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

Testing the use of grammar: Beyond grammatical accuracy

Udostępnienie publikacji Wydawnictwa Uniwersytetu Łódzkiego finansowane w ramach projektu „Doskonałość naukowa kluczem do doskonałości kształcenia”. Projekt realizowany jest ze środków Europejskiego Funduszu Społecznego w ramach Programu Operacyjnego Wiedza Edukacja Rozwój; nr umowy: POWER.03.05.00-00-Z092/17-00

Undead Pedagogy: How a Zombie Simulation Can Contribute to Teaching International Relations

A global zombie outbreak constitutes a hypothetical event in world politics that could likely lead to the collapse of civilization. At the same time, the very threat of such a global catastrophe offers a unique experimental terrain on which to investigate various possible changes and developments in human interaction in social, economic, and political processes. In this article, we discuss our experience with using a global zombie outbreak-based simulation in International Relations teaching and our attempt at measuring the learning outcomes, taking our point of departure in the existing literature on active learning. Following an outline of the objectives, setup, and parameters of the simulation, we evaluate the results of the survey we conducted of the student participants and discuss the learning outcomes discerned