Letteratura scientifica selezionata sul tema "Student interchange"
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Articoli di riviste sul tema "Student interchange"
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Reifler, Clifford B. "Student Health: An International Interchange". Journal of American College Health 36, n. 6 (maggio 1988): 303. http://dx.doi.org/10.1080/07448481.1988.9939022.
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Tian, Xin, Mengmeng Shi, Hang Yang, Junning Peng e Binghong Pan. "Research on Efficient Operation for Compound Interchange in China from an Auxiliary Lanes Configuration Aspect". Applied Sciences 13, n. 18 (20 settembre 2023): 10499. http://dx.doi.org/10.3390/app131810499.
Testo completoAbstract (sommario):
Interchanges are the key nodes of the freeway. Due to the existence of weaving behavior, the traffic flow situation is more complicated for small spacing interchanges. Continuous auxiliary lanes are usually used to connect the entrance and exit to form a compound interchange to reduce the interference of weaving behavior. However, when it comes to the design of auxiliary lane forms, China lacks relevant design specifications and research in this area. As a result, there often exists the phenomenon of mismatch between the design form and the traffic volume. In this paper, we took a compound interchange in Xi’an as the research object, proposing four auxiliary lane design schemes and using VISSIM (2022 student) software to establish the simulation model. Additionally, various traffic conditions were simulated through sensitivity analysis. Finally, using the factor analysis method and entropy method, we comprehensively assigned weights to the indexes. By obtaining the weighted scores for various schemes, it became possible to determine the applicability of each scheme under different traffic conditions. The results indicate that the gradient auxiliary lane can be applied to most traffic conditions and has a smaller land occupation than the traditional design, which is an optimization and improvement for the traditional design form.
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Kumar, Sanjay. "AN INNOVATIVE METHOD TO ENHANCE INTERACTION DURING LECTURE SESSIONS". Advances in Physiology Education 27, n. 1 (marzo 2003): 20–25. http://dx.doi.org/10.1152/advan.00043.2001.
Testo completoAbstract (sommario):
The B. P. Koirala Institute of Health Sciences, Dharan, is following an innovative hybrid curriculum. Conventional lectures are replaced by “structured interactive sessions” (SIS). SIS involves increased interchange between teachers, students, and lecture contents by proper planning and organized efforts. It can promote active learning and heighten attention and motivation. The present study was conducted to enhance active interactions during such sessions. The students were divided into two groups and asked to come prepared for the lectures. Students were encouraged to ask questions and interact informally during lectures. A scoreboard was maintained, and student feedback was taken at the end of the lecture block. The entire student response was reduced to a student acceptability index (SAI). Our results show a statistically significant increase in interactions per student per day. A majority of the responses in the questionnaire and SAI were favorable. Specific comments and suggestions of students were also positive. These results show that simple innovative techniques enhance the interactions during a lecture session.
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Riza, Azia Novia, Adita Utami e Asep Yayat Nurhidayat. "Analisis Kinerja Simpang Bersinyal Pusat Grosir Cililitan (PGC) Jalan Dewi Sartika - Jalan Raya Bogor Dengan Metode PKJI 2014 Dan Pemodelan Menggunakan PTV VISSIM". Media Ilmiah Teknik Sipil 11, n. 3 (30 settembre 2023): 189–98. http://dx.doi.org/10.33084/mits.v11i3.4900.
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Pusat Grosir Cililitan (PGC) signalized intersection is one of the 67 traffic-prone locations located in DKI Jakarta Province, this is because in this intersection there are many business centers in Cililitan such as factories, malls, SMEs, markets, street vendors, and schools that operate which causes poor interchange performance. Poor interchange performance leads to queue length, delays, fuel wastage and time loss due to congestion. This research was conducted to analyze and optimize intersections using the PKJI 2014 method and the Student version of PTV Vissim Software. Based on the results of the study, the largest saturation degree (DS) value was obtained, namely 2,298 skr / hour, queue length (QL) of 130.84 meters, the largest average deviation delay (Dsimpang) of 361.65 s / skr. Meanwhile, the results of one of the optimizations of the intersection provide an alternative to the optimization of the interchange performance by changing the previously 4-phase phase to 2-phase and eliminating the movement of the right turn, and a decrease in delay to 48.85 seconds / skr and a change in the interchange performance category from LoS F to LoS E.
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Žydžiūnaitė, Vilma, e Marius Daugėla. "Teacher’s Professional Self-Awareness Within The Interactions With Students In Higher Education: Temporality and Relationality". Acta Paedagogica Vilnensia 45 (28 dicembre 2020): 160–74. http://dx.doi.org/10.15388/actpaed.45.10.
Testo completoAbstract (sommario):
Becoming and being a teacher in higher education is a long process of individual transformation. The research aims at highlighting the meaning of time and relations in regard to teachers’ professional self-awareness through their interactions with students in higher education. The research design was qualitative in which the phenomenological methodology according to Max van Manen version was applied. Findings revealed that temporality and relationality are social constructs that shape the teacher-student interactions in higher education as they are loaded with worldviews that guide their educational actions and and their relationships. Thus their subjectivities and life-world educational experiences-based worlds are built on temporalities. A higher education teacher’s professional self-awareness is a developmental process which requires from the person reflection on his/her own experiences. Teachers through interactions with students balance between expectations and requirements which encourage both sides to find ways of integrating creative methods into the teaching and learning processes. Through working with students, teachers step into the “unknown” and learn within togetherness. Being in togetherness brings bilateral interchange between teachers and students, which motivates both sides to be self-aware. These reciprocal interactions invite participants to grow and seek mutual interchange through different experiences and contexts.
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Huang, Terry. "The British Garden". Sibbaldia: the International Journal of Botanic Garden Horticulture, n. 13 (10 novembre 2015): 153–62. http://dx.doi.org/10.24823/sibbaldia.2015.81.
Testo completoAbstract (sommario):
The Royal Horticultural Society/Garden Club of America Interchange Fellowship was established in 1952 and is awarded to one American and one British student annually. It was formerly known as the Martin McLaren Scholarship and was created to help encourage the exchange of ideas and information in the horticultural world. Terry Huang was selected as the American 2013–2014 Royal Interchange Fellow. His travels and placements solidified for him the important role that botanic and public gardens play as interpreters of the plant world. He describes some of his experiences and examples of excellence that he saw while in Britain. He goes on to explain that the work placements have influenced and inspired the work he does today in the Botany Greenhouse at the University of Washington.
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Sulistyono, MY Teguh, e Sudaryanto Sudaryanto. "ANALISA REKAYASA PERANGKAT LUNAK SISTEM E-LEARNING DETEKSI DAN KOREKSI KESALAHAN BIT PADA KOMUNIKASI DATA DENGAN MODEL PROBLEM BASED LEARNING". Techno.Com 13, n. 3 (21 ottobre 2014): 132–39. http://dx.doi.org/10.33633/tc.v13i3.563.
Testo completoAbstract (sommario):
Analisa sistem e-learning deteksi dan koreksi kesalahan bit pada komunikasi data dengan model problem based learning diperlukan sebuah teknologi pembelajaran untuk computer-base training, electric performance support systems, computer assisted instruction, intelligent tutoring, education dan training technology dengan area subyek meliputi reference model, leaner model, task model, student identifiers, competency definitions, user interface, learning content interchange, learning content packaging, content sequencing, localization, learning content cataloging information, data exchange and interchange, protocols, web interchange, web browser platforms, tool/agent communication, course management, enterprise interface. Dimana analisa sistem e-learning membutuhkan teknologi pembelajaran yang bertujuan agar analisa pengembangan berbagai sistem untuk teknologi pembelajaran memiliki platform yang sama, sistemik dan sistematis, sehingga komunikasi, integrasi dan kolaborasi antar sistem dapat berlangsung dengan baik. Problem Based Learning melalui arsitektur Learning Technology System yang diimplementasikan dalam proses belajar mengajar. Segala macam pendukung pembelajaran dapat saling berintegrasi dengan pengguna sehingga hubungan antara aplikasi dengan pemakai dapat saling berintegrasi dengan baik sehingga dapat membantu proses belajar mengajar dan bagi peserta didik membantu mempercepat proses pemahaman terhadap materi pembelajaran yang diajarkan, sehingga tujuan pembelajaran akan mudah dicapai. Kata kunci : Problem Based Learning, sistem teknologi, E-learning.
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Okalidou, Areti, Ioanna Papavassiliou-Alexiou, Christina Zourna e Flora E. Anagnostou. "Managing Communication of Students With Cochlear Implants in Schools for the Deaf: Professional Practices". Communication Disorders Quarterly 39, n. 4 (14 settembre 2017): 451–65. http://dx.doi.org/10.1177/1525740117730044.
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Despite the trend for mainstreaming children with cochlear implants (CI), a considerable number, either with or without additional disabilities, attend schools for the deaf today. The purpose of this study was to address approaches and practices, interdisciplinary involvement, and challenges within schools for the deaf for managing the communication needs of students with CI. Focused semistructured interviews of school personnel were used for documenting current practices and drawing out areas of concern. Several differences emerged across schools but also between past and current practices in managing the communication of students with CI. These included management of technology, speech–language pathologist (SLP) involvement, instruction models, student regrouping, and modifications in communication mode in teacher–student interchange. Challenges were related to technology, interactions with other professionals and carriers, and reaching the student’s oral communication potential. The importance of an interdisciplinary approach and the school’s orientation are discussed as key factors in the management process.
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Kurniawan, Redite, M. Yunus Abu Bakar e Ah Zakki Fuad. "Teacher�s Perspective on Student Center Learning Paradigm in Inclusive Madrasa". TA'DIBUNA: Jurnal Pendidikan Agama Islam 6, n. 1 (24 marzo 2023): 1. http://dx.doi.org/10.30659/jpai.6.1.1-9.
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Student center learning (SCL) is a paradigm emphasized in the learning approach in the Merdeka Curriculum. Furthermore, the Merdeka Curriculum highlights that differentiated learning must be carried out by teachers in conducting learning. In fact, inclusive madrasahs receive various types of obstacles for students with special needs have implemented differentiated learning with curriculum modifications for students with special needs. The purpose of this study is to analyze the SCL paradigm from the perspective of teachers in inclusive madrasah. The place of this research is MTs. Terpadu Ar-Roihan Lawang Malang which is an inclusive madrasah since 2014. Data were obtained from observations, interviews, and documentation, and analyzed through data reduction, data presentation, and conclusions. Teachers in this madrasah have understood the SCL learning approach and the meaning of learning differentiation even though some teachers still use teacher center learning (TCL) as a learning approach that is more center on the teacher's authority. Interestingly, there is an interchange between TCL and SCL when teachers must deal with students in this inclusive madrasa
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ESOKELI, Laurent KOMPANI, e Nathan IUNGBI SINGA. "MISE EN PLACE D'UN SYSTEME DISTRIBUE DE PUBLICATION DES CURSUS ACADEMIQUES DES ETUDIANTS". IJRDO -Journal of Computer Science Engineering 9, n. 8 (3 agosto 2023): 1–8. http://dx.doi.org/10.53555/cse.v9i8.5794.
Testo completoAbstract (sommario):
The implementation of a distributed system for publishing students' academic courses aims to facilitate and standardize the dissemination of information on students' academic paths.
The main objective of this system is to provide a secure and reliable platform where students can view their academic history. Relevant information includes degrees earned, grades, research projects, internships completed, publications, and skills acquired.
To set up such a system, it is essential to take into account several aspects. First of all, the confidentiality and security of student data must be guaranteed. It is necessary to implement strict access control and data encryption mechanisms to protect sensitive information.
Then, it is important to define a standardized publication framework that allows students to present their courses in a coherent and understandable way for third parties. This may include information presentation models, metadata tags and data interchange standards.
In addition, collaboration between the various players in the system is essential. Universities should cooperate to share student academic data securely. Employers and other organizations should also be actively involved in using this system to verify and validate student academic background information.
Finally, it is crucial to put in place data verification and validation processes to ensure the accuracy and credibility of the information published. Academic authorities can play a key role in verifying the validity of degrees and certifications.
Tesi sul tema "Student interchange"
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Chiang, Yueh-Hui. "Being polite in your second life : a discourse analysis of students’ interchanges in an online collaborative learning environment". Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-12-2138.
Testo completoAbstract (sommario):
With the improvement of computer technology and the prevalence of the Internet, learning activities taking place in cyberspace by means of computer-mediated communication have become more common and accessible than even a decade ago. Being interested in how politeness phenomena as universal principles in human interaction played a role in the process of online collaborative learning in a graduate-level course, I conducted a naturalistic inquiry to explore students’ interaction through the lens of Brown and Levinson’s politeness theory (1987). I analyzed the exchanges of 18 students divided into four teams with a consideration for such contextual factors as concerns about netiquette, time, modes of online communication, discourse functions, and sense of community.
Influenced by the tradition of interpretivist/constructivist research paradigm, I adopted diverse data collection methods and discourse analytical techniques. Data are reported as a case study of a purposefully selected focal team of five students with supporting evidence interweaving multiple data sources (online discussion, self-reflective blog entries, self-report portfolios, peer/self assessments, field notes, videotapes of voice chat sessions, audiotapes of interviews, and online survey responses).
Given the context of students being required to work collaboratively as a team throughout the semester, the findings of this study suggested that the focal team used a variety of politeness strategies to establish cohesion among members and to moderate the force imposed by presupposing too much underlying solidarity. Five contextual factors also emerged as influencing the focal team’s use of politeness strategies: norms/convention, online communication medium, topics and content of discussion, social distance, and personal differences.
Instructional technology is subject to innovation and is meant to facilitate learning. Incorporating new technology (e.g., Second Life) into instructional settings can create new opportunities for learning on which learners’ use of politeness strategies depends. Thus, this study about politeness in an online collaborative learning context not only contributes to enriching views of politeness theory, but also in being able to help prepare learners to collaborate effectively in new immersive learning environments with comfort in the ways of fostering awareness of face-saving concerns to avoid or redress face threat situations that may damage team collaboration and lead to a negative learning experience.text
Libri sul tema "Student interchange"
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1941-, Reiff Richard F., e National Association for Foreign Student Affairs., a cura di. Living and learning for international interchange: A sourcebook for housing personnel. Washington, DC: National Association for Foreign Student Affairs, 1986.
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Educational Resources Information Center (U.S.), a cura di. Cultural interchange in a Bronx high school: Three children. New York, NY: National Center for Restructuring Education, Schools and Teaching (NCREST), Teachers College, Columbia University, 1999.
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Chambers, Gail S. Profiting from education: Japan-United States international educational ventures in the 1980s. New York, NY: Institute of International Education, 1990.
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Cohen, Marjorie Adoff. The teenager's guide to study, travel, and adventure abroad. New York: St. Martin's, 1988.
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Interchange 2 Student cassette: English for International Communication (Interchange). Cambridge University Press, 1990.
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Proctor, Susan, Jonathan Hull e Jack C. Richards. Interchange 1 Student cassette: English for International Communication (Interchange). Cambridge University Press, 1990.
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Interchange - Intro B - Student s Book. Cambridge University Press, 1996.
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Richards, Jack C. Inacap Interchange Intro (General) Student Book with Self-Study Audio CD. Cambridge University Press, 2007.
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Interchange Students Book 2B With CD Interchange. Cambridge University Press, 2005.
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Student mobility in the Commonwealth: Academic interchange and institution building : report of a workshop at the National University of Singapore, 7-10 April 1992. [London?]: [Commonwealth Secretariat?], 1992.
Cerca il testo completoCapitoli di libri sul tema "Student interchange"
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Passig, David. "Using a lecturer’s personal Web site to enhance the social interchange among students in an academic course". In Informatics and the Digital Society, 269–76. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35663-1_28.
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Kheir, Sawsan, Habibe Erdiş Gökce, Clara Marlijn Meijer e Ruth Illman. "Minority and Majority Positions: The Religious Subjectivities and Value Profiles Among Muslim Students in Israel and Turkey". In The Diversity Of Worldviews Among Young Adults, 265–84. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94691-3_13.
Testo completoAbstract (sommario):
AbstractRecent research indicates that global changes in life views, religion, and values are taking place. This study explores reflections of these changes on the religious subjectivities and value profiles of young adult Muslim students in Turkey and in Israel. These cases were chosen based on their similar religious backgrounds on the one hand, and the large differences in their cultural and political contexts on the other.Our findings are based on a mixed-method study, Young Adults and Religion in a Global Perspective (YARG), which includes the Schwartz’s value survey (PVQ-RR) and the Faith Q-Sort-method (FQS) developed by Prof. David Wulff. Muslim students in Israel reported higher degrees of self- and family religiosity, and involvement in religious practices in private, as compared to Muslim students in Turkey. Furthermore, the analysis of the FQS yielded five different prototypes for each group, and similarities between certain pairs of prototypes were observed. Our results indicate that despite the shared religious affiliation to Islam, the cultural context of each group contributes largely to differences in religious subjectivities and values between young adult Muslim students in Turkey and in Israel. Such a comparison valuably contributes to understanding the socio-psychological factors that shape the results of the interchange between processes of convergence of cultural values with the persistence of traditional values.
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Gellens, Suzanne, e Lois Wachtel. "Online Teaching Needs Ongoing Student Engagement". In Curriculum Development and Online Instruction for the 21st Century, 39–56. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7653-3.ch003.
Testo completoAbstract (sommario):
The online educator uses many techniques to engage and motivate students to create a classroom community. The virtual teacher creates positive experiences and interactions that propel the student forward educationally and socially. The professor builds a relationship using interpersonal interactions with email, video, or the school website. Personal outreach inspires the student to want to participate. The teacher is an ally, helping the student be successful. Effective feedback, whether in discussion board, seminar, or assignments, must be specific, culturally sensitive, and respectful, using a variety of techniques to bring students out of isolation to build the classroom community. Student engagement should be continuous and motivating. The teacher encourages and assists, working on student success and persistence. The instructor creates a community of learners, who participate in a social interchange, that helps them solidify the information and reach curriculum and classroom goals.
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Bhattacharya, Sunand, Jeremy Dunning, Abtar Kaur e David Daniels. "Re-Purposeable Learning Objects Based on Teaching and Learning Styles". In Encyclopedia of Multimedia Technology and Networking, Second Edition, 1224–31. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch166.
Testo completoAbstract (sommario):
Web-based distance learning is hampered in many cases by a failure to deliver material in a manner consistent with the ways in which students learn and instructors teach best in traditional environments (Samoriski, 2002). Excellent teachers are successful because of the ways in which they mediate content and place the content within the context of the subject matter. It is not the specific content or images the successful teacher presents, but rather the manner in which they are presented and framed within the scope of the topic area. Excellent teachers teach by presenting the content and then providing the students with substantive opportunities to apply the content to real-world problems in an effort to promote critical thinking on the part of the student. This is a highly interactive process with much information being transmitted between the student and the instructor. The interchange between the instructor and the student helps the student build a knowledge base with the assistance of the instructor’s experience and expertise in the topic area. The exact nature of the interchange is not predetermined and depends to a great extent on the creativity and breadth of experience of the instructor. The successful instructor adjusts his or her interaction with the students to the learning styles best suited to them. How do we provide the learner with this important component of traditional classroom education in asynchronous distance education or technology-mediated traditional classes? Web-based instruction is rapidly becoming the preferred mode of distance education, and we must adapt our instructional interaction styles to this medium. Our students now expect more interactive and immersive materials in Web-based learning than that typically provided in the traditional classroom or correspondence distance education (Samoriski, 2002). The TALON learning object system is a series of repurposeable learning object templates based on styles of teaching and learning as described by Dunning et al. (2003). These flash-based templates allow instructors to design and execute interactive learning objects in approximately 10% of the time required to create them from first principles, because the use of them requires little or no alteration of existing source code or writing of additional code (Abtar, Dunning, Harvinder, & Halimatolhanin, 2004; Dunning et al., 2004). The fact that the learning objects are based on the successful learning styles experienced in the traditional classroom ensures that the student is both engaged and allowed to build a knowledge base about the content being covered.
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Pulley, Philip Gene. "Increase Engagement and Learning". In Emerging Techniques and Applications for Blended Learning in K-20 Classrooms, 137–47. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0242-6.ch007.
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With the infusion of educational technology and internet access into classrooms, including 1:1 laptops, iPads, and Chromebooks, educators must realize the importance of visuals for their online course content. Today's students are growing up in an internet-forward culture. Social media is an important part of how students connect with their friends, peers, and the world. Their interactions use accompanying memes, emojis, and GIFs (graphics interchange format) that are used to describe and supplement events happening “IRL”—in real life. Just as we use technology to enhance the learning experience in the classroom, it is perhaps equally as important to speak students' language to improve both student engagement and learning while using those devices in the classroom. This chapter reviews research concerning visual use in course content, discusses visuals in the context of universal design for learning (UDL), provides tips on for using visual appeal to improve engagement and learning, briefly discusses the topic of copyright and fair use, and gives examples of visuals including GIFs.
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Peña Pérez Negrón, Adriana, e Angélica de Antonio Jiménez. "Nonverbal Communication as a Means to Support Collaborative Interaction Assessment in 3D Virtual Environments for Learning". In Monitoring and Assessment in Online Collaborative Environments, 172–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-786-7.ch010.
Testo completoAbstract (sommario):
In the classrooms at school, when a group of students is working in a predetermined task, the teacher or the tutor identifies some problems related to collaboration by observing the students’ behavior. While interacting, people interchange messages composed of speech, actions and gestures, as the wordless messages emphasize, support or even substitute speech. In 3D collaborative virtual environments (CVE), the user’s graphical representation, an avatar, is the means to express this nonverbal communication (NVC). The authors’ proposal is that, like in a real learning scenario, by the observation of specific NVC cues, indicators of collaborative interaction can be inferred to an extent that they can be used to foster collaboration, if necessary, in a learning task situation. The various NVC cues that have been selected for that purpose and their corresponding collaborative learning interaction indicators will be presented. An exploratory study that consisted in the analysis of a real life situation during a collaborative task accomplishment, directed to the development of an experimental 3D CVE desktop application that allows avatars’ display of NVC cues, will be discussed.
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Aaltonen, Heli. "Experimenting with the actor-role relationship in animation theatre acting". In Teaterproduksjon, 97–126. Cappelen Damm Akademisk/NOASP, 2018. http://dx.doi.org/10.23865/noasp.43.ch4.
Testo completoAbstract (sommario):
For many bachelor’s degree students, one reason for studying theatre is to learn to act in theatrical performance. The usual way to understand acting concerns being psychophysically, authentically present on the stage, exploring and constructing identity, and interpreting an embodied role character. However, post-dramatic theatre has challenged the idea that there are psychologically-motivated role characters on the stage, following some kind of reasonable, plausible action. Postmodernist ideas about narrative, and multiple and ever-changing identities, have also challenged traditional ways of practicing acting techniques. In experimental animation theatre, acting a role is atomised and there can also be medial interchanges. The actor combines embodied acting of a role, presenting him or herself, and dividing the actor and role figure from each other. This chapter analyses experimentation with the actor-role relationship in animation theatre. Concrete examples in this chapter are from the developmental phases of a one-week animation theatre course for first-year bachelor’s degree students. Experimentation with lighting, scenic solutions, objects, shadows and silhouettes offers opportunities to explore the relationship between actor and role. The phenomenological starting point of actor work is combined with the semiotic reading of meaning making.
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Paul, Pinki, e Balgopal Singh. "Adequacy of Instructing Learning Post-Covid 19 Pandemic". In Emerging Realities and the Future of Technology in the Classroom, 261–74. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6480-6.ch015.
Testo completoAbstract (sommario):
The COVID-19 pandemic has been the biggest test of the world since Second World War. The novel coronavirus (SARS-CoV-2) ailment causes severe respiratory issues. Nowadays, all the colleges and schools utilize e-learning processes to advance their studies. It has had a remarkable effect on the instruction area, where students are accustomed to going to these schools or universities. In any case, as the circumstance is beyond our control, the college has no alternative but to proceed. This will continue as an elective method of study in the post-pandemic circumstance. In the 21st century, computerized time and information communication technology (ICT) use in the study hall is fundamental for giving students different chances to learn. To procure the most elevated correspondence level in school guaranteed that modernized education learning process where data innovation as a subset of data and interchanges innovation. In this way, to keep up this convention, one should proceed with the e-assets, similar to google study hall, Microsoft teams, class in skype, or any other applications. The authors intended to provide brief knowledge about the COVID-19 pandemic; the international education system classification and need for global education systems have to transfer from traditional to digital platforms. The common problems involved in the digital learning platform, irrespective of the system's international educational classification, have concluded.
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SERE, Andrea. "Profilul sociocultural şi lingvistic al unor zone bilingve din România: Harghita, Covasna şi Mureş". In Diskurzus, kultúra, reprezentáció / Discurs, cultură şi reprezentare, 243–56. Scientia, 2024. http://dx.doi.org/10.47745/sapvol.2024.15.
Testo completoAbstract (sommario):
The present study deals with certain sociocultural and linguistic aspects related to the counties of Harghita, Covasna, and Mureş. Several nationalities live in these counties, and in regions characterized by bilingualism there is a particular linguistic landscape, where speakers use structures from their mother tongue in the second language as well. Second language learning is a dynamic process, and the motivation underlying L2 acquisition is influenced by language learning biases. In general, the official language learning takes place implicitly, given the natural context of daily life. But for people from Harghita, Covasna, and some localities in Mureş County, where speakers rarely use Romanian, but also for students who use it only at school (3-4 hours/week), Romanian can be considered a foreign language. In this context, people who succeed in acquiring the language at a productive level use word-for-word translations from their mother tongue when communicating in Romanian. Socio-cultural contacts may reorganize the language system, thus interference, code switching, borrowings, and linguistic calques can be observed both in written and oral texts because the same person alternatively uses two languages – Hungarian and Romanian –, and linguistic interchanges among bilinguals may include elements of both spoken languages. Furthermore, certain extra-linguistic factors, such as ethnicity, race, social class, sex, or age play a major role in language and language contact research. At the same time, the effectiveness of successful interethnic communication also depends on the mutual knowledge of culture, traditions, and customs.
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Dovbnia, Ljudmila, e Petro Dovbnia. "DISTANCE LEARNING: POSSIBILITIES, EXPERIENCE, RECCOMMENDATIONS". In Modernization of research area: national prospects and European practices. Publishing House “Baltija Publishing”, 2022. http://dx.doi.org/10.30525/978-9934-26-221-0-21.
Testo completoAbstract (sommario):
In the first quarter of the 21st century the humanity is forced to live in a complicated period of adaptation to the new conditions brought about by the intrusion and rapid spreading of mutated variants of a previously unknown respiratory virus SARS-CoV-2, which often causes severe disease form and causes death results. “Pandemic COVID-19, that enveloped modern world, placed the society on the verge of global challenges in different spheres of human existence. Because of this nowadays, like never before, there is a problem to continue an educational process in different levels establishments in the quarantine conditions. Society in general and pedagogical community in particular were not ready for these events, because of what the search for effective methods and techniques of educating students became more intense. When used wisely, the crisis in any sphere of human activities becomes a push for progress. Ukrainian education is now moving along this road, often through attempts and mistakes, distinguishing effective forms, methods and means of education” [3, p. 43]. Because of the pandemic all forms of educational interaction between teachers and students: lessons, lectures, practical lessons, laboratory lessons, different consultations, tests, exams – were forced to be conducted in distance form. It caused a stressful situation for teachers as well as students, since any innovation needs a lot of intellectual, psychological, emotional and time efforts. The teachers were faced with a task to organize distance educational process by means of electronic content transmission with the help of all accessible instruments for creating communication. Certainly, not all teachers were ready for this, since a lot of acknowledged in their field scientists and pedagogues were faced with the need to create electronic educational resources and an urgent learning of digital platforms and services. This problem was especially meaningful for humanists, for elderly, who, before the introduction of distance learning avoided the use of gadgets, and particularly – the creation of their own intellectual products with their help. They did not have basic skills of the work in digital environment, elementary technical knowledge and time to master new instruments and technologies, to understand the approaches for online transformation of a usual educational process etc. Anxiety, lack of confidence, confusion of the pedagogues, which can be noticed in the beginning of the quarantine, gradually changed into the mastering of online technologies, into the transformation of usual methodics of disciplines teaching, into the transfer of the classroom from real dimension into a virtual one etc. However, even now the pedagogical society is in search of the ways to heighten the results and effectiveness of educational process, the development of optimal methods for teaching natural sciences and the humanities. There is a lack of experience, the theoretical basis of distance learning as the main form of getting the knowledge by the students in crisis situations, the formation of proper skills are now in the process of defining and distinguishing, while practical pedagogues are called to give their intellectual contribution into the educational process and to give the materials for the analysis and development of the theoretical conclusions, based on which they can offer a new, modernized didactics. During the last decade distance learning became one of the productive and effective forms of the interaction between the pedagogues and students. Its advantages are unquestionable, since it enables to freely join the education in the most prestige establishments of Ukraine and the world, to become the participants of the video conferences conducted by the most reputable scientists and pedagogues, to pass exams, which give space for the further education etc. The processes of introducing the technologies of distance education in Ukraine were conducted mainly in high schools where the students have a high level of motivation to the education. Distance learning spread with new force because of today’s challenge, which invaded all the world – the emergence and fast spreading of the virus SARS-CoV-2, contagious and deathly one. To keep the people from having the disease and creating social distancing the governments of most of the countries introduced a strict quarantine, which, among other safety precautions, meant the distance form of work for educational establishments. It made the pedagogues of secondary and high levels of education to quickly master Internet platforms and other tools of distance interaction. Accumulated practical pedagogical experience of widely introduced distance learning needs theoretic work and generalizing to correct the didactic theory and practice. That is why it is important for experienced teachers to demonstrate the results of their own searching, conclusions and methodological recommendations. The possibilities of distance learning tools are very wide and the better the pedagogue masters it, the more perfect his/her didactic system, as well as the educational process, becomes. Surely, you cannot interchange “live” communication with the students by the distance technologies, that is why we look at distance learning as a temporary process, however its elements have introduced themselves into our life and will not be deleted.Based on our own experience of pedagogical activities in the pandemic conditions, we consider it suitable to demonstrate methodological recommendation for increasing the effectiveness of learning process: to use different educational web-resources and online platforms, interactive exercises, virtual blackboards etc.; to give the students the links for multimedia materials, educational video films, video and audio recordings of lectures and practical lessons to understand educational material; to keep feedback you can suggest your students to use online testing; to analyze and assess all types of tests, practical works, tasks and other kinds of individual work; to conduct extra individual online consultations; during the conference to work no more than 30 minutes with a little break afterwards; to use interactive methods to stir up the mental activities of the students; to use the system of hyperlinks for extra informational materials; to choose the tasks that heighten educational motivation of the students; you should organize group work for communication between your students using distance learning tools.
Atti di convegni sul tema "Student interchange"
1
Steif, Paul S. "The Conceptual Basis for Statics and Development of a Statics Concept Inventory". In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60529.
Testo completoAbstract (sommario):
This paper describes efforts to establish the fundamental concepts that underlie the solving of problems in Statics, and to devise means of measuring student understanding of these concepts. These efforts are aimed at providing a principled means for improving the quality of instruction in Statics, at least with respect to promoting conceptual understanding. A set of four concept clusters is proposed, together with a set of skills for implementing these concepts. Typical errors committed by students are categorized and shown to be related to these concept clusters. A testing instrument is presented to measure student ability to use the key concepts of Statics individually, with negligible mathematical analysis. This Statics Concept Inventory includes 27 multiple choice questions, focusing on 4 general concepts: free body diagrams, interchange of forces, couples and moments, the forces acting at connections and between bodies, and the conditions of equilibrium. Incorrect answer choices reflect typical student errors. Psychometric analyses of two administrations of this test are reported, one at the start and one just after the end of a sophomore mechanical engineering Statics course.
2
Dunne, Timothy, Timothy Low e Carolyn Ardington. "Exploring Threshold concepts in basic Statistics, using the Internet". In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03202.
Testo completoAbstract (sommario):
Meyer and Land (2002) have introduced the notion of a threshold concept in student learning. By definition a threshold is an insight which is initially alien or counter-intuitive, is integrative in that it subsumes some previous knowledge and is transformative in that it leads to a different perspective of or within the discipline. The notion is suggested to be applicable in many disciplines. It is phrased in terms that the threshold nature of a concept is defined mainly by the student experience rather than simply an objective analytical process. Nonetheless past experience may lead teachers of statistics at tertiary level to surmise that threshold concepts in basic statistics will include the notion of patterns of spread or variation, randomness, sampling, the central limit theorem, and linear regression. Introductions to Bayes' theorem and interval estimation are further candidates. Hypothesis testing may present other difficulties. Some methods and results in an exploration of student perspectives will be presented. A class of over 465 students in their second semester course of undergraduate applied statistics (STA220) participated in a survey with a short list of 4 items via internet and PC lab access to a WebCT site supporting their current course. The 4 items addressed their experience in the earlier course (STA100), and were as follows: Explain in your own words the term random sample. The central limit theorem tells us something about the mean of a sample. State in your own words what the theorem implies. List three concepts you found very simple to learn about in STA100. List the three most difficult concepts that you learnt about in STA100. The motive for the exploration is the open question of whether or not two key concepts were clearly and articulately reported by the respondents, and whether there is initial supportive evidence for any particular concepts being experienced as threshold concepts by these students. As teaching effort aimed at plausible threshold concepts may lead to more successful student participation and learning, the diagnostic value of an internet resource that assists in collection of data may be substantial. Text editors may assist in the analysis of typed responses. Internet connections will allow for the quicker transfer of data and for rapid interchange of improved public domain material addressing concepts that appear to have threshold qualities
3
Tausan, Liana. "DIMENSIONS OF CURRENT EDUCATIONAL SYSTEMS: E-LEARNING WITHIN CONTINUOUS TEACHER TRAINING". In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-055.
Testo completoAbstract (sommario):
The current educational systems which are adapted to the specific needs of the school population have been devised according to the ideas and principles of contemporary pedagogy. These are characterized by the following dimensions: reconsideration of the role of the student who becomes the subject of education; using information technology in education (the computer, the Internet, virtual classes) in planning teaching, guiding learning, monitoring the didactic act; learning through problem-solving, stimulating critical thinking; preoccupation to form skills, greater interest shown to interactive experiences, reconstructing the school environment in order to favour interaction, cooperation, experience interchanges, opinions, active listening. Among the objectives set by the Lisbon European Council for a "knowledge based society" there also lies promoting new technologies for teaching and learning: modern computing and communication methods, new teaching materials. Training and continuous professional development of teachers is done in order to develop professional skills, by improving teaching and learning methods, but also to adapt to the demands of new generations of students. Essentially, this involves activities conducted within the educational content of education to adjust / self-regulate the educational process, along with training and developing skills required by the new technologies. Developing skills in information and communication techniques applied in teaching and learning, in the institutional management and data management, skills adapted to the specific requirements of the teaching profession, the types and levels of competences with the European framework operating qualifications Framework (EQF) and the National Framework of qualifications in Higher Education is one of the goals of current programs of continuous training of teachers. Computer operating skills and access to communication networks, computer use in the preparation of design, portfolio, other materials, the use of electronic information platforms for documentation, interactive solving tasks, evaluation are aimed at developing professional skills of teachers.
4
Isidori, Emanuele, Oscar Chiva bartoll, Alessandra Fazio e Iosif Sandor. "FLIPPED CLASSROOM IN PHYSICAL EDUCATION: PEDAGOGICAL MODELS AND POSSIBLE IMPLEMENTATION THROUGH WEB 2.0." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-182.
Testo completoAbstract (sommario):
Flipped Classroom in Physical Education (PE) is a topic scarcely examined by scholars. It is an educational methodology that interchanges the general organization of the lessons and can be used to rethink from both an epistemological and didactical point of view the traditional way of conceiving of and teaching PE as a subject matter in the school. In Flipped Classroom, the instruction is developed out of the classroom while the homework is completed in the school. To do so, Information and Communication Technologies (ICT) and all e-tools provided by Web. 2.0 are an essential component of this methodology because they enable the students to access the content previously prepared by the PE teacher. The main aim of this paper is to briefly present the Flipped Classroom methodology and to identify and critically examine the main pedagogical models on which it is based. This will allow us to determine the methods and e-tools from ICT and Web. 2.0 as an online learning environment that may better support and implement the content of PE and motivate students in the classroom. This first part of our research will be conducted through the review of the scholarly literature dealing with the main issues of Flipped Classroom as both general topic and methodology of teaching PE in the school. After identifying and critically examining these methods and tools, we will sketch, using a hermeneutical research approach, a flexible model of “flipped learning” in PE classroom based on the use of the new e-tools provided by Web 2.0. In conclusion, we will offer a possible scheme for teaching PE using the Flipped Classroom as a practical methodology and means to motivate the pupils.
5
Pereira, Clarissa de Oliveira, Underlea Miotto Bruscato e Liese Basso Vieira. "Workshop Barcelona 2014, celebrando los 300 años del 11 de septiembre de 1714". In International Conference Virtual City and Territory. Roma: Centre de Política de Sòl i Valoracions, 2014. http://dx.doi.org/10.5821/ctv.7964.
Testo completoAbstract (sommario):
Este relato describe la experiencia de un taller de arquitectura realizado por DAS GROUP, que
reunió un grupo de estudiantes (curso de arquitectura y urbanismo UNIFRA – Brasil), en la
Fundación Enric Miralles, en principios de 2013. El estudio pretende analizar la importancia de
las pequeñas intervenciones urbanísticas como medio de transformación y cambio de
significado de un lugar específico. También trata de observar la contribución de este tipo de
práctica a la enseñanza de la arquitectura considerando las diferencias culturales de los
intercambios.
Los talleres de arquitectura son una forma de contribuir en la enseñanza sobre todo por
aproximarse a un ambiente de ensayo y de experimentación, una práctica también válida como
intercambio de culturas arquitectónicas distintas (ni siempre nuevas). Tratase de una
oportunidad de renunciar, aún que por un momento, las metodologías habituales y otras
aportaciones. This article describes an architecture workshop experience organized by DAS GROUP and
Fundación Enric Miralles, for architectural students from the south of Brazil (architecture
degree-UNIFRA). This investigation analyses the importance of the small urban interventions to
transform a specific place. The study also observes the efforts for this kind of practices
considering the different architectonic processes between different cultures and how this kind of
interchanges works. It’s an opportunity to learn new methodologies.
6
Gardiner, Fiona. "Yes, You Can Be an Architect and a Woman!’ Women in Architecture: Queensland 1982-1989". In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a4001phps8.
Testo completoAbstract (sommario):
From the 1970s social and political changes in Australia and the burgeoning feminist movement were challenging established power relationships and hierarchies. This paper explores how in the 1980s groups of women architects actively took positions that were outside the established professional mainstream. A 1982 seminar at the University of Queensland galvanised women in Brisbane to form the Association of Women Architects, Town Planners and Landscape Architects. Formally founded the association was multi-disciplinary and not affiliated with the established bodies. Its aims included promoting women and working to reform the practice of these professions. While predominately made up of architects, the group never became part of the Royal Australian Institutes of Architects, it did inject itself into its activities, spectacularly sponsoring the Indian architect Revathi Kamath to speak at the 1984 RAIA. For five years the group was active organising talks, speakers, a newsletter and participating in Architecture Week. In 1984 an exhibition ‘Profile: Women in Architecture’ featured the work of 40 past and present women architects and students, including a profile of Queensland’s then oldest practitioner Beatrice Hutton. Sydney architect Eve Laron, the convenor of Constructive Women in Sydney opened the exhibition. There was an active interchange between Women in Architecture in Melbourne, Constructive Women, and the Queensland group, with architects such as Ann Keddie, Suzanne Dance and Barbara van den Broek speaking in Brisbane. While the focus of the group centred around women’s issues such as traditional prejudice, conflicting commitments and retraining, its architectural interests were not those of conventional practice. It explored and promoted the design of cities and buildings that were sensitive to users including women and children, design using natural materials and sustainability. While the group only existed for a short period, it advanced positions and perspectives that were outside the mainstream of architectural discourse and practice. Nearly 40 years on a new generation of women is leading the debate into the structural inequities in the architectural profession which are very similar to those tackled by women architects in the 1980s.