entrepreneurial university, the third role of universities. The publication is based on desk research and on the analysis of processes.

scholarly journals The WxChallenge: Forecasting Competition, Educational Tool, and Agent of Cultural Change

2013 ◽  
Vol 94 (10) ◽  
pp. 1501-1506 ◽  
Author(s):  
Bradley G. Illston ◽  
Jeffrey B. Basara ◽  
Christopher Weiss ◽  
Mike Voss
Keyword(s):  
Cultural Change ◽  
State Of The Art ◽  
Learning Experience ◽  
The United States ◽  
Higher Learning ◽  
Educational Tool ◽  
Web Interfaces ◽  
Wind Speeds ◽  
University Of Oklahoma ◽  
The University

The WxChallenge, a project developed at the University of Oklahoma, brings a state-of-the-art, fun, and exciting forecast contest to participants at colleges and universities across North America. The challenge is to forecast the maximum and minimum temperatures, precipitation, and maximum wind speeds for select locations across the United States over a 24-h prediction period. The WxChallenge is open to all undergraduate and graduate students, as well as higher-education faculty, staff, and alumni. Through the use of World Wide Web interfaces accessible by personal computers, tablet computer, and smartphones, the WxChallenge provides a state-of-the-art portal to aid participants in submitting forecasts and alleviate many of the administrative issues (e.g., tracking and scoring) faced by local managers and professors. Since its inception in 2006, 110 universities have participated in the contest and it has been utilized as part of the curricula for 140 classroom courses at various institutions. The inherently challenging nature of the WxChallenge has encouraged its adoption as an educational tool. As its popularity has grown, professors have seen the utility of the Wx-Challenge as a teaching aid and it has become an instructional resource of many meteorological classes at institutions for higher learning. In addition to evidence of educational impacts, the competition has already begun to leave a cultural and social mark on the meteorological learning experience.

Leveraging Active Learning Pedagogy in a Scaffolded Approach: Reconceptualizing Instructional Leadership Learning

2020 ◽  
Vol 15 (3) ◽  
pp. 210-226 ◽  
Author(s):  
Jason D. Salisbury ◽  
Decoteau J. Irby
Keyword(s):  
Active Learning ◽  
Instructional Leadership ◽  
Learning Experience ◽  
Leadership Practice ◽  
University Of Illinois ◽  
The University

This article investigates how the University of Illinois at Chicago (UIC) redesigned its three-course instructional leadership strand to operate as a continuous three-semester learning experience that sequenced and emphasized an active learning pedagogy. This accounting elaborates the design and use of this pedagogy to support aspirant leaders in progressing through a continuum of knowers, assessors, and demonstrators of instructional leadership practice. Finally, we discuss the tensions that emerged from this approach to instructional leadership learning.

scholarly journals Success factors in the realization of large ice projects in education

2021 ◽  
Vol 36 (1) ◽  
pp. 4-12
Author(s):  
Arno Pronk ◽  
Peng Luo ◽  
Qingpeng Li ◽  
Fred Sanders ◽  
Marjolein overtoom ◽  
...  
Keyword(s):  
Success Factors ◽  
Learning Experience ◽  
Learning By Doing ◽  
University Of Alberta ◽  
The North ◽  
3D Printed ◽  
Good Learning ◽  
The University ◽  
Ice Shell ◽  
Motivation And Learning

There has been a long tradition in making ice structures, but the development of technical improvements for making ice buildings is a new field with just a handful of researchers. Most of the projects were realized by professors in cooperation with their students as part of their education in architecture and civil engineering. The following professors have realized ice projects in this setting: Heinz Isler realized some experiments since the 1950s; Tsutomu Kokawa created in the past three decades several ice domes in the north of Japan with a span up to 25 m; Lancelot Coar realized a number of fabric formed ice shell structures including fiberglass bars and hanging fabric as a mold for an ice shell in 2011 and in 2015 he produced an fabric-formed ice origami structure in cooperation with MIT (Caitlin Mueller) and VUB (Lars de Laet). Arno Pronk realized several ice projects such as the 2004 artificially cooled igloo, in 2014 and 2015 dome structures with an inflatable mold in Finland and in 2016–2019, an ice dome, several ice towers and a 3D printed gridshell of ice in Harbin (China) as a cooperation between the Universities of Eindhoven & Leuven (Pronk) and Harbin (Wu and Luo). In cooperation between the University of Alberta and Eindhoven two ice beams were realized during a workshop in 2020. In this paper we will present the motivation and learning experiences of students involved in learning-by-doing by realizing one large project in ice. The 2014–2016 projects were evaluated by Sanders and Overtoom; using questionnaires among the participants by mixed cultural teams under extreme conditions. By comparing the results in different situations and cultures we have found common rules for the success of those kinds of educational projects. In this paper we suggest that the synergy among students participating in one main project without a clear individual goal can be very large. The paper will present the success factors for projects to be perceived as a good learning experience.

scholarly journals Beyond e-learning: from blended methodology to transmedia education

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Valentina Favrin ◽  
Elisabetta Gola ◽  
Emiliano Ilardi
Keyword(s):  
New Media ◽  
Learning Experience ◽  
Educational Activity ◽  
Dynamic Learning ◽  
Face To Face ◽  
Convergence Culture ◽  
E Learning ◽  
Collaborative Working ◽  
The University ◽  
Traditional Activity

Abstract Nowadays, at the time of convergence culture, social network, and transmedia storytelling – when social interactions are constantly remediated – e-learning, especially in universities, should be conceived as a sharing educational activity. Different learning experiences should become smoother and able to fade out the closed learning environments (as software platform and classrooms (either virtual or not)). In this paper, we will show some experiences of the Communication Sciences degree program of the University of Cagliari, which is supplied through an e-learning method. In the ten years since its foundation, the approach has evolved from a blended learning with two kinds of traditional activity (online activities and face-to-face lessons) to a much more dynamic learning experience. Many new actors (communication companies, local government, public-service corporations, new media and social media) – indeed – have been involved in educational and teaching process. But also these processes changed: collaborative working, new media comprehension, self-guided problem solving are examples of the new literacies and approaches that can be reached as new learning objectives.

scholarly journals Enhancing Postgraduate Learning and Teaching: Postgraduate Summer School in Dairy Science

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Pietro Celi ◽  
Gianfranco Gabai ◽  
Massimo Morgante ◽  
Luigi Gallo
Keyword(s):  
Summer School ◽  
Research Collaboration ◽  
Learning Experience ◽  
Scientific Investigation ◽  
Core Component ◽  
Learning And Teaching ◽  
Transferable Skills ◽  
The Core ◽  
Dairy Science ◽  
The University

Dairy science is a multidisciplinary area of scientific investigation and Ph.D. students aiming to do research in the field of animal and/or veterinary sciences must be aware of this. Ph.D. students often have vast spectra of research interests, and it is quite challenging to satisfy the expectation of all of them. The aim of this study was to establish an international Ph.D. training program based on research collaboration between the University of Sydney and the University of Padova. The core component of this program was a two-week Postgraduate Summer School in Dairy Science, which was held at the University of Padova, for Ph.D. students of both universities. Therefore, we designed a program that encompassed seminars, workshops, laboratory practical sessions, and farm visits. Participants were surveyed using a written questionnaire. Overall, participants have uniformly praised the Summer School calling it a rewarding and valuable learning experience. The Ph.D. Summer School in Dairy Science provided its participants a positive learning experience, provided them the opportunity to establish an international network, and facilitated the development of transferable skills.

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