Bring the Power of Music Into Education

2019 ◽  
pp. 19-35
Author(s):  
Taichi Akutsu ◽  
Kazuya Amano ◽  
Kimie Hirahara ◽  
Kumiko Kishi ◽  
Eriko Osuga ◽  
...  
Keyword(s):  
Active Learning ◽  
Human Resources ◽  
Learning Model ◽  
Lesson Plans ◽  
Learning Methods ◽  
The Creation ◽  
Teaching Learning

This study aims to utilize music to improve learners' motivation, communication, as well as all subject matters other than music, and to nurture human resources that will contribute to the creation of “symbiosis” society. By creating a new teaching learning model for recurrent education for in-service P-12 teachers in Japan, the study specifically presents several model classes to let the participating teachers plan the “Utilizing Music.” For training, they use active learning methods such as PBL with core communication among students. The data were gathered by asking all of the participants to answer an open-ended questionnaire after each session and to analyze their sample lesson plans after they received the instruction. Findings suggests that there were certain resistances in teachers to change their teaching to be more interdisciplinary and shifted to kyosei-based; however, most of the participants absorbed the proposed idea and created lessons in a new direction.

scholarly journals ACTIVE LEARNING METHODS IN STUDIES: STUDENTS’ OPINIONS AND EXPERIENCES

2021 ◽  
Vol 1 ◽  
pp. 631-641
Author(s):  
Agita Šmitiņa ◽  
Ieva Margeviča-Grīnberga
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Active Engagement ◽  
Learning Methods ◽  
Constructive Feedback ◽  
Teacher Student ◽  
Frequent Use ◽  
Student Focus ◽  
Study Process ◽  
Teaching Learning

Rapid changes in education and pedagogy are related not only to the global crisis caused by COVID-19, but also to other changes determined by globalization and technological convergence—labour mobility, changes in different professions and changes in teacher–student relations—that are also affected by intergenerational differences. Changes in the pedagogical paradigm, which are included in the content of the Paris Communiqué (2018) and outlined in many important educational development and planning documents, emphasise students’ transition from being mere recipients of information to being participants actively engaged with new information in a learning environment. Following the identification of problems with a less frequent use of active participation methods in higher education, the University of Latvia implemented an Erasmus+ project entitled Entrance to Future Education (2017–2019). In this project, the authors summarized modern, inspiring, interactive, active engagement-oriented teaching/learning methods in higher education. During the project, several student focus groups were formed to discuss students’ experiences with active engagement methods in studies, and a handbook with various student active engagement methods and games was created. In 2020, 106 students from different Latvian universities were surveyed about their understanding and experience in relation to these teaching methods in their studies. The results showed that, according to students, attitude and ardour are essential for engaging students with enthusiasm and interest in the study process. The results of the survey show the varied experiences of students, as well as different understandings of active learning methods. Students noted that they most often experienced various group projects in studies, presentations and various tasks outside the classroom, but relatively rarely used such methods as creative video making, active use of game elements and constructive feedback from peers

scholarly journals Promoting PBL Through an Active Learning Model and the Use of Rapid Prototyping Resources

2018 ◽  
Vol 8 (4) ◽  
pp. 131 ◽  
Author(s):  
Jovani Castelan ◽  
Rosemere Damasio Bard
Keyword(s):  
Active Learning ◽  
Rapid Prototyping ◽  
Learning Model ◽  
Team Work ◽  
Student Autonomy ◽  
Implementation Model ◽  
Teaching Role ◽  
Work Relationship ◽  
Four Levels ◽  
Teaching Learning

This paper aims to present an active learning model for the implementation of in-novative teaching-learning practices in Higher Education, based on Active Learn-ing Methodologies by highlighting especially, PBL – Problem Based Learning using Rapid Prototyping devices. In order to apply PBL’s methodology to the courses, an implementation model with four levels of implementation was devel-oped. Each level has four class attributes, which are the problem’s scope, student autonomy, teaching role and classroom space-time. The obtained results show that the students demonstrate higher levels of interest, participation, and involve-ment with classmates, motivation and content’s perennial assimilation. With the application of these methodologies, skills required by job market, such as team-work, relationship, collaboration, proactivity and entrepreneurship are also devel-oped.

scholarly journals New Balanced Active Learning Model and Optimization Algorithm

2018 ◽  
Author(s):  
Xiaoqian Wang ◽  
Yijun Huang ◽  
Ji Liu ◽  
Heng Huang
Keyword(s):  
Experimental Design ◽  
Active Learning ◽  
Optimization Algorithm ◽  
Early Stage ◽  
Model Performance ◽  
Training Model ◽  
Learning Model ◽  
Model Quality ◽  
Learning Methods ◽  
The Impact

It is common in machine learning applications that unlabeled data are abundant while acquiring labels is extremely difficult. In order to reduce the cost of training model while maintaining the model quality, active learning provides a feasible solution. Instead of acquiring labels for random samples, active learning methods carefully select the data to be labeled so as to alleviate the impact from the redundancy or noise in the selected data and improve the trained model performance. In early stage experimental design, previous active learning methods adopted data reconstruction framework, such that the selected data maintained high representative power. However, these models did not consider the data class structure, thus the selected samples could be predominated by the samples from major classes. Such mechanism fails to include samples from the minor classes thus tends to be less "representative". To solve this challenging problem, we propose a novel active learning model for the early stage of experimental design. We use exclusive sparsity norm to enforce the selected samples to be (roughly) evenly distributed among different groups. We provide a new efficient optimization algorithm and theoretically prove the optimal convergence rate O(1/{T^2}). With a simple substitution, we reduce the computational load of each iteration from O(n^3) to O(n^2), which makes our algorithm more scalable than previous frameworks.

ENGARUH MODEL PEMBELAJARAN AKTIF COURSE REVIEW HORAY TERHADAP HASIL BELAJAR BIOLOGI SISWA KELAS VIII SMP NEGERI 10 BATAM

SIMBIOSA ◽  
2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramses Ramses ◽  
Nurhaty Purnama Sari ◽  
Harni Lainy Br.Bakkara
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
T Test ◽  
Eighth Grade ◽  
Control Group ◽  
Homogeneity Test ◽  
Control Group Design ◽  
Eighth Grade Students ◽  
Biology Learning

This study aims to know the influence of active learning model Course Review Horay to biology learning outcomes at eighth grade students of SMP Negeri 10 Batam academic year 2013/2014. This research design is  randomized experiment using posttest only control-group design. The study population is all the eighth grade students of  SMP Negeri 10 Batam with reached population consist of 7 classes. The sampling technique using a simple random sampling. Samples were selected class VIII5 as control class and VIII8 as experiment class. The instrument  that use in this research is the form of the test. Requirement have been in the form of normality and homogeneity test, which showed that normal and homogeneous data. Technique of data analysis conducted by the t test. The result analysis of data using the t test showed the tvalue 3.01 and ttable is 2.00 (tvalue > ttable). The results showed that the active learning result model Course Review Horay give effect to increase student learning outcomes from the average of the experimental class 82,57 and control class 76,04. Thus, the hypothesis put forward acceptable significance level (α = 0.05). Thus, it can be concluded that the using of active learning model Course Review Horay influential on learning outcomes of biology at eighth grade students of SMP Negeri 10 Batam. Keywords: Course Review Horay, Biology Learning Outcomes.

Active Learning, Cooperative Active Learning, and Passive Learning Methods in an Accounting Information Systems Course

2015 ◽  
Vol 32 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Jennifer Riley ◽  
Kerry Ward
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Student Performance ◽  
Accounting Information ◽  
Data Availability ◽  
Exam Performance ◽  
Learning Methods ◽  
Accounting Information Systems ◽  
Passive Learning ◽  
Learning Conditions

ABSTRACT We report the results of a study to examine the effectiveness of active versus passive learning methods in the accounting information systems area. Two groups of students completed an assignment under two active learning conditions (individual and cooperative), while a third group covered the same topic in a passive lecture. Our findings indicate support for active learning, measured through student performance on exam questions and student feedback on a questionnaire. However, compared to passive learners, we find significantly improved exam performance only for students who work individually in an active environment. Students in the cooperative active environment posted exam scores that were not statistically different from passive participants' scores. Students in both individual and cooperative active environments reported positive feedback on satisfaction, perceived learning, and effectiveness of the method. We conclude that active learning enhances student outcomes, particularly for those who work individually. Data Availability: Data are available upon request.

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