scholarly journals Hvad er et læringsmiljø hele dagen i pædagogisk praksis?

2021 ◽  
Vol 5 (1) ◽  
pp. 17
Author(s):  
Thyge Tegtmejer
Keyword(s):  
Learning Environment ◽  
Professional Practice ◽  
Day Care ◽  
Educational Environment ◽  
Pedagogical Practice ◽  
Ethnographic Fieldwork ◽  
Broad Term ◽  
Municipal Administrators ◽  
Central Term

ResuméLæringsmiljøbegrebet står centralt i Den styrkede pædagogiske læreplan, samtidig med at det er et overordentligt bredt begreb. Dette studie undersøger hvordan pædagoger, dagtilbudsledere og kommunale forvaltningsmedarbejdere arbejder med og reflekterer over læringsmiljø hele dagen i pædagogisk praksis. Studiets data er blevet til gennem institutionelt etnografisk feltarbejde i otte dagtilbud inden for fire kommuner. Studiet udfolder pædagogers, lederes og forvaltningsmedarbejderes perspektiver på hvad et læringsmiljø er, samt hvad det indebærer at arbejde med læringsmiljø hele dagen. Gennem udfoldelse af en række eksempler fra dagligdags praksissituationer, suppleret med dialog med pædagoger og øvrige aktører, søger studiet at indkredse og diskutere positive, såvel som potentielt problematiske, aspekter af et læringsmiljø hele dagen i pædagogisk praksis. What is an all-day learning environment in pedagogical practice? A case study of interpretations and practices in four municipalities – English summaryLearning environment is a central term in The strengthened pedagogical curriculum, however, it is also an extraordinarily broad term. The present study examines the interpretations of day care professionals, leaders and municipal administrators within four municipalities, as they work with an all-day learning environment in pedagogical practice. Data of the study is collected through institutional ethnographic fieldwork in eight day care institutions within four municipalities. The study unfolds perspectives of professionals, leaders and administrators on the meaning of an educational environment, as well as what it means to work with such an environment all day. Through the unfolding of a number of examples of daily professional practice, combined with dialogue with the participating professionals, the study investigates and discusses positive, as well as potentially problematic, aspects of an all-day learning environment in pedagogical practice.

scholarly journals Pædagogisk rettethed og situerede evaluerende praksisser i pædagogisk arbejde

2020 ◽  
Vol 4 (2) ◽  
pp. 15
Author(s):  
Pia Rauff Krøyer ◽  
Hanne Laursen
Keyword(s):  
Learning Environment ◽  
Day Care ◽  
Pedagogical Practice ◽  
Children’S Perspectives ◽  
Evaluation Practice ◽  
Pedagogical Tact ◽  
New Knowledge

ResuméI den nye dagtilbudslov specificeres det, at læringsmiljøet i dagtilbuddet skal kvalificeres og evalueres kontinuerligt af pædagogerne gennem inddragelse af børns perspektiver (Dagtilbudsloven 2018 § 9.). Det kalder på ny viden om, hvordan vi involverer børns perspektiver i evaluering og udvikling af den pædagogiske praksis. Denne artikel bestræber at vise, hvordan pædagoger, med afsæt i børns perspektiver, dagligt møder og udvikler læringsmiljøet i dagtilbuddet. Med det empiriske udtryk situerede evaluerende praksisser viser artiklen, at den pædagogiske praksis har en evaluerende karakter i sig selv, fordi den har en pædagogisk rettethed indlejret i sig, der retter sig mod barnet og det pædagogiske projekt (Togsverd & Rothuizen, 2016). Med inspiration fra Max van Manens fænomenologi og forståelser af pædagogisk takt (Manen, 1991) og det pædagogiske øjeblik (Manen, 2012) er hensigten med artiklen først at vise, hvordan den pædagogiske rettethed på forskellige måder kommer til udtryk i pædagogisk arbejde. Dernæst at diskutere, hvordan pædagogers rettethed er et udtryk for pædagogisk kvalitet, og hvorfor den bør anerkendes som en vigtig del af pædagogers daglige evalueringspraksis med småbørn. På den måde tilstræber artiklen at bidrage med nye opmærksomheder omkring den evalueringskultur, dagtilbuddene lige nu står over for at skulle udvikle. AbstractSituated evaluative practices in pedagogical workThe new Danish Day Care Act specifies that the learning environment in daycare settings must be qualified and evaluated continuously by the pedagogues and with the involvement of children’s perspectives (Day Care Act 2018, Section 9). This implies the need for new knowledge about how we involve children’s perspectives in the evaluation and development of pedagogical practice. This article seeks to show how the pedagogues with the involvement of children’s perspectives develop the learning environment in a daycare setting. With the empirical term, situated evaluative practices the article proposes that pedagogical practice is evaluative in itself due to its inherent pedagogical intentionality. Inspired by Max van Manen’s “Phenomenology of Practice” (2007) and his concepts of pedagogical moment (2012) and pedagogical tact (1991), the purpose of the article is to, 1) describe and discuss pedagogical intentionality as a pedagogical situated and evaluative phenomenon, 2) to discuss why pedagogue’s intentionality should be recognized as an important part of pedagogue’s daily evaluation practice. The article thus seeks to contribute with new perspectives regarding the development of the new culture of evaluation, which Danish daycares currently are developing.

scholarly journals Delivering professional doctorate education: challenges and experiences during the COVID-19 pandemic

2021 ◽  
Vol 99 ◽  
pp. 01012
Author(s):  
Matthew Tucker ◽  
Hannah Wilson ◽  
Claire Hannibal ◽  
Aileen Lawless ◽  
Zhouhua Qu
Keyword(s):  
Learning Environment ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Significant Contribution ◽  
Engaged Scholarship ◽  
Teaching And Learning Environment ◽  
Conventional Teaching ◽  
Professional Doctorate ◽  
Professional Doctorates

Professional Doctorates have similar attributes of a PhD, but are arguably not as universally known. Moreover, professional doctorates have an added level of complexity, as students become scholar-practitioners by ensuring that they make a significant contribution to professional practice. However, professional doctorate education is often challenging due to the lack of research preparedness of professional doctorate students, who typically have been away from higher education for a number of years. Although these students may have built astute business mind sets, it could be argued that their approach to scholarly research is less so. So to achieve engaged scholarship that enables professional doctorate students to become scholar practitioners, it is crucial to create the correct learning environment. Using the Doctorate in Business Administration (DBA) at Liverpool Business School, UK, as a case study, the ability to deliver professional doctorate education is explored, and pertinently the challenge and experience of how the teaching and learning environment has transitioned since the COVID-10 pandemic is evaluated. Finally, key lessons are outlined as to how to design professional doctorate programmes that are resilient to disruptions to conventional teaching and learning practices.

scholarly journals Estudo de Caso sobre o Uso das Ferramentas Notas e Relatórios do Moodle na Prática Pedagógica do Tutor a Distância em Cursos Brasileiros de Formação Continuada de Professores

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Thaís Tenório ◽  
Fabiana Aparecida Rodrigues ◽  
André Tenório
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
Management System ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Practice ◽  
Main Difficulty ◽  
E Learning ◽  
On Line

O sistema Moodle de gerenciamento de ambientes virtuais de aprendizagem disponibiliza ferramentas, como relatórios e quadro de notas, destinadas ao acompanhamento da assiduidade e do progresso de alunos de cursos a distância. Entretanto, em geral, o emprego e as possibilidades dessas ferramentas são pouco discutidos. Foram investigadas, por meio de questionário on-line, as percepções de 88 tutores a distância atuantes em cursos de formação continuada de professores de dois estados brasileiros. Todos tinham ciência das ferramentas de relatórios e notas, mas alguns declararam não usá-las frequentemente. Os relatórios eram empregados, segundo os pesquisados, principalmente, para verificar a frequência de acesso dos cursistas ao ambiente virtual de aprendizagem e a realização das atividades propostas. A grande maioria indicou atribuir os graus de desempenho dos alunos com a ferramenta de notas e informou utilizá-la para comentar (feedback) as tarefas submetidas para avaliação e monitorar os desempenhos acadêmicos. Para alguns, a principal dificuldade no manuseio das ferramentas envolvia desconhecimento dos recursos. A atuação tutorial é indispensável para envolver os alunos nas atividades dos cursos. Paralelamente, para bem desempenhar suas funções, esses profissionais carecem de capacitação quanto às ferramentas disponíveis.Palavras-chave: Moodle, Relatórios, Notas, Tutor.  Case Study about the Use of Grade and Report Moodle Tools on the Pedagogical Practice of E learning Tutors of Brazilian Teacher-upgrading CoursesAbstractMoodle management system of virtual learning environment offers tools such as reports and grades, both used to verify attendance and progress of students in e learning courses. However, in general, employment and possibilities of these tools are little discussed. We investigated the perceptions of eighty eight tutors of teacher-upgrading e learning courses of two Brazilian states by on-line questionnaire. Tutors were aware of reports and grades tools, but some declared not using it. According to the subjects, reports were utilized to check the frequency of access of students to virtual learning environment and the realization of the proposed activities. Most of subjects affirmed use grades tool for assign scores achieved by students, give feedback of activities and check academic performance. Some respondents pointed out the little knowledge of tools as the main difficulty in handle it. The actions of tutors are essential to involve students in the activities of the courses. At the same time, to well perform their responsibilities, these professionals need of training about the available tools of virtual learning environment.Keywords: Moodle, Reports, Grades, Tutor.

Successful Environmental Education: Adapting to the Educational Habitat

2004 ◽  
Vol 20 (1) ◽  
pp. 45-55 ◽  
Author(s):  
Janet Buchan
Keyword(s):  
Environmental Education ◽  
Learning Environment ◽  
Environmental Science ◽  
Community Education ◽  
Educational Environment ◽  
Future Generations ◽  
Broad Application ◽  
Science Degree ◽  
Educational Environments

AbstractAs a matter of survival, we need to educate current and future generations to live sustainably. We need to ensure that future generations have access to quality environmental education.This paper provides guidelines for educators and managers to use to better understand and manage the learning environment in which environmental education, particularly sustainability, programs take place. This is done through the introduction of two tools. Firstly, through a model of the learning environment that can be used to understand the educational environment and its various interactions and secondly, through the introduction of an Adaptive Management Conceptual Framework. This framework provides a step by step approach to guide the process of assessing the state of the current learning environment, and to guide the processes of decision making and implementation by educators.These tools have broad application to a variety of educational environments; schools, universities and community education. A specific case study of the application of these tools in a university environmental science degree is outlined.

A Case Study on Web-based Learning Environment Evaluation in Higher Education: Learner Perspectives in a Private University in Malaysia.

2020 ◽  
Vol 1 (2) ◽  
pp. 18-33
Author(s):  
Zarina Che Imbi ◽  
Tse-Kian Neo ◽  
Mai Neo
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Private University ◽  
Systematic Evaluation ◽  
Digital Learning ◽  
Mixed Method Research ◽  
Web Based ◽  
Web Based Learning ◽  
Kirkpatrick’S Model

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

Transitioning Business for a Circular Economy

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Susan EVANS
Keyword(s):  
Professional Practice ◽  
Circular Economy ◽  
Radical Change ◽  
Virtual Space ◽  
Professional Experience ◽  
Operational Model ◽  
New Vision ◽  
To Come ◽  
Space Requirements

This case study explores the strategic business opportunities, for Lane Crawford, an iconic luxury department store, to transition in a circular economy towards sustainability. A new experimentation framework was developed and conducted among cross departmental employees, during a Design Lab, with intention to co-create novel Circular Economy business concepts towards a new vision: the later was a reframe of the old system based on the principles of sustainability; to move beyond a linear operational model towards a circular economy that can contribute to a regenerative society. This work draws on both academic and professional experience and was conducted through professional practice. It was found that innovative co-created concepts, output from the Design Lab, can create radical change in a circular economy that is holistically beneficial and financially viable; looking forward to extract greater value a)Internal organization requires remodeling to transform towards a circular economy; b)Requirement for more horizonal teams across departments vs solely vertical; c)New language and relationships are required to be able to transition towards a circular economy; d)Some form of physical and virtual space requirements, for cross-disciplinary teams to come together to co-create; e)Ability to iterate, learn and evolve requires agency across the business

scholarly journals The Effect of the Educational Environment on the rate of Burnout among Postgraduate Medical Trainees – A Narrative Literature Review

2021 ◽  
Vol 8 ◽  
pp. 238212052110187
Author(s):  
Marco Grech
Keyword(s):  
Literature Review ◽  
Learning Environment ◽  
Postgraduate Medical Education ◽  
Educational Environment ◽  
Personal Accomplishment ◽  
Clinical Learning Environment ◽  
Medical Trainees ◽  
Narrative Literature ◽  
Narrative Literature Review ◽  
Stress At Work

Background: Burnout among postgraduate medical trainees is common. It is a syndrome characterised by emotional exhaustion, depersonalisation and reduced personal accomplishment. Burnout is seen as an organisational problem rather than the result of an individual’s ability to cope with the stress at work. The educational environment can play a pivotal role in the prevention of burnout among postgraduate medical trainees. This narrative literature review is aimed at assessing the effect of the educational environment on burnout in postgraduate doctors-in-training. Methods: A search of the databases Medline and PscyInfo for articles published between 2015 and 2020 was performed with the key words ‘burnout’ and ‘educational environment’ or ‘clinical learning environment’ or ‘postgraduate medical education’ or ‘learning environment’. Results: A total of 27 studies were identified and reviewed by the author. The prevalence of burnout reported varied widely between studies, ranging from 10% to 62%. Many of the factors that contribute to burnout form part of the educational environment, for example, hours worked, mistreatment, harassment and perceptions of injustice. Residency itself is a stressful period wherein trainees have to balance their responsibilities towards their patients with their responsibilities at home, all while furthering their studies and taking on new responsibilities. Interventions to prevent burnout and tackle existing burnout are multiple but very little solid evidence exists to attest to their efficacy. More research is needed to identify the most effective ways to deal with burnout in postgraduate medical trainees.

scholarly journals What matters? The role of values in transformations toward sustainability: a case study of coffee production in Burundi

2021 ◽  
Author(s):  
Milda Nordbø Rosenberg
Keyword(s):  
Vital Role ◽  
Ecological Systems ◽  
New Materialism ◽  
Discursive Practices ◽  
Coffee Production ◽  
Ethnographic Fieldwork ◽  
Dynamic Relations ◽  
Participatory Observation

AbstractThis paper examines the role of values in transformations toward sustainability. Values, generally defined as what people deem to matter, are increasingly gaining interest in and outside of academia. For example, sustainability aligns with specific values such as dignity, equality, safety, and harmony for people and nature. However, current approaches to values are mind-matter dualistic, and therefore failing to honor the inherently dynamic relations of socio-ecological systems. Drawing on new materialism, I explore values as part of the relations that make this world and propose to consider values as material-discursive practices. Ethnographic fieldwork was done in 2017 with coffee producers in Burundi who aimed to transform production by caring for the coffee and people that grow it. Based on interviews and participatory observation, I present how values were integral to transforming the relational aspects of coffee production. In this study, values of togetherness, care, dignity, and faith were dominant and were found to reconfigure the socio-ecological system of coffee production. I argue that values are inseparable from, and hence co-productive of, the material world that we experience and play a vital role in sustainability transformations.

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