Innovating Pedagogy 2015: Open University Innovation Report 4

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

The Needs Analysis of Training for Elementary School Teachers (Prior Analysis to the Research of Professional and Pedagogical Competencies Development in Civics Education)

ABSTRACT Purpose–Research on teacher training needs analysis in order to study the development of pedagogical and professional elementary school teachers competencies in Civic education aims to describe the level of pedagogical and professional’ elementary school teachers competencies gap and to describe the elementary teacher training needs in order to develop pedagogical and professional deficit. Method–This study is a descriptive research. The study sites spread across the elementary school teachers in 8 subdistricts which are Suruh, Bancak, Bringin, Pabelan, Tengaran, Kaliwungu, Getasan and Ambarawa. The sample consists of 72 teachers, taken by purposive clusters sampling. Data collection technique is using self-evaluation in the form of questionnaire that has been tested for the validity and reliability. Analysis showed that the corrected item-total correlation is 0,794 for the highest and 0,221 for the lowest. Reliability test results showed that the alpha reliability coefficient is 0.945. Moreover, the techniques of data analysis are using descriptive statistical analysis and gap analysis. Findings –The result of the analysis shows that there are1) the gap of teachers’ pedagogic competency is 23.07 %, 2) the gap of teachers professional competency is 30 % , dan 3) the gap of pedagogic and professional competencies includes;(a) developing the curriculum which is related to Civics Education, (b) conducting assesment and evaluation of the process and result of learning process, (c) using the result of assesment and evaluation for the sake of teaching and learning, (d) Doing refective action (Class Action Research) to enhance teaching and learning process, (e) mastering the concept and principle of protection and development of Human Rights and also fair and proper law enforcement, (f) developing the material of civics education creatively, (g) developing sustainable profesionalism through reflective action, (h) using information technology and communication for self developing action. Significance–This research discusses about the gap of elementary school teachers’ competencies, spesifically civics education. Gap occurs when there is discrepancy between ideal competencies and empirical competencies of teachers’ performance. The results of this research are useful for designing training in teachers’ competence

初等教育におけるコンピュータサイエンス教育のカリキュラム編成に関する研究

Tohoku University博士（情報科学）thesi

Tools or crutches? Apparatus as a sense-making aid in mathematics teaching with children with moderate learning difficulties

This paper challenges a view of concrete materials as abstracts used within a rigid instructional sequence that particular children are perceived to require or not, as the case may be. Focussing on mathematics teaching, it contends that it is more useful to consider the function of these materials as tools, artefacts used flexibly and selectively by pupils to make sense of mathematics, rather than as crutches, devices which may support procedural competency in mathematics but with no guarantees of understanding

Competency-Based Approach in Training Mathematicians: Challenges of Time

AbstractThe paper considers possible approaches to and recommendations for forming a competitive professional mathematician in Kuzbass region. The necessity of an advanced market of scientific, technical and software developments increases, and so does that of a steady connection between the developers and potential employers. Accordingly, professional mathematicians and competent programmers capable of creating new specialized packages of applied programs are highly sought. The problem of responsibility of higher education institutions for quality training of professionals required by the region is becoming urgent. At higher education institutions, forming of professional mathematicians’ readiness for professional activity implies participation of students and their teachers in mathematical research and projects in applied profile areas, in performance of works to orders of organizations. Competency-based approach to teaching of mathematics students on the basis of creating a vocationally oriented information environment by organizing the cooperation of the university with large companies running their businesses in the region. Quality training of professional mathematicians is backed up by creation of chairs at the employer's enterprises jointly with the university chair in order to perform scientific developments for the coal industry of Kuzbass