When classroom interactions have to go online: the move to specifications grading in a project-based design course

2020 ◽  
Vol 121 (7/8) ◽  
pp. 525-532 ◽  
Author(s):  
Rebecca Quintana ◽  
Chris Quintana
Keyword(s):  
Course Design ◽  
Learning Goals ◽  
Master's Level ◽  
Software Projects ◽  
Learner Motivation ◽  
Content Type ◽  
Pedagogical Design ◽  
Requirements Specifications ◽  
Design Software ◽  
Sudden Transition

Purpose The events surrounding the COVID-19 crisis had a profound effect on higher education, forcing students and instructors to face a sudden transition to wholly online learning contexts. This paper aims to examine how the design of a residential course was adapted to an online context and how this adaptation may prove beneficial to future iterations of the course. Design/methodology/approach This analysis centers on a master’s-level course in which students design software to support learning. One of the major changes to the course revolves around the transition from a traditional rubric-based grading scheme to a specifications grading system. This latter approach provides a series of binary (pass/fail) requirements (specifications) that students must meet to pass. Various forms of interactions were also altered during the transition; the authors investigate these in the paper. Findings This study found that the move to specifications grading helped students and the instructor to focus on the important work of meeting course learning goals. The approach also aligned well with authentic scenarios in which software projects are tested against certain specifications. Finally, this study concludes that thinking about specifications grading in the future can help us to develop more resilient pedagogical design approaches that respond to various forms of disruptions and changes. Originality/value The course design insights described in this paper illustrate alternative ways of instruction that can be especially useful during times of emergency, but which may also provide an added level of authenticity and learner motivation during times of stability.

A cybernetic analysis of a university‐wide curriculum innovation

2011 ◽  
Vol 28 (4) ◽  
pp. 258-274 ◽  
Author(s):  
Richard Millwood ◽  
Stephen Powell
Keyword(s):  
Action Research ◽  
Course Design ◽  
Work Practice ◽  
Access To Higher Education ◽  
Curriculum Innovation ◽  
Content Type ◽  
Pedagogical Design ◽  
Independent Unit ◽  
Curriculum Framework ◽  
Teaching Learning

PurposeThis paper seeks to describe and analyse an approach to course design as part of a strategic, technology‐inspired, cross‐university intervention to widen participation. A curriculum framework was developed for students who wished to make their work the focus of their study and could not readily access current university provision. A deliberate assumption was made that this would require a technologically inspired response to teaching, learning and assessment.Design/methodology/approachThe approach taken was one of action research, by planning the curriculum framework, validating a course, delivery and review through interviews. Cybernetics was applied post‐hoc to analyse the data generated.FindingsStaff found the framework a useful source of inspiration and critique for current practices, although established practice and preconceptions could render the framework meaningless. The ideas in the framework are not enough to change the institution – authoritative sanction may be needed. The cybernetic concepts of variety and its absorption proved useful in analysing the framework, and highlighted weaknesses in the design of the framework regarding the organisation of teaching.Research limitations/implicationsClarity about strategic purpose when making a change intervention is vital – in this instance raising the level of critical debate was more successful than recruitment. The establishment of an independent unit may be a more successful strategy than embedding university‐wide. Further work is required to understand how to market novel approaches. The action research shows that the university has the capability to develop curriculum designs that offer new groups of students access to higher education while improving their work practice.Originality/valueThe findings from interview confirm the value that peers attach to this development. Although the pedagogical design in this action research is based on previous work, the cybernetic analysis and conclusions are new.

Course, Syllabus, and Lesson Design

2020 ◽  
pp. 26-41
Author(s):  
Robert DiYanni ◽  
Anton Borst ◽  
Robert DiYanni ◽  
Anton Borst
Keyword(s):  
Course Design ◽  
Learning Goals ◽  
Lesson Design ◽  
Teaching Materials ◽  
Design Elements ◽  
Pedagogical Design ◽  
Pedagogical Goals ◽  
Course Syllabus

This chapter discusses course design. Teachers are required to design courses, syllabi, and lessons; activities, assignments, and assessments. This also includes a variety of teaching materials, from handouts to websites. Ultimately teachers are responsible for designing the kinds of experiences students will have in the classrooms. The chapter thus considers the primary pedagogical design responsibilities: courses, syllabi, units, and lessons; activities, assignments, experiences, and assessments. These design elements encapsulate the teacher's purpose in the classroom and reflects their pedagogical goals and how they might best be achieved. The key is to align them coherently with one another and with course learning goals.

scholarly journals Enhancing students’ global competence through international business study missions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mark Chong ◽  
Benjamin Kok Siew Gan ◽  
Thomas Menkhoff
Keyword(s):  
Deep Learning ◽  
Case Studies ◽  
International Business ◽  
Course Design ◽  
Learning Goals ◽  
Global Competence ◽  
International Business Study ◽  
Global Competencies ◽  
Content Type ◽  
Business Study

Purpose This paper aims to share how an Asian university enhanced students’ global competence through international business study missions (BSMs). More specifically, it focuses on how the design of these BSMs enabled “deep” learning beyond industry tourism and how 21st-century competencies such as “global competence” can be acquired through participation in short-term, faculty-led study missions. Design/methodology/approach Using the case study approach, it critically analyzes the learning goals and objectives, design decisions, implementation details and learning outcomes underlying three BSMs led by three instructors from the same university to the USA (New York), Germany (Berlin and Stuttgart) and South Korea (Seoul). Findings The study shows that students gained global competencies related to specific fields of study such as the creative industries, urban sustainability and entrepreneurship. It shows how design choices such as destination, range of organizations, length of individual visits, range of pedagogical techniques, intensity of preparation and quality of management contribute to students’ acquisition of global competencies. Research limitations/implications This research presents a subset of case studies that may limit the generalization of the findings; the bias that results from an unrepresentative, opportunistic sample (selection bias); and lack of quantitative causality in a qualitative evaluation. Practical implications The course design described here provides practical information for designing study abroad “deep” learning goals, objectives and outcomes focusing on global competence. Originality/value The detailed case studies of three instructors from different disciplines to achieve the country’s education vision of globally competent students.

Process conflict management among Indian software employees

2015 ◽  
Vol 7 (2) ◽  
pp. 140-160
Author(s):  
Swati Alok ◽  
Jayasree Raveendran ◽  
Anil Kumar Jha
Keyword(s):  
Structural Equation ◽  
Role Model ◽  
Software Projects ◽  
Content Type ◽  
Software Companies ◽  
Conflict Situations ◽  
Tpb Model ◽  
Structural Assurance ◽  
Conflict Handling ◽  
Process Conflict

Purpose – The purpose of this paper is to test the possible influence of the Ajzen’s theory of planned behaviour (TPB) in predicting conflict-handling intentions during process conflict episodes. Conflict situations are often to be managed with limited time in software projects. With this cue, the study is conducted in the context of software companies in India. Design/methodology/approach – Five variables of the TPB comprising attitude, injunctive subjective norms, descriptive subjective norm, conflict efficacy (CE) and structural assurance (SA) have been studied in relation to the two standard conflict-handling intentions: integrating and dominating approach. By developing vignettes on process conflict, salient beliefs towards process conflicts were elicited among software employees in India. A questionnaire using Ajzen’s guidelines was administered. Structural equation modelling for 150 responses is used for testing path suitability and significance. Findings – Employees with positive attitude towards conflict, high CE and high SA intend to integrate during process conflict. Employees with low efficacy and who are influenced by the action of their role model intend to dominate during process conflict. Research limitations/implications – The study is contextualized to Indian software employees. Findings should not be generalized until replicated in samples from other settings. Practical implications – This study will help practitioners in understanding the various elements that play role in a process conflict and also help in developing appropriate interventions in managing conflicts. This can be done by identifying and resolving issues related to unfavourable attitude and behavioural norms towards process conflicts. Originality/value – This study is the first to examine the efficacy of the TPB model in predicting multiple conflict-handling intentions among Indian software companies.

The case of motivprints: balancing entrepreneurial instinct with managerial approach

2020 ◽  
Vol 10 (2) ◽  
pp. 1-16
Author(s):  
Kedar Bhatt ◽  
Abhinava S. Singh
Keyword(s):  
Growth Stage ◽  
New Ventures ◽  
Development Program ◽  
Master's Level ◽  
Executive Development ◽  
Content Type ◽  
Academic Level ◽  
Permanent Staff ◽  
Entrepreneurial Activities ◽  
Made In

Learning outcomes After studying this case, the students/participants would be able to: discuss important personality traits of an entrepreneur; understand specific challenges faced by a venture as it moves toward higher growth stage; discuss the importance of strategic planning and managerial style as the ventures move from establishment stage to growth stage. Case overview/synopsis The case is about MotivPrints, a two years old venture, offering custom designing and commercial printing to businesses in Gujarat, India. MotivPrints was established by Himanshu Dhadnekar in 2016 and had 85 SME clients and 35 vendors by 2019. Himanshu, a young entrepreneur had been involved in entrepreneurial activities since his school days and was also involved in a couple of business ventures during his MBA. However, he had been flip-flopping as an employee and entrepreneur, as then. At MotivPrints, he handled key responsibilities of developing client networks, generating business, marketing and managing relationship with vendors. With limited support of a team of freelancer associates, no permanent staff for assistance and lack of funds made it imperative for Himanshu to plan for scaling up his venture for survival and growth. Could he envision MotivPrints as a larger entity? If yes, what changes, mandated by growth, were needed to be made in both – the entrepreneur and the organization? Complexity academic level The case can be discussed in the class of entrepreneurship at the master’s level. It can also be used in the entrepreneurship specialization course in the second year of post-graduation. The case can be also be used for young entrepreneurs in an executive development program focusing on new ventures. Supplementary materials Teaching notes are available for educators only. Subject code CSS: 3 Entrepreneurship.

Building maps: GIS and student engagement

2018 ◽  
Vol 35 (4) ◽  
pp. 9-12
Author(s):  
Emily McGinn ◽  
Meagan Duever
Keyword(s):  
Student Engagement ◽  
Digital Humanities ◽  
Design Methodology ◽  
Course Design ◽  
Project Planning ◽  
Central Concept ◽  
Content Type ◽  
Innovative Research ◽  
Research Questions ◽  
Tools And Methods

Purpose This paper aims to detail the use of ESRs ArcMap in the undergraduate history classroom, as an example of pedagogical inquiry and as a method for integrating digital humanities (DH) tools and methods directly into humanities research and pedagogy. Design/methodology/approach This class is an example of pedagogical inquiry and a method for integrating DH tools and methods directly into humanities research and pedagogy. Findings With this approach, students see the immediate application of DH to traditional humanities objects of study and aid these in the pursuit of innovative research questions and methods. Originality/value The use of DH in traditional humanities classrooms as a central concept with experts from the libraries integrated into course design and project planning is unique and is a model that could be implemented at other institutions.

Environmental service-learning approach in higher education – a descriptive case study on student-led life cycle assessments of university cafeteria meals

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jonas Johannisson ◽  
Michael Hiete
Keyword(s):  
Higher Education ◽  
Life Cycle ◽  
Service Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Learning Approach ◽  
Graduate Course ◽  
Content Type ◽  
Descriptive Case Study

Purpose This study aims to share experiences of an easy to adapt service-learning approach in a graduate course on life cycle assessment (LCA). Specifically, it reports on how students helped the university’s cafeteria to assess meals by conducting an LCA for 25 meals and identifying environmental hotspots. Design/methodology/approach A descriptive case study of a graduate course at Ulm University is presented. The course included lectures and problem-based exercises, both theoretical and software assisted. A course evaluation was conducted during the course and one year after completion to poll improvement potentials, as well as its impacts on students’ everyday life. Findings It was found that although it was the first LCA for all students, the resulting LCA information of 25 different meals were homogeneous, comparable to the scientific literature and beneficial to the cafeteria’s sustainable development strategy. The concept of service-learning had a higher impact on students’ motivation than a good grade and active-learning is explicitly requested by students. The course design sensitized students to the real-life problems of LCA and made their consumption patterns more elaborate and ecological. Furthermore, this digitization of higher education could be carried out with only minor changes in the present COVID-19 pandemic situation. Originality/value As the subject of service-learning in natural sciences is still expandable, this study presents an easy to adapt case study on how to integrate such an approach into university curricula dominated by traditional learning. To the best of the authors’ knowledge, this case study presents the first published LCA university course explicitly describing and evaluating a service-learning approach. The topic touches the everyday lives of students, allows comparisons between different student groups, is easily scalable to different group sizes and credits, and supports learning both how to study in small groups and cooperation between groups to ensure comparability of LCA results.

Competency-oriented education for sustainable development

2018 ◽  
Vol 19 (7) ◽  
pp. 1299-1316 ◽  
Author(s):  
Mandy Singer-Brodowski ◽  
Katrin Grossmann ◽  
Stephan Bartke ◽  
Sandra Huning ◽  
Theresa Weinsziehr ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Learning Goals ◽  
Comparative Case Study ◽  
Positive Development ◽  
Energy Poverty ◽  
Content Type ◽  
Study Approach ◽  
General Didactics ◽  
Key Competencies

Purpose Energy poverty can be seen as a relatively new, but typical sustainability problem in which various dimensions (ecology, society and economy) are interlinked and in part conflict with each other. Moreover, the variety of involved stakeholders (planners, tenants, housing companies, private landlords, energy consultants, etc.) represents conflicting aims for solving this problem. This paper aims to present a systematic linkage between higher education for sustainable development (HESD) and education about energy poverty yet. Design/methodology/approach A qualitative comparative case study approach with a similar didactic approach is used. Findings Based on the literature about HESD and an overall model in general didactics, ten criteria were identified and used for an overall reflection about similar courses dealing with the topic of energy poverty. The criteria covered the learning goals, the didactical approaches and the institutional support in the forms of organisation in the courses. Research limitations/implications There was no competency measurement of the students in the described courses. Practical implications There was no evaluation of the development of students’ key competencies for sustainability. However, the reflections of students and teachers revealed a positive development regarding the students’ learning process, especially because they worked on a real-world sustainability problem: energy poverty. Originality/value This contribution describes how university courses on energy poverty were designed and implemented at five German universities. Against the background of general criteria for HESD, it reflects on the experiences that the use of this concept evoked. Through a comparison of the five courses against these criteria, the paper outlines strengths and weaknesses of the approach and closes with recommendations and requirements for designing further courses.

Enabling lifelong learning: the key to agility at ThoughtWorks India

2017 ◽  
Vol 25 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Atul Arun Pathak
Keyword(s):  
Software Development ◽  
Cutting Edge ◽  
Organizational Level ◽  
Learning Goals ◽  
Social Implications ◽  
Development Projects ◽  
Application Development ◽  
Learning And Development ◽  
Content Type ◽  
Continual Learning

Purpose The paper aims to describe the innovative learning culture, practices and processes at ThoughtWorks India (TWI), a software application development company in India. These practices support continual learning and development at the level of employees, project teams and the entire organization. Design/methodology/approach The paper draws upon the unique case of TWI. It describes the need for continual learning at TWI. It then describes how the organization has promoted a culture of continual learning on an individual, team and organizational level. It explains how the learning practices and processes aligns to the project level and organizational goals. Findings Because of the complex and difficult nature of software development projects that TWI takes up regularly, it needs its employees to be at the cutting edge of technological skills and know-how. If this was to be attempted through formal training programs, it would turn out to be extremely expensive and inefficient way of learning for TWI. Instead, TWI relies on on-the-job-learning. It does so through a variety of innovative work practices that are described in the paper. It also achieves its learning goals through a culture that supports continual learning and development of employees. Practical implications The learning related practices, processes and mechanisms used at TWI can be emulated by companies in the software development industry. This will ensure that employees learn and develop their skill-sets all the time and remain at the cutting edge of technological developments. This will help organizations pitch for and successfully deliver difficult and complex software development projects that add very high value to their clients. Social implications The social implications of the approach followed by TWI are positive. Employees are motivated to improve themselves every day. They understand the need for doing so. Also, they appreciate the fact that TWI supports continual learning and development. Knowledge sharing among employees is encouraged through the practices followed almost daily in projects. Originality/value The paper considers a unique set of learning and development practices, processes and mechanisms in TWI, a software development company in India.

A comparison among approaches for recommending learning objects through collaborative filtering algorithms

2017 ◽  
Vol 51 (1) ◽  
pp. 35-51
Author(s):  
Henrique Lemos dos Santos ◽  
Cristian Cechinel ◽  
Ricardo Matsumura Araújo
Keyword(s):  
Collaborative Filtering ◽  
Learning Objects ◽  
Learning Goals ◽  
Average Error ◽  
Neighborhood Size ◽  
Relevant Parameter ◽  
Prediction Errors ◽  
Content Type ◽  
User Coverage ◽  
The Impact

Purpose The purpose of this paper is to present the results of a comparison among three different approaches for recommending learning objects (LO) inside a repository. The comparison focuses not only on prediction errors but also on the coverage of each tested configuration. Design/methodology/approach The authors compared the offline evaluation by using pure collaborative filtering (CF) algorithms with two other different combinations of pre-processed data. The first approach for pre-processing data consisted of clustering users according to their disciplines resemblance, while the second approach consisted of clustering LO according to their textual similarity regarding title and description. The three methods were compared with respect to the mean average error between predicted values and real values. Moreover, we evaluated the impact of the number of clusters and neighborhood size on the user-coverage. Findings Clustering LO has improved the prediction error measure with a small loss on user-coverage when compared to the pure CF approach. On the other hand, the approach of clustering users failed in both the error and in user-space coverage. It also became clear that the neighborhood size is the most relevant parameter to determine how large the coverage will be. Research limitations The methods proposed here were not yet evaluated in a real-world scenario, with real users opinions about the recommendations and their respective learning goals. Future work is still required to evaluate users opinions. Originality/value This research provides evidence toward new recommendation methods directed toward LO repositories.

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