scholarly journals A Taxonomy as a Vehicle for Learning

10.28945/3360 ◽  
2009 ◽  
Author(s):  
Cornelia Brodahl ◽  
Bjorn Smestad
Keyword(s):  
Teacher Education ◽  
Classification System ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Learning Activities ◽  
Second Phase ◽  
And Mathematics

In this article, we describe the development of a classification system providing a framework for analysis of, and communication about, a subgroup of learning objects. The objects we consider are highly visual, animated, interactive, and mathematics-related, and we call them VaniMaps. Secondly, we discuss the use of the system. In the first phase, the development was based on literature studies and discussions on examples of VaniMaps. In the second phase, the classification system was tested by students and their responses were analyzed to identify possible improvements. Now, the system is developed further based on experience gained while using it for different purposes. We see several possible uses of the classification system, or selected parts of it: (a) to facilitate communication between the orderer and the developer, (b) to initiate discussions on VaniMaps in teacher education, (c) to analyze and choose between VaniMaps for teaching and learning activities, and (d) to establish a database for VaniMaps labeled using classification statements. We will discuss all these uses and especially emphasize the use in teacher education, illustrated with a case study.

Study on Implementation of ITK Campus Drainage Master Plan (Case Study: Faculty of Mathematics and Natural Sciences)

2021 ◽  
Vol 104 ◽  
pp. 47-56
Author(s):  
Rossana Margaret Kadar Yanti ◽  
Oryza Lhara Sari ◽  
Rizjal Wahyu
Keyword(s):  
Teaching And Learning ◽  
Drainage System ◽  
Natural Sciences ◽  
Learning Activities ◽  
Master Plan ◽  
Institute Of Technology ◽  
Under Construction ◽  
Runoff Discharge ◽  
Technology Area

Two main building Kalimantan Institute of Technology was established on an area of 3500 m2 on October 6, 2014 which serves as the infrastructure for teaching and learning activities of students. The rapid increase in the number of students each year results in an increase in the number of buildings as facilities for teaching and learning. This is the background for the development of the Kalimantan Institute of Technology area by adding five more lecture buildings to support teaching and learning activities for 3500 students. The expansion area for five more lecture buildings is currently under construction in the area of ​​the Faculty of Mathematics and Natural Sciences. The function of the land area has been change due to building construction resulted in an increase in runoff discharge. This condition certainly affects the region if not handled properly. Increased runoff discharge will affect inundation or flooding in the area if it is not equipped with a drainage system as needed. This research is one alternative solution given. This research is in the form of a study on the implementation of a drainage master plan that aims to obtain drainage dimensions such as drainage width, drainage length and drainage depth by observing runoff due to rainwater using the concept of environmentally friendly drainage. The research obtained from the dimensions of tertiary canals with dimensions of 0.10-0.30 meters, secondary channels 0.30-0.45 meters and primary channels 0.35-0.70 meters with the discharge area of ​​the Faculty of Mathematics and Natural Sciences ITK is 1.18 m3/ sec.

scholarly journals Ketahanmalangan Pengelola PKBM Dalam Mengembangkan Inovasi Pendidikan Nonformal

2021 ◽  
Vol 7 (3) ◽  
pp. 987
Author(s):  
Devi Merina Tuz Sa’diyah ◽  
Ahmad Ahmad ◽  
Nilna Sa’adayah
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Secondary Data ◽  
Learning Activities ◽  
Primary Data ◽  
Learning Activity ◽  
Structured Interviews ◽  
Matrix Methods ◽  
Main Partner

<p>The focus of this research is to describe the strategy of adversity quotient for the management of the Community Learning Activity Center (PKBM) to develop innovations in turning barriers into opportunities for non-formal education programs. Qualitative research with this type of case study was carried out at PKBM Mentari, using structured interviews as the primary data collection method, in order to obtain primary data and document matrix methods to obtain secondary data. the data were analyzed using interactive techniques belonging to Miles and Huberman with the stages of data reduction, data presentation and conclusion drawing. The results of this study are the adversity quotient strategy that generally implemented by PKBM is very good, this can be seen from the indicators including: 1) Organizing learning activities flexibly in terms of time, so that it does not interfere with the daily activities of the community; 2) Provide learning at affordable costs so as not to burden the community in participating in learning; 3) Making the community the main partner in the continuation of teaching and learning activities at PKBM and 4) Building synergies with local village officials. The relatively short research time is the main limitation in compiling this study, so that it only maximizes the statements of the main informants. </p><p><strong> </strong></p>

Implementation of Scholarship of Teaching and Learning through an On-Line Masters Program

2017 ◽  
pp. 888-918
Author(s):  
Klara Bolander Laksov ◽  
Charlotte Silén ◽  
Lena Engqvist Boman
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Time Study ◽  
Face To Face ◽  
Introductory Course ◽  
Part Time ◽  
On Line ◽  
The Individual

In this case study, the introductory course in an international masters program in medical education (MMedEd) called “Scholarship of Medical Education” is described. Some of the background to why the MMedEd was started and the underlying ideas and principles of the program are provided. The individual course, which consists of 10 weeks part time study on-line with an introductory face to face meeting, is described in terms of the intentions and pedagogical principles underlying the design, the teaching and learning activities, and how the students were supported to achieve the intended learning activities, as well as the challenges and concerns that arose throughout and after the course. Finally, some solutions to these problems are discussed.

Using the Interaction-Combinations Integration Model to Explore Real-Life Learning in User-Created Virtual Worlds

2011 ◽  
pp. 47-61 ◽  
Author(s):  
David M. Antonacci ◽  
Nellie Modaress ◽  
Edward Lee Lamoureux ◽  
David Thomas ◽  
Timothy Allen
Keyword(s):  
Virtual Worlds ◽  
Virtual World ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Real Life ◽  
Learning Activities ◽  
Learning Activity ◽  
Case Study Method ◽  
Integration Model

User-created virtual worlds are emerging technologies with rapidly growing acceptance in education. Of the various reported educational uses of these virtual worlds, the focus of this chapter is on virtual worlds for constructivist learning activities, because this use has application to many real-life courses and has the potential to transform teaching and learning. To assist educators with recognizing and understanding virtual world learning activities, Antonacci & Modaress (2005, 2008) developed the Interaction-Combinations Integration model. However, this model has not been studied in actual virtual-world learning practice. Using a case study method, this chapter examines the usefulness of this model to organize and describe actual virtual world learning activities, provides additional learning activity examples, and describes what was needed to implement and conduct these learning activities.

scholarly journals Assessing the Affordances of SimReal+ and Their Applicability to Support the Learning of Mathematics in Teacher Education

10.28945/3660 ◽  
2017 ◽  
Author(s):  
Said Hadjerrouit
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Single Case ◽  
Empirical Support ◽  
Future Research ◽  
Validity And Reliability ◽  
Learning Mathematics ◽  
Visualization Tools ◽  
And Mathematics

[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: Assess the affordances and constraints of SimReal+ in teacher education Background: There is a huge interest in visualizations in mathematics education, but there is little empirical support for their use in educational settings Methodology: Single case study with 22 participants from one class in teacher education. Quantitative and qualitative methods to collect students’ responses to a survey questionnaire and open-ended questions Contribution: The paper contributes to the understanding of affordances and constraints of visualization tools in mathematics education Findings: The visualization tool SimReal+ has potential for learning mathematics in teacher education, but the user interface should be improved to make it more usable for different users. Teachers need to consider technological and pedagogical affordances of SimReal+ at the student, classroom, and mathematics subject level Recommendations for Practitioners: Address technological and pedagogical affordances of SimReal+ Recommendation for Researchers: Improve the design of SimReal+ to make it technologically and pedagogically more usable Impact on Society: Understand the affordances and constraints of visualization tools in education Future Research: Implement a next cycle of experimentation with SimReal+ in teacher education to ensure more validity and reliability

scholarly journals Learning to design effective professional development: The influence of integrating a coaching tool with an elementary mathematics specialist course assignment

2021 ◽  
Author(s):  
Courtney K. Baker
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Elementary Mathematics ◽  
Descriptive Case Study ◽  
Coaching Education ◽  
School Based ◽  
Professional Development For Teachers ◽  
Education Tool ◽  
And Mathematics

AbstractAs content-specific educational coaches, elementary mathematics specialists (EMSs) have emerged as school-based professionals who are needs-driven and work closely with school stakeholders in regard to mathematics teaching and learning. While leading mathematics education organizations have identified the specialized knowledge and skills required for EMS positions, how to best prepare these individuals is knowledge that the field is still exploring. This paper first presents a theoretical model for EMS preparation that aligns an emerging coaching tool, the Decision-Making Protocol for Mathematics Coaching (Baker & Knapp, 2019, [DMPMC]) with the Professional Development Design Framework (Loucks-Horsley et al. in Designing professional development for teachers of science and mathematics, Corwin Press, 2010). The paper then presents a descriptive case study that examines the application of this model in an EMS preparation course. The findings indicate that assessing the coaching situation fostered administrative partnerships, revisiting goals increased specificity of anticipated outcomes, and applying research-informed practices increased EMS self-efficacy and advanced coaching agendas. Taken together, these findings suggest that integrating the DMPMC into an EMS preparation course led to positive changes in EMS candidate learning of professional development design. Notably, this is one of the first studies that documents the influence of a coaching education tool on EMS candidates’ professional development design.

scholarly journals Professional knowledge building in teacher education: some reflections based on Gur-Ze’ev

2019 ◽  
Vol 30 ◽  
Author(s):  
Alexandre Anselmo Guilherme ◽  
Valderez Marina do Rosário Lima ◽  
Rosana Maria Gessinger
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Teaching And Learning ◽  
Knowledge Building ◽  
Professional Knowledge ◽  
Teaching Profession ◽  
Learning Activities ◽  
Future Teachers ◽  
Undergraduate Teacher Education

Abstract This article critically discusses the topic of professional knowledge in teacher education through the lenses of Ilan Gur-Ze'ev's counter-education. It is based on a study investigating how professional knowledge building evolves through written reflections, examining the development of professional identity in the context of a course in an undergraduate teacher education course in Brazil. The research’s findings demonstrate that students gained an awareness of the potential that teaching and learning activities have for the development of concepts about the teaching profession, leading to the strengthening of their professional identity as future teachers and as what Gur-Ze'ev called 'improviser-teacher'.

scholarly journals Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study

2012 ◽  
Vol 28 (4) ◽  
Author(s):  
Lee Yong Tay ◽  
Siew Khiaw Lim ◽  
Cher Ping Lim ◽  
Joyce Hwee-Ling Koh
Keyword(s):  
Primary School ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Ict Use ◽  
Digital Work ◽  
Group Interviews ◽  
And Mathematics ◽  
Pedagogical Approaches

<span>This case study research attempts to examine the pedagogical approaches for the teaching of English and mathematics with information communication technology (ICT) in a primary school in Singapore. The study uses the learning </span><em>with</em><span> and learning </span><em>from</em><span> ICT framework in reporting and analysing how ICT has been used in the teaching of English and mathematics. This framework also looks into the level of production (i.e., students' creation of digital work) and collaboration when learning </span><em>with</em><span> and/or </span><em>from</em><span> ICT. From the review of documents and lesson plans; interviews with teachers; group interviews with students; and questionnaire survey of the students on their frequency of ICT use, the findings seem to suggest a difference in the pedagogical approach adopted by English and mathematics teachers. The frequency of ICT use was also reported to be significantly higher in English lessons compared with mathematics lessons. Mathematics teachers primarily adopted the learning </span><em>from</em><span> ICT pedagogy with occasional learning </span><em>with</em><span>ICT approach. However, English teachers facilitated the students to learn </span><em>from</em><span> and also </span><em>with</em><span> technology,</span><em>with</em><span> production and also </span><em>with</em><span> elements of collaboration. This case study illuminates the usefulness of the learning </span><em>with</em><span> and </span><em>from</em><span> ICT as a conceptual framework in guiding both researchers and teachers to be more aware of the pedagogical implications when ICT is added in the teaching and learning process. This case study also once again suggests the pivotal role of the teacher.</span>

Sign in / Sign up

Export Citation Format

Share Document