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HDS.Journal: Tagungsedition Lernkulturen - LehrkulturenUniversität Leipzig January 2013 (has links)
No description available.
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HDS.Journal: Tagungsedition: Inter::Disziplinäre Perspektiven guter LehreUniversität Leipzig January 2012 (has links)
No description available.
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HDS.JournalUniversität Leipzig, Hochschuldidaktisches Zentrum Sachsen (HDS) 14 March 2014 (has links)
Hochschuldidaktisches Zentrum Sachsen (HDS)
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Considerations for Implementing and Supporting Hybrid and HyFlex Learning in a Higher Education InstitutionPenrod, Jodie M. 05 June 2023 (has links)
No description available.
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The Use of High-fidelity Simulation in Psychiatric and Mental Health Nursing Clinical EducationMurray, Bethany A 12 June 2014 (has links) (PDF)
Background: High-fidelity simulation recreates real-life situations in a safe learning environment and encourages critical thinking in students. Published research in simulation in psychiatric/mental health nursing is sparse.
Methods: Four scenarios exemplifying drug or alcohol abuse utilizing the computerized, mannequin SimMan® were implemented. Students evaluated their learning experience following completion of the simulation via a 20-item, Likert-scale survey which included open-ended questions.
Results: Results were positive. Students rated all items on the survey as “agree” or “strongly agree” (Mean 4.77, SD=0.55).
Conclusions: High fidelity clinical education simulations are an effective means of facilitating student learning of psychiatric and mental health clinical experiences. Students found simulation to be a useful and engaging means by which to learn to care for clients with drug or alcohol abuse disorders.
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Re-interpretace vzdělávacího prostředí / Re-interpretation of Learning EnviromentHamrník, Ondřej January 2015 (has links)
Transformation of educational space running in these days all over the world. Every one is conscious that our educational system is obsolete and we have to change it. Instead of designing of new school building o choose building which is running for education for almost one hundred and fifty years. One of these building is gymnasium in Hradec Kralove
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Digital Content CreationEarnshaw, Rae A., Vince, P.J. 09 May 2001 (has links)
No / The very word "digital" has acquired a status that far exceeds its humble dictionary definition. Even the prefix digital, when associ ated with familiar sectors such as radio, television, photography and telecommunications, has reinvented these industries, and provided a unique opportunity to refresh them with new start-up companies, equipment, personnel, training and working practices - all of which are vital to modern national and international economies. The last century was a period in which new media stimulated new job opportunities, and in many cases created totally new sectors: video competed with film, CDs transformed LPs, and computer graphics threatened traditional graphic design sectors. Today, even the need for a physical medium is in question. The virtual digital domain allows the capture, processing, transmission, storage, retrieval and display of text, images, audio and animation without familiar materials such as paper, celluloid, magnetic tape and plastic. But moving from these media to the digital domain intro duces all sorts of problems, such as the conversion of analog archives, multimedia databases, content-based retrieval and the design of new content that exploits the benefits offered by digital systems. It is this issue of digital content creation that we address in this book. Authors from around the world were invited to comment on different aspects of digital content creation, and their contributions form the 23 chapters of this volume.
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Working without credit : a case study of Quebec's IPL high-school programTaylor, Meredith January 1995 (has links)
No description available.
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Akademický vývoj studentů se specifickou poruchou učení na ZSF / Academic development of students with learning disability at the Faculty of Health and Social SciencesSOUKUPOVÁ, Lucie January 2019 (has links)
The topic of this thesis is the academic development of students with specific learning disabilities (SLD) at the University of South Bohemia in České Budějovice, specifically at the Faculty of Health and Social Sciences. The thesis is mainly concerned with the analysis of individual study programmes and fields in the context of the study specification demands, the results of which will be used in the research of the GA JU project implemented by the Department of Pedagogy and Psychology of the Faculty of Education. The introduction of the theoretical part describes the current state of knowledge about the problems of specific learning disorders. First, the basic concepts and the divisions of learning disorders according to the affected area are defined. Then, the etiology of specific learning disabilities is presented, followed by a chapter focused on symptoms of learning disabilities, diagnosis and reeducation. The next chapter is focused on the adult, his / her development in biological and psychological terms. Diagnostics and re-education in adulthood are also presented in this chapter. In the theoretical part, attention is also paid to the education of individuals with specific learning disabilities in secondary school and university. The conclusion of the theoretical part is devoted to universities in general, then to the University of South Bohemia and the Faculty of Health and Social Sciences itself. The aim of the practical part is to analyze all study programmes that can currently be studied at the Faculty of Health and Social Sciences in full-time study. Individual subjects taught in the given study programme will be the core of the analysis. The criteria will be pre-defined in order to determine the level of study demands.
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Avalia??o do processo ensino/aprendizagem no Proeja do Instituto Federal do Tocantis campus AraguatinsLopes, K?nya Maria Vieira 14 March 2011 (has links)
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Previous issue date: 2011-03-14 / The present work originated by concerns arising from experience with pedagogical support in
the course of the National Integration of Professional Education to Basic Education in the
form of Youth and Adults (PROEJA) of the Federal Campus Araguatins Tocantins, between
the years 2008/2009. We focus, among other situations, problems, issues related to
assessment of learning. In the teaching-learning evaluation should establish itself as the top
decision-making, not just as an end of the educational process. Due to the appearance of
inclusion program for Youth and Adult Vocational Education in the form we ask: what are the
evaluation procedures used in educational practice that institution? To answer this question
we conducted a survey that aimed to analyze the teaching practices used in the evaluation of
teaching and learning in the course of the Agribusiness Forum in PROEJA IFTO Araguatins
through teaching verbal statement. The qualitative study included: theoretical concepts and
procedures of evaluation, development and implementation of a semi-structured questionnaire
from teachers the only of the Technical Course on the Agribusiness the campus Araguatins;
Tech, study, production and dissemination of data regarding the results of the questionnaire.
The corpus investigated is composed of 15 teachers who taught classes in the second half of
2009 in that class. The concepts assigned by teachers to evaluate term indicate that evaluation
is a means to verify both the level of learning, skills and competences acquired, the successes
and difficulties of the student, such as ensuring that the learning objectives were achieved,
using if these results to improve teaching practices. We note the preference of teachers for the
use of written evidence to the integrated formative and diagnostic assessment, that assessment
tasks such as daily activity, oral examinations and seminars. Such instruments will be
assertive in universities and colleges as they contribute effectively to diagnose difficulties
advances of student learning and provide actions that contribute to improving the system of
teaching and learning. It is noteworthy that this reflection can be enhanced and disseminated
by educators within the Office and in other spheres of education / O presente trabalho surgiu mediante inquieta??es advindas da experi?ncia com o
acompanhamento pedag?gico no curso do Programa Nacional de Integra??o da Educa??o
Profissional ? Educa??o B?sica, na modalidade de Jovens e Adultos (PROEJA), do Instituto
Federal do Tocantins Campus Araguatins, entre os anos de 2008 a 2009. Focalizamos, dentre
outras situa??es-problemas, aspectos referentes ? avalia??o da aprendizagem. No ensinoaprendizagem
a avalia??o deve constituir-se como o in?cio para tomada de decis?es, e n?o
apenas como fim do processo pedag?gico. Frente ao surgimento de programa de
inclus?o de Jovens e Adultos na modalidade de Educa??o Profissional indagamos:
quais s?o os procedimentos avaliativos utilizados na pr?tica educativa dessa institui??o? Para
responder tal questionamento realizamos uma pesquisa que objetivou analisar as pr?ticas
pedag?gicas utilizadas na avalia??o do processo ensino/aprendizagem no curso T?cnico
PROEJA em Agroind?stria do IFTO Araguatins, por meio de declara??o verbal docente. A
pesquisa de abordagem qualitativa contemplou: estudos te?ricos dos procedimentos e
concep??es avaliativos; elabora??o e aplica??o de um question?rio semi-estruturado junto
aos docentes da ?nica turma do Curso T?cnico em Agroind?stria do Campus Araguatins;
estudo, produ??o e divulga??o dos dados referentes aos resultados do question?rio. O corpus
investigado ? composto de 15 docentes que ministraram aulas no segundo semestre de 2009
na referida turma. Os conceitos atribu?dos pelos docentes ao termo avaliar assinalam que a
avalia??o ? um meio para verificar tanto o n?vel de aprendizagem, as habilidades e
compet?ncias adquiridas, os sucessos e as dificuldades do estudante, como para verificar se os
objetivos de aprendizagem foram atingidos, utilizando-se desses resultados para aprimorar as
pr?ticas pedag?gicas. Constatamos a prefer?ncia dos docentes pelo uso da prova escrita,
integrado-se ? fun??o formativa e diagn?stica da avalia??o e instrumentos avaliativos tais
como: atividade di?ria, provas orais e semin?rios. Tais instrumentos ter?o assertividade nas
Institui??es de Ensino ? medida que contribu?rem para diagnosticar efetivamente
dificuldades e avan?os do aprendizado do aluno e proporcione a??es que contribuam para a
melhoria do sistema de ensino/aprendizagem. Cabe ressaltar que esta reflex?o poder? ser
aprimorada e disseminada pelos educadores no ?mbito do Instituto e nas demais esferas
educacionais.
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