scholarly journals Curriculum creation: Reflection as a tool for enhancement

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Cameron J. Harris ◽  
Jackie D. Brown
Keyword(s):  
Curriculum Design ◽  
Course Design ◽  
Pedagogical Practice ◽  
Professional Skills ◽  
University Environment ◽  
Curriculum Creation ◽  
Course Outcomes ◽  
Past Experiences ◽  
The University ◽  
Required Courses

Reflection plays an important role in the development of new courses and curriculum. Professional skills development is the focus of two newly developed and required courses, one of which uses reflection as a primary pedagogical practice. These foundational courses are scaffolded by design. The scope of this presentation will be on the first of these two courses, designed for students entering the university environment and serving as early exposure to the field.  Presenters will share the role that reflection played, and continues to play, in the development of these courses. One assignment, a product of this reflection, will serve as a focus of this presentation. It was developed to challenge students to consider past experiences and how they might apply to the development of their professional skills, both now and in the future. Peer review and feedback sessions serve as another instructional tool to facilitate this critical thinking process.The first focus of this presentation will be on continual instructor reflection on course and curriculum design as a method for enhancing the pedagogical approach, instruction, and assignments, and it will continue to play a role in the assessment of course outcomes. The second focus will be on the role that critical reflection plays as a pedagogical practice in course design and classroom instruction. Session attendees will be asked to reflect on their pedagogical practice and the role reflection has played in their approach to classroom learning.

Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria

2006 ◽  
Vol 35 ◽  
pp. 1-10 ◽  
Author(s):  
Sandra Kippen ◽  
Bernadette Ward ◽  
Lyn Warren
Keyword(s):  
Rural Communities ◽  
Tertiary Education ◽  
Community Support ◽  
Indigenous Communities ◽  
Well Being ◽  
University Environment ◽  
Key Issues ◽  
Past Experiences ◽  
Participation In Higher Education ◽  
The University

AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.

scholarly journals Estudio correlacional entre la modalidad de educación pública o privada y el estilo de aprendizaje

2015 ◽  
Vol 6 (1) ◽  
pp. 69
Author(s):  
Gerson Adriano Rincón-Álvarez ◽  
Daniel Villamizar-Jaimes ◽  
Carlos Antonio Pabón-Galán
Keyword(s):  
Learning Styles ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Public And Private ◽  
University Environment ◽  
Arts And Humanities ◽  
Study Population ◽  
The Difference ◽  
Faculty Of Education ◽  
The University

ResumenSiempre ha existido una gran discusión sobre, la diferencia entre la educación pública y privada, referente a muchos tópicos de enseñanza aprendizaje como: la metodología, la filosofía, la preparación de los estudiantes, y en lo referente a este artículo, las diferentes estrategias que emplean los estudiantes para adquirir y fortalecer sus aprendizaje. La identificación de los estilos de aprendizaje y el cómo se desenvuelve el estudiante en el medio universitario es de gran importancia para la adecuación de las prácticaspedagógicas del docente y la construcción de los micro-currículos de las asignaturas, que conforman el pensum académico del programa. Con el fin de generar un mejor ambiente de aprendizaje, esta investigación identifica los estilos de aprendizaje de los estudiantes del programa académico de Licenciatura en Matemáticas de la Facultad de Educación, Artes y Humanidades de la UFPS, enmarcado en la teoría del modelo de Kold. Se concluye que el estilo predominantes en la población objeto de estudio fue el reflexivo  seguido del pragmático y por último el activo y el teórico respectivamente. Se finaliza con la aplicación de las pruebas de independencia y correlación de Spearman, hallando alta relación entre los estilos reflexivo y pragmático dentro del modelo de Kold, pero ninguna relación entre el estrato social y los estilos de aprendizaje.Palabras claves: estilos de aprendizaje, modelo, pensum, micro-currículo, Practica PedagógicaAbstractThere has always been a big discussion about the difference between public and private education regarding many topics of learning as the methodology, philosophy, preparing students, and in relation to this article, the different strategies employ students to acquire and strengthen their learning. The identification of learning styles and how the student develops in the university environment is of great importance to the adequacy of the pedagogical practices of teachers and the construction of micro-curriculum subjects that make up the academic curriculum of the program. In order to create a better learning environment, this research identifies learning styles of students of the academic Bachelor of Mathematics, Faculty of Education, Arts and Humanities UFPS, framed in the theory of model Kold. We conclude that the predominant style in the study population was followed by the pragmatic and thoughtful finally assets and theoretical respectively. It ends with the application of the tests of independence and correlation of Spearman, finding high relationship between pragmatic and thoughtful styles within the model Kold, but no relationship between social class and learning styles.Keywords: learning styles, model, curriculum, micro-curriculum Pedagogical Practice

scholarly journals Applying STEEPLE to course and curriculum design

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Peter Colin Kelly
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Design Theory ◽  
Course Design ◽  
Strategic Decision ◽  
Professional Experience ◽  
Course Development ◽  
Learning Design ◽  
Graduate Certificate ◽  
The University

When it comes to course design in Higher Education, everything from learning theory and learning design theory to needs analysis and potential markets should shape our thinking. A group based course design task on the Post Graduate Certificate in Higher Education (PGCert. HE) at the University of Greenwich (UoG) provided the context within which my colleagues and I were able to bring a key aspect of our professional experience and expertise to course development. Ourbusiness background and an interest in strategic modelling in business led us to adopt the ‘STEEPLE’ model, which is an extension of the ‘PEST’ and ‘PESTLE’ models that preceded it and which is used in strategic decision making in business worldwide.

scholarly journals Learning (About) Outcomes: How the Focus on Assessment Can Help Overall Course Design

2011 ◽  
Vol 41 (2) ◽  
pp. 44-61
Author(s):  
Richard S. Ascough
Keyword(s):  
Learning Outcomes ◽  
Teaching Effectiveness ◽  
Course Design ◽  
Program Assessment ◽  
University System ◽  
Post Secondary ◽  
Case Writing ◽  
Course Outcomes ◽  
Key Aspects ◽  
The University

The demand for quantitative assessment by external agencies and internal administrators can leave post-secondary instructors confused about the nature and purpose of “learning outcomes” and fearful that the demand is simply part of the increasing corporatization of the university system. This need not be the case. Writing learning outcomes has a number of benefits for course design that go beyond program assessment. This article clarifies some key aspects of the push towards using “learning outcomes,” and introduces a tripartite nomenclature for distinguishing between course “outcomes,” “outputs,” and “objectives.” It then outlines a process for instructors to use these three categories to develop and design courses that meet institutional assessment demands while also improving overall teaching effectiveness.  

SOCIAL PROJECT AS A PLATFORM FOR THE IMPLEMENTATION OF PROFESSIONAL SKILLS OF FUTURE INFORMATICS TEACHERS

2019 ◽  
pp. 16-22
Author(s):  
E. V. Klimenko ◽  
N. S. Buslova
Keyword(s):  
Large Scale ◽  
Modern Society ◽  
Professional Competencies ◽  
Future Teachers ◽  
Professional Skills ◽  
Knowledge And Skills ◽  
Theoretical Reasoning ◽  
Social Project ◽  
The University

The article is devoted to the consideration of ways to solve one of the actual problems in theory and methodology of training and upbringing — the problem of developing professional skills of future informatics teacher. As a way to adapt students to the profession, the possibility of their involvement in social designing was chosen. Participation in social projects contributes to the approbation and introduction of new forms and methods in teaching informatics. Expanding the experience of future teachers in carrying out large-scale events contributes to the formation of a socially adapted personality competitive in modern society. The potential of a social project in consolidating the knowledge and skills obtained during the theoretical training at the university is indicated. In the article, theoretical reasoning is accompanied by examples of real social projects and activities aimed at the formation of professional competencies of future informatics teachers.

PROFESSORS' PERCEPTION OF SCIENTIFIC ACTIVITY IN THE FACULTY OF MEDICAL SCIENCES OF THE UNIVERSITY OF GUAYAQUIL

2020 ◽  
Vol 8 (10) ◽  
pp. 70-76
Author(s):  
Jorge Daher Nader ◽  
Amelia Patricia Panunzio ◽  
Marlene Hernández Navarro
Keyword(s):  
Scientific Research ◽  
Scientific Activity ◽  
Medical Sciences ◽  
Research Activity ◽  
University Environment ◽  
Empirical Level ◽  
Teachers And Students ◽  
Scientific Nature ◽  
The University

Research is considered a function aimed at obtaining new knowledge and its application for the solution to problems or questions of a scientific nature, The universities framed in the fulfillment of their social function have a complex task given by training a competent professional who assumes research as part of their training and who learns to ask questions that they are able to solve through scientific research.  Scientific research is an indicator of the quality of processes in the university environment, so it must be increased by virtue of the results of the work carried out by research teachers and students the objective of this work is to know the perception of the teachers of the Faculty of Medical Sciences of the University of Guayaquil about the scientific activity. Objective: to know the perception of the teachers of the Faculty of Medical Sciences of the University of Guayaquil about the scientific activity. Methods: theoretical and empirical level were used, a questionnaire with closed questions aimed at knowing the opinions on the research activity in this institution was applied. Result: that of the sample analyzed 309 (39.3%) said they agreed with the training for the writing of scientific articles. 38.6% said they agree with the training on research projects. Conclusion: that teacher’s research should be enhanced to ensure the formation and development of research skills in students.

Technologies of Democracy: Participation and Access in the University Environment

2013 ◽  
Author(s):  
Stephanie Hall ◽  
Naida Caidi
Keyword(s):  
Digital Divide ◽  
Internet Use ◽  
Access To Information ◽  
Canadian Government ◽  
University Environment ◽  
Per Capita ◽  
Statistics Canada ◽  
The University ◽  
Physical Access

Although Canada globally ranks among the top ten countries for per capita Internet use (ITU, 2001; Statistics Canada, 2002), roughly one half of the population is till not online. The Canadian government has supported numerous initiatives aimed at bridging the 'digital divide' between technological haves and have-nots, recognizing, at the same time, that simple physical access to information. . .

Cooperative learning: a methodological answer to instructional design based on competences in the university environment

2010 ◽  
Vol 3 (3) ◽  
pp. 202 ◽  
Author(s):  
Rosa Maria Pons Parra ◽  
Jose Manuel Serrano Gonzalez Tejero ◽  
Clotilde Lomeli Agruel ◽  
Victor Manuel Alcantar Enriquez ◽  
Dolores Graciela Cordero Arroyo ◽  
...  
Keyword(s):  
Instructional Design ◽  
Cooperative Learning ◽  
University Environment ◽  
The University

Using Multimedia for Instructor Presence in Purposeful Pedagogy-Driven Online Technical Writing Courses

2020 ◽  
Vol 51 (1) ◽  
pp. 31-52
Author(s):  
Heidi S. Harris ◽  
Michael Greer
Keyword(s):  
Course Design ◽  
Technical Writing ◽  
Instructional Materials ◽  
Engaged Learning ◽  
Writing Courses ◽  
Course Materials ◽  
Instructor Presence ◽  
Course Outcomes ◽  
Writing Instructors ◽  
Student Projects

Teaching and composing with multimedia humanizes online technical writing and communication classes. However, students do not always see the connection between multimedia instructional materials, multimedia assignments, and the course learning outcomes. Purposeful pedagogy-driven course design uses multimedia instructional materials to connect assignments, course materials, and assessments with course outcomes. Technical writing instructors can integrate synchronous and asynchronous multimedia elements to address not only the what and why of online technical writing instruction but also the how of multimedia instructional materials. Example multimedia instructional materials and student projects discussed in the article can increase student retention and promote engaged learning.

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