Developing a Pedagogy for Interactive Learning.

Recent developments in higher education have seen the demise of much didactic, teacher-directed instruction which was aimed mainly towards lower-level educational objectives. This traditional educational approach has been largely replaced by methods which feature the teacher as an originator or facilitator of interactive and learner-centred learning - with higher-level aims in mind. The origins of, and need for, these changes are outlined, leading into an account of the emerging pedagogical approach to interactive learning, featuring facilitation and reflection. Some of the main challenges yet to be confronted effectively in consolidating a sound and comprehensive pedagogical approach to interactive development of higher level educational aims are outlined.

Traversing digital learning landscapes: an Institutional and faculty case study.

Within the UK, there is a growing awareness to better understand what online educational technologies can offer in relation to learning and teaching, and how social technologies are changing communication and collaboration out with formal education. The concept of the ‘digital university’ is being widely debated within the UK Higher education sector (McCluskey and Winter, 2012), becoming embedded in educational policy, and beginning to be explored within many institutions. This session will report on one such institutional initiative, undertaken at Edinburgh Napier University in Scotland. A Digital Futures Working Group was established to: benchmark best practice in key areas including digitally enhanced education and digital literacies development; identify areas for short term action; and to produce a robust ‘digital agenda’ to inform the future direction of the university. Pivotal to this was the recognition to evolve staff digital pedagogical practices and to harness emerging digital opportunities, meet learner expectations, and meet wider expectations for contemporary able citizens. This session will be delivered in two parts. Firstly we will provide an insight into the focus of the project and the rich picture methodology used to consult with staff and students. Secondly we will specify the outcomes produced, and provide a case study of how the Faculty of Health, Life and Social Sciences engaged with the process and the progression of their digitally enabled educational practices.

Debugging: the good, the bad, and the quirky -- a qualitative analysis of novices' strategies

Murphy, L., Lewandowski, G., McCauley, R., Simon, B., Thomas, L., and Zander, C. 2008. Debugging: the good, the bad, and the quirky -- a qualitative analysis of novices' strategies. SIGCSE Bull. 40, 1 (Feb. 2008), 163-167

Project Sanitarium: gaming TB: a serious game for a serious problem

Collaborative projects between Industry and Academia provide excellent opportunities for learning. Throughout the academic year 2014-2015 undergraduates from the School of Arts, Media and Computer Games at Abertay University worked with academics from the Infection Group at the University of St Andrews and industry partners Microsoft and DeltaDNA. The result was a serious game prototype that utilized game design techniques and technology to demystify and educate players about the diagnosis and treatment of one of the world's oldest and deadliest diseases, Tuberculosis (TB). Project Sanitarium is a game incorporating a mathematical model that is based on data from real-world drug trials. This paper discusses the project design and development, demonstrating how the project builds on the successful collaborative pedagogical model developed by academic staff at Abertay University. The aim of the model is to provide undergraduates with workplace simulation, wider industry collaboration and access to academic expertise to solve challenging and complex problems.

Learning from triads: training undergraduates in counselling skills

Background: Research has shown that counselling skills training in undergraduate programmes is effective. However, there is potential that premature intimacy and disclosures during triad work may impact on relationships which must be maintained out-with the counselling component of the course. Little research has examined individual pedagogical practices within training. Aim: The aim of this research was to explore the experience of the practical skills training component of a counselling course for a cohort of undergraduate students, and the impact of this learning experience. The objective being an evaluation of the use of this approach for this group and of the impact of personal sharing within cohorts of undergraduates. Method: Semi-structured interviews focusing on the experience of skills training and self-disclosure during training were carried out on 12 undergraduates taking counselling skills modules as part of their BSc Psychology and Counselling degree. Thematic analysis was carried out on the interview transcripts. Results: As a result of engagement in skills training and acting as ‘clients’ for one another, individuals perceived the formation of a positive group identity with implicit ‘rules’, but also an impact of training on relationships within the group which relied on the ability to maintain boundaries and personal identities with peers, and this influenced the learning experience. The ability to manage their engagement on the programme was dependent on ongoing support and guidance from tutors. Discussion: While this pedagogical approach appears appropriate for facilitating learning and potentially provides a rich learning journey for undergraduate students, tutors must act proactively to ensure a safe learning environment.

The development of learner autonomy through Internet resources and its impact on English language attainment

Wydział Neofilologii: Instytut Filologii Angielskiej

Badania wykorzystania przez polskie biblioteki naukowe środków europejskich, grantów ministerialnych i samorządowych oraz dotacji sponsorów w latach 2000-2008

Badania dotyczące pozyskiwania środków pomocowych przez polskie biblioteki naukowe przeprowadzone zostały w ramach wewnętrznych projektów badawczych Biblioteki Uniwersyteckiej w Poznaniu. Realizacji projektu podjął się Oddział Prac Naukowych, Wydawniczych i Dydaktycznych BU. Zadanie wykonano od września 2008 do czerwca 2009 roku. Zamierzeniem autorek artykułu było uzyskanie pełnej informacji na temat środków pozabudżetowych pozyskiwanych przez polskie biblioteki naukowe oraz określenie stopnia ich wykorzystania. Zastosowano metodę sondażu diagnostycznego z wykorzystaniem techniki ankiety. Przygotowany kwestionariusz ankiety wraz z informacją dla respondentów o celu prowadzonych badań skierowano do wszystkich bibliotek uniwersyteckich, bibliotek głównych uczelni technicznych, medycznych, ekonomicznych, bibliotek akademii wychowania fizycznego, uczelni pedagogicznych i rolniczych oraz do bibliotek publicznych posiadających status bibliotek naukowych. Łącznie wysłano 70 ankiet, odpowiedzi udzieliło 38 respondentów. Wskazany w artykule okres 2000-2008 był czasem zwiększonych możliwości uzyskiwania dodatkowych funduszy przez biblioteki. Najczęściej otrzymywane fundusze to dotacje ministerialne, dalej środki sponsorów na działalność podstawową. W poważnym stopniu wspierały biblioteki, głównie biblioteki publiczne, lokalne samorządy. Zauważalne były dotacje wspierające biblioteki przekazywane przez fundacje i środki ofiarowane przez sponsorów na działalność organizacyjną; ewenementem natomiast – subwencje unijne.

Wykorzystanie Gramatyki Kognitywnej w klasie językowej: Nauczanie angielskich konstrukcji dzierżawczych, czasu i aspektu

Wydział Neofilologii: Instytut Filologii Angielskiej

Teaching English tense and aspect with the help of cognitive grammar: An empirical study

Form-focused instruction is usually based on traditional practical/pedagogical grammar descriptions of grammatical features. The comparison of such traditional accounts with cognitive grammar (CG) descriptions seems to favor CG as a basis of pedagogical rules. This is due to the insistence of CG on the meaningfulness of grammar and its detailed analyses of the meanings of particular grammatical features. The differences between traditional and CG rules/descriptions are exemplified by juxtaposing the two kinds of principles concerning the use of the present simple and present progressive to refer to situations happening or existing at speech time. The descriptions provided the bases for the instructional treatment in a quasi-experimental study exploring the effectiveness of using CG descriptions of the two tenses, and of their interplay with stative (imperfective) and dynamic (perfective) verbs, and comparing this effectiveness with the value of grammar teaching relying on traditional accounts found in standard pedagogical grammars. The study involved 50 participants divided into three groups, with one of them constituting the control group and the other two being experimental ones. One of the latter received treatment based on CG descriptions and the other on traditional accounts. CG-based instruction was found to be at least moderately effective in terms of fostering mostly explicit grammatical knowledge and its effectiveness turned out be comparable to that of teaching based on traditional descriptions.

Dyskurs pedagogiczny w kształceniu początkowym nauczycieli języków obcych

Wydział Neofilologii: Instytut Filologii Romańskiej

Demokratyzacja kultury współczesnej

Wydział Historyczny: Instytut Etnologii i Antropologii Kulturowej

Wokół problemów doradztwa w szkole. Percepcja pomocowych funkcji szkoły w narracjach rodzicielskich

The text titled Around the problems of school counseling. The perception of school supporting functions in parental narratives raised the issue of psycho-pedagogical support (which are part of variousforms of counseling) taking place in public education. Social contexts of school functioning were referred to the three-step model of school counseling, where the components are: student problem identification, psycho-pedagogical intervention and support in consolidating and strengthening the student's ongoing changes (preparing for independence). Practical dimension of this model is trying to introduce new formal regulations of the psycho-pedagogical aid at school, which define the potential aid recipients (students with special educational needs, parents, teachers), its organizational formsand general principles. In the context of these provisions the qualitative analysis of school supporting functions is shown in the point of view of parents (the research illustration with the use of narrative interview technique), which identified a series of controversies and dilemmas in realization of broader institutional psycho-pedagogical aid.

Technologia kształcenia w praktyce pedagogicznej

The author presents the results of pedagogical research, which lead to the conclusion that such providing of teaching process that the goal would have a central position takes place rarely. In order to avoid it, alternative thinking should be developed in students - candidates for teachers. It is also necessary to devote more effort to the issue of teachers' self-education.

IInformacyjne wspomaganie oświaty

In view of a constant growth of writings on didactic and educational problems it is necessary to create an efficient system of scientific educational information. This system will provide creative teachers with materials that will facilitate the selection and access to materials that will enrich the teachers' methodological base and their own intellectual potential by means of a network of school and pedagogical libraries. Such well-organized and efficiently operating system at the level of the school superintendent's office, whose links will be educational institutions as well as those that improve teaching methods of the teaching staff, may be of great information and practical importance in the present age of rapid transformations. It will become an instrument that will make contact with pedagogical writings and improvement of qualifications of the teaching staff possible.

Świadomość językowa i stosunek do holenderskiej i belgijskiej odmiany języka niderlandzkiego wśród polskich studentów niderlandystki

Wydział Anglistyki