56,307 research outputs found
Introduction: Finding common ground beyond fragmentation
This chapter begins with an outline of the European context within which the twenty six research papers presented in this book emerged. A particularly important aspect of this context is Network 27 on Didactics, Learning and Teaching of the European Educational Research Association (EERA) which formed the core of the research community in which this work was developed over a five year period (2006-11). The next part of the chapter provides an overview of the six sections which make up the structure of the book as a whole. A discussion then follows of the clear continental divide with respect to didactics, learning and teaching in the European landscape which is based on the references used by the contributors to this book. This leads to a consideration of the historical origin of present-day didactics which can be traced back to a common heritage in the work of Jan Amos Comenius (1592-1670) in order to provide a platform in the search for common ground. In the section which then follows there is a discussion of the didactic triad as a tool for holding the complexity of teaching-studying-learning situations and this is considered in an expanded context in which classroom interaction in the school is placed within a wider societal context. Based on a review of the contributions to this book, the final parts of this chapter consider existing knowledge gaps between different national traditions and also identify themes that form the basis for building and extending common ground. The themes that have been identified through this process of synthesis relate to pedagogical content knowledge, learner knowledge, joint didactical action, curriculum research, the so called shift from teaching to learning, the philosophy of Bildung and its practical implications, links between theory and practice and the significant role of experimental schools. Finally these themes are proposed for consideration within the wider research, policy and practice community as the basis for future international co-operation that offer the potential to advance mutual understanding and common insights in this fiel
Media education technologies in developing students' professional competence
While pervasive healthcare systems bear the potential to provide patients with a new quality of medical homecare, the complexity of such systems raises fundamental questions of behavior, communication and technology acceptance. This is especially important, as users of future healthcare systems will be increasingly characterized by diversity. Relying only on highly experienced and technology-prone user groups, which might have been typical users in the last decades, is not sufficient anymore. Rather, elderly users, users with a completely different upbringing and domain knowledge, and ill or handicapped people will have to use the systems. Today, the understanding, in which way physical, emotional and cognitive abilities, caused by individual learning histories and health states, may impact the usage and acceptance of pervasive healthcare technologies, is restricted. This research contributes to this topic by investigating the acceptance motives of aged users with different health states regarding three different implementation concepts for medical technologies: medical technology implemented in mobile devices, smart environments and smart clothing. Using the questionnaire method, a total of 82 users between 40 and 92 years of age were examined regarding their usage motives and barriers with respect to the different technology concepts. Overall, it was revealed that acceptance issues and users' needs and wants should be considered in order to successfully design new medical technologies
Rapid prototyping as a faculty-wide activity: An innovative approach to the redesign of courses and instructional medthods at the University of Twente
At the Faculty of Educational Science and Technology (Toegepaste Onderwijskunde, T.O.) of the University of Twente a revolutionary process of institutional change is occurring. Under the banner of C@MPUS+, we have made a commitment to blend the best of our old values of good teaching and an attractive campus life with new didactics and advanced technologies so that we can extend our already unique curriculum and instructional practice over distance and time, as well as enrich it
Tools and technologies in mathematical didactics
This short paper provides an overview of recent European research about the use and impact of tools and technologies in mathematical didactics. Such research is categorised as focusing on theoretical ideas, on algebraic knowledge when using spreadsheet and computer algebra (CAS), and on dynamic geometry software (DGS). The paper reveals the variety of software technologies, education levels, and methodologies utitised in European research
Innovative teaching strategies: enhancing the soft-skilloriented approach through integrated onsite-online learning environments
ABSTRACT
The integration of ICT in Higher Education requires reflective design by
teachers. In particular, from recent international research on the subject, it
emerges that the perspective of the TPCK framework (Technological, Pedagogical,
Content Knowledge) can favour an effective design reasoning of
teachers. Teaching practice requires the implementation of innovative organizational
models for the creation of learning environments that offer continuity
between classroom and distance learning (Hybrid Instruction
Solution). The empirical mix-method research involved a group of volunteer
teachers of different teachings. The objective was to design and implement
innovative teaching solutions using ICT in onsite/online environments to enhance
specific soft skills in students. The results of a questionnaire (CAWI)
given to incoming and outgoing teachers from the experience of designing
and conducting the didactic action will be presented. the TPCK perspective
design of integrated learning environments and the reasoned choice of coherent
methodologies seem to make a soft-skilloriented didactics feasible
Reformism and Evaluation in the Field of Social and Political Sciences. Consequences for the Academic Community, Projects, People
After the introduction of the most recent University evaluation reforms,
this article aims at presenting the first findings of a research project on these
reforms and the evaluation processes carried out so far in the field of social and
political sciences. In particular, the research wishes to investigate the relational
dynamics, the behaviors and the values of the academic profession with special
attention to the scientific activity, but without putting aside the implications
for the teaching, management and the “third mission” activities. Inserted in the
line of studies on higher education and evaluation well consolidated in Italy,
the research is characterized by the added value of connecting the criticaltheoretical
level to the empirical one
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