Legitimizing the Educational Experience in the context of the Didactic Methodology

The didactic methodology reminds of the idea of an efficient functioning of the education process. In this way, the systemic perspective of the didactic methodology illustrates the way in which the educational experience transposed at the level of the teaching-learning-evaluating activity. Thus, the didactic courses of action initiated in the context of the educational reality emphasize an image that legitimizes the experience of learning itself in general. Therefore, from a pragmatic perspective, the didactic methodology represents a transposition of the educational strategies in relevant learning situations and adequate (self) training actions.didactic activity, educational methodology, didactic methodology, didactic technology, educational experience

‘Turning many to righteousness’ : Religious didacticism in the ›Speculum humanae salvationis‹ and the similitude of the oak tree

In this contribution I shall be interested, among other things, in finding a place for the European phenomenon of the ›Speculum humanae salvationis‹ within German literary history, which will inescapably involve revisiting the unfashionable discussion of date and origins. I also intend to ask about the place of this text in the ‘didactic’ literature of the Middle Ages. Is a religious text structured according to sacred history didactic? Much didactic poetry is in the vernacular: What does it mean that the ›Speculum‹ was composed in Latin? And what place should be accorded to its vernacular reception? The ›Speculum‹ is inscribed within a set of oppositions that would appear to be recurrent in the didactic literature of the later Middle Ages: Latin and vernacular, verse and prose, words and pictures, religious and profane, moral teaching and devotion, clerical and lay. In view of its exceptionally broad transmission in the German lands, both in Latin and in vernacular reworkings, is it possible to describe this text so that it takes a place within a larger picture? In some respects it may stand at a threshold in the history of European didacticism

Hesiod’s didactic poetry

This paper falls into two parts: (i) The first part argues that Works and Days is more coherently organised, and displays greater coherence of thought, than many interpreters recognise. However, the last part of the poem (from 695), heterogeneous and loosely structured, poses severe problems. (ii) The second part is concerned with the end(s) to which the Hesiodic poems were composed. It is argued that neither Works and Days (which is formally a didactic poem) nor Theogony (which is not) can be fully explained in didactic terms. The poetics of the Theogony proem emphasise beauty and pleasure, and take a cautious view of the truth of poetry; similar inferences can be drawn from Homer. However, this does not exclude the possibility that the poet's intentions were partially, but not solely, didactic. We should recognise the limits of what can be said with confidence. ‘Follow, poet, follow right To the bottom of the night, With your unconstraining voice Still persuade us to rejoice; With the farming of a verse Make a vineyard of the curse...’ (W. H. Auden

The effectiveness of "Learning by doing" as a strategy that uses the elaboration of didactic material done by the learners

Tesis (Pedagogía en Inglés)Nowadays, the instruction of vocabulary on the acquisition and learning of English as a second language is important and it has been recognized as a relevant aspect by academics and theoreticians of the area. The aim of this study is to prove, through a concrete and an experimental form, the effectiveness of the constructivist strategy that uses the elaboration of didactic material as an improvement manner for the acquisition and learning of explicit vocabulary that, at the same time, may be meaningful to the pupils. The “Learning by Doing” strategy has been built under the perspective of the theory of constructivism, which has been adapted to be applied on two different educational establishments; both subsidized. The first school is located in El Belloto and the second school institution located in Villa Alemana. Accordingly, the thesis study was carried out on 5 different courses with a final average of 132 students. This inquiry has a quantitative nature with a quasi – experimental design that has as a sample a paired – dependent kind, which took into account the control subunits and the experimental subunits from each EFL (English as a Foreign Language) classroom where the strategy previously mentioned was conducted. As described on the previous paragraph, the results were analyzed using a mathematical – statistical type of measurement denominated “T – Test” table. These demonstrated that the constructivist strategy namely “Learning by Doing” improve the learning of explicit vocabulary on those grades belonging to the primary education. Nowadays, the instruction of vocabulary on the acquisition and learning of English as a second language is important and it has been recognized as a relevant aspect by academics and theoreticians of the area. The aim of this study is to prove, through a concrete and an experimental form, the effectiveness of the constructivist strategy that uses the elaboration of didactic material as an improvement manner for the acquisition and learning of explicit vocabulary that, at the same time, may be meaningful to the pupils. The “Learning by Doing” strategy has been built under the perspective of the theory of constructivism, which has been adapted to be applied on two different educational establishments; both subsidized. The first school is located in El Belloto and the second school institution located in Villa Alemana. Accordingly, the thesis study was carried out on 5 different courses with a final average of 132 students. This inquiry has a quantitative nature with a quasi – experimental design that has as a sample a paired – dependent kind, which took into account the control subunits and the experimental subunits from each EFL (English as a Foreign Language) classroom where the strategy previously mentioned was conducted. As described on the previous paragraph, the results were analyzed using a mathematical – statistical type of measurement denominated “T – Test” table. These demonstrated that the constructivist strategy namely “Learning by Doing” improve the learning of explicit vocabulary on those grades belonging to the primary education.En la actualidad, la instrucción del vocabulario es importante para la adquisición y aprendizaje del inglés como segunda lengua. Esto ha sido reconocido como un aspecto relevante por académicos y teóricos del área. El objetivo de esta investigación es probar a través de una forma concreta y experimental la efectividad de una estrategia que usa la elaboración de material didáctico como manera de mejorar la adquisición y el aprendizaje del vocabulario explícito, y que éste a su vez sea significativo para el alumno. La estrategia “Learning by Doing” ha sido construida bajo la perspectiva de la teoría del constructivismo, la cual ha sido adaptada para ser aplicada en dos establecimientos educacionales diferentes, ambos subvencionados. El primero situado en El Belloto y el segundo ubicado en Villa Alemana. Por consiguiente, esta investigación se realizó en 5 cursos diferentes con un promedio final de 132 alumnos. Esta investigación tiene una naturaleza cuantitativa con un diseño cuasi – experimental y tiene como muestra un tipo dependiente y pareado, la cual tomó en consideración las subunidades controles y las subunidades experimentales de cada clase “EFL” en donde la estrategia previamente mencionada fue llevada a cabo. Según lo descrito en el párrafo anterior, los resultados fueron analizados usando un tipo de medición matemático – estadística denominada tabla “T – Test”. Éstos demostraron que la estrategia constructivista nombrada “Learning by Doing” mejoró el aprendizaje de vocabulario explícito en aquellos cursos pertenecientes a la educación general básica. Sin embargo, el curso perteneciente a la enseñanza media no mostró ninguna señal de mejoramiento cuando la estrategia que usa la elaboración de material didáctico llegó a su fin

El aprendizaje de audacity para la edición y producción de contenidos didácticos digitales

En la sociedad actual resulta indispensable proporcionar una capacitación adecuada a los futuros docentes para que puedan desarrollar metodologías innovadoras, donde las TIC y los recursos didácticos digitales desempeñan un papel clave y permiten que los conocimientos y habilidades del alumno tengan un desarrollo exitoso. Esta investigación se aborda desde una metodología cuantitativa, mediante el uso de un cuestionario creado ad hoc sobre aprendizaje y la evaluación de la herramienta Audacity para la creación de recursos didácticos digitales en el Grado de Educación Infantil de la Universidad de Córdoba. Los resultados muestran una valoración positiva de la experiencia vivida, así como de la herramienta estudiada.In present society it is essential to provide the necessary training to future teachers so they can accomplish innovative teaching and learning methodologies, where ICT and digital learning resources play a key role that will enable the student’s knowledge and skills to be successfully developed. This research is approached from a quantitative methodology, by using a questionnaire created ad hoc about the learning and the assessment of the Audacity software tool for creating digital didactic resources, in the Early Childhood Education Degree from the University of Cordoba. The results obtained show a positive assessment of the tool studied and its subsequent use for audiovisual productions

Didactic Networks and exemplification

After a general overview in a previous paper [AMJ10b], in which we proposed Didactic Networks (DN) as a new way for developing and exploiting web-learning content, we offer here a deeper study showing how to use them for web-learning design and content generation based on Instructional Theory with the coherence guaranty of the RST [MT99]. By using a set of expressivity patterns, it is possible to obtain different final ¿products¿ from the DNs such as different level or different aspect web-learning lessons, depending on the target, documents or evaluation tests. In parallel we are defining the Fundamental Cognitive Networks (FCN), in which we deal with the most common patterns human being uses to think and communicate ideas. This FCN set reuses the representation of Concepts, Procedures and Principles defined here, and it is the main topic of a paper we are working on for the very near future