Creating Thinking Professionals: Teaching and Learning about Professional Practice Using Interactive Technology

2006 ◽  
pp. 675-690
Author(s):  
Manjula Waniganayake ◽  
Susan Wilks ◽  
Ron Linser
Keyword(s):  
Professional Practice ◽  
Teaching And Learning ◽  
Interactive Technology

INNOVATIVE TECHNOLOGIES – THE FUTURE OF YOUTHS

2021 ◽  
pp. 19-20
Author(s):  
N. Lazaryan
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Interactive Technology ◽  
Traditional Methods ◽  
Innovative Technologies ◽  
Technology Learning ◽  
Design Learning ◽  
The Future ◽  
Methods Of Learning

The article discusses innovations in educational technology that have replaced traditional Methods of learning. Innovation involves all facets of the didactic process. Types Organization, content and learning technologies, teaching and learning. BasicInteractive learning technologies, design learning technologies, computer technologies Forms and methods of interactive technology learning are identified and described. In particular: the problem of lecture activities, seminar - discussions, educational discussions, "brainstorming "assault, didactic games, etc.

scholarly journals Informal Education Pedagogy Transcendence from the ‘Academy’ to Society in the Current and Post COVID Environment

2022 ◽  
Vol 12 (1) ◽  
pp. 37
Author(s):  
Ian David Jones ◽  
Geraldine Brady
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Professional Practice ◽  
Informal Education ◽  
Teaching And Learning ◽  
Education Institution ◽  
Teaching Methodology ◽  
Primary Method ◽  
Social Pedagogy ◽  
Practice Approach

The purpose of this paper is to consider the following two notions; (1) that the use of ‘informal education pedagogies’ within teaching and learning in the ‘academy’ can both support the learning process within the ‘classroom’ but also transcend to society via students; and (2) that synergies exist between informal education and social pedagogical concepts. The discussions are situated from the perspective of an experienced practitioner and academic who is currently teaching youth related degree courses within a Higher Education Institution. This experiential learning has informed knowledge acquisition, understanding and skills application from professional practice to the teaching environment. An experiential learning perspective will be the primary method adopted; the value of this paper lies in its potential to re-affirm that degree courses which embed a ‘practice the practice’ approach in their teaching methodology support the embedding of core values of the said discipline. The paper argues that the ethically value-based principles and practice of informal education pedagogy, and social pedagogy, are relevant for the current and post COVID-19 pandemic environment.

scholarly journals A Hybrid Learning Approach for Subjects on Software Development of Automation Systems, Combining PBL, Gamification and Virtual Reality

2021 ◽  
Author(s):  
Dênis Leite ◽  
Higor Santos ◽  
Ariane Rodrigues ◽  
Cléviton Monteiro ◽  
Alexandre Maciel
Keyword(s):  
Virtual Reality ◽  
Software Development ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Design Science ◽  
Science Research ◽  
Theory And Practice ◽  
Learning Approach ◽  
Automation Systems ◽  
Hybrid Teaching

Despite the practical classes in laboratories and simulations, the traditional automation engineering teaching and learning process remains with little adherence to the reality professional. In this context, this research proposes a hybrid teaching and learning approach for subjects on software development of automation systems based on problems with virtual reality features and gamification strategies. Its main objective is to enhance the alignment between theory and practice, playfully and engagingly mirrored in the industry's need. The proposed approach was developed based on Design Science Research and evaluated in seven classes of an undergraduate subject from the perspective of students and industrial professionals. The results evidence the evolution of the approach over the time and the ability to promote the connection between theory and professional practice.

scholarly journals Enhancing Railway Engineering Student Engagement Using Interactive Technology Embedded with Infotainment

2019 ◽  
Vol 9 (2) ◽  
pp. 136 ◽  
Author(s):  
Sakdirat Kaewunruen
Keyword(s):  
Student Engagement ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Interactive Technology ◽  
Learning Performance ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Research Activity ◽  
Interactive Communication ◽  
Railway Engineering

Interactive learning technology is an emerging innovation for future communication-aided teaching and learning that could positively enhance students’ engagement and intrinsic motivation. Due to the virtue of interactive communication, classrooms are now anticipated to enable a variety of interaction-based learning technologies with diverse infotainment (a subset of “serious play”) integrated with practical enquiry-based projects and case studies for employability improvement. In this paper, a comprehensive review of various teaching and learning pedagogies is assessed. Their suitability and association with infotainment and interactive technology is discussed and highlighted. In addition, a recent research activity on interactive communication is presented to form a new teaching application using interactive technology and infotainment (or edutainment) appropriate for student engagement in railway geometry and alignment design classes. The development of the integrated interactive technology and infotainment was implemented and evaluated in a postgraduate railway engineering class. Questionnaires were used to survey students’ experiences in the classes with and without the technology enhanced learning. The outcome clearly shows that students enjoyed and felt they were significantly engaged in the class with the new interactive resources. Their participation and learning performance increased. Despite the favourable outcomes, the flexibility and viability of using this interactive technology still largely depends on the students’ background and their previous experience.

Instructional Conversations

2008 ◽  
pp. 144-160 ◽  
Author(s):  
Lorraine Sherry ◽  
Shelley H. Billig
Keyword(s):  
Professional Practice ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Learning Goals ◽  
Instructional Conversations ◽  
Reflective Conversations

Instructional conversations lie at the heart of teaching and learning. Well designed instructional conversations stimulate deep thinking, promote critical reflection and metacognition, and help participants create meaning and leverage ideas to generate something new. This chapter defines instructional conversations and presents a taxonomy of five types, ranging from dialectic conversations to reflective conversations. Illustrations of each type of conversation are provided, along with a discussion of their function and ways to increase their effectiveness. The chapter ends with a set of suggestions for improving professional practice, and particularly for instructors who wish to become more intentional about reaching learning goals.

Ensuring Students Engage with Ethical and Professional Practice Concepts

2009 ◽  
pp. 327-350
Author(s):  
J. Barrie Thompson
Keyword(s):  
Professional Practice ◽  
Teaching And Learning ◽  
Ethical Issues ◽  
Code Of Ethics ◽  
Contextual Information ◽  
Learning Approaches ◽  
International Model ◽  
Software Engineers ◽  
The Uk ◽  
The University

The teaching and learning of aspects related to ethics and professional practice present significant challenges to both staff and students as these topics are much more abstract than say software design and testing. The core of this chapter is an in-depth examination of how ethics and professional practice can be addressed in a very practical manner. To set the scene and provide contextual information the chapter commences with information on an international model of professionalism, a code of ethics for Software Engineers, and different teaching and learning approaches that can be employed when addressing ethical issues. The major part of the chapter is then devoted to detailing a particular teaching and leaning approach, which has been developed at the University of Sunderland in the UK. Finally conclusions, views on the present situation and future developments, and details of outstanding challenges are presented.

Creating Communities of Support Within Alternative Settings: Perspectives of Practicing Alternative School Administrators

2019 ◽  
Vol 30 (1) ◽  
pp. 23-41
Author(s):  
Richard T. (RT) Duke ◽  
Penny L. Tenuto
Keyword(s):  
Public Schools ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Alternative School ◽  
School Administrators ◽  
School Personnel ◽  
Policy And Practice ◽  
Traditional Public Schools ◽  
High Standards ◽  
Alternative Settings

Much can be learned from practicing school leaders, including how they describe their roles navigating between policy and practice with a focus on meeting students’ needs. This article considers how alternative school administrators work with school personnel to create communities for supporting students once considered at risk in traditional public schools. Findings include (1) creating a culture of high standards, (2) adopting a personalized or caring approach to leadership, (3) exploring and implementing innovative practices for teaching and learning, and (4) managing students as a collaborative and individualized process. For further understanding, authors apply emergent themes to a model for advancing democratic professional practice in education.

scholarly journals Real-time polling to help corral university-learners' wandering minds

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Trevor John Price
Keyword(s):  
Real Time ◽  
Professional Practice ◽  
Teaching And Learning ◽  
University Teaching ◽  
Learner Engagement ◽  
Content Type ◽  
Personal Technology ◽  
Technical Capability ◽  
The Right

PurposeThis research investigates the use of real-time online polling to enhance university teaching and learning.Design/methodology/approachUsing a case study and employing action research, this work shows how polling can improve professional practice, learner engagement and teaching performance.FindingsIncorporating the right type of online real-time polling into lessons is a professional challenge and can be hard work for teachers but has overriding benefits.Research limitations/implicationsThis research reports one lecturer's experiences within two UK universities, limited to location, variety of students and lecturer technical capability. The research implications are that online polling, especially in different learning environments, is needed. Previous research is outdated or limited to real-time polling for teaching and learning during physical classes. There are research opportunities therefore in the use of polling before, during and after class.Practical implicationsThis research finds that the field of online polling needs to be seen as a modern teaching tool that now uses students' personal technology for easier use by students and teachers: it is more than the use of archaic “clickers” which were extra classroom items to be bought and maintained. Also, online polling, before, during and after classes, can be employed usefully and have validity within teachers' toolboxes. This paper shows how such polls can be successfully deployed.Originality/valueWhilst there are previous reports of polling undertaken within teaching and learning events, this paper builds upon those experiences and boosts collective understanding about the use of polling as a way to improve professional practice and increase learning.

scholarly journals Social responsibility and higher education: just a market target or a real educational challenge? An answer from the trenches

2018 ◽  
Vol 2 (2) ◽  
pp. 71
Author(s):  
Maite Ines Jiménez ◽  
Gladys Antonia Jiménez ◽  
Carmen Márquez ◽  
Carolina Astudillo ◽  
Loreto Morales ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Socially Responsible ◽  
Public And Private ◽  
Creative Commons ◽  
Educational Challenge ◽  
Systemic Impact ◽  
Local Problems

Currently, the globalization of local problems is both surprising and concerning, as the systemic impact of these problems undermines local territories and directly affects people and the environment. As these issues are inevitable, public and private initiatives have tried to find intercontinental socially responsible solutions to fight pollution, poverty and corruption, among other problems. In this sense, it is possible to find in South America a fertile field to grow awareness, but sometimes this useful marketing resource is unable to reach students within the classroom or change their views of their future professional practice. In this way, social responsibility coexists with academic capitalism practices. This article aims to show how anchoring learning in social responsibility and ethics can transform the classroom. From the students’ narratives, it can be observed that they changed their view of their professional role and transformed their discourses, integrating consideration of others into their thinking. The results lead us to question how universities influence the way in which their graduates affect the world and vice versa. The classroom, a critical, reflexive and transforming space, is the field in which this question can be answered.   How to cite this article: JIMÉNEZ, Maite; JIMÉNEZ, Gladys; MÁRQUEZ, Carmen; ASTUDILLO, Carolina; MORALES, Loreto; GONZÁLEZ, Lorena; HERMOSILLA, Jonathan. Social responsibility and higher education: just a market target or a real educational challenge? An answer from the trenches. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 71-89, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=37&path%5B%5D=26   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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