scholarly journals Students as partners in digital education: Exploring lecture capture in higher education through partnership between students and learning technologists

2021 ◽  
Vol 5 (2) ◽  
pp. 78-88
Author(s):  
Karl Luke ◽  
Geraint Evans
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Student Experience ◽  
Professional Services ◽  
Lecture Capture ◽  
Digital Education ◽  
Lecture Recordings ◽  
The Way

This case study reports on two student-staff partnership projects at Cardiff University that explored the student experience of using lecture capture technologies. We describe the background to these projects, how they were designed, and how students and staff worked together to gain insights into the student experience. The case study demonstrates that nuanced understandings regarding the way students use lecture recordings is required and argues that student-staff partnership is an effective way of achieving these understandings. Suggestions are offered regarding how educationists could further harness partnerships to explore the complex interplays between technology and student learning. This reflective account also explores our efforts in achieving meaningful partnership working, the challenges encountered, and highlights the benefits of partnerships between students and professional-services staff, specifically learning technologists.

scholarly journals Transculturality in higher education

2020 ◽  
Vol 13 (3) ◽  
pp. 41-60
Author(s):  
Heidi A. Smith
Keyword(s):  
Higher Education ◽  
International Students ◽  
Learning Experiences ◽  
Student Experience ◽  
Longitudinal Case Study ◽  
Education Students ◽  
Ability To Work ◽  
Local Students

One way in which higher education has responded to globalisation and the emergence of transculturality has been to expand its focus on internationalisation at an unprecedented rate. Traditionally this occurred through international students and their contact with local students. A longitudinal case study into the student experience of transculturality in the Erasmus Mundus Transcultural European Outdoor Studies Masters programme found transcultural self-growth and transcultural capabilities of resilience, intelligence and the ability to work through fatigue to be central to their experience. Using Kemmis and Smith’s (2008a) themes related to praxis (doing, morally committed action, reflexivity, connection, concreteness and a process of becoming) this theoretical article explores the place of critical transcultural pedagogical praxis in supporting transcultural learning experiences of higher education students.

scholarly journals Analysis of the Application of Paragraph Exchange Technique in Writing Student Essays (Case Study in SD Negeri 4 Cipedes)

CENDEKIAWAN ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 28-40
Author(s):  
Dadang
Keyword(s):  
Qualitative Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Descriptive Data ◽  
Learning Techniques ◽  
Learning Technique ◽  
Exchange Technique ◽  
The Way

The purpose of this technique is that the students can analyze a paragraph in terms of the logic and coherent than a paragraph. By the way students take as many paragraphs cutout according to the time after that, they analyze it. This paragraph analyzes carried out on an essay to find out where the fault lies in the use of language essay students, especially the use of Sundanese and Indonesian are less precise. This study aims to determine the application and understanding of teachers on learning techniques used in writing essays. This study menggunakna qualitative research. This study is used to understand the events, incidents, the perpetrator in certain situations that are scientific and natural. Descriptive qualitative research always means a descriptive data analyzed phenomenon, not the form of numbers. Data collected in the form of words that includes writing notes, reports, and photos. The results showed the application of paragraphs exchange techniques in SDN 4 Cipedes applied in other ways, namely by way of example and make their own arrangements and then if there is an error in the use of language essay, teacher or cross fix errors that occur. Understanding of teachers in paragraphs exchange techniques affect student learning outcomes, especially writing essays. Students' skills in writing this essay will be increased by way of implementation and understanding of teachers to a learning technique in accordance with the steps that should be. Teachers also have been trying to apply these techniques, in different ways. The suggestion is teachers should apply and to better understand the steps paragraphs exchange technique to exactly fit the appropriate steps, because then the ability to write essay students will be maximized again.

scholarly journals Effective feedback for language assessment

2020 ◽  
pp. 41-45
Author(s):  
Catherine Franc ◽  
Annie Morton
Keyword(s):  
Higher Education ◽  
Language Learners ◽  
Student Experience ◽  
Language Assessment ◽  
Small Scale ◽  
Effective Feedback ◽  
Creative Solutions ◽  
The University ◽  
University Of Manchester

The provision of effective feedback is challenging and remains a much-criticised element of the Higher Education (HE) student experience. This case study examines innovative approaches to providing feedback for modern foreign language assessment, based upon a small scale study at the University of Manchester (UoM). We identify problematic areas in current practice, and propose creative solutions not only to help staff produce clear, useful feedback in a sustainable way, but also to raise student’s awareness and guide them in how to make the most of our provision, in turn becoming efficient language learners.

scholarly journals Exploring the Relationships Between Learning Space and Student Learning in Higher Education: A Comparative Case Study in China

2020 ◽  
pp. 215-225
Author(s):  
Ji Yu
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Comparative Case Study ◽  
Contemporary Society ◽  
Learning Spaces ◽  
Learning Space ◽  
Space Design ◽  
The World ◽  
Innovative Learning

AbstractThe landscape of learning space design in higher education is undergoing a transformation. During the past decade, flexible, innovative learning spaces have been established around the world in response to the changing perspectives on how knowledge is discovered and what constitutes important and appropriate higher education in contemporary society.

scholarly journals Open Badges: Exploring the value, potential and practicalities of a new way of recognising skills in Higher Education

2014 ◽  
Author(s):  
Anne Hole
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Professional Services ◽  
Professional Service ◽  
Limiting Factors ◽  
Teaching Staff ◽  
Technology Enhanced Learning ◽  
The University ◽  
Enhanced Learning

This case study reports an ongoing project at the University of Sussex seeking to introduce the idea of Open Badges to the institution while exploring some of the practical issues and limiting factors associated with this method of recognising learning. The focus is on piloting Open Badges in workshops and events for staff in order to develop understanding of the advantages and challenges of this form of micro-credentialing. It is hoped that the knowledge gained from this project can be used to identify and support appropriate future staff and student-facing badging initiatives. The project aims to: (i) Develop understanding of Open Badges and their potential in higher education amongst professional service colleagues and academics. (ii) Evaluate tools and processes. (iii) Build capacity to support future projects.The project has begun to meet its aims, there is now an operational badging scheme for Technology Enhanced Learning (TEL) staff development workshops; colleagues in student-facing professional services have developed their knowledge and understanding of Open Badges and been supported in the development of plans for badging learner skills and there is increased awareness of Open Badges amongst teaching staff who have attended ‘badged’ workshops. 

Using Case Studies in the Higher Education Classroom

2019 ◽  
pp. 47-59
Author(s):  
Manina Urgolo Huckvale ◽  
Irene Van Riper
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Case Studies ◽  
Relevant Literature ◽  
Student Learning Outcomes ◽  
Case Study Approach ◽  
Study Approach ◽  
Theory To Practice ◽  
Higher Education Pedagogy

There is a proven paucity of literature regarding the implementation of case studies in the higher education classroom. This theoretical review will synthesize the research that has emerged and explore the student learning outcomes for inclusion in higher education pedagogy. In this investigation, the usage of case studies with a specific purpose and guided analysis has been found to be beneficial for the explanation of content. When provided the scaffolding for moving from theory to practice, students are prompted to familiarize themselves with the case study and examine the nuances and implications. Based upon this study of the relevant literature, the benefits and advantages of using the strategy of the case study approach outweigh the disadvantages.

Using Web 2.0 Tools to Enhance the Student Experience in Non-Teaching Areas of the University

2010 ◽  
pp. 247-266 ◽  
Author(s):  
Lisa Cluett ◽  
Judy Skene
Keyword(s):  
Student Engagement ◽  
Web 2.0 ◽  
Student Satisfaction ◽  
Student Learning ◽  
Online Community ◽  
Student Experience ◽  
Web 2.0 Tools ◽  
The University

This chapter aims to provide an overview of the nexus between student learning and student engagement outside the classroom, and to highlight the importance of non-teaching units in contributing to student satisfaction. It discusses the role of non-teaching units (such as libraries, guilds, student services departments, and other bodies) in creating online communities using Web 2.0 tools. The chapter uses the NODE project hosted by the University of Western Australia as a case study to demonstrate how some of these principles can be put into action. The significance of non-teaching units is confirmed, in addition to providing recommendations for fostering greater collaboration between staff and advice on setting up a Web 2.0-based online community in a university.

Gamifying Education

2018 ◽  
Vol 13 (4) ◽  
pp. 17-33 ◽  
Author(s):  
Julie A. Delello ◽  
Harmonie Hawley ◽  
Rochell R. McWhorter ◽  
Christine S. Gipson ◽  
Belinda Deal
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Successful Implementation ◽  
Digital Badges ◽  
Education Students ◽  
Student Effort ◽  
Course Content ◽  
Advanced Planning ◽  
A Performance

This article describes how gamification in education through the use of digital badges has emerged as a means to motivate and reward student learning. This exploratory, multi-case study looked at the motivations and perceptions of 90 higher education students across four disciplines, regarding the use of digital badges as an incentive for either a performance-related task or for student effort. Survey findings suggest that although students found the badges motivating, learning the course content and the overall course grade were more important to them than the tangible reward. The successful implementation of digital badges in higher education requires advanced planning to promote awareness of the usefulness of digital badges with students.

scholarly journals A Struggle over Recognition and Nonrecognition: The Internationalization of the Abkhaz State University

2021 ◽  
pp. 1-22
Author(s):  
Bruno Coppieters
Keyword(s):  
Higher Education ◽  
European Integration ◽  
Educational Programs ◽  
Institutional Autonomy ◽  
State University ◽  
Nonstate Actors ◽  
Integration Process ◽  
The Way

Abstract The Abkhaz State University (ASU) is internationally isolated, despite its cooperation with universities in Russia. Georgia combines its refusal to recognize Abkhaz statehood with a policy of nonrecognition of its university, which sets the direction for other countries. But the Abkhaz policies of nonrecognition are also to be taken into account. Abkhazia opposes any form of internationalization of the ASU generating closer ties with Georgia. The article examines how the Georgian and Abkhaz policies of nonrecognition hamper the internationalization of the ASU within the European educational space. It explores a conflict on recognition and nonrecognition of status and identity, where status does not refer exclusively to statehood. In the field of higher education, European integration involves a large number of state and nonstate actors in 49 countries and a wide variety of forms of recognition and nonrecognition, ranging from the certification of individual qualifications and the publication of lists of unrecognized universities, to the setting up of joint educational programs. This integration process is largely state driven but based on the principle of the institutional autonomy of universities. Using the ASU as a case study, the way that policies on nonrecognition affect status in the field of higher education is examined.

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