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Using Web-based Technologies and Tools in Future Choreographers’ Training: British Experience

REFERENCES 1. Bailey, H., Bachler, M., Buckingham Shum, S., Le Blanc, A., Popat, S., Rowley, A., Turner, M. (2009). Dancing on the Grid: Using e-Science Tools to Extend Choreographic Research. Philosophical Transactions of the Royal Society A , Volume 367, No 1898, pp. 2793–2806. 2. Bargeron, D., Gupta, A., Grudin, J., Sanocki, E. (1999). Annotations for Streaming Video on the Web: System Design and Usage Studies. In: Proceedings of the Eighth International World Wide Web Conference (11–14.05.1999). Toronto : Toronto Convention Centre, pp. 1139

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A Model for Developing Meta-Cognitive Tools in Teacher Apprenticeships

Abstract

This research investigates a model for developing meta-cognitive tools to be used by pre-service teachers during apprenticeship (student teaching) experience to operationalise the epistemological model of Cook and Brown (2009). Meta-cognitive tools have proven to be effective for increasing performance and retention of undergraduate students. Postulating that the student teaching experience is a new type of learning ñ learning about practice (knowledge in action), instead of learning curriculum or pedagogy (knowledge possessed) ñ we suggest that a meta-cognitive tool set may prove similarly useful. Before studying the effectiveness of a tool set, however, a model which enables different programmes to evolve and develop appropriate tools is necessary. This case study research explores a model for the development of a context-specific tool set over 18 months, incorporating user feedback, researcher reflection and multiple-tool development. The model showed promise as a starting point for understanding and operationalising complex interactions with theory and practice.

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Educative Experience of the Use of Concept Mapping in Science and Environmental Teacher Training Programmes

. (1988). Developing a technical vocabulary on teacher planning: Preservice teachersí concept maps. Teaching and Teacher Education, 4, 339–347. Buehl, M., & Fives, H. (2011). Best practices in educational psychology: Using evolving concept maps as instructional and assessment tools. Teaching Educational Psychology, 7(1), 62–87. Buntting, C., Coll, R., & Campbell, A. (2006). Students views of concept mapping use in introductory tertiary biology classes. International Journal of Science and Mathematics Education, 4(4), 641

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Design and Development of a Self-Assessment Tool and Investigating its Effectiveness for E-Learning

Abstract

One of the most effective tools in e-learning is the Self-Assessment Tool (SAT) and research has shown that students need to accurately assess their own performance thus improving their learning. The study involved the design and development of a self-assessment tool based on the Revised Blooms taxonomy Framework. As a second step in investigating the effectiveness of the SAT, 1st year student of the BSC Educational Technology program from the VCILT, University of Mauritius were used as testing sample. At this stage the SAT was provided to only half of the sample who were randomly chosen and placed into a treatment group. The remaining half (Control Group) had the normal conditions on the E-learning platform. A semester exam was devised and administered to the whole sample to find out if there was a difference between the scores of both groups. Lastly a feedback form was given to only the treatment group to find out their views on the SAT. The results indicated a significant difference in scores between the treatment and the control groups when the Student’s Independent T-test was used. Group A percentage of passes were higher compared to Group B. Failures were recorded for both groups with an increased rate of failure for Group B compared to Group A. Moreover, most of the respondents’ feedbacks suggested that SAT was a useful guide with helpful feedbacks. The findings concluded that SAT was viewed more as a revision tool that allowed them to assess their own learning.

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Situational Methodology as Multifaceted Pedagogical Tool of Influence on the Formation of Socio-Ethical Values of Future Managers-Economists in Higher Schools of Ukraine and Germany

Abstract

The role and importance of situational methodology as one of the pedagogical tools of influence on the formation of socio-ethical values of future managers in higher schools of Ukraine and Germany have been theoretically substantiated. The possibilities of situational methodology influence on the formation of socio-ethical values of students - future managers of economic sphere in higher schools of Ukraine and Germany - have been revealed. The most important functions of the interaction of a future manager with staff have been considered. Special pedagogical factors which have an impact on students’ understanding of socio-ethical peculiarities of professional activity have been analyzed. Professionally directed situations as one of the important pedagogical mechanisms that contribute to enhancing the socio-ethical activity of the students have been considered as well as their ability to participate in meaningful, professional interaction on the basis of professional activity in deterministic situations. It has been proved that the formation of socio-ethical values by means of applying situational methodology requires modeling of situations that would activate students on finding and explaining the so-called socio-ethical and pedagogical factors that occur in professional activity. Direct and inverse relationship between the personality of a future manager and socio-ethical values of a personality in the profession of manager has been revealed. It has been proved that the managerial socio-ethical values is a reflection of a system of ethical knowledge and practical recommendations which regulate the activities of individuals in the professional community and is aimed at receiving maximum efficiency from the economic activity. In this regard two components - the professionalization of students and the formation of their socio-ethical values - make up quite multifaceted educational-upbringing process in higher schools of Ukraine as well as of Germany

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Modern Learning and Training Tools which can be Properly Adapted and Designed to Reinforce Specialized Courses on Effective Crisis Management

Abstract

This paper highlights the effectiveness of several modern training tools that could be applied within the context of training organizations, aiming towards the introduction of theoretical and practical fields, like the assessment of critical risks, the impact of time pressure and the importance of situational awareness, into the contents of a training course. The first part deals with present training tendencies and tools like distance and technology-based learning, while it is highlighted that knowledge management has gone through a deep and wide re-orientation. Quality assurance issues regarding education are also of great significance. The second part then studies the psychology of serving in combat or irregular crisis situations. It is about the particularities that compose the military, business or civil protection reality, resulting in new approaches of training courses that pursue excellent performance, particularly in dynamic and changing with high-velocity environments. Concepts like shared-ness of information, maturity in leadership decision making and cognitive task analysis can all determine a new domain of acceptable measures for crisis management training at professional level. The scope ranges from a routine organizational context to rapid response in a larger-scale emergency under pressure, requiring respective training adjustments.

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Quality of Higher Education and Structure of ICT Competence of Teachers in Ukrainian High Schools

Abstract

This article examines ways of improving the quality of higher education in Ukraine in context of European quality standards for University educational space. The European standards and guidelines are considered in relation to internal quality assurance. The paper describes interdependence between the education quality of the University and the ICT competence’s level of its educators. It presents the indicators to achieve internal quality standards in educational process. There are results from the questionnaire of the Borys Grinchenko Kyiv University’s educators about dependence between the level of educators’ ICT competency formation and the quality of educational services. We describe the model of ICT competence corporate standards for the educators developed in the Borys Grinchenko Kyiv University. There are also presented the indicators and tools to measure the level of educators’ formation in the corporate standards.

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Advantages and Barriers to the Introduction of E-Learning Environment into Academic Teachers’ Activities in Ukrainian Universities

References MORZE N.V., GLAZUNOVA O.G. Formation and evaluation of IT competences of academic staff during the implementation of distance learning. Inform. Technologies and teaching aids, electronic journal, 2012, № 6. MORZE N.V., KOCHARYAN A., VARCHENKO-TROTSENKO L. Webinars as a tool for teachers. Information technologies and means of teaching, 2014, Vol. 42, №4, P. 118–130. PETRENKO T.A. The use of ICT in teaching university law students. Bulletin of Chernihiv National Pedagogical University named after Taras Shevchenko. Coll. scient. papers

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Communicative Approach as a Tool for Relating Reading and Writing Skills in Early Childhood Education

: Sage Publications. Mingat, A., & Sosale, S. (2003). Assessing policy options for teacher training and pay. In A. Mingat, J. Tan & S. Sosale (Eds.), Tools for education policy analysis . New York: World Bank. Nonoyama-Tarumi, Y., & Bredenberg, K. (2009). Impact of school readiness program interventions on children′s learning in Cambodia. International Journal of Educational Development, 29 (1) 39-45. OECD (2002). Education policy analysis. Paris: OECD. Okwubunka, S. (1994): Career strategies for

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Teacher-Carried Research as a Tool for Teachers' Professional Growth

Teacher-Carried Research as a Tool for Teachers' Professional Growth

Inquiry among the schoolteachers' needs to be embedded, cultivated, sustained and nurtured as a tool for a better understanding of the processes in the education and for fostering teachers' ongoing professional growth. This study explores teachers' self-evaluation of their competency to conduct research and to incorporate it in the classroom. Both qualitative and quantitative research methods were employed to seek answers about teachers' engagement with research and to explore the factors of resistance for carrying out research in the classroom setting. This study also dwells upon some mechanisms that lead teachers to carry out research. The focus group interviews which were conducted reflect on the factors that encourage teachers to become more involved in the research and point to the advantages they perceive as emanating from the research. The qualitative part of inquiry reflects teachers' narrative ways of construction and reconstruction of their personal and professional knowledge. The authors discuss the processes that foster teachers to move from the fragmentary use of research strategies to the ability to live in the inquiry, practice new behaviours in the classroom, unlearn the old ones, reflect in action and stay open to a range of new initiatives.

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