Gleaning Strategies for Knowledge Sharing and Collective Assessment in the Art Classroom from the Videogame, “Little Big Planet’s Creator Spotlights”

2014 ◽  
pp. 14-32
Author(s):  
Renee Jackson ◽  
William Robinson ◽  
Bart Simon
Keyword(s):  
Knowledge Sharing ◽  
Learning Strategies ◽  
Online Community ◽  
Teaching Practice ◽  
Constructivist Teaching ◽  
Pedagogical Practice ◽  
Constructivist Learning Environment ◽  
Art Classroom ◽  
Teaching Learning ◽  
Art Classrooms

This chapter examines the notion of videogames as a resource for teaching practice. Games are often used as teaching tools, but not often used as resources for informing pedagogical practice. Media Molecule’s game, Little Big Planet (LBP) for the Playstation 3, is a constructivist game with a niche online community of practice known as LBP Central. The game, along with the community, exemplifies multiple learning strategies in a constructivist environment, lending itself as a potentially powerful resource for studying constructivist teaching/learning strategies. In this chapter, the authors look closely at a community assessment and knowledge sharing strategy known as the “creator spotlight” and, based on the premise that art classrooms tend to be more constructivist by nature than other subject areas and because LBP has strong links to visual art, they suggest ways in which this process could be explored and applied with secondary visual arts students within a constructivist learning environment.

Gleaning Strategies for Knowledge Sharing and Collective Assessment in the Art Classroom from the Videogame, “Little Big Planet's Creator Spotlights”

Gamification ◽  
2015 ◽  
pp. 1402-1420
Author(s):  
Renee Jackson ◽  
William Robinson ◽  
Bart Simon
Keyword(s):  
Knowledge Sharing ◽  
Learning Strategies ◽  
Online Community ◽  
Teaching Practice ◽  
Constructivist Teaching ◽  
Pedagogical Practice ◽  
Constructivist Learning Environment ◽  
Art Classroom ◽  
Teaching Learning ◽  
Art Classrooms

This chapter examines the notion of videogames as a resource for teaching practice. Games are often used as teaching tools, but not often used as resources for informing pedagogical practice. Media Molecule's game, Little Big Planet (LBP) for the Playstation 3, is a constructivist game with a niche online community of practice known as LBP Central. The game, along with the community, exemplifies multiple learning strategies in a constructivist environment, lending itself as a potentially powerful resource for studying constructivist teaching/learning strategies. In this chapter, the authors look closely at a community assessment and knowledge sharing strategy known as the “creator spotlight” and, based on the premise that art classrooms tend to be more constructivist by nature than other subject areas and because LBP has strong links to visual art, they suggest ways in which this process could be explored and applied with secondary visual arts students within a constructivist learning environment.

scholarly journals Innovative teaching methods applicable at the classes of percussion instruments

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 14-22
Author(s):  
Ganna Ralo
Keyword(s):  
Teaching Methods ◽  
Professional Training ◽  
Teaching Practice ◽  
Free Access ◽  
Pedagogical Practice ◽  
Approaches To Teaching ◽  
Innovative Teaching ◽  
Teaching Aids ◽  
Percussion Instruments ◽  
Teaching Learning

About 100 years have passed since the first classes of percussion instruments appeared. In the early days, when professional training intended for percussion performers dated to, teachers faced a large number of problems, in particular, lack of a full set of percussion instruments in the classroom, the availability of instructive, educational, pedagogical and concert repertoire alongside scientific and methodological literature. As a result, the work of the first educators was based, first of all, on their personal pedagogical experience and many years of performing practice. In this regard, the appearance of the first teaching aids was a milestone in the development of professional training in playing percussion instruments. For a century-long period, not so much educational and methodological literature has appeared, which was conditioned by a number of objective and subjective factors. At the same time, each methodological manual has taken its rightful place in the development of teaching methods for playing the percussion instruments. However, time is relentlessly moving forward and, unfortunately, today, they have become less in demand, as they do not always meet the modern requirements and approaches to teaching how to play the percussion instruments. Today, Ukrainian scientists and teachers have free access to a large amount of information. Therefore, they have an opportunity to familiarise themselves with interesting developments of our foreign colleagues. However, in most cases, they cannot be used in domestic pedagogical practice, as they are not adapted to the current realities of the educational system of Ukraine due to various socio-economic and cultural factors. Thus, the issues related to the need to search for the most effective forms, methods, and approaches to teaching how to play the percussion instruments is of particular importance and relevance. The article is devoted to the methods based on the playing form of instructions which are used in schools of aesthetic education and, in particular, at the classes of percussion instruments. The purpose of the work is to present new promising areas in teaching percussion playing, based on the author’s pedagogical practice. These methods were used in the study: analysis, observation, deduction and induction. The following issues are considered in the article: the influence of learners’ age characteristics on the choice of teaching methods, the essence of the group form of training and its importance for activating the pedagogical process, traditional and non-traditional approaches to teaching / learning, as well as the analysis of the methods that are widely used in the author’s teaching practice at the classes of the percussion instruments playing. As a result of the study, some new ideas were proposed related to the training at the initial stage and the ways of their implementation by introducing the methods of collective listening, imitation, “playing with the ball”, “sweet tooth”, etc. into the pedagogical practice.

scholarly journals Active Teaching-Learning Strategies for Family Medicine Preceptors in the EURACT

2020 ◽  
Vol 44 (3) ◽  
Author(s):  
Bárbara Cristina Barreiros ◽  
Margarita Silva Diercks ◽  
Maríndia Biffi ◽  
Ananyr Porto Fajardo
Keyword(s):  
Family Medicine ◽  
Critical Pedagogy ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Family Doctor ◽  
Structured Interview ◽  
Learning Dynamics ◽  
Active Teaching ◽  
Level 1 ◽  
Teaching Learning

Abstract: Introduction: The Family Doctor (FD), whose scope of action is Primary Health Care (PHC), is a professional trained to care for people, their families, and communities. The best FD training should be performed through Medical Residency Programs in Family Medicine (MRPFM), an in-service teaching field where a preceptor, also a FD, accompanies the resident. A pedagogically well-trained preceptor can work in the learning process of young doctors, who in turn are able to develop the necessary skills to work as a future FD. Active Learning Methodologies (ALM) are based on critical pedagogy and work with problems for the development of teaching-learning processes. They seek the theory from the practice, thus preparing the students to become aware of their environment and act aiming at its transformation. ALMs are achieved in the pedagogical processes through Active Teaching-Learning Strategies (ATLS), which are effective pedagogical resources used by the preceptors in the residents’ daily training. They can be divided into two groups: Active Teaching-Learning Dynamics and Active Teaching Actions. This article reports on the effects of a training course for Family Medicine preceptors on the use of Active Teaching-Learning Dynamics and Active Teaching Actions. Method: Qualitative comparative case study using sociodemographic survey, individual semi structured interview and field notes. The information was examined under content analysis, having participated ten preceptors from four MRPFM from the state of São Paulo, Brazil (half having attended the Leonardo EURACT level 1 course and half not having done so). Results: Those preceptors who attended the course expressed having more knowledge and use of Active Teaching-Learning Strategies, specifically of Active Teaching-Learning Dynamics and Active Teaching Actions. Conclusions: It was observed that the Leonardo EURACT level 1 teaching technology modifies the teaching practice of those who took the course, as they demonstrate a greater use and domain of its tools in their pedagogical practice. Moreover, the course allows a greater understanding of the presented dynamics and activities, thus promoting the residents’ critical learning and encouraging autonomy.

A Importância das Ferramentas Tecnológicas para o Processo de Aprendizagem no Ensino Superior

2018 ◽  
Vol 19 (4) ◽  
pp. 456
Author(s):  
Ediane Zanin ◽  
Anathan Bichel
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Learning Technology ◽  
Pedagogical Practice ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Educational Environments ◽  
Technology Strategies ◽  
Teaching Learning ◽  
Technology Resources

Nos ambientes educacionais, a tecnologia também se faz presente como recurso facilitador do ensino-aprendizagem. O objetivo do presente estudo é analisar, por meio de um estudo bibliográfico, as estratégias de aprendizagem com o uso das tecnologias no Ensino Superior. A pesquisa foi realizada entre junho de 2017 a abril de 2018, estruturada a partir de bibliografias existentes sobre ferramentas e recursos tecnológicos, estratégias de ensino-aprendizagem e aprendizagem no Ensino Superior. A abordagem para realização desta pesquisa é a indireta, que consiste no levantamento de referências bibliográficas encontradas por meio de artigos e livros publicados em meios eletrônicos e impressos, que se referem a este tema para análise e discussão do problema. E a finalidade desta pesquisa é descritiva por caracterizar a influência da tecnologia no processo de ensino-aprendizagem. Conclui-se que as tecnologias possuem participação significativa no ambiente educacional e favorecem o ensino-aprendizagem. No entanto, percebe-se que há necessidade de as Instituições de Ensino Superior disponibilizarem aos docentes os recursos tecnológicos para serem utilizados em sala de aula. Além disso, cabe também ao docente buscar o aperfeiçoamento na sua prática pedagógica de maneira a inserir, cada vez mais, as ferramentas tecnológicas no ensino-aprendizagem, para assim melhorar a interação com os estudantes atuais e favorecer a melhoria do aprendizado com o uso modelado da tecnologia em sala de aula. Palavras-chave: Ensino-Aprendizagem. Estratégias. Tecnologia. Estratégias. Recursos Tecnológicos. AbstractIn educational environments, technology is also present as facilitating teaching-learning resources. The objective of the present study is to analyze through a bibliographic study the learning strategies with the use of technologies in higher education. The research was carried out between june 2017 and april 2018, structured from existing bibliographies on tools and technological resources, teaching-learning strategies and learning in higher education. The approach for conducting this research is the indirect one, which consists of the collection of bibliographical references found through articles and books published in electronic and printed media, which refer to this topic for analysis and discussion of the problem. In addition, the purpose of this research is descriptive because it characterizes the influence of technology in the teaching-learning process. It is concluded that technologies have a significant participation in the educational environment and favor teaching learning. However, it was perceived that there is a need for higher education institutions to provide teachers with the technological resources to be used in the classroom. In addition, it is also up to the teacher to seek improvement in their pedagogical practice in order to insert more and more the technological tools in teaching learning, in order to improve the interaction with the current students and to favor the improvement of the learning with the modeled use of technology in the classroom. Keywords: Technology. Strategies. Teaching Learning. Technology Resources. 

scholarly journals Research on the Individual Development of Children by Eliminating Stressors

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Costica Lupu
Keyword(s):  
Learning Strategies ◽  
Information And Communication Technologies ◽  
Time Pressure ◽  
Individual Development ◽  
Adjustment Process ◽  
Pedagogical Practice ◽  
School Students ◽  
The Individual ◽  
Teaching Learning ◽  
The Impact

This study presents an empirical research on the identification and observation of the students’ manifestations under various circumstances of stress, among which: time pressure, unexpected exam, unknown examiner, overstrain, language. The research was conducted at the National Pedagogical College “Ştefan cel Mare” from Bacău and consisted in assisting and observing 26 lessons of Mathematics and 26  lessons of Information and Communication Technologies, involving a group of 126 middle-school students and 24 teachers of various specializations. The tests and questionnaires applied have shown the relevance of becoming aware of the impact of stress, as well as of finding ways to minimize its harmful secondary effects, as many diseases are highly associated with wrong responses, adaptation to stress, external factors, sanctions, failure of the adjustment process, which lead to the onset of illness or unhappiness. Regarding these problems, we are looking for solutions in the form of best teaching-learning strategies, in order to increase enthusiasm for school activities, decrease the number of school absences, control alcohol, coffee or drugs consumption. The 20 students in the third year from the Faculty of Mathematics, “Vasile Alecsandri” University of Bacău, have conducted a research during their pedagogical practice included in their initial teacher training. The research has focused on emotional intelligence and implied direct observation of the students’ behaviour during an unannounced test at Mathematics, with the subsequent application of a questionnaire.

scholarly journals Constructivism Applied: An Example from the Teaching of Computing

2005 ◽  
Vol 2 (2) ◽  
pp. 21-26
Author(s):  
Brian Hinton
Keyword(s):  
Conceptual Change ◽  
Learning Strategies ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Constructivist Teaching ◽  
Classroom Activities ◽  
Constructivist Model ◽  
Methods Of Learning ◽  
Teaching Learning ◽  
Constructivist Approaches

The state of science education is similar to that of other disciplines: research shows a clear need for new instructional strategies based on a constructivist model of learning emphasizing conceptual growth, conceptual change and the conditions that support conceptual change. Practice, however, remains anchored in behaviorist theory and rote methods of learning. “Serious constructivist approaches usually set out to reorganize traditional teaching by including changes of aims, setup of content structures, media, and teaching/learning strategies” (Treagust et al, 1996, p7). Maher and Alston (1990) discuss constructivist reform efforts and the implications for classroom teaching focusing on three issues that arise repeatedly: how to learn to listen to students’ thinking; how to organize classroom activities to support “listening and questioning”; and how to implement forms of assessment that document students’ questions. This paper describes some constructivist teaching methodology and practices, and highlights their effectiveness as an aid to teaching and understanding in the classroom.

scholarly journals Findings from the Teaching, Learning, and Computing Survey

2000 ◽  
Vol 8 ◽  
pp. 51 ◽  
Author(s):  
Henry Jay Becker
Keyword(s):  
Word Processing ◽  
Teaching Practice ◽  
Teaching Philosophy ◽  
Constructivist Teaching ◽  
Class Time ◽  
Academic Subject ◽  
Frequent Use ◽  
Nationally Representative ◽  
Using Data ◽  
Teaching Learning

Cuban (1986; 2000) has argued that computers are largely incompatible with the requirements of teaching, and that, for the most part, teachers will continue to reject their use as instruments of student work during class. Using data from a nationally representative survey of 4th through 12th grade teachers, this paper demonstrates that although Cuban correctly characterizes frequent use of computers in academic subject classes as a teaching practice of a small and distinct minority, certain conditions make a big difference in the likelihood of a teacher having her students use computers frequently during class time. In particular, academic subject-matter teachers who have at least five computers present in their classroom, who have at least average levels of technical expertise in their use, and who are in the top quartile on a reliable and extensive measure of constructivist teaching philosophy are very likely to have students make regular use of computers during class. More than 3/4 of such teachers have students use word processing programs regularly during class and a majority are regular users of at least one other type of software besides skill-based games. In addition, other factors-such as an orientation towards depth rather than breadth in their teaching(perhaps caused by limited pressures to cover large amounts of content) and block scheduling structures that provide for long class periods-are also associated with greater use of computers by students during class. Finally, the paper provides evidence that certain approaches to using computers result in students taking greater initiative in using computers outside of class time-approaches consistent with a constructivist teaching philosophy, rather than a standards- based, accountability-oriented approach to teaching. Thus, despite their clear minority status as a primary resource in academic subject classroom teaching, computers are playing a major role in at least one major direction of current instructional reform efforts.

Collaborative Preparation of K-12 Teachers and Graduate Students in Nanoscience Research and Education.

2012 ◽  
Vol 1472 ◽  
Author(s):  
Myron N.V. Williams ◽  
Drew Kohlhorst ◽  
James L. Reed ◽  
Ishrat Khan ◽  
Pat Marsteller ◽  
...  
Keyword(s):  
High School ◽  
Middle School ◽  
Graduate Students ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Instructional Materials ◽  
Pedagogical Practice ◽  
Scientific Enterprise ◽  
Student Body ◽  
K 12

ABSTRACTA 2010 Report to the President from the Council of Advisors on Science and Technology calls for “research and development to create “well-designed and validated examples of comprehensive, integrated instructional materials” for K-12 education. The Center for Functional Nanoscale Materials (CFNM) at Clark Atlanta University (CAU) and the Center for Science Education at Emory University have partnered in a program that provides a collaborative experience between CAU graduate students and Atlanta area high school and middle school teachers. The partnership expands Emory’s PRISM (Problems and Research to Integrate Science and Mathematics) program, a NSF Graduate Teaching Fellows in K-12 Education (GK-12) program. We believe that personal and experiential collaboration between these stakeholders in materials education provides even more substantial and tangible benefits.PRISM aims to stimulate reflection, by providing teachers and graduate students (PRISM Fellows) with an opportunity to lead in producing knowledge about pedagogical practice in STEM areas. By direct linkage with pedagogic theory, teaching practice can be subjected to continuous improvement, and it is anticipated that participants will catalyze change in both the educational and research communities.CFNM/PRISM Program ensures that both categories of Fellows participate in professional development activities designed to propagate active learning pedagogies and reflective practice during an annual Summer Institute. Teachers are immersed in a content-rich nano- and materials science research environment, while the graduate fellows have the opportunity during the subsequent academic year to assist with instruction in local schools. Thirteen graduate students and seventeen teachers have participated in the CFNM/PRISM Program over the course of five years. Teams were formed that comprised a teacher, a CAU faculty researcher and a graduate student. Each team tackled a nanoscience research problem during a summer project, developed problem-based learning (PBL) and investigative case-based learning strategies that integrate grade-appropriate science and math content, and implemented the cases in middle school and high school classrooms.The program has been preliminarily evaluated using online written attitudinal surveys and interviews with participants. Most striking among our observations is that teachers report an enhancement of their science process skills, including an increased ability to design and implement experiments for their students. Correspondingly, graduate students report a better understanding of the importance and practice of mentoring, as well as improved ability to articulate complex scientific concepts to lay audiences. Finally, since the student body at CAU and in these Atlanta area school systems is predominantly of African American heritage, the project also contributes to diversification of the Nation’s scientific enterprise.

scholarly journals Pedagogical Practice in Engineering Courses: Students’ Contribution

2015 ◽  
Vol 7 (2) ◽  
pp. 293
Author(s):  
Herivelto Moreira ◽  
Samoara Viacelli Da Luz ◽  
Rozane de Fátima Zaionz Da Rocha ◽  
Armando Kolbe Junior
Keyword(s):  
Learning Strategies ◽  
Engineering Students ◽  
Public University ◽  
Pedagogical Knowledge ◽  
Theory And Practice ◽  
Pedagogical Practice ◽  
Good Teacher ◽  
Good Teaching ◽  
Structured Interviews ◽  
Teaching Learning

<p>The objective of this article was to identify Brazilians engineering students’ perceptions<br />about the relevance of pedagogical knowledge and its implications for the professional<br />preparation. The interest in the study was due to the urgency to promote actions which can<br />contribute to the improvement of higher education, as well as the lack of studies highlighting<br />the students’ perceptions and experiences in relation to what they consider a good class and<br />good teaching/learning strategies used by teachers. The approach used was qualitative. The<br />sample consisted of nine students from the 4th and 5th years of the Mechanical and Civil<br />Engineering courses of a public university in south Brazil. The data was collected through<br />individual semi-structured interviews. The main results allowed to reflect on how teaching<br />and learning strategies influence to define what students consider a good class and what<br />characterizes a good teacher. Evidence also suggests that there is a predominance of lectures<br />through slides projection in which students do not actively participate during the classes, and<br />as characteristics of a good teacher emerges: teachers’ mastery of scientific knowledge,<br />mastery of the pedagogical knowledge (didactics), ability to contextualize the content, to<br />relate theory and practice, and the ability to motivate and develop good relationship with<br />students.</p><p> </p>

scholarly journals Behind teaching-learning strategies in physiology: perceptions of students and teachers of Brazilian medical courses

2021 ◽  
Author(s):  
Raif Gregorio Nasre-Nasser ◽  
Gislaine Alves de Oliveira ◽  
Maria Flavia Marques Ribeiro ◽  
Bruno Dutra Arbo
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Influencing Factor ◽  
Pedagogical Practice ◽  
Continuous Assessment ◽  
Public And Private ◽  
Study Materials ◽  
Technological Advances ◽  
Perceptions Of Students ◽  
Teaching Learning

The teaching-learning process must constantly overcome the barriers imposed by rapid scientific and technological advances, as well as changes in the profile of students and access to information. This study intended to analyze the perceptions of students and professors of medical courses about the teaching-learning strategies used in physiology at different Brazilian universities, as well as the factors that influence or hinder the learning of this discipline. There were analyzed questionnaires from 174 students and 16 professors of physiology from medical courses of 20 higher education institutions (public and private) in a southern Brazilian state. The teaching strategies most used by physiology teachers coincided with the classroom activities that students consider to have the greatest contribution to their learning (expository classes/lectures, tests and questionnaires, problem-based learning/clinical case studies and demonstrative/practical classes). It was also evidenced that teachers' didactic is considered as a very influencing factor for the students during their learning process, while the teachers pointed out daily pedagogical practice as the most relevant factor in the development of their skills within the classroom. Besides, some factors hindering the teaching-learning process of physiology were identified by the respondents, such as: large amount of information, little time for study outside the classroom, previous knowledge and intrinsic difficult of the discipline. Finally, students tend to study alone and generally used teachers' slides and their own notes as study materials. The continuous assessment of the perceptions, needs and difficulties of students and teachers plays an essential role improving the teaching-learning process.

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