International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
Impact Of Verbal Linguistic Intelligence On Learning At Elementary Level by P...Pakistan
This document summarizes a research study on the impact of verbal linguistic intelligence on learning at the elementary level. The study was conducted with 4 students in class 7 to explore how verbal linguistic intelligence influences academic achievement. Three actions were taken: storytelling, speaking cards, and presentations. The students were engaged and interested in all the activities. Analysis of the results found that enhancing verbal linguistic skills benefited student learning and the learning environment. The study concluded that verbal linguistic intelligence is an important factor in language learning success at the elementary level.
Professional development is learning to earn or maintain professional credentials such as academic degrees to formal coursework, attending conferences, and informal learning opportunities situated in practice. It has been described as intensive and collaborative, ideally incorporating an evaluative stage.
M-learning, or mobile learning, is defined as learning across contexts using personal electronic devices. It is a form of distance education where learners can access educational content using mobile devices like phones and tablets at their convenience. M-learning facilitates online interaction between instructors and students and allows blended learning to take place outside traditional classrooms. While m-learning provides benefits like easy access to information, engagement of learners, and self-paced learning, it also faces challenges such as limited screen sizes, connectivity issues, and potential distraction of learners.
This document summarizes a study on developing communities of practice between schools and universities to support teacher professional development. It describes two case studies: one with a secondary school where workshops and ongoing support from university academics helped teachers develop learning plans together, and one with a primary school where regular meetings helped teachers improve assessment tasks. Interviews found that ongoing engagement within teams, a shared understanding of quality teaching frameworks, and collaboration between insider school staff and outsider university facilitators supported the formation of communities of practice in both schools.
Contemporary perspectives on continuing professional developmentaqwxsz123
This document discusses contemporary perspectives on continuing professional development (CPD) for teachers. It makes three key points:
1. CPD is important for improving teacher quality and student outcomes. Effective CPD addresses the needs of individual teachers, schools, and most importantly, students. It involves collaborative learning opportunities like lesson studies.
2. Contemporary views see CPD as an ongoing process that gives teachers ownership, is grounded in the classroom context, and involves reflection and collaboration. Options include action research, reading groups, and communities of practice.
3. The scope of CPD has expanded beyond methods to include knowledge, beliefs, assessment, and self-directed learning skills. CPD should address teachers' varying competence levels
Self-discipline as one of the non-academic factors that contribute to determining
academic’s achievement. One of efforts to establish the student's self-discipline is
through group counselling. Counselling groups that are used Cognitive Modelling
Self-Instructional Training towards self-discipline students. This research used quasiexperiment design with Nonrandomized Pre-Test Post-Test Control Group Design
Experiment. The subjects of this study were 16 students of Grade VIII of State Junior
High School Ploso Jombang with low self-discipline then divided into two groups of
experimental group and control group. The experimental group was given Cognitive
Modelling with Self-Instructional Training, whereas for the control group was given
conventional method. The collected data used the Self Discipline Scale which has been
tested using the construct validity as well as the reliability test. Data were analyzed
through the Analysis of Covariance (ANCOVA). The results of study that there was an
effect of cognitive Modelling Self-Instructional Training towards student’s selfdiscipline at the experimental group was higher than in the control group. It was
indicated by an increase of self-discipline scale score before and after treatment. So
that the giving of the treatment used Cognitive Modelling Self-Instructional Training
effects on the increasing student’s self-discipline at junior high school.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
Impact Of Verbal Linguistic Intelligence On Learning At Elementary Level by P...Pakistan
This document summarizes a research study on the impact of verbal linguistic intelligence on learning at the elementary level. The study was conducted with 4 students in class 7 to explore how verbal linguistic intelligence influences academic achievement. Three actions were taken: storytelling, speaking cards, and presentations. The students were engaged and interested in all the activities. Analysis of the results found that enhancing verbal linguistic skills benefited student learning and the learning environment. The study concluded that verbal linguistic intelligence is an important factor in language learning success at the elementary level.
Professional development is learning to earn or maintain professional credentials such as academic degrees to formal coursework, attending conferences, and informal learning opportunities situated in practice. It has been described as intensive and collaborative, ideally incorporating an evaluative stage.
M-learning, or mobile learning, is defined as learning across contexts using personal electronic devices. It is a form of distance education where learners can access educational content using mobile devices like phones and tablets at their convenience. M-learning facilitates online interaction between instructors and students and allows blended learning to take place outside traditional classrooms. While m-learning provides benefits like easy access to information, engagement of learners, and self-paced learning, it also faces challenges such as limited screen sizes, connectivity issues, and potential distraction of learners.
This document summarizes a study on developing communities of practice between schools and universities to support teacher professional development. It describes two case studies: one with a secondary school where workshops and ongoing support from university academics helped teachers develop learning plans together, and one with a primary school where regular meetings helped teachers improve assessment tasks. Interviews found that ongoing engagement within teams, a shared understanding of quality teaching frameworks, and collaboration between insider school staff and outsider university facilitators supported the formation of communities of practice in both schools.
Contemporary perspectives on continuing professional developmentaqwxsz123
This document discusses contemporary perspectives on continuing professional development (CPD) for teachers. It makes three key points:
1. CPD is important for improving teacher quality and student outcomes. Effective CPD addresses the needs of individual teachers, schools, and most importantly, students. It involves collaborative learning opportunities like lesson studies.
2. Contemporary views see CPD as an ongoing process that gives teachers ownership, is grounded in the classroom context, and involves reflection and collaboration. Options include action research, reading groups, and communities of practice.
3. The scope of CPD has expanded beyond methods to include knowledge, beliefs, assessment, and self-directed learning skills. CPD should address teachers' varying competence levels
Self-discipline as one of the non-academic factors that contribute to determining
academic’s achievement. One of efforts to establish the student's self-discipline is
through group counselling. Counselling groups that are used Cognitive Modelling
Self-Instructional Training towards self-discipline students. This research used quasiexperiment design with Nonrandomized Pre-Test Post-Test Control Group Design
Experiment. The subjects of this study were 16 students of Grade VIII of State Junior
High School Ploso Jombang with low self-discipline then divided into two groups of
experimental group and control group. The experimental group was given Cognitive
Modelling with Self-Instructional Training, whereas for the control group was given
conventional method. The collected data used the Self Discipline Scale which has been
tested using the construct validity as well as the reliability test. Data were analyzed
through the Analysis of Covariance (ANCOVA). The results of study that there was an
effect of cognitive Modelling Self-Instructional Training towards student’s selfdiscipline at the experimental group was higher than in the control group. It was
indicated by an increase of self-discipline scale score before and after treatment. So
that the giving of the treatment used Cognitive Modelling Self-Instructional Training
effects on the increasing student’s self-discipline at junior high school.
Quality, that complex issue: collaborative design for quality networked learn...Juliana Elisa Raffaghelli
The document discusses research on defining quality in higher education from a networked learning perspective. It describes a teacher-led inquiry process where two professors and instructional support staff collaboratively redesigned an undergraduate course. Through their collaboration and negotiation over 4 months, discussing issues around content, assessments, technologies and more, they were able to expand their individual views of quality teaching and integrate networked learning principles. This mediated process helped move them from outsiders to insiders of a shared, transformative quality perspective for higher education.
Effect Of Traditional Vs Modern Methodology Is English Subject by Sana Khan a...Pakistan
This document outlines a study on the effect of traditional versus modern teaching methodologies in English. It begins with background on the importance of effective teaching methods and discusses traditional lecture-based methods versus modern active and technology-based approaches.
The study aims to evaluate these different methodologies by observing English classes, interviewing teachers, and experimenting with lessons using modern techniques. The theoretical framework discusses learning theories like behaviorism and Bloom's taxonomy that support modern student-centered methods.
The methodology section describes the qualitative research approach, which includes reconnaissance, teacher interviews, lesson delivery, and assessment to collect and analyze data on the impact of traditional versus modern methods on student learning.
Google Drive as an implementation platform for PHT403taniasteyl
Google Drive as implementation platform for Applied Physiotherapy 403 offered at the University of the Western Cape (UWC), Physiotherapy Department, South Africa.
This document provides a summary of the key findings from a research study into effective teaching and learning in ESOL (English for Speakers of Other Languages) classrooms in England. The study observed 40 teachers and over 500 learners across a variety of ESOL provision contexts. It found that while all learners made progress, strategies promoting balance and variety in classroom activities had the strongest correlation with gains in test scores. These strategies engaged learners by combining fluency and accuracy work. The study also highlighted the challenges ESOL teachers face in balancing competing demands, and the importance of their flexibility and understanding of language learning in facilitating progress.
This document compares the discussion and constructivism methods for teaching adult learners in adult education. It describes the discussion method as allowing the teacher to control questions rather than answers, and being flexible to learner interests. Constructivism gives learners opportunities to actively experience and reflect on concepts. When implemented well, both methods promote long-term memory, suit adult characteristics, and increase motivation by involving learners. Suggestions are made to improve the methods, such as addressing learners respectfully and using their experiences to generate reading materials. In conclusion, the methods promote democratic learning and a positive self-concept when properly utilized.
G N Wikramanayake (2003) e-Learning: Changes in Teaching and Learning Styles In:22nd National Information Technology Confere 118-124 Computer Society of Sri Lanka Colombo, Sri Lanka: CSSL Jul 3-4, ISBN: 955-9155-11-3
Atividades de Geografia para alunos portadores de necessidades especiais do 8...Camila Brito
1) The document summarizes a literature review on learning theories and how teaching technologies support different methodologies. It analyzes a case study of geography classes in Brazil that used online and classroom activities.
2) A flipped classroom approach based on constructivism had students analyze local news individually before class. In class, a mind map activity based on cognitive theory allowed collective discussion of different student perspectives.
3) Students then made topographic maps in groups, addressing multiple intelligences. A gamification activity at the end used behaviorist principles with rewards to motivate students.
4) The teaching practice aimed to give students autonomy while meeting curriculum through problem-based learning. Technologies allow diverse materials but internet access lack poses challenges
Lived experiences of educators engaged in contintuing professional developmen...GlenCortezano1
1. The document discusses the lived experiences of educators engaged in continuing professional development (CPD) in the new normal brought about by the COVID-19 pandemic. It explores how educators have adapted their CPD amid challenges of remote learning and enforced social distancing.
2. Educators described developing adaptability, innovation, and balancing digital and life skills as they transitioned to remote teaching. They engaged in CPD to remain creative and resourceful in delivering quality education online. Connecting with other educators globally was seen as a blessing.
3. Themes that emerged included passion for lifelong learning, collaboration, and prioritizing educators' well-being. Policymakers are recommended to review and adapt CPD programs
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
The document outlines a project to design a syllabus for an adult learning program focused on creating effective learning environments. It discusses five dimensions of learning environments identified in the literature (physical, cultural, knowledge, power, real-life). The authors conducted a literature review and investigated example programs to inform their syllabus design. Their syllabus incorporates findings that real-life applications and collaborative learning improve adult education outcomes. It aims to provide facilitators with strategies for nurturing learning through diverse, empowering and practical environments.
Psychological approaches to learner centered curriculum in keralakgbiju
This document discusses the psychological approaches that have influenced the development of learner-centered curriculum in Kerala, India over time. It began with a behaviorist approach, then incorporated constructivism which emphasized learning over instruction. Most recently, the curriculum has taken a critical pedagogy approach focused on social issues. Key aspects covered include the principles of behaviorism, constructivism, critical pedagogy and how each has shaped the Kerala curriculum to become more learner-centered, issue-based and aimed at empowering students.
This document discusses various teaching methods used in medical education, including lectures, demonstrations, group discussions, and panel discussions. It provides details on the strengths and limitations of each method. Lectures are effective for presenting new information to large groups but rely heavily on the teacher and provide limited opportunities for assessment. Demonstrations help students learn skills through observation but may not suit different learning styles. Group discussions allow for active participation but can be challenging to facilitate. Overall, the document aims to inform medical educators on teaching approaches and how to effectively engage students.
Knowledge Sharing of Management Undergraduatesijtsrd
Lack of knowledge sharing is one of the major issues haunting the university students in Sri Lanka. Knowledge sharing represents a social dilemma where a rational individual may decide to freeride on others knowledge contributions. As knowledge sharing is a social dilemma it is important to investigate the factors affecting for individual's knowledge sharing intention. Theory of Planned Behavior is an ideal theory to understand why people choose to share knowledge in some contexts not in others. Present study investigates how attitudes, subjective norms, perceived behavioral control and personality of students affect their intention and behavior to share the knowledge. Menaka Gamage | Pradeep Henegedara ""Knowledge Sharing of Management Undergraduates"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25176.pdf
Paper URL: https://www.ijtsrd.com/management/other/25176/knowledge-sharing-of-management-undergraduates/menaka-gamage
This document summarizes a presentation on learner models in online personalized educational experiences. It discusses the context of technology enhanced learning and the problem of disengagement in online learning. A proposed solution called GVIS creates user profiles by aggregating data from multiple sources and presenting it visually to support self-reflection and tutoring. Initial analysis found that simpler, more aggregated visualizations were preferred. GVIS was integrated with Moodle and Adapt2 to test social visualization. Results found an impact on user behavior enhanced by social aspects, and that tutors preferred compact, intuitive information. Further development of GVIS was suggested to better support instructional design.
This qualitative research study explores the experiences of elderly female fi...kenken14222
This study explores the experiences of 11 elderly female Filipino immigrants living in Vallejo, California. It uses qualitative interviews to understand their lives, challenges, and methods of coping. Key findings include the importance of family relationships, spirituality, resilience, and social support in helping the women maintain stability in the US despite separation from their home country. Their stories revolve around changing roles, use of spirituality and resilience as coping mechanisms, and connecting with family and community in America.
This document outlines 50 essential content marketing hacks presented by Matt Heinz, President of Heinz Marketing Inc. at CMWorld. It provides an agenda for the presentation and covers topics such as content planning, measurement, formats, distribution, influencer engagement, repurposing content, and getting sales teams to leverage content. The goal is to provide new tools, tricks and best practices to help convert readers into customers through effective content marketing.
Quality, that complex issue: collaborative design for quality networked learn...Juliana Elisa Raffaghelli
The document discusses research on defining quality in higher education from a networked learning perspective. It describes a teacher-led inquiry process where two professors and instructional support staff collaboratively redesigned an undergraduate course. Through their collaboration and negotiation over 4 months, discussing issues around content, assessments, technologies and more, they were able to expand their individual views of quality teaching and integrate networked learning principles. This mediated process helped move them from outsiders to insiders of a shared, transformative quality perspective for higher education.
Effect Of Traditional Vs Modern Methodology Is English Subject by Sana Khan a...Pakistan
This document outlines a study on the effect of traditional versus modern teaching methodologies in English. It begins with background on the importance of effective teaching methods and discusses traditional lecture-based methods versus modern active and technology-based approaches.
The study aims to evaluate these different methodologies by observing English classes, interviewing teachers, and experimenting with lessons using modern techniques. The theoretical framework discusses learning theories like behaviorism and Bloom's taxonomy that support modern student-centered methods.
The methodology section describes the qualitative research approach, which includes reconnaissance, teacher interviews, lesson delivery, and assessment to collect and analyze data on the impact of traditional versus modern methods on student learning.
Google Drive as an implementation platform for PHT403taniasteyl
Google Drive as implementation platform for Applied Physiotherapy 403 offered at the University of the Western Cape (UWC), Physiotherapy Department, South Africa.
This document provides a summary of the key findings from a research study into effective teaching and learning in ESOL (English for Speakers of Other Languages) classrooms in England. The study observed 40 teachers and over 500 learners across a variety of ESOL provision contexts. It found that while all learners made progress, strategies promoting balance and variety in classroom activities had the strongest correlation with gains in test scores. These strategies engaged learners by combining fluency and accuracy work. The study also highlighted the challenges ESOL teachers face in balancing competing demands, and the importance of their flexibility and understanding of language learning in facilitating progress.
This document compares the discussion and constructivism methods for teaching adult learners in adult education. It describes the discussion method as allowing the teacher to control questions rather than answers, and being flexible to learner interests. Constructivism gives learners opportunities to actively experience and reflect on concepts. When implemented well, both methods promote long-term memory, suit adult characteristics, and increase motivation by involving learners. Suggestions are made to improve the methods, such as addressing learners respectfully and using their experiences to generate reading materials. In conclusion, the methods promote democratic learning and a positive self-concept when properly utilized.
G N Wikramanayake (2003) e-Learning: Changes in Teaching and Learning Styles In:22nd National Information Technology Confere 118-124 Computer Society of Sri Lanka Colombo, Sri Lanka: CSSL Jul 3-4, ISBN: 955-9155-11-3
Atividades de Geografia para alunos portadores de necessidades especiais do 8...Camila Brito
1) The document summarizes a literature review on learning theories and how teaching technologies support different methodologies. It analyzes a case study of geography classes in Brazil that used online and classroom activities.
2) A flipped classroom approach based on constructivism had students analyze local news individually before class. In class, a mind map activity based on cognitive theory allowed collective discussion of different student perspectives.
3) Students then made topographic maps in groups, addressing multiple intelligences. A gamification activity at the end used behaviorist principles with rewards to motivate students.
4) The teaching practice aimed to give students autonomy while meeting curriculum through problem-based learning. Technologies allow diverse materials but internet access lack poses challenges
Lived experiences of educators engaged in contintuing professional developmen...GlenCortezano1
1. The document discusses the lived experiences of educators engaged in continuing professional development (CPD) in the new normal brought about by the COVID-19 pandemic. It explores how educators have adapted their CPD amid challenges of remote learning and enforced social distancing.
2. Educators described developing adaptability, innovation, and balancing digital and life skills as they transitioned to remote teaching. They engaged in CPD to remain creative and resourceful in delivering quality education online. Connecting with other educators globally was seen as a blessing.
3. Themes that emerged included passion for lifelong learning, collaboration, and prioritizing educators' well-being. Policymakers are recommended to review and adapt CPD programs
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
The document outlines a project to design a syllabus for an adult learning program focused on creating effective learning environments. It discusses five dimensions of learning environments identified in the literature (physical, cultural, knowledge, power, real-life). The authors conducted a literature review and investigated example programs to inform their syllabus design. Their syllabus incorporates findings that real-life applications and collaborative learning improve adult education outcomes. It aims to provide facilitators with strategies for nurturing learning through diverse, empowering and practical environments.
Psychological approaches to learner centered curriculum in keralakgbiju
This document discusses the psychological approaches that have influenced the development of learner-centered curriculum in Kerala, India over time. It began with a behaviorist approach, then incorporated constructivism which emphasized learning over instruction. Most recently, the curriculum has taken a critical pedagogy approach focused on social issues. Key aspects covered include the principles of behaviorism, constructivism, critical pedagogy and how each has shaped the Kerala curriculum to become more learner-centered, issue-based and aimed at empowering students.
This document discusses various teaching methods used in medical education, including lectures, demonstrations, group discussions, and panel discussions. It provides details on the strengths and limitations of each method. Lectures are effective for presenting new information to large groups but rely heavily on the teacher and provide limited opportunities for assessment. Demonstrations help students learn skills through observation but may not suit different learning styles. Group discussions allow for active participation but can be challenging to facilitate. Overall, the document aims to inform medical educators on teaching approaches and how to effectively engage students.
Knowledge Sharing of Management Undergraduatesijtsrd
Lack of knowledge sharing is one of the major issues haunting the university students in Sri Lanka. Knowledge sharing represents a social dilemma where a rational individual may decide to freeride on others knowledge contributions. As knowledge sharing is a social dilemma it is important to investigate the factors affecting for individual's knowledge sharing intention. Theory of Planned Behavior is an ideal theory to understand why people choose to share knowledge in some contexts not in others. Present study investigates how attitudes, subjective norms, perceived behavioral control and personality of students affect their intention and behavior to share the knowledge. Menaka Gamage | Pradeep Henegedara ""Knowledge Sharing of Management Undergraduates"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25176.pdf
Paper URL: https://www.ijtsrd.com/management/other/25176/knowledge-sharing-of-management-undergraduates/menaka-gamage
This document summarizes a presentation on learner models in online personalized educational experiences. It discusses the context of technology enhanced learning and the problem of disengagement in online learning. A proposed solution called GVIS creates user profiles by aggregating data from multiple sources and presenting it visually to support self-reflection and tutoring. Initial analysis found that simpler, more aggregated visualizations were preferred. GVIS was integrated with Moodle and Adapt2 to test social visualization. Results found an impact on user behavior enhanced by social aspects, and that tutors preferred compact, intuitive information. Further development of GVIS was suggested to better support instructional design.
This qualitative research study explores the experiences of elderly female fi...kenken14222
This study explores the experiences of 11 elderly female Filipino immigrants living in Vallejo, California. It uses qualitative interviews to understand their lives, challenges, and methods of coping. Key findings include the importance of family relationships, spirituality, resilience, and social support in helping the women maintain stability in the US despite separation from their home country. Their stories revolve around changing roles, use of spirituality and resilience as coping mechanisms, and connecting with family and community in America.
This document outlines 50 essential content marketing hacks presented by Matt Heinz, President of Heinz Marketing Inc. at CMWorld. It provides an agenda for the presentation and covers topics such as content planning, measurement, formats, distribution, influencer engagement, repurposing content, and getting sales teams to leverage content. The goal is to provide new tools, tricks and best practices to help convert readers into customers through effective content marketing.
The document discusses prototyping and provides examples of different types of prototypes including paper prototypes, digital prototypes, storyboards, role plays, and space prototypes. It explains that prototyping is used to make ideas tangible and test reactions from users in order to gain insights. Prototypes should be iterated on and fail early to push ideas further and save time and money. Both low and high fidelity prototypes are mentioned as ways to test ideas at different stages of the design process.
10 Insightful Quotes On Designing A Better Customer ExperienceYuan Wang
In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
This document discusses concepts related to teaching as a profession. It defines teaching and outlines its objectives, nature, and characteristics. Teaching is defined as a complex process aimed at bringing about socially desirable behavioral changes. Its nature is described as dynamic, social, and humane. Key characteristics of teaching include content knowledge, pedagogical knowledge, technological knowledge, professional attitude, and reflective practice. The document also discusses the concept of continuing professional development for teachers, which involves keeping their professional knowledge and skills updated through lifelong learning. Teacher professional ethics and accountability are also emphasized.
The document evaluates the Viewpoints project at the University of Ulster, which aimed to develop tools to support curriculum design. The project created conceptual "prompt cards" around themes like assessment and feedback. Workshops used these cards and a timeline worksheet to help course teams redesign modules. Over 34 workshops occurred. The evaluation found the workshops effectively supported curriculum discussions and maintained an educational focus. The assessment and feedback principles became adopted as university policy and impacted practices beyond workshops. Overall, the project seeded new thinking around curriculum design that facilitated institutional changes and helped embed sustainability. A model of educational change is extrapolated from the project.
Action research is an iterative process of planning, acting, observing, and reflecting on a problem or issue in an educational setting. A team of teachers work collaboratively to identify an issue, develop and implement a plan to address it, collect and analyze data on the results, and reflect on what was learned in order to plan next steps if needed. The goal is to not only improve outcomes but also increase the teachers' repertoire of effective practices and help resolve workplace challenges.
This study aims to detect the impact of the modified learning cycle strategy on the development of habits of mind and skills of critical thinking in the ‘Islamic Education’ subject for 10th grade students in Jordan. To achieve this goal, the researcher used the semi-experimental approach, hence dividing the students into two groups: a control group and an experimental group. Each grouped consisted of (31) students. The modified learning cycle was applied to teach the experimental group, and the regular traditional strategy to the control group. The researcher prepared two studying tools: a measure of the habits of mind which consisted of (25) paragraph, and a critical thinking skills test which included (28) paragraph. Both tools were applied after assuring their validity and reliability. The results indicated a statistically significant difference for using the modified learning cycle strategy in the development of habits of mind and skills of critical thinking for the experimental group students compared to the control group students. The study, thus, stresses the need to apply the modified learning cycle in teaching the ‘Islamic Education’ subject due to its effectiveness in developing habits of mind and skills of critical thinking. The researcher also recommends conducting more research on the effectiveness of the modified learning cycle that concentrates on different variables.
The document discusses the need for research in the teaching and learning process. It states that research establishes new truths and formulates new theories to contribute to the development of knowledge. Research in teaching and learning is important for acquiring knowledge, planning education effectively, promoting understanding in the classroom, making predictions, modernizing tools and techniques, increasing teaching efficiency, and applying psychological principles. Developing innovative techniques in pedagogy and evaluation is also necessary to fit new levels of knowledge, implement new assessment systems, understand learners, cater to individual differences, and keep pace with latest developments to make learning permanent.
The document provides guidance on developing a collaborative learning culture in the classroom through knowledge building. It discusses four key phases:
1) Understanding students' prior knowledge and facilitating initial inquiry.
2) Using a four-step teaching strategy: (1) Provide information to stimulate thinking, (2) Scaffold group inquiry through methods like think cards and reciprocal teaching, (3) Make ideas public on a Knowledge Building Wall, (4) Facilitate choosing questions for further discussion.
3) Starting knowledge building and using the Knowledge Forum platform.
4) Deepening knowledge building discussions through reviewing work, synthesizing ideas, and moving to new discussions.
ENGL 421
CHAPTER 10: ANALYTICAL REPORTS
NAME:__________________
ID:_____________________
SECTION:_____________
Task: Write an executive summary of the research article uploaded on your Moodle page. Your summary should paraphrase the article, highlighting its main points, methodology, result, discussion, and conclusions.
Short Research Report
164 December 2017, Vol. 9, No. 4 AJHPE
Teaching and assessment strategies require constant personal reflection
as to whether these approaches adequately prepare students to meet the
discipline-specific knowledge base of the profession (‘hard skills’), while
simultaneously developing behavioural and attitudinal skills that empower
them to become more socially aware and responsible citizens (‘soft skills’).[1]
Integrating soft skills with hard skills is a conceptual principle that higher edu-
cation promotes and requires, more recently popularised as ‘graduate attri-
butes’.[2] Adapting teaching and assessment practices towards addressing this
need from a basic medical science and clinically applied perspective, creates
the opportunity and platform to be innovative in identifying new strategies
and expanding on conventional practices. Consequently, team learning has
become popular in many medical training institutions. In anatomy, the
limited dissection potential of the cadaveric brain, and the complexity of
the three-dimensional stuctures within it, further creates a substrate for
innovative learning.
This case study highlights the effectiveness of a team project that
embraces the elements of hard and soft skills, team learning and self-directed
learning. Topics provided required the preparation and presentation of
models through a video clip as a newly created art form, so as to adopt the
contemporary social theme: selfies 2015. As it was an innovative curricular
activity, it was considered giving specific attention to and evaluating the
project from a student’s perspective. More importantly, the project provided
a simple strategy that can be used to integrate hard and soft skills, as has
become a requirement of most curricula.
Objectives
A class activity has been used as a strategy to integrate hard and soft skills
through the concept of a popular social theme related to the creation of an
art form, and to evaluate the students’ perception of the project in terms of
expanding subject knowledge, personal appeal and enjoyment, and future
considerations.
Methods
Each team, comprising 5 - 6 students, was allocated a topic in neuroanatomy
and was required to prepare a model to demonstrate a particular aspect.
Each of the three topics formed part of the neuroanatomy syllabus, but was
not taught through formal lectures and practicals. For these topics, student
teams were required to prepare a model relevant to the topic and produce
a 15-minute video clip incorporating the model as a class presentation.
Typically, each of the ...
The document summarizes the 2010 Secondary Education Curriculum in the Philippines which uses the Understanding by Design (UbD) framework. UbD is a backwards design approach that focuses on developing student understanding through essential questions and performance-based assessments. The three key stages of UbD are: 1) identifying desired learning outcomes, 2) developing assessments to measure student understanding, and 3) planning lessons and activities. The 2010 Secondary Education Curriculum aims to develop deep student understanding through a personalized approach and standards-based expectations.
This document outlines the principles of effective teaching presented in a training for educators. It covers understanding different learning styles, creating an inclusive classroom environment, utilizing active learning techniques, implementing effective assessment strategies, fostering collaboration, adapting teaching methods for diverse students, promoting critical thinking and problem-solving skills. The goal is to provide educators with strategies to engage students and create a positive learning environment that promotes success.
This document discusses concepts related to teaching as a profession, including the nature and characteristics of teaching, continuing professional development for teachers, and teacher professional ethics and accountability. It provides definitions of teaching, outlines the objectives and aims of teaching. It also describes the nature of teaching as being dynamic, social, and humane as both an art and a science. Key characteristics of teaching discussed include content knowledge, pedagogical knowledge, technological knowledge, and reflective practice. Strategies for continuing professional development include lectures, workshops, online learning, and conferences.
The document discusses students' reflections on portfolio-based learning in a Legal English course. A questionnaire given to students found that:
1) Most students found writing reflection pages in their portfolio to be useful for evaluating their learning progress and studies.
2) Students reported that maintaining a portfolio helped them register their learning progress and improvements in legal English.
3) Writing reflection pages gave students an opportunity to assess covered material, feedback, and their own learning achievements.
Applying language learning theories to the use of virtual classroom in teaching literature –a pilot study
John Dewey, Jean Piaget, and Audrey Gray are some of the proponents of Constructivism. Constructivism represents a paradigm shift from education based on behaviourism to education based on cognitive theory. Behaviourist model for instructional design develops a set of instructional sequences having predefined outputs which are used for subject development. Cognitive theory concentrates on the conceptualization of students’ learning processes and exploration of the way information is received, organized, retained and used by the brain (Thompson et al, 1996).
Gagnon and Collay (1999) state that in constructivist paradigm, knowledge is constructed by learners during (1) active learning, (2) making their own representation of action, (3) conveying meaning to others, and (4) explaining things they don‘t understand completely. At the minimum, a learning environment contains: the student and a setting or space wherein the student acts, uses tools and devices, collects and interprets information, interacts with others, etc. (Wilson, 1996)
According to constructivists, knowledge is not received from the outside or from someone else; it is the individual student’s interpretation and processing of what is received through the senses that creates knowledge. Students should be allowed to construct knowledge rather than being given knowledge through instruction (Duffy & Cunningham, 1996).
Group 5 phases_of_curriculum_developmentJohn Ervin
1. The document discusses curriculum planning and defines curriculum as a set of learning content and experiences selected to achieve institutional goals.
2. It explains that curriculum planning is a continuous process involving various stakeholders working together to study, plan, develop and improve the curriculum.
3. Good curriculum planning helps decide priorities and allocate resources, accomplish short and long-term goals, and identify and improve weak areas of the program.
This document introduces an intensive 2-day futuring program called the Incept Dialogue for education stakeholders. The Dialogue uses provocations, analytic tools, and a futuring sequence to help participants reflect on their practice, identify goals and desired outcomes, and develop interventions. Tools like IGET, IDAPT, and CLARA assess participants' views and create individual and group profiles. These inform discussions to redefine terms and goals. The outcome is a clear change plan for the school with indicators to measure success in teaching and learning.
Adults education is considered one of the less structured, ill-defined fields in terms of practices and competences that professionals should behold to operate within. This is particularly the case of intergenerational and family learning; the problem of the “private” sphere of learning, as well as the very informal nature of this type of learning requires more research to understand how to shape practices and which skills the educators should have. In this initial phase of our research, we contend that Learning Design, as practice that supports educators in capturing and representing the own (situated) plans of action within educational interventions, can be a key element to develop educators professionalism, towards quality and effectiveness of adults’ education. We support this assumption with the introduction of our training approach, where adults’ educators are invited to implement a creative/reflective process of five stages; every stage introduces tools for representing as part of the Learning Design approach; furthermore, trainers are encouraged to go beyond representing, by sharing and commenting other trainers’ designs. According to this approach, two elements of professionalism are promoted: At the level of the single educator, and at the at the level of the community of adults’ educators.
Week 5 - Weekly LectureWeek Five LectureImplementation .docxmelbruce90096
Week 5 - Weekly Lecture
Week Five Lecture
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15). Three things every trainer should know about learning styles[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).Adult learning styles [Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
1. Written Word - Knowledge is acquired best through the written word. Reading is the preferred way of gaining knowledge.
2. Auditory - Listening to presented information and retaining the major portion of what has been heard.
3. Visual - Seeing pictures, diagrams, and illustrations enables the learner to grasp the concepts being presented.
4. Kinesthetic/Tactile - Involves touch and manipulative activities. Requires eye-hand-body coordination.
As you select a delivery method you need to keep in mind that by varying the methods you will be focusing on the different learning styles of your participants.
The outputs of the development phase serve as inputs to the implementation phase. The implementation phase’s output is the trainees’ response to training, the trainees’ learning, their behavior back on the job, and its effect on key organizational outcomes. These out.
The document provides materials for a teacher training workshop on inquiry-based learning for 21st century education. It includes objectives to help teachers develop understandings of 21st century learning and apply inquiry-based learning methods. The document outlines phases of inquiry-based learning and provides sample tools for assessing student projects and observing teacher training.
This document discusses pedagogical planners, which are tools designed to guide practitioners through creating effective learning designs that incorporate technology. It reviews several existing pedagogical planners: DialogPlus, Phoebe, the London Pedagogical Planner, the Learning Design Support Environment, and LAMS. While each tool takes a different approach and has varying functionality, they generally aim to provide structured guidance and resources to help practitioners make informed decisions during the learning design process. The document also discusses the need for such tools and concludes by considering the future direction of this area of research.
The cherry: beauty, softness, its heart-shaped plastic has inspired artists since Antiquity. Cherries and strawberries were considered the fruits of paradise and thus represented the souls of men.
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B037205014
1. International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org Volume 3 Issue 7 ǁ July. 2014 ǁ PP.05-14
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A Narrative Interpretation of a Focus Group Discussion Episode
on Emerging Educational Taxonomies by a Novice Investigator
Viji V1
, K Y Benedict2
1
(Junior Research Fellow in Education, University of Kerala.)
2
(Associate Professor/ Research Supervisor, Mar Theophilus Training College, Thiruvananthapuram, Kerala. )
ABSTRACT: The chief goal of education is to bring about a change in human behavior. For an effective
educational program, the purposes and objectives are to be stated clearly. Instructional objectives define the
outcomes of a learning intervention in terms of knowledge, skills and attitudes. Conventional wisdom says we
should take great care in defining learning objectives and then use these as a basis for assessment and design.
This paper is an upshot of a Focus Group Discussion entitled ‘Pros and Cons of Objective Based Instruction
and the Streamlines of Educational Taxonomies in Action’, conducted by the researcher as a part of the ongoing
doctoral dissertation. It aims at exploring the impact of applied instructional objectives in science classrooms
through an organized Focus Group Discussion. Also, the initial level observations of futuristic implications
based on the Focus Group Discussion are formulated. Though the expressed views may not have any direct
impact on the investigation outcomes, the investigator firmly believes that the ideas shared by the educational
experts provide an assurance over the discussed themes, which would be of great benefit for the findings of the
ongoing investigation.
KEYWORDS: 21st
Century Learners, Educational Taxonomy, Focus Group Discussion, Instructional
Objectives, Teaching.
I. INTRODUCTION
Education has always been awash with new ideas about learning and teaching. Teachers and
administrators are regularly bombarded with suggestions for reforms. They are asked to use new curricula, new
teaching strategies, and new assessments. They are directed to prepare students for the new state standardized
test or to document and assess students‟ work through portfolios and performance assessments. Education
should bring about an amendment in human behavior. The aims and objectives are to be avowed evidently to
ensure the efficacy of an educational program. The learning outcomes expressed by means of information,
attitudes and skills elucidate the instructional objectives. Hence the framing of instructional objectives and their
implementation in the instructional design should be done with utmost precision. Discussions of any sort are
supposed to help us develop a better perspective on issues by bringing out diverse viewpoints. Whenever we
exchange differing views on an issue, we get a clearer picture of the problem and are able to understand it. The
understanding makes us better equipped to deal with the problem. Through group discussions, the participants
express views and opinions and share with other participants. It is a systematic oral exchange of information,
views and opinions about a topic, issue, problem or situation among members of a group who share certain
common objectives. Group discussions have quantitatively increased in recent times due to their increasing role
as effective tools in problem solving, decision-making, and personality assessment. Effective skills are
inevitable for students, job seekers, professional engineers as well as company executives. In any situation of
problem, the perceptions of different people are discussed, and possible solutions are suggested. The group
chooses the best option. While taking a decision, the matter is discussed, analyzed, interpreted and evaluated.
II. BACKGROUND OF THE STUDY
The investigator is currently pursuing research in education. As a part of the research activities, she had
to identify the elements in the existing taxonomies of educational objectives, which require an upgrade and
facelift in the 21st
century scenario. Moreover, she needed additional information to prepare for a study of large
scales. This prompted the investigator to conduct a focus group discussion so that manifold dimensions of the
issue would come by. Since it is a new area of research, insights were needed into. The main purpose was to
investigate the topic where opinions or attitudes are conditional.
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III. ON FOCUS GROUP DISCUSSION
A Focus Group Discussion (FGD) is a good way to gather together people from similar backgrounds or
experiences to discuss a specific topic of interest. The group of participants is guided by a moderator (or group
facilitator) who introduces topics for discussion and helps the group to participate in a lively and natural
discussion amongst them. The strength of FGD relies on allowing the participants to agree or disagree with each
other so that it provides an insight into how a group thinks about an issue, about the range of opinion and ideas,
and the inconsistencies and variation that exists in a particular community in terms of beliefs and their
experiences and practices. FGDs are used to explore the meanings of survey findings that cannot be explained
statistically, the range of opinions/views on a topic of interest and to collect a wide variety of local terms. In
bridging research and policy, FGDs are useful in providing an insight into diverse opinions among different
individuals involved in the change process, thus enabling the process to be managed more smoothly. It is also a
good method to employ prior to designing questionnaires. A tutorial video on how to organize a focus group
discussion can be viewed through the following link, http://www.youtube.com/watch?v=TGsDGFeff5I
FGD sessions need to be prepared carefully through identifying the main objective(s) of the meeting,
developing key questions, developing an agenda, and planning how to record the session. The next step is to
identify and invite suitable discussion participants; the ideal number is between six and ten. A sample video link
of a focus group discussion on „Digital Media: New Learners of the 21st
Century‟ can be viewed through the link
http://www.youtube.com/watch?v=S2qduNPevhg
The crucial element of FGD is the facilitation, during which even participation of the group members,
careful wording of the key questions, maintaining a neutral attitude and appearance, and summarizing the
session to reflect the opinions evenly and fairly, are to be ensured. A detailed report should be prepared after the
session. Any observations during the session should be noted and included in the report. FGDs can be also done
online. This is particularly useful for overcoming the barrier of distance. A video link showing an online focus
group discussion is http://www.youtube.com/watch?v=Zr5F7jqylzE. While discussion is constrained, the written
format can help with reporting on the discussion.
IV. HOW THE INVESTIGATOR USED THIS METHOD
The Focus Group Discussion conducted by the researcher as a part of the ongoing doctoral dissertation
is entitled „Pros and Cons of Objective Based Instruction and the Streamlines of Educational Taxonomies in
Action‟. This was conducted with the purpose of reviewing the existing patterns of instructional objectives with
a view to cater the needs of the 21st
century citizens. The Focus Group Discussion was moderated by the
investigator. Dr K Y Benedict, the Research Mentor, gave a brief description of the procedure initially, and
facilitated the discussion. The personalities who actively participated in the discussion and expressed their
valuable thoughts were Dr A Sukumaran Nair, Dr C P Sreekantan Nair, Dr Esther Gladis, Dr V M Sasikumar,
Dr C Praveen, Smt M Reeja, Smt S Sheeba, Dr A K Asha, Smt Neena Thomas, Smt V Sreeja, Sr. Soumya and
Smt Jyothi James. The essential technical support throughout the session was granted by Sri V Vasundharan and
Sri V Vinesh. Audio and video recording facilities were also provided.
The details of the participants of the focus group discussion are presented in Appendix I.
The major themes evolved as a result of the discussion were based on
Objective based instruction
Needs and qualities of the 21st
century learners
Current theoretical developments in the design of classroom activities
Existing taxonomies of educational objectives
Integration of the existing taxonomies in education
Future classrooms
The video link of the focus group discussion conducted by the
investigator is as follows:
https://www.youtube.com/watch?v=paujZ9lGK48&feature=youtu.be
An infographics displaying the summary of the focus group discussion is shown in Appendix II.
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V. IMAGES OF THE FOCUS GROUP DISCUSSION
The images of the focus group discussion conducted on 4th May 2013 at the Samanuaya Pastoral
Centre, Pattom, Thiruvananthapuram, Kerala on „Pros & Cons of Objective Based Instruction and the
Streamlines of Educational Taxonomies in Action’ are attached.
Image 1 Image 2
Image 3 Image 4
Image 1 depicts an overview of the session and discussion initiation by Dr A Sukumaran Nair,
Image 2 shows the sharing of views by Dr K Y Benedict,
Image 3 gives a picture of the discussion at a glance, and
Image 4 portrays the lively interaction by the participants.
The images of the focus group discussion are available at
https://plus.google.com/photos/106757409040312580120/albums/
6033539399095681121?banner=pwa
VI. DETAILED ANALYSIS OF THE DISCUSSION HELD
Interesting ideas emerged from the participants, as their experiences and attitudes were broader. All the
participants felt free and comfortable in expressing their opinions on the subject. Based on their valuable
viewpoints, the investigator amalgamated the essence of the discussion so as to frame certain futuristic
implications, which would be helpful enough for translating educational persuasions into action. The underneath
analysis depicts specific areas of the Focus Group Discussion, along with the proposed prospective
recommendations and practices, that are soon anticipated within the eyeshot.
Grid Approach of Outcome Indicators and Predictors in Classroom Process Design
One of the most significant opinions shared by a participant of the Focus Group Discussion was ‘to
spell out the expected outcomes in the beginning of the teaching process’.
It is often said that no two individuals are exact duplicates; they differ from each other in some way or
the other. The variations or similarities among children may be on some of the important psychological aspects
such as intelligence, personality, interest, and aptitude. The domains in which they can excel vary. Once we
know these differences systematically, we can utilize their capabilities efficiently for their healthy development.
In the 21st
century, the emergence of a new set of technological tools can offer students a more
authentic learning experience based on experimentation and action. Consequently, the students possess a new
goal direction and objective setting, and their needs fluctuate. So while designing the curriculum, all the
domains of child development have to be satisfied.
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This scenario calls our attention to an integrated approach to curriculum design, wherein the expected
outcome indicators and predictors could be verbalized in the form of a grid.
A grid is an interconnecting system of links made up of a series of intersecting lines, used to structure
content. It serves as an armature on which the teacher can organize the learning objectives in a rational, easy to
absorb manner. The grid approach confirms the attainment of the basic levels of learning before moving to the
higher levels. It stresses a learning outcomes based approach to ensure that the curriculum design evolves from a
more teacher- centered to a more student- centered focus. Identifying learning outcomes enables both the
teacher and students to clearly identify what a student is expected to have achieved or have made progress
towards achieving on completion of a module.
The grid approach could also rectify the intricacies of time management and strength of students in
each class, which hinder the application of various efficient taxonomies. Classroom management strategies too
could be accommodated in the revision process. The grid approach to education is thus an aid, which permits a
number of possible uses and each learner can look for a solution appropriate to his personal style.
Attempting Subject Specific, Process Oriented, Objective Area Classification
One of the participants critiqued that ‘the instructional objectives are obscure to even the top-level
experts in all subjects’.
Learning taxonomies are commonly utilized as a way of describing different kinds of learning
behaviours and characteristics that we wish our students to develop.They are often used to identify
different stages of learning development and thus provide useful tools in distinguishing the
appropriateness of particular learning outcomes for particular module levels within our classrooms.
Objectives can cover knowledge and skills as well as attitudes. An emphasis should always be placed on the
student‟s ability to integrate information to solve realistic problems as opposed to the acquisition of information
alone.
It is essential for the curriculum constructors as well as the instructors to analyze thoroughly, the
existing taxonomies of educational objectives. The terms and the operational definitions of the terms in the
taxonomies ought to be grasped in depth, which in turn serves as the primary step in the creation of a new
taxonomy. New terminology, along with significant subcategories could be developed. Subject specific sub-
categorization of major domains of development could be attempted.
The emerging trends in the society calls for the necessity of individual taxonomies for separate subjects
and streams of education in the light of the needs of the 21st
century learners. This could be accomplished
through the creation of subject cataloging initially, and then extending and generalizing it to other subjects.
Students do not soak up knowledge like a sponge absorbs water. For students to learn, they need to react and
respond, perhaps outwardly, perhaps only inwardly, emotionally, or intellectually. But if learning is a process of
changing behavior, clearly that process must be an active one. This brings about the process aspect of learning
inevitable for the 21st
century learners. The teachers must attempt child-friendly approaches, which foster self-
learning. They have to commence with action instead of beginning with cognition, because the easiest thing for
a child is to do something. Child centric rather than teacher or practitioner centric approach has to be brought in
to the proposed revision of taxonomy.
An attempt of „Thesaurus‟ of terms and concepts relevant for educational objectives and instructional
design could be fashioned, which makes available a list of difficult or unfamiliar words with an explanation of
their meanings, accompanying a piece of specialist or foreign-language text. The educational objective thesaurus,
structured specifically around ideas related to educational objectives, could serve as a treasury of knowledge,
worth compatible for the needy.
Refining the Terminologies with the 21st
Century Trends and Practices in the Classroom
Another noteworthy observation by one of the participants was ‘misinterpretation of the term
‘evaluation’ in taxonomies in many contexts’.
Educational Taxonomy is a convenient way to describe the degree to which we want our students to
understand and use concepts, to demonstrate particular skills, and to have their values, attitudes, and interests
affected. It is critical that we determine the levels of student expertise that we are expecting our students to
achieve. Evaluation in taxonomies generally refers to the decision-making capability of students. It is natural for
people to respond to different personalities in a positive or negative manner. Decision-making helps students in
making a choice between different alternatives and supports them to identify factors that influence options and
choices before an accurate assessment of the situation can be made. Since decision-making is more natural to
certain personalities, they have to focus more on improving the quality of their decisions. Students who are less
natural decision-makers are often able to make quality assessments, but then need to be more decisive in acting
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upon the assessments made. Problem solving and decision-making are closely linked, and each requires
creativity in identifying and developing options, for which the brainstorming technique is particularly useful.
In decision-making, cognitive biases influence people by causing them to over rely more credence to
expected observations and previous knowledge, while dismissing information or observations that are perceived
as uncertain, without looking at the bigger picture. While this influence may sometimes lead to poor decisions,
the cognitive biases enable individuals to make efficient decisions with assistance of heuristics. On the basis of
the accumulated knowledge and experiences, the students are to be enabled to identify what are to be accepted,
discarded, modified and so on. If we give students the opportunity to make decisions about their education, and
the influences on their education, then we put up their capacity to become efficient problem solvers, thereby
moulding them to be better citizens in the future.
Students learn to make good decisions when they understand which ones get them more of what they
want, and which ones result in more of what they don‟t want. A curriculum focused on elements of
administrative process such as cognition, communication, coordination, and control and delivered through a
tested strategy to achieve mastery provides a road map on which to move forward.
Inclusion of Digital Tools in Real- Virtual Flipping Situation
A noteworthy recommendation by one of the participants was the ‘replacement of science labs with
virtual labs’.
According to Howard Gardner, children should understand the world so that they will be positioned to
make it a better place. An important part of that understanding is to know who they are and what they can do.
Ultimately, they must synthesize their understandings for themselves. Children learn best from experience by
doing, using their senses, exploring their environment of people, things, places and events. They learn from
first-hand and concrete experiences. Children do not learn as effectively when they are passive. Active
engagement with things and ideas promotes mental activity that helps students retain new learning and integrate
it with what they already know.
When children engage in firsthand experiences, their minds are as active as their bodies. By handling
objects and observing things in their world, children begin to compare them. They classify and sequence objects
and things, relating new information to their existing ideas of how the world works, fitting it into their mental
schema or ideas. When information doesn‟t fit their existing ideas, they change these or create new ones. As
they do so, they are constructing their own knowledge and storing it as concepts, rules, or principles.
Subsequently, they get authentic experiences linked parallel to the society.
Teaching should primarily aim at reaching complex outcomes rather than mere variations of verbal
expressions. The availability of hands-on labs in engineering and science education that require costly
equipment and instruments is restricted for little and limited periods of time for a huge number of students.
Solutions to bypass these problems are through the introduction of virtual labs. A virtual lab is a software
simulation; an imitation of a real experiment represented by a mathematical model. This gives simulated
learning experiences on a computer or on- line instead of really existing. Virtual labs enthuse students to
conduct experiments by arousing their curiosity. This would help them in learning basic and advanced concepts
through remote experimentation.
The concept of augmented reality is momentous in this context wherein the real scene viewed by the
user is pooled with a virtual scene generated by the computer. This aids in supplementing the scene with
additional information. It blurs the line between what is real and what is computer-generated, and enhances what
we see, hear, feel and smell. It superimposes graphics, audio and other sensory enhancements over a real-world
environment in real time by adding graphics, sounds, feedback and smell to the natural world. (The researcher
has presented a paper on augmented reality entitled „Forecasting Augmented Reality as a Giant Leap in e-
Learning‟, at the State Level Colloquium on Emerging Trends in Science and Technology in Classroom
Practices).
All these concepts point to a variation in stimulus received by the students, which endows them with a
sort of flipping experience, sandwiched between the real and the virtual. Thus education ought to give
weightage to process oriented ICT integrated classes with flipped approach, thereby making learning interesting,
innovative and fun packed.
Scope of the Use of Digital Tools and Paper Free Classroom Practices
„To change the structure of learning so that soft copies replace hard copies completely‟, was a striking
suggestion.
Online resources can save our valuable time and money while reducing the clutter in the classroom.
These alternatives use technology to help us reduce the amount of paper products purchased, printed and
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photocopied. One daily newspaper subscription can generate hundreds of pounds of waste each year. Many
newspapers are available online free of cost, and we can minimize the amount of print outs by reading articles
together on a classroom computer or projecting them on a whiteboard.
Instead of printing handouts, we can use email to send documents home to parents with Internet access.
Also, a classroom website could be started to post homework assignments, supplemental materials,
announcements, and more. Creating a blog is free, and it could be used to keep parents and students informed of
classroom activities. Open source curriculum requirement authoring tools could be employed, and students
could be exposed to open-source online systems like WebWork. WebWork is an open-source online homework
system for math and sciences courses, and includes over 20,000 homework problems. It was developed with the
intention of improving teaching and learning.
The impact of going green in the classroom goes far beyond the immediate school grounds. Students
will carry the lessons they learn about the environment with them, and the eco-friendly habits they develop will
spread as they travel to new classrooms. By encouraging eco-consciousness, teachers could make students
develop a better sense on how their actions affect the environment and the many ways they can reduce their
carbon footprint. Teachers must encourage eco-conscious habits and behavior in students, with a view to link
them into the core of the environment.
The span of the application of digital tools in education has to be reflected in the taxonomy revision,
which should in turn be mirrored in the curriculum framework. Thus the newly framed taxonomy should
ingeniously be capable of preparing students for jobs that have not yet been created, technologies that have not
yet been invented, and problems that have not yet been aroused.
Values and Positive Soft Skills and Habits to Hold a Prominent Position in the Revised Taxonomy
One of the participants of the focus group discussion underscored the ‘necessity of a taxonomy based
on values in the present times’.
The world has witnessed the amazing growth of many insights through scientific learning, about how
the mind works, and those factors that attribute to learning. The ways that learners process information are being
perceived more each day with discoveries about the mind, cultural attributes that affect learning, and how to
make learning positive for today‟s learners. There are many ways through which we accomplish these ventures.
In many countries and cultures, the issue of incorporating soft skills and values into the curriculum empowered
the students to maintain a momentum in recent years. The ultimate aim to inculcate soft skills in students is to
enable the country to meet human resource requirements, which will be more competitive in the advent of a
borderless world.
It is a well-accepted fact out of our experience that a positive climate can be brought about when all
members of the school community feel safe, comfortable, and accepted. A core set of values, agreed upon by
members of the school community, has been established and will be integrated into the school curriculum to
provide students the guidelines for positive choices. It is the school‟s goal that through the students‟
embracement of these virtues, they will be able to independently monitor their own behavior and have the
patience to understand the perspective of others.
With revised standards on the horizon and with a renewed emphasis on soft skills, educators should be
aware of the impact that this may have on instructional design and curriculum development. With the addition
of these new expectations, we will be exposing a „hidden curriculum‟– skills for which students have not been
held directly accountable will now become major components of the formal curriculum. Students will need to
develop their knowledge and skill through need guided learning opportunities and teachers will need to develop
learning materials. This includes incorporation of the real history of ideas, thereby utilizing the imagination of
teachers.
The inclusion of soft skills and values unfolds the scope for collaborative and cross-cultural problem
solving, and designing and sharing information for global communities, thereby creating completely society-
supported learners in the 21st
century.The students identify the notion of equating an idea with life, as the highest
level of acceptance. Extension of classrooms beyond the four walls is to be integrated in the taxonomy revision.
The framing of objectives should be so as to sharpen the creative and presentation skills, and spark imagination
and physical expression in students.
The above analysis unfolds the verbalized experiences, memories and viewpoints shared by the
participants (experts) of the focus group discussion. The theoretical imprints are predicted on the basis of the
ideas and thoughts conversed by the participants. However, these glimpses do not claim any confirmation, but
provide an assurance over the discussed themes, which would be of great benefit for the findings of the ongoing
investigation.
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VII. HOW THE RESEARCHER MAY PROCEED FURTHER
Taking into account the intricacy of the research work concerned, it is to be assumed that there is a
tough path ahead of the investigator. She has to foresee the portrait of the 21st
century classrooms in the light of
the students‟ needs. This scenario demands extensive creativity, insight and imagination from the part of the
researcher. The development of an innovative educational taxonomy may thus prove to be a challenging leaf in
the entire research process. However, the researcher is bound to take it up confidently. In the light of the
concepts evolved from the focus group discussion, a Prevalence Preference Analysis Schedule (PPAS), to assess
the needs of the 21st
century learners, has been constructed and implemented, and is currently in the analysis
phase. In the near future, the researcher anticipates to come up with fresh ideas and accomplish them fruitfully.
Moreover, the investigator intends to carry out two similar focus group discussions at different districts in
Kerala.
VIII. CONCLUSION
It is estimated that in our present day world, knowledge is doubled in every eighteen months. We can
no longer be satisfied by teaching students mere facts. We ought to teach them how to access and apply
information effectively in their daily commerce of life. We need to teach them to be problem solvers and to
make them out of the box thinkers, because in today‟s world, the box keeps on changing. As Mahatma Gandhi
said, “As human beings, our greatness lies not so much in being able to remake the world, as in being able to
remake ourselves.” A good educational taxonomy allows learners to achieve both of these goals. The
enlightening words of the educational experts, who participated in the focus group discussion, serve as
torchlight towards the diverse facets to be accommodated while revising the existing taxonomies of education.
They also provide a solid foundation for the development of an innovative taxonomy of educational objectives
for the 21st
century learners.
The investigator would like to spell out to the world of her humble experiences
based on her observations. Anyone who is interested to have a say on this area
under discussion, may kindly share his or her valuable perceptions through the
blog entitled „Thoughts On The Changing Patterns Of Educational Objectives‟,
with blog address http://educationalobjectivelab.blogspot.in
As technology advances and becomes more ubiquitous, a taxonomy, which attempts to account for the
new behaviors and actions, is inevitable for the 21st
century learners. The focus group discussion thus turned out
to be a stepping-stone to scale the ultimate goal, in addition to a triumph in itself.
IX. ACKNOWLEDGEMENT
The investigator earnestly expresses her heartfelt gratitude to the participants of the focus group
discussion for their valuable judgments. In addition to this, the personnel who bestowed technical and moral
support to the investigator, for organizing the discussion and making it a grand success, are gratefully
remembered. The names and designations of all the supporters of the Focus Group Discussion are mentioned in
Appendix 1.
REFERENCES
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APPENDIX I
Table 1: Designation of FGD participants
Sl. No. Name Designation
1 Dr A Sukumaran Nair
Former Vice-Chancellor, Mahatma Gandhi University, Kottayam;
Chairman, State Advisory Board in Education, Government of Kerala.
2 Dr C P Sreekantan Nair Former Principal, Farook Training College, Kozhikode;
Chairman, Council for Teacher Education (CTE), Kerala State Centre.
3 Dr Esther Gladis Former Principal, Mar Theophilus Training College, Thiruvananthapuram, Kerala.
4 Dr V M Sasikumar
National Vice-Chairman (South Zone), Council for Teacher Education (CTE), Kerala State
Centre.
5 Dr C Praveen
Assistant Professor, Govt. Brennen College of Teacher Education, Thalassery, Kerala.
6 Dr K Y Benedict Research Supervisor, University of Kerala;
Associate Professor, Mar Theophilus Training College, Thiruvananthapuram, Kerala.
7 Smt M Reeja Research Officer, State Council of Educational Research and Training (SCERT), Kerala.
8 Smt S Sheeba
Higher Secondary School Teacher Junior (Physics), Govt. Higher Secondary School,
Venjaramoodu, Thiruvananthapuram, Kerala.
9 Dr A K Asha
Assistant Professor, Kerala University College of Teacher Education, Kariavattom,
Thiruvananthapuram, Kerala.
10 Smt Neena Thomas
Research Scholar/ Assistant Professor, Mar Theophilus Training College,
Thiruvananthapuram, Kerala.
11 Smt V Sreeja Junior Research Fellow in Education, Kerala University Library, University of Kerala.
12 Sr Soumya M. Ed Student, Mar Theophilus Training College, Thiruvananthapuram, Kerala.
13 Smt Jyothi James M. Ed Student, Mar Theophilus Training College, Thiruvananthapuram, Kerala.
14 Sri V Vasundharan Head of the Department of Chemistry (Retd.), S. N College, Thiruvananthapuram, Kerala.
15 Sri V Vinesh Software Engineer, Argent, Technopark, Thiruvananthapuram, Kerala.
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APPENDIX II
Figure 1: Infographics on FGD