scholarly journals A review of podcasting in higher education: Its influence on the traditional lecture

2009 ◽  
Vol 25 (3) ◽  
Author(s):  
Oliver McGarr
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Final Section ◽  
Relevant Literature ◽  
Additional Material ◽  
Traditional Lecture ◽  
Study Guides ◽  
The Third ◽  
Teaching In Higher Education ◽  
Key Questions

<span>This paper examines the possible influence of podcasting on the traditional lecture in higher education. Firstly, it explores some of the benefits and limitations of the lecture as one of the dominant forms of teaching in higher education. The review then moves to explore the emergence of podcasting in education and the purpose of its use, before examining recent relevant literature about podcasting for supporting, enhancing, and indeed replacing the traditional lecture. The review identifies three broad types of use of podcasting: substitutional, supplementary and creative use. Podcasting appears to be most commonly used to provide recordings of past lectures to students for the purposes of review and revision (substitutional use). The second most common use was in providing additional material, often in the form of study guides and summary notes, to broaden and deepen students' understanding (supplementary use). The third and least common use reported in the literature involved the creation of student generated podcasts (creative use). The review examines three key questions: What are the educational uses of podcasting in teaching and learning in higher education? Can podcasting facilitate more flexible and mobile learning? In what ways will podcasting influence the traditional lecture? These questions are discussed in the final section of the paper, with reference to future policies and practices.</span>

Writing Into the Scholarship of Teaching and Learning

2020 ◽  
pp. 161-180
Author(s):  
Kathryn Janet Meldrum ◽  
Kristi Giselsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Third Space ◽  
Theoretical Frameworks ◽  
Scholarship Of Teaching ◽  
The Third ◽  
Teaching In Higher Education

The Scholarship of Teaching and Learning (SoTL) has been suggested as an ideal vehicle for engaging faculty with professional development for teaching in higher education. However, previous authors have identified that faculty find writing about SoTL difficult. The aim of this chapter is to support educational developers (EDs) to collaborate with faculty to support writing. Two theoretical frameworks to support collaboration are proposed: the first, the Knowledge Transforming Model of Writing, to assist with the process of writing; the second, an adaptation of Brigugilio's working in the third space framework to support collaboration. The authors utilise both frameworks to reflect on their own SoTL collaboration and subsequently pose questions to support faculty and EDs to do the same. Ultimately, it is proposed that collaboration not only enhances the practices of faculty and EDs but improves what should be an important priority for the wider academy: the learning outcomes of students.

scholarly journals Sharing quality resources for teaching and learning: A peer review model for the ALTC Exchange in Australia

2009 ◽  
Vol 25 (1) ◽  
Author(s):  
Geraldine Lefoe ◽  
Robyn Philip ◽  
Meg O'Reilly ◽  
Dominique Parrish
Keyword(s):  
Higher Education ◽  
Peer Review ◽  
Teaching And Learning ◽  
Research Approach ◽  
Teaching Resources ◽  
Team Members ◽  
Learning And Teaching ◽  
Work Spaces ◽  
Review Model ◽  
Teaching In Higher Education

<span>The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work spaces for team members engaged in collaborative projects, and communication and networking services. The Australian Learning and Teaching Council (ALTC) established the Exchange for those who teach, manage and lead learning and teaching in higher education. As part of the research conducted to inform the development of the Exchange, models for peer review of educational resources were evaluated. For this, a design based research approach was adopted. Findings from the literature and feedback from key practitioners and leaders within the sector are discussed in this paper. Finally, key recommendations for implementation are identified.</span>

scholarly journals Adding to the mix: Students use of Facebook groups and blackboard discussion forums in higher education

2016 ◽  
pp. 444-463
Keyword(s):  
Higher Education ◽  
Discussion Forum ◽  
Online Discussions ◽  
Discussion Forums ◽  
Additional Material ◽  
Learning And Teaching ◽  
Sustained Activity ◽  
Learning Content ◽  
Unit Design ◽  
Teaching In Higher Education

This paper reports on a case study of the use of Facebook in learning and teaching in higher education. Facebook was used as a venue for online discussion to support the existing Learning Management System (in this case Blackboard) in the unit Internet Collaboration and Organisation as part of the Internet Communications degree taught fully online through Open Universities Australia (OUA). Students’ posts to both Facebook and the Blackboard discussion forum were analysed for content, length, and when throughout the study period they were posted. This is significant as much of the previous work in this area has relied on students self-reporting, rather than direct observation of student behaviour. These results were then compared to earlier instances of the same unit that ran within the previous twelve months, one fully online with OUA only using the Blackboard discussion group, and a second taught at Curtin University with both blended learning for students at the University’s Bentley campus as well as fully online for external students, that utilised both Blackboard and Facebook. The results show that Facebook greatly increases the level of student activity in online discussions, both absolutely and in the level of sustained activity across the unit’s study period. Facebook groups also had a different pattern of content from Blackboard. In Blackboard discussion is more focused on the set unit learning content, in Facebook students were using the groups to discuss administration and assignments and also bring in additional material from outside the units set learning materials. Facebook posts, while more sustained over the semester, were shorter in length. This study found that the addition of a Facebook discussion forum does not noticeably impact on the use of Blackboard’s discussion forum, but rather adds a new dimension to the mix of online interaction. The paper concludes that there is value in using both of these forums for student interaction, but unit design needs to take into account the different affordances of each to maximise their utility.

Mapping Current Teaching and Learning Practices to Multi-User Virtual Environments

2011 ◽  
pp. 17-30
Author(s):  
Niccolo Capanni ◽  
Daniel C. Doolan
Keyword(s):  
Higher Education ◽  
Open Source ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Teaching And Learning ◽  
Delivery Methods ◽  
Community Based ◽  
Traditional Media ◽  
Learning Practices ◽  
Teaching In Higher Education

During the course of this chapter, the authors will examine the current methods of pedagogical teaching in higher education and explore the possible mapping into a multi-user virtual environment. The authors consider the process of construction and delivery for a module of student education. They examine the transition of delivery methods from the established, slow changing traditional media, to the modern flexibly of community based, open source driven methods which are the foundation of virtual environments.

scholarly journals Pedagogic Qualification of Higher Education Teaching Staff - The Third Wave

2013 ◽  
Vol 3 (4) ◽  
pp. 47 ◽  
Author(s):  
José Couto Marques
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Teaching Staff ◽  
Third Wave ◽  
Bologna Declaration ◽  
The Third ◽  
The Past ◽  
Pedagogical Training ◽  
Teaching In Higher Education ◽  
The Eu

The process triggered by the Bologna Declaration has been producing significant results of various types in the EU Higher Education sector. After reviewing some of the consolidated outcomes of this process, reference is made to a novel trend that has emerged recently and which is geared towards the requirement that by 2020 all staff teaching in higher education institutions should have received certified pedagogical training. A description is provided of initiatives within the field of Engineering Education promoted by institutions that have been actively pursuing this precise objective for the past few decades.

scholarly journals Teaching in higher education during COVID 19 pandemic – Empirical findings and assumptions based on results of an online-survey in a European context

2021 ◽  
Author(s):  
Patricia M. Schütte ◽  
Gert Van der Sypt ◽  
Alexander Gabriel ◽  
Saskia Kretschmer
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Online Survey ◽  
Point Of View ◽  
Virtual Space ◽  
Universities Of Applied Sciences ◽  
Cooperation Network ◽  
Worldwide Phenomenon ◽  
The One ◽  
Teaching In Higher Education

The COVID 19 pandemic is a worldwide phenomenon: On the one hand, it poses challenges to all social subsystems, on the other, it tests the extent to which they can cope with such situations. This is also the case in higher education. In this context, digitization, which has been driven forward in the field for years, provides approaches and instruments for adapting to such situations by converting the system as far as possible to operation in virtual space. This has been done in many places in universities and universities of applied sciences. It remains to be seen how this is perceived by those involved. Therefore, the following article addresses the question: To what extent has the conversion of teaching and learning as a result of the restrictions on teaching caused by COVID 19 worked from the point of view of the teachers? To answer it, this paper presents empirical results of an online survey among teachers of the Cooperation Network for Risk, Safety &amp; Security Studies (CONRIS). The results indicate a broad use of various digital tools for teaching and communication with students, but also deficits in the area of crisis structures as well as in social regards.

scholarly journals Undervisningens indhold: universitetsdidaktikkens stedbarn

2012 ◽  
Vol 7 (13) ◽  
pp. 106-119
Author(s):  
Tina Bering Keiding ◽  
Josefine Dalum Hansen
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Final Section ◽  
Text Book ◽  
Actual Knowledge ◽  
General Didactics ◽  
Knowledge Value ◽  
Criteria For Selection ◽  
Selection Of

Undervisere foretager løbende indholdsmæssige valg. Spørgsmålet om indholdsudvælgelse adresseres dog sjældent i teori om undervisning på videregående uddannelser. Med udgangspunkt i kategorier primært genereret fra almendidaktikken beskrives og diskuteres 116 underviseres begrundelser for valg af indhold. Analysen viser, at underviserne har en betydelig autonomi i udvælgelse af indhold. Centrale begrundelser er opfattelsen af fundamentale begreber og problemstillinger, forskningen, at indholdet skal præsentere emnet bredt samt den valgte lærebog. Deltagerforudsætninger, værdi for fremtiden og indholdets eventuelle reference til studieordningen fremhæves i mindre omfang. Afslutningsvist diskuteres almendidaktikkens modellers potentiale i universitetsundervisning.Teachers continuously make decisions on content. However, theory about teaching and learning in higher education deals only sporadic with criteria for selection of content. This study examines 116 assignments concerning selection of content using categories from general didactics. The analysis shows that teachers have a considerable autonomy in selection of content. Significant criteria for selection is that content is regarded to present fundamental concepts and problems, its relation to research, that it gives a broad presentation of the topic, and the text book. Students’ actual knowledge, value for their future life, and the curriculum are less often emphasized as criteria for selection of content. The final section discusses potentials and limitations in application of general didactics to higher education.

scholarly journals Pedagogical Innovation in Higher Education

2020 ◽  
Vol 1 (3) ◽  
pp. 1-18
Author(s):  
Jae Major ◽  
Sandi Lynne Tait-McCutcheon ◽  
Robin Averill ◽  
Amanda Gilbert ◽  
Bernadette Knewstubb ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Quality Teaching ◽  
Pedagogical Innovation ◽  
Student Demographics ◽  
Working Definition ◽  
Technological Advances ◽  
Definition Of ◽  
Teaching In Higher Education ◽  
Innovation In Higher Education

Quality teaching in higher education (HE) is gaining increasing international attention and pedagogical innovation is seen as an important construct of quality teaching. The drivers for pedagogical innovation include the need for 21st century skills and understandings, student demographics and empowerment, technological advances, and a turn to teaching in HE. Defining innovative pedagogies is a recurring challenge in the literature and a key focus of this article. Using an investigation into innovative approaches to teaching and learning at one New Zealand university, prevailing themes of newness, benefit, and student outcomes are discussed to develop a working definition. What is missing from the discourses and definitions is specific consideration of the influence of context on what counts as pedagogical innovation. In light of this, the authors offer an emergent definition of pedagogical innovation in higher education.

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