Pedogogy

Reading noncompliance is a storied, perennial problem for college teachers. In cases where teachers assign primary source material as readings noncompliance is perhaps even more likely. In this paper, I share how I have increased student reading compliance and comprehension of primary source readings. First, I identify three sources of reading noncompliance by briefly, and very loosely, drawing on Corey Anton’s (2005) essay on contemporary reading atrophy. Second, I show how the use of enhanced PDF formatted readings, along with reading quizzes, can be used as an instructional technology helping introduce practices that counter student’s media-washed predispositions. To conclude, I offer teachers who may be “on the fence” about assigning difficult readings a reason for doing so, and support this perspective with a quick comparison of the formal differences between textbooks and primary sources readings in Media Ecology.

— Social media are computer mediated tools which is used for people to share or exchange information. Now-a-days most of the people are using social media for personal as well as for professional purpose. Information and Communication technology has made great impact on the Teaching learning process in B-schools. Faculties are able to network easily with others of same profession. The manner in which they collect information for their professional development have changed in recent days. Faculty at B-schools are developing relationship with students' through social media and sharing current information in academics. The class room delivery as well as the online exercises is improvised by using social media. The faculty use social media to clarify the doubts of students and make online interactions. Social media platforms can help to enhance communication skills and provide a 'back door' for shy learners. While many students struggle with speaking in front of their classmates, they feel more comfortable 'speaking' on social media. This provides an outlet for students who are too intimidated to raise their hands in class. It creates online discussion forum of classroom topics. Faculty post blog to keep parents in the loop about what their child is learning. The objective of the study is to understand the usage of different social media by B-school faculties and the impact made in their profession. Descriptive research study is adapted in which data was collected through a predetermined questionnaire from a sample of B-school faculty. The outcome will show the direction of how social media can be better used.

The purpose of this paper is to highlight the pedagogical utility of trigger warnings in relation to fostering a culture of informed learning that creates an atmosphere of agency and accountability between educators and students, thus providing university instructors and administrators with an alternative framework to understand the value of such warnings. While supporting the use of trigger warnings as a pedagogical tool, we also aim to problematize the use of the phrase 'trigger warning' and question the value of adopting universal trigger warning policies.

Öz Araştırmada din alandaki erteleme davranışının mahiyeti, kapsamı, sonuçları ve erteleme davranışı ile baş etme yolları araştırılmıştır. Teorik arka plan bağlamında; genel olarak, ertelemenin ne olduğu, erteleme türleri, erteleme eğiliminin bileşenleri, erteleme döngüsü ve erteleme eğiliminin nedenleri üzerinde durulmuştur. Daha sonra konu dini sorumluluk alanına taşınmış, dini alanda ertelemenin mahiyeti, kapsamı ve erteleme olgusu ile baş etme yolları araştırılmıştır. Araştırma din eğitiminde inanç-davranış bütünlüğüne engel olan erteleme sorununun çözümüne katkı sunmayı amaçlamıştır. Araştırmada literatür taraması yöntemi kullanılmış olup erteleme eğilimi ve baş etme yolları ile ilgili yapılmış çalışmalar ve araştırma bulguları, konu ile ilgili temel dini kaynaklar referans alınarak ilgili diğer çalışmalarla birlikte yorumlanmıştır. Araştırmada, dini sorumluluk alanındaki erteleme olgusunun bireysel yönleri olduğu kadar toplumsal, zihinsel-entelektüel, ahlaki, ekonomik, mesleki ve eğitimle ilgili boyutlarının da olduğu görülmüştür. Dini alandaki erteleme davranışı ile baş etme yolları olarak; ertelemenin nedenini belirleme, hemen harekete geçme, doğru zaman yönetimi, gelecek zaman algısı, arzuların ertelenmesi, aşırıya kaçmayan eğlence, olumlu mükemmeliyetçilik, olumlu benlik algısı-özsaygı-özyeterlik, motivasyon, değerli olanı seçme, akla uygunluk ve mantıklı duygusallık gibi temel başlıklar öne çıkmıştır. Anahtar Kelimeler: Erteleme, dini alanda erteleme, erteleme ile baş etme yolları, dînî sorumluluk Abstract The importance, scope, results of adjournment behavior in the religious field and the ways to deal with the adjournment behavior have been investigated in this study. What the adjournment is, what the types of adjournment are, what the compounds of adjournment inclination are, what the adjournment cycle is and what the adjournment inclination's reasons are have been emphasized considering theoretical background. Then, the subject has been taken into the field of religious responsibility, the importance of adjournment in the religious field, its scope and the ways to deal with the fact of adjournment have been examined. The study has aimed at contributing to the solution of adjournment problem which is an obstacle for the faith-behavior integrity in the religious education. In the study, the literature review method has been used, the studies which have been conducted on the adjournment inclination, the ways to deal with it, and the research findings have been interpreted considering other relevant studies in the reference of main religious sources related to the topic. In the study, it has been seen that the adjournment fact in the religious responsibility field has the social, mental-intellectual, moral, economic, occupational and educational aspects besides its individual aspects. The ways to deal with the adjournment behavior in the religious field have been reviewed under the titles of " the determination of adjournment's reason, taking an immediate action, proper time management, the perception of 'future time', the adjournment of desires,

This study suggests that the pedagogy of music history for the professional training of musicians-including opera singers and future opera composers-could benefit from applying narratology to operatic analysis and acknowledging the "operatic of opera" in the organization of the artistic materials as one possible pedagogical approach. By breaking with the canonized forms of music history pedagogy, the subject content of opera history can be explored for instance through the architecture of temporal narrativization, as made possible by the multiple media types incorporated into opera. The study demonstrates this temporal narrativization through examples grouped into three main categories: "temporal sameness", "temporal incongruence" and "non-linear temporality". While most of the examples are drawn from the classical-romantic repertoire, the analysis also shows that new pluri-medial ways of dealing with temporality and narration have been emerged in contemporary opera. The study argues that by analyzing and illustrating the architecture of temporal narrativization as one form of the "operatic of opera" in Western operatic practice, students will gain a better understanding of the special nature of the pluri-medial nature of opera.

In English language teaching method the three key terms viz-Method, Approach and procedure are utilized as often as possible and reciprocally. This tripartite plan is progressive altogether.
The term 'Method' is extremely vague, and alludes to the general arrangement for the systematic introductions of language material, no piece of which repudiates and which is all in view of
chose approach and technique. The papers discusses the three basic procedures and the subsequent techniques in Language Teaching Pedagogy.
Key words: Language, Teaching, Pedagogy

The last two decades have seen institutions of higher education put increasing emphasis on both internationalizing their institutions and making them more sustainable. While laudable in their own right, there are contradictions and tensions between these goals, in particular when the carbon emissions involved in international activities like study abroad are considered. But there is also potential synergy between these goals. In this article, the authors explore two case studies of programs abroad that seriously engaged both the contradictions and opportunities inherent in the idea of sustainable international education. The first examines environmental politics and ecology in New Zealand and the Cook Islands and the second compares sustainable urban practices in Canada and the United States. Based on the lessons learned from these case studies, the authors argue that partnership between internationalization and sustainability efforts is necessary to help institutions of higher learning become both global and "green." To that effect, the authors discuss specific and concrete ways to "green" study abroad courses throughout this article, particularly within the two case studies and in their concluding discussion of strategies for international educators, faculty, and higher education administrators.

Integration of industrial specific skills and knowledge from workplace environment into the curriculum has received increasing attention in curriculum development at universities. The engagement between the stakeholders and students in learning is important to enhance the student's employability skills, which is identified as a gap among graduates. This paper reports the development of a participatory design model that emphasizes on the engagement of industry stakeholders and a module taught in undergraduate design programme. The model is discussed in the context of pedagogical process that aims to develop employability skills and to achieve the course learning outcomes. Students' works are presented to the project stakeholders and a reflection of the teaching and learning outcomes is discussed. Upon reflection, the findings indicate that the pedagogical process enables students to engage with industry stakeholders and produce visual design outcomes that fulfill industry requirements and expectations. This model provides an alternative way to encourage work-based learning at university level.