scholarly journals ArguMente: An Online Argumentation System for Formal and Non-Formal Education

2021 ◽  
pp. 242-250
Author(s):  
Larisa Enríquez ◽  
Myrna Hernández
Keyword(s):  
Learning Communities ◽  
Formal Education ◽  
Teaching Strategy ◽  
System Model ◽  
Design System ◽  
Learning Spaces ◽  
Online System ◽  
Argumentation System ◽  
Dialogue Design ◽  
The One

ArguMente is an online system that offers two types of learning spaces. On the one hand, a close group space that implements a student-centred teaching strategy, the purpose of which is to automate the Dialogue Design System model for written argumentation (DDS). On the other hand, it offers a space for the exercise of an argued debate under a non-formal environment of education that calls for the creation of learning communities. Experiences for teaching argumentative skills and for teaching teachers have taken place through the first space, the closed classroom, while the second space, the open classroom, is being used to promote the autonomous argumentative dialogue.

Formative Assessment for Autonomous Learning Through Argumentation; A Proposal Within the Use of the Online Dialogue Design System

Relay Journal ◽  
2019 ◽  
pp. 437-449
Author(s):  
Larisa Enríquez ◽  
Iolanda García
Keyword(s):  
Analytical Study ◽  
Teaching Strategy ◽  
Assessment Tools ◽  
Autonomous Learning ◽  
Design System ◽  
Self Assessment ◽  
Online Tool ◽  
Doctoral Research ◽  
Progression Model ◽  
Dialogue Design

There has been a concern to help students learn how to argue in order to become better learners. Different argumentation models have been used as a teaching strategy. In 2009, Makino designed the Dialogue Design System (DDS) which is based on Toulmin’s argumentation model (2003). Through the iterative use of a didactic resource called “idea cards”, the active participation of the student is stimulated as well as the development of critical analysis and the construction of reasonable and well-founded arguments are also enhanced. DDS has also been avowed as an adequate strategy to strengthen, not only argumentative skills, but also skills related to autonomous learning. This work is part of a doctoral research project that considers the design and development of an online tool based on the DDS model. For the specific case of the assessment of written argumentative and autonomy skills, a descriptive and analytical study will be conducted. For this purpose, two assessment tools are proposed: one based on Deane and Song’s learning progression model (2012) and the second developed under the influence of Tassinari’s dynamic model for autonomous learning (2010). The following paper presents the foundations and design of the Self-Assessment of Progress in Argumentative Autonomy instrument (SAPAA).

Composition learning at a music school on the example of the School Composers’ Club at the K. Szymanowski Primary and Secondary Music Schools in Wrocław

2020 ◽  
Vol 7 (1(11)) ◽  
pp. 155-166
Author(s):  
Adam Porębski
Keyword(s):  
Formal Education ◽  
School Curriculum ◽  
School Age ◽  
School Subject ◽  
Music School ◽  
Music Schools ◽  
School Year ◽  
Secondary Music ◽  
To Come ◽  
The One

It is no use looking for the educated musicians who were given a chance to come into longer contact with composition as a school subject being part of their formal education. Meanwhile, fascination with an act of creation and willingness to get familiar with music “from the inside” accompany school-age people. It is then that first, bashful compositional attempts are made. Over time, pupils search for new sounds on their instruments, improvise, experiment, get familiar with music literature. Such attempts should not go unnoticed – an observant pedagogue will easily notice creative predispositions in their pupils. In this article, the author shares his pedagogical experiences gained while giving composition classes at the K. Szymanowski Comprehensive Primary and Secondary Music Schools in Wrocław. The idea of promoting the art of composition was fully implemented in the form of the School Composers’ Club, founded in the school year of 2016/2017, the activity of which is based on the author’s original school curriculum, a system of individualized education and various forms of young composers’ presentations. The Club’s activity assumes, on the one hand, preparing pupils to take up compositional studies and, on the other one, fostering their general musical development enriched with creative competences.

Citizenship outside the Classroom

2002 ◽  
Vol 44 (3) ◽  
pp. 1-14
Author(s):  
Penny Harwood ◽  
Caroline Davey
Keyword(s):  
Young People ◽  
Young Women ◽  
Formal Education ◽  
Developmental Process ◽  
Research Methodologies ◽  
Good Citizenship ◽  
The One

In the context of an increasingly pluralist and in some ways troubled society, work was undertaken to investigate the role of formal education and non-educational organisations in building good citizenship in girls and young women (9-19 years old). Different stages in the developmental process are identified, and the paper describes a number of ways in which experiential and attitudinal information was obtained from the range of respondents: these included a Citizen's Forum and quantitative omnibus research. Methodologies to involve the young people in focused and relevant debate during the one-day Forum were developed and are discussed.

scholarly journals Implementation of One-Stop Services Policy (PTSP) in North Jakarta City, DKI Jakarta Province

2020 ◽  
Vol 10 (2) ◽  
pp. 381
Author(s):  
Mary Ismowati ◽  
Ahmad Hidayat Rahadian ◽  
Muhammad Ali Massyhury ◽  
Muhammad Rafi Suryadi
Keyword(s):  
Information Technology ◽  
Human Resources ◽  
Fully Integrated ◽  
Online System ◽  
The North ◽  
Doing Business ◽  
One Stop ◽  
Ease Of Doing Business ◽  
The One ◽  
Research Show

The aim of the study was to obtain a formulation of the implementation of the One-Stop Services Policy (PTSP) in the North Jakarta Administrative City, namely the implementation of Perda No. 12 of 2013, and the Implementation of Presidential Regulation No. 91 of 2017 concerning the acceleration of ease of doing business through the implementation of an information technology-based licensing system (OSS). The research method used a qualitative approach by conducting interviews with a number of informants to determine the conditions and phenomena of the implementation of PTSP policies in North Jakarta. The research involved two research members from students in the framework of thesis research. The results of the research show that implementers have understood their duties and functions, but in the smooth running of their duties, they are constrained by a lack of human resources both in quantity and quality, support for information technology equipment that is not up to date, including the availability of information technology personnel at the district and sub-district levels. Then the OSS policy according to PP No. 24/2018 has not been fully effective, because it has not been fully integrated with the existing licensing system in PM-PTSP DKI Jakarta, namely JakEVO. The main obstacle to policy implementation, namely in terms of human resources, employee status has not been transferred to functional positions so that it affects career ranks and motivation. In addition, there is no HR competency standard for services, for online system services are not implemented according to target. The solution to overcome the obstacles conceptually has not been done.

scholarly journals Exploring Active Blended Learning Through the Lens of Team-Based Learning

2021 ◽  
pp. 172-192
Author(s):  
Rachel Maxwell ◽  
Roshni Khatri
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Learning Technologies ◽  
Learning Spaces ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
The Core ◽  
Team Based Learning ◽  
Core Concepts

This chapter showcases how the collaborative learning and teaching strategy known as Team-Based Learning™ (TBL) can deliver against the conceptual components within active blended learning (ABL), through exploration of different case studies from the authors' university. It begins by detailing the core concepts and theories underpinning each pedagogic approach before considering how adoption of TBL is consistent with the wider implementation of ABL. Case histories are used to highlight how these approaches enhance the student learning experience and how learning technologies can enable staff to do more of what they value within the classroom. The value of different learning spaces to facilitate TBL and augment the learning experience for both staff and students is considered. Finally, the chapter explores some of the more difficult questions around the lack of broader uptake of TBL within an institution committed to ABL as its standard approach to learning and teaching.

scholarly journals MODELING OF AN E-BUSINESS SYSTEM

2016 ◽  
Vol 15 (12) ◽  
pp. 7308-7315
Author(s):  
Festim HALILI HALILI ◽  
Avni RUSTEMI
Keyword(s):  
Business Models ◽  
Critical Path ◽  
The Other ◽  
Online Systems ◽  
Online System ◽  
Business System ◽  
Modeling Systems ◽  
Uml Diagrams ◽  
The One ◽  
The Right

Always before we start creating or accessing a particular system, it is more than necessary to have a clearer picture of how to create, respectively, how to approach a certain system, in this case of a e-business system. It is much easier as for systems makers, as well as for ordinary users when they have before them a model of how to be accessed in such a system, because such a thing will orient users much easier to purchase products online through various systems on the one hand, but on the other hand it would help makers of systems create much easier such systems when they have already before them the right design. Modeling systems may be done in different ways, depending on the context of its research, but we in this paper we will use UML diagrams for modeling online system where we will make a comparison between UML diagrams and we will present each type of UML diagram in terms of customer access in online systems. Also using predictive techniques as CPM and PERT techniques in the paper we will present the main activities required for access to an online system by different users, and their graphic presentation and critical path finding, which shows the best way to approach such a system. There shall not fail and the description of business models and the introduction of some e-business models that are commonly used in practice in the days of today.

scholarly journals Exploring Facilitative and Debilitative Spaces: A Shift in Focus from Classrooms to Learning Systems

2019 ◽  
pp. 117-125
Author(s):  
Nathan Thomas
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Formal Education ◽  
Learning Systems ◽  
Short Paper ◽  
Learning Spaces ◽  
Holistic View ◽  
Instructed Second Language Acquisition ◽  
Work Up ◽  
Relevant Work

Physical classrooms are often overlooked in educational research. While teachers, students, materials, and methodologies have all been the foci of studies for many years, research into the spaces in which instructed second language acquisition takes place is, for the most part, absent in the literature. In Thomas (2018a, 2018b), I argued that exploring these spaces and the affordances they provide is a necessary endeavor if we are to offer a holistic view of learning. It should be noted that my discussion of learning spaces refers to formal education settings—classrooms—and not self-access centers. However, I believe that relevant work in the field of self-access learning can indeed inform classroom design in instructed settings. Therefore, I use this work to support my discussion. As a work-in-progress report, this short paper will first describe my work up until this point, and second, explain how my ideas about learning spaces have transformed over time. I will discuss a new direction in which this and other studies may take. This new direction involves viewing classroom spaces as complex language learning systems and harnessing successful strategies students use within these systems to allow learning to take place. This focus on learning spaces as complete systems, as opposed to just their physical characteristics, has implications for how students can be better prepared to learn beyond the classroom.

scholarly journals EMERGENCE OF INFORMAL LEARNING SPACE IN UNIVERSITY CAMPUS: A COMPARATIVE SCENARIO IN THE CONTEXT OF KHULNA CITY

2021 ◽  
Author(s):  
Z. Sourav ◽  
◽  
D. Afroz ◽  
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Formal Education ◽  
Outdoor Environment ◽  
Formal Learning ◽  
University Campus ◽  
Learning Spaces ◽  
Learning Space ◽  
Informal Learning Environment

Ancient education system was developed from a semi-outdoor environment. While developing the learning spaces it developed into indoor environment to ensure controlled environment, focus, discipline and compactness. These properties lead to formal education and formal learning space which replaced the informal learning environment. Formal learning space usually drive students towards a single expertise or knowledge. The limitations and boredom of formal education often causes depression and annoy towards education that result in limited learning and one-sided education. This research indicates the role of “informal learning environment” which helps university students to achieve multi-disciplinary knowledge through a simple, contextual and informal way. To establish the emergence, we tried to do a quantitative analysis among the students studying different universities in Khulna city. We have tried to understand the perspective of the students whether they feel the importance of informal learning or not in their daily life. While working on this paper, we have experienced unique scenario for each university but by any means Khulna University and Khulna University of Engineering & Technology serves their student the environment where students can meet and share knowledge with their natural flow of gossiping with food or drinks while Northern University of Business & technology and North-Western University have shown different scenario.

A Computer-Aided Conceptual Design System: Model and Applications

2011 ◽  
Vol 308-310 ◽  
pp. 538-541
Author(s):  
Yuan Chen
Keyword(s):  
Mechanism Design ◽  
Conceptual Design ◽  
System Model ◽  
Design System ◽  
Modeling Framework ◽  
System A ◽  
Principle Solution ◽  
Computer Aided

An effort is made to give a description of a computer-aided conceptual design system. A novel Function-Action-Behavior-Mechanism (FABM) modeling framework is proposed to realize mapping from the overall function to principle solution according to customer’s requirements. Expansion and modification rules in the demand behavior are developed to extend the innovation of principle solution. A case study on pan mechanism design for cooking robot is presented to show the procedure of how to implement the intelligent reasoning based on the FABM model.

Digital Harbor Foundation

2019 ◽  
pp. 102-129
Keyword(s):  
High School ◽  
Problem Solving ◽  
Learning Environment ◽  
Learning Communities ◽  
Computer Technology ◽  
Learning Spaces ◽  
White House ◽  
Course Material ◽  
Seating Arrangements ◽  
Materials Used

If not for stolen computers, the Digital Harbor Foundation may have been a very different learning environment, focused on computer technology more than making. As it turned out, the staff in the 5,000-square-foot space works with students from around the Baltimore area to develop their skills in technology and making. Several students from the space have been invited to the White House to showcase their knowledge and projects. Learning communities are developed intentionally through physical seating arrangements and layout of the learning spaces, and through the course material. In the middle and high school room, all students complete a 14-week basic maker course to familiarize them with the machines and processes of making. The space follows a “pay-what-you-can” model for all courses and materials used for the projects. A separate Nano Lab caters to younger students in 3rd to 5th grades. Digital Harbor Foundation believes in building students' problem-solving abilities and ability to self-direct their learning. This chapter explores the Digital Harbor Foundation.

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