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Tytuł:
Educational robotics for promoting 21st century skills
Autorzy:
Eguchi, A.
Powiązania:
https://bibliotekanauki.pl/articles/385282.pdf
Data publikacji:
2014
Wydawca:
Sieć Badawcza Łukasiewicz - Przemysłowy Instytut Automatyki i Pomiarów
Tematy:
robotics in education
21st century skills
Opis:
This paper introduces an educational robotics course offered as one of the Interdisciplinary Studies Courses under General Education category at a liberal art college that serves predominately underprivileged population of students from neighboring communities in New Jersey. It also presents the case study to examine participated students’ learning from the course. The results show that, although the focus of the course is the educational robotics and programming to control robots created with LEGO Mindstorms, the students identified their learning of collaboration and cooperation skills as well as communication skills as one of the best learning outcomes from the course.
Źródło:
Journal of Automation Mobile Robotics and Intelligent Systems; 2014, 8, 1; 5-11
1897-8649
2080-2145
Pojawia się w:
Journal of Automation Mobile Robotics and Intelligent Systems
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rethinking literacy in the 21st century: A pluriliteracies approach to CLIL
Autorzy:
Cinganotto, Letizia
Cuccurullo, Daniela
Powiązania:
https://bibliotekanauki.pl/articles/605950.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
Literacy
pluriliteracies
CLIL
21st century learner
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
The paper focuses on the concept of literacy in the 21st century, which takes the shape of “pluriliteracies” in order the meet the challenges of the knowledge society. A project promoted by the European Centre of Modern Languages in Graz titled “Pluriliteracies Teaching for Learning” will be mentioned and described, referring to the conceptual framework aimed at deeper learning by interpreting and revisiting CLIL (Content and Language Integrated Learning) methodology. 
L'article contient uniquement les résumés en anglais.
Źródło:
Lublin Studies in Modern Languages and Literature; 2019, 43, 3
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
21st Century Skills and Individual Basic Values of the Future IT Specialist: Education Perspective
Autorzy:
Pelekh, Yurii
Shlikhta, Ganna
Powiązania:
https://bibliotekanauki.pl/articles/29520772.pdf
Data publikacji:
2024-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
21st century skills
correlation
competence
IT specialists
values
Opis:
Given the reliance of the contemporary IT professional training process on a predetermined scenario for success outlined in educational programs and confined within local needs our research aimed to identify and examine effective ways of integrating spiritual and professional development for future specialists in the field of digital (IT) technologies. Our assumption was that the development of core values as a spiritual component of IT specialists influences the effectiveness of acquiring 21st century skills and shapes their professional competence. A correlational study was conducted to explore the relationship between the level of formation of core values in future IT specialists and the level of 21st century skills in these individuals. The research strategy was based on the application of distinct methods (Schwartz, S. H. (1992), Hixson, 2012, mathematical statistical methods – Kendall’s correlation analysis) to test the effectiveness of the author’s model. Its conceptual idea is to confirm the hypothesis that higher levels of 21st century skills correlate with higher levels of core values in future IT specialists. The results of the tasks revealed correlations between higher levels of 21st century skills and the core values of future IT specialists. This allowed confirming the leading idea of the research: Ukrainian students in IT specialties demonstrate the ability to acquire 21st century skills associated with values that support a “positive” vector in the functioning of an individual (benevolence, conformity, security, traditions, universalism, stimulation, and independence).
Źródło:
The New Educational Review; 2024, 75; 176-188
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
DIGITAL STORYTELLING: AN INTEGRATED APPROACH TO LANGUAGE LEARNING FOR THE 21ST CENTURY STUDENT
Autorzy:
Ribeiro, Sandra
Powiązania:
https://bibliotekanauki.pl/articles/955714.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Digital Storytelling
language learning
technology
21st century student
Opis:
Societal changes have, throughout history, pushed the long-established boundaries of education across all grade levels. Technology and media merge with education in a continuous complex social process with human consequences and effects. We, teachers, can aspire to understand and interpret this volatile context that is being redesigned at the same time society itself is being reshaped as a result of the technological evolution. The language-learning classroom is not impenetrable to these transformations. Rather, it can perhaps be seen as a playground where teachers and students gather to combine the past and the present in an integrated approach. We draw on the results from a previous study and argue that Digital Storytelling as a Process is capable of aggregating and fostering positive student development in general, as well as enhancing interpersonal relationships and self-knowledge while improving digital literacy. Additionally, we establish a link between the four basic language-learning skills and the Digital Storytelling process and demonstrate how these converge into what can be labeled as an integrated language learning approach.
Źródło:
Teaching English with Technology; 2015, 15, 2; 39-53
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
National Security in the 21st Century. A Time of Discontinuation
Autorzy:
Aleksandrowicz, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/1808079.pdf
Data publikacji:
2019-04-11
Wydawca:
Wyższa Szkoła Bezpieczeństwa Publicznego i Indywidualnego Apeiron w Krakowie
Tematy:
21st century
change
discontinuation
national security
threats
risks
Opis:
The analyses of the security environment of the second decade of the 21st century clearly indicate that the period will be recorded in history as a decade of change, a time of discontinuation. Liberal democracy ceases to be the dominant paradigm, and the challenging of the liberal-democratic ideas is the most profound change since the establishment of the democratic order in the West in 1945. We are facing a growing gap between societal expectations and the abilities of the governments as well as the results that they deliver – the function of the state is changing, and governing is becoming ever more difficult. It is highly likely that the consequences of these changes will be more serious than the end of the Cold War and the collapse of the Soviet Union. The basic principles of the international order created after World War II are becoming increasingly obsolete. It appears obvious that these changes affect not only individual societies in the West, but also global international relations. These changes are accompanied by a scientific and technological revolution, in particular with regard to information. These phenomena can and should be analysed in terms of changes in the security environment understood as a mix of opportunities, challenges, threats and risks. This applies to the European Union in particular, as well as to the entire continent. It is reasonable to assume that risks and threats to Europe gain new depth within this context.
Źródło:
Security Dimensions; 2018, 28(28); 88-121
2353-7000
Pojawia się w:
Security Dimensions
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Some Comments on Vietnam’s Security in the 21st Century
Autorzy:
Kościelniak, Karol
Powiązania:
https://bibliotekanauki.pl/articles/1963353.pdf
Data publikacji:
2019-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Vietnam
international security
21st century
South China Sea
Opis:
The main objective set by many countries is ensuring security. The means to accomplish this goal are the armed forces, obliged to guarantee safe functioning of the state and its citizens. There are states, for which maintaining a powerful, modern army has enormous significance for their superpower status, for their preparedness to a potential conflict or as a deterrent for the neighbouring states. Therefore, in the following text I will deal with the Socialist Republic of Vietnam, because of its history, and especially due to the region where it is situated - one of the hottest places on Earth, full of misunderstandings, disputes and conflicts causing that the states situated there, including Vietnam, are modernising their armies.
Źródło:
Reality of Politics; 2019, 10; 71-78
2082-3959
Pojawia się w:
Reality of Politics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Positive Language Education: Combining Positive Education and Language Education
Autorzy:
Mercer, Sarah
MacIntyre, Peter
Gregersen, Tammy
Talbot, Kyle
Powiązania:
https://bibliotekanauki.pl/articles/783211.pdf
Data publikacji:
2018
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
SLA
positive psychology
education
wellbeing
PERMA
21st century skills
Opis:
In this paper, we discuss the notion of Positive Language Education (PLE), which stems from a combination of Positive Education and Language Education. We suggest that there are good reasons for language educators to engage in enhancing 21st century skills alongside the promotion of linguistic skills. One key set of 21st century competences that would have academic and non-academic benefits are those which promote wellbeing. Wellbeing is indeed the foundation for effective learning and a good life more generally. Drawing on ideas from Content and Integrated Language Learning and Positive Education, PLE involves integrating non-linguistic and linguistic aims in sustainable ways which do not compromise the development of either skill set, or overburden educators. We believe that there are strong foundations on which to build a framework of PLE. Firstly, many language teachers already promote many wellbeing competences, in order to facilitate language learning. There is also a growing body of research on Positive Psychology in Second Language Acquisition on which further empirical work with PLE interventions can be developed. Building on the theoretical arguments put forward in this paper, we call for an empirically validated framework of PLE, which can be implemented in diverse cultural and linguistic settings.
Źródło:
Theory and Practice of Second Language Acquisition; 2018, 4, 2
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
E-Learning and Blended Learning in the Opinions of Polish Students
Autorzy:
Chrost, Marzena
Chrost, Sławomir
Powiązania:
https://bibliotekanauki.pl/articles/2028736.pdf
Data publikacji:
2021-12-27
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
distance education
online learning
COVID-19
pandemic
21st century skills
Opis:
For the first time in history, the education system has experienced a crisis situation on a global scale, leading to total and forced isolation in social life and communication. In March 2020, full-time classes at universities in Poland were suspended due to the epidemic caused by the COVID-19 coronavirus. This state of affairs resulted in the need to shift scientific and didactic work to be “remote”. This article aims to present students’ opinions on e-learning and blended learning after several months of experience with such forms of learning. The main research problem was formulated as follows: “What are the Polish students’ opinions of e-learning during the pandemic?” The method of diagnostic survey and the questionnaire technique called the SWOT were used in the empirical research. The research was conducted in May and June 2020 in three selected universities. A total of 314 students took part in it. The results indicate that remote teaching has both specific strengths and weaknesses and that there are many opportunities and threats associated with this form of teaching; nevertheless, a larger proportion of the data were related to the weaknesses. Undoubtedly, there are still many activities that should be introduced into practice and everyday academic education. Perhaps a creative solution will be to introduce only some elements of distance learning, which can contribute to a better acquisition of IT and digital competences and can help students develop activity, self-discipline, and independent learning.
Źródło:
Multidisciplinary Journal of School Education; 2021, 10, 2 (20); 233-255
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Language management in international business. Implementation of strategies to bridge linguistic and cultural barriers
Autorzy:
Grzeszczyk, Kamila Barbara
Powiązania:
https://bibliotekanauki.pl/articles/1193993.pdf
Data publikacji:
2015
Wydawca:
Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
Tematy:
business in the 21st Century
communication
language barriers
multinational companies
Opis:
Good communication is indispensible when doing business in the 21st Century. It is connected to the fact that most corporations operate worldwide. Multinational companies can encounter many problems when maintaining its global coordination. They often face linguistic and cultural differences. Undermining language management significance has a direct impact on businesses. All multinational companies need to apply solutions to the problem of language barriers and their communication weaknesses. Although there is a wide-range of different strategies that can be adopted by corporations to enhance business performance on the global market, many companies are not fully aware and consider those strategies unimportant.
Źródło:
World Scientific News; 2015, 7; 136-159
2392-2192
Pojawia się w:
World Scientific News
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Creating a Culture-Based Language Learning Course for Developing Adult Learners’ 21st Century Skills
Autorzy:
Luka, Ineta
Powiązania:
https://bibliotekanauki.pl/articles/628110.pdf
Data publikacji:
2019
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
adult teaching/learning, language competence, 21st century skills, blended-learning
Opis:
Aim. The aim of the study is to research ways of developing adult learners’ 21st century skills in a culture-based language learning course applying innovative teaching/learning tools and methodologies considering adult learners’ specific needs and special educational treatment required to overcome learning barriers. Methods. Data collection methods include teachers’ accounts in the form of reflective essays on their pedagogical experience collected from 14 teachers. For data analysis and interpretation constant comparative method to elicit themes/categories and create construct mapping to make connections between ideas and themes has been used. Results and conclusion. An on-line learning course for adult learners, including blended-learning, must be based on classic adult learning principles considering the given socio-cultural context, learners’ backgrounds, needs, motivation, learning styles and strategies. The adult learners’ skills developed and cultural knowledge increased will help them in enriching their knowledge and competences, thus leading to higher upskilling and higher employability and quality, as well as becoming true lifelong learners. Research restrictions. The current paper deals with the analysis of the first stage of the research – teachers’ feedback and course creation. The second stage comprising observation and feedback obtained during the course piloting eliciting learners’ and teachers’ data will be analysed in a later article. Practical application. The research findings are useful in selecting suitable methodologies and approaches for language learning courses for adult learners, possibly for other courses as well. Originality/Cognitive value. The current research enables understanding adult learning context and specifics to secure special educational treatment required to overcome learning barriers and develop adult learners’ 21st century skills in a culture-based blended-learning course.
Źródło:
Journal of Education Culture and Society; 2019, 10, 2; 151-169
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
21st Century prose and freedom – from the issues of proza środka
Autorzy:
Czyżak, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/650131.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
contemporary prose
21st century literature
freedom
1989 year’s turn
Opis:
The main aim of the article is a consideration the problems connected with this part of contemporary literature which is called “proza środka” (“prose of the middle”). 21st century novels treated as the examples of this phenomenon (e.g. Lubiewo written by Michał Witkowski, Poczwarka by Dorota Terakowska, Kurator by Zbigniew Kruszyński) and their reception prove that new political situation after 1989 changes the rules of common literary perception. The readers expectations support origination of textes which are ambitious, attractive but also easy to assimilation. The main theme of that part of prose is freedom, especially freedom of the indyvidual.
Źródło:
Acta Universitatis Lodziensis. Folia Litteraria Polonica; 2017, 45, 7
1505-9057
2353-1908
Pojawia się w:
Acta Universitatis Lodziensis. Folia Litteraria Polonica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Operating surplus in financial management of Polish local government units
Autorzy:
Błażuk, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/1827133.pdf
Data publikacji:
2019-05-12
Wydawca:
Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach
Tematy:
Indebtedness
Local government finance
Local government units
Poland 21st century
Opis:
The aim of the article is to assess the currently effective limiting mechanisms for debt incurrence capability of Polish local government units (LGU), which is based on the size of the generated operating surplus. Moreover, the article includes a verification of a hypothesis stating that from 2011, the level of operating surplus significantly influences the investment decisions of LGUs. The article also skeptically scrutinizes the introduction of the operating surplus generation imperative with reference to the LGU subsector (a legal ban of deficit in the current part for LGUs) without similar restrictions regarding the central subsector, which was responsible for about 93% of total public debt in 2001-2016. The methodology applied includes statistical data analysis, as well as a dogmatic-legal method. The dependence of debt incurrence capability on generated operating surplus is to be positively appraised – the financial ratio which incorporates the size of the surplus is an indicator that defines a safe level of debt and therefore accurately reflects the financial condition and credit capabilities of LGUs. This value determines, not only the formal, but also the real credit capability of the unit. The reform of the LGU finance system without any additional constraints on the central level will not lead to the general rejuvenation of the public finance.
Źródło:
Zeszyty Naukowe Uniwersytetu Przyrodniczo-Humanistycznego w Siedlcach; 2018, 45, 118; 93-98
2082-5501
Pojawia się w:
Zeszyty Naukowe Uniwersytetu Przyrodniczo-Humanistycznego w Siedlcach
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Tragedy/Irony. A Reflection on Engaged Poetry and Time
Autorzy:
Jędrzejko, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/625933.pdf
Data publikacji:
2020
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
protest
intimate revolt
Ernest Bryll
Banana Boat
21st century protests
Opis:
Unlike four decades ago, today-safe in our privilege-we, Poles, are allowed to protest. Irrespective of the brutality of the riot police and despite evident instances of the abuse of justice, the consequences of participation in peaceful demonstrations are incomparably less tragic than it was the case in the early 1980s. And yet it would be impossible not to notice the profundity of the yawning abyss between the palpable reality of desperate acts of self-immolation and the safety of Facebook-based philippics, between the individual tragedies of dying hunger strikers and the “intimate revolts” of those who-having much too much to lose-speak out against the collapse of essential values in the serene sanctuary of their homes. The tragedy of the irony of the self-fashioned righteousness seems to match the irony of the real tragedies: the (post)modern hamartia seems to be well illustrated by the difference between two musical interpretations of Ernest Bryll’s disconcerting protest song “I Still Carry My Poems,” first arranged and performed in the 1980s by Tomek Opoka, and then reinterpreted and reinvented in 2009 by the Banana Boat, whose version was included in an album created by Piotr Bakal in memory of the blind bard. The present reflections, therefore, address the phenomenon of the ironic protest, in which self-made heroes thrive, and tragic protesters become invisible, their humanity transformed into an icon.
Źródło:
Review of International American Studies; 2020, 13, 1; 5-17
1991-2773
Pojawia się w:
Review of International American Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
European cultural heritage and skills development course for adult learners’ self-development
Autorzy:
Luka, Ineta
Powiązania:
https://bibliotekanauki.pl/articles/1878497.pdf
Data publikacji:
2021-09-25
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
blended-learning
learning platform
language competence
21st century skills
cultural awareness
Opis:
Aim. This article aims to evaluate the target course created and the development of adult learners’ 21st century skills during the course implementation in six EU countries. Concept. European Cultural Heritage and Skills Development Course is a culture-based blended-learning course created within the framework of the Erasmus+ project “Cultural Knowledge and Language Competences as a Means to Develop 21stCentury Skills” conducted in six EU countries: Croatia, Latvia, Slovenia, Romania, Poland and Czech Republic (Project No.2018-1-HR-01-KA204-047430; 2018-2021). The course content is presented in a form of a story, applying innovative methodologies and tools increasing adult learners’ cultural knowledge and ensuring the skills development. This article focusses on blended-learning in particular, and the course evaluation given by learners and teachers after the course implementation in the six partner countries as well as the development of adult learners’ 21st century skills. Results and conclusion.The results indicate a positive evaluation of the learning platform, the learning methodologies and tasks as well as a positive trend considering the development of learners’ 21st century skills, including the English language competences. Although the results varied from country to country, no extremely significant differences between the evaluation done by learners and the teachers were found, thus the course may be applicable to adult teaching/learning. Practical application.The created blended-learning course may be a viable option for developing adult learners’ 21st century skills and increasing their cultural awareness of the less known EU intangible cultural heritage.   Originality.The contribution describes the difference between flipped, hybrid and blended-learning and introduces a novel approach of creating a blended-learning course for adult learners.
Źródło:
Journal of Education Culture and Society; 2021, 12, 2; 505-526
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Developing 21st Century Skills in a Foreign Language Classroom: EFL Student Teachers’ Beliefs and Self-Awareness
Autorzy:
Baran-Łucarz, Małgorzata
Klimas, Anna
Powiązania:
https://bibliotekanauki.pl/articles/2016205.pdf
Data publikacji:
2020
Wydawca:
Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
Tematy:
21st century skills
4Cs
student teachers
teacher beliefs
EFL teaching
Opis:
This study reports on EFL student teachers’ opinions, beliefs and their self-awareness of developing 21st century skills, particularly the 4Cs: critical thinking, creativity, communication, collaboration, in the Polish educational context. A questionnaire designed for the purpose of this study was administered to 53 participants who were all student teachers of English enrolled in bachelor’s and master’s degree programmes. The survey results indicate that although the majority of the participants showed a low level of understanding of what 21st century skills are, they were fairly positive about integrating them into foreign language classroom instruction. At the same time, the teacher trainees tended to overrate their own abilities to develop the 4Cs in their future students. These findings suggest a greater need to raise FL teachers’ awareness as to the implementation of particular 21st century skills in the classroom. It is also postulated that enhancing such skills among student teachers in the course of teacher training is a prerequisite for 21st century skills-oriented pedagogy.
Źródło:
Academic Journal of Modern Philology; 2020, 10; 23-38
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
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