Academic literature on the topic 'Reflective tasks'
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Journal articles on the topic "Reflective tasks"
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Fitriati, Fitriati, Rita Novita, and Rahmah Johar. "EXPLORING THE USEFULNESS OF RICH MATHEMATICAL TASKS TO ENHANCE STUDENTS’ REFLECTIVE THINKING." Jurnal Cakrawala Pendidikan 39, no. 2 (June 12, 2020): 346–58. http://dx.doi.org/10.21831/cp.v39i2.24047.
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Promoting reflective thinking in daily teaching practice is vital to prepare students to live in a more challenging world. Rich tasks are one of the promising tasks that could be used as pedagogy trend to develop students' reflective thinking. Therefore, the purpose of this study is to describe the usefulness of rich mathematical tasks including how teachers use them in their teaching practice and the improvement of students’ reflective thinking following the rich tasks based instruction. This study employed a teaching experiment within a case study design. Participants were 28 Year 7 students of one the junior high school in Aceh, Indonesia. The instrument of the study is three valid and reliable rich mathematical tasks administered to the students through student worksheet. The results of the study show that rich tasks provided students with the opportunity to solve real-world problems by questioning their understanding and thinking reflectively. It also found that most students in the classroom were able to achieve the low level of reflective thinking with classroom mean score is 60. This value fairly enough since reflective thinking is a complicated concept. Subsequently, the results indicate the rich mathematical tasks approach hold potential in enhancing students’ reflective thinking ability.
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Kolysheva, Tatyana A., and Tatyana I. Blaginina. "Professional and Personal Reflexion of a Teacher-Musician: An Operational Component." Musical Art and Education 8, no. 3 (2020): 82–102. http://dx.doi.org/10.31862//2309-1428-2020-8-3-82-102.
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The article deals with the specificity of professional reflection of the future music teacher in the light of the development of the ideas by E. B. Abdullin. The accumulation of one’s own experience of entering the world of music, the art of teaching, its comprehension and analysis allow a thoughtful student to look at the process of musical education through the eyes of students, their parents, that is, to take the reflective position of a teacher-researcher. The search for ways and means of solving professionally significant tasks requires a music teacher to think reflectively, understand the actions of his students and colleagues, and penetrate their feelings and thoughts. The importance of reflection in solving problem situations, pedagogical tasks, in mastering critical thinking by a future music teacher is substantiated. The conceptual foundations for professional reflection development of a future teacher-musician have been worked out, the structure of reflective analysis and the conditions for the effectiveness of its development by students have been revealed. The techniques and methods of preparing future bachelors and masters of music education for professional reflection in the process of studying at a university, during school practice, in various types of independent, research work of students are considered. The authors have adapted special reflexive techniques (artistic-pedagogical tasks, search games, storytelling, reflective life story, musical reflection, reflective analysis, interviews, pedagogical essays, creative portfolio). The article analyzes the experience of Dutch specialists, the author’s methods of foreign researchers (ALACT – model, “Wall”, “Arrows”, “Visiting card”, a system of reflective questions, etc.). Adapted for use by students in music lessons in the course of pedagogical practice, they become effective means for introspection, self-assessment of the activities of future bachelors / masters of music education. Based on the material of autobiographies and interviews of great musicians-performers, actual problems of music education, ways of spiritually reflexive entry into the world of art and artistic creation are analyzed.
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Mansour Almusharraf, Asma. "Student Teachers’ Development of Reflective Practice concerning Teaching Philosophy and Peer Observations." Arab World English Journal 11, no. 4 (December 15, 2020): 547–64. http://dx.doi.org/10.24093/awej/vol11no4.35.
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This study examined the effect of utilizing e-portfolio reflection-enhancing tasks in a practicum course on developing student teachers' level of reflection. It sought to answer how engaging EFL student teachers in writing a teaching philosophy and peer observation affect their understanding of and appreciation for reflective practice and its influence on developing their reflection level and teaching performance. A mixed-methods study design was implemented where both quantitative and qualitative data were collected within this study. Eight female Saudi student teachers enrolled in a teacher education program at a public university in Saudi Arabia participated in this study while completing an 11-week teaching practicum course at a public secondary school in Riyadh. Each participant was tasked with completing a teaching philosophy and six peer observations with other participants within the study. Each task was analyzed for its reflection level based on a rubric developed by El- Okda (2009). Data were also collected through a semi-structured interview with each of the participants. This study demonstrated that while the participants struggled throughout the practicum to develop a cogent teaching philosophy, their level of reflection for the peer observation tasks improved throughout the teaching practice. Their enthusiasm for these tasks and the process of reflection itself was very positive. The results of this study will help teacher educators to create an informative account of reflection in teaching practice programs in ways that encourage reflective practice among student teachers. Future research could continue to explore more reflective tasks that encourage reflection among student teachers.
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Viafara, John Jairo. "The Design of Reflective Tasks for the Preparation of Student Teachers." Colombian Applied Linguistics Journal, no. 7 (April 4, 2011): 53. http://dx.doi.org/10.14483/22487085.165.
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The preparation of student-teachers to face the beginning in their profession requires from us, teacher educators, enriching discussions to share what we know and to build more solid grounds in our area. On the following pages, I describe how, in the specific context of a public university, I have designed and implemented a set of tasks within a reflective framework to support student- teachersʼ learning in their practicum. In this regard, a detailed explanation of how journal writing, conferences, focused reflection on tasks and responses to observation notes is included. Likewise, the experience of a student teacher working with tasks to solve a difficulty in the practicum, contributes to illustrate how reflective exercises support her development.
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Oner, Diler, and Emine Adadan. "Use of Web-Based Portfolios as Tools for Reflection in Preservice Teacher Education." Journal of Teacher Education 62, no. 5 (November 2011): 477–92. http://dx.doi.org/10.1177/0022487111416123.
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This mixed-methods study examined the use of web-based portfolios for developing preservice teachers’ reflective skills. Building on the work of previous research, the authors proposed a set of reflection-based tasks to enrich preservice teachers’ internship experiences. Their purpose was to identify (a) whether preservice teachers demonstrated evidence of reflective thinking throughout a semester and, if so, the types of reflective thinking indicators; (b) whether there was an increase in the number of high-level reflective indicators over time; and (c) the role of the web-based portfolio construction, as perceived by the participants, in developing reflective skills. The findings suggested that preservice teachers demonstrated high- and low-level reflective skills throughout a semester. There was a statistically significant improvement in the number of high-level reflective indicators in the second reflection task compared with the first. In addition, the web-based platform was perceived by participants as a medium that enabled easy access and the development of better portfolio artifacts.
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Reilly, Anne H. "Using Reflective Practice to Support Management Student Learning: Three Brief Assignments." Management Teaching Review 3, no. 2 (July 14, 2017): 129–47. http://dx.doi.org/10.1177/2379298117719686.
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Reflective practice supports critical thinking and assessment skills through analyzing one’s own life experiences, and the role of reflection in learning has been long recognized. However, drawbacks of many reflective practice assignments are their broad scope and lengthy written requirements. I propose that the reflection process is robust enough to support management student learning through short written tasks as well. Three examples of brief reflective assignments are presented suitable for management educators teaching undergraduate, graduate, or non-credit learners: (1) writing an organizational story, (2) a reflection about learning from adversity, and (3) a goal-oriented personal change. Learning outcomes and student responses have been positive, and the assignments have also been an insightful teaching experience for the instructor.
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Payant, Caroline. "Incorporating Video-Mediated Reflective Tasks in MATESOL Programs." TESL Canada Journal 31, no. 2 (November 2, 2014): 1. http://dx.doi.org/10.18806/tesl.v31i2.1174.
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Unlike the observed trends in general teacher education, the use of videos as a re-flective tool with preservice English as a Second Language (ESL) teachers remains underexplored in MATESOL (Master of Arts in Teaching English to Speakers of Other Languages) programs. The present qualitative study examined how 5 non- native-speaking preservice teachers used the videos of their own microteaching performances to mediate their reflective practices. The results from the qualitative analysis of the participants’ post-microteaching reflective reports showed that they used videos to explore their professional and non-native identities, practical knowledge base, and pedagogical knowledge base. The results are discussed with respect to their implications for educational practice with preservice ESL teachers.Contrairement aux tendances générales observées dans la formation des en- seignants, l’emploi des vidéos comme outils de réflexion lors de la formation d’enseignants d’anglais langue seconde (ALS) n’a pas fait l’objet d’étude dans le cadre des programmes de maitrise en enseignement de l’anglais aux apprenants étrangers (MATESOL). L’étude qualitative présente porte sur l’emploi qu’ont fait 5 enseignants de langue maternelle étrangère en formation de vidéos de leur microenseignement comme outils d’intervention auprès de leurs pratiques réflex- ives. Les résultats de l’analyse qualitative des rapports réflexifs rédigés par les participants après leur microenseignement indiquent qu’ils se servent des vidéos pour explorer leurs identités comme professionnels et locuteurs étrangers, ainsi que leur base de connaissances pratiques et pédagogiques. On discute des résultats par rapport à leur incidence sur la pratique éducative des enseignants d’ALS en formation.
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Tomkova, Anna. "Preparation of Reflective Teachers (Analyses of the Final Reflective and Self-Reflective Tasks Written by Students of Teaching Profession)." Studia Edukacyjne 31 (2014): 323–38. http://dx.doi.org/10.14746/se.2014.31.18.
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Yeum, Sungjun. "Reflective Tasks for the Universalization of the Korean Communitarianism." Studies of Korean & Chinese Humanities 58 (March 31, 2018): 155–78. http://dx.doi.org/10.26528/kochih.2018.58.155.
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Nagai, Noriko. "Consciousness raising tasks: Developing learners’ reflective attitude toward plurilingualism." Language Learning in Higher Education 10, no. 1 (July 31, 2020): 245–58. http://dx.doi.org/10.1515/cercles-2020-2014.
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AbstractThis report proposes a number of tasks which help learners become more aware of how their feelings are moulded in their L1 and notice crosslinguistic similarities and differences between their L1 and a target language. The proposed tasks are motivated by findings in the crosslinguistic influence literature and a study that investigated Japanese learners’ perception of crosslinguistic similarities and differences between English and Japanese passives. Japanese has two types of passives, while English has only one. Although the two types of Japanese passives share some properties, they have distinctive functions; one type is mainly used to express adversative feelings of the speaker towards the event a sentence describes, while the other is much the same as the English passive. The study results indicate that half of the subjects perceive crosslinguistic similarities yet avoid using the construction and the other half incorrectly assume similarities which do not exist in reality. The proposed tasks attempt to develop learners’ metalinguistic ability through analysing Japanese and English passives and to facilitate learners’ awareness of crosslinguistic similarities and differences in the passive constructions.
Dissertations / Theses on the topic "Reflective tasks"
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Litster, Kristy. "The Relationship Between Small-Group Discourse and Student-Enacted Levels of Cognitive Demand When Engaging with Mathematics Tasks at Different Depth of Knowledge Levels." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7626.
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High cognitive demand (HCD) tasks can help students develop a deeper understanding of mathematics. Teachers need interventions that encourage students to engage in HCD activities. Small-group discourse provides HCD opportunities for students while solving mathematics problems. Discourse can take place after students solve problems individually (reflective) or in groups as students solve problems (exploratory). This study looks at the relationship between these two types of small-group discourse and student-enacted cognitive demand.
This study looks at how students engage with tasks that were designed at four different cognitive demand levels using Webb’s depth of knowledge (DOK) framework. Ninety-seven grade 5 students from four different classrooms were grouped in small groups of two or three students to solve two sets of mathematics problems on operations with fractions and decimals. Each class engaged in Reflective Discourse after solving one set and engage in Exploratory Discourse while solving the other set. To help understand any order effects, half the classes used Reflective Discourse with Set 1 while the other half used Exploratory Discourse with Set 1. Then, they switched for Set 2, so that whoever used Reflective Discourse with Set 1 used Exploratory Discourse with Set 2 and vice versa.
The researcher analyzed whether there were patterns in levels of cognitive demand and quality of the discussion when students engaged in each type of discourse for math problems at four different levels. First, the researcher looked at any numerical differences between the intended cognitive demand of the problems and how students engaged with the problems using frequency tables, heat maps, and statistical analyses. Next, the researcher looked at differences in student actions and the way they talked about the math problems.
Findings showed that both Reflective and Exploratory Discourse can be used by teachers to promote high student-enacted levels of cognitive demand. Results also showed that a supportive environment, such as the environment created by Reflective Discourse, can help support typically struggling students. Finally, this research reinforced the importance of dissonance in prompting students to engage with the tasks at higher levels of cognitive demand.
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Ma, Yuke. "Design, Test and Implement a Reflective Scheduler with Task Partitioning Support of a Grid." Thesis, Cranfield University, 2008. http://hdl.handle.net/1826/3510.
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How to manage a dynamic environment and how to provide task partitioning
are two key concerns when developing distributed computing applications.
The emergence of Grid computing environments extends these problems.
Conventional resource management systems are based on a relatively static
resource model and a centralized scheduler that assigns computing resources
to users.
Distributed management introduces resource heterogeneity: not only the set
of available resources, but even the set of resource types is constantly
changing. Obviously this is unsuitable for the present Grid. In addition, the
Grid provides users with the physical infrastructure to run parallel programs.
Because of this increasing availability, there are more requirements for
parallelization technologies.
Therefore, based on problems outlined above, this thesis provides a novel
scheduler which not only enables dynamic management but also provides
skeleton library to support the task partition. Dynamic management is derived
from the concept of reflectiveness, which allows the Grid to perform like an
efficient market with some limited government controls. To supplement the
reflective mechanism, this thesis integrates a statistical forecasting approach
to predict the environment of the Grid in the next period. The task partitioning support is extended from the skeleton library in the
parallel computing and cluster computing areas. The thesis shows how this
idea can be applied in the Grid environment to simplify the user’s
programming works.
Later in this PhD thesis, a Petri-net based simulation methodology is
introduced to examine the performance of the reflective scheduler. Moreover,
a real testing environment is set up by using a reflective scheduler to run a
geometry optimization application.
In summary, by combining knowledge from economics, statistics,
mathematics and computer science, this newly invented scheduler not only
provides a convenient and efficient way to parallelize users’ tasks, but also
significantly improves the performance of the Grid.
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Cheng, Wing-kin, and 鄭永健. "Junior secondary students' schemata on a line reflection construction task." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/209523.
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This study explores junior secondary students’ schemata on a line reflection construction task, the research of which was conducted in a secondary school in Hong Kong.
The theories drawn on in this study come from the literature on theories of schemata and the corresponding knowledge embedded within, namely conceptual knowledge, manipulation and procedural knowledge. The research built on existing theories on schemata and attempted to categorize the different kinds of schemata as well as investigating the relationship between them among four junior secondary students in the construction of a line reflection task. The study also tried to find out how and why students manipulated in a line reflection construction task and the extent to which manipulation could lead learners to successfully tackle the task.
This study researched on four junior secondary students, drawing mainly on qualitative data used in the analysis, including task-based interview with the employment of think aloud method in a designed line reflection construction task, as well as study of students’ drawings. The data analysis mainly focused on three areas. First, the analysis of each of the four cases was conducted by looking into the different kinds of schemata possessed by the student informants. Second, analysis of the different knowledge (conceptual knowledge, manipulation and procedural knowledge) embedded in the schema possessed by the student informants was done. Third, synthesis was drawn upon the analysis made in an attempt to answer the research questions posed in this study.
Findings from the study confirmed the core role conceptual knowledge plays in the establishment of a learner’s schemata. Findings also revealed that different learners may possess different schemata towards the same concept such as the concept of same distance. When investigating the manipulative actions employed by student informants, it was found that there is a reciprocal relationship between a learner’s conceptual knowledge and his manipulation. This is also apparent in cases where there was a misconception in the learner’s schemata.
The research also found that students exercised manipulation very differently and these manipulative actions were largely informed by their corresponding conceptual knowledge. With regard to why they manipulated, the research revealed reasons including manipulation for exploration, manipulation for representation and manipulation for verification. Based on the observation and analysis done in the four cases, it was found that manipulation helped students in the completion of the task to different extents. Learners with weaker conceptual knowledge in line reflection benefited more from the manipulation done in the construction task.
These findings have implications for the teaching and learning of line reflection. Teachers are suggested to consider introducing using manipulative tools when approaching the teaching of line reflection, especially when they are dealing with students without rich conceptual knowledge in the area. The effectiveness of having hands-on experience implies that simply teaching definition and inviting learners to rote-learn does not necessarily lead to effective acquisition of knowledge in the Mathematics topic of line reflection.published_or_final_version
Education
Doctoral
Doctor of Education
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Edmond, David. "Applications of reflection for cooperative information systems." Thesis, Queensland University of Technology, 2000.
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Spears, Tyler S. "Promoting Engagement Through Instructional Practices Using the Common Core State Standards For Mathematics." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371738041.
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Lee, Matthew L. "Task-based Embedded Assessment of Functional Abilities for Aging in Place." Research Showcase @ CMU, 2012. http://repository.cmu.edu/dissertations/88.
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Many older adults desire to maintain their quality of life by living and aging independently in their own homes. However, it is difficult for older adults to notice and track the subtle changes in their own abilities because these abilities can change gradually over a long period of time. Technology in the form of ubiquitous sensors embedded in objects in the home can play a role in keeping track of the functional abilities of individuals unobtrusively, objectively, and continuously over a long period of time. This work introduces a sensing technique called “task-based embedded assessment” that monitors how well specific tasks important for independence are carried out using everyday objects found in the home with which individuals regularly interact. Following formative studies on the information needs of older adults and their caregivers, a sensing system called “dwellSense” that can monitor, assess, and provide feedback about how well individuals complete tasks, such as taking medications, using the phone, and making coffee, was designed, built, and evaluated. Multiple longterm (over 10 months) field deployments of dwellSense were used to investigate how the data collected from the system could support greater self-awareness of abilities and intentions to improve in task performance. Presenting and reflecting on data from ubiquitous sensing systems such as dwellSense is challenging because it is both highly dimensional as well as large in volume, particularly if it is collected over a long period of time. Thus, this work also investigates the time dimension of reflection and has identified that real-time feedback is particularly useful for supporting behavior change, and longer-term trended feedback is useful for greater awareness of abilities. Traditional forms of assessing the functional abilities of individuals tend to be either biased, lacking ecological validity, infrequent, or expensive to conduct. An automated sensor-based approach for assessment is compared to traditional performance testing by a trained clinician and found to match well with clinician-generated ratings that are objective, frequent, and ecologically valid. The contributions from this thesis not only advance the state of the art for maintaining quality of life and care for older adults, but also provide the foundations for designing personal sensing systems that aim to assess an individual’s abilities and support behaviors through the feedback of objective, timely sensed information.
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Merrick, Bradley Maxwell School of Music & Music Education UNSW. "The relationship between self-efficacy and self-regulated behaviour within a secondary school music technology based creative learning environment." Awarded by:University of New South Wales. School of Music and Music Education, 2006. http://handle.unsw.edu.au/1959.4/25768.
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This study employed the theoretical framework of Albert Bandura???s social cognitive theory, to investigate how differing levels of self-efficacy impact on both the type and degree of self-regulatory behaviour employed by the students when composing music in a high school music program. The literature review revealed an abundance of related research suggesting a strong relationship between self-efficacy and self-regulated behaviour in the ???core??? academic domains of education. In contrast, there was no specific research found that had examined self-efficacy and self-regulation in the context of students composing music. An independent school in Sydney served as the research site, with sixty-eight students of varied year levels and musical experience participating in the study. Students used stand alone computers, the software ???Cubase??? and MIDI keyboards as they completed a task that involved creating an original piece of music in a genre of their own choice, over a series of four composition sessions. A mixed methodology was employed to determine if the influence of the students??? self-efficacy beliefs upon their self-regulation in a creative activity were consistent with existing research. Data were collected using a mixture of weekly measures and self-report scales, combined with a variety of questionnaires, logs, tally sheets and interviews. Eight variables, including the self-regulatory sub-processes of goal setting-strategic planning, intrinsic motivation, goal orientation, task expectation, time on task, task completion, monitoring were analysed together with an additional variable, defined as creative ability, to determine if evidence could be found of a relationship between self-efficacy and these specific behaviours while composing. The results suggest that the pre-task (Week 1) measure of self-efficacy was closely associated with the students??? use of the eight self-regulatory dimensions as well as their perceived level of creative ability. Weekly self-efficacy measures also suggested that students??? employ self-regulated sub-processes proportionally to their respective levels of self-efficacy. Importantly, the more efficacious students employed a wider and more sophisticated repertoire of self-regulated behaviour when composing in contrast to the less efficacious students. Self-efficacy was also identified as a key factor amongst students who were initially identified as being naive self-regulators, but who through the duration of the task, modified their behaviour to become more skilful self-regulators. Throughout the study, the consistent level of interaction between self-efficacy and the use of self-regulated behaviours were aligned with findings in the core ???academic??? disciplines of education.
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Alves, Maria da Conceição de Lima. "Paul Ricoeur e a consciência como tarefa: o percurso da reflexão." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7177.
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Este trabalho busca principalmente reconhecer o que considera ser a dimensão sistemática do pensamento de Paul Ricoeur, fundada, como se acredita, na concepção da consciência como tarefa. Procura outrossim compreender os pressupostos ontológicos e metodológicos de seu pensamento. Pretende mostrar também que, ao perseguir uma simbólica dos sentidos múltiplos, a reflexão concreta de Ricoeur integra, a partir do que ele chama dom da linguagem, o logos filosófico, a episteme que virou ciência e a riqueza pré-filosófica do símbolo. Sua hermenêutica filosófica busca a compreensão do si, da reflexão sobre si mesmo, através da interpretação aplicada sobre os signos e símbolos de uma consciência que não se sabe no princípio, mas ao cabo do desvio de suas obras e de seus atos. A reflexão é a reapropriação daquilo que se é a partir do que é dito a si mesmo pelos signos e símbolos da cultura e das tradições. Paul Ricoeur é apresentado ainda como crítico da consciência imediata e narcísica. Ele constrói seu percurso intelectual de sorte a arbitrar o conflito das diversas interpretações que versam sobre o simbolismo humano. Este trabalho procura mostrar finalmente que o filósofo propõe de fato um novo percurso para a reflexão, através de uma démarche em dois tempos, em que o pensamento reflexivo se desapossa do imediatismo da consciência falsa e comum, para posteriormente se reapropriar das significações mais profundas manifestadas em nosso esforço para existir e nutridas pelo nosso desejo de ser. Eis a trajetória histórica e exemplar que esta dissertação busca evidenciar.The main purpose of this study is to recognize what it considers to be the systematic dimension of Paul Ricoeurs thought based, as believed, on the conception of consciousness as a task. Likewise, it aims to understand the ontological and methodological assumptions of his thought. It also intends to demonstrate that pursuing a symbolism of multiple meanings, Ricoeurs concrete reflection integrates, from what he calls the gift of language, the philosophical logos, the episteme that was turned into science and the pre-philosophical richness of the symbol. His philosophical hermeneutics seeks the comprehension of ones self, of the reflection of ones self, through the interpretation applied to the signs and symbols of a consciousness that is not known from the beginning, but after the detour of its works and its actions. The reflection is the re-appropriation of what one becomes from what is said to us by the signs and symbols of culture and traditions. Paul Ricoeur is still presented as a critic of the immediate and narcissistic consciousness. He builds his intellectual journey in order to arbitrate the conflict of different interpretations that deal with the human symbolism. Finally, this work seeks to demonstrate that the philosopher proposes in fact a new route for reflection, through a démarche in two stages, in which the reflexive thought deprives itself of the immediacy of the false and common conscience, to reclaim later the deeper meanings expressed in our effort to exist and that are nourished by our desire of being. This is the historic and exemplary trajectory that this dissertation seeks to demonstrate.
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Granstedt, Lena. "Synsätt, teman och strategier : några perspektiv på mångkulturella frågor i skolan i ett praktiknära projekt." Doctoral thesis, Umeå universitet, Institutionen för estetiska ämnen i lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-38152.
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The chief aim of my thesis is to study and analyse how the multiculturalism of schools is reflected in research and reports in Sweden and in the way in which teachers talk about multicultural issues at school. Part of the work is done in the form of reflecting talks with two groups of teachers in two different schools on issues and situations taken from their own everyday experience. The talks are conducted over two years. One partial aim is therefore to study whether this working method can help teachers to develop their strategies with regard to multicultural issues at school. I describe how the talks develop over two years in an ethnically heterogeneous group of teachers in one of the schools, some areas related to multicultural issues in the school that the teachers find problematic, and how the talks to some extent influence the teachers’ choice of strategies in the school’s practice. Part of the work is an analysis of a talk from each group of teachers and their conceptions of “the immigrant pupil” and her/his parents are focused on. The analytical tool of interpretive repertoires is used to visualise patterns of common points of departure and values in the talks. Also part of the work is an analysis of how research and reports reflect the discourse on multicultural issues from 1980 to 2005. I emphasise some themes and how these change over time. Through the study, parts of the content of the discourse about the multicultural Swedish education are made visible. The discourse contains expressions of a focus on shortcomings and problems that are regarded as linked to pupils, parents and to some extent to teachers with foreign backgrounds. The discourse also contains expressions of seeing differences, chiefly between groups of pupils with foreign and ethnic Swedish backgrounds respectively. By focusing on differences and shortcomings a boundary is at the same time set up between “us” and “them”. The composition of teachers in Swedish schools is relatively homogeneous as regards ethnicity. When, in addition, it is many times teachers that have the responsibility and power to define what are seen as problems and to find solutions in schools’ practice, the problems and solutions are often defined from a majority perspective. It is also from a majority perspective that decisions are made about to what extent, to what degree and in what way minority perspectives should be represented in these contexts. It is a matter of who has the power to define themselves and the others and the others’ shortcomings.
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Ghiglino, Maxime. "La volonté précontractuelle : socle de la formation contractuelle." Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0483.
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La volonté précontractuelle est le socle de la formation contractuelle. Au cours des négociations, les parties formulent leurs exigences et perfectionnent leurs volitions. Les manifestations de volonté à l’origine du contrat sont donc le fruit d’un processus volitif propre à chaque contractant. En dépit des apparences, le droit n’ignore pas le vouloir des parties au stade des négociations. Il s’intéresse aux mécanismes d’élaboration de cette volonté. La perception de la volonté précontractuelle est alors un enjeu essentiel dans la compréhension de l’acte qui en résulte. Il s’intéresse également aux manifestations de volonté. Celles-ci fixent ponctuellement le vouloir de leur auteur. Elles rassurent alors par leur perceptibilité. Toutefois, ces manifestations n’ont pas toujours la clarté attendue. En effet, le doute innerve la période précontractuelle et plus particulièrement les manifestations de volonté qui s’y développent. Confronté à cette difficulté, le droit doit s’adapter. Il entreprend donc de réagir en tentant d’adapter le résultat de ces manifestations. Ainsi, le contrat ne sera en définitive qu’une résurgence partielle des manifestations de volonté à son origine. Il peut par conséquent être appréhendé comme l’expression imparfaite des volontés précontractuelles à sa source. En somme, la frontière entre le précontractuel et le contractuel est ténue. L’analyse de la volonté précontractuelle et de ses manifestations va révéler les liens existant entre ces deux notionsThe pre-contractual willingness is the basis of contractual training. During the negotiation, the parties draw up their requirements and develop their volitions. The demonstrations of willingness at the initiation of the contract are therefore the outcome of a volitional process for each contracting party. In spite of appearances, the legal entitlement does not ignore the will of contracting parties at the negotiating phase. It is interested in the mechanisms of elaboration of this willingness. The perception of the pre-contractual willingness is the essential stake throughout the apprehension stage of the final deed. It is highly concerned by the demonstration’s ways of a willingness. These delineate punctually the willingness of their originator. It reassures by their perceptibility. However, these manifestations are not always unambiguous like expected. Indeed, the doubt innervate the pre-contractual stage and more particularly the manifestation phase of a willingness which emerges here. Confronted with this challenge, the legal entitlement must adapts. It engages to react by trying to adapt the outcome of these manifestations. In this way, the contract will ultimately become a partial resurgence of the manifestation of veritable willingness. It can therefore be comprehended as the imperfect expression of pre-contractual willingness at its source. In essence, the border between the pre-contractual and the contractual is tenuous. The analysis of the pre-contractual willingness and its manifestations reveals the existing links between these two notions
Books on the topic "Reflective tasks"
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University of Regina. Academic Review Task Force. From reflection to renewal: Report of the Academic Review Task Force. Regina, Sask: The University, 1988.
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Alekseev, Sergey, and Galina Kosteckaya. Life safety: innovations in teaching methods. Workshop. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1072205.
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This publication is an integrative textbook covering pedagogical approaches to the formation of methodological competence of life safety teachers. It includes 132 practical works and 21 professional tasks, reflecting various sections of the BZHD (OBZH) training course and various modules of specialized educational programs of higher professional education. An attempt is made to form an innovative approach among students and teachers to the methodology of teaching and educating life safety, developing their own author's methodological style of teaching.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For undergraduate and graduate students studying in the direction of "Pedagogical education" (profile "Education in the field of life safety"), as well as the teaching staff of the higher school, teachers and students of organizations of additional professional education.
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Burmistrova, Lyudmila. Accounting. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1045886.
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the textbook reveals the basics of accounting and reporting. This knowledge will help economists and managers to better understand the work of accountants, quickly and carefully make management decisions based on the processes occurring in the organization's finances.
It contains the most important concepts and definitions. Raises the main problems related to the organization and maintenance of accounting, reporting, financial management based on analysis and management accounting. In addition, the issues of taxes and tax accounting at the enterprise were touched upon.
The material is presented in an accessible language, with examples and calculations. The methods of accounting and analysis are given. With the help of control questions, tests, tasks, the skills of reflecting business operations in the accounting and financial analysis system are fixed.
For students and teachers, as well as anyone interested in accounting issues.
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Rasskazov, Leonid. History and methodology of legal science. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02064-7.
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The textbook systematically highlights the problems of the history and methodology of legal science. It analyzes the history of foreign and Russian legal science, examines philosophical and legal theories and the fundamental principles of cognition that make up the methodological basis of jurisprudence. Considerable attention is paid to the use of methods for performing a scientific task, with the help of which knowledge is obtained that brings it closer to reflecting objective reality. It is addressed, first of all, to masters of law faculties. This publication can be useful for graduate students, applicants and anyone interested in the problems of legal science.
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Semenova, Vera. Gender psychology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1059426.
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The textbook reveals the main range of issues of a new branch of psychological science — gender psychology. It is based on the author's lecture course, which has been read to psychology students for many years.
The textbook is structured in such a way that students can master the most important concepts and provisions of the gender approach, which forms the theoretical and methodological basis of gender psychology, its subject, as well as the skills of gender analysis of social reality and the psyche of a modern person. The article presents the problems reflecting the structure of gender psychology, supplemented by the presentation of some socio-psychological aspects of human sexuality.
The theoretical material is illustrated by various examples. At the end of each chapter, there are questions and tasks that allow you to better understand the content.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
It is aimed at bachelor students studying in the field of training 37.03.01 "Psychology" of all profiles, teachers of psychological faculties, as well as specialists in the field of academic and practical psychology.
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Boor, Ilja, Debby Gerritsen, Linda Greef, and Jessica Rodermans. Meaningful Assessment in Interdisciplinary Education. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463729048.
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Today’s university lecturers are faced with the challenge of educating students to see beyond the limits of their own discipline and to come up with innovative solutions to societal challenges. Many lecturers would like to put more emphasis on teaching students how to integrate diverse forms of knowledge, work together in teams, critically reflect and become self-regulated learners. These lecturers are breaking down the silos of scientific disciplines as well as the barriers between academia and society and responding to the changing role of universities in society. Just as teaching and learning are ready for change, so is assessment. In this book, we call for an assessment strategy with a greater emphasis on assessment for and assessment as learning, with a focus on giving powerful feedback and the use of authentic assessment tasks as well as alignment with the intended learning outcomes and your pedagogical beliefs. If you are looking for ways to assess integration, collaboration, reflection, and critical thinking rather than only assessing the acquisition of knowledge, the examples in this handbook are inspiring initiatives that can point you to new directions in assessment.
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Odincov, Boris. Models and intelligent systems. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1060845.
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The monograph consists of three chapters, the first of which outlines the theoretical foundations of intelligent information systems. Special attention is paid to the disclosure of the term "model" as the intended meaning depends on the understanding of the material. Introduces and examines the new concepts such as the associative and intuitive knowledge while in the creation of intellectual information systems are not used.
The second Chapter contains the analysis of problems of development of artificial intelligence (AI), developed in two directions: classical and statistical. Discusses difficulties in the development of the classical approach, associated with identifying the meaning of words, phrases, text, and formulating thoughts. The analysis of problems arising in the play of imagination and insight, machine understanding of natural language texts, play, verbalization and reflection.
The third Chapter contains examples of the development of intelligent information systems and technologies in practice of management of economic objects. Theoretical bases of construction of information robots designed to support the task hierarchy of the knowledge base and generating control regulations. The technology of their creation and application in the management of the business efficiency of enterprise business processes and its investment activities.
Focused on researchers and developers, AI and intelligent information systems, as well as graduate students and faculty in related academic disciplines.
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Tanner, Rosie, and Catherine Green. Tasks for Teacher Education: A Reflective Approach. Pearson Education, Limited, 1998.
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Tasks for Teacher Education: A Reflective Approach (Coursebook). Addison Wesley Publishing Company, 1998.
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Morin, Alain. The Self-Reflective Functions of Inner Speech. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198796640.003.0012.
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The current chapter revisits an earlier account (2005) of how inner speech leads to self-reflection. Definitions, functions, neuroanatomy, and measurement of self-reflection and inner speech are first presented, followed by the detailed proposal suggesting that these two processes are connected in at least three possible ways. Empirical evidence supporting this proposal is discussed, as well as theoretical considerations pertaining to underlying mechanisms explaining how self-reflection and inner speech may interrelate. To illustrate, several self-referential tasks used in typical fMRI studies show a reliable activation of the left inferior frontal gyrus—the main brain area known to sustain inner speech; inner speech can reproduce (i.e. internalize) already existing social mechanisms leading to self-reflection. Some possible philosophical and clinical implications of the role played by inner speech in self-reflection are outlined in conclusion.
Book chapters on the topic "Reflective tasks"
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Rechnitzer, Tanja. "Specifying the Method of Reflective Equilibrium: A Methodological Framework." In Applying Reflective Equilibrium, 39–61. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04333-8_3.
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AbstractThis chapter discusses how we can obtain an applicable method of reflective equilibrium based on the theoretical foundations described in the previous chapter. It describes a methodological framework which identifies the tasks one has to complete in order to apply reflective equilibrium, the methodological decisions one has to make in order to be able to address these tasks, and the challenges one faces when making these methodological decisions.
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Sarig, Gissi. "Fostering Reflective Writing by Structuring Writing-To-Learn Tasks." In Studies In Writing, 499–517. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/978-1-4020-2739-0_34.
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Spanneberg, Rose. "The Mathematics Teaching Portfolio: A Reflective Tool for Developing Professional Growth and Improving Classroom Practices." In Tasks in Primary Mathematics Teacher Education, 51–65. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09669-8_5.
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Noster, Norbert, Arnon Hershkovitz, Michal Tabach, and Hans-Stefan Siller. "Learners’ Strategies in Interactive Sorting Tasks." In Lecture Notes in Computer Science, 285–98. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-16290-9_21.
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AbstractUsing examples and non-examples is a common technique to demonstrate concepts’ characteristics and boundaries. Based on their properties, certain objects are accepted as examples or non-examples intuitively, while others are accepted or neglected non-intuitively. This 2*2 classification is powerful when designing technology-enhanced learning experiences in which feedback could be provided in real-time. That is, feedback could be based not only on the correctness of student response, but also on the specifics of the objects with which they were engaged. Following this framework, we developed an interactive sorting task that aims at strengthening elementary school students’ understanding of reflective symmetry. We studied learners’ interaction with the objects presented to them, and their success. Our study included 29 elementary school students (ages 9 to 12) from both Israel and Germany. We used screen recording to code participants’ shape-movements, and defined quantitative measures of these movements. Our findings support the need for designing feedback that takes into consideration object’s properties and students’ behavior.
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Kramer, Eric-Hans, and Matthijs Moorkamp. "Reflective Practice in Synthetic Expeditionary Task Forces." In NL ARMS, 97–114. The Hague: T.M.C. Asser Press, 2019. http://dx.doi.org/10.1007/978-94-6265-315-3_7.
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Jäger, Anna K. "Medicinal Plant Research: A Reflection on Translational Tasks." In Ethnopharmacology, 11–16. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118930717.ch2.
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Jones, Mellita. "Improving a School-Based Science Education Task Using Critical Reflective Practice." In Self-Study of Teaching and Teacher Education Practices, 179–204. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3431-2_10.
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Denis, Nicholas, and Maia Fraser. "Options in Multi-task Reinforcement Learning - Transfer via Reflection." In Advances in Artificial Intelligence, 225–37. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18305-9_18.
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Reitberger, Wolfgang, Martin Kastenmiller, and Geraldine Fitzpatrick. "Invisible Work: An Ambient System for Awareness and Reflection of Household Tasks." In Persuasive Technology, 180–91. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-37157-8_22.
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Qu, Youzhi, Xinyao Jian, Wenxin Che, Penghui Du, Kai Fu, and Quanying Liu. "Transfer Learning to Decode Brain States Reflecting the Relationship Between Cognitive Tasks." In Human Brain and Artificial Intelligence, 110–22. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-8222-4_10.
Full textConference papers on the topic "Reflective tasks"
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Zhang, Liang, Xiangwen Kong, Peiyi Shen, Guangming Zhu, Juan Song, Syed Afaq Ali Shah, and Mohammed Bennamoun. "Reflective Field for Pixel-Level Tasks." In 2018 24th International Conference on Pattern Recognition (ICPR). IEEE, 2018. http://dx.doi.org/10.1109/icpr.2018.8545817.
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Zhou, Xu, Jiucai Zhang, and Xiaoli Zhang. "Self-Reflective Learning Strategy for Persistent Autonomy of Aerial Manipulators." In ASME 2019 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/dscc2019-9086.
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Abstract Autonomous aerial manipulators have great potentials to assist humans or even fully automate manual labor-intensive tasks such as aerial cleaning, aerial transportation, infrastructure repair, and agricultural inspection and sampling. Reinforcement learning holds the promise of enabling persistent autonomy of aerial manipulators because it can adapt to different situations by automatically learning optimal policies from the interactions between the aerial manipulator and environments. However, the learning process itself could experience failures that can practically endanger the safety of aerial manipulators and hence hinder persistent autonomy. In order to solve this problem, we propose for the aerial manipulator a self-reflective learning strategy that can smartly and safely finding optimal policies for different new situations. This self-reflective manner consists of three steps: identifying the appearance of new situations, re-seeking the optimal policy with reinforcement learning, and evaluating the termination of self-reflection. Numerical simulations demonstrate, compared with conventional learning-based autonomy, our strategy can significantly reduce failures while still can finish the given task.
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Gasanova, Diana I. "Reflective Technologies In Solution Of The Tasks Of Students’ Scientific Research Internship." In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.17.
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Pardo-Ballester, Cristina. "THE BENEFITS OF REFLECTIVE PRACTICE USING SPEAKING TASKS IN TEACHING SPANISH FOR THE PROFESSIONALS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0903.
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Wai Wing MA, Ada. "A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3297.
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To survive and thrive in the challenging context of the 21st century, education must keep abreast of global trends, including the priority of developing in learners the capability of lifelong learning for enhanced cooperation, care, reflective abilities, critical capacities and creativity. As a potential approach to achieve this goal, Computer Supported Collaborative Learning (CSCL) is receiving increasing attention, as it revolutionizes the way of learning. The ultimate success of CSCL, however, often depends upon resolving the question of how it can be assessed in ways that are credible and reliable and how the technology-driven environment can enhance learning. Little guidance is found in the literature on the assessment of CSCL prompts the researcher to re-examine the role of assessment in learning and attempt to devise a peer assessment design in a technology-enhanced environment as part of the learning activities for full-time teacher-educators. In the three studies of this project, the creation of assessment rubrics, the submission of intra-group reflective journals, which formed the basis of the group’s growth (learning process), and the intergroup review, which gained from peers’ feedback to their project presentation and report (learning product) were incorporated as the assessment measures. It was encouraging to witness that learners of the same cohort had improved their lifelong learning skills progressively over the period of three years by engaging in peer assessment tasks. The findings of these studies indicated that skills fostered through peer assessment were highly relevant to their workplace as teachers when teamwork, interpersonal skills and the ability of self-reflection were emphasised. This study has demonstrated some good practice that supports student-centered learning, prepares students to be lifelong learners and which is suitable for adaption to suit other contexts.
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Yoshida, Shigeo, Sho Sakurai, Takuji Narumi, Tomohiro Tanikawa, and Michitaka Hirose. "Incendiary reflection." In ACM SIGGRAPH 2013 Talks. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2504459.2504503.
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Söderström, Andreas, and Ken Museth. "Non-reflective boundary conditions for incompressible free surface fluids." In SIGGRAPH 2009: Talks. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1597990.1597994.
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Stone, Jonathan. "Radially-symmetric reflection maps." In SIGGRAPH 2009: Talks. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1597990.1598014.
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Guedes, Graça, and Andreana Buest. "Technology-Based Tools for an Online, a Collaborative Learning Experience in Fashion Design." In 20th AUTEX World Textile Conference - Unfolding the future. Switzerland: Trans Tech Publications Ltd, 2022. http://dx.doi.org/10.4028/p-774k4x.
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This paper analyses the results obtained from an online learning experience, in which fashion professionals and students were invited to explore and use a set of technology-based tools to develop their projects. It was expected that these tools and resources would potentiate and create a contextualized online learning experience in fashion design, helping learners to think and learn with each other, to bring ideas to life while interacting with data and information that were made available to them. A set of tools and resources were researched, identified, and allocated with specific fashion-design tasks. Participants were then asked to resolve these tasks resorting to the tools and resources presented and exploring beyond them, experimenting with potential uses in fashion design projects. The aim was also to understand if learners would acknowledge their potential to create a learning community, through connectivity and shared goals, helping them to develop their projects and stimulating reflective-thinking and self-determined capabilities, needed in the fashion professional environment. The results demonstrated that although learners recognised the potentiality of these tools for their fashion design projects, by convenience or lack of technological skills, they resorted to traditional methods of developing and communicating their projects. The results also demonstrated that like any technology adopted for educational purposes in the past, technologies-based tools, collaborative and mobile technologies require a further discussion about their limitations and potentialities and further experimentation by the fashion design sector.
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Wirth, Sean, Ruben Montes, Susan Bell, and Michael Saltzman. "Engineering Out the Hazards of a Machine Shop." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63072.
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A machine shop environment presents a high potential for occupational injuries and fatalities. A combination of rotating spindle, coolant spatter, cutting tool activity, and sharp airborne chips, occurring during the metal cutting process, creates a significant hazard for equipment operators. The danger of working in this environment is reflective in industry TRIRs (Total Recordable Incident Rate) which fall between 2.7 (Oil and Gas Manufacturing) and 5.5 (Metal Manufacturing) based on the latest USA Industry and Illness Data. This case study highlights how the Navigation Manufacturing facility (500 employees, 100 CNC machines) — identified numerous safety issues in its machine shop environment and processes, and undertook a three-step program for “engineering out” those hazards. 1. The first step involved modifying machinery guarding and improving the internal visibility of parts during machine operation. 2. The second step took traditional secondary process tasks performed manually outside the machine — de-burring, marking, cleaning — and incorporated these tasks into the machining effort to reduce potential operator hand injuries that could occur during interaction with the part. 3. Thirdly, the handling of production parts was improved with the use of parts catchers, modified forklifts, and new safer material lifting devices, further reducing the likelihood of other bodily injury. Implementation of “hands-free” machine and equipment improvements and enhanced process practices has allowed the facility to achieve over two million hours without a Recordable Injury (TRIR), over 9 million hours without a Days Away from Work Case (DAFWC), and a TRIR of less than 0.4 for the last 5 years.
Reports on the topic "Reflective tasks"
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James Cleaver, John D. Bess, Nathan Devine, and Fitz Trumble. Highly Enriched Uranyl Nitrate in Annular Tanks with Concrete Reflection: 1 x 3 Line Array of Nested Pairs of Tanks. Office of Scientific and Technical Information (OSTI), September 2009. http://dx.doi.org/10.2172/1031746.
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Patwa, B., P. L. St-Charles, G. Bellefleur, and B. Rousseau. Predictive models for first arrivals on seismic reflection data, Manitoba, New Brunswick, and Ontario. Natural Resources Canada/CMSS/Information Management, 2022. http://dx.doi.org/10.4095/329758.
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First arrivals are the primary waves picked and analyzed by seismologists to infer properties of the subsurface. Here we try to solve a problem in a small subsection of the seismic processing workflow: first break picking of seismic reflection data. We formulate this problem as an image segmentation task. Data is preprocessed, cleaned from outliers and extrapolated to make the training of deep learning models feasible. We use Fully Convolutional Networks (specifically UNets) to train initial models and explore their performance with losses, layer depths, and the number of classes. We propose to use residual connections to improve each UNet block and residual paths to solve the semantic gap between UNet encoder and decoder which improves the performance of the model. Adding spatial information as an extra channel helped increase the RMSE performance of the first break predictions. Other techniques like data augmentation, multitask loss, and normalization methods, were further explored to evaluate model improvement.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.
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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.
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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Stanley, W. D. Analysis of deep seismic reflection and other data from the southern Washington Cascades. Task No. 2, Quarterly report, [March 1, 1993--May 31, 1993]. Office of Scientific and Technical Information (OSTI), February 1994. http://dx.doi.org/10.2172/10118775.
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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.
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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.
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Gaponenko, Artiom, and Andrey Golovin. Electronic magazine with rating system of an estimation of individual and collective work of students. Science and Innovation Center Publishing House, October 2017. http://dx.doi.org/10.12731/er0043.06102017.
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«The electronic magazine with rating system of an estimation of individual and collective work of students» (EM) is developed in document Microsoft Excel with use of macros. EM allows to automate all the calculated operations connected with estimation of amount scored by students in each form of the current control. EM provides automatic calculation of rating of the student with reflection of a maximum quantity of the points received in given educational group. The rating equal to “1” is assigned to the student who has got a maximum quantity of points for the certain date. For the other students the share of their points in this maximum size is indicated. The choice of an estimation is made in an alphabetic format according to requirements of the European translation system of test units for the international recognition of results of educational outcomes (ECTS - European Credit Transfer System), by use of a corresponding scale of an estimation. The list of students is placed on the first page of magazine and automatically displayed on all subsequent pages. For each page of magazine the optimal size of document printing is set with automatic enter of current date and time. Owing to accounting rate of complexity of task EM is the universal technical tool which can be used for any subject matter.
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Mbabzi, Kikundwa Emma. Standardisation of Staff Training to Increase Efficiency. Purdue University, November 2021. http://dx.doi.org/10.5703/1288284317427.
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In any industry or organization, personnel training is emphasized with reference to National Regulatory Authorities (NRAs) guidelines and other globally accepted guidelines. In spite of many refresher training programs, the pharmaceutical industry still faces significant variations in individual/ team efficiency and productivity. Individuals/teams given the same task, SOPs, environment and materials continue to produce significantly different results reflecting the possibility of operating on different sets of theoretical and practical information, which may stem from differing trainer, training program or training method. This study focused on using a standardized manual for training two teams A and B involved in vaccine production, as a tool to increase employee efficiency, productivity and quality, at a Livestock vaccine manufacturing company, with an objective to shorten the supply chain of vaccines (starting with Newcastle disease vaccine I-2 strain) to improve product quality, availability and affordability up to rural household level and back yard farmers. Baseline data was collected from four pre-training production batches and compared with data collected from three post-training production batches. The results showed that a tailored standardized training was effective in achieving the same level of efficiency, regardless of how late or soon the member joined the facility, and who conducted the training. The process of training staff, using a company tailored standardized manual, was shown to be successful within this company’s set up and could potentially be applied to other industries that are struggling with implementation of uniform information to their staff.
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Analysis of deep seismic reflection and other data from the Southern Washington Cascades; Task No. 2, Quarterly report, July 1, 1993--September 30, 1993. Office of Scientific and Technical Information (OSTI), November 1993. http://dx.doi.org/10.2172/143986.
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