scholarly journals Mathwise Astronomy and the TLTP: aiding or degrading education?

1998 ◽  
Vol 162 ◽  
pp. 93-99
Author(s):  
E.M. McCabe
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
New Technology ◽  
Successful Implementation ◽  
Learning Technology ◽  
Remedial Teaching ◽  
Teaching And Learning Strategies ◽  
The Uk ◽  
The University

The Teaching and Learning Technology Programme (TLTP) in the UK was launched in 1992 to “develop innovations in teaching and learning through the power of technology”. Increasing numbers of students with mixed abilities and backgrounds were entering into higher education. Flexible course structures and the need for remedial teaching added further motivation in the search for methods of improving productivity and efficiency.Since 1992 over 33 million of funding has been awarded to 76 projects spanning the university curriculum. When support from host institutions is taken into account, overall funding for the TLTP is estimated at 75 million. TLTP materials are now becoming available to assist institutions in maintaining and enhancing the quality of their teaching provision. The successful implementation of this new technology is requiring each institution to rethink its teaching and learning strategies (Laurillard, 1993).

scholarly journals Embedding employability behaviours

2017 ◽  
Vol 9 (1) ◽  
pp. 35-50 ◽  
Author(s):  
Deryn Graham
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Relevant Literature ◽  
Teaching Excellence ◽  
Student Work ◽  
Content Type ◽  
Teaching And Learning Strategies ◽  
The Uk ◽  
The University ◽  
Relationship Of

Purpose The purpose of this paper is to look at how employability is currently embedded within courses to prepare students for their transition into the world of work, identifying the teaching and learning strategies employed. Design/methodology/approach A review of the relevant literature was conducted. The study analysed experiential data and the logged reports of student work placements over a period of five years, to determine the relationship of such placements to both academic results and long term employability. The study considered placements from the viewpoints of the university, students and employers. It proceeded to look at the current embedding of employability within the teaching curriculum, specifically teaching and learning strategies for personal professional development courses and the employability passport. It also looked at the role of the work placement tutor. Findings The main revelation was that the employability skills sought by employers were mostly “soft” and therefore behaviours, rather than “hard” teachable skills, which has significant implications for the introduction of the teaching excellence framework (TEF) and the provision of suitable metrics. Research limitations/implications The study and findings are limited to a single university in the UK. Originality/value The results of the study and conclusions drawn from the analysis of findings, led to the identification of the student, institution, tutor, employer) quartet of actors for employability. The paper also postulates the ramifications of the introduction of the TEF on employability.

A Survey on the Use of Adaptive Learning Techniques Towards Learning Personalization

2021 ◽  
pp. 790-808
Author(s):  
Sonali Banerjee ◽  
Kaustuv Deb ◽  
Atanu Das ◽  
Rajib Bag
Keyword(s):  
Learning Strategies ◽  
Adaptive Learning ◽  
Teaching And Learning ◽  
Problem Area ◽  
Learning Technology ◽  
Individual Learner ◽  
Learning Techniques ◽  
Teaching And Learning Strategies ◽  
Recent Developments ◽  
E Learning

E-learning has a great impact on learners today. E-learning supports enhancing learner knowledge anytime, anywhere with lesser efforts than traditional models. In these situations, nonlinear approaches often modify teaching and learning strategies according to students' needs, and hence, automated machine-guided approaches seem useful in the name of adaptive learning. It identifies individual learner styles and provides the most suitable strategy that fits each learner as a case of personalization. Adaptive learning uses personalization for continuously improving student outcomes. Personalized learning takes place when e-learning systems use educational experience supporting desires, objectives, endowments, and curiosities of each individual learner. This work has reviewed the recent developments in the problem area of learning personalization through adaptive learning. Then the solution domain methods are compared to identify the knowledge and technology gap from their limitations. These analyses help to identify research potentials in learning technology for future works.

As Life Itself

2017 ◽  
pp. 311-332
Author(s):  
Esperanza Mejías ◽  
Carles Monereo
Keyword(s):  
High School ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Evaluation Strategies ◽  
Teaching And Learning Strategies ◽  
Life Itself ◽  
Authentic Evaluation

The authors present an innovative practice of authentic evaluation of competences carried out in the “teaching and learning strategies” course of the psychology degree. The evaluation proposal central to this course is based on a real, relevant and socializing practice context in which students have to act as counsellors to respond to a high-school teacher's request: to improve a teaching sequence or unit. In order for this authentic project to work and generate a gradual construction of learning, course teachers used a series of evaluation strategies directed at the assessment of both the result and the learning process and aimed at facilitating students' learning self-regulation and teachers' provision of educational help. Results show that students value the processes of formative assessment because they allow them to act in an authentic context. In turn, teachers are highly satisfied with the involvement and quality of the projects.

scholarly journals Language Support for First Year Human Physiology and Biology

2011 ◽  
pp. 129-159
Author(s):  
Karen Elizabeth Mate ◽  
John Cameron Rodger ◽  
Brett Andrew Lidbury
Keyword(s):  
Human Physiology ◽  
University Students ◽  
Student Performance ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
First Year ◽  
Specific Context ◽  
Language Support ◽  
Teaching And Learning Strategies ◽  
The University

This chapter examines student performance in Human Physiology and Biology in response to a number of interactive language-focused and career-oriented interventions that were integrated into both lecture and tutorial formats. The study took place at the University of Newcastle, Australia and involved around 1000 students on two campuses. Although it was not possible to demonstrate a clear overall improvement in student performance as a result of these interventions, the activities were viewed positively by the majority of students. Arguably, the major impact of the language and other interventions was in the level of student motivation and engagement with the course topic. Contemporary university students are highly focused on the relevance of a course to their chosen career path, suggesting that language-based teaching and learning strategies would be most effective if placed within a vocation-specific context.

“Gotta Love Technology!”

2013 ◽  
pp. 280-294
Author(s):  
Mary Ellen Oslick ◽  
Ruth M. Lowery
Keyword(s):  
Social Networking ◽  
Learning Strategies ◽  
Reader Response ◽  
Teaching And Learning ◽  
New Technology ◽  
Multicultural Literature ◽  
Face To Face ◽  
Teaching And Learning Strategies ◽  
New Ideas ◽  
Personal Reflections

As universities move more and more classes online to accommodate a growing online-centered learning environment, the researchers as instructors want to be sure that they still adhere to good teaching and learning strategies and that their pre-service teachers not miss out or lose the richness associated with lively and meaningful book discussions. This article examines how the researchers integrated Glogster, an online interactive poster creation website with social networking aspects, in a blended (online and face-to-face) multicultural literature course to augment book discussions. Upon analysis of personal reflections and the class’ online forum discussions, the researchers identified three major themes that captured how these pre-service teachers responded to, and, in some cases, were transformed by the reader-response transaction of creating a “glog.” These themes were responses to new technology, reading new ideas and critical reading.

Getting Up to Speed on the Information Highway: Integrating Web-based Resources into Business Communication Pedagogy

2001 ◽  
Vol 64 (1) ◽  
pp. 38-56 ◽  
Author(s):  
Thomas D. Clark ◽  
Sherrie E. Human ◽  
Heidi Amshoff ◽  
Mike Sigg
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
New Technology ◽  
Assessment Tools ◽  
Web Based ◽  
Web Resources ◽  
Job Searches ◽  
Teaching And Learning Strategies ◽  
Communication Pedagogy ◽  
E Mail

Building on student and faculty enthusiasm for Web resources, we addressed four significant questions as we revised a business communications class to incorporate the Internet: • What Web resources should we include? • How do we make sure we select high quality sites and assessment tools? • How do we effectively integrate Web tools with existing pedagogies? • Will students find Web assignments valuable, easy to access, and useful for course assignments? We integrated Web resources with other course pedagogies in the undergraduate business communications class and identified Websites relevant for teaching employment communication, including e-mail etiquette, online resumes, and elec tronic job searches. Student evaluations of our Web-enhanced course indicate that most found the Web-based assessments and tools accessible and valuable in fur thering their self-understanding and in leading them to explore other sites not required for class. We developed guidelines for using the new technology to support teaching and learning strategies.

scholarly journals Editorial

2014 ◽  
Vol 43 (1) ◽  
pp. iii-iii
Author(s):  
Elizabeth Mackinlay ◽  
Martin Nakata
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
New South ◽  
Indigenous Education ◽  
Indigenous Studies ◽  
Early Career ◽  
Learning And Teaching ◽  
South Wales ◽  
Teaching And Learning Strategies ◽  
The University

We are very proud to present this timely and significant Special Issue of The Australian Journal of Indigenous Education, guest edited by Katelyn Barney (The University of Queensland), Cindy Shannon (The University of Queensland) and Martin Nakata (The University of New South Wales). This collection of articles focuses on the activities of the Australian Indigenous Studies Learning and Teaching Network, an initiative funded by the Office for Teaching and Learning. The Australian Indigenous Studies Learning and Teaching Network was formed to bring leaders and early career academics in the field together to build relationships, debate and discuss central issues, and explore and share teaching and learning strategies in the discipline at tertiary level. These discussions at once untangle and re-entangle the processes, pedagogies and politics at play when Indigenous Studies becomes defined as a discipline.

Transformative Learning and Technology in Adult and Vocational Education

2013 ◽  
Vol 9 (1) ◽  
pp. 26-37 ◽  
Author(s):  
Victor X. Wang ◽  
Patricia Cranton
Keyword(s):  
Adult Learners ◽  
Transformative Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vital Role ◽  
Learning Technology ◽  
Use Of Technology ◽  
Teaching And Learning Strategies ◽  
The Media

Adult learners often fear that they will be unable to find work if they are lacking in technological skills. The media, including newspapers, magazines, and advertisements for positions often emphasize the importance of the use of technology in the workplace. It is the case that without adequate skills in the use of appropriate technologies, adult workers may face challenges in finding employment. But what technologies can do is to provide powerful teaching and learning strategies. This article addresses technological applications in vocational and adult education advancement from different perspectives. Technology has the potential to support transformative learning. Technology, along with the vital role of adult educators, helps learners grow, change, and develop. Through the discussion of these, and related issues, a model titled Learners’ Seeking Transformation via Web 2.0 Technologies, has emerged.

Students’ Questioning and Creativity

2011 ◽  
Vol 2 (3) ◽  
pp. 73-85 ◽  
Author(s):  
Patrícia Albergaria Almeida ◽  
José Joaquim Teixeira-Dias ◽  
Jorge Medina
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Higher Order ◽  
Teaching And Learning Strategies ◽  
The University ◽  
The Relationship

University students must develop several higher-order skills along their higher education route. One of these fundamental skills is creativity. The practice of questioning is one of the modes to enhance creativity. In this paper, the authors illustrate how students’ approaches to creativity can be linked to the types of questions they ask in Higher Education. Several teaching and learning strategies were implemented in a geology course and a chemistry course, at the University of Aveiro, Portugal, as a way of promoting students’ questioning competence. The relationship between the kinds of questions asked and the students’ approaches to creativity is analysed and discussed.

Incorporating a Self-Directed Learning Pedagogy in the Computing Classroom

2014 ◽  
pp. 348-371 ◽  
Author(s):  
Oisín Cawley ◽  
Stephan Weibelzahl ◽  
Ita Richardson ◽  
Yvonne Delaney
Keyword(s):  
Software Engineering ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Directed Learning ◽  
Alternative Teaching ◽  
Teaching And Learning Strategies ◽  
Directed Learning ◽  
Approach To Teaching ◽  
The University

With a focus on addressing the perceived skills gap in Software Engineering (SE) graduates, some educators have looked to employing alternative teaching and learning strategies in the classroom. One such pedagogy is Problem-Based Learning (PBL), an approach the authors have incorporated into the SE curriculum in two separate third-level institutions in Ireland, namely the University of Limerick (UL) and the National College of Ireland (NCI). PBL is an approach to teaching and learning which is quite different to the more typical “lecture” style found in most 3rd level institutions. PBL allows lecturers to meet educational and industry-specific objectives; however, while it has been used widely in Medical and Business schools, its use has not been so widespread with computing educators. PBL is not without its difficulties given that it requires significant changes in the role of the lecturer and the active participation of the students. Here, the authors present the approach taken to implement PBL into their respective programs. They present the pitfalls and obstacles that needed to be addressed, the levels of success that have been achieved so far, and briefly discuss some of the important aspects that Software Engineering lecturers should consider.

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