The Effectiveness of the i2Flex Methodology and the CoI in Addressing Complex Instructional Design Needs in High School Language Classes

2021 ◽  
pp. 280-290
Author(s):  
Tonia Fyrigou
Keyword(s):  
Community Of Inquiry ◽  
Educational Environment ◽  
Educational Process ◽  
Teaching Methodology ◽  
Face To Face ◽  
Educational Framework ◽  
Language Classes ◽  
Need To Evaluate ◽  
French Class

In this chapter, the goal is to describe the effectiveness of the implementation of the i2Flex in two different courses in the past five consecutive academic years in an attempt to meet more effectively the educational needs of the new educational framework. Starting with the description of the i2Flex methodology in a Greek class and in an online French class, the author presents the instructional (re-)design of the Moodle shell to reflect the new teaching methodology, and the need to evaluate this via an appropriate framework. It is obvious that the goal is to share under the umbrella of best practices how meaningful and efficient the i2Flex is in two different educational frames. At the same time, the use of community of inquiry (CoI) is taken in consideration to evaluate this educational process. Finally, the new role of the teacher, face to face and virtually, is observed to prove the progress of the educational environment.

i2Flex and the Community of Inquiry Framework

2016 ◽  
pp. 115-129
Author(s):  
Antonia Fyrigou
Keyword(s):  
Best Practices ◽  
Student Learning ◽  
Community Of Inquiry ◽  
Teaching Methodology ◽  
Need To Evaluate ◽  
Community Of Inquiry Framework ◽  
French Class ◽  
New Generation ◽  
Unique Potential

In this chapter the goal is to describe my implementation of the i2Flex in two consecutive academic years in an attempt to meet more effectively the educational needs of the new generation students. Starting with the description of the i2Flex methodology in an IB French class as a member of the pilot i2Flex faculty at ACS Athens, I will present the instructional (re-)design of my Moodle shell to reflect the new teaching methodology, and the need to evaluate this pilot year via an appropriate framework. Then, I will describe the same class in the second year, from how i2Flex was at this point implemented to how it was evaluated and what data was collected from the students. Finally, the goal is to share under the umbrella of best practices how meaningful and efficient the i2Flex is, taking in consideration the new role of the teacher in and out of class and its unique potential for student learning.

i2Flex and the Community of Inquiry Framework

2016 ◽  
pp. 334-348
Author(s):  
Antonia Fyrigou
Keyword(s):  
Best Practices ◽  
Student Learning ◽  
Community Of Inquiry ◽  
Teaching Methodology ◽  
Need To Evaluate ◽  
Community Of Inquiry Framework ◽  
French Class ◽  
New Generation ◽  
Unique Potential

In this chapter the goal is to describe my implementation of the i2Flex in two consecutive academic years in an attempt to meet more effectively the educational needs of the new generation students. Starting with the description of the i2Flex methodology in an IB French class as a member of the pilot i2Flex faculty at ACS Athens, I will present the instructional (re-)design of my Moodle shell to reflect the new teaching methodology, and the need to evaluate this pilot year via an appropriate framework. Then, I will describe the same class in the second year, from how i2Flex was at this point implemented to how it was evaluated and what data was collected from the students. Finally, the goal is to share under the umbrella of best practices how meaningful and efficient the i2Flex is, taking in consideration the new role of the teacher in and out of class and its unique potential for student learning.

scholarly journals The implementation of Flex methodology in a language class and the use of the Community of inquiry (CoI) framework

2015 ◽  
Vol 8 (4Β) ◽  
Author(s):  
Antonia Fyrigou
Keyword(s):  
Teaching Methodology ◽  
Language Class ◽  
Powerful Learning ◽  
Need To Evaluate ◽  
Students First ◽  
French Class ◽  
New Generation ◽  
Unique Potential

In this paper, I will share and discuss my involvement with the i2Flex in the two past academic years following the educational needs of the new generation students. First, I will describe how I went about my first encounter with i2Flex in the IB French class as a member of the pilot i2Flex faculty at ACS Athens, namely: a) I will present the instructional (re-) design of my Moodle class to reflect the new teaching methodology, and b) I will explain the need to evaluate this pilot year via an appropriate framework. Then, I will move on, describing my class in the second year, from how i2Flex was at this point implemented to how it was evaluated and what data was collected from the students. Finally, my goal is to share under the umbrella of best practices how meaningful and efficient the i2Flex is, taking in consideration the new role of the teacher in and out of class and the student’s unique potential. This experience is a new powerful learning process for both sides, since teacher and students are on the same boat with a unique goal to achieve the best quality of learning.

scholarly journals The implementation of Flex methodology in a language class and the use of the Community of inquiry (CoI) framework

2015 ◽  
Vol 8 (4Β) ◽  
Author(s):  
Antonia Fyrigou
Keyword(s):  
Teaching Methodology ◽  
Language Class ◽  
Powerful Learning ◽  
Need To Evaluate ◽  
Students First ◽  
French Class ◽  
New Generation ◽  
Unique Potential

In this paper, I will share and discuss my involvement with the i2Flex in the two past academic years following the educational needs of the new generation students. First, I will describe how I went about my first encounter with i2Flex in the IB French class as a member of the pilot i2Flex faculty at ACS Athens, namely: a) I will present the instructional (re-) design of my Moodle class to reflect the new teaching methodology, and b) I will explain the need to evaluate this pilot year via an appropriate framework. Then, I will move on, describing my class in the second year, from how i2Flex was at this point implemented to how it was evaluated and what data was collected from the students. Finally, my goal is to share under the umbrella of best practices how meaningful and efficient the i2Flex is, taking in consideration the new role of the teacher in and out of class and the student’s unique potential. This experience is a new powerful learning process for both sides, since teacher and students are on the same boat with a unique goal to achieve the best quality of learning.

Some aspects of the pedagogical model of constructive geometric modeling

2020 ◽  
Author(s):  
Denis Voloshinov ◽  
K. Solomonov ◽  
Lyudmila Mokretsova ◽  
Lyudmila Tishchuk
Keyword(s):  
Computer Graphics ◽  
Geometric Modeling ◽  
Educational Process ◽  
Educational Institutions ◽  
Software Systems ◽  
Teaching Methodology ◽  
Models Of Teaching ◽  
Software Product ◽  
The University

The application of constructive geometric modeling to pedagogical models of teaching graphic disciplines today is a promising direction for using computer technology in the educational process of educational institutions. The essence of the method of constructive geometric modeling is to represent any operation performed on geometric objects in the form of a transformation, as a result of which some constructive connection is established, and the transformation itself can be considered as a result of the action of an abstract cybernetic device. Constructive geometric modeling is a popular information tool for information processing in various applied areas, however, this tool cannot be appreciated without the presence of appropriate software systems and developed design techniques. Traditionally, constructive geometric modeling is used in the design of mechanical engineering, energy, aircraft and shipbuilding facilities, in architectural and design engineering. The need to study descriptive geometry at the university in recent years has something in common with the issues of mastering graphic packages of computer programs in the framework of the new discipline "Engineering and Computer Graphics". The well-known KOMPAS software product is considered the simplest and most attractive for training. It should be noted the important role of graphic packages in the teaching of geometric disciplines that require a figurative perception of the material by students. Against the background of a reduction in classroom hours, computer graphics packages are practically the only productive teaching methodology, successfully replacing traditional tools - chalk and blackboard.

Lifestyle and Educational Environment of Modern Confessional Educational Organizations

2020 ◽  
pp. 58-65
Author(s):  
Dmitrii Horin
Keyword(s):  
Educational Environment ◽  
Educational Process ◽  
Point Of View ◽  
Educational Organizations ◽  
Educational Organization ◽  
Problem Situations ◽  
General Scientific ◽  
Methodological Approaches ◽  
The Individual

The article deals with the phenomena of lifestyle and educational environment of confessional educational organizations. The methodological basis of the research is based on general scientific methodological approaches (system, comparative, historical, ontological) and special scientific methodological approaches: a system-activity approach, which assumes a motivated solution of problems in the educational process determined by problem situations; a cultural approach that allows us to correlate general, individual and special cultural phenomena, in particular religion and education; an anthropological approach that allowed the interpretation of knowledge from various spheres of life from the point of view of pedagogy. The article contains definitions of the following concepts: «Lifestyle of a confessional educational organization» and «Educational environment of a confessional educational organization». The role of religious worship in the development and functioning of the confessional educational environment is noted. The main factors of the external environment that have a determining influence on the confessional educational environment are highlighted. The author emphasizes the open nature of the modern confessional educational process, which unfolds in the context of a dialogue between all its parties: the religious denomination, the state and the individual.

Lifestyle and Educational Environment of Modern Confessional Educational Organizations

2020 ◽  
Vol 8 (5) ◽  
pp. 59-66
Author(s):  
Dmitrii Horin
Keyword(s):  
Educational Environment ◽  
Educational Process ◽  
Point Of View ◽  
Educational Organizations ◽  
Educational Organization ◽  
Problem Situations ◽  
General Scientific ◽  
Methodological Approaches ◽  
The Individual

The article deals with the phenomena of lifestyle and educational environment of confessional educational organizations. The methodological basis of the research is based on general scientific methodological approaches (system, comparative, historical, ontological) and special scientific methodological approaches: a system-activity approach, which assumes a motivated solution of problems in the educational process determined by problem situations; a cultural approach that allows us to correlate general, individual and special cultural phenomena, in particular religion and education; an anthropological approach that allowed the interpretation of knowledge from various spheres of life from the point of view of pedagogy. The article contains definitions of the following concepts: «Lifestyle of a confessional educational organization» and «Educational environment of a confessional educational organization». The role of religious worship in the development and functioning of the confessional educational environment is noted. The main factors of the external environment that have a determining influence on the confessional educational environment are highlighted. The author emphasizes the open nature of the modern confessional educational process, which unfolds in the context of a dialogue between all its parties: the religious denomination, the state and the individual.

scholarly journals THE ROLE OF INNOVATION TECHNOLOGIES IN THE FORMATION OF LEXICAL AND GRAMMATICAL SKILLS WHEN TEACHING A FOREIGN LANGUAGE

2021 ◽  
pp. 199-202
Author(s):  
Elena Yu. Pleshivtseva
Keyword(s):  
Foreign Language ◽  
Educational Environment ◽  
Efficient Implementation ◽  
Educational Process ◽  
Educational Goals ◽  
Internet Communication ◽  
Electronic Information ◽  
Operational System ◽  
Grammatical Skills

The article deals with the use of innovation technologies in the educational process, in particular, when teaching a foreign language. It is shown that the modern educational process is provided by the interaction of its participants through the electronic information and educational environment integrated with the Windows operational system and Zoom platform for more efficient implementation of educational goals. In teaching a foreign language such innovation technologies as blog technologies, means of asynchronous and synchronous Internet communication, linguistic corpus, electronic dictionaries and translators have a great didactic potential, helping to form lexical and grammatical skills when working with a specialized text.

scholarly journals معايير تقييم معلمي اللغة العربية لغير الناطقين بها

Al-Ma rifah ◽  
2018 ◽  
Vol 15 (02) ◽  
pp. 73-94
Author(s):  
عارف بن شجعان العصيمي
Keyword(s):  
Native Speakers ◽  
Language Education ◽  
Arabic Language ◽  
Educational Process ◽  
Foreign Languages ◽  
Standards Of Learning ◽  
Need To Evaluate ◽  
The Subject ◽  
Descriptive Method

The aim of this research is to understand and establish criteria for evaluating the performance of the Arabic teacher for non-native speakers. The standards of learning foreign languages ​​and integrating them into the curriculum and its applications in the field of language education. The researcher also pointed to the most important standards in the field of teaching Arabic to non-native speakers. In order to achieve the objectives set for this study, the researcher followed the descriptive method based on the development of the data required to answer the questions of the study describing the phenomenon under study and derived and analyzed to reach tangible results. The researcher chose this approach because it is comprehensive and provides the researcher with a lot of information about the phenomenon and its relevance to the subject studying. The researcher concluded from this study the results of the most important of which is to prove the role of the educational assessment of the teacher of the Arabic language for non-native speakers and how to achieve the goals of education effectively and strive to provide him with what helps to reflect his ideas abstraction and transfer it to knowledge and planning and application in the best ways to modify the environment of education and the need for educational renewal The need to evaluate the teacher according to basic and functional standards in the educational process such as ACTFI standards, CEFR standards, TESOL standards, Stralah AFMLTA. The need for teaching Arabic language curricula for non-native speakers to the development and activation.

PEDAGOGICAL FEATURES OF PREVENTION OF INTERPERSONAL CONFLICTS ARISING IN THE EDUCATIONAL ENVIRONMENT OF STUDENTS

2020 ◽  
pp. 93-96
Author(s):  
Валерий Александрович Казначеев
Keyword(s):  
Educational Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
Special Role ◽  
Educational Organizations ◽  
Educational Work ◽  
Interpersonal Conflicts ◽  
Conflict Situations ◽  
Higher Educational

Статья посвящена изучению роли преподавательской деятельности в профилактике возникновения межличностных конфликтов в образовательной среде студентов средне-специальных и высших образовательных организаций России. В частности, рассматривается морально-психологическая составляющая обучающегося как фактор, провоцирующий возникновение межличностных конфликтов, а также вопросы, раскрывающие особенности конфликтных ситуаций среди обучающихся в целях развития умения у них регулировать конфликты в дальнейшем процессе обучения. В статье рассматривается особая роль возраста студента, поскольку именно в этом возрастном периоде формируется чувство идентичности и умение самостоятельно решать собственные взрослые задачи. Определены предпосылки возникновения межличностных конфликтов в образовательной среде студентов. В частности, отмечено, что постоянное соперничество и иные эмоциональные столкновения приводят к нарушению личностной гармонии студента и способствуют возникновению различных социальных отклонений в среде обучающихся. В заключение рассмотрены факторы, положительно влияющие на профилактику конфликтных ситуаций среди студентов образовательных организаций, а также представлен комплекс организационно-педагогических условий профилактики межличностных конфликтов в профессионально-образовательной среде средне-специальных и высших учебных заведений России. Отмечено, что минимизации конфликтных ситуаций способствуют хорошо организованные воспитательная работа и учебный процесс, утверждение и поддержание дисциплины, активная позиция преподавателей и воспитателей в трудных ситуациях взаимодействия обучающихся. The article is devoted to the study of the role of teaching in the prevention of interpersonal conflicts in the educational environment of students of secondary special and higher educational organizations in Russia. In particular, the moral and psychological component of the student is considered as a factor that provokes the emergence of interpersonal conflicts, as well as issues that reveal the features of conflict situations among students in order to develop their ability to regulate conflicts in the future learning process. The article considers the special role of the student's age, since it is in this age period that a sense of identity and the ability to independently solve their own adult tasks are formed. The prerequisites for the emergence of interpersonal conflicts in the educational environment of students are determined. In particular, it is noted that constant rivalry and other emotional clashes lead to a violation of the student's personal harmony and contribute to the emergence of various social deviations among students. In conclusion, the factors that positively affect the prevention of conflict situations among students of educational organizations are considered, and a set of organizational and pedagogical conditions for the prevention of interpersonal conflicts in the professional and educational environment of secondary and higher educational institutions of Russia is developed. It is noted that the minimization of conflict situations is facilitated by well-organized educational work and the educational process, the approval and maintenance of discipline, the active position of teachers and educators in difficult situations of interaction between students.

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