scholarly journals Pædagogikken som hybrid mellem universitær dannelse og samfundsmæssig innovation

2014 ◽  
Vol 9 (16) ◽  
pp. 169-181
Author(s):  
Helene Hagel ◽  
Karen Lund Petersen
Keyword(s):  
Political Science ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Social Innovation ◽  
University Education ◽  
University Teaching ◽  
Past Experiences ◽  
The Relationship

Denne artikel zoomer ind på debatten om innovation ved kritisk at diskutere og undersøge, hvilke innovationsbegreber der optræder i den politologiske undervisning i dag, og hvordan disse begreber om innovation på hver sin måde definerer forholdet mellem universitet og samfund. Med udgangspunkt i den forskningspolitiske debat om innovation og innovative kompetencer blandt universitetskandidater, diskuterer artiklen pædagogikkens rolle som ’fortolker’ af forholdet mellem universitet og samfund. Vi argumenterer for, at der på Institut for Statskundskab, Københavns Universitet, opereres med to begreber om innovation: ét som betoner politikkens uforudsigelighed og ét, som i højere grad forholder sig til politik som en rumlig afgrænset sfære. Disse begreber beskriver, på hver sin måde, forholdet mellem universitetet og samfundet. Sidst diskuterer artiklen, hvordan forskellige læringsstrategier støtter disse forskelige begreber om innovation.  This article discusses the various ways in which the societal demand for innovation edifies the role of university pedagogies. By zooming in on the discipline of political science and the learning outcomes defined at the Department of Political Science, University of Copenhagen, the article argues that there are two contemporary conceptions of innovation in current university teaching practice: one that emphasizes innovation as the management of the unpredictable future and one that relates to politics as a spatially delimited sphere. While the former puts premium on the creative ability to seize the future, the latter stresses the importance of past experiences for the accumulation of knowledge. These concepts, the article argues, evoke two different understandings of the relationship between university education and social innovation. The article concludes with a discussion of how different learning strategies support these two views of innovation.

scholarly journals The Role of NLP Principles as Tools for Facilitating Learning EFL For Saudi Students

2019 ◽  
Author(s):  
Mohammed A. Abuzaifah
Keyword(s):  
Secondary Schools ◽  
Learning Strategies ◽  
English Language ◽  
Research Paper ◽  
Saudi Students ◽  
Efl Students ◽  
Sensory Acuity ◽  
The Relationship ◽  
Learning English

Learning English language for the majority of Saudi students has always been considered difficult and rarely successfully achieved. “English poses difficulties for many Saudi students due to the low English levels acquired at secondary schools” (Al-Shami, 2004). Additionally, the overall achievement in English language among the majority of Saudi students, after completing six years of studying EFL extensively, is remarkably low (AL-Karood, 2006; Al Buna’yan, 2003; Al Guaid, 1997; Abuammah, 2002). This research paper will investigate, discuss and analyse the NLP (Neuro-Linguistic Programming) concepts; change and modelling, as well as NLP four principles; outcomes, rapport, sensory acuity and flexibility, in order to specify the actual extent to which these concepts and principles can assist the Saudi EFL students to achieve better, easier and faster performance in learning the English language. By the end of this paper, the researcher intends to highlight the relationship between the NLP principles and the SLA learning strategies (O’Malley, 1990), as well as to attempt to describe some possible ways for applying the NLP principles into SLA.

scholarly journals Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255177
Author(s):  
Zahid Shafait ◽  
Muhammad Asif Khan ◽  
Yuriy Bilan ◽  
Judit Oláh
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Knowledge Management ◽  
Learning Outcomes ◽  
Self Directed Learning ◽  
Mediating Role ◽  
Management Processes ◽  
Directed Learning ◽  
The Relationship

Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. Results: Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

scholarly journals PENERAPAN METODE SOSIODRAMA UNTUK PEMBENTUKAN SIKAP DISIPLIN SISWA

2019 ◽  
Vol 5 (1) ◽  
pp. 38
Author(s):  
Syaiful Syaiful ◽  
Maemunah Maemunah ◽  
Deviana Mayasari
Keyword(s):  
Teacher Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Student Learning Outcomes ◽  
Student Discipline ◽  
Activity Data ◽  
Teaching Activities ◽  
Student Activity ◽  
Analysis Techniques ◽  
The Relationship

Disiplin merupakan salah satu tolak ukur untuk membentuk sikap disiplin siswa, oleh karena itu guru dan strategi pembelajaran sangat mempengaruhi karakter siswa. Pendidikan Pancasila dan Kewarganegaraan merupakan pembelajaran yang memberikan bekal siswa dengan budi pekerti, pengetahuan dan kemampuan dasar berkenaan dengan hubungan antara warga negara dengan Negara.Tujuan penelitian ini untuk mendeskripsikan penerapan metode sosiodrama untuk pembentukan sikap disiplin siswa. Rancangan penelitian yang digunakan yaitu penelitian tindakan kelas dengan pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dan pendekatan kuantitatif. Metode pengumpulan data menggunakan observasi, angket dan dokumentasi. Teknik analisis data digunakan analisis data aktivitas siswa, keterlaksanaan pembelajaran guru, pembentukan sikap disiplin siswa dan analisis evaluasi. Hasil penelitian menunjukkan bahwa penerapan metode sosiodrama dapat meningkatkan pembentukan sikap di siplin dan hasil belajar siswa. Hal ini dikarenakan adanya peningkatan pembentukan sikap disiplin dan hasil belajar, serta kegiatan mengajar yang dilakukan oleh guru, karna penerapan metode sosiodrama memiliki kelebihan dapat memberikan kesempatan kepada para siswa untuk lebih akatif dalam proses belajar mengajar dan dapat memberikan kesempatan pada para siswa untuk mengasah keterampilan berdidkusi. Discipline is one of the benchmarks for forming student discipline, therefore teachers and learning strategies greatly influence the character of students. Pancasila and Citizenship Education is learning that provides students with the skills, knowledge and basic abilities related to the relationship between citizens and the State. The purpose of this study is to describe the application of sociodrama methods to the formation of student discipline attitudes. The research design used is classroom action research with the approach used in this study is a qualitative approach and a quantitative approach. Methods of collecting data using observation, questionnaires, tests and documentation. Data analysis techniques are used to analyze student activity data, implementation of teacher learning, formation of student discipline attitudes and evaluation analysis. The results showed that the application of the sociodrama method can improve the formation of attitudes in the discipline and student learning outcomes. This is due to an increase in the formation of disciplinary attitudes and learning outcomes, as well as teaching activities carried out by teachers, because the application of sociodrama methods has the advantage of being able to provide opportunities for students to be more active in the learning process and can provide opportunities for students to hone education skills.

INNOVATIONS IN POLICY OF TEACHING AT THE UNIVERSITIES IN THE CONTEXT OF ACADEMIC REVOLUTIONS

2020 ◽  
Keyword(s):  
Higher Education ◽  
Developed Countries ◽  
University Education ◽  
University Teaching ◽  
The European Union ◽  
The Third ◽  
Educational Processes ◽  
The Usa ◽  
The Developed Countries

Categories of the academic revolutions and innovations in a perspective of educational policy at the higher school are considered. Special attention is paid to the development of innovations in training at the foreign and Ukrainian universities, since X1X of a century up to now. It is noted that agricultural, industrial, global, demographic and other revolutions created basis for the academic revolutions which resulted from transformations of society and caused innovations in higher education systems. The contribution of the academic revolutions in strengthening of role of the universities in society is confirmed. The major innovations in training stimulated university teaching throughout all academic revolutionary periods (after 1867, 1945, 1983) in developed industrial and developing countries, such as the USA, some states of the European Union and Ukraine. Emergence of innovations in policy of teaching at the universities during the first academic revolution, their modification during the second one, and new turns in transformation of innovations during the third academic revolution is investigated. Introduction of innovations in teaching differed in intensity and scale during the academic revolutions. On examples of teaching it is shown how political and ideological processes in society influenced functioning of the universities. An attempt to compare educational processes during three revolutions and to reveal the most innovational period was made. It is proved that innovations in training were implanted in three academic revolutions, the third one turned out to be the most innovative. The major innovations in policy of teaching were connected with the development of scientific and technical knowledge that contributed to the emergence of the information society. The developed countries offered the introduction of policy of cooperation in the higher education that made impact on innovations in university education. The Coronavirus pandemic of 2019/20 demonstrated the need to use various forms of Internet communications (Zoom, Google Classroom, Moodle, Whereby, etc.) to switch to new opportunities to teach students in higher education institutions around the world at the beginning of the XXI century.

scholarly journals Reconciling hydrology with engineering

2013 ◽  
Vol 45 (1) ◽  
pp. 2-22 ◽  
Author(s):  
Demetris Koutsoyiannis
Keyword(s):  
Natural Philosophy ◽  
Water Storage ◽  
Change Of Direction ◽  
Human Needs ◽  
Adverse Impacts ◽  
Past Experiences ◽  
Relationship Of ◽  
The Relationship ◽  
Autonomous Science

Hydrology has played an important role in the birth of science. Yet practical hydrological knowledge, related to human needs for water storage, transfer and management, existed before the development of natural philosophy and science. In contemporary times, hydrology has had strong links with engineering as its development has been related to the needs of the design and management of water infrastructures. In the 1980s these links were questioned and it was suggested that separating hydrology from engineering would be beneficial for both. It is argued that, thereafter, hydrology, instead of becoming an autonomous science, developed new dependencies, particularly on politically driven agendas. This change of direction in effect demoted the role of hydrology, for example in studying hypothetical or projected climate-related threats. Revisiting past experiences suggests that re-establishing the relationship of hydrology with engineering could be beneficial. The study of change and the implied uncertainty and risk could constitute a field of mutual integration of hydrology and engineering. Engineering experience may help hydrology to appreciate that change is essential for progress and evolution, rather than only having adverse impacts. While the uncertainty and risk cannot be eliminated they can be dealt with in a quantitative and rigorous manner.

A Literature Review on Individual Differences in Second Language Acquisition

2018 ◽  
Vol 10 (6) ◽  
pp. 72
Author(s):  
Yilun Yang ◽  
Liping Chen
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Strategies ◽  
Internal Factors ◽  
Language Universals ◽  
Cognition And Learning ◽  
The Relationship

There are many factors influencing second language acquisition, such as learner external factors including social factors, the input of second language acquisition and the relationship between acquisition; internal factors including the transfer of language, cognition of second language and language universals, etc, which influence the psychological factors of learner's second language; individual differences include some factors in physiological emotion, cognition, and learning strategies. This article is to explore the role of learners in second language acquisition from the perspective of individual differences (age, aptitude, learning motivation).

scholarly journals Reflection in Class: Experimenting with Text

2016 ◽  
Vol 12 (1 (15)) ◽  
pp. 55-65
Author(s):  
Gayane Girunyan
Keyword(s):  
Emotional Response ◽  
Reflective Thinking ◽  
Teaching Practice ◽  
University Education ◽  
Shared Experience ◽  
Text Linguistics ◽  
Cognitive Awareness ◽  
Motivating Factor ◽  
Methodological Studies

Methodological studies, as well as teaching practice attest to the central role of reflective thinking in class. As a fundamental skill, which once learned is applicable to any domain of knowledge, reflection is the prerequisite of critical thinking – a goal university education pursues too. The paper stresses the importance of practical assignments as part of the course of Text Linguistics and presents an experimental model involving verbalization of graphical texts and meta-cognitive awareness through guiding questions. With a focus on both individual and shared experience, the role of emotional response is viewed as a motivating factor.

scholarly journals The Relationship Between Social Innovation and Active Mobility Public Services

2020 ◽  
pp. 60
Author(s):  
Silvia Cruz ◽  
Sonia Paulino
Keyword(s):  
Public Services ◽  
Social Innovation ◽  
Local Context ◽  
Low Carbon ◽  
Low Carbon Economy ◽  
The Public ◽  
Regulatory Frameworks ◽  
Sustainable Urban Mobility ◽  
The Relationship

This article aims to discuss the relationship between social innovation and public services on active mobility. Two active mobility initiatives are considered in the city of São Paulo, and analyzed based on 11 variables that characterize social innovation. Through the mapping of recent Brazilian regulatory frameworks for active mobility and a low-carbon economy, we can propose the following relationship: the more local (municipal) the public policy, the greater its social influence and participation. However, despite the advances indicated by both experiences of active mobility analyzed (highlighting the role of organized civil society), and by the progress in the regulatory framework, until now innovative practices in the local context have been restricted to the treatment of pedestrian spaces. Therefore, there exists a great potential for the continued introduction of innovations in the improvement and scale of public services for pedestrian mobility, following the paradigm of sustainable urban mobility, and based on social participation.

scholarly journals Strategic Preparation for Crisis Management in Relation with Organizational Learning and the Mediating Role of Social Innovation and Altruism in the Red Crescent Society, Gilan, Iran

2021 ◽  
pp. 86-94
Keyword(s):  
Organizational Learning ◽  
Crisis Management ◽  
Social Innovation ◽  
Altruistic Behavior ◽  
Statistical Population ◽  
Mediating Role ◽  
Effective Role ◽  
The Relationship ◽  
Critical Situations

INTRODUCTION: Today, organizations live in changing environmental conditions and various factors affect their performance strategies. Therefore, organizations should consider critical situations or crises and identify organizational strategies for crisis prevention and effective and efficient crisis management. To deal with the crisis, organizational learning plays an effective role in strategic preparation for crisis management; moreover, altruistic behavior and social innovation can play a facilitating and effective role in critical situations. Accordingly, the present study aimed to investigates the relationship of organizational learning and strategic preparation for crisis management with the mediating role of social innovation and altruism in the Red Crescent Society, Gilan, Iran. METHODS: This descriptive-correlation study was conducted based on an applied research method. The statistical population includes the staff of the branches of the Red Crescent Society, Gilan, Iran. The participants were selected using the stratified sampling method, and Cochran's formula was used to determine the sample size (n=208). The data were collected through standard questionnaires. FINDINGS: According to the results, organizational learning has a significant and direct effect on altruism, social innovation, and strategic preparation for crisis management. Moreover, social innovation and altruism play a mediating and effective role in the relationship between organizational learning and strategic preparation for crisis management. CONCLUSION: The results revealed that organizational learning has a positive effect on strategic preparation for crisis management, social innovation, and altruism. In addition, an increase in learning improves social innovation, altruism, and strategic preparation for crisis management.

The Role of Metacogntion and Knowledge Transfer in Self-Directed Learning

2018 ◽  
pp. 141-159
Author(s):  
Gina J. Mariano ◽  
Kirsten Batchelor
Keyword(s):  
Critical Thinking ◽  
Knowledge Transfer ◽  
Learning Strategies ◽  
Albert Einstein ◽  
Multiple Perspectives ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Metacognitive Learning ◽  
The Relationship

Education is what remains after one has forgotten everything he learned in school. This quote by Albert Einstein embodies the essence of the relationship between metacognition and self-directed learning. It is important for students to remember what they learn in school, but many forget the information because they have not been taught metacognitive learning strategies. The learning strategies we teach students supports them in their effort to become good learners. In this chapter, we discuss the relationships between metacognition and knowledge transfer, critical thinking and self-directed learning. It brings together multiple perspectives on metacognition and knowledge transfer and discusses instructor strategies to engage students in metacognitive learning strategies.

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