scholarly journals Active and Qualitative Learning a Consequence of the Integration of Non-Formal Methods in Teaching Content and Their Implementation in the Teaching Process

2019 ◽  
Vol 2 (1) ◽  
pp. 22
Author(s):  
Nazyktere Hasani
Keyword(s):  
Lifelong Learning ◽  
Formal Methods ◽  
Global Education ◽  
Formal Education ◽  
Teaching Process ◽  
Effective Learning ◽  
Teaching Content ◽  
Positive Effect

The integration of non-formal education in formal education, in all its forms, is one of the most important issues of the global education. However, active and qualitative learning is the result of the integration of non-formal methods in teaching content and their implementation in the teaching process, as well as an important aspect where students develop their skills, permanently acquire their knowledge.Integrated non-formal methods in the teaching content would provide multiple opportunities for the students to be trained for a lifelong learning. The purpose of this paper was to increase teachers' awareness on the importance of using non-formal methods and their positive effect that this integration brings, both in their performance and in active and effective learning.

scholarly journals On the teaching reform of radio and television editing and directing major under the mode of cultivating applied talents

2018 ◽  
Vol 7 (2) ◽  
pp. 34
Author(s):  
Ruitao Guo
Keyword(s):  
Social Work ◽  
Professional Knowledge ◽  
Teaching Process ◽  
Teaching Innovation ◽  
Mainstream Media ◽  
Teaching Reform ◽  
Reform Plan ◽  
Teaching Content ◽  
Training Mode ◽  
Professional Teaching

<p>Radio and television director is an applied subject compared to the basic subject, and its teaching content is often adjusted with the development of mainstream media. However, there is still a serious mismatch between the form and content of professional teaching and the demand for social work posts, which leads to the students' professional knowledge can't be perfectly adapted to the needs of their social work. Therefore, how to fully carry out the teaching innovation of radio and television editing and directing major under the application-oriented talent training mode becomes very critical. This paper analyzes the problems existing in the teaching process of radio and television editing and directing major, and puts forward the corresponding teaching reform plan.</p>

Towards Realizing Twenty-First Century Skills

2020 ◽  
pp. 1243-1261
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Formal Education ◽  
Modern Society ◽  
Good Evidence ◽  
First Century ◽  
Widening Participation ◽  
University Graduates ◽  
Effective Learning ◽  
Learning Capabilities ◽  
Twenty First Century ◽  
Twenty First Century Skills

Metacognitive capabilities are the core of the “soft skills” we have come to know as twenty-first century skills. However, there is good evidence, both empirical and anecdotal, that metacognitive capabilities are not well developed even in university graduates. Given the recognition of the necessity of such skills in enabling full participation of individuals in modern society, and in enabling humankind as a whole to continue to move forward in positive ways, the need to better nurture the development of metacognitive capabilities is pressing. The massification of education and the widening participation of people in higher education means that formal education can more greatly influence and shape people's learning capabilities. Given appropriate instructional design of experiences, education has thus great potential for setting people up to continue effective learning throughout their lifespan. Developing metacognition requires designing instructional experiences targeting not only discipline requirements but also deliberately scaffolding the development of metacognitive capabilities as an integral component of the discipline.

Professional Growth and Development

2015 ◽  
pp. 165-181
Keyword(s):  
Health Care ◽  
Lifelong Learning ◽  
Professional Growth ◽  
Growth And Development ◽  
Health Care Services ◽  
Formal Education ◽  
Continuous Development ◽  
Care Services ◽  
The Individual

The purpose of this chapter is to explore why a medical professional's career is one of lifelong learning and growth. Even after the period of formal education is over, continuous development and maintenance of skills is essential. Along with this, attention is also directed towards the improvement of health care services at the individual and general levels.

Lifelong learning to empowerment: beyond formal education

2020 ◽  
pp. 69-86
Author(s):  
Alexis Carr ◽  
K. Balasubramanian ◽  
Rosemary Atieno ◽  
James Onyango
Keyword(s):  
Lifelong Learning ◽  
Formal Education

Education for Intercultural Understanding in Australian Schools: A Review of its Contribution to Education for a Sustainable Future

2003 ◽  
Vol 19 ◽  
pp. 81-95 ◽  
Author(s):  
Daniella Tilbury ◽  
Kate Henderson
Keyword(s):  
Environmental Education ◽  
Global Education ◽  
Formal Education ◽  
Social Issues ◽  
Asia Pacific ◽  
Intercultural Understanding ◽  
Policy And Practice ◽  
Critical Fields ◽  
Future Developments ◽  
Sustainable Future

AbstractEducation for Intercultural Understanding seeks a better world. Its principal goal is education for change through addressing social issues with an intercultural perspective arising at the local, national and especially international levels. Underpinning this cross-curricular dimension is education for a sustainable future - a core concern of Environmental Education.This article will review Australia's engagement with international and intercultural education within formal education with a specific focus on its contribution to a sustainable future. It identifies recent influences that have shaped school policy and practice in this area. Lost opportunities are discussed as well as the scope for future developments, in particular within the socially critical fields of Citizenship Education, Futures Education, Global Education and Anti-racism Education as well as Environmental Education and Education for Sustainable Development. This paper is an extract from a recent report commissioned by the UNESCO Asia-Pacific Centre for Education for International Understanding (APCEIU).

scholarly journals “GENIT” AS EFFECTIVE DESIGN OF LEARNING MEDIA

2018 ◽  
Vol 42 ◽  
pp. 00043
Author(s):  
Mardiki Supriadi
Keyword(s):  
Traditional Approach ◽  
Educational Communication ◽  
Higher Learning ◽  
Educational Goals ◽  
New Approach ◽  
Learning Content ◽  
Teaching Content ◽  
Media And Technology ◽  
The Impact ◽  
Positive Effect

There are two main approaches to using media in schools: students can learn "from" Media and technology, and they can learn "with" media and technology. The basis for The use of media and technology as a "tutor" in schools is "educational communication," that is the deliberate act of communicating content (teaching content) for students by assuming that they will learn something "from" this communication, so communication is not again free but controlled and conditioned for educational purposes. Findings on the impact of technologybased instruction in education can be concluded that technology as a tutor has a positive effect on learning, one of them is the student can complete a set of educational goals in less time than necessary in a traditional approach. However, these two approaches only make the task become easier but do not activate and facilitate them to think critical and higher learning. “Media Genit” uses a new approach as an approach that can optimize perspective-based cognitive processes, constructivism, which constitutes an environment in which the student as a designer thinks creative about content combined with real-world tasks, student learning content, enjoy the learning process, and recognize that they have created something that is valuable.

Concepts and Definitions of Lifelong Learning

2020 ◽  
Author(s):  
Paul J. Hager
Keyword(s):  
Informal Learning ◽  
Lifelong Learning ◽  
Knowledge Creation ◽  
Formal Education ◽  
Lifelong Education ◽  
Education Systems ◽  
Learning Society ◽  
Economic Competitiveness ◽  
Key Concepts ◽  
Key Issues

This chapter introduces key concepts, including lifelong education, lifelong learning, recurrent education, and the learning society, and outlines key issues that have shaped this field. Firstly, the origins and main understandings of lifelong learning and cognate concepts from the 1970s are discussed. Commonalities across these key concepts are highlighted, as are crucial differences that created conflicting understandings. A schema is presented to compare and classify different understandings of the concepts. Secondly, the resurgence of interest in lifelong learning from the 1990s onward is traced, and the reasons for it are discussed. These include economic competitiveness and globalization, as well as the more recent emphases on knowledge creation and the learning society. The rise to pre-eminence of the concept of lifelong learning has put an unprecedented focus on learning itself. However, diverse understandings about the nature of learning have fueled ongoing disagreements about the role and significance of lifelong learning. Some interpretations limit the scope of learning to the kinds characteristic of formal education systems. Others regard lifelong learning as covering all kinds of informal learning. These differing valuations underpin much of the ongoing disputes about lifelong learning. Thirdly, the emerging notion of the learning society is outlined and discussed. Debates around the learning society have produced new variants of four common criticisms leveled earlier at lifelong education and lifelong learning. The conceptual conflicts stimulated by the notion of the learning society continue the now familiar pattern of major disagreements that earlier marked the concepts of lifelong education and lifelong learning.

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