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LE B-LEARNING COMME UNE MODALITÉ D’APPRENTISSAGE COMPLÉMENTAIRE DANS L’ATELIER DE CRÉATIVITÉ

100%

Blachowska-Szmigiel M. , Pacholczyk S.

Neofilolog

2015

nr 44/1

39-50

The present paper is based on a research implemented with the second year students of Romance Philology, which took place in winter 2014/2015. Its purpose was to assess efficiency of b-learning used to improve the integration of lexical skills development with divergent thinking during our creative workshops. First of all, we provide the ex-planation of how the work on Moodle was planned. We then propose an analysis of the results of a survey carried out among our students to assess formal and functional level of their work on the platform. Finally, we share our reflections on the benefits, limitations and possible obsta-cles of the implementation of b-learning during a course, as well as some suggestions to optimize the objectives.

The present paper is based on a research implemented with the second year students of Romance Philology, which took place in winter 2014/2015. Its purpose was to assess efficiency of b-learning used to improve the integration of lexical skills development with divergent thinking during our creative workshops. First of all, we provide the explanation of how the work on Moodle was planned. We then propose an analysis of the results of a survey carried out among our students to assess formal and functional level of their work on the platform. Finally, we share our reflections on the benefits, limitations and possible obstacles of the implementation of b-learning during a course, as well as some suggestions to optimize the objectives.

Warsztatowa edukacja

71%

Masłowska-Bandosz M.

Recykling

2016

tom nr 1

74--75

Odpady są bardzo wdzięcznym tematem działań z zakresu edukacji ekologicznej. Mogą stanowić zarówno interesujący materiał dydaktyczny, wykorzystywany podczas prelekcji, jak i „surowiec”, z którego wytworzymy różnego rodzaju przedmioty w trakcie zorganizowanych w tym celu warsztatów.

Metoda 6 kapeluszy na tle innych metod heurystycznych

71%

Kowalska M.

Roczniki Naukowe Wyższej Szkoły Bankowej w Toruniu

2014

nr 13

353-367

The traditional critical thinking processes are reductive, concerned with judging the true value of statements and seeking errors. Another way for the human mind is lateral thinking (literally, sideways thinking). The term was created by Edward De Bono in his book 1967 for a deliberate, systematic creative-thinking process that deliberately looks at challenges from completely different angles. By introducing specific, unconventional thinking techniques, lateral thinking enables thinkers to find novel solutions that would otherwise remain uncovered. Edward de Bono has developed a range of thinking techniques, which emphasis thinking as a learnable skill and deliberate act. One of these is Six Thinking Hats. The premise of the method is that the human brain thinks in a number of distinct ways which can be deliberately challenged, and hence planned for use in a structured way allowing one to develop tactics for thinking about particular issues. De Bono identifies six distinct directions in which the brain can be challenged. In each of these directions the brain will identify and bring into conscious thought certain aspects of issues being considered (e.g. gut instinct, pessimistic judgment, neutral facts). This none of these directions are completely natural ways of thinking, but rather how some of us already represent the results of our thinking. This article presents the main points of the Six Thinking Hats and contrasts it with three other heuristic methods: traditional brainstorming, morphological method and SWOT analysis