New Ways Of Teaching Research Articles

Whole person medical education - moving beyond learning objectives and curriculum dot points

In recent years, great progress has been made in teaching medical students, residents and physicians to be more patient focused in their clinical interactions. Patient-centred medical care initially, and now whole person care, have helped to improve patient experiences of the health system, and led to better patient outcomes.Unfortunately, during this time, teaching methods have not moved forward at the same pace. Medical education is often teacher focussed and syllabus driven. Emphasis is put on how to pass assessment tasks and exams. The learner as a person can be as invisible as the patient once was before the changes towards more person-centred medical care.It is time for a paradigm shift in medical education - for whole person care principles to be applied in education as they have been in clinical care.This experiential, interactive workshop will challenge participants to think about how they deliver educational material for students, residents and continued professional development. Whole person care principles will be applied to both the planning of an educational event, and to strategies and techniques for delivery of education. Participants will have an opportunity to practice and refine these techniques.Participants can expect to leave the workshop equipped, inspired and ready for the challenge of leading an education paradigm change within their home institution. Or maybe they might just have a bit of fun with like-minded colleagues, thinking about new ways of teaching.

Osnovna škola 'Banović Strahinja' Banjska

In the 19th century in Serbia there was a saying that 'Without teachers there would be no ministers'. The work of teachers is related to primary education, which comprises the highest percentage of young population in regard to the further degrees of education. The cited saying can be applied to the work of primary school in Banjska which is the subject of this paper. This historically important place, famous for the monastery of Banjska and its founder King Milutin, his mother Helen d'Anjou and two centuries long fame of the holy Nemanjić dynasty in the medieval Serbia, continues the tradition of caring for school and understanding its significance for people. Education was manifested through human work, copying, introducing and respecting legal documents, reading books of religious contents, building construction, poetry, church painting, medical notes and the like. Vuk Stefanović Karadžić kept mark of Banjska and Banović Strahinja in an epic poem. The primary school has been called 'Banović Strahinja' since 1994. Today, the teaching process takes place in a modern building near the river Banjska just before the settlement is reached. The teaching staff is adequately trained and is keeping up with the new ways of teaching. The school is equipped with the most modern teaching devices and the latest achievements scientifically proved are applied.

What Students Learn about Recognizing Children’s Capability

Recognition of the role and contribution to children’s learning and development of those who are trained to work in the early years is long overdue and welcomed, although the contentiousness and questions of how to prepare students still need to be addressed. The aim of this study was to investigate what disciplines from the curricula of the Teacher Training Department, inside “Lucian Blaga” University of Sibiu allow students to identify the effective ways of recognizing children’s capabilities. The methods used were interview, observation and focus groups. 20 teachers and 50 students were engaged with this challenging work. The qualitative analyses of the data collected proved that this topic is mainly mentioned, but not enough trained. Findings revealed that curricula need serious improvements to prepare students to meet the needs of children. The focus groups organized allowteachers and students involved to reflect on their own ideas, experiences and ways of practicing. The study offered opportunities to reflect on new ways of teaching and learning, to support students with a curriculum that highlights children’ rights and capabilities.

Fostering Higher Education for Sustainability-Driven Entrepreneurship: The CASE Knowledge Platform

New ways of teaching and learning as well as close cooperation between universities, business and organized civil society are needed to promote sustainable socio-economic development. In the project Competencies for a Sustainable Socio-Economic Development (CASE), members of the Alliance of Sustainable Universities in Austria have set up a knowledge platform to foster sustainability-driven entrepreneurship education.

Hacia la búsqueda del "Nirvana" educativo: una experiencia piloto en comunidades de aprendizaje en el CPR "San Hilario de Poitiers" de Málaga

Public education as a right, has relatively little time established in our society in relation to the changes that it have been evident in other areas. Likewise, it has been possible to confirm that, nowadays, changes are being proposed in the educational process and, a large part of the teaching staff considers new ways of teaching as a consequence of the continuous and dizzying changes that the children and young people will have to face when they reach adulthood. The learning communities are configured as a project that carries out successful actions that have been investigated in recent years through the INCLUDED project - an integrated project with the aim of reducing social inequalities and favoring educational inclusion. The pilot experience addressed in this article was carried out in a rural school in the region of Axarquia belonging to the province of Malaga. From this experience, our aim is that this school, next year, become a “learning community”.

Technological infrastructure and human culture: Appropriating innovative teaching methods to 21st century classrooms

Often, it is assumed that the introduction of technological infrastructures into the 21st century classroom will provide the catalyst to appropriating innovative methods befitting modern educational frameworks. One of these appropriations is the introduction of technology like wireless connectivity, interactive smartboards and mobile devices in the shift from applying teacher-centredness to student-centredness in the classroom. However, this shift is often discussed in terms of technological infrastructure, to the exclusion of examining the cultural change that occurs as a result. This paper discusses findings from a study which set out to examine the effectiveness of electronic marginalia (e-marginalia) in a university classroom for Academic Writing, with e-marginalia being regarded as a technological infrastructure. Drawing from principles of Action Research, this study adopted a constructivist perspective which framed its research design. In the course of 14 weeks, 2 groups of 25 Engineering and Technology undergraduates respectively, underwent draft-writing through the use of Microsoft® track-change function and e-mail communication with two lecturers. This method of classroom and online engagement tested the extent to which infrastructure and human culture could align in a writing course. Data was also drawn from students and lecturers’ feedback with regards to their 14-week experience of learning and teaching through new methods. Findings from this study show that when human culture and behaviour is considered, technological infrastructure can be capitalised through the cultural appropriation of human-relationship-sustenance and technological-content-identification. These findings answer the question of teacher-relevance in the Education 4.0 framework. Thus, not only are teachers still very relevant to current pedagogies, it is their sociocultural sensitivities that are tested and confronted. As such, in accommodating new ways of teaching and learning that must chime with Education 4.0, this paper advocates for new forms of openness in 21st century education.

The New Pyramid of Needs for the Digital Citizen: A Transition towards Smart Human Cities

This article analyzes the cultural transition towards postmodernity or a knowledge society and its impact on the changing needs of cities. This transition is characterized by a growing diversification of the use of technologies in most of the economic, political, educational, social, and cultural activities of different human groups. The concept of smart cities emerges, in which the roles and behaviors of citizens are redefined in physical spaces and in their interactions, as well as the function of institutions and interpersonal relationships. Emerging models of social and cultural behavior are required to analyze and systematize these realities, to understand how to increase effectiveness in action, and to rethink education and new ways of teaching and learning. All these processes are based on phenomena of innovation and management, mediated by technology. We proposed an analysis of the new digital skills of these individuals. The elements that shape the reformulation of roles and reference models, as well as an analysis of the postmodern cultural changes and the formation of a holistic, human-community-technology vision, are based on a new pyramid of training needs in which technologies are placed at the service of people’s development, organizations, society, and culture.

한국과 미국 STEAM 교육에 관한 비교 연구

STEAM education in Korea has originally begun in order to solve the problem of students avoiding science and mathematics. The necessity and importance of STEAM education lied on resolving the current educational problem of severe examination and entrance-centered Korean education environment. Korean educators believe STEAM can contribute to improve the global literacy of students in their future of a new global era(Yakman & Lee, 2012). In the US, STEM education has been a major component to 21st century learning, and the idea of moving STEM to STEAM is a hot topic in the field of education because the arts have the ability to open up new ways of teaching, learning, and thinking. The aim of this study is to examine the status of STEAM education both in Korea and Unites states as one of the exemplary educational frameworks for the 21stcentury. This study employs cross-cultural research and qualitative content analysis by analyzing and synthesizing the findings of the accumulated theory and practice on STEAM education. It is expected that the study will provide distinct standards for art educators to understand the value and importance of the arts in a STEM education and STEM-integrated convergence education. As a result, this study will bring up discussions and implications about what developments, improvement, and changes are needed for the better direction towards STEAM education in the field of art education.

Certolizumab, an anti-TNF safe during pregancy? The CRIB Study results: an interview with Professor Xavier Mariette.

Professor Xavier Mariette, MD, PhD, has served as the Head of the Rheumatology Department of Bicêtre Hospital, Paris-Sud University since 1999, a role he took following 10 years of practice of clinical immunology. Professor Mariette has initiated a number of clinical research studies on biotherapies in autoimmune diseases. He is the head of the French RATIO (Research Axed on Tolerance of Biotherapy) observatory, collecting specific rare serious adverse events in patients treated with anti-TNF. He initiated the French AIR (Autoimmunity and Rituximab) and ORA (Orencia and Rheumatoid arthritis) registries of patients with autoimmune diseases treated with rituximab and abatacept. He initiated clinical trials in Sjögren's syndrome with infliximab, hydroxychloroquine and belimumab. Professor Mariette is involved in basic research, leading a group working on pathogeny of Sjögren's syndrome, relationships between innate immunity and B-cell activation in autoimmunity and the relationships between autoimmunity and lymphoma. Professor Mariette is also very interested in new ways of teaching. In 2007, he participated with other European Experts in the creation of the EULAR Web Course of Rheumatology in 2007. Professor Mariette has been the President of the Scientific Committee of the EULAR meeting, which took place in Berlin in 2012 and is in 2016 the elect Chair of the EULAR standing committee on investigative rheumatology. Professor Mariette is co-author of more than 430 publications referenced in PubMed with an H-index of 61.

USE OF FLIPPED INSTRUCTION IN LANGUAGE CLASSROOMS; AN INVESTIGATION ABOUT STUDENT TEACHERS’ PERCEPTIONS

Flipped instruction reinforces the idea that learning cannot be limited to classrooms. Flipped instruction is a new way of teaching for language pedagogy as other fields. Thus, the present research aimed to find out student teachers’ perspectives about flipped instruction and flipped instruction based syllabus which was designed specifically for speaking skills development. The current study was utilized qualitative method to collect the data. Structured written interview technique and student teachers’ response papers were used to collect student teachers’ perspectives about flipped instruction and flipped instruction based Oral Communication Skills I course. The participants were Pre-service English Language Teaching Department student teachers who were first graders of ELT department at Gazi University, Turkey. Participants consisted of 23 students who were 20 female and 3 male student teachers. Results showed that student teachers had positive attitudes towards flipped instruction, which was quite new for the student teachers. The results indicated that student teachers were satisfied with flipped instruction and flipped syllabus which was specifically designed for the course. Besides, student teachers thought that flipped instruction was effective to make them prepared for the lesson and speaking activities which are carried out in class times. Article visualizations:

指導の再定義 : 『舞姫』実践の今日的展開( 授業をひらく の可能性-文学教育の根拠-)

指導の再定義 : 『舞姫』実践の今日的展開( 授業をひらく の可能性-文学教育の根拠-)

THE DEVELOPMENT OF FUTURE EFL TEACHERS’ INFORMATION COMPETENCE IN PROFESSIONAL TRAINING

The article explicates the significance of the development of future EFL teachers’ information competence for their professional career and investigates the possibility to improve this competence in studying English. It also reveals the relations between information competence and professional development of future EFL teachers and proves that information competence has become the important one for life-long education of EFL teachers. It depicts that the information competence influences the professional level of future EFL teachers, their creative skills and abilities. In the article, compulsory and optional courses in the system of the teacher education for the development of information competence are analysed. It examines the importance of the use of information technology during professional training, as it solves not only the task to improve future EFL teachers’ education but the development of the information competence of new generation school teachers. It proves that digital technologies influence the development of new ways of teaching and learning English, form new professional characteristics of EFL teachers; create new key competences for lifelong learning of future professionals. It deals with the problem that the lack of adequate access to the information and communication technology has the influence on the development of highly skilled professionals in the sphere of English language education.

Reflexões acerca de um desenho de curso de Língua Inglesa à luz da complexidade: uma proposta inclusiva

Este artigo tem como objetivo apresentar minhas reflexões acerca dos princípios norteadores de um desenho de curso de Língua Inglesa baseado no paradigma da complexidade que possam auxiliar professores de Língua Inglesa em suas práticas pedagógicas em salas de aula inclusivas. Uma reforma no pensamento, como afirma Morin (2008), pode ser um caminho para uma nova forma de aprender e ensinar. Assim sendo, pretendo discutir neste texto a relação do paradigma da complexidade com a elaboração de um desenho de curso de Língua Inglesa que atenda a proposta vigente da inclusão escolar. Para isso, recorrerei à proposta de metodologia de projetos de Behrens (2006) e ao enfoque complexo globalizador de Zaballa (2002). Dessa forma, este artigo tem a intenção de colaborar com a área de formação de professores de Língua Inglesa que atuarão ou atuam em salas de aulas inclusivas.

La innovación docente en evaluación formativa y metodología participativa: Un proyecto compartido a raíz de la implantación de los nuevos grados

Resumen: El artículo se centra en exponer y analizar los procesos de innovación que se han puesto en marcha durante tres cursos académicos por un grupo de profesores y profesoras universitarios que imparten docencia en la Universidad Autónoma de Madrid, en la nueva titulación de Grado en Ciencias de la Actividad Física y del Deporte. El principal objetivo es dar respuesta a los interrogantes planteados sobre las nuevas formas de enseñar, mediante metodologías participativas y sistemas de evaluación formativos. Se presentan las fases del proceso seguido, las acciones emprendidas en cada una de ellas, así como los resultados obtenidos, ventajas e inconvenientes encontrados en su desarrollo y las soluciones aportadas. Se incide en las repercusiones que ha tenido sobre la mejora de la docencia, además de la utilidad de los resultados obtenidos en otros contextos similares. Educational innovation in formative assessment and participatory methodology: following the introduction of new degrees Abstract: This paper is aimed at presenting and analysing the innovation processes implemented during three academic years by a group of teachers from the Universidad Autónoma de Madrid in the Science Degree in Physical Activity and Sport. The main objective is to provide response to the questions raised on the new ways of teaching, by means of participatory methodologies and formative assessment systems. The stages of the process followed, the actions undertaken for each of them, their outcomes, advantages and drawbacks encountered during their development, as well as the solutions provided for them are presented herein. The focus is on its impact on the improvement of teaching and the usefulness of the results for other similar contexts.

Escenarios formativos y competencias profesionales en la formación inicial del profesorado

En un momento de cambios como el que estamos viviendo, las Universidades deben de tener en consideración las nuevas formas de enseñar y aprender, para que los futuros profesionales adquieran las competencias necesarias para desenvolverse en un mercado laboral en continua transformación. Las competencias técnicas se quedan cortas a la hora de formar futuros docentes que precisan de otro tipo de competencias, genéricas y transversales, que les proyecten de forma más eficaz en los escenarios de trabajo que le son propios. Con nuestra investigación aportamos información acerca de las competencias que los estudiantes de la asignatura “Practicum” perciben que adquieren tanto en la Facultad como en el Centro de prácticas. Ello nos da la información necesaria para intervenir sobre los programas formativos, adelantando posibles vías de solución o cambio en aquellos aspectos que puedan manifestarse como prioritarios: contenidos, competencias, estructura, duración, metodologías de aprendizaje, etc. Otro aspecto analizado es la contribución de las diferentes asignaturas del currículum a la formación de competencias de los futuros docentes. Conocer cómo se percibe la enseñanza teórica y su aportación al desempeño real en la práctica, consideramos que es una información fundamental para conseguir profesionales competentes. Esta aportación, forma parte de una investigación más amplia que engloba a todos los estudiantes de las asignaturas Practicum I, Practicum II y Practicum III de las titulaciones de Grado en Educación Infantil y Primaria, a lo largo de tres años académicos. En este artículo presentamos los resultados relativos al Practicum I en esos años consecutivos, pudiendo observar cómo hay diferencias significativas en cuanto al curso de referencia y a la titulación, a la hora de hablar de las competencias adquiridas en ese período formativo

The power of reflective action to build teacher efficacy

Teachers can regain their sense of efficacy if school leaders engage them in a systematic process, the Reflective Action Protocol, of reflecting on their classroom expectations and practices, making adjustments, and taking careful note of improvements in student learning. This process asks instructionally focused questions that push teachers to recognize their own personal biases, give an honest appraisal of their own effect on students, and consider new ways of teaching. By grounding the discussion in close observations of classroom practices and their effects on learning, school leaders can build teacher efficacy and can move teachers to pursue specific priorities that meet the needs of all students. But school leaders must make a serious commitment to a cyclical process of observing teachers, providing immediate, specific feedback, and focusing on the connection among teacher planning, instruction, and their effect on student learning.

DIGITAL STORYTELLING AND TECHNOLOGIES

Is it really different to teach in the 21st century than it was to teach in the 20th century or before? Many people saying, that the great evolution was in technologies, but teaching - is teaching and nothing more than that. Chinese says: “The history is like a crystal ball from which you can see the shadow of the future” (Fan Dainian, 2013, chapter 7). And if we look back to Aristotle and Socrates the method was talk and talk. This was a beginning of a pedagogical approach. But, this thing was two thousands fifty hundred years ago. In the period of Renaissance new important to revolution appears. It was the blackboard and with the blackboard we have another revolution. And revolution was talk with chalk, as a British says in a joke. But today in the 20th century, I’d say the last century, it was a new approach “talk and show” using slides, using presentations, using things like these and this was the way we used to do till the end of the 20th century. But today, in the 21st century we have in new challenge. And this challenge is talking from the cloud and digital communication. This is our challenge today: integrate all the methodologies, from Socrates up till today. And if we want to go deeper in the subject we can say that all this that happened in the seventy years, just seventy years we evolved from a room computer to tiny small computer like everyone has around. This is what is today, but as well in parallel another challenge was shown up. This was distant learning. But, distant learning did not start yesterday, didn’t started one decade ago. Distant learning started more than one hundred years ago. The contents were delivered by post and people should read them and that was the way it was about hundred years ago. But during the Second World War new challenge appears. There was no teaches to teach young boys who go to the war and skinner presented a new method and new way of teaching and learning - the teaching machine, the new methodology. But there are three stages: Open Universities, TV, Schools and video cassettes. That was a big evolution, a big technological evolution up to 1990. In 1990 we started listening about computer distributed learning, distant learning, web-learning, online learning and finally a magic words – e-learning. But, very soon we start to see that this is not enough. It was necessary a new B, it was blended learning it was a mix of presence and distance. But rather back in two or one told us that the most radical evolution is the future, it wouldn’t be E-learning. But it will be disappearing of the E and we will have only learning. This is challenge of today. DOI; https://doi.org/10.28925/2414-0325.2017.3.11923

The Challenge and Opportunity for MOOCs for Teaching Writing

Massive Open Online Courses (MOOCs) have been touted as alternative approaches to face-to-face teaching and the design of learning spaces. MOOCs allow teachers to rearrange traditional classroom activities and use technologies sometimes in new and different ways to provide new ways of teaching. Recently, they have been implemented for the teaching of writing to provide greater access to these courses. I examine the possibilities and challenges of using these technologically-enhanced spaces for teaching composition. I first discuss the differences in the designs of MOOCs and how these approaches were applied to teaching writing. Based on my own participation in composition MOOCs as well as a variety of other MOOCs since 2008, I introduce three composition MOOCs, which although designed as L1 courses, involved thousands of participants with varying backgrounds from all over the world. I discuss how these MOOCs responded to challenges and how the participants could negotiate their own learning, such as by choosing which assignments they wanted to complete or determining how much peer review they wanted. I conclude that these courses demonstrate how MOOCs have created new learning spaces that can influence face-to-face approaches to teaching writing.

STUDENT PERCEPTION TOWARD MATHEMATICS ASSESSMENT, TEMPORALITY TOWARD EXAMS, THE UNDERSTANDING TOWARD PROBLEMS ASSOCIATED TO THE NUMBERS AND MATHEMATICAL OPERATIONS IN REAL LIFE. REALLY ARE FACTORS GENERATORS OF ANXIETY TOWARD MATH?

Abstract.In our globalized world, the challenges are strong, and therefore it is necessary to attack the problem (phenomena) immediately and find solutions that allow that students develop greatest skill and competencies in mathematics.A survey was personally administered to 299 students from two high schools at Tuxtepec, Oaxaca in Mexico. Statistical procedure was the factorial analysis with an extracted principal component in order to Measure data as refer García-Santillán, Venegas-Martínez and Escalera-Chávez (2013). The Bartlett's Sphericity test and the KMO index (0.875), X2 calculated, 1257.558 with 10 df > X2tabulated, Sig. 0.000 p< 0.01, MSA (ANSIEVAL .832; ANSITEM .871; ANSICOM .918; ANSINUM .863; ANSISIMA .914) allow us to know that the variables of Muñoz and Mato-Vázquez scale, help us to understand the student’s anxiety toward mathematics. It is necessary to find new ways of teaching and learning process that allows, from the basic levels of education, to stimulate the interest of students toward mathematics.Keywords: Anxiety, Mathematics, Attitude, Students

Self-determined approach to learning: A social science perspective

AbstractOver recent years the higher education sector has been encouraged to find different, effective and flexible ways of teaching. This enthusiasm is apparent more than ever before, as the current British Conservative governmenthas produced a white paper on the Teaching Excellence Framework (TEF). The TEF intends to measure and improve the quality of teaching and learning within the higher education sector. With this proposed framework being introduced, universities will have to think of new ways of teaching and learning. This paper examines the pedagogical approach to self-determined learning within the dynamic of the tutor and the learner. In the paper, the authors argue for a fundamental rethink of how students learn in the higher education sector. Moreover, the authors call for a greater emphasis on a self-determined approach to learning and the integration of heutagogy, as this approach challenges the pedagogical approach to teaching and learning.