scholarly journals Design elements for interactive multimedia

1997 ◽  
Vol 13 (1) ◽  
Author(s):  
David M. Kennedy ◽  
Carmel McNaught
Keyword(s):  
Educational Outcomes ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Teaching Practice ◽  
Theoretical Perspective ◽  
Good Teaching ◽  
Future Directions ◽  
Design Elements ◽  
Good Teaching Practice

<span>An educator involved in interactive multimedia (IMM) development faces two significant problems. The first is how to transform what is already known about what constitutes good teaching practice into IMM. The second involves understanding one's own personal theoretical perspective on learning, a perspective which influences everything one does as an educator, both in the classroom and during activities such as designing IMM. We need a framework which links pedagogical perspectives on teaching and learning to strategies for designing specific interactive multimedia elements related to particular desired educational outcomes. In this paper we develop such a framework. It is our hope that IMM developers will be able to use this framework, both in reflecting on their current teaching practice and IMM designs, and in considering future directions for their work.</span>

ERPP provision in the UK

2020 ◽  
Vol 1 (2) ◽  
pp. 143-169
Author(s):  
Milada Walková
Keyword(s):  
United Kingdom ◽  
Teaching Practice ◽  
Good Teaching ◽  
Practical Application ◽  
Research Publication ◽  
The United Kingdom ◽  
Research Outcomes ◽  
International Audience ◽  
Good Teaching Practice ◽  
The Uk

Abstract This paper attempts to map the territory of ERPP, both in terms of pedagogical theory and its practical application, in the United Kingdom. The aim of the paper is threefold. First, the paper reviews specific challenges of researchers writing in English as their additional language and working in ‘periphery’ countries. Second, based on the review and working within the framework of critical pragmatic EAP (Harwood & Hadley, 2004), the paper proposes five ingredients of a comprehensive ERPP curriculum, namely (a) publication process, (b) language and rhetorical conventions of ERPP genres, (c) writing for an international audience, (d) collaboration, and (e) sharing research outcomes. Taken together, these develop not only Kwan’s (2010) four competences for research publication, but also three additional competences for ERPP proposed here – collaborative competence, outreach competence and competence in building resilience. Finally, the paper discusses ERPP provision available at the Russell Group universities in the UK and evaluates it against the proposed curriculum, highlighting examples of good teaching practice and areas for further pedagogical development.

scholarly journals Professional Development for Ethical Teaching

2008 ◽  
Author(s):  
Roseanna Bourke ◽  
John O'Neill
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Teaching Practice ◽  
Code Of Ethics ◽  
Real Life ◽  
Development Programme ◽  
Good Teaching ◽  
Values And Beliefs ◽  
Professional Development Programme ◽  
Good Teaching Practice

The routine dilemmas faced by teachers sometimes provoke heated reactions from colleagues, government and sections of wider civil society as to their practical resolution. Everyday tensions of teaching can produce polarised views about the ethics of decisions and actions that are taken in workplace contexts. How do teachers reach solutions and determine their own “right” or “best” answers to these dilemmas? Using the case of a professional development programme to raise awareness of the New Zealand Teachers Council Code of Ethics for Registered Teachers, this article illustrates how working through a range of carefully constructed, authentic, polarising real-life scenarios allows teachers to safely learn to challenge their assumptions, values and beliefs rationally. The learning process also helps teachers to articulate their tacit theories of “good” teaching practice (including curriculum and assessment), and permits them to justify their decisions and actions based on sound reasoning according to shared ethical principles and commitments.

Good Teaching Practice and Quality Indicators for Virtual and Blended Learning

2011 ◽  
Vol 2 (1) ◽  
pp. 37-51
Author(s):  
M. Esther del Moral Pérez ◽  
Lourdes Villalustre Martínez
Keyword(s):  
Blended Learning ◽  
Teaching Methods ◽  
Teaching Practice ◽  
Good Practice ◽  
Learning Design ◽  
Good Teaching ◽  
Spanish Universities ◽  
Good Teaching Practice ◽  
Effective Contribution

The M.A.T.R.I.X (Modalities of Telematic Learning and Inter-university Results that can be Extrapolated to Blended Learning)1 project identified and described the diverse teaching methods and practices applied in a representative sample of virtual and blended learning degree courses taught at different Spanish Universities using the G92 Shared Virtual Campus. The purpose was to extrapolate the experiences considered as “good practice” in the new blended learning contexts and methodologies proposed by the EHEA, using as indicators the quality of the learning design as assessed by experts, the satisfaction level of the students taking the courses, their effective contribution to attaining specific and generic competence in different subjects.

scholarly journals Non-Scientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

2019 ◽  
Author(s):  
Francisco Zamora-Polo ◽  
Mario Corrales-Serrano ◽  
Jesús Sánchez-Martín ◽  
Luis Espejo-Antúnez
Keyword(s):  
Flipped Classroom ◽  
Positive Emotions ◽  
Teaching Practice ◽  
Good Teaching ◽  
Structured Interviews ◽  
Innovative Teaching ◽  
Class Time ◽  
University Level ◽  
Good Teaching Practice ◽  
Scientific Environment

Innovative teaching strategies are designing a new and promising landscape in education. They fill up the lessons with creativity and imagination either for the students and teachers. This article addresses an attempt to make easier the approach to science in a non-scientific environment: primary education at university level. Gamification methodologies were combined with flipped classroom in order to free up in-class time and engage the students with the taught courses. A qualitative study was merged with quantitative measures of emotional and motivational parameters. These results were improved with four semi-structured interviews. The results clearly showed a raise in the students' motivational level, an acknowledgment of good teaching practice and an evident enhancement of felt positive emotions toward science teaching and scientific issues.

scholarly journals ICT as a Tool for Professional Development: A Reflection on the Practices of those who teach Mathematics in the Early Years

2021 ◽  
Vol 5 (10) ◽  
pp. 49-60
Author(s):  
Marcelo Máximo Purificação ◽  
Nélia Maria Pontes Amado ◽  
Amanda Felix Oliveira ◽  
Lousana de Jesus Santana ◽  
Claudia de Souza Abadalla ◽  
...  
Keyword(s):  
Professional Development ◽  
Mathematical Knowledge ◽  
Teaching Practice ◽  
New Technologies ◽  
Theoretical Perspective ◽  
Early Years ◽  
Long Time ◽  
History Of ◽  
Good Teaching Practice ◽  
Relationship Of

Abstract: Professional development, seen from a theoretical perspective, can help us answer questions that work together to understand important aspects of good teaching practice. The first question that we put in this bibliographic text seeks to know how the base of mathematical knowledge of students of the Pedagogy course is constituted and from there to understand how technologies are integrated with the knowledge of future teachers, with regard to the development of mathematical knowledge. New technologies are contributing to the drastic changes that have been taking place for a long time and also to the very ones in the history of mankind. For Chauí (2002, p. 278), “the technical instruments are extensions of human body capacities and are intended to increase the relationship of our body with the world”, this can be a variable by which human development is enhanced and, subsequently, professional development.Keywords: Professional Development; TPACK model; Mathematical Knowledge.

scholarly journals Creating, Sustaining and Realising the Value of a Faculty-wide Community of Teaching Practice

2019 ◽  
Vol 4 (03) ◽  
Author(s):  
Michelle Honey ◽  
Trudi Aspden ◽  
Anuj Bhargava ◽  
Louise Carrucan-Wood ◽  
Angela Tsai ◽  
...  
Keyword(s):  
Higher Education ◽  
Communities Of Practice ◽  
Learning Community ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Future Directions ◽  
Academic Literature ◽  
Shared Interest ◽  
Wide Community

Communities of practice are frequently described and discussed in academic literature and within education. They are depicted as groups of people with a shared interest coming together and in a higher education setting this shared interest relates to the practice of teaching and learning. The establishment of a cross-discipline faculty-wide community of practice to support educators in higher education is novel. This paper describes the establishment of a community of practice within one university faculty uniting educators across multiple disciplines within the Faculty. Data spanning thirty months since the inception of a teaching and learning community are presented. The findings illustrate a growing community of practice, along with perceived benefits and future directions. The creation of an interprofessional faculty-wide community of practice illustrates how educators can be drawn together because of their common passion for teaching and learning and a mutual concern of how to maximise student learning.

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