Jolita Šliogerienė

Evoking teacher creativity while using social media

Recently a question whether good teaching is creative teaching has been widely discussed however little attention has been paid to creative teachers themselves who face a challenge to teach with, through or for the creativity. The article stresses the importance of creativity in higher education and explores the expression of teacher creativity while using social media in university studies. The research is based on Hans-Georg Gadamer’s philosophical approach as well as the interpretation of creativity concept by Mihaly Csikszentmihalyi. The paper presents an overview of teacher “lived experience” that reveals the elements influencing their creativity; it addresses the key points for better understanding of the relation of the most influential elements provoking teacher creativity. Having identified the factors influencing the expression of teacher creativity while using social media, the conclusion is drawn that teacher creativity is sustained by inner creative personality characteristics, external insti...

Social Media Adoption in Adult Education - Administrators' Experience

The rapid development of social media poses a multitude of considerations on this technology adoption. The emphasis in literature is put mainly on student or teacher perspective and less emphasis is dedicated upon administrators who also represent an important group of stakeholders. The aim of the study is to examine the phenomenon of potential educational use of social media at the public institutions of adult education based on administrators’ lived experience, taking into account how administrative factor influences social media adoption in education. The findings reveal that admitting the advantages of social media use, administrators also identify certain problematic areas and have cautious attitudes towards social media in education.

The Experience in the Assessment of Non-Formal and Informal Learning Achievements

The article presents some methodological and practical recommendations for the assessment of non-formal and informal learning achievements at university studies. The stages of the assessment and recognition of non-formal and informal learning described are very important while performing the procedure of the assessment and recognition of non-formal and informal learning which according to the functions can be classified into two types: administrative and assessment.The role of the institution which provides validation and accreditation of non-formal and informal learning is very important, that is why the centre which is responsible for this kind of validation and accreditation should take responsibility starting from the initial phase when it has to provide the precise information about any possibility to have one‘s knowledge and skills assessed and finishing with the help to implement the recommendations that the commission gives to the candidate.

STUDENTO SAVARANKIŠKOS VEIKLOS UGDYMO KRYPTYS

During the recent years researchers have showed great interest in the individualized studies of a foreign language, self- directed learning. In this respect, a student has appeared in the centre of a learning process, his/ her needs have been taken into account. The results of literature review provide enough proof that autonomous students need teachers’ control at a certain stage of the learning process. Therefore, awareness of this fact should assure that teachers’ role can change but its importance remains even giving full responsibility to a student. The present research is aimed at analyzing trends of the development of students’ autonomous activities. The results of the study prove that students are willing to take full responsibility for their studies, though they need a formal assessment of their progress which is usually done by a teacher. Study results also show that the more autonomy the students were given, the more autonomy they wanted in the future.

The Factors Influencing the Needs for the Evaluation and Recognition of Non-Formal and Informal Learning Achievements

The paper presents the main factors influencig the needs for the evaluation and recognition of non-formal and informal learning achievements: learning motivation, the level of learner‘s autonomy and a detailed analysis of individual learner‘s needs. The results of the experiment carried out at Mykolas Romeris university are presented. The efficiency of the pedagogical experiment is analysed and statistcal data analysis is presented. The results of the experiment prove that the participiants of the target group got acquainted with the possibilities to have their non-formal and informal learning achievemets assessed as well as with the main methods of presenting their knowledge for assesment. Article in Lithuanian