scholarly journals ACTION-ORIENTED LANGUAGE TEACHING: OPINIONS OF STUDENTS OF FRENCH ABOUT SHORT FILM SHOOTING PROJECT

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Canan Aydınbek ◽  
Esra Başak Aydınalp
Keyword(s):  
Language Teaching ◽  
Project Based Learning ◽  
Short Film ◽  
Self Assessment ◽  
Intercultural Skills ◽  
Assessment Skills ◽  
Cultural Self ◽  
Faculty Of Education ◽  
Self Learning

The aim of this study is to analyze efficiency of teaching French with a short film project and to reveal learners' opinion. In this study, case study, which is one of the qualitative research methods, was preferred. This study was conducted with 10 students of Anadolu University, Faculty of Education, French Language Teaching Department. The data is collected through observation and group interview techniques. Macro and micro tasks were assigned in order to develop learners' linguistic and extra linguistic skills during 8-weeks. Furthermore, products such as scenario, banner, short-film etc. have also been analyzed as documented data. Observation and interview notes were coded by two researchers and 92% reliability was achieved; 6 themes and 15 subthemes were thus forged. According to findings, the motivation of the participants increased. Possible reasons for this are the different and fun activities, creating a concrete product and feeling successful. In group work a positive synergy observed among good associates, but learners’ discussion, co-deciding and cooperation skills need to be improved. Participants stated that their creativity, socio–cultural, self-learning and self-assessment skills have developed. In conclusion, project-based learning, supported by action-oriented approach, helps to increase student motivation, creativity, intercultural skills and autonomous learning skills. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0880/a.php" alt="Hit counter" /></p>

scholarly journals Education 4.0: Robotics Projects to Encourage 21st Century Skills

RENOTE ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 450-459
Author(s):  
Deivid Eive dos S. Silva ◽  
Aline De Oliveira Sousa ◽  
Marcela R. Oliveira ◽  
Marialina Corrêa Sobrinho ◽  
Eduardo Todt ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Mobile Robotics ◽  
Project Based Learning ◽  
Self Assessment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Grounded Theory Method ◽  
Creativity And Innovation

Education 4.0 is defined as a student-centered learning model that prepares young for the challenges of the 21st Century, how to deal with emerging technological resources and processes. This case study aimed to encourage 21st Century skills and competencies seen as relevant to Education 4.0, such as teamwork, communication, autonomy, creativity, and innovation. In this study, we analyzed the feedbacks collected to identify which skills were encouraged in undergraduate and graduate students during one semester of the Mobile Robotics discipline, using Project-Based Learning (PBL). Students carried out projects and answered a self-assessment questionnaire about their skills. The qualitative analysis of the case study followed the procedures of the Grounded Theory method. The results indicated that learning based on robotics projects could encourage teamwork, communication, and organization skills.

Influence of E-Learning and Project-Based Learning on Engineering Education

2022 ◽  
pp. 364-390
Author(s):  
Nandhini Vineeth ◽  
H. S. Guruprasad ◽  
Sheetal V. A.
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Technical Education ◽  
Project Based Learning ◽  
Intellectual Ability ◽  
Current Scenario ◽  
E Learning ◽  
Self Learning ◽  
And Training

Imparting quality technical education and training can be expected to be the vision of most engineering institutions globally to build a healthy society. The major stakeholders who contribute to this are students, teachers, industrialists, researchers, and institutes. The current scenario of rapid technological advancements demands engineering students to be dynamic and novel. Considering the heterogeneous intellectual ability of students, institutions frame time-restricted curriculums. Students who want to outperform have a challenge that they cannot be completely dependent on their academic curriculum. The objective of this chapter is to motivate and bring awareness among engineering students to adapt self-learning to excel in their professions. E-learning and project-based learning are identified as the two significant tools that could help students to self-learn. The influence of these tools on engineering students has been proved in this chapter with a case study, surveys, and feedback from students.

scholarly journals Teachers’ Self-Assessment of Their Teaching Effectiveness at Higher Secondary Level in Pakistan: A Case Study

2019 ◽  
Author(s):  
Lubna Quddus ◽  
Mukhdoom Khalid ◽  
Muhammad Waris Ali Khan
Keyword(s):  
Teacher Evaluation ◽  
Teaching Effectiveness ◽  
Secondary Level ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Teaching Process ◽  
Self Monitoring ◽  
Professional Performance ◽  
Self Learning

Self-assessment is a process of continuous reflection, self-monitoring, and selfjudgment, to review an individual’s strengths and weaknesses and helps to discover areas which need improvement. It involves an individual’s learning from his experiences, by judging his personal, educational as well as his professional performance. Selfassessment enables teachers to get control over their progress. It can serve as one of the most influential tools for the measurement of teacher quality. The researcher of this study administered a questionnaire which consisted of two parts. Part one comprised of SITE II (Self-assessment Instrument for Teacher Evaluation II) on which teachers rated themselves, and part two was designed to explore teachers’ opinion about the effectiveness of self-assessment. The sample comprised of 107 teachers of higher secondary level. The basic motive of the researcher was to enhance learning through self-assessment to know if such self-assessment exercises may promote quality teaching in classrooms. It was found that the respondents viewed that self-assessment helps them understand their strengths and weaknesses. It establishes teachers’ involvement in self-learning, which can serve as a sound basis in the teaching process. By doing self-assessment, teachers can re-consider as to how they are teaching in their classrooms.

scholarly journals Aprendizaje basado en proyectos colaborativos de entornos de programación a partir de proyectos de ingeniería civil

2017 ◽  
Vol 21 (2) ◽  
pp. 1 ◽  
Author(s):  
Rodrigo Fernando Herrera
Keyword(s):  
Active Learning ◽  
Project Based Learning ◽  
Teaching Staff ◽  
First Year ◽  
Teaching Methodology ◽  
Self Assessment ◽  
Learning Techniques ◽  
Engineering Career ◽  
Self Learning ◽  
Academic Year

The objective of this research is to present and support the implementation of a teaching methodology based on active learning in a programming course taught to students of the first year of the civil engineering career. The active learning techniques used are project-based learning and collaborative learning. The research methodology is the study of three cases. The application of this methodology is supported by the increase in the percentages of achievement of the learning results obtained by the students of the same course in which this methodology was implemented (academic year 2015), to the detriment of students where a traditional methodology of teaching was applied (academic year 2013-2014). To evaluate the achievement, formative and summative evaluations were used by the teaching staff (heteroevaluation), and a self-assessment was implemented at the end of the course as well. From the obtained results it is evident that, when applying an active methodology, the students increase their achievement in each learning result; they reduce the gap between their perception of what is learned and the evaluation of teachers; and they improve their attitudinal skills (self-learning, teamwork, development and presentation of reports), among other benefits.

scholarly journals Self-Organisation in Lifelong Learning: Theory, Practice and Implementation Experience Involving Social Networks and a Remote Format

2020 ◽  
Vol 17 (3) ◽  
pp. 373-389
Author(s):  
Mario De Martino ◽  
Yulia Sh. Gushchina ◽  
Zlata V. Boyko ◽  
Angela Magnanini ◽  
Iosif Sandor ◽  
...  
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Careful Consideration ◽  
Educational Process ◽  
Self Control ◽  
Self Assessment ◽  
Professional Activities ◽  
Assessment Skills ◽  
Self Organisation ◽  
Self Learning

Currently, in the context of the global transition of the world education system to the remote format, it has become vitally important for a person to be able and ready to independently organise his/her educational and professional activities. The article considers methodological approaches to self-education in the context of its use in the process of lifelong learning/ continuous education. The authors discuss the existing concepts of self-education and ways of its organisation, taking into account age-specific features, forms and types of learning. The concepts of ‘self-organisation’ and ‘self-education’ are analysed. The essence of the scientific categories ‘self-learning’ and ‘self-organisation in education’ is revealed in relation to the system of higher education. The role of tutors as mediators in student self-organisation is shown and their main functions in this process are described. Based on a theoretical analysis of existing forms of self-organisation in education and the experience of using self-organisation, various directions and possibilities of their application in practice are delineated. Careful consideration is given to criticism of the use of self-organisation in learning and its advantages. The authors also discuss the prospects of using self-organisation in higher education, emphasising the importance and relevance of developing self-organisation as a student’s personality trait. A description is made of learning models based on self-organisation of students. Finally, the experience of implementing the self-organisation approach to the educational process is analysed. As a result of the study, the authors conclude that self-learning can be successful if it seems socially significant for students. The use of advanced digital technologies and Internet resources can also contribute to effective self-learning. The results of the study indicate that students should develop the ability to independently organise their educational activities as well as self-control/self-assessment skills, which is especially important in connection with the increase in independent work in curricula and the massive transition to the remote format in higher education during the COVID-19 pandemic.

scholarly journals Educazione linguistica inclusiva e CLIL

EL LE ◽  
2020 ◽  
Author(s):  
Marco Mezzadri ◽  
Giulia Tonelli
Keyword(s):  
Language Teaching ◽  
Language Education ◽  
Specific Training ◽  
Self Assessment ◽  
Content Area Teachers ◽  
Inclusive Language ◽  
General Field ◽  
Initial Work ◽  
Do So

This article is based on a case study founded on data collected from a number of teachers undergoing specific training in courses aimed at qualifying candidates to teach through CLIL methodology. This was done with a survey focused on how content area teachers’ awareness develops as regards language education issues, with particular reference to inclusive language education. The main focus of the research covered two aspects: self-assessment of language education methodological competences and the perception of the need for further methodological training. The work illustrates the results gathered on both issues, whereas the results just regarding the former have been presented in another article. The longitudinal study carried out boosted considerations concerning both the specific case study and a wider vision of the general field of inclusive language teaching. In order to do so, the article considers some preliminary epistemological remarks on inclusive language teaching and the nature of the language for study purposes. It was through this initial work on both theoretical and practical aspects that the questionnaire distributed to the sample could provide examples of a diffused presence of competences in the CLIL teacher which can be referred to inclusive language education issues.

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