This is a unique and to-the-point guidebook for particularly ELT educators in today context of globalisation. For more info. see: http://beyondelt.blogfa.com
Progressiveness Of The Magister Study Program Of Fine Art Education In The In...AJHSSR Journal
ABSTRACT : Research background is the concern about how to obtain better management for art education
regarding to the fact that it still struggles at Industry 3.0 level. Institutions for fine art education mostly deliver
the teaching in classical way, which is textbook based or reyling on demonstrative technique. In the other hand,
lecturers still inform techniques, principles and substances of art teachings in a way that forces students to learn
it manually. Therefore, current scholars assume that such art education is stagnant and incapable to serve
market‟s demand for skilled workers. This assumption was discussed by the coordinator organization for
Indonesian postgraduate study programs, FORPIMPAS (Forum Pimpinan Pascasarjana) in Parapat, Medan, on
September 26-29, 2019, which was attended by higher education institutions for teachings (LPTK) throughout
Indonesia. The Forum expects that the discussion will touch the mind of policy makers. Type of this research is
a documentative descriptive review. The data include papers, books, articles, and minutes of FORPIMPAS‟s
intensive discussion. Result of analysis is summarized as follows. Art education can realize its progressive
action when it (1) does curriculum transformation, (2) has a capability to adapt with social problems, and (3) has
a capability of management at proper effectiveness, flexibility and quality.
KEYWORDS: higher education, fine art, and industry 4.0 revolution
Pedagogical Approaches in the Knowledge Society: The Flipped Classroom Method...eraser Juan José Calderón
Pedagogical Approaches in the Knowledge Society: The
Flipped Classroom Method for the Development of
Creativity and Dialogical Learning
https://doi.org/10.3991/ijet.v15i03.11664
Inmaculada Aznar-Díaz, Francisco-Javier Hinojo-Lucena,
María-Pilar Cáceres-Reche, José-María Romero-Rodríguez ()
University of Granada, Granada, Spain
Exploratory study of the approach to school leadership development programmes...Alexander_zl
Summary: This paper discusses the findings of a small scale exploratory research study on school leadership development programmes in Latvia. A brief international perspective on leadership development practices is given to appreciate more clearly the issues facing the Latvian context. The evaluation of current research in this field reveals a number of key trends in school leadership training frameworks. This indicates a changing landscape where traditional models of delivery are being succeeded by more innovative approaches.
Semi-structured interviews with three Programme Leaders and the Head of the Association of Educational Leaders of Latvia were conducted to elicit key empirical data. The findings point to a variety of provision with many good elements. However, it is clear that there is an urgent need to develop a more consistent and improved system based on a coherent, strategic and effective framework that addresses trends in the global educational world and recognizes and responds to the Latvian context.
The uk's key information set was it really needed and what was its real purposeThe University of Hull
An Unnecessary KIS? The UK’s Key Information Set, was it Really needed and What was its Real Purpose?
This paper provides a critical analysis of the United Kingdom’s higher education Key Information
Set (KIS), which was implemented following the 2011 UK White Paper ‘Students at the Heart of the System’. It argues that one of the central tenets of the KIS – providing information that
students within a free market can make an informed choice and, through this process of consumer choice improve the quality of teaching, is untenable because a central component of the KIS, the National Student Survey (NSS), is unreliable when used for comparing university courses. Further,it argues that the KIS reified a neoliberal perspective about the worth and value of higher education qualification, positioning it as a commodity of value only to the paying individual rather than being
something of value to society as a whole. It will be of particular interest to academics and policy
makers from outside of the United Kingdom, where governmental and regulatory agencies may be implementing similar policies
Progressiveness Of The Magister Study Program Of Fine Art Education In The In...AJHSSR Journal
ABSTRACT : Research background is the concern about how to obtain better management for art education
regarding to the fact that it still struggles at Industry 3.0 level. Institutions for fine art education mostly deliver
the teaching in classical way, which is textbook based or reyling on demonstrative technique. In the other hand,
lecturers still inform techniques, principles and substances of art teachings in a way that forces students to learn
it manually. Therefore, current scholars assume that such art education is stagnant and incapable to serve
market‟s demand for skilled workers. This assumption was discussed by the coordinator organization for
Indonesian postgraduate study programs, FORPIMPAS (Forum Pimpinan Pascasarjana) in Parapat, Medan, on
September 26-29, 2019, which was attended by higher education institutions for teachings (LPTK) throughout
Indonesia. The Forum expects that the discussion will touch the mind of policy makers. Type of this research is
a documentative descriptive review. The data include papers, books, articles, and minutes of FORPIMPAS‟s
intensive discussion. Result of analysis is summarized as follows. Art education can realize its progressive
action when it (1) does curriculum transformation, (2) has a capability to adapt with social problems, and (3) has
a capability of management at proper effectiveness, flexibility and quality.
KEYWORDS: higher education, fine art, and industry 4.0 revolution
Pedagogical Approaches in the Knowledge Society: The Flipped Classroom Method...eraser Juan José Calderón
Pedagogical Approaches in the Knowledge Society: The
Flipped Classroom Method for the Development of
Creativity and Dialogical Learning
https://doi.org/10.3991/ijet.v15i03.11664
Inmaculada Aznar-Díaz, Francisco-Javier Hinojo-Lucena,
María-Pilar Cáceres-Reche, José-María Romero-Rodríguez ()
University of Granada, Granada, Spain
Exploratory study of the approach to school leadership development programmes...Alexander_zl
Summary: This paper discusses the findings of a small scale exploratory research study on school leadership development programmes in Latvia. A brief international perspective on leadership development practices is given to appreciate more clearly the issues facing the Latvian context. The evaluation of current research in this field reveals a number of key trends in school leadership training frameworks. This indicates a changing landscape where traditional models of delivery are being succeeded by more innovative approaches.
Semi-structured interviews with three Programme Leaders and the Head of the Association of Educational Leaders of Latvia were conducted to elicit key empirical data. The findings point to a variety of provision with many good elements. However, it is clear that there is an urgent need to develop a more consistent and improved system based on a coherent, strategic and effective framework that addresses trends in the global educational world and recognizes and responds to the Latvian context.
The uk's key information set was it really needed and what was its real purposeThe University of Hull
An Unnecessary KIS? The UK’s Key Information Set, was it Really needed and What was its Real Purpose?
This paper provides a critical analysis of the United Kingdom’s higher education Key Information
Set (KIS), which was implemented following the 2011 UK White Paper ‘Students at the Heart of the System’. It argues that one of the central tenets of the KIS – providing information that
students within a free market can make an informed choice and, through this process of consumer choice improve the quality of teaching, is untenable because a central component of the KIS, the National Student Survey (NSS), is unreliable when used for comparing university courses. Further,it argues that the KIS reified a neoliberal perspective about the worth and value of higher education qualification, positioning it as a commodity of value only to the paying individual rather than being
something of value to society as a whole. It will be of particular interest to academics and policy
makers from outside of the United Kingdom, where governmental and regulatory agencies may be implementing similar policies
E-Learning in Culturally Diverse Settings: Challenges for Collaborative Learn...Richter Thomas
Pre-Publish version of: Richter, T. & Adelsberger, H.H. (2011). E-Learning in Culturally Diverse Settings: Challenges for Collaborative Learning and Possible Solutions. In: Nunes, M.B. & McPherson, M. (Eds.), Proceedings of the IADIS International Conference e-Learning 2011, part of the Multiconference on Computer Science and Information Systems (MCCIS), IADIS Press, Rome, Italy, Volume 1, pp. 141-149.
Authors: Roni (Aharon) Aviram, Yael Ronen, Smadar Somekh, Amir Winer, Ariel Sarid.
This article reviews the development process of the pedagogical vision and model of iClass, a self-regulated personalized learning project (SRPL) aimed at developing an innovative system adapted to the needs of individuals. The conceptual methodology that guided this process is unique in its attempt to structure the development for attaining coherent pedagogical results.
The Knowledge and Experience of Self-Referral Consciousness and the
Fulfillment of
Interdisciplinary Study
Samuel Y. Boothby
Maharishi University of Management
Fairfield, Iowa
Competence and competency in higher education. competencey based educationThe University of Hull
Competence and competency in higher education, simple terms yet with complex meanings: Theoretical and practical issues for university teachers and assessors implementing Competency-Based Education (CBE).
Background/purpose – British, European and American universities are increasingly adopting competency-based learning, yet, there are different and conflicting definitions of competence, competency, and competency-based learning. Consequently, multiple interpretations and understandings are held by educators in respect of what these terms mean, when applied to their own teaching and assessment practices. Therefore, unless informed and considered discussion has taken place amongst staff about their individual understandings and interpretations, any development of new, competency-based assessment processes and procedures, is necessarily problematic. The main purpose of the paper is to stimulate reflection and discussion, so that teaching staff can arrive at a common understanding and interpretation of what competency-based education is, so that they may develop appropriate, authentic and equitable assessment processes.
Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced?
Is there Clear Evidence that Constructivist Principles have been
Applied to all Aspects of Contemporary University Undergraduate Study?
This conceptual paper provides an overview of constructivist education and the development and
use of constructivist principles in contemporary higher education, outlining constructivism and
some specific facets of student-centered learning. Drawing from first-hand experience and using two
examples of current university assessment practice, reflective learning, and learning outcomes, the
author argues that, despite claims constructivist pedagogical approaches have become normative
practice when it comes to assessment processes, constructivism has not been fully embraced. The question ‘is there clear evidence that constructivist principles have been applied to all aspects of university undergraduate study?’ is considered. This is important and significant and should be of concern to all educators who espouse constructivist principles in higher education.
A Critical View on Pedagogical Dimension of Architectural Education in IndiaIJERA Editor
The built environment is becoming more complex in terms of its quality and structure. In such circumstances
architectural education pedagogical strategies has to be modified to address social, political, economical and
environmental issues and challenges. Innovative interdisciplinary strategies in architecture education have to be
organized in a way which leads to better architecture and urban environments. Pure theoretical approaches are to
be related to practice which can be done with pedagogy comprising real-life examples in respect to new models
and collaboration between architecture education and non-academic partners. This paper discusses the status of
current architectural education in India.It examine the student‟s perception regarding teaching and learning in
schools of architecture from the state of Maharashtra It is aimed to highlight the need for paradigm shift in
pedagogy in schools imparting architectural education in India to enhance learning in architecture education.
Chalk and Talk Versus Classroom Flipping: Results of a Case Studyiosrjce
Economics instructors making use of ‘chalk and talk’ traditional method are experimenting with
intellectually stimulating teaching techniques in sync with visual, auditory and kinesthetic (VAK) and other
student learning styles thereby reorienting instruction to individual cognitive processes. It is hoped that there
would be more student engagement, interaction and success. Recent text books in economics provide scope for
trying out cutting edge techniques such as embedding more VAK components in instruction enabling ‘classroom
flipping’ instruction such that there is more critical thinking and hands-on ‘home-work’ done in class time,
more discussion and more independent learning, increasing the role of multimedia, case studies, and a
preoccupation with learning. The instructor is able to ascertain candidly and in real time what learning style is
securing desired learning outcomes with the student or what is not. A study of post-hoc data of student
outcomes of microeconomics courses that used classroom flipping showed student appreciation of teacher
efforts, but no significant improvement in results. There was not enough evidence to reject the hypothesis of
identical scores (P-value = 0.294493) for all four microeconomics classes, two of which had only ‘talk and
chalk’ and two others were fitted with computer assisted instruction to allow ‘classroom flipping.’ Overall,
larger sample sizes and more clinical precision in isolating the students’ course results could bring out
definitive if not different results, and perhaps better academic outcomes too, decreasing the gap between what is
taught and what is learnt.
Overcoming the split-personality syndrome in Open and Distance Learning (ODL)...iosrjce
ODL provides unlimited choices and has a positive impact on the socio-economic transformation of
people through life-long learning skills and learner autonomy. ODL as a philosophy in open learning, as a
mode of delivery and as a field of practice is facing a severe threat in terms of its nature of delivery. Due to the
large numbers of lecturers from conventional institutions, ODL institutions because of the nature of their
operations end up hiring these lecturers as part-time tutors whose training is not deeply rooted in ODL systems
of learning and philosophies. Therefore, in an attempt to deliver, the hired tutor normally, consciously or
unconsciously, slides back into lecturing against the demands of the ODL which are tutoring and interactivity.
As a result, the tutor fails to identify with the roles and functions of ODL practitioners. The students who are
supposed to lead the way with questions and discussions are also lost in this dilemma. For these reasons,
students are not normally aware of the nature of learning that they are supposed to undertake. In most cases, if
ODL trained tutors come and start tutoring instead of lecturing, they are normally shunned. The main thrust of
this study is on how to manage or overcome split-personality situations. ODL learning philosophies normally
respond to its demands, society’s welfare needs and national development interests. The philosophies in
question should be post-modernism, social constructivism and person – centered approaches. Social
constructivist discourse provides interaction and people’s interpretation of their world experiences (Freedman
and Combs, 1996). Through the social constructivist philosophy, Fraser (2006) emphasizes learning as a
process of social construction, where learners, first and foremost learn from their interaction rather than merely
relying on lectures or study materials. We conducted in-depth interviews with ODL students, conventionally
trained tutors and ODL trained tutors in order to establish how best they can find each other. Study participants
were purposively sampled to enable researchers to identify data-rich sources. Document analysis was also
conducted on the ODL modules in order to establish their tutorship wellbeing and interactivity. Interview
proceedings were recorded, transcribed, validated, segmented and coded. Data were analysed using the
thematic content approach. The major findings were that while modules used in ODL are very interactive,
conventionally trained tutors prefer lecturing to tutoring and learners prefer to be lectured to. The major
recommendation was that conventionally trained tutors should be staff developed in the ODL mode of delivery.
Problems With Assessing Student Autonomy in Higher Education, an Alternative Perspective and a Role For Mentoring.
https://www.edupij.com/files/1/articles/article_123/EDUPIJ_123_article_5a91aa7fe0490.pdf
E-learning: Is This Teaching at Students or Teaching With Students. Robert Jo...eraser Juan José Calderón
E-learning: Is This Teaching at Students or Teaching With Students?. Robert John Muirhead, BN, RGN, RSCN
The development of e-learning as a teaching
strategy in higher education has implications
relating to student learning, the role of the
teacher, and the institution of higher education.
This paper debates the andragogical and
pedagogical theories that support the development
of e-learning to date. Leading to a discussion on
how the process of e-learning may be contributing
to the “stamp-me-smart” culture and restricting
the development of critical thinking within
student nurses. Concluding that e-learning has a
top-down institution-led development that is
contrary to the student-led development
espoused by universities.
Search terms: Nurse, education, e-learning,
androgogy, pedagogy
The Potential Effects Neoliberal Ideology brought to the Student Engagement i...inventionjournals
The student engagement of Ideological and Political Theories Curriculum (IPTC) is a contemporary China-based research ‘hot topic’ in higher education, which is effected by a movement of Neoliberal Ideology (NI). This paper seeks to investigate the relationship between NI and the student engagement of IPTC and then highlights the potential effects of NI brought to IPTC. Within the context of China’s education organizations, the paper stated the current understanding on IPTC from college students’ perspective with phenomenography interview. Furthermore, the potential effects of NI on student engagement, which included the decline of cognitive engagement decline, behavior engagement and affection engagement were illustrated in detail in the result and discussion section. Finally, the paper ends with the reflection of China’s higher education and suggestions for IPTC teaching in the future
(How) Do Students Use Learning Outcomes? Results from a Small-Scale Project.
Pre-specified, prescribed or intended Learning Outcomes have been in use throughout
higher education programs for over two decades. There is an assumption amongst quality assurance bodies and university program approval and review processes that students engage with them. Yet, learning outcomes may constrain learning, they may not always be understood by learners and their relevance to learning has been questioned. There is anecdotal evidence from lecturers that some students do not understand them and do not use or refer to them. This paper reports on a small-scale
research project investigating how university student’s use prescribed learning outcomes in their everyday learning and when producing assessed work. No clear differences were found between higher and lower achieving students, yet there were differences between first- and third-year students. Surprisingly, some were able to achieve highly without referring to the outcomes against which they were assessed.
Book review curriculum-theory and practice-kellyFernando Santos
This book answers the questions regarding to what is a real Educational Curriculum? or What should be a Democratic Curriculum? By implication, it refers the misconceptions and flaws in the practice of Curriculum Development and implementation, by reference to the Curriculum process in England and Wales throughout three decades.
The author ends this book by stating that an appropriate curriculum for a democratic society allows continuing development of knowledge, provides opportunities for young people to develop their powers of autonomous thinking, provides teachers with autonomy to make professional judgments, is developed in a democratic system of accountability, is framed in terms of guidelines and principles, is planned with the participation of key actors, among them professionals, academics, policy-makers and others.
Finally, this book Invites to develop further research on questions such as, the exploration of ‘the role of the professional teacher in a democratic society’, how democratic in the context in which the teacher performs his work?, the practical procedural principles based on the Human Development theory for a National Curriculum or Curriculum Development, the dimensions of the concept of education left behind in current National curriculums, the features of a National Curriculum that promote or block the development of students’ autonomy for a democratic society.
E-Learning in Culturally Diverse Settings: Challenges for Collaborative Learn...Richter Thomas
Pre-Publish version of: Richter, T. & Adelsberger, H.H. (2011). E-Learning in Culturally Diverse Settings: Challenges for Collaborative Learning and Possible Solutions. In: Nunes, M.B. & McPherson, M. (Eds.), Proceedings of the IADIS International Conference e-Learning 2011, part of the Multiconference on Computer Science and Information Systems (MCCIS), IADIS Press, Rome, Italy, Volume 1, pp. 141-149.
Authors: Roni (Aharon) Aviram, Yael Ronen, Smadar Somekh, Amir Winer, Ariel Sarid.
This article reviews the development process of the pedagogical vision and model of iClass, a self-regulated personalized learning project (SRPL) aimed at developing an innovative system adapted to the needs of individuals. The conceptual methodology that guided this process is unique in its attempt to structure the development for attaining coherent pedagogical results.
The Knowledge and Experience of Self-Referral Consciousness and the
Fulfillment of
Interdisciplinary Study
Samuel Y. Boothby
Maharishi University of Management
Fairfield, Iowa
Competence and competency in higher education. competencey based educationThe University of Hull
Competence and competency in higher education, simple terms yet with complex meanings: Theoretical and practical issues for university teachers and assessors implementing Competency-Based Education (CBE).
Background/purpose – British, European and American universities are increasingly adopting competency-based learning, yet, there are different and conflicting definitions of competence, competency, and competency-based learning. Consequently, multiple interpretations and understandings are held by educators in respect of what these terms mean, when applied to their own teaching and assessment practices. Therefore, unless informed and considered discussion has taken place amongst staff about their individual understandings and interpretations, any development of new, competency-based assessment processes and procedures, is necessarily problematic. The main purpose of the paper is to stimulate reflection and discussion, so that teaching staff can arrive at a common understanding and interpretation of what competency-based education is, so that they may develop appropriate, authentic and equitable assessment processes.
Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced?
Is there Clear Evidence that Constructivist Principles have been
Applied to all Aspects of Contemporary University Undergraduate Study?
This conceptual paper provides an overview of constructivist education and the development and
use of constructivist principles in contemporary higher education, outlining constructivism and
some specific facets of student-centered learning. Drawing from first-hand experience and using two
examples of current university assessment practice, reflective learning, and learning outcomes, the
author argues that, despite claims constructivist pedagogical approaches have become normative
practice when it comes to assessment processes, constructivism has not been fully embraced. The question ‘is there clear evidence that constructivist principles have been applied to all aspects of university undergraduate study?’ is considered. This is important and significant and should be of concern to all educators who espouse constructivist principles in higher education.
A Critical View on Pedagogical Dimension of Architectural Education in IndiaIJERA Editor
The built environment is becoming more complex in terms of its quality and structure. In such circumstances
architectural education pedagogical strategies has to be modified to address social, political, economical and
environmental issues and challenges. Innovative interdisciplinary strategies in architecture education have to be
organized in a way which leads to better architecture and urban environments. Pure theoretical approaches are to
be related to practice which can be done with pedagogy comprising real-life examples in respect to new models
and collaboration between architecture education and non-academic partners. This paper discusses the status of
current architectural education in India.It examine the student‟s perception regarding teaching and learning in
schools of architecture from the state of Maharashtra It is aimed to highlight the need for paradigm shift in
pedagogy in schools imparting architectural education in India to enhance learning in architecture education.
Chalk and Talk Versus Classroom Flipping: Results of a Case Studyiosrjce
Economics instructors making use of ‘chalk and talk’ traditional method are experimenting with
intellectually stimulating teaching techniques in sync with visual, auditory and kinesthetic (VAK) and other
student learning styles thereby reorienting instruction to individual cognitive processes. It is hoped that there
would be more student engagement, interaction and success. Recent text books in economics provide scope for
trying out cutting edge techniques such as embedding more VAK components in instruction enabling ‘classroom
flipping’ instruction such that there is more critical thinking and hands-on ‘home-work’ done in class time,
more discussion and more independent learning, increasing the role of multimedia, case studies, and a
preoccupation with learning. The instructor is able to ascertain candidly and in real time what learning style is
securing desired learning outcomes with the student or what is not. A study of post-hoc data of student
outcomes of microeconomics courses that used classroom flipping showed student appreciation of teacher
efforts, but no significant improvement in results. There was not enough evidence to reject the hypothesis of
identical scores (P-value = 0.294493) for all four microeconomics classes, two of which had only ‘talk and
chalk’ and two others were fitted with computer assisted instruction to allow ‘classroom flipping.’ Overall,
larger sample sizes and more clinical precision in isolating the students’ course results could bring out
definitive if not different results, and perhaps better academic outcomes too, decreasing the gap between what is
taught and what is learnt.
Overcoming the split-personality syndrome in Open and Distance Learning (ODL)...iosrjce
ODL provides unlimited choices and has a positive impact on the socio-economic transformation of
people through life-long learning skills and learner autonomy. ODL as a philosophy in open learning, as a
mode of delivery and as a field of practice is facing a severe threat in terms of its nature of delivery. Due to the
large numbers of lecturers from conventional institutions, ODL institutions because of the nature of their
operations end up hiring these lecturers as part-time tutors whose training is not deeply rooted in ODL systems
of learning and philosophies. Therefore, in an attempt to deliver, the hired tutor normally, consciously or
unconsciously, slides back into lecturing against the demands of the ODL which are tutoring and interactivity.
As a result, the tutor fails to identify with the roles and functions of ODL practitioners. The students who are
supposed to lead the way with questions and discussions are also lost in this dilemma. For these reasons,
students are not normally aware of the nature of learning that they are supposed to undertake. In most cases, if
ODL trained tutors come and start tutoring instead of lecturing, they are normally shunned. The main thrust of
this study is on how to manage or overcome split-personality situations. ODL learning philosophies normally
respond to its demands, society’s welfare needs and national development interests. The philosophies in
question should be post-modernism, social constructivism and person – centered approaches. Social
constructivist discourse provides interaction and people’s interpretation of their world experiences (Freedman
and Combs, 1996). Through the social constructivist philosophy, Fraser (2006) emphasizes learning as a
process of social construction, where learners, first and foremost learn from their interaction rather than merely
relying on lectures or study materials. We conducted in-depth interviews with ODL students, conventionally
trained tutors and ODL trained tutors in order to establish how best they can find each other. Study participants
were purposively sampled to enable researchers to identify data-rich sources. Document analysis was also
conducted on the ODL modules in order to establish their tutorship wellbeing and interactivity. Interview
proceedings were recorded, transcribed, validated, segmented and coded. Data were analysed using the
thematic content approach. The major findings were that while modules used in ODL are very interactive,
conventionally trained tutors prefer lecturing to tutoring and learners prefer to be lectured to. The major
recommendation was that conventionally trained tutors should be staff developed in the ODL mode of delivery.
Problems With Assessing Student Autonomy in Higher Education, an Alternative Perspective and a Role For Mentoring.
https://www.edupij.com/files/1/articles/article_123/EDUPIJ_123_article_5a91aa7fe0490.pdf
E-learning: Is This Teaching at Students or Teaching With Students. Robert Jo...eraser Juan José Calderón
E-learning: Is This Teaching at Students or Teaching With Students?. Robert John Muirhead, BN, RGN, RSCN
The development of e-learning as a teaching
strategy in higher education has implications
relating to student learning, the role of the
teacher, and the institution of higher education.
This paper debates the andragogical and
pedagogical theories that support the development
of e-learning to date. Leading to a discussion on
how the process of e-learning may be contributing
to the “stamp-me-smart” culture and restricting
the development of critical thinking within
student nurses. Concluding that e-learning has a
top-down institution-led development that is
contrary to the student-led development
espoused by universities.
Search terms: Nurse, education, e-learning,
androgogy, pedagogy
The Potential Effects Neoliberal Ideology brought to the Student Engagement i...inventionjournals
The student engagement of Ideological and Political Theories Curriculum (IPTC) is a contemporary China-based research ‘hot topic’ in higher education, which is effected by a movement of Neoliberal Ideology (NI). This paper seeks to investigate the relationship between NI and the student engagement of IPTC and then highlights the potential effects of NI brought to IPTC. Within the context of China’s education organizations, the paper stated the current understanding on IPTC from college students’ perspective with phenomenography interview. Furthermore, the potential effects of NI on student engagement, which included the decline of cognitive engagement decline, behavior engagement and affection engagement were illustrated in detail in the result and discussion section. Finally, the paper ends with the reflection of China’s higher education and suggestions for IPTC teaching in the future
(How) Do Students Use Learning Outcomes? Results from a Small-Scale Project.
Pre-specified, prescribed or intended Learning Outcomes have been in use throughout
higher education programs for over two decades. There is an assumption amongst quality assurance bodies and university program approval and review processes that students engage with them. Yet, learning outcomes may constrain learning, they may not always be understood by learners and their relevance to learning has been questioned. There is anecdotal evidence from lecturers that some students do not understand them and do not use or refer to them. This paper reports on a small-scale
research project investigating how university student’s use prescribed learning outcomes in their everyday learning and when producing assessed work. No clear differences were found between higher and lower achieving students, yet there were differences between first- and third-year students. Surprisingly, some were able to achieve highly without referring to the outcomes against which they were assessed.
Book review curriculum-theory and practice-kellyFernando Santos
This book answers the questions regarding to what is a real Educational Curriculum? or What should be a Democratic Curriculum? By implication, it refers the misconceptions and flaws in the practice of Curriculum Development and implementation, by reference to the Curriculum process in England and Wales throughout three decades.
The author ends this book by stating that an appropriate curriculum for a democratic society allows continuing development of knowledge, provides opportunities for young people to develop their powers of autonomous thinking, provides teachers with autonomy to make professional judgments, is developed in a democratic system of accountability, is framed in terms of guidelines and principles, is planned with the participation of key actors, among them professionals, academics, policy-makers and others.
Finally, this book Invites to develop further research on questions such as, the exploration of ‘the role of the professional teacher in a democratic society’, how democratic in the context in which the teacher performs his work?, the practical procedural principles based on the Human Development theory for a National Curriculum or Curriculum Development, the dimensions of the concept of education left behind in current National curriculums, the features of a National Curriculum that promote or block the development of students’ autonomy for a democratic society.
MAE522 Module 4: The Curriculum Development Processeckchela
This is a Trident University course (MAE522), Module 4: The Curriculum Development Process. It is written in APA format, has been graded by Dr. Louise M. Williamson (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Running head YOUR THEORETICAL POSITIONALITY 1ACADEMIC SUMMARY.docxagnesdcarey33086
Running head: YOUR THEORETICAL POSITIONALITY 1
ACADEMIC SUMMARY 4
YOUR THEORETICAL POSITIONALITY 2
What School(s) of Thought, Philosophical Camp(s), and/or Explanatory Framework(s) Best Describe(s) Your Theoretical Positionality within the Field of Education?
Sarita Phumvichit
California State University, San Bernardino
College of Education: EDUC 605
December 3, 2014
What School(s) of Thought, Philosophical Camp(s), and/or Explanatory Framework(s) Best Describe(s) Your Theoretical Positionality within the Field of Education?
Within the field of philosophy of education, there are a great number of philosophical frameworks that explain the nature and the basis of education and schooling process. Each educational theory helps educators to have more thorough understanding about how they could fit in the field of education by using a combination of theories and practices that could bridge a gap between the abstract and the practice in educational realms. As education is a field, each of us has a certain framework that reinforces our practices. For me, a combination of four main theories of education: social transmission theories; conflict theories; interpretive theories; and social transformation theories, would be best employed to describe my perspectives towards education including my particular positionality at this moment of my academic trajectory.
To begin with, based on social transmission theories, schools function as breeders who reproduce values that serve the intellectual, political, economic, and social purposes of the mainstream society. As a matter of fact, such notions seem to be held true in today’s rapidly changing world because one of the main purposes why children go to school is to be able to function “properly” in the society. For instance, through schooling, children are educated to become well-equipped assets of the society. Being prepared and trained to become quality workforce, children learn how to behave and be responsible for playing appropriate roles to serve the society. As DeMarrais and LeCompte (1999) mention “schooling serves to reinforce the existing social and political order” (p. 7). From social transmission theories’ viewpoints, schooling engages children in the learning process and educates them in order to meet the mainstream society’s demands so that the society would not be in chaos. Such the theory seems to be true to me particularly in today’s capitalism world where almost every person has to increase his/her skill and knowledge through schooling so that they can be qualified “commodities in the labor market” (p. 10). In other words, although it is widely held that schools serve as tools to keep wealth and power of the privilege, it is quite difficult to refuse that students still need to be a part of the system as a fine way to add values to themselves in job markets.
Secondly, as far as conflict theories are concerned, part of my theoretical positionality as an educator is s.
4Principles of Instructional TechnologyLearning Object.docxalinainglis
4
Principles of Instructional Technology
Learning Objectives
After reading this chapter, you should be able to:
• Compare and contrast the following three pairs of commonly confused terms: education
and schooling, teaching and learning, and curriculum and instruction.
• Identify a theory of learning that is compatible with your beliefs about learning and a
learning theory that is not compatible with your beliefs about how students learn best.
• Describe the core components of the TPACK model and show the relevance of each to
ways in which technology might be used in the classroom.
• Create a graphic illustrating the four phases of the technology integration process and
describe the tasks that are most important for classroom teachers to be responsible for.
• Identify two strategies that will assist you in integrating technology into the curriculum.
AP Photo/The Idaho Statesman/Darin Oswald
edy80779_04_c04_133-170.indd 133 5/29/13 2:15 PM
CHAPTER 4Pre-Test
Meet Dr. Ruben Puentedura
A Brief Introduction to the Use of Technology in Education
http://www.youtube.com/watch?v=rMazGEAiZ9c
Introduction
Can teachers be effective if they choose not to use technology in their classrooms? Unfortunately, there is little agreement among educators on this basic question. In this chapter, we will explore issues associated with teaching and learning in
order to understand when, how, and why technology has the potential to enhance teach-
ing, learning, and performance. Specifically, our goal is to understand whether or not the
decision to use technology in the classroom is up to the individual teacher or if there are
some larger social obligations that require teachers to support technology use by diverse
students in ways that foster meaningful and deep learning.
In other courses you may have been introduced to various theories of learning. Here we
will briefly explore selected learning theories in order to understand their implications for
our personal beliefs concerning how learning occurs, as research has demonstrated that a
teacher’s theoretical framework has considerable implications for the way they adopt and
use technology in the classroom (or not!).
The final sections in this chapter will bridge theory, research, and practice by introducing
you to a model of the technology integration process. While many technology specialists
find all aspects of technology integration exciting, we must not lose sight of the goal for
using technology in the classroom: to enhance student learning. Therefore, you’ll be given
a roadmap to the process of integrating technology into the curriculum and learn practical
strategies, resources, and tools that will facilitate this process.
Pre-Test
1. Which term describes the instructional process and guides classroom methods?
a. learning
b. development
c. curriculum
d. assessment
2. Programming a computer when creating a new program is an example of the
computer as a
a. tutee.
b..
this is the study teacher Educationof firset 4 chapter of the book written by Burn & Richards Terend of teacher education from 1960s up to now and idiological and power influence on this terend
Similar to Beyond The Present Methods And Approaches To ELT/Education: The Crucial Need For A Radical Reform (20)
سید محمدحسن حسینی
(تئوریسین، متخصص روش تدریس، ««بنیانگذار آموزش رهایی بخش سیستمیک»» و پدیدآورنده بیش از ۱۰۰۰ کتاب، مقاله و ویدئو در جهت ارتقای کیفیت آموزش و سطح درک و فرهنگ مردمان باهدف غایی صلح و تمدن سازی و ارتقای شرایط بشریت. اینستاگرام: drsmhhosseini@ )
بنام خالق دوستدار خلاقیت و انسانهای خلاق
تقدیم به همهی همکاران، دانشجو معلمان، والدین و مدیران و سیاست گذاران آموزشی ای که به ممالکی آزاد، آباد و متمدن و مترقی می اندیشند
مقدمه
اولبار در سال 2006 در یک کنفرانس بین المللی در هندوستان بود که این ایده را مطرح کردم که علتالعلل شقاوت مردمان در ممالک تحت سیطره حکومتهای فاسد و ناکارآمد بهویژه در خاورمیانه و حتی در خود حکومتهای امپریالیستی حامی آنها به رژیمهای تعلیم و تربیتی شان که ریشه در روش روش تدریس مدرسان شان دارند برمیگردد. روشهای تدریس امروزی برای تربیت شهروندانی که بتوانند در دنیای پیچیده و بهشدت رقابتی کنونی و دنیای بهشدت پیچیده تر و رقابتیتر فردا با موفقیت تعامل، کار و زندگی داشته باشند مناسب نیستند چراکه پتانسیل اینکه به رشد همه جانبه فراگیران و در واقع شهروندان بینجامند را ندارند. آنها پتانسیل نهادینه کردن عقلانیت، مدنیت، ظلم ستیزی، حقیقت مداری و عدالت محوری را در امور فردی، فرهنگی، اجتماعی و سیاسی را هم ندارند. یکی از دلایل مهم این نقصان های مخرب این است که آنها نمی توانند و پتانسیل پرداختن سیستماتیک به سطوح بالاتر تفکرورزی از قبیل تفکر خلاق، نقاد و خودبنیاد را که لازمه آنها جسارت و شهامت هم می باشند را ندارند - چه رسد به اینکه شهروندان را بواسطه آنها توانمند نمایند. بنابراین لازم به یادآوری مجدد نیست که غالب گرفتاریهای جوامع فعلی بشری ریشه در رهبران و مسئولانی دارند که خروجیهای کلاسها و سیستم آموزشی معیوب ما هستند که در واقع «گورستان تفکر و جهنم افراد نخبه و نظریه پرداز» می باشند. رویا پردازی برای مثال - که تفکر خلاق را هم می طلبد - یکی از مهمترین دلایل رشد و بالندگی جوامع متمدن و مترقی بشری بوده و خواهد بود. در چنین شرایطی هست که اینجانب روش تدریس راهبردی ام را - بر مبنای تئوری های آموزشی سیاسی خودم - برای برطرف کردن این اشکالات ویرانگر و رهنمون کردن بشر به صلح و آزادی و تمدن فرمیوله و ارائه داده ام.
برای مثال، تفکری که مدنظر اینجانب در روش تدریس آگاهی، تعالی و رهایی بخشم می باشد سیستماتیک، روشمند و خودبنیاد است و به راه حل و یا درک و شناخت واقعی از مسائل می انجامد که که برای قضاوت و تصمیم گیری قابل استناد و قابل اعتماد می باشد. - در بخش معرفی تئوریم به آن می پردازم. چنین سطوحی از تفکر و مهارتهای مورد نیاز آنها بویژه در عصر و شرایط حاضر که در میان اقیانوسی از اخبار دروغ و جعلیات و سواستفاده کنندگان احاطه شده ایم بسیار حائز اهمیت و راهگشا است. ضمن اینکه در تمام امور، ابعاد و جنبههای زندگی و در حل مسائل در خانه، مدرسه، محیط کار و نیز در تعاملات (در سطوح محلی، ملی و بین المللی) نقش تعیین کننده برای موفقیت هرچه بیشتر ما و ملل و دوول ما دارند. از آنجا که سازمان ملل هم مهارت های تفکر خلاق و نقاد را از مهارتهای ده گانه ضروری برای موفقیت هر انسانی در شرایط حاضر برشمرده است در این مقاله بیشتر به چرایی و چگونگی ارتقای تفکر خلاق و خلاقیت (در تفکرورزی) می پردازم. بنابراین اجازه دهید قبل از معرفی اجمالی روش تدریسم و یکی از پایه های تئوریک آن -که
یادآوری: این مقاله را از ۱۰ سال قبل تا کنون به بیش از ۱۰۰ مجله و فصلنامه حتی علمی ترویجی وزارت علوم و دانشگاه ها و دانشگاه فرهنگیان و آموزش پرورش ارائه دادم که منتشر کنند اما نکردند!؟ 💁حتی مجله علم زبان دانشگاه علامه و مجله جستارهای زبانی دانشگاه تربیت مدرس تهران هر کدام ۴۰۰ هزار تومان از من گرفتند که منتشر کنند اما نکردند و پولم را هم پس ندادند!؟ به آنها گفتم «هر» تغییر و حذف و اضافه ای بخواهید اعمال می کنم اما نپذیرفتند!؟ -این مقاله راجع به موثرتر بودن روش تدریس ابداعی خودم نسبت به روش تدریس یک آمریکایی است. ✍️بیش از ۵۰ کتاب و مقاله و پایان نامه راجع به روش تدریسم در خارج از کشور منتشر شده است.✍️ لطفا به اشتراک بگذارید و به تمام معلمان و اساتید و دانشجومعلمان برسانید تا زودتر به تمدن برسیم
Professor Hosseini is the “”” founder of Liberating Education “”” . Study this ARTicle to see how he transforms sheeple into People. Please share if you are interested in peace making and compassionate civilizations building.
یادآوری: بارها این موارد و حق کشی ها و ستم ها و فسادها را به رییس دادگستری (صادقی) و داستان (درودی) و نیز حفاضت اطلاعات و تخلفات اداری و ارزشیابی قضات در دادگاههای ساجدی، انقلاب و مجتمه امام خمینی مشهد گزارش داده ام اما نتیجه ای که نگرفته ام بماند آزار و اذیت ها و شکنجه های شان را به قول خودشان برای "زجر کش" کردن من چندین برابر کرده اند!!!!؟؟؟؟ غافل از اینکه عصر دقیانوس به سر آمده همانطور که عصر ستم پیشگان و دین فروشان هم به سر می آید – این وعده الهی است. امیدوارم ایت اللله رییسی که گفته بود فسادها را افشا کنید و هدیه بگیرید!؟ این موارد را حداقل مطالعه کند تا فرصت ها را بیش از این از دست نداده اند.
نامه ای که به سران و دادگاههای کشورهای متمدن و دیدبان های حقوق بشر و سازمان ملل راجع به برخی بربریت هایشان فرستادم:
// این مقاله شامل موارد ریر است:
// مقدمه
کنکور، ابزاری برای شناسایی و منحرف و حتی معدوم کردن نخبه گان و مهندسی نرم
// جامعه
// کنکور، ابزاری برای سلب قوای تفکر ورزی و گوسفند سازی از مردم
// کنکور، ابزاری برای چپاول و غارت مردم
// راهبرد استراتژیک جایگزین من برای امتحانات و کنکور خسارت زای فعلی
// نتیجه
// سخن آخر
ضرب و شتم من توسط مافیای فاسد حاکم بر آموزش و پرورش جمهوری اسلامی – باز
// هم به جرم دفاع از مستضعفان!؟
// این مقاله من قبلا در سایت زیر منتشر شده که می توانید به آن استناد کنید:
https://www.researchgate.net/publication/341296884_knkwr_mafya_srnwsht_flakt_bar_ayranyan_w_rahbrd_astratzhyk_mn_bray_rhayy_az_srnwshty_shwm_tr
Through this manual, I try to give life to the oppressed thoughts with my philosophical insights, which, at the same time, shed light on my life and its meaning. But before that, let me have a depiction of my background: In 2009, I formulated and introduced my revolutionary LIBERATING APPROACH TO TEACHING, which is a Catalyst for transformation and CHANGE, based on my own SEMINAL edu-political theories, and received my PhD in Teaching Methodology from Mysore University in incredible INDIA, the biggest democracy of the world.
Introductory VIDEO to my Theory and Approach to teaching https://www.aparat.com/v/84KSX
Introductory VIDEO to my Liberating Approach to Teaching https://www.aparat.com/v/mfx1q
VIDEO of my Didactic Weapon in a real class situation https://youtu.be/cPtOUaIkJlk
VIDEO on Howabouts of the Transforming Power of my Liberating Approach https://www.aparat.com/v/fAErU
VIDEO of my Catalyst for Transformation and CHANGE https://www.aparat.com/v/fGYKb
به عنوان یک معلم وقتی خبر نقل شده از معاون محترم سیاسی استاندار تهران را مبنی بر این که بیش از 90% جوانان از اسلام روی گردان شده اند شنیدم واقعا متاثر شدم. البته من خودم هم بارها به چنین واقعیاتی در کلاسها و در مقالاتم اشاره کرده ام. متاسفانه دیدگاه متفکران خارج از کشور هم در همین راستا می باشد. به عنوان مثال معاون اردوغان رییس جمهور ترکیه بر این باور است که "جمهوری اسلامی از صهیونیزم هم بیشتر به اسلام ضربه زده است". در هر صورت اخباری از این دست وقتی قابل تامل است که به یاد بیاوریم که سیاست مسیولان نظام دفع حد اقلی و جذب حداکثریست! اما به راستی دلیل فاجعه هایی این چنینی و در این ابعاد چیست؟
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Beyond The Present Methods And Approaches To ELT/Education: The Crucial Need For A Radical Reform
1. Book No. 1 – 420 pages of 36 lines each
Beyond the Present Methods and Approaches to ELT/Education:
The Crucial Need for a Radical Reform
By Dr Seyed Mohammad Hassan Hosseini, PhD (ELT)
[This book has been published by Jungle Publications, Tehran, in 2012]
http://junglepub.org/elt/Courses.aspx?i=23
http://beyondelt.blogfa.com
mhhosseini73@yahoo.com
Ph: +989153852599
This guidebook seeks to throw into relief the relationship between theory, research, innovation,
and application with reference to the conventional innovative methods/approaches. Importantly,
it brings into sharp focus the author's 'inimitable' revolutionary pedagogical innovation as a
pragmatic solution to the present socio-educational problems. The nature and the characteristics
of this world-class innovative approach not only contribute to language learning (strategies) and
excellence in the learning. They likewise promote true and flexible active learning, interactive
competence, long-term retention, and especially the acquisition of some crucial habits of mind
such as objectivity, and critical and creative thinking. Another outstanding feature of this
fundamentally different approach to ELT refers to the fact that it facilitates tomorrow citizenry to
instil humanitarian interpersonal skills and democratic values, principles, and norms which are
essential requirements for successful life-long learning, working, interdependence, and survival
in today world context. Considering its magic transforming power for converting today
students/objects to Agents of change or the Subjects who have the capacity to influence the
world, Dr Hosseini's innovation is in essence a 'catalyst for change'. It is an incommensurable
edu-political approach to the empowerment and the emancipation of the oppressed, and in fact,
an apt strategic instructional 'weapon' for the elimination of dictatorship/apartheid. CTBL, Dr
Hosseini's realistic approach to liberal education is an ensured pathway to human security,
development, and prosperity.
This seminal 420-page volume has special foci upon:
1. Penetrating deep into the conventional antediluvian dictatorial didactic regimes, which cherish
the Banking Method, and excoriating the beyond;
2. Shedding light on the chronological development of language teaching methodology for
justifying the need for accommodating Dr Hosseini’s innovation in education regimes;
3. Engineering the conventional educational methods and approaches towards CTBL;
2. 4. Differentiating CTBL from other innovative methods/approaches, and discussing the
significance and relevance of this holistic approach against the backdrop of ongoing
globalisation;
5. Bringing to the fore the author's Multiple Input-Output Hypothesis and Cognitive SocioPolitical Language Learning Theory, which is the core of theoretical foundations of CTBL;
6. Implementing CTBL via the emerging online technologies state/country wide, and
7. Stimulating the readers' critical, analytical, and creative thinking skills, and promoting their
personal growth especially through the 13 chapter-end thought-provoking discussion questions.
This invaluable resource manual will be of immense help particularly to those educators who are
committed to the cause of peace building. As a gold mine of the latest issues in ELT, it will also
be found highly useful for ELT students, teachers at all levels, and in-service programmes and
seminars for instructors. Policy makers, educationalists, researchers, syllabus designers, and
material developers could also take note of the noteworthy benefits this manuscript along with its
accompanying DVD proposes.
Organization of the Material
T
he present volume penetrates into the history of language teaching and language learning and
excoriates the TLM/ the Banking Method in order to justify a turn from the traditional methods
towards more humanistic approaches to ELT/Education like CLT, Interactive Learning,
Collaborative Learning and particularly CL methods. After analysing such interactive approaches, the
book focuses exclusively on my innovative instructional approach, CTBL, through different dimensions.
To be more specific, this manual consists of 8 sections with 13 chapters. The first four chapters
intend to lay the grounds to a thorough introduction to my innovation. And the last nine chapters dwell – at
length – elaborating my instructional approach. Each chapter begins with a set of 'Advance Organiser
Questions' and ends with a set of 'Discussion Questions' followed by few questions, which are in essence
some 'Food for Thought'. The thought-provoking questions included in these three sections aim at
stimulating critical sensibility, analytical thinking, creative reasoning, and professional and personal growth of
the readers. It should be noted that although, at first sight, some of these questions may be found a little bit
more challenging, they would seem easier after the book is studied cover to cover. Some questions,
particularly in the last chapter, may also, i hope, inspire readers to consider further investigation and research,
in the concerned areas.
The First Chapter is a significant tour through the chronological development of language teaching
methodology. It brings into sharp focus such a development in an attempt to illuminate the dynamics and
flexibility of the profession in the ever changing context of our planet. The chapter elucidates the process
under which interactive approaches like CL have emerged. Prominent characteristics as well as major
deficiencies of widely adopted methods and approaches like CLT have also been elaborated. More
importantly, the chapter highlights the impact of my ideology on the field of education in general and ELT in
particular. The chapter prioritizes the vital significance of CTBL, as a totally different systematically
3. structured approach to ELT/Education, for the present context of globalisation. The Chapter also brings to
light the impact of the Cyber Age on ELT/Education, and emphasises the need for the rapid calculated
adaptability of the profession with the emerging research-oriented trends and innovations.
Chapter 2 endeavours to justify the relevance and the significance of a pragmatic overhauling of the
present antediluvian dictatorial didactic regimes not only in the present-day context but also for the future,
for the benefit of future generations. After bringing to the fore the significant role of English as the
.
international lingua franca in today world context, this chapter presents a view of the language classes that are
run through the TLM or the Banking Method. It seeks to dissect and mirror the present contexts of learning
in Education in general, and in ELT sphere in particular in most parts of the world, including the Middle
East, Asia, Africa, and even Europe and America. The chapter deals with statement of bare facts and tries to
profile the deficiencies of (language) learning classes occasioned by the present traditional didactic modes of
instruction like the Banking Method. The destructive results of the implementation of such educational
methods and approaches have been spotlighted both at class level and at social/global level. Against this
backdrop, i try to recalibrate (educational) policy makers and language specialists’ attention from the
traditional expository or even interactive methods and approaches like CLT, which is - unfortunately strongly recommended even by some eminent professors, towards the approach i have developed as a
pragmatic solution to our present socio-educational/cultural/economical/political problems.
The 3rd chapter casts light on different interpersonal learning goal structures in order to lay the
grounds to an introduction to Cooperative (Language) Learning. Also, after introducing Collaborative
Learning, Interactive Learning, and CL, the chapter highlights the main differences between cooperative
language learning, the major focus of which is on groupwork, a factor of paramount importance in language
classes, and the traditional language teaching methodology.
The Forth Chapter is a significant attempt for bringing together some popular CL methods. It also
brings into focus the method (TT) i have developed. After a brief but to the point introduction to each
method, the chapter discusses their main characteristics - at the class level - and then explicates their
evaluation systems.
Having dissected part of the socio-educational/political background to my instructional innovation,
Chapter 5 clarifies certain misgivings regarding integrating the element of competition within cooperative
learning settings in order to pave the way to a to-the-point introduction to CTBL, my instructional catalyst.
The chapter also discusses – at length – distinguishing features and characteristics of my approach with
reference to the present methods and approaches like CLT and particularly CL methods. The chapter throws
light on the mechanisms underlying the implementation of CTBL in real classroom situations and illustrates
presentations and classroom techniques in classes where this approach may be applied by teachers. It also
highlights the kind of objectives, the syllabus, materials, tasks, and activities proposed for CTBL. Teachers’
roles as well as students’ responsibilities in CTBL situations have also found a place in this chapter. More
importantly, the chapter gives a glimpse of the significance of my pedagogical approach for today world
context of globalisation, which is highly complicated and fiercely competitive.
The 6th chapter underscores salient features of CTBL in an attempt to give a more clear portrayal of
my world-class approach to ELT/Education. It gives a glimpse of the significance of interpersonal skills,
mutual face-to-face promotive interaction, and (continuity of) team processing, and highlights the importance
of adherence of all class participants to CTBL’s culture. The strategies which could be applied for ensuring
positive interdependence, individual accountability, equal participation, and simultaneous interaction of all
team members have also been elaborated. The chapter also differentiates different criteria for team formation
and sheds light on the distinguishing features of team formation plan in CTBL situations. Most importantly,
the chapter elaborates CTBL teachers’ roles, both at class and at global level.
Chapter 7 intends to put forward certain techniques for boosting the effectiveness of CTBL. It also
suggests some relaxing but influential activities for accelerating further the efficiency of teamwork in classes
4. run through CTBL. Importantly, this chapter puts forward a comprehensive introduction to students’
responsibilities in CTBL settings.
Chapter 8 serves as a platform to precisely substantiate the success of CTBL as an effective strategic
socio/edu-political instructional approach. To that end, it lays out part of the (didactic) theories and
hypotheses - both in general education and in ELT - which in one way or another delineate, confirm, and
support the mechanisms under which successful (language) learning/living occurs and then tries to correlate
them to the components, mechanisms, and objectives of CTBL. My "Multiple Input-Output Hypothesis"
and, more importantly, my "Cognitive Socio-Political Language Learning Theory" have also been thrown into
sharp relief. The bridging the gap between theory and practice in this chapter, would, i hope, enable educators
to better recognize the true essence of my approach and consequently its pivotal significance especially for
today world context not only as a sophisticated, modern, super-flexible, inclusive, and relevant and realistic
approach to ELT/Education, but as a 'weapon' as well. The chapter eloquently implies how my ‘unique’
instructional innovation is, in the last analysis, an approach to empowering and liberating the Other/the
oppressed and, in point of fact, an approach to the elimination of dictatorship and apartheid.
Considering the multitude of benefits (language) learners could derive from an online technologyenriched curriculum, the task of the application of such technologies in classes/courses run through CTBL is
a challenge that must be addressed. The Ninth Chapter, as such, suggests the inclusion of online technology,
as an effective educational apparatus, into CTBL language classes/courses via a concrete plan of action. The
Chapter also gives glimpse of the emerging online technologies and presents pragmatic guidelines for
successful implementation of such innovations. Educational institutes – from primary to post secondary –
could consider the proposed programme for enhancing the attainment of CTBL/their educational objectives.
The project may also be implemented state-/country-wide.
Chapter 10 presents an overview of evaluation of CL (methods) done by researchers throughout the
last decades with reference to eight distinct domains of research. These domains include
1. General education,
2. Language learning,
3. Reading comprehension,
4. (Language) learning strategies,
5. Attitudes of students,
6. Retention of information,
7. Undergraduate learners, and
8. The kind of inter-group interdependence.
Of these, i will briefly survey the first six, and pay closer attention to the remaining two, which are
more directly relevant to current research on CL methods. The last part focuses upon research findings which
are divergent vis-à-vis efficacy of CL methods.
Chapter 11 is an attempt to bring to the fore my MA and PhD level research findings regarding the
effectiveness of my instructional innovation in comparison to the TLM as well as to the most popular
method of CL which has been developed by Johnson and Johnson at the University of Minnesota in the
USA. More importantly, the Chapter elaborates the reasons as to why CTBL has been more effective than the
traditional methods even in the arena of CL methods in terms of its contribution to effective learning. The
chapter then substantiates the relevance of my pedagogical approach against the backdrop of ongoing
globalisation, which means a great deal of competitive spirit in the present world context.
The 12th Chapter presents a cogent and critical analysis and comparison of CTBL and other popular
methods and approaches in the arena of Education in general and ELT in particular in terms of their
distinguishing features and characteristics. Among such methods and approaches are ALM, CLT,
Collaborative Learning, Interactive Learning, and CL/methods. A synthesis of the distinguishing drawbacks
of the comparison methods and approaches is part of the chapter. The chapter also explicates how my
5. educational approach is, in the last analysis, an approach to human prosperity and world peace. I hope this
chapter would contribute to making a sound decision on a method/approach for the benefit of today
Education regimes.
In the light of the importance attributed to interactive methods and approaches and particularly
CTBL, suggestions to prospective stakeholders (viz. policy makers, resource material developers, syllabus
designers, methodologists, teachers, test constructers and examiners, and researchers) have been put forth in
the last chapter, Chapter 13. The contribution of this volume to new knowledge and information on the
subject in question and the journey or evolution CTBL vis-à-vis ELT/Education is likely to take in the near
future is indicated. Some pragmatic guidelines for the inclusion of a head university for promoting the quality
of ELT particularly in undeveloped and developing countries have also been provided in this last chapter of
the book.
Appendices, a detailed bibliography of the select list of books, articles, journals, internet- resources,
and the index have also been included, at the end of the present volume, for the benefit of students, teachers,
and researchers. Finally, as noted, you will not get a comprehensive picture of my message unless you go
through the 'Epilogue', and even 'Appendices'.
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Book No. 2 – 150 pages of 24 lines each
Teach Language Effectively: A Practical Crash Course
This guidebook brings into sharp focus some effective techniques for teaching vocabulary, grammar,
reading, writing, listening, speaking, and language learning strategies at primary, secondary, and
collegiate levels. Some effective guidelines have also been provided for Online Teaching.
Importantly, this manual throws light on chronological development of ELT in an attempt to introduce
CTBL, the author’s pedagogical innovation. The nature and the characteristics of this world-class
innovative approach not only contribute to language learning (strategies) and excellence in the learning.
They likewise promote true and flexible active learning, interactive competence, long-term retention, and
especially the acquisition of some crucial habits of mind such as objectivity, and critical and creative
thinking. The mechanisms underlying the implementation of CTBL as well as presentations and
classroom techniques in classes where this approach may be applied have been illustrated. Dr Hosseini’s
sample lesson plans and CV have also found a place in this book.
This must-read guidebook along with its accompanying DVD will be of immense help to whoever wants
to teach language. It is helpful particularly to ELT students, language teachers at all levels, and in-service
programmes for instructors / T.T.C. crash courses.