scholarly journals Complexity and simplicity during COVID-19: reflections on moving pre-sessional programmes online at pace

2021 ◽  
pp. 79-87
Author(s):  
Kate Borthwick
Keyword(s):  
Small Group ◽  
Teaching Experience ◽  
Lessons Learned ◽  
Learning Design ◽  
Small Group Teaching ◽  
The University ◽  
Online Group

This article describes how a complex and large Pre-Sessional (PS) programme at the University of Southampton (UoS) moved online at pace during the COVID-19 pandemic. It outlines the scale of the challenge and the ideas that informed our approach. It gives an overview of the technical and learning design used to deliver the programme, and makes observations on how this was achieved using Blackboard, MS Teams, and Padlet. It indicates how a mix of whole-cohort content and smaller, online group spaces within one site were used to recreate a personalised, small-group teaching experience. It closes with some comments on lessons learned from the experience.

scholarly journals Large-scale Laboratory Teaching for 1st Year EEE Undergraduates

2017 ◽  
Vol 54 (2) ◽  
pp. 164-177 ◽  
Author(s):  
Mark Judge
Keyword(s):  
Small Group ◽  
Large Scale ◽  
Lessons Learned ◽  
First Year ◽  
New Faculty ◽  
New Approach ◽  
Undergraduate Laboratory ◽  
Laboratory Teaching ◽  
Teaching Paradigm ◽  
The University

This paper details lessons learned from the implementation of a new approach to first year Electronic and Electrical Engineering (EEE) undergraduate laboratory teaching at the University of Sheffield (UoS), UK. Having moved from traditional small group laboratory teaching to much larger group teaching, a number of issues have been identified. With the construction of a new faculty-wide engineering building came a new undergraduate practical teaching paradigm1. This paper discusses the author’s experience of implementing the model within the EEE laboratory. Details of the laboratory teaching materials and exercises are also given. An analysis is presented of the experience gained during the first academic year’s delivery. Finally, suggested improvements are discussed.

scholarly journals A qualitative assessment of faculty perspectives of small group teaching experience in Iraq

2015 ◽  
Vol 15 (1) ◽  
Author(s):  
Abubakir M Saleh ◽  
Nazar P Shabila ◽  
Ali A Dabbagh ◽  
Namir G Al-Tawil ◽  
Tariq S Al-Hadithi
Keyword(s):  
Small Group ◽  
Teaching Experience ◽  
Qualitative Assessment ◽  
Faculty Perspectives ◽  
Small Group Teaching

scholarly journals An Evaluation of the Impact of “Learning Design” on the Distance Learning and Teaching Experience

2017 ◽  
Vol 18 (5) ◽  
Author(s):  
Grace Clifton
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Learning Experience ◽  
Teaching Experience ◽  
Lessons Learned ◽  
Curriculum Planning ◽  
Learning Design ◽  
Quality Assurance Agency ◽  
Learning And Teaching ◽  
The Impact

<p class="3">This paper evaluates the implementation of Learning Design on the production of a core FHEQ level 6 (QAA, 2008)<a title="" href="#_ftn1">[1]</a> unit of study at a UK distance learning institution.  By comparing student (n=656) and tutor (n=42) survey data with questionnaire responses (n=9) from the unit of study’s core production team, this paper assesses the impact of incorporating the Open University Learning Design Initiative (OULDI) methodology into curriculum production by looking specifically at barriers and facilitators in the application of Learning Design and its impact on module development, delivery, and the resulting student and tutor learning experience.  With a focus on developing and embedding Learning Design into the curriculum planning and production process, the paper explores how lessons learned from this experience have helped to guide and inform the future implementation of Learning Design into module and qualification level frameworks. </p><div><br clear="all" /><hr align="left" size="1" width="33%" /><div><p><a title="" href="#_ftnref1">[1]</a> Frameworks for Higher Education Qualifications in England, Wales and Northern Ireland, produced by the Quality Assurance Agency for Higher Education (2008) – this framework provides a reference point for all Higher Education providers for the setting and assessing of academic standards.</p></div></div>

PENGEMBANGAN MULTIMEDIA PEMBELAJARAN MATA KULIAH PENGETAHUAN ALAT PENGOLAHAN DAN PENYAJIAN MAKANAN PROGRAM STUDI TATA BOGA

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Theodora Aruan ◽  
Abdul Hamid K ◽  
Samsidar Tanjung
Keyword(s):  
Small Group ◽  
Food Processing ◽  
Field Trials ◽  
Learning Design ◽  
Study Program ◽  
Processing Program ◽  
The Media ◽  
The Subject ◽  
Two Stages ◽  
Program Knowledge

Abstrak: Penelitian ini bertujuan untuk: (1) mengembangkan multimedia pembelajaran pada mata kuliah Pengetahuan Alat Pengolahan dan Penyajian Makanan yang layak digunakan pada mahasiswa program studi Tata Boga. (2) mengetahui efektifitas multimedia pembelajaran pada mata kuliah Pengetahuan Alat Pengolahan dan Penyajian Makanan program studi Tata Boga. Penelitian menggunakan model pengembangan produk Borg and Gall yang dipadu dengan model desain pembelajaran dari Dick and Carey. Metode penelitian ini terdiri dari dua tahapan, yang mana pada tahap I merupakan tahap uji coba produk yang terdiri dari: (1) validasi ahli desain pembelajaran, (2) validasi ahli materi pelajaran, (3) validasi ahli media pembelajaran, (4) uji coba perorangan, (5) uji coba kelompok kecil, dan (6) uji coba lapangan terbatas. Hasil penelitian menunjukkan: (1) uji ahli desain pembelajaran berada pada kualifikasi sangat baik (82,17%), (2) uji ahli materi berada pada kualifikasi sangat baik (89,5%), (3) uji ahli media berada pada kualifikasi sangat baik (85%), (4) uji coba perorangan berada pada kualifikasi sangat baik (87%),  (5) uji coba kelompok kecil berada pada kualifikasi sangat baik (86%), dan (6) uji coba lapangan terbatas berada pada kualifikasi sangat baik (83,8%). Kata Kunci: multimedia, pembelajaran, pengetahuan alat pengolahan dan penyajian makanan Abstract: This study aims to: (1) develop learning multimedia in the subject of Knowledge Processing and Presentation Tools that are suitable for use in culinary study program students. (2) knowing the effectiveness of learning multimedia in the subject of Food Processing and Food Processing Program Knowledge and Processing Tools. The study used the Borg and Gall product development model combined with learning design models from Dick and Carey. This research method consists of two stages, which in stage I is the product testing phase which consists of: (1) validation of learning design experts, (2) expert material validation, (3) validation of learning media experts, (4) test try individuals, (5) small group trials, and (6) limited field trials. The results showed: (1) the learning design expert test was in very good qualification (82.17%), (2) the material expert test was in very good qualification (89.5%), (3) the media expert test was in the qualification very good (85%), (4) individual trials are in very good qualifications (87%), (5) small group trials are in very good qualifications (86%), and (6) limited field trials are at very good qualification (83.8%). Keywords: multimedia, learning, knowledge of processing and serving food

Small-group teaching

2009 ◽  
Vol 9 (3) ◽  
pp. 26-30
Author(s):  
◽  
Neil Challis ◽  
Mike Robinson ◽  
Mike Thomlinson
Keyword(s):  
Small Group ◽  
Small Group Teaching

scholarly journals Medical Student Ophthalmic Knowledge Proficiency after Completing a Clinical Elective or an Online Course

2020 ◽  
Vol 12 (02) ◽  
pp. e255-e266
Author(s):  
Jacob J. Abou-Hanna ◽  
Jonah E. Yousif ◽  
Ariane D. Kaplan ◽  
David C. Musch ◽  
Jonathan D. Trobe
Keyword(s):  
Medical School ◽  
Online Course ◽  
Clinical Rotation ◽  
University Of Michigan ◽  
Written Examination ◽  
Michigan Medical School ◽  
The University ◽  
Michigan Medical ◽  
Online Group ◽  
School Curricula

Abstract Background As more information is being packed into medical school curricula, mainstream medical topics legitimately receive more attention than specialty topics such as ophthalmology. However, general practitioners, as gatekeepers of specialty care, must attain competency in ophthalmology. We have investigated whether an online ophthalmology course alone would be noninferior to the same online course plus an in-person clinical elective in providing ophthalmic knowledge. Methods Students at the University of Michigan Medical School voluntarily enrolled in one of two groups: an Online Only group requiring satisfactory completion of an online course entitled “The Eyes Have It” (TEHI) or a Clinical + Online group requiring students to complete a 2-week clinical rotation and the TEHI online course. The outcome metric was the score on an independent 50-question written examination of ophthalmic knowledge. Students also completed a survey assessing confidence in managing ophthalmic problems. Results Twenty students in the Clinical + Online group and 59 students in the Online Only group completed the study. The Clinical + Online group slightly outscored the Online Only group (86.3 vs. 83.0%, p = 0.004). When the two outlier questions were removed from the analysis, there was no difference in mean scores between the two groups (85.8 vs. 85.4, p = 0.069). Students in the Clinical + Online group devoted 80 more hours to the experience than did the students in the Online Only group. The number of hours devoted to the course and interest in ophthalmology were weakly correlated with examination performance. After completion of the experiment, there was no difference in student-reported comfort in dealing with ophthalmic problems between the two groups. Conclusion The examination scores of the students who completed the in-person alone were only slightly inferior to those of the students who completed the in-person clinical elective and the online course. These results suggest that an online course alone may provide a satisfactory ophthalmic knowledge base in a more compact timeframe, an alternative that should have appeal to students who do not intend to pursue a career in ophthalmology.

scholarly journals Evaluation and Lessons Learned from a Campus as a Living Lab Program to Promote Sustainable Practices

2021 ◽  
Vol 13 (4) ◽  
pp. 1739
Author(s):  
Paul Save ◽  
Belgin Terim Cavka ◽  
Thomas Froese
Keyword(s):  
Learning Curve ◽  
Business Process ◽  
Lessons Learned ◽  
Process Models ◽  
Sustainable Practices ◽  
Business Process Models ◽  
District Energy ◽  
University Of British Columbia ◽  
Living Lab ◽  
The University

Any group that creates challenging goals also requires a strategy to achieve them and a process to review and improve this strategy over time. The University of British Columbia (UBC) set ambitious campus sustainability goals, including a reduction in its greenhouse gas emissions to 33% below the 2007 level by 2015, and 100% by 2050 (UBC, 2006). The University pursued these goals through a number of specific projects (such as major district energy upgrade and a bioenergy facility) and, more generally, through a “Campus as a Living Lab” (CLL) initiative to marry industry, campus operations, and research to drive innovative solutions. The CLL program has achieved significant successes while also demonstrating many opportunities for improvements and lessons learned. The aim of this study was to examine the UBC CLL program, to identify and formalize its operations, to extract key transferable characteristics, and to propose replicable processes that other universities and municipalities can follow to expand their sustainable practices in similar ways. There was a learning curve with implementing a CLL program at UBC; thus, the goal of this study was to potentially shorten this learning curve for others. The research involved an ethnographic approach in which researchers participated in the CLL process, conducted qualitative analysis, and captured the processes through a series of business process models. The research findings are shared in two parts: 1. generalized lessons learned through key transferrable characteristics; 2. a series of generic organizational charts and business process models (BPMs) culminated with learned strategies through defined processes that illustrate what was required to create a CLL program at UBC. A generalized future improvement plan for UBC CLL programs is defined, generic BPMs about CLL projects are evaluated, and the level of engagement of multiple stakeholders through phases of project life cycle given in the conclusion for future use of other Living Lab organizations.

With Plenty of Elbow Room: Planning New and Upgraded Spaces for Library and Archives Conservation and Audiovisual Preservation

Collections ◽  
2021 ◽  
pp. 155019062098784
Author(s):  
Whitney Baker
Keyword(s):  
Planning Process ◽  
Lessons Learned ◽  
University Of Kansas ◽  
Special Collections ◽  
Student Employees ◽  
The University ◽  
Film And Video

In 2018, the University of Kansas (KU) Libraries upgraded from a tired, twenty-year-old basement space to a new, purpose-built conservation lab for library and archives collections. The new conservation lab, which is housed in the special collections and archives library, quadrupled available lab space for its conservators and fleet of student employees. The move afforded Conservation space in the same library as the most vulnerable collection materials. In addition, rooms in the special collections and archives library were repurposed for audiovisual (AV) preservation, creating two new spaces for film and video workflows and upgrading an existing small audio room. This paper will discuss the conservation and preservation lab construction literature and will serve as a practical exemplar of the challenges and successes of the planning process, including lessons learned and unexpected benefits.

scholarly journals Small group teaching

2009 ◽  
Vol 6 (1) ◽  
pp. 56-58
Author(s):  
John Spencer
Keyword(s):  
Small Group ◽  
Small Group Teaching

scholarly journals Technology-enhanced Learning for Promoting Technical and Social Competences in Hydrological Science

2021 ◽  
Author(s):  
Feliciana Licciardello ◽  
Simona Consoli ◽  
Giuseppe Cirelli ◽  
Carlos Castillo ◽  
Elvira Fernández-Ahumada ◽  
...  
Keyword(s):  
Geographical Information Systems ◽  
English Language ◽  
Teaching Experience ◽  
Geographical Information ◽  
Technology Enhanced Learning ◽  
Technical Knowledge ◽  
Academic Calendar ◽  
The University ◽  
Social Competences ◽  
Enhanced Learning

AbstractThis paper explains and analyses a virtual gamification experience developed by a teaching group from the University of Catania (Italy) and the University of Cordoba (Spain). A competition based on professional tasks about hydrological planning was implemented in two subjects on Hydrological Sciences. The teaching experience was designed to improve the acquisition of technical knowledge and skills needed for hydrological studies, promote the management of ICT and increase international cooperation between different universities; all aimed at making students more employable. The experience is transferable to different academic levels. Following the philosophy of soccer leagues, the students solved and presented the exercise by teams of two students. Through videoconference, the presentation and the explanation were done so the fans in each country supported their teams. The students found it a very challenging experience but at the same time, some of them were aware of their needs of improving technical knowledge, particularly Geographical Information Systems, and English language skills. Updating of tools and the schedule within the different academic calendar were their main organization handicaps. The main outcome of the presented experience is that social energy and enthusiasm associated to popular activities such as soccer led to improve the interest and the motivation of the students in challenging technical contents as well as teamwork and language transversal competences.

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