Role of Academic Leadership in Building an Open-Lab Teaching and Learning Strategy

2021 ◽  
pp. 175-189
Author(s):  
Jose Luis Pau ◽  
Magdalena Iordache-Platis
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Academic Leadership

Situating Language Learning Strategy Use

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

This book presents the latest research on the role of strategy use and development in second and foreign language teaching and learning. It will equip scholars and practitioners with the knowledge to help them better appreciate how language learning strategies contribute to and are linked with language learning processes.

Instructional Dynamic and Flexible Strategy

2014 ◽  
pp. 49-65 ◽  
Author(s):  
Elena Railean
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Self Regulation ◽  
Cognitive Activity ◽  
New Learning ◽  
Changing Roles ◽  
Teaching Learning ◽  
Educational Ideal

Globalization, Anthropology, and Existentialism (GAE) is a philosophical paradigm of PreK–12 education that adds value to a new educational ideal: professionalism, planetary thinking, and cultural pluralism. Critical pedagogy constitutes a part of this philosophy, which describes the interdependencies between teaching, learning, and environmental assessment. By comparing the Freirean approach to the affordance of new educational technologies in everyday classrooms, the authors propose an instructional dynamic and a flexible strategy. Such a strategy proves the changing roles of teacher and learner during the learning process. This chapter aims to describe the instructional dynamic and flexible strategy as integral to teaching and learning and to evaluation methods that engage learners in classroom cognitive activity. The objective of the chapter is to investigate the transition from algorithmic to empirical methods, encouraged by the increasing role of self-regulation techniques. This presents insights into the perceived significance of the new learning strategy.

scholarly journals Creating a cross-disciplinary hub for active student learning in the library

2020 ◽  
Author(s):  
Newton Key ◽  
Zachary Newell
Keyword(s):  
Teaching And Learning ◽  
Social Impact ◽  
Learning Strategy ◽  
Card Game ◽  
Information Communication ◽  
Learning Spaces ◽  
Faculty Collaboration ◽  
Eastern Illinois University ◽  
Fine Tune

Two recent technology-driven tendencies in library-faculty collaboration – (1) embedding librarians in the online components of courses, and (2) repurposing certain library spaces to become makerspaces – often embrace the learning strategy of focusing on students as creators. Booth Library at Eastern Illinois University, in collaboration with a faculty-led Faculty Development office and a Humanities Center, has advanced both the leveraging of technology in learning and the creation of a library makerspace, and added a third component, (3) placing an active learning classroom (ALC) connected to a design lab as the first stage of a Center for Student Innovation (CSI). This process, grounded in research on learning spaces and universal design, had led us to ask: what space best encourages creativity in the learning process? We propose to showcase a “think-pair-share” card game to demonstrate how we are re-centering the library as a center for knowledge creation, and a space for promoting discovery, in a format that invites Creating Knowledge participants to fine-tune our model or advance alternatives. That is, the library is building collaborations for re-thinking space, and re-positioning the library as central to teaching and learning, to foster 21st century skills around information, communication, and ethical/social impact. The card game will demonstrate ways to help students and faculty to create knowledge, and how information as a product is modeled, remodeled and reinterpreted for pedagogically creative teaching and learning. The implementation of the CSI has stimulated larger discussions in the library and across campus about the role of a “future-present” library. How can faculty and students embrace discovery as a means rather than an end? What role does the library play in facilitating teaching and learning? What does the future library look like? The presentation and card game will answer these questions through audience feedback and participation.

Community- Based Education: Tikrit University College of Medicine Experience. PART ONE: Concept and Rationale of Community –Based Education.

2018 ◽  
Vol 1 (3) ◽  
pp. 69-72
Author(s):  
Amina Alobaidi
Keyword(s):  
Interpersonal Relationships ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Health Needs ◽  
Community Based ◽  
Community Based Education ◽  
University College ◽  
Innovative Curriculum ◽  
Quality Learning

Tikrit University College of Medicine [TUCOM] is a community based college incorporating PBL and it is the first and only medical school in Iraq to introduce an innovative curriculum [1]. TUCOM/CBE programme constitutes a community based curriculum including an acceptable balance of community based activities through out of the educational settings [6 years of study] [2]. CBE is one of the most powerful and important teaching and learning strategy that allows students to study the sources, nature and magnitude of health and related problems [3]. In CBE, the community plays an important role in determining its own health needs, health problems and to overcome such problems. Furthermore, the students encouraged to learn from the community and assist them to attain their educational objectives [4]. Furthermore, well planning and well implementation of CBE are the important factors that driven the outcome of such innovative education method [5]. Recently, Worley [5] perform analysis of CBE and proposed a model for the key relationship in which student must be an active participant to facilitate high quality learning. He provided evidence for “the role of clinical, institutional, social and interpersonal relationships in providing a framework for describing quality in CBME curricula- the 4R model”

scholarly journals Post-basic nursing students’ reflections on their experiences of dialogic mediation

2013 ◽  
Vol 18 (1) ◽  
Author(s):  
Nadine F. Petersen ◽  
Vanessa Merckel
Keyword(s):  
Nursing Students ◽  
South African ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Question ◽  
Research Approach ◽  
Learning And Teaching ◽  
Active Involvement ◽  
Long Course

This article presents post-basic nursing students’ reflections on the way they experienced the pedagogy of dialogic mediation. The study addressed current debates about appropriate teaching methodologies for students in such a degree course and the role of the nurse educator in this regard. The authors used a qualitative research approach and posed the following research question: What are students’ reflections of their experiences of dialogic mediation and the influence of this on their ideas of teaching and learning? The study involved a cohort of students (n = 248) who were enrolled in a semester-long course in a post-basic nursing degree at a South African university. They were asked to respond to three open-ended questions regarding their experiences of a course that required engagement with a new teaching and learning strategy which expected active involvement. Data were collected from students’ written reflections and were analysed by searching for recurring themes and patterns. The findings revealed that students experienced extreme levels of frustration at the beginning of the course as their existing ideas about teaching and learning were challenged. They also found the new teaching techniques associated with this pedagogy to be demanding. However, once they understood the underlying principles and ideas, they began to understand the implications for their own learning and teaching practices.Hierdie artikel handel oor nabasiese-verpleegstudente se nadenke oor die wyse waarop hulle die pedagogie van dialogiese bemiddeling ervaar het. Hierdie studie het aandag gegee aan huidige debatte oor geskikte onderrigmetodologieë vir studente in so ‘n graadkursus en die rol van die verpleegkundige-opvoeder in hierdie opset. Die outeurs het ’n kwalitatiewe navorsingsbenadering gebruik en het die volgende navorsingsvraag gestel: Wat is studente se nadenke oor hul ervarings van dialogiese bemiddeling en die invloed daarvan op hul idees van onderrig en leer? Die studie het ’n spesiefike kohort studente (n = 248) wat ingeskryf is by ’n semesterkursus in ’n nabasiese verpleeggraadprogram aan ’n Suid-Afrikaanse universiteit ingesluit. Hulle is gevra om op drie oop vrae te reageer oor hul ervarings van ’n kursus wat betrokkenheid by ’n nuwe onderrig- en leerstrategie vereis en waar aktiewe deelname verwag word. Data is uit studente se skriftelike nadenke ingesamel en is ontleed deur vir herhalende temas en patrone te soek. Die bevindings het getoon dat studente uiterste vlakke van frustrasie aan die begin van die kursus ervaar het, aangesien hul bestaande onderrig en leer uitgedaag is. Hulle het ook die nuwe onderrigtegniek wat met hierdie pedagogie gepaardgaan veeleisend gevind. Nadat hulle egter die onderliggende beginsels en idees verstaan het, het hulle begin om die implikasies van hul eie leer- en onderrigpraktyke te verstaan.

scholarly journals Strategi Pembelajaran Berbasis Multiple Intelligences

2020 ◽  
Vol 2 (2) ◽  
pp. 59-75
Author(s):  
Ach Syaikhu
Keyword(s):  
Emotional Intelligence ◽  
Multiple Intelligences ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Spiritual Intelligence ◽  
Human Being

Education is one indicator that creates civilized humans. Every human being has basic intelligence that is owned. Where the basic intelligence describes the essence of self or self-wholeness. Without one of these intelligences, a person cannot become a complete and integrated person. Those basic intelligence are: IQ (Intellectual Intelligence), SQ (Spiritual Intelligence), EQ (Emotional Intelligence), and PQ (Physique Intelligence). The learning process is very important as seen by the role of teacher. When the learning process takes place, there is a process of teaching and learning. But this process is not necessarily going well. As for some of the goals that the author wants to achieve in this paper, among others are: 1) To find out what multiple intelligences are 2) To find out a learning strategy based on multiple intelligences. 3) To find out the teaching strategy for multiple intelligences. From this paper, the author hopes that educators will truly be able to master the multiple intelligences that exist in their students. For this reason, teachers must use Multiple Intelligences Research (MIR) to determine the tendency of students' intelligence.   Pendidikan merupakan salah satu indikator keberhasilan menciptakan manusia yang beradab. Setiap manusia memiliki kecerdasan dasar yang pasti dimiliki. Dimana kecerdasan dasar tersebut menggambarkan hakikat diri atau keutuhan diri. Tanpa salah satunya seseorang tidak dapat menjadi pribadi yang utuh dan terintegrasi. Kecerdasan dasar tersebut yaitu kecerdasan IQ (Intellectual Intelligence), SQ (Spiritual Intelligence), EQ (Emotional Intelligence), dan PQ (Physique Intelligence). Proses pembelajaran sangat penting yang dipengaruhi peran guru didalamnya. Ketika proses pembelajaran berlangsung ada proses guru mengajar dan siswa belajar. Tetapi belum tentu proses ini berjalan dengan baik. Adapun beberapa tujuan yang ingin penulis capai dalam tulisan ini, antara lain 1)  Untuk mengetahui apa itu kecerdasan jamak (multiple intelligences) 2) Untuk mengetahui strategi pembelajaran berbasismultiple intelligences. 3) Untuk mengetahui strategi mengajar multiple intelligences. Dari tulisan ini, Penulis memiliki harapan untuk para pendidik agar benar-benar mampu menguasai kecerdasan jamak yang ada pada peserta didiknya. Untuk itu, guru  harus menggunakan Multiple Intelligences Research (MIR) guna mengetahui kecenderungan kecerdasan peserta didik.    

scholarly journals Ways to Promote the Classroom Participation of International Students by Understanding the Silence of Japanese University Students

2016 ◽  
Vol 6 (2) ◽  
pp. 431-450 ◽  
Author(s):  
Soonhyang Kim ◽  
Burcu Ates ◽  
Yurimi Grigsby ◽  
Stefani Kraker ◽  
Timothy A. Micek
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Home Country ◽  
Classroom Participation ◽  
Engaged Learning ◽  
Japanese University ◽  
Japanese Students ◽  
Verbal Participation

The authors explored the role of silence and deciphered its meaning and usefulness as a teaching and learning strategy for Japanese students through a survey of Japanese university students in their home country. This study has revealed that participant responses were evenly divided among comfortable with silence, uncomfortable with silence, and dependent on familiarity with the person. The use of silence by Japanese students varies on a highly individualized basis, not only by culture. The interlocutor is the significant factor, not the topic of conversation, for their comfort with silence. This study also suggests that silence can be used in addition to verbal participation as a form of engaged learning and active participation.

scholarly journals A REVIEW OF CLINICAL LEGAL EDUCATION’S (CLE) EXPERIENCE IN UNIVERSITI SAINS ISLAM MALAYSIA

2021 ◽  
Vol 9 (1) ◽  
pp. 35-46
Author(s):  
Norsuhaida Che Musa ◽  
Nor Fadzlina Nawi
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Learning Experience ◽  
Legal Education ◽  
Pilot Project ◽  
Law Students ◽  
Written Feedback ◽  
Positive Role ◽  
Set Up

Various research has given valuable insights into the positive role of Clinical Legal Education (CLE). However, there is a dearth of empirical data reviewing the set-up of CLE in public law schools in Malaysia and assessing its role as a teaching and learning strategy in legal education. This paper summarises the development and structure of the Faculty of Syariah and Law's Legal Clinic pilot initiative at the Universiti Sains Islam Malaysia (USIM). It assesses the impacts of the initiative on students' learning experience. The assessment involved a content analysis of written feedback given by a batch of pioneer students selected to join the FSU Legal Clinics pilot project in 2019. The findings indicated that the students believe exposure to the legal clinic increases their comprehension of the law's application and provides awareness of the professional skills and values involved in the legal profession. The sample is small, and the findings are preliminary. However, it is hoped that the results will inform legal curriculum developers of the benefits that law students derived from their clinical experience and provide a basis for further research into formally including clinical legal education in the FSU legal curriculum. This paper also advocates that although setting up, planning and organising activities for a successful legal clinic involved a great deal of preparation, it would benefit students and be integral to teaching and learning strategy in legal education in FSU USIM.

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