New Paradigm of Learning and Teaching in a Networked Environment

2011 ◽  
pp. 1-20 ◽  
Author(s):  
Yin Cheong Cheng
Keyword(s):  
Teaching And Learning ◽  
Independent Learning ◽  
Ict Literacy ◽  
New Paradigm ◽  
Learning And Development ◽  
Knowledge And Skills ◽  
Learning And Teaching ◽  
Opportunities For Learning ◽  
Teachers And Students ◽  
Self Learning

This chapter introduces a new paradigm of learning and teaching that aims to develop students’ contextualized multiple intelligence (CMI) and create unlimited opportunity for students’ lifelong independent learning through a triplization process including individualization, localization, and globalization in teaching and learning. In particular, the chapter illustrates how students’ self-learning can be motivated, sustained, and highly enhanced in an individually, locally, and globally networked human and ICT environment. Different from the traditional emphasis on delivery of knowledge and skills in planned curriculum, the new paradigm pursues the extensive application of ICT and enhancement of teachers and students’ ICT literacy in building up a networked environment for students’ individualized, localized, and globalized learning and CMI development. It is hoped that students equipped with the necessary ICT literacy can become borderless learners with unlimited opportunities for learning and development in a networked environment.

scholarly journals Development of Puzzel Learning Media by Crossword Puzzel

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Prima Wahyu Titisari ◽  
Febi Acitika Pratiwi
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Crossword Puzzle ◽  
Capture Process ◽  
Learning And Teaching ◽  
Word Play ◽  
Teachers And Students ◽  
The Media ◽  
Large Groups ◽  
Crossword Puzzles

<p><strong>Abstract.</strong> Learning media is a teaching and learning process that tends to be interpreted as graphical, photographic, or electronic tools to capture, process, and reconstruct visual or verbal information. Crosswords are a kind of word play. The learning media developed to facilitate teachers and students in the process of learning and teaching at Junior High School grade VIII. The purpose of this study was to prodice <em>puzzle </em>learning media by crossword <em>puzzle</em> and feasible to be developed as rearning media on human eireulatory system material. Based on the results of the observations that have been carried out, the teacher only uses descourse and less varied learning  which makes students bored in learning. The method used in this study is the research and development (R &amp; D), by ADDIE method, the researcher produced a crossword puzzle and its feasibility will be tested. The results of the study after the media were tested on the validator of media experts and material experts got a very decent category. The results of the research from the science teacher, get a very feasible assessment to be developed. The results of research on peer review get a very feasible category to be tested. And the results obtained during the trial of students with trials of small groups, middle groups and large groups led to a very decent category. To we it can be concluded that, puzzle learning media by crossword puzzles is very feasible to develop.</p><p><strong>Keywords:</strong> Puzzle learning media, crossword puzzles</p>

scholarly journals The Myth of Independence as Better: Transforming Curriculum Through Disability Studies and Decoloniality

2020 ◽  
Vol 9 (5) ◽  
pp. 96-121
Author(s):  
Maria Karmiris
Keyword(s):  
Public Schools ◽  
Public School ◽  
Disability Studies ◽  
Teaching And Learning ◽  
School Teacher ◽  
Postcolonial Studies ◽  
Independent Learning ◽  
School Practices ◽  
The Gaze ◽  
Teachers And Students

By situating this article within disability studies, decolonial studies and postcolonial studies, my purpose is to explore orientations towards independence within public school practices and show how this serves to reinforce hierarchies of exclusion. As feminist, queer and postcolonial scholar Ahmed (2006, p. 3) contends, “Orientations shape not only how we inhabit, but how we apprehend this world of shared inhabitance as well as ‘who’ or ‘what’ we direct our energy toward” (Ahmed, 2006, p. 3). I wonder how the policies and practices that I am oriented towards as a public school teacher limit the possibilities of encountering teaching and learning as a mode of reckoning and apprehending “this world of shared inhabitance?” I also wonder how remaining oriented towards independence as the goal of learning simultaneously sustains an adherence to colonial western logics under the current neoliberal ethos. Through Ahmed’s provocation I explore how the gaze of both teachers and students in public schools remains oriented towards independent learning in a manner that sustains conditions of exclusion, marginalization and oppression.

scholarly journals A Study on Implication of Prototype Theory in English Vocabulary Teaching

2017 ◽  
Vol 8 (1) ◽  
pp. 133
Author(s):  
Hongmei Zhang
Keyword(s):  
Teaching And Learning ◽  
International Communication ◽  
Current Situation ◽  
Prototype Theory ◽  
English Learning ◽  
Learning And Teaching ◽  
Cognitive Mechanism ◽  
Teachers And Students

Nowadays, English plays an increasingly important role in international communication. Vocabulary plays the important role in the process of English learning and teaching. Although the significance of the vocabulary teaching and learning have been noticed by the teachers and students, the current situation of English vocabulary teaching and learning is not satisfactory in most Chinese schools. This paper applies the prototype theory and other related theories, which contains the three levels of categorization and two cognitive mechanism, to vocabulary teaching and learning. The paper aims at exploring the implications that prototype theory indicates in English vocabulary teaching and learning, finding out the crux of English vocabulary teaching and learning. Teachers need to consciously foster students’ metaphorical and metonymical awareness when teaching vocabulary.

The need for a transition to a distance learning format: research results

2020 ◽  
pp. 194-209
Author(s):  
Marina V. Polevaya ◽  
Elena V. Kamneva ◽  
Sergey A. Polevoy ◽  
Margarita M. Simonova ◽  
Svetlana M. Buyanova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Learning And Teaching ◽  
Teacher Student ◽  
Teachers And Students ◽  
Training Format

Relevance. The article discusses the problems of the transition of universities to a distance learning format. The transfer of universities to a remote format due to the spread of the COVID-19 virus allowed students to continue to receive training, which varied significantly due to technologies, the choice of which was determined by the current capabilities of educational institutions. The article analyzes the result of a study of the attitude and assessment of teachers and students organizing and conducting training outside the educational institution with the use of distance technologies. The purpose of the study is to identify the features of teaching and learning in a distance format in higher education during the spread of a new coronavirus infection. The objectives of the study are to identify factors that have influenced the quality of the implementation of educational programs in full in the electronic information and educational environment. The results of the study. A serious influence of the distance learning format on the quality of the teacher-student interaction was revealed (it has significantly decreased), which is undoubtedly one of the factors that reduce studentsʼ motivation to learn. For many respondents, distance learning and teaching was the first experience of a distance learning format, and therefore the attitude towards it is rather complicated. A significant scatter in the format of the classes, their completeness and content within the framework of distance learning, the low proportion of the teaching staff prepared for its implementation, and the generally low level of technical, methodological and legal support show that the majority of Russian universities are not ready to introduce distance learning. The transition to an online training format caused the majority of respondents discomfort and negative emotional experiences.

scholarly journals Resultados generales de la puesta en práctica de 29 casos sobre el desarrollo de sistemas de evaluación formativa en docencia universitaria

2017 ◽  
Vol 4 (1) ◽  
pp. 87 ◽  
Author(s):  
Juan Carlos Manrique Arribas ◽  
Cristina Vallés Rap ◽  
Juan Manuel Gea Fernández
Keyword(s):  
Formative Assessment ◽  
Evaluation System ◽  
Teaching And Learning ◽  
Formative Evaluation ◽  
University Teaching ◽  
Independent Learning ◽  
Important Conclusion ◽  
Learning And Teaching ◽  
La Red ◽  
The University

Resumen: El siguiente trabajo muestra los resultados de 29 experiencias de innovación en docencia universitaria, en las que se ha aplicado un sistema de evaluación formativa. Han participado en el estudio 7 áreas de conocimiento de 4 universidades, con un total de 1.770 alumnos y 29 profesores. El marco de referencia lo constituye la Red de Evaluación en Docencia Universitaria, centrada en investigar el potencial de la evaluación formativa para mejorar el proceso de enseñanza- aprendizaje del alumnado universitario. La metodología empleada en esta Red de profesorado es la investigación-acción y el estudio de casos. Entre los resultados obtenidos en el estudio destacan las siguientes ventajas: a)-aprender formas alternativas de evaluación, b)-permitir mayor implicación y motivación del alumnado y c)-facilitar la adquisición de competencias de aprendizaje autónomo. Se observan algunos inconvenientes como: a)-mayor carga de trabajo para el profesor y el alumno y b)-falta de costumbre del profesorado y alumnado en la aplicación de este modelo de evaluación formativa. Sin embargo, la relación entre la carga de trabajo para el profesor y el alumno está en consonancia con el requerimiento que establece el nuevo crédito ECTS de los nuevos grados según los datos obtenidos. Los resultados extraídos permiten afirmar que la evaluación formativa supone un medio adecuado para que el alumnado alcance las competencias que exigen las titulaciones, sirviendo también como elemento dinamizador del proceso de enseñanza-aprendizaje que permite buenos resultados académicos así como la motivación de los alumnos y profesores. Overall results of the implementation of 29 cases on the development of formative assessment in higher education Abstract: In this paper we show the overall results after having implemented 29 innovative experiences in university teaching, based on the application of formative assessment systems. This implementation covers 7 areas of knowledge, 4 universities, 1,770 students and 29 teachers. The framework is the University Formative Evaluation Network, formed by university professors who focus on researching the potential of formative assessment to improve student learning and teaching process. The methodology used is “action research” and case studies. The results show that this evaluation system has many advantages: a) it allows learning new practice of assessment, b) greater involvement and more student motivation and c) it facilitates the acquisition of independent learning skills. It also presents some drawbacks, such as increased workload for the teacher and student, and a traditional lack of practice of teachers in the application of this model. However, the relationship between workload for the teacher and the student is in line with the requirement set by the new ECTS credit of the new degrees. The most important conclusion we have reached is that formative assessment is a very appropriate means to achieve the competencies required by the degrees, and it develops a dynamic process of teaching and learning that improves academic performance and students and teachers’ motivation.

scholarly journals MEDIA PEMBELAJARAN DALAM PEMBELAJARAN TEMATIK INTEGRATIF DI SEKOLAH DASAR

2020 ◽  
Vol 5 (3) ◽  
pp. 403-417
Author(s):  
Yunita Suryandari
Keyword(s):  
Teaching And Learning ◽  
Social Values ◽  
Adult Life ◽  
Learning Processes ◽  
Elementary Level ◽  
Spiritual Values ◽  
Direct Experience ◽  
Knowledge And Skills ◽  
Teachers And Students ◽  
Thematic Learning

In general, learning media is a tool for teaching and learning processes or  anything that can be used to stimulate students ' minds, feelings, attention and skills so that they can encourage the learning process. Integrative thematic learning is learning that integrates multiple topics into a theme. This integrative thematic learning provides students with direct experience, and requires students to be more involved in providing comprehensive learning and not being separated.This integrative thematic learning also involves the inculcation of spiritual values and social values which are taught together with the provision of general learning materials.It is very important to use and apply the learning media in integrative thematic learning in elementary schools.This is also focused on the age of children who are still in elementary school and, of course, learning will be of great interest for them when using media that can stimulate and motivatethem to learn. By using appropriate learning media, teachers and students are expected to be able to achieve the planned objectives. Especially students are expected to gain meaningful experience in the spiritual, social, knowledge and skills domains. Thus, learning in schools, particularly at the elementary level can be a foundation for students when they go through adult life so that they become successful humans when they grow up

scholarly journals Intercultural Management in Culturally Diverse Classrooms

2018 ◽  
Vol 3 (2) ◽  
pp. 69
Author(s):  
Xiaoli Jiang
Keyword(s):  
Learning Strategies ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Culturally Diverse ◽  
Classroom Culture ◽  
Cultural Backgrounds ◽  
Learning And Teaching ◽  
Self In Relation ◽  
Diverse Classrooms ◽  
Teachers And Students

Globalisation and internationalisation have brought culturally diverse classrooms into universities and schools worldwide. There are increasing opportunities for culturally diverse teachers and students to interact and learn from each other. This paper investigates the changes that occur when classrooms are managed by teachers with different cultural backgrounds from that of their students, utilising observations and interviews. The research indicates that when people from both collective and individualist cultures are in the same classroom, the different dynamics require adjustments from at least one cultural group to achieve desirable learning outcomes, in particular from the teacher. This is largely due to, in individualistic and collective cultures, teachers having different roles associated with their respective power structure and social hierarchy caused by various ways of establishing and maintaining individual self-esteem and perceiving self in relation to others. It would appear that the changes are engineered by a teacher’s desire to allow students to learn more effectively and teachers’ belief as to what are effective teaching and learning strategies. However, the changes are also accompanied by many challenges and personal growth on the part of the teachers. Bridging cultural differences should never been taken for granted. Should teachers reflect deeply and adjust to changes in classroom culture, the learning and teaching experiences can be both enriching and enlightening. Intellectual challenges and reflections on different home and host cultural assumptions are required when managing students who are from dissimilar cultural backgrounds.

scholarly journals TEACHING IN CLOUDS: USING THE G SUITE FOR EDUCATION FOR THE DELIVERY OF TWO ENGLISH FOR ACADEMIC PURPOSES COURSES

2018 ◽  
pp. 305 ◽  
Author(s):  
Elis Kakoulli Constantinou
Keyword(s):  
Teaching And Learning ◽  
English For Academic Purposes ◽  
Ease Of Use ◽  
Process Data ◽  
Online Questionnaire ◽  
First Year Students ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Constructivist Approaches

Being one of the most important and influential advancements in information technology since the emergence of the Internet, cloud computing has invaded the area of English for Specific Purposes (ESP), among other fields, due to its flexibility, availability, practicality and cost effectiveness. In 2006 Google developed its Apps for Education, currently referred to as “G Suite for Education”, that provide teachers and students with access to different tools, such as Classroom, Mail, Drive, Calendar, Docs, etc., each serving different educational purposes. This paper reports on a research study conducted at the Cyprus University of Technology Language Centre in Fall 2016, in the context of two blended English for Academic Purposes (EAP) courses for first-year students of the Departments of Agricultural Sciences, Biotechnology and Food Science and Commerce, Finance and Shipping, which are based on social constructivist approaches with elements of connectivism and student-centered teaching methods. The study aimed at eliciting data on the students’ views regarding the ease of use of G Suite for Education tools, difficulties encountered during their use, and their efficiency in the teaching and learning process. Data was obtained through an online questionnaire, consisting of Likert scale and open-ended questions, administered to the students at the end of the semester. Findings illustrate that students viewed the use of G Suite for Education tools in their EAP courses very positively, both in terms of ease of use and efficiency in the learning and teaching process, encountering only minor difficulties during their use.

scholarly journals Using social media as an interactive tool for learning and teaching purposes

2019 ◽  
Vol 1 (7) ◽  
pp. 13-26
Author(s):  
م.م. فائزة عدنان صالح
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Actual Process ◽  
Technological Education ◽  
Validity And Reliability ◽  
Learning And Teaching ◽  
Academic Level ◽  
Teachers And Students ◽  
Social Media Platforms ◽  
Academic Communication

This study explores the fulfilment of  teachers and students in utilizing social media as educational platforms at university of Baghdad, Iraq. It aims to investigate whether the actual process of knowledge attainment and communicative interactions is completed at the virtual atmosphere. The current study includes three facets of social media_ engagement, interpersonal teaching and learning, and school performance. Random selection of (180) digital users at some of academic institutions has participated in the study. The results reveal that recruiters require social media platforms to connect teachers and students virtually. They tend to utilize social media for enhancing teaching and learning route which contributes the development of campus community. Virtual platforms completes the actual process of academic attainment in a meaningful way despite the traditional sense of learning and teaching at the academic level. The results conducted maintain its validity and reliability by means of knowledge dynamics, intellectual capital, and educational expertise.The study recommends experiencing technological education for carrying out relevant tools and applications which activate academic communication and empower guidelines and practices of institutional settings.

scholarly journals Media Pembelajaran dalam Pembelajaran Tematik Integratif di Sekolah Dasar

2020 ◽  
Vol 5 (3) ◽  
pp. 403-417
Author(s):  
YUNITA SURYANDARI
Keyword(s):  
Teaching And Learning ◽  
Social Values ◽  
Adult Life ◽  
Learning Processes ◽  
Elementary Level ◽  
Spiritual Values ◽  
Direct Experience ◽  
Knowledge And Skills ◽  
Teachers And Students ◽  
Thematic Learning

In general, learning media is a tool for teaching and learning processes or anything that can be used to stimulate students ' minds, feelings, attention and skills so that they can encourage the learning process. Integrative thematic learning is learning that integrates multiple topics into a theme. This integrative thematic learning provides students with direct experience, and requires students to be more involved in providing comprehensive learning and not being separated.This integrative thematic learning also involves the inculcation of spiritual values and social values which are taught together with the provision of general learning materials.It is very important to use and apply the learning media in integrative thematic learning in elementary schools.This is also focused on the age of children who are still in elementary school and, of course, learning will be of great interest for them when using media that can stimulate and motivatethem to learn. By using appropriate learning media, teachers and students are expected to be able to achieve the planned objectives. Especially students are expected to gain meaningful experience in the spiritual, social, knowledge and skills domains. Thus, learning in schools, particularly at the elementary level can be a foundation for students when they go through adult life so that they become successful humans when they grow up.

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