This study aimed to describe the problems of instilling character values in online learning during the COVID-19 pandemic. The approach used is qualitative with case studies. The research results show ...that the character of students during the pandemic learning period faced problems including a lack of discipline and responsibility. Problems with instilling character values during learning are: not having found the right character education method, low response from Package C students, poorly understood material, limited facilities and infrastructure supporting online learning, and difficulty adjusting the learning schedule for all students.
ResumenLas aventuras de Pinocho es uno de esos pocos cuentos que no solo ha resistido al paso del tiempo, sino que se incorporó a la cultura y 139 años después, sigue recreándose en versiones ...literarias, cinematográficas, teatrales, plásticas, incluso pedagógicas. En este artículo tratamos de levantar algunos de los velos con los que Disney cubrió una parte importante de la historia dejando fuera, por ejemplo, el tema de la pobreza. Hoy nos preguntamos si un producto cultural como Las aventuras de Pinocho puede detonar conversaciones y reflexiones con niños de hoy, y si la escuela puede apropiarse de este material para filosofar con los alumnos e incluso con los adultos. ¿Por qué en un mundo de malhechores que roban, engañan, cocinan, venden o cuelgan a los niños, la mirada reprobatoria está fija en un niño que dice mentiras? ¿Qué experiencias tiene que vivir un niño para verse a sí mismo como “malo”? ¿Cuáles son los riesgos de la clasificación, por otro lado, tan necesaria en el conocimiento? Si bien partimos de una experiencia realizada en una escuela de la Ciudad de México, el análisis que se presenta se ocupa principalmente del vínculo entre la(s) lectura(s) y la reflexión filosófica en este cuento.Palabras claveFilosofia con niños Pinocho Educación no formal Pinocchio is one of those few stories that has not only stood the test of time, but continues to be recreated in literary, cinematographic and theatrical versions... Pinocchio is no longer just the story written by Carlo Collodi at the end of the 19th century; over the course of 130 years, the social imaginary has incorporated numerous interpretations. In this article we ask ourselves whether a cultural product such as The Adventures of Pinocchio can trigger conversations and reflections with today's children, and whether the school can appropriate this material to philosophize with students and even with adults. Although we start from an experience carried out in Mexico City, the analysis presented here is mainly concerned with the link between reading and philosophical reflection in this story.Key wordsPhilosophy with children Pinocchio Non-formal education Pinóquio é um dos poucos contos de fadas que não apenas resistiu ao teste do tempo, mas continua a ser recriado em versões literárias, cinematográficas e teatrais... Pinóquio não é mais apenas a história escrita por Carlo Collodi no final do século XIX; ao longo de 130 anos, o imaginário social incorporou inúmeras interpretações. Neste artigo, nos perguntamos se um produto cultural como As Aventuras de Pinóquio pode desencadear conversas e reflexões com as crianças de hoje, e se a escola pode se apropriar desse material para filosofar com os alunos e até mesmo com os adultos. Embora partamos de uma experiência realizada na Cidade do México, a análise apresentada aqui se preocupa principalmente com o vínculo entre a leitura e a reflexão filosófica nessa história.Palavras-chaveFilosofia com crianças Pinóquio Educação não formal
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Co-published with The field of Adult and Continuing Education (ACE) has long been influential beyond its already porous borders and continues to be a source of important ideas, inspiration, and ...innovative practices for those in disciplines such as educational administration, social work, nursing, and counseling. Recognizing this, the American Association for Adult and Continuing Education commissioned the editors to create this compendium, which provides an invaluable resource to readers already established in the field, those entering the field, and to myriad neighbors of the field as well.This four-volume compendium (also available as a combined e-book) brings together a host of national and international contributors to map the field of ACE in a series of brief articles addressing key theories and practices across its many domains and settings. These are arranged in four volumes, available either individually or as a set:
Volume One: Adult Learners
Volume Two: Teaching and Learning
Volume Three: Leadership and Administration
Volume Four: Inquiry and Influences
The volume on Adult Learners will include articles addressing topics such as adult development, diversity, learning abilities, the influence of personality on learning, and the role of experience in adult learning. By far the largest segment of learners in society, and currently the largest segment of college students as well, a better understanding of the adult learner is vital for educators of all kinds.Volume two addresses Teaching and Learning topics ranging from methods and roles to programs and materials. Encompassing formal and informal learning, as well as the variety of focus and setting, from cultural to occupational, this volume explores the wide range of theory and practice in ACE.Issues of Leadership and Administration such as planning and resource allocation, organizational change and culture, and the value of a shared vision for all stakeholders are addressed in the third volume. From practical
În articol este abordată problema educației nonformale (extracurriculare) din perspectiva realizării interconexiunii și continuității între cicluri de învățământ superior. Accentul se pune pe analiza ...educației nonformale ca subsistem al sistemului de învățământ, a particularităților educației nonformale în cadrul universitar etc. Totodată, sunt propuse unele sugestii de realizare a educației nonformale în cadrul ciclurilor de învățământ universitar. NON-FORMAL EDUCATION WITHIN THE UNIVERSITY OF THE PERSPECTIVE OF THE INTERCONEXITION AND CONTINUATION BETWEEN HIGHER EDUCATION CYCLESThe article deals with the issue of non-formal (extracurricular) education in terms of interconnection and continuity between higher education cycles. The emphasis is on the analysis of non-formal education as a subsystem of the education system, the particularities of non-formal education within the university framework, etc. At the same time, some suggestions for the realization of non-formal education are proposed within the academic education cycles.
Decoloniality, Language and Literacy Carolyn McKinney, Pam Christie / Carolyn McKinney, Pam Christie
2021, 2021-12-02, 2021-12-20, Letnik:
3
eBook
Through a range of unconventional genres, representations of data, and dialogic, reflective narratives alongside more traditional academic genres, this book engages with contexts of decoloniality and ...border thinking in the Global South. It addresses processes of knowledge production and participation in the highly divided and unequal schooling and higher education system in South Africa, and highlights the consequences of the monolingual myth in post- colonial education, demonstrating opportunities for learning provided by translanguaging. It explores both embodied, multimodal and multilingual instances of knowledge-making in teaching and teacher education that take place outside but alongside formal classroom, lecture and seminar modes, and the positionality and learning experiences of teacher educators in science, literacy and language across the curriculum. The book is not only transdisciplinary but also captures the learning that takes place beyond the borders of disciplines and formal classroom spaces.
The article presents the results of a quantitative-qualitative study and establishes how emotional activation of elementary school students who took part in non-formal education classes occurs. The ...study involved a target population of 1,496 elementary school students from the Subcarpathian region, from which, the study population of 536 elementary school students was drawn. The main research method was the diagnostic survey method, in which the technique was a survey and the tool was a survey questionnaire. The research was based on five characteristics of non-formal education, which was characterized based on the subject matter of the classes held, the teacher-student relationship, motivation to learn, the use of information and communication technologies, as well as the acquisition of practical skills. Based on the research, it can be concluded that emotional activation of students participating in non-formal education classes occurs only in the form of positive emotions, i.e. ecstasy, joy, trust. It can also be concluded that the isolated scopes of emotional activation of students had the highest degree of emotional activation in the context of information and communication technologies, as well as the development of practical skills.
Informal Learning Basics provides training and development professionals with guidance and practical lessons on harnessing the vast potential of informal learning in their organizations. While formal ...training has been the focus of many corporate training programs for the past century or more, much of the actual knowledge and many of the skills workers use in performing their jobs are nonetheless developed informally. Informal Learning Basics will assist you in recognizing and utilizing the informal learning possibilities in your company, and will show you how to create a framework of highly cost-effective training opportunities and a culture in which your employees are able to learn and grow in an efficient and unobtrusive way. In addition to providing an in-depth study of the concepts of informal learning, Informal Learning Basics also offers:-an analysis of how workers develop much of the knowledge for their jobs informally-real-world case examples of informal learners -an examination of the nine principles which govern informal learning in the workplace-suggestions on how to blend formal and informal learning in your organization-descriptions of specific activities for both group and individual informal learning opportunities - a discussion of the importance of support personnel in creating and maintaining effective informal learning programs - an exploration of the significant role played by technology in informal learning- information on the importance of providing a codified framework for informal learning in your organization- a consideration of the fact that traditional approaches to evaluating training are often ineffective when evaluating informal learning, and suggestions on how to best evaluate informal learning programs. In an era where organizations of all shapes and sizes are increasingly focused on cutting budgets and maximizing the return on their training investment, incorporating informal learning opportunities into your training programs will result in competent and knowledgeable employees, and great ROI for your company. With its wealth of insight and information on capturing the potential of informal learning and using it to your organization's advantage, Informal Learning Basics is essential reading for every training and development professional.
Producing tutor performance appraisal instruments is a practical step to improve the quality of human resources and the quality of non-formal education units. This instrument development research ...aims to produce a standard instrument for assessing tutor performance by involving 250 tutors as respondents when conducting an empirical test by filling in 33 questions representing 11 variables. Data on instrument filling was then analyzed using the formula of Jeffreys's Amazing Statistics Program (JASP) version 16.3. After the instrument met the requirements of factor analysis, an analysis was carried out using the PCA method the results in general the tutor performance assessment instrument had formed eleven main components with various sub-variables of each component such as seven sub-variables, three sub-variables, two sub-variables and one sub variable with matrix values. high correlation, so that the tutor's performance assessment instrument is suitable to be used to assess the tutor's performance.
