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1
Sauvaire, Marion, and Érick Falardeau. "Susciter le moment critique. De l’investissement de ressources axiologiques à leur mise à distance par des sujets lecteurs élèves." Arborescences, no. 6 (September 23, 2016): 121–47. http://dx.doi.org/10.7202/1037507ar.
Анотація:
Cet article présente les résultats d’une recherche en didactique du français sur l’enseignement de la lecture littéraire au lycée en France et au cégep au Québec. Nous analysons des interprétations produites par des lecteurs en contexte scolaire dans le cadre de l’étude deLa plage des songes(1998), une nouvelle fantastique de Stanley Péan. L’analyse des discours oraux et écrits des élèves est menée selon une approche herméneutique qui valorise la mise à distance réflexive de leur parcours interprétatif par les sujets lecteurs. Nous étudions plus particulièrement les ressources axiologiques mobilisées par les lecteurs en fonction des significations attribuées aux différentes voix énonciatives (la narratrice, les personnages, l’auteur impliqué). Quatre questions sont traitées : de quelle manière les sujets lecteurs attribuent-ils des énoncés aux diverses instances énonciatives ? Cette attribution révèle-t-elle l’investissement de ressources axiologiques (jugements, valeurs, présupposés idéologiques, etc.) ? Attribuer des énoncés à diverses instances contribue-t-il à mettre à distance les ressources axiologiques mobilisées ? Dans quelle mesure les élèves sont-ils capables d’exercer leur réflexivité par rapport aux valeurs, aux opinions, aux présupposés idéologiques qui influencent leurs interprétations et celles de leurs pairs ?
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Sidiropoulou, Maretta. "Reading and Space: Unveiling Dynamic Interactions." Journal of Literary Education, no. 7 (December 30, 2023): 181. http://dx.doi.org/10.7203/jle.7.26881.
Анотація:
Abstract
This article explores the ways in which of Greek urban middle-class individuals defined as readers engage with and navigate social and cultural spaces, emphasizing the agency and creativity in their reading practices. The study adopts an ethnographic approach. Data were collected through in-depth interviews followed by thematic analysis. The study focuses specifically on the role of physical and spatial contexts in shaping reading experiences and practices, paying attention to meanings of reading that are often overlooked. It penetrates the private sphere and analyzes readings that take place in a "safe" space, contrasting with the shared readings that occur in the public sphere. The analysis highlights how the environment and the characteristics of specific places such can influence and shape reading experiences as embodied acts. At the same time, the analysis illuminates the readers’ agency in relation to reading practices, while offering an analytical record of subjective and experiential dimension of reading.
Key words: embodied reading, reading practices, reading places, reading agency, ethnographic approach.
Resumen
Este artículo explora las formas en que los individuos griegos de clase media urbana definidos como lectores se involucran y navegan en espacios sociales y culturales, enfatizando la agencia y la creatividad en sus prácticas de lectura. El estudio adopta un enfoque etnográfico. Los datos fueron recolectados a través de entrevistas en profundidad seguidas de análisis temático. El estudio se centra específicamente en el papel de los contextos físicos y espaciales en la configuración de las experiencias y prácticas de lectura, prestando atención a los significados de la lectura que a menudo se pasan por alto. Penetra en la esfera íntima y analiza las lecturas que se dan en un espacio “seguro”, contrastándolas con las lecturas compartidas que se dan en la esfera pública. El análisis destaca cómo el entorno y las características de lugares específicos pueden influir y dar forma a las experiencias de lectura como actos encarnados. Al mismo tiempo, el análisis ilumina la agencia de los lectores en relación con las prácticas de lectura, al tiempo que ofrece un registro analítico de la dimensión subjetiva y experiencial de la lectura.
Palabras clave: lectura encarnada, prácticas de lectura, lugares de lectura, agencia de lectura, enfoque etnográfico.
Resum
Aquest article explora les maneres en què els individus de classe mitjana urbana grega, definits com a lectors, es relacionen i naveguen pels espais socials i culturals, posant èmfasi en l'agència i la creativitat en les seues pràctiques lectores. L'estudi adopta un enfocament etnogràfic. Les dades es van recollir mitjançant entrevistes en profunditat seguides d'anàlisi temàtica. L'estudi se centra específicament en el paper dels contextos físics i espacials en la configuració de les experiències i pràctiques lectores, prestant atenció als significats de la lectura que sovint es passen per alt. Penetra en l'àmbit íntim i analitza les lectures que tenen lloc en un espai "segur", contrastant amb les lectures compartides que es donen en l'esfera pública. L'anàlisi posa de manifest com l'entorn i les característiques de llocs concrets poden influir i donar forma a les experiències de lectura com a actes encarnats. Al mateix temps, l'anàlisi il·lumina l'agència dels lectors en relació a les pràctiques lectores, alhora que ofereix un registre analític de la dimensió subjectiva i vivencial de la lectura.
Paraules clau: lectura encarnada, pràctiques lectores, llocs de lectura, agència lectora, enfocament etnogràfic.
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S, Suyoto, Sudargo S, Rosalina Br Ginting, and Nur Azis Rohmansyah. "Online Learning Process and Results in Indonesia." Journal of Anthropology of Sport and Physical Education 6, no. 2 (April 15, 2022): 15–19. http://dx.doi.org/10.26773/jaspe.220403.
Анотація:
The focus of this research is (1) to describe and analyze how the process of online lectures at Universitas PGRI Semarang, and (2) to describe and analyze how the results of the implementation of online lectures at Universitas PGRI Semarang in suppressing disparities in higher education quality. Therefore, the purpose of this research is to monitor and evaluate the implementation of online learning at Universitas PGRI Semarang through the mechanism of online learning guidelines by the Quality Assurance Institute. This research uses a mixed method or often referred to as a mixed method. Data collection for the online lecture process was captured by using an online lecture implementation questionnaire filled out by students and lectures via googleform. The second data is student learning outcomes/achievements downloaded from the Universitas PGRI Semarang Lecture Information System (SIP). The results of the implementation of online lectures at Universitas PGRI Semarang are still not in line with expectations. Because students who carry out online lectures are not necessarily in a place with stable internet access, even though on the other hand online lectures require good internet access not only from the lecturer side but also from the student side. The limitations experienced by these students can cause the understanding of the material that has been delivered by the lecturer can not be maximized. The conclusion of the implementation of lectures are still not maximized so that it needs to be addressed immediately by increasing the effectiveness and efficiency of learning, one way is by providing education quota assistance or carrying out blended learning by taking into account the principles of the Covid-19 prevention protocol.
4
Leconte, Cécile. "Outrage sur les plages. La constitution du port du burkini en problème public sous l’angle de la panique morale." Emulations - Revue de sciences sociales, no. 41 (June 20, 2022): 103–23. http://dx.doi.org/10.14428/emulations.041.05.
Анотація:
L’article étudie la controverse qui, à l’été 2016, entoure l’interdiction, de facto, du port du burkini sur les plages par une trentaine de communes françaises. En mobilisant le modèle de Cohen pour analyser les cadrages dont font l’objet les porteuses de burkini, cette étude entend montrer ce qui nous semble distinguer la panique morale d’autres configurations du débat public que sont la controverse, l’affaire ou le scandale : à savoir, le processus de construction du « folk devil » comme archétype social menaçant les conditions mêmes de possibilité du vivre ensemble, qui nous semble constituer l’apport central de StanleyCohen à la sociologie des problèmes publics. Si, dans le cas du burkini, ce processus est largement attribuable à une coalition d’acteurs rassemblant intellectuels médiatiques et professionnels de la politique, l’on ne saurait en faire une lecture purement stratégiste. D’une part, le cadrage des adeptes du burkini comme « folk devil » mobilise un certain nombre de représentations relatives au gouvernement des musulman·e·s dans l’espace public propres au contexte français. D’autre part, le cas du burkini permet de remettre au centre de l’analyse une dimension parfois négligée de la panique morale, à savoir sa topographie. Davantage qu’un élément de contexte, la plage apparaît ici comme un espace-enjeu, contesté, dont la territorialisation et la patrimonialisation participent pleinement du processus de constitution du « folk devil ».
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Suponitskaya, Natalia S. "MULTIMODAL STRUCTURE OF AN ONLINE LECTURE IN GERMAN STUDIES." German Philology at the St Petersburg State University 12 (2022): 288–303. http://dx.doi.org/10.21638/spbu33.2022.115.
Анотація:
This article focuses on the multimodal structure of the online lecture in German Studies. In a pandemic context, the field of teaching at German universities has responded very quickly to the changes that have taken place in the way of communication. Although the academic lecture is a largely established form of scholarly interaction between professor and students, in distance learning it is being replaced by the online lecture. The various communicative elements (text and images in the presentation, as well as facial expressions and gestures accompanying the teacher’s speech) combine with each other to create a complex and multidimensional form of multimodality. The analysis in this article is based on the classification of online lectures and the model of this multimodal text in scientific Internet communication. The 25 German-language online lectures in linguistics and literary studies posted between 2020 and 2022 on the YouTube platform as well as on the websites of five German universities (e. g. lecture2go.uni-hamburg.de) were selected as research material. The choice of these lectures was caused by their availability on the Internet and their general topic (German Studies lectures). Discourse analysis as well as the method of systematization and classification were used to study the empirical material. Based on lecture transcripts, nonverbal characteristics and audiovisual components three main types of online lectures were identified: two-modal lectures with a predominance of audio and verbal communication channels, the most common three-modal online lectures, in which three main modes of information transmission interact at once: verbal, nonverbal and prosodic. The most complex combination of multimodal means is reflected in the last group of crossmodal lectures, where the lecturer simultaneously duplicates several communication channels in different ways to communicate more effectively with the student audience. To sum up, the analysis allowed us to answer the question, what is the peculiarity of multimodal structure in online lectures and what discursive-communicative strategies are used by German-speaking lecturers for constructing lecture discourse in the humanities field of study.
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Gauthier, Benoît, and Frank Graves. "Lecture et société." Documentation et bibliothèques 39, no. 4 (February 19, 2015): 197–203. http://dx.doi.org/10.7202/1033307ar.
Анотація:
Diverses études récentes sur les tendances lourdes dans le domaine de la lecture au Québec, au Canada et en France tirent des conclusions négatives sur la place de la lecture dans nos sociétés contemporaines. Cet article synthétise quelques résultats d’une enquête récente qui démontre qu’une grande part de ces affirmations relève du mythe. Les auteurs y rendent compte de la place de la lecture dans les activités de loisir des Canadiens et des Québécois et brossent un portrait de l’évolution de cette activité de 1978 à 1991. Ils tracent ensuite un profil du lecteur québécois et canadien et des types de lectures qu’ils préfèrent. La place des bibliothèques municipales dans la dynamique de la lecture complète la discussion. Globalement, les auteurs concluent que, malgré les prédictions de divers observateurs de la scène culturelle, la lecture n’a rien de suranné dans notre société et que le foisonnement des médias électroniques de masse n’est pas parvenu à la reléguer à I’arrière-plan dans notre civilisation moderne. En fait, quelle que soit la norme, l’écrit se situe au coeur même du nouvel ordre post-industriel.
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Andani, Sundari Retno, Subastian Wibowo, and Poningsih Poningsih. "Sistem Informasi Jadwal Perkuliahan Menggunakan Media Televisi (Studi Kasus Pada Jurusan Teknik Informatika Upn “Veteran” Yogyakarta)." J-SAKTI (Jurnal Sains Komputer dan Informatika) 1, no. 1 (August 9, 2017): 119. http://dx.doi.org/10.30645/j-sakti.v1i1.34.
Анотація:
Students are always confused with a schedule of lectures, about time of lectures, room that will be used, even about come or not the lecturer on class. As a result, students must always go to the education department to inquire this issue. It is very ineffective. But there is no system that helps students in overcoming this problem. In this paper, the authors build a system with the title is the information system of the schedules of lectures using television. The system is built using Delphi 6.0 programming language and uses Microsoft Access 2003 as the database. To operate this system requires a CPU and a television screen as an output device. This system provides information on the schedule of lectures to the students through a television screen. Information provided includes schedule of lectures, room that will be used, the certainty of the lecture will take place, and informing announcements and activities that will take place. These systems also support the effectiveness of the performance of educational staff in the conduct of daily operations.
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Fournier, Michel. "La formation du lecteur de romans." Études françaises 49, no. 1 (October 4, 2013): 63–79. http://dx.doi.org/10.7202/1018794ar.
Анотація:
En abordant la question de la formation du lecteur de romans au xviiie siècle, cet article cherche à montrer que l’héritage de la poétique classique, qui traverse l’enseignement des belles-lettres et le discours critique sur le roman, est non pas un frein au développement de la forme romanesque, mais un élément essentiel dans le développement de la culture du roman. Si le roman occupe une place marginale dans l’enseignement des belles-lettres, sa lecture n’y fait pas moins l’objet d’une certaine forme d’initiation dans le cadre de la transmission d’une culture plus vaste de la fiction. À travers la lecture de genres comme l’épopée et surtout la fable, le lecteur développe des pratiques qui intégreront, par la suite, la forme romanesque. Loin d’être les échos d’une poétique dépassée, les références à ces formes et à la poétique classique dans le discours sur le genre romanesque contribuent à ce transfert d’horizon de lecture. Équivalent de la formation « scolaire » moderne, cette formation des lecteurs est un préalable à la revendication d’une lecture romanesque plus autonome, qui accompagne l’affirmation du genre.
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Bylykova, M. "Active Teaching Methods as Means of Developing Students’ Creativity." Bulletin of Science and Practice 7, no. 6 (June 15, 2021): 491–98. http://dx.doi.org/10.33619/2414-2948/67/64.
Анотація:
In the article, you can get an answer to such questions as the place of a lecture in education and on the basis of this concept about the content of a lecture, what can and cannot be talked about. You cannot give all the material in a lecture. In fact, both an inexperienced teacher and a teacher with vast experience can make one methodological mistake: they want to include all their knowledge in the lecture. The teacher, trying to have time to present all the prepared material, lectures quickly. This of course reduces the effectiveness of the lecture. This note provides specific suggestions and discusses the didactic and psychological conditions for organizing the lecture. This article is recommended for university professors for use in lectures.
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Dymond, John H. "Preface." Pure and Applied Chemistry 77, no. 8 (January 1, 2005): iv. http://dx.doi.org/10.1351/pac20057708iv.
Анотація:
The 18th IUPAC International Conference on Chemical Thermodynamics (ICCT-2004), concurrent with the 12th National Conference on Chemical Thermodynamics and Thermal Analysis, was held 17-21 August 2004 at the Fragrant Hill Hotel, Beijing, China. Professor Haike Yan was Conference Chair, Prof. Zhiwu Yu was Conference Co-chair, and Prof. Xibai Qiu was Secretary. The 395 participants came from 40 countries.During the official opening ceremony, there was a presentation of the first Doctorate Awards to be given by the International Association of Chemical Thermodynamics, with sponsorship from Elsevier. The three recipients were Dr. Lin Chen, Tsinghua University, Beijing; Mr. Dirk Wandschneider, University of Rostock, Germany; and Mr. Weiguo Xu, Liaoning University, China. They each received a certificate plus a cash prize of USD 500.The conference began with the Rossini lecture, presented by Prof. Jean-Pierre E. Grolier on "Advanced experimental techniques in polymer thermodynamics". The conference program consisted of eight symposia and three workshops. In Symposium 1, Electrolyte and Nonelectrolyte Solution Thermodynamics, Prof. Emmerich Wilhelm gave the plenary lecture "The fascinating world of pure and mixed nonelectrolytes". There were invited lectures by Profs. Eckhard Vogel, Fumio Hirata, and Takayoshi Kimura. In Symposium 2, New Materials, Prof. C. Richard Catlow presented the plenary lecture "Computational approaches to the catalytic activation of carbon-hydrogen bonds", and invited lectures were given by Profs. Mary Anne White and Vladimir Durov. The plenary lecture in Symposium 3, Phase Equilibrium, Supercritical Fluids, and Separation Technologies, was given by Prof. Pablo Debenedetti on "Thermodynamics of supercooled and glassy water", with invited lectures from Profs. Cornelis Peters and Ding-Yu Peng. Symposium 4, Biological, Medical, Pharmaceutical, Agricultural, and Food Thermodynamics, had as its plenary lecturer Prof. Stephan Grzesiek, who spoke on "Biomolecular interactions in solutions". Professors Lee Hansen and Ichiro Hatta were the invited lecturers.Symposium 5 was on Colloid and Interface Science. Professor Bernard Cabane presented the plenary lecture "Solid-liquid separation", and there were invited lectures from Dr. Gerd Olofsson and Profs. Watson Loh and Xueqin An. The title of Symposium 6 was Non-equilibrium Thermodynamics, Statistical Thermodynamics, and Molecular Simulation. The plenary lecture "Non-equilibrium pattern formation" was presented by Prof. Qi Ouyang, with an invited lecture by Prof. Zhen-Gang Wang. Symposium 7 considered Thermochemistry and Molecular Energetics, with Prof. Michio Sorai, the plenary lecturer, speaking on "Entropy diagnosis for phase transitions occurring in functional materials". Professor Juliana Boerio-Goates gave the invited lecture. Symposium 8 was on Industrial Thermodynamics and Data Bases. Dr. Michael Fenkel gave the plenary lecture on "Global communications and expert systems in thermodynamics: Connecting property measurement and chemical process design". Invited lectures were given by Profs. Pertti Koukkari and Zhoulan Yin.There were three workshops. Prof. Kazuya Saito was invited lecturer for the Workshop on Thermodynamic Frontiers and Education. Professors Joan Brennecke and Andreas Heintz were invited lecturers for the Ionic Liquids Workshop. Professors Joon Won Park and Junko Morikawa gave invited lectures at the Workshop on New Experimental Techniques, including Nanotechnology.In addition, there were over 180 oral presentations, spread over the symposia and workshops, and about 280 poster presentations.The Rossini lecture and plenary lectures, with the exception of the paper by Prof. P. Debenetti where the field was recently reviewed [1,2], are published in this issue, together with the invited paper by Prof. Lee Hansen entitled "A thermodynamic law of adaptation of plants to environmental temperatures". Selected papers from individual symposia will be published in the Journal of Molecular Liquids (Symposium 1), Fluid Phase Equilibria (Symposia 3 and 6), the Journal of Chemical Thermodynamics (Symposia 1, 2, and 7), Thermochimica Acta (Symposium 4), or in the Journal of Chemical and Engineering Data (Workshop on Ionic Liquids).After the previous weeks when it had been very hot and humid, the temperature dropped and the weather was most pleasant for the conference. This change in weather, together with the attractive setting of the hotel, the excellent hospitality, which included a welcome reception, an evening of acrobatics entertainment, a conference banquet in the Summer Palace, and the high standard of the presentations, made this conference memorable. In addition, there was a full program of tours for accompanying persons. Our thanks are extended to the Conference Chair and Co-chair, and to all members of the local Organizing Committee, the International Advisory Committee, and the International Scientific Committee. We are most grateful to IUPAC, the International Association of Chemical Thermodynamics, the China Association for Science and Technology, the National Natural Science Foundation of China, and the Chinese Academy of Sciences for sponsoring the conference.Thermodynamics will continue to be an important area of research for many years to come, with a wide range of applications from chemical engineering to the biosciences. We look forward to the presentation and discussion of the results of further advances in chemical thermodynamics at the next ICCT, which will take place in Boulder, Colorado in 2006.1. P. G. Debenedetti. J. Phys.: Condens. Mater. 45, R1669-1726 (2003).2. P. G. Debenedetti and H. E. Stanley. Phys. Today 56, 40-46 (2003).J. H. DymondConference Editor
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Chiam, Chooi Chea, Tai Kwan Woo, Han Tek Chung, and P. Rajesh Kumar K.P. Nair. "The behavioural intention to use video lecture in an ODL institution." Asian Association of Open Universities Journal 12, no. 2 (November 6, 2017): 206–17. http://dx.doi.org/10.1108/aaouj-09-2017-0030.
Анотація:
Purpose The purpose of this paper is to gain insight into learners’ behavioural intention to use the video lectures as their learning material. The behavioural intention construct is measured in terms of perceived ease of use and perceived usefulness of video lectures. It is hoped that the findings of this study will provide feedback as to learners’ intention to use as well as guidelines on how to improve the development of video lectures as the university gears to offer more courses in the fully online mode in the near future. Design/methodology/approach A total sample of 392 questionnaires were collected for this study using technology acceptance model model. Descriptive and inferential statistics are used as the main analytical tool to study the learners’ behavioural intention to use the video lectures as their learning material. The behavioural intention construct is measured in terms of two dimensions: perceived ease of use and perceived usefulness of video lectures. Findings In conclusion, the findings from this research study seem to suggest that OUM learners have a positive perception of video lectures with reference to the two dimensions of “ease of use” and “usefulness”, where ease of use is concerned, OUM learners rate content relevancy, appropriate language and viewing flexibility as the strongest points of video lectures. The aspects ranked lowest are technical (ability to play the video lecture smoothly from the beginning to the end) as well as objective of usage (video lectures are not rated high as revision material for exam preparation). Research limitations/implications Future studies can be conducted pertaining to issues on the context in which learning is taking place within higher education, various definitions of video, and ways of categorising and presenting these different types, teaching “with” and “through” video from the perspective of the lecturer and the educational institution, approaches to didactically embedding and integrating video into a course that results in effective learning and the process and support needed by the (traditional) lecturer to create and deploy various types of video content. Originality/value Over the last ten years, the production of video has gone from a complicated and technical process to one easily done by the general masses. It is now possible for anyone with a mobile phone to make a video recording. The question lies on whether the students have deeper meaning of learning via video lectures and the perception of students on using video lecture as teaching tool in the open and distance learning.
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Glushkova, Maria, Olga Zgurskaya, and Aleksandra Talanina. "On Feasibility of Using Chronotope for Description of Lecture Genre." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 2 (June 2021): 144–56. http://dx.doi.org/10.15688/jvolsu2.2021.2.13.
Анотація:
Any lecture and particularly an academic lecture, as a genre of scientific discourse, is a unique and extremely interesting material for research. Lectures that authors (lecturers) present to students are thought-out, essentially prepared but spontaneous texts as regards the form of their representation. The main purpose of a lecture is the formation of certain scientific ideas, which requires constant interaction with students, constant influence upon them and, most importantly, constant assessment: to what extent functional the speech is. The composition of the lecture is not linear, its narration may contain cross-references to the ideas mentioned before, as well as projections of what will be said later, and every step of such kind is not just a movement forward or backward, these are actions that create a link between the components of the information presented by the lecturer. It is impossible to predict the whole system of such actions. It depends on the specific conditions under which the lecture is given, but the varieties of the steps in the lecture genre given above can be defined and studied. From our perspective for the description of the non-linear structure of the lecture, it is appropriate to use the concept of "chronotope". While creating the lecture, the author generates a model of time and space in which the speech action takes place. The main feature of lecture chronotope is the existence of several levels of organization, since it has its own internal, spatio-temporal coordinates. However, it's included not only in the framework of a whole lecture course but also in the general system of science development. The explication of the lecture chronotope is carried out at different levels of text organization, both at the level of composition, and at the level of vocabulary and grammar, all of which are interconnected.
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Khisamutdinova, Natalia V., and Amir A. Khisamutdinov. "Theory and practice of V.K. Arseniev as a Traveller and Educator." Alma mater. Vestnik Vysshey Shkoly, no. 7 (July 2023): 118–24. http://dx.doi.org/10.20339/am.07-23.118.
Анотація:
The article reports on the pedagogical activity of the researcher and writer Vladimir Klavdievich Arseniev (1872–1930). Having arrived in 1900 in Vladivostok for military service, he was studying the Russian Far East for 30 years in expeditions that contributed to the regional development. The researcher’s rich experience, extensive knowledge in various academic fields, and the storyteller talent made Arseniev a well-known educator who delivered popular lectures in various organizations. Educational institutions occupy a special place in this list. In some of them he only made reports, while in others he was on the staff and taught lecture courses that were part of the curriculum. He was a lecturer at the People’s University in Vladivostok, the Vladivostok Teachers’ Institute (then the Far Eastern State Pedagogical Institute named after K.D. Ushinsky), participated in the organization of the State Far Eastern University and lectured at its oriental department. Arseniev’s pedagogical activity was based on the one hand, on constant self-education and his own scientific work, and on the other hand, he always tried and improved teaching methodology and attracted students to research and practical work. Thus, Arseniev anticipated the requirements that today are imposed on higher education employees. His example is very demonstrative today, when the goal of higher education is to prepare students for future practical activities. The article is based on V.K. Arseniev’s publications and materials from his personal archives in the Amur Region Study Society (OIAK) in Vladivostok.
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Vlachopoulos, Panos, and Shazia Jan. "Exploring modes of lecturing as a teaching method in higher education: Student attendance, preference and motivation." Journal of University Teaching and Learning Practice 17, no. 5 (December 1, 2020): 222–40. http://dx.doi.org/10.53761/1.17.5.15.
Анотація:
This paper presents the findings of a large-scale study conducted at an Australian metropolitan university, which seeks to compare attendance in different modes of lecture delivery and student preference and motivation for attendance. The research design collected data for three different teaching methods - oncampus lectures, live streaming utility and lecture recordings via lecture capture. The study addresses the broader question of the value students place on the modes of lecturing, as indicated by their attendance patterns, usage of lecture recordings, and preferences and motivations for the same. Overall, the study confirms the student preference for flexibility when accessing or attending lectures, with those choosing both on-campus and live streaming lecture delivery, also having a strong preference for using recorded lectures. Implications of findings of the study which was conducted pre-COVID-19 extend to a postcoronavirus world as well with implications for infrastructure and resource planning for universities with changing student demographics and flexibility requirements and challenges brought on by a global health and economic crises.
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Sofian, Ferane Aristrivani. "Konstruksi Makna Smartphone bagi Mahasiswa Jurusan Marketing Komunikasi di Universitas Bina Nusantara Jakarta." Humaniora 6, no. 2 (April 30, 2015): 272. http://dx.doi.org/10.21512/humaniora.v6i2.3343.
Анотація:
Most Marketing Communication students are smartphone users. The students, either consciously or not, would prefer to use his/her smartphone rather than socializing with other people around. Even when in class during lectures, until it often leads to conflict between lecturer and students. In connection with the meaning, everyone will behave towards something based on the meaning of that something in his mind. Thus, this study would like to try to answer what the meaning of the smartphone for Marketing Communication students is; why they use a smartphone when lectures take place; and what their opinion in wisefully using of their smartphones. This study used a qualitative research system with a descriptive case study method. Through observation and in-depth interviews of nine informants can be seen that the meaning of a smartphone for students is as practical communication medium for sharing information and the necessities of life; teaching methods oflecturer are less attractive, boredom, always wanted to connect anytime, anywhere with friends or family, addicted to smartphones are reasons why students always want to use smartphones in class when the lecture takes place; and the wise use of smartphones by students is at the right time, do not harm others and for positive things.
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Muhsan, Ali Samer, and Thar M. Badri Albarody. "MICROLECTURE/LAB HYBRID CLASS FOR BRIDGING THE GAP BETWEEN THEORIES AND APPLICATIONS IN TEACHING ENGINEERING SUBJECTS." Platform : A Journal of Engineering 3, no. 1 (May 6, 2019): 65. http://dx.doi.org/10.61762/pajevol3iss1art4626.
Анотація:
There is a paradigm shift taking place in the academy, in which the focus is moving from faculty, their teaching to learners and their learning. Efforts to improve the learner’s learning include a variety of innovative pedagogical approaches (such as first-year design courses, cooperative learning, problem base learning, technology-enhanced education, and distance learning). As engineering educators are leading the way in many of these areas, it is also important to recognize the role of learners in this transformation process. Most engineering lecturers who teach engineering mechanics, especially Statics and Dynamics are used to teach this subject in a theoretical manner. This research suggests a teaching method that could reduce or eliminate the gap between theories and applications in teaching engineering mechanical subjects through achieving a lecture/lab hybrid classroom environment where a portable lab illustration along with micro lecture method is implemented for learners’ engagement (learners-centered learning) and better teaching technique that covers both the visual/practical and the auditory/theory learning styles. In the micro lecture, the lecturer is available for learners at home through videos or internet-based lectures and class time is used to complete assignments by moving the instruction to the homework to the class. Learners are given more ‘one-on-one’ time with their lecturer to work their assignments and the role of the academic staff changes from a lecturer to an instructor. During class time, the portable lab toolkits are used to illustrate the main concepts of the given subject further. The instructor asks the learners to start an experiment by discussing with their peers and make a prediction of the outcome of that experiment. Thus, the learners’ preconceptions relevant to the phenomenon are studied. Secondly, learners perform the experiment and are asked to compare the outcome and prediction. If the outcome and prediction did not match, they would have to reflect on their observations.
Keywords: Portable lab, Flipped classroom, Technology-enhanced education, Problem based learning, Cooperative learning
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Williams, Norman. "Time to step up to the plate." Bulletin of the Royal College of Surgeons of England 95, no. 4 (April 1, 2013): 122–23. http://dx.doi.org/10.1308/147363513x13500508920455.
Анотація:
This month we hosted the Hunterian Oration and dinner. It was a splendid occasion that showed the College at its very best. The Oration, delivered biennially, celebrates Hunter's remarkable contribution to the science and practice of surgery and is regarded as the most prestigious lecture awarded by our College. The lecturer is therefore chosen very carefully from a number of outstanding individuals who have made a significant contribution to their sphere of work.
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Szathmári, István. "Miről vallanak a földrajzi nevek?" Névtani Értesítő 30 (December 29, 2008): 213–15. http://dx.doi.org/10.29178/nevtert.2008.20.
Анотація:
In the two lectures, originally delivered in the programme entitled Édes anyanyelvünk [Our sweet mother tongue] on Kossuth radio, the author discusses how geographical names can be utilized in researching local as well as general history. The first lecture discovers the origins of place names found in Western Hungary; the second lecture presents the names of Kisújszállás located in the Great Hungarian Plain.
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Saputra, Sepriadi. "EFEKTIVITAS KOMUNIKASI INTERPERSONAL DALAM KEGIATAN PEMBELAJARAN MELALUI MEDIA WHATSAPP GROUP." Profesional: Jurnal Komunikasi dan Administrasi Publik 7, no. 1 (July 3, 2020): 11–21. http://dx.doi.org/10.37676/professional.v7i1.1087.
Анотація:
This study aims to know the effectivity of interpersonal communication in learning activities through WhatsApp Group Media, a research study using an effectiveness study proposed by Devito (1997) which says there are 5 general dimensions to measure the effectiveness of interpersonal communication activities including openness, empathy, supportive, attitude positive and equality. Based on the results of the presentation about the effectiveness of interpersonal communication in lectures using WhatsApp Group by the Communication Studies lecturer at the Raden Fatah State Islamic University of Palembang, it is known that WhatsApp Group can display various types of learning media in the form of visual media, audio, audio visual, and presenter groups. However, the WhatsApp group media cannot provide sample objects directly if the course requires sample objects to be demonstrated. This research shows that learning activities that only use WhatsApp Group media without using face-to-face lecture methods are ineffective, this is due to the many obstacles faced by students and lecturers when the lecture activities take place. Various obstacles faced are the small level of openness of students, empathy that is difficult to show both by students and by lecturers, the attitude of support is not as strong as learning is done by direct meeting in class, the attitude shown is largely the opposite of what is expected by the lecturer, as well as the equality of the meaning of learning materials both for students and for different lecturers.
Keywords: interpersonal communication, openness, empathy, supportiveness, positive attitude and equality, whatsapp group
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Afrizon, Renol, and Wahyuni Satria Dewi. "Kepraktisan Bahan Ajar Statistika Pendidikan Fisika Bermuatan Model Cooperative Problem Solving." JURNAL EKSAKTA PENDIDIKAN (JEP) 3, no. 1 (May 31, 2019): 26. http://dx.doi.org/10.24036/jep/vol3-iss1/311.
Анотація:
The statistics of physics education are compulsory course with a lot of material descriptions so the lectures must be assisted by the use of teaching materials. The lectures of statistics of physics education that took place in the July-December 2017 semester illustrates that: 1) teaching materials are less attractive to students, 2) the assignments given are quite clear and sufficient in accordance with the level of thinking of students, 3) materials delivered by the lecturer is in accordance with the targets in the syllabus with some material is still abstract, 4) the lecture have been pursued in accordance with the syllabus but the methods used have not varied and 5) students learn material of statistic of physics education only from the lecturer explanation so that only a few students can answer statistical problems quickly and correctly. This indicates that it is need provided teaching materials with a cooperative problem solving model. The author has tried to design teaching materials of statistic of physics education with cooperative problem solving models with very valid criteria according to the assessment of six experts with educational qualifications of statistics and physics education. However, this teaching material has not been tested at normal conditions in the lectures so that the level of practicality has not been revealed. The aim of this study was to determine the practicality level of educational statistical teaching materials containing cooperative problem solving models according to users, namely lecturers and students who listed in the course. Type of research is research and devel-opment with the ADDIE model. The ADDIE model stands for Analyze, Design, Develop, Implement and Evaluation. This research is part of the Implementation stage where development products are implemented in real terms so that the level of practicality can be measured with indicators of ease of use, attractiveness and efficiency. Data collection used student response questionnaires and lecturer response questionnaires with a Likert scale. Data analysis used descriptive statistic analysis techniques. The results showed that teaching materials of physics education statistics had very practical criteria (lecturers opinion) and practical (students opinion). The conclusion of this study is the teaching materials of statistic of physics education with cooperative problem solving model has been practically used in lectures
21
Andreeva, S. A., N. R. Karelina, T. I. Kim, L. Y. Artyukh, and M. L. Opedizano. "The role of lectures in the modern educational space." Pediatrician (St. Petersburg) 12, no. 4 (December 13, 2021): 103–12. http://dx.doi.org/10.17816/ped124103-112.
Анотація:
This article presents the authors personal views on the role, the place and the forms of lecture teaching of the morphological disciplines at the medical universities. Historical analysis shows that lecture has traditionally been the leading form of a university education. At the same time, the increasing requirements for the quality and efficiency of the modern educational process, the intensive intercalation of computer technologies in education and medicine raise the question of the preferred methods of conducting this type of classes. In addition, the difficult epidemiological situation, that is observed today around the world, has made its own adjustments to this discussion. The article provides a comparative overview of the various forms of presentation of lecture material (face-to-face lectures, online lectures in synchronous and asynchronous versions), and details the advantages and the disadvantages of each of them. Evaluating the positive and the negative aspects of the remote lectures, we can say that this format is not perfect for studying at a medical university. Moreover, it is not suitable for giving lectures on human anatomy because their demonstrativeness suffers. A lecture is a parade of a department, noticed the academician of the USSR Academy of Medical Sciences V.N. Shevkunenko. It can give an ability for a creativity, a lifeline in the process of a powerful flow of information to a student, select the most useful and necessary things, promote the development of а professional competence, help to find guidelines, life values and meanings. All this can be fully implemented only with live communication in а lecture audience, which is the secret of the longevity of a lecture.
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Zanini, Mariza Pereira, Paula Schild Mascarenhas, Isabella Mozzillo, and Maristela Gonçalves Sousa Machado. "Madame Bovary : une proposition de lecture plurielle." Moderna Språk 107, no. 1 (June 17, 2013): 101–17. http://dx.doi.org/10.58221/mosp.v107i1.8140.
Анотація:
Sans avoir la prétention de proposer un modèle à suivre, nous tenterons de démontrer que les possibilités de lecture du texte littéraire en classe de français langue étrangère sont multiples et qu’elles répondent à des besoins incontournables dans l’appropriation d’une langue étrangère. Les approches proposées ici ont en commun l’objectif de former des lecteurs autonomes et sensibles aux particularités de la langue littéraire.
Pour ce faire, nous prenons appui sur nos compétences individuelles et sur nos vécus partagés en tant qu’enseignants formateurs de français dans un contexte lusophone. Nous présenterons d’abord des aspects théoriques de la lecture ainsi que la place du texte littéraire dans la formation du lecteur. Ceci puisque ce sont des éléments essentiels dans la formation des enseignants et puisque les textes littéraires sont inévitables pour le perfectionnement des compétences linguistico-culturelles. Notre but est de garantir l’accès à un processus menant à l’appréhension du sens dans le texte à partir d’une lecture commentée d’un extrait de Madame Bovary de Gustave Flaubert. Il y aura ensuite deux autres approches de ce même texte, l’une mettant en relief les aspects linguistiques et l’autre les aspects interculturels.
23
Rudi Rahman. "KOMUNIKASI ANTAR PRIBADI DOSEN DAN MAHASISWA DALAM MEMOTIVASI BELAJAR MAHASISWA ILMU KOMUNIKASI UNIVERSITAS HANG TUAH PEKANBARU." JURNAL SOSIO-KOMUNIKA 2, no. 1 (May 30, 2023): 261–74. http://dx.doi.org/10.57036/jsk.v2i1.41.
Анотація:
Lecturers and students have a close relationship in building good learning motivation. Through learning when lectures take place is a major effort in developing the potential possessed by these students, motivation plays an important role in creating a quality learning process. This can be realized, of course, cannot be separated from the role of the lecturer who always socializes students in the educational aspect. Socialization is also carried out in the learning process including in increasing the learning motivation of these students. The stimulus and response that occurs between students and lecturers will affect the lecture objectives that have been prepared previously. This is because between motivation and results are always related to each other. This research is a qualitative descriptive study in which the results of this study explain that the communication that exists between lecturers and students in motivating learning for Communication Science students at Hang Tuah University Pekanbaru is carried out face-to-face or directly and also indirectly through WhatsApp media. Through personal communication between lecturers and students, lecturers try to provide motivation and direction for students to have high learning motivation. Messages delivered persuasively and messages conveyed by lecturers lead to the achievement of lecture objectives to be achieved by students
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RFGI, RFGI. "Dossier : Les méthodes Japonaises de gestion de production." Revue Française de Gestion Industrielle 1, no. 1 (April 28, 2022): 01. http://dx.doi.org/10.53102/1982.1.01.1123.
Анотація:
L’intérêt actuel et justifié pour les méthodes japonaises de Gestion de Production dans les milieux industriels français a conduit la rédaction à réaliser le premier numéro de la Revue Française de Gestion Industriellea.utour de ce thème. Deux articles sont proposés au lecteur. Le premier article "D’où vient le succès du système de production Toyota” est une traduction d’un articleaméricain écrit par un japonais, Yasuhiro Monden. C’est une traduction sans commentaires, qui présente de façon relativement d étaillée mais peut être brutale le système de production mis en place par Toyota dans ses usines. Les lecteurs français risquent d’être quelque peu désorientésà la lecture de ce texte ; Comment utiliser et tirer parti de ces fameuses méthodes japonaises ?
25
Elden, Stuart. "Plague, Panopticon, Police." Surveillance & Society 1, no. 3 (September 1, 2002): 240–53. http://dx.doi.org/10.24908/ss.v1i3.3339.
Анотація:
This article resituates the Panopticon in Foucault’s work, showing how it emerged from research on social medicine in the early to mid 1970s, and relating it to discussions of the plague and the police. The key sources are lectures and seminars from this period, only partly translated in English. What is of interest here is how Foucault’s concerns with surveillance interrelate with concerns about society as a whole – not in the total institution of the prison, but in the realm of public health. This is pursued through detailed readings of Foucault’s analyses of urban medicine and the hospital. The article closes by making some general remarks about situating Foucault’s books in the context of his lecture courses, and about how the analysis of medicine may be a more profitable model for surveillance than the Panopticon.
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Sirdesai, Nivedita, Chhaya Saraf, and Shubhada Gade. "Paradigm shift in teaching-learning from classroom to virtual mode – Challenges and opportunities." Journal of Education Technology in Health Sciences 8, no. 3 (January 15, 2022): 117–21. http://dx.doi.org/10.18231/j.jeths.2021.023.
Анотація:
Since the unprecedented declaration of lockdown there has been a paradigm shift in medical education from chalk and board to virtual mode imposing both challenges and opportunities to faculty and students alike. As guest lecture is an innovative way of pedagogy we addressed them through an online talk to analyse the preferences towards sudden change in medical education. Students and faculty were addressed about the paradigm shift in teaching learning methods through an online guest lecture and the attendees answered a feedback questionnaire on different Teaching Learning methods. Based on responses to the questions results were plotted in Microsoft Excel and completed questionnaires were analyzed for statistics. : 90% of students and 100% of faculty found online guest lecture interesting and opined positively about having more online lectures in academic year. As far as teaching learning method is concerned both faculty and as students preferred offline/ traditional/ classroom teaching. : Online guest lecture offers more opportunities than challenges for both faculty and students. Arranging online guest lectures is economical, cost effective, has ease of attending from place of convenience provided robust internet connection is ensured, eliminates travel time as well as reduces the programme budget. Hence more number of virtual guest lectures can be arranged in an academic year for benefit of medical undergraduates. It is a novel platform for student teacher interaction and arrangement of more and more online guest lectures from eminent speakers excelling in various superspecialities should be encouraged.
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Herliana, Fitria, Abdul Halim, Ahmad Farhan, and Elisa Kasli. "Identification of Lecturer Difficulties in Implementing of Blended Learning in the Covid-19 era." Asian Journal of Science Education 2, no. 2 (October 27, 2020): 106–13. http://dx.doi.org/10.24815/ajse.v2i2.18274.
Анотація:
Learning in the Covid-19 era requires lecturers and students not to study in the same place. This condition is a new challenge for lecturers and students to continue implementing effective learning using a suitable approach that is blended learning. This research is a preliminary study to determine the difficulties of lecturers in implementing blended learning at Department of Physics Education, FKIP – Universitas Syiah Kuala. The method used in this research is a survey using a questionnaire containing 30 statements. The indicators measured in this study were 9 (nine) indicators from 2 aspects, namely the readiness and skills of lecturers in implementing blended learning in the Covid-19 era. The questionnaire was distributed to 15 lecturers in the Department of Physics Education, and the results of the responses obtained were analyzed using descriptive statistics. The results of the analysis show that 29.23% of lecturers are not ready to apply the blended learning approach because 53.85% of lecturers rarely access the internet and learning platforms to facilitate lecture activities, so they are not used to using it. 44% of lecturers are not yet skilled in using learning platforms which are shown by 46.16% of lecturers having difficulty changing the general appearance of the virtual class, and 46.15% of lecturers have difficulty interacting using the learning platform. These difficulties are the obstacles for lecturers to apply the blended learning approach in lecture activities, so it is necessary to immediately find solutions to help the lecturer difficulties so that lectures in the Covid-19 era continue to run effectively like previous lectures.Keywords: Blended Learning, Covid-19, Lecturer Difficulties, Obstacles
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Malik, Abdul. "Hambatan Komunikasi dalam Perkuliahan Daring pada Masa Pandemi Covid-19." LONTAR: Jurnal Ilmu Komunikasi 9, no. 2 (December 27, 2021): 78–84. http://dx.doi.org/10.30656/lontar.v9i2.4037.
Анотація:
This study was conducted to obtain an overview of the communication barriers between lecturers and students during the online class in the Covid-19 pandemic. The method used in this research is a case study and descriptive qualitative in which the result obtained from the research and the processed of the data about the communication barriers that occur in online lectures are deeply processed. The collected data consists of primary data that is obtained from online interviews and discussions with informan. Secondary data is obtained from various literature sources related to information and policies online lectures. Based on the result of research, show that at least there are three communication barriers that take place in online lectures, namely technological, environmental, and psychological barriers. Those three barriers are considered as lecture processed disruptions which implicate that there are students' difficulties in studying and understanding the lecture material well.
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Mercier, Jean-Pierre. "La part du lecteur de textes littéraires dans la classe de français." Nouveaux cahiers de la recherche en éducation 13, no. 2 (July 4, 2013): 177–96. http://dx.doi.org/10.7202/1017289ar.
Анотація:
Cet article examine la place et le rôle du sujet lecteur de textes littéraires dans la classe de français. Il ne s’agit plus, dans le cadre théorique que nous exposons, de penser exclusivement à former un lecteur qui comprend et interprète les textes littéraires à la faveur d’une pensée abstraite et rationnelle. Les conceptions gravitant autour de la notion de sujet lecteur font voir que la lecture émanant d’un sujet est nourrie de sa culture personnelle, conséquence de son histoire, amalgamée aux dimensions affectives, sociales et cognitives de sa subjectivité. Dans une perspective didactique, nous proposons de retenir deux critères pour l’élaboration des dispositifs de lecture des textes littéraires : le critère du climat et le critère d’autorisation.
30
Lee, Minha, Seongun Kim, and Ilho Yang. "Mind Wandering of Elementary School Pre-service Teachers according to the Video Type during Earth Science Video Lecture." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 3 (February 15, 2023): 783–95. http://dx.doi.org/10.22251/jlcci.2023.23.3.783.
Анотація:
Objectives This study examines the attention of elementary school pre-service teachers according to the two types of lectures, Picture-In-Picture (PIP) and Lecture Capture (LC), while watching science video lecture s using a eye-tracking device. Mind Wandering (MW) was collected and analyzed for this purpose.
Methods The participants were 18 pre-service teachers (12 women, 6 men), and the task was a video lecture for a university earth science education lecture, and the theme was a lecture on how to guide the rotation of the earth, orbit, and phase change of the moon to elementary school students. Data were collected with the Tobii Pro Spectrum eye- tracking device, and when sections with a fixed duration of 400 ms or more lasted for more than 2 seconds were determined as the MW section. The MW was analyzed according to two image types. Attention and MW inducing factors were identified through interviews and screen analysis.
Results As a result, it was found that the LC type had a shorter MW Duration due to a significant difference than the PIP type. This suggests that the LC type is more effective in maintaining the learner's attention than the PIP type. The gaze plot during MW shows a phenomenon in which gaze movement is fixed to one place, and in the LC type, gaze fixing to the instructor was remarkable. During video lectures, factors such as repeated explanations, static screens, difficulty of learning tasks, and task familiarity were identified as factors that could cause MW. In addition, pre-service teachers preferred the LC type to the PIP type.
Conclusions Developing video lectures in LC type will help maintain attention, and the design of video lectures should avoid repeated explanations, static screens, high-level cognitive load presentations, and learning tasks that can cause students to get tired of, and should be developed to continuously provide visual or auditory stimuli.
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Schillings, Patricia, Marine André, and Virginie Dupont. "Performances en lecture et pratiques de classe en Fédération Wallonie-Bruxelles :." NEXUS : Connecting teaching practice and research 3, no. 1 (December 8, 2023): 73–94. http://dx.doi.org/10.14428/nexus.v3i1.79273.
Анотація:
Au printemps 2021, les élèves de quatrième primaire de la Fédération Wallonie-Bruxelles ont pris part à l’enquête Progress in International Reading and Literacy Study (PIRLS) organisée par l’IEA. Tous les cinq ans, cette étude évalue la compréhension de l’écrit à un moment charnière de la scolarité où les élèves sont fréquemment amenés à lire pour acquérir des connaissances dans les différentes disciplines scolaires. Cet article met le projecteur sur quelques résultats saillants de PIRLS 2021. Les faibles performances moyennes des élèves de la FW-B sont mises en parallèle avec la nature des activités visant à développer la lecture en quatrième année primaire. Nos résultats montrent que celles-ci ciblent peu le développement des démarches d’autoévaluation et de régulation de leur compréhension par les élèves. Les lectures effectuées dans le cadre scolaire apparaissent essentiellement exploitées dans une visée d’évaluation du produit de la compréhension. La place accordée au développement des démarches d’appréciation demeure restreinte. Quant aux échanges entre lecteurs et aux écrits d’appropriation, leur fréquence demeure faible à ce niveau scolaire. Ces pratiques constituent pourtant des leviers indispensables à l’amélioration des compétences en lecture, que l’on considère celle-ci selon une approche cognitive ou socioculturelle. Point de ralliement entre ces deux approches, la dimension réflexive de la lecture cible la capacité d’autoréguler sa compréhension mais également la capacité à prendre de la distance pour réfléchir à propos d’un texte et justifier son appréciation personnelle. Il nous semble urgent que cette dimension s’ancre dans les pratiques de classe dès le début de l’enseignement primaire.
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PARVEZ, TARIQ, BABAR PARVEZ, and AMAL BEHANI. "DOCTORS NEED ENHANCED ONCOLOGY KNOWLEDGE." Professional Medical Journal 13, no. 02 (June 25, 2006): 313–16. http://dx.doi.org/10.29309/tpmj/2006.13.02.5037.
Анотація:
Objective: To assess oncology knowledge among doctors, andsuggestions to improve. Design: Cross sectional analytical study. Place and duration of study: This study was carriedout in the Department of Oncology, King Fahad Hospital, Madina Munawra, KSA and was completed in 8 months fromNovember 2004 to June 2005. Subjects and Methods: Series of five lectures were delivered on different subjects ofoncology. Participants were asked to answer an MCQ type questionnaire, which was structured regarding the contentof the lecture, before the lecture and after the lecture. Comparison was made by simple percentage calculation andstatistical analysis, student’s t-test. Result: Knowledge of the doctors rose from average 37% to 74% after the lecture.Conclusion: Doctors need enhanced knowledge in oncology and simple lecturing can make an improvement
33
Patro-Kucab, Magdalena. "Ludwik Osiński – profesor-esteta. Próba waloryzacji wykładów literatury porównawczej." Annales Universitatis Paedagogicae Cracoviensis. Studia Poetica 5 (May 14, 2018): 101–14. http://dx.doi.org/10.24917/23534583.5.8.
Анотація:
Ludwik Osiński – professor-aesthete. An attempt to valorize the comparative literature lectures The article is an attempt to give a broad outline of the profile of Ludwik Osiński as a literature lecturer at the Warsaw University. Over the centuries, the author of Zbiór zabawek wierszem has been accused of: lack of originality in concluding, imitativeness, deficiency of qualifications characteristic for a university lecturer, and finally, disapproval for transformations taking place in literature. The purpose of the article is to answer the question about the Osiński’s position among the scientists of the Congress Kingdom. Moreover, this paper is also an attempt to verify the slightly understated, still taken over and reproduced judgements about unilateral and definitely negative attitude of scientists towards the critical legacy of the author of Zbiór zabawek wierszem. When assessing the aesthetic and literary achievements of Ludwik Osiński, two points of reference were determined; the first one is the heritage of Antique, and the other one – the European literary doctrines developing in the 2nd half of 18th and the beginning of 19th century. In the exemplification, the author of the article subjects a fragment of the Osiński’s course (Wykład literatury porównawczej, czytanej w Uniwersytecie Warszawskim, [The lecture of comparative literature, read at the Warsaw University]) devoted to lyrical poetry to research review. A detailed presentation concerns a few issues, mainly the attitude to the antique tradition and the European literary doctrines, as well as understanding of the rules of evaluating and valuing of literary works.
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Gerasimova, M. M. "Regarding the Transcript of a Lecture Course by G. F. Debets at the Department of Anthropology of the Moscow State University in 1954." Bulletin of the Irkutsk State University. Geoarchaeology, Ethnology, and Anthropology Series 31 (2020): 41–54. http://dx.doi.org/10.26516/2227-2380.2020.31.41.
Анотація:
The subject of this study was a poorly readable 66 years old typewritten text. This is a transcript of twenty lectures by the outstanding Russian anthropologist Georgy Debets (1905–1969), a record of his training course “Anthropology of the Peoples of USSR”. In 1954, he taught it at the Department of Anthropology at Moscow State University. Initially G. F. Debets had intended to write a textbook based on this lectures, but he did not fulfill this idea. The characteristics of the training course are given in general terms. The main attention is paid to how G. F. Debets saw the history of anthropological study of the peoples of Russia. At the same time, certain changes were taken into account both in the theory and practice of anthropological studies that have taken place since the early 1950s. The 1st lecture was delivered on September 6th, 1954, the last lecture was dated to the end of December of the same year. The lecture transcripts are mainly 30–40 pages long, with the exception of lectures on the peoples of Kazakhstan and Central Asia, which fit in 50 pages. The first two lectures were devoted to the study of the history of the peoples of the USSR from ancient antiquity to the present, the 3–5th lectures dealt with the methodology of studying the modern and fossil population, meaning racial somatology and craniology. The 6th lecture outlined the principles of the classification of modern human races and described the various existing classifications. Five lectures (7–11th) were devoted to the review of the country's population paleoanthropology from the Paleolithic era until the Middle Ages, inclusive. The next nine lectures covered the anthropology of peoples living in separate geographical areas. G. F. Debets pointed that the course he taught was not about the history of Russian anthropology, so he would not touch on many works of the 19th century. The first lectures outline the stages of development of anthropological research of the peoples of the USSR and state the results of isolated stages, which are reflected unevenly. Both this periodization and the characteristics of the stages do not always coincide with the periodization that was presented in the university textbooks of anthropology that appeared later. For this reason, the transcript of lectures of 1954 is a valuable source both for the history of physical anthropology as a whole and for understanding the scientific views of one of the founders of modern anthropology.
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Chinnery, Sarah Mary, Jill R. D. MacKay, and Kirsty Hughes. "What’d I miss? A qualitative exploration of student and staff experiences with lecture recording over an academic year." Journal of Perspectives in Applied Academic Practice 9, no. 1 (June 28, 2021): 8–17. http://dx.doi.org/10.14297/jpaap.v9i1.467.
Анотація:
Lecture recording is the process of capturing the visual and/or audio aspects of a lecture for students to access at their own convenience. Recorded lectures have the potential to benefit student learning through making lecture content more accessible, however effects on student attendance, attainment and engagement are debated. This is of particular interest to professional degrees, which teach to standards set by professional bodies and have limited control over curriculum content. The aim of this study was to explore student and staff use and opinion of lecture recording over an academic year in a professional degree to see how patterns of use may change after lecture recording becomes common place. Four students provided longitudinal blogs over the academic year (four blogs per students) which were thematically coded. Student use of lecture recording changed over the academic year, and was sensitive to the structure of the veterinary programme. Concurrently, semi-structured interviews with staff members highlighted frustrations with lecture recording technology and a perceived lack of flexibility due to recording. Guidance and support is needed to help staff and students to overcome these problems.
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Daru, April Firman. "Rancang Bangun E-learning Berbasis Web Sebagai Media Interactive on line Learning." Jurnal The Messenger 6, no. 2 (July 1, 2014): 37. http://dx.doi.org/10.26623/themessenger.v6i2.196.
Анотація:
<p>Class teaching and learning process has shortcomings, namely limited Class schedule. If the teacher is not in place, the course can not be done. Submission of materials consequently delayed. Utilization of the web as a tool in the lecture can resolve the issue. When the teacher was not there, the lecture could still walk, student attendance can be monitored, the discussion can be done and the task can check on line. Based on these problems will be developed interactive learning web-based application that can be a means of lectures. Model development system used in use is the System Product Development Life Cycle.</p>
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O.A., Medvedeva, Efremova N.N., and Parakhina O.V. "USE OF TOOLS FOR THE EDUCATIONAL PROCESS DIGITALIZATION IN THE FRAMEWORK OF THE IMPLEMENTATION OF THE BLENDED LEARNING MODEL." “Educational bulletin “Consciousness” 24, no. 4 (April 30, 2022): 13–22. http://dx.doi.org/10.26787/nydha-2686-6846-2022-24-4-13-22.
Анотація:
Abstract. The circumstances of recent years have led to the rapid development of the digitalization of the educational environment. Thus, in modern medical education, the successful application of the blended learning model is noted, which consists in the rational combination of digital and traditional forms of education, using their advantages and minimizing disadvantages. The purpose of this work was to assess the level of digitalization of education at the Department of Microbiology, Virology, Immunology of the Kursk State Medical University, as well as to identify its strengths and weaknesses in order to further adjust the educational process and achieve maximum teaching efficiency. The main source of knowledge at the department for students is the course of lectures, the implementation of which is currently taking place in a remote format based on the cloud-based conference platform Zoom. The advantages of this format of lectures were the absence of restrictions associated with geographical remoteness, comfortable conditions for each conference participant, the opportunity for students to save lecture material, the development of self-education skills among students and an increase in the level of technical literacy among the teaching staff. A significant drawback of distance lectures is the lack of personal contact between the lecturer and the audience and the lack of control of students. In general, the level of preparation of students for practical classes revealed the effectiveness of using the distance lecture format. Preparation for practical classes at the department takes place in a mixed format, which is due to the impossibility of mastering the necessary practical skills by students remotely. Of the electronic elements of the educational process, digital automatic testing based on the Moodle e-learning system is widely used, the main advantage of which is saving the time of the teaching staff, since the mechanism independently processes students' answers and calculates the final result. During the discussion of the topic in practical classes, the teachers of the department demonstrate tables and reference materials on an interactive whiteboard or TV, which eliminates the need for a large amount of poster materials. A powerful tool in the learning process are multimedia aids, which are more visual, accessible and mobile. Thus, we have chosen a vector aimed at using the strengths and weaknesses of traditional and electronic formats, creating a kind of hybrid of them to increase the efficiency of our activities. The study of this aspect is necessary for further improvement in order to achieve greater efficiency.
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Yuningsih, Erwin, Gigih Adjie Biyantoro, Eko Sugiharto, M. Wahyu Utomo, and Nilam Ade Pangestu. "Design and build Moodle Learning Management System (LMS) for Athlete students." E3S Web of Conferences 513 (2024): 02011. http://dx.doi.org/10.1051/e3sconf/202451302011.
Анотація:
Optimization of student achievement is carried out with various efforts, including participating in training for preparation for achievement matches. Students of the Faculty of Sports and Health Sciences (FIKK) Surabaya State University (Unesa) who attend training often apply for dispensation not to attend lectures. This has an impact on the quality of learning because students are constrained by place and time so they cannot attend lectures and are only given assignments. So, a system is needed so that student-athletes can take online lectures that are more flexible in time and place. But, FIKK Unesa does not yet have an online lecture system for students. Therefore, this study aims to design and build a Moodle learning management system for student-athletes at FIKK Unesa. The method used in designing and creating the system is waterfall using the Moodle LMS framework. The results showed that the Moodle LMS that had been designed and built could run and function properly.
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V.M., Miziuk. "LECTURE IN A MODERN INSTITUTION OF HIGHER EDUCATION IN A MIXED LEARNING ENVIRONMENT." Collection of Research Papers Pedagogical sciences, no. 90 (November 4, 2020): 135–41. http://dx.doi.org/10.32999/ksu2413-1865/2020-90-22.
Анотація:
У статті розкрито авторський підхід до підготовки й проведення лекційних занять у закладах вищої освіти в умовах змішаного навчання. Визначено, що розвиток цифрових технологій, впровадження інфор-маційно-комунікаційних технологій в освітній процес, поширення електронних освітніх ресурсів відкри-того доступу, а також необхідність дотримання парадигми компетентнісного підходу в процесі підготовки фахівців зумовлюють пошук нових форм взаємодії викладачів і студентів. На основі аналізу наукових досліджень виявлено, що лекція як форма заняття посідає важливе місце в системі підготовки фахівців протягом багатьох століть. Беручи до уваги, що у сучасному цифровому суспільстві лекція перестає бути єдиним джерелом отримання знань, акцентована цінність її з боку ознайомлення студентів з основними науковими й теоретичними положеннями предметної галузі. Зауважено, що зменшення кількості годин на лекційні заняття і збільшення їх на самостійну роботу не вирішує проблему пасивності студентів під час слухання лекцій, адже самостійну роботу важко контролювати, а за відсутності у студентів мотивації до навчання і навичок самостійно вчитися якість їх підготовки значно страждає. Обґрунтовано, що застосу-вання інтерактивних лекцій ефективне за умов попереднього ознайомлення студентів з матеріалом теми, за наявності у них навичок критичного мислення й вироблення комунікаційних умінь. Автором наголошено, що змішане навчання сприяє підвищенню ефективності самостійної роботи, організації різних форм і методів активного пізнання й творчої роботи студентів, у тому числі й під час лекційних занять. Наведено результати експериментальної роботи з провадження технологій змішано-го навчання у підготовці й проведенні лекцій з курсу «Методика навчання інформатики». Запропоно-вано авторську структуру підготовки до проведення лекцій за допомогою електронного середовища LMS Moodle, приклади різнорівневих завдань, які варто пропонувати перед лекцією, під час її читання і після неї. Результати дослідження дали змогу автору зробити висновки, що змішане навчання компен-сує невеликі часові обсяги лекційних занять за допомогою інформаційної підтримки у вигляді елек-тронного освітнього ресурсу, забезпечить налаштування інтерактивної взаємодії студентів і викладача у процесі навчання, а використання системи Moodle допоможе педагогу наповнити курс різноманітни-ми завданнями та налаштувати комунікацію зі студентами з метою збільшення продуктивної взаємодії лектора з аудиторією та перевірки рівня засвоєння матеріалу. The article reveals the author’s approach to the preparation and conduct of lectures in institutions of higher education in a mixed learning environment. It is determined that the development of digital technologies, the introduction of information and communication technologies in the educational process, the spread of electronic educational resources of open access, as well as the need to comply with the paradigm of competence-based approach in the process of training specialists determine the search for new forms of interaction between teachers and students. Based on the analysis of scientific research, it is revealed that the lecture as a form of occupation holds an important place in the system of training specialists for many centuries. Taking into account that in the modern digital society, a lecture is no longer the only source of knowledge, its value from the side of familiarizing students with the main scientific and theoretical provisions of the subject area is emphasized. It is noted that reducing the number of hours for lectures and increasing them for independent work does not solve the problem of students’ passivity while listening to lectures, because independent work is difficult to control, and in the absence of students’ motivation to learn and skills to learn independently, the quality of their training significantly suffers. It is proved that the use of interactive lectures is effective if students are first acquainted with the material of the topic, if they have critical thinking skills and develop communication skills. The author notes that mixed learning contributes to the effectiveness of independent work, the organization of various forms and methods of active learning and creative work of students, including during lectures. The results of experimental work on the implementation of mixed learning technologies in the preparation and conduct of lectures on the course “Methods of teaching computer science” are presented. It is offered to implement author’s structure of preparation for lectures using the electronic environment LMS Moodle, examples of multi-level tasks that should be offered before the lecture, during the reading and after it. The results of the study allowed the author to conclude that mixed learning will make up a small temporary amounts of lectures through information support in the form of e-learning resources, ensure the setup of interactive communication between students and the lecturer in the learning process, and the use of Moodle helps educator to fill a variety of course tasks and to configure the communication with students to increase productive interaction of the lecturer with the audience and test the level of mastering the material.
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Parmadi, Mokhamad, Ramadhan Dwi Wijaya Haratadi, Ibnu Prasetyo Widiyono, Yogi Ferdy Irawan, Puput Widodo, Wisnu Guntur Sutopo, Erick Burhaein, et al. "Pelatihan Dasar Teknologi Informasi Komputer bagi Pelajar Sekolah Dasar." Abdibaraya: Jurnal Pengabdian Masyarakat 2, no. 01 (June 24, 2023): 9–16. http://dx.doi.org/10.53863/abdibaraya.v2i01.520.
Анотація:
One of the tangible manifestations of the Kebumen Nahdhlatul Ulama Ma'arif University (UMNUI) in carrying out community service is the Real Work Lecture (KKN). This Real Work Lecture (KKN) aims to improve students' abilities and insights as a provision for life in the community after graduating from study. In other words, this real work lecture activity is a place for students to help the process of developing villages and communities in the village environment. Based on observations in Kedaleman Wetan Village, Puring District, several problems were found. Seeing these situations and conditions, a KKN work program design was formed as an effort to deal with existing problems. In choosing a KKN work program, there are several things that need to be considered, including the following. 1) Community needs, 2) Knowledge and skills of students, 3) Available time, 4) Facilities and funds, and 5) Natural potential and its inhabitants Keywords: Lectures, Community Service
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Steinberg, Amir. "Implementation of Hematology-Oncology Lecture Series for Housestaff." Blood 114, no. 22 (November 20, 2009): 4554. http://dx.doi.org/10.1182/blood.v114.22.4554.4554.
Анотація:
Abstract Abstract 4554 BACKGROUND Currently, the hospital has a floor dedicated to cancer patients. The housestaff taking care of these patients includes three interns and one hematology-oncology fellow. In addition, there is a consult service comprising another fellow, an intern, and a resident. There was a paucity of formal, didactic, teaching in place devoted to the subjects of hematology and oncology. OBJECTIVE the development of a monthly lecture series for housestaff rotating on a hematology-oncology rotation that would focus on three key areas: METHODS Topics were chosen based on pertinence. These included: leukemia, lymphoma, multiple myeloma, stem cell transplantation (these first four comprising at least 50% of patients on the unit), coagulation, breast cancer, lung cancer, colon cancer, gynecological malignancies, and pain management/supportive care. Potential speakers included full-time faculty as well as private physicians affiliated with the cancer center. Emails and/or phone calls were placed to the physicians and announcements made at division meetings and schedules developed. The plan was also for the development of a series of questions testing the housestaff at the start of their one month rotation and at the end of the rotation. Lectures were scheduled for afternoons if possible to avoid conflicts with morning rounds. Occasional morning talks were necessary to accommodate lecturers. Format of lectures was flexible (power point, dry-eraser board). RESULTS Overall feedback was positive for the lecture series. The two conditions affecting optimal success of the program concerned scheduling, including intern and fellow schedules as they relate to rounds and housestaff clinics and availability of when speakers could lecture and recruitment of speakers appropriate to the relevant topics. In addition, repeating the topics every month proved challenging for finding lecturing participants. The question/answer testing is still early in testing and no conclusion can be made. CONCLUSION A didactic lecture series is an important aspect of hematology-oncology education for housestaff. Repeating lectures every month is a challenge for several reasons. Possible interventions in the future may include: Disclosures: No relevant conflicts of interest to declare.
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Bouziri, Basma. "A corpus-assisted genre analysis of the Tunisian Lecture Corpus: An exploratory study." Research in Corpus Linguistics 8, no. 2 (2020): 103–32. http://dx.doi.org/10.32714/ricl.08.02.06.
Анотація:
Multimodal, specialized corpora of academic lectures represent authentic classroom data that practitioners can draw on to design academic listening resources that would help students attend lectures. These corpora can also act as reflective practice corpora for teacher training or professional development programs with the objective of raising awareness of lecturing practices. Despite their contribution in shaping the type and quality of the learning that takes place in classrooms, multimodal lecture corpora are scarce, particularly in the Arab world. This paper addresses this research gap by designing and collecting a corpus of academic lectures delivered in English in Tunisia. The corpus was explored using a Systemic Functional Linguistics and English for Specific Purposes integrated genre analysis framework. A three-layered model of analysis was used to manually code various rhetorical functions as well as their realizations. Major findings include the pervasiveness of metadiscursive functions when compared to discourse functions, the identification of context-specific metadiscursive strategies, and the absence of verbal or non-verbal signaling of some rhetorical functions. Implications relate to the necessity of compiling and/or using lecture corpora that are multimodal, the value of adopting function-first approaches to explore these, particularly in non-native contexts, and the design of professional development programs and learning materials that would better account for local academic needs.
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Kholifah, Nur, and Dede Mercy Rolando. "STEREOTIPE PEREMPUAN DAKWAH USTADZ ABDUL SOMAD: PERSPEKTIF REPRESENTASI." AL-IDZAAH: Jurnal Dakwah dan Komunikasi 2, no. 02 (March 11, 2021): 46–64. http://dx.doi.org/10.24127/al-idzaah.v2i02.649.
Анотація:
Discussions related to women are very important from various perspectives. UAS lecture on YouTube about the number of women who provided more than 100 lectures. The UAS study was sharp, interesting, the comments were smart, straightforward, and easy to digest, making the UAS lecture topic about women much favored by the public. This study wants to answer how women's views in the UAS perspective are based on the concept of language representation and meaning. The method used in this study is a qualitative method with a subjective approach. The object of this study focuses on the opinion about women conveyed by UAS on YouTube. Meanwhile, the theory used is the representation of Stuart Hall's theory which discusses language and meaning. The result of this research is that the lecture delivered by UAS contains points in favor of one gender and raises one gender, both male and female. In a meaningful way, these lecture points can be interpreted as being gender biased or referring to gender statements. Regarding, gender can be categorized into a place that is in the form of stereotypes or bad labeling that handles men or women.
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Pazmino, John, and Sidney Scheuer. "Take The “A” Train to the Stars." International Astronomical Union Colloquium 105 (1990): 335–36. http://dx.doi.org/10.1017/s0252921100087078.
Анотація:
Astronomers, in addition to their scholarly and academic functions, have the mission to bring enlightenment to the people. In the City of New York, astronomers fulfill this mission through the Amateur Astronomers Association. Over the decades, the Association, or AAA, evolved a multi-faceted scheme of public enlightenment in astronomy. Under this scheme, astronomy in New York City has become a freestanding cultural amenity on a par with streetfairs, artshows, plays, and parades.Once a month during the school year, the Association presents a formal public lecture on astronomy. These are convened in the American Museum of Natural History, the ancestral birthplace of the AAA. Occasionally, lectures are featured at a large university in the City for time and place variety. At these lectures, a professional astronomer explains some contemporary topic on a first-year college level, illustrated by slides and viewgraphs. The lectures — and all public activities of the AAA — are free of any charge. Area high schools and colleges employ the AAA lectures as an extra-curricular activity for their students.
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Ledur, Dominique, and Séverine De Croix. "Écrire son autobiographie de lecteur ou comment entrer en didactique de la lecture." Nouveaux cahiers de la recherche en éducation 8, no. 1 (August 26, 2013): 31–40. http://dx.doi.org/10.7202/1018156ar.
Анотація:
Cet article entend apporter une contribution aux pratiques de formation initiale des enseignants dans le domaine de la lecture. Concrètement, nous souhaitons évoquer des travaux réalisés dans le cadre de la formation des futurs instituteurs et enseignants du début du secondaire en Belgique francophone. Nous nous proposons d’abord de présenter brièvement le cursus de formation qui mène à l’obtention de ces deux titres et de préciser les consignes et enjeux de l’activité d’ouverture d’un module consacré à la didactique de la lecture — l’autobiographie de lecteur — que nous avons mise en place auprès de quelque cent étudiants. Nous tenterons ensuite, par l’analyse des productions, de dresser un portrait provisoire des futurs instituteurs et régents et de déterminer, en relation étroite avec les découvertes réalisées à l’issue de cette première activité, les principales orientations d’une formation à la didactique de la lecture.
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Eisenstadt, Oona. "Rhetorical Subterfuge." Levinas Studies 13 (2019): 27–42. http://dx.doi.org/10.5840/levinas20207146.
Анотація:
This article focuses on a Talmudic lecture Levinas delivered in 1965. Its long central section is an extended reading of most of that lecture’s images and ideas. Its frame, however, treats what does and does not change in Levinas’s conception of the State of Israel between the early ’60s and the early ’80s. At issue here are two other texts: a short but important paragraph from the 1961 lecture published as “Messianic Texts,” and the interview with Malka and Finkielkraut that took place in 1982, shortly after the massacres at Sabra and Shatila. The gist of my closing argument is that while the structure of the understanding of Israel he outlined in 1961 does not change, it is developed very differently in the 1965 lecture and the 1982 interview. I try finally to account for this difference. In the meantime, the long analysis of 1965’s “Promised Land or Permitted Land” offers a novel account of Levinas’s hermeneutic, an account that might perhaps be applied to other Talmudic lectures.
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Clark, Lauren B. "Critical pedagogy in the university: Can a lecture be critical pedagogy?" Policy Futures in Education 16, no. 8 (July 25, 2018): 985–99. http://dx.doi.org/10.1177/1478210318787053.
Анотація:
In a higher education system driven by student satisfaction, there has been a recent push towards more student-centred methods of teaching such as collaborative learning and seminar discussions despite an increase in student numbers. In contrast, some academics defend the transformative and educative possibilities of the lecture by challenging its conception as ‘banking education’, asking us to reflect on the purpose of education in a way that calls into question our assumptions about the transmission of information through lecturing. While acknowledging the place of the lecture in higher education, I want to consider whether a lecture can be critical pedagogy by interrupting previous ways of thinking and being. As the teacher lectures he/she models what it means to know, to think and to act, but is this enough to make it critical pedagogy? Looking at conceptualisations of the transformative intellectual and the relationship between curriculum and pedagogy alongside data from case study research, this article will explore what critical pedagogical practice looks like in the university.
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Obolevitch, Teresa, Tatyana N. Rezvykh, and Alexander S. Tsygankov. "S.L. Frank: Lectures on F.M. Dostoyevsky’s anthropology (To the 200th anniversary of the writer)." Philosophy Journal 14, no. 3 (2021): 110–30. http://dx.doi.org/10.21146/2072-0726-2021-14-3-110-130.
Анотація:
In this paper, we reconstruct the historical and philosophical context of two German lectures by Semyon Ludvigovich Frank dedicated to F.M. Dostoevsky’s anthropology that were delivered by him in 1935 and 1938 in Switzerland. We also designate the general place that the philosophical understanding of Dostoyevsky’s work occupied in Frank’s thought during his émigré period of the 1930s. Building on archive materials the authors establish that the first lecture on Dostoyevsky’s anthropology delivered by Frank in Switzerland took place in Kreuzlingin on the 13th of July, 1935 and was organized by the Swiss psychiatrist L. Binswanger. The lecture on a similar topic was delivered by the Russian philosopher in Basel on the 25th of January 25, 1938 and was organized by the philologist E.E. Mahler, a friend of Frank from the pre-émigré period, who was a professor of Slavic studies at the University of Basel. In the Annex we publish, with an introduction and comments, two German abstracts of Frank’s lectures known as “Dostojewskys Anthropologie”. These abstracts are stored at the Bakhmeteff Archive (Columbia University, New York).
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Lépine, Martin. "Étude théorique des relations texte-images dans l’album pour adolescents." Nouveaux cahiers de la recherche en éducation 15, no. 2 (September 20, 2013): 97–118. http://dx.doi.org/10.7202/1018458ar.
Анотація:
Dans une société technologique où les supports de lecture sont de plus en plus multimodaux, l’album pour les lecteurs adolescents est une des voies d’avenir de l’enseignement et de l’apprentissage de la lecture littéraire à l’école secondaire. Bien que ces oeuvres soient en forte progression éditoriale depuis la fin des années 1990, leur définition, leur place et leur intérêt pour les classes de français demeurent équivoques. Comment distinguer les livres d’images, les oeuvres illustrées et les albums de littérature? En plus de faire ressortir les différences entre ces trois types de livres, nous analysons dans cet article les définitions de l’album contemporain tout en proposant des pistes d’exploitation didactique de ces oeuvres en contexte scolaire.
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Vinogradov, Igor' A. "Nikolai Gogol’s Unknown Book, 1834: Intention, Context, Reminiscences." Literary Fact, no. 23 (2022): 8–54. http://dx.doi.org/10.22455/2541-8297-2022-23-8-54.
Анотація:
The research is devoted to one of the many creative ideas of Gogol in 1834. The textual analysis shows the unity of the two historical works of the writer, which were previously published as separate works. These manuscripts testify that Gogol's “Bibliography of the Middle Ages” and the course of medieval history written at the same time (of ten lectures) represent a special edition that was being prepared for publication (which remained unpublished for unknown reasons). For the first time, the reader got acquainted with the “Bibliography of the Middle Ages” and Gogol’s ten university lectures in 1896, but until that moment these materials, published separately, have not been comprehended as a single whole prepared for publication. The publication of the book, which did not take place in 1834, is put in connection with Gogol's then cooperation with the Minister of Public Education S.S. Uvarov. During this period, thanks to the minister, Gogol entered the department of general history of St. Petersburg University and published four articles in the ministerial journal. The article analyzes the content of Gogol's lecture course and its relation to his other works. The author of the article proposes a possible title for the untitled book, based on the surviving Gogol lecture program.