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Literatura académica sobre el tema "Learning Diary"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "Learning Diary"

Kasprabowo, Teguh, Endang Yuliani Rahayu y Agnes Widyaningrum. "“Tell me about your Day”: Portraying Student’s Reflective Practice through Diary Writing". Language Circle: Journal of Language and Literature 15, n.º 2 (26 de abril de 2021): 375–84. http://dx.doi.org/10.15294/lc.v15i2.29252.

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Although commonly understood that diary writing benefits language learners in many ways, the use of diary writing as a medium for reflective practice in higher education is still rarely considered. The study aimed to portray the student's reflective practice through diary writing - to display how the student made meaning of her daily life and learning experiences. Employing qualitative case study, we observed one of our students’ reflective practice through her diary entries. Our study employed Rodger’s summary of Dewey’s reflective practice (2019) as the theoretical framework. The data of this research was a handwritten diary of a student named Lana containing 30 diary entries written from September 6, 2018, to October 22, 2018. The entries were written in the period when she joined a Creative Writing class. The diary writing activity was mainly aimed to help the students in the class to build their writing habits by writing reflections of their daily activities. The result showed that diary writing provided room for Lana to carry out the reflective practice. This practice helped her to see and to understand herself as a learner. Also, Lana specifically expressed that diary writing helped her to have ideas for writing easily. Based on the findings, we argue that in the Indonesian higher education context diary writing needs to be incorporated in the learning process to benefit learners in their personal development and their language learning process.

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Ramli, Ayiesah, Leonard Joseph y Seow Woon Lee. "Learning pathways during clinical placement of physiotherapy students: a Malaysian experience of using learning contracts and reflective diaries". Journal of Educational Evaluation for Health Professions 10 (31 de julio de 2013): 6. http://dx.doi.org/10.3352/jeehp.2013.10.6.

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Purpose:Learning contracts and reflective diaries are educational tools that have been recently introduced to physiotherapy students from Malaysia during clinical education. It is unclear how students perceive the experience of using a learning contract and reflective diary. This study explores the learning pathways of the students after using a learning contract and a reflective diary for the first time in their clinical placement.Methods:A total of 26 final-year physiotherapy students completed a learning contract and a reflective diary during clinical placements. Two researchers explored the data qualitatively by the thematic content analysis method using NVivo.Results:A total of four and six main learning themes were identified from the data of the students through a learning contract and reflective diary.Conclusion:These learning themes reflected the views of the students about what they have considered to be important learning pathways during their clinical placements. They give valuable insights into the experiences and opinions of students during their clinical education process, which should be useful for enhancing teaching and learning methods in physiotherapy education.

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Griffiths, Wynn. "Action Learning for Quality Assurance — A Diary". International Journal of Health Care Quality Assurance 1, n.º 3 (marzo de 1988): 29–31. http://dx.doi.org/10.1108/eb006074.

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Wolfe, Charles R. "LEARNING the City: Beyond the Urban Diary". Journal of Public Space, Vol. 5 n. 2 (30 de abril de 2020): 155–60. http://dx.doi.org/10.32891/jps.v5i2.1288.

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My viewpoint towards understanding cities is ecumenical and immersive. We all experience urban life, and have associated expectations, however simple or complex. In democracies, informed representatives are said to advance the needs of their constituents. Basic human needs are similar, but how they are expressed and sorted in a chosen location are not, so places will vary based on blends and mixtures of expression. To understand the particulars of a city, we must understand associated and customized needs, as well as opportunities to provide them. Achieving public health, safety and happiness will vary. Solutions may be similar, but not the same, and we need to understand—to see and feel—what these solutions, or ‘context keys’, look like from place to place. When considering customized ‘context keys’ for cities today, we must understand how each city or urban place varies from broad stereotypes. We should avoid one-size-fits-all solutions without community input.

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LeBrun, Drake G. "Residency Diary: Second Year—Service and Learning". Clinical Orthopaedics & Related Research 478, n.º 7 (8 de mayo de 2020): 1427–28. http://dx.doi.org/10.1097/corr.0000000000001314.

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Wilkinson, Tim J., J. Elisabeth Wells y John A. Bushnell. "Using a diary to quantify learning activities". Medical Education 39, n.º 7 (julio de 2005): 657–64. http://dx.doi.org/10.1111/j.1365-2929.2005.02196.x.

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Painter, Clare. "Learning about learning". Functions of Language 3, n.º 1 (1 de enero de 1996): 95–125. http://dx.doi.org/10.1075/fol.3.1.05pai.

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Systemic-functional linguistics (SFL) is used as a framework within which a child's 'cognitive' development can be seen in linguistic terms as the building of a meaning potential which gains realisation in texts. Data are then presented from a diary study of one child's speech between the ages of two and a half and five years, focussing on the child's use of 'mental' and 'verbal' clauses (such as I think or she said) in order to reveal the child's understandings about information exchange, which constitutes the basis of learning. The naturalistic data display various developments in the child's construals of semiotic exchange, including exploration of 'false' information and the status of perceptual evidence. A general pattern emerges whereby the child moves out from representing and exploring the 'I-you-now' of the ongoing interaction, to a later construal of the world beyond this 'deictic centre', suggesting an intersubjective rather than an 'egocentric' starting point to development.

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Mshelia, Comfort, Gillian Lê, Tolib Mirzoev, Samuel Amon, Ambrose Kessy, Sebastian Olikira Baine y Reinhard Huss. "Developing learning diaries for action research on healthcare management in Ghana, Tanzania and Uganda". Action Research 14, n.º 4 (24 de julio de 2016): 412–34. http://dx.doi.org/10.1177/1476750315626780.

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Action research (AR) can be an effective form of ‘on the job’ training. However, it is critical that AR cycles can be appropriately recorded in order to contribute to reflection and learning. One form of recording is for coresearchers to keep a diary. We found no previous literature describing the use of diaries in AR in sub-Saharan Africa. We therefore use this paper to reflect on how diaries were used by district health management teams in the PERFORM project. We share five lessons from our experience. First, it is important to foster ownership of the diary by the people who are responsible for filling it in. Second, the purpose of keeping a diary needs to be clear and shared between researchers and practitioners from the very beginning. Third, diaries should be allowed to evolve. Fourth, it is a challenge for busy practitioners to record the reflection and learning processes that they go through. Last, diaries on their own are not sufficient to capture reflection and learning. In conclusion, there is no best way for practitioners to keep a diary; rather the focus should be on ensuring that an AR recording process (whether diary or otherwise) is locally owned and complements the specific practice setting.

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Alafiyah, Cici Evianti. "Increasing Writing Skills Study Result Through the Experience Write a Diary In Primary School". Social, Humanities, and Educational Studies (SHEs): Conference Series 3, n.º 4 (17 de julio de 2021): 33. http://dx.doi.org/10.20961/shes.v3i4.53247.

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<p><em>Classroom action research is conducted to address learning problems that occur in the classroom. In addition, classroom action research is also used to improve the quality of learning so that student learning outcomes can increase. This classroom action research was conducted on sixth grade students at the State Elementary School 05 Bantarbolang Pemalang. Where this classroom action research aims to improve student learning outcomes in writing skills on fiction and non-fiction text material by using the experience of writing a diary. From the results of research conducted in two cycles showed an increase. Learning outcomes in the first cycle showed a class average of 74.88 while classical learning completeness was 76.92%. The learning outcomes in the second cycle showed the class average value of 87.07 while the classical learning completeness was 100%. This proves that the use of the experience of writing a diary can improve the learning outcomes of students' writing skills. Teachers can use the experience of writing a diary to improve students' writing skills</em>.</p>

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Lester, David. "Learning About Suicide from the Diary of Cesare Pavese". Crisis 30, n.º 4 (julio de 2009): 222–24. http://dx.doi.org/10.1027/0227-5910.30.4.222.

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Background: The study of the diaries of suicides presents an opportunity for greater insight into the psychodynamics of suicide than does the study of suicide notes. Aims: The present study analyzed the last year of the published diary of the Italian writer, Cesare Pavese (1908–1950), to identify changes in the content over the last year of his life. Methods: The last year of the published diary was analyzed using the Linguistic Word Count program. Results: The proportion of words related to positive emotions and optimism increased over the last year of Pavese’s life, and the entries became less complex and more self-oriented. Conclusions: The results confirm the changes in mood documented in diaries and letters from suicides in previous research, and extend the research to published diaries of famous individuals and in transition.

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Tesis sobre el tema "Learning Diary"

Webb, Carol. "An exploration of sense-making and learning with complexity science : a diary-based study". Thesis, Cranfield University, 2005. http://dspace.lib.cranfield.ac.uk/handle/1826/11068.

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Literature in the organisational science and strategic management domains attribute value in the utilisation and application of analogies, metaphors and principles from the complexity science domain. However, little work has been carried out to explore how individuals do this. The aim of this research was therefore to explore the ways in which individuals made sense of their working lives by means of complexity science, as evidenced in work-focussed diaries. In order to meet this aim, a path of inductive, qualitative research was undertaken, of an exploratory and descriptive nature. The qualitative research tradition taken into consideration was that associated with management research. The research was loosely inspired by the survey approach and utilised commonly associated data collection methods. A hybrid interview style was adopted, combining well-known techniques that support a more conversational approach. Diaries were utilised in an open-ended format and an interactive style of on going research. Thirteen individuals volunteered to write weekly, work-focussed diaries, with the intention of continuing for one year: a goal which some met, but some did not. The general approach was inspired by a subjectivist, postmodern perspective, where it was seen as important to collect data from 'multiple voices', where relativist findings were generated from that data. As a result of this study, the novelty presented by this research includes: the development of an interactive and open-ended, personal, journal-like diary method, facilitating longer term research in conversations with research participants, producing thickly descriptive and narrative data; a complexity science learning model representing the development of individual interest, learning and potential areas of application; and, a replicable approach incorporating specific methods of interaction with individual learners and the knowledge around such an intervention.

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Chen, Ya-Yun. "Trainee Translators' Autonomous and Reflective Learning - Using Diary, Think-Aloud and Small Group Discussion Activities". Thesis, University of Newcastle Upon Tyne, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512216.

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Ehmann, Tanja. "Erfassung und Förderung metakognitiver und motivationaler Fähigkeiten : ein halbstandardisiertes Lerntagebuch für Schülerinnen und Schüler mit Migrationshintergrund". Phd thesis, Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2011/5122/.

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Das folgende Forschungsprojekt beschäftigt sich mit metakognitiven und motivationalen Fähigkeiten als Teilbereiche des selbstgesteuerten Lernens. Es untersucht den Nutzen und die Grenzen von Lerntagebüchern, die zugeschnitten wurden auf Grundschülerinnen und Grundschüler mit Migrationshintergrund. Das Ziel der Studie war es herauszufinden, ob und wie selbststeurungsbezogene Lernprozesse durch den Einsatz von Lerntagebüchern gemessen und verändert werden können. Hierzu führten 28 Grundschülerinnen und Grundschüler 14 Wochen lang während des Unterrichts ein halbstandardisiertes Lerntagebuch in Anlehnung an Wohland/Spinath (2004). Zur Messung von Veränderungen in metakognitiven und motivationalen Fähigkeiten füllten 43 Schülerinnen und Schüler zweier Experimentalgruppen und einer Kontrollgruppe vor und nach der Lerntagebuch-Intervention standardisierte Fragebögen aus. Weiterhin wurden die 28 Lerntagebücher der Experimentalgruppen inhalts- und prozessanalytisch ausgewertet. Außerdem wurden Interviews mit den Lehrkräften über ihre Unterrichtspraxis geführt und einige Schülerinnen und Schüler zu ihrer Wahrnehmung der Lerntagebucharbeit befragt. Die Ergebnisse der Analyse der Lerntagebuchdaten zeigen, dass die 28 Schülerinnen und Schüler mit Migrationshintergrund erfolgreich ihren Lernprozess bei der Bearbeitung einer Aufgabe verbalisierten. Sie haben weiterhin erfolgreich Vorhersagen über ihre Vorgehensweisen zur Lösung einer Aufgabe getroffen. Die Lerntagebücher unterstützten sie darin, ihre metakognitiven Erfahrungen (Efklides/Petkaki 2005) zu kalibrieren (Desoete/Roeyers 2006). Den Lernenden ist es gelungen, ihre Repräsentationen über das Lösen einer Aufgabe aufeinander (fein-) abzustimmen, während sie daran arbeiteten. Mit Hilfe von Zeitreihenanalysen konnte gezeigt werden, dass die Schülerinnen und Schüler die Fragen im Lerntagebuch gegen Ende der Intervention oberflächlicher beantworteten und die Lerntagebücher tendenziell weniger häufig ausgefüllt wurden (negative Trends). Eine Erklärung für die geringere Antworthäufigkeit, die zu negativen Verlaufskurven über die Zeit führten, könnte sein, dass die Instruktionsdichte durch den Mix an offenen und geschlossenen Fragen im Lerntagebuch zu hoch war. Die Lernenden haben sich möglicherweise so an die Fragen bzw. Antwortformate gewöhnt, dass die Motivation, in das Lerntagebuch zu schreiben, geringer wurde.
The following research project focuses on metacognitive and motivational skills as aspects of self-regulated learning. It studies the usability and the limitations of learning diaries that are designed to foster those skills for elementary school students with a migrational background. The goal of the study is to know whether and how self-regulated learning processes can be measured and changed through the use of learning diaries. Therefore 28 students of an elementary school in Berlin worked for 14 weeks with a semi-standardized learning diary which was designed in accordance to Wohland/Spinath (2004) and which was integrated in classroom teaching. To measure the changes in metacognitive and motivational skills 43 students in two experimental groups and one control group had to fill in self-report questionnaires before and after the diary-intervention. The 28 learning diaries of the two experimental groups were content and process analyzed. Furthermore interviews were conducted with teachers about their classroom teaching and with students about their perception of working with a diary. The questionnaire data showed that the learning diary could be useful for fostering metacognitive but not motivational skills. The results of the diary data showed that the 28 students with a migrational background were able to verbalize their learning process when working on a specific task. They were also able to make predictions about their own approach towards solving a task. The learning diaries supported the calibration (Desoete/Roeyers 2006) of their metacognitive experiences (Efklides/Petkaki 2005). Students were able to fine-tune their representations about solving a task as they went on with task processing. Time-series-analysis showed that towards the end of the intervention there was a tendency to answer with superficial and lower frequency responses (negative trends). One explanation for the lower frequency of responses, which led to negative curves over time, could be that too much instructional support was elicited through the learning diary's mix of open and closed questions. The learners may have adjusted to the prompts and answer formats leading to a decrease in motivation to write.

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Empell, Susan. "Hitta drivkraften i aktionsforskning - en studie om kollegial utveckling mot högre pedagogisk kvalitet i förskolan". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34653.

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Detta är en kvalitativ aktionsforskningsstudie utförd i förskolan. Studiens syfte är att bidra med kunskap genom ett praktiskt exempel visa hur pedagoger aktivt kan medverka till pedagogisk kvalitetsutveckling genom aktionsforskning. Metoden för undersökningen har främst följt Rönnermans (2012) aktionsforskningsprocess. I processen har reflektion, loggboksföring och filminspelning ingått. Ur pedagogernas reflektioner och resonemang hämtar studien sin empiri som sedan tolkas med stöd av Timperleys (2013) kunskapsbildande cykel, som använts som en teoretisk tolkningsram i studien. Studiens frågeställningar:•På vilka olika sätt upplever pedagoger i en förskola aktionsforskning som ett arbetssätt för ökat kvalitetsmedvetet arbetssätt?•Hur resonerar och reflekterar pedagogerna kring en egenvald frågeställning, med intention till att utveckla sin praktik? •På vilka sätt har föreliggande aktionsforskning lämnat spår av pedagogisk kvalitetsutveckling?Resultatet visar att aktionsforskningens huvudverktyg, kollegiala samtal med handledning och dokumentation, kan ha en motiverande effekt för pedagogerna. Kollegiala samtal ger pedagogerna en lust och positiv energi att vilja utveckla sin praktik mot en högre pedagogisk kvalitet. Hur tiden organiseras på förskolan är en avgörande faktor för en lyckad utvecklingsprocess. Detta visar sig ur flera perspektiv i studien; hur pedagogerna planerar för sina aktiviteter, hur reflektionstid är organiserat i förskolans utbildning, hur mycket tid som förskolechefen har för att delta i studien och vilken tid som är avsatt för kvalitetsarbete. Även pedagogerna själva upplever viss tidsbrist till de moment som ingår i aktionsforskningsprocessen. Slutsatserna i studien är att pedagogerna har upplevt aktionsforskning positiv för verksamhetsutveckling och att handledningen i processen visar sig vara av betydelse ur ett utvecklingsperspektiv. Den positiva motivation som pedagogerna får genom aktionsforskningens process kan sägas vara en drivkraft att vilja utveckla sin egen praktik.
This is a qualitative action research study in preschool. The aim is to understand how preschool pedagogues can participate in school development in an active way using action research. The research method has followed Rönnermans’ (2012) steps for an action research process. Reflection, diary writing and filming are methods which are included in this process, and are also used in this study. The empirical data is collected from reflections and dialogues between the pedagogues and are analysed by Timperleys’ (2013) cyclic knowledge process wheel. This has been the theoretical frame for the study. The research questions in this study are:- to find out in which ways pedagogues experience action research as a way to reach higher quality awareness.- how pedagogues reflect upon an own research question, with intentions to develop their own practise.- in which ways this action research does leave prints of pedagogical quality development.The results indicate that the main tools in action research, collegial dialogues with mentoring and documentation, can be motivating for the pedagogues. The collegial dialogues give the pedagogues positive energy to develop their own practice towards higher quality. How the time is organized for a successful quality development turns out to be a crucial factor in the studied preschool viewed from several perspectives. Pedagogues’ time for reflection and for planning activities are difficult to organize for. It also seems difficult for the preschool director to participate in the action research meetings. The conclusions of the study are that action research process seems to give pedagogues positive energy and motivation for willing to develop the preschool education. In summary, this study indicates that pedagogues can find empowerment in action research to make pedagogical quality development successful.

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Andrea, Emília Maria da Silva Pereira de. "O diário de aprendizagem como instrumento revelador do processo de construção identitária de futuros sargentos enquanto leitores e produtores de textos em sua formação inicial". Universidade de Taubaté, 2013. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=628.

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Esta dissertação, realizada com trinta alunos da primeira série de 2012 do Curso de Formação de Sargentos de uma escola militar, objetiva analisar seus diários de aprendizagem, produzidos ao longo das práticas letradas do Curso de Redação, a fim de investigar em que medida os relatos dos diários são reveladores do processo de construção identitária desses futuros sargentos em formação inicial. Para tanto, foi realizada uma pesquisa-ação, cujo instrumento foi o diário de aprendizagem, que forneceu os objetos de análise, que propiciaram observar quais marcas linguístico-enunciativo-discursivas presentes nos relatos permitiram identificar a tomada de consciência dos alunos em relação ao uso da língua padrão. Com os resultados, queríamos saber também a que conclusão era possível se chegar sobre o uso do diário para favorecer a aprendizagem dos alunos nesse contexto de formação técnico-militar. A análise foi realizada seguindo-se o exposto na teoria sobre identidade, aprendizagem, metacognição e meta-afetividade, posicionamento, interação e mediação. Os resultados mostraram que a inserção no mundo figurado militar aconteceu de forma diferenciada para os sujeitos. Uma das dificuldades apontadas por eles diz respeito à produção de textos na língua padrão, atividade para a qual muitos dizem não ter competência, por crerem que só sabe escrever quem domina regras gramaticais, talvez baseados em crenças (vozes) vindas de vivências anteriores. A mediação e a interação foram apresentadas como elementos importantes para minimizar as dificuldades. Quanto ao posicionamento dos sujeitos frente à professora-interlocutora, evidenciou-se que, de uma forma geral, a proximidade veio com o tempo de convivência, influenciando a escolha das palavras e dos gêneros discursivos usados nos relatos. A prática diarista mostrou-se útil para os sujeitos, propiciando-lhes o espaço-tempo necessário para as reflexões sobre si e sua formação, e para a professora-pesquisadora, possibilitando-lhe conhecer o que expressam seus alunos, o que gerou nela reflexões sobre seu pensar e agir enquanto professora de uma escola técnico-militar.
This dissertation, performed with thirty students from the first grade in 2012, at Curso de Formação de Sargentos (Sergeants Education Course) in a military school, intends to analyze theirComposition Course, in order to investigate how the reports in the diaries tell us about the identity construction process of these future sergeants in their initial stage. Therefore, it was conducted an action research, whose was the learning diary, which provided the objects of analysis so as to observe which evidences found in the linguistic-discursive reports allow us to identify the awareness of the research subject regarding the use of the standard language. With the results, we would like to know what conclusion could be reached on the use of the diary so as to improve the students learning in this context of technical-military education. The analysis was performed according to the theory of identity, learning, meta-cognition, meta-affectivity, positioning, interaction and mediation. The results showed that the insertion in the military figured world occurred differently for each research subject. One of the difficulties mentioned by the subjects concerns about the production of texts in the standard language. They claim that they are not competent enough to develop that kind of activity because they believe that you can only write well if you master the grammatical rules, perhaps based on beliefs (voices) originated from previous experiences. The mediation and the interaction were presented as important elements to minimize the difficulties. With regard to the students positioning in relation to the teacher-interlocutress, it became evident, on the whole, that the close proximity came with the coexistence time, having influence in the choice of the words and of the discursive genre used in the reports. The diary practice was useful for the students, providing them the necessary space-time for reflection about themselves and their education, and for the teacher-researcher, enabling her to know her students thoughts, producing reflection about her thinking and her acting as a teacher at a military-technical school.

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Rekola, Mika. "Forest science field education at the University of Helsinki: A case study analysing learning diaries from the forest ecology field course". Technische Universität Dresden, 2019. https://tud.qucosa.de/id/qucosa%3A34339.

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A Helsinki University field course 'Forest and peatland ecology', organised in June 2017, was studied using qualitative text analysis of students' learning diaries as a main source of data. Students' self-regulative knowledge was explored and found rather limited which is in line with some earlier literature. Teaching methods during the course were evaluated very positively by students. One of the main results was that the more activating teaching methods were perceived more positively. Learning diaries included a few negative evaluations and these can be seen as a valuable source of feedback. lt is concluded that the field course is an extremely relevant method in order to achieve professional knowledge in forest sciences. The recommendations for future teaching planning are that more emphasis should be put on communicating learning aims, modern learning technology, and finally, critical self-regulation knowledge.

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Rognås, Oskar. "Snabba glasögon : En självstudie av avistaövning för el- samt klassisk gitarr". Thesis, Karlstads universitet, Institutionen för konstnärliga studier (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-77892.

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I tid och otid har elgitarrister fått dras med stigmat att vara bristfälliga notläsare. Rimligtvis borde det gå att lösa med lite övning, men hur ska en strukturera upp sådan övning och ger det några resultat? Deras motparter i den klassiska genren åtnjuter inte samma stämpel, tack vare dess långa tradition av notläsning. Kan svaret ligga hos den klassiska gitarrens läroresurser som bara behöver översättas till elgitarr för att notläsningen ska ta fart? I denna självstudie utforskar jag min egen övning på avistaläsning för både el- och klassisk gitarr med hjälp av en videodagbok, analyserad ur ett multimodalt designteoretiskt perspektiv.
Time and again, electric guitarists have had to live with the stigma of being deficient note readers. Presumedly, this should be solvable with a little practice, but how should one structure such practice and does it produce results? Their counterparts in the classic genre do not inherit the same label, thanks to their long tradition of reading sheet music. Could the answer lie with the classical guitar's teaching methods that need only to be translated into electric guitar for the sheet music reading to take off? In this self-study, I explore my own exercise in sight reading for both electric and classical guitars with the help of a video diary, analyzed from a multimodal perspective.

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Sheikh, Farah Naz. "Apprentissage à distance d'un langue étrangère, mythe ou réalité ? : autonomie et prise de repsonsabilité dans un environnement d'autoapprentissage, enjeux et défis pour les acteurs du processus de l'autoformation". Thesis, Besançon, 2015. http://www.theses.fr/2015BESA1030.

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Les nouvelles technologies ont beaucoup modifié l’apprentissage en général et l’apprentissage des langues en particulier. Cela, à son tour, a changé les représentations et les rôles traditionnels des acteurs impliqués dans l’acte d’apprentissage : apprenants et enseignants. Cette recherche décrit l’apprentissage à distance du français mettant au point l’apprentissage du FLE au Pakistan via Internet et les problèmes liés à cette nouvelle approche d’apprentissage en autonomie qui requiert la modification des rôles des apprenants ainsi que des enseignants en suggérant des stratégies à utiliser afin d’autonomiser et responsabiliser les apprenants habitués à une méthode d’apprentissage traditionnel qui est différente de celle utilisée dans l’apprentissage de la langue française en ligne
The technology of information and communication has revolutionized the teaching in general and teaching of language in particular. This in its turn has altered the traditional concepts of roles attributed to the actors involved in the act of learning and teaching. This research work describes the distance learning especially online learning of French language in Pakistan using Internet and the problems related to this new approach of autonomous learning that requires the modification of roles and duties of both the learner and the teacher focusing on strategies to be used in order to make the learners get used to a method of learning that is totally different from traditional learning and to make them take responsibility of their learning

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Frank, Anja. "Das Forschungstagebuch als prozessorientierte Lern- und Prüfungsform in der qualitativen Methodenausbildung". Hochschuldidaktisches Zentrum Sachsen (HDS), 2020. https://ul.qucosa.de/id/qucosa%3A72768.

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Im Beitrag werden die Erfahrungen mit dem Forschungstagebuch als Prüfungsleistung im Rahmen eines kultursoziologischen Seminars dargestellt. Es wird gezeigt, wie und warum sich diese Lern- und Prüfungsform für die Vermittlung von qualitativen Methoden in der Sozialforschung besonders eignet und welche Potenziale sich damit verbinden. Zudem wird ein Vorschlag für die Gestaltung eines Forschungstagebuches gemacht. Schließlich wird darauf eingegangen, wie das Forschungstagebuch als „dramaturgische Klammer“ den Seminarablauf mitgestaltet und wie es das gemeinsame Arbeiten mit den Studierenden beeinflusst.

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Sundqvist, Pia. "Extramural English Matters : Out-of-School English and Its Impact on Swedish Ninth Graders' Oral Proficiency and Vocabulary". Doctoral thesis, Karlstads universitet, Avdelningen för språk, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4880.

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The present study examines possible effects of extramural English (EE) on oral proficiency (OP) and vocabulary (VOC). The study is based on data collected from Swedish learners of ESL in grade 9 (aged 15-16; N=80; 36 boys, 44 girls) over a period of one year. EE was defined as linguistic activities that learners engage in outside the classroom in their spare time. EE was measured with the help of a questionnaire and two language diaries, each covering one week. In the diaries, the learners recorded how much time they had spent on seven given EE activities (reading books, reading newspapers/magazines, watching TV, watching films, surfing the Internet, playing video games, listening to music). There was also an open category. Speech data were collected with the help of five interactional speaking tests; learners were in random dyads on each occasion. Each student performance was assessed by three raters with the help of a profile scheme, resulting in an overall grade. Based on these grades from the tests, a mean grade for OP (the OP grade) was calculated for each student. OP was defined as the learner’s ability to speak and use the target language in actual communication with an interlocutor. Learners’ VOC was measured with an index variable based on the scores on two written vocabulary tests. For a selection of ten learners, additional analyses were made of oral fluency and the use of advanced vocabulary in speech. A mixed methods research design was used, but the lion’s share of data was analyzed using inferential statistics. Results showed that the total amount of time spent on EE correlated positively and significantly (p < .01) both with learners’ level of OP and size of VOC, but that the correlation between EE and VOC was stronger and more straightforward than the one between EE and OP. The conclusion drawn was that although EE impacts both OP and VOC, the causal relationship is more salient in the case of VOC. Results also showed that some activities were more important than others for OP and VOC respectively; i.e., the type of EE activity mattered. EE activities that required learners to be more productive and rely on their language skills (video games, the Internet, reading) had a greater impact on OP and VOC than activities where learners could remain fairly passive (music, TV, films). An important gender difference was identified. Boys spent significantly more time on productive EE activities than girls; therefore, EE had a greater impact on OP and VOC for boys than for girls. Four background variables were also studied. The conclusion was that EE is an independent variable and a possible path to progress in English for any learner, regardless of his or her socioeconomic background.

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Libros sobre el tema "Learning Diary"

Edwards, C. M. Using a learning diary. Leeds: University of Leeds, 1996.

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Teaching the Diary of Anne Frank: An in-depth resource for learning about the Holocaust through the writings of Anne Frank. New York: Scholastic Professional Books, 1998.

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Snow, Philip. Learning to Love Diary. Independently Published, 2020.

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Wa. Learning to Draw: Journal, Diary. Independently Published, 2020.

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Publishing, Jacob. Notebook: Ideal for School Learning, Diary, Journal. Independently Published, 2020.

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Publishing, Jacob. Notebook: Ideal for School Learning, Diary, Journal. Independently Published, 2020.

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Publishing, Jacob. Notebook: Ideal for School Learning, Diary, Journal. Independently Published, 2020.

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Publishing, Jacob. Physics Notebook: Ideal for School Learning, Diary, Journal. Independently Published, 2020.

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Publishing, Jacob. Mathematics Notebook: Ideal for School Learning, Diary, Journal. Independently Published, 2020.

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Publishing, Jacob. Chemistry Notebook: Ideal for School Learning, Diary, Journal. Independently Published, 2020.

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Capítulos de libros sobre el tema "Learning Diary"

Williams, Kate, Mary Woolliams y Jane Spiro. "A reflective diary or learning journal". En Reflective Writing, 32–36. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-37724-0_7.

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Gabryś-Barker, Danuta. "Teacher Narratives in Teacher Development: Focus on Diary Studies". En Second Language Learning and Teaching, 243–58. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00188-3_16.

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Hassall, Tim. "2. Learning to Take Leave in Social Conversations: A Diary Study". En Language Learners in Study Abroad Contexts, editado por Margaret A. DuFon y Eton E. Churchill, 31–58. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598531-006.

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Bremer, Vincent, Dennis Becker, Tobias Genz, Burkhardt Funk y Dirk Lehr. "A Two-Step Approach for the Prediction of Mood Levels Based on Diary Data". En Machine Learning and Knowledge Discovery in Databases, 626–29. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10997-4_39.

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Turzańska, Agnieszka. "Junior High School Learners’ Ability to Reflect in the Process of Keeping a Diary in a Foreign Language". En Second Language Learning and Teaching, 71–89. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08353-7_6.

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Chakrabarty, Sudipta, Samarjit Roy y Debashis De. "Pervasive Diary in Music Rhythm Education: A Context-Aware Learning Tool Using Genetic Algorithm". En Smart Innovation, Systems and Technologies, 669–77. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07353-8_77.

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Pawlak, M. "Chapter 12. Students’ Successes and Failures in Learning Foreign Language Pronunciation: Insights from Diary Data". En TheAcquisition of L2 Phonology, editado por Janusz Arabski y Adam Wojtaszek, 165–82. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847693761-014.

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"Learning Diary". En Encyclopedia of the Sciences of Learning, 1842. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_4630.

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"What is a reflective diary?" En Transfer of Learning in Professional and Vocational Education, 136–40. Routledge, 2002. http://dx.doi.org/10.4324/9780203134511-23.

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"Appendix 5: Diary about Literacy Activities". En Second Language Literacy Practices and Language Learning Outside the Classroom, 168–70. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922111-014.

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Actas de conferencias sobre el tema "Learning Diary"

Tandzegolskienė, Ilona y Asta Lapėnienė. "EXPERIENTIAL LEARNING PROCESSES USING AN E-DIARY IN STUDENTS’ INTERNSHIP". En International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end016.

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The article/presentation analyses data from e-diary taken by 88 students from three groups of pedagogical programs who were studying in the following school years: 2018-2019 and 2019-2020. As part of the internship tasks, the diary had to be written regularly weekly (for a total of 20 or 22 weeks). According to the provided half-standardised e-diary form, every week, the research participants had to document the most significant/successful/problematic situation in their school internship and raise any questions. The database on an e-diary basis contains 1962 situations of internship pedagogical activity. The data presented in the article is general for the whole group of research participants. The data analysis is based on six stages: access to the data, data coding, finding topics, revision of the topics, a summary of the topics and preparation of the report. The article presents how the e-diary was designed and how the e-diary stimulates the metacognitive capacity to reflect upon thinking capacities. The thematic analysis of the entries in e-diary has been conducted according to the following three aspects: emotional, cognitive, and the change in internship activity. The thematic analysis's emotional aspect (which was revealed in the e-diary notes) has been reflected by the dynamics of satisfaction from the professional activity. The intellectual aspect has been revealed by the dynamics of changes in students' self-estimation, attitude towards learning, and the teaching profession. The diaries provided the opportunity to analyse the learning situations via descriptions in the e-diary and the participant's self-reflections on their gained internship experience.

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Duffy, Kate. "SAVED BY MY ELECTRONIC DIARY!: HOW TO TRUST YOUR OWN DIARY AS YOUR PRIMARY DATA COLLECTION METHOD". En International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0124.

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Scerbakov, Nikolai y Frank Kappe. ""COURSE DIARY" - AN INNOVATIVE E-LEARNING SCENARIO". En 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0053.

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Hsu, Chia-Ling y Ya-Fung Chang. "Qualitative Text Mining in Student's Service Learning Diary". En 2012 3rd International Conference on Innovations in Bio-Inspired Computing and Applications (IBICA). IEEE, 2012. http://dx.doi.org/10.1109/ibica.2012.54.

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Dirhan, Dara y Alessandra Sarcona. "Students' self-perceptions of mindfulness after learning mindfulness techniques in a professional skills course". En Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12603.

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In this paper we describe the effect of incorporating two mindfulness techniques (keeping a diary and motivational interviewing) in a professional skills course, and the impact these had on students’ self-perceptions of mindfulness. Over the course of a fourteen-week semester, students were asked to keep a diary at four different time points and were also taught motivational interviewing skills, which they had to apply to a four-part counseling project. Using a pre-post study design and the validated tool, the Mindful Attention Awareness Scale (MAAS), we meausred students’ perceptions of mindfulness pre-course and post-course. Results from the study indicated that students’ perceptions of mindfulness significantly increased from pre-course to post-course. Further, most students agreed that both the diary assignments and practicing motivational interviewing increased mindfulness from pre-course to post-course. Additionally, a majority of students reported that practicing motivational interviewing enhanced their counseling skills on the four-part counseling project, and that the four diary assignments improved their writing skills. This study underscores the importance of incorporating mindfulness techniques into a professional skills course to increase students’ mindfulness, which can further benefit the student by increasing students’ professional skills to become more competent counselors and writers.

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Vainio, Teija. "DEVELOPING A MOBILE LEARNING DIARY THAT SUPPORTS LEARNER SELF-DIRECTED LEARNING". En 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0657.

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Gogh, Elod, Attila Kovacs y Gergely Sziladi. "Application of E-diary to analyze the effectiveness of learning". En 2017 8th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2017. http://dx.doi.org/10.1109/coginfocom.2017.8268282.

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Beltrán-Martín, Inma. "Using Padlet for collaborative learning". En Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9188.

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Technology-based collaborative learning is attaining increasing relevance in higher education. Despite the considerable number of tools and online applications that support collaborative learning, their adoption in classroom courses is still in its early stages. This paper focuses on Padlet and presents some of the uses of this web application that support collaborative learning in classroom teaching. In particular, we summarize the process of collaborative learning through Padlet in the Master's Degree for Secondary Education, Vocational Training and Language Teaching. The uses of Padlet can be summarized in six: research resource gathering, class resources, class diary, FAQ, brainstorming, online dialogue.

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Saks, Katrin y Ali Leijen. "Digital Learning Diary as a Tool for Enhancing EFL Learners' Metacognitive Reflection". En 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2019. http://dx.doi.org/10.1109/icalt.2019.00085.

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Lepp, Liina, Anni Kuusvek, Ali Leijen, Margus Pedaste y Annika Kaziu. "Written or video diary-which one to prefer in teacher education and why?" En 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2020. http://dx.doi.org/10.1109/icalt49669.2020.00090.

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