Facilitating the Online Curriculum

Author(s):  
Lynnette R. Porter

What is a “traditional” classroom? Many adults may still think of a traditional classroom as a room within a building, probably on a university, college, or other educational institution’s campus. It may contain computer equipment, but it may be pictured as an older, whiteboard-only classroom full of desks or tables, with a teacher lecturing students face to face. Indeed, this example is a traditional classroom for many learners today, and it is likely to remain one definition of a traditional classroom for years to come. However, as more learners grow up with computer technology, the definition of the traditional classroom becomes more diverse.

Author(s):  
جمال أحمد بادي

بدأت الجامعة الإسلامية العالمية بماليزيا بتدريس مادة التفكير الإبداعي لطلاب كلية معارف الوحي والعلوم الإنسانية في فبراير ١٩٩٧م ثم أصبح متطلبا جامعيا لكل طلبة الجامعة بحلول العام الأكاديمي ٢٠١٧/ ٢٠١٨م. تعد أساليب التفكير في ضوء القرآن الكريم أحد أهم محتويات المقرر. ووفقا للاستقراء الذي اعتمده الفصل الرابع بالكتاب المقرر تبيّن أنّ القرآن الكريم احتوى على خمس عشرة أسلوبا من أساليب التفكير. وقد تم تطبيق خطوات التدريس نفسها بنجاح على طلبة وطالبات الثانوية في ماليزيا وبعض البلدان الأخرى منها إندونيسيا وهونج كونج وذلك من خلال برنامج تدريبي مدته ساعتان ونصف. اشتمل منهج التدريس على: بيان معنى كل أسلوب، كيفية التعرف على الأسلوب من خلال الكلمات المفتاحية والسياق، ضرب الأمثلة المختلفة من بعض سور القرآن الكريم، ثم استثارة عقول الطلاب لذكر أمثلة أخرى، انتهاءً بالتعرف على كيفية تطبيق كل أسلوب في واقع الحياة اليومية.  تجيب الورقة على الأسئلة التالية: ما أساليب التفكير في القرآن الكريم؟ وما منهج الجامعة الإسلامية العالمية في تدريسها؟ وما دور تدريسها في إشاعة وتفعيل تدبر القرآن الكريم؟ ستعتمد الورقة المنهج الوصفي، والاستقرائي، والتحليلي، لبيان منهج تدريس المقرر لطلاب المرحلة الجامعية، وأهم الخطوات المتبعة لتمكين الطلاب من فهم واستيعاب تلك الأساليب وتطبيقها بشكل عملي في حياتهم العملية بشكل مبسط. ولهذا البحث مصدران أساسيان: أحدهما الفصل الرابع من الكتاب الجامعي المقرر، والثاني الخبرة العملية في تدريس المقرر لمدة تزيد عن عشرين سنة في منهج تدريس المقرر في قاعات الدرس، والورش التدريبية لطلاب الثانوية والجامعات في عدد من دول العالم نحو: ماليزيا، وإندونيسيا، وهونج كونج، وسنغافورة، وليبيا، وسلطنة عمان.  الكلمات المفتاحيّة: تدريس التفكير، أساليب التفكير، التفكير في القرآن الكريم.     Abstract IIUM started teaching creative Thinking subject in February 1997 as a required subject for KIRK students becoming a university requirement (UNGS) later on by the academic year 2017/2018. Thinking styles in the Quran were considered  as part of the subject syllabus which was endorsed by IIUM senate. Based on chapter four of the subject textbook it is found that the Quran used fifteen different thinking styles and later on two more styles were observed bringing the number of the styles to seventeen. Teaching methodology included: definition of each style, practical ways to identify it through specific terms and contexts along with providing Quranic verses then engaging students to come up with similar examples and how to apply them to real life situations. The paper aims to answer the following questions: What are the thinking styles used in the Quran? What kind of methodology used in teaching the styles at IIUM? What is the role of these styles to realize tadabbur? The paper applies descriptive, inductive and analytical methodologies to elucidate the IIUM experience in teaching the above mentioned Quranic Thinking styles to IIUM students and the procedural steps used to help the students understand the styles and apply it in their real life. There are two main sources for this academic notes: chapter four of the subject textbook and the academic experience in teaching it in classroom since 1997 and conducting training workshops for High school and university students face to face in different parts of the region and other parts of the world such as: Singapore, Indonesia, Hong Kong, Libya and Oman. Keywords: teaching thinking, thinking styles, thinking in the Quran.  


2020 ◽  
Vol 7 (10) ◽  
pp. 875-894
Author(s):  
Yeni Yuliana

Abstract The internet can be made as a way to transfer knowledge from lecturers to students, while Learning that utilizes the internet is one of the E-Learning Learning media. E-learning is distance learning that utilizes computer technology or computer networks or the Internet E-learning, so that it can enable the learning process through computers in their respective places without having to physically go to attend classes or lectures in class, Systems e-learning learning is a new way of teaching and learning. E-learning as a special learning media PAI courses provide a very important role and a large function in the course because so far there are many shortcomings and weaknesses such as the limitations of space and time in the teaching and learning process through E-learning which prioritizes the efficiency of learning so students get full teaching even though they do not have to be face to face, can also be accessed anywhere, anytime, according to the assignments given by the lecturer usually scheduled with a specified deadline. The development of education towards e-learning is a must so that the quality standards of education can be improved, E-learning is one of the uses of internet technology in the delivery of learning and its broad reach. E-learning can also be an answer to a health problem that is Pandemic Corona (Covid-19) which is very influential also in every aspect of life, especially in education.Keywords: Effectiveness, Utilization, Islamic Religious Education, E-Learning, Covid 19. Abstrak Internet dapat dijadikan cara untuk mentransfer ilmu pengetahuan dari Dosen kepada mahasiswa/mahasiswi. Adapun Pembelajaran yang memanfaatkan internet salah satunya adalah media pembelajaran E-Learning. E-learning adalah pembelajaran jarak jauh (distance learning) yang memanfaatkan  teknologi komputer atau jaringan komputer atau internet E-learning, sehingga dapat  memungkinkan proses pembelajaran melalui komputer di tempat mereka  masing– masing tanpa harus secara fisik  pergi  mengikuti pelajaran atau pun  perkuliahan di kelas,  Sistem pembelajaran e-learning adalah cara baru dalam proses belajar mengajar. E-learning  sebagai   media pembelajaran khususnya mata kuliah PAI memberikan  peran   sangat   penting  dan fungsi yang besar pada mata kuliah tersebut karena selama  ini terdapat banyak  kekurangan  dan kelemahan seperti keterbatasan ruang dan waktu dalam  proses belajar  mengajar melalui E-learning yang  mengedepankan keefisienan dalam belajar sehingga  mahasiswa mendapat pengajaran yang penuh meski tidak harus bertatap muka, juga bisa di akses di mana saja, kapan saja,  sesuai dengan tugas yang diberikan oleh dosen biasanya terjadwal dengan  batas  waktu  yang  di tentukan. Pengembangan  pendidikan menuju e-learning merupakan suatu keharusan agar standar mutu pendidikan dapat ditingkatkan,  E-learning merupakan salah satu penggunaan teknologi internet dalam penyampaian  pembelajaran  serta  jangkauannya yang luas. E-learning  juga dapat menjadi jawaban dari suatu permasalahan kesehatan yaitu Pandemi Corona (Covid-19) ini yang sangat berpengaruh juga pada setiap aspek kehidupan terutama bidang pendidikan.Kata kunci  :  Keefektifitas, Pemanfaatan, Pendidikan Agama Islam,  E-Learning, Covid 19.  


Author(s):  
Jessica Brown

This chapter distinguishes between fallibilism and infallibilism by appeal to entailment: infallibilists hold that knowledge that p requires evidence which entails that p; fallibilists deny that. It outlines some of the recent motivations for infallibilism, including the infelicity of concessive knowledge attributions, the threshold problem, closure, and the knowledge norm of practical reasoning. Further, we see how contemporary infallibilists attempt to avoid scepticism by appeal either to a generous conception of evidence or a shifty view of knowledge, such as contextualism. The chapter explains the book’s focus on non-shifty versions of infallibilism which defend a generous conception of evidence. It ends by defending the entailment definition of infallibilism over other potential definitions, and outlining the chapters to come.


Author(s):  
Kate Cowcher

The Pan-African Film and Television Festival of Ouagadougou (FESPACO) was founded in 1969. It began as an intimate week-long gathering of filmmakers and enthusiasts in the capital of what is now Burkina Faso to watch contemporary films made by African filmmakers. At its peak in the 1990s, it attracted hundreds of thousands of spectators, both local and international. Since the 2000s, iterations have been smaller affairs, significantly impacted by both changes of government in Burkina Faso and wider political instability in West Africa, as well as ongoing debates about what films it should be showcasing. Despite such challenges (and with only one exception in the mid-1970s), however, FESPACO has remained a constant on the African continent, faithfully screening films by African and diaspora filmmakers every two years for more than half a century. FESPACO was conceived in the age of decolonization by a group of men and women who are considered to be the pioneers of African cinema, including the Senegalese writer and filmmaker Ousmane Sembène. It was established as the first sub-Saharan showcase of African filmmaking, an emergent and significant field in the era of independence when cinema was prized for its ability to make visible African realities and to (re)constitute national histories eclipsed by colonial rule. The concept of a distinctly “African” cinema was articulated most extensively by filmmaker and scholar Paulin Soumanou Vieyra and referred to films made by Africans, telling African stories, principally for African audiences. For Vieyra, Sembène, and their contemporaries, it was essential to take back control of the art of cinema on the African continent, where it had predominantly been deployed as a colonial tool; FESPACO was conceived as the regular forum for those committed to its development to come together and share their work. Through the course of its development, FESPACO has been confronted with a number of challenges regarding its form and its evolution. Its strong connections with the Burkinabe state have been seen as both a significant factor for its growth and its success, and, particularly in the era of Blaise Compaoré, as a source for concern regarding freedom of expression. Since the turn of the 21st century, questions about where video filmmaking—an industry that has proliferated on the African continent in a manner unprecedented internationally—fits within FESPACO’s definition of cinema have been consistent. The festival has, over the years, been accused of being both outdated and elitist in its commitment to celluloid, but also of straying from its original remit to showcase African stories for African audiences, accusations it has responded to by the creation of new prize categories and requirements for submission. The year 2019 was one of reflection, but many critics felt that after some difficult years the festival was showing signs of rejuvenation. Though it is now one of many film festivals on the continent committed to showcasing African cinema, there remains significant appreciation for the historic status of FESPACO as a preeminent sub-Saharan cultural institution.


Author(s):  
Igor I. Kartashov ◽  
Ivan I. Kartashov

For millennia, mankind has dreamed of creating an artificial creature capable of thinking and acting “like human beings”. These dreams are gradually starting to come true. The trends in the development of modern so-ciety, taking into account the increasing level of its informatization, require the use of new technologies for information processing and assistance in de-cision-making. Expanding the boundaries of the use of artificial intelligence requires not only the establishment of ethical restrictions, but also gives rise to the need to promptly resolve legal problems, including criminal and proce-dural ones. This is primarily due to the emergence and spread of legal expert systems that predict the decision on a particular case, based on a variety of parameters. Based on a comprehensive study, we formulate a definition of artificial intelligence suitable for use in law. It is proposed to understand artificial intelligence as systems capable of interpreting the received data, making optimal decisions on their basis using self-learning (adaptation). The main directions of using artificial intelligence in criminal proceedings are: search and generalization of judicial practice; legal advice; preparation of formalized documents or statistical reports; forecasting court decisions; predictive jurisprudence. Despite the promise of using artificial intelligence, there are a number of problems associated with a low level of reliability in predicting rare events, self-excitation of the system, opacity of the algorithms and architecture used, etc.


2017 ◽  
Vol 29 (3) ◽  
pp. 68-91 ◽  
Author(s):  
Paul M. Di Gangi ◽  
Samuel H. Goh ◽  
Carmen C. Lewis

Social media has become widely adopted in both society and business. However, the academy has been slow to leverage social media as a learning tool. The purpose of this study is twofold. First, this study explores student perceptions about the use of social media in face-to-face classroom environments. Second, this study examines how social media, as a learning tool, supports presentation skill development. Using a proprietary social media application, we conducted a sequential mixed method study using students enrolled in undergraduate introductory information systems courses that included a student presentation project. One hundred seventy-seven students responded to a survey based on a facilitator and inhibitor model of social media use and an open-ended questionnaire to understand how social media impacts presentation skill development. The implications of the results from this study are discussed along with directions for future research.


2006 ◽  
Vol 7 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Steven Escar Smith

Webster's Ninth New Collegiate Dictionary states that education involves learning and then defines learning as the acquisition of knowledge or understanding through study, instruction, or experience.1 This is the best and broadest definition of the term I know of and the one that most closely informs what I do in my work as director of the Cushing Memorial Library and Archives at Texas A&M University. I consider any activity that provides opportunities for study or experience as education. In a special collections environment, this includes traditional classroom teaching as well as many other undertakings—exhibits, displays, guided and self-guided tours, . . .


2016 ◽  
Vol 19 (1) ◽  
pp. 167-181
Author(s):  
José Eduardo Porcher

Although delusion is one of the central concepts of psychopathology, it stills eludes precise conceptualization. In this paper, I present certain basic issues concerning the classification and definition of delusion, as well as its ontological status. By examining these issues, I aim to shed light on the ambiguity of the clinical term ‘delusion’ and its extension, as well as provide clues as to why philosophers are increasingly joining the ranks of psychiatrists, psychologists, and neuroscientists in the effort to come to a comprehensive understanding of delusion.


2007 ◽  
Vol 46 (03) ◽  
pp. 332-343 ◽  
Author(s):  
P. Knaup ◽  
E. J. S. Hovenga ◽  
S. Heard ◽  
S. Garde

Summary Objectives: In the field of open electronic health records (EHRs), openEHR as an archetype-based approach is being increasingly recognised. It is the objective of this paper to shortly describe this approach, and to analyse how openEHR archetypes impact on health professionals and semantic interoperability. Methods: Analysis of current approaches to EHR systems, terminology and standards developments. In addition to literature reviews, we organised face-to-face and additional telephone interviews and tele-conferences with members of relevant organisations and committees. Results: The openEHR archetypes approach enables syntactic interoperability and semantic interpretability – both important prerequisites for semantic interoperability. Archetypes enable the formal definition of clinical content by clinicians. To enable comprehensive semantic interoperability, the development and maintenance of archetypes needs to be coordinated internationally and across health professions. Domain knowledge governance comprises a set of processes that enable the creation, development, organisation, sharing, dissemination, use and continuous maintenance of archetypes. It needs to be supported by information technology. Conclusions: To enable EHRs, semantic interoperability is essential. The openEHR archetypes approach enables syntactic interoperability and semantic interpretability. However, without coordinated archetype development and maintenance, ‘rank growth’ of archetypes would jeopardize semantic interoperability. We therefore believe that openEHR archetypes and domain knowledge governance together create the knowledge environment required to adopt EHRs.


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