1,024 research outputs found
The use of games and simulations in higher education can improve students' cognitive and behavioural skills
Get PDFIn recent years there has been a surge of interest in how games and simulations might be applied to higher education learning. Dimitrios Vlachopoulos and Agoritsa Makri have reviewed the literature on the subject and here outline the positive learning effects of games and simulations; from cognitive outcomes such as improved critical thinking and problem-solving skills, to behavioural outcomes such as improved social and communication skills
TOWARDS A SUSTAINABLE DIGITAL FUTURE: A TRANSNATIONAL STUDY ON EMBEDDING DIGITAL SUSTAINABILITY IN UNIVERSITY CURRICULA
No full textThis study investigates how educators in four European countries (Sweden, Italy, Greece and the Netherlands) perceive, interpret, and implement digital sustainability in their teaching, drawing on data from a cross-national survey (N=100) and a series of structured focus groups conducted as part of the EcoDigify Erasmus+ project
Babel, or the local distortion of the Greek language
No full textTitle: Βαβυλωνία ἤ ἡ κατά τόπους διαφθορά τῆς ἑλληνικῆς γλώσσας. Κωµωδία (Babel, or the local distortion of the Greek language: A comedy) Originally published: Ναύπλιο (Nafplio), Τυπογραφεῖsο Κωνσταντίνου Τόµπρα ἐκ Κυδωνιῶν καὶ Κωνσταντίνου Ἰωαννίδη ἐκ Σµύρνης, 1836 Language: Greek The excerpt used is from D. C. Vyzantios, Βαβυλωνία, introduction by Spyros Evangelatos (Athens: Εστία, 1993), pp.1–3. About the author Dimitrios Vyzantios (pseudonym of Dimitrios K. Hatziaslanis) [1790, Constantin..
Dimitrios Tsamis Karatasos : a symbol of Greek, Serbian and Bulgarian friendship
Get PDFTwo Serbian texts extol the contribution of Dimitrios Tsamis Karatasos to the Balkan joint effort to throw off the Ottoman yoke. These texts are analysed by the author within the historical framework of their period, so that the man’s personality and work may be accurately evaluated from a fresh viewpoint. More specifically, the author conducts a research on the tombstone of Dimitrios Tsamis Karatasos, which he discovered himself at Naoussa, and the octet engraved on it, which is also published here. The work is illustrated by seven plates, of which four have not been published previously
Desarrollo de las TIC en procesos para la enseñanza permanente de adultos: El caso del Taller FOTO de la Universidad Popular de Albacete
No full textLas Universidades Populares son un modelo de educación no formal, cercano a las ciudadanas y los ciudadanos, repartido por extensas zonas del estado español. Procuran desarrollar recursos culturales y formativos dentro de cada municipio, para facilitar el aprendizaje continuo y la promoción de la participación ciudadana, teniendo como referencia la mejora en la calidad de vida de la población. Desde su resurgimiento con el fin de la dictadura del régimen franquista, las Universidades Populares ofrecieron una propuesta educativa renovadora, pero en el momento presente se requiere de técnicos, docentes y públicos la elaboración de nuevas estrategias, métodos y contenidos en soportes digitales, dirigidos a la capacitación para nuevos usos y habilidades en un mundo cambiante que tiene en la competencia digital un reto de futuro. La investigación proyecta realizar un estudio de metodología mixta sobre el Aula de la Imagen de la Universidad Popular de Albacete para analizar y describir la transformación de su estructura metodológica con los resultados obtenidos, realizando un estudio de tipo holístico. Además, se propone el uso de la investigación como propuesta para la integración total del uso de las TIC en la estructura general de cualquier centro enfocado a la formación permanente de personas adultas.Folk High Schools are a model of non-formal education, close to citizens and distributed throughout large areas of the Spanish state. They are aimed at developing cultural and training resources within each municipality in order to facilitate continuous learning and to promote citizen participation, taking as a reference the improvement of the quality of life in the general population. (FEUP, 2019)
The end of the Franco regime marked the resurgence of Folk High Schools, which offered a renewing educational proposal. However, adult education in lifelong learning has undergone
some changes and, at the present time, it requires technicians, teachers and public to develop new strategies, methods as well as contents in digital media with a view to training for new uses and skills in a changing world that faces future challenges in the area of digital competence. This research aims to carry out a mixed methodology on the "Image Classroom" (Folk High School in Albacete) to analyse the transformation of its methodological structure and to develop a holistic approach based on the results. In addition to this, this research is proposed as a model for the total integration of ICT in the general structure of any centre focused on the permanent training of adults.Les Universitats Populars són un model d'educació no formal, pròxim a les ciutadanes i els ciutadans, repartit per extenses zones de l'estat espanyol. Procuren desenvolupar recursos culturals i formatius dins de cada municipi, per a facilitar l'aprenentatge continu i la promoció de la participació ciutadana, tenint com a referència la millora en la qualitat de vida de la població. Des del seu ressorgiment amb la finalitat de la dictadura del règim franquista, les Universitats Populars van oferir una proposta educativa renovadora, però en el moment present es requereix de tècnics, docents i públics l'elaboració de noves estratègies, mètodes i continguts en suports digitals, dirigits a la capacitació per a nous usos i habilitats en un món canviant que té en la competència digital un repte de futur. La recerca projecta realitzar un estudi de metodologia mixta sobre l'Aula de la Imatge de la Universitat Popular d'Albacete per a analitzar i descriure la transformació de la seva estructura metodològica amb els resultats obtinguts, realitzant un estudi de tipus holístic. A més, es proposa l'ús de la recerca com a proposta per a la integració total de l'ús de les TIC en l'estructura general de qualsevol centre enfocat a la formació permanent de persones adultes
Desarrollo de las TIC en procesos para la enseñanza permanente de adultos: El caso del Taller FOTO de la Universidad Popular de Albacete
No full textLas Universidades Populares son un modelo de educación no formal, cercano a las ciudadanas y los ciudadanos, repartido por extensas zonas del estado español. Procuran desarrollar recursos culturales y formativos dentro de cada municipio, para facilitar el aprendizaje continuo y la promoción de la participación ciudadana, teniendo como referencia la mejora en la calidad de vida de la población. Desde su resurgimiento con el fin de la dictadura del régimen franquista, las Universidades Populares ofrecieron una propuesta educativa renovadora, pero en el momento presente se requiere de técnicos, docentes y públicos la elaboración de nuevas estrategias, métodos y contenidos en soportes digitales, dirigidos a la capacitación para nuevos usos y habilidades en un mundo cambiante que tiene en la competencia digital un reto de futuro. La investigación proyecta realizar un estudio de metodología mixta sobre el Aula de la Imagen de la Universidad Popular de Albacete para analizar y describir la transformación de su estructura metodológica con los resultados obtenidos, realizando un estudio de tipo holístico. Además, se propone el uso de la investigación como propuesta para la integración total del uso de las TIC en la estructura general de cualquier centro enfocado a la formación permanente de personas adultas.Folk High Schools are a model of non-formal education, close to citizens and distributed throughout large areas of the Spanish state. They are aimed at developing cultural and training resources within each municipality in order to facilitate continuous learning and to promote citizen participation, taking as a reference the improvement of the quality of life in the general population. (FEUP, 2019)
The end of the Franco regime marked the resurgence of Folk High Schools, which offered a renewing educational proposal. However, adult education in lifelong learning has undergone
some changes and, at the present time, it requires technicians, teachers and public to develop new strategies, methods as well as contents in digital media with a view to training for new uses and skills in a changing world that faces future challenges in the area of digital competence. This research aims to carry out a mixed methodology on the "Image Classroom" (Folk High School in Albacete) to analyse the transformation of its methodological structure and to develop a holistic approach based on the results. In addition to this, this research is proposed as a model for the total integration of ICT in the general structure of any centre focused on the permanent training of adults.Les Universitats Populars són un model d'educació no formal, pròxim a les ciutadanes i els ciutadans, repartit per extenses zones de l'estat espanyol. Procuren desenvolupar recursos culturals i formatius dins de cada municipi, per a facilitar l'aprenentatge continu i la promoció de la participació ciutadana, tenint com a referència la millora en la qualitat de vida de la població. Des del seu ressorgiment amb la finalitat de la dictadura del règim franquista, les Universitats Populars van oferir una proposta educativa renovadora, però en el moment present es requereix de tècnics, docents i públics l'elaboració de noves estratègies, mètodes i continguts en suports digitals, dirigits a la capacitació per a nous usos i habilitats en un món canviant que té en la competència digital un repte de futur. La recerca projecta realitzar un estudi de metodologia mixta sobre l'Aula de la Imatge de la Universitat Popular d'Albacete per a analitzar i descriure la transformació de la seva estructura metodològica amb els resultats obtinguts, realitzant un estudi de tipus holístic. A més, es proposa l'ús de la recerca com a proposta per a la integració total de l'ús de les TIC en l'estructura general de qualsevol centre enfocat a la formació permanent de persones adultes
Anàlisi de les àrees de gestió de les entitats culturals: els grans auditoris de Barcelona
No full textL'estudi tracta sobre l'anàlisi de les principals àrees de gestió econòmica i de l'entorn dels tres auditoris de Barcelona: el Gran Teatre del Liceu, la Fundació Orfeó Català-Palau de la Música Catalana i l'Auditori. Tot i que farem ús d'aquests tres exemples, el present TFM no farà referència sobre aquests tres casos en específic, sinó que seran un mecanisme per treballar els aspectes diferenciadors que esdevenen en els ens culturals. Especialment, el TFM reflexiona sobre quines poden ser les àrees de gestió que hauria de considerar un gestor cultural en el seu treball diari.El estudio trata sobre el análisis de las principales áreas de gestión económica y del entorno de los tres auditorios de Barcelona: el Gran Teatre del Liceu, la Fundació Orfeó Català-Palau de la Música Catalana y l'Auditori. Todo y que haremos uso de estos tres ejemplos, el presente TFM no hará referencia sobre estos tres casos en específico, en realidad, serán un mecanismo para trabajar los aspectos diferenciadores de las entidades culturales. Especialmente, el TFM reflexiona sobre cuáles pueden ser las áreas de gestión que debería considerar un gestor cultural en su trabajo diario.This study deals with the analysis of the main areas of economic management and the environment of the three auditoriums of Barcelona: the Gran Teatre del Liceu, the Fundació Orfeó Català-Palau de la Música Catalana and the Auditori. Everything and we will make use of these three examples, this TFM will not refer to these three specific cases in reality, they will be a mechanism to work the differentiating aspects of cultural entities. Especially, the TFM reflects on the management areas that a cultural manager should consider in his daily work
The Remains of authoritarianism : bureaucracy and civil society in post-authoritarian Greece
No full textDimitrios A. Sotiropoulos. 30 cm. He presented this paper at a seminar held at the Center on October 21, 1994. - T.p. Includes bibliographical references (p. 31-35
Design, Implementation, and Evaluation of a Blended Learning Course in Interview Training for Career Counsellors in Switzerland
Get PDFPOSTGRADUATE WRITING ASSESSMENTS: A TASK-BASED ANALYSIS FOR UNDERSTANDING POSTGRADUATE STUDENTS’ ACADEMIC WRITING NEEDS
Get PDFThis study researched the writing needs of postgraduate (PG) students at an English medium, Sino-British University in China. This warrants research attention for several reasons. Firstly, while the population of PG English as a second language (L2) students continues to increase (Altbach & Knight, 2007; British Council 2014; HESA, 2015), many struggle with English language related problems (Barthel, 2008; Bayliss & Ingram, 2006; Bergey, et. al, 2018; Schoepp, 2018; Yen & Kuzma, 2009). Secondly, writing is often the principle mode of assessment in higher education (Goodfellow, 2006, p. 481), and although writing tasks in PG degree programmes are assessed, these tasks are rarely explicitly taught in degree specific courses (Goldsmith & Willey, 2016). This situation has resulted in a growing number of English for Academic Purposes (EAP) courses (e.g. Melles et al., 2005) and other writing support mechanisms at English medium institutions (EMIs) (Fenton-Smith & Humphreys, 2015); however, these support mechanisms are not always appropriate for students’ degree specific needs (e.g. Lax, 2002; Ma, 2018).
Within this context, the overall purpose of this study was to identify PG students’ writing needs in order to inform improvements to writing support mechanisms (e.g. PG EAP courses). The students’ writing needs were considered by taking into account both the importance of writing tasks and student perceptions in terms of their perceived understanding of these writing tasks (i.e. self-efficacy) and of their perceptions of the current writing support mechanisms. This was achieved by using a sequential mixed methods approach where data was collected from a content analysis of PG writing task sheets to inform the development a PG student questionnaire used to obtain their perceptions. These two sets of data (the content analysis and questionnaire) were triangulated to allow input from multiple stakeholders (i.e. academic lecturers and PG students).
Previous research into students’ writing needs have also used a content analysis of writing task sheets (e.g. Cho, 2014; Dunworth, 2008). However, this study has built upon previous research in three important ways. Firstly, the content analysis determined writing task type importance more thoroughly by taking into account multiple variables (word count, value and occurrence). Secondly, this was the first study to explore writing needs for all PG programmes at a single international university, demonstrating how writing needs can differ across various programmes. Finally, this was the first study to triangulate student perceptions with writing importance in order to provide new insights into PG students’ writing needs.
The Sino-British University where the study took place offers a single PG EAP course. However, the results show that students from different PG degree programmes have very different writing requirements. Given these widely varying writing needs, if possible (i.e. the resources allow it), the findings suggest the University should provide support via the PG EAP course for individual PG degree programmes. An alternative is to increase the Writing Centre’s workshop provision, providing more degree specific workshops. However, if the University continues its current practice of a single PG English EAP course, then the overall most important writing task types identified by this study should be covered.
This research will be of particular interest to institutions with a large L2 English student body and the wider research community with an interest in needs analyses. It is suggested that other institutions perform a similar content analysis to determine writing importance and consider taking into account students’ perceptions to inform their own writing support. However, regarding student perceptions, this study was only able to differentiate the students’ writing needs for a limited number of programmes. Accordingly, recommendations for future research which may further illuminate writing needs are also provided.
The inspiration for this study was my own experience teaching PG EAP and the lack of research of degree specific writing. As the international PG student population continues to increase, it is important that teachers, academic lecturers and universities are prepared to support these students on multiple fronts and I hope this thesis can contribute to that growing body of research
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