Practical Peer-to-Peer Teaching and Learning on the Social Web

2022 ◽  
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Teaching And Learning ◽  
Peer To Peer ◽  
Peer Teaching ◽  
Social Web ◽  
The Social

Hand-to-Mouth Survival in an Extended Pandemic

2022 ◽  
pp. 229-264
Keyword(s):  
Social Relationships ◽  
Social Distance ◽  
Peer To Peer ◽  
Air Travel ◽  
Service Industries ◽  
Social Web ◽  
The Social ◽  
Close Proximity ◽  
Historical Moment ◽  
Emergency Savings

In a time of a pandemic, people withdraw in order to social distance to protect themselves against infection. The industries that rely on people interacting in close proximity—the service industries, air travel, and other fields—lose their customers almost overnight, and then they lose their employees. Money and jobs become much more scarce almost simultaneously. Meanwhile, saddled with debt and scarce emergency savings, with a pandemic dragging on now for over a year, with dysfunctional government and little stimulus, many Americans are struggling with debt, homelessness, hunger, pressured social relationships, and other challenges. This work explores some available and recent peer-to-peer personal finance advice on the Social Web (in English) on several social platforms to assess their applicability in a challenging historical moment.

Wikipedaktik: Kollaborative Sachlexikografie als Lehr- und Lerngegenstand im Deutschunterricht

2019 ◽  
Vol 34 (2018) ◽  
pp. 37-66
Author(s):  
Eva Gredel
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Research Field ◽  
Central Issue ◽  
Digital Tools ◽  
Lecture Hall ◽  
Social Web ◽  
Digital Platforms ◽  
The Social ◽  
Digital Skills

AbstractThis paper introduces the research field of Wikipedactics with a focus on the relevance of Wikipedia’s lexicographic aspects for German lessons in higher education: The central issue is to describe one of the most successful digital platforms of the Social Web as a worthwhile teaching and learning subject. It explains Wikipedia’s hypertextual nature, its micro- and macro-structure and details scenarios of use in the classroom and the lecture hall. The paper demonstrates how pupils and students can develop digital skills and information competences when using Wikipedia. Furthermore, the didactic potential of digital tools such as Wikibu and WikiWatchdog enabling the reflected access of Wikipedia users to the online-encyclopaedic content is evaluated.

Wikipedaktik: Kollaborative Sachlexikografie als Lehr- und Lerngegenstand im Deutschunterricht

2018 ◽  
Vol 34 (1) ◽  
pp. 37-66
Author(s):  
Eva Gredel
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Research Field ◽  
Central Issue ◽  
Digital Tools ◽  
Lecture Hall ◽  
Social Web ◽  
Digital Platforms ◽  
The Social ◽  
Digital Skills

AbstractThis paper introduces the research field of Wikipedactics with a focus on the relevance of Wikipedia’s lexicographic aspects for German lessons in higher education: The central issue is to describe one of the most successful digital platforms of the Social Web as a worthwhile teaching and learning subject. It explains Wikipedia’s hypertextual nature, its micro- and macro-structure and details scenarios of use in the classroom and the lecture hall. The paper demonstrates how pupils and students can develop digital skills and information competences when using Wikipedia. Furthermore, the didactic potential of digital tools such as Wikibu and WikiWatchdog enabling the reflected access of Wikipedia users to the onlineencyclopaedic content is evaluated.

“Hard” High-Investment Adult-Age Adventure Play in the Off Hours

2022 ◽  
pp. 462-487
Keyword(s):  
Social Network ◽  
Risk Taking ◽  
Teaching And Learning ◽  
Development Time ◽  
Social Web ◽  
Network Development ◽  
Niche Space ◽  
Adult Age ◽  
The Social ◽  
High Investment

Globally, adults engage in various forms of high-investment adventure play in their leisure. Sometimes, these are complementary to their careers, their self-identities, and their social circles. This type of adventure play requires investments in learning, KSA (knowledge, skills, and abilities) development, social network development, time, moneys, reputation, and other costs. It may involve some level of risk-taking. This work explores this niche space of “hard” adventure play as expressed on the Social Web as a type of peer-shared teaching and learning, with a focus on “luxury geocaching” as the activity.

scholarly journals Peer Teaching in Medical Education: Highlighting the Benefits and Challenges of Its Implementation

2021 ◽  
Vol 2 (1) ◽  
pp. 64-68
Author(s):  
Verona Sukrajh ◽  
Adegoke Olusegun Adefolalu
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Teaching And Learning ◽  
Social Dynamics ◽  
Peer Teaching ◽  
Learning Activities ◽  
Extensive Literature ◽  
Educational Strategy ◽  
The Social ◽  
Medical Educators

Peer teaching is an educational strategy that embraces active learning, it explores the social dynamics and interactions as well as the communication and interpersonal skills that influence learning. Embedded within peer teaching as an educational strategy are several theories which promote active learning. It is very important to have a good understanding of the various philosophies underpinning the learning process, because of the numerous variables that have to be considered in order to make the implementation of peer teaching a successful exercise in the context of medical education. Based on the outcome of an extensive literature review together with field experience of the authors, the focus of the current paper will be to highlight the benefits and challenges that should be anticipated by medical educators who want to introduce peer teaching into their teaching and learning activities as part of innovation that would enhance active learning among their students.

LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

SWQL: A new domain-specific language for mining the social Web

2021 ◽  
pp. 102642
Author(s):  
Xiomarah Guzmán-Guzmán ◽  
Edward Rolando Núñez-Valdez ◽  
Raysa Vásquez-Reynoso ◽  
Angel Asencio ◽  
Vicente García-Díaz
Keyword(s):  
Domain Specific Language ◽  
Social Web ◽  
Specific Language ◽  
Domain Specific ◽  
The Social

Analysis of Support for Parents in Raising Children with Dyslexia

2020 ◽  
pp. 0192513X2094892
Author(s):  
Athira Amira Abd Rauf ◽  
Maizatul Akmar Ismail ◽  
Vimala Balakrishnan ◽  
Loh Sau Cheong ◽  
Novia Indriaty Admodisastro ◽  
...  
Keyword(s):  
Marital Status ◽  
Self Esteem ◽  
Peer To Peer ◽  
Government Support ◽  
Anova Analysis ◽  
Raising Children ◽  
The Social ◽  
Significant Difference ◽  
Different Types ◽  
One Way Anova

The parents of children with dyslexia often experience more parenting stress and depressive symptoms compared to other parents. Studies have shown that supporting and encouraging such parents help in reducing their frustrations, fear, anger, and low self-esteem towards their children. The purpose of this study was to identify and examine the different types of support needed by the parents of children with dyslexia and to explore the relationships between the required support with the parents’ marital status. Fifty questionnaires were distributed to the parents of children with dyslexia and analyzed. The findings showed that the type of support needed for parents of children with dyslexia could be grouped into social, peer-to-peer, financial, and government support. Furthermore, the analysis indicated that there were no significant differences between the social (p = 0.4014), peer-to-peer (p = 0.5020), and government (p = 0.7121) support with parents’ marital status. However, based on one-way ANOVA analysis, there was a significant difference found between the parents’ marital status and financial support (p = 0.0241). Accordingly, it is anticipated that the implication of this research could be used as a guide and a reference for supporting and encouraging parents of children with dyslexia and other learning disabilities.

Making the Case for Brain-friendly Pronunciation Instruction

RELC Journal ◽  
2021 ◽  
pp. 003368822110355
Author(s):  
Michael Burri
Keyword(s):  
Empirical Research ◽  
Teaching And Learning ◽  
Social Brain ◽  
Pronunciation Instruction ◽  
Balanced Approach ◽  
The Social ◽  
Contemporary Perspective ◽  
Pedagogical Goal

A growing empirical research base has contributed substantially to our understanding of pronunciation instruction. A contemporary perspective entails a balanced approach featuring both the teaching of segmentals (vowels and consonants) and suprasegmentals (stress, rhythm, and intonation) while favoring intelligible (i.e. clear) pronunciation as the pedagogical goal rather than the attainment of native-like pronunciation. Yet, the connection between neuroscience and pronunciation instruction has not been explored in depth so far. Thus, the aim of this article is to further the process of bringing insights from neuroscience into pronunciation teaching and learning. I first explore several interconnected neuroscientific principles that are relevant to pronunciation, including the social brain, emotions, movement, and touch, and then conclude the article by describing a ‘brain-friendly’ approach that reflects a number of those principles: haptic pronunciation instruction.

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