scholarly journals Dignity, justice and community as a baseline for re-interpreting being church in a Corona-defined world

2021 ◽  
Vol 77 (4) ◽  
Author(s):  
Marinda Van Niekerk
Keyword(s):  
Learning Experience ◽  
Homeless People ◽  
Lessons Learned ◽  
Point Of View ◽  
Theological Reflection ◽  
Reflection Point ◽  
Critical Elements ◽  
Vulnerable People ◽  
Visual Journal ◽  
Institutional Church

This article is written as a reflection on the relevance of being church in a world defined by the coronavirus 2019 (COVID-19). The reflections are done by listening to the stories and experiences of vulnerable men and women who were displaced from their areas of living on the streets into (mostly) temporary shelters. Different organisations, state entities, universities and churches collaborated to serve vulnerable people with dignity. Wonderful and tragic stories played out during this time. Corruption and misuse of power played out alongside passionate and sacrificial work being done by professionals and volunteers alike. This mixed package of care helped the author to reflect on the embodiment of faith and on being church. The value of collaboration is unpacked, and parts of a visual journal are used to bring the stories of people closer. Lessons learned include a growing understanding of the context of homeless people, the contributions they made to the learning experience, and the re-interpretation of critical elements of being church and what can contribute to becoming church in a just and dignified way. The re-interpretation of prayer, discipleship, missional focus, stewardship and leadership, and liturgy is used in re-interpreting being church. The conclusion brings us to the understanding that true community, as expressed in sharing in communion, is critical in becoming a transformative church. Where people from different walks of life connect in an honest way, the transformation of individuals and communities happens and can still happen.Contribution: This article links to the focus and scope of the HTS journal in the way it connects the practical environment of people who are homeless to the experience of and thinking about church. The article reflects on being church and how to interpret faith in a Corona-defined world. From a theological reflection point of view, the understanding of liturgy and faith are re-imagined in the context of the lives of vulnerable people living in shelters. Key insights of the article poses to help the reader understand how dignity, justice and community help us all to re-imagine how to be church. It challenges the institutional church to become more of the community that embraces and welcomes vulnerable people to experience God and church in their spaces.

THE LAPBOOK AS A DIDACTIC TOOL TO IMPLEMENT INTEGRATED TRAINING IN NATURAL SCIENCE AND TECHNOLOGY AND ENTREPRENEURSHIP AT PRIMARY SCHOOL LEVEL

2018 ◽  
Vol 28 (3) ◽  
pp. 959-963 ◽  
Author(s):  
Yordanka Peycheva ◽  
Snezhana Lazarova
Keyword(s):  
Natural Science ◽  
Lessons Learned ◽  
Point Of View ◽  
School Level ◽  
Integrative Approach ◽  
Educational Goals ◽  
Knowledge And Skills ◽  
Global Issues ◽  
Highly Active ◽  
The World

The formation of comprehensive and in-depth notions of objects and phenomena in the world can be achieved when the mastery of knowledge and skills is carried out in a system realized in the context of integration of different scientific directions. One of the main issues in modern education is related to the contradiction - on one hand between the need to form the skills necessary for the orientation and adaptation of the personality in the dynamics of the globalizing world and on the other - the education which is largely based on unilateral acquiring of knowledge and skills within the different subject areas. This influences the development of a worldview and the formation of an adequate attitude towards the problems under consideration and the world as a whole. The knowledge and skills acquired today are often “locked” in the respective direction. The cross-curricular unity in the curriculum is of a recommended nature, but even if it is realized, it does not fully meet the need for a comprehensive and multifaceted consideration of global issues, as a result of which the student not only understands, reflects, but also applies the lessons learned in the process of creating a product - ideal or material. Combining the intellectual nature of the cognitive process with the practice activity are conditions in which the students are highly active and achieve better learning outcomes. Therefore, it is expedient for the different directions to correspond more closely to each other and to carry out effective cross-curricular integration. The concept of applying an integrative approach in the current paper is based on the idea of creating pedagogical conditions for reconciling the goals and expected outcomes of technology and entrepreneurship and natural sciences studied at the initial stage of the primary education. Integration can take place on two levels - knowledge and skills. We believe that the lapbook as an innovative didactic tool contains the necessary potential for effective realization of the educational goals in both directions in terms of achieving the expected results. In the course of its elaboration, new information is acquired in the field of engineering and technology, specific skills underlying the curricula of technology and entrepreneurship programs are developed. At the same time, a number of subjects from the learning content, which are considered from the natural science point of view, are enriched and perceived in a technological way, after which they find place in an attractive book - a lapbook, made by the students themselves. Its utilitarian value is multiplied by the personal contribution to its creation - not only as an object but also as content. The main topics that are of interest to the students are exploring and preserving nature, jobs, modern technical achievements, holidays and customs. As a result of the adequate integration of competences, tailored to curricula, a number of skills are formed, such as: skills for searching on their own, systematization and presentation of information, and application of the lessons learned in a new situation.

scholarly journals The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

2021 ◽  
Vol 13 (2) ◽  
pp. 25
Author(s):  
Daniel Abril-López ◽  
Hortensia Morón-Monge ◽  
María del Carmen Morón-Monge ◽  
María Dolores López Carrillo
Keyword(s):  
Social Sciences ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Point Of View ◽  
Learning To Learn ◽  
Outdoor Experience ◽  
Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

The ethics of pandemic preparedness revisited - autonomy, quarantine, transferability and trust

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
P Schröder-Bäck ◽  
T Schloemer ◽  
K Martakis ◽  
C Brall
Keyword(s):  
Crisis Management ◽  
Ethical Issues ◽  
Lessons Learned ◽  
Point Of View ◽  
Ethical Challenges ◽  
Pandemic Preparedness ◽  
Ethical Aspects ◽  
Outbreak Management ◽  
Ethics Framework ◽  
Ethical Point

Abstract Background The outbreak of SARS in 2002 lead to a public health ethics discourse. The crisis management of that time was ethically analysed and lessons to be learned discussed. Scholarship and WHO, among others, developed an ethics of pandemic preparedness. The current “corona crisis” also faces us with ethical challenges. This presentation is comparing the two crises from an ethical point of view and a focus on Europe. Methods An ethics framework for pandemic preparedness (Schröder et al. 2006 and Schröder-Bäck 2014) is used to make a synopsis of ethical issues. Ethical aspects of 2002 and 2020 that were discussed in the literature and in the media are compared. For 2020, the focus is on interventions in Italy, Germany, Switzerland, and the Netherlands. Results Topics that emerged from the 2002 crisis were, among others, revolving around aspects of stigmatisation and fair distribution of scarce resources (esp. vaccines, antivirals). Currently, most urgent and ethically challenging aspects relate to social distancing vs. autonomy: Isolation and quarantine are handled differently across Europe and the EU. Questions of transferability of such interventions prevail. Contexts vary vertically over time (2002 vs. 2020) and horizontally (e.g. between Italy and Germany at the same time). Furthermore, trust in authorities, media and health information is a key issue. Conclusions Ethical aspects are key for good pandemic preparedness and management. The context of the crises between 2002 and 2020 has slightly changed, also based on “lessons learned” from 2002. This has implications on ethical issues that are being discussed. New lessons will have to be learned from the 2020 crisis. Key messages Pandemic preparedness and outbreak management entail many ethical tensions that need to be addressed. Currently, questions of trust and transferability are key to the crisis management, further ethical issues could still emerge.

Staying the distance: Transforming Latin pedagogy at the Open University

2019 ◽  
Vol 18 (1-2) ◽  
pp. 101-128
Author(s):  
Mair E. Lloyd ◽  
James Robson
Keyword(s):  
Cultural Context ◽  
Learning Experience ◽  
New Technology ◽  
Significant Proportion ◽  
Lessons Learned ◽  
Future Research ◽  
Open University ◽  
Ancient Rome ◽  
Positive Effects ◽  
Pedagogical Changes

Abstract Between 2000 and 2013, over 8,000 students studied the module Reading Classical Latin at the Open University, the United Kingdom’s largest distance education provider. But while many learners attained high grades, a significant proportion withdrew from study or failed the module. In 2015, the original module was replaced with a completely new course, Classical Latin: The Language of Ancient Rome. This article details the innovative ways in which new technology and pedagogical theory from Modern Foreign Language (MFL) learning were drawn on by the team designing this new module, resulting in a learning experience which gives greater emphasis to elements such as spoken Latin, the intrinsic pleasure of reading, and cultural context. The (largely positive) effects of these pedagogical changes on student success and satisfaction are subsequently analysed using a rich mix of qualitative and quantitative data. Finally, the authors reflect on lessons learned and the possibilities for future research and enhancement.

Functional Requirements for Effective Decision Making in Humanrobot Teams: Lessons Learned from Operational Settings

2005 ◽  
Vol 49 (3) ◽  
pp. 452-456
Author(s):  
James Tittle ◽  
William Elm ◽  
Scott Potter
Keyword(s):  
Decision Making ◽  
Information Seeking ◽  
Reference Frames ◽  
Broad Class ◽  
Design Guidelines ◽  
Lessons Learned ◽  
Point Of View ◽  
Functional Requirements ◽  
Urban Search And Rescue ◽  
Robot Teams

Many environments require humans and robots operating together to accomplish complex and dangerous tasks, but technology-centered designs often support robot navigation but not the mission goals of the organization using the robot. Urban Search and Rescue (USAR) is a particularly valuable domain to identify general functional requirements for effective HRI, and our purpose in this paper is to demonstrate how a CSE approach can lead to valuable design guidelines that more effectively support decision making within Human-Robot teams. Our analysis of HRI in USAR lead us to identify several important guidelines for supporting effective coordination for Human-Robot teams: including (i) enable individual problem holders to have direct control over point-of-view to facilitate active information seeking, and (ii) create common reference frames on shared imagery so different problem holders can remotely coordinate information and actions. Designs based on these guidelines will support a broad class of coordinated activities between team members.

scholarly journals Governments’ Measures to Govern the Coronavirus Crisis and the Lessons Learned

2020 ◽  
Vol 5 (2) ◽  
pp. 17-31
Author(s):  
Saqer Sulaiman
Keyword(s):  
International Cooperation ◽  
International Community ◽  
Lessons Learned ◽  
Point Of View ◽  
Negative Effects ◽  
International Crises ◽  
Human Capabilities ◽  
Social Distancing ◽  
International Coordination ◽  
Real Challenge

Since its appearance in late 2019 in China, the Coronavirus pandemic has posed a real challenge to humanity and  governments. No country was safe from the effects of the virus, whether from a medical, economic, or social point of  view. In the absence of international coordination, countries began to rely on their own capabilities to curb the pandemic  and mitigate its negative effects. To achieve these goals, different strategies and measures have been adopted. Despite  the challenges governments faced, these measures definitely helped alleviate the severity of the epidemic and slowed its  spread. These measures include, but are not limited to, lockdown, border restrictions, home quarantine, the imposition of  wearing masks and social distancing. This crisis stresses the importance of a country’s financial, technical and human  capabilities in governing crises. Moreover, it revealed that the absence of international cooperation in managing  international crises has dire consequences for the international community.

Multimodal Narrative Texts, Creativity, and English Teaching as a Foreign Language

2019 ◽  
pp. 103-123
Author(s):  
Elena Bañares-Marivela ◽  
Laura Rayón-Rumayor
Keyword(s):  
Secondary Education ◽  
Foreign Language ◽  
Learning Experience ◽  
Methodological Approach ◽  
Point Of View ◽  
Narrative Texts ◽  
Secondary Classroom ◽  
Language Classroom ◽  
The Impact

The chapter explores a methodological approach where creativity is encouraged through the production of multimodal iPad-mediated narrative texts in the English as a foreign language classroom (EFL) in secondary education. The study, which is based on creativity of human language, evaluates the multimodal productions of a group of students of secondary education (Year 7) in Spain, who work with iPads (1:1 context) within a cooperative learning approach, and analyzes this learning experience from the students' point of view. The results show the impact multimodality has on the own students and on their way of working with the foreign language. The quality of their productions, not only regarding language but also as an act of creation, and the way they appropriate the different semiotic modes multimodality offers will also be examined. Finally, the authors suggest some guidelines to encourage multimodal production and creativity in the EFL secondary classroom and show examples which would help teachers and researchers to develop new didactic proposals at this stage.

Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean

2017 ◽  
pp. 274-295
Author(s):  
Jacqueline A. Morris ◽  
Ayles-Anne Wilson
Keyword(s):  
Learning Strategies ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Lessons Learned ◽  
Instructional Materials ◽  
Caribbean Students ◽  
Higher Level Thinking ◽  
Active Learning Strategies ◽  
The Caribbean ◽  
Context Of Learning

Set in a tertiary level environment for adult learners, the process involved in flipping a classroom is elucidated. This chapter is not a research paper, but rather a primer that can assist the reader to implement the flipped model in their own practice. The chapter sets out to discuss our experiences with Flipped learning in the Caribbean and what we learnt from it. Is it useful in our Caribbean Higher Education context? Will it assist Caribbean students to mastery of their subjects? Benefits can include an increased ability to use active learning strategies, to focus on higher level thinking activities, and to maximise use of faculty-student time. The chapter covers the rationale and theory of the Flipped method, and its positioning in the context of learning strategies. It then covers the instructional design facets of developing a flipped course, including the instructional materials, so that the entire process focuses on structuring the learning experience. It discusses the experiences of the authors in implementing the flipped model in their own practice, and the lessons learned from that experience. The environment necessary to implement the method is discussed, as well as best practices in the use of tools, assessment, evaluation, all drawn from the experiences of the authors.

Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean

2017 ◽  
pp. 262-288
Author(s):  
Jacqueline A. Morris ◽  
Ayles-Anne Wilson
Keyword(s):  
Learning Strategies ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Lessons Learned ◽  
Instructional Materials ◽  
Caribbean Students ◽  
Higher Level Thinking ◽  
Active Learning Strategies ◽  
The Caribbean ◽  
Context Of Learning

Set in a tertiary level environment for adult learners, the process involved in flipping a classroom is elucidated. This chapter is not a research paper, but rather a primer that can assist the reader to implement the flipped model in their own practice. The chapter sets out to discuss our experiences with Flipped learning in the Caribbean and what we learnt from it. Is it useful in our Caribbean Higher Education context? Will it assist Caribbean students to mastery of their subjects? Benefits can include an increased ability to use active learning strategies, to focus on higher level thinking activities, and to maximise use of faculty-student time. The chapter covers the rationale and theory of the Flipped method, and its positioning in the context of learning strategies. It then covers the instructional design facets of developing a flipped course, including the instructional materials, so that the entire process focuses on structuring the learning experience. It discusses the experiences of the authors in implementing the flipped model in their own practice, and the lessons learned from that experience. The environment necessary to implement the method is discussed, as well as best practices in the use of tools, assessment, evaluation, all drawn from the experiences of the authors.

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