ファシリテーションという教育実践への状況論的アプローチ―ディブリーフィングにおける「強制される自由討論」のパラドックス―

Background. Complex, dynamic systems require flexible workforces with skills and attitudes responding to the dynamic work environment. Traditional, formal classroom-oriented learning approaches often do not sufficiently support the development of such skills and attitudes and do not provide situated learning activities. Aim and Method. We propose the concept of Microgames as an active, situated learning approach. A Microgame is a simulation game that can be played in a short time period and that starts from a specific problem in the organization defined by a problem owner. To illustrate the concept, we introduce a case study with a Microgame called Yard Crane Scheduler. Results. The study’s results indicate that the Microgame used in our study represented an engaging experiential experience. It was able to foster the awareness of the players for interdependent planning tasks. Due to its shortness, the game’s reality is somewhat limited. To compensate for this limitation, a structured debriefing phase enables players to exchange information on successful planning strategies, enhancing the learning experience by a social learning activity. Conclusions. Microgames are a novel approach towards situated, experiential learning. Its limitations, mainly caused by the constrained time for game play, have to be taken into account when defining learning goals. Despite this limitation, the Yard Crane Scheduler Microgame has been evaluated as an engaging and valid tool. Further research will investigate distinct design decisions and learning effects associated with the concept of Microgames.

Background/Aims: Practice education is integral to health professional curricula. There is emerging evidence that student generational attributes may be impacting on practice education. Students born between 1982 and 2000, termed ‘Generation Y’, are said to have a different outlook on learning to those students from other generational groups. However, there is little research from student perspectives to investigate these claims. This study aimed to identify ‘Generation Y’ occupational therapy students' preferred teaching and learning approaches in practice education. Methods: Using a qualitative descriptive approach and purposive sampling, 22 semi-structured interviews were undertaken with third and fourth year ‘Generation Y’ occupational therapy students from one Australian university. Interview transcripts were analysed thematically. Findings: Four themes emerged from the data: developing practice skills and confidence; essential communication; valued educational approaches; and the supervisory relationship and the team. Conclusion: Findings relate to ‘Generation Y’ characteristics. Practice educators may need to consider that these students have unique learning preferences. Students prefer ‘doing’ to observing, they want to be given clear expectations and responsibility for their own work tasks, they want to work in a team, they prefer to self-evaluate prior to feedback and access to the internet is essential for their learning.

Abstract. Designers recognise or make sense of objects in the context "situations " of other things. Design cannot be predicted and you have to be “at a particular set of states” in order to decide what to do. The inability to determine a priori all design states implies that any design process cannot be pre-planned and design actions cannot be pre-defined. Situated learning is based on the notion that knowledge is contextually situated and is fundamentally influenced by the context in which it is used. We propose a situated learning approach in the domain of architectural shapes design. This paper elaborates the concept of situated learning and demonstrates what it produces in the domain of shape semantics. 1. Motivations Design has many unique features one of which is that design is not an anticipative act. Design cannot be predicted and you have to be “at a particular set of states ” in order to decide what to do. The inability to determine a priori all design states implies that any design process cannot be pre-planned and design actions cannot be pre-defined. Designers recognise or make sense of objects in the context of other things, situations. Responding by saying what something is for puts that something into the context of an intended use. Specific design knowledge is made factual by the situation or, to put it in another way, that this specific design knowledge is an item of knowledge that is only useful in certain situations. A situation encompasses constraints. For example, in real world, environmental situations, the constraint that links smoke to fire is likely to be the most salient in any situation where there is a smoke. Designer’s actions are based on the situation where design knowledge is used and proven to be applicable. This leads us towards the notion of situation as the potential basis for guiding the use of knowledge.

The present study aimed to describe the predictive role of personality dimensions, learning approaches, and well-being in the academic performance of students. In total, 602 students participated in this cross-sectional study and completed a set of questionnaires assessing personality, learning approach, and well-being. Two indexes were calculated to assess affective and non-affective well-being. The results partially support the hypotheses formulated. Results revealed that personality temperament and character dimensions, deep learning approach, and affective well-being were significant predictors of academic performance. A deep approach to learning was a full and partial mediator of the relationship between personality and academic performance. The results improve the understanding of the differential contribution of personality, type of learning approach, and type of well-being to academic performance. Comprehending that personality is the strongest predictor of academic performance, after controlling the type of learning approach and the type of well-being, informs school policies and decision-makers that it is essential to encourage personality development in adolescents to improve academic performance. These results also have implications for educational policies and practices at various levels, including an emphasis on the role of well-being as an educational asset. Understanding the links between personality, well-being, and education is essential to conceptualize education as a vital societal resource for facing current and future challenges, such as sustainable development.

Given the importance of globalization and the need to train students' thinking skills and broad knowledge to prepare them to face the demands of the 21st century work, education from the start needs to look more critically at educational practices and learning methods that should be directed. This study seeks to examine the effect of applying the guided inquiry model with the Self Regulated Learning approach to students' creative dispositions and creative thinking skills in high school biology learning. To achieve this goal, a sample of 70 students at one of the State Senior High Schools in Mataram, NTB. Subjects were purposively grouped into the experimental class, namely learning using the Guided Inquiry Model with the Self Regulated Learning (IT-SRL) Approach and the control class using the Ordinary Guided Inquiry (IT) model. Data on students' creative dispositions were obtained from a creative disposition questionnaire while data on students' creative thinking skills were obtained from tests of creative thinking skills which were compiled based on indicators of creative thinking skills. Hypothesis testing in this study uses. The results of the ANCOVA test showed that students who were taught using the guided inquiry model using the self-regulated learning (IT-SRL) approach had better creative dispositions and creative thinking skills than students who were taught using the inquiry method (IT).

Hybrid Learning allows practitioners to conduct their teaching and learning approaches in an understandable and generic mode. Hybrid Learning’s strength is in its ability to spark reflection about educational practices and illuminate practitioners to design the educational environment from the learner perspective, particularly practical-based subjects. At the same time, the existing and recent literature focused on implementing online learning and blended learning platforms. To reach the objectives, the literature accessed of Scopus databases covering research published between 2011 and 2021 and 64 items were analyzed. The bibliometric analysis will identify the cluster themes based on texting frequency. The vital steps of data classification follow thoughtfully and carefully in the platform of concept, findings, author's reputation, and years published. In the last conclusions of the study, reports will explain past literature and recent outbreak. This review is expected to have the following significance: (1) Fill the knowledge gap regarding the hybrid learning concept in higher education institutions. (2) Provide a foundation of the hybrid learning model implementation among higher education institutions.

Worldwide, teachers are considered as the critical actor determining to a large extent the quality of education. In education, we observe a clear trend towards evidence-based teaching and learning approaches that build on available research evidence to ground educational practices. This trend seems not to be reflected in the way teacher education is being set up. Meta-analyses are critical as to the outcomes of teacher education. Dominant approaches also neglect new approaches towards teacher’s professional identity and do not respect the full complexity of the teaching and learning setting. The present article therefore centres on the urgent need to reconsider teacher training models that reflect a congruency with the way teachers are expected to teach (evidence-based) in their future practice. At the same time, it urges teachers to adopt a reflective practitioner approach and a “teacher as a researcher attitude” towards the efficiency and efficacy of their educational practices. In line with the debate pursued with this article, we centre on the critical issue of “outcomes” of teacher education and how this affects macro-level and meso-level perspectives on teacher education.

There is a widespread notion that educational systems should empower learners with skills and competences to cope with a constantly changing landscape. Reference is often made to skills such as critical thinking, problem solving, collaborative skills, innovation, digital literacy, and adaptability. What is negotiable is how best to achieve the development of those skills, in particular which teaching and learning approaches are suitable for facilitating or enabling complex skills development. In this paper, we build on our previous work of exploring new forms of pedagogy for an interactive world, as documented in our Innovating Pedagogy report series. We present a set of innovative pedagogical approaches that have the potential to guide teaching and transform learning. An integrated framework has been developed to select pedagogies for inclusion in this paper, consisting of the following five dimensions: (a) relevance to effective educational theories, (b) research evidence about the effectiveness of the proposed pedagogies, (c) relation to the development of twenty-first century skills, (d) innovative aspects of pedagogy, and (e) level of adoption in educational practice. The selected pedagogies, namely formative analytics, teachback, place-based learning, learning with drones, learning with robots, and citizen inquiry are either attached to specific technological developments, or they have emerged due to an advanced understanding of the science of learning. Each one is presented in terms of the five dimensions of the framework.

Introduction. The transformation of design education in higher education institutions is driven by the growing demands of creative industries, the rapid integration of digital technologies, and the shift towards student-centered educational paradigms. These changes require reconsideration of traditional teaching models and emphasize the need for individualized learning approaches that correspond to the creative, project-based, and reflective nature of designers’ professional activity. Purpose of the article. To analyze the directions of transformation of professional training of designers in higher education institutions in the context of student-centered learning and to identify mechanisms for implementing individualization in design education. Research methods. The study employs methods of theoretical analysis and synthesis of pedagogical, design, and educational research; comparative analysis of international and domestic practices of design education; generalization of scientific approaches to individualization and student-centered learning; and abstraction and concretization to identify effective educational models and practices. Results. The key directions of individualization in design education are identified, including the formation of personalized educational trajectories, flexible choice of projects and specializations, and the use of digital platforms to support self-directed learning. The modernization of educational content through interdisciplinary integration, project-based tasks, and digital tools is substantiated. The transformation of teaching methods and forms is analyzed, highlighting studio-based learning, project-oriented, collaborative, and research-based approaches as core methods of contemporary design education. International experience from the United States, the United Kingdom, and European Union countries is examined, and possibilities for adapting these practices to the Ukrainian higher education context are determined. Originality. The study substantiates individualization of learning as an essential and systemic component of design education rather than an optional pedagogical strategy. It reveals the interrelation between design thinking, knowledge management tools, digital technologies, and individualized learning trajectories in forming designers’ professional autonomy, creativity, and adaptability. Conclusions and suggestions. It is concluded that the combination of flexible educational trajectories, interdisciplinary projects, digital technologies, and studio practices ensures the formation of competent, adaptive, and competitive designers. Higher education institutions in Ukraine are recommended to implement individualized and student-centered approaches, integrate digital tools, and adapt international educational practices to enhance the quality of professional training in design.

The article focuses on the impact of internationalization on university lecturers’ practice. Based on interviews with 36 employees from Danish universities, we discuss what internationalization means for the classroom relationship between university teachers and international students. The article is inspired by an intercultural communication model that highlights how respondents’ reliance on a simplified image of self and other leads them to the construction of a perception of international students from a deficit perspective. Following an examination of perceived differences in learning approach, classroom practices and student/staff roles, we propose that an intercultural pedagogy be developed, underlining the need for a symmetrical learning and teaching platform in international education.

Just as undergraduates need to develop critical capacities, so as to scrutinise and justify beliefs, decisions and actions (Barnett, 1997), higher education teachers need to consider critically their own assumptions about and orientations towards teaching (Gow and Kember, 1993). These are often unexamined and unchallenged, so teachers can remain unaware of implications for students’ learning (Mezirow, 1990; Larrivee, 2000). Regarding subject disciplinary literacy development, relevant assumptions concern several important challenges: the complexity and opaqueness of disciplinary reading and writing practices (Lea and Street, 1998; Meyer and Land, 2003; Haggis, 2003; Gourlay, 2009); issues concerning engagement and assumed student deficits (Mann, 2001; Haggis, 2003; 2006); and the potentially alienating environment, norms, values and practices of higher education (Mann, 2001; Haggis, 2006; Bryson and Hand, 2007). This paper discusses these challenges and reports on a small-scale study investigating the context of students’ reading and writing difficulties at a London-based, Russell Group university. Methods included analysis of data from interviews with academics and student discussion groups, and from teaching observations. The findings suggest that the teaching orientations of learning facilitation and knowledge transmission, and their links to different learning approaches and outcomes, continue to shape many undergraduates’ experience, for better or worse.The paper contributes to understanding these links using Self-Determination Theory (Ryan and Deci, 2000). Accordingly, teaching oriented towards learning facilitation, but not knowledge transmission, fosters students’ feelings of competence, autonomy and relatedness, assisting internalisation of externally regulated behaviours, and increasing preparedness for engaged, self-directed learning (Niemiec and Ryan, 2009).

Traditional higher educational learning practise is based on the information transfer model where knowledge is passed from the experts (tutors) to the learners (students) by means of lectures and text books. New educational models based on constructivism can be used in parallel with traditional learning introducing a blended (or enhanced) learning approach. In such a blended environment, organisational, educational and technological issues need to be considered as a whole. In this work, we describe our experience and evaluation results from the introduction of such an enhanced model in a traditional higher education institute. The focus of this effort is to build a flexible and cost-effective model based on three key concepts: Web technology, simulation and adaptation. Initial evaluation has showed that the traditional learning process has boosted student productivity and resulted in a more relaxed educational experience. Results were based on access log analysis in the frame of a computer science undergraduate course. The evaluation sought to measure the impact of this pilot application on current practises and pedagogy.

The chapter analyses the contribution of museums and galleries to art education in primary schools. In particular, it focuses on the ways teachers use stimuli and ideas offered during a museum visit into their classroom art practice. The evidence is drawn from comparative research in two museums, three galleries and sixteen primary schools in England and Greece. The research revealed two basic methodological ‘models’ of educational programmes in terms of their contribution to art education: 1) ‘the gallery as a classroom resource’ and 2) ‘the gallery as teacher about its own collection’, models which differ in terms of teaching and learning approaches, flexibility of educational tasks and relation to classroom teaching. The models are discussed in the context of the existing curricula and school practice in the two countries, and also of educational provision in the museums and galleries. The comparative approach aims to draw attention to more ‘universal’ realities rather than institutional, classroom or country characteristics, and develop suggestions for the improvement of the relationship between museum educational services and art practice in schools.

The White/Other binary serve as normative racialized discourses in US society and educational research and practice. In this article, I discuss the implications of this binary on teaching Asian American and Pacific Islander students by first examining the positioning and representations of Asian Americans and Pacific Islanders in the US racial order. I then argue that all teachers need to critically reflect on their own positionality within the system of Whiteness and how their cultural lenses affect their pedagogy. In the final section, I present anti‐oppressive pedagogical approaches for teaching and learning with Asian American and Pacific Islander students and discuss how they can challenge the hegemonic racialization and inequities within the US education system.

The article discusses the results of the analysis of approaches to teaching natural science subjects, in particular physics, in Ukrainian schools. It points to the general problem of a decline in students' interest in learning physics and natural sciences. The authors note that abroad, attention is paid to the practical orientation of learning, while in Ukraine, the emphasis is on theoretical reasoning and knowledge of the laws of physics. At the same time, the importance of taking into account the practical application of physics in modern production in new physics programmes is noted. Priority areas and ways of organising physics education are proposed, including humanisation of learning, activity-based approach, level differentiation of students, modular learning and team approach. The paper emphasises the need to combine theoretical and practical physics education to improve the efficiency of the educational process in Ukraine.The purpose of this article is the theoretical justification and analysis of the main aspects of the development of physics teaching methods in Ukraine.The following methods were used in the work: historical and theoretical. The historical method is implemented on the basis of the study and selection of factual material regarding the development of methodological thought in physics in Ukraine. The theoretical method was used to develop the described historical-methodical concept as a result of the analysis, generalization and systematization of the collected factual material.It is found that the study draws attention to the constant evolution and adaptation of physics teaching methods to changes in society, technology and scientific achievements. Attention is drawn to the importance of creating a stimulating and effective learning environment that promotes the development of knowledge, skills and understanding of physical phenomena.It is noted that the work considers various aspects of physics teaching methodology, namely: the role of technologies in teaching physics and their interaction with teaching methodology and theory are discussed, pointing to the analysis of physical education tasks and advanced pedagogical experience; the need for constant improvement of physics teaching methods is emphasized, noting possible errors and inaccuracies in traditional approaches to studying certain issues; refers to the integration content in the methodology of teaching physics, substantiates the principles of integration of the content of physical and astronomical education at the basic level, and also points out the importance of taking into account modern trends in the development of science; methodological foundations of the development of the content of school physical education are proposed, which take into account modern scientific achievements and pedagogical experience.The obtained results prove the need for further research and improvement of physics teaching methods in Ukraine. Special attention should be focused on taking into account modern scientific achievements, changes in technologies and accumulation of pedagogical experience.