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In the digitally reliant twenty-first century, the exclusivity of printed sources for investigating and interpreting the past has been eroded, and other modes of historical interpretations, such as film, virtual reality simulations and online museums, have found a growing audience and influence. History education has followed suit in Australia, with a range of multimodal sources commonly featured in history teaching programmes (Donnelly, 2018). Film has become an increasingly popular choice as teachers strive to engage a student population accustomed to multimodality, and with technological upgrades facilitating viewings in learning spaces (Donnelly, 2014a). Using data from history teacher practice studies, this paper argues that films have the potential to impact historical consciousness, and proposes a model of the pedagogical mechanisms at work in these instances. Implementation strategies and practices are further illustrated by reference to two teaching protocol exemplars, the weekly plans of which are included in the paper.
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Learning generic process knowledge is important to transform organizations from a function- to process-orientation to gain efficiency benefits. Empirical results on the learning method are rare, only showing that learning-by-doing is superior. We set up an e-learning program containing tasks based on a learning-by-doing approach. The results reveal that learning-by-doing with the e-learning system leads to a significant learning effect of almost 20 per cent. Keywords: process knowledge, e-learning, learning-by-doing
This paper reviews the effects of new technology on teaching and learning by considering examples of studies carried out with five kinds of teaching in five contexts. The five teaching situations are direct instruction, adjunct instruction, facilitating the skills of learning, facilitating social skills and widening learners’ horizons. The five contexts are primary schools, secondary schools, higher education, special education and out of school. The aim of the paper is primarily to inform teachers about current work in these different areas.
To synthesise reviews investigating physical activity and depression, anxiety, self-esteem and cognitive functioning in children and adolescents and to assess the association between sedentary behaviour and mental health by performing a brief review. Searches were performed in 2010. Inclusion criteria specified review articles reporting chronic physical activity and at least one mental health outcome that included depression, anxiety/stress, self-esteem and cognitive functioning in children or adolescents. Four review articles reported evidence concerning depression, four for anxiety, three for self-esteem and seven for cognitive functioning. Nine primary studies assessed associations between sedentary behaviour and mental health. Physical activity has potentially beneficial effects for reduced depression, but the evidence base is limited. Intervention designs are low in quality, and many reviews include cross-sectional studies. Physical activity interventions have been shown to have a small beneficial effect for reduced anxiety, but the evidence base is limited. Physical activity can lead to improvements in self-esteem, at least in the short term. However, there is a paucity of good quality research. Reviews on physical activity and cognitive functioning have provided evidence that routine physical activity can be associated with improved cognitive performance and academic achievement, but these associations are usually small and inconsistent. Primary studies showed consistent negative associations between mental health and sedentary behaviour. Association between physical activity and mental health in young people is evident, but research designs are often weak and effects are small to moderate. Evidence shows small but consistent associations between sedentary screen time and poorer mental health.
Vyd. 2. Název z titulní obrazovky Nad názvem: Ministerstvo školství, mládeže a tělovýchovy, Ostravská univerzita v Ostravě, Filozofická fakulta "Nová role učitele - budoucnost učitelů ve světě práce v Moravskoslezském kraji - projekt Operačního programu Rozvoje lidských zdrojů, opatření 3.3.2 Podpora terciálního vzdělávání, výzkumu a vývoje. Číslo projektu: CZ.04.1.03/"--Rub tit.s.
Sonda: Ako mladí prežívajú čas COVID-19. 2. časť -trávenie voľného času
  • E. -Miháliková Anthoni
  • A Szórád
  • T Badura
  • A M Sigmundova
  • D. -Van Dijk
  • J P Reijneveld
ANTHONI, E. -MIHÁLIKOVÁ, J. -TOMANOVÁ, A. -SZÓRÁD, L. -PEŠEK, T. 2020. Sonda: Ako mladí prežívajú čas COVID-19. 2. časť -trávenie voľného času [online]. 2020. [cit. 2021.11.2.] Dostupné na internete: BADURA, P. -GECKOVA, A. M. -SIGMUNDOVA, D. -VAN DIJK, J. P., & REIJNEVELD, S. A. 2015. When children play, they feel better: organized activity participation and health in adolescents [online].
Mládež a životný štýl -trendová analýza za roky
  • M Bieliková
BIELIKOVÁ, M. 2013. Mládež a životný štýl -trendová analýza za roky 2000-2009. [online].
Metodika získavania podkladov pre tvorbu mládežníckej politiky na lokálnej úrovni. Banská Bystrica : Centrum dobrovoľníctva
  • A. -Kurčíková Brozmanová Gregorová
BROZMANOVÁ GREGOROVÁ, A. -KURČÍKOVÁ, K. -ŠAVRNOCHOVÁ, M. -ŠOLCOVÁ, J. 2017b. Metodika získavania podkladov pre tvorbu mládežníckej politiky na lokálnej úrovni. Banská Bystrica : Centrum dobrovoľníctva, 2017. 24 s. ISBN 978-80-557-0829-4.