A novel framework for integrating social media as cooperative learning tool in higher education’s classrooms

Despite the considerable body of literature on social media (SM)’s use as formal educational tools within universities, little has been done to provide a comprehensive adoption framework for SM as cooperative learning (CL) instruments. Nonetheless, the pedagogical arguments for SM’s use in HE have theory support. This paper proposes an original SM integration framework based on CL methods within higher education (HE). An integrative review of relevant literature followed by a thematic review of six peer-reviewed empirical research and a thorough examination of relevant SM adoption models are conducted to identify commonalties and themes. In total, six themes were identified and incorporated as major components in the proposed framework. To the best of our knowledge, no previous research has proposed a framework that incorporates CL principles to support an effective SM integration process in HE. This paper proposes a novel integration framework which is a theoretically driven pedagogical guide for incorporating SM in HE’s classrooms. It provides valuable insights on SM’s use in education and forms the basis for future quantitative and qualitative (framework-testing) research in this area of study.

Student Support at Unisa: A Flowing-River Metaphor

The flowing-river metaphor is explored in this paper for the Unisa Department of Adult Education’s higher certificate programme student support. It is a qualitative case study, grounded in Connectivism. It involves seven lecturers’ reflections of using the elements of the flowing-river metaphor on the way in which technology has reorganised lecturers’ interactions when providing support to students in teaching and learning. Virtual talking circles on the Microsoft Teams forum, a review of departmental reports on student support, and my reflection on the experiences of higher certificate lecturers when providing student support in teaching the module material are the main data gathering tools. The flowing-river metaphor, on the other hand, uses the contrast between vehicle and target to help higher certificate students to develop their teaching and learning. In this case, the complexity of using available resources varies from lecturer to lecturer. The paper encourages other higher education lecturers to think more carefully about the flowing-river metaphor’s potential as a pedagogical guide for student support.

Reflexões de uma formação docente: educação física escolar articulada com educação ambiental

INTRODUÇÃO: O texto apresenta abordagem sobre formação continuada com professores da Secretaria Municipal de Educação da Cidade do Rio de Janeiro (SME), baseada em experiências com Esporte de Orientação que motivou a formulação de uma proposta interdisciplinar a ser desenvolvida nas Unidades Escolares.OBJETIVO: Analisar a possibilidade de uma ação educativa entre a educação física escolar e a educação ambiental por meio de uma prática pedagógica com o esporte de orientação. MÉTODOS: Foram oferecidas duas formações docentes, distribuição de um material didático (Cartilha Pedagógica do Esporte de Orientação) para o desenvolvimento das aulas práticas nas Unidades Escolares, e a viabilização de duas aulas externas em ambientes naturais para prática do esporte. Os professores de Educação Física que participaram deste processo formativo fizeram uma avaliação sobre as experiências oportunizadas com o Esporte de Orientação dentro e fora das Unidades Escolares.RESULTADOS: A formação docente possibilitou vivências exitosas com a prática do Esporte de Orientação, tanto no ambiente escolar quanto no ambiente natural. Para os professores, as experiências viabilizaram reflexões e discussões sobre um trabalho interdisciplinar para questões socioambientais e experiências inéditas m ambientes naturais para os estudantes.CONCLUSÃO: A partir das experiências oportunizadas e avaliadas positivamente pelos professores, compreendeu-se a importância de ampliar e aprofundar a proposta pedagógica. Assim, a Coordenadoria de Projetos de Extensão Curricular (CPEC) da SME planeja e se organiza para desenvolver o Projeto #MAPAAÇÃO, visando à materialização de ações pedagógicas que relacionam intrinsicamente educação, esporte e sustentabilidade através do Esporte de Orientação.Reflections from a teaching formation: school physical education articulated with environmental educationABSTRACTBACKGROUND: The text presents the approach on continuing education with teachers from Rio de Janeiro Municipal Education Secretariat (SME-RJ) based on experiences with the “Orienteering Sport” that motivated the formulation of an interdisciplinary proposal to be developed in School Units.OBJECTIVE: Seeking to analyze the possibility of an educational action between School Physical Education and Environmental Education through a pedagogical practice with the Orienteering Sport.METHODS: Two teaching courses were offered, distribution of didactic material (Pedagogical Guide to Orienteering Sport) for the development of practical classes in School Units, and the possibility of two external classes in natural environments for the practice of sport. The Physical Education teachers who participated in this formative process made an assessment of the experiences provided with the Orienteering Sport inside and outside the School Units. RESULTS: Teacher training enabled successful experiences with the practice of Orienteering Sport, both in the school environment and in the natural environment. For teachers, the experiences enabled reflections and discussions on interdisciplinary work for socio-environmental issues and unprecedented experiences immersed in natural environments for students.CONCLUSION: From the opportunized experiences and positively evaluated by the teachers, the importance of expanding and deepening the pedagogical proposal was understood. Thus, the Coordination of Curricular Extension Projects (CPEC) of Municipal Education Secretariat (SME) plans and organizes itself to develop Project #MAPAAÇÃO, aiming at the materialization of pedagogical actions that intrinsically relate education, sport and sustainability through Orienteering Sport.

Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model

Many educators desire to cultivate wisdom in their students but feel this goal is too vague to be clearly articulated and encouraged. One possible way around this problem is to learn from classical and medieval depictions of wisdom and particular virtues, which were often personified. I will examine one highly illustrative artistic depiction of Prudence, which gives wisdom a face and form and thus provides students with an imaginative entryway into better understanding and practicing this virtue in the classroom. After providing a brief overview of the role of images and the imagination in learning, I explain how personifications of the virtues—and of Prudence, in particular—may be a useful pedagogical guide in helping students cultivate those virtues.

PEDAGOGICAL GUIDE ON PROJECT ACTIVITIES FOR FUTURE DESIGNERS

The subject of research is pedagogical conditions for the development of project competencies of future graphic designers in the process of professional training. The topic of the research is the pedagogical guidance of the students’ project activities. The purpose of the research is theoretical grounds, development and experimental verification of a complex of organizational and pedagogical conditions to manage the project activities of future graphic designers in the process of professional training at a university. The methodology of the research. The authors applied: the method of theoretical analysis (analysis of current psychological and pedagogical works, curricula, teaching aids, theses, scientific literature and periodicals on pedagogy, psychology and design); observational method (observation of educational and artistic-creative activities of students); method of selection and compilation of design assignments for the course "Design"; diagnostic methods (testing, questioning, expert assessment). The result of the study was in improving the speed of creative thinking in students within the process of project activities and in increasing the quality of project implementation. As a result of managing the students’ project activities according to the developed pedagogical conditions the authors set increase in the indicators in the project activities of the students being trained. The results of the study can be used in the process of managing the project activities of future graphic designers in universities during the assessment period. The proposed pedagogical methods allow improving the quality of students' graphic design projects, which will result in bringing the project activity to a new level.

A Pedagogical Guide to Teaching an Interpersonal Communication Course

This forum article focuses on the instruction of an interpersonal communication course. Interpersonal communication courses are widely included in undergraduate communication curriculum and can be fundamental to student development. The authors provide foundational material and various content areas generally included in such a course. The authors also provide various applied assignments and issues to consider when teaching an interpersonal communication course.