Relevant bibliographies by topics / Didactic means

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Didactic means'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Didactic means"

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Dzhussubaliyeva, D. M., А. К. Мynbayeva, and А. Е. Mambetkaziyev. "DIDACTIC MEANS OF DISTANCE LEARNING – PROBLEMS AND PERSPECTIVES." BULLETIN Series of Pedagogical Sciences 66, no. 2 (2020): 95–102. http://dx.doi.org/10.51889/2020-2.1728-5496.16.

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The article describes the current state of distance education in Kazakhstan and the world, as well as analyzes the difficulties of the modern period of development of the distance education system. The purpose of the article is to develop recommendations for the development of didactic means of distance education and digital educational resources. The authors identify financial, technical, legal, methodological problems of the development of distance education, the problems of training teachers for the development of electronic didactic tools. Based on an analysis of the scientific and pedagogical literature and a generalization of experience with electronic textbooks, digital educational resources, and MOOCs, a three-part structure for the development of didactic units - classes in digital format: video, a short text of the training material, and practical tasks is proposed. The design of digital educational resources is based on eutagogical foundations, the theory of programmed learning, connectivity, actor-network theory, rhizomatic pedagogy and other latest achievements of digital didactics. The requirements for electronic and multimedia textbooks and manuals are outlined.
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Dzhussubaliyev, D. M., А. К. Мynbayeva, and А. Е. Mambetkaziyev. "DIDACTIC MEANS OF DISTANCE LEARNING – PROBLEMS AND PERSPECTIVES." BULLETIN Series of Pedagogical Sciences 66, no. 2 (2021): 95–102. http://dx.doi.org/10.51889/2020-2.2077-6861.16.

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The article describes the current state of distance education in Kazakhstan and the world, as well as analyzes the difficulties of the modern period of development of the distance education system. The purpose of the article is to develop recommendations for the development of didactic means of distance education and digital educational resources. The authors identify financial, technical, legal, methodological problems of the development of distance education, the problems of training teachers for the development of electronic didactic tools. Based on an analysis of the scientific and pedagogical literature and a generalization of experience with electronic textbooks, digital educational resources, and MOOCs, a three-part structure for the development of didactic units - classes in digital format: video, a short text of the training material, and practical tasks is proposed. The design of digital educational resources is based on eutagogical foundations, the theory of programmed learning, connectivity, actor-network theory, rhizomatic pedagogy and other latest achievements of digital didactics. The requirements for electronic and multimedia textbooks and manuals are outlined.
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Kučerka, Daniel, Soňa Rusnáková, Roman Hrmo, Štefan Husár, and Martin Podařil. "Didactic Means and Their Use at Technical Universities." Acta Technologica Dubnicae 3, no. 2 (2013): 80–88. http://dx.doi.org/10.1515/atd-2015-0022.

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Abstract The aim of this paper is to introduce the reader into the field of didactic means and their use by educators at universities with technical orientation from students´ perspective. To check the status of the two selected universities in the Slovak Republic and one university in the Czech Republic, we conducted a research, which was attended by 194 respondents and its results are presented in this paper.
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Hron, Aemilian. "Metaphors as Didactic Means for Multimedia Learning Environments." Innovations in Education and Training International 35, no. 1 (1998): 21–28. http://dx.doi.org/10.1080/1355800980350104.

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Vaktina, Elena, and Aleksandr Vostrukhin. "Formation of Training Environment by Means of Didactic Design." International Journal of Engineering Pedagogy (iJEP) 3, no. 1 (2013): 4. http://dx.doi.org/10.3991/ijep.v3i1.2297.

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Recent studies have argued the necessity of revealing pedagogical conditions in the university educational process for formation of the future engineers�?? readiness to productive and innovative activity. Training environment creates the system of pedagogical conditions and effects on the development of student qualities. We offers the didactic design as a technology for formation and development process management for future engineers by creation of training environment of the given quality. This technology has the spiral phase organization: modeling, designing, constructing and operation. The application of the didactic design on the example of the educational resource for programming microcontroller is considered. The submitted technology develops modern engineering educational practice in the field of creation of the developing training environment.
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Brovka, N. V. "Didactic features of the organization of computer means of teaching students of mathematical specialties." Informatics and education 1, no. 1 (2020): 34–41. http://dx.doi.org/10.32517/0234-0453-2020-35-1-34-41.

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The article is devoted to the description of didactic approaches that allow to integrate the theory and practice of teaching students of mathematical specialties by updating informative intra- and interdisciplinary connections of mathematical disciplines and informatics.Methods for implementing cognitive visualization taking into account the specifics of mathematics and computer science are given. The interpretation of interdisciplinary connections (as a category of teaching didactics) and visual modeling in relation to teaching mathematics are also clarified.The article describes a variant of the organization of content in the computer means of teaching (CMT) students of the classical university in mathematical analysis. The content of this course in one or another volume is a mandatory component of mathematical training in universities, it is consistently associated with the content of the course of school mathematics and is widely used in applied problems.On the basis of the analysis of semantics and logic of construction of formulations of those properties which are repeated in relation to various mathematical objects, the variant of content didactic clustering at which such concepts as “convergence”, “uniform convergence”, “differentiability”, etc., act as patterns in the organization of the maintenance of computer means of training is presented.
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Lyudmyla, Bilousova, and Zhytienova Natalya. "TECHNOLOGY OF DESIGNING DIGITAL DIDACTIC VISUAL MEANS IN PROFESSIONAL ACTIVITIES OF TEACHER." Science and Education 2019, no. 2 (2019): 49–55. http://dx.doi.org/10.24195/2414-4665-2019-2-8.

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The article defines the essence and features of the design of digital didactic visual means in the professional activity of the teacher. The fact that there are no pedagogical researches devoted to the specifics of the creation of didactic visual digital means is revealed at the present time, however, the creation of qualitative visual materials requires appropriate competencies, which necessitates disclosure of the specifics of their creation and the corresponding technology. The peculiarity of the design of the digital didactic visual means, which is due to the compositional decisions, typography, coloristics, includes the unity of style and the creation of visual anchors and metaphors. The technology of designing the indicated means consisting of several stages is substantiated, namely: the stage of goal-setting, the stage of didactic design, the stage of visual design, the stage of instrumental design. The stage of goal-setting involves determining the significance and location of the training material in the general structure of the discipline in terms of the relevant topic section; finding out the specifics of the contingent of students; analysis of the complexity of creating a suitable visual tool. The stage of didactic design involves analytical work with information; identification of key elements of informational content; establishing interrelations and hierarchy. The stage of visual design aims to transfer the layout in a visual form and involves taking into account composite decisions, rules of coloring and typography and the adding of visual anchors and metaphors. The final step is to transfer the prototype to a digital format and involves the program realization and receipt of the final product of the digital visual didactic tool. The proposed technology systematizes the process of developing a didactic visual tool and consists of logical interconnected sequential stages which have a certain result. The structure, content and methods of teacher’s design activity at each of the stages are revealed. The proposed technology can be used in the process of training future educators and in the system of postgraduate education.
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Safonova, Victoria V. "Cultural Studies as a Didactic Means of Improving Intercultural Language Education." European Journal of Language and Literature 7, no. 1 (2017): 76. http://dx.doi.org/10.26417/ejls.v7i1.p76-84.

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Though the issues of integrating cultural studies in language education are often raised in FLT scholarly works (M. Byram- V. Esarte-Sarries, G. Zarate and others), but the question arises what kind of interdisciplinary cultural studies and for what didactic purposes is really needed at different levels of university education. The paper starts with looking at and showing the differences between the following concepts: "cultural studies as a branch of culturology (science of culture)", "cultural studies as an inseparable part of modern language pedagogy" and "Cultural Studies as a university subject" with the view to their didactic potential, aims - outcomes as a means of cultural education. The author goes on with giving an insight into the essential characteristics of the three types of cultural studies /CS/ under consideration and then focuses on the CS as a branch of language pedagogy - CS as a university subject, discussing their didactic values for modelling appropriate multi-level intercultural education though all the languages studied and co-learnt at university. The system of interrelated didactic principles of designing culture-oriented educational programmes, syllabuses and courses that is outlined in the paper includes such principles as the principles of the dialogue of cultures - civilizations, creating didactically appropriate educational space problem-oriented learning environment.Keywords: cultural studies, language pedagogy, multi-level pluricultural education, intercultural communicative competence, dialogue of cultures and civilisations, didactic appropriateness of educational environment, problem-oriented learning environment.1.
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Tarasova, Nadezhda Ivanovna. "On the term “generalized personality” in a scientific text: linguodidactic approach." Russian Language Studies 17, no. 3 (2019): 382–96. http://dx.doi.org/10.22363/2618-8163-2019-17-3-382-396.

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The paper applies the functional-communicative approach to study the meaning of generalized personality in scientific style, for purposes of teaching Russian as foreign language. A larger, than in traditional Russian grammar, perspective is proposed to define the concept of generalized personality. The relevance of this approach is determined by the importance of the skills in the sphere of scientific style of speech for communicative and professional competence of foreign language students. Different linguistic means expressing the generalized personality are described: generalized-personal sentences, passive and impersonal structures, infinitive subordinate clauses, sentences with subject containing generalized reference. It is appropriate from the perspective of didactics to study different structures expressing the generalized personality in scientific style on the system level. The paper suggests some didactic principles to develop systemic teaching of these means to foreign-language students: consequent introducing generalized personality models, systemic way of describing these models in scientific texts, concentricity. The research prospects are aimed at developing methods of didactic description of generalized personality means in different scientific genres.
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Pérez, Josep Gascón, and Pedro Nicolás. "Paradigmas didácticos y reforma curricular: el caso de la teoría antropológica de lo didácticoDidactic paradigms and curricular reform: the case of the anthropological theory of the didactic." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (2020): 423–37. http://dx.doi.org/10.23925/1983-3156.2020v22i4p423-437.

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ResumenCaracterizamos un paradigma didáctico, sustentado en cierto modelo epistemológico de los conocimientos que están en juego, mediante tres elementos concurrentes: los fenómenos a los que responde; los fines que propugna, que son los que determinan la dirección del cambio que persigue; y los medios que propone para alcanzar dichos fines. Como medios para evitar las consecuencias del fenómeno global del «monumentalismo», la teoría antropológica de lo didáctico propone ciertas organizaciones didácticas (tanto a nivel pedagógico y disciplinar como en las diferentes áreas y sectores de la matemática escolar) compatibles con los paradigmas fundados en la indagación. Esta estrategia constituye una forma de avanzar hacia el paradigma del cuestionamiento del mundo y plantea una propuesta de cambio curricular.Palabras-clave: Paradigmas didácticos, Reforma curricular, Teoría antropológica de lo didáctico.Abstract.We characterize a didactic paradigm, based on a given epistemological model concerning the knowledge at stake, according to three concurrent elements: the phenomena to which this paradigm reacts; the proposed ends, which determine the direction of the pursued change; and the means offered to reach these ends. As means to overcome some consequences of the global phenomenon called “monumentalism”, the Anthropological Theory of the Didactic offers certain didactic organizations (living at the pedagogical and disciplinary level, area or sector of the scholar mathematics) compatible with inquiry-based paradigms. This strategy is a way to advance towards the paradigm of questioning the world and it sets out a curriculum shift.Keywords: Didactic paradigms, Curriculum reform, Anthropological theory of didactics.
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Dissertations / Theses on the topic "Didactic means"

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Schoop, Eric, Thomas Köhler, Claudia Börner, and Jens Schulz. "Consolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33944.

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Purpose – Back in the year 2000, the European Council (2000) declared in its Lisbon Agenda that the European Union should become “[…] the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion.” This vision encompassed far more than just societal and economic growth in a global world; it also included educational strategies and an e-learning action plan. For example, in 2011, the European Commission mentioned the following as a key policy issue (Communication 2011): to “better exploit the potential of ICTs to enable more effective and personalised learning experiences, teaching and research methods (e.g. [sic] eLearning and blended learning) and increase the use of virtual learning platforms.” In accordance with this roadmap, higher education institutions are called on to reflect and re-engineer their educational systems, adapt them to current and future technological and didactical demands and address new generations of teachers and students. New concepts like connectivism (Siemens 2004) and the recognition of non-formal and informal learning (OECD 2016) enhance traditional formal learning settings and lead far beyond the provision of mere learning content management systems. New e-learning and blended learning arrangements like MOOCs (Cormier & Siemens 2010), collaborative learning in the virtual classroom (Tawileh, Bukvova & Schoop 2013) and flipped classroom approaches (Hussey, Fleck & Richmond 2014) are evolving and must be explored, evaluated and then strategically implemented into everyday teaching and learning processes. A comprehensive e-learning strategy should therefore address four fields: didactics, technology, organisation and economy and culture (Seufert & Euler 2004). Besides orientation on the actual trends, the strategy development should also recognise and integrate practical local experiences of early adopters and actors of e-learning in the field. Therefore, a community of knowledge experts in e-learning application has been involved in the strategy development. Design/methodology/approach – Best practice report of a comprehensive quality initiative for the sustainable improvement of everyday teaching and learning processes at a large university. The challenges of current and future trends in formal and informal learning, collaboration in virtual classrooms and internationalisation of research and teaching processes are analysed and addressed by the strategy implementation plan and a regular evaluation and improvement concept is presented and discussed. Originality/value – The e-learning strategy presented was developed, discussed and adopted in 2015. Its implementation plan is currently at the final discussion stage, having been due for adoption in January 2016. Practical implications – The e-learning strategy’s implementation plan lists targets and sub-targets, underlined by concrete measures, tools and methods, responsible institutions and persons and financial sources. Regular evaluations and improvements will give elearning providers a set of proven instruments to further improve their activities and provide the broad range of students and teachers with a set of best practices to follow, enabling them to discover the benefits of e-learning for their everyday processes.
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Jakobsson, Sofie. ""How mean can you be?" : A study of teacher trainee and teacher views on error correction." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8426.

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The present study investigates three teacher trainees and three teachers’ views on error correction during oral communication, and the similarities and differences between them. These six people were interviewed separately and they were asked six questions; the first five questions were asked to all six people but the last question differed between the teacher trainees and the teachers. My result shows that the teacher trainees are insecure when it comes to error correction and that the teachers´ sees it as a part of their job, and that is the biggest difference between them. The teacher trainees and the teachers focus on the same types of errors and those are the errors that can cause problems in communication, and that can be pronunciation errors, grammatical errors or vocabulary errors.
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Felce, Catherine. "L’ouverture de l’énoncé en allemand L2 : De la compréhension d’un phénomène à son appropriation et à son enseignement. Perspectives en didactique des langues." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA157/document.

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Notre recherche vise à enrichir la réflexion didactique sur les modalités d’un enseignement susceptible de favoriser dès les premières années d’apprentissage de l’allemand au collège (soit en 6ème et en 5ème) la mise en place de préférences discursives spécifiques à la langue-cible. Plutôt que de nous focaliser sur le placement verbal second dans les énoncés déclaratifs, nous avons fait le choix de nous intéresser à l’ouverture et à la position préverbale. Il s’agit en effet d’un champ que des apprenants même avancés n’investissent pas de manière conforme, en dépit d’une maîtrise avérée des règles morphosyntaxiques de la langue-cible. Dans la mesure où, en allemand, la position préverbale n’est pas déterminée sur le plan syntaxique, il est nécessaire de recourir à des catégories textuelles ainsi qu’à des critères pragmatiques liés à l’organisation informationnelle des constituants pour comprendre les phénomènes qui président au choix de l’élément à l’ouverture. Partant de là, nous avons incorporé ces aspects aux tâches proposées dans le cadre du cours afin de susciter une mise en œuvre de ces principes et de modifier les préférences de traitement des apprenants. Le travail d’appropriation relève aussi de processus intrapsychiques qui posent certes des limites à l’intervention enseignante mais dont la prise en compte permet d’élaborer des propositions didactiques étayées sur le plan linguistique et psycholinguistique. Adossée à la recherche en acquisition des langues (RAL), notre étude s’appuie sur l’analyse des réalisations de l’ouverture dans un corpus de productions d’apprenants de manière à recomposer nos propositions d’intervention en fonction des observations recueillies sur le terrain et de telle sorte qu’elle s’accorde à une progression d’apprentissage. Des notions linguistiques plurielles nous ont ainsi permis de mettre en lumière et d’exploiter à des fins d’enseignement des fonctions spécifiques liées à l’ouverture de l’énoncé en allemand. La RAL offre à notre travail un cadre d’analyse, des résultats permettant de comprendre la dimension cognitive de l’apprentissage et des notions qui fournissent un étayage théorique aux propositions didactiques que nous formulons<br>This study concerns the acquisition of language specific discourse preferences in the first years of German as a foreign language in French secondary schools, and how new approaches could improve language instruction. Instead of focusing on verbal placement in declaratives, we decided to consider how learners start a sentence; that is, which constituent they decide to put before the finite verb form. The initial field in German (called pre-field) represents a syntactically undetermined position as it can be occupied by a variety of elements. To understand the constraints which influence the choice of the first constituent in a sentence, textual categories, as well as pragmatic and information-structural criteria, are required. These aspects were incorporated in the tasks the learners worked on in the classroom, in order to make them use such principles, and to modify the processing preferences they may have built up during acquisition of their L1. Acquisition draws on internal processes which set limits to instructional intervention. Practitioners should take these limitations into account if they aim to elaborate instructional proposals with linguistic and psycholinguistic relevance. Drawing on findings from the SLA research, we analyse the beginnings of sentences in a corpus of written and oral learner samples. We used these empirical observations as a guideline to redesign proposals for an instructional intervention which better fits a learning progression. Notions from different aspects of linguistics contribute to highlight specific functions of sentence beginnings in German. It would be possible to integrate these functions in a teaching programme. SLA research offers a theoretical framework to our research, as the findings provide a better understanding of the cognitive dimension of learning and the notions constitute a theoretical backing for our didactical proposals
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Thörling, Simon. "Måltider till musik - en studie om hur musikdidaktik kan främja förskolans måltider." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35198.

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This present study is a qualitative observative study. The aim with the study was to iden-tify the potential or possibility applying musical activities in preschool through a music didactic perspective. The collection of the empirical research took place at the time for the meal in the preschool. The most important observations were the meetings between children and background music. The main thesis of this study was that background music at preschool’s pedagogic meals can contribute to make teachers notice what, when and where musical education could be applied for either a prepared or spontaneous educa-tional situation. To test the thesis, the meeting between children in preschool and back-ground music through a musical didactic perspective was observed. The main concepts used in the study were as follows: didactic, musical didactic, pedagogic meals and back-ground music. The observations showed that in the meeting of background music not only did the children interact with each other, but also shows interaction with the music as well. The children showed interaction by moving their bodies, both in the same rhythm and not in the same rhythm as the background music. There was an example of a child who moved along with the music and then paused to eat the food. To conclude adding background music to the pedagogic meals within the preschool environment could help preschool teachers exploring the possibilities combining pedagogic meals together with pedagogic musical activities. Hopefully, this study could start discussions about children, background music and esthetic education.
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Norling, Natalie, and Elias Strömgren. "Vägen genom parken : Om hur nyanlända tjejer formar sina framtidsmål i mötet med sin omgivning och vilka didaktiska behov dessa mål skapar." Thesis, Uppsala universitet, Sociologiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-445552.

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Selčanová, Zuzana. "Slovo a hudba v soudobém českém melodramu - analytická východiska pro hudební výchovu." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-352117.

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Melodrama represents a unique form that combines musical and textual component in a very distinct manner. The submitted doctoral dissertation offers a complex analysis of the contemporary Czech melodrama and places it into a European and indispensable local context. The author emphasizes typical features of this genre and describes the possibilities of its further development by means of complex analysis of melodrama as a work of art together with the evaluation of its status in the contemporary musical culture. Complex analysis of the work of art is absolutely necessary in order to understand the addressed problematics. It is a starting point that offers a further insight into the main characteristics of the form, not only in an artistic sense but also in other contexts. It provides a space for analysis pursued in a pedagogical context, and it offers a base for the pedagogical interpretation of the artwork that is determinative for the analytical perspective of the submitted dissertation. Pedagogical dimension of this doctoral dissertation that focuses on melodrama fully corresponds. Melodrama is, in fact, a very appealing tool for the understanding of music. It allows us to react appropriately to the needs of contemporary education with emphasis on the use of the integrative and poly-aesthetic...
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Plešingrová, Petra. "Didaktický obraz prvoučný a přírodovědný v historické perspektivě." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-365479.

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This diploma thesis was written in cooperation with the National Pedagogical Museum and Library of J. A. Comenius in Prague. It deals with the vast area of instructive pictures and especially with their potential use in teaching elementary school pupils science, mainly in the second year of elementary schools. The diploma thesis seeks to determine the significance of the instructive picture in its historical perspective, to state whether even nowadays the instructive picture is still a valid teaching aid in teaching of sciences in the educational process. The first, theoretical part of the thesis, the basic concepts concerning the instructive picture, didactic means and the so important psychological approach to perception of pictorial materials are determined. A considerable part of the thesis focuses on the historical development of the school instructive picture in general and on its development in sciences in particular. Also included is a thorough study of the teaching process with the use of rare instructive pictures in the past and the current aims of teaching sciences at present are presented. The empirical part of the thesis uses a pilot study to study specific modular lessons of the fundaments of humanities and sciences with the use of a selection of relevant instructive pictures in these...
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Books on the topic "Didactic means"

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Gerasimov, Sergey, and Irina Skovorodkina. Tolerance education in Junior schoolchildren. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1084985.

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The textbook presents the methodology of solving the problem of formation of tolerance in children of primary school age, the analysis of the legal framework of education for peace, non-violence, human rights and tolerance. Special attention is paid to the theoretical and practical aspects of tolerance in primary school children, didactic tools, the characteristics of the system of pedagogical means of education of tolerance at pupils of elementary school. &#x0D; Consists of a Preface, three chapters, conclusion, Glossary, bibliography and applications. Includes tables and diagrams that can be used in practical lessons with students of pedagogical colleges and universities. Each paragraph has a list of questions for self-examination and in-depth study delineated in this range of problems, exercises, assignments, a list of recommended literature. &#x0D; Intended for students of pedagogical colleges and educational institutions of higher education, and also for listeners of system of improvement of qualification and retraining of teachers.
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Osipova, Larisa. Development of touch and fine motor skills in children with visual impairments. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1039808.

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The training manual summarizes the scientific and theoretical issues of the study of compensation for visual impairment, reveals the role of touch in overcoming the shortcomings of sensory experience in visual disorders, identifies the features and conditions of the development of touch and fine motor skills as a means of compensating for visual impairment in preschool children with strabismus and amblyopia, and considers the main methodological approaches to the organization of correctional work in this direction. A program for the development of touch and fine motor skills is proposed, and the main organizational, methodological, and didactic aspects of its implementation are considered. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For students of higher educational institutions enrolled in directions of preparation "Special (defectological) education" (qualification "bachelor" profiles "Preschool defectology", "management skills"), "Pedagogical education (profile-Preschool education), "Psychological and pedagogical education (profile Psychology and pedagogics of preschool education"), "Special (defectological) education" (qualification "master", master program "Psychological and pedagogical support of persons with disabilities", "Psychology-pedagogical support of persons with visual impairments»), as well as for students of advanced training and retraining courses in the field of special and inclusive education. It can be useful for teachers, postgraduates, students of defectology departments of pedagogical universities, teachers of special (correctional) educational institutions.
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Excess and the mean in early modern English literature. Princeton University Press, 2002.

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Plantinga, Carl. Ethics and Character Engagement. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190867133.003.0011.

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An ethics of engagement demands that the critic understand the means by which stories are didactic and enlist affect in their implicit and explicit appeals. The ability of screen stories to elicit sympathies, antipathies, allegiances, and other responses to fictional characters is a key element in their aesthetic success and in the rhetorical “case” that they make. This phenomenon—let us call it “character engagement”—is didactic to the core; by cueing “pro” and “con” attitudes toward characters, storytellers manipulate point of view, encourage audience desires for various narrative outcomes, and elicit particular moral emotions. This chapter examines the phenomenon of character engagement, and argues that screen stories have the capacity to influence viewers by eliciting allegiances for characters in such a way that moral and other kinds of judgment become confused. It uses the film Legends of the Fall to make that point.
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Chenet, François. The Nature of Idealism in the Mokṣopāyaśāstra/Yogavāsiṣṭha. Редактор Jonardon Ganeri. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199314621.013.43.

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The Mokṣopāyaśāstra, “The treatise expounding the means to liberation,” which later became more commonly known as the Yogavāsiṣṭha-mahā-rāmāyaṇa, “The great tale of Rāma as told by the sage Vasiṣṭha in order to expound his yoga philosophy,” or popularly simply as the Yogavāsiṣṭha, is a fascinating and original text in Indian philosophy. The Yogavāsiṣṭha, a “philosophical didactic Rāmāyaṇa,” advocates an uncompromising type of Idealism according to which the world emerges only upon perception, or, in short, that the whole world is in the mind only, that is to say, all contents of the world are psychical in character. The Yogavāsiṣṭha proposes a fine synthesis of Subjective Idealism—a blending of the “Emergence through Perception” (dṛṣṭi-sṛṣṭi) view and “Imaginism” (kalpanā-vāda)—with Monistic Idealism. The text appeals to narratives and fabulous stories as a means to elucidate deep philosophical truths.
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Stahn, Carsten. Justice as Message. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198864189.001.0001.

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International criminal justice is a form of social performance. It relies on messages, speech acts, and performatives practices in order to convey social meaning. Major criminal proceedings, such as Nuremberg or Tokyo and other post-Second World War trials have been branded as ‘spectacles of didactic legality’. However, the expressive and the communicative functions of law have been sidelined in institutional discourse and legal practice. The concept of expressivism is referred to in justifications of punishment or sentencing rationales. It appears as reference in scholarly treatises, but it has remained crucially underdeveloped. This book is an attempt to remedy this gap. It shows that expression and communication are not only an inherent part of the punitive functions of international criminal justice but represented in a whole spectrum of practices: norm expression and diffusion, institutional actions, performative aspects of criminal procedures, and repair of harm. It argues that expressivism is not a classical justification of justice or punishment on its own but rather a means to understand its aspirations and limitations, to explain how justice is produced, and to ground punishment rationales.
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Hanawalt, Barbara A. Rebellion and Submission. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190490393.003.0005.

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Offenders who slandered the mayor and aldermen were brought before the court at the Guildhall to be tried. The ultimate punishment was the removal of citizenship, which meant that the man could not trade in the city. Most offenders made public apologies and made a bond to be paid if they slandered again. Punishments for infractions were turned into didactic rituals that informed the populace about the guilty man’s wrong behavior, fraud, or sexual lapse, and so on. Public punishment depended on the offender’s social class. While a citizen could get off with a bond, a bawd, prostitute, baker of bad bread, or a seller of spoiled meat pies was tried in the mayor’s court and, if found guilty, paraded through the streets on a hurdle drawn by a horse to the stocks to stand in public view. It was both humiliating and indicated whom not to patronize.
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Harrison, Thomas, and Elizabeth Irwin, eds. Interpreting Herodotus. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198803614.001.0001.

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Charles W. Fornara’s Herodotus. An Interpretative Essay (1971) was a landmark publication in the study of Herodotus. It is well known in particular for its main thesis that the Histories should be read against the background of the Atheno-Peloponnesian Wars during which Herodotus wrote. However, it also includes penetrating discussion of other issues: the relative unity of Herodotus’ work; the relationship between Herodotus’ ethnographies and his historical narrative; and the themes and motifs that criss-cross the Histories, how ‘history became moral and Herodotus didactic’. Interpreting Herodotus brings together a team of leading Herodotean scholars to look afresh at the themes of Fornara’s Essay, in the light of the explosion of scholarship on the Histories in the intervening years. What does it mean to talk of the unity of the Histories, or Herodotus’ ‘moral’ purpose? How can we reconstruct the context in which the Histories were written and published? And in what sense might the Histories constitute a ‘warning’ for his own, or for subsequent, generations?
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Book chapters on the topic "Didactic means"

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Malaspina, Uldarico, Carlos Torres, and Norma Rubio. "How to Stimulate In-Service Teachers’ Didactic Analysis Competence by Means of Problem Posing." In Mathematical Problem Solving. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10472-6_7.

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Rizzuti, Sergio, and Luigi De Napoli. "Engaging in Product Development as Means to Understand the Basics of Design." In Lecture Notes in Mechanical Engineering. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70566-4_59.

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AbstractTeaching product design is not a trivisal task. Considering the experience done along 20 years of teaching at master level class in mechanical engineering it is possible to take stock. The model followed is Project-Based Learning and this method can be licensed as the model that gives greater satisfaction to all attendees. Students give high score to the survey organized by university at the end of the course to assess didactic validity. Also, teachers have many stimuli when discussing with students the activities proposed. The course is based on the development of an industrial product that solves a problem, eventually posed by industry or emerged by customers. Based on the course schedule, the different phases of product development put in evidence the steps that require divergent thinking and those where it is necessary to employ convergent thinking. A case study allows explaining all the phases of product design.
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Torres, Carlos. "Developing Teachers’ Didactic Analysis Competence by Means of a Problem-Posing Strategy and the Quality of Posed Mathematical Problems." In Education and Technology in Sciences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45344-2_8.

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Tuomi, Aarni, Iis Tussyadiah, and Mark Ashton. "Covid-19 and Instagram: Digital Service Innovation in Top Restaurants." In Information and Communication Technologies in Tourism 2021. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65785-7_45.

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AbstractGovernments across the world have imposed strict rules on social distancing to curb the spread of Covid-19. In particular, restaurants have been impacted by government-mandated lockdowns. This study adopts a mixed methods approach to explore how Finnish high-profile restaurants used Instagram as a means for service innovation and diffusion during nine weeks of government-mandated lockdown. Comparatively analysing 1,119 Instagram posts across two time-stamps (2019 and 2020) and across 45 restaurants, as well as conducting five semi-structured interviews with restaurant managers, it is found that while the overall number of Instagram posts and likes on posts stayed relatively similar to the year prior, the number of comments increased significantly, suggesting a move towards a more didactic and dyadic form of Instagram communication. In addition, four digital service innovation strategies are identified: launching new service offerings and introducing new elements to existing service offerings, fostering social relationship with customers, exploring novel streams of revenue, and reinvigorating the brand’s image. Implications to service innovation theory and practice are discussed, along with suggestions for future research.
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Pavesi, Maria, and Elisa Perego. "Tailor-made interlingual subtitling as a means to enhance second language acquisition." In The Didactics of Audiovisual Translation. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/btl.77.21pav.

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Selter, Christoph, and Daniel Walter. "Supporting Mathematical Learning Processes by Means of Mathematics Conferences and Mathematics Language Tools." In International Reflections on the Netherlands Didactics of Mathematics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20223-1_13.

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Reimers, Fernando M. "The Role of Universities Building an Ecosystem of Climate Change Education." In Education and Climate Change. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_1.

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AbstractThis chapter introduces the field of climate change education, noting the paradox that in spite of many efforts at incorporating climate change in education policy and curriculum frameworks, and a diversity of practices in schools, there is little evidence that such efforts are contributing to adaptation, mitigation or reversal of climate change. The chapter reviews the role of international development organizations advocating for and developing frameworks in support of climate change education. This is followed by an analysis of ongoing efforts of climate change education.The chapter argues that more effective education for climate change at the primary and secondary education levels around the world requires context specific strategies that align the specific learning outcomes with the impacts of climate change in that context. Implementing those strategies requires the development of institutional capacity in schools that is aligned to the stage of institutional development of the school. The chapter explains how a multidisciplinary framework that accounts for the cultural, psychological, professional, institutional and political dimensions of the change process can support the development of collaboration and coherence in implementing those climate change education strategies. Those strategies need to also specify the particular populations that need to develop such competencies and the optimal means of delivery. The chapter also situates the literature on climate change education within the larger context of the literature on deeper learning, twenty first century skills and education system change, explaining how deeper learning in climate change education might influence attitudes and behaviors in ways that prevailing didactic approaches focused principally on the transmission of scientific knowledge do not.To develop such context specific climate change education strategies and to build the institutional capacity to implement them, the chapter makes the case for more intentional engagement of universities, in partnership with schools and non-formal education organizations. This would serve the dual role of providing support for schools in advancing climate change education, while also educating higher education students on climate change through problem based, participatory and contextually situated approaches.
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Wittmann, Erich Christian. "Collective Teaching Experiments: Organizing a Systemic Cooperation Between Reflective Researchers and Reflective Teachers in Mathematics Education." In Connecting Mathematics and Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_12.

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AbstractThe success of any substantial innovation in mathematics teaching depends crucially on the ability and readiness of teachers to make sense of this innovation and to transform it effectively and creatively to their context. This refers not only to the design and the implementation of learning environments but also to their empirical foundation. Empirical studies conducted in the usual style are not the only option for supporting the design empirically. Another option consists of uncovering the empirical information that is inherent in mathematics by means of structure-genetic didactical analyses. In this chapter, a third option is proposed as particularly suited to bridge the gap between didactical theories and practice: collective teaching experiments.
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Wittmann, Erich Christian. "Teaching Units as the Integrating Core of Mathematics Education." In Connecting Mathematics and Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_2.

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AbstractHow to integrate mathematics, psychology, pedagogy and practical teaching within the didactics of mathematics in order to get unified specific theories and conceptions of mathematics teaching? This problem—relevant for theoretical and empirical studies in mathematics education as well as for teacher training—is considered in the present paper. The author suggests an approach which is based on teaching units (Unterrichtsbeispiele). Suitable teaching units incorporate mathematical, pedagogical, psychological and practical aspects in a natural way and therefore they are a unique tool for integration. It is the aim of the present paper to describe an approach to bridging the often deplored gap between didactics of mathematics teaching on one hand and teaching practice, mathematics, psychology, and pedagogy on the other hand. In doing so I relate the various aspects of mathematics education to one another. My interest is equally directed to teacher training and to the methodology of research in mathematics education. The structure of the paper is as follows. First I would like to make reference to and characterize an earlier discussion on the status and role of mathematics education; secondly, I will talk about problems of integration which naturally arise when mathematics education is viewed as an interdisciplinary field of study. The fourth and essential section will show how to tackle these problems by means of teaching units. The present approach is based on a certain conception of mathematics teaching which is necessary for appreciating Sect. 4. This conception is therefore explained in Sect. 3.
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Sangineto, Enver. "An Adaptive e-learning Platform for Personalized Course Generation." In Architecture Solutions for E-Learning Systems. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-633-4.ch014.

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In this chapter we show the technical and methodological aspects of an e-learning platform for automatic course personalization built during the European funded project Diogene. The system we propose is composed of different knowledge modules and some inference tools. The knowledge modules represent the system’s information about both the domain-specific didactic material and the student model. By exploiting such information the system automatically builds courses whose didactic material is customized to meet the current student’s degree of knowledge and her/his learning preferences. Concerning the latter, we have adopted the Felder and Silverman’s pedagogical approach in order to match the student’s learning styles with the system Learning Objects’ types. Finally, we take care to describe the system’s didactic material by means of some present standards for e-learning in order to allow knowledge sharing with other e-learning platforms and knowledge searching by means of possible Semantic Web information retrieval facilities.
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Conference papers on the topic "Didactic means"

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Kučerka, Daniel, Eva Ružinská, and Monika Kučerková. "Professional Didactic Text as a Part of Material Didactic Means and Its Creation." In ICEMT 2018: 2018 2nd International Conference on Education and Multimedia Technology. ACM, 2018. http://dx.doi.org/10.1145/3206129.3239434.

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Naumov, B. L. "Didactic problems of using holographic means of education." In International Seminar on 3-D Holography, edited by Tung H. Jeong and Vladimir B. Markov. SPIE, 1991. http://dx.doi.org/10.1117/12.19383.

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Hanzlikova, Katerina, and Ivana Simonova. "DIDACTIC GAMES AS A MEANS OF TEACHING ENGLISH TENSES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1954.

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Isakova, Natalia Sergeevna. "DIDACTIC GAME AS A MEANS OF EDUCATING STUDENTS WITH MENTAL RETARDATION." In Воспитание как стратегический национальный приоритет. Уральский государственный педагогический университет, 2021. http://dx.doi.org/10.26170/kvnp-2021-02-86.

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Vinnikova, A. T. "Cinematic Text As A Didactic Means Of Sociolinguistic And Intercultural Competence Construction." In II International Scientific and Practical Conference "Individual and Society in the Modern Geopolitical Environment" Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.04.109.

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Glatz, Mária, Branislav Mišota, and Monika Zatrochova. "THE USE OF INTERACTIVE MULTIMEDIA DIDACTIC MEANS IN THE EDUCATION OF STUDENTS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2360.

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Castellanos, D. E. Monroy, M. A. Salamanca Acero, D. M. Rojas, and M. Villamil. "Didactic game to exercise the memory by means of identification of Positions “LightBox”." In 2013 Pan American Health Care Exchanges (PAHCE). IEEE, 2013. http://dx.doi.org/10.1109/pahce.2013.6568270.

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Kal'avsky, P., S. Durco, R. Rozenberg, et al. "Human Factors and Analysis of Methods, Forms and Didactic Means of Aviation Education of Military Pilots." In 2019 New Trends in Aviation Development (NTAD). IEEE, 2019. http://dx.doi.org/10.1109/ntad.2019.8875601.

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Syrova, Svetlana Ivanovna. "Didactic Game as a Universal Means of Education and Development of Children of Middle Preschool Age." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2021. http://dx.doi.org/10.21661/r-553392.

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Бурова, Галина Петровна, Елена Николаевна Бельдиева, and Елена Валерьевна Тупович. "APPOSITION AS A MEANS OF EXPRESSING THE LANGUAGE PERSONALITY OF THE AUTHOR OF THE LITERARY TEXT." In Поколение будущего: сборник избранных статей Международной студенческой научной конференции (Санкт-Петербург, Сентябрь 2020). Crossref, 2020. http://dx.doi.org/10.37539/pb187.2020.22.98.006.

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В статье рассматриваются особенности употребления приложения как синтаксического средства выражения авторских индивидуально-личностных интенций при обозначении фрагментов картины мира в поэтическом тексте Б.Л. Пастернака. Уделяется внимание вопросу о лингводидактическом потенциале приложения при обучении синтаксису русского языка в VIII классе школы. The article examines the features of using the application as a syntactic means of expressing the author's individual and personal intentions in connection with designating fragments of the worldview in the poetic text of B.L. Pasternak. Attention is paid to the question of the linguistic didactic potential of the application when teaching the syntax of the Russian language in the 8th grade of the school.
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