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Ilona Tandzegolskienė and Asta Balčiūnaitienė

Summary

The article aims to present the storytelling method, which could be applied in teaching/learning foreign languages. Storytelling enables learners to analyse actual topics using the gathered information, to solve problems emphasizing personal experiences and values as well as to listen to other stories and share valuable information. On the one hand, communicative skills are developed through storytelling processes at the same time improving students’ pronunciation, increasing vocabulary, brushing up their grammatical and sentence structure skills. Moreover, young learners’ problem-solving skills are also developed, when they try to remember the received information and answer the questions during the limited time. On the other hand, the use of storytelling method enables teachers to inspire young learners to share their experiences, and to improve their linguistic abilities. The participation in these information sharing activities motivate young learners to be open-minded and encourage them to study individually. The article overviews the importance of the storytelling method on the theoretical level as well as introduces the usefulness of storytelling elements in foreign language classes on the empirical level. The research was planned and performed in X Kaunas Gymnasium, in which the second-grade young learners (average age of the participants was 16 years old) created and presented their stories on the topic “My Festive Day”. The results of the research demonstrate that young learners were more engaged in prepared materials and managed to communicate using new linguistic constructions. What is more, while listening to other presenters they learned about various holiday traditions, different personal attitudes and, consequently, improved their listening, sentence structure and other communicative skills. The participants of the research emphasized that it was interesting for them to prepare storytelling tasks – to write, read the material and to activate the gained information. During the implementation of the storytelling method, a negative aspect related to emotions was observed, and also a lack of stress management and learning to learn skills was determined.

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Ning Gu and Mary Lou Maher

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Bogdana Bystrova

). Cybersecurity vs. Cyber Security: When, Why and How to Use the Term. Retrieved from http://www.infosecisland.com/blogview/23287- 6. Higher Education in the US. (2016). Higher Education in the US. Retrieved from http://www.iclass.ru/study_abroad_high_usa/ . Kovalenko, O. (2010). Neperervna pedagogichna osvita USA: suchasnyi stan perspectyvy rozvytku. Teaching science: theory, history, innovative technology, 6 (8), 127–132. 7. Moore, M. (2005). Distance Education: A System View . Belmont CA: Wadsworth Publishers. 8. The National Security Strategy

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Jean Claude Byungura, Henrik Hansson, Kamuzinzi Masengesho and Thashmee Karunaratne

References 1. Aczel, J. C., Peake, S. R., & Hardy, P. (2008). Designing capacity-building in e-learning expertise: Challenges and strategies. Computers & Education, 50(2), 499-510. 2. Akbaba-Altun, S. (2006). Complexity of integrating computer technologies into education in Turkey. Journal of Educational Technology & Society, 9(1), 176-187. 3. Al-Yaseen, H., Hourani, M., & Al-Jaghoub, S. (2012). Success and Failure of e-Learning Projects: Alignment of Vision and Reality, Change and Culture. Journal of Emerging

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Imre Fenyő

. Gibbs, G. (2003). Using Assessment Strategically to Change the Way Students Learn. In Brown, S., & Glasner, A. (Eds.), Assessment Matters in Higher Education: Choosing and Using Diverse Approaches (pp. 41-54). Buckingham: The Society for Research into Higher Education; Open University Press. Jessup, G. (1991). Outcomes: NVQs and the Emerging Model of Education and Training . London: Falmer Press. McDowell, L., & Sambell, K. (2003). The Experience of Innovative Assessment: Student Perspectives. In Brown, S., & Glasner, A. (Eds.), Assessment Matters in

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Bożena Mikołajczyk

Abstract

Innovativeness in Europe has been a formulated goal of the EU since the Lisbon Strategy. One of the goals of the new Europe 2020 Strategy is smart growth, i.e. growth based on knowledge and innovation. This requires improving the quality of education and research results, the transfer of knowledge and innovations between countries, and broader commercialization of research results. Hence, the measurement of innovation evolves in order to reflect the factors that determine the level of innovativeness of economies. The purpose of this paper is to present the level of Poland’s innovativeness against the background of the EU countries, using the SII (Summary Innovation Index).

Open access

Ona Ionica Anghel

Abstract

The subject of supporting talented young people through educational strategies and educational policies is more and more concerning for the researchers in the area of psycho-pedagogy of excellence. The problems solved by the policies and strategies of supporting talented students have a double nature: some have of a moral and personal nature, invoking the right to equitable education for each and the maximum development of talent for oneself, others have social and economic nature. In order for a person to be creative, to offer innovative solutions to various technical, environmental, social, cultural, etc. a partnership is needed: the talented person and his supporters - the family, the school, the economic environment, the country where he lives. The paper discusses the two major categories of issues generated by the lack of support of young talent, insisting on the phenomena of intelligence migration.

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Alena Jůvová, Tomáš Čech and Ondřej Duda

References Blaumeiser, H. (1996). Interpretative Methoden. In H. Hierdeis & T. Hug, Taschenbuch der Pädagogik (616-633). Baltmannsweiler: Schneider-Verlag Hohengehren. European Commission. Entrepreneurship in education. Retrieved from http://ec.europa.eu/education/policy/strategic-framework/entrepreneurship_en European Commission/EACEA/Eurydice. (2016). Entrepreneurship Education at School in Europe. Eurydice Report. Luxembourg: Publications Office of the European Union. European Council. (2015

Open access

Balčiūnaitienė Asta and Teresevičienė Margarita

References 1. Bologna Declaration on the European Space for Higher Education (1999). Association of European Universities. Retrieved 21/05/2017 from: http://www.unige.ch/cre 2. Common European Framework of Reference for Languages: Learning, Teaching, Assessment (2001). Cambridge: Cambridge University Press. 3. European Commission (2017). Recent Developments in European Higher Education Systems. European Commission staff working documents (SEC, 1063 final). Retrieved 21/09/2018 from http://ec.europa.eu/education