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    Wyświetlanie 1-4 z 4
    Tytuł:
    Technicyzacja: „w niewoli władzy i wolności”
    Scientific Discipline and Identity of the Scholar
    Autorzy:
    Klichowski, Michał
    Powiązania:
    https://bibliotekanauki.pl/articles/916929.pdf
    Data publikacji:
    2019-09-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    education
    ICT
    sociology of education
    cognitive pedagogy
    Opis:
    Technicalisation, particularly in relation to mass media and Internet, catches people – as Melosik’s concept shows – in a trap of power and freedom. Contemporary citizens are misled by the promise of technological freedom and, simultaneously, they stimulate the processes of global technicalization. As a consequence, they become slaves of technological power. This paper shows two selected contexts of such techno-paradox: techno-slavery of cognitive processes and techno-slavery of the future.
    Źródło:
    Studia Edukacyjne; 2019, 54; 27-36
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Codzienne operacje arytmetyczne a problem kosztów podwójnego zadania: raport z eksperymentu behawioralnego kontrolowanego elektroencefalografem
    Everyday Mental Calculations and Dual-Task Costs: Evidences from a Behavioral Experiment Supported by EEG
    Autorzy:
    Przybyła, Tomasz
    Klichowski, Michał
    Powiązania:
    https://bibliotekanauki.pl/articles/15840742.pdf
    Data publikacji:
    2018-09-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    mental arithmetic
    cognitive-motor interference
    mathematical education
    shopping at the supermarket
    Opis:
    Very recent studies show that a cognitive-motor interference can expose people not only to a motor danger but also weaken their cognitive capabilities. This effect is called the dual-task cost. One of the most popular examples of it nowadays is the smartphone use while walking, which is well examined. Yet, there are no studies that would analyse to what extent the other high-popular dual-task situation – shopping at the supermarket, weakens cognitive processes. To shed some light on this issue, we investigated a behavioral experiment on everyday mental calculations. Methods: Twenty mathematical-ly-educated adults took part in this study. We used stimuli in the form of shop labels. The participant’s task was to add two prices or state the price after a discount. They carried out the tasks by turns, either by standing (single-task) or walking with a shopping basket (dual-task). EEG controlled level of their attention. Results: We found that a cognitive-motor interference do not affected the everyday mental calculations. But, such familiar mental arithmetic as calculating prices after discounts was frighteningly difficultfor the participants. Conclusions: While our findingdoes not confirmthe occurrence of dual-task costs in everyday mental calculations, it has profound consequences for a mathematical education, which effects turn out to be useless in real life.
    Źródło:
    Studia Edukacyjne; 2018, 49; 145-155
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Neuro-Edu-Techno (NET) Approach in Studies on Educational Therapy for Developmental Delays: A Case of Focal Cortical Dysplasia
    Podejście Neuro-Edu-Techno (NET) w badaniach nad terapią pedagogiczną: Kazus ogniskowej dysplazji korowej
    Autorzy:
    Przybyła, Tomasz
    Klichowski, Michał
    Powiązania:
    https://bibliotekanauki.pl/articles/919891.pdf
    Data publikacji:
    2019-03-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    brain malformations
    FCD-students
    ICT-therapy
    developmental retardation
    Neuro-MIG
    Opis:
    Focal cortical dysplasia (FCD) may vary in size and be located in any area of the human brain. In general, FCD causes epilepsy and it is usually associated with mental retardation. Even in case of epilepsy various types of treatment are identified, there is no complete educational therapy for developmental delays caused by FCD. Moreover, there are no works that synthetically discuss the possibilities of supporting such therapy by technology-based solutions. Method: Here, we investigate this issue using a systematic literature review. Results: Despite the fact that we were dealing with the lack of studies on technology-based educational therapy for students with cognitive problems due to FCD, we point out several potential benefits of this type of assistance. Discussion and conclusions: Our study clearly demonstrates that technology may strongly enhance educational therapy for developmental delays caused by focal cortical dysplasia and that there is a need for further neuro-edu-techno (NET) studies on this topic.
    Źródło:
    Studia Edukacyjne; 2019, 52; 97-106
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    City-based learning – koncepcja uczenia się poprzez miasto. Tło teoretyczne, podstawowe założenia, przyszłe konteksty rozwoju i implementacji
    City-Based Learning Concept. Theoretical Background, Basic Assumptions, Future Contexts of Development and Implementation
    Autorzy:
    Kruszwicka, Agnieszka
    Klichowski, Michał
    Powiązania:
    https://bibliotekanauki.pl/articles/923122.pdf
    Data publikacji:
    2018-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    pedagogy of place
    urban education
    technology-enhanced learning
    educational cloud
    Opis:
    Currently, over a half of the world’s population lives in cities. It is estimated that by 2050 at least 85 per cent of Europeans will have lived in European cities. This trend is related to the fact that today cities are spaces of permanent learning in authentic contexts, which is fostered by the development of new technologies. However, little is known about the city-based learning concept, which is crucial for this type of technology-enhanced learning. Here, we discuss the theoretical background, basic assumptions and future contexts of development and implementation of this idea. Firstly, we demonstrate that city-based learning is contingent on such theories as urban studies, pedagogy of place, as well as urban education, explorative learning, learning outside the classroom, mobility of learning space or on-street activity. Secondly, we show that smartphones, tablets, GPS, educational cloud, and digital textbooks are technologies for city-based learning. We conclude that cities connected to an educational cloud (which is full of educational resources and serves as a platform for educational communication) are unique environments for students equipped with mobile tools. Finally, we point out a new project on a city-based learning implementation.
    Źródło:
    Studia Edukacyjne; 2018, 50; 135-150
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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