Learning as researchers and teachers: the development of a pedagogical culture for social science research methods

In light of calls to improve the capacity for social science research within UK higher education, this article explores the possibilities for an emerging pedagogy for research methods. A lack of pedagogical culture in this field has been identified by previous studies. In response, we examine pedagogical literature surrounding approaches for teaching and learning research methods that are evident in recent peer-reviewed literature. Deep reading of this literature (as opposed to systematic review) identifies different but generally complementary ways in which teachers of methods seek to elucidate aspects of the research process, provide hands-on experience and facilitate critical reflection. At a time when the advancement of research capacity is gaining prominence, both in the academy and in reference to the wider knowledge economy, this paper illustrates how teachers of methods are considering pedagogical questions and seeks to further stimulate debates in this area

Teaching and learning in information retrieval

A literature review of pedagogical methods for teaching and learning information retrieval is presented. From the analysis of the literature a taxonomy was built and it is used to structure the paper. Information Retrieval (IR) is presented from different points of view: technical levels, educational goals, teaching and learning methods, assessment and curricula. The review is organized around two levels of abstraction which form a taxonomy that deals with the different aspects of pedagogy as applied to information retrieval. The first level looks at the technical level of delivering information retrieval concepts, and at the educational goals as articulated by the two main subject domains where IR is delivered: computer science (CS) and library and information science (LIS). The second level focuses on pedagogical issues, such as teaching and learning methods, delivery modes (classroom, online or e-learning), use of IR systems for teaching, assessment and feedback, and curricula design. The survey, and its bibliography, provides an overview of the pedagogical research carried out in the field of IR. It also provides a guide for educators on approaches that can be applied to improving the student learning experiences

Using Progressive Pedagogies to Enhance Learner Autonomy

In this presentation I firstly review different approaches and methods that have been used to teaching English. Based on these approaches and methods, our understanding of how students learn their second language has been greatly enhanced. However, students in the 21st Century have more demands and needs than previously and we now have to use more progressive pedagogies to teach them. Some features of a progressive pedagogical approach are: learners are active participants; teachers are facilitators and guides; there is shared decision-making by the group; learning is seen as part of real-life experiences; and learning is conceptualized as a spiral where knowledge is constructed through experience and social interaction (Peters, 2012). This type of pedagogical approach is student-centred and lends itself to the promotion of learner autonomy. By way of an example I will talk about a university level English for Science course I have been involved in developing and teaching over the past five years. Keywords: Progressive pedagogies, learner autonomy, project learning

Historical and Pedagogical Chronology of the Development of Ethno-confessional Musical Education of Mennonites in the South of Ukraine (End of the 18th - Early XX Centuries)

Historical and chronological principles that the development of musical education of Mennonites in the South of Ukraine (from the end of the 18th century to the beginning of the 20th century) is based on were explained. With the use of archetype and historical-cultural methods of research and implementation of historical and pedagogical reconstruction, an educational-organizational criterion and its indicator (subordination of Mennonite schools) were determined. The main research problem is to maintain the integrity of the ethno-religious Mennonite group among the representatives of the titular nation with the help of spiritual music. The main result: three stages of historical and pedagogical development of musical education of Mennonites in the South of Ukraine were substantiated. The significance of the study is that the deficiency of historical and pedagogical knowledge about the spiritual music education of national minorities, which for centuries lived on Ukrainian lands and influenced the history of musical education in Ukraine, was eliminated

Gentzen-Prawitz Natural Deduction as a Teaching Tool

We report a four-years experiment in teaching reasoning to undergraduate students, ranging from weak to gifted, using Gentzen-Prawitz's style natural deduction. We argue that this pedagogical approach is a good alternative to the use of Boolean algebra for teaching reasoning, especially for computer scientists and formal methods practionners

A Brief Analysis Of The Rehabilitation Systems Of Children With Spastic Forms Of Motor Disorders

The article briefly analyzes the main studies in the field of overcoming spasticity within the confines of medical and partly pedagogical approaches. It was singled out the range of the main aspects that can be used as a basis for the correction of motor disorders spasmodic forms in children of early and preschool age by means of adaptive physical education from the position of pedagogy, medicine, physiology and neurology in their constituent components. The paper studies the methods of overcoming spasticity suggested by specialists of various profiles containing promising key ideas for further research. Efforts have been made to combine possibilities of medical methods of spastic motor disorders forms rehabilitation with pedagogical capabilities of adaptive physical education. Such an approach can guarantee the complexity of various forms of spastic motor disorders, which can positively affect the construction of an individualized correctional strategy and tactics in further rehabilitation work. Analyzing the literature sources, we did not find a single universal method for the complete or at least prevailing overcoming of spasticity in children and adults

Constructive Field Theory in Zero Dimension

In this pedagogical note we propose to wander through five different methods to compute the number of connected graphs of the zero-dimensional $\phi^4$ field theory,in increasing order of sophistication. The note does not contain any new result but may be helpful to summarize the heart of constructive resummations, namely a replica trick and a forest formula.Comment: 12 pages,one figur

Chromoelectric fields and quarkonium-hadron interactions at high energies

We develop a simple model to study the heavy quarkonium-hadron cross section in the high energy limit. The hadron is represented by an external electric color field (capacitor) and the heavy quarkonium is represented by a small color dipole. Using high energy approximations we compute the relevant cross sections, which are then compared with results obtained with other methods. Our calculations are presented in a pedagogical way accessible to undergraduate students.Comment: To appear in Physical Review C, 24 pages, 10 eps figure

Investigating heuristic evaluation as a methodology for evaluating pedagogical software: An analysis employing three case studies

This paper looks specifically at how to develop light weight methods of evaluating pedagogically motivated software. Whilst we value traditional usability testing methods this paper will look at how Heuristic Evaluation can be used as both a driving force of Software Engineering Iterative Refinement and end of project Evaluation. We present three case studies in the area of Pedagogical Software and show how we have used this technique in a variety of ways. The paper presents results and reflections on what we have learned. We conclude with a discussion on how this technique might inform on the latest developments on delivery of distance learning. © 2014 Springer International Publishing

Re-Focusing - Building a Future for Entrepreneurial Education & Learning

The field of entrepreneurship has struggled with fundamental questions concerning the subject’s nature and purpose. To whom and to what means are educational and training agendas ultimately directed? Such questions have become of central importance to policy makers, practitioners and academics alike. There are suggestions that university business schools should engage more critically with the lived experiences of practising entrepreneurs through alternative pedagogical approaches and methods, seeking to account for and highlighting the social, political and moral aspects of entrepreneurial practice. In the UK, where funding in higher education has become increasingly dependent on student fees, there are renewed pressures to educate students for entrepreneurial practice as opposed to educating them about the nature and effects of entrepreneurship. Government and EU policies are calling on business schools to develop and enhance entrepreneurial growth and skill sets, to make their education and training programmes more proactive in providing innovative educational practices which help and facilitate life experiences and experiential learning. This paper makes the case for critical frameworks to be applied so that complex social processes become a source of learning for educators and entrepreneurs and so that innovative pedagogical approaches can be developed in terms both of context (curriculum design) and process (delivery methods)