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    Wyświetlanie 1-4 z 4
    Tytuł:
    The use of active learning methods to stimulate student activity in the online course
    Autorzy:
    Rybalko, Irena
    Bukrieieva, Olha
    Skrypnyk, Nataliia
    Powiązania:
    https://bibliotekanauki.pl/articles/1827696.pdf
    Data publikacji:
    2020-11
    Wydawca:
    Szkoła Główna Handlowa w Warszawie
    Tematy:
    online course
    extramural education
    REAL (Rich Environments for Active Learning)
    active learning methods
    gamification
    Opis:
    The development of innovations and related changes in the labor market, as well as Ukraine’s aspiration toward Euro integration, have led to the need for transformation of teaching media and methods in higher education. The consequence of this is a massive transition to e-learning, both in the native language and in English, which, however, creates psychological and pedagogical problems. These are difficulties for students with self-organization and self-training, establishing interpersonal contacts, maintaining the motivation to learn, and meeting a certain level of foreign language proficiency.The problems for teachers include the need to develop new teaching methods and technologies, changing the role of the teacher and the methods of interaction between participants in the educational process. The article presents the experience of mitigating these problems in the online course, “Fundamentals of Vehicle Certification” in Ukrainian and English by using active learning methods, innovative methods of motivation, and organization of reflection and communication, presenting some sections both in the native and foreign language. The introduction of this course into the educational process in the extramural form of education showed that the methods proposed by the authors reduced these problems, while the number of A and B grades increased. In addition, it was concluded that the effective use of online courses requires their preliminary approbation and further improvement, taking into account the characteristics of the discipline, experience and goals of the students.
    Źródło:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2020, 86, 4; 47-53
    1731-6758
    1731-7428
    Pojawia się w:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Kapłan gwiazdor, showman i inkwizytor: Zagrożenia aktywizmem w posłudze katechetyczno‑duszpasterskiej
    A Priest as a Star, Showman and Inquisitor: Dangers of Using Active‑Learning Methods by Priests in Their Pastoral Service
    Autorzy:
    Cichosz, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/559619.pdf
    Data publikacji:
    2010
    Wydawca:
    Gdańskie Seminarium Duchowne
    Tematy:
    katecheza
    katecheta
    metody aktywizujące
    pedagogia wiary
    evangelization
    catechist
    active‑learning methods
    Opis:
    Przez analizy prowadzone w tekście przewija się zasadnicze pytanie: czy usprawiedliwione jest stosowanie metod aktywizujących w nauczaniu religii i pracy duszpasterskiej? Nowe trendy w teologii i nauczaniu religii mają bez wątpienia wiele zalet; podkreśla się zwłaszcza wynikającą z nich efektywność nauczania. Czynią także zadania ucznia bardziej atrakcyjnymi i ułatwiają pracę nauczyciela. Z ich zastosowaniem wiążą się jednak pewne niebezpieczeństwa, przede wszystkim przecenienie roli psychologii w podejściu do doświadczenia religijnego i koncentracja raczej na metodzie uczenia niż na jego celu. Stąd w podejściu do metod aktywizujących należy zachować arystotelesowski „złoty środek” – właściwą równowagę.
    On 19th June 2009, Pope Benedict XVI inaugurated the Year for Priests which will last till 19th June 2010. The motto of this year is “The faithfulness of Christ, the faithfulness of a priest”. The Year was established on the occasion of the 150th anniversary of death of St John Baptist Marie Vianney, the parish priest of Ars. The question about the role of a priest in society, especially in a parish, at school and in local communities seems to be of great importance nowadays. A contemporary man is often exposed to the influence of numerous experimentalists, showmen and pedagogical inquisitors, and the rapid expansion of psychology in our lives, which sometimes leads to a complete takeover, is present in most areas of everyday life. This process also concerns the religious sphere, and the subjectivization of a religious experience makes people feel as if they are left on their own. The overuse of psychology in religious experiences is dangerous as it might be connected with moving the sphere of the sacred onto the plane of the personal experience of a man, and it carries with it the lack of any needs to participate in religious observances and redefining ethical and social norms. In this situation priests and religious educators must choose suitable methods of evangelization with a great deal of responsibility and care. At the same time they cannot follow the modern teaching fashions too closely, because then the main aim of their work, which is leading people to God and salvation, might be deprecated. It might lead to so‑called religious infantilism – the religious experience lasts as long as the stimulus (influencing the senses) is at work. When the stimulus disappears, so does the religious experience. This situation may take place when a priest‑showman puts the teaching method in the first place and neglects the very essence and aim of his teaching. Although active‑learning methods stimulate creative actions and creativity, they also carry with them the dangers of knowledge which has not been consolidated and which is superficial. They threaten religious educators by assuming the role of a showman or an inquisitor. Religious educators and priests should treat themselves with a certain dose of reserve, so that God is always at the centre of the process of religious education. A fundamental question runs throughout the analyses that has been carried out – is using active‑learning methods in religious education and pastoral service justified? New trends in methods of education and theology are definitely in their favour, and they emphasize the correlation between using active‑learning methods and the effectiveness of teaching. This process concerns both working at school and in the parish. Undoubtedly, they make teaching more attractive and they facilitate the learning process. However, they are also connected with the danger of the over use of psychology when looking at religious experience and of placing too much emphasis on the teaching method itself rather than its aim. Thus, what we should wish for is that active‑learning methods should be used while preserving the Aristotelian golden mean – a proper use of the desirable balance between two extremes, finding a compromise and moderation between them, according to the saying nec temere, nec timide (neither rashly nor timidly).
    Źródło:
    Studia Gdańskie; 2010, 26; 109-129
    0137-4338
    Pojawia się w:
    Studia Gdańskie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Action learning i jego granice (Action Learning and Its Limits)
    Action Learning and Its Limits
    Autorzy:
    Woźniak, Jacek
    Powiązania:
    https://bibliotekanauki.pl/articles/598923.pdf
    Data publikacji:
    2015-02-15
    Wydawca:
    Instytut Pracy i Spraw Socjalnych
    Tematy:
    action learning
    uczenie projektowe
    uczenie problemowe
    aktywne metody szkolenia
    project–learning
    problem–learning
    active training methods
    Opis:
    Action learning, jako metoda uczenia bazująca na wykorzystaniu refleksji w oparciu o działania realizowane pod pełnym obciążeniem naturalnego kontekstu życia codziennego, jest słabo znana w polskiej literaturze z zakresu zarządzania. Celem tekstu jest prezentacja tej metody oraz dyskusji definicyjnych, jakie pojawiają się od 30 lat w literaturze anglosaskiej. Dodatkowo zostanie zaprezentowane jej precyzyjne rozróżnienie od innych metod rozwoju, które wykorzystują refleksję grupową, a mianowicie uczenia opartego na projektach oraz na problemach. Rozważania definicyjne zilustrowane zostaną opisem przypadku – interwencji mającej zwiększać szanse zatrudnieniowe młodzieży wiejskiej trwale pozostającej poza rynkiem pracy – w którym wykorzystano omawiane trzy metody rozwoju indywidualnych kompetencji.
    Action learning as a teaching method is grounded on reflection based on action taken under the full burden of the natural context of daily life. It is not well known in Polish literature on management. The objective of this text is a presentation of the method and discussions on definitions that have appeared for the past thirty years in English–language literature. Moreover, a precise differentiation from other development methods using group reflection—those applying project– and problem–based learning—are also presented. A case study illustrates consideration of definitions—intervention aimed at increasing the employment opportunities of rural youth chronically outside the labor market—using the three discussed methods of developing individual competencies.
    Źródło:
    Zarządzanie Zasobami Ludzkimi; 2015, 2015 1(102); 55-68
    1641-0874
    Pojawia się w:
    Zarządzanie Zasobami Ludzkimi
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    “Learning to Learn” as a Way of Making the Most of Experiences of Failure
    Autorzy:
    Blanco Navarro, Marta
    Powiązania:
    https://bibliotekanauki.pl/articles/2120311.pdf
    Data publikacji:
    2022-06-29
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    comprehensive education
    active methods
    personal
    social and learning-to-learn competency
    Sustainable Development Goals (SDGs)
    self-improvement
    Opis:
    This article focuses on the educational principle of action as a means for personality development. In a climate of self-improvement and reflection, well-prepared educators can guide children and young people to be able to learn from the experience of failure in their lives. In particular, we analyze the extent to which the doing-doing methodology proposed by Tomás Morales in his work Forja de Hombres [Forge of Men] can contribute to the development of the key personal, social and learning-to-learn competency, incorporating the Sustainable Development Goal of Health and Well-Being.
    Źródło:
    Multidisciplinary Journal of School Education; 2022, 11, 1 (21); 11-34
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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