scholarly journals Ontological Transparency, (In)visibility, and Hidden Curricula: Critical Pedagogy Amidst Contentious Edtech

2020 ◽  
Author(s):  
Michael Gallagher ◽  
Markus Breines ◽  
Myles Blaney
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Critical Pedagogy ◽  
Educational Technology Research ◽  
Pedagogical Practice ◽  
Institutional Structures ◽  
Teachers And Students ◽  
University Of Edinburgh ◽  
The University ◽  
Hidden Curricula

Abstract The steady migration of higher education online has accelerated in the wake of Covid-19. The implications of this migration on critical praxis—the theory-in-practice of pedagogy—deserve further scrutiny. This paper explores how teacher and student-led educational technology research and development can help rethink online critical praxis. The paper is based on a recent research project at the University of Edinburgh that speculatively explored the potential for automation in teaching, which generated insights into current and future pedagogical practice among both teachers and students. From this project emerged a series of pedagogical positions that were centred around visions of the future of teaching in response to automation: the pedagogical potential of visibility and invisibility online, transparency, and interrogating the hidden curricula of both higher education and educational technology itself. Through the surfacing of these pedagogical positions, this paper explores how critical pedagogy can be built into the broader teacher function and begins to identify the institutional structures that could potentially impede or accelerate that process.

scholarly journals Critical pedagogy in the university: Can a lecture be critical pedagogy?

2018 ◽  
Vol 16 (8) ◽  
pp. 985-999 ◽  
Author(s):  
Lauren B Clark
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Student Satisfaction ◽  
Case Study Research ◽  
Pedagogical Practice ◽  
Higher Education System ◽  
Curriculum And Pedagogy ◽  
Banking Education ◽  
The University

In a higher education system driven by student satisfaction, there has been a recent push towards more student-centred methods of teaching such as collaborative learning and seminar discussions despite an increase in student numbers. In contrast, some academics defend the transformative and educative possibilities of the lecture by challenging its conception as ‘banking education’, asking us to reflect on the purpose of education in a way that calls into question our assumptions about the transmission of information through lecturing. While acknowledging the place of the lecture in higher education, I want to consider whether a lecture can be critical pedagogy by interrupting previous ways of thinking and being. As the teacher lectures he/she models what it means to know, to think and to act, but is this enough to make it critical pedagogy? Looking at conceptualisations of the transformative intellectual and the relationship between curriculum and pedagogy alongside data from case study research, this article will explore what critical pedagogical practice looks like in the university.

scholarly journals Who is we? Attending to similarity and difference as discourse praxis in the university classroom

2020 ◽  
Vol 2 (1) ◽  
pp. 11-27
Author(s):  
Collective on Praxis in Health Sciences Education
Keyword(s):  
Student Teaching ◽  
Teaching Assistants ◽  
Pedagogical Practice ◽  
Collaborative Partnership ◽  
Starting Point ◽  
Dominant Ideologies ◽  
Teachers And Students ◽  
Gender And Health ◽  
Similarity And Difference ◽  
The University

The word we evokes ideas of both belongingness and non-belongingness through its ability to create constellations of solidarity and exclusion. In education, its use has the power to draw invisible yet substantial lines between dominant and counter-hegemonic ideologies—and teachers and students—in ways that dynamically influence the operation of power between actors. Reflections emerging from a collaborative partnership between a student, teaching assistants, and professor during an undergraduate course on sex/gender and health revealed significant opportunities for critical pedagogical practice around we. This paper analyzes how we and related terms (like they, us, them, etc.) function in the higher education classroom and offers our analysis into the possibilities of using we as a starting point for anti-oppressive and reflexive educational praxis. Ultimately, we contend that we has the potential to work as an intervention countering dominant ideologies and normative assumptions operating in the classroom.

Students’ perceptions among foreign languages in the EHEA

2014 ◽  
Vol 6 (2) ◽  
pp. 205-214
Author(s):  
M. Isabel Sanchez-Hernandez ◽  
Dolores Gallardo-Vazquez ◽  
Beatriz Corchuelo Martinez-Azua
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Foreign Languages ◽  
Language Competence ◽  
Content Type ◽  
English Class ◽  
European Universities ◽  
Teachers And Students ◽  
European Higher Education ◽  
The University

Purpose – The purpose of this paper is to determine the students’ opinion on their proficiency in one or more foreign languages, and the importance they attribute to their foreign language competence because the adaptation to the European Higher Education Area (EHEA) implies the promotion of the mobility of teachers and students. Design/methodology/approach – A qualitative and quantitative approach conducted at the University of Extremadura in Spain. The method used was to triangulate the data resulting from three quite different procedures: promoting the participating students’ awareness of the issue through a seminar on the importance of mastering other languages and their relevance for graduate employability; inquiring into the students’ impressions when receiving an English class with a focus group; and a questionnaire on their opinions about the importance of proficiency in foreign languages. Findings – The findings highlight how teaching in English in European universities could bring real opportunities for the development of the EHEA. Furthermore, the development of foreign languages competences have to be a priority line of innovation in higher education in order to build a more meaningful relationship between education institutions and the European project. Research limitations/implications – The study is a first attempt to analyse the need to teach in English in European higher education institutions. Results are not completely generalizable because the study has been conducted in one university, in the field of social sciences in the branch of Economics and Business, and it has been examined only the views of students. Originality/value – The paper draws attention to the need for, and suggestions on how higher education institutions can be more aware to the needs of developing studentś English competences when designing programmes in the EHEA.

Does Merit Have a Future?

PMLA ◽  
2018 ◽  
Vol 133 (3) ◽  
pp. 678-685
Author(s):  
John Marx ◽  
Mark Garrett Cooper
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Digital Media ◽  
Profit Motive ◽  
Letter Grades ◽  
Learner Centered ◽  
Big Picture ◽  
The University ◽  
Elected Representatives ◽  
New Education

Cathy N. davidson'S the new education: how to revolutionize the university to prepare students for a world in flux challenges us to address nonacademics, and to update our teaching, by focusing on the big picture. She calls on us to rise above departmental politics and the tribalism of disciplinary debates. Instead of engaging in those familiar struggles, we should be talking with our neighbors and our elected representatives about the advantages of eliminating letter grades; the virtues of pedagogies that are learner-centered, collaborative, and project-based; the perils of specialization; the damage that departments do by stifling change; the promise of educational technology if divorced from the profit motive; the myth that STEM degrees lead directly to career success; and, of course, the need for public reinvestment in higher education. Each of these talking points draws energy from Davidson's contention that digital media have rendered industrial models of education obsolete.

scholarly journals Is Information Technology boosting Creativity in Higher Education Institutions during Covid-19?

2021 ◽  
Vol 7 (1) ◽  
pp. 204-211
Author(s):  
Mirela Mabić ◽  
Dražena Gašpar ◽  
Vanja Šimićević
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Research Question ◽  
Online Classes ◽  
Creative Commons ◽  
Global Pandemic ◽  
Online Lectures ◽  
Teachers And Students ◽  
One Year ◽  
The University

The global pandemic of the virus COVID-19 dramatically has impacted Higher Education Institutions (HEIs) in Bosnia and Herzegovina and worldwide. HEIs were forced to switch overnight to online lectures and exams without almost any teachers' and students' preparation and education. After one year of online classes at the University of Mostar (SUM), whether that kind of teaching impacts creativity. In order to find the answer to the research question, the authors used a questionnaire they developed and applied in 2015 to investigate students' perceptions about creativity at the University of Mostar. The research presented in this paper is limited to SUM students who have had online classes since March 2020. The primary research goal is to investigate whether there are any significant changes in students' perceptions of creativity compared to research from 2015. Namely, the authors investigate whether the enhanced use of IT and online platforms (Google Meet, SUMARUM – the University of Mostar’s variant of Moodle) affected students' creativity. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

scholarly journals From Banking Model to Critical Pedagogy: Challenges and Constraints in the University Classrooms

2020 ◽  
Vol 3 (1) ◽  
pp. 25-44
Author(s):  
Sadia Kalsoom ◽  
Nazia Kalsoom ◽  
Rafia Javaid Mallick
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Small Scale ◽  
Cluster Sampling ◽  
Student Interest ◽  
University Teachers ◽  
Mixed Methods Case Study ◽  
Teaching And Learning Environment ◽  
Teachers And Students ◽  
The University

Critical pedagogy, contrary to the banking concept of education, seeks to empower learners to think critically to transform their living conditions. This mixed-methods case study aims at exploring the actual teaching practices of the university teachers in order to demystify the challenges and constraints impeding the implementation of critical pedagogy in the universities of Punjab, Pakistan. Women University in Multan was the selected case and exploratory sequential design the method selected for this study. The researchers personally collected data using a small-scale survey with 100 students using cluster sampling, and in-depth interviews with ten teachers purposively selected from various departments of the university, ensuring equal representation. The study concluded that large class size, lack of needed resources and trained personnel, lengthy and fixed syllabus, and lack of student interest and motivation were the reasons for continuing with the 'banking method.' Based on the findings, the researchers recommend that for the critical pedagogy to take root in Pakistan, the teachers and students should be cognizant of the utility of critical pedagogy, and adequate resources must supplant the teaching and learning environment to enjoy best outcomes.

scholarly journals Socio-biological factors of increased morbidity risk in participants of educational process in higher education institutions related to the global epidemiological situation in 2020-2021

2021 ◽  
Author(s):  
Vladimir V. Perelygin ◽  
Sergey G. Paramonov ◽  
Nataliia A. Sklyarova ◽  
Mikhail V. Zharikov ◽  
Lyudmila V. Sklyarova
Keyword(s):  
Higher Education ◽  
Present Situation ◽  
Educational Process ◽  
Psychological Effects ◽  
Negative Consequences ◽  
Biological Factors ◽  
Teachers And Students ◽  
Morbidity Risk ◽  
The University ◽  
Epidemiological Situation

One of the numerous negative consequences of the COVID-19 pandemic is the "second epidemic" of negative psychological effects. Population stress in modern conditions can serve as a catalyst for mental disorders of teachers and students. In the present situation, restrictive and special measures should be considered as additional harmful socio-biological factors for participants of the university educational process.

scholarly journals Five years of ELEUK conferences: a selection of short papers from 2019

2020 ◽  
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Language Teaching ◽  
Annual Conference ◽  
Student Agency ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
The United Kingdom ◽  
University Of Edinburgh ◽  
The University

This anniversary volume of the Association for the Teaching of Spanish in Higher Education in the United Kingdom is a compilation of contributions made by members and delegates at the 2019 ELEUK annual conference held at the University of Edinburgh. Throughout the book, authors share their teaching, assessment, and research practice in the area of Spanish Language Teaching (SLT). From strategies to enhance student engagement and foster student agency to reflections on language teaching practice from diverse angles, these nine short papers contribute to current debates around foreign language pedagogy, with a focus on teaching Spanish in the higher education context.

scholarly journals Editorial 29(5)

2013 ◽  
Vol 29 (5) ◽  
Author(s):  
Sue Bennett ◽  
Barney Dalgarno ◽  
Gregor Kennedy
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Educational Technology Research ◽  
Technology Research ◽  
Technology In Higher Education

<p>We are pleased to present a new issue of AJET and in the editorial we would like to reflect on an ascilite-sponsored workshop in Singapore that Sue recently presented, on the topic of ‘Researching Educational Technology in Higher Education’. The purpose of the workshop was to provide an introduction for those new to educational technology research, but it also served as a refresher for those already familiar with the area. As part of the editorial for this issue we’ve decided to share some of the advice Sue gave to workshop participants on ‘8 Things You Need to Know About Doing Educational Technology Research’.</p>

Teaching Culturally and Linguistically Diverse Students in Higher Education

2020 ◽  
pp. 84-103
Author(s):  
Jamie Harrison
Keyword(s):  
Higher Education ◽  
Second Language Acquisition ◽  
Teaching Practice ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Pedagogical Practice ◽  
Linguistically Diverse Students ◽  
The University

This chapter discusses the concepts of cultural and linguistic diversity in relation to the higher education classroom. Essential components of culturally and linguistically responsive teaching are considered and a self-study of teaching practice explored. Applications of second language acquisition theory are applied to pedagogical practice to inform the reader about what effective instruction of culturally and linguistically diverse students in the university setting looks like. Conclusions and recommendations are made.

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