scholarly journals Integrated communicative learning approach in ELP practice: Practical application in the context of intra/multi/inter/transdisciplinary integration

2020 ◽  
Vol 59 (89) ◽  
pp. 369-388
Author(s):  
Gordana Ignjatović
Keyword(s):  
Tertiary Education ◽  
Holistic Approach ◽  
English For Specific Purposes ◽  
Learning Approach ◽  
Practical Application ◽  
Learning Context ◽  
Community Needs ◽  
Structural Framework ◽  
Curricular Framework ◽  
Teaching Learning

English for Legal Purposes (ELP) or Legal English (LE) is a prominent area of English for Specific Purposes (ESP), catering for the specific discourse community needs and purposes. This article presents the Integrated Communicative Learning (ICL) approach to instructional design within the curricular framework of ELP/LE courses for academic and professional purposes (LEAP/LEPP) in tertiary education. This holistic approach includes ample intradisciplinary, multidisciplinary, interdisciplinary and transdisciplinary dimensions. The first part of this article presents the conceptual, structural and theoretical framework of this approach, and its many pedagogical and methodological functions. The second part outlines the structural framework of the three ELP/LE courses, the teaching/learning context,, and the rationale for selecting this approach. The third part focus the practical application of the ICL in these courses, with reference to examples of intra/multi/inter/transdisciplinary integration. Finally, the author discusses the benefits, challenges and considerations in implementing this approach, particularly in view of promoting authentic learning and inter/transdisciplinary legal education.

scholarly journals Integrative learning approach in ESP/ELP: Theoretical framework of intradisciplinary, multidisciplinary, interdisciplinary, and transdisciplinary integration

2020 ◽  
Vol 59 (88) ◽  
pp. 179-198
Author(s):  
Gordana Ignjatović
Keyword(s):  
Conceptual Framework ◽  
Curriculum Design ◽  
Course Design ◽  
Tertiary Education ◽  
Legal Education ◽  
Authentic Learning ◽  
Theoretical Framework ◽  
Learning Approach ◽  
Integrative Learning ◽  
Structural Framework

In English for Specific Purposes (ESP), Integrative Learning has been used in many contexts as a conceptual and structural framework for designing holistic and authentic learning experiences. This approach encompasses many intradisciplinary, multidisciplinary, interdisciplinary and transdisciplinary perspectives. Given the prominent role of English for Legal Purposes (ELP) or Legal English (LE) in legal education, this article explores the theoretical framework of Integrative Learning approach to ELP/LE curriculum design for academic and professional purposes in tertiary education. The first part of the paper presents the conceptual framework of Integrative Learning in contemporary education, legal education and ESP/ELP instruction. The second part examines the conceptual framework and tenets of different (intra/multi/inter/transdisciplinary) approaches to curriculum design. The third part reviews the tenets of the integrated curriculum, as a structural framework for integration of these diverse perspectives, focusing on the major challenges and multidimensional alignments in ELP/LE course design. As integrative learning offers viable solutions for authentic learning in various academic/professional contexts, the paper aims to encourage cooperation in developing integrated law-andlanguage programs and promoting interdisciplinary and transdisciplinary legal education.

scholarly journals The co-Evolution of Equitable Tertiary Education in a Global Networked Society: The Case of the OERu

2019 ◽  
pp. 442-450
Author(s):  
Danielle Dubien ◽  
Niki Davis ◽  
Wayne Mackintosh
Keyword(s):  
Underserved Populations ◽  
Tertiary Education ◽  
Holistic Approach ◽  
Learning Technologies ◽  
Open Approach ◽  
Digital Learning ◽  
Cultural Economic ◽  
Sustainable Services ◽  
To Come

The continuing evolution of ubiquitous learning technologies and networks is reshaping models of learning with increasing potential for underserved populations of learners who cannot afford tertiary education. This paper presents a case study of innovative highly networked organisation called the “Open Education Resource universitas” (OERu). As the theme of EDEN 2019 conference has recognised, “Technology is with us everywhere which validates the horizontal-holistic approach for imperative questions of the period. For the transforming education landscape, challenges come increasingly from the socio-cultural-economic, structural and policy fields. Education has to be visionary to reach efficiency gains, new sources – and to offer sustainable services, reflecting the complexity of modern societies.” The OERu is on the far left of such visionary developments with a radically open approach to its equitable mission to expand higher education to come within the reach of all of students who are likely to remain underserved.Established in 2011, the OERu as an educational organisation is co-evolving with cutting edge technologies such as, micro-learning, alternative digital credentials, and implementation of an open source Next Generation Digital Learning Environment (NGDLE) (Brown, 2017). Its strategy is to evolve by scaling up with partners worldwide. Innovations already documented include a successful small mOOC (Davis Mackintosh, 2013). This case study plots the OERu in Niki Davis’ (2018) Arena Framework to clarify the complexity of the evolution of this organisation. The findings aim to support the OERu and its partners to fulfil their vision of providing affordable access to education.

scholarly journals Commitment to Care for the Community and COVID-19: teaching-learning approach to medical education in primary health care in Brazil

2020 ◽  
Vol 1 (5) ◽  
pp. 351-358
Author(s):  
Bruno Bastos Godoi ◽  
Luiza Vilas Boas Freitas ◽  
Delba Fonseca Santos
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Primary Health Care ◽  
Healthcare Systems ◽  
Learning Approach ◽  
Collaborative Teams ◽  
Primary Health ◽  
Political Implications ◽  
Short Period ◽  
Teaching Learning

The major challenge of the COVID-19 pandemic to all countries has been to their healthcare systems and how to face it with excellence. Medical education can contribute in a short period so that the health system responds effectively to the current challenges imposed by the pandemic. Political implications identification and action are important to show that they can convert ideas into realities. In the middle of the COVID-19 pandemic, literacy in individual, community, and population health is more important than ever. As knowledge about COVID-19 grows rapidly, so does the opportunity to shape more effective interprofessional educational practices. During this pandemic, interprofessional collaborative teams are more crucial than ever in health promotion, mainly at the Primary Health Care.

scholarly journals Desires and doubts on cultural sustainability: A study from Aotearoa New Zealand

2019 ◽  
Vol 8 (4) ◽  
pp. 452
Author(s):  
Tahera Afrin
Keyword(s):  
New Zealand ◽  
Student Teachers ◽  
Tertiary Education ◽  
Early Childhood Teacher ◽  
Original Research ◽  
Global Trends ◽  
Cultural Sustainability ◽  
Aotearoa New Zealand ◽  
Teaching Learning ◽  
Cultural Components

The original research project of this study was aimed to find out the components of culture and their impacts on ako (teaching-learning) within the early childhood teacher education programmes. Ethics Approval was obtained from AUT Ethics Committee. Under a socio-cultural theoretical framework, twelve lecturers from three Tertiary Education Organisations (TEOs) were interviewed. Three cohorts of student teachers from the same TEOs participated in focus groups. Using manual thematic coding, nine broad areas of cultural components were identified. These were bicultural contexts of Aotearoa, ethnicities and multi-culturalism, individual identities, cross-cultural interactions, comfort zone, female majority, socio-economic struggles, spirituality and technology. A recently developed framework for cultural sustainability (Soini and Dessein, 2016) were applied to these areas. Some of these components were identified as more inert and less dynamic, while the rest were recognised at the other end of the framework.The data and the principle findings were contextual to Aotearoa New Zealand. However, the discussion considered the overall global trends in relation to education.Keywords: Cultural diversity, cultural sustainability,

A Project-Based Learning Approach

2017 ◽  
pp. 107-128 ◽  
Author(s):  
Ismael Osuna Galan ◽  
Alejandro Miguel Rosas-Mendoza
Keyword(s):  
Mathematical Modeling ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Learning Approach ◽  
Learning Method ◽  
Learning Techniques ◽  
Engineering Environment ◽  
General Skills ◽  
Teaching Learning

Mathematical applications have a presence in an engineering environment; in the particular case of mathematical models. A pedagogic theoretical framework that supports various teaching-learning techniques is constructionism; one of these techniques is called Project Based Learning which provides several advantages. This chapter aims to show the experiences during the course of Mathematical Modeling in a context of project-based learning. It will show that students develop general skills of engineering which includes developing the faculties of memory, reasoning and problem solving, teamwork and initiative and of readiness to take risks. Also presents some of the advantages and issues for consideration in relation to its effectiveness as a teaching and learning method.

scholarly journals A blended learning Grade 12 intervention using DVD technology to enhance the teaching and learning of mathematics

Pythagoras ◽  
2011 ◽  
Vol 32 (1) ◽  
Author(s):  
Pragashni Padayachee ◽  
Hennie Boshoff ◽  
Werner Olivier ◽  
Ansie Harding
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Mathematics Performance ◽  
Learning Approach ◽  
Learning Context ◽  
Mathematics Intervention ◽  
Digital Video Disk ◽  
And Mathematics

This article describes the experiences and mathematics performance of Grade 12 learners selected to participate in a mathematics intervention project using digital video disk (DVD) technology within a blended learning context. Blended learning in the context of this study is defined as employing a variety of appropriate methods of delivery to enhance the teaching and learning process. DVD technology was used as an ingredient in this blended learning approach, since it is easily available and accessible to the majority of learners and the schools they attend. The study reported on here forms part of a larger study using action research methodology. This article reports on a single stage of the action research: implementing a change to improve the situation and observing the consequences of this action. Mathematics Incubator School Project (ISP) learners completed questionnaires with open-ended questions which pertained to their experiences of the blended learning approach. The observations of the facilitators were also recorded. A single school was used as a case study and the mathematics performance of learners who participated in the ISP was compared with that of those who did not. The findings suggest that use of DVD technology in this blended learning approach impacted on mathematics learning and enhanced the mathematics performance of learners.

scholarly journals Incorporating Virtual Reality into the Teaching and Training of Grid-Tie Photovoltaic Power Plants Design

2019 ◽  
Vol 9 (21) ◽  
pp. 4480 ◽  
Author(s):  
Juan Miguel Gonzalez Lopez ◽  
Ramon Octavio Jimenez Betancourt ◽  
Juan M Ramirez Arredondo ◽  
Efrain Villalvazo Laureano ◽  
Fernando Rodriguez Haro
Keyword(s):  
Virtual Reality ◽  
Virtual World ◽  
Power Plants ◽  
Learning Context ◽  
Pv System ◽  
Planning And Design ◽  
Photovoltaic Power ◽  
Teaching Goals ◽  
Teaching Learning ◽  
And Training

The current difficulty in obtaining financial resources to acquire equipment for training personnel and the requirement of well-trained engineers in the industry looking toward sustainability, creates an opportunity to innovate in teaching tools, such as the proposed in this article, where a virtual world is projected, integrating the planning and design of a photovoltaic power plant (PV). The user can interact while immersed in the virtual scene as if the PV system were already installed, illustrating technical characteristics of selected equipment and its installation details, while the user is interacting with didactic activities focused on visual, auditory, and kinesthetic learning. This paper summarizes an initiative within the teaching–learning context, which aims to show the advantages of using modern tools, such as virtual reality, to achieve teaching goals in a renewable energy course.

scholarly journals The Use of Film in Geography and History Classes: A Theoretical Approach

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1360
Author(s):  
Fátima Velez de Castro
Keyword(s):  
Theoretical Approach ◽  
Point Of View ◽  
Theoretical Point ◽  
Learning Context ◽  
Teachers And Students ◽  
Teaching Learning ◽  
History Classes

The use of film within the context of the classroom may generate great interest from teachers and students. From the point of view of Geography and History classes, it can provide indications to analyse and understand spaces, times and societies reflected in the images. It can be used as an object to be explored in teaching-learning context, in several teaching levels. In this text it is intended to reflect, from a theoretical point of view, on the relation between movie and history, considering the film as an analysis object and investigation instrument, as well as builder of historic environments and landscapes.

scholarly journals Enhancing Learner Motivation and Classroom Social Climate: A Mixed Methods Approach

2020 ◽  
Vol 17 (15) ◽  
pp. 5272 ◽  
Author(s):  
Alfonso Valero-Valenzuela ◽  
Oleguer Camerino ◽  
David Manzano-Sánchez ◽  
Queralt Prat ◽  
Marta Castañer
Keyword(s):  
Mixed Methods ◽  
School Violence ◽  
Mixed Method ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Social Climate ◽  
Mixed Method Research ◽  
Learning Context ◽  
Student Sample ◽  
Teaching Learning

The aim of this study was to analyze how motivation and classroom social climate was enhanced in the teaching–learning context throughout a Pedagogical Model of Personal and Social Responsibility (TPSR) implementation using a mixed method approach. An educational program was applied during an academic year in a student sample of primary and secondary school. A total of 44 sessions with 54 participants, between 11 and 16 years old (M = 13.41 years, SD = 1.73) were video-recorded. A multilevel triangulation design of mixed method research was applied to merge: (a) the Observational System of Teaching Oriented Responsibility (OSTOR), which revealed how the students’ behavior patterns shifted an alongside the interventions with (b) a set of five complementary questionnaires: Motivation toward Education Scale (EME), Responsibility Questionnaire (PSRQ), Basic Psychological Needs Questionnaire (PNSE), Questionnaire to assess social school climate (CECSCE) and Questionnaire of School Violence (CUVE). The mixed methods design confirmed that both the observational and the inferential analysis show an improvement of the TPSR implementation in the student’s responsibility and satisfaction and the social climate of the classroom. The other variables, although they were also improved, did not do it significantly; all the motivation dimensions showed higher values, except for amotivation and violence.

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