Teaching and Learning in Higher Education: The Context of Being, Interculturality and New Knowledge Systems

2021 ◽  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Knowledge Systems ◽  
New Knowledge

New Knowledge - New Learning?

2013 ◽  
pp. 530-539
Author(s):  
Maria Slowey ◽  
Ekaterina Kozina
Keyword(s):  
Higher Education ◽  
Curriculum Reform ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Bologna Process ◽  
Postgraduate Education ◽  
Learning Technology ◽  
New Learning ◽  
New Knowledge ◽  
The Bologna Process

The landscape of university undergraduate and postgraduate education in Ireland has undergone a significant change within the broader context of the Bologna Process in Europe. In recent years, a range of national steering initiatives have sought to promote curriculum reform, enhancement of teaching and learning, use of new learning technology, new forms of student support, and professional development of academic staff. The aim of this chapter is to analyse both underlying challenges and some significant achievements. The latter include examples of collaborative initiatives between academics and centres for academic practice and student learning in universities and joint projects across an alliance involving eight institutions of higher education. The authors also talk about the drivers of curriculum reform in higher education and illustrate how these are translated in practice through the introduction of a major curriculum reform initiative, the Academic Framework for Innovation (AFI) in one university.

Integration of Web-Based Learning into Higher Education Institutions in Uganda

2018 ◽  
Vol 13 (3) ◽  
pp. 33-50
Author(s):  
Baguma Asuman ◽  
Md. Shahadat Hossain Khan ◽  
Che Kum Clement
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Contexts ◽  
New Knowledge ◽  
Quantitative And Qualitative Methods ◽  
Analyze Data

This article reports on the barriers encountered by teachers and the possible solutions to the integration of web-based learning (WBL) into higher educational institutions in Uganda. A total of 50 teachers in the departments of ICT, management, and social sciences from five different universities were purposively selected. A self-designed questionnaire was adapted to collect participants responses. Both quantitative and qualitative methods were used to analyze data. The findings indicate that teachers had a positive attitude to incorporate WBL into teaching and learning process, but they encountered some difficulties which were identified as slow internet speeds, insufficient web-based tools, lack of technical support, etc. It further identified possible enablers to overcome these difficulties and provides empirical evidence of incorporating new knowledge in the existing literature. It also provides recommendations in terms of overcoming difficulties to enhance and incorporate WBL in teaching and learning contexts of higher education in Uganda particularly and developing countries in general

Teacher-Designers

2011 ◽  
pp. 1-17 ◽  
Author(s):  
Patricia L. Rogers
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Design Process ◽  
Teaching And Learning ◽  
New Knowledge ◽  
Design For Learning ◽  
Design Activities ◽  
Successful Design ◽  
Instructional Design Practices ◽  
Systematic Thinking

If you are a practicing teacher at any level—primary, secondary, or higher education—you already know quite a lot about designing instruction. Your work, prior to teaching a course, includes finding out what your students already know when they walk into the first day of class and determining what knowledge you hope they will gain by the end of the course. You design activities that enhance their new knowledge and allow them to practice with it. You plan tests that help the students demonstrate their newfound understanding. Every time you teach the course, and even at some points during the course, you make changes based on “how things are going” and later on you think about “what happened” throughout the course. The next time you teach the course, it is (hopefully!) much improved. That is, in essence, exactly what instructional design is all about. But instructional design practices proceed from a more formal and systematic way of thinking about the teaching and learning process. Such systematic thinking helps designers focus on each component of the design process that ensures a successful design for learning.

scholarly journals The influence of rurality and its indigenous knowledge on teaching methods in higher education – lessons from Ukulange Mbusa of the Bemba people of Zambia

2020 ◽  
Vol 4 (2) ◽  
pp. 197
Author(s):  
Dennis Banda ◽  
Mulenga Kapwepwe
Keyword(s):  
Higher Education ◽  
Indigenous Knowledge ◽  
Teaching Methods ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Social Deprivation ◽  
Higher Learning ◽  
Knowledge Systems ◽  
Creative Commons ◽  
Learning Institutions

This study was on the influence of rurality and its Indigenous Knowledge Systems (IKS) with reference to the Ukulange Mbusa (UM) ceremony of the Bemba people of the Northern Zambia. Rurality is a demographic and a social category and implies distance from urban centres, sparse population, lack of amenities, infrastructure and sometimes social deprivation. A lot of forms of indigenous knowledge are imparted on learners from rural areas before they join universities and meet other knowledge systems. The study tried to establish if some learning and teaching approaches, methods and techniques used in such traditional ceremonies and settings could influence the teaching and learning in higher learning institutions. Interviews, Focus Group Discussions (FGD), and documents analysis were used to collect data. The sample was drawn from traditional chiefs, women counsellors (alangizi) and university students initiated in the Ukulange Mbusa ceremony. Findings of the study are that the positive influences of rurality and their forms of indigenous knowledge are often minimised, misunderstood, ignored, viewed as backward, local, native, and therefore not suitable for use in higher learning institutions. However, this study argues that progressive indigenous forms of knowledge must be hybridized with the university ones, save negative ones such as those fuelling early marriages.   Keywords: Indigenous knowledge, Rurality, Folklore, Culture, ZambiaHow to cite this article:Banda, D. & Kapwepwe, M. 2020. The influence of rurality and its indigenous knowledge on teaching methods in higher education – lessons from Ukulange Mbusa of the Bemba people of Zambia. Scholarship of Teaching and Learning in the South. 4(2): 197-217. https://doi.org/10.36615/sotls.v4i2.148.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Decolonising higher education: creating space for Southern knowledge systems

2020 ◽  
Vol 4 (1) ◽  
pp. 4 ◽  
Author(s):  
Catherine Manathunga
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Knowledge Systems ◽  
Academic Disciplines ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Indigenous Knowledge Systems ◽  
Teaching Learning ◽  
Deep Listening

The complexity and scale of the globe’s current environmental and social problems requires genuine dialogue between all the world’s diverse knowledge systems. At present, despite decades of postcolonial, Indigenous and feminist research, higher education remains dominated by Northern, scientific knowledge. Northern knowledge continues to claim universality across time and space in many academic disciplines and continues to ignore calls for what de Sousa Santos calls ‘epistemic justice’. If we are to generate genuinely democratic approaches to knowledge production in higher education, a great deal of work needs to be done to decolonise teaching, learning and research in higher education. Decolonising higher education involves creating space for Southern knowledge systems. In this paper, I draw upon postcolonial/decolonial theories and historical transcultural understandings of deep, slow, ancient time to make a case for the importance of creating space for Southern, transcultural and Indigenous knowledge systems. I illustrate that decolonisation requires both quiet and gentle reflection as well as deep listening and courageous radical action. Finally, I highlight instances of what de Sousa Santos terms the sociology of emergences, within doctoral education from the global South.Key words:decoloniing higher educaiton, sociologies of emergence, global South, epistomologies of the South, Southern theoryHow to cite this article:Manathunga, C. 2020. Decolonising higher education: creating space for Southern knowledge systems. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 4-25. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=138This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

The chartered accountant profession in South Africa: In dire need of decoloniality and ubuntu principles

2020 ◽  
Vol 15 (2) ◽  
pp. 221-238 ◽  
Author(s):  
Judith Terblanche ◽  
Yusef Waghid
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Significant Role ◽  
Human Dignity ◽  
Teaching And Learning ◽  
Knowledge Systems ◽  
Social Awareness ◽  
Learning Approaches ◽  
Leadership Positions

The chartered accountant (CA) profession plays a significant role in the South African business society, as individual members often fulfil leadership positions. Consequently, whether CAs are cultivated into being responsible and socially just leaders whilst they are at higher education institutions (HEIs) in South Africa is an important aspect to consider. Decoloniality and ubuntu principles, those associated with restoring human dignity through recognition, contribute to the fostering of the appropriate conditions for human engagement that could result in a social awareness. So far, the CA profession has largely ignored the call for decoloniality, and we argue for a certain response by the profession that will result in meaningful transformation of the profession, the fostering of relationships, and a socially just consciousness. In particular, such a response has to do with openness towards other knowledge systems, a willingness to deliberate and the adoption of deliberative teaching and learning approaches.

scholarly journals Design and Learning in Higher Education: A Perspective from Finland

2017 ◽  
pp. 56-62
Author(s):  
Teemu Leinonen
Keyword(s):  
Higher Education ◽  
Social Structure ◽  
Teaching And Learning ◽  
Design Thinking ◽  
Knowledge Building ◽  
New Knowledge ◽  
The World

Meaningful design and valuable learning are processes with many similarities. In both, change is central. Design attempts to change the world around us. Learning changes us. In the article I explore the role and purpose of a university as community tackling humanity’s greatest challenges. I claim that the task requires design thinking. Approaching the world with design thinking should not be left for designer and engineers only. It should be central throughout the entire university. If taken seriously this means that we will rethink and redesign our ways of teaching and learning. If we aim to educate change makers, learning in a university should be knowledge building. I conclude by emphasis how in a university we should pay a lot of attention to have processes, practice and social structure that encourage innovation and creation of new knowledge.

scholarly journals Scholarly Activities in Hospitality and Tourism Higher Education among Private Higher Institutions in Australia

2013 ◽  
Vol 3 (2) ◽  
pp. 53
Author(s):  
Edmund Goh
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Degree Programs ◽  
Research Publications ◽  
Traditional Research ◽  
Key Points ◽  
New Knowledge ◽  
Tourism And Hospitality ◽  
Higher Institutions

The purpose of this paper is to explore the notion of scholarship and develop research and scholarship strategies among Private Higher Institutions delivering Tourism and Hospitality degree programs in Australia. In doing so, this paper confronts the traditional view of research publications as the only form of scholarship by traditional universities. This paper argues that the purpose of scholarship should be focused towards improving a teacher’s teaching and learning process. These new knowledge need not be limited through peer reviewed journals only, but can be achieved through less formal means of communication such as fieldtrips to industry and attending conferences. This paper utilizes the six Scholarship key points as defined on P. 19 of the National Protocols for Higher Education Approval Processes in Australia by MCEETYA  to investigate methods to capture scholarship beyond traditional research publications. <br />

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

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