scholarly journals The Relevance of Project-Based Lecture in Industrial Revolution 4.0 : Meta – Synthesis Study

JURNAL IQRA ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 146-167
Author(s):  
Tristan Rokhmawan ◽  
Badriyah Wulandari
Keyword(s):  
Collaborative Learning ◽  
Industrial Revolution ◽  
Authentic Learning ◽  
Educational Context ◽  
Learning Context ◽  
Learning Partnerships ◽  
The World ◽  
Real Work ◽  
Educational Paradigm ◽  
Support Students

The researchers conducted a meta-synthesis study of the concept of project-based lectures and the concepts of the development of the IR 4.0 era. The main goal of this study was to examine a rational relationship or relevance between the application of project-based lectures and the development of the educational paradigm in the Industiral Revolution (IR) 4.0 era. The result showed that the seventh project-based lecture features can realize the educational context in the IR 4.0 era. The result Meta-Synthesis in two concepts found seven relevances, namely: 1) Real study and essential supporting in freedom learning, broader learning context 2) Bureaucratic learning, relevant life to support freedom learning. 3) Learning inquiry based on investigative, complex to support students’ independence in learning. 4) Meaningful, social, and collaborative learning to support learning resources and good cooperation in learning. 5) Real-work learning and remember the process, supporting the contextuality and meaningful learning process. 6) Authentic learning and interdisciplinary, supporting the breadth and flexibility in developing knowledge accordance with the world developments. 7) Collaborative learning teachers, supporting of learning partnerships. Keywords: Project-Based Lectures, Industrial Revolution 4.0, Meta-Sythesis  Study

scholarly journals Utilization of the Industrial Revolution Era 4.0 as an Effort to Support Student Character Education

2020 ◽  
Vol 8 ◽  
Author(s):  
Anindia Nur Amalia ◽  
M. Ilham Karisma
Keyword(s):  
Human Resources ◽  
Character Education ◽  
21St Century ◽  
Learning Process ◽  
Industrial Revolution ◽  
Personality Development ◽  
The World ◽  
Educational Paradigm ◽  
Policy Direction

In the 21st century the world of education is undergoing various changes in the educational paradigm that places humans as a whole, human resources that can provide policy direction in laying the framework for development and utilizing the era of the industrial revolution 4.0 in the sphere of education. The expected learning process is to be able to develop a variety of potential learners as a whole in an integrated manner, therefore in the provision of material or the learning process everything must be able to actualize efforts to shape student character through personality development. The existence of character education for the sake of facing and utilizing the era of the industrial revolution 4.0 can form students who have identity. However, in shaping the identity, several strategies are needed to support the identity of students that are adapted to the era of the industrial revolution 4.0 at this time. For example, by creating an innovation called the "Expression Room" which is used as a potential container for students. Character education must also be able to equip students with competence in the ability to communicate, organize, solve problems, be independent, cooperate, and be ethical.

Authentic Learner Profiling Based on Human Drives and Intrinsic and Extrinsic Motivations

2020 ◽  
pp. 21-49
Keyword(s):  
Teaching And Learning ◽  
Authentic Learning ◽  
Cultural Factors ◽  
Social Experiences ◽  
Research Literature ◽  
Learning Context ◽  
The World ◽  
Core Identity ◽  
Intrinsic And Extrinsic Motivations

An “authentic” learner is one who is true to their core identity through their expressions and actions in the world. What informs this authenticity includes various sources, from both nature (biology) and nurture (socio-cultural factors, social experiences, and personality), and others. An important part of learner effort in a learning context comes from an individual's own (1) internal drives and (2) intrinsic and extrinsic motivations, as expressed in a particular context. Ideally, people express their authentic (learning) selves fully (within reasonable constraints). This work summarizes some of the research literature on human drives and motivations and analyzes how these may be understood per learner and what these may mean for the design of teaching and learning.

Coal's Persistence in the Capitalist World-Economy

2020 ◽  
Vol 6 (2) ◽  
pp. 194-221 ◽  
Author(s):  
Paul K. Gellert ◽  
Paul S. Ciccantell
Keyword(s):  
World Economy ◽  
Industrial Revolution ◽  
Energy Transition ◽  
Ecological Modernization ◽  
World Systems ◽  
Coal Consumption ◽  
The World ◽  
Capitalist World Economy ◽  
Capitalist World

Predominant analyses of energy offer insufficient theoretical and political-economic insight into the persistence of coal and other fossil fuels. The dominant narrative of coal powering the Industrial Revolution, and Great Britain's world dominance in the nineteenth century giving way to a U.S.- and oil-dominated twentieth century, is marred by teleological assumptions. The key assumption that a complete energy “transition” will occur leads some to conceive of a renewable-energy-dominated twenty-first century led by China. After critiquing the teleological assumptions of modernization, ecological modernization, energetics, and even world-systems analysis of energy “transition,” this paper offers a world-systems perspective on the “raw” materialism of coal. Examining the material characteristics of coal and the unequal structure of the world-economy, the paper uses long-term data from governmental and private sources to reveal the lack of transition as new sources of energy are added. The increases in coal consumption in China and India as they have ascended in the capitalist world-economy have more than offset the leveling-off and decline in some core nations. A true global peak and decline (let alone full substitution) in energy generally and coal specifically has never happened. The future need not repeat the past, but technical, policy, and movement approaches will not get far without addressing the structural imperatives of capitalist growth and the uneven power structures and processes of long-term change of the world-system.

MANAGING INFORMATION TECHNOLOGY APPLICATION IN TEACHING AT HIGH SCHOOLS IN VINH YEN CITY, VINH PHUC PROVINCE MEETS INDUSTRIAL REVOLUTION 4.0

2018 ◽  
Author(s):  
Vu Kha Thap
Keyword(s):  
Information Technology ◽  
Social Life ◽  
Industrial Revolution ◽  
Strong Impact ◽  
Surface Strength ◽  
Technology Application ◽  
Management Measures ◽  
The World ◽  
The Status ◽  
Information Technology Application

Entering the XXI century and especially in the period of the industrial revolution has entered the era of IT with the knowledge economy in the trend of globalization. The 4.0 mankind development of ICT, especially the Internet has had a strong impact and make changes to all activities profound social life of every country in the world. Through surveys in six high School, interviewed 85 managers and teachers on the status of the management of information technology application in teaching, author of the article used the SWOT method to distribute surface strength, weaknesses, opportunities and challenges from which to export 7 management measures consistent with reality. 7 measures have been conducting trials and the results showed that 07 measures of necessary and feasible.

Desserts With Oasis—SkillGap Analysis Into Dubai’s Labour Intensive Market

2019 ◽  
Vol 118 (11) ◽  
pp. 533-541
Author(s):  
Dr. Premila Koppalakrishnan
Keyword(s):  
General Population ◽  
Industrial Revolution ◽  
Digital Transformation ◽  
Digital Revolution ◽  
Scholarly Community ◽  
Fourth Industrial Revolution ◽  
The World ◽  
Basic Level ◽  
The Revolution

The world stands on the precarious edge of an innovative transformation that will on a very basic level modify the manner in which we live, work, and identify with each other. In its scale, degree, and unpredictability, the change will be not normal for anything mankind has encountered previously. We don't yet know exactly how it will unfurl, however one thing is clear: the reaction to it should be incorporated and exhaustive, including all partners of the worldwide nation, from the general population and private segments to the scholarly community and common society. It is The Fourth Industrial Revolution, the digital revolution. The digital revolution has opened way for many impacts. All of the emirates are experiencing the effects of the “Fourth Industrial Revolution.” This revolution reflects the velocity, scope, and systems impact of a digital transformation that is changing economies, jobs, and work as it is currently known. Characteristics of the revolution include a fusion of technologies across the physical, digital, and biological spheres.

EAST INDIAN AND OTHER DOCKS IN LONDON: IMPERIAL ARCHITECTURE, COLONIAL TRADE AND POSTCOLONIAL MEMORY

2020 ◽  
pp. 190-205
Author(s):  
S. E. Sidorova ◽  
Keyword(s):  
20Th Century ◽  
Industrial Revolution ◽  
Historical Memory ◽  
Visual Image ◽  
East Indian ◽  
Architectural Representation ◽  
The World ◽  
The Status ◽  
Postcolonial History ◽  
The City

The article concentrates on the colonial and postcolonial history, architecture and topography of the southeastern areas of London, where on both banks of the River Thames in the 18th–20th centuries there were located the docks, which became an architectural and engineering response to the rapidly developing trade of England with territories in the Western and Eastern hemispheres of the world. Constructions for various purposes — pools for loading, unloading and repairing ships, piers, shipyards, office and warehouse premises, sites equipped with forges, carpenter’s workshops, shops, canteens, hotels — have radically changed the bank line of the Thames and appearance of the British capital, which has acquired the status of the center of a huge empire. Docks, which by the beginning of the 20th century, occupied an area of 21 hectares, were the seamy side of an imperial-colonial enterprise, a space of hard and routine work that had a specific architectural representation. It was a necessary part of the city intended for the exchange of goods, where the usual ideas about the beauty gave way to considerations of safety, functionality and economy. Not distinguished by architectural grace, chaotically built up, dirty, smoky and fetid, the area was one of the most significant symbols of England during the industrial revolution and colonial rule. The visual image of this greatness was strikingly different from the architectural samples of previous eras, forcing contemporaries to get used to the new industrial aesthetics. Having disappeared in the second half of the 20th century from the city map, they continue to retain a special place in the mental landscape of the city and the historical memory of the townspeople, which is reflected in the chain of museums located in this area that tell the history of English navigation, England’s participation in geographical discoveries, the stages of conquering the world, creating an empire and ways to acquire the wealth of the nation.

Fostering Collaborative Autonomy: The Roles of Cooperative and Collaborative Learning

Relay Journal ◽  
2018 ◽  
pp. 360-381
Author(s):  
Gordon Myskow ◽  
Phillip A. Bennett ◽  
Hisako Yoshimura ◽  
Kyoko Gruendel ◽  
Takuto Marutani ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Learner Autonomy ◽  
The Other ◽  
Learning Activities ◽  
Educational Context ◽  
Learning Approaches ◽  
Group Interactions ◽  
Collaborative Autonomy ◽  
Over Time

The distinction between Cooperative and Collaborative Learning approaches is not a clear one. Some use the terms interchangeably while others consider Cooperative Learning to be a type of Collaborative Learning. Still others clearly differentiate between them, characterizing Cooperative Learning as more highly structured in its procedures, involving a great deal of intervention by the teacher to plan and orchestrate group interactions. Collaborative Learning, on the other hand, presupposes some degree of learner autonomy－that groups can work effectively toward shared goals and monitor their own progress. This paper takes the view that the distinction between Cooperative and Collaborative Learning is a useful one and that both approaches can play valuable roles in fostering autonomous interaction. It argues that while Collaborative Learning formations may be the ultimate goal for teachers wishing to develop learner autonomy, Cooperative Learning is a valuable means for modeling the skills and abilities to help students get there. The discussion begins with an overview of the two approaches, focusing on their implementation in the Japanese educational context. It then presents seven highly structured Cooperative Learning activities and shows how they can be modified and extended over time to encourage more autonomous interaction.

Introduction

2018 ◽  
Author(s):  
Gianfranco Pacchioni
Keyword(s):  
Industrial Revolution ◽  
Homo Sapiens ◽  
Modern Society ◽  
Full Time ◽  
Human Race ◽  
Hunter Gatherers ◽  
The Past ◽  
The World ◽  
The Universe ◽  
Radical Transformation

About 10,000 years ago, at the beginning of the agriculturalrevolution, on the whole earth lived between 5 and 8 million hunter-gatherers, all belonging to the Homo sapiens species. Five thousand years later, freed from the primary needs for survival, some belonging to that species enjoyed the privilege of devoting themselves to philosophical speculation and the search for transcendental truths. It was only in the past two hundred years, however, with the advent of the Industrial Revolution, that reaping nature’s secrets and answering fundamental questions posed by the Universe have become for many full-time activities, on the way to becoming a real profession. Today the number of scientists across the globe has reached and exceeded 10 million, that is, more than the whole human race 10,000 years ago. If growth continues at the current rate, in 2050 we will have 35 million people committed full-time to scientific research. With what consequences, it remains to be understood. For almost forty years I myself have been concerned with science in a continuing, direct, and passionate way. Today I perceive, along with many colleagues, especially of my generation, that things are evolving and have changed deeply, in ways unimaginable until a few years ago and, in some respects, not without danger. What has happened in the world of science in recent decades is more than likely a mirror of a similar and equally radical transformation taking place in modern society, particularly with the advent ...

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