O informacji zwrotnej i jej relacjach z uczeniem się. Ku dydaktycznej refleksji nad perspektywą zmiany w kształceniu akademickim w Polsce

2018 ◽  
Vol 63 (3 (249)) ◽  
pp. 122-137
Author(s):  
Grażyna Szyling
Keyword(s):  
Social Context ◽  
Tertiary Education ◽  
Educational Objectives ◽  
Critical View ◽  
Effective Learning ◽  
Cognitive Autonomy ◽  
Cultural Construct ◽  
Complex Relationships ◽  
Practical Dimension ◽  
Didactic Issues

In the considerations undertaken in the text I focus on the popular model of feedback, which is assigned the power of transforming teaching into effective learning. I assume that feedback – similarly to each didactic activity or means – is a social and cultural construct, and this is why in the analyses I refer to the multiplicity of theoretical educational concepts and the practical dimension and social context of tertiary education. This embeds the approach taken in the interpretative reasoning on didactics and the critical view on the considerations implemented. Results from the analyses problematise many didactic issues related to feedback, particularly the fact that they reflect its complex relationships with the establishment of educational objectives and limitations in it being associated with the creation of students’ cognitive autonomy. I do not determine the direction of changes that might occur in the Polish tertiary education, yet I draw attention to it being strongly rooted in normative didactics, solidified by adopted system solutions.

Discursive Context-Aware Knowledge and Learning Management Systems

2011 ◽  
pp. 1702-1715
Author(s):  
Cao mhi´n O’Nualláin ◽  
Adam Westerski ◽  
Sebastian Kruk
Keyword(s):  
Social Context ◽  
Problem Solving ◽  
Critical Role ◽  
Learning Management Systems ◽  
Research Area ◽  
Context Aware ◽  
Analysis Model ◽  
Problem Solving Skills ◽  
Effective Learning ◽  
Level Of Knowledge

In this chapter, we look at the research area of discursion and context-aware information as it relates to the user. Much research has been done in the area of effective learning, active learning, and in developing frameworks through which learning can be said to be achieved and have some possibility of being measured (i.e., Networked Learning and Bloom’s Taxonomy) (Bloom, 1956). Having examined many such frameworks, we have found that dialogue plays a large part, and in this chapter we specifically examine dialogue in context of the user’s background and social context. This always plays a critical role, and it is around this that we want to dig deeper. We aim to provide a quality discourse analysis model which will achieve in more detail a picture of the users actual level of knowledge. Problem solving skills, together with the critical thinking capability as part of a team, and individually, in the following chapter.

Creators of Worlds: The Deposition of R. Gamliel and the Invention of Yavneh

AJS Review ◽  
2017 ◽  
Vol 41 (2) ◽  
pp. 287-313
Author(s):  
Moshe Simon-Shoshan
Keyword(s):  
Cultural Identity ◽  
Political Culture ◽  
Cultural Construct ◽  
Narrative Worlds ◽  
Complex Relationships ◽  
The Way

This article will examine the development of Yavneh as a literary and cultural construct from tannaitic sources through the two versions of the story of the deposition of R. Gamliel, in Yerushalmi Berakhot 4:1 and Bavli Berakhot 27b–28a. It will explore the ways in which the talmudic storytellers present a more developed narrative world complete with a social and political culture. It will then analyze the complex relationships between the narrative worlds of the Yerushalmi and Bavli and their respective social and ideological contexts. Based on this analysis, I shall propose a model for understanding the way in which the Yavnehs of both the Bavli and the Yerushalmi functioned in amoraic and postamoraic society to create a nuanced and self-critical rabbinic cultural identity.

E-Learning for SMEs

2012 ◽  
pp. 79-97
Author(s):  
Asbjorn Rolstadas ◽  
Bjorn Andersen ◽  
Manuel Fradinho
Keyword(s):  
Social Context ◽  
Learning Curve ◽  
Learning Organization ◽  
Serious Games ◽  
Real Life ◽  
Hybrid Learning ◽  
Successful Implementation ◽  
Effective Learning ◽  
The Social ◽  
E Learning

SMEs have a special need to be able to collect knowhow from the global community and implement this as competence in the enterprise. E-Learning is an approach for competence development that can assist SMEs in creating a learning organization. There are different approaches to E-Learning. Amongst the most powerful ones is the application of serious games. The PRIME project conducted experiments with serious games in project business and in manufacturing. This has resulted in a set of guidelines for successful implementation of games in an organization. It is necessary to allow a learning curve and put emphasis on the social context to obtain effective learning. For delivery of E-Learning the hybrid learning model is recommended. SMEs are advised to develop E-Learning in cooperation with academic institutions, and to use real life cases and problems for assignments. Delivery should be based on proven technology when used in SMEs.

King John's Gloriette at Corfe Castle

2005 ◽  
Vol 64 (2) ◽  
pp. 168-185 ◽  
Author(s):  
Matthew M. Reeve ◽  
Malcolm Thurlby
Keyword(s):  
Social Context ◽  
Architectural History ◽  
Detailed Knowledge ◽  
Historical Evidence ◽  
The Social ◽  
Contemporary Work ◽  
Complex Relationships

In this article, we examine the fragmentary remains of King John's Gloriette, a domestic palace at Corfe Castle (Dorset) built around 1201-5. Through analysis of the fabric and historical evidence we argue that the Gloriette was designed and built by a master mason with a detailed knowledge of contemporary work at Wells Cathedral and Glastonbury Abbey. The complex relationships between ecclesiastical and secular architecture are then considered, and suggestions are made about integrating "secular" architecture into broader narratives of medieval architectural history. We conclude by discussing the social context of castle patronage in the Early Gothic period and the iconography of the Gloriette vis-à-vis its possible architectural and literary prototypes.

scholarly journals Teaching Email Writing through Online Teaching Platform

2020 ◽  
Vol 1 (1) ◽  
pp. 14-29
Author(s):  
Alicia Philip
Keyword(s):  
Interpersonal Communication ◽  
Online Teaching ◽  
Tertiary Education ◽  
First Year ◽  
Email Communication ◽  
Effective Learning ◽  
Teaching Platform ◽  
Active And Collaborative Learning ◽  
To Receive ◽  
E Mail

Email communication has been widely used in tertiary education as a mean of interpersonal communication (Huang, 2011; Baghestan, Indriyanto & Asfaranjan, 2016; Robinson & Stubberud, 2012). However, the lack of understanding of proper etiquette in e-mail writing results to frustration because students fail to convey their message effectively and professionally, hence unable to receive anticipated feedback from their lecturers (Kim et al., 2016). The necessity of email writing as a subject for English as a Second Language (ESL) classroom is essential; unfortunately, this has been rarely addressed in classrooms. In addition, conventional style of teaching that is chalk and talk, only results to ineffective teaching of email writing etiquette. This is because through the advancement of technology, the designed educational system does not suit the students of today. The current students are known as digital natives who are impatient and prefer to receive instant information. They are also great at multitasking and appreciates instant gratifications. There is a need for an effective method to convey lessons on email writing etiquette to students to ensure that they are able to grasp the lesson better and are able to write effective emails. This study will shed light on the method used to teach email etiquette to first year foundation students using online teaching platform namely Blendspace, Padlet and Kahoot!. The results indicate that with these online technological infused learning along with active and collaborative learning employed by the instructor enables effective learning to take place.

Discursive Context-Aware Knowledge and Learning Management Systems

2007 ◽  
pp. 293-310
Author(s):  
Caoimhín O’Nualláin ◽  
Adam Westerski ◽  
Sebastian Kruk
Keyword(s):  
Social Context ◽  
Problem Solving ◽  
Critical Role ◽  
Learning Management Systems ◽  
Research Area ◽  
Context Aware ◽  
Analysis Model ◽  
Problem Solving Skills ◽  
Effective Learning ◽  
Level Of Knowledge

In this chapter, we look at the research area of discursion and context-aware information as it relates to the user. Much research has been done in the area of effective learning, active learning, and in developing frameworks through which learning can be said to be achieved and have some possibility of being measured (i.e., Networked Learning and Bloom’s Taxonomy) (Bloom, 1956). Having examined many such frameworks, we have found that dialogue plays a large part, and in this chapter we specifically examine dialogue in context of the user’s background and social context. This always plays a critical role, and it is around this that we want to dig deeper. We aim to provide a quality discourse analysis model which will achieve in more detail a picture of the users actual level of knowledge. Problem solving skills, together with the critical thinking capability as part of a team, and individually, in the following chapter.

scholarly journals Universities as Living Labs for Climate Praxis

2021 ◽  
pp. 129-139
Author(s):  
Zoe P. Robinson ◽  
Philip Catney ◽  
Philippa Calver ◽  
Adam Peacock
Keyword(s):  
Learning Processes ◽  
Educational Objectives ◽  
Living Lab ◽  
Living Labs ◽  
Complex Relationships ◽  
Careful Navigation

HighlightsUniversity living lab success relies on careful navigation of complex relationships between different actors. Maximising change through living labs requires educational objectives and learning processes embedded in governance.

scholarly journals NEW ICT LITERACIES AND HOLISTIC APPROACHES FOR THE EFFECTIVE LEARNING OF LANGUAGES IN TERTIARY EDUCATION

2017 ◽  
Author(s):  
Irina Argüelles Álvarez
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Tertiary Education ◽  
Academic English ◽  
Discussion Section ◽  
Effective Learning ◽  
Holistic Approaches ◽  
Ict Literacies

Abstract:This paper summarizes the evolution of different subjects of English for Specic Purposes and English for Academic and Professional Purposes. The aim here is to show a continuum of changes that have not started and nished in one subject alone but affect the whole curriculum. After the discussion section where advantages and drawbacks of the changes introduced are analyzed, we arrive at some conclusions regarding this ve year period of development in the approach to the teaching and learning of the specic or academic English language in the Escuela Universitaria de Ingeniería Técnica de Telecomunicación, Universidad Politécnica de Madrid.Keywords: Teaching and learning of English, English for Specic Purposes, English for Academic and Professional Purposes, University levels.Title in Spanish: La competencia en TIC y los enfoques holísticos aplicados al aprendizaje de lenguas en el nivel universitario.Resumen:Este trabajo resume la evolución que han experimentado distintas asignaturas de Inglés para Fines Especícos e Inglés para Fines Académicos y Profesionales. El objetivo principal es mostrar cómo el esfuerzo por mejorar las asignaturas afecta al currículo como un todo y no sólo a cada una de las asignaturas. Tras el análisis de algunas de las ventajas e inconvenientes de los cambios introducidos, se alcanzan algunas conclusiones sobre la evolución que han sufrido este tipo de asignaturas durante los últimos cinco años en la Escuela Universitaria de Ingeniería Técnica de Telecomunicación, Universidad Politécnica de Madrid.Palabras clave: enseñanza y aprendizaje de lengua inglesa, Inglés para Fines especícos, Inglés para Fines Académicos y Profesionales, nivel universitario. 

scholarly journals The Wider Social Context of School and Thai EFL University Learners

2019 ◽  
Author(s):  
Sureepong Phothongsunan
Keyword(s):  
Social Context ◽  
School Environment ◽  
Tertiary Education ◽  
Target Language ◽  
English Learning ◽  
Learning Context ◽  
University Culture ◽  
Language Classroom ◽  
Efl Students ◽  
Thai English

The objectives of this study are to investigate a group of 14 Thai English as a Foreign Language (EFL) students’ views on their learning context outside the classroom and the extent to which it has an influence on their English learning in their tertiary education. From the language classroom comes further the wider social context of university in which EFL students learn outside the formal learning environment in relation to the opportunities to use and to be exposed to the target language. Two data collection methods are employed: questionnaires and interviews. It is revealed that the students perceive that the wider social context indeed influences their learning experiences outside as well as in the language classroom in two major aspects: self-development in English use and drawing on English as a common means of communication or a lingua franca (ELF) whereby there is an implicit search for similarities through English. Many further report that the specific university culture and its environment play a great role in their English learning, motivating or demotivating them to use English for communication. Implications from the study can be made to Thai EFL universities to focus on the stance on English and their efforts to make the school environment more conducive to English use and learning.

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