scholarly journals Indexical Ways of Knowing: An Inquiry Into the Indexical Sign and How to Educate for Novelty

2020 ◽  
Vol 24 (1) ◽  
pp. 15-36 ◽  
Author(s):  
Cary Campbell
Keyword(s):  
Learning Process ◽  
Ways Of Knowing ◽  
Engaged Learning ◽  
Implicit Processes ◽  
Pedagogical Tool ◽  
Modeling Systems ◽  
Semiotic Systems ◽  
Indexical Sign ◽  
Rain Cloud ◽  
Human Ontogeny

In this paper, I propose that the indexical sign can be used to derive a model for active (touching-and-feeling) learning. The implicit processes involved in the subtle reading of indices contain explanatory possibilities for understanding how students adapt to novelty in the learning process. Besides looking at how indexicality functions in human ontogeny and cognition, I will also examine the human capacity for modeling our world through aggregations of systems of representations (Sebeok, 1994). Modeling systems (with their implicit recognition that the human is a semiotic animal) help us to conceptualize how novelty is assimilated in the learning process. I posit that how we come to terms with new experiences (and new stimuli generally) is of an indexical nature. I am specifically referring to the site where "the new" comes from the outside (like a rain cloud signaling the coming storm) and acts upon us. We can recognize the rain cloud as an experiential pattern (as a semiotic entity) or not; the rain is still going to bear down on us regardless of the success of our interpretations. This existential realness of indexical signs is precisely their power to function as a pedagogical tool, to help us assimilate and accommodate to novel stimulus. The concept of modeling helps us conceptualize the process in which the new stimulus is absorbed and integrated into our cultural/semiotic systems. In short, this paper aims to explore what I call the indexical rub of learning; that initial friction or resistance felt when meeting a new experience. My hope is that this exploration can aid in the cultivation of a mindset in teachers, students and researchers that does not fear this resistance, but can use it to propel positive absorption (in the Deweyian sense) and engaged learning.

scholarly journals Qualitative Development of Construction Student’s Attitude in Ecological Teaching and Learning Process

2015 ◽  
Vol 1 ◽  
pp. 217
Author(s):  
Andris Bērziņš
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Ecological Education ◽  
Pedagogical Tool ◽  
Learning And Teaching ◽  
Quantitative And Qualitative Research ◽  
Teaching Content ◽  
The Impact ◽  
Student’S Attitude

<p>The publication reflects the qualitative development of construction students' ecological attitude in learning and teaching process in a vocational school. By facilitating the teaching and learning process, developing the content of education, introducing in teaching ecologically-oriented forms of work, methods, approaches and instruments; using the environment as a pedagogical tool and highlighting the important role of teacher as an ecological person in the accentuation of teaching content as students understand it. The author emphasizes the impact of the components of ecological education in the promotion of the reflection on the most essential attitude criteria – knowledge, skills and behaviour. Applying quantitative and qualitative research, the author sums up the experimantally obtained results showing that by the introduction of the components of ecological education, it is possible to foster the development of an ecological person.</p>

Music as an Emancipatory Pedagogical Tool in International Relations Classes in the Global South

2020 ◽  
Author(s):  
Vinícius Tavares de Oliveira ◽  
Mariana Balau Silveira ◽  
Rafael Bittencourt Rodrigues Lopes
Keyword(s):  
International Relations ◽  
Learning Process ◽  
Global South ◽  
Radical Pedagogy ◽  
Pedagogical Tool ◽  
Epistemic Violence ◽  
Critical Pedagogies

Abstract The purpose of this paper is to present considerations about the use of music as a critical and radical pedagogy in an International Relations class in the Global South. How can music help students understand the processes of marginalization, resistance, and struggle? Can it be understood as a tool to be used in the classroom to transcend traditional and marginalizing pedagogies? The contribution of our proposal derives from the possibility of a symbiosis between the teaching of critical, decolonial, and postcolonial perspectives and the language used to communicate these concepts and ideas to a young audience with different backgrounds. In this sense, we bring perceptions of the engagement with music as a pedagogical tool in an undergraduate course entitled “Decolonizing International Relations: epistemic violence and emancipation in Global South.” By playing songs, not only the learning process became deeper and more meaningful to students, but it also opened margins to a dialogical interaction. We share our experience hoping to contribute to a meaningful debate among scholars, inspiring teachers to engage with decolonial/critical pedagogies.

scholarly journals The perils of learning to move while speaking: One-sided interference between speech and visuomotor adaptation

2019 ◽  
Author(s):  
Daniel Robert Lametti ◽  
Marcus Quek ◽  
Calum Prescott ◽  
John-Stuart Brittain ◽  
Kate E Watkins
Keyword(s):  
Learning Process ◽  
Visuomotor Adaptation ◽  
Learning Processes ◽  
Hand Movements ◽  
Sensorimotor Adaptation ◽  
Explicit Learning ◽  
Automatic Learning ◽  
Implicit Processes ◽  
Adaptive Processes ◽  
Speech Feedback

Our understanding of the adaptive processes that shape sensorimotor behaviour is largely derived from studying isolated movements. Studies of visuomotor adaptation, in which participants adapt cursor movements to rotations of the cursor’s screen position, have led to prominent theories of motor control. In response to changes in visual feedback of movements, explicit (cognitive) and implicit (automatic) learning processes adapt movements to counter errors. However, movements rarely occur in isolation. The extent to which explicit and implicit processes drive sensorimotor adaptation when multiple movements occur simultaneously, as in the real world, remains unclear. Here, we address this problem in the context of speech and hand movements. Participants spoke in-time with rapid, hand-driven cursor movements. Using real-time auditory alterations of speech feedback, and visual rotations of the cursor’s screen position, we induced sensorimotor adaptation in one or both movements simultaneously. Across three experiments (n = 184), we demonstrate that visuomotor adaptation is markedly impaired by simultaneous speech adaptation, and the impairment is specific to the explicit learning process. In contrast, visuomotor adaptation had no impact on speech adaptation. The results demonstrate that the explicit learning process in visuomotor adaptation is sensitive to movements in other motor domains. They suggest that speech adaptation may lack an explicit learning process.

scholarly journals Analog and Digital Games as a Pedagogical Tool in the Teacher Training Context

2019 ◽  
Vol 4 (2) ◽  
pp. 163-173
Author(s):  
Maria Do Céu Ribeiro
Keyword(s):  
Learning Process ◽  
Basic Education ◽  
Learning Strategy ◽  
Participant Observation ◽  
Howard Gardner ◽  
Pedagogical Tool ◽  
Excellent Teaching ◽  
Field Notes ◽  
Teaching Learning ◽  
Multiple Skills

This article focuses on analog and digital game play and the challenges it poses to future teachers in an educational context. For that, a review of the literature on the subject was made, addressing the theories of Piaget and Vygotsky. We refer to the game as a pedagogical resource, its relation to the teaching-learning process, and its role in stimulating the multiple intelligences referenced by the psychologist Howard Gardner. Structurally framed by this theoretical framework, we developed this study in an integrated internship context in a classroom of the First Cycle of Basic Education, with 20 children ages 9 and 10. In order to carry out this research, we developed teaching-learning experiences that allowed us to answer the following question: How do the different game supports (analog/digital) motivate children to the teaching-learning process? In order to answer this question, we have outlined the following objectives: i) to understand if the type of support in which children play influences learning; ii) develop activities in contexts, using games (analog and digital); (iii) understand, to what extent, playing games encourages the development of multiple skills. The study is part of a descriptive, interpretive, and reflexive process, framed in a qualitative approach. For data collection, we used participant observation, observation log grids, field notes, photographic records, and interviews with the children. After analyzing the data, these tend to reveal, among other aspects, a remarkable improvement in motivation of children, perceiving that the game is an excellent teaching/learning strategy that allows the development of social and communication skills of children, predisposing the child for learning. As far as the type of game support is concerned, we found that although digital is more appealing to children born in the Digital Age, we verified that both the game in analog and digital support, when properly integrated into the educational action, are also promoters of meaningful and lasting learning.

scholarly journals STUDENTS’ EXPERIENCES ON LEARNING LISTENING THROUGH TECHNOLOGY-BASED TOOL

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Pham Kim Chi
Keyword(s):  
Language Learning ◽  
Thematic Analysis ◽  
Learning Process ◽  
Listening Skills ◽  
Structured Interviews ◽  
Close Attention ◽  
Self Directed Learning ◽  
Pedagogical Tool ◽  
Directed Learning ◽  
Efl Students

<p>Using technology tools in the classroom can now be facilitated students' engagement and self-directed learning to support a learner-centred environment in educational contexts under varied perspectives. In language learning, evaluating a particular language skill focused on technology is crucial in students' experience. EFL students face several difficulties as noise, accent, vocabulary, and pronunciation while listening. Therefore, employing listening with technology is significantly necessary to enhance students' listening skills. However, rare research has provided the students' reflection under constructivist perspectives after studying with the technology-based listening tool. Thus, the current study narrows this empirical gap. Semi-structured interviews and observation were instruments employed to collect data. Using thematic analysis (Braun and Clarke, 2006), the results of this study indicated that five themes were individualised listening, collaborative learning, self-directed learning, consideration of errors, and pronunciation improvement. Students were more engaged when listening to tasks independently, considering their errors for further improvement, and self-directed learning in this study. Additionally, they mostly perceived themselves to improve their listening and pronunciation in the future. Teachers should pay close attention to speakers' voices, accents, and feedback when designing and implementing tasks to maximise learners' listening learning process. This study has implications on using BookWidgets as a potential pedagogical tool for English courses.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p>

scholarly journals Jogos educativos como agente facilitador no processo de aprendizagem de Química

ForScience ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. e00839
Author(s):  
Eliane Cristina de Resende ◽  
Priscila Ferreira de Sales Amaral ◽  
Vássia Carvalho Soares ◽  
Meryene de Carvalho Teixeira ◽  
Claudimar Junker Duarte
Keyword(s):  
Social Relationships ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Games ◽  
Minas Gerais ◽  
Chemical Transformations ◽  
Pedagogical Tool ◽  
Federal Institute ◽  
Chemistry Learning ◽  
Activity Integration

Este trabalho é um relato de experiência sobre o uso de jogos educativos como facilitador do processo de ensino e de aprendizagem em Química, que teve como objetivo despertar o interesse dos estudantes e encontrar alternativas capazes de ajudá-los a compreender as transformações Químicas que ocorrem no mundo de forma abrangente e integrada. Para tanto, discentes dos cursos técnicos integrados e superiores do Instituto Federal de Minas Gerais – Campus Bambuí elaboraram jogos educativos abordando conceitos de Química. Uma banca de jurados, composta por servidores de diversas áreas do Instituto, avaliou de forma criteriosa os jogos educativos. Ao final, os estudantes responderam um questionário, para avaliar de forma qualitativa a percepção dos mesmos, quanto ao aprendizado dos conceitos abordados e dificuldades durante o processo. Observou-se que a elaboração dos jogos educativos contribuiu para o aprendizado dos conteúdos abordados e mostrou-se importante para estimular as relações cognitivas, afetivas e sociais dos estudantes. Palavras-chave: Atividade lúdica. Integração. Ferramenta pedagógica.   Educational games as a facilitating agent in the chemistry learning process Abstract This work is an experience report on the use of educational games as a facilitator of the teaching and learning process in Chemistry, which aimed to arouse the interest of students and find alternatives capable of helping them to understand the chemical transformations that occur in the world in a comprehensive and integrated way. In order to achieve this, students from integrated technical courses and college at the Federal Institute of Minas Gerais - Campus Bambuí developed educational games addressing Chemistry concepts. A panel of judges, composed of colleagues from different areas of the Institute, carefully, evaluated the educational games. At the end, students answered a questionnaire to qualitatively assess their perception, regarding the learning of the concepts addressed and difficulties during the process. It was observed that the elaboration of educational games contributed to the learning of the contents covered and proved to be important to stimulate students' cognitive, affective and social relationships. Keywords: Ludic activity. Integration. Pedagogical tool.

Collaborative Learning as a Pedagogical Tool to Improve Students' Learning

2018 ◽  
pp. 118-134 ◽  
Author(s):  
Emmanuel Adjei-Boateng ◽  
Ernest Ampadu
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Active Engagement ◽  
Pedagogical Tool ◽  
Inductive Approach ◽  
Learning Techniques ◽  
Approach To Teaching ◽  
Teaching Learning

There are many approaches to teaching and learning available to teachers. However, educators and educational researchers have focused attention on approaches that ensure active learning of students and social interaction in the teaching-learning process. One of the approaches that promote students learning through active engagement and social interaction is collaborative learning. The chapter attempts to help teachers and pre-service teachers to understand collaborative learning as an inductive approach to teaching and learning. It examines important issues like meaning and elements of collaborative learning; collaboration and cooperation; advantages and challenges with implementation of collaborative learning. Teachers' role in the implementation of collaboration learning as well as collaborative learning techniques is also covered.

How small-sided games’ court dimensions affect tactical-technical behavior in beginner volleyball athletes?

2021 ◽  
pp. 174795412110584
Author(s):  
Marcelo Couto Jorge Rodrigues ◽  
Augusto Cezar Rodrigues Rocha ◽  
Claudio Andre Barbosa Lira ◽  
Lucas Savassi Figueiredo ◽  
Cláudio Olívio Vilela Lima ◽  
...  
Keyword(s):  
Decision Making ◽  
Learning Outcomes ◽  
Learning Process ◽  
Technical Skills ◽  
The Other ◽  
Learning Goals ◽  
Skills Development ◽  
Pedagogical Tool ◽  
Other Hand ◽  
Teaching Learning

Purpose: To compare the tactical-technical behavior of volleyball players according to the manipulation of court size in small-sided games. Method: We analyzed the tactical-technical behaviors of 16 male players (12.2  ±  0.5 years and 1.2  ±  0.8 years of practice) using the components of the GPAI instrument (Adjustment, efficiency, decision-making and effectiveness) validated for volleyball. To this end, we examined 1614 transition actions (defense, setting and attack) from games played in four court dimensions (3.0 × 3.0m, 4.0 × 4.0m, 4.6 × 4.6m and 5.2 × 5.2m). Altogether 96 Volleyball games were analyzed. Results: The smaller area per player favored technical skills development, specifically defensive and offensive ones. On the other hand, a larger area per player promoted higher scores in decision-making and effectiveness. Conclusion: Our findings indicate that the players’ behaviors in small-sided games depend on the game configurations, since modifications in the tactical-technical behavior emanate from the game ecology. Thus, the court size manipulation is a powerful pedagogical tool that deeply relates to learning outcomes. Coaches must consider such constraints in the teaching-learning process, since small-sided games manipulations should be linked with clear learning goals.

scholarly journals Local Indigenous ways of knowing and learning in the classroom through Community-engaged learning

Journal ◽  
2021 ◽  
Vol 10 (4) ◽  
pp. 47-57
Author(s):  
Andrew Judge ◽  
Sherry Fukuzawa ◽  
Jonathan Ferrier
Keyword(s):  
Secondary Education ◽  
Ways Of Knowing ◽  
Fundamental Difference ◽  
Post Secondary Education ◽  
Engaged Learning ◽  
Community Members ◽  
Post Secondary ◽  
Indigenous Ways Of Knowing ◽  
Japanese Canadian ◽  
The Impact

This paper reflects on the impact of community-engaged learning (CEL) in post-secondary education, as guided by local Indigenous community members, specifically members of the Anishinaabeg Nation and more specifically Mississauga peoples. This CEL way of educating highlights a fundamental difference between Indigenous axiology, where localized relationships and community contributions are paradigm, with traditional Euro-Western hegemonic pedagogies. Within this framework, we hope to contribute to the larger discourse in revising the axiological foundation applied to knowledge within the Academy, based on authentic expressions of an Indigenous way of knowing and learning.  We seek to recapitulate the ways that knowledge in the field of anthropology (and post-secondary education in general) is valued and assessed through the first-hand experiences of two cis male Anishinaabe academics, and one cis female Japanese Canadian academic, involved in the development and delivery of community-engaged learning on Turtle Island.

scholarly journals Reimagining Social Work Ancestry: Toward Epistemic Decolonization

Affilia ◽  
2021 ◽  
pp. 088610992110513
Author(s):  
Kris Clarke
Keyword(s):  
Social Work ◽  
Public History ◽  
Ways Of Knowing ◽  
Professional Identities ◽  
Pedagogical Tool ◽  
Disciplinary Boundaries ◽  
The Social ◽  
Origin Story ◽  
Anglo American

Contextualizing disciplinary histories through the personal stories of forerunners creates compelling narratives of the craft of evolving professions. By looking to our intellectual and practitioner ancestors, we participate in a dialogue with a history that shapes our contemporary professional identities and aspirations for the future. Grounded in a decolonizing approach to social work, this article examines how the discipline shapes its professional identity and ways of knowing by centering the role of canonical founders in the social work curriculum. The global social work origin story in the curriculum often centers on Anglo-American ancestors that illustrate the development of the disciplinary boundaries of the international profession. One method of decolonizing social work epistemology at the intersection of ancestors and professional lineage could be to look to public history as a pedagogical tool in the curriculum. The article concludes by examining the use of podcasts as having the potential to decolonize the process of collecting, analyzing, and disseminating local knowledge of ancestors thus challenging the top-down approach to expert-driven epistemologies.

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