Relevant bibliographies by topics / Teaching Thai adults

Contents

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

Academic literature on the topic 'Teaching Thai adults'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Teaching Thai adults"

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Prakaianurat, Pichet, and Preena Kangkun. "Language Attitudes of Thai Working Adults Toward Native and Non-native English Varieties." MANUSYA 21, no. 2 (2018): 92–111. http://dx.doi.org/10.1163/26659077-02102005.

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The role of English as an international language (EIL) has prompted scholars to call for a shift in paradigm from teaching English as a foreign language (EFL) to teaching English as an international language EIL (Boriboon 2011; Jenkins 2007; Kirkpatrick 2010; McKay 2002; McKay and Bokhorst-Heng 2008). While this view seems practical at a time when English is increasingly being used as a lingua franca, it also calls for a study of people’s perceptions toward different English varieties since people’s attitudes can have a direct impact on educational practices, second-language learning, and iden
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Karagiorgi, Yiasemina, and Maria Gravani. "Teaching Computers to Adults." International Journal of Digital Literacy and Digital Competence 3, no. 1 (January 2012): 49–67. http://dx.doi.org/10.4018/jdldc.2012010104.

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Digital literacy for adults has developed into an important dimension of ICT-related policies worldwide. Although research argues that adults need digital skills, limited evidence has been directed to digital literacy teaching approaches for adults and the associated pedagogy. The study explores which core features of effective adult learning were addressed within the context of digital literacy courses offered by the State Institutes of Further Education (SIFE) in Cyprus. Semi-structured interviews conducted with two groups of Greek-Cypriot adults enrolled in these courses indicate that while
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Gjinali, Aida. "Italian Language in the Adult Class - Didactic Unit for Adults." European Journal of Social Sciences Education and Research 3, no. 1 (April 30, 2015): 42. http://dx.doi.org/10.26417/ejser.v3i1.p42-54.

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This paper aims to address foreign language and Italian respectively of the adult classes. Teaching in classes with adults is radically different from teaching in classrooms with children and teenage, this occur because students typology to teach is quite another. Teaching adults is a topic which is not studied enough because the teaching for this age group is often taken for granted. So, while teaching children and adolescents we can find countless of studies that adults age does not enjoy this privilege. The branch that deals with the study of teaching adults is Andragogy. Teaching adults de
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Mambo, Alice W. "The Rationale Motive of Adult Christians’ Participation in Education Programs among Episcopal Churches in Southern California." Christian Education Journal: Research on Educational Ministry 16, no. 1 (December 19, 2018): 7–25. http://dx.doi.org/10.1177/0739891318816105.

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The understanding of the motivational orientations of adults with complex reasons participating in learning activities is a base for church leaders and directors of Christian education to plan educational programs that meet their needs as adult learners. Knowing their motivation helps determine the curriculum, methods of teaching, and the available resources, leading to success in reaching the desired goals for the members and the church. This paper investigates adults’ voluntary participation in congregationally sponsored Christian education programs among Episcopal churches in Southern Calif
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Vakhrusheva, Daria Aleksandrovna. "Issues of Teaching English Language to Adults." Общество: социология, психология, педагогика, no. 11 (November 27, 2020): 142–45. http://dx.doi.org/10.24158/spp.2020.11.24.

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This study is devoted to the consideration of the issues of teaching English to adult learners. It is noted that teaching English to adults today is in great demand, due to the world integration aspira-tions of our country, which cannot be realized when the majority of the population does not have foreign language speech skills and abilities for free partici-pation in international communication. However, adult education differs significantly from the specif-ics of teaching a foreign language to schoolchildren and students, which provokes a number of prob-lems. These problems impede the acquis
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Bakare, Tewo V. "Factors Affecting the Use of Andragogical Principles in Adult Education Programs in Lagos State, Nigeria." International Journal of Technology and Management Research 4, no. 1 (March 12, 2020): 23–34. http://dx.doi.org/10.47127/ijtmr.v4i1.73.

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The argument that adults deserve to be treated differently in the teaching/learning milieu has been brought to the forefront by many researchers and adult educators, spearheaded by Malcolm Knowles’ notion of andragogy. Knowles asserted that adults require certain conditions to learn. Generally, literature has also supported the idea that teaching adults should be approached differently from that of adolescents. There are several adult education programs in the Lagos State of Nigeria. This study examined the level of awareness of, and factors that affect the use of andragogical principles in th
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Palina, А. А., and T. A. Kokhanover. "Issues in developing the learning motivation of adult learners for studying foreign languages." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 133, no. 4 (2020): 99–105. http://dx.doi.org/10.32523/2616-6895-2020-133-4-99-105.

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This article highlights issues of formation a motivation to learn foreign languages in adult students. The teaching practice shows that working with students of different ages has its own distinctive features, and teaching adults has its own specifics. This article considers such element of educational activity as motivation, and particularities of its formation namely in adults. It presents the basic learning needs of adults, their requirements for the pedagogical process, as well as possible difficulties in teaching them. It provides the list of conditions and principles necessary for succes
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Wang, Victor X., and Lesley S. J. Farmer. "From the Teachings of Confucius to Western Influences." International Journal of Adult Vocational Education and Technology 1, no. 2 (April 2010): 29–45. http://dx.doi.org/10.4018/javet.2010040104.

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This article reports the results of a study designed to determine whether the teachings of Confucius (liberal and behavioral teaching approaches) or Western teaching approaches (humanistic, progressive, radical and analytic teaching approaches) shaped adult education in Taiwan. Thirty-nine randomly selected adult educators from three premium universities in Taipei responded to a survey about their teaching practices. The same adult educators were also interviewed to cross-validate the quantitative findings. Study results indicated that, while the Taiwanese adult educators employed Western teac
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Nicolaou, Constantinos, and George Kalliris. "Audiovisual Media Communications in Adult Education: The case of Cyprus and Greece of Adults as Adult Learners." European Journal of Investigation in Health, Psychology and Education 10, no. 4 (October 14, 2020): 967–96. http://dx.doi.org/10.3390/ejihpe10040069.

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Nowadays, audiovisual media technologies and audiovisual content (audiovisual media communications) play an important role in our physical/psychological health, education, and lifelong learning, causing the redefinition of the teaching methodology. As presented in the literature, the use of audiovisual media communications presuppose a new way of approaching effective teaching, which requires the educators on all educational levels and disciplines to display with competence many advanced skills and abilities. The aim of this research is to provide data that will contribute to the effective tea
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McCauley, Kelly Davis, Emily Hammer, and Amanda S. Hinojosa. "An Andragogical Approach to Teaching Leadership." Management Teaching Review 2, no. 4 (October 27, 2017): 312–24. http://dx.doi.org/10.1177/2379298117736885.

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Students in today’s college classroom are diverse in age and work, leadership, and life experiences; hence, students transitioning into adulthood may understand and relate core leadership knowledge to their own experiences differently than mature adults. As such, we call upon andragogy, a theory of adult learning, to inform our approach to teaching leadership. We employ andragogy and its six assumptions (the learners’ self-concept, the role of experience, readiness to learn, orientation to learning, motivation, and the need to know) as a guiding framework for the selection and development of l
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Dissertations / Theses on the topic "Teaching Thai adults"

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Cornwall, Timothy Brooke, and cornwall@inet co th. "Seminar Leader Effectiveness: Teaching Short Courses in the Thai Business Community." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070201.162658.

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Research and literature on teaching adults primarily discusses longer courses within the sphere of formal education, that is formal tertiary education and non-formal education (typically work-place or work-related learning). While both these fields provide a rich source of general information, it is difficult to find research texts that specifically deal with teaching adults in a seminar environment, that is, a planned, one-off learning event ranging in length from three hours to two days. While some research has focused on Thai culture in general and the nature of Thai university teaching in
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Basso, Elsa Mónica Bonito. "O que ensinar a quem já ensina em aula de língua estrangeira? : uma proposta pedagógica para ensino de línguas estrangeiras a alunos adultos." reponame:Repositório Institucional da UCS, 2011. https://repositorio.ucs.br/handle/11338/533.

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Este trabalho tem como objetivo pesquisar o que ensinar, em aula de língua estrangeira, a alunos adultos, de mais de cinquenta anos de idade que, em virtude de sua experiência de vida, muitas vezes, têm mais a ensinar que a aprender. O estudo está vinculado ao Programa de Pós-graduação em Educação, da Universidade de Caxias do Sul- Mestrado em Educação-, dentro da linha de pesquisa “Educação, Linguagem e Tecnologia” e vincula-se, também, ao projeto de pesquisa “Aspectos da formação leitora e sua repercussão na relação entre profissional eficiente e leitura (TEAR 5)”, desenvolvido na Univ
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Rodriguez-Garcia, Luis Manuel. "Influential Factors That Affect Retention and Language Acquisition in Beginning ESL Adults Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1129.

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This study explored the problem of student attrition in beginning courses of an Intensive English Program (IEP) that may affect the sustainability of the IEP. The purpose of the study was to understand the perceptions of continuing students and the factors that influenced their motivation and engagement to persist studying in the IEP. Constructivism and behavioral social learning theory guided this study. The research problem addressed the need for students to remain in IEPs and achieve second language acquisition. The research questions were designed to learn what instructional approaches mot
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Elliott, Leck Barbara R. "Teaching and evaluating effectively, adult education strategies that motivate learners and promote achievement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ53634.pdf.

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Idoko, Evelyn. "Perceived Factors that Influence Adult Learners' Persistence and Retention in Adult Basic Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5348.

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Retaining students, particularly in the 16- to- 24-year-old category, is a constant challenge for adult basic education programs nationwide. Educators need to understand factors that affect adult learners' experiences, have a better understanding of ways to motivate adult students in a nontraditional school setting to enhance their engagement, and apply research-based techniques and targeted, practical strategies to improve student persistence. The primary objective of this case study was to investigate the perceived factors that students considered influential on their persistence and retenti
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Murthy, Lisa. "Factors that Influence Empowerment in Adjunct Faculty Members." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/593.

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To offset the cost and meet the demand for high quality nursing graduates, adjunct faculty members are hired to educate students in the practice settings. Adjunct faculty may not have access to the resources allocated to full-time faculty and may not feel empowered to provide the most effective educational experiences for the students. The purpose of this quantitative study was to measure factors that influence empowerment in adjunct faculty members teaching in an associate degree nursing program at a community college located in the Midwestern United States. The study also examined whether th
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Topp, Amanda. "Teaching practices, influences and outcomes in the adult ICT user classroom : more than an input/output approach?" Thesis, University of Sunderland, 2010. http://sure.sunderland.ac.uk/4585/.

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ICT user skill is a relatively new subject area and has a limited pedagogical history. To date, most of the discussion has been about ICT within schools, particularly integration of ICT into other curriculum areas, with less emphasis on how to teach user skills, especially to adults. This research explores differing teaching practices within the adult ICT user skills environment from a teacher professional knowledge perspective. By examining the ways that teachers develop, maintain and enact pedagogical knowledge and by determining influencing factors, this investigation contributes to the sub
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Barduhn, Susan. "Traits and conditions that accelerate teacher learning : a consideration of the four-week Cambridge RSA Certificate in English Language Teaching to Adults." Thesis, University of West London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262820.

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Lowe, Nicole Marie. "Creating Professional Learning Programs that Recognize Teachers as Adult Learners." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/416.

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According to recent research, approximately 40-50% of teachers leave the profession within the first 5 years, creating a constant need for teachers. There is evidence that creating a supportive working environment through effective professional learning, drawing on adult learning theory, may reduce teacher turnover and increase student performance. This study explored teachers' perceptions about the professional development offerings available to them, how these perceptions influence their decisions to remain at the school, and what types of professional learning experiences teachers want to e
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Fagan, Sharon. "Trainees' Perceptions on Supervisor Factors That Influence Transfer of Training." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4621.

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A midsize nonprofit blood bank organization is experiencing a high percentage of supervisors and managers not transferring skills taught in leadership development training programs back to the workplace. The purpose of this mixed methods, sequential, explanatory study was to understand the relationship between supervisor support or opposition and trainees' perception on factors that influence transfer of training and to identify strategies to improve transfer of training in the organization. Baldwin and Ford's Model of the training transfer process laid the framework for this study. Quantitati
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Books on the topic "Teaching Thai adults"

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Melick, Richard R. Teaching that transforms: Facilitating life change through adult Bible teaching. Nashville, TN: B & H Academic, 2010.

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Shera, Melick, ed. Teaching that transforms: Facilitating life change through adult Bible teaching. Nashville, TN: B & H Academic, 2010.

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Mary, Selman, ed. Partnerships in learning: Teaching ESL to adults. Toronto: Pippin Publishing, 1996.

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Ennis, Joseph Michael. Approaches to English for Specific and Academic Purposes: Perspectives on Teaching and Assessing in Tertiary and Adult Education. Bozen-Bolzano: bu,press, 2020.

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Brookes, Mona. Drawing with children: A creative teaching and learning method that works for adults, too. Los Angeles: J.P. Tarcher, 1986.

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Drawing with children: A creative teaching and learning method that works for adults, too. Los Angeles: J.P. Tarcher, 1986.

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Drawing with children: A creative teaching and learning method that works for adults, too. North Ryde, N.S.W: Angus & Robertson, 1987.

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Reading wise: Comprehension strategies that work. Syracuse, N.Y: New Readers Press, 2003.

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Reading wise: Comprehension strategies that work. Syracuse, N.Y: New Readers Press, 2003.

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Creative learning: Activities and games that really engage people. San Francisco: Jossey-Bass, 2007.

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Book chapters on the topic "Teaching Thai adults"

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Fraser, Wilma. "The Stories That We Tell and Those That Tell Us." In Seeking Wisdom in Adult Teaching and Learning, 139–63. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-56295-1_7.

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"Developments that affect learning and teaching." In Teaching Young Adults, 31–42. Routledge, 2013. http://dx.doi.org/10.4324/9780203132524-9.

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Karagiorgi, Yiasemina, and Maria N. Gravani. "Teaching Computers to Adults." In Adult and Continuing Education, 1599–619. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch092.

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Digital literacy for adults has developed into an important dimension of ICT-related policies worldwide. Although research argues that adults need digital skills, limited evidence has been directed to digital literacy teaching approaches for adults and the associated pedagogy. The study explores which core features of effective adult learning were addressed within the context of digital literacy courses offered by the State Institutes of Further Education (SIFE) in Cyprus. Semi-structured interviews conducted with two groups of Greek-Cypriot adults enrolled in these courses indicate that while certain aspects of adult learning, e.g., optimal climate for learning, other principles related to the consideration of learners' needs and input in the development of learning contracts were limited in effect. Since this can mainly be attributed to the nature of the courses which were designed from top-down and remained openly ECDL exam-oriented with pre-fixed content, repercussions are drawn with regards to alternative paths to adult digital literacy, organized on the basis of learners' expectations, profiles and needs.
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Robertson, Lorayne, and Wendy Hardman. "More than Changing Classrooms." In Adult and Continuing Education, 1281–300. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch073.

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The transition from the lecture hall to the online teaching environment requires more than a change of venue – it requires role changes as well as a shift in focus from delivering content toward designing a learning environment where students can build skills for learning and collaboration. The research described in this chapter employs a case-study method to capture the perceptions of a small cohort of university professors participating in a synchronous e-training program to prepare them for synchronous e-teaching. Participating professors possessed a range of diverse prior experiences with teaching and e-teaching, creating unique training challenges. Data include the video-recorded training sessions as well as focus group and individual interviews held one year post-training. The findings indicate that, although the intended training focus was not the primary outcome realized, this study provides some insights into planning and delivering e-training for similar transitions to synchronous online teaching for tertiary instructors.
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Wang, Victor X., and Linda Ellington. "Pedagogical Teaching or Andragogical Teaching via MOOCs?" In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age, 242–65. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9577-1.ch011.

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MOOCs are a relatively recent phenomenon in the field of teaching and learning. Although MOOCS are essentially online learning and web based course materials, which have been with us for a good many years, MOOCs, present a new perspective because of the extremely large participant numbers that are possible. As such, MOOCs require us to rethink online learning approaches, and in all likelihood, necessitate a degree of innovation in online teaching. To promote innovative teaching to help adults learn via technology, especially in the context of MOOCs, the authors of this article have compared and contrasted two teaching models. In doing so, the authors indicate that traditional teaching via technology is guided by behaviorism. However, in order to help adults learn in the online environment, instructors should go beyond the traditional teaching model characterized by the use of Bloom's Taxonomy of Educational Objectives and incorporate humanism, from which andragogy flows. The two models addressed in this article were derived from pedagogical and andragogical assumptions. Traditional or pedagogical principles were developed in as early as the 7th and 12th centuries whereas andragogical principles emerged in the early part of the 19th century in Europe. Both pedagogical principles and andragogical (innovative) principles have been used to guide online adult teaching and learning since universities began to deliver courses in the virtual environments at the beginning of the 21st century.
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Collins, Royce Ann, and James B. Martin. "Integrating Adult Learning and Technology for Effective Education." In Integrating Adult Learning and Technologies for Effective Education, 189–205. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-694-0.ch011.

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This chapter is an examination of the influences involved in the integrating of adults into higher education. The chapter begins with an exploration of the increase in the number of adults in higher education since 1969. Comparing the changes in demographics from 1969 to 2007 shows how little large public universities have done to integrate adults into higher education. This examination shows significant participation by three types of institutions; community colleges, small private four year liberal arts institutions, and for-profit institutions created to meet the higher education needs of adults. The chapter defines adult and higher education and discusses how they differ or interact. A discussion of how adult students learn and effective techniques to facilitate learning in adult classrooms follows these definitions. Finally, a discussion identifying how teaching techniques that are effective for adults can be integrated into traditional classrooms in higher education brings the chapter to a close.
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Okojie, Mabel C. P. O., and Yan Sun. "Foundations of Adult Education, Learning Characteristics, and Instructional Strategies." In Handbook of Research on Adult Learning in Higher Education, 1–33. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1306-4.ch001.

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The chapter examines the concept of adult education by analyzing its emergence as an academic discipline, and assesses the philosophical ideologies through which it finds expression. It provides a critical review of andragogy as a framework for examining its perception as a teaching method exclusively for adult learners. The review reveals that andragogical principles can be used to develop learning strategies to support instruction for both children and adult learners. The unchallenged assumption that pedagogy is exclusively reserved for teaching children is critically assessed. To demonstrate that adults do learn from instructional strategies that are supported by both pedagogical and andragogical principles, a case study is conducted. Adults learn from similar methods as much as children. It indicates that the distinction between pedagogy and andragogy as principles of learning is somewhat spurious. The chapter discussed strategies for using digital theories to facilitate instruction.
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Okojie, Mabel C. P. O., and Yan Sun. "Foundations of Adult Education, Learning Characteristics, and Instructional Strategies." In Research Anthology on Adult Education and the Development of Lifelong Learners, 1–33. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch001.

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The chapter examines the concept of adult education by analyzing its emergence as an academic discipline, and assesses the philosophical ideologies through which it finds expression. It provides a critical review of andragogy as a framework for examining its perception as a teaching method exclusively for adult learners. The review reveals that andragogical principles can be used to develop learning strategies to support instruction for both children and adult learners. The unchallenged assumption that pedagogy is exclusively reserved for teaching children is critically assessed. To demonstrate that adults do learn from instructional strategies that are supported by both pedagogical and andragogical principles, a case study is conducted. Adults learn from similar methods as much as children. It indicates that the distinction between pedagogy and andragogy as principles of learning is somewhat spurious. The chapter discussed strategies for using digital theories to facilitate instruction.
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Russo, Marianne Robin. "Social Justice and Adult Education." In Adult and Continuing Education, 143–53. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch009.

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It should be understood that the importance of adult education is to illuminate the current context in which the adult functions. This adult frames directly linked with the construct of social justice. Adult education is examined under two frames: (a) Merriam and Brockett (1997) who define adult education as “…activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” and, (b) Horton's philosophy developed under the Highlander Folk School. Understanding this correlation of adult education within a social-political phenomena, the nature of adult education may belong to a wide-ranging spectrum of teaching and learning in terms of: (a) media messaging and the rhetoric that may be inculcating adults, ultimately swaying public opinion; (b) adult messaging and totalitarian implications; (c) adult education and the state; (d) knowledge of history; (e) the history of adult education and how it has been instrumental in social justice; and (f) what adult education, inclusive of adult educators, must do to mitigate class hegemony.
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Fallahi, Mitra. "Making Instruction Work for Adult Learners." In Research Anthology on Adult Education and the Development of Lifelong Learners, 1010–17. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch050.

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This chapter is a review of the goals of the adult learners, with a focus on factors that impact the learning process. Principles of education of adult learners are discussed. There are various effective strategies for instruction; however, regardless of the strategies developed, instruction of adults at any level in higher education must facilitate learners' paths toward achieving their goals in pursuing higher education. In teaching adult learners, some factors impacting the learner that require consideration are discussed.
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Conference papers on the topic "Teaching Thai adults"

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Cedere, Dagnija, Rita Birzina, Tamara Pigozne, and Elena Vasilevskaya. "HOW TO MAKE LEARNING IN STEM MEANIGFUL FOR THE MILLENNIUM GENERATION." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.41.

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The education of today more and more encounters the teaching and learning problems of young adults therefore it is topical to find out how to make the teaching/learning of the Millennium generation meaningful. This issue is especially important in STEM education. The survey involved Grade 10-12 students of Latvia, in total 256 students. Spearman’s correlations and Kruskal-Wallis test were used in the data analysis. The obtained results showed that students- millennials as regards the learning of STEM subjects can be described as real-life oriented, digitally educated who want to participate ac
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Grujić, Tatjana. "L2 TENSE TRANSFER IN EFL LEARNING." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.441g.

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In second language acquisition (SLA) transfer is predominantly explored as either positive or negative influence of learners’ first language (L1) on their second/foreign language (L2) performance. Studies in this field serve not only to describe the learner’s interlanguage, but also to inform, improve and refine foreign language teaching. However, the scope of SLA studies is such that it leaves the other transfer direction under-researched (L2 to L1), assuming that once the learner’s L1 system has fully developed, their L1 competence will not be subject to change. More recent studies of adult
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Gonçalves, Vitor, Isabel Chumbo, Elisabete Silva, and Maria Raquel Patrício. "AduLeT project: leading technology enhanced learning tips." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8916.

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The European Commission favours the implementation and use of digital content and specially Open Educational Resources (OER) made accessible in higher education. Most of the lecturers have neither the skills nor the time to supply the teaching materials as digital content or OER. Therefore, Advanced Use of Learning Technologies in Higher Education (AduLeT) is a project that has been set up within the European Union Erasmus+ programme support, involving seven partners working together from November 2016 to August 2019. This project will provide lecturers with a community to share user experienc
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Goel, Shivam. "Teaching Robots to Interact with Humans in a Smart Environment." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/906.

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Robotics in healthcare has recently emerged, backed by the recent advances in the field of machine learning and robotics. Researchers are focusing on training robots for interacting with elderly adults. This research primarily focuses on engineering more efficient robots that can learn from their mistakes, thereby aiding in better human-robot interaction. In this work, we propose a method in which a robot learns to navigate itself to the individual in need. The robotic agents' learning algorithm will be capable of navigating in an unknown environment. The robot's primary objective is to locate
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Wright, Angela. "A Reflection on Teaching Practice: A Level 9 Microteaching Application." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7864.

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I hear, and I forget. I see, and I remember. I do, and I understand, (Asian Proverb). The context of this research is the examinination of teaching practice through the lens of ‘microteaching’, thus affording the opportunity to reflect on and evaluate one’s personal delivery with the view to instigating better actions for practice in the future. This study specifically contributes to a novel critical enhancement of level 9 teaching delivery where the cohort are adult learners. The focus of this evaluation on current practices is to establish where improvements could be made to teaching deliver
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Mangwegape, Bridget. "TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.

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The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or
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Hubáček, Martin, Jaromír Čapek, and Iva Mertová. "Comparison of map reading skills and geographical knowledge of future officers and geography teachers." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-5.

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Map reading is an important skill of the human population which varies from person to person depending on the age, education and many other circumstances. It is expected that some groups of adult population have higher skills in this area. Soldiers, architects, geography teachers and others belong to this group of people. The skills in reading paper maps are disappearing in current digital world. This is also observed in the case of students of the University of Defense in Brno. 228 students were tested in map reading and geographical knowledge of the Czech Republic to verify this fact. The ex
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"Promoting Healthy Nutrition through Educational Escape Games." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4362.

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Aim/Purpose: The increased production of processed food, rapid urbanization, and changing lifestyles have led to a shift in dietary patterns so people are now consuming more unhealthy foods. To change unhealthy dietary patterns, there is a need to educate the individuals to keep a balanced diet that is rich in nutritional requirements. One way to educate a heterogeneous population, from preschool to adults, is by learning through games. Background: In recent years, the use of games as a pedagogical method is gaining momen-tum. Game-based learning (GBL) refers to any learning environments or ac
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Botezat, Onorina, and Ramona Mihaila. "Revisiting and Reassessing Pedagogical and Methodological Skills after the Global Pandemic - Online Teaching/ Learning Challenges." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctc.2021/ctc21.005.

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As reported by the UN, the COVID-19 pandemic has touched almost 1.5 billion students forcing school cessations in 191 countries, changing the daily-routine of over 63 million teachers. While UNESCO and partners launched the Global Educational Coalition to produce solutions to “make digital learning more inclusive,” aiming at helping countries to gather resources to implement “remote education through hi-tech, low-tech and no-tech approaches,” a lot of actors have been holding webinars on the educational challenges and dimension of the pandemic, with participants enrolled from all over the worl
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Kaplan, Dana, and Maya Wizel. ""MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end056.

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This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s gradua
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Reports on the topic "Teaching Thai adults"

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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and p
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