Flipped learning could improve the learning effectiveness of students. However, some studies have pointed out the limitations related to flipped classrooms because the content of the flipped course does not vary according to the needs of the students. On the other hand, adaptive teaching, which customizes the learning mode according to the individual needs of students, can make up for some of the shortcomings of flipped teaching. This study combines adaptive teaching with (...) class='Hi'>flipped teaching and applies it to face-to-face classroom activities. The purpose of this research is to explore whether the implementation of flipping and adaptive learning in a computer programming course can improve the learning effectiveness of students. The experimental subjects of this study are the sophomore students in the Department of Information Management. The flipped classroom with adaptive instruction has been realized in the limited course time. This study uses questionnaires to collect pre- and post-test data on the “learning motivation” of students. The learning effectiveness was evaluated based on the students' previous programming course and the semester scores of this course. Research results show that the post-test “learning motivation” has improved overall compared with the pre-test, and the learning effect is significant. The results of this research not only prove the effectiveness of modern teaching theories in programming courses but also lay the foundation for future teaching design. (shrink)

During the COVID-19 pandemic, the continuity of teaching and learning is very important to provide sustainable education to all pupils. The most difficult aspect of language acquisition has always been the speaking component. Pupils’ lack of interest and the difficulty in teaching and practicing speaking skills in the traditional classroom are the main issues that hinder pupils’ speaking skills. Thus, the purpose of this study was to explore the flipped learning approach to improve primary school pupils’ speaking (...) skills. In this study, Blendspace was used to support the flipped learning method to help pupils improve their speaking skills. This study employed a mixed-method research design. For pre–posttests, questionnaires and interviews were used to collect data from Year 3 primary school students. The findings revealed that the use of Blendspace in teaching speaking has improved pupils’ speaking skills and that the pupils were motivated to practice speaking inside and outside of the classroom. Hence, the utilization of Blendspace in the flipped learning approach is an effective pedagogy to improve pupils’ speaking skills. The findings of this research would be useful for teachers and policymakers to assist pupils in enhancing their speaking abilities. (shrink)

The flipped learning approach with the use of social media as an emerging technology has changed the quality of learning in English as a Foreign Language educational contexts. This review probed the effect of the web-based flipped learning approach on learners’ engagement and critical thinking. The earlier studies revealed the significance of social media in developing learner engagement and critical thinking. Studies indicated that the provision of opportunities for more cooperative and collaborative learning activities, (...) and high-quality interaction through the use of social media can be influential in developing learners’ engagement. Moreover, social media platforms can provide a context for feedback, and various types of challenging tasks that can improve EFL learners’ critical thinking. However, this review implicated that social media in flipped learning approach may be beneficial for instructors, learners, teacher educators, curriculum designers, educational policy-makers, and advisors to be aware of this valuable learner-centered approach. (shrink)

Students enrolled in tertiary education encounter multiple challenges, which prevent them from being proficient. One of these challenges is anxiety which is a common achievement emotion that impacts many students. Anxiety may prevent learning and may be negatively related to learning due to the negative values of classroom activities and their low controllability. As a result, obtaining more research evidence on anxiety plays an important role in allowing learners to develop the skills they need in different types of (...) technology-based environments such as Flipped Learning. With the prevalence of Internet usage, FL is gaining increasing popularity among higher education individuals. The FL approach is an important model for modifying teaching, cultivating enthusiasm, and interaction, and developing educational presentations in student-focused learning circumstances. The potential affordances of the FL environment might place learners in more positive states of control and value appraisals than the environment of conventional classes, which can lead to the removal of negative emotions such as anxiety. Given the benefits of FL and the potential affordances of its environment, the purpose of this conceptual study is to argue how the inherent affordances of the FL environment can contribute to the controllability and positive values of classroom activities reducing learners’ anxiety in light of control-value theory. (shrink)

In order for higher education to provide students with up-to-date knowledge and relevant skillsets for their continued learning, it needs to keep pace with innovative pedagogy and cognitive sciences to ensure inclusive and equitable quality education for all. An adequate implementation of flipped learning, which can offer undergraduates education that is appropriate in a knowledge-based society, requires moving from traditional educational models to innovative pedagogy integrated with a playful learning environment (PLE) supported by information and communications (...) technologies (ICTs). In this paper, based on the design-based research, a task-driven instructional approach in the flipped classroom (TDIAFC) was designed and implemented for two groups of participants in an undergraduate hands-on making course in a PLE. One group consisting of 81 students as the experimental group (EG) received flipped learning instruction, and another group of 79 students as the control group (CG) received lecture-centered instruction. The EG students experienced a three-round study, with results from the first round informing the customized design of the second round and the second round informing the third round. The experimental results demonstrated that students in the EG got higher scores of summative tests and final scores than those in the CG. In particular, students’ learning performance in three domains (i.e., cognitive, affective, and psychomotor) differ significantly between the two groups. (shrink)

From the popularity of flipped teaching in United States primary and high schools, it is thought that students have more learning control to adjust to the learning progress and are assisted in problem solving and learning guidance during class period. It is believed that flipped teaching could prompt underachieving learners’ active learning and thereby enhance learning effectiveness. A total of 386 high school students in Chungli, Taiwan, were part of an experimental study and (...) the research results are summarized below: Students who participated in the flipped teaching models demonstrated better comprehension levels with the teaching content due to this change in learning style and attitude, which in turn, enhanced learning effectiveness. To eliminate poor language performance of underachieving students, it is necessary to lay solid foundations to gradually enhance language learning effectiveness regarding this particular group of students. Films suitable for students’ individual ability could be combined with new language learned in the unit to genuinely assist underachieving learners’ language learning effectiveness. For students who care about their performance, a “system of play” style grouping should be determined in order to enable the tracking of group performance and term performance. According to the results, further developments regarding active learning ability, boosts in learning interests, enhanced learning effectiveness, and the prompting of creativity resulting in a shift from passive learner to active learner have been proposed. (shrink)

Promoting English as a Foreign Language learners’ willingness to communicate and self-efficacy in different contexts has drawn the attention of many investigators. This review explored the effect of digital-based flipped learning classrooms on enhancing learners’ willingness to communicate and self-efficacy. The related literature indicated that learners’ intention to communicate is affected by social media and digitalized materials used in flipped classrooms. Compared to the traditional educational contexts, this review showed higher levels of self-efficacy in flipped classrooms (...) among EFL learners. Furthermore, the review expounded on the implications and future directions for EFL teachers, teacher educators, educational policy-makers, and advisors. The ideas can improve their awareness of learner self-efficacy, willingness to communicate, and the use of flipped learning approach in educational contexts. (shrink)

Flipped Learning is a pedagogical model that leverages technology-enhanced instruction inside and outside of class time to maximize student engagement and learning during class time. This study investigated the effectiveness of ICT-supported Flipped learning in an EFL context in Northern Iraq to contribute to sustainable personalized language learning. The participants were EFL students and teachers of a primary school in Raniyah. The study employed an experimental method to collect student data and a teacher questionnaire. (...) The results indicated that Flipped learning had statistically significant effects on the students’ academic performance and achievement. The mean scores of the post-tests scored higher than that of the pre-test. The mean scores of the EG with for the fifth grade and for the sixth grade were much higher than those of the CGs for the fifth grade and for the sixth grade which indicated that FL had a statistically great impact on the students’ academic performance and their product improvement. Besides, the results of the t-test showed a significant difference in performance between students in both EGs and CGs; the participants outstripped statistically significant on the post-test compared to the pre-test. The majority of the participants’ attitudes were positive toward Flipped learning, and they remarked that it had a significant role in learning compared to the conventional classes. The participant teachers quoted positive views on Flipped learning over traditional classes. (shrink)

Due to the emergence of new technologies, reforms in higher education require changes in traditional education. The flipped classroom approach can be a solution to such educational changes to create a student-centered individual learning environment. This approach, which is a type of blended learning, has effectively integrated traditional education and social networks using both environments inside and outside the classroom. The current review is to provide an overview of flipped classroom studies in language teaching contexts. Particularly, (...) the study put emphasis on revealing and addressing the potential benefits and challenges of flipped classroom approach for teaching using social media. It focused on learning environments that students were exposed to the lecture content before the class in a collaborative and interactive learning environment using well-known social media applications. Twenty-five journal publications of flipped classrooms were analyzed in terms of their flipped learning activities, learner achievement, learner attitude, and challenges encountered. The analysis of the selected studies showed that the flipped classroom approach has a positive effect on learning, reducing cognitive load, involvement, accuracy, motivation, attitude, and satisfaction with the course and self-efficacy in higher education, and one of the most important challenges of the flipped classroom is the lack of familiarity and appropriate adaptation of students. With the inversion method, there was an increase in teachers’ workload. According to the analysis of the selected research findings, it is concluded that higher education can effectively use this method. (shrink)

Background Ethical decision-making education in nursing can be taught effectively by combining different teaching models that support the visualisation of taught concepts and integrating theory into practice. Objectives The study aims to examine the effect of flipped and jigsaw learning models on ethical decision-making and ethical sensitivity in nursing. Research design We used a nested mixed design. A pretest-posttest single-group quasi-experimental design was used in the quantitative part, and a case study method was used in the qualitative part. (...) Participants and research context This study was conducted in fall semester with second-year nursing students who studied an ethics course for the first time, using two different collaborative learning models. In the quantitative part, ethical dilemma and ethical sensitivity scales were made as pre-test with 117 and post-test with 128 students. In the qualitative part, a semi-structured three focus group interviews was conducted with 16 students. Ethical considerations After obtaining the approval of the University’s ethics committee, the study was carried out after obtaining participants’ informed written and verbal consent. Findings Students’ perspectives changed positively after training. This was related to six cases in section A of the Ethical Dilemma Scale. In part B, Practical Consideration (PC) and Principled Thinking (PT) mean scores were similar, showing no significant difference. For Familiarity in section C, it was determined that 68.4% of students in the pre-test and 77.3% in the post-test were familiar with similar dilemmas. The ethical sensitivity scale’s total scores were in a similar range. In the qualitative stage, ethical decision-making, ethical sensitivity, ethical dilemma and the improvement process were obtained as a theme. Conclusions There was an increase in the level of ethical sensitivity and familiarity with ethical dilemmas of nursing students after education. Flipped and jigsaw learning models can be used for nursing ethics courses. (shrink)

Mathematics is one of the core STEM (science, technology, engineering, and mathematics) subject disciplines. Engaging students in learning mathematics helps retain students in STEM fields and thus contributes to the sustainable development of society. To increase student engagement, some mathematics instructors have redesigned their courses using the flipped classroom approach. In this review, we examined the results of comparative studies published between 2011 and 2020 to summarize the effects of this instructional approach (vs. traditional lecturing) on students’ behavioral, (...) emotional, and cognitive engagement with mathematics courses. Thirty-three articles in K–12 and higher education contexts were included for analysis. The results suggest that the use of the flipped classroom approach may increase some aspects of behavioral engagement (e.g., interaction and attention/participation), emotional engagement (e.g., course satisfaction), and cognitive engagement (e.g., understanding of mathematics). However, we discovered that several aspects (e.g., students’ attendance, mathematics anxiety, and self-regulation) of student engagement have not been thoroughly explored and are worthy of further study. The results of this review have important implications for future flipped classroom practice (e.g., engaging students in solving real-world problems), and for research on student engagement (e.g., using more objective measures, such as classroom observation) in mathematics education. (shrink)

This study inspected the effect of Massive Open Online Course and flipped instruction on EFL learners’ foreign language speaking anxiety, foreign language learning motivation, and attitude toward English learning. To fulfill this objective, the Oxford Quick Placement Test was given to 160 Iranian EFL learners, of whom 120 upper-intermediate participants were chosen and divided into two experimental groups—MOOC and flipped —and one control group. After that, all selected participants were administered a speaking anxiety questionnaire and a (...) motivation questionnaire as the pre-test of the research. Then, one of the experimental groups received an online-based instruction via Skype: one conversation was instructed to this group online every session. The other experimental group received the treatment via flipped-based instruction. The audio files and the texts of the conversations were sent to this group via the WhatsApp application because they all had easy access to it. On the other hand, the control group did not receive any Internet-delivered treatment yet was trained through a face-to-face method. This process continued until the last session, and after the treatment period, the post-tests of speaking anxiety and motivation were given to all three groups to determine the effectiveness of the treatment. Moreover, two attitude questionnaires were administered to the experimental groups to examine their attitudes toward the MOOC and the flipped models of instructions. The findings of the One-way ANOVA test, Post-hoc Scheffe test, and paired samples t-test showed that there were significant differences between the post-test of the experimental groups and the control group. The results indicated that the experimental groups significantly outflanked the control group after the treatment. Lastly, the outcomes showed that participants in both experimental groups had positive attitudes toward technological-based instructional environments. (shrink)

The Flipped Classroom Model is a particular type of Blended Learning Model that enables more active learning in the classroom environment. In other words, by dismissing the traditional teaching method, the Flipped Classroom Model provides an active learning environment with classroom activities. Students learn by making use of information and communication technologies. Students watch videos about their course whenever they want and take notes before coming to class. Instead of providing students with lecture notes before (...) each lesson, videos are assigned to be watched. Therefore, in this research, it aims to identify the teacher candidates' views regarding project development training carried out with the Flipped Classroom approach. The research is composed of qualitative data collected from 21 teacher candidates studying their final year at the university. The research findings indicated that teacher candidates are satisfied with applying the Flipped Classroom approach as it increased curiosity and willingness of the participants towards the multimedia development course. It is also found that the majority of the teacher candidates produced complimentary views regarding the project development training carried out with the Flipped Classroom approach. (shrink)

Students’ learning engagement is recognized as one of the main components of effective instruction and a necessary prerequisite for learning, but students’ learning engagement in flipped classroom poses some pedagogical challenges. This study aimed to promote students’ learning engagement via the flipped classroom approach. Design-based research was adopted in this study to conduct an experiment involving three iterations in a Modern Educational Technology course in a Chinese university. The participants included 36 third-year pre-service teacher (...) undergraduates. Classroom observations and a learning engagement questionnaire were used to measure the effectiveness of the flipped instruction in terms of students’ learning engagement. Data analysis applied descriptive statistics, ANOVA, and paired samples t tests. The results showed that after three rounds of iterative experiments, students’ learning engagement significantly improved. Several principles are provided as guidelines for instructors to implement flipped classroom approach to promote students’ learning engagement. (shrink)

Some incompatibilists about free will or moral responsibility and determinism would abandon their incompatibilism were they to learn that determinism is true. But is it reasonable to flip-flop in this way? In this article, we contend that it is and show what follows. The result is both a defense of a particular incompatibilist strategy and a general framework for assessing other cases of flip-flopping.

ObjectiveThe study aimed to enhance the learning motivation of college physical education students and improve their learning outcomes. Based on the perspective of the self-determination theory, this study explores the influence of “Small Private Online Course + flipped classroom” teaching on the learning motivation of students majoring in physical education and profoundly analyzes the influencing factors and promotion paths of learning motivation using this model.Materials and methodsA total of four classes of physical education majors in (...) a university were selected and randomly divided into an experimental group and a control group. The experimental group received “SPOC + flipped classroom” teaching, the control group received traditional teaching. Before and after the 16-week intervention, learning motivation, teacher support perception, basic psychological need satisfaction, and academic emotions of the 64 students were measured, and the data were analyzed by repeated-measures analysis of variance and partial least square regression.Results The instructional intervention reduced non-regulation, external regulation, and introjected regulation, while increased identified regulation, intrinsic regulation, and self-determination levels in the students. The levels of non-regulation, external regulation, identified regulation, and self-determination were also significantly different from those of the control group. After the intervention, the scores of support for autonomy, support for competence, support for relatedness, and need for relatedness in the experimental group were significantly higher than those in the control group. Support for autonomy, support for competence, support for relatedness, need for competence and need for relatedness positively predicted the self-determination level, and intrinsic regulation and identified regulation negatively predicted non-regulation, external regulation, and introjected regulation.Conclusion“SPOC + flipped classroom” teaching has a positive impact on students’ learning motivation of basketball skills and promotes students’ motivation autonomy. The improvement of support for autonomy, support for competence, support for relatedness, need for competence, and need for relatedness may be related to the improvement of learning motivation of college students majoring in Physical Education. “SPOC + flipped classroom” teaching enables students to obtain more demand satisfaction by giving them more demand support, while demand support and demand satisfaction can promote the internalization of learning motivation so that students can maintain high autonomy motivation. (shrink)

With the development of modern information technology, the flipped classroom teaching mode came into being. It has gradually become one of the hotspots of contemporary educational circles and has been applied to various disciplines at the same time. The domestic research on the flipped classroom teaching mode is still in the exploratory stage. The application of flipped classroom teaching mode is still in the exploratory stage. It also has many problems, such as low class efficiency, poor teacher-student (...) interaction, outdated teaching modes, not student-centered, etc., which lead to poor students’ enthusiasm for learning. Therefore, the current English flipped classroom teaching mode still needs to be tested and revised in practice. Combined with emotion recognition technology, this paper analyzes speech emotion recognition, image emotion recognition, and audition emotion recognition technology and conducts a revision test for the current English flipped classroom teaching mode. It uses the SVM algorithm for one-to-one method and dimension discretization for emotion recognition, and finds that the recognition results after different dimension classification recognition are improved for each emotion. Among them, the recognition rate of different dimension classification recognition methods is 2.6% higher than that of one-to-one method. This shows that under the same conditions, the emotion recognition technology of different dimension classification recognition methods is higher. (shrink)

El objetivo de la investigación es demostrar que la aplicación del Flipped Classroom mejora el nivel de logro del aprendizaje significativo en estudiantes universitarios. Para la recolección de datos en los grupos control y experimental se aplicaron dos instrumentos: el pre-test y el post-test. Concluido con la aplicación de los talleres basados en la metodología FC, en el postest se observó que en el grupo control, 26 estudiantes obtuvieron una calificación aprobatoria y 11 reprobatoria, mientras que en el grupo (...) experimental, 38 estudiantes, de acuerdo a los criterios de evaluación, todos lograron una calificación aprobatoria. (shrink)

The transformation of higher education is essential to improve the quality of learning in line with technological advances, primarily through IT-based learning. One method that is considered adequate is the flipped Classroom, which creates a student-focused learning environment. This study aims to apply the flipped classroom method in learning language research methodology to develop students' critical thinking skills. The research method used is qualitative descriptive with a natural observation type. Data was obtained from observation (...) of learning implementation, literature review, and interviews with lecturers and students. The analysis technique applied is content analysis with an explanatory approach. The study results show that learning language research methodology occurs in two environments: at home and in the classroom. At home, students learn through videos, slides, and e-books. In class, students discuss and clarify material with lecturers and peers based on the material that has been studied previously at home. This method can build students' critical thinking skills. (shrink)

Despite increasing evidence that the traditional lecture is inefficient for student learning, such methods remain the central paradigm for teaching logic. In this paper, I identify the deficits of the lecture model and outline the many benefits of flipping the logic classroom—namely that students can absorb information at their own pace, freeing classroom time for active learn- ing activities, and allowing the students to come prepared to actively engage in deeper levels of learning. I provide advice for curricular (...) change from the traditional model, and guidance for flipped classroom implementation. I also offer suggestions for the best use of newly available class time, and advice for keeping students accountable for learning the information prior to class. Last, I consider common challenges with the flipped classroom model. I acknowledge possible obstacles to flipping the undergraduate logic course and address these challenges with potential solutions. (shrink)

In all domains of life, transmembrane proteins from the ATP‐binding cassette (ABC) transporter family drive the translocation of diverse substances across lipid bilayers. In pathogenic fungi, the ABC transporters of the pleiotropic drug resistance (PDR) subfamily confer antibiotic resistance and so are of interest as therapeutic targets. They also drive the quest for understanding how ABC transporters can generally accommodate such a wide range of substrates. The Pdr5 transporter from baker's yeast is representative of the PDR group and, ever since (...) its discovery more than 30 years ago, has been the subject of extensive functional analyses. A new perspective of these studies has been recently provided in the framework of the first electron cryo‐microscopy structures of Pdr5, as well as emergent applications of machine learning in the field. Taken together, the old and the new developments have been used to propose a mechanism for the transport process in PDR proteins. This mechanism involves a “flippase” step that moves the substrates from one leaflet of the bilayer to the other, as a central element of cellular efflux. (shrink)

In recent years, learning materials have gradually been applied to flipped classrooms. Teachers share learning materials, and students can preview the learning materials before class. During class, the teacher can discuss students' questions from their notes from previewing the learning materials. The social media platform Facebook provides access to learning materials and diversified interactions, such as sharing knowledge, annotating learning materials, and establishing common objectives. Previous studies have explored the effect of flipped (...) classrooms on students' learning engagement, attitudes, and performance. In this paper, we apply educational data mining to explore the relationship between students' viewing behaviors in accessing learning materials and their performance in flipped classrooms. The participants are classified into an experimental group and a control group to engage in flipped classroom activities. The experimental group uses the social media platform Facebook for flipped learning, and the control group uses a learning management system for flipped learning. The results show that there is a significant difference in the learning performance between the two groups, with the average score of the experimental group being higher than that of the control group. Furthermore, we find that the viewing behaviors and performance of the students within the experimental group differ significantly. (shrink)

This study explored the effect of learning strategies in a student organization on cake art creativity. The participants were 27 student members of a cake decorating art club from one central university in Taiwan. A quasi-experimental pretest-posttest design was adopted, with 90 h of experimental teaching over 16 weeks. The results, which included the use of a questionnaire, classroom observation, and in-depth interviews, suggest that in terms of creativity, the group participating in flipped classroom learning significantly outperformed (...) the group using traditional learning strategies. Furthermore, flipped classroom learning promoted learner motivation and satisfaction. (shrink)

This article evaluates learners’ thinking in the complex environment of teaching level and cognitive construct process and examines learners within the framework of cognitive factors, as well as the degree of consistency in the training process, in the social practice as the teaching of teachers and students to provide timely and dynamic feedback, first of all to “evidence centered” education evaluation of design patterns and cognitive framework theory as the theoretical basis. An evaluation model based on learners’ cognitive network analysis (...) is designed and constructed by integrating cognitive visualization analysis techniques such as network analysis. Secondly, at the beginning of action research, the teaching framework structure sequence is established under the guidance of the implementation model of flipped classroom, and the investigation results of the current situation are designed under the guidance of operational steps and organizational strategies, and categories and autonomous learning theories are divided, so as to preliminarily construct strategies to improve the ability of autonomous learning. Then through three rounds of iterative action research to improve the flip classroom teaching middle school students’ autonomous learning ability of teaching strategy, the interview method is used; the questionnaire and autonomous learning process to improve the students’ autonomous learning ability training effect evaluation questionnaire is analyzed, and finally a complete set of reverse ascending of classroom teaching is formed to improve students’ autonomous learning ability of effective classroom strategies. (shrink)

Thomas Piketty’s Capital and Ideology has been written with the intention to offer lessons from the historical trajectory of economic redistribution in societies the world over. Thereby, the book suggests learning from the political-economic history of ‘social-democratic’ policies and societal arrangements. While the data presented speak to the plausibility of looking at social democracy, as understood by Piketty, as an archive for learning about the effects of redistribution mechanisms, I argue that the book, or future interventions might profit (...) from integrating alternative archives. On the one hand, its current line of argumentation tends to underestimate the significance of power relations in the international political economy that continued after formal decolonization, and thus form the flip side of social democracy’s success in Europe and North America. On the other hand, the role of the polity might be imagined in a different and more empowering way, not just-as in Piketty-as an elite-liberal democratic governance institution; for instance, it would be interesting to explore the archive of the French solidaristes movement more deeply than Piketty does, as well as much more recent interventions in economic anthropology that deal with ‘economic citizenship’ in the Global South. (shrink)

I am going to argue that it is a cost of libertarianism that it holds our status as agents hostage to theoretical physics, but that claim has met with disagreement. Some libertarians regard it as the cost of doing business, not a philosophical liability. By contrast, Peter van Inwagen has addressed the worry head on. He says that if he were to become convinced that causal determinism were true, he would not change his view that humans are free and morally (...) responsible. Rather, he would give up at least one of the formerly-thought-to-be a priori truths that are elements in his argument for the incompatibility of causal determinism and the relevant sort of freedom. Thus, according to van Inwagen, our status as free and morally responsible agents would not be held hostage to the physicists or hang on a thread I think that van Inwagen’s strategy for securing our freedom and responsibility is unattractive. Somewhat tendentiously, I have called the rejection of an a priori ingredient in the incompatibilist’s argument, contingent upon learning that causal determinism is true, ‘metaphysical fip-flopping.’ -/- And it does seem that van Inwagen’s approach is implausible insofar as he is open to such metaphysical fip-fopping. That he is open to it—that he would fip-fop if he became convinced of the truth of causal determinism—is a problem for his actual philosophical position. Or so I will argue. (shrink)

Las metodologías docentes han ido adaptándose a los cambios de la sociedad, partiendo de un aprendizaje en el que el alumno tiene un papel más pasivo y se limita a escuchar una clase magistral, hasta aprendizajes más activos, utilizando metodologías como active learning, flipped learning, learning by teaching, rol play, entre otras.Esta investigación analiza la percepción de los estudiantes sobre el aprendizaje obtenido con la utilización de la metodología Learning by Teaching, para ello se trabaja (...) con una muestra de 196 alumnos de Grados en Administración y Dirección de Empresas, Marketing y negocios digitales. (shrink)

The study aims to explore the roles of Massive Open Online Courses based on deep learning in college students’ English grammar teaching. The data are collected using a survey. After the experimental data are analyzed, it is found that students have a low sense of happiness and satisfaction and are unwilling to practice oral English and learn language points in English learning. They think that college English learning only meets the needs of CET-4 and CET-6 and does (...) not take it as the ultimate learning goal. After the necessity and problems in English grammar teaching are discussed, the advantages of flipped classrooms of MOOCs are discussed in English grammar teaching. A teaching platform is constructed to study the foreign language teaching mode under MOOCs, and classroom teaching is combined with the advantages of MOOCs following the principle of “teaching students according to their personalities” to improve the listening, speaking, reading, writing, and translation skills of foreign language majors. The results show that high-quality online teaching resources and the deep learning-based teaching environment can provide a variety of interactive tools, by which students can communicate with their peers and teachers online. Sharing open online communication, classroom discussion, and situational simulation can enhance teachers’ deep learning ability, like the ability to communication and transfer thoughts. Constructivism with interaction as the core can help students grasp new knowledge easily. Extensive communication and interaction are important ways for learning and thinking. The new model provides students with profound learning experience, expands the teaching resources of MOOCs around the world, and maximizes the interaction between online and offline teachers and students, making knowledge widely rooted in the campus and realizing the combination of online resources and campus classroom teaching. Students can learn the knowledge through autonomous learning and discussion before class, which greatly broadens the learning time and space. In the classroom and after class, the internalization and sublimation of knowledge are completed through group cooperation, inquiry learning, scenario simulation, display, and evaluation, promoting students to know about new knowledge and highlighting the dominant position of students. (shrink)

Team-Based Learning is a comprehensive approach to using groups purposefully and effectively. Because of its focus on decision making, it is well suited to helping students learn to do philosophy and not simply talk about it. Much like the “flipped classroom” approach, it is structured so that students are held responsible for “covering content” through the reading outside of class so that class meeting times can be spent practicing philosophical decisions, allowing for frequent feedback from the professor. This (...) chapter discusses how TBL works in Philosophy, the elements of a TBL course including activity design, and how TBL avoids the known problems of group work. The appendix contains examples of TBL activities in philosophy courses. (shrink)

For over 20 years, the Schmid Training Course (STC) has offered unique opportunities for marine biology students from European universities to learn about marine model organisms. While the topics of the course have continuously changed over the years with the advent of new research techniques and discoveries, the pedagogical approach has remained largely the same – a combination of lectures, lab practicals, and field excursions. Several life science researchers, who have taught in the STC for many years, sought to bring (...) the course's pedagogical approach into the 21st century, and with the support of Erasmus+ Programme of the European Community funding, the Digital Marine project was developed. Digital Marine began in 2018 as an international partnership between the six research centers from which the STC instructors hail, and its main objective was to introduce a flipped, blended approach to learning and teaching with respect to established and emerging marine biological model systems. The Digital Marine platform, which covers 12 marine model organisms, is now publicly available. (shrink)

The strength of the ideological explosion of the beginning of the last century, which led to the destruction of the principles of structural-matrix thinking, standard-stereotyped behavior, undoubtedly also reached the education system. However, according to the author’s opinion, the reason for the beginning of transformations in the sphere of education is not an external impact on the education system. External factors of influence, undoubtedly, contributed to the corrosion of the shell of the education system, but the breakthrough of “mantle of (...) education” could occur due to the centrifugal force of the accumulated internal energy. The boundaries of the closed educational space were unable to keep the critical mass of problems accumulated in education. The implosion of education, as one of the most inertial social systems, was inevitable.If the changes that have taken place in the societies of European countries in the New Age, in particular, led to the transition to a new type of university with a new content, while maintaining its old form, the changes that are currently observed, both in the higher and school education, attest to the gradual destruction of the form of educational institutions, their disclosure from within. The evidence of that is cloud schools, flipped classroom, flipped learning, MOOC with its educational resources and teaching methods: Podcast, Vodcast, Pre-Vodcasting. Despite criticism from representatives of the classical educational system, the popularity of modern teaching models continues to grow. (shrink)

As there are contradictions in the digital technology: 1) a tool for professional growth and 2) a tool for imposing a prepared scenario of achieving success on the subject, ignoring the principle of environmental compliance, our study aims to substantiate and experimentally test the effectiveness of the model of realization of modern student’s mental experience. Moreover, the technology of programming as philosophizing in the BSL format is considered to be an element in the humanization of geeks culture in the situation (...) of supposed technological singularity. In accordance with the goal, we have created a regression-correlation design for the study of the influence of the predictor variable on the criterion variable. The exploratory methodology of our experimental study is determined by the content of bite sized-approbation of the author's model ‘Flipped Class’. Its conceptual idea is self-learning as creativity, which is realized in the didactics of performative action. The results of the tasks have revealed the relationships and differences in the implementation of indicators of students’ mental experience of joint e-Learning and BSL, which are visualized in correlation galaxies for future clustering. They have confirmed the leading idea of ​​our study: the disclosure of the resources inherent in human nature in the process of learning is the way for the relentless cognition of the sense of placement with a view to achieving dignity and making free choices in life. (shrink)

The utilitarian and consumerist model of higher education undervalues the importance and worth of the liberal arts in higher education, both globally and locally. Globally speaking, it does not take long to flip through a national newspaper or to click through the Chronicle of Higher Education to find either some call for the academy to train students for the current set of jobs available, especially for which there is high demand, low supply, and a national need, or critical responses to (...) such a call. Andy Delbanco wrote in The Chronicle Review of the problem, citing our “need to respond to the public demand for some demonstrable utility in what we teach: literature, history, philosophy, the arts.”1 How many... (shrink)

The flipped classroom is becoming a popular new instructional model in higher education capable of increasing student performance in higher-order learning outcomes. However, the success of a flipped classroom model depends on various supporting elements, and it may not be appropriate for all students and courses. In this study, a new blended Biochemistry classroom model based on Massive Open Online Courses and a “semi-flipped” environment was applied to Biochemistry instruction of Nursing and Clinical Medicine majors. The (...) students’ academic performance and perceptions of self-cognition were used to assess the blended Biochemistry classroom. Students who participated in the blended classroom model achieved higher academic performance and reported a significant improvement in their perceptions of self-cognition compared to the control group. Moreover, the effectiveness of the blended Biochemistry classroom on the small size class was stronger than on the large size class. (shrink)

Employing Critical Autism Studies and Narrative Analysis, this project examines how autistic Twitter users engage in narrative meaning-making through social media. By analyzing the hashtags #ActuallyAutistic and #AskingAutistics this project broadly explores how individuals construct identity when lacking access to positive representations and identity communities. Answering the research question, “How do autistic people construct individual and collective identity narratives through Twitter?,” findings indicate that autistic Twitter users use their social media presence to build virtual learning communities. Common knowledge about (...) autism is often oversimplified and highly medicalized. Therefore, autistics use Twitter to make meaning of their experiences that are not represented within cultural notions of what it means to be autistic. Autistic Twitter users reject medicalized narratives by contesting stereotypes, flipping negative narratives into positive stories, re-inscribing “deficiencies” as beneficial, and resisting rehabilitation and “cure.” Users do important social activist work by building strong autistic communities in ways that counter current negative representation, constructing positive self-affirming individual and community identities and resisting eugenic notions that autistic people are “less valuable.”. (shrink)

En este trabajo se presentan las estrategias docentes utilizadas para aplicar el modelo de clase invertida en la asignatura “Comportamiento del usuario en entornos digitales” (Máster Universitario en Comunicación Digital), así como algunas de las herramientas utilizadas, y la valoración del alumnado sobre su aplicación.Tras describir la metodología y los recursos utilizados, se realiza un análisis de contenido respecto a la evaluación realizada por el alumnado, orientado a identificar las ventajas e inconvenientes del uso de la clase invertida.Se extraen conclusiones (...) sobre las repercusiones de esta metodología, tanto para el alumnado como para el docente, en tanto que supone una forma más aplicada de formar y de aprender, pero que entraña dificultades especialmente derivadas del esfuerzo que supone el cambio de rol de docentes y discentes en su aplicación. (shrink)

Las características de la enseñanza universitaria actual hacen necesaria una constante búsqueda de innovaciones que permitan introducir mejoras en la misma. Este artículo pretende dar a conocer las principales metodologías y herramientas empleadas durante el curso 2021-2022 para mejorar el proceso de enseñanza-aprendizaje en la asignatura de Historia Económica, del Grado en Administración y Dirección de Empresas, en la Universidad de Jaén. Se ha constatado que el empleo de nuevas metodologías alternativas a las tradicionales ha contribuido a mejorar significativamente la (...) comprensión de los contenidos, la adquisición y la evaluación de competencias relacionadas con la asignatura, obteniéndose resultados bastante satisfactorios. (shrink)

Table of contents -- Foreword by klaus schwab -- Author biographies -- Acknowledgments -- Introduction - by armand doucet & jelmer evers -- education in a time of unprecedented change by michael soskil -- education today: a collection of snapshots by elisa guerra -- - overcoming equity gaps in and through education by michael soskil -- Teach me: the learner profile by armand doucet -- the power of learning by nadia lopez -- contextualizing personalization in education by armand doucet (...) -- Evolution of technology in the classroom by koen timmers -- flip the system: the networked activist teacher by jelmer evers -- Conclusion- by armand doucet & jelmer evers -- Epilogue by andreas schleicher. (shrink)

This paper adds temporal logic to public announcement logic (PAL) and dynamic epistemic logic (DEL). By adding a previous-time operator to PAL, we express in the language statements concerning the muddy children puzzle and sum and product. We also express a true statement that an agent’s beliefs about another agent’s knowledge flipped twice, and use a sound proof system to prove this statement. Adding a next-time operator to PAL, we provide formulas that express that belief revision does not take (...) place in PAL. We also discuss relationships between announcements and the new knowledge agents thus acquire; such relationships are related to learning and to Fitch’s paradox. We also show how inverse programs and hybrid logic each can be used to help determine whether or not an arbitrary structure represents the play of a game. We then add a past-time operator to DEL, and discuss the importance of adding yet another component to the language in order to prove completeness. (shrink)

Lectures are a common teaching method in higher education. However, they have many serious limitations, including boredom, attendance, short attention span, low knowledge transmission and the passivity of students. This paper suggests how a combination of electroencephalography and eye-tracking technology could address some of these limitations – an approach that I have called neurolecturing. Neurolecturing could measure students’ attention, learning and cognitive load and provide real time feedback to students and lecturers. It could also play a role in the (...) flipped classroom and artificial intelligence tutoring. (shrink)

Quid est veritas? -- What is science? how we understand the physical world -- What a piece of work is man: the rise of the social sciences -- Educational science and pseudo science -- Multiple intelligences: if everyone's smart, no one is -- My NLP and brain gym hell -- Group work: failing better, together -- I'm with stupid: emotional intelligence -- Buck Rogers and the 21st century curriculum -- Techno, techno, techno, techno: digital natives in flipped classrooms -- (...) The holy trinity of the three-part lesson -- There are no such things as learning styles -- Game over: the gamification of education -- Learning to learn to learn to learn -- The hard smell: smell/ dance/ box/sing yourself smarter/ happier/ healthier -- Thinking hats on! -- School uniform armageddon -- What everyone in education should do next. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Addressing Alterity:Rhetoric, Hermeneutics, and the Nonappropriative RelationDiane DavisTeaching is not reducible to maieutics; it comes from the exterior and brings me more than I contain.—Emmanuel Levinas, Totality and InfinityThere is always the matter of a surplus that comes from an elsewhere and that can no more be assimilated by me, than it can domesticate itself in me. A teaching that may part ways with Heidegger's motif of our being (...) able to learn only what we already understand—when does learning take place? what do we already understand?—the Conversation belongs, as ethical relation, to the effort of thinking the infinite, the transcendent, the Stranger. None of this amounts to thinking an object.—Avital Ronell, DictationsFrom Rhetorical Power to Reception Histories Steven Mailloux has brilliantly performed and explicated a "rhetorical hermeneutics" that demonstrates the "practical inseparability of interpretation and language use and thus of the discourses that theorize those practices, hermeneutics and rhetoric" (1998, 3). Many rhetoricians have challenged the specifics of Mailloux's various arguments and have more generally objected that "rhetorical hermeneutics" leans too far toward the hermeneutical, reducing rhetoric to an analytic or critical art and giving its productive (political) function the squeeze.1 Yet within these lively debates, very few have challenged his basic premise that rhetoric and hermeneutics are inextricably intertwined: the question has not been whether they are indissociable but which side of the production-reception coin rhetorical studies ought to emphasize.2 Michael Leff, for example, flipped Mailloux's adjective-noun relation to spotlight production, promoting a "hermeneutical rhetoric" that focuses more on political than literary texts; nonetheless, he agrees that "all interpretive work involves participation in a rhetorical exchange, and that every rhetorical exchange involves some interpretive work" (1997, 197-98). [End Page 191] Rosa Eberly goes further in Citizen Critics, offering a hermeneutical rhetoric that is less interested in "already-written discourses" than in spotlighting "rhetoric's power as an art productive of discourses and subjectivities for the present and the future" (2000, 34). Yet Eberly, too, affirms Mailloux's basic premise, which was nudged in the direction of conflation in the introduction to the 1997 collection Rhetoric and Hermeneutics in Our Time, in which the editors, Walter Jost and Michael Hyde note in passing that their title can "be understood as virtually tautological."And there is of course no doubt that rhetoric has a hermeneutic dimension; or, more carefully, that rhetoric constitutes the hermeneutic dimension. If "hermeneutics" indicates "the art of understanding," as Friedrich Schleirmacher wanted, then interpretation clearly depends upon production.3 "Rhetoric not only has its place within the sphere of objects surveyed by hermeneutics," as Werner Hamacher puts it, "but also constitutes an integral component of every hermeneutic operation. Every step in an interpretation corresponds to a rhetorical—or grammatical—figure" (1996, 70). Put more bluntly: intelligibility, including self-intelligibility, is a tropological product; cognition itself is a trope that can in no way be secured. Hermeneutics—as it's being used here—is completely dependent on, even absorbed by, rhetoric.4 I have no problem with this. Nor with Mailloux's suggestion that the reverse is also true:In some ways rhetoric and interpretation are practical forms of the same extended human activity: Rhetoric is based on interpretation; interpretation is communicated through rhetoric. Furthermore, as a reflection on practice, hermeneutics and rhetorical theory are mutually defining fields: hermeneutics is the rhetoric of establishing meaning, and rhetoric the hermeneutics of problematic linguistic situations.(Mailloux 1998, 4)I don't disagree: As the production and appropriation of meaning, rhetoric and hermeneutics are an indissociable team; together, they complete understanding's circle. I take this as a given.However, I want to suggest that there is also a non-hermeneutical dimension of rhetoric that has nothing to do with meaning-making, with offering up significations to comprehension. This dimension is reducible neither to figuration nor to what typically goes by the name persuasion; it is devoted to a certain reception, but not to the appropriation of meaning. Preceding and exceeding all hermeneutic interpretation, it deals not in signified meaning but in the address itself, in the exposure to the other; it deals not... (shrink)

In recent years, educational organisations have used different tools and strategies to enhance their services, such as gamification, flipped classroom and Project-Based Learning have been imple-mented to provide quality education. In this sense, enjoyment, which is focused on the emotional well-being of students, contributes to integral formation and academic performance. Therefore, the target was to explore students' perceptions about enjoyment, as a tool that allows identifying the needs, and weaknesses, addressing the risks of educational organisations of higher education (...) as well, so that it provides educational agents to conduct improvement actions for the benefit of interested parties. A quantitative approach was assumed, with a non-experimental design and descriptive scope, in which a Scale of Enjoyment with Learning of Science Subjects was used, adapted to collect information concerning the enjoyment level of students in the first cycles of higher education. The results revealed that 78% of physics students experience high levels of en-joyment, evidencing a positive attitude towards the professor, concerning personal enjoyment and social as well. In conclusion, enjoyment of the teaching-learning process is essential for academic quality, as it helps students achieve significant learning. Furthermore, it enables higher education institutions to improve academic quality management and provide quality services. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 35.2 (2002) 96-119 [Access article in PDF] Re-Marking Slave Bodies: Rhetoric as Production and Reception Steven Mailloux There is much talk nowadays about the double nature of rhetoric: rhetoric as a practical guide for composing and rhetoric as a theoretical stance for interpreting. The two uses can be viewed as complementary, as flip sides of the same holistic approach to rhetorical studies. But they can also (...) appear in conflict: production models of writing and speaking versus reception models of reading and listening; models for inventing rhetoric versus models for analyzing it. Indeed, though the two models can be mutually supportive, they have often developed in tension within the evolution of academic disciplines over the last 125 years. Different emphases on one or the other model have resulted in different departmentalized disciplines and varied divisions within those departments, as we are all so well aware. One might even claim that advocating one or the other model has contributed significantly to the fragmentation of rhetoric as an interdiscipline during the last century and to the distribution of its parts into various academic units. In many English departments, for example, the continuing divisions between literature and composition faculty arise from contrasting professional interests in reception models focused on interpreting literary works versus production models focused on composing student texts. A similar reception/production antagonism appears in the history of speech departments separating from English departments. In 1915, when seventeen teachers of public address broke off from the National Council of Teachers of English, the production (oratory or debate) model they favored was at odds with the reception (philological or hermeneutic) model of most literature faculty. 1I don't mean to suggest that different choices between models of production and reception fully account for the academic fragmentation of rhetorical study. Nevertheless, practical antitheses do constitute disciplinary [End Page 96] identities. Antitheses between production and reception—between writing/speaking, on the one hand, and reading/listening, on the other—have variously combined with other distinctions between written texts versus oral performances as objects of study and between scientific research versus humanistic scholarship as intellectual traditions, and these assorted configurations of interpretive practices and institutional formations did help shape disciplinary identities throughout the past century. We are now faced with a situation in which rhetoric is distributed across several departments and programs, not in an integrated interdiscipline but as disciplinary fragments, where rhetorical critics in literary and cultural studies, for example, don't read deeply either in the work of rhetoric/ composition faculty in their own departments or the rhetorical scholarship produced in other departments such as communications or classics.Historically, I believe, the separation of written rhetoric (literature and composition) from oral rhetoric (public address and debate) within the academic humanities, this separation of English and speech departments, has been just as debilitating for rhetorical study as the literature/composition split within English departments alone. One might speculate about how these divisions encouraged the eventual exclusion of oratory from British and U. S. literary canons. More important, these divisions have resulted in a fragmented disciplinary approach to everything having to do with tropes, arguments, and narratives in culture, including most recently the study of local and global communication networks, old and new literacies, and past and present media revolutions.In the present essay I suggest an alternative to this disciplinary fragmentation of rhetoric. This alternative, call it rhetorical hermeneutics, learns from the more holistic approach to language arts found at the elementary and secondary levels of our U. S. educational system, where writing, speaking, reading, and listening (and sometimes viewing) are practices often taught in relation to one another. 2 Here production and reception models form parts of the same integrated framework for understanding and participating in the cultural conversations of diverse public spheres. In the following sections, I address these issues of model selection first by considering the objection that rhetorical hermeneutics is exclusively a method of reading and not a heuristic for writing. Then I move to an example of rhetorical hermeneutics in practice: a reception study of rhetorical productions... (shrink)

Covid‐19 heralded a natural experiment with telemedicine. My experience as a clinician was very positive, and learning how to use telemedicine has made me a better doctor. Telemedicine has flipped the medical service paradigm; families do not need to conform their busy lives to the medical office workflow. An appointment can be a virtual house call that takes less time for my patient's family and allows me to learn even more about their home. While there are limitations of (...) telemedicine, there are good ethical reasons for clinicians to support the broader use of telehealth, including equity, efficiency, effectiveness, and respecting preferences. Empirical health‐services research that assesses satisfaction, quality, and health outcomes will be necessary to determine the impact of telehealth on a population level to ensure that is used in a way that promotes equity in care. (shrink)

The current times call for reforms in educational processes. The Covid-19 pandemic had an unforeseen impact on the educational system in all countries. This need for change requires new pedagogies and new methods for teaching and learning. Understanding the need for change is essential for the formulation of adaptive proposals, as well as for the generation of training activities to complement the teaching curriculum. New educational practices lead to a vision of educational quality, with new approaches that allow the (...) continuous integration of knowledge and permanent interaction with the student. This paper presents an analysis of the new teaching methodologies in times of confinement due to the pandemic caused by Covid-19. Keywords: Teaching methodologies, educational system, learning process. References [1]É. Tremblay-Wragg, C. Raby, L. Ménard y I. Plante, «El uso de estrategias didácticas diversificadas por cuatro profesores universitarios: ¿qué contribución a la motivación de aprendizaje de sus alumnos?,» Docencia en educación superior, vol. 26, nº 21, 2021. [2]L. Czerniewicz, R. Mogliacci, S. Walji, A. Cliff, B. Swinnerton y N. Morris, «Enseñanza y aprendizaje académico en el nexo: desagregación, mercantilización y digitalización en la educación superior,» Teaching in Higher Education, vol. 26, nº 2021, p. 16, 2021. [3]S. Dogan y A. Adam, «Aumentar el efecto del desarrollo profesional en la instrucción efectiva a través de comunidades profesionales,» Docentes y docencia: teoría y práctica, vol. 26, nº 3-4, pp. 326-349, 2020. [4]I. M. Torres Salas, «La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas,» Educare, vol. 14, nº 1, pp. 131-142, 2010. [5]B. Fabio, J. Antonio Palomino y J. González Henríquez, «Evaluación y contraste de los métodos de enseñanza tradicional y lúdico,» Revista de Educación física y deportes, vol. 13, nº 94, pp. 29-36, 2008. [6]Y. Benítez y C. Mora, «Enseñanza tradicional vs aprendizaje activo,» Revista Cubana de Física, vol. 27, nº 2A, pp. 175-179, 2010. [7]P. Morales Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [8]R. Gil-Galván, I. Martín-Espinosa y F. Gil-Galván, «University student perceptions of competences acquired through problem-based learning,» Educación XXI, vol. 24, nº 1, pp. 271-295, 2020. [9]E. Ortiz Cermeño, «El aprendizaje basado en problemas,» Perfiles Educativos, vol. 41, nº 164, pp. 208-213, 2019. [10]E. Araos-Baeriswyl, C. Moll-Manzur, Á. Paredes y J. Landeros, «Aprendizaje invertido: un enfoque pedagógico en tiempos de pandemia,» Rev. Atención Primaria, vol. 53, nº 1, p. 117, 2021. [11]V. León-Carrascosa, M. Belando-Montoro y S. Sánchez-Serrano, «Design and validation of a questionnaire to evaluate the service-learning methodology,» Rev.Estudios sobre educación, vol. 39, nº 1, pp. 247-266, 2020. [12]J. Collado-Ruano, M. Ojeda, M. Malo y D. Amino, «Educación, arte e interculturalidad: El cine documental como lenguaje comunicativo y tecnología innovadora para el aprendizaje de la metodología I + D + I,» Rev. Texto livre, vol. 13, nº 3, pp. 376-393, 2020. [13]P. M. Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [14]J. A. Martí, M. Heydrich, M. Rojas y A. Hernández, «Aprendizaje basado en proyectos: Una experiencia de innovación docente,» Universidad EAFIT, vol. 46, nº 158, pp. 11-21, 2010. [15]L. Rojas y N. M. Jaimes, «Canvas LMS y el trabajo colaborativo como metodología de aprendizaje en entornos virtuales,» de Congreso Ibérico de Sistemas y Tecnologías de la Información, CISTI, Bogotá, Colombia, 2020. [16]B. Bordel y P. Mareca, «Results and Trends in educational MOOCs in the engineering area with MIRIADAX platform. A case study,» de 15th Iberian Conference on Information Systems and Technologies, CISTI 2020; Seville; Sevilla, España, 2020. [17]K. Vermeir y G. Kelchtermans, «Innovative practice as interpretative negotiation.A case-study on the kamishibai in Kindergarten.,» Teachers and Teaching: Theory and Practice, vol. 26, nº 3-4, pp. 248-263, 2020. [18]B. Tucker, «The Flipped Classroom: Online instruction at home frees class time for learning,» Education Next, vol. 1, nº 1, pp. 82-84, 2012. [19]M. V. Ledo, N. R. Michelena, N. N. Cao, I. d. R. M. Suárez y M. N. Vialart Vidal, « Aula invertida, nueva estrategia didáctica,» Educación Médica Superior, vol. 30, nº 3, pp. 678-688, 2016. [20]Metodologías activas por medio de las TIC, [Online]. Available: https://www.campuseducacion.com/blog/recursos/articulos-campuseducacion metodologias-activas-por-medio-de-las-tic/?cn-reloaded=1. [Last access: February 14, 2021]. (shrink)

Despite the fact that John Dewey had a great deal to say about education and technology, many of his insights have yet to be understood or appropriated. A close reading of Democracy and Education offers support for the view that Dewey was prescient in proposing a pedagogy that was friendly to current initiatives in innovative classroom technology including inverted or “flipped” classroom projects in the United States and elsewhere and the Future Classroom Lab project of the European Schoolnet. In (...) both of these initiatives application of tools and techniques grow out of educational occupations guided by teachers rather than being imposed on learning situations a priori. Both initiatives honor the pillars of Dewey’s educational philosophy as presented in his 1916 Democracy and Education and elsewhere in his work: problem-or theme-based learning, peer-based learning, learning that is open to the world outside the classroom, and teachers who are engaged as coaches and facilitators rather than authority figures. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Cancel Culture and the Trope of the ScapegoatA Girardian Defense of the Importance of Contemplative ReadingJoakim Wrethed (bio)What unfolds in this article encompasses violence, language/reading, and ethics. René Girard addresses these topics primarily in terms of mimesis, its potential violence, and the trope of the scapegoat. Still, toward the end of his career and life, he relentlessly pointed out the dangers implicated in the dynamism of these forces. He (...) addressed it clearly in his "apocalyptic book" Battling to the End (2010):I have been accused of repeating myself too often, of turning my theory into a fetish, of using it to explain everything. Yet it has described mechanisms that recent discoveries in neuroscience confirm: imitation is the initial and essential means of learning; it is not something acquired later on. We can escape mimetism only by understanding the laws that govern it. Only by understanding the dangers of imitation can we conceive of authentic identification with the Other. However, we are becoming aware of the primacy of moral relationship at the very time when the atomization of humanity is being realized, and when violence has increased in intensity and unpredictability.1[End Page 15] It is this thin line between necessary/harmless imitation and its dangerous versions that will be the central theme in the analysis. As Girard states, a vast amount of established research confirms that the mimetic impulse is innate.2 We should pay specific attention to "the atomization of humanity," since it zooms in on our contemporary epoch's paradoxical "mass-individualism," evidently tremendously enhanced by information and communication technology (ICT). In order to contribute to Girard's lifework and to extend it beyond his own writing, we outline a few contemporary phenomena that clearly exhibit the primordial dangers of human violence that Girard draws attention to. These phenomena are initially only roughly sketched, but subsequent sections give them sharper relief. The central phenomena are cancel culture, speed, and the reading of literature. Just to be clear, the intended mode of reading should be construed in a broad sense, thus potentially including philosophy and theology, if one is inclined to emphasize the differences between these disciplines and the reading of literature.3Cancel culture in certain ways makes manifest a social welfare society version of escalating violence, indicating that "violence has increased in intensity and unpredictability."4 A succinct definition of cancel culture will initially suffice:Cancel culture refers to ending (or attempting to end) an individual's career or prominence to hold them accountable for immoral behavior. Driven primarily by young progressives, often through social media, cancel culture has attracted controversy since it swept into the national conversation.5This definition can easily be extended into larger historical patterns in which, for instance, colonial crimes are highlighted and demands are raised for contemporary acts of atonement. As Rob Henderson points out, the obvious flip side is that "the swift and decisive nature of cancel culture can stifle debate, and some believe that dialogue is a more productive way to foster change."6 The "swiftness" and the immediate collectable consequences are decisive in their functions as social punishment and exclusion; in other words, digitalized speed accomplishes verdict and punishment in a very short time span, which is a reflection of desire pure and simple. The rapidity from intention to anticipated effect rather resembles an instinctive and violent action more than the forwarding of a carefully thought through argument or statement. The present becomes an invincible ivory tower bristling with power to finally mete out the justice that the erroneous ethics of earlier times were incapable of conceiving and achieving. An always already accelerating modernity speeded up immensely through [End Page 16] the fast growth of information and communication technology (ICT). To be sure, the whole evolution of computer technology is defined primarily in terms of processing speed, together with the quantity of information that can be contained in as small a spatial entity as possible. The present-day reality of having almost everything only one or a few clicks away on a screen—as a modern day realization of the library in Alexandria—enhances the relevance of a phenomenon historians have referred to... (shrink)