scholarly journals A practical representation of NFT pedagogy in a learning environment

2020 ◽  
Author(s):  
Nisi Thusi ◽  
King Costa
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Learning Performance ◽  
Innovative Teaching ◽  
Active Teaching ◽  
Innovative Methods ◽  
Theoretical Perspectives ◽  
Educational Processes ◽  
Teachers And Students

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT.

scholarly journals Introducing NFT Model as a pedagogy using Dale’s and Bloom’s Taxonomy: A complementary tool for learning instruction

2020 ◽  
Author(s):  
Nisi Thusi ◽  
King Costa
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Integrated Approach ◽  
Active Role ◽  
Relevant Information ◽  
Assessment Process ◽  
Learning Performance ◽  
Innovative Teaching ◽  
Bloom’S Taxonomy

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. This includes e-learning in addition to the face-to-face teaching that is customarily used in teaching . While teachers are still an authority figure in a student-centered teaching model, they both play an equally active role in the learning process. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. Linguistically diverse, cultural backgrounds and the familiarity with the expected standards have profound effects on teaching methods. Students must frequently engage in collaborative learning activities such as selecting, organizing, locating, synthesizing and using relevant information sources to construct meaning about some particular knowledge. Such activities have been assumed to lead to higher levels of knowledge acquisition and learning. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT. The researcher implemented the NFT pedagogy in an academic setting to non-financial student in a period of 12 months and observed positive results.The researcher anticipates that the findings of this study will contribute to the enhancement of both teaching-learning and assessment process, which hopefully will uplift the learner to learn at a deeper level in a manner that incorporates small-group learning, achieve higher grades, retain information longer, acquire greater communication and teamwork skills, and gain a better understanding of the module.

scholarly journals Intergrating Dale’s and Bloom’s Theory into NFT as a Pedagogy for Teaching Accounting to Non-Financial Students

2020 ◽  
Author(s):  
King Costa ◽  
Nisi Thusi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Active Role ◽  
Relevant Information ◽  
Assessment Process ◽  
Learning Performance ◽  
Student Centered ◽  
Innovative Teaching ◽  
Teaching Learning

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. This includes e-learning in addition to the face-to-face teaching that is customarily used in teaching . While teachers are still an authority figure in a student-centered teaching model, they both play an equally active role in the learning process. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. Linguistically diverse, cultural backgrounds and the familiarity with the expected standards have profound effects on teaching methods. Students must frequently engage in collaborative learning activities such as selecting, organizing, locating, synthesizing and using relevant information sources to construct meaning about some particular knowledge. Such activities have been assumed to lead to higher levels of knowledge acquisition and learning. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT. The researcher implemented the NFT pedagogy in an academic setting to non-financial student in a period of 12 months and observed positive results.The researcher anticipates that the findings of this study will contribute to the enhancement of both teaching-learning and assessment process, which hopefully will uplift the learner to learn at a deeper level in a manner that incorporates small-group learning, achieve higher grades, retain information longer, acquire greater communication and teamwork skills, and gain a better understanding of the module.

scholarly journals Innovative methods of Teaching and Learning

2018 ◽  
Vol 3 (S1) ◽  
pp. 20 ◽  
Author(s):  
P.C. Naga Subramani ◽  
V. Iyappan
Keyword(s):  
Teaching And Learning ◽  
Linguistically Diverse ◽  
Role Playing ◽  
Learning Performance ◽  
Innovative Teaching ◽  
Face To Face ◽  
Innovative Methods ◽  
Use Of Technology ◽  
Technological Advances ◽  
The Face

Advance pedagogy is the way to enhance teaching and learning performance. Different innovative teaching methods are now in use across the globe. Hybrid teaching includes e - learning in addition to the face to face teaching. Use of technology and multimedia is described in details. Use of smart gadgets for different tasks like teaching, designing question papers, assessment of student, feedback and research methodology is discussed. The application of innovative teaching and learning methods is critical if we are to motivate and engender a spirit of learning as well as enthusiasm on the part of students, The role of education is to ensure that while academic staffs do teach, what is taught should also be intelligible to students emanating from culturally and linguistically diverse backgrounds and that they rapidly become familiar with the expected standards. It is more often than not the case that students underachieve because of the fact that they have not grasped an awareness of the level of assessment or what it is that the lecturer expects from them. Lecturers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing as possible and that the methodology they adopt is conducive to learning. Innovative teaching and learning methodologies such as short lecture, simulation, role-playing, portfolio development and problem-based learning (PBL) are very useful in addressing the rapid technological advances and developing workplaces that will be required in the foreseeable future.

scholarly journals A integração de recursos digitais em práticas de ensino e aprendizagem – uma perspectiva teórica apresentada no grupo WG4 durante a Conferência Internacional Re(s) sources 2018 – Lyon, FrançaThe integration of digital resources into teaching and learning practices – a theoretical perspective presented in the WG4 group during Conference International Re(s)sources 2018 - Lyon, French

2019 ◽  
Vol 21 (5) ◽  
Author(s):  
Danilo Dos Santos Christo ◽  
Sonia Barbosa Camargo Igliori
Keyword(s):  
Working Group ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Instrumental Genesis ◽  
Digital Resources ◽  
Collective Work ◽  
Group 4 ◽  
Learning Practices ◽  
Theoretical Perspectives ◽  
Teachers And Students

Este pôster apresenta a contribuição do Grupo de Trabalho 4 (WG 4): Transições para recursos digitais: mudança, invariância e orquestração, na conferência internacional Re(s)sources 2018 Conference - Compreendendo o Trabalho dos Professores Por Meio de Suas Interações Com Recursos para o Ensino - realizada entre os dias 28 e 30 de maio no Instituto Francês de Educação em Lyon, França. A apresentação, discussão e o trabalho coletivo desse grupo abordaram tópicos específicos relacionados com recursos digitais que se tornaram parte importante dos sistemas de recursos dos professores e alunos. A integração de recursos digitais em práticas de ensino e aprendizagem levanta muitas questões para professores e educadores. O Grupo de Trabalho WG4 buscou responder essas questões a partir de perspectivas teóricas, incluindo gênese instrumental, orquestração instrumental e gênese documental. Para esse pôster focamos as contribuições que o Grupo de Trabalho 4 (WG4), no qual os autores deste pôster estiveram participando das discussões sobre as pesquisas apresentadas referentes aos conceitos de recurso e documento na Gênese Documental de Gueudet e Trouche.ResumenEste post presenta la contribución del Grupo de Trabajo 4 (WG4): Transiciones a recursos digitales: cambio, invariancia y orquestación, en la conferencia internacional Re(s)sources 2018 Conference - Entendiendo el trabajo de los profesores por medio de sus interacciones con recursos la Enseñanza - realizada entre los días 28 y 30 de mayo en el Instituto Francés de Educación en Lyon, Francia. La presentación, discusión y el trabajo colectivo de este grupo abordaron temas específicos relacionados con recursos digitales que se convirtieron en parte importante de los sistemas de recursos de los profesores y alumnos. La integración de recursos digitales en prácticas de enseñanza y aprendizaje plantea muchas cuestiones para profesores y educadores. El Grupo de Trabajo WG4 buscó responder estas cuestiones a partir de perspectivas teóricas, incluyendo génesis instrumental, orquestación instrumental y génesis documental. Para este póster enfocamos las contribuciones que el Grupo de Trabajo 4 (GT4), en el cual los autores de este póster estuvieron participando en las discusiones sobre las investigaciones presentadas referentes a los conceptos de recurso y documento en el Génesis Documental de Gueudet y Trouche.Résumé Cette affiche présente la contribution du Groupe de travail 4 (WG4): Transitions aux ressources numériques: changement, invariance et orchestration, à la conférence internationale Re(s)sources Conférence 2018 - Comprendre le travail des enseignants à travers leurs interactions avec les ressources pour o Enseignement - tenu entre le 28 et le 30 mai à l'Institut Français de l'Education à Lyon, France. La présentation, la discussion et le travail collectif de ce groupe ont porté sur des sujets spécifiques liés aux ressources numériques qui sont devenues une partie importante des systèmes de ressources des enseignants et des étudiants. L'intégration des ressources numériques dans les pratiques d'enseignement et d'apprentissage soulève de nombreuses questions pour les enseignants et les éducateurs. Le groupe de travail WG4 a cherché à répondre à ces questions à partir de perspectives théoriques, y compris la genèse instrumentale, l'orchestration instrumentale et la genèse documentaire. Pour cette affiche, nous mettons l'accent sur les contributions du Groupe de Travail 4 (WG4), dans lequel les auteurs de cette affiche participaient aux discussions sur les recherches présentées sur les concepts de ressource et de document dans la Genèse documentaire de Gueudet et Trouche. AbstractThis poster presents the contribution of Working Group 4 (WG4): Transitions to digital resources: change, invariance and orchestration, at the international conference Re(s)sources 2018 Conference - Understanding Teachers' Work Through Their Interactions with Resources for o Teaching - held between the 28th and 30th of May at the French Institute of Education in Lyon, France. The presentation, discussion and collective work of this group addressed specific topics related to digital resources that have become an important part of the resource systems of teachers and students. The integration of digital resources into teaching and learning practices raises many questions for teachers and educators. The Working Group WG4 sought to answer these questions from theoretical perspectives, including instrumental genesis, instrumental orchestration and documentary genesis. For this poster, we focus on the contributions of Working Group 4 (WG4), in which the authors of this poster were participating in the discussions on the researches presented regarding the concepts of resource and document in the Documentary Genesis of Gueudet and Trouche.

The Application of Virtual Learning Environment (VLE) in Malaysian Schools

2021 ◽  
pp. 67-89
Author(s):  
Hafizoah Kassim ◽  
Wan Rosmini Hassan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Global Changes ◽  
Ministry Of Education ◽  
Change Initiatives ◽  
Learning Practices ◽  
Teachers And Students

This chapter reports the application and utilization of virtual learning environment (VLE) in schools, specifically focused on Malaysian schools. The VLE utilization is an initiative by the Ministry of Education (MOE) Malaysia in its vision to embrace the global changes and advancement of technology. With the advancement of the Fourth Industrial Revolution (IR 4.0), this topic is especially important to address. This chapter discusses the provisions of technology-based facilities and tools in schools as part of the change initiatives by MOE Malaysia, and the accompanied teaching and learning practices and trainings affecting the teachers and students. These efforts are exemplified through specific programs which have been implemented namely e-Portfolio in the Genosis Program and Google Classroom, and by linking such endeavors to the Malaysia Education Blueprint. These initiatives are always challenging especially when it involves the utilization of the exponentially advancing technologies. This chapter also highlights the pursuing impacts and challenges of the initiatives on teachers, students, selected schools, and their receptions to change.

scholarly journals Effects of an ambient learning display on noise levels and perceived learning in a secondary school

2021 ◽  
Author(s):  
Bernardo Tabuenca ◽  
Dirk Börner ◽  
Marco Kalz
Keyword(s):  
Teaching And Learning ◽  
Noise Exposure ◽  
Lessons Learned ◽  
Learning Performance ◽  
Perceived Learning ◽  
Noise Levels ◽  
Negative Effects ◽  
Ambient Displays ◽  
Teachers And Students ◽  
The Impact

Recent reviews addressing the impact of noise exposure in teaching and learning situations conclude negative effects on learning performance. Providing objective real-time feedback on noise is key for teachers and students to adjust it into suitable levels. This experimental work presents the results from a study exploring the visual feedback based on noise level and the impact on students’ (n = 198) perceived learning performance collected in 24 sessions. The results suggest persuasive effects of the ambient display on the groups and an improvement of noise awareness in students. Measurements of perceived learning-performance, and perceived noise were collected and correlated with the objective noise samples concluding poorer perceived learning performance in noisiest groups. Finally, implications for further research as well as lessons learned to moderate noise levels in classrooms using ambient displays are discussed.

scholarly journals Model for Mathematics Teachers Development

2019 ◽  
pp. 1-8
Author(s):  
Evans Atteh ◽  
Emmanuel Appoh Andam
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Step Model ◽  
Teachers And Students ◽  
Effective Teaching And Learning

This paper identifies 3 – step model that can be adopted by every mathematics teacher and various training settings to effectively move teaching towards an active learning environment. This model which is built upon existing ideas proposed over the years in education and best practices concerning cognitive development and effective teaching and learning environment tends to equip teachers with very useful skills for classroom instructions. Ultimately, this model can aid teachers to move teaching and learning towards an active learning environment which is more effective and enjoyable for teachers and students for learning.

scholarly journals Pragmatic meta-analytic studies: learning the lessons from naturalistic evaluations of multiple cases

2008 ◽  
Vol 16 (2) ◽  
Author(s):  
Paul Lam ◽  
Carmel McNaught ◽  
Kin-Fai Cheng
Keyword(s):  
Teaching And Learning ◽  
Single Case ◽  
Case Reports ◽  
Meta Analysis ◽  
Data Set ◽  
Innovative Teaching ◽  
Mixed Methods Approach ◽  
Use Of Technology ◽  
Interactive Strategies ◽  
Teachers And Students

This paper explores the concept of pragmatic meta-analytic studies in eLearning. Much educational technology literature focuses on developers and teachers describing and reflecting on their experiences. Few connections are made between these experiential ‘stories’. The data set is fragmented and offers few generalisable lessons. The field needs guidelines about what can be learnt from such single-case reports. The pragmatic meta-analytic studies described in this paper have two common aspects: (1) the cases are related in some way, and (2) the data are authentic, that is, the evaluations have followed a naturalistic approach. We suggest that examining a number of such cases is best done by a mixed-methods approach with an emphasis on qualitative strategies. In the paper, we overview 63 eLearning cases. Three main meta-analytic strategies were used: (1) meta-analysis of the perception of usefulness across all cases, (2) metaanalysis of recorded benefits and challenges across all cases, and (3) meta-analysis of smaller groups of cases where the learning design and/or use of technology are similar. This study indicated that in Hong Kong the basic and non-interactive eLearning strategies are often valued by students, while their perceptions of interactive strategies that are potentially more beneficial fluctuate. One possible explanation relates to the level of risk that teachers and students are willing to take in venturing into more innovative teaching and learning strategies.Keywords: evaluation; meta-analysis; eLearning cases; risk-takingDOI: 10.1080/09687760802315879

scholarly journals Coevolving through Disrupted Discussions on Critical Thinking, Human Rights and Empathy

2014 ◽  
pp. 1433-1444
Author(s):  
Susie Costello
Keyword(s):  
Social Work ◽  
Teaching And Learning ◽  
International Social Work Education ◽  
Constructive Learning ◽  
Safe Environment ◽  
Educational Processes ◽  
Cultural Exchanges ◽  
Teachers And Students ◽  
Work Education ◽  
International Social

This chapter considers how teaching and learning cross culturally inevitably disrupts, or interrupts and disturbs teachers’ and students’ assumptions. Such educational confrontation can produce mind-opening opportunities or mind-numbing fear that can preclude learning. The teacher’s challenge is to find a balance between harnessing disruption as an impetus for learning and creating a safe environment for constructive learning exchanges. Six stories illustrate some of the frustration, confusion, and insight that can arise from mis-interpretation, acontextual teaching, and pedagogical assumptions. The author discusses personal and pedagogical discoveries that emerged during an international social work education program with refugee teachers, health, and community workers from Burma living in exile on the Thailand Burma border (the border). Tensions between East and Western philosophies and methods of teaching called for processes to indigenize the Australian model of social work to the local cultures. The resulting exchanges of knowledge laid the ground for knowledge and cultural exchanges in interactive, unexpected educational processes.

scholarly journals World Café Method: the Possibility of Understanding Active Methodologies in Remote Learning

2020 ◽  
Vol 8 (11) ◽  
pp. 234-245
Author(s):  
FRANCISCA JANAINA DANTAS GALVÃO OZÓRIO ◽  
Quer Hapuque Monteiro Muniz ◽  
Igor De Moraes Paim ◽  
Josaphat Soares Neto ◽  
Sinara Mota Neves de Almeida ◽  
...  
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Methodology ◽  
Innovative Teaching ◽  
Teaching Innovation ◽  
Active Teaching ◽  
World Cafe ◽  
The World ◽  
Quantitative Descriptive ◽  
Remote Learning

The great challenge in these last decades in education is the growing search for innovative teaching methodologies that enable a pedagogical praxis able to form subjects with ethical, historical, critical, reflective, transformative and humanized profile. The present study stems from the following problematization: what is the contribution of the active teaching methodology called “World Café” in teaching and learning processes, so that it favors teaching innovation in remote learning during the COVID-19 pandemic? In facing this problem, the following objectives were listed: a) understanding the contributions of the World Café Method in teaching and learning process innovation; b) analyze the viability of the World Café Method in remote learning. A quali-quantitative, descriptive and applied methodological strategy is employed, drawing on Barbosa (2013), Berbel (2011), Brown and Isaacs (2007), Minayo (2010), Moran (2014) and Triviños (1987). The data were analyzed using discourse analysis techniques (Bardin, 2016). We conclude that it is possible to use the World Café Method in virtual, remote learning, as it enables the promotion of ideas, discussions, reflections, questions, and engages participants, that is, a collective learning process.

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