Pedagogical Opportunities Research Articles

Pedagogical Opportunities of Media Resources in a Digital Media Educational Environment

Today, in XXI century using digital media and media resources in learning and teaching process become a vital. Media become powerful tool in educational process and it gives opportunities gaining effectiveness of teaching and learning process. Majority surveys, which were held in different countries and regions, are showing high quality education results proving that digital media and media resources are effective means in educational process. This article reveals the pedagogical possibilities of media resources in the digital media educational environment.

Speculating with glitches: keeping the future moving

This paper explores the glitch as a generative problem which is capable of introducing unanticipated possibilities and futures into situations. We understand the glitch as a sociomaterial encounter rather than merely a technical error, and argue that it calls for (re)consideration of here-and-now possible futures through practices of response and repair. Exploring the ways that people seek to respond to glitches, we consider two case studies in which unexpected problems provoke those involved to speculate playfully and practically about new possibilities. In the first case, a malfunctioning ‘Teacherbot’ incites new challenges and pedagogical opportunities in an online learning environment. In the second, Hungarian activists creatively use infrastructural and political problems to make new spaces of protest and to press the government to respond to their concerns. Considering these empirical cases allows us to observe how playful and disruptive dispositions have worked to question the terms of possible futures in the real world, and to unsettle the seemingly given terms of power-relations. Glitches are not a panacea, but they can provide an impetus to act from within situations that are uncertain, and can therefore point to new trajectories and possible futures.

Comparative structural stiffness: Exploiting 3D-printing

The teaching of structural stiffness is one of the keystones of the undergraduate curriculum in mechanics and the strength of materials. Standard linear theory, going back to Hooke's law, has proven to be very successful in predicting the performance of elastic structures under load. Many courses in basic mechanics have a conventional laboratory component often involving a universal testing machine and extensometer. However, the advent of 3D printing presents an appealing pedagogical opportunity mid-way between theory and a formal lab experience. The material contained in this paper focuses on using the 3D printing of relatively simple, flexible cantilever structures. The relatively high resolution of modern 3D printers facilitates the production of slender (elastically deformable) structures, and thus provides an opportunity to exploit geometric parametric variations to enhance a practical understanding of fundamental mechanics concepts such as stiffness. This approach has proved successful in initial inclusion in both the classroom via demonstration models, as well as in the lab in which elementary facilities can be utilized to acquire data. The boundary conditions associated with a cantilever, and the application of a point force are especially simple to produce in practice, and provide an effective tactile demonstration of the influence of geometrical changes on the relation between force and deflection, i.e., stiffness.

Digital Teaching Opportunities in the Time of COVID-19

Abstract: For academics, and the students they serve, the reality of COVID-19 has meant an unexpected switch to online remote learning, and with it, new pedagogical challenges and opportunities. Online teaching is not a new concept for universities. However, this article addresses online education, framed by emergency remote teaching (ERT), which addresses the challenges of teaching remotely during a crisis when faculty would otherwise have been delivering course content face-to-face. Additionally, given the rapid movement to online, online teaching and learning experiences often cause additional stress and anxiety. Addressing these challenges this piece identifies pedagogical opportunities by exploring new and more creative digital teaching alternatives during the time of COVID-19. The work focuses on leveraging the moment with ten guiding principles and three sample assignments designed to help advertising educators provide fresh digital learning opportunities that will allow teachers and students alike to access digital personal learning networks (PLN) while creating vibrant digital learning environments.

Secondary School Mathematics Teachers’ Instructional Practices in the Integration of Mathematics Analysis Software (MAS)

This study aimed to examine mathematics teachers’ integration of Mathematics Analysis Software (MAS) in the teaching of mathematics at upper secondary school classrooms. It employed a qualitative approach with classroom observations and interviews for the data collection. The study was carried out in Indonesia, and the participants were ten mathematics teachers from ten secondary schools. The finding suggested that the participants failed to take advantage of pedagogical opportunities to digital technology in facilitating students’ knowledge construction. In addition, this study revealed that the instructional practices with technology at classroom and subject levels were closely related to the type of tasks they set in their lessons. Moreover, the findings indicate that it is important for mathematics teachers to set technology-rich mathematics tasks for students to fully capitalized pedagogical opportunities of Mathematics Analysis Software.

Pedagogical opportunities to improve training system on the basis of advanced foreign experience

The article describes the current stage organizing methods’ study of education system development of the Republic of Uzbekistan, intensification and the modernization process general direction, professional development of the public education system staff, foreign and domestic technologies experience and teachers’ professional development in the additional vocational education system in accordance with the theoretical literature the need to improve the continuous vocational education system, as well as vocational education programs in general, technology, teaching methods and forms’ development and modernization for adults.

CRITERIA AND LEVELS OF READYNESS OF A FUTURE TEACHER TO WORK WITH PARENTS PRIMARY SCHOOL

The article substantiates the criteria and levels of readiness of the future primary school teacher to work with parents, to organize interaction with parents of students both in relation to the introduction of various forms of socio-pedagogical assistance to the family and correction in the pedagogical education of parents.The main criteria in the experimental study are motivational, theoretical and practical. In accordance with the defined criteria and indicators, the levels of readiness of students to work with parents were determined: zero level (ZL) – students are not aware of the need to work with parents in primary school, do not have theoretical knowledge about working with parents; initial level (IL) – students are not fully aware of the essence of working with parents in primary school, intermediate level (IL) – students have a fairly stable theoretical knowledge about the definitions and essence of working with parents and the peculiarities of their application in the educational process of primary school ; high level (HR) – deep awareness of students of the importance of working with parents, the need to use different methods of educational activities in primary school.In the course of the research the scientific literature was analyzed to determine the scientific and theoretical basis of the future teacher's readiness to work with parents, theoretical generalization, systematization – to substantiate the socio-pedagogical principles of working with parents of primary school children. Statistical data showed a positive dynamics of the experimental study.Based on certain levels and analysis of quantitative and qualitative results of the experiment, a conclusion was made about the need to intensify work with future primary school teachers to deepen theoretical knowledge about working with parents, features of modern methods and forms of educational activities in primary school. It is emphasized that the organization of work with parents in an educational institution is multifaceted and has significant pedagogical opportunities. Success in organizing work with parents largely depends on the personality and authority of the teacher, his professionalism, high moral, human qualities, ability to communicate with parents, colleagues, children.

#MeToo in school: teachers’ and young learners’ lived experience of verbal sexual harassment as a pedagogical opportunity

Based on a case study of verbal sexual harassment experienced by a young female teacher and her 17-year-old student in a Norwegian upper secondary school, this article addresses challenges and strengths of drawing upon negative experiences of ‘lived injustice’ in class, arguing that such experiences can serve as a resource for education about, through and for human rights. Complementing this case study, we discuss a survey we have conducted among secondary school students (N=382), concerning how young learners report being sexually harassed and how often they experience that an adult intervenes in the situation. Combining the theoretical framework of human rights education (HRE) and the concepts of intersectionality and recognition, this article discusses the pedagogical potential of drawing upon teachers’ and young learners’ experiences of verbal sexual harassment.

Adopting the use of a legacy digital artefact in formal educational settings: opportunities and challenges

ABSTRACT This paper explores how a legacy digital artefact can be adopted within formal education settings and looks at the pedagogical and other opportunities created by its use within three primary and secondary classrooms in the UK. Through a comparative case study, the paper investigates the potential of using a virtual 3D model of the 1938 British Empire Exhibition in formal educational settings and highlights a number of salient issues and challenges. As the data suggests, engagement with the model created opportunities for playful learning, facilitated motivation and collaboration, and enhanced student interest. However, participation was often compromised by technical inhibitors as well as the wider pressures of the curriculum, teacher time and assessment regimes. Last, the paper considers the range of actors and factors that influenced the experiences of teachers and students who engaged with the use of the 3D model and concludes by considering the implications of these findings.

Rage against the machine? Incorporating legal tech into legal education

ABSTRACT Technology is changing the way that legal services are delivered and is having an impact on the administration of justice. Law firms are increasingly adopting digital technologies to disrupt traditional ways of working. The emergence of new technologies test existing legal parameters, paradigms and concepts bringing about legal, ethical and societal challenges. Planned changes to the legal education and training for solicitors and barristers provide law schools with an opportunity to review their curricula. Despite the rise of digital technologies, empirical data suggests that only a few institutions currently offer legal tech modules. This article explores the pedagogical challenges and opportunities afforded by engaging students in technologically enhanced learning.

Word searches in Persian tutoring sessions

AbstractWord searches have been widely examined in L1 conversation and L2 conversation. A word search occurs when speakers encounter problems retrieving the words needed to continue their talk, which may be completed by the speakers themselves or other interlocutors. This study uses a conversation analytic framework to analyze word search practices that turn into language learning. The study explores how participants enter word searches and transform them into language learning experiences. The data are from seven hours of video- and/or audio-taped naturally occurring conversations in Persian tutoring sessions between a native Persian-speaking tutor and a native English-speaking tutee. The study reveals that, despite limited linguistic competence, the tutee is an interactionally competent speaker who uses word searches as an interactional resource to solve communication breakdowns. The study also shows how the participants develop word searches into explicit pedagogical opportunities and engage in teaching and learning practices.

DIGITAL MEDIA EDUCATIONAL ENVIRONMENT: MEDIA RESOURCES AND THEIR ROLE

In digital era using the media resources and digital technology is not only necessary, but also vital. That is why it is recognized by many countries as one of the priorities of education reform. Today in educational process, teachers are using digital technologies and media resources to conduct lesson. In a result, the traditions of teaching and learning are changing and evolving. This article discusses the pedagogical opportunities of using digital technologies and media resources in education and the issues of their effective use in learning and teaching process. In this study examined the effectiveness and opportunities of teaching and learning through media resources. In addition, the issues of effective integration of digital technologies and media resources into the independent learning process of students were studied. The results showed that media resources increase students' motivation and interest in subjects and ensure learning efficiency. This is because the effectiveness of the learning process is directly related to the interest and motivation of learners to learn. Considering that media is interesting and attractive for everyone, the use of media in an educational process based on educational goals can be one of the best solutions to increase the motivation of students to learn. Due to media resources in the educational process, a new innovative method of teaching and learning practice was created, which will achieve the effectiveness of education by the fact that students learn at an individual pace, interact with the teacher when they need it, actively and willingly participate in the educational process.

Pedagogical Opportunities for Formation of Intercultural Tolerance Competence in English Language Classes

In this article, the problems and factors of the upbringing of tolerance at schools are demonstrated. Pedagogical opportunities of formation tolerance on the younger generation and also the importance of knowledge in understanding intercultural communication in the education process are clarified in it.

A digital pedagogy pivot: re-thinking higher education practice from an HRD perspective

ABSTRACT This paper has a provocative purpose. From both HRD and academic practice perspectives, it considers the digital pedagogy pivot made necessary by the Covid-19 pandemic. Universities have traditionally resisted substantial change in learning and teaching processes. This paper addresses the challenge they face of achieving the equivalent of a ten-year digital learning strategy in mere months. From a position that HE pedagogy constitutes a site of HRD practice, the paper considers the characteristics of a meaningful, digitally enabled pedagogy in Higher Education (HE) and their alignment with established HRD theories and concepts. It considers the pedagogic opportunities arising from the ‘digital pivot’ and the HRD processes appropriate to facilitate game-changing approaches to academic practice in Higher Education. The paper advances debate about the relationship between HRD and HE academic practice and contributes proposals for HRD processes to support rapid pedagogic change. It further contributes an original categorization of the way in which HRD concepts and theories are aligned with principles of HE pedagogy and a digital pedagogy pivot model.

Mobile learning and pedagogical opportunities: A configurative systematic review of PreK-12 research using the SAMR framework

Scholars postulate that mobile devices can be used to transform learning. However, there is a paucity of evidence to determine if mobile learning is redefining learning or if these devices are being used to replicate past teaching practices. To fill this gap in scholarly understanding, this systematic review was conducted to examine studies from 2014 to 2019 involving mobile devices in PK-12 (2–18 years) learning. Technology use was coded using the Substitution, Augmentation, Modification, and Redefinition (SAMR) framework. This framework was empirically extended and presented in this study. The data revealed unique findings, including the concerning discovery that while mobile technologies can and were used to transform learning in 54% of the studies, 46% of the time devices were used to replicate activities that can be conducted without technology. This has larger implications on school integration of mobile devices and whether these devices are being used to redefine learning to provide the most benefit to PK-12 students.

Meidän piti lähteä and the Problematics of Voicing the Refugee Experience in a Wordless Picturebook

Meidän piti lähteä (We Had to Leave, 2018) is a wordless picturebook by the Finnish author Sanna Pelliccioni. It is a work of 41 pages, most of which are formed from pairs of images with matching colours produced in acrylic. It starts with images of a family enjoying their life, but shifts to images of aeroplanes bombing a city, a journey over the sea to a place where people build snowmen: the implied narrative is that of a family caught up in the recent refugee crisis seeking asylum in Finland. In this article, I examine the literary strategies in narrating the refugee experience in this wordless picturebook. The approach is pedagogical as I ask: How can a picturebook, such as Meidän piti lähteä, give voice to the refugee experience? I also ask whether picturebooks about the refugee experience can teach about empathy, without essentializing the Other. Two not controversial, but differing views related to the notion of “giving voice” frame these questions. While emphasising the pedagogical opportunities, Julia Hope (“One Day” 302), argues that the refugee experiences in children’s literature form “an ideal context for sharing the stories, feelings and fears” that children have experienced, but also expose stereotypes and media myths. On the other hand, Gayatri Spivak famously argued in “Can the Subaltern Speak?” (1988) that, in the context of colonial production, the subaltern has no history and cannot speak. This article situates Meidän piti lähteä, in the midst of these discourses to present wordless picturebooks as an arena for diverse narratives about refugees, which have the potential to support empathy, but which may also reinforce stereotypical and tokenistic images of refugees. The analysis suggests that the visual discourse creates an effective narrative, with space for listening. In addition, the article suggests that refugee narratives can foster critical self-reflexivity.

Systems Thinking as a Tool for Teaching Undergraduate Business Students Humanistic Management

In growing recognition that the business community must play a key role in the global issues encapsulated by the United Nations Sustainable Development Goals, Babson College, which has a business-focused curriculum, has striven first to reinvent its teaching of ethics and then, particularly over the past decade, to enhance its focus on sustainability, social responsibility, and social entrepreneurship. As previous initiatives did not build sufficient linkages between the liberal arts, natural sciences, and business curriculum, the College is now engaged in a far more comprehensive effort to educate our undergraduate business students in “integrated sustainability,” which it defines as “systems thinking that integrates ecological integrity, social responsibility, and value creation simultaneously.” By examining the meaning, skills, and pedagogical opportunities in systems thinking within the context of larger discussions on humanistic management, this article shows how systems thinking is a particularly fruitful way to ground business students in the natural sciences and the liberal arts, develop their complex problem-solving skills, and thereby reinvigorate management education in ways that prepares students to “render service to humanity.” Our hope is that sharing Babson College’s experience in this regard – both our successes and challenges - may provide useful insights to other faculty and academic leaders seeking to enhance humanistic management within their own higher education institutions.

Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development: A Review

Lesson Study (LS) has been adopted worldwide as a research tool for teachers who teach the same subjects to cooperate in identifying problems, planning a lesson, teaching that lesson and coming up with solutions to the problem identified. This helps them grow professionally. This study is a review of approaches to implementing LS in different places, of opportunities that the use of LS provides, and of constraints on its effectiveness and sustainability. In this study, 30 published research articles were thoroughly studied and analyzed so as to answer three key questions that serve as its underpinning. The findings show that the methods used to implement LS vary in many places. However, in several cases, LS practitioners try to implement the original structure of LS as it was implemented in Japan in the 1960s. The findings show that LS affords more pedagogical opportunities than constraint: teachers learn new professional skills and knowledge and they improve their understanding of the subject matter and change their attitudes, beliefs and views on collaborative working.

‘If it is not in Wikipedia, blame yourself:’ edit-a-thons as vehicles for computer supported collaborative learning in higher education

ABSTRACTThis paper brings to light the notable contributions of Wikipedian Adrianne Wadewitz (1977–2014) who enlisted her peers and students to help reduce the gender imbalance by participating in mass collaborative initiatives like edit-a-thons to increase the stock of knowledge about and of interest to women. Such projects, and the edit-a-thons that continue to be convened in Wadewitz’s honour, help to reconcile the imbalance and simultaneously present pedagogical opportunities. Drawing upon scholarly literature, this paper also illustrates how Wikipedia editing supports and reinforces the principles of both academic and public writing and represents an open and sustainable platform for formative and summative assessment. Moreover, the paper emphasises the superiority of digital informative texts created by mass-collaboration and participation over those compiled by individuals or through small group collaboration, both of which delimit the homogeneity of networked knowledge.

Sound and Politics: The Audio Archive of the Brazilian Chamber of Deputies

The Câmara dos Deputados, the lower house of Brazil’s National Congress, is a leader in the digitization and online dissemination of audiovisual recordings of legislative sessions. Its website hosts the Arquivo Sonoro, an initiative of the Câmara’s audiovisual department, which contains over 120,000 hours of recordings of speeches, votes, and committee meetings spanning over half a century. The Câmara also makes available online complete video of sessions dating back three years. This research note explores the methodological, historical, and pedagogical opportunities that these audiovisual sources offer scholars and educators. It employs as examples the research of a faculty member, a doctoral candidate, and three undergraduate students, all of whom are among the contributors to a digital humanities project that showcases this remarkable resource. By highlighting ambient noise, volume, emotion, body language, grammatical errors, regional or ethnic accents, and discrepancies with the written record, the authors demonstrate some of the ways that aurality and visuality can enrich and complicate humanities and social science research. They also reveal the multifaceted benefits of institutional support for the digitization of archival material and its free dissemination online to scholars and the public.