Implementation Of Pedagogy Research Articles

Routine Breakers for Emotionally Active Learning: A Case Study

The present paper aims to present a typology of classroom activities which may serve as group driving dynamics to improve student attention in class. Human attention skills may have been shortened now and traditional ways of imparting knowledge should be modified (Soslau, 2015). As a consequence, this implies multi-tasking behaviour as users develop a sense of immediacy. At the same time, student attention span is shorter at school and it decreases after certain time in the classroom doing monotonous activities. In order to find teaching solutions to this problem, we present what we call routine breakers, that is, classroom activities and catalysts with which to improve and optimise learner attention. We present students’ feedback and routine breaker results in the form of a case study: overt classroom observations in a group of undergraduate students in a Spanish university. The practice of these attention-catching exercises, accompanied by a number of changes in the teaching routine, renders a typology of routine breakers which is described in this study. When comparing a traditionally held class and a session with routine breakers, study participants rate the latter more positively. Further pedagogical implementations are also suggested.

Capital Matters: Social Sustaining Capital and the Development of Black Student-Athletes

How is social capital nurtured and made meaningful in the development of black student-athletes in historically white institutional (HWI) settings? Research explicitly exploring an understanding of nurturing social capital related to the development of black student-athletes is scarce. This collective case study investigates black student-athletes’ accrual and meaning-making of social capital in historically white settings of higher education and intercollegiate athletics. The data analysis, guided by conceptual frames of social capital theory and critical race theory, revealed two emergent themes identified as 1) Connected with and through community and 2) Cultivating cross-cultural ties. Findings revealed similarities and nuanced differences in social capital realized by participants across two student-athlete development programs at different HWIs of higher education. Implications for intercollegiate student-athlete program designs and pedagogical implementations are discussed. Further implications fro...

Los smarthphones en educación superior. Diseño y validación de dos instrumentos de recogida de información sobre la visión del alumnado//Smarthphones in higuer education. Design and validation of two instruments for collecting information on the vision...

RESUMEN El surgimiento de la denominada Web 2.0 ha ido acompanado de la aparicion de multiples posibilidades y tendencias pedagogicas en el ambito de la Educacion Superior gracias a la creacion de espacios virtuales adecuados para los procesos de ensenanza, aprendizaje, evaluacion y orientacion educativa. Dicha tendencia, facilita que el acompanamiento de los estudiantes pueda llevarse a cabo en diferentes modalidades y contextos. Entre estas tendencias una de las que mayor repercusion educativa esta teniendo es el Mobile Learning al permitir la realizacion de multiples actividades con fines pedagogicos a traves de diferentes dispositivos moviles en cualquier momento y en cualquier lugar. De todos los dispositivos moviles existentes en la actualidad, esta investigacion se ha centrado en el Smartphone al ser uno de los dispositivos que mayores opciones ofrece para el Mobile Learning debido a las posibilidades practicamente ilimitadas que brinda y, al tamano del mismo que permite su utilizacion en cualquier momento y lugar. El objetivo de este estudio es presentar el proceso seguido para el diseno y validacion de dos instrumentos de evaluacion diagnostica, un cuestionario y un Focus Group, destinados al alumnado de Educacion Superior de la Universidad de Cantabria, para la obtencion de informacion sobre el conocimiento, uso, importancia, beneficios y dificultades de la introduccion del Smartphone en los procesos de ensenanza-aprendizaje-evaluacion, asi como las necesidades formativas al respecto. Se comprueba que ambos instrumentos son validos y fiables para la realizacion de un diagnostico sobre la implementacion pedagogica del Smartphone en los contextos universitarios desde la vision del alumnado. ABSTRACT The emergence of the so called Web 2.0 has been accompanied by the appearance of multiple possibilities and educational trends in the field of higher education through the creation of appropriate virtual spaces for the teaching, learning and assessment processes. This trend facilitates that the accompaniment of the students may be carried out with different modes and contexts. One trend that is having greater educational impact is the Mobile Learning that allows multiple activities for educational purposes through different mobile devices anytime, anywhere. Of all the mobile devices today, this research has focused on the Smartphone since it is one of the devices which offers the largest number of options for Mobile Learning because of the virtually unlimited possibilities it offers and the size of it, which allows its use anytime, anywhere. The aim of this study is to present the process followed for the design and validation of two instruments for diagnostic evaluations, a questionnaire and a Focus Group, aimed at students in higher education, in the University of Cantabria, to obtain information about the knowledge, use, importance, benefits and difficulties of introducing the Smartphone in the teaching-learning-assessment processes, as well as the training needs in this regard. It is found that both instruments are valid and reliable for making a diagnosis on the pedagogical implementation of the Smartphone in university contexts from the perspective of the students.

Practical implementation of asymptotic expansion homogenisation in thermoelasticity using a commercial simulation software

Asymptotic expansion homogenisation (AEH) is a rigorous homogenisation method that allows to model the thermomechanical behaviour of periodic materials in an efficient manner. The main advantages of this method are the reduction of the problem size and the capability of quantifying the strain and stress levels in the microscale using macroscale results. This method provides explicit equations for its purpose, an advantage not found on typical homogenisation methods.This paper presents a pedagogic implementation and validation of AEH using the commercial simulation software ABAQUS. The scope of this work lies on thermoelasticity applied to heterogeneous materials. In this work, guidelines and troubleshooting for a successful implementation are analysed and discussed. Its purpose is to motivate the use of homogenisation methods, specially the AEH, and to detail every step needed to implement it using a commercial software. Key points, such as boundary conditions, computation of characteristic displacements and effective properties are discussed. Given the complexity of the problem, a series of validation schemes and results are presented and analysed. A user subroutine code is also presented.

Scaffolding Engagement in the Immersive t-MALL Classroom

This paper focuses on engagement dynamics among foreign language students in coping within an immersive pedagogy in a tablet mobile assisted language learning (t-MALL) classroom ecology. This qualitative action research was implemented with 24 second-year undergraduates majoring in French as a foreign language in a Malaysian university. The pedagogical implementation included a task-based learning approach delivered according to personalized, meaningful and learner- controlled learning principles. In accordance with social constructivist theory, the implementation emphasized student-centered and controlled learning. Scaffolding choices involved instructor as well as peer and technological support in an immersive blended learning environment sustained with Facebook groups. The learners’ engagement was investigated according to grounded theory’s procedures. The learners’ perceptions of classroom learning processes were triangulated with the instructors’ reflections with a three-level coding applied to the constant comparative method of analysis. Findings supported the use of t-MALL as sustaining engagement in immersive learning environments. The learner-centered and controlled approach allowed just-in time triadic scaffolding which contributed to raising active participation throughout the tasks. The implementation of t-MALL enhanced the students’ perceptions of the learning environment which unleashed their willingness-to-communicate in the target language. Reaching volition further contributed to enhancing the students’ motivational factors of engagement towards acquisition and self-regulated learning. The discussion imparts recommendations and best practices towards efficient scaffolding for engaged language learning in immersive and participatory environments.

Insights from Skill Acquisition Theory for grammar activity sequencing and design in Foreign Language Teaching

ABSTRACTThis article presents a framework for the elaboration of Foreign Language Teaching (FLT) grammar materials for adults based on the application to SLA of Skill Acquisition Theory (SAT). This theory is argued to compensate for the major drawbacks of FLT settings in comparison with second language contexts (lack of classroom learning time and limited amount of in-classroom and out-of-the classroom exposure to the target language). SAT is rooted on the distinction of declarative, procedural and automatised knowledge. These are developed in three stages (declarative, procedural and automatic) along a gradual long-term process – DECPRO. Such a cognitive sequence stresses the causal role of declarative knowledge in the attainment of procedural knowledge, which is automatised afterwards and allows for fluent language processing and production. SAT as applied to FLT grammar favours the explicit teaching of declarative knowledge (grammar rules) prior to (semi)communicative language practice and it also influences two essential intertwined aspects in the praxis of language teaching: First, activity sequencing, which should comply with DECPRO; second, the nature of the activities suitable to foster the development of each one of such cognitive stages. Moreover, the pedagogical implementation of SAT allows for the revitalisation of the currently reviled grammatical/structural syllabuses. Likewise, it highlights the need for instruction to avoid hindrances to learning provoked by an undesirable mismatch between cognitive phases and the pedagogical action aimed at their activation and development.

Organisational and pedagogical conditions of a safe educational environment forming in higher military educational establishment

This article deals with analysis of reasons that cause threats to educational environment safety; risk factors in educational environment are defined; basic organizational-pedagogical conditions, that ensure a process of safe environment formation in military establishment; it is proposed way of pedagogical condition implementation - the special educational course introduction in educational process

Applying the Reader-Response Theory to Literary Texts in EFL-Pre-Service Teachers’ Initial Education

This article presents the pedagogical implementation of the reader-response theory in a class of English as a foreign language with language pre-service teachers as they experience the reading of two short stories. The research took place over a 16 week period in which students kept a portfolio of their written responses to the stories. Participants also discussed their interpretations in class. The core constructs of this study are the reader-response theory, the use of literature in English as a foreign language classes and its relation to critical thinking. Results showed that the application of tasks based on the reader-response theory encourages a meaning seeking process as well as the development of higher order thinking skills in future language teachers.

Social media-based learning in the design studio: A comparative study

Considering the popularity of social media, user familiarity with the interfaces and workflows can be advantageous in a learning context. The pedagogic implementation of social media in contemporary design studios might help improve the efficiency of studio critiques, peer interactions, and the homogenous distribution of the course load throughout the semester. In this study, the effectiveness of traditional and social media-based design studio courses are investigated and compared. The sample group involved 75 fourth-year graphic design students enrolled in the “Exhibiting and Exhibition Graphics” course, which was divided into treatment and control groups. For the treatment group, the studio process was performed solely on Facebook, and all interactions were kept strictly online. A traditional studio process was employed for the control group. These two processes were evaluated from the students' point of view (i.e., students' opinions and experiences) and from the instructors' point of view (i.e., a panel evaluation of the submitted works). Findings show that ease of communication, unlimited exposure to peer progress, and archiving and backtracking capabilities attained through social media use had positive effects on student success. Contrary to expectations, peer plagiarism and pedagogical lurking did not negatively affect students' performances.

Ownership of Language in Yucatec Maya Revitalization Pedagogy

This classroom-based study examined a Yucatec Maya language course for teachers and the pedagogical implementation of national language policy in Mexico. Analysis of this teacher education program focused on various dimensions of teachers' Maya-language expertise, the teaching of the emergent standard Maya, and hegemonic constructions of Maya-speakers in language planning discourse. Ownership of language, defined as a speaker's authenticity and authority vis-à-vis the language, emerged as an important concern.

Developing Digital Literacies by Bridging Skills and Pedagogy: Case Study from a Centre for Enhancing Learning through Technology (CELT)

In 2011 the Centre for Enhancing Learning through Technology (CELT) was established at De Montfort University (DMU). The aim of the Centre is to work with staff and students to transform their learning and teaching experiences through the situated use of technologies (CELT, 2013). This case study offers an overview of the ways in which the CELT seeks to realise its vision in relation to the use of digital technologies for enhancing teaching and learning. In particular it seeks to ‘bridge the gap’ between digital ‘know how’ and the effective pedagogic implementation of digital technology as part of a curriculum. Key elements of the CELT strategy, and its ‘on the ground’ approaches to catalysing engagement and driving innovation in the use of digital technologies for teaching and learning will be detailed. This will include a series of examples of staff developmental projects that have sought to enhance student learning through the use of digital technologies. It is hoped that the case study will be of value in terms of highlighting effective practices and broader strategic approaches that may inform other practitioners who are interested in the use digital technologies for enhancing teaching and learning.

Intellectual Data Analysis as a Component of Education Management

The paper investigates the potential of the intelligent data processing tools presently implemented by economists, marketers and business analytics for solving the economic problems of synthesis and prognostication of financial processes based on quantitative and qualitative indicators. The adaptation of the above methods for pedagogical data processing and implementation in educational process can improve the education management quality and control. The paper presents the theoretical and practical aspects of the intelligent data analysis in pedagogy, the relevance of the problem being substantiated. The author looks at the origination and formation of the intelligent data analysis and gives the estimation examples of qualitative characteristics of teaching process, as well as the students’ personal characteristics based on the Data mining resources. The author recommends the ways for developing the patterns underlying the Data mining methods. The given approach in combination with the modern software tools can provide the data processing related to education management, i.e. pedagogical monitoring, identification of aspects affecting educational outcomes, early correction of educational department activities, etc.

I Flipped My Classroom: One Teacher’s Quest to Remain Relevant

This is one teacher’s personal chronicle of his quest to remain relevant as technology dramatically revolutionizes the higher education environment. The enlightening narrative of how he “flipped his classroom” traces the evolution of his pedagogic conclusions, details specific and successful implementation strategies, and documents the results of the new model, which achieved significant improvements in student engagement and mastery. Both academically rigorous and entertainingly instructive, his account makes a compelling case for institutional change—one classroom at a time. It is must reading for any teacher open to exploring new instructional methods that successfully blend the best of both traditional and online worlds by introducing learning flexibility while retaining and improving the efficacy of direct instructional contact.

Awareness, Readiness, Commitment and Perception about the Pedagogical Relevance of CBE in Jimma University

Jimma University has been practicing Community Based Education(CBE) for decades and is as such referred to as a National Pioneer in Community Based of Higher Education, the main objective of which is to achieve educational relevance to community needs by exposing students to the real world so that they develop team spirit through participation in integrated training, research and service delivery. This study was thus initiated by Jimma University as part of its commitment to improve the execution of CBE, its unique innovative educational approach. The main aim of this study unit was to investigate the state of the pedagogical implementation awareness, readiness, commitment and relevance of CBE in which this report is one of its elements,. To this effect, data were collected via questionnaire and administered to sample students (randomly selected from the class of 2012) and to purposely chosen academic staff members, in-depth interview was held with college/institute deans, CBE coordinators and higher officials of the university, and document review was conducted to see aspects of curricula in terms of the incorporation of key pedagogical features. The study revealed the existence of positive awareness, readiness and commitment from students (rated 72.3% between good and excellent incuisive), staff (rated 88.9% for average and above average) and officers (almost everyone) but yet to be improved to take it to a higher level. It also shows that the pedagogical relevance of CBE is unquestionable and to be encouraged. On the other hand, there are some limitations related to the level of acknowledgement of CBE in the curricula of the various programs of the university assumed to contain 20% of the components. Hence, the University is expected to revise its curricula of all programs in such a way that emphasis on the philosophy (CBE) shall be given due consideration. Key words: CBE, learning agents, awareness, readiness, commitment, relevance

Atención a la discapacidad intelectual en la escuela primaria: formación docente en el servicio

Introducción: En México y pese a las políticas educativas existentes, no todos los alumnos se benefician de la educación regular. Actualmente con la inclusión, se busca que los estudiantes con discapacidad, estudien en escuelas regulares y reciban los apoyos que les permitan acceder a los propósitos educativos. En educación básica, los docentes son responsables de promover el aprendizaje e inclusión de dichos alumnos, por lo que deben contar con conocimientos que les faciliten identificar sus características, realizar una planeación pedagógica diversificada e instrumentar estrategias de atención adecuadas. El objetivo del presente trabajo, fue capacitar en el servicio a docentes de aula regular para promover su participación en la atención psicopedagógica de alumnos con discapacidad intelectual.Método: Participaron de forma voluntaria, seis profesores de una escuela primaria pública de una localidad urbana marginada del estado de México, quienes tenían en su grupo, al menos un alumno con discapacidad intelectual. La metodología fue cualitativa, se contó con el consentimiento informado de los participantes y se diseñó e instrumentó un programa de evaluación-intervención.Resultados: Se organizaron en tres categorías: 1) los docentes adquirieron conocimientos básicos sobre educación especial y en específico, para la identificación y atención pedagógica de los menores con discapacidad intelectual; 2) caracterizaron adecuadamente desde la pedagogía a sus alumnos y participaron activa y colaborativamente con otros profesionales, en la evaluación psicopedagógica; y 3) práctica docente: percibieron que sus acciones impactan en sus alumnos, pudieron diversificar las estrategias y recursos didácticos y mejoraron su relación y comunicación docente-alumno.Discusión o Conclusión: Es urgente que los docentes asuman la responsabilidad compartida que tienen con los profesionales de educación especial, en pro del menor con discapacidad intelectual. De ahí, que se precisa instrumentar acciones permanentes dirigidas a su formación y actualización en el servicio.

Inclusive Education: Are We There? Some Global Challenges, Contradictions and Anomalies

Since the signing of the Salamanca statement in 1994, various countries have vowed to implement inclusive education. Different version of inclusion have been adopted worldwide but critics are beginning to suspect that, while inclusion sounds good in theory, it has not yet translated into implementable and realisable ideals. The study on which this analytical paper is based therefore explored challenges, contradictions and anomalies in the implementation of inclusive education globally. Various articles by leading scholars in the field of inclusive education were reviewed. The findings indicate, inter alia, that inclusive education has not yet come into its own right due to the varied contexts, conceptualisations and interpretations of the notion. It follows that leading scholars and practitioners in the field of inclusion should review the status quo, as well as reconceptualise and redesign the strategies to enhance its pedagogical implementation.

Inclusive Education: Are We There? Some Global Challenges, Contradictions and Anomalies

Since the signing of the Salamanca statement in 1994, various countries have vowed to implement inclusive education. Different version of inclusion have been adopted worldwide but critics are beginning to suspect that, while inclusion sounds good in theory, it has not yet translated into implementable and realisable ideals. The study on which this analytical paper is based therefore explored challenges, contradictions and anomalies in the implementation of inclusive education globally. Various articles by leading scholars in the field of inclusive education were reviewed. The findings indicate, inter alia, that inclusive education has not yet come into its own right due to the varied contexts, conceptualisations and interpretations of the notion. It follows that leading scholars and practitioners in the field of inclusion should review the status quo, as well as reconceptualise and redesign the strategies to enhance its pedagogical implementation.

A portal of educational resources: providing evidence for matching pedagogy with technology

The TPACK (Technology, Pedagogy and Content Knowledge) model presents the three types of knowledge that are necessary to implement a successful technology-based educational activity. It highlights how the intersections between TPK (Technological Pedagogical Knowledge), PCK (Pedagogical Content Knowledge) and TCK (Technological Content Knowledge) are not a sheer sum up of their components but new types of knowledge. This paper focuses on TPK, the intersection between technology knowledge and pedagogy knowledge – a crucial field of investigation. Actually, technology in education is not just an add-on but is literally reshaping teaching/learning paradigms. Technology modifies pedagogy and pedagogy dictates requirements to technology. In order to pursue this research, an empirical approach was taken, building a repository (back-end) and a portal (front-end) of about 300 real-life educational experiences run at school. Educational portals are not new, but they generally emphasise content. Instead, in our portal, technology and pedagogy take centre stage. Experiences are classified according to more than 30 categories (‘facets’) and more than 200 facet values, all revolving around the pedagogical implementation and the technology used. The portal (an innovative piece of technology) supports sophisticated ‘exploratory’ sessions of use, targeted at researchers (investigating the TPK intersection), teachers (looking for inspiration in their daily jobs) and decision makers (making decisions about the introduction of technology into schools).Keywords: educational portal; educational repository; open educational resources; educational technology; the TPACK model(Published: 06 May 2014)Citation: Research in Learning Technology 2014, 22: 22906 - http://dx.doi.org/10.3402/rlt.v22.22906

Connectedness through a strong form of TBLT, classroom implementation of the CEFR, cyclical learning, and learning-oriented assessment

This paper, fundamentally a procedural paper, outlines pedagogical practices which others may want to adapt for their own purposes. We demonstrate how a strong form of task-based language learning and teaching (TBLT), classroom implementation of the CEFR, cyclical learning, and assessment fulfilling roles, such as informing the next learning stage, can be combined in a connected pedagogy. We place this pedagogy in a theoretical framework, which includes explaining: how tasks in a strong form of TBLT are authentically linked to each other; the potential of the scaled descriptors of the CEFR (Council of Europe 2001); possible phases of cyclical learning; and how classroom assessment can perform roles such as a decision making tool, a participatory pedagogical process, and informing the next learning task. We provide examples of pedagogical implementation and attempt to map this pedagogy to the theoretical framework above. We show how scaled descriptors from the CEFR are used to create clear and concrete descriptors for a course that implements a strong form of TBLT. The implementation of a learning cycle is explained in terms of how assessment is performed, and the roles it undertakes. The concluding discussion outlines our opinions on why the practices outlined in the paper can create pedagogical synergy and a positive classroom assessment culture.

Servant-Leadership: A Model for Youth Ministry

This article addresses the importance of servant-leadership and to be utilized as one model of leadership for integration and implementation within a Christian youth ministry. Essentially the essay is divided two sections: The first part of the paper provides a brief background on servant-leadership, addresses the theology of servant-leadership, and examines 10 theological characteristics for integration into Christian youth ministry. The second section of the paper provides 6 pedagogical and pastoral implementation strategies for youth ministers to apply in their programs. The ideas in this essay are also applicable to campus ministries and young adult ministries.