Social Innovation in the Undergraduate Architecture Studio

Krstikj, Aleksandra

doi:10.3390/soc11010026

Cited by 8 publications

(5 citation statements)

References 39 publications

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“…For example, through the analysis and synthesis of materials, the value of information can be judged and used to solve practical problems. The second dimension is integrated learning, which establishes a connection between facts and ideas, old and new knowledge, or different knowledge (Krstikj, 2021). The third dimension is reflective learning, which analyzes one's original cognitive process or the views of others, thereby improving students' views on a music theme (Tien et al, 2021).…”

Section: Concept Of Deep Learningmentioning

confidence: 99%

Exploring the Learning Psychology Mobilization of Music Majors Through Innovative Teaching Methods Under the Background of New Curriculum Reform

Cai

Liu

2022

Front. Psychol.

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The research expects to explore the psychological mobilization of innovative teaching methods of Music Majors under the new curriculum reform. The relevant theories of college students’ innovative teaching methods are analyzed under deep learning together with the innovation and construction of music courses. Thereupon, college students’ psychological mobilization is studied. Firstly, the relationship between innovation and entrepreneurship teaching and deep learning is obtained through a literature review. Secondly, the music classroom model is designed based on the deep learning theory, and the four dimensions of the music curriculum are defined to innovate and optimize the music teaching model. Finally, the Questionnaire Survey (QS) is used to analyze the design classroom model. Only 15% of the 180 respondents understand the concept of deep learning, 32% like interactive music learning, and 36% like competitive comparative music classroom learning. And the students who study instrumental music have higher significant differences in learning motivation than those who study vocal music. In addition to classroom learning, 16% of people improve their music skills through music equipment. College students like interactive music classes and competitive comparison classes that can give more play to their subjective initiative. After the new curriculum reform, the music curriculum based on deep learning can stimulate students’ interest in learning and participate in the mobilization of students’ learning psychology. Therefore, in the future of music education and teaching, there is a need to pay more attention to students’ psychological status. The research results can provide references and practical significance for the innovative teaching activities of music classrooms after the new curriculum reform.

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Section: Concept Of Deep Learningmentioning

confidence: 99%

Exploring the Learning Psychology Mobilization of Music Majors Through Innovative Teaching Methods Under the Background of New Curriculum Reform

Cai

Liu

2022

Front. Psychol.

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“…According to Yanchar et al (2008), only employees with a set of critical thinking skills can explain their thinking and decision-making process (Facione 2013). Critical thinking skills enable employees to analyse complex problems with a focus on the desired outcome (Power 2016); they also enable them to think creatively and independently, make decisions, draw conclusions and take action (Hassan and Madhum 2007;Piawa 2010;Abed et al 2015;Ahrari et al 2016;Tripathy 2020;Krstikj 2021).…”

Section: Critical Thinking In the Labour Marketmentioning

confidence: 99%

The Value of Critical Thinking in Higher Education and the Labour Market: The Voice of Stakeholders

et al. 2021

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Critical thinking has been more than just a part of academic rhetoric and educational practice for some time now. In the rapidly changing world of information flow, critical thinking is often identified as the goal of higher education, and in the modern labour market, the importance of critical thinking to an organisation’s success is emphasised. Critical thinking is recognised as one of the tools for the formation and development of human and social capital. Nevertheless, there is a lack of evidence about the manifestation in the labour market of the critical thinking developed at institutions of higher education. This article seeks to reveal the attitude toward the importance of critical thinking in the modern labour market and toward the responsibility for developing it from the perspective of different stakeholder groups (lecturers, students, employers and employees) (the case of Lithuania). Quantitative research methodology was chosen, using a questionnaire for data collection. It was found that in both higher education and the labour market, critical thinking is treated as a developed and dynamic competence that encompasses both cognitive skills and dispositions. All of the stakeholder groups consider inference and argumentation to be the most important critical thinking skills in the modern labour market. Critical thinking dispositions such as self-confidence and fairness are the most valued. All of the stakeholder groups delegate responsibility for the development of critical thinking to the individual. In evaluating critical thinking, no divide was established between the higher education and labour market segments. The most differences in attitudes emerged in evaluating the assumption of responsibility for the development of critical thinking.

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“…A strategy to strengthen agricultural literacy is through the involvement of undergraduate students who have a high degree of commitment, sensitivity, and leadership in extension projects, considering this initiative as part of social innovation (Oganisjana et al, 2017;Krstikj, 2021). Social innovation assists in problem solving in a society to enable the residents to improve their living conditions by generating projects and initiatives that include social or human potential (Osburg and Schmidpeter, 2013).…”

Section: Discussionmentioning

confidence: 99%

Agricultural literacy in artificial insemination and agribusiness management for social innovation in rural populations affected by armed conflict in Colombia

Lenis,

Montgomery,

Carrillo-González

et al. 2024

Front. Sustain. Food Syst.

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The achievement of education in rural populations was one of the Millennium Development Goals (MDGs), outlined by the United Nations. During the last World Summit on Sustainable Development (WSSD), it was concluded that the majority of the world’s poor, illiterate and undernourished population lives in rural areas; therefore, access to education is considered one of the greatest challenges for governments in countries with developing economies. The purpose of this study was to determine how a theoretical-practical training program in rural management and leadership (D-ML), artificial insemination (D-AI), and bovine genetic improvement (D-GI) affected the perception and level of knowledge in a rural population affected by Colombia’s armed conflict. Phase 1 included the theoretical and practical training of undergraduate animal sciences students in three dimensions (D-ML, D-AI, D-GI). After training, students were evaluated according to their level of theoretical-practical knowledge and their behavioral performance. There were 13 students selected to be a part of what we went on to call “the group of student leaders.” Phase 2 included the socioeconomic characterization and training of rural residents by the group of student leaders and field experts in the same three dimensions (D-ML, D-AI, D-GI). We evaluated the perception and level of knowledge before and after training in 63 rural residents using an evaluative instrument. The perception of knowledge in rural residents was low for general knowledge (GTD) (2.48 ± 0.76, p < 0.05), D-ML (2.89 ± 1.18, p < 0.05) and D-AI/D-GI (2.17 ± 0.83, p < 0.05), in accordance with the 5-point Likert-type ordinal scale. When level of knowledge was measured before the theorical-practical training, the level of GTD was 45.9%, however, after the training it increased to 77.6% (p < 0.01), while the level of knowledge for D-AI increased from 38.5% pre-training to 80.6% (p <0.05) post-training, and level of knowledge for D-GI pre-training was 50.8% and increased to 73.0% (p < 0.01) post-training. Finally, the level of knowledge for D-ML increased (p < 0.01) from 54.8% pre-training to 75% post-training. Altogether, rural extension programs contribute to closing knowledge gaps in relation to the use of reproductive biotechnologies and bovine management in rural areas affected by armed conflict.

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Social Innovation in the Undergraduate Architecture Studio

Cited by 8 publications

References 39 publications

Exploring the Learning Psychology Mobilization of Music Majors Through Innovative Teaching Methods Under the Background of New Curriculum Reform

Exploring the Learning Psychology Mobilization of Music Majors Through Innovative Teaching Methods Under the Background of New Curriculum Reform

The Value of Critical Thinking in Higher Education and the Labour Market: The Voice of Stakeholders

Agricultural literacy in artificial insemination and agribusiness management for social innovation in rural populations affected by armed conflict in Colombia

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