• Mark Smythers added an answer:
    Does fixed seating arrangement in class at tertiary level effect the teaching learning process if tutors asked to teach as per seating arrangement?

    Many time institutions ask tutors to adopt teaching methods as per the fixed seating arrangement made (arrangement of tables) irrespective of the nature of the module. Does such fixed arrangement have impact on teaching learning process? Do you believe that the  delivery of some modules will be effective if tutor  adopt traditional seating arrangement or horseshoe or U type. Appreciate your views on this.

    Mark Smythers ·

    Seating plans at tertiary level seem to be a reflection of an autocratic culture within the institution and a desire for conformity to some ideal. At secondary they are almost always a function of discipline as a method of keeping undesirable elements apart and minimising disruption. Neither use is of course a direct factor that would contribute to effective learning - my own favourite layout is the horseshoe or U that allows me room to dance around the classroom and as another respondent says, does give a feeling of the head of the class or shelter at the back for weaker or disinterested students. Culture has an effect as does the subject as well as the personality of the lecturer. In short, no real answers about the best, only suggestions as to what works well and less well.

  • Martina Gaisch added an answer:
    Is there a need for a broader perspective of the MOOCversity?

    Jadin & Gaisch (2014) suggest extending the existing MOOC landscape of xMOOCs and cMOOCs  by enriching it with the concept of trialogical learning and a micro approach to cultures.They call this approach eMOOCs, short for enhanced MOOCs, and argue that changing societal patterns and online learning behaviours call for a fresh look at massive open online courses and their contemporary design.

    What are your views of this additional label and do current developments require a reconceptualisation? Thanks for spurring the scholarly debate.

    Martina Gaisch · Fachhochschule Oberösterreich

    Does anyone have any best practice examples or case studies that undermine the efficiency of MOOCs in a specific context?

  • K. Ludwig Pfeiffer added an answer:
    Is there any study on "aesthetic literacy" in Adult Education?

    It is because I need academic texts on this topic for my research project.

    K. Ludwig Pfeiffer · Universität Siegen

    There are various British 'schools', from Richard Hoggart,, The Uses of Literacy, Raymond Williams (Culture and Society, The Long Revolution, Keywords etc), and Stuart Hall. Williams is for me the most substantial.

  • Craig Wood added an answer:
    How do school inspections ensure quality teaching learning environment?

    In a study based on secondary data from three south Asian countries we found that the school inspection focuses largely on administrative issues rather than pedagogy or classroom activities. Is there any literature from develop countries address similar issue?

    Craig Wood · Griffith University

    Md,
    You might find Chapter 3 of this OECD Report useful.
    http://www.oecd.org/edu/school/synergies-for-better-learning.htm#1

  • Nick Eaves added an answer:
    Has anyone had any experience in the field of adolescent narrative and the impact of expeditions/adventure upon identity?

    Any information would be greatly appreciated.

    Nick Eaves · Curtin University Australia

    Great, Kellie. Apologies for my delayed response; thanks so much for this.

    regards

  • Heulwen Sweet added an answer:
    How can I utilize my word wall to make it more meaningful for students, particularly those with learning disabilities?
    As I teach students with learning disabilities, I am becoming increasingly curious as to how I can make substantial use of word walls to assist them in developing vocabulary skills.
    Heulwen Sweet · Charles La Trobe College

    Technology that the students in our school approve of......

    Spelling city... This is like a modern version of look, write, cover and check and it means that the student can input the words, then listen to them as a word or as a sentence. This was particularly important to give them context.

    Quizlet - This is more teacher driven but really helps with vocabulary building.

    I personally have disliked word walls as they look like blobs of letters and I cannot see how that is helpful. If they can pattern via colour for verbs or join together in a pattern that is helpful.

  • Miloud Bekkar added an answer:
    Should a teacher focus on 'rigorous learning' or 'learning with entertainment'?
    It has been seen that many teachers in universities have become entertainers rather than focusing mainly on value-addition and learning. A lot of time gets devoted to pleasing the students; knowing them personally; building good relations with them; and telling jokes and creating humour; the focus becomes more of good feedback than rigor. Keeping the audience motivated is good for effective teaching; but since a lot of time goes in entertainment less time remains for analysis and conceptualization. What is your preference and why?
    Miloud Bekkar · Mustapha Stambouli University-Mascara- Algeria

    As you mentioned it, entertainment time should not be exaggerating. It is a matter of time limiting that impeaches teachers to devote more time in telling jokes, and getting often out of the subject to be studied. Here, it is advisable to interact between teachers, instead of working individually. Sharing ideas and keeping contact with each other will, obviously improve teaching.

  • Lubna Kidwai added an answer:
    What is the difference between a framework and a model in Educational research?

    Can any one help me to find the right definition of the framework and model ?

    Im working in a study investigating the use of ICT in Arabs schools and I would like to create a model or (Framework) that help to improve the use of ICT in education.

    before I start I would like to know whats is the difference between Model and framework and what you think is much suitable from your opinion 

    Lubna Kidwai · University of Bradford

    I think i might consider using a Framework if it was meant  to structure the use of ICT in learning or teaching. A model is a more a representation of phenomenon, a term to use if you are referring to an earlier model used in some other education system or if you are trying to describe a construct.

    If you want people to think about IT in a particular way, say as a tool such as a pencil, a notepad then you could use the word model but if you think of IT use as fitting in a system of timetabling or resources etc then try Framework.

    Dont worry, whatever word you thinks fits, use it then explain the meaning you have given it in your glossary or within the text.  

  • YOGESH CHANDRA TRIPATHI added an answer:
    Should a profile photo as a form of 'publicity' in communication networks be honest, reliable, dynamic...?
    People's phenotype changes every day (clothes, hair cuts, face expressions, etc...) and therefore does not (always) reflect what is exposed as a profile photo in social networks? Accepting that a profile photo is a form of publicity, should this type of publicity be honest, reliable, dynamic...... or is this not important from a communication point of view?
    YOGESH CHANDRA TRIPATHI · Forest Research Institute Dehradun

    A profile picture signals openness, accuracy and perhaps the real identity (not perfectly, but it's a rough rule of thumb) of the profile holder and is one of the many ways to connect with someone. However, the merit of substance shared by the followers matters at the most. There are ample of learned and excellent writers without a profile picture.

  • Teukava Finau added an answer:
    Can teaching Primary Mathematics through a problem solving approach enhance and affect childrens' perceptions of and attitudes towards Mathematics?

    I am planning a research project that will explore children’s perceptions of and attitudes towards Mathematics. I would like to research whether the teaching of Mathematics through a problem solving approach can enhance and affect children’s perceptions  and attitudes. I would like to consider various influences, such as social and cultural, and what children believe to be the purpose of Mathematics. Can providing a problem to solve help children to make connections between, not only different mathematical concepts, with everyday life? Does it provide a greater purpose and make maths more meaningful? Does the open ended problem provide children with more confidence? I'm looking for any relevant research to support my study.

    Teukava Finau · Curtin University Australia

    I am not doing a research on this topic but I have come across on my reading a study that did by Masami Isoda and I think it will helpful for you because he's doing a research on 'Problem Solving Approach', an intervention program in Japan. Some of his papers that I came across are:

    1. Developing Mathematical Thinking in classroom (1996)

    2. Problem Solving Approach to develop mathematics thinking (2012)

    Good Luck

  • Rahimi Ali added an answer:
    In which areas of research in a second language consciousness-raising tasks can be applied?

    Basically, consciousness-raising tasks have been used in L2 grammar pedagogy. Is it possible to apply these tasks in other areas or skills such as vocabulary, reading, writing, and listening? If so, which techniques can be used?

    Rahimi Ali · Bangkok University

    Dear Mohammad 

    read my article on this question , they could be helpful i reckon.

    good luck with your research

    a.

  • Rahimi Ali added an answer:
    What real power benefits are provided with the new fashion in research and design, the pedagogical intervention for gifted?

    When we know how important is education for all, to barbarism, ignorance and inequality prevailing in this wildly globalized world
    As we explain that the effort is not engaged the attention of the less gifted or benefited by society.
    Could it be that again, we neglect the great mass, and invest only in subjects that the political system requires, for the few jobs that offer creative quality?

    Rahimi Ali · Bangkok University

    Dear Jose,

    Education must be egalitarian rather than elite, any disenfranchisement of  minorities in any sense, political social religious and psychological ,is against the human values and rights which are the epicenter of Eduction.  However, much to the chagrin and frustration of  disadvantaged part of the society,  favouritism, nepotism, suppression, and  injustice are  the dominant issues afflicting the current educational settings.

  • Rahimi Ali added an answer:
    Do you think literature (novels) could be used to help students learn?
    Research has been conducted which suggests that narrative text has a beneficial effect on comprehension and writing (Clayes and Smith, 2007, 2008; Wolfe and Mienko, 2007), while others suggest even wider implications on intellect and culture (Nikolajeva, 2012). We believe that literature could be used in a very practical way in the classroom to benefit not only subjects like psychology (Liebert, 2013) but a variety of different subjects (e.g. Kozulin suggests this dialogical learning could be extended towards the sciences).

    We would like to research the effects of literature on teaching and learning in different subject areas and would love to know what you think. Can you think of any novel that might be useful in helping a class understand your subject better?
    Rahimi Ali · Bangkok University

    yes Emma,  authenticity as an important feature of appropriate communicative materials can be  guaranteed through utilization of literary texts , or else, students are exposed to ''pedagogical''   diluted fragmented simplified texts which are by no means culturally rich , nor are they ever authentic and natural .  Learners  gain knowledge '' about '' language '' or  ''usage'' rather the the language itself and its real ''Use'' in genuine socially culturally oriented situation. The dexontextualization of language through exclusion of literary materials for language teaching have led to churning out students with high level of theoretical pedagogical information and scanty cultural understanding rendering them helpless in  real  communication. Denigration of literature and high levels of refined graceful  art has caused a sort of anti  intellectualism, shallowness, and bias  reflective of a philistinism pandemic in our educational settings.

  • José M Cardeñoso added an answer:
    What is the impact of mentoring on the development of PCK of teacher candidates?

    Practical courses in teacher education programs are considered as a „bridge between theory and practice“. They are estimated to support the development of Pedagogical Content Knowledge (PCK). Especially reflective dialogues about teaching experiences – for example reflections on school lessons are considered to be useful: Dialogues with fellow students, with experienced school teachers or with their university lectors. Results that underpinned this estimation we could gather within the European project GIMMS (Lang, M. and Simmie - Mooney, G. 2013; Elster, D. 2013).

    What characterizes reflective dialogues on school lessons? Are there differences between dialogues conducted with fellow students, school teachers or university lectors? What is the contribution of these reflections for the professional development of the students? How is PCK promoted by these reflective dialogues?

    We are looking for actual research about mentoring concepts in teacher education with the goal to share experiences about mentoring approaches in preservice science teacher education in different countries.

    José M Cardeñoso · Universidad de Cádiz

    Hola Doris
    Sobre el papel de la reflexión sugiero la lectura de un socio de investigación:

    https://www.researchgate.net/publication/216333105_Reflection_on_the_teaching-learning_process_in_the_initial_training_of_teachers._Characterization_of_the_issues_on_which_pre-service_Mathematics_teachers_reflect

    A Ti

  • Kevin Larkin added an answer:
    Generalizing data regarding sensitivity into higher and further education learning - can anyone help?
    I am interested in identifying skills and knowledge needed within teaching in further and higher education, and the need to develop/recognize sensitivities as they relate to teaching in different areas of education is of interest.
    Kevin Larkin · Griffith University

    Hi Caroline,

    Sensitivity applies to all areas of teaching and it falls under the more encompassing notion of teaching as relational. If teachers are not sensitive to their students - in relation to how they answer questions - but also more broadly in relation to their level of engagement, their prior knowledge, their prior experiences of education, etc. etc., then it is unlikely that learning relationships will be forged. Hope this helps, Kevin.

  • Saleh Alresheed added an answer:
    Any references on teacher beliefs, attitudes and their relationship on the classroom practice?

    I am interested to explore the effects of the first pair on the third.

    Saleh Alresheed · University of Bedfordshire

    Hi

    check my page I have a paper in the same topic.

  • R.s. Sindhu added an answer:
    How much science should a person study in order to teach it? (a) primary level?, (b) junior high school?

    There's an idea that pedagogy only approaches to teaching science is enough to facilitate constructivist forms of learning.  My observations are that teachers who have adopted this idea merely repeat procedural tasks, albeit with efficiency and a certain degree of effectiveness, but without solid evidence that that is the approach to take.

    R.s. Sindhu · National Council of Educational Research and Training

    I think  a  prospective teacher should have sound knowledge of science concepts related to the environment and applications of scientific knowledge to day to day needs.His/Her  acquired learning in main disciplines; chemistry physics biology up to  age  of 18 will give confidence ,maturity and attitude for accepting new developments in science and pedagogy to the teacher to teach science to primary students. For some period He/She should be trained in organizing teaching-learning through activity and discussion and use of different resources including ICT. For high school the person should learn science in all the three components for two more years and get training  in different pedagogical strategiges and action research.

  • Nikos Mouratoglou added an answer:
    Is anyone interested in Neuropedagogy/Neurodidaktik? Is there any book which analyses the philosophy and the principles for this field of studies?

    Books or general sources related to the above topic.

    Nikos Mouratoglou · University of Macedonia

    Thank you Toni for your response.

    Really helpful!

  • Wael A. Abdelhameed added an answer:
    Is anyone doing research on the influence of technology in the classroom?
    Specifically how it has influenced learning, but also covering how and why it is used in the classroom.
    Wael A. Abdelhameed · University of Bahrain

    Hi,

    May be this is irrelevant. I understand that you want to use technology inside the classroom itsef. 

    I investigated in a couple of my design studios using technology, generally computer use and particularly Virtusl Reality use, as a design tool to help students during the initial phases of architectural design.

    If this may help you, please have a look at my researches related to the design studio.

  • Simba Kali added an answer:
    How can we improve learning of all children in a class within the limited time?

    Pedagogy in classroom

    Simba Kali · Northcentral University

    One approach to this problem is for the instructor to consider which teaching method could help the pupils to perform most effectively within the given " limited time." The idea in this approach is to cater for pupils' different  abilities and needs.

  • Krishnan Umachandran added an answer:
    With the onset of High Stakes Testing and the limited scope of what is being tested how has this affected the art of teaching?

    Pedagogy is the art of teaching and I believe teaching is an art. Has the era of High Stakes Testing affected your teaching craft? Do you find you have had to change your pedagogic style? Is it possible to be truly creative within the confinement of modern day testing? 

    Is this approach in assessment helping or hurting you style as a teacher and how has this impacted your students.

    Please explain

    Thank you

    Krishnan Umachandran · NELCAST

    In Chicago program students with low test scores were not promoted to the next grade and schools and teachers were put on probation. The program increased student achievement, although the improvement was larger in skill sets used on the high-stakes exam.

    Jacob, Brian (2002), “Accountability, Incentives and Behavior: The Impact of High-Stakes Testing in the Chicago Public Schools,” National Bureau of Economics Working Paper 8968.

  • Anthony Clemons added an answer:
    Are there examples of courses taught by a combination faculty from different educational institutions?
    The letter by Economics students from 65 organizations and 20 countries (International Student Initiative for Pluralist Economics http://www.isipe.net/) indicates that different types of Economic paradigms are not being taught except at a small number of educational institutions. It leads me to believe the solution may be in having different instructors from different institutions (with different ideologies) teach parts of the same course, and the students will gain from different perspectives. I have seen examples of cross faculty collaborations within the same institution, but inter-institutional collaborations are rare particularly in online courses such as MOOCS where many institutions presumably are protecting their brand. Institutional brand protection through limiting course delivery to academics from only one institution does not necessarily benefit the students. Some promising alternatives for institution independent collaboration can be found on Peer To Peer University (https://p2pu.org/en/), and Wikiversity (www.wikiversity.org/). Any others?
    Anthony Clemons · Columbia University

    At Teachers College, Columbia University I have had an instructor who is an Associate Professor at another university teach a course as an adjunct. This was an online course and it was very successful. However, I must note that the instructor was an alum of Teachers College.

    On another front, The George Washington University has partnered with other universities and colleges to provide students in their MPH program the opportunity to take courses elsewhere and transfer them in as electives. They accomplished this through coordinating partnerships with certain universities offering electives that a student might be interested in (i.e. health law).

  • Martin Joseph Williams added an answer:
    What term is better to use in educational investigation: competences or skills?
    In many scientific papers these terms are used indistinctly.
    Martin Joseph Williams · T.A. Marryshow Community College

    I do agree with you, Gonzalo,  Competencies enhances knowledge, skill, capacity and attitudes created and applied to given situations based on the knowledge, skill and capacity built in the development of one's society or community. Skill is only one aspect of Competency. 

  • Susanne Kuger added an answer:
    Does anyone have a study in discussing Finance Literacy in the school level?

    Pedagogy and measurements are my current concern.

    Susanne Kuger · German Institute for International Educational Research (DIPF)

    One more: financial literacy and education from an international perspective:

    http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-vi.htm

    According questionnaires (for schools and students) should be available from the OECD.

  • Ljubomir Jerinic added an answer:
    Why is Objectivism used in eLearning, instead of Constructivist approaches?
    If you examine the tables of contents of most eLearning systems, you find that the underlying educational philosophy is one of Objectivism. This theory holds that the student's mind is an empty slate that the lecturer/teacher/instructor fills up. The systems approach to this kind of eEducation has the creator of that system examine the subject to be taught, divide it up into small bits, sequence the bits in some logical order, and then put all students through the same process of learning the material in that order.

    For example, eTextbooks (most of eLearning materials are some kind of electronic textbooks and called Tutorials) for learning elementary programming suggest that IF statements MUST come before LOOPING statements and so they contain chapters devoted to everything about selection, before anything is seen of repetition. These eLearning systems are reference works, not learning materials. The objectivist theory ignores the fact that such a methodology is deadly boring to most students. First, it forces them to "learn" things they already know. And second, it ignores any individual difference in learning style or preference.

    Constructivist educational philosophy, on the other hand, views the student as knowledgeable and task driven. New things are learned by integrating them into what is already known and it is done primarily so that meaningful (to the person) tasks may be carried out.

    Your thoughts on why the objectivist approach in eTeaching/eLearnig is used instead constructivist.
    Ljubomir Jerinic · University of Novi Sad

    Tx Barry and Danil, I agree with you.

  • Larisa Nikitina added an answer:
    Should ethics be taught to undergraduate students?
    Ethical principles as a special subject is taught to all graduate students. Typical coverage in our curriculum is as follows:

    Survey of the issues, values, principles, and ethics of a technological society. Emphasis on the leadership principles, behaviors, and normative ethics of the technologist to practice the ethical decision-making process within a technological or institutional organization.

    However at undergraduate level it is not included. What is your opinion? Should ethics be taught at undergraduate level? If yes what could form part of the coverage? If not can you explain the reasons for the same?
    Larisa Nikitina · University of Malaya

    Actually, there is a realization that ethics should be taught in universities at the undergraduate level. For example, in Malaysia, ethics is included among soft skills to be inculcated in students (see Nikitina and Furuoka, 2012). Which brings me to the core of the issue. The bigger question is not whether ethics should be taught but rather how this should be done. My opinion is that, at the tertiary level, the best way to introduce students to ethics in all its complexity is through liberal arts education.    

    Reference

    Larisa Nikitina, Fumitaka Furuoka (2012). Sharp Focus on Soft Skills: A Case Study of Malaysian University Students’ Educational Expectations. Educational Research for Policy and Practice, 11(3): 207-224. Also available at 

    https://www.researchgate.net/publication/257560611_Sharp_focus_on_soft_skills_a_case_study_of_Malaysian_university_students_educational_expectations

  • Carl Alexander Sorensen added an answer:
    Dear All, I'm looking for a questionnaire, or any tool related to Teacher Autonomy. Can anyone offer a link or any service? Who can help me?

    In recent times, there are a lot ot attempts that aims to do research about self-efficacy, creativity and autonomy in learning. I would like to do some research about autonomy and creativity as well, I believe that such kind of research can enable this research field a lot. In this context, I prefer to start with the former one, that is, AUTONOMY.

    Carl Alexander Sorensen · University of South Carolina

    Dear Dr. Yükselir,

    The following website is a great source of information about self-determination theory and provides empirically validated questionnaires that may suit your needs:

    http://www.selfdeterminationtheory.org/

    Hope that helps!

    best,

    Carl

  • Geraldo A. Lobato Franco added an answer:
    What is your opinion about the new educational possibilities of digital TV?
    The enhanced capabilities of DTV will provide educators with new opportunities to use quality programming as part of their curricula. Public television, in particular, will become a stronger partner of educators in bringing educational content to the classroom. The key for educators is to understand that digital TV is not merely television with a sharper picture. Here are some ways public television and educators can work together in the digital era to enhance their current productive partnerships: Quality classroom programming, Interactivity and distance learning.
    Geraldo A. Lobato Franco

    Rolando, nesse momento eu estaria mais propenso a aprovar sem maiores dúvidas, muito ao contrário, a HDTV que é facilitada digitalmente; essa tendência geral se nota na forma com que governo e setores privados demonstram o seu interesse maior em bancar itens de conteúdo educativo para HDTV. Espero que brevemente estejamos produzindo itens de não ficção tais como documentários e curtas exatamente para preencher a lacuna que ora nos atormenta: não possuímos indústria especializada que forneça com frequência itens valiosos para o ensino, tais como o fazem os britânicos (BBC) e os norte americanos (CPB) enquanto que os demais no mercado ainda engatinhem até com uma certa justeza e precisão mas sem volume de produção. V deve saber que programas como NOVA, entre outros, põem no mercado dezenas de itens anualmente, não é? Bom se não sabe recomendo-lhe que os procure pois valem a pena serem vistos e usados em sala de aula. Boa sorte em seus esforços educativos e se quiser olhe o que tenho escrito no tema em www.bocc.ubi.pt/ .  

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