[BÖCKH: ordentliche Mitglieder des Philologischen Seminars Berlin].

Lists of participants in Prof. August Boeck‘s philological societies in Berlin and in Heidelberg, circa 1822-1857, compiled by Klaus Grotsch.

An experiment in group learning technology: evaluating critical thinking in face-to-face and computer-supported seminars

Can learning quality be maintained in the face of increasing class size by the use of Computer Supported Co-operative Learning (CSCL) technologies? In particular, can Computer-Mediated Communication promote critical thinking in addition to surface information transfer? We compared face-to-face seminars with asynchronous computer conferencing in the same Information Management class. From Garrison's theory of critical thinking and Henri's critical reasoning skills, we developed two ways of evaluating critical thinking: a student questionnaire and a content analysis technique. We found evidence for critical thinking in both situations, with some subtle differences in learning style. This paper provides an overview of this work.

'You' and 'I' in university seminars and spoken learner discourse

You and I may be little words but they do a great deal. In spoken discourse they reference shared knowledge and mark stance. In pedagogical contexts, they maintain relations in teacher-student discourse. However, language classrooms may rarely explore this array of pragmatic meanings. A lack of awareness of the variety of these functions may be problematic for learners when seeking to construct interpersonal relations and operate successfully in particular spoken contexts. This paper presents a study of you and I in two spoken corpora: a corpus of English language learner task talk and a corpus of university seminar talk. Findings illustrate different patterns of I and you between the two corpora: I and you have a higher rate of occurrence in learner discourse, and pronoun repetition is more frequent in learner discourse, though it does not account for the higher rate of you and I. These findings suggest that language learner task talk displays more features tied to speech production and self-regulation and fewer features associated with attempting to point to the informational space of others, a key feature of university classroom talk. This paper concludes by outlining pedagogical applications to overcome features perceived as disfluent.

Planning and presenting research seminars

A presentation on planning and presenting research seminars for SOES 6018. This module aims to ensure that MSc Oceanography, MSc Marine Science, Policy & Law and MSc Marine Resource Management students are equipped with the skills they need to function as professional marine scientists, in addition to / in conjuction with the skills training in other MSc modules. The module covers training in fieldwork techniques, communication & research skills, IT & data analysis and professional development.

Engaging your mind: an academic guide to lectures and seminars

This guide will help you prepare for effective listening and note-taking in lectures, as well as giving hints and tips on how to get the most from seminars.

What to expect from lectures and seminars

This contains the resources for the 'What to expect from lectures and seminars at the University of Southampton' session

The dynamics of adult education : effectiveness of financial education seminars

This study examines the impact of adult education seminars in superannuation investments for retirement has on the investment intentions and decision making of those adults attending the seminars.  The socio-political context of the data is that of an aging population and a future government being unable to afford the current level of age pensions being paid, and attempting to encourage individuals to plan and provide for their own financial well-being in retirement.  Three themes emerged from the data and were seen to be representative of the major issues found in adult education for financial self-sufficiency: education for knowledge, education for decision making, and education for action.  In an attempt to measure the immediate impact of the seminar on the attendees decision making, the investment intentions of seminar attendees were captured at the start and end of the seminar. This was followed up three months later to see whether the intentions expressed at the end of the seminar had been implemented.  The immediate impact of the seminar was to encourage the respondents to express an intention to increase their investment strategy, however when the follow-up was done three months later, the results were mixed. Some respondents who did not express an intention to change their investment strategy actually made changes, and other respondents who did express an intention to make a change, did not do so.

The effectiveness of seminars in educating adults in financial literacy

In Australia, financial literacy is not given prominence within the education system, and it is a general view that financial literacy is gained through ‘hands on’ experience in earning and spending money; further, financial education seems to occur only when people take a loan or experience financial difficulties (Hajaj, 2002). This is not sufficient if people need to make informed decisions about their investments and, because of a number of social factors, it has become necessary to educate the majority of the adult population in Australia in Financial Literacy over a relatively short period of time. Given the large numbers requiring such an education, the seminar approach is being widely used, however is it effective? Drawing on the adult education literature, this study examined the effectiveness of the seminar approach by surveying adult participants in a Financial Literacy seminar. The survey found that while a majority of participants (50%) expressed none or weak financial knowledge prior to attending the seminar and 45% expressed that they only had a moderate rate of financial knowledge, a majority of 63% strongly agreed or agreed to the seminar improving their knowledge of the need for retirement savings. Furthermore, 58% of participants were either confident or very confident of being able to apply what they learned in the seminar to achieving their retirement savings goal. These findings suggest that the seminar approach was effective in educating adults and improved their level of financial literacy. Future research could investigate whether the level of financial knowledge gained during the seminar is retained over a considerable period of time.

Seminars on improvisation

These seminars will involve exercises, guided improvisation and improved performance that bring together diverse practitioners from different communities (across 4 continents) formed/informed by different contexts and histories to provide a focused and rich platform for engagement. The aim of the seminars will focus on clarifying what Andrew, Jondi and the participants mean by improvisation, how we use it, what are its dimensions and what do we imagine its future to be. The workshops will encompass experiential, anecdotal, theoretical and philosophical pathways, in no particular order.