Auxiliary Teaching of Badminton Basic Movements Based on Wireless Network Communication and Kinect

Badminton is a sport with relatively delicate and complicated technical movements, which is widely welcomed in China. In order to study the specific impact of the sports game teaching method and traditional teaching method on the three aspects of the badminton learning technology mastery level, interest level, and subjective experience, with the reference of the wireless network to the students and Kinect on the students, in a three-month group teaching of students without foundation in a medical school in this city, the badminton action is broken down and the doubling of the badminton action is detected by WiFi and Kinect, to compare the traditional pedagogy and the method with this paper before and the lesson and to draw out conclusions. The results of the study found that badminton-assisted teaching based on wireless network communication and Kinect can achieve good results. The learning efficiency of students is significantly higher than that of traditional teaching methods, and badminton teaching based on wireless network communication and Kinect can effectively improve students’ interest in learning, 24% higher than the traditional method. This shows that wireless network communication and Kinect technology can play an important role in badminton teaching.

Pedagogical Science Practices in Public Higher Education Institutions of Ethiopia: Progress Made but Challenges Remain

The contribution of education to the overall development of a nation becomes evident especially through higher education. This is because higher education is considered a key to delivering the knowledge required for ensuring sustainable development. Studies reveal a strong positive correlation between higher education participation rates and levels of development, as high levels of education are essential for designing and producing new technologies, and enhancing innovative capacities for the development of a society. While the reforms of higher education in high-income countries have received much attention, relatively little is known about the change dynamics in higher education system in developing countries. Therefore, with this research I want to contribute to a better understanding of higher education system in Africa, from the perspective of the type of pedagogy being practiced frequently and its consequences in producing competent graduates for the world of work by taking Ethiopian public higher education system as a case. To this end, data were collected from selected higher education institutions’ officials and instructors using questionnaire and interviews. The collected data were analyzed using mixed method. Findings of the study revealed that despite the offering of on-job pedagogical science trainings in the sample universities, little progress has been made in terms of applying student-centered pedagogy. Most of the instructors in the institutions still predominantly use traditional teaching methods. It is recommended that instructors in higher learning institutions should use critical pedagogy. Keywords: higher education, pedagogical science practice, progressive pedagogy, traditional pedagogy, transformative pedagogy

Traditional pedagogical trends and their impact on the decline in the student population

Traditional education is one of the most common practices in 21st century teachers, despite the advances and efforts made in training and workshops that allow them to strengthen and improve their teaching practice, this has not yet managed to change the conformist bases that produce traditionalism, in this research the traditional pedagogical tendencies and their incidence in the reduction of the student population in high school, of the Honorato Vásquez Fiscal Educational Unit, of the Santa Ana canton, their consequences or effects that generate this type of pedagogy or practice, from an educational reality in the social, economic, cultural, how education is perceived by the authors involved in the educational process and the importance of a pedagogical update. To support the hypothesis, deductive, analytical methodology was used, the application of a brief survey through an online form for the teachers of said institution, the results showed that traditional pedagogy is present in their daily activities, in the direction of content.

Opposition Relationship in Handball and the Constant Reversibility of Attack and Defense

In opposition to the principles of traditional pedagogy which values the acquisition of gestural models through a technical approach, this article develops a theory of intervention based on the opposition between two teams, involving a logic of tactical decision-making and a succession of relevant tactical choices in attack and defense. By focusing on the fluctuations in the links between attack and defense, it thus presents a system of the main actions in handball, that is to say in this case a set of principles closely dependent on each other, constituting a whole of deep logical unity. With its functional character, this approach is based on a modeling of game play where the opposing relationships are characterizable. It is thus possible to reduce all game play situations to a few categories with stable characteristics. Keywords: handball, tactical decision, matrix of play, understanding, student-centered approach

Assuming diversity and difference in the educational process. Limits, opportunities, consequences

The traditional pedagogy is built following a homogeneous, unitary public speaking from a cultural, ethnic, linguistic, spiritual point of view. In fact, the school was designed to serve a monolithic community with members presenting the same relief and socio-cultural characteristics. In the meantime, the design and operation of a ‘community’ have changed. The community is no longer historically linear, undifferentiated, or congruent by ethnic or spiritual lineage. Not to mention the fact that socio-economic unevenness leads to cultural stratification or belonging to different value positions. The class of students brings together dissonances or contrasts that can hardly be modeled or managed by the action frameworks or procedural assumptions of yesteryear. Educational policies at the macro or micro level have also changed, satisfying particular needs or situations that were traditionally not taken into account. What would be the guiding principle for adopting and implementing options when it comes to taking on the different and differentiating in training? By what strategies and ways can the requirement of respecting diversity be met? What are the constraints, limits, and obstacles - objective, technical, circumstantial - that may arise in activating this principle? What are the consequences of dissipation and fragmentation of values or actions from the perspective of didactic teleology and praxeology? These are some questions to which we propose some answers in this intervention.

Effects of inverted L2/Ln language pedagogy on student experiences and outcomes: The case of American Sign Language

Second language (L2) learning has largely occurred in the traditional lecture-based classroom setting. Studies show that the lecture format has an impact on student outcomes and perceptions of classroom learning. Negative impacts include insufficient time for reinforcement activities, reviewing lecture materials, and engaging in conversation between instructors and students. An innovative way to enhance L2 students’ classroom outcomes and perceptions is the inverted classroom pedagogy. This study assesses whether the inverted pedagogy leads to more positive student perspectives and higher student outcomes compared to traditional pedagogy in L2 classrooms in American Sign Language (ASL). In this study, student outcomes and instructor and student perceptions of inverted pedagogy for ASL are assessed using a mixed method design with one controlled (traditional) and one experimental (inverted) advanced ASL class in a post-secondary setting. Results suggest that the inverted pedagogy is an approach that is as viable as the traditional approach for teaching and learning ASL as an L2 that enables students to engage in meaningful activities and conversations.

Pedagogical bases of introducing children with disabilities to the spiritual music of Orthodox holidays

Целью данной статьи является вопрос определения и разработки педагогических основ приобщения детей с ограниченными возможностями здоровья к музыке православных праздников: дидактическая система взаимосвязи педагогов и учащихся, содержания и средств (формы, методы, приемы) обучения на основе сочетания религиозно-духовного и культурологического компонентов в содержании музыкально-образовательной деятельности. В развитии современного национального образования особое значение приобретает процесс становления и полноценного развития жизненно-творческой личности, раскрытие его личностно-индивидуальных качеств и задатков, осознание самоценности и самодостаточности, приоритетности общечеловеческих ценностей. Особенно важным и определяющим в процессе личностного роста является дошкольный период, который создает основу для динамических изменений в дальнейшем онтогенезе человека. Именно этот период ученые сравнивают с заложением фундамента здания, от качества и надежности которого будет зависеть вся красота и величие будущего сооружения. Кроме того, современное состояние развития общества аккумулирует необходимость гуманизации образовательного процесса, признания личности главной ценностью бытия, гармонии человека, природы и общества. Приоритетным при этом возникает создание эмоционально-стимулирующего учебной среды, поощрения инициативы учащихся, установление доверительных межличностных отношений между педагогом и детьми, направленности учебного процесса на развитие потенциала и творческих способностей детей и отказ от авторитарной педагогики и педагогического давления на детей. Формальная передача знаний и социальных норм в традиционной педагогике продемонстрировала неспособность сформировать целостную самодостаточную личность, готовую к самореализации и осознанного и ответственного выбора в определенных жизненных обстоятельствах и ситуациях. The purpose of this article is to determine and develop the pedagogical foundations for introducing children with disabilities to the music of Orthodox holidays: a didactic system of the relationship between teachers and students, the content and means (forms, methods, techniques) of teaching based on a combination of religious, spiritual and cultural components in the content of musical and educational activities. In the development of modern national education, the process of formation and full-fledged development of a vital and creative personality, the disclosure of its personal and individual qualities and inclinations, awareness of self-worth and self-sufficiency, the priority of universal values is of particular importance. Especially important and decisive in the process of personal growth is the preschool period, which creates the basis for dynamic changes in the further ontogenesis of a person. It is this period that scientists compare with the laying of the foundation of a building, on the quality and reliability of which all the beauty and grandeur of the future structure will depend. In addition, the current state of society's development accumulates the need for humanization of the educational process, recognition of the individual as the main value of being, harmony of man, nature and society. The priority in this case is the creation of an emotionally stimulating learning environment, encouraging the initiative of students, establishing trusting interpersonal relations between the teacher and children, directing the educational process to develop the potential and creative abilities of children and rejecting authoritarian pedagogy and pedagogical pressure on children. The formal transfer of knowledge and social norms in traditional pedagogy has demonstrated the inability to form an integral self-sufficient personality, ready for self-realization and conscious and responsible choice in certain life circumstances and situat.

Particularities of students’ perceptions of the digitalization of education: comprehending the experience of online learning in a pandemic environment

Introduction. The COVID-19 pandemic has initiated the rapid introduction of digital technology into the educational process. The purpose of the article is to analyze the particularities of the perception of the processes of digitalization of education by Russian students, to identify factors for its success, to comprehend the experience of online learning in the context of the pandemic. Methods. The leading research method was a questionnaire survey of Russian university students. The sample was 1,553 people and was spontaneous in nature. Due to quarantine restrictions at the time of the survey (February-April 2020), the survey was conducted online: the questionnaire was posted on the Google platform, the link to which was sent to the student virtual communities. To clarify the data obtained, two focus groups were organized in January-February 2021 with the participation of full-time and part-time students. Each focus group was represented by 12 participants. Results. The majority of respondents (83.8%) have a positive attitude to the digitalization of education, highly evaluating the importance of digital literacy of young people (86.9%). Students associate the advantages and disadvantages of digitalization of education with their own experience of online learning during the pandemic. The following negative effects of digitalization of education were identified: deterioration of interpersonal communication skills (58.3%), reduction of classroom time, live communication with the teacher (49.3%), reduction of students’ knowledge (37.3%), reduced concentration, a distraction from educational goals (33.4%). The majority of respondents believe that the success of learning in a digital environment depends on the competence of the teacher (67.1%) and the material and technical equipment of the university (69%). Conclusions. With the rapid introduction of digital technologies into the educational space, there is an increasing need to develop interactive teaching methods, increase students’ motivation, and preserve the principles of traditional pedagogy. Digitalization of education implies modernization of pedagogical practices, where a special role is given to the formation of media competence of young people, their analytical skills, abilities for critical thinking and effective communication.

Multiple intelligences: Educational and cognitive development with a guiding focus

Development and dissemination of innovative pedagogies continues to be one of the challenges of the 21st century. The visible deficiencies in the educational field have highlighted the need for other types of pedagogies that promote complete student development. Gardner’s theory about multiple intelligences (MIs) has great potential that has not yet been realised in practice in school contexts. With this research we aimed to analyse the relationship between the intelligences that students develop in primary education and the increase in certain cognitive and academic capacities, and to demonstrate that a pedagogy based on Gardner’s theory does more to promote creativity, maturation and school performance than traditional teaching-learning pedagogies. A total of 420 participants from 2 state-funded schools participated in this study (experimental group = EG; control group = CG). The EG (n = 230) was taught using Gardner’s theory and the CG (n = 190) was taught according to traditional pedagogy. There was an association between the intelligences developed by the students and their academic, creative, and maturational levels. Finally, significant differences were found between the EG and CG, with the EG obtaining a higher mean in the variables analysed in favour of the EG. In conclusion, using MIs in classrooms allows for a more mature and creative development and greater academic performance.

E-learning Platform and Pedagogical Monitoring in the Context of Digital Transformation

Upholding the quality of education in the absence of face-to-face contact requires an environmental approach and the creation of the unified online space and eLearning platform. The article makes the case for the relevance of creating automated tools for assessing the existing competencies of a listener necessary to form an individual learning route. The authors have developed methods for providing an automated pedagogical monitoring, described the principles of work of the automated diagnostic systems, and also gave the examples of its implementation. The suggested method combining key words and Template matching enables to optimize the eLearning platform. The article considers the possibilities of the system of automated pedagogical monitoring application when using the case technologies and students’ project work remotely in an electronic environment. In particular, the implementation of an expert assessment method using image theory and machine learning is presented. The article argues that electronic didactics makes it possible to expand the functionalities of pedagogical monitoring in conditions of digitalization, while maintaining the principles of traditional pedagogy. Taking into account the fact that there is a huge variety of different foreign and domestic aggregators of online courses it is necessary to develop a technology providing a selection of on-demand courses to reduce the time expenditure.