Empire of Wives

Poetr

Between standardized teaching goals and individual learning processes. Possibilities of adaptive, technology-enhanced learning systems

Lernende orientieren sich bei der Auswahl und Planung ihrer Lernaktivitäten stark daran, was ihnen von einer Lehrperson vorgegeben wird. Empirische Befunde zeigen, dass insbesondere die Art der Prüfungsgestaltung als einflussreiches didaktisches Mittel angesehen werden kann, das den Lernprozess Studierender stark beeinflusst. Starre Strukturen und hoher Workload in Bachelor- und Masterstudiengängen fördern diesen Effekt zusätzlich, da wenig Zeit für selbstbestimmtes Lernen bleibt. In einer idealen Lehr-Lern-Situation sollten daher Lehrziele, Lehrmethode und Prüfungsgestaltung bestmöglich auf einander abgestimmt sein, um einen effizienten Lernprozess zu fördern (Constructive Alignment). Gleichzeitig sollten die individuellen Voraussetzungen jedes Lernenden berücksichtigt werden. Dieser Beitrag zeigt auf, wie technologie-gestützte Lernsysteme dazu beitragen können, individualisierte Lernwege zu realisieren, um eine heterogene Gruppe von Lernenden beim Erreichen derselben vorgegebenen Lernziele zu unterstützen. Es wird beleuchtet, welche Lernendenvariablen und welche instruktionalen Methoden sich eignen, um individualisierte Lernarrangements zu gestalten und diskutiert, welche Konsequenzen sich daraus für die Rahmenbedingungen von Lehr-Lern-Situationen ergeben.Learners mainly use given information from their teacher as point of reference for selecting and planning their learning activities. Empirical evidence showed that especially the assessment format has a strong impact on learning processes. This effect is further enhanced through inflexible study plans and a huge required workload, which leave less space for self-regulated learning. Thus, in an ideal learning situation, teaching goals, learning activities triggered by the teacher’s instructions, and the format of assessment correspond to each other (Constructive Alignment) to support an effective learning process. In this article we demonstrate how technology-based learning systems can be used to support individualized learning processes in order to support heterogeneous groups of learners in reaching the same learning goals. We discuss which learner variables and instructional methods are useful for implementation in adaptive learning systems and discuss consequences for the frame conditions of formal learning contexts

01. It\u27s Not Easy Being a Christian

It\u27s Not Easy Being a Christianhttps://scholar.csl.edu/deaf_pah_christian_caregiver/1001/thumbnail.jp

Is Acupuncture an Effective Treatment for Patients with Irritable Bowel Syndrome?

OBJECTIVE: The objective of this systematic review is to determine whether or not acupuncture is an effective treatment for patients with Irritable Bowel Syndrome

Constellations – a space in time that’s filled with moving

Constellations in the sky have been a source of inspiration, in both science and literature, for aeons. Working within the constraints of the ‘official’ 88 constellations, as devised by the International Astronomical Union, this study involved researching the myths and histories of constellations, and then creating a collection of poems based upon those. Thematic connections between the eight modern constellation “families” or groups of constellations were explored and it is in these groupings that the poems work, to tie together, through experimentations with language, a somewhat cohesive fabric of poetry. Each constellation consists of three poems. The first is a dense prose poem. The poem is then reconfigured, containing elements of the old prose poem, but offering new associations and meanings as punctuation and words are removed. The third and final poem reflects the actual constellation shape, as observed in star maps. It is a movement of poetic archaeology, with new poems emerging through excavation of the first two pages. The poems challenge notions of language, such as closure, dealing with repetitions, renewal and discontinuous narrative threads. There is an element of play with the work, and the final page encourages reading beyond the left to right formation of conventional reading structures, instead making connections to be traversed in an improvised reading process. The poems are presented as four pages for each constellation. Three pages are the poems, and the fourth page, on the reverse of the final constellation shape, is the actual constellation map. The pages are clipped and folded into a black storage box. This design is to encapsulate the feeling of discovering a box of maps, with the folding and unfolding process aimed at being part of the play involved in reading and discovering the poems. Accompanying the box is a Powerpoint presentation on a USB stick. This is a ‘Twitter’ type feed, where a one sentence epigraph, derived from the beginning of each constellation, is inscribed in a continuous feed, in an attempt to illustrate the futility of trying to comprehend and keep up with an endlessly shifting landscape of words online, and in particular, in social media. The 88 phrases revolve aimlessly across the screen. It becomes a blank space, littered with odd words and phrases, recognizable but fleeting The accompanying exegesis discusses language, mapping and orienteering. It explores theoretical concerns in poetry and language, and how, by looking at constellations and the way we interpret them, that they can be seen as metaphors for the way the constellation poems have been created