scholarly journals Rethinking Innovative Learning Opportunities for Teachers in Educational Organizations toward Education 4.0

2021 ◽  
Author(s):  
Süleyman Davut Göker ◽  
Mubeher Ürün Göker
Keyword(s):  
Peer Coaching ◽  
Learning Opportunities ◽  
Teacher Supervision ◽  
Industrial Society ◽  
Educational Organizations ◽  
Traditional Classrooms ◽  
Teacher Competency ◽  
Digital Curriculum ◽  
Innovative Learning ◽  
Digital Classroom

Teacher behaviors play a key role in forming and shaping organizational culture in schools. The current innovative and leadership-based learning objectives introduced by Education 4.0 have made the transformation obligatory from traditional classrooms of the industrial society to creation of digital classrooms. This transformation will embrace digital curriculum that might impact learning outcomes and reduce in-class management. How is it different from traditional classrooms? The spaces in a digital classroom are both digital and physical. This environment asks for future creative convergence talents, thus giving teachers new tasks to take greater ownership of change processes of their school culture. This shift also requires creation of reflective learning communities together with a redefinition of the meaning and scope of teacher supervision. This study introduces, a “Teacher Competency Development Model,” in which innovative learning opportunities for teachers in educational organizations toward Education 4.0 are offered through innovative models in teacher supervision based on cognitive, reflective, and peer coaching and their utilization within the educational contexts. Within this framework, the contents and strategies of three supervision models, namely, reflective, cognitive, and peer coaching to be able to help teachers survive and cope with their adaptation to Education 4.0 will be discussed.

Striving to Meet Global Health Competencies Without Study Abroad

2020 ◽  
pp. 104365962095319
Author(s):  
Roxanne Amerson
Keyword(s):  
Global Health ◽  
Study Abroad ◽  
Local Community ◽  
Virtual Classroom ◽  
Learning Opportunities ◽  
Future Research ◽  
Global Learning ◽  
Innovative Learning ◽  
Travel Abroad ◽  
Diverse Cultures

Introduction: The COVID-19 (coronavirus disease 2019) pandemic has radically changed the future of study abroad, yet students require the knowledge, skills, and attitudes to provide care for diverse cultures across geographical boundaries. The purpose of this article is to facilitate innovative learning opportunities in order to meet global health competencies in the physical or virtual classroom when study abroad is not feasible. Approach: Based on a review of published literature related to global health competencies and nursing over the last decade, a description of suggested global learning activities is provided. Results: Few research publications exist to describe activities for meeting global health competencies when travel abroad is restricted. The proposed activities provide a foundation to address the gap in literature and to establish a trajectory for future research. Discussion: The challenge is to demonstrate evidence of global health competency attainment when students are confined to their local community.

The experiences of adult nursing students completing a placement during the COVID-19 pandemic

2021 ◽  
Vol 30 (21) ◽  
pp. 1250-1255
Author(s):  
Noreen Cushen-Brewster ◽  
Anne Barker ◽  
Paul Driscoll-Evans ◽  
Lynne Wigens ◽  
Helen Langton
Keyword(s):  
Nursing Students ◽  
Transition Period ◽  
Personal Responsibility ◽  
Learning Opportunities ◽  
Clinical Placement ◽  
Structured Interviews ◽  
Innovative Learning ◽  
Support Mechanisms ◽  
Virtual Platform ◽  
Insight Into

Background: The emergency measures implemented by the Nursing and Midwifery Council in response to the COVID-19 pandemic provided nursing students in their final 6 months of study with the opportunity to complete a paid consolidation clinical placement and thus increase their personal responsibility for the care they delivered under supervision. Aim: To explore the experiences of third-year nursing students who completed their final clinical placement during the COVID-19 pandemic. Methods: Semi-structured interviews were conducted via a virtual platform. Findings: Three themes were identified: the importance of support mechanisms, the development of confidence, and innovative learning opportunities. Students reported improved confidence in the transition period to registered practitioner and felt well supported, which enabled them to take greater responsibility. Conclusion: This study provided insight into the experience of nursing students during the COVID-19 pandemic, and found that support mechanisms, and a sense of belonging, helped to increase their confidence in clinical practice.

scholarly journals Connectivity in support of student co-design of innovative mathematics curriculum trajectories

ZDM ◽  
2021 ◽  
Vol 53 (6) ◽  
pp. 1221-1232 ◽  
Author(s):  
Birgit Pepin
Keyword(s):  
Learning Strategies ◽  
Curriculum Design ◽  
New Technologies ◽  
Mathematics Curriculum ◽  
Future Research ◽  
Digital Resources ◽  
Digital Curriculum ◽  
Research Activities ◽  
Innovative Learning ◽  
Digital Curriculum Resources

AbstractThe argument of this theoretical paper is that the existence and availability of suitable digital curriculum resources, accelerated by the recent pandemic, have required a revision of the pedagogical landscape in terms of ways in which students can be empowered to (co-)design their own curriculum trajectories. For this purpose, I argue, students need to be supported in considering many connections, to arrive at coherent trajectories. Based on complexity thinking and curriculum design with digital resources, I propose the concept of connectivity as a crucial principle for creating coherent curriculum trajectories. If students are to become the co-designers of their own curriculum, they need a frame that raises their awareness about the many connections to be made and that supports their capability for actually realizing them. Drawing strongly on my own work and related work by others, I analyse and illustrate the connections made by students, teachers and curriculum designers in their design of mathematics tasks, lessons and learning trajectories with digital resources. Results show that connections can be made at several levels, namely, at a social level, at a material level, at programme level, and at a didactical level. Leaning on systems thinking, connections can be systematically considered, which is likely to help students to enhance the coherence of their designs. I contend that a student-designed ‘connected curriculum trajectory’ is likely to become the focus of future research activities in innovative learning environments: this endeavor would connect aspects of curriculum, mathematical content, learning strategies of students, and the use of new technologies.

scholarly journals What Does Teaching and Learning Look like in a Variety of Classroom Spatial Environments?

2020 ◽  
pp. 187-201
Author(s):  
Terry Byers
Keyword(s):  
Teaching And Learning ◽  
Visual Analysis ◽  
Learning Needs ◽  
Traditional Classrooms ◽  
Learning Spaces ◽  
New School ◽  
Spatial Design ◽  
Engineering Mathematics ◽  
Innovative Learning ◽  
Spatial Layouts

AbstractThe very nature of what constitutes an effective learning environment is undergoing substantial re-imagination. Authors have suggested that the affordances of existing learning spaces, often termed conventional or traditional classrooms, is limited and constrains the possible pedagogies available to teachers. Architects, authors and governments have put forward innovative learning environments (ILEs) as a better alternative. ILEs provide affordances thought to be somewhat better at providing to students learning needs than traditional classrooms, particularly in terms of creative and critical thinking, and collaborative and communicative workers. However, there is little evidence available to show of either spatial type (traditional classroom or ILE) performs pedagogically to either hinder or support the desired approach/es to teaching and learning being sought by current educational policies. One could suggest that a populistic narrative often drives the growing investment in new school learning spaces, facilitated by a vacuum of credible evidence of their impact. This paper will report findings from a three-year study that tracked the practices over time of secondary school Engineering, Mathematics and Science teachers (n = 23) as they occupied two quite dissimilar spatial layouts. The Linking Pedagogy, Technology, and Space (LPTS) observational metric, with its provision of instantaneous quantitative visual analysis, was used to track their practice, and student learning, in a variety of spatial layouts. Subsequent analysis identified broad trends within the data to identify those factors, spatial, subject or confounding teacher factors, which influenced student and teacher activities and behaviours. Importantly, it presented new evidence that works against the current, overt focus on contemporary spatial design. It suggests that greater emphasis on unpacking, and then developing, the mediating influence of teacher spatial competency (how, when and why one uses the given affordances of space for pedagogical gain) is required for any space to performance pedagogically.

scholarly journals Inclusive ICTs in Education

2021 ◽  
Vol 6 (17) ◽  
Author(s):  
Mohamed Koutheair Khribi
Keyword(s):  
Information And Communication Technologies ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Learning Opportunities ◽  
Traditional Classroom ◽  
Education Systems ◽  
Innovative Learning ◽  
Information And Communication ◽  
The One

There is no doubt that education is one of the most vital areas in societies, as the development and progress of peoples are mainly linked to the effectiveness and quality of their education systems. Today in the digital age, learners are looking for innovative learning opportunities beyond the one size fits all and traditional classroom-based approaches harnessing the power of information and communication technologies -ICTs. Indeed, availing digital technologies became a necessity for education systems as they offer unprecedented opportunities for all learners, with different abilities, needs, and disabilities, to learn effectively and overcome (or at least reduce) barriers prohibiting them to access education and enjoy meaningful learning experiences. This paper introduces main concepts related to inclusive ICTs in education and explores ways to make them accessible for all.

scholarly journals Quality management in educational organizations

2016 ◽  
Vol 6 (7) ◽  
Author(s):  
Juhani Anttila
Keyword(s):  
Quality Management ◽  
Lifelong Learning ◽  
Formal Education ◽  
Learning Opportunities ◽  
Point Of View ◽  
Quality Education ◽  
Educational Organizations ◽  
Main Driver ◽  
Global Vision ◽  
Basic Quality

Quality education is the main driver for the lifelong learning of people and the development of the organizations and society. Accordingly, also UNESCO's global vision for education towards 2030 is endeavoring to "˜ensure inclusive and equitable quality education and promote lifelong learning opportunities for all'. From the quality point of view, the existing situation is however very fragmented. A great variety of organizations provide formal and non-formal education for lifelong learning to people having very different needs and expectations, and the education providers and experts are not very aware of the general professional quality concepts and practices. Very recently the international standardization committee ISO/PC 288 has started the work of harmonizing quality management in the educational organizations with the other organizations of the society by using the common professional approach. This new standardization will challenge all educational organizations, because it requires the adoption of the general basic quality concepts and quality management structures and practices. This will enable educational organizations to demonstrate their ability to provide consistently education to the requirements and strive for enhancing satisfaction of the involved parties.

scholarly journals Making Films in a Brazilian Slum with Children: a Participant Observation Research

2019 ◽  
Vol 11 (1) ◽  
pp. 41-50
Author(s):  
Raquel Pacheco ◽  
Mirna Juliana
Keyword(s):  
Transformative Learning ◽  
Social Inclusion ◽  
Role Model ◽  
Participant Observation ◽  
Learning Opportunities ◽  
Film Education ◽  
The World ◽  
Innovative Learning ◽  
Combined Structure ◽  
Education Process

This article stands for innovative learning opportunities to social inclusion by film education. The theoretical model is a combined structure coming from approaches and projects of social inclusion by film education. The aim is to describe and analyze the film education process in a project outside school. This research is based on a participant observation research conducted on children in a Brazilian slum. Cinema, as other art forms, is a political and ideological tool that can be used with different purposes. Film education is a strong mediator to facilitate transformative learning, changing one’s dysfunctional views and beliefs about oneself and the world by revising their frames of reference (Mezirow & Taylor, 2009). Films have a unique ability to promote empathy towards a role model, and promote resilience in situations similar to those the role model goes through. Furthermore, media, such as films, is capable of reaching people that might otherwise be uninterested (Buckingham, 2007; Gonnet, 2007; Silverstone, 2005; UNESCO, 2013).  

Small-Group Interactions as a Source of Learning Opportunities in Second-Grade Mathematics

1991 ◽  
Vol 22 (5) ◽  
pp. 390-408 ◽  
Author(s):  
Erna Yackel ◽  
Paul Cobb ◽  
Terry Wood
Keyword(s):  
Cooperative Learning ◽  
Small Group ◽  
Instructional Strategy ◽  
Learning Opportunities ◽  
Second Grade ◽  
Traditional Classrooms ◽  
Group Interactions ◽  
Classroom Norms ◽  
Group Problem Solving ◽  
School Year

Small-group problem solving was used as a primary instructional strategy for all aspects of second-grade mathematics, including computation, for the entire school year. This gave rise to learning opportunities that do not typically occur in traditional classrooms, including those that arise from collaborative dialogue as well as from the resolution of conflicting points of view. The nature of these learning opportunities is elaborated and illustrated. The manner in which the teacher used paradigm cases as she initiated and guided discussion of obligations and expectations to make possible the mutual construction of classroom norms for cooperative learning is also illustrated. This and the use of cognitively based activities designed to be problematic for children at a variety of conceptual levels are the crucial features of a cooperative learning environment in the absence of extrinsic rewards.

scholarly journals Assessing a learning organization model: A teacher’s perspective

2018 ◽  
Vol 33 (1) ◽  
pp. 21-31 ◽  
Author(s):  
Alfonso J Gil ◽  
Francisco Javier Carrrillo ◽  
Eduardo Fonseca-Pedrero
Keyword(s):  
High School ◽  
High School Teachers ◽  
Learning Organization ◽  
Ad Hoc ◽  
Structure Learning ◽  
Learning Opportunities ◽  
Educational Organizations ◽  
Organization Model ◽  
Evaluation Of Learning ◽  
Teacher's Perspective

The main objective of this article is to analyse the four basic dimensions of the learning organization (LO) – leadership towards learning, learning structure, learning opportunities and learning culture – within the school organization context. A quantitative study utilizing a survey was carried out. By means of an ad hoc questionnaire, secondary and high school teachers were asked about some characteristics of their educational organizations that could be related to a LO. The analyses of the internal structure of the questionnaire and internal consistency of the scores were satisfactory. A questionnaire has been validated that can serve as a model for the evaluation of learning organizations in the context of high school. One school sample is analysed according to the LO model. The suitability of the model for different types of schools is verified.

Sign in / Sign up

Export Citation Format

Share Document