scholarly journals Using differentiated teaching to address academic diversity in higher education

2021 ◽  
Vol 14 (2) ◽  
pp. 87-110
Author(s):  
Matias Thuen Jørgensen ◽  
Lena Brogaard
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Inclusive Learning ◽  
Diversity In Higher Education ◽  
Approach To Teaching ◽  
Academic Diversity ◽  
Intended Learning Outcomes ◽  
Teaching In Higher Education ◽  
University Setting ◽  
Differentiated Teaching

University educators increasingly face groups or classes of students with diverse academic levels, challenging a ‘one size fits all’ approach to teaching. In this article, we examine whether and how differentiated teaching, especially the concept of student readiness, can be applied to assess and respond to academic diversity, exemplified by two different cases; a methods lecture series and a peer-evaluation seminar. Each case presents specific tools, activities and techniques inspired by differentiated teaching that may be replicated or used for inspiration in similar contexts. The results include better fulfilment of intended learning outcomes, teaching that is perceived to be meaningful by students and educators, and a more inclusive learning environment. The two cases demonstrate the utility of differentiated teaching in higher education, challenging the prevalent assumption that differentiated teaching does not apply well to a university setting.

Writing Into the Scholarship of Teaching and Learning

2020 ◽  
pp. 161-180
Author(s):  
Kathryn Janet Meldrum ◽  
Kristi Giselsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Third Space ◽  
Theoretical Frameworks ◽  
Scholarship Of Teaching ◽  
The Third ◽  
Teaching In Higher Education

The Scholarship of Teaching and Learning (SoTL) has been suggested as an ideal vehicle for engaging faculty with professional development for teaching in higher education. However, previous authors have identified that faculty find writing about SoTL difficult. The aim of this chapter is to support educational developers (EDs) to collaborate with faculty to support writing. Two theoretical frameworks to support collaboration are proposed: the first, the Knowledge Transforming Model of Writing, to assist with the process of writing; the second, an adaptation of Brigugilio's working in the third space framework to support collaboration. The authors utilise both frameworks to reflect on their own SoTL collaboration and subsequently pose questions to support faculty and EDs to do the same. Ultimately, it is proposed that collaboration not only enhances the practices of faculty and EDs but improves what should be an important priority for the wider academy: the learning outcomes of students.

Conformity or confusion? Changing higher education grading scales as a part of the Bologna Process: the cases of Denmark, Norway and Sweden

2009 ◽  
Vol 2 (1) ◽  
pp. 39-79 ◽  
Author(s):  
Bettinal Lien Dahl ◽  
Åsa Lindberg-Sand
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Political Process ◽  
Bologna Process ◽  
Classification Systems ◽  
General Level ◽  
Grading Scale ◽  
Intended Learning Outcomes ◽  
The Bologna Process ◽  
Grading Scales

The aim of the Bologna Process is to make higher education systems across Europe more transparent. It is crucial for this purpose that confusion concerning the characteristics of the systems should be replaced by conformity. But, as we will show, conformity brought about at one level may create confusion at another. The curricular aspect of the Bologna Process focuses on a shift to outcome-based and student-centred programmes. Syllabi should now be based on intended learning outcomes (ILOs) and should be adjusted to general level descriptors for qualifications. However, the Bologna documents give no explicit recommendations about the use of grading scales. In Denmark, Norway and Sweden, the reforms of higher education induced by the Bologna process included a change of grading scales and referred to the European Credit Transfer and Accumulation System (ECTS). Through these three case studies, we describe and analyse the political process and argumentation underpinning the decisions to change the grading scales in each country. This includes the problems, both experienced and perceived, with the old grading scales, the various national assessment traditions and the new grading scales. The purpose of the change was not the same in each country, but the ongoing adaptation to a seven-step grading scale was thought to ease the international recognition of the national grades, making mobility easier. Though a seven-step grading scale was implemented in both Danish and Norwegian higher education and also by an increasing number of Swedish higher education institutions, the translation of grades only works on a superficial level. The grading scales designed are fundamentally different as classification systems; they attach different numerical values to grades with identical labels and they relate differently to norm- and standards-referenced judgements of learning outcomes. The information condensed in similar grades from the three countries cannot be equated. The vision of simple transparency turns out to be an illusion.

scholarly journals Teaching life cycle assessment in higher education

2020 ◽  
Author(s):  
Tobias Viere ◽  
Ben Amor ◽  
Nicolas Berger ◽  
Ruba Dolfing Fanous ◽  
Rachel Horta Arduin ◽  
...  
Keyword(s):  
Higher Education ◽  
Life Cycle Assessment ◽  
Life Cycle ◽  
Learning Outcomes ◽  
Cognitive Domain ◽  
Life Cycle Thinking ◽  
Teaching Approaches ◽  
Study Program ◽  
Teaching Life ◽  
Teaching In Higher Education

Abstract Purpose Scientific Life Cycle Assessment (LCA) literature provides some examples of LCA teaching in higher education, but not a structured overview of LCA teaching contents and related competencies. Hence this paper aims at assessing and highlighting trends in LCA learning outcomes, teaching approaches and developed content used to equip graduates for their future professional practices in sustainability. Methods Based on a literature review on teaching LCA in higher education and a collaborative consensus building approach through expert group panel discussions, an overview of LCA learning and competency levels with related teaching contents and corresponding workload is developed. The levels are built on the European Credit Transfer and Accumulation System (ECTS) and Bloom’s taxonomy of learning. Results and discussion The paper frames five LCA learning and competency levels that differ in terms of study program integration, workload, cognitive domain categories, learning outcomes, and envisioned professional skills. It furthermore provides insights into teaching approaches and content, including software use, related to these levels. Conclusions and recommendations This paper encourages and supports higher educational bodies to implement a minimum of ‘life cycle literacy’ into students’ curriculum across various domains by increasing the availability, visibility and quality of their teaching on life cycle thinking and LCA.

A Framework for Meaningful Assessment

2021 ◽  
pp. 84-101
Author(s):  
Theresa Federici
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Language Learners ◽  
Learner Autonomy ◽  
Small Scale ◽  
Prime Model ◽  
Course Content ◽  
Assessment Design ◽  
The Uk ◽  
Intended Learning Outcomes

This chapter illustrates an innovative and easily adoptable approach to ensuring assessment is constructively aligned to course content and intended learning outcomes in foreign language teaching. Referring to two small-scale case studies in UK universities, this chapter presents the PRIME model of assessment design. This holistic and process-driven approach to assessment, in which the content and format of assessment is developed alongside the content and learning outcomes of the course, guides students towards becoming reflective language learners and creates greater learner autonomy. Grounded in, but not exclusive to, the academic standards for higher education in the UK, and in current research into the place and purpose of assessment in undergraduate courses, this chapter illustrates an approach adopted to create meaningful assessment in language degree programmes.

Evaluation of Apprenticeship Teaching in Higher Education

1977 ◽  
Vol 40 (3_suppl) ◽  
pp. 1123-1126 ◽  
Author(s):  
Gerald M. Meredith ◽  
Daniel N. Bub
Keyword(s):  
Higher Education ◽  
Social Science ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Teaching Assistants ◽  
Classroom Organization ◽  
Rating Instrument ◽  
Teaching In Higher Education

To a special 20-item rating instrument, constructed to evaluate the performance of teaching assistants in the classroom, responses of 2258 undergraduate students in social science and humanities courses were intercorrelated and factored. Three oblique factors were identified: Relational Impact, Classroom Organization, and Learning Outcomes. The instrument may be used to assess instructional impact and/or diagnose areas of strength and weakness in apprenticeship teaching.

scholarly journals Collaborative approach and lessons learnt from transitioning to remotely invigilated online examinations

2020 ◽  
Author(s):  
Vinh Tran ◽  
Justin Chu ◽  
Jasmine Cheng
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Academic Integrity ◽  
Course Delivery ◽  
Teaching Staff ◽  
Collaborative Approach ◽  
Global Pandemic ◽  
Rapid Transition ◽  
Intended Learning Outcomes ◽  
Different Parts

The global pandemic in 2020 has spurred the rapid transition to remote learning for higher education providers in terms of course delivery and assessments. Final examinations which play an important role in summarily assessing students’ attainments of course intended learning outcomes are traditionally conducted in a physical invigilated environment. This paper discussed the transition from paper-based physically invigilated final examinations into remotely invigilated online examinations. It highlights the collaborative approach across different parts of the organisation to bring together a smooth experience for students to undertake their final examinations while the academic integrity of the examinations is still maintained. It also sheds lights on some measures of the success of the transition including feedback from teaching staff and students who participated in the process from which lessons are learnt as feedforward for future undertakings.

scholarly journals Train-the-Trainers: Implementing Outcomes-based Teaching and Learning in Malaysian Higher Education

2011 ◽  
Author(s):  
John Biggs ◽  
Catherine S.K. Tang
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Training Programme ◽  
Post Secondary ◽  
Optimal Outcomes ◽  
Constructive Alignment ◽  
Alignment Model ◽  
Intended Learning Outcomes

The decision by the Minister of Higher Education, that Malaysian post-secondary institutions should move to outcomes-based teaching and learning (OBTL), involves a change in teaching in over 1,000 institutions. This massive changeover would be accomplished using the “Train-the-Trainers” model in a series of workshops. We are proud to play a role in the first of these Train-the-Trainers programmes. In this article we explain how OBTL was conceptualised in the constructive alignment model, and how this first programme was structured. The major outcome was that each trainer would devise their own training programme to suit the conditions of their institution. The results were impressive but there were some difficulties; mainly to do with limiting the number of intended learning outcomes to a workable number, that would need to be addressed in order to achieve optimal outcomes.  

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