329 research outputs found
Technology in the flipped classroom
No full textDigital technologies can play an integral role in the success of the flipped classroom: from the capacity to support and engage students, to understanding how students learn through learning and assessment analytics. The increasing ubiquity of enabling technologies allows for an array of opportunities for educators to augment teaching and learning strategies for the flipped classroom (Chap. 1). However, technology continues to be an ongoing challenge for educators. Bergman (2013) identifies technology as the “second hurdle” to implementing a flipped classroom. Part of this challenge is that while technology can be integral to the flipped classroom, the specific technologies and how they are used need to be deeply connected to the context in which the classroom is offered. This chapter focuses on the function and role of technology in supporting effective flipped classroom design. While we do not wish to dismiss or diminish the role of technology, this chapter looks at why design takes precedence over technology, as well as the challenges and benefits of using technology in the classroom. We propose frameworks for using technology within your design context, and the types of questions to be considered to guide the design process as well as providing some examples of technology to help you
Design considerations
No full textThe quality of student learning depends largely on how well we design our curriculum and the pedagogies we use within this curriculum. A successful Flipped Classroom (FC) is no exception: to engage students and ensure learning requires carefully considered design and implementation. This chapter teases out, and more closely examines, the key critical success factors from the perspective of the changes that are required in both student and facilitator expectations and roles. In addition, a model for designing a FC provides a structured approach that emphasises a ‘context-first’ strategy
Translating Patrick Kavanagh
No full textThe following concerns the translation I did of a selection of the poetry of Patrick Kavanagh into Spanish, the first translation of this important Irish poet into the Spanish language. It recounts the motives which impelled me to try this daunting task as well as the guidelines I followed, the help I received and the pitfalls I encountered and, hopefully, survived. It looks at some of the images and expressions used by the author and which need to be explained to students and it essays a comparison with the poetry of Antonio Machado, another much loved poet
The Liturgical Theology of Aidan Kavanagh, OSB: Synthesis and Critique
No full textThis dissertation explores the liturgical theology of the late Aidan Kavanagh, OSB. His particular approach to liturgy helped to shape the implementation of the liturgical changes instituted by the Second Vatican Council. His early published works were instrumental in explaining the goals of these liturgical changes, while his later works offered a not-so-subtle critique of how the changes had begun to impact the American Church. Fr. Kavanagh based the importance of liturgy on several unique and potentially controversial subjects. To Fr. Kavanagh, liturgical theology is theologia prima and the foundation of all other secondary theology. Participation in the liturgy and theologia prima is afforded to all those initiated into the Church. For this reason, he focused much of his scholarship on the rites of initiation and proposed that the Rite of Christian Initiation of Adults was the norm of baptism. His passionate and provocative approach to liturgy may still have relevance as the Church embraces continued liturgical revision. The first chapter is an exploration of his personal and intellectual background. It reviews many of his early articles and notes how his tone shifts from one of explanation to one of critique. The next chapter seeks to define the key elements liturgy, ecclesiology, sacrament and ritural. The next chapter attempts to unpack his liturgical theology. Theologia prima, the maxim lex orandi...lex credendi and the issues of liturgy in regards to culture are explored. This chapter also begins to highlight Fr. Kavanagh\u27s appreciation of the Eastern approach to liturgy and his reliance on the work of Alexander Schmemann. The next chapter explores his theology of initiation and its importance to liturgical celebration. The final chapter is a brief synthesis and critique of both his theology and its continued relevance. The critique comes from the author, other theologians who engaged his thought during his lifetime and from contemporary issues in liturgical theology. Fr. Kavanagh\u27s theology evidences limitations with regards to subjects like ecumenism, diversity and post modernity. However, his theology still has relevance today because of the passion he brought to liturgy and his vision for corporate worship constituting the Church
“An Example of Dissidence”: A Reflection on Eavan Boland’s Reading of Patrick Kavanagh
No full textEste artigo fornece uma visão sobre o nexo criativo e intelectual entre Eavan Boland e Patrick Kavanagh, um dos muitos poetas irlandeses referidos na prosa crítica e autobiográfica de Boland. Embora reconhecendo que sua relação intelectual com o poeta mais velho seja, em alguns aspectos, “um exemplo de dissidência”, Boland descobriu que foi sua antiga intimidade com ele que fez dela um objeto-tornando-se-autor. Além disso, em termos de composição poética, este artigo lança luz sobre o interesse de Boland no uso que Kavanagh faz da forma do soneto em “Epic” e discute sua versão atualizada da forma histórica. Esse encontro é examinado no artigo, e revela que ambos os poetas buscaram redefinir a “tradição”, partindo de dentro, e rearticulá-la em suas próprias circunstâncias.This article provides insight into the creative and intellectual nexus between Eavan Boland and Patrick Kavanagh, one of the many Irish poets referred to in Boland’s critical and autobiographical prose. While acknowledging that her intellectual relationship with the older poet, in some respects, is “an example of dissidence,” Boland found that it was her earlier intimacy with him that made her an object-becoming-author. Additionally, in terms of poetry composition, this article sheds light on Boland’s interest in Kavanagh’s use of the sonnet form in “Epic” and discusses her updated version of the historical form. Their encounter, examined in the article, reveals that both poets sought to redefine the “tradition” from within and rearticulate it in their own circumstances. 
Flipped tutorials in business courses
No full textThis chapter reports on a flipped classroom intervention in an undergraduate business course. We explore the role shifts for tutors and students that occurred when a flipped tutorial intervention was introduced in an introductory management course. The course is positioned in the first-year core of the undergraduate business management degree and has enrolments of up to one thousand students each semester. The chapter develops a model of tutor-student role combinations that create four different learning environments classified as: Instruction, Disconnection, Disruption, and Collaboration. We draw on vignettes from tutors and students to demonstrate how a Collaboration learning environment (the ideal for a flipped classroom) can be achieved through: 1. professional development practices that shift tutors from the role of King’s (College Teaching 41(1):30–35, 1993) ‘sage on the stage’ instructor to learning facilitators; and 2. curricula and course design and assessment and feedback practices that encourage students to shift from passive knowledge recipient to self-managed learner
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