scholarly journals El papel de la autoevaluación en el proyecto interdisciplinar “formar docentes, formar personas”. Una mirada desde la óptica de los estudiantes

2017 ◽  
Vol 4 (1) ◽  
pp. 17 ◽  
Author(s):  
Enrique Rivera García ◽  
Carmen Trigueros Cervantes ◽  
Alberto Moreno Doña ◽  
Eduardo De la Torre Navarro
Keyword(s):  
Learning Process ◽  
Classroom Environment ◽  
Point Of View ◽  
Assessment Process ◽  
Original Training ◽  
Self Assessment ◽  
Interdisciplinary Project ◽  
Teachers Training ◽  
Do So

Resumen: El proyecto “formar docentes, formar personas” es un intento de romper la inercia de la formación inicial del profesorado e inducir a nuestros estudiantes hacia una reflexión crítica desde tres ejes: interdisciplinariedad, autoevalución y participación. El trabajo interdisciplinar se construye desde tres asignaturas, buscando integrar a los docentes en un solo objetivo. Animamos a la participación democratizando el aula. Provocamos la responsabilidad del alumnado desde la confianza en su capacidad crítica y autocrítica para asumir el compromiso de su aprendizaje y, por ende, de la evaluación y calificación del mismo. La experiencia se presenta desde la doble mirada del docente y de los estudiantes, con el acento puesto en la evaluación. A la exposición de nuestros argumentos, hemos querido sumar las percepciones de nuestros alumnos, dejando al lector la puerta abierta para que pueda extraer sus propias conclusiones. The role of self-assesment the interdisciplinary project «educating teachers, training people». A view from students’ perspective assessing from self-assessment Abstract: The project “educating teachers, educating people” is an attempt to go beyond the original training/education of teachers. This project tries to make our students think critically taking into account three different aspects: interdisciplinarity, self-assessment and participation. Interdisciplinarity is developed by three different subjects (will be later explained). We encourage participation by democratizing the classroom environment. We try to make students aware of their own responsibilities, and we do so by making them feel confident about their own critical abilities. Our intention is that they become used to assess themselves and in that way they become truly engaged in their learning process. The experience is presented from the point of view of the professor and also from the point of view of the student, stressing the importance of assessment process. Apart from our ideas/arguments, we wanted to include our students’ perceptions, allowing the reader to arrive at their own conclusions.

scholarly journals Assessment Process in Teaching and Learning English in the Midst of Covid-19 Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 56-64
Author(s):  
Ni Nyoman Diah Werdiyanti
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Virus Disease ◽  
Summative Assessment ◽  
Assessment Process ◽  
Self Assessment ◽  
High School English ◽  
Final Project

The spread of Corona Virus Disease (COVID-19) made changes in education sector. The teaching and learning process change from blended learning into fully online learning. All the instructions are conducted fully online even the assessment, the important role in teaching and learning process, both the formative and summative assessment. The design of this study was Basic Interpretative Study. This study aimed to investigate the methods used by teachers in conducting the assessment as well as the challenges in doing assessment in fully online learning situation. High School English teachers were chosen to be the subject of this study. The results showed that teachers used E-portfolios, Self-assessment, and teachers’ feedback as the formative assessment and final test and final project as the summative assessment. However, teachers also found some difficulties in doing assessment in today’s online learning. Thus teacher were expected to enrich their assessment and digital literacy by joining seminar(s) or training(s).

Resistance to Organizational Change in Academia

2021 ◽  
pp. 1451-1471
Author(s):  
Devi Akella ◽  
Grace Khoury
Keyword(s):  
Organizational Change ◽  
Resistance To Change ◽  
Change Agents ◽  
Assessment Process ◽  
Evidence Based ◽  
Self Assessment ◽  
College Planning ◽  
Program Accreditation ◽  
Employee Resistance

Resistance to change happens to be a phenomenon in which both the change agents and change recipients are equally responsible for all forms of resistance. Resistance and its various forms are an outcome of the change agents' observations and their interpretations of the conversations, behavior, and reactions of the change recipients. This chapter uses auto-ethnographic reflexive narratives of two change agents involved in the self-assessment process at a college planning to seek US-based business program accreditation to make sense of the change process. The purpose of this chapter is to emphasize the under-reflected role of the change agents and how they influence and affect the behavior of change recipients and thereby contribute towards employee resistance. The chapter also emphasizes the crucial role of reflection and introspection in the sensemaking activities of the change agents in the entire change initiative and thereby adds evidence-based organizational change and development initiatives in an academic setting where research is limited.

scholarly journals KANTAS IR DELEUZE’AS: KOKIA YRA GILIAUSIA VAIZDUOTĖS PASLAPTIS?

Problemos ◽  
2013 ◽  
Vol 84 ◽  
pp. 153-169 ◽  
Author(s):  
Jūratė Baranova
Keyword(s):  
Point Of View ◽  
Pure Reason ◽  
Critique Of Pure Reason ◽  
Critical Philosophy ◽  
Do So ◽  
Philosophical Understanding

Straipsnyje nagrinėjama Kanto nužymėtos ir Deleuze’o eksperimentiniame mąstyme rekonstruotos vaizduotės kaip vieno iš trijų proto gebėjimų raiškos lauko alternatyvos. Siekiama atsakyti į paties Deleuze’o išsikeltą kantišką klausimą: kokia yra giliausia paslaptis? Aptinkamos kelios atsakymo alternatyvos. Šiame tyrime paaiškėjo, kad Deleuze’o atsakymai į paties išsikeltą klausimą „kokia yra giliausia vaizduotės paslaptis?“ patiria metamorfozes, kurios apsuka ratą. Nuo pradinės pozicijos, kai vaizduotė veikia tik paklusdama intelektui ar protui, ji juda link laisvo trijų nepriklausomų sugebėjimų – intelekto, proto, vaizduotės atitikimo, paskui – link jų nedarnios dermės, jų kovos, kuri skatina kiekvienos naują atsiskleidimą, galiausiai – prie vaizduotės anihiliacijos, kuri leidžia užgimti naujai minčiai, taigi, ratas apsisuka ir grįžtama prie jų dermės naujame lygmenyje, moderuojant filosofiniam skoniui. Tačiau visas šias metaformorfozes jungia viena bendra Kanto suformuluota prielaida: vaizduotė niekada neišvengia triadinės priklausomybės, ji neveikia viena; ji galima tik santykyje su intelektu ir protu, t. y. kitais trimis jai paraleliais ir simultaniškais sugebėjimais.Pagrindiniai žodžiai: Kantas, Deleuze’as, vaizduotėKant and Deleuze: What is the Deepest Secret of Imagination? Jūratė Baranova Abstract The paper discusses the problem of possible philosophical understanding of imagination from the Kantian-Deleuzean point of view. At the begining of his philosophical carreer, one can say, “early Deleuze” in 1963 published the book „Kant’s Critical Philosophy“ (La philosophie critique de Kant). The same year he wrote an essay “The Idea of Genesis in Kant’s Esthetics”. In both texts returning to Kant’s book Critique of Pure Reason, Deleuze notices, that it is widely acknowledged that schematizing is an original and irreducible act of imagination: only imagination can and knows how to schematize. Nevertheless, the imagination does not schematize of its own accord, simply because it is free to do so. It schematizes only for a speculative purpose, in accordance with the determinate concepts of the understanding; when the understanding itself plays the role of legislator. This is why it would be misguided to search the mistery of schematizing for the last word on the imagination in its essence or in its free spontaneity. “Schematizing is indeed a secret, but not the deepest secret of imagination,” – writes Deleuze. Some questions arise at this point. The first one – who speaks here: Kant or Deleuze? The second one – what is this deepest secret of imagination, as an intrigue of this kantian-deleuzean voice? How many possible answers to this question one can discern passing from “early Deleuze” to “late Deleuze”? In this article the author discoved some possible metamorphosis or twists of imagination in the experimental reading of Deleuze. It starts from the submissive position being directed by Understanding or Reason, to the free accord of three independent faculties, towards their discord, even fight, even death of the imagination for the sake of the thought and at least – the whirl closes and comes to the same point but from a different point of view: imagination, together with understanding and reason participate as an integral part of philosophical taste in later Deleuze. But one point united all these different adventures of imagination. Imagination always acts only in relation to the understanding and reason, it never plays free. It could never be able to play alone. Keywords: Kant, Deleuze, imagination.

scholarly journals Analyse Discriminante Des Difficultes D’apprentissage En Milieu Universitaire : Cas Des Etudiants De La Filiere Des Sciences Economiques Et De Gestion De l’UM5R

2017 ◽  
Vol 13 (22) ◽  
pp. 33
Author(s):  
Saïd Radi ◽  
Salwa Bahyaoui
Keyword(s):  
Higher Education ◽  
Discriminant Analysis ◽  
Open Access ◽  
Learning Process ◽  
Main Part ◽  
Learning Difficulties ◽  
Point Of View ◽  
Educational Literature ◽  
Early Appearance

In a context of massification, students of open access programs in higher education encounter more learning difficulties than their counterparts of the regulated system. In the educational literature, these learning difficulties are mainly explained by deficiencies attributable to the students; their perception is seldom taken into account. This led us to explore such difficulties from the learner's point of view in an unregulated system, namely the economics and management courses of the Mohammed V University in Rabat. This exploration was based on a discriminant analysis conducted on a sample of 122 students. The results of this study, while confirming the important role of the student's behavioral and metacognitive commitment in the learning process, emphasize the deficiencies of the institution and the professors that also explain a main part of learning difficulties. They also highlight the lack of accompaniment of learners from their pupil status to that of students which reveal the early appearance of these difficulties.

scholarly journals Reading-out task variables as a low-dimensional reconstruction of neural spike trains in single trials

2019 ◽  
Author(s):  
Veronika Koren ◽  
Ariana R. Andrei ◽  
Ming Hu ◽  
Valentin Dragoi ◽  
Klaus Obermayer
Keyword(s):  
Spike Trains ◽  
Point Of View ◽  
Synaptic Inputs ◽  
Neural Ensembles ◽  
Linear Classifier ◽  
Dimensional Reconstruction ◽  
Optimal Linear ◽  
Low Dimensional ◽  
Do So

AbstractWe propose a new model of the read-out of spike trains that exploits the multivariate structure of responses of neural ensembles. Assuming the point of view of a read-out neuron that receives synaptic inputs from a population of projecting neurons, synaptic inputs are weighted with a heterogeneous set of weights. We propose that synaptic weights reflect the role of each neuron within the population for the computational task that the network has to solve. In our case, the computational task is discrimination of binary classes of stimuli, and weights are such as to maximize the discrimination capacity of the network. We compute synaptic weights as the feature weights of an optimal linear classifier. Once weights have been learned, they weight spike trains and allow to compute the post-synaptic current that modulates the spiking probability of the read-out unit in real time. We apply the model on parallel spike trains from V1 and V4 areas in the behaving monkey macaca mulatta, while the animal is engaged in a visual discrimination task with binary classes of stimuli. The read-out of spike trains with our model allows to discriminate the two classes of stimuli, while population PSTH entirely fails to do so. Splitting neurons in two subpopulations according to the sign of the weight, we show that population signals of the two functional subnetworks are negatively correlated. Disentangling the superficial, the middle and the deep layer of the cortex, we show that in both V1 and V4, superficial layers are the most important in discriminating binary classes of stimuli.

scholarly journals The Learning Process in The Classroom Through the Mind Mapping Approach from The Philosophy of Progressivism

2019 ◽  
Vol 9 (1) ◽  
pp. 23
Author(s):  
Jonathan Fredrik ◽  
Bagus Ardi Wibowo
Keyword(s):  
Learning Process ◽  
Human Life ◽  
Mathematics Learning ◽  
Secondary Data ◽  
Point Of View ◽  
Literature Study ◽  
Mind Maps ◽  
The Right ◽  
The Mind

Education plays a role in human life to prevent people from poverty, underdevelopment, and ignorance so that it is necessary to change the way of thinking of humans themselves to overcome these problems. The progress of the human mindset is a form of change and cannot be separated from the achievement of creativity. This article aims to describe and explain the use of mind maps in mathematics learning from a progressivism point of view through the learning process carried out from the primary and secondary education levels to produce creative products that can help students improve learning achievement through the role of the teacher as a facilitator and students as a learning center. This article uses literature study method, data is collected and analyzed as secondary data including books, journals and proceedings relevant to the topic. The results showed that the mind map method could be used by teachers and students to change the concept of thinking through active student involvement through the making of mathematics learning materials, addition and building space and the area of a circle in an attractive graphic form. Progressivism views that progress in thinking is a process of change and through the mindmaping learning method the concept of subject matter can be visualized in the form of a graphic infrastructure that can stimulate the right and left brains so that it can be useful to free students from the snare of rules when starting to learn. The conclusion of this study is a change in mindset that is in line with the viewpoint of progressivism philosophy is through a mind map learning model that can produce student creativity products and the role of the teacher as a facilitator can occur.

Resistance to Organizational Change in Academia

2019 ◽  
pp. 361-381
Author(s):  
Devi Akella ◽  
Grace Khoury
Keyword(s):  
Organizational Change ◽  
Resistance To Change ◽  
Change Agents ◽  
Assessment Process ◽  
Evidence Based ◽  
Self Assessment ◽  
College Planning ◽  
Program Accreditation ◽  
Employee Resistance

Resistance to change happens to be a phenomenon in which both the change agents and change recipients are equally responsible for all forms of resistance. Resistance and its various forms are an outcome of the change agents' observations and their interpretations of the conversations, behavior, and reactions of the change recipients. This chapter uses auto-ethnographic reflexive narratives of two change agents involved in the self-assessment process at a college planning to seek US-based business program accreditation to make sense of the change process. The purpose of this chapter is to emphasize the under-reflected role of the change agents and how they influence and affect the behavior of change recipients and thereby contribute towards employee resistance. The chapter also emphasizes the crucial role of reflection and introspection in the sensemaking activities of the change agents in the entire change initiative and thereby adds evidence-based organizational change and development initiatives in an academic setting where research is limited.

Classroom Equity and the Role of a Teacher Leader

2021 ◽  
pp. 109-134
Author(s):  
Kimberly G. Dove
Keyword(s):  
Classroom Environment ◽  
Teacher Leaders ◽  
Teacher Leader ◽  
Do So ◽  
Classroom Equity

Classrooms are filled with students from multiple backgrounds. Teachers see students of different races, genders, and socioeconomic statuses. Providing the best education for these students is a necessity to produce productive members of society. To do so, teachers must work toward classroom equity. The research collected in this chapter can help teachers move toward an equitable classroom environment. There are many factors that need to be considered in creating equity. Once these factors are contemplated, the ability to change can be easily instituted. Teacher leaders have the potential to initiate change, but there are circumstances within the school that can hinder or support this change. Once schools meet the necessary criteria to create change, the role of teacher leaders is imperative in making equitable classrooms a reality.

A New Approach for Assessing Learners in an Online Problem Based Learning Environment

2018 ◽  
Vol 14 (4) ◽  
pp. 18-33
Author(s):  
Houda Tadjer ◽  
Yacine Lafifi ◽  
Hassina Seridi-Bouchelaghem
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Small Groups ◽  
Learning Process ◽  
Problem Based Learning ◽  
Point Of View ◽  
Science Department ◽  
New Approach ◽  
Problem Solving Process ◽  
Do So

Problem-based learning (PBL) is an approach that improves students' skills in problem solving. The application of PBL as an approach of teaching in a class requires students' presence; such constraint cannot be fulfilled by all students. Therefore, it is important to avoid this problem by implementing an online PBL environment where students are grouped remotely and work together to solve a problem proposed by the teacher. This will guide the learning process of the learners and can evaluate their solution. In reality, we can find members who do not really contribute to solve a problem. From this point of view, the teacher's evaluation will not be adequate to estimate the contribution of the learner in the solution of a given problem. Therefore, it is important to think of another way for assessing learners' solution. So, the challenge is to implement an online PBL environment and to propose a new method for assessing students. In this paper, the authors present their system called Problearn. The developed system allows students to solve problems remotely in small groups. Furthermore, the system evaluates each student based on his behavioral profiles during the problem-solving process. To do so, the system must keep track of different actions carried out by the students. This system has been tested by students of a computer science department where they achieved very good results.

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