scholarly journals The Missing Link in Promoting Quality Education: Exploring the role of pedagogical design in promoting quality in teaching and learning

2008 ◽  
Vol 5 ◽  
Author(s):  
Som Naidu
Keyword(s):  
Subject Matter ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Matter Content ◽  
Cognitive Approach ◽  
Learning And Teaching ◽  
Pedagogical Design ◽  
Constructive Process ◽  
Meaningful Context ◽  
Learning And Cognition

A major premise of this keynote address is that pedagogical design plays an important role in promoting and assuring educational quality. Pedagogical design has to do with approaches to teaching and learning which comprise, how learners interact with the subject matter content, their learning activities, how their learning is assessed, and how feedback is provided to them. Approaches to learning and teaching are informed by our knowledge and understanding of human learning and cognition, of which there are several major strands. These theories of how we learn help us develop models of learning and teaching which we believe are suitable for teaching particular kinds of subject matter, skills or attitudes. Our views and perspectives on learning and cognition have been changing over time and this has impacted how we approach and conduct our teaching activities. Currently, the popular view is that learning is a constructive process, that learning and teaching is most potent when they are “situated” within a meaningful context, and in the culture and the community within which learners live. This view suggests that learning is a process of developing understanding through problem-solving and critical reflection within a meaningful context. This paper discusses and demonstrates how this view and its attendant principles have been implemented in the Master of Arts in Teacher Education (International) Program ( MATE–I) currently on offer in the distance education mode at the Open University of Sri Lanka. The MATE–I program utilizes a situated cognitive approach to learning and teaching called “Scenario-Based Learning”.

Toward Evaluating Software According to Principles of Learning and Teaching

1989 ◽  
Vol 5 (2) ◽  
pp. 135-149 ◽  
Author(s):  
Thomas J. Shuell ◽  
Linda M. Schueckler
Keyword(s):  
Subject Matter ◽  
Teaching And Learning ◽  
Independent Practice ◽  
Learning And Teaching ◽  
Grade Levels ◽  
Prerequisite Knowledge ◽  
Instructional Goal ◽  
Effective Teaching And Learning ◽  
Principles Of Learning ◽  
Classroom Use

Sixteen software packages designed for classroom use were evaluated against nineteen criteria based on principles of effective teaching and learning. The programs were randomly selected from a software library containing over 1,100 items representing all grade levels and a variety of subject-matter areas, software types (tutorials, simulations, etc.), and publishers. Generally speaking, the programs were rated high with regard to 1) presenting material in appropriate steps or blocks, 2) consistency between program and stated objectives, 3) providing appropriate examples, and 4) opportunities for independent practice. The programs were rated low with regard to 1) informing students of instructional goal, 2) determining if students have necessary prior knowledge, 3) reviewing prerequisite knowledge, 4) reteaching information not known, 5) providing anticipatory set, and 6) providing for closure. Differences in ratings were obtained between subject-matter areas and program types, but these differences are difficult to interpret. These findings are discussed in terms of their implications for the development of effective instructional software and its use in the classroom.

Crafting safer spaces for teaching about race and intersectionality in Australian Indigenous Studies

2020 ◽  
pp. 1-8
Author(s):  
Leticia Anderson ◽  
Lynette Riley
Keyword(s):  
Higher Education ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Indigenous Studies ◽  
Learning And Teaching ◽  
Education Experience ◽  
Diverse Backgrounds ◽  
Teaching In Higher Education

Abstract The shift to massified higher education has resulted in surges in the recruitment of staff and students from more diverse backgrounds, without ensuring the necessary concomitant changes in institutional and pedagogical cultures. Providing a genuinely inclusive and ‘safer’ higher education experience in this context requires a paradigm shift in our approaches to learning and teaching in higher education. Creating safer spaces in classrooms is a necessary building block in the transformation and decolonisation of higher education cultures and the development of cultural competency for all staff and graduates. This paper outlines an approach to crafting safer spaces within the classroom, focusing on a case study of strategies for teaching and learning about race, racism and intersectionality employed by the authors in an undergraduate Indigenous Studies unit at an urban Australian university.

Ludic Approaches to Teaching and Learning

2021 ◽  
pp. 85-103
Author(s):  
Catherine Hayes
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Thought Processes ◽  
Approaches To Teaching ◽  
Learning And Teaching ◽  
The Everyday ◽  
Insight Into

Ludic approaches to the everyday tasks faced in higher education have become a receptacle for individuality, creativity, and the acknowledgement of the value of individual thought processes. Thoughts, meanings, and emotions are not just an embedded part of or neatly contained within people; rather they exist as connectors within and between human individualities as part of wider collective aims, values, and experience. The purpose of this chapter is to provide an insight into how ludic approaches to learning and teaching have the capacity to facilitate the emotional self at work in the context of higher education. An insight into the use of the Lego Serious Play method is used in illustrating how gamification can impact upon processes of critical introspection and reflexivity.

Reappraising Design Practice

2012 ◽  
pp. 25-40 ◽  
Author(s):  
Roderick C. Sims
Keyword(s):  
Teaching And Learning ◽  
Approaches To Learning ◽  
Learning And Teaching ◽  
Online Technology ◽  
Effective Learning ◽  
Design For Learning ◽  
Computer Based ◽  
Traditional Approaches ◽  
And Training ◽  
Contemporary Technology

Since the emergence of computer-based applications to support teaching and learning in the early 1970s, the practices of those responsible for the design and development of those applications have received considerable attention. The underpinning tradition for those designers and developers has been the practice of Instructional Design, a series of guiding principles to define and create artefacts and/or strategies to facilitate learning. However, as computer technology has evolved over the past 40 years, the successful application of that technology to education and training has not been consistently achieved. It is therefore timely to revisit and reappraise design practices to assess the alignment of these ‘traditional’ approaches with contemporary technology and pedagogy. This chapter argues that to design and develop learning and teaching environments that support an emergent, learner-centred pedagogy, especially in terms of the role and value of simulations, requires an alternative design mindset. To this end, the chapter elaborates an enhanced version of Proactive Design for Learning (PD4L) and its application to e-simulations as a set of principles that enable technology and pedagogy to align, through the synergy of both the attributes of networked, online technology and contemporary approaches to learning. By applying PD4L in association with an outcomes-based ethos, more effective learning through e-simulations will emerge.

scholarly journals How Leadership and Mentoring Enhance the Quality of Teaching and Learning in Higher Education

2019 ◽  
Vol 9 (1) ◽  
pp. 57
Author(s):  
Ahmed Mohammed Arbab
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Continuing Professional Development ◽  
Approaches To Learning ◽  
Learning Activities ◽  
Learning And Teaching ◽  
Quality Of Teaching

This paper presents lessons drawn from senior fellowship of the Higher Education Academy, United Kingdom (SFHEA) with regard to leadership and mentoring. The paper integrates various elements of leadership and mentoring that needed for enhancing the quality of teaching and learning in Higher Education. In this article, I have adopted a holistic methodology to reflect my teaching and supporting learning experience (almost 35 years) in higher education as inspired from the SFHEA, UK. Evidence of my successful engagement across all five areas of activity will be provided that include firstly, design a series of teaching and learning activities to meet the learning outcomes of a module. Secondly, use a range of teaching approaches to enhancing student learning. Thirdly, use a variety of assessment for learning activities for students and providing feedback to promoting student engagement. Fourthly, develop effective learning environments and approaches to student support and guidance. Fifthly, engage in continuing professional development (CPD) in subjects /disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices. Moreover, I show my understanding of the appropriate core knowledge and demonstrating my commitment to the professional values. This paper contributes by providing and demonstrating a thorough understanding of effective approaches to learning and teaching support as a key contribution to high quality student learning. In addition to providing evidences of successful leadership, co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to learning and teaching.

scholarly journals CULTURAL-HISTORICAL THEORY AND EDUCATIONAL PRACTICE: SOME RADICAL-LOCAL CONSIDERATIONS

2013 ◽  
Vol 24 (1) ◽  
pp. 30-44 ◽  
Author(s):  
Seth David Chaiklin ◽  
Mariane Hedegaard
Keyword(s):  
Subject Matter ◽  
Teaching And Learning ◽  
Personality Development ◽  
Main Idea ◽  
Matter Content ◽  
General Idea ◽  
Pedagogical Practice ◽  
Research Knowledge ◽  
Academic Knowledge ◽  
Historical Tradition

ABSTRACT: We emphasize that pedagogical practice was not just a way of validating and testing scientific findings but it has also, to generate new hypotheses and new challenges and research directions. This relationship between research, knowledge, and practice was recognised from the beginning days of the cultural-historical tradition, such as Vygotsky’s focus on practice for resolving the crisis in psychology. In a dialectical conception, pedagogical research should be developed as an interaction between theoretical conceptions in the cultural-historical tradition and the demands and needs of the societal practices. This article illustrates this idea concretely, using the idea of radical-local teaching and learning (HEDEGAARD; CHAIKLIN, 2005). The discussion starts with a brief comment about the dialectical tradition; than we illustrate one way to engage with the idea of full human development, viewing this in terms of personality development. We first explain the general idea of radical-local teaching and learning as a way to address the practical problem, and then show how it embodies the philosophical concerns of the dialectical tradition. The main idea is that core conceptual relations within subject-matter areas have to be related specifically to children’s life situation so that this academic knowledge can become integrated with local knowledge, thereby qualitatively transforming children’s everyday concepts and their possibility to use this knowledge in their local practice. We want to highlight the idea of how working with subject-matter content in a radical-local perspective can provide conditions for children to develop theoretical thinking and motive orientation, which is relevant to personality development, and which can be oriented to their full human development.RESUMO: Enfatizamos que práticas pedagógicas não são somente formas de validação de investigações científicas, mas são também formas de se gerar novas hipóteses e novos desafios para a pesquisa. Essa relação entre investigação, conhecimento e prática foi reconhecida nos primórdios da teoria histórico-cultural quando Vygotsky discutiu a prática como forma de resolução da crise da psicologia. Na concepção dialética, a pesquisa pedagógica deve se desenvolver em interação com as concepções teóricas presentes na tradição histórico-cultural e as demandas e necessidades da prática social. Este artigo ilustra essa ideia concretamente, utilizando a ideia de radical-local ensino e aprendizagem (HEDEGAARD; CHAIKLIN, 2005). A discussão começa com um breve comentário sobre a tradição dialética, então, ilustramos um caminho para relacionar com a ideia de totalidade do desenvolvimento humano, considerando-o em termos do desenvolvimento da personalidade humana. Nós primeiramente explicamos a ideia geral sobre o modelo radical-local de ensino e aprendizagem como uma forma de chegar ao problema prático e então mostrarmos como esse processo de insere numa tradição dialética. A ideia principal é que concepções teóricas relacionadas como assuntos/temas-problemas precisam ser relacionados com as situações de vida das crianças de forma que os conhecimentos acadêmicos integrem-se aos conhecimentos locais/do contexto social dos sujeitos, com a finalidade de transformar a qualitativamente os conhecimentos cotidianos das crianças para que possam utilizá-los nas suas práticas sociais. Queremos enfatizar o quanto a proposta de trabalhar com assuntos/temas-problemas numa perspectiva radical-local possibilita condições para o uso desses conhecimentos na prática social local dos sujeitos para que eles possam desenvolver pensamentos teóricos diferenciados e orientar o desenvolvimento de sua personalidade na sua totalidade histórica e social.http://dx.doi.org/10.14572/nuances.v24i1.2151

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

scholarly journals Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

2021 ◽  
Author(s):  
Chrysi Rapanta ◽  
Luca Botturi ◽  
Peter Goodyear ◽  
Lourdes Guàrdia ◽  
Marguerite Koole
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Strategic Decision ◽  
Expert Advice ◽  
Social Agents ◽  
Learning And Teaching ◽  
University Teachers ◽  
Learning Tasks ◽  
Science And Education

AbstractThe Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first Postdigital Science and Education paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching (OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the ‘forced’ experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.

Research on language teaching and learning in Austria (2004–2009)

2011 ◽  
Vol 44 (2) ◽  
pp. 181-211 ◽  
Author(s):  
Christiane Dalton-Puffer ◽  
Renate Faistauer ◽  
Eva Vetter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Theory Development ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Theoretical Frameworks ◽  
National Education ◽  
Learning And Teaching

This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria.

THE EFFECT OF LEARNING OUTCOMES USING THE CONTEXTUAL TEACHING AND LEARNING MODEL ON MATEMATICS

2020 ◽  
Vol 1 (1) ◽  
pp. 18-24
Author(s):  
Khusnul Tri Hartanti ◽  
Udjang Pairin M. Basir ◽  
Claudya Zahrani Susilo
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Surrounding Environment ◽  
Student Learning Outcome ◽  
Contextual Teaching ◽  
The One

Many students find it difficult to accept fraction material from the teacher because student are more receptive to material through the surrounding environment such as fruit, bread, marbles, stones, etc. The purpose of this researchs to determine student learning outcome whether thereis influence when use the Contextual Teaching and Learning (CTL) model of mathematics subject matter in the 4th grade SDN Jombatan IV Jombang. This type of research is PreExperimental Design, the design used is one-group pretest -posttest design. The study focus on student learning outcomes in fraction material with the CTL model. Based on research that has been done, it can seen than more than 90% of students can achieve KKM value. In testing the test-t if the value of t is greater than t table then the hypothesis is accepted. It is evident from the results of the study that tcount = 5.344219271 and ttable = 2.178812827, which means that it has a strong signification shows that there is an influencer on student learning outcomes. The one-party test, it turns out that tcount falls in the area of acceptance of Ha, which the result test shows menunjukkan thitung ˃ ttabel so that the conclusion are Ha is accepted and Ho is rejected. So it can be said that learning uses Contextual Teaching and Learning (CTL) can affect of student learning outcomes.

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