Traditional Pedagogical Models Research Articles

Looking to the Future: Training a New Generation for Balinese Arja

Steady changes in Bali’s social, cultural, and political landscapes impact the status of the traditional performing arts, and globalization’s potentially stifling effect on the Balinese arts remains a concern. This article examines how today’s teachers of the operatic dance-drama arja modify traditional pedagogical models as they work with young performers in the context of globalization and change. It considers some of the implications of these technology-based adaptations, explores the teachers’ ideological motivations, and argues that training teenagers to perform this challenging genre is an effective tactic for reinforcing their sense of Balinese identity.

The Impact of New Media on School: The Place of the Teacher in the Self-service Classroom

The schools are organizations submitted to the knowledge process. This process is characterized by specific activities that finalizes with the development of understanding and learning competences, of forming and developing of cognitive and behavioral models according to the society needs and demands. The following considerations refers to a general perspective on the learning process, regarded in its complexity on study levels, but pointing out the necessity of developing new competences of “media learning “for the “learning school”. This paper includes a point of view regarding the changes that takes place from traditional pedagogical model to the new one of the “self- service” model (Moeglin, 2003). The self-service model represents also an ideal that regards new perspectives as the one that the student chooses his own menu, exploring new systems of validation for his knowledge and abilities, creating a new “learning space”.

Mathematical and Software Technology Pedagogical Model Based on Cognitive Learning Theory

Cognitive learning theory presents the entire process of information processing and information extraction. Constructive theory challenges the traditional pedagogical model, exposing the flaws of traditional instructional design. With the cognitive teaching theory to guide instruction, this paper analyzes drawbacks of the traditional teaching and discusses the behavior and model of teaching from the construction of the knowledge structure of students, cooperative learning and situated teaching. This paper also proposes to help students master discrete mathematics and software technology basic knowledge and skill, construct better cognitive structure and realize effective information retrieval under information processing and constructism theory. Our practice has shown that these measures have had favorable effects.

QUAL O PREÇO DE SER MENINA? IMPLICAÇÕES DAS EXPECTATIVAS CORPORAIS

This paper, inspired by the field of gender studies, analyzes strategies directed towards the normalization and control of (sportive) body expressions of girls and boys. I have attempted to answer the following question: Who talks and what is said about “sportive” body expectations of girls and boys? The methodology employed has followed the Foucauldian analysis perspective. For this discussion, I have selected reports taken from Pais & Filhos magazine. I can highlight that the ways the mother guides how boys and girls are raised evidence the discursive process of identity configuration, which is oriented by quite traditional pedagogical models (such as ‘girls are not allowed to play’) and concepts that seem to spread a non-investment in sports feminization. Keywords: Body Practices. Gender. Family.

Collaborative teaching and learning: overcoming the digital divide?

PurposeThis paper aims to examine pedagogical issues in higher education as a result of the shift to a social networking society where Web 2.0 collaborative technologies increase user creativity, contributing to unique forms of communication and community building that support a “social constructivism”. In this context, it is becoming clear that traditional pedagogical models cannot be sustained into the future. Engaging the digital generation of students in a learning process that emphasizes creation of skill sets that match views on twenty‐first‐century learning skills (problem solving, self‐regulated learning, collaboration, sharing ideas, focus on learning etc.) as well as views on 21st‐century employability skills (communication, collaboration, creativity, leadership and technology proficiency, etc.) is the new imperative. This paper seeks to identify related pedagogical challenges and to provide some recommendations for higher education institutions towards tackling these challenges.Design/methodology/approachA literature review of the opportunities presented by emerging Web 2.0 technologies and critical assessment of the challenges in addressing the transformation of pedagogical needs is the approach taken in this paper.FindingsEmerging Web 2.0 technologies are pervading higher education and have the potential to trigger learning innovation and enhance teaching and learning. However, technologies are and remain tools and cannot by themselves generate innovation, nor realize many educators' vision for technology to improve education. Technology by itself cannot change the nature of classroom instruction unless educators are able to evaluate and integrate the use of that technology into the curriculum. Changes such as addressing organizational and cultural factors that reflect the whole institution governance community's combined efforts to create a new and all embracing concept for higher education are also necessary. By identifying and addressing those dimensions of organizational development which are most affected by drivers and directions of change, higher education can remain relevant in the future.Originality/valueThe paper provides a theoretical analysis in relation to the pedagogical role of social technologies in teaching and learning, with concern for the contrast between generational differences in relation to perceptions of learning and teaching and the limitations of technology.

Understanding the real barriers to technology-enhanced innovation in higher education

Background: Academic staff have a key role to play in the innovation efforts of universities aiming to exploit the potential of web-based learning technologies. Although learning technologies are an important building block of educational innovation, the eLearning adoption rate of European academic staff appears disappointing. The majority of curricula in European universities are stalled in the traditional pedagogical model of knowledge transmission, which continues to dominate teaching and learning. Purpose: This conceptual paper explores underlying structural and cultural barriers to technology-enhanced innovation in higher education. Sources of evidence: Starting from the underdeveloped state of eLearning in European universities, the paper challenges arguments that visible barriers such as technical issues, budget constraints or lack of interest in technology amongst academic staff represent the actual reasons for the slow advancement of learning technologies in university curricula. Main argument: The paper argues that the lack of faculty interest and engagement for eLearning are visible symptoms for deeply rooted causes, which hinder current innovation efforts of universities. It explores theoretical viewpoints for structural peculiarities of universities, motivational and habitual traits of academic staff, and long-standing cultural values in the academic community in an attempt to understand their impact on technology-enhanced innovation in higher education. Conclusions: The real dilemma for eLearning innovation is caused by macro-level influence factors that even committed universities can hardly overcome at institutional level. University leaders have to take the underlying innovation barriers into account when they try to engage academic staff for the use of learning technologies. With a realistic view on existing limitations, institutional eLearning adoption efforts have to be tailored to serve real learning needs and motivations of academic staff; and they have to consider specific goals and contexts within different universities.

The impact of podcasting on the learning and satisfaction of undergraduate nursing students

Nursing education has evolved from traditional pedagogical models to current methods using technology for knowledge acquisition. Podcasting is one example of teaching methodology used in higher education. Studies demonstrate positive student satisfaction with podcasting, but there is limited data related to knowledge acquisition. The purpose of this study was to examine the impact of podcasting on nursing student learning and satisfaction. Two classes of junior baccalaureate nursing students had scores on selected exam questions compared. The 2007 class (n=63) had select content presented in traditional lecture format where the 2008 class (n=57) had the same content presented via podcast. Both methods used the same faculty and exam questions. The 2008 class completed a satisfaction survey. Results indicated no significant difference in correct responses on exam questions. Exam scores were better with the first podcast, equal for the second, and worse with the third podcast. Students were overall satisfied with the podcasting experience and commented positively on its portability and flexibility. This study contributes to the knowledge base of podcasting effectiveness and raises the question of evaluation of new teaching methodologies. Must an increase in learning occur for new methods to be considered effective, or is positive student satisfaction adequate to encourage the adoption of new technology methods?

Technology's impact: symbiotic or asymbiotic impact on differing cultures?

Over the past three years or more, the authors have been examining the impact of technology interventions on students and teachers – from cultures where English is a second language. It is their hypothesis that students and teachers from non‐English speaking nations suffer severe disadvantages when technological interventions are superimposed on existing traditional pedagogical models. This paper is the latest in a series that examines extent pedagogies, primarily in Asia, and the pressures of having to re‐conceptualize what has been a tradition for centuries. It traces significant educational origins to their cultural roots and examines contemporary initiatives that, if implemented, may well disrupt. It offers possible solutions that, if approached with reconciliation as its focus, might offset catastrophic results and, in fact, achieve pedagogical symbiosis.L'impact de la technologie: symbiotique ou asymbiotique selon des cultures différentes. Durant les 3 dernières années ou plus, des auteurs ont examiné les interventions sur les étudiants et les enseignants appartenant à des cultures où l'anglais est une seconde langue. C'est une hypothèse que les étudiants et enseignants de pays non anglophones souffrent de plusieurs d´esavantages quand les interventions technologiques sont imposées sur les modèles pédagogiques traditionnels. Cet article est le plus récent d'une série qui examine plusieurs pédagogies, particulièrement en Asie, et les pressions de revoir la conceptualisation qui a été la tradition pendant des siècles. Il met les origines éducatives significatives depuis leurs racines culturelles et examine les initiatives contemporaires qui, si elles sont en oeuvre, peuvent aboutir à des ruptures. L'article offre des solutions possibles qui, si elles sont approchées dans un esprit de conciliation comme point de mire, permettent d'éviter des résultats catastrophiques et, en fait, aboutir à une symbiose pédagogique.Die Wirkung der Technik: Symbiotische oder Asymbiotic Wirkung auf unterschiedliche Kulturen? Über die letzten drei Jahre oder mehr haben die Autoren die Wirkung von Technikeingriffen auf Studenten und Lehrer aus Kulturen geprüft, in denen Englisch eine zweite Sprache ist. Es ist ihre Hypothese, daß Studenten und Lehrer aus nicht englisch sprechenden Nationen schwerwiegende Nachteile erleiden, wenn mit technologischen Eingriffen vorhandene traditionelle pädagogische Modelle überlagert werden. Dieses Papier ist das letzte einer Serie, die umfangreiche pädagogische Gebiete untersucht, in erster Linie in Asien, und den Zwang prüft, das wieder konzeptualisieren zu müssen, was Jahrhunderte eine Tradition gewesen ist. Es verfolgt signifikante Bildungsursprünge hin zu ihren kulturellen Wurzeln und prüft zeitgenössische Initiativen, die, wenn durchgeführt, das gut unterbrechen können. Es bietet mögliche Lösungen an, die, mit dem Ziel der Aussöhnung, katastrophale Ergebnisse ausgleichen und in der Tat eine pädagogische Symbiose erreichen könnten.

English Bilingual Education in China

This paper addresses theoretical and pedagogical issues of English Chinese bilingual education in China by exploring the new phenomena where English is used as the medium of instruction among native Chinese speakers. Motivated by individual and national interests, combined with favorable government policies and general attitude, bilingual education comes into being in response to the changing demands of English use and the inadequacy of the traditional ELT methods. A number of intrinsic (the increasing importance of English as gatekeeper in Chinese education system and the economic/social mobility offered by English) and external factors (China’s successful Olympic bid and admission to the WTO) contribute to its spread. Data collected from current debates in Chinese media, surveys, reports, and interviews show bilingual education is blooming at all levels of education across disciplines in different regions, which introduces new changes in curriculum design, teaching methodologies, and testing techniques. Although still in its rudimentary and experimental stage, bilingual education will have a long-term effect on English use, code-mixing, and language transfer and will play an important role in the forming and spreading of Chinese varieties of English. This research calls into question the traditional ESL vs. EFL pedagogical model, arguing for a research model that recognizes the nativized varieties of English.

Creating a culture of patient-focused care through a learner-centered philosophy.

This paper will discuss the teaching-learning process used in the Patient-Focused Care Course at a major teaching hospital in Canada that is transforming nursing practice from a provider driven to a patient-focused approach. The experiential and reflective nature of the course offers opportunities for nurses to link theory with practice, to think critically and reflectively about their own values and beliefs and to translate that meaning into practice. The learning process reflects principles of adult learning based on Knowles andragogical model which differs from the traditional pedagogical model of teaching. The essence of andragogy is a constant unfolding process of discovery based on dialogue. Utilization of adult learning principles that support critical thinking and foster transformational change present an alternative to traditional ways of teaching and learning the art and science of nursing practice.

The Art of Crossing the Street

For the past decade I have been writing and speaking about the education of artists. I have theorized, analyzed, and deconstructed how we educate our students and why we must finally break, in both theory and practice, with the nineteenth-century Romantic notion of the artist that has dominated our educational institutions for almost two centuries. In January 1996 teams from the School of the Art Institute of Chicago, the Corcoran School of Art, and the San Francisco Art Institute met at the Headlands Center for the Arts in northern California to discuss what new types of curricular initiatives could be devised to shake up traditional pedagogical models and address the present place of artists in society and the role of artists as citizens. The preliminary conversations and those at the Headlands were generously funded by the List Foundation.

Contribuições do Aprendizado Ativo ao Estudo das Relações Internacionais nas universidades brasileiras

The article has two main goals. The first is to introduce the active learning conceptual framework tools and apply it to International Relations scholarship as a tool to enhance learning in undergraduate courses. The second is to propose that, despite representing a break with traditional pedagogical models, active learning offers ideal conditions for use in Brazilian higher education, as it would help to overcome limitations commonly found in our universities.