scholarly journals Aspects of Teaching the Georgian Language to Non-Georgian Speakers

2021 ◽  
Author(s):  
Guram Gvenetadze
Keyword(s):  
Language Development ◽  
Academic Writing ◽  
Learning Process ◽  
Bologna Process ◽  
Oral Communication ◽  
Scientific Field ◽  
Professional Activities ◽  
Policy Models ◽  
High Scientific Level ◽  
The Bologna Process

Socialization of students, their proper preparation for professional activities exactly corresponds to the spirit of the Bologna Process. That is why it became the basis for our learning process. Besides, our frenetic aspiration to integrate into the Euro-Atlantic space obliges us to follow the mentioned activity. Therefore, it is absolutely clear that we have already established a new scientific field – communicology. The eminent scholars, such as professors of Georgian Technical University Temur Jagodnishvili and Ivane Jagodnishvili laid the firm foundation for the development of the mentioned field. The books published by them: "Oral Communication," "Written and Oral Communication," "Academic Writing" or other textbooks are of the same level as the works of European and Russian textual critics, where the authors' concepts, findings, and methods establish the requirements of the modernity at a high scientific level. In the process of teaching the Georgian language, we pay special attention to the use of specific elements of non-Georgian speakers; for instance, determining the ways of language development and its management, clarifying the issue of language prestige, specifying its role in determining nationality, finding and establishing valid language policy models.

scholarly journals Humboldt Meets Bologna: Developments and Debates in Institutional Writing Support in Germany

1969 ◽  
Vol 23 (1) ◽  
Author(s):  
Felicitas Macgilchrist ◽  
Katrin Girgensohn
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Coming Of Age ◽  
Bologna Process ◽  
Writing Pedagogy ◽  
Transferable Skills ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Key Competencies ◽  
The Bologna Process

This article outlines the coming of age of writing pedagogy in German institutions of higher education and explores the role of the ‘Hausarbeit’ in contemporary universities. Traditionally, the 6,000-12,000 word Hausarbeit was the mainstay of academic writing in all university courses in the social sciences and humanities in Germany. This assignment was tied into dominant discourse (‘Humboldt discourse’) in which the main point of higher education was to cultivate future independent scholars. Since 1999, the increasing predominance of ‘Bologna discourse’ has led to the radical restructuring of higher education across Europe. This discourse emphasizes internationalization, transferable skills and key competencies, i.e. the point of higher education is not primarily to cultivate independent scholars but flexible, creative and enterprising future professionals. With indications that the Hausarbeit could disappear in the Bologna process, we argue not only that it can be saved but also that it has a significant role to play in developing the new competencies. This will only happen, however, if students receive institutional writing support, and if writing curricula in Germany rise to the new challenges.Key words: writing centres, discourse, Bologna reforms, writing pedagogy, Hausarbeit

scholarly journals Tutoring Social Sciences learning

2016 ◽  
Vol 3 (1) ◽  
pp. 60
Author(s):  
Sara Prades Plaza
Keyword(s):  
Learning Process ◽  
Bologna Process ◽  
Adult Life ◽  
Educational Innovation ◽  
Professional Autonomy ◽  
Independent Learning ◽  
Educational Models ◽  
Teaching Innovation ◽  
Experience Teaching ◽  
The Bologna Process

<p class="Capalera1">This paper seeks to vindicate the role of mentoring in teaching, having proven to be a tremendous tool for effective communication and personal relationship with individual students. Exhibited an innovative educational experience conducted with students of degree in Early Childhood Education from the Universitat Jaume I, trying to promote the continuous character of the orientation process from the first years of training to adult life and employment, including the importance of enhancing the relation between the different educational levels.</p><p class="Capalera1">We also wanted to expose that much more than the task of transmitting information and knowledge, mentoring is essential in all educational models that are based on self-learning new trends, including the Bologna process. Therefore, we believe that mentoring is the crux of a new learning model based on personal and professional autonomy. This approach to work is based on a philosophy of autonomous learning that aims to meet the need for cognitive maturation of university students and improve their educational guidance.</p><p class="Capalera1">With this experience teaching innovation we have sought to improve our academic methodology, giving a strong weight to the tutoring, both onsite and virtual. We also have tried to encourage teamwork in groups and independent learning. Thanks to these improvements, we have continuously evaluated the students, while students self evaluate their learning process. In summary, the proposal of educational innovation that we have carried out has shown the need to promote a system of mentoring to advise, guide and support students in their learning process.</p>

scholarly journals O papel das TIC no estímulo à autonomia dos estudantes do ensino superior: Visão dos professores

2019 ◽  
Vol 27 ◽  
pp. 74 ◽  
Author(s):  
Dora Simões ◽  
Paula Faustino
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Bologna Process ◽  
Communication Technologies ◽  
Ease Of Use ◽  
Public Higher Education ◽  
Information And Communication ◽  
The Bologna Process

This article reflects on the insights of higher education teachers about the role that information and communication technologies (ICT) can have in enhancing students' autonomy in the teaching and learning process. In order to accomplish this goal, it was necessary to build a theoretical framework that explored the context of higher education under the assumptions of the Bologna process and educative policies, exploring the encouragement to students’ autonomy and the use of ICT in the teaching and learning process. A quantitative exploratory approach was adopted with the purpose of collecting the insights of teachers involved in two courses of the Portuguese public higher education. The data collection was made through the curricular plans and though a survey to the teachers. With this research, we conclude that teachers reveal efforts to enhance students’ autonomy and feel motivated to use ICT in their educational practices. The most frequently mentioned motivations are that ICT facilitates the access to resources and information, innovates their practice, improves the regulation, tutoring and intervention, and in interaction and communication. Teachers also appear to hold positive perceptions on the potential of ICT to support their teaching and learning process, especially the perception of utility and ease of use of ICT. 

scholarly journals Digitisation and Language Technologies in the Learning Process of Information Sciences

2010 ◽  
Vol 1 (1) ◽  
pp. 11
Author(s):  
Hrvoje Stančić ◽  
Sanja Seljan ◽  
Jadranka Lasic-Lazic
Keyword(s):  
Learning Process ◽  
Student Mobility ◽  
Bologna Process ◽  
Computer Assisted ◽  
Automatic Translation ◽  
E Learning ◽  
University Level ◽  
The University ◽  
The Bologna Process ◽  
Information Sciences

The authors discuss the need for digital content that represents the basis for multilingual and multi­cul­tural environment enabling multilingual information retrieval and computer-assisted translation. The authors examine the learning process of information sciences at Croatian university level education in correlation with the European context. The problem of multilingualism in the information society has been investigated in the context of the Bologna process and the requirement of the student mobility as well as in the context of different EU standards, action plans, and framework programmes. Further, the authors describe e-learning environment implemented at the university level, give the results of the re­search made among the users of the system, and discuss the potential problems considering the digitisa­tion in the process of preparation of the materials in order to enable the application of language technolo­gies for automatic translation suitable in the student mobility environment.

scholarly journals Rhetorische Kompetenz bei polnischen Studierenden in der Fremdsprache Deutsch im universitären Kontext

2017 ◽  
Vol 35 ◽  
pp. 185-204
Author(s):  
Beata Grzeszczakowska-Pawlikowska
Keyword(s):  
Teaching And Learning ◽  
Native Speakers ◽  
Bologna Process ◽  
Oral Communication ◽  
University Teaching ◽  
Learning Context ◽  
German Studies ◽  
Communicative Effect ◽  
Oral Presentations ◽  
The Bologna Process

Rhetorical competence among Polish university students of German as a foreign languageAccording to the Bologna Process reforms, the orientation of university teaching and learning towards competence is the key to the ‘future employability’ of graduates. One such skill is rhetorical competence in oral communication, which is crucial to both lifelong learning and to the workplace. The teaching of this key competence would certainly ease the transition between university and working life. However, particularly in German Studies programs at Polish universities, the transmission of rhetorical competence is often of peripheral importance – if it is taught at all. Often, this skillset is simply expected of students, for example when they are required to give an oral presentation. This contribution examines the competence of Polish-speaking students of German as a foreign language in an intercultural learning context. It will focus in particular on the capturing of possibilities for improvement, particularly on the communicative effect on German native speakers of non-native speakers making oral presentations.

scholarly journals Subject and generic skills in unity - Information literacy in collaboration for enhanced learning

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Linda Grandsjö ◽  
Ann-Sofie Zettergren
Keyword(s):  
Information Literacy ◽  
Academic Writing ◽  
Writing Process ◽  
Bologna Process ◽  
Generic Skills ◽  
Constructive Alignment ◽  
The Social ◽  
The Bologna Process ◽  
Faculty Teachers

Our aim is to highlight and exemplify the value of collaboration across professional borders concerning information literacy and academic writing. We believe that by supporting our students in their development of information literacy, we also contribute to a deeper subject learning. There is no conflict between the two, an integration of IL benefits both areas and above all, the students' learning. Collaboration between faculty teachers and liaison librarians enable a learning environment that can take advantage of the interaction between the use of generic skills and subject skills. There is also the importance of constructive alignment within in the syllabus, which the Social Science Faculty at Lund University has been working on since the Bologna Process. When learning outcomes on information literacy where added to the syllabi at courses at the faculty in autumn 2007, a platform for collaboration between teachers and librarians was staged. In this presentation we would like to highlight two examples of information literacy sessions for students, both developed in cooperation with teachers and both designed to meet a special need in the course at present. Example 1 On a second term course in political science the teacher noticed problems with the quality of the assignments handed in concerning the use of scholarly articles. Through collaboration and dialogue the IL class was integrated as a natural part within the subject course. A cross-fertilization came to be in working integrated with the assignment in IL class, through searching and critically evaluating sources subject learning was also boosted and the other way around. The assignments improved and motivation was raised. Example 2 First term students at a course in sociology were to write a paper as a part of their examination. The main problem for several students was addressed as plagiarism including several variables: lack of knowledge, progression and information. The aim was to demystify academic writing and make it as transparent as possible. The solution was to take off in the texts and the writing process together with the students, and to use the different competences from teacher and librarian. Through cross professional collaboration, multiple aspects of academic writing originating from the diverse competences were clarified and addressed the topic from different angles. Results of collaboration The quality of the assignments increased The questions asked by the students where more focused and better addressed Increased motivation to attend IL class with subject relevant context and clear connection to the examination (constructive alignment) Deepened subject learning within the active search process The information literacy sessions as an integrated part of the ordinary schedule Decoding of the academic thought-search-writing process

A Paradigm in Transition

2011 ◽  
pp. 58-66
Author(s):  
Pablo Murta Baião Albino ◽  
Fernando González Gatica ◽  
José Enrique Armendáriz-Iñigo
Keyword(s):  
European Union ◽  
Learning Process ◽  
Bologna Process ◽  
The European Union ◽  
New Paradigm ◽  
Leading Role ◽  
Education Levels ◽  
Physical Barriers ◽  
Educational Paradigm ◽  
The Bologna Process

The traditional teaching process at higher education levels has changed in the European Union since the arrival of the “Bologna Process”. Under this new paradigm, professors are no longer the knowledge transmitters but also guides that must encourage students to generate knowledge. Hence, it is crucial to generate certain skills that will let them learn throughout all their lives, especially in the ability to search information that solves a certain problem. At this point is where it comes in hand the acquisition of ICT skills; since the learning process can surpass the physical barriers of the classroom and is an effective tool for solving problems. In this chapter, the authors address this new change in the educational paradigm focused on the European Union and taking into account the leading role of ICT in this learning process.

scholarly journals Formation of professionally important qualities of the manager as the basis of his competence in the conditions of distance learning

2021 ◽  
Keyword(s):  
Distance Learning ◽  
Professional Training ◽  
Bologna Process ◽  
Professional Activity ◽  
Individual Subject ◽  
Higher Education System ◽  
Professional Activities ◽  
The Future ◽  
The Individual ◽  
The Bologna Process

Article considers the importance of professional training of students who will become managers in the future and will be the most important resource for the development of enterprises and organizations. It is also pointed out that the training of future managers should be carried out under any circumstances, regardless of economic crises or pandemics, as society in order to exist must produce material and intangible goods. It is noted that among the main reasons for the modern interpretation of the result of professional training in terms of competence / competencies should be noted: the presence of European and global tendency to integration, globalization of the world economy and harmonization of architecture of the European higher education system associated with the Bologna process; universalization of degrees, cycles of study, ensuring student and teacher mobility, international recognition of documents on education, the system of educational credits and their implementation; a certain terminological unification is also envisaged. However, we see that the basis of the manager's competence are professionally important qualities, which we interpret as special, specific to the individual subject of management activities properties, traits and psychologically determined characteristics that can harm the quality and effectiveness of this activity. Professionally important qualities have a direct impact on the effectiveness of professional activities. We add another parameter to the characteristics of professionally important qualities, namely – "quality of professional activity". A number of important professionally important qualities capable of properly forming the competence of the future manager are offered. In this case, these qualities can develop even with the use of distance learning. For their implementation it is envisaged to use certain forms of preparation and conduct of practical classes during the teaching of professional disciplines aimed at identifying already formed, or those that are just being formed professionally important qualities.

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