255 research outputs found

    Application of Feedback Conversation for the Efficiency of Interpersonal Communication in Teaching in Higher Education

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    Wydział Studiów EdukacyjnychCelem prowadzonych badań była ocena skuteczności zastosowania informacji zwrotnej dla efektywności komunikacji interpersonalnej w nauczaniu w szkolnictwie wyższym. Skonstruowano proces osobistego instruktarzu, który umożliwiał ocenę komunikacji interpersonalnej wykładowcy w trakcie prowadzenia zajęć ze studentami w pięciu wymiarach: organizacji lekcji, klarowności przekazu, kontaktu z grupą docelową (studentami), wzbudzania zainteresowania oraz tworzenia wartości. Aby osiągnąć cel badawczy, przeprowadzono badania jakościowe z zastosowaniem badania w działaniu, które umożliwiło uczestnikom aktywność i zaangażowanie w całym procesie. Wzięło w nim udział dziesięciu wykładowców z Beit Berl Academic College. Narzędziami badawczymi wykorzystanymi były: wywiad częściowo ustrukturyzowany (na początku i na końcu procesu), obserwacja nagrania video z prowadzonych zajęć (trzy lekcje w semestrze), rozmowa z zastosowaniem informacji zwrotnej i refleksji (po każdym filmie). Wyniki badań wskazują na zmianę, jaka zaszła w aspektach poznawczych, emocjonalnych i behawioralnych na każdym z wymiarów komunikacji interpersonalnej. Ponadto ustalenia wskazują, że dla wszystkich wykładowców rozmowy zwrotne były znaczące i przyczyniły się do zmiany ich praktyk dydaktycznych. Wykładowcy doświadczyli rozmów zwrotnych jako pozytywnych doświadczeń instruktażowych, które przyczyniły się do doskonalenie ich nauczania.The objective of this research study is to explore the application of the feedback conversation on the efficiency of interpersonal communication in higher education teaching. For this purpose, a process of personal instruction was constructed that examined the interpersonal communication of the lecturer during the lecture in five dimensions: the organization of the lesson, the clarity of the messages, the contact with the target audience (the students), the creation of interest, and the creation of value. To achieve the objective, a qualitative research was carried out in the method of action research that enabled the participants to be active and involved throughout the entire process. Ten lecturers from the Beit Berl Academic College participated in this research study. The research instruments used in the research study are a semi-structured interview (before the beginning of the process and at the end of the process), films of the lecturer’s lessons (three lessons during the semester), feedback conversation, and reflection (after each film of the lesson). The research findings indicate a change that occurred among all the lecturers in the cognitive, emotional, and behavioral aspects in each one of the dimensions of interpersonal communication during the feedback conversation. In addition, the findings indicate that for all the lecturers the feedback conversations were meaningful and contributed to the change of their teaching practices. The lecturers experienced the feedback conversations as a positive experience, instructional, which contributed to the improvement of their teaching. pracy (max 1400 znaków) The objective of this research study is to explore the application of the feedback conversation on the efficiency of interpersonal communication in higher education teaching. For this purpose, a process of personal instruction was constructed that examined the interpersonal communication of the lecturer during the lecture in five dimensions: the organization of the lesson, the clarity of the messages, the contact with the target audience (the students), the creation of interest, and the creation of value. To achieve the objective, a qualitative research was carried out in the method of action research that enabled the participants to be active and involved throughout the entire process. Ten lecturers from the Beit Berl Academic College participated in this research study. The research instruments used in the research study are a semi-structured interview (before the beginning of the process and at the end of the process), films of the lecturer’s lessons (three lessons during the semester), feedback conversation, and reflection (after each film of the lesson). The research findings indicate a change that occurred among all the lecturers in the cognitive, emotional, and behavioral aspects in each one of the dimensions of interpersonal communication during the feedback conversation. In addition, the findings indicate that for all the lecturers the feedback conversations were meaningful and contributed to the change of their teaching practices. The lecturers experienced the feedback conversations as a positive experience, instructional, which contributed to the improvement of their teaching

    Creating an innovative, online resource to support teachers in integrating digital literacy skills into the Junior Cycle English Curriculum

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    The proliferation of digital tools into all facets of society in recent years has had no small impact on the field of post-primary education. The Irish government’s Digital Strategy for Schools (DSS) (2022, 2015) emphasises the importance of seamlessly integrating digital literacy skills into subject curricula. However, this is a new frontier for Irish post-primary teachers. As a practising teacher I identified a need for teachers to be supported in embedding digital literacy skills into their teaching practice through the provision of relevant, practical and quality resources that met the learning objectives of the subject and through access to continuous professional development (CPD) in this area. Through this Ph.D. research I created an innovative, online resource to assist post-primary English teachers in integrating digital literacy skills into the Junior Cycle curriculum. Taking a methodologically inventive approach (Dadds and Hart, 2001) I used an Educational Entrepreneurial Approach to Action Research (Crotty, 2014) to explore my passions, skills, values, work culture and the literature around digital literacy, digital inequality and digital natives. This exploratory process led me to a greater understanding of issues of inequality in my own work practice as a teacher in a DEIS school; namely that students weren’t as digitally literate as we might assume and that teachers, whose digital literacy also exists on a spectrum, may not have the time, money or motivation to upskill. I worked with students to create an animated, digital documentary and drew on these experiences to create an innovative, online, curriculum for Junior Cycle English teachers with an accompanying online, asynchronous CPD course. This dissertation presents a detailed explanation of this collaborative creative process and draws out the variety of media used to create online digital resources as a means of creating a pluralistic representation of the process. In line with Crotty’s (2014) EEA the creation of these digital resources proved transformative to me personally, to my school’s digital culture and continues to impact the wider education sphere

    Designing hybridization: alternative education strategies for fostering innovation in communication design for the territory

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    Within the broad context of design studies, Communication Design for the Territory stands as a hybrid discipline constantly interfacing with other fields of knowledge. It assumes the territorial theme as its specific dimension, aiming to generate communication systems capable of reading the stratifications of places. From an educational perspective, teaching activities are closely linked to research and can take on different levels of complexity: from the various forms of cartographic translation to the design of sophisticated transmedia digital systems. In the wake of COVID-19, this discipline has come to terms with a profoundly changed scenario in terms of limited access to the physical space and the emergence of new technologies for remote access. In this unique context, we propose a pedagogical strategy that focuses on the hybridization of communication artifacts with the aim of fostering design experimentation. As a creative tool, hybridization leads to the design of innovative systems by strategically combining the characteristics of different artifacts to achieve specific communication goals. By experimenting with these creative strategies, students are led to critically reflect on existing communication artifacts’ features and explore original designs that deliberately combine different media, contents, and communication languages in innovative ways. Through hybridization, the methods for territorial knowledge production appear more effective, effectively combining the skills and knowledge embodied in multiple subject areas. The paper presents the experience developed in the teaching laboratories of the DCxT (Communication Design for the Territory) research group of the Design Department of Politecnico di Milano. The teaching experience highlights how hybridization strategies can increase the effectiveness in learning about territorial specificities, in acquiring critical knowledge about communication systems, and in developing innovation strategies that allow to influence the evolution of traditional communication models

    GPS-based math trails: a multiple case study on benefits and challenges.

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    It is an undeniable fact that mathematics contributes tremendously to human activities. However, some students think of mathematics as boring and unrelated to the environment. Some students have expressed how mathematics is not related to the real world. Some dressed-up tasks which are inauthentic are given to the students as word problems to connect mathematics and reality. This study sought to find an alternative activity to these dressed-up tasks. As well as find the challenges and benefits of having such kind of activities. Research has shown that, having outdoor learning provides for the students to learn in a real and authentic situation. Some educational theories prove that learning in an authentic situation mediates between students’ mathematical knowledge and reality. Math trail, is an outdoor math activity, in which the participants walk to discover mathematics in the environment. In recent times, math trail activities have been used in schools to supplement mathematics learning. In this study, the math trails activity was blended with modern technology. That is, it was GPS-based. This study sought to find out the benefits and challenges of doing a GPS-based math trail. Case study and design-based research approaches were employed for the study. Actionbound app was used to design the math trails activity. It had a GPS feature and also a feature which tasks and solutions of tasks could be used. The data were collected from two different groups; 16 first-year videregående students, 10 fourth-year mathematics education teachers, 1 mathematics lecturer and the researcher. Two math trails activities were done namely; the KKG math trail and the pre-service teacher’s math trail. One of the major benefits is that the students saw the connection of some mathematical concepts with real life and one of the challenges was when they didn’t see some of the tasks relating to mathematics but rather, a question whose answer needed to be guessed while having the activity. The GPS-based app helped the participants to find the tasks locations without difficulty. The Actionbound app which contained tasks and some solutions to the tasks gave immediate feedback to the students. For the implementation of GPS-based math trails in education settings, further research on this topic is recommended. In the end appendices of the instruments used in the data collection, transcripts, and an information letter are provided.

    THE EFFECT OF USING QUICK RESPONSE CODES ON STUDENTS’ ACTIVENESS AND MOTIVATION IN LEARNING ENGLISH AT MA MASMUR PEKANBARU

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    ABSTRAK Yurika Darlis (2023) : Pengaruh Penggunaan kode QR pada keaktifan dan motivasi siswa dalam Pelajaran Bahasa Inggris di MA Masmur Pekanbaru Perkembangan teknologi membawa inovasi dalam segala aspek kehidupan termasuk pendidikan. Kode QR (Quick Response) adalah salah satu inovasi tersebut. Fokus utama dari penelitian ini adalah untuk mengetahui apakah ada pengaruh yang signifikan dari penggunaan Quick Response Codes pada keaktifan dan motivasi siswa dalam belajar bahasa Inggris di kelas sebelas MA Masmur Pekanbaru. Penelitian ini menggunakan metode pre-experimental, dengan desain one group pretest and one group posttest design. Sampel penelitian ini adalah siswa kelas 2 MA Masmur Pekanbaru yang berjumlah 21 siswa, sehingga peneliti menggunakan teknik purposive sampling. Teknik pengumpulan datanya adalah komposisi observasi checklist dan angket. Teknik analisis data di MA Masmur menggunakan uji t sampel berpasangan dengan menggunakan SPSS versi 29. Temuan penelitian ini menyimpulkan bahwa penggunaan Quick Response Codes meningkatkan keaktifan dan motivasi siswa dalam belajar bahasa Inggris. Hal ini dibuktikan dengan rata-rata skor keaktifan siswa pada pra-angket adalah 54,62 dan pasca-angket adalah 68,71, motivasi siswa pada pra-angket adalah 56,67 dan pasca-angket adalah 70. Hasil penelitian ini menunjukkan bahwa ada perbedaan yang signifikan antara hasil angket pra dan pasca angket terhadap nilai siswa. Nilai t-test lebih tinggi dari nilai t-tabel (6,609>1,725) pada keaktifan siswa dan (21,728>1,725) pada motivasi siswa. Pertanyaan penelitian terjawab bahwa QR Code efektif dalam pembelajaran bahasa Inggris dan meningkatkan keaktifan dan motivasi siswa. Kata Kunci: Kode QR, Keaktifan, Motivas

    Rights by Design: Mainstreaming Human Rights Information, Education and Culture

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    ‘Rights by Design: Mainstreaming Human Rights Information, Education and Culture’ explores the numinosity of human rights; that is, the intrinsic relationship between an individual and their rights. It is a timely reminder, in the post-Covid era of fragility, reflection, reckoning, and reawakening, that human beings are at the heart of human rights. The state-centricity of human rights discourse is increasingly giving way to and making room for authentic, post-colonial, localised voices in civil society and at grassroots, ‘glocal’ community levels, empowering the individual with the unprecedented but thus far largely unrealised power to shape a human rights future. In this future, human rights can – consciously and by design – be protected, respected, and rigorously defended from the creeping digital, ideological and political authoritarianism that is destabilising democracy and the international rules-based order on every continent in the world. To realise this power, we as individuals must be empowered with the information, knowledge, and advocacy skills to respect, protect, defend, and consciously live by human rights values in our everyday lives. In an ‘Age of Alternative Facts’, we must be equipped to counter human rights misinformation in our infospheres and reverse the global ‘information deficit’ on what human rights are and who they were designed to protect. This thesis is a call to action and a framework for empowering the individual so that we may more meaningfully integrate human rights knowledge, principles and values in our everyday social, economic and cultural lives – at home, in our family lives, and our local communities; through every stage of education, from early years, primary and secondary to tertiary, postgraduate, vocational and lifelong learning; in our digital worlds and social information environments; and in our worlds of work. It is an ambitious and original imagining of what Eleanor Roosevelt meant when she said, in 1958 on the 10th anniversary of the proclamation of the Universal Declaration of Human Rights, that human rights begin in “small places, close to home ... [in] the world of the individual person"

    Faculty Perceptions of Teaching Clinical Reasoning at the Patient Bedside

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    Nurse educators meet frequently in conference settings and peer groups seeking an answer to “How do you do clinical?”. The purpose of this qualitative, phenomenological study was to explore faculty perceptions of clinical teaching experiences at the patient bedside at a level one or two associate’s degree nursing program by faculty within the Virginia Community College System (VCCS) that teach a rural student population. Rural students struggle with work-life barriers that complicate their educational journey. This was compounded by the COVID-19 pandemic that presented new challenges to the way nursing education could be delivered creating a need for on line and blended learning environments. Many programs experienced a shutdown of clinical teaching facilities and were forced online. This new learning environment proved to be another educational challenge for rural healthcare communities. This study explored faculty perceptions with interview sessions addressing clinical teaching practice over the last five years at the patient bedside with eight nurse educators from VCCS rural community colleges. A literature review revealed gaps in the research; the utilization of a comprehensive clinical teaching model and an overall disagreement on any one “best” teaching method. Three research questions on the teaching of clinical reasoning, safe patient care outcomes, and the experiences of new teaching environments during the COVID -19 pandemic were developed. Following hermeneutic analysis, the primary themes of Collaborative Teaching Practices, Traditional Teaching Methods, and Pandemic Teaching emerged with secondary themes of Concept Based Curriculum and Blended Learning Environments. Academic nursing leaders and faculty should use this information to create a common clinical teaching model. Health care leaders should use this information to enhance bedside teaching practices to produce safe outcomes for patients in their care. Nursing educators should use this information to make strong clinical thinkers that will address the growing need for nurses in the United States in the wake of the most significant nursing shortage experienced in this profession. This hermeneutic phenomenology is the beginning of a much-needed change in clinical education. Nurse educators must develop critical reasoning skills in nurses that will care for an aging population using innovative methods for critical thought

    Exploring Augmented Reality App Usability: A Socially Practised Affordance Perspective

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    Augmented Reality (AR) apps have the potential to transform the way in which users experience products and services. However, AR adoption rates have not yet reached the expectations of developers and the service sector. Users' expectations and experiences of AR apps can influence the adoption of AR technology. This thesis explores AR user behaviour; specifically, by focusing on the usability of AR and the underlying motives that drive users to adopt or reject AR technology. To achieve this aim, qualitative methods and multiple sources of data (858 online reviews, 62 users’ reflections, multiple apps) have been used to inform a better understanding of AR app use. Affordance theory was applied using the ‘walkthrough technique’ to identify AR affordances arising from the application of AR technology. Ten AR app affordances and five user goals were identified by investigating the performance and usage aspects of various applications. Then, social practice theory (SPT) elements (meanings, materials, competency) were applied to understand the three major characteristics of usability (interactivity, compatibility, credibility) associated with current AR apps that may prevent potential users from actualising their affordances. This study contributes to knowledge by introducing a new theory of “socially practised affordances” (SPA) which allows AR app users to actualise an app’s affordances when there is a coherence between SPT elements. Moreover, it sheds new light on how AR apps, users, and social practices are interconnected by explaining connections between materials e.g., AR apps, expected and developed meanings, user and system competencies and how these elements might drive AR apps’ users’ behaviour. This study concludes by discussing theoretical and practical implications that can give future direction to AR developers through the development of a SPA framework for AR applications. Keywords: AR applications, Users’ expectation and experience, Usability, Socially practised affordance (SPA)
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