Dilemma Based Learning Integrated Collaborative Technologies - Teacher Education Course Model

Eyal, Liat

doi:10.21125/edulearn.2018.1213

Cited by 3 publications

(2 citation statements)

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“…Therefore, Critical thinking skill particularly doing math needs special attention in the learning process. In learning process at class, the teacher has to instill solving problem skill and to think critically in mathematics by relating mathematics problem with daily life and culture values in society (Alangui, 2017;Cimen, 2014;Eyal, 2018). So that learner is not only to get knowledge about mathematics but know culture values in society as well.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Mathematics Teaching Material Based on Ethnomathematics

Imswatama

Lukman

2018

Int.J.Trends.Math.Edu.Research

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The study aims to know the effectiveness of mathematics teaching material used based on ethnomathematics toward mathematical solving problem skill and student critical thinking and to know how student activity on mathematics learning by applying mathematics teaching material based on ethnomathematics. Research method applies a quantitative method with post-test only control design research type. Sampling technique applies cluster random sampling. Data collection technique applies documentation, observation, and test method. Data analysis technique applies quantitative data analysis by using t-test. Based on data analysis result, mathematics teaching material based on ethnomathematics proves effective toward solving problem skill and student mathematical critical thinking. Besides, by applying mathematics teaching material can raise student activity.

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Section: Introductionmentioning

confidence: 99%

The Effectiveness of Mathematics Teaching Material Based on Ethnomathematics

Imswatama

Lukman

2018

Int.J.Trends.Math.Edu.Research

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“…Para ello, basta mencionar que algunas investigaciones sobre incidencia de la educación digital en la formación del profesorado han tenido un enfoque más de tipo cualitativo o se basan en enfoques interpretativos (Hepler, 2017;Valverde-Berrocoso y Balladares, 2017). Algunas propuestas buscan la incorporación de modelos pedagógicos alternativos que integren la tecnología con el aprendizaje, como es el caso del aprendizaje basado en dilemas en el que el pensamiento crítico, los dilemas éticos y el perfl profesional lleva a la toma de decisiones mediados por tecnologías colaborativas (Eyal, 2018). La educación digital no solamente contempla la integración de las TIa en las prácticas docentes, sino también en capacitar al docente en el trabajo colaborativo, en el aula invertida y en el aprendizaje basado en la investigación (Pombo, aarlos y Loureiro, 2015; Oliveira y Pombo, 2018).…”

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Instructional design of digital education for teacher training

Burgos

Antonio²

2018

RELATEC

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This article analyzes the incidence of digital education in teacher training in the modalities of b-learning and e-learning. The research proposed three case studies. The first study evaluates the effects of a TIC training course in b-learning mode in the digital competence of teachers in an Ecuadorian university. The second study identified the key components of the instructional design of a postgraduate program in the e-learning modality of a Spanish university. The third study established a proposal for instructional re-design of a digital education course through development of digital and informational competencies for Ecuadorian higher education staff. The results showed that he instructional design of the training courses does not meet the needs and expectations of the digital competence, nor does it show an improvement in ICT practices in the classroom; the master degree analyzed is considered as a valid, innovative and updated proposal for the training of professionals and researchers in Educational Technology and the design of the activities is key to the promotion of deep learning in online education; and instructional re-design, based on the results of the previous studies, contributes to the quality of digital teacher training in the University. These three studies allow a comprehensive view of the results of research on digital education and university staff training in b-learning and e-learning.

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Communities of practice for implementing methods to reduce involuntary care in intellectual disability care: Insights from tacit and experiential knowledge exchange

Bisschops,

Clasien de Schipper,

Salhi

et al. 2023

Journal of Intellectual & Developmental Disability

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Background Intellectual disability organisations in the Netherlands are seeking to improve clients’ quality of care by implementing methods that reduce involuntary care. This study described insights gained from sharing tacit and experiential implementation knowledge in Communities of Practice (CoP). Method In a participatory research, managers, policymakers, experts-by-experience, support staff, and researchers participated in two CoP. Transcripts of the first meetings, focusing on tacit implementation knowledge and experiences in intellectual disability care, were analysed qualitatively. Results Six themes and nine subthemes were found. One related to implementing methods in line with the Care and Coercion Act. Other themes were the quality of care dilemma, implementation determinants, organisational context, change in organisational culture, and implementation plans and strategies. Discussions Findings reveal insights regarding the impact of implementing methods that reduce involuntary care on care professionals, management, and organisations. Through thinking together, CoP participants collectively learned about implementing methods in intellectual disability care.

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Dilemma Based Learning Integrated Collaborative Technologies - Teacher Education Course Model

Cited by 3 publications

References 0 publications

The Effectiveness of Mathematics Teaching Material Based on Ethnomathematics

The Effectiveness of Mathematics Teaching Material Based on Ethnomathematics

Instructional design of digital education for teacher training

Communities of practice for implementing methods to reduce involuntary care in intellectual disability care: Insights from tacit and experiential knowledge exchange

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