International and Global Studies Capstone Course Innovations: Multimedia Identity Video Collage and Study Abroad Integration

2020 ◽  
Vol 21 (4) ◽  
pp. 379-402
Author(s):  
Safia Swimelar
Keyword(s):  
Study Abroad ◽  
Personal Development ◽  
Teaching And Learning ◽  
International Studies ◽  
Global Studies ◽  
Capstone Course ◽  
Intercultural Awareness ◽  
News Broadcasts ◽  
Local Material ◽  
Support Students

Abstract This article contributes to the scholarship of teaching and learning in international studies by modeling how a capstone course and multimedia project can support students’ integration of study abroad experiences and learning into their academic work and personal development. The multimedia video collage capstone project empowered students to (re)examine their study abroad site and narrate an identity and globalization theme using local material and sources, from films and novels, to news broadcasts and scholarly writings. The quantitative and qualitative data presented reveals that students found that the capstone video collage project helped them to reflect critically on their study abroad experience and connect learning from abroad and at home. Finally, the course and video collage project revealed to students the subjective nature of narration and visual representation, key revelations to intercultural awareness and international studies learning.

scholarly journals Ten-Structure as Strategy of Addition 1-20 by Involving Spatial Structuring Ability for First Grade Students

2015 ◽  
Vol 8 (11) ◽  
pp. 16 ◽  
Author(s):  
Ummy Salmah ◽  
Ratu Ilma Indra Putri ◽  
Somakim Somakim
Keyword(s):  
Teaching And Learning ◽  
Design Research ◽  
First Grade ◽  
Learning Activities ◽  
Design Learning ◽  
Spatial Structuring ◽  
Support Students

<p class="apa">The aim of this study is to design learning activities that can support students to develop strategies for the addition of number 1 to 20 in the first grade by involving students’ spatial structuring ability. This study was conducted in Indonesia by involving 27 students. In this paper, one of three activities is discussed namely ten-box activity. This activity was aimed to introduce and develop ten-structure to be a students’ strategy in addition of number 1 to 20. The method was design research by designing learning activities involving spatial structuring ability. PMRI underlined the context and activity. The result of the study indicates that ten-box activities can help students to develop ten-structure as a strategy in addition of number 1 to 20. As a recommendation, PMRI can be implemented as an approach of teaching and learning addition 1 to 20.</p>

scholarly journals Grading Rage in the Pastoral Care Classroom

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Mindy McGarrah Sharp
Keyword(s):  
Pastoral Care ◽  
Critical Incident ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Religion And Theology ◽  
Creative Transformation ◽  
The Moment ◽  
Support Students

Assessment and grading can elicit rage on the part of both learners and teachers.  Can rage lead to creative transformation of classroom cultures to support students in achieving learning goals? Can rage sharpen pedagogical commitments? The author reviews a critical incident of unexpected grading rage that emerged in her once a week three-hour masters level introductory pastoral care classroom, what she did about it in the moment, and how three strategies she employed could be helpful for teaching and learning religion and theology more broadly. When grading rage emerges in the pastoral care classroom and beyond, teaching and learning misunderstanding stories, facilitated by neutral questions in charged contexts, can make room for creative transformation when supported by third voices.

scholarly journals An Instructor Learning Analytics Implementation Model

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Holly McKee
Keyword(s):  
Learning Outcomes ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Research Problem ◽  
Self Reflection ◽  
Implementation Model ◽  
Design And Development Research ◽  
Pedagogical Intent ◽  
And Performance ◽  
Support Students

With the widespread use of learning analytics tools, there is a need to explore how these technologies can be used to enhance teaching and learning. Little research has been conducted on what human processes are necessary to facilitate meaningful adoption of learning analytics. The research problem is that there is a lack of evidence-based guidance on how instructors can effectively implement learning analytics to support students with the purpose of improving learning outcomes. The goal was to develop and validate a model to guide instructors in the implementation of learning analytics tools. Using design and development research methods, an implementation model was constructed and validated internally. Themes emerged falling into the categories of adoption and caution with six themes falling under adoption including: LA as evidence, reaching out, frequency, early identification/intervention, self-reflection, and align LA with pedagogical intent and three themes falling under the category of caution including: skepticism, fear of overdependence, and question of usefulness.  The model should enhance instructors’ use of learning analytics by enabling them to better take advantage of available technologies to support teaching and learning in online and blended learning environments. Researchers can further validate the model by studying its usability (i.e., usefulness, effectiveness, efficiency, and learnability), as well as, how instructors’ use of this model to implement learning analytics in their courses affects retention, persistence, and performance.

Place as Pedagogy: Toward Study Abroad for Social Change

2018 ◽  
Vol 41 (1) ◽  
pp. 54-74 ◽  
Author(s):  
Jennifer M. Pipitone
Keyword(s):  
Social Change ◽  
Study Abroad ◽  
Teaching And Learning ◽  
Ways Of Knowing ◽  
Comparative Case Study ◽  
Study Abroad Programs ◽  
Learning Space ◽  
Pedagogical Strategies ◽  
Self In Relation ◽  
Short Term Study

Background: Emergent bodies of literature have uncovered problematic trends in U.S. study abroad that reproduce hierarchies of power and colonialism, perpetuate views of an exotic cultural “other,” and privilege tourism over education. Purpose: This work responded to these problems by exploring ways of teaching and learning in study abroad that embrace the pedagogical power of place to foster awareness of the self in relation to other, cultivate relationality, and deconstruct the exotic. Methodology/Approach: Reflecting on two major findings from a longitudinal comparative case study with 19 students on short-term study abroad programs to Morocco and Bali, this article considers how educators can adapt the intentions and practices of their programs to embrace the pedagogical potential of place to foster the renegotiation of representations and heightened relationality. Findings/Conclusions: Findings indicate engagement with place was fundamental to the production of experiential learning space, mediated through pedagogies that engaged students with local rhythms, meanings, and histories; social interactions; and cultural tools that engaged students in alternative ways of knowing and being in the world before and during the trip. Implications: This article offers five epistemological commitments and several pedagogical strategies to guide future program development with an eye toward social change.

Online Support for Students’ Writing Skills Development in a Technical Communication Introductory Module

2012 ◽  
pp. 772-785
Author(s):  
Yvonne Cleary
Keyword(s):  
Technical Communication ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Virtual Learning Environment ◽  
Online Support ◽  
Writing Problems ◽  
Communication Module ◽  
The Many ◽  
The University ◽  
Support Students

This chapter explores the development of online support for writing skills in one technical communication module taught at the University of Limerick. It demonstrates the need for writing support by exploring the many complexities of teaching and learning writing skills. Central to the discussion is the principle of process, rather than product, orientation. Students on the module have been surveyed over the past two years to determine their attitudes to, and perceptions of, their writing strengths and weaknesses. The chapter outlines and exemplifies the types of writing-problems students and instructors identify. Online support is posited as an intervention which facilitates autonomous learning. The chapter concludes by discussing how online resources, and especially the university virtual learning environment, Sakai (called Sulis at University of Limerick), can support students. It also suggests related research opportunities, especially in the area of using Web 2.0 technologies to foster autonomy.

Can Higher Education Really Produce Global Citizens?

2017 ◽  
pp. 304-324
Author(s):  
David Starr-Glass
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Teaching And Learning ◽  
International Student ◽  
Global Citizenship ◽  
Student Mobility ◽  
Educational Systems ◽  
Global Citizens ◽  
Comprehensive Internationalization ◽  
International Student Programs

Globalization profoundly impacts our economics, societies, and educational systems yet doubt exists in higher education as to an appropriate response. Some colleges have embarked on a process of comprehensive internationalization; others are considering how to graduates global citizens, even although global citizenship remains a deeply contested issue. Considering teaching and learning perspectives, particularly perspectives informed by acquisition and participation metaphors, the chapter critiques higher education efforts to develop global citizenship. It examines inbound international student programs, outbound study abroad initiatives, and changes in learner identification and self-categorization. It argues that while student mobility initiatives have great potential, that potential goes unrealized unless learners have been comprehensibly prepared to engage actively with their new environments and experiences, and to consciously reconsider their identities and self-categorizations.

Examining Oppressions as a Way of Valuing Diversity

2020 ◽  
pp. 55-77
Author(s):  
Otrude Nontobeko Moyo
Keyword(s):  
Social Justice ◽  
Social Construction ◽  
Teaching And Learning ◽  
Knowledge Building ◽  
Documentary Films ◽  
Classroom Experiences ◽  
The Social ◽  
Pedagogy Of Discomfort ◽  
Support Students ◽  
Critical Reflections

This chapter shares an example of using a critical multicultural lens in teaching and learning to engage diversity and social justice in intercultural experiences. The author draws on the classroom experiences of the author and highlights instructor-learner perspectives. Emphasized is the use of the knowledge building classroom engaging pedagogy of discomfort, courageous dialogues, and critical reflections in a reiterative process to engage students in “critical knowing thyself” and “respectfully knowing others.” Students are encouraged to use a critical multicultural lens that centers power in societies together with supportive readings, documentary/films, and activities to examine the social construction of race (racism), gender (sexism), heteronormativity (homophobia), class (classism), and (dis)abilities (ableism) at the personal, interpersonal, institutional, and cultural levels. The conclusion highlights the need to engage self-criticality and the pedagogy of discomfort to examine the interlocking systems of oppression to support students' learning beyond just cataloging privileges.

Study Abroad in Graduate Adult Learning Curriculum

2016 ◽  
pp. 215-232
Author(s):  
Robin Rimmer Hurst
Keyword(s):  
Adult Learning ◽  
Study Abroad ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Graduate Program ◽  
Learning Program ◽  
Global Perspectives ◽  
Virginia Commonwealth University ◽  
Changing Demographics ◽  
Study Abroad Program

This chapter illustrates how study abroad experiences can become a key component of an adult learning program. Adult learning educators may face many challenges in the ever changing demographics of the workforce today. Whether a corporate trainer, healthcare professional, literacy and/or English as a Second Language instructor, most adult educators find the need to have a greater understanding of the global environment. Graduate students benefit from international experiences which transform learning by expanding students global perspectives. This chapter explores an inaugural study abroad program in the Adult Learning Graduate Program in the Department of Teaching and Learning at Virginia Commonwealth University. The chapter describes both the challenges and reflections of students and faculty while abroad. Malcolm Knowles' Andragogical framework is the foundation of this study abroad experience. Experiential Learning (Kolbe 1984) and Transformative Learning (Mezirow, 1999) are also explored through students' reflections on the study abroad experience.

Mathematical Approaches and Strategies

2016 ◽  
pp. 145-169
Author(s):  
Lorelei R. Coddington
Keyword(s):  
United States ◽  
Student Performance ◽  
Mathematics Teachers ◽  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
The United States ◽  
Inclusive Classroom ◽  
Learning Mathematics ◽  
Improve Student Performance ◽  
Support Students

Recent shifts in standards of instruction in the United States call for a balance between conceptual and procedural types of teaching and learning. With this shift, an emphasis has also been placed on ensuring teachers have the knowledge and tools to support students to improve student performance. Since many struggle in learning mathematics, teachers need practical ways to support students while also building their conceptual knowledge. Research has highlighted many promising approaches and strategies that can differentiate instruction and provide needed support. This chapter highlights various examples found in the research and explains how the approaches and strategies can be used to maximize student learning in the inclusive classroom.

scholarly journals A Roadmap to the Development of Key Competencies of Engineering and Technology Graduates

2019 ◽  
Vol 9 (5) ◽  
pp. 75
Author(s):  
Arwa Y. Aleryani ◽  
Abdullatif A. AlMunifi
Keyword(s):  
Learning Strategies ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Extensive Literature ◽  
College Administration ◽  
Engineering And Technology ◽  
Teaching And Learning Strategies ◽  
Key Competencies ◽  
The Subject ◽  
Support Students

The world of employment is impacted by major trends that are imposed by the on-going industrial advances. The changing labor market and the future of work calls for a paradigm shift in teaching and learning to equip graduates with compe-tencies they need for current and future jobs, and in particular, those of the engi-neering and technology programs. The purpose of this study is to discuss previ-ous work in the subject matter, to outline a set of teaching and learning strategies, and to create a roadmap for main players to work through to arm graduates with the intended competencies skills. To achieve this objective an extensive literature review was carried out to identify what teaching and learning strategies are cur-rently in-place, and what skills are anticipated. However, still, the education insti-tutions not been able to provide the workplace with competent graduates. A pro-posed set of intended competencies skills along with teaching and learning strate-gies for properly preparing future engineering and technology graduates was de-veloped; and a roadmap was built to show the roles of college administration, professors and students to ensure an effective way to support students gaining these skills. It is recommended that these sets of strategies including the facilita-tion of the roles of the main players to be incorporated in the educational pro-grams learning outcomes.

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