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1.
Anida Zahirović Suhonjić Marijana Despotović-Zrakić Aleksandra Labus Zorica Bogdanović Dušan Barać 《Interactive Learning Environments》2019,27(1):72-85
This paper proposes and evaluates a model of crowdsourcing in microlearning that includes the balancing of collaborative learning and crowdsourcing mechanisms. The goal of the research is to implement a learner-centered approach through crowdsourced content creation and to improve the process and outcomes of learning. Crowdsourced content creation was accomplished through a collaborative project within a higher education institution. Micro-courses in the form of short video lessons were created by students and published on the Coursmos platform and a certain group of students attended these micro-courses. The evaluation was carried out at the Faculty of Organizational Sciences, the University of Belgrade on a sample of 71 students who created micro-courses and 74 students who attended these micro-courses. The results show that the developed model provides simple communication and collaboration among students, high level of their self-organization and satisfaction, efficient management of crowdsourcing network and collaborative knowledge building. 相似文献
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M. Lynn Breyfogle 《Teachers and Teaching》2013,19(2):151-167
A secondary school mathematics teacher and mathematics education researcher engaged in a collaborative professional development experience that focused the teacher’s reflection on videotapes of his instruction. The purpose was to document and explore the teacher’s experiences with respect to his reflections and classroom practice while trying to create inquiry‐based mathematical discourse. Data included videotaped classroom observations, audiotaped interviews, and audiotaped focused reflection sessions. Analysis of the data revealed that over the course of the semester‐long collaboration the teacher exhibited, at various times, four different reflective states (‘explain but not question’, ‘question but not explain’, ‘question and explore’, and ‘exploring’). The identification of these reflective states suggests a more complex relationship between reflection and changing teachers’ practice than previously thought. The results of this article suggest that the interaction of teachers’ reflective activities and reflective states contribute to various kinds of teacher change in the classroom. 相似文献
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Linda Knight 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):680-693
ABSTRACTCommunications between adults and young children can expose different ideas and opinions. Adults and children have different capacities to speak, these discursive spaces can become filled with assumptions, stereotyping and conventional thinking about power and agency. If communication shifts away from the purely discursive, what might be exposed about the explorations, investigations and fantasies adults and children indulge in? Some time ago my young daughter obsessively drew hybrid beings. Created from mixtures of animal, object, human and creature forms, these beings, which are ‘not-quite’, are becoming, able to transform via myriad mutations. We agreed to collaborate and draw additional hybrid beings to experiment with becoming-other through complex entanglements of forms, to complicate, morph and (trans)form from our human selves to hybrid others. The ‘not-quite-ness’ of our monstrous hybrids subvert the conventions of ‘being’ and prompt contemplations about childhood subjectivities, identities, conventionalities and actively interrogate the assumptive knowledges and subjectifications that are held about young children in early childhood professional and academic systems. 相似文献
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Koïchiro Matsuura 《Prospects》2000,30(4):399-404
Conclusion In response to the globalization of the economy, the international community must be resolute in promoting universality in
the most profound sense of the word: a type of universality which both challenges all models and acknowledges and respects
the contribution of all peoples to universal civilization.
UNESCO sees globalization as extending far beyond economic issues. It disrupts life styles and behaviour patterns, and overturns
habits of decision-making and governance and forms of artistic expression. The challenge that it poses for UNESCO is that
of perceiving all the complexity of its ramifications, so that in an interdisciplinary and intercultural spirit we can devise
strategies and policies to ensure that it works for the benefit of all, particularly those who are at present excluded from
it.
Original language: English/French
Ko?chiro Matsuura Since November 1999 Director-General of the United Nations Educational, Scientific and Cultural Organization (UNESCO). After
a long career in the Japanese Ministry of Foreign Affairs—Deputy Minister for Foreign Affairs from 1992 to 1994—Mr Matsuura
became successively Japanese Ambassador to Andorra, then Djibouti, and then France. He was Sherpa for Japan at the G-7 Summit
in 1993 and Chairperson of the World Heritage Committee of UNESCO in 1998–99. He studied at the University of Tokyo and Haverford
College (United States of America), and received a doctoratehonoris causa from the Université Jean Moulin, France.
This text has been adapted from a speech made at the closing meeting of the Rencontres de Versailles on the theme of ‘Is the
globalization of the economy creating values for a new civilization?’, held at the Chateau de Versailles, France, on 17 June
2000. 相似文献
5.
Louise Stoll 《Journal of Educational Change》2009,10(2-3):115-127
In fewer than 10 years since the year 2000, systems around the world have been affected by global changes and new understandings that challenge what it means to improve schools and build capacity for improvement. This article examines seven issues in the last decade and their implications for ‘building capacity for improvement’. It concludes that there may be a need for new language and methodologies to capture the fast changing landscape. 相似文献
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This study aimed to examine the effects of creating digital stories (DSs) on the self-confidence of foreign language education (FLE) pre-service teachers with regard to technological, pedagogical and content knowledge (TPACK). A one-group pretest/posttest experimental research design was applied, supported by a qualitative approach. A total of 71 FLE pre-service teachers created DSs on a topic from the national foreign language programme. Data were collected through a self-confidence TPACK scale, demographic questionnaire, open-ended question and observations. Results showed positive significant differences between TPACK self-confidence scores before and after DS creation. Specifically, scores on technological pedagogical knowledge and technological knowledge improved significantly. The mean scores of technological content knowledge also improved, but the change was not significant. Moreover, qualitative data showed that FLE pre-service teachers used TPACK-relevant adjectives to describe their DSs as instructive, consistent with aims, appropriate for target students, thought provoking and creative. 相似文献
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Nina Helgevold 《Teachers and Teaching》2016,22(3):315-328
The relationships between teacher and students are interdependent and rely on their mutual interaction. In the classroom, teaching involves daily face-to-face encounters between students and teachers and therefore could be considered a moral as well as an academic issue. A central question is how the teacher can establish and support a learning community in diverse classrooms where the different learners are recognized as participants, not just as recipients. In this article, a situation from a science lesson has been selected as a case to highlight/illuminate teaching as creating space for participation. The theoretical framework used in this discussion underlines participation as intersubjectively dependent. This perspective points to the ambiguity and uncertainty embedded in teaching and learning situations. It also emphasizes the importance of the teacher's role in inviting students into meaning-making processes. Special attention is paid to essential features of teaching as creating space for participation; 'the act of holding back', 'the act of passing on' and 'the act of non-valuing'. Teaching as creating space for participation is also discussed as an issue that needs greater attention in teacher education. 相似文献
8.
Louise Webber 《Emotional and Behavioural Difficulties》2017,22(4):317-331
This article focuses on teachers’ experiences of supporting looked after and adopted children in one case study primary school in England. Children who are looked after and adopted may have a disrupted attachment with their primary carer which has resulted in an insecure attachment. Children with insecure attachments can feel anxious, uncertain and have low self-worth which can result in a struggle to adapt to school as they are unable to articulate their feelings. This article draws on qualitative research using semi-structured interviews with teaching staff in order to illuminate strategies, subsidised through Pupil Premium Plus funding, to support such children. A key outcome was the creation of a school-based model consisting of six main components that can be developed to support children with insecure attachments. 相似文献
9.
Hung-chun Wang 《Pedagogies: An International Journal》2019,14(1):1-16
Integrating service-learning into content courses is a growing pedagogical model expanding in higher education institutes in many countries. To examine the application of this approach in English L2 writing classes, this study embarked on a tutor–tutee mentoring project at a Taiwanese university. The participants in this study served as writing tutors to help non-English majors with their writing skills. They went through five phases to complete their individual services—selecting a tutee, exploring the tutee’s difficulty in writing, designing a workshop for the tutee, implementing the workshop, and reflecting upon their service experience. Probing the tutors’ responses to a project evaluation survey, this study showed that the tutors generally considered the project to be beneficial for enhancing their writing skills, writing confidence, knowledge about how to improve academic writing, and awareness of their own capabilities in helping others. However, this project was limited in several aspects, such as the amount of time demanded, the tutors’ levels of teaching knowledge and skills, and some tutors’ lack of confidence. Based on the results, this study concludes by proposing pedagogical recommendations to help English writing teachers fuse this project into their writing curricula more effectively. 相似文献
10.
The notion of flow of a proof encapsulates mathematical, didactical, and contextual aspects of proof presentation. A proof may have different flows, depending on the lecturer’s choices regarding its presentation. Adopting Perelman’s New Rhetoric (PNR) as a theoretical framework, we designed methods to assess aspects of the flow of a proof. We present a case study from a Number Theory class at the beginning undergraduate level, focusing on an intervention concerning one lesson given in two consecutive years. The intervention consisted of a discussion with the lecturer about findings from Year-1 and potential changes in the flow of the proof before the Year-2 lesson. We analyze two aspects of the flow of the proof: the scope and organization of the argumentation and the presence (in the PNR sense) of different elements. Our analysis revealed that the intervention caused global and local changes in the flow and that PNR enables us to capture these changes. 相似文献
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This study involves a group of over 300 third‐year Bachelor of Education students attending St Patrick’s College of Education, Dublin, Ireland. Working in groups of not more than three, the students completed an assignment to create a WebQuest. On construction of the WebQuest the students were asked to reflect on the experience, considering issues such as collaboration, cooperation, planning, decision‐making, time management, project direction and design. They were also asked to reflect on the impact of the exercise on their own learning styles and its influence on their concepts of teaching and learning. Finally, they were asked if the exercise had affected their ideas of how to use the Internet in school and if they envisage using WebQuests as part of their teaching in the future. Their reflections were facilitated by a questionnaire. Results of the project have implications for future course design. Die Erstellung eines Webdesigns durch Lehramtsstudenten als Mittel, eine kollaborative Lernumgebung zu erzeugen Diese Studie umfasst eine Gruppe von mehr als 300 Lehrerstudenten des St. Patrick’s College of Education in Dublin, Irland. In Gruppen von nicht mehr als drei Personen füllten die Studenten einen Zusatz zur Erzeugung eines Webfragebogens aus. Im Verlauf der Arbeit an der Konstruktion des WebQuest wurden sie aufgefordert, über die Erfahrung mit Dingen wie Zusammenarbeit, Kooperation, Planung, Entscheidungsfindung, Zeitmanagement, Projektziel und Konzeption nachzudenken. Zusätzlich wurden sie angehalten, über den Einfluss dieser Übung auf ihren eigenen Lehrstil und auf ihre Konzepte von Lehren und Lernen zu reflektieren. Schließlich wurden sie befragt, ob diese Übung ihre Einschätzung, wie das Internet im Schulunterricht genutzt werden könne und ob sie sich vorstellen könnten, WebQuests im Rahmen ihres zukünftigen Unterrichts einzusetzen. Ihre Reflexionen wurden durch einen Fragebogen unterstützt. Die Ergebnisse des Projekts haben Auswirkungen auf zukünftige Lehrgangsentwürfe. Comment utiliser la conception de sites Web avec des enseignants en formation initiale pour créer un environnement d’apprentissage collaboratif Cette étude porte sur un groupe de plus de 300 étudiants de Licence en Education inscrits à l’Institut St Patrick de formation des Maîtres de Dublin. Travaillant en groupes de trois au maximum, ces étudiants ont mené à bien un projet de création d’un WebQuest.Au moment de la construction de ce WebQuest, on a demandé aux étudiants de réfléchir sur l’expérience en cours et sur les problèmes de collaboration, de coopération, de planification, de prise de décision,de gestion du temps,d’ orientation et de conception du projet. On leur a aussi demandé de réfléchir à l’impact de cet exercice sur leurs propres styles d’apprentissage et à son influence sur la façon dont ils envisageaient l’enseignement et l’apprentissage.On les a finalement interrogés pour savoir si cet exercice avait affecté leur façon de penser aux usages de l’Internet à l’école et si ils (elles) envisageaient d’utiliser WebQuest dans leur enseignement à l’avenir. Un questionnaire a facilité la réponse à ces questions. Les résultats de ce projet auront des conséquences pour la conception des cours à venir. 相似文献
12.
Ian Hardy 《International Journal of Inclusive Education》2013,17(8):809-824
This paper explores the nature of teachers’ professional development (PD) practices in special needs/special education settings in Australia under current neoliberal and managerial conditions. The research is based on individual interviews with teachers from a juvenile justice centre and a dedicated special needs school in a regional city in the state of New South Wales. Bourdieu’s conception of social practice as contested is applied to make sense of teachers’ understanding of the conflicted nature of PD practices in these schooling settings. The findings reveal teacher PD in these special needs settings is influenced by the increased commodification of education, broader accountability pressures which seek to individualise teachers’ PD experiences, and increased attention to a narrower range of educational outcomes, particularly students’ test scores. However, at the same time, these settings also enable more localised, collaborative inquiry focused upon specific students’ needs, and PD relevant to a multi-faceted conception of students’ learning. In this way, teacher PD contributes to a focus upon student learning in all its complexity, even as it is simultaneously confined by neoliberal and managerial pressures. 相似文献
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Patient and public involvement in the provision of healthcare professional education is considered best practice by both the Healthcare Professions Council and the Nursing Midwifery Council. One key activity in healthcare education is the classroom-based ‘patient story’. This consists of a person re-telling and reflecting on their experiences of their health-related problem and their interaction with health services. The primary objective of this article therefore was to explore educational theory in order to offer a theoretical critique of the use of patient stories in healthcare education. The article explores the theory–practice gap, theories of reflection as well as dialogue, and proposes that the use of patient stories in healthcare education may help to better prepare students for the realities of professional clinical practice. Patient story told firsthand in the classroom creates a significant learning experience in which both the student and the patient reflect and learn through dialogue, positively impacting on attitudes, beliefs and improved patient care. We argue that the incorporation of patients’ stories in healthcare education encourages the use of reflection and facilitates critical thinking, which in turn can help to bridge the theory–practice gap. 相似文献
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Girl Scouts aims to foster leadership by encouraging girls to discover themselves, make connections, and take action to make the world better. This paper chronicles the five-year journey of eight professional mothers of color who sought to provide their daughters with a space to ‘think and live differently’ as Girl Scouts and young women of color in (post)colonial Hawai‘i. Through questionnaires and a semi-structured focus group interview, mothers reflect on their original intentions to create a ‘safe space’ for their daughters to engage with the politics of gender, race, and class and to rethink, review, and rework their identities. Mothers’ reflections reveal success in creating safe spaces for the critical analysis of gender, but comparatively less success in critical analyses of race and class – a phenomenon that the mothers suggest may have been complicated by (1) the enduring myth of Hawai‘i as a multicultural paradise, (2) Girl Scouts’ assimilationist history, and (3) the mothers’ own relatively privileged positions. 相似文献
19.
Alison Cook-Sather Crystal Des-Ogugua 《International Journal of Inclusive Education》2013,17(6):594-608
ABSTRACTThis article presents recommendations regarding how to create welcoming and productively challenging classrooms for a diversity of students. These recommendations emerged during the pilot phase of a student–faculty pedagogical partnership programme in 2007 and remain relevant in 2017. To situate the recommendations, we evoke definitions of Whiteness, racism, and culture and briefly review key ideas from literature centred on inclusive and responsive classroom practices. We describe the genesis of the partnership programme at a college in the Mid-Atlantic United States and the methods used to document conversations with students from underrepresented groups on campus and with the faculty and students who piloted the programme, all of whom participated in a research project approved by the College’s ethics board. The majority of the article focuses on the set of eight interrelated recommendations for developing inclusive and responsive classrooms generated by the faculty and student participants in the partnership programme. 相似文献
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Michelle R. Zitomer 《International Journal of Inclusive Education》2017,21(4):428-440
Teachers are key players in creating inclusive dance education environments. Guided by a conceptual framework of relational ethics, this qualitative study explored the perceptions and practices of four elementary school dance teachers teaching in public schools in two large school districts in Western Canada. Data collection involved interviews, observation, and researcher field notes. Thematic analysis guided data analysis procedures. Analysis revealed six themes connected to teacher perceptions: (a) valuing uniqueness; (b) establishing supportive relationships; (c) becoming pedagogically aware; (d) regarding children’s needs; (e) teaching students about responsibility; and (f) having high expectations. Dance teachers valued inclusion and dance as a means for enabling student movement exploration and discovery of their unique style and ability. By acknowledging and respecting difference, the practice of accommodating diverse learning needs contributed to the learning of all students. 相似文献