Littérature scientifique sur le sujet « Didactic scenario »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Didactic scenario ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Articles de revues sur le sujet "Didactic scenario"
1
Mempin, Roberto L., Wendy M. Simon, Jason D. Napolitano, Rachel P. Brook, Owen L. Hall, Sitaram Vangala et Edward S. Lee. « Comparing the effectiveness of a hybrid simulation/lecture session versus simulation alone in teaching crew resource management (CRM) skills : a randomised controlled trial ». BMJ Simulation and Technology Enhanced Learning 5, no 4 (25 octobre 2018) : 198–203. http://dx.doi.org/10.1136/bmjstel-2018-000354.
Texte intégralRésumé :
IntroductionVarious methods have been used to teach crew resource management (CRM) skills, including high-fidelity patient simulation. It is unclear whether a didactic lecture added on to a simulation-based curriculum can augment a learner’s education.MethodsUsing an already existing simulation-based curriculum for interdisciplinary teams composed of both residents and nurses, teams were randomised to an intervention or control arm. The intervention arm had a 10 min didactic lecture after the first of three simulation scenarios, while the control arm did all three simulation scenarios without any didactic component. The CRM skills of teams were then scored, and improvement was compared between the two arms using general estimating equations.ResultsThe differences in mean teamwork scores between the intervention and control arms in scenarios 2 and 3 were not statistically significant. Mean scores in the intervention arm were lower than in the control arm (−0.57, p=0.78 for scenario 2; −3.12, p=0.13 for scenario 3), and the increase in scores from scenario 2 to 3 was lower in the intervention arm than in the control arm (difference in differences: −2.55, p=0.73).ConclusionsAdding a didactic lecture to a simulation-based curriculum geared at teaching CRM skills to interdisciplinary teams did not lead to significantly improved teamwork.
2
Arnold, Uwe, Heinrich Söbke et Maria Reichelt. « SimCity in Infrastructure Management Education ». Education Sciences 9, no 3 (5 août 2019) : 209. http://dx.doi.org/10.3390/educsci9030209.
Texte intégralRésumé :
Simulation games offer a safe space to experiment with system models and provide learning experiences about interdependencies and thus, are considered to foster the development of a deeper understanding of systems. This article describes the use of SimCity in the university course Infrastructure Management, which has been in continuous operation since 2002. Methodologically, a total of four events were observed. Students’ motivation, the didactic scenario and the perceived learning outcomes were examined with the help of a focus group discussion and questionnaires. The didactic scenario shows characteristics not described in this combination in the literature to date: (1) the moderated open, simultaneous and competitive play in groups, (2) the used regional planning scenario and (3) the long, regular period of application of more than 15 years. The results show that SimCity 4 can still serve as a platform for exciting learning scenarios more than 15 years after its initial release. It could also be shown that the didactic scenario motivates the students and that SimCity also generates gaming fun. Furthermore, it could be argued that a regional scenario can be implemented by simple means and is perceived as motivating by the students. Furthermore, this study indicates that even a technically complex and fast-moving medium such as a computer game can be used in a didactic scenario over a longer period with limited effort. Nevertheless, the challenge of game aging should be actively addressed. Furthermore, the study revealed that game-based learning still faces challenges with being recognized by students as a serious learning activity.
3
Luiza Escorsin, Andrea, Poliana Da Silva Milhomem, Vanessa Soares Lima Silva et Cleres Carvalho Do Nascimento Silva. « THE CHALLENGE OF BEING A UNIVERSITY PROFESSOR FACING THE EDUCATIONAL SCENARIO ». Revista Gênero e Interdisciplinaridade 4, no 01 (7 mars 2023) : 405–28. http://dx.doi.org/10.51249/gei.v4i01.1226.
Texte intégralRésumé :
This paper aims to analyze how Higher Education teachers perceive different agents in the educational field, and how tensions and difficulties are managed. The article is based on a bibliographic review on didactic formation and the role of the university teacher for society, and also on data from semi-structured interviews with online questionnaire of closed and open questions, which were analyzed quantitatively and qualitatively. Our results reveal difficulties related to classroom management and similarities between teachers with regard to: didactics, the value given to the support (or not) of the educational entity, and the number of activities performed and methods used.
4
Ribeiro, Carolina Baptista, Carlos Marcelo Balbino, Davi Fideles De Oliveira, Andrea Moreira de Siqueira Puppin, Valquíria Jorge Sepp et Lucrécia Helena Loureiro. « Meaningful learning in a realistic drug simulation scenario ». Cuadernos de Educación y Desarrollo 16, no 1 (19 janvier 2024) : 1534–55. http://dx.doi.org/10.55905/cuadv16n1-079.
Texte intégralRésumé :
This study addresses the use of David Ausubel's Theory in a didactic sequence developed specifically for realistic drug simulations. Objective: to test the usability of a didactic sequence developed for realistic simulation in the preparation and administration of parenteral drugs in critically ill patients; to improve the applicability strategy of the didactic sequence for adjustments and subsequent validation. Methodology: qualitative observational study, which took place in May 2023 during a workshop on the preparation and administration of medication, using the evaluation tool validated by Raurell-Torredà as a model for data collection. Nursing undergraduate students from the 5th period onwards were invited to take part in the research to carry out a medication simulation during the workshop, A pre- and post-intervention questionnaire was carried out using a QR code to capture the answers, a semi-structured questionnaire with 11 questions on the subject, the data collected was arranged in an information bank using Microsoft Office Excel software and analyzed using descriptive statistics. Results and Discussions: It can be seen that realistic simulation is a teaching-learning method that is little used, with 77.8% of the students having had contact with it for the first time. Conclusion: Although it is an effective teaching-learning strategy, undergraduate courses should structure their teaching strategy to include this teaching model in the course curriculum in order to improve teaching on the preparation and administration of medicines.
5
Tissuya Silva Toda, Daniela, et Camila Carolina Salgueiro Serrão. « O Emprego de Elementos Locais em Material Didático Lúdico para Ensino de Análise Orientada a Objetos ». Anais do Computer on the Beach 14 (3 mai 2023) : 319–24. http://dx.doi.org/10.14210/cotb.v14.p319-324.
Texte intégralRésumé :
ABSTRACTThe teaching project Didactic Comic Book for Object-OrientedAnalysis was born from the local needs observed by the teacherswho teach the disciplines related to the content of Object-OrientedProgramming and Fundamentals of Systems Analysis. The objectivewas to develop a ludic didactic material in the form of an bookcontaining comics and activities to attract the students’ attention.The project was developed in a collaborative way among all participants,following the activities of bibliographical research, scriptcreation and digital design, a playful teaching material with accessiblelanguage and local scenario was created. As a result, thefirst volume of the Didactic Comic Book on Object Orientation wascompleted and made available free of charge to the communitythrough a digital book.
6
Scott, Lancer A., Layne A. Madden, Amy E. Wahlquist et Daniel W. Fisher. « Preparing for the Surge : A Half-Day Emergency Preparedness Training Course for the “Second Front” ». Disaster Medicine and Public Health Preparedness 12, no 1 (1 août 2017) : 121–26. http://dx.doi.org/10.1017/dmp.2017.30.
Texte intégralRésumé :
AbstractPurposeClinical disaster medicine requires providers working collaboratively to care for multiple patients, yet many clinicians lack competency-based training. A 5-hour emergency preparedness training (EPT) curriculum was created using didactics, small group discussion, and scenario-based learning. The goal was to evaluate the effect of a short course on improving clinical-provider knowledge, confidence and skill.MethodsParticipants were enrolled in a medical university between 2011 and 2014. The course consisted of didactic lectures, small group exercises, and live mass-casualty training scenarios. Core competencies and performance objectives were developed by a task force and assessed via facilitator observation, pre- and posttesting, and a course evaluation.ResultsA total of 708 participants were trained, including 49.9% physicians, 31.9% medical students, 7.2% nurses, and 11% allied health personnel. The average percentage of correct answers increased from 39% to 60% (P<0.01). Following didactics, trainees met 73% and 96% of small group performance objectives. Trainees also met 68.5% and 61.1% of the mass-casualty performance objectives. Average trainee self-assessment of disaster-preparedness skill improved from 36 to 73 points out of 100.ConclusionA brief, intensive EPT course can improve the disaster knowledge and comfort level of a diverse group of clinical providers as well as foster disaster-performance skills. (Disaster Med Public Health Preparedness. 2018;12:121–126)
7
Mendoza Velazco, Derling José, et Jenniz La Madriz. « Teaching Models that Emerge from the Practice of Teachers at the Universidad Iberoamericana del Ecuador ». Mediterranean Journal of Social Sciences 9, no 4 (1 juillet 2018) : 79–88. http://dx.doi.org/10.2478/mjss-2018-0117.
Texte intégralRésumé :
Abstract The didactics from its educational perspective, is located in the axis of reflection and theoretical operational projection, from the edge of interaction and communication, between the being of education and the dissimilar educational models. Therefore, the present study is based on generating a theoretical approach that arises from the practice of university professors. In this case, the Universidad Iberoamericana del Ecuador (UNIB.E) will be used as the research scenario. As a first objective, the didactic models that are frequent in the practice of university professors were analyzed. The second objective of the study was to interpret the relationship between the explicit theories, and those of common use, that university professors develop in their practice. To this end, the researchers carried out qualitative research based on the interpretative-hermeneutic paradigm, using a method of analysis and ethnographic study. Structured interviews and observations, both validated through expert judgement, were used as data collection techniques. Based on the information obtained, the importance of strengthening the didactic training of some teachers was detailed as important manifestations. Highlighting the conceptualization and effective application of the different models that arise in the andragogical practices of higher education.
8
Gottardo, Ezio Del, et Delio De Martino. « Criteria for distance learning at the time of Coronavirus ». Research on Education and Media 12, no 2 (1 décembre 2020) : 3–8. http://dx.doi.org/10.2478/rem-2020-0013.
Texte intégralRésumé :
Abstract The Coronavirus pandemic, forcing all schools and universities to exclusively activate distance learning (DL), has triggered an unprecedented innovative process. E-learning had remained a niche resource for a few innovators, experts and enthusiasts; but, with the forced DL due to Covid-19, teachers of all levels had to engage in a new form of teaching and in a new didactic paradigm. In this scenario, some criteria can be usefully identified – transmediality, interactivity, active learning and enhancement of experience – capable of guiding the didactic action and directing teachers towards a larger and more effective online teaching. These criteria, tested in an exceptional health situation, can be useful even beyond the emergency phase in view of a radical didactic renewal, even in classes taken live.
9
Hicks, C., et V. LeBlanc. « P069 : Hardened tendencies : persistence of initial appraisals following simulation-based stress training ». CJEM 20, S1 (mai 2018) : S81. http://dx.doi.org/10.1017/cem.2018.267.
Texte intégralRésumé :
Introduction: Stress has been shown to impair performance during acute events. The goal of this pilot study was to investigate the effects of two simulation-based training interventions and baseline demographics (gender, age) on stress responses to simulated trauma scenarios. Methods: Sixteen (16) Emergency Medicine and Surgery residents were randomly assigned to one of two groups: Stress Inoculation Training (SIT) or Crisis Resource Management (CRM). Residents served as trauma team leaders in simulated trauma scenarios pre and post intervention. CRM training focused on non-technical skills required for effective teamwork. The SIT group focused on cognitive reappraisal, breathing and mental rehearsal. Training lasted 3 hours, involving brief didactic sessions and practice scenarios with debriefing focused on either CRM or SIT. Stress responses were measured with the State Trait Anxiety Inventory (anxiety), cognitive appraisal (degree to which a person interprets a situation as a threat or challenge) and salivary cortisol levels. Results: Because the pre-intervention stress responses were different between the two groups, the results were analyzed with stepwise regression analyses. The only significant predictor of anxiety and cortisol responses were the residents appraisal responses to that scenario, explaining 31% of the variance in anxiety and cortisol. Appraisals of the post-intervention scenarios were predicted by their appraisals of the pre-intervention scenario and gender, explaining 73% of the variance. Men were more likely than women to appraise the scenarios as threatening. There were no differences in subjective anxiety, cognitive appraisal or salivary cortisol responses as a result of either intervention. Conclusion: Male residents, as well as those who appraised an initial simulated trauma scenario as threatening, were more likely to interpret a subsequent scenario as threatening, and were more likely to have larger subjective (anxiety) and physiological (cortisol) responses a subsequent scenario. Both CRM and SIT training were not effective in overcoming initial appraisals of potentially stressful events.
10
Tkalich, Dr ,. Prof Tatsiana, Elena Makovskaja, Svetlana Jaskevich et Yuri Silkovich. « DEVELOPMENT AND USE OF DIGITAL INTERACTIVE OBJECTS IN ELECTRONIC TEACHING MATERIALS ». PUPIL : International Journal of Teaching, Education and Learning 6, no 1 (15 mars 2022) : 01–14. http://dx.doi.org/10.20319/pijtel.2022.61.0114.
Texte intégralRésumé :
The article reveals the significance of creating flexible scenarios for individual lessons in modern education. Analysis of scientific publications and the existing experience of business education has shown the need to increase the role of organizing the interaction and communication between subjects of the learning process. Traditionally, these are webinars, binary lectures, virtual tutorials, creative activities, work in small groups, etc. The article defines digital interactive objects (DIO) as the means to apply various interactive teaching methods using e-learning technologies. Considering the DIO as a didactic teaching tool, we distinguish several interactivity levels of teaching tools that allow us to choose the required form of educational content and to achieve learning goals. In the current study, DIO of business education has been developed. They are represented by sets of interactive objects for the implementation of various interactive methods and didactic teaching techniques according to the certain pedagogical scenario of the distance learning course. The relevance of the new pedagogical and technological scenarios for DIO results in the development of algorithms and methodological recommendations to be used by organizing training sessions in economic and business disciplines.
Thèses sur le sujet "Didactic scenario"
1
Billon, Virginie. « Éclairage des modes de parler-penser l’agir professionnel d’enseignant·e·s néotitulaires au travers d’une recherche accompagnante longitudinale ». Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0430.
Texte intégralRésumé :
Notre recherche, à visée essentiellement compréhensive, s’attache à décrire certaines caractéristiques du développement professionnel d’enseignant·e·s débutant·e·s au cours d’un dispositif accompagnant. Elle s’intéresse à ce que révèlent les mouvements discursifs lors d’interactions langagières entre pairs et entre pairs et chercheur·e·s, interactions centrées sur des éléments de leur pratique ainsi que sur les articulations théorie/pratique. Dans notre étude, l’analyse de pratique est adossée à un scénario didactique portant sur un atelier d’écriture autonome. Les dimensions théoriques mobilisées par les participant·e·s ont trait au modèle du multiagenda (Bucheton, Soulé, 2009) et à la notion de geste (professionnel, didactique, d’ajustement, d’étude et d’apprentissage). À terme, nos résultats doivent nourrir les dispositifs de formation d’enseignant·e·s, en articulant l’analyse de pratiques aux apports des didactiques disciplinaire et professionnelleThe aim of our research, which is essentially comprehensive, is to describe certain features of the professional development of novice teachers during the course of a mentoring scheme. It is interested in what discursive movements reveal during language interactions between peers and between peers and researchers, interactions centred on elements of their practice as well as on the theory/practice links. In our study, the analysis of practice is based on a didactic scenario relating to an independent writing workshop. The theoretical dimensions mobilised by the participants relate to the multiagenda model (Bucheton, Soulé, 2009) and the notion of gesture (professional, didactic, adjustment, study and learning). Ultimately, our results should provide input for teacher training schemes, by linking analysis of practice to contributions from disciplinary and professional didactics
2
Копылова, Е. А., et E. A. Kopylova. « Электронный образовательный ресурс как структурный компонент методического обеспечения образовательного процесса СПО : магистерская диссертация ». Master's thesis, б. и, 2020. http://hdl.handle.net/10995/86583.
Texte intégralRésumé :
The conclusions of the first Chapter represent the results of the study of theoretical materials. The second Chapter is devoted to the development of an electronic educational resource. These are called requirements, principles, and conditions. The necessity and structure of the ESM scenario plan are determined. The plan-EOR prospectus for the discipline is shown.Работа включает анализ информационно-образовательной среды, электронный образовательный ресурс как компонент информационной образовательной среды, типы и классы ЭОР, рассматривается ЭОР как дидактическое средство. Посвящена разработке электронного образовательного ресурса. Называются требования, принципы, условия. Определена необходимость и структура сценарного плана ЭОР. Показан план-проспект ЭОР для учебной дисциплины.
3
Santanchè, Cecilia. « Ensino do português na Itália : programas, manuais e problemática no ensino do PLE ». Doctoral thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/26808.
Texte intégralRésumé :
Este trabalho reflete, analisa e trata de questões de ordem institucional e metodológica com relação à língua portuguesa como língua estrangeira e seu ensino na esfera das universidades italianas, combinadas com as experiências da autora. Partiu da iniciativa de construir o conhecimento a partir anotações da experiência de mais de 16 anos de ensino da língua em Itália. Com este trabalho pretende-se dar voz à prática como construção de métodos didáticos abertos e interativos, que proporcionem participação e engajamento na relação docente e discente. Para isso, estabeleceu-se um processo exploratório e integrador tendo como base a inventividade, dentro de uma proposta de avaliação de nível linguístico. Usaram-se pesquisas qualitativas e quantitativas, refletiu-se sobre as novas tecnologias do contexto educacional, e suas perspectivas teórico-concetuais. Somaram-se aos conceitos de linguística aplicada a contribuição de outras disciplinas, investigando o ensino da língua portuguesa como língua estrangeira. Concluiu-se da necessidade de buscar resultados através do cruzamento de fatores que envolvem temas diversos. A formação e o papel do docente na estrutura educacional, o conhecimento e utilização das novas tecnologias, a escolha do material didático são alguns deles. Notou-se a importância da forte compreensão de como o sistema educacional é organizado e o que se espera do ensino da língua enquanto ferramenta de comunicação na sociedade globalizada. Nesse contexto, o ensino/aprendizagem não se limita apenas no ato da aula, mas especialmente naquilo que a aula pode proporcionar enquanto vivência na consolidação de um novo código; Abstract: Teaching Portuguese in Italy: programs, manuals and practices in teaching Portuguese as a foreign language.
This work reflects, analyzes and deals with institutional and methodological issues in relation to the Portuguese language as a foreign language and its teaching in the sphere of Italian universities. It combines all these issues with the author's experiences. It started from the initiative to build knowledge from notes on the experience of more than 16 years of language teaching in Italy. This work is intended to give voice to practice as construction of open and interactive teaching methods, which provide participation and engagement in the teacher and student relationship. In order to do so, a process of integration and exploration was established based on inventiveness, within a proposal for linguistic level evaluation. Qualitative and quantitative research were both employed, reflecting on the new technologies of the educational context, and their theoretical-conceptual current perspectives. The concepts of linguistics applied to the research was the contribution of other disciplines, investigating the teaching of the Portuguese language as a foreign language. It was concluded that there is a need to seek results through the intersection of factors involving various themes. The training and role of the teacher in the educational structure, the knowledge and use of new technologies, the choice of didactic material, are some of them. We learned the importance of a strong understanding of how the educational system is organized and what is expected of language teaching as a communication tool in globalized society. In this context, teaching/learning is not limited only to the act of class practice, but especially in what a class can provide as an experience in consolidating a new code.
4
Schmoll, Laurence. « Concevoir un scénario de jeu vidéo sérieux pour l'enseignement-apprentissage des langues ou comment dominer un oxymore ». Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAC014.
Texte intégralRésumé :
Cette recherche étudie l‘utilisation du jeu vidéo pour l’apprentissage des langues étrangères en classe. L’étude porte sur l’intégration de ce support issu de pratiques informelles au contexte formel de la classe de langue. A la fois ludique et à visée d’apprentissage, le ‘jeu vidéo d’apprentissage’ incarne un oxymore, point de tension entre deux pôles, celui du scolaire et celui du jeu. Ce travail se concentre plus spécifiquement sur la notion de ludique. Comment, par le jeu vidéo d’apprentissage, activer une attitude ludique hypothétiquement porteuse d’une implication accrue de l’apprenant, celle-ci menant possiblement à une augmentation et une complexification des productions / interactions en langue étrangère ? Cette recherche s’inscrit dans le cadre du projet Eveil-3D et elle analyse l’accueil fait par un échantillon d’apprenants à deux jeux vidéo d’apprentissage partageant le même scénario mais conçus selon deux modèles différents. Elle a pour objectif d’aboutir tant à un modèle de conception qu’à un modèle de scénario, pensés spécifiquement pour l’apprentissage des langues médiatisées par le jeu vidéoThis research examines the use of video games in foreign language classrooms. It investigates the integration of this digital medium, originating as an informal leisure activity, in a formal language learning classroom setting. The ‘learning video game’, which refers to both the act of learning and the act of play, can be seen as an oxymoron encompassing seriousness as well as fun. This work focuses on the fun aspect. This work is motivated by the following research question: how can the use of a learning video game foster a playful attitude, hypothetically conducive to a greater involvement of the learner, while also potentially leading to increaseand complexification in student foreign language production and interaction? As a part of the Eveil 3D-project, this study analyses reception from a sample of learners to two learning games which have the same scenario but were completed according to two different game design models. The findings provide both a game design model and a scenario template in order to support foreign language learning through the use of the video game
5
Paseková, Klára. « Užití divadelní hry jakožto didaktického nástroje ve výuce dějepisu ve francouzském regionu Pays de la Loire ». Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-346762.
Texte intégralRésumé :
La pièce de théâtre comme outil d'enseignement de l'histoire dans la région Pays de la Loire Using Theatre as a Didactic Tool for History Lessons in the Pays de la Loire Region Bc. Klára Paseková Abstract This thesis describes the advantages of using theater play as a didactic tool for history teaching, with specific examples from the area of Pays de la Loire, France. The special role of school externist in the context of French schools is introduced, as well as the specific place of drama play as a motivational and educational tool in connection with the subject of history. Using the example of the play Mystère sur les quais de Nantes, the usefulness of the theater play for explaining complex history concept is demonstrated. Materials for history teachers include preparation instructions, the play itself and materials for subsequent discussion session with the author Mme Le Fahler and workshop. Further analysis illustrates the specifics of creating a play for the purpose of teaching history. Keywords: didactic tool, play, dramatisation, drama in education, Pays de la Loire, historical fact, historical contectualisation of character, preparation of scenario
Livres sur le sujet "Didactic scenario"
1
Gasperini, Chiara, et Tommaso Rafanelli. SIMdisaster. Florence : Firenze University Press, 2007. http://dx.doi.org/10.36253/978-88-8453-616-7.
Texte intégralRésumé :
SIMdisaster is a simulation software conceived to respond to the training needs of health operators managing aid in maxi-emergencies, since the reproduction of such events for didactic purposes proves to be both complex and costly. SimDisaster reconstructs the scenario of a catastrophe using photos and films manipulated using computer graphics and integrated with three-dimensional objects generated by the computer. An interactive interface makes it possible to assess the scenario and hence take decisions about the logistics of aid operations, the choice of auto-protection techniques, triage intervention and maintenance of the principal vital functions. The scenario then evolves in real time depending on the choices made by the user.
2
Din, Nicoleta, et Gabriela Iasmina Stan. Proiecte de activitate si scenarii didactice. Invatamant prescolar. Editura Universitara, 2021. http://dx.doi.org/10.5682/9786062813789.
Texte intégralRésumé :
Cartea de fata reprezinta o sursa de inspiratie atat pentru elevii liceelor pedagogice sau studentii de la specializarea Pedagogia invatamantului primar si prescolar care se pregatesc sa lucreze in invatamantul precsolar, cat si pentru cadrele didactice debutante (aflate la inceputul carierei didactice) sau pentru cadrele didactice care-si sustin inspectiile pentru obtinerea gradelor didactice sau, de ce nu, pentru cadrele didactice cu experienta vasta care au epuizat toate ideile si sunt in cautarea unor viziuni noi de desfasurare a activitatilor didactice intr-un mod atractiv si creativ. Stim cu totii ca generatiile actuale de copii au nevoie sa fie stimulate in permanenta si, de multe ori, cadrele didactice sunt puse in situatia de a veni mereu cu ceva nou. Cartea contine 11 proiecte de activitate si 18 scenarii didactice intocmite conform rigorilor pedagogice si metodologice si in concordanta cu Curriculumul pentru educatie timpurie.
Chapitres de livres sur le sujet "Didactic scenario"
1
Martins, Sónia. « Designing Didactic Cycles in a Pandemic Scenario : Facing Challenges as Opportunities ». Dans Communications in Computer and Information Science, 236–48. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73988-1_18.
Texte intégral
2
Boutarti, Sana, Khalid Berrada et Daniel Burgos. « Blended Learning as the Best Scenario for Institutions Affected by Massification ». Dans Pedagogy, Didactics and Educational Technologies, 49–61. Singapore : Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5137-4_5.
Texte intégral
3
Corradi, Emilia. « Level II Training and Development of Scientific and Didactic Content. The Case of Executive Master : Mountain-Able. Planning and Design for the Sustainable Development of Mountain ». Dans Springer Series in Design and Innovation, 319–28. Cham : Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-71959-2_35.
Texte intégralRésumé :
AbstractIn a fast-changing society, training architects to be one step ahead of the challenges that policies and regulations impose on architectural design has become increasingly necessary. Schools of architecture began to address the training of architects of the future to face new challenges. However, the scenario appears more complex for all those architects already working in the professional field and requires training in specific topics. This situation requires the development of progressively more specialized courses, especially for postgraduates. In addition to knowledge, adequate skills must be acquired to face the challenges posed by the EU Green Deal and the new European Bauhaus. The key is to create a higher level of training system that frames specific issues and themes, with a learning curve that always keeps the role of architecture at its centre as the process and outcome of the transformation of places and as a tool for serving residents and the community. The essay intends to illustrate the specific experience of the Mountain-Able: Planning and Design for the Sustainable Development of Mountain Executive Master project, activated by the Polytechnic of Milan's Department of Architecture and Urban Studies. The themes and issues addressed by the suggested specialist training course will necessarily combine themes of scale, multidisciplinarity, fragility, and community, which require the development of a very specific training platform to ensure students engage in hands-on specialist learning open to embracing contributions from other disciplines.
4
Dagdilelis, Vassilios, et Ioannis Papadopoulos. « Didactic Scenarios and ICT : A Good Practice Guide ». Dans Communications in Computer and Information Science, 117–23. Berlin, Heidelberg : Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13166-0_17.
Texte intégral
5
Orr, Dominic, Maren Luebcke, J. Philipp Schmidt, Markus Ebner, Klaus Wannemacher, Martin Ebner et Dieter Dohmen. « From Lines of Development to Scenarios ». Dans Higher Education Landscape 2030, 5–24. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44897-4_2.
Texte intégralRésumé :
Abstract After examining the current developments in the field of knowledge and competence requirements, university teaching and technology, and their effects on a digital society through various background studies, this chapter focuses on modeling and developing different scenarios and discussions with regard to technology and social developments. Different economic and social requirements as well as new forms of didactics and learning environments will lead to necessary changes in higher education. It should provide a link between continuing and higher education by identifying new ways of recognizing skills acquired informally. Strong support most notably for new students, should combine performing, developing, and explorative teaching and learning situations. Meanwhile, it will be essential for the didactics of the future to be sensitive to the needs of learners and offer individualized support for student-learning paths, making education independent of time and place. Finally, selected approaches to developing future scenarios in higher education focusing on institutions and governance issues, technology, and social developments are discussed in more detail.
6
Moraglio, Massimo, Hans-Liudger Dienel et Robin Kellermann. « Didactical Functions of Dark and Bright Scenarios : Examples from the European Transport Industry ». Dans Envisioning Uncertain Futures, 83–103. Wiesbaden : Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-25074-4_6.
Texte intégral
7
Rosier, Soren. « PeerTeach : Teaching Learners to Do Learner-Centered Teaching ». Dans The Power of Peer Learning, 239–63. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_11.
Texte intégralRésumé :
AbstractOne-on-one tutoring is the most effective teaching arrangement. Most schools and families, however, cannot afford to provide each child with a tutor. Peer tutoring in classrooms, a more feasible and scalable learning arrangement, increases learning for both tutors and tutees, but peer tutors’ efficacy is often limited by their didactic and disempowering approaches. Two interventions with distinctly different designs were developed to test the viability of online, scalable training to foster students’ adoption of learner-centered teaching methods. To compare the efficacy of these intervention approaches, two randomized control experiments were conducted with 198 middle school math students. Both trainings increased the frequency that tutors employed learner-centered strategies, evident in clickstream data from virtual scenarios and in tutee reflections following real-life tutoring. Shifts in tutoring behaviors significantly boosted tutee learning at every level of tutor content mastery. This suggests that training students to use learner-centered tutoring strategies can greatly improve the efficacy for peer tutoring in classrooms, and that technological solutions can scale this type of training.
8
Khalid, Md Saifuddin, Tobias Alexander Bang Tretow-Fish et Mahmuda Parveen. « Scenarios, Methods, and Didactics in Teaching Using Video-Conferencing Systems and Interactive Tools : Empirical Investigation on Problems and Good Practices ». Dans Lecture Notes in Computer Science, 454–74. Cham : Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-34411-4_31.
Texte intégral
9
Hofmann, Sven. « Development of Web-Based Learning Scenarios in the Semantic Web – A Connection of Didactical Aspects and Ontological Structures ». Dans IFIP Advances in Information and Communication Technology, 161–68. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-74310-3_18.
Texte intégral
10
Haugan, Siri, Eivind Kværnø, Johnny Sandaker, Jonas Langset Hustad et Gunnar Orn Thordarson. « Playful Learning with VR-SIMI Model : The Use of 360-Video as a Learning Tool for Nursing Students in a Psychiatric Simulation Setting ». Dans How Can we Use Simulation to Improve Competencies in Nursing ?, 103–16. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_9.
Texte intégralRésumé :
AbstractEducational institutions can elevate student perspective and activation so that playful learning is formed by looking for new teaching possibilities. Didactical methods need to provide a safe environment where students can focus on interpersonal interactions with patients while being aware of how their own emotions can influence their situational awareness and decisions. The authors believe that relevant scenarios in a 360-degree video format will be beneficial for nursing students, specifically in preparation for the clinical setting. The potential of 360-degree video in virtual reality (VR) gives the instructor flexibility to create systematic, experiential learning and shapes emotional learning in collaboration with students. 360-Degree video can be seen as a playful way to learn in new situations. Playfulness of this kind can affect teachers and students motivation, as well as the opportunity to promote learning. This field lacks studies exploring the use of 360-degree videos in psychiatric simulation settings. This chapter will provide knowledge about the practical use of 360-degree video in VR, insight into technical potential, as well as challenges. Background information on why this method is suitable for promoting nursing students’ competence in mental health work will be presented. Another function of this chapter is to give an introduction and inspire exploration of 360-degree video in VR in professional education, with particular focus on how this can be used as a tool for nursing students in psychiatric simulation settings, like the VR-SIMI model, which is discussed later in the chapter.
Actes de conférences sur le sujet "Didactic scenario"
1
« DIGITAL SIMULATION GAMES FOR MEDIA EDUCATION. A DIDACTIC SCENARIO ». Dans 20th International Conference on e-Society (ES 2022) and 18th International Conference on Mobile Learning (ML 2022). IADIS Press, 2022. http://dx.doi.org/10.33965/es_ml2022_202202c039.
Texte intégral
2
Psycharis, Sarantos, et Evangelia Kotzampasaki. « A Didactic Scenario for Implementation of Computational Thinking using Inquiry Game Learning ». Dans the 2017 International Conference. New York, New York, USA : ACM Press, 2017. http://dx.doi.org/10.1145/3160908.3160918.
Texte intégral
3
Cankaya, Ebru, Anindita Palit et Elissa Williams. « A Didactic Tool for Digital Forensics ». Dans 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002197.
Texte intégralRésumé :
Several tools exist for performing digital forensics investigations on evidence data. As the vast variety of options available provides a wide span of choices to select from, this variation itself contributes to the complexity of learning and navigating these tools. To facilitate user’s learning efforts, we present a didactic tool that can be used to explore different digital forensics tools for investigating various evidence files in different OS platforms. We use synthetically generated data in the form of a made up scenario that offers safe, realistic, yet reliable data analysis. The digital forensics tools we use are Autopsy, WinHex, ProDiscover, and StegHide; and we demonstrate the execution of these tools in two different OS platforms as Windows and Mac. Our tool is promising to offer explanation and deep insight into commonly available digital forensics tools, and is offered to serve digital forensics students and/or professionals.
4
Shih, Angela, et Jawaharlal Mariappan. « Scenario-Based Learning : An Innovative Approach to Teaching Basic Engineering Courses ». Dans ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61366.
Texte intégralRésumé :
Research has established that traditional linear, didactic approaches to teaching through lecturing are at best only tenuously connected to the ultimate aim of achieving competency. In order for classroom instruction to become relevant and meaningful, the process of learning must be motivating and exciting, and the basis of learning should be focused on discovering and not memorizing or regurgitation. We believe a guided discovery process is the most effective way to convert a passive classroom lecture into an engaging active learning experience. Scenario Based Learning (SBL) is an effective approach that provides an excellent framework for active learning. It offers an effective way of engaging learners and building competency mastery. This paper describes the initiatives currently underway at Cal Poly Pomona to develop and implement SBL approach to teach major concepts in basic freshmen and sophomore level engineering courses.
5
Arslan, Hasan, Maria Cristina Popa, Diana Biclea, Yasemin Abalı Ozturk, Kadir Tunçer, Kaan Demir, Danguolė Rutkauskienė, Linda Daniela et Ineta Helmane. « The Efficacy of a Video Library in Alleviating Math Anxiety : A Cross-Country Analysis of Prospective and Primary School Teachers’ Perspectives ». Dans 82nd International Scientific Conference of the University of Latvia, 321–37. University of Latvia Press, 2024. http://dx.doi.org/10.22364/htqe.2024.25.
Texte intégralRésumé :
This study investigates the impact of a video library containing learning scenarios for mathematics classes on the perceptions of prospective teachers and primary school teachers, with the primary objective of reducing math anxiety. Participants from five different countries provided 541 responses to a questionnaire, evaluating various aspects of the scenario and video content. The research analyzes the key factors influencing participants’ perceptions and explores diverse comparisons based on status, age, work experience years, and country of origin. The questionnaire covers a range of criteria, including the relevance of content, adherence to didactic principles, integration of new technologies, alignment with mathematics curriculum requirements, incorporation of robotics, and effectiveness in reducing math anxiety. The study further delves into the promotion of purposeful teaching/learning processes, differentiation of tasks, suitability for various literacy levels, and encouragement of active participation. The findings contribute valuable insights into the global applicability of scenario-based videos, especially in leveraging educational robotics to enhance mathematics education and alleviate math anxiety among students.
6
Maxim, Ioan. « FROM TEACHING TRIP TO EDUCATIONAL SOFTWARE ». Dans eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-108.
Texte intégralRésumé :
Teaching trip, as organizational form of teaching, is situated at the border between formal and non-formal education. An adequate teaching scenario for a teaching trip can definitely place this activity in the field of formal education. In educational terms, non-formal educational trip shade make it an attractive, dynamic and consistent activity, strongly influenced by technical memo elements, which combines intuitive scientific argument, rigorously and systematically. The paper aims to implement in a unitary teaching scenario, attractive and spectacular elements specific to the educational trip with the ones of formal teaching, leading to a logical project of educational software, which constitutes a turning point in the designing learning programs. Teaching scenario for the learning program allow the student, intuitive initially, to approach scientific context of the lesson, afterwards using traditional teaching methods and procedures, as exposure, demonstration, explanation, it to be presented the lesson included Sciences, systematically and organized. Learning program creates a virtual scientific space and allows the student to explore and discover new content elements in a logical and intuitive context. Prospective manner places the student at the center of cognitive context, maintaining and feeding their interest to scientific content. The logical sequence of content elements generates a visual slide show in lesson scientific virtual space. This script element of didactic scenario is inspired by the trip didactic. The teacher, who intervenes with rigorous explanations backed with arguments as audio, video or text format, is the student guide in the virtual space of lesson. A rebound in similar contextual frame offers the possibility of implementation, in learning program, to sequential feedback and formative assessment. New manner of learning programs design, presented in the paper, allow sensible removal of student-centered instruction paradigm and near to the resource-based learning paradigm.
7
Bures, Marek, et Alena Lochmannová. « Use of virtual reality for crime scene investigation training by security forces ». Dans 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004983.
Texte intégralRésumé :
Virtual reality is a legitimate tool to complement the range of conventional exercising and training across a variety of disciplines. In the long term, virtual reality has its use in the industrial field, from where it is gradually moving into the environment of education and training in healthcare, services, and other fields. Its use across security forces is relatively new, bringing the potential of training in a safe environment without the additional logistical burden of demanding exercise planning, for which it can serve as a supplement. Within a virtual reality simulation in terms of prepared scenarios and developed applications, trainees are free to explore and explore their environment from any angle, including dangerous and inaccessible locations. This allows users to experience circumstances in the virtual world in a way that would otherwise be difficult or impossible. Among the characteristics of virtual reality as a didactic method, it is necessary to highlight the multiple cognitive and pedagogical advantages that allow to improve the understanding of processes, performance and learning experience of the trainees, the improvement of their ability to analyse problems and explore new concepts, the multitude of scenarios that can be created, the high capacity of interaction and the ease of learning that this technology offers. This paper presents the use of virtual reality for training security forces in crime scene investigation scenarios for different types of model situations. The purpose of the applications is to introduce a standardized procedure to new police officers while conducting refresher training for existing officers in terms of setting standards across the discipline and activity. This paper presents selected scenarios, including models, that have been developed for training security forces, as well as the technological background of fully autonomous training that overcomes the shortcomings of conventional training and thus becomes an important complement to it. The scenarios presented represent the environment of the home in which the police officer as a trainee is located. He/she gradually walks through the dwelling unit, familiarizes them with the scene he/she has entered through the headset, and performs crime scene examination tasks in the role of a police officer. His/her task is to inspect the crime scene and document specific findings that will be filed as essential components for the follow-up investigation. The purpose of implementing virtual reality within security forces is, among other things, to minimize the potential physical strain compared to conventional training in the same scenario. For the implementation of a scenario that is exposed both in terms of standard procedure and in terms of emotional load, the preparatory phase is important, not only in terms of scenario development and validation, but especially in terms of measuring the probands' reactions to the given load. For this reason, the scenario preparation mode, and the partial outcomes of the measurement of police officers, quite specifically the measurement of cognitive load (specifically heart rate, respiration, and skin conductance) in relation to the virtual reality simulation, will also be presented.
8
Pietraru, Radu nicolae, Maximilian Nicolae et Magdalena Anghel. « REENGINEERING LEARNING SCENARIOS WITH TECHNOLOGIES BASED ON UBIQUITOUS COMPUTING ». Dans eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-117.
Texte intégralRésumé :
The ubiquitous computing is meant to integrate electronic computing systems into everyday life. This increases the level of comfort of life but also increases the efficiency of using the environmental resources. One of the most important features of these systems is intuitive use. Simple integration into various processes is also an advantage. Reengineering learning scenarios using ubiquitous computing make only to accelerate the learning process and to ease the connections between the learning domains. Common development platforms such as Arduino or Raspberry Pi can be excellent tools for applying ubiquitous computing principles to the learning process at all levels: from primary school to higher education. This paper presents two real case studies on the use of ubiquitous computing in higher education through which the learning process has been enriched both as a didactic technique and as an attractiveness for students. The use of cheap platforms that students can experience both within the university and at home is a way to allow them to continue their studies outside of the mandatory laboratory hours and even encourage them to attend additional study hours. Experimenting and creating an environment where creativity plays an important role is an attractiveness factor without which modern education cannot be conceived. The ability to integrate individual tasks with existing content networks such as Youtube or Moodle is an additional argument in the reengineering of learning scenarios. The use of Internet community specialists as a complement to the classical learning process is the last ingredient proposed in the presented scenario.
9
Albero, Vicente, et Carmen Ibáñez. « Content review using Kahoot ! with aeronautical engineering students ». Dans Fourth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8158.
Texte intégralRésumé :
In the framework of the subject “Analysis of aeronautical structural components” included in the Master of Science of Aeronautical Engineering at the Universitat Politècnica de València, the application Kahoot! is employed in order to review the technical content and obtain feedback of the level of knowledge acquired by the students. Kahoot! allows developing multiple choice interactive quizzes that are solved in the classroom. Using this type of tools enhances the attention of the students and helps to create interesting discussions making the students be part of the teaching-learning process. Besides, the platform allows analyzing the results of the technical content reviewed which, in turn, permits the lecturer to adapt the didactic material to a real scenario. Furthermore, the results obtained from the assessment survey show the high level of satisfaction of the students with an activity which allows them to learn in a fun way. In conclusion, the application of Kahoot! for content review helps to perfect the teaching-learning process and improves academic performance in an attractive and engaging environment.
10
Velichová, Daniela. « SEFI umbrella for teaching mathematics in engineering ». Dans SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona : Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1141.
Texte intégralRésumé :
Cooperation of mathematics teachers under the umbrella of SEFI Mathematics Special Interest Group (former and more proper - SEFI Mathematics Working Group) has brought many benefits and improvements of strategies adopted at various European technical universities for teaching mathematics courses. Many successful international research teams were formed during the group bi-annual seminars and SEFI annual conferences, which benefitted on grants awarded by the European commission that supported international programmes aimed to improvements in teaching/learning scenarios. Some information summarizing results and findings of 8 European projects accepted and supported in different European programme schemes (Socrates, Leonardo da Vinci, Erasmus) will be presented in a brief analysis about impact of these projects on the introduction of innovative teaching-learning scenarios of mathematics courses at the participating European technical universities. Paper will address several didactical problems revealed from students´ answers in didactical questionnaires as feedback and reactions from the “other side”. The attitude of students as other actors in didactic situations who are encouraged to actively cooperate with teachers is often neglected when introducing various innovative teaching/learning methods, which are generally considered to be active