scholarly journals Technology-enhanced Learning for Promoting Technical and Social Competences in Hydrological Science

2021 ◽  
Author(s):  
Feliciana Licciardello ◽  
Simona Consoli ◽  
Giuseppe Cirelli ◽  
Carlos Castillo ◽  
Elvira Fernández-Ahumada ◽  
...  
Keyword(s):  
Geographical Information Systems ◽  
English Language ◽  
Teaching Experience ◽  
Geographical Information ◽  
Technology Enhanced Learning ◽  
Technical Knowledge ◽  
Academic Calendar ◽  
The University ◽  
Social Competences ◽  
Enhanced Learning

AbstractThis paper explains and analyses a virtual gamification experience developed by a teaching group from the University of Catania (Italy) and the University of Cordoba (Spain). A competition based on professional tasks about hydrological planning was implemented in two subjects on Hydrological Sciences. The teaching experience was designed to improve the acquisition of technical knowledge and skills needed for hydrological studies, promote the management of ICT and increase international cooperation between different universities; all aimed at making students more employable. The experience is transferable to different academic levels. Following the philosophy of soccer leagues, the students solved and presented the exercise by teams of two students. Through videoconference, the presentation and the explanation were done so the fans in each country supported their teams. The students found it a very challenging experience but at the same time, some of them were aware of their needs of improving technical knowledge, particularly Geographical Information Systems, and English language skills. Updating of tools and the schedule within the different academic calendar were their main organization handicaps. The main outcome of the presented experience is that social energy and enthusiasm associated to popular activities such as soccer led to improve the interest and the motivation of the students in challenging technical contents as well as teamwork and language transversal competences.

Meeting the Realities in Technology Enhanced Learning

2010 ◽  
pp. 224-245
Author(s):  
Sibitse Mirriam Tlhapane ◽  
Sibongile Simelane
Keyword(s):  
Rural Areas ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
Computer Training ◽  
Technology Enhanced Learning ◽  
Learning Material ◽  
Cd Rom ◽  
Geographically Dispersed ◽  
The University ◽  
Enhanced Learning

The case discusses the challenges of introducing technology-enhanced learning in geographically dispersed learners, most of who are situated in rural areas. These are post-diploma nursing learners with minimal computer literacy. They also have limited or even no access to computers at the university because they attend part time, have full-time jobs and stay far from the university and so cannot even visit computer labs after hours. Despite these challenges, these students end up being motivated to learn computers so that they can access learning material and also use them for lifelong learning. The case also covers computer training, e-applications used, online learning, studies done, partnerships between faculty and the directorate and teaching and learning with technology. The value of simple, cheap technologies like an interactive CD-ROM in initiating students to e-learning and overcoming their bandwidth problems is emphasised, including the gains made from the project. Both staff and managerial challenges are discussed and recommendations are made.

scholarly journals Promoting teacher–learner autonomy through and beyond initial language teacher education

2010 ◽  
Vol 44 (1) ◽  
pp. 118-121 ◽  
Author(s):  
Ema Ushioda ◽  
Richard Smith ◽  
Steve Mann ◽  
Peter Brown
Keyword(s):  
Teacher Education ◽  
Curriculum Design ◽  
English Language ◽  
Teaching Experience ◽  
English Language Teaching ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Research And Practice ◽  
Language Studies ◽  
The University

With the growing international market for pre-experience MA in ELT/TESOL programmes, a key curriculum design issue is how to help students develop as learners of teaching through and beyond their formal academic studies. We report here on our attempts at the University of Warwick to address this issue, and consider wider implications for research and practice in initial language teacher education. At the Centre for Applied Linguistics at the University of Warwick, we run a suite of MA programmes for English language teaching professionals from around the world. Most of these courses are for students with prior teaching experience, but our MA in English Language Studies and Methods (ELSM) programme is designed for students with less than two years’ experience and, in fact, the majority enrol straight after completing their undergraduate studies in their home countries.

scholarly journals Students’ Perspectives on Academic Writing in European Higher Education (Based on 2019 Erasmus Teaching Experience in Slovak and Hungarian University)

2020 ◽  
Vol 12 (4) ◽  
pp. 87-102
Author(s):  
Olena Hundarenko ◽  
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Teaching Experience ◽  
English Language Acquisition ◽  
Writing Assignments ◽  
Advantages And Disadvantages ◽  
European Universities ◽  
Writing Instructions ◽  
English Academic Writing ◽  
The University

Although studies on the approaches and methods of teaching Academic Writing in university classroom are extensive, comparative studies on students’ evaluation of the classroom strategies and techniques applied are still scant. Therefore, this research implies a quantitative study based on comparative analysis of Slovak and Hungarian EFL learners’ responses on a special questionnaire in English Academic Writing. The objective of the study was to explore senior university students’ attitude to the academic writing tasks, specificity of a writing program at the university, its advantages and disadvantages; to evaluate their own writing abilities and provide recommendations concerning feedback and writing instructions in class along with the ways of their improvement. It accords to the area of study on effective writing assignments, techniques and methods involved in everyday practice in Central European universities, which can make academic writing both a productive and joyful tool in English language acquisition process.

Reflections on developing Technology-Enhanced Learning through staff-student partnership - a case study of using mobile devices cross-institutionally

2017 ◽  
Vol 3 (1) ◽  
pp. 243 ◽  
Author(s):  
Matt Elphick ◽  
Stuart Sims
Keyword(s):  
Mobile Devices ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Pilot Scheme ◽  
Integration Of Technology ◽  
Student Projects ◽  
The University ◽  
The Impact ◽  
Enhanced Learning

Drawing upon project outputs from seven staff-student partnership projects, this case study explores the impact of a pilot programme to integrate the use of mobile devices into learning and teaching at the University of Winchester. This ‘iPilot’ was designed to give students and staff the opportunity to lead change around the integration of technology into teaching, supported by the Student Fellows Scheme (SFS). We outline the principles behind these partnerships and explore the role that having Student Fellows in a pedagogical leadership position had upon the wider project. This article represents the perspectives of both the co-ordinator of the pilot scheme and the SFS to give a centralised view of a project that was devolved to different programmes. While all of the staff-student projects had a degree of success in furthering the way that mobile devices are used in their respective programmes, many projects veered away from the principles of partnership working which were built into the initial plans for the iPilot. We reflect on barriers encountered in this project and make recommendations based on this experience of how to ensure that the key principles of enhancement are being adhered to, rather than using partnership working in a tokenistic way.

scholarly journals Content and Language Integrated Learning in Higher Education

2014 ◽  
pp. 1145-1163
Author(s):  
Giovanna Carloni
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Technology Enhanced Learning ◽  
Integrated Learning ◽  
University Departments ◽  
The University ◽  
Enhanced Learning

This chapter describes the online learning component of a blended model designed to promote Content and Language Integrated Learning (CLIL) at the University of Urbino, Italy. A technology-enhanced learning environment is presented along with an analysis of how CLIL was implemented across multiple university departments.

scholarly journals LegioLit: Knappable material lithotheque in the Prehistory Laboratory at the University of León, Spain

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Diego Herrero-Alonso ◽  
M. Natividad Fuertes-Prieto ◽  
Esperanza Fernández-Martínez ◽  
Fernando Gómez-Fernández ◽  
Eduardo Alonso-Herrero ◽  
...  
Keyword(s):  
Inductively Coupled Plasma ◽  
Geographical Information Systems ◽  
Geographical Information ◽  
Emission Spectrometry ◽  
Sample Collection ◽  
Cantabrian Mountains ◽  
Scanning Calorimetry ◽  
Resource Base ◽  
X Ray ◽  
The University

This work introduces a comparative collection located in the Prehistory Laboratory at the University of León (Spain) specialised in knappable raw materials, mainly comprising radiolarite and black chert (micro-crypto crystalline quartz), from the western Cantabrian Mountains (north of Iberian Peninsula). A standardised protocol of sample collection and data organisation was developed, which includes the use of several methodologies. First, Geographical Information Systems (GIS) for referencing lithic sources. Second, direct observation of the sample for the macroscopic characterization, both de visu and stereomicroscope. Third, petrographic microscopy for a description of main petrological, and palaeontological features, complemented with the identification of the different minerals that make up the samples by X-ray diffraction (XRD). Forth, X-Ray Fluorescence (XRF), Inductively Coupled Plasma Optical Emission Spectrometry (ICP-OES) and Thermogravimetry – Differential Scanning Calorimetry (TG-DSC) for geochemical and thermal features of the samples. Finally, the results of these analyses were entered in a database. All this information is contributing towards the creation of a physical reference collection specialised in local Palaeozoic formations (mostly from Devonian to Carboniferous) that outcrop in the western Cantabrian Mountains, a region whose potential resource base was previously not very well known. This collection would allow to compare archaeological lithic remains from different sites inside and outside the Cantabrian Mountains.

scholarly journals Open Badges: Exploring the value, potential and practicalities of a new way of recognising skills in Higher Education

2014 ◽  
Author(s):  
Anne Hole
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Professional Services ◽  
Professional Service ◽  
Limiting Factors ◽  
Teaching Staff ◽  
Technology Enhanced Learning ◽  
The University ◽  
Enhanced Learning

This case study reports an ongoing project at the University of Sussex seeking to introduce the idea of Open Badges to the institution while exploring some of the practical issues and limiting factors associated with this method of recognising learning. The focus is on piloting Open Badges in workshops and events for staff in order to develop understanding of the advantages and challenges of this form of micro-credentialing. It is hoped that the knowledge gained from this project can be used to identify and support appropriate future staff and student-facing badging initiatives. The project aims to: (i) Develop understanding of Open Badges and their potential in higher education amongst professional service colleagues and academics. (ii) Evaluate tools and processes. (iii) Build capacity to support future projects.The project has begun to meet its aims, there is now an operational badging scheme for Technology Enhanced Learning (TEL) staff development workshops; colleagues in student-facing professional services have developed their knowledge and understanding of Open Badges and been supported in the development of plans for badging learner skills and there is increased awareness of Open Badges amongst teaching staff who have attended ‘badged’ workshops. 

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