scholarly journals Power, Play and Pedagogy through the PowerPoint Performance-Lecture

2020 ◽  
Vol 7 (3) ◽  
pp. 382-394
Author(s):  
Kai Syng Tan
Keyword(s):  
Higher Education ◽  
Social Change ◽  
Creative Thinking ◽  
Higher Order ◽  
Learning And Teaching ◽  
Global Pandemic ◽  
Self Knowledge ◽  
Higher Order Learning ◽  
Power Play

What could a visual-led approach to the learning and teaching of complex issues look like for a short online synchronous session? Through a playful performance-lecture exploring concepts in diversity, interdisciplinarity and social change entitled What could a neurodiversity-led 2050 look like?, this paper outlines the possibilities of visual-centred approach, using the ubiquitous Microsoft software PowerPoint (or open-sourced equivalents like Google Slides and Prezi). It seeks to contribute to discourses and practices around role of visual approaches in Higher Education (HE) to address ‘difficult’ topics like power and inequality in an engaging manner, and to empower learners as active participants, including those who may be think visually, such as dyslexic learners. Such approaches will be urgent in a reality characterised by profound socio-political injustice highlighted by Black Lives Matter (BLM), and amid a global pandemic, where teaching occurs online, and where learners and teachers alike may be short of time, attention and resources. Highlighting techniques and perspectives from art, film and neurodiversity, it invites the consideration of the PowerPoint performance-lecture as a simple yet engaging and responsive process for higher order learning and creative thinking. A secondary point of the article to call for HE to itself apply a degree of critical and creative thinking about its own position, to use self-knowledge to do better, in order to move forward. It welcomes feedback and challenges, and calls for the creation of yet more playful, innovative, visual-led approaches in the learning and teaching of complex issues in Higher Education.

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

“You Can Lead the Horse to Water, but … ”

2012 ◽  
pp. 182-199
Author(s):  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web 2.0 ◽  
Learning Management Systems ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Potential Benefits ◽  
The University

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

scholarly journals Teaching Grenfell: The Role of Emotions in Teaching and Learning for Social Change

Sociology ◽  
2019 ◽  
Vol 53 (6) ◽  
pp. 1026-1042
Author(s):  
Laura Connelly ◽  
Remi Joseph-Salisbury
Keyword(s):  
Higher Education ◽  
Social Change ◽  
Teaching And Learning ◽  
Online Survey ◽  
Sociological Perspective ◽  
Transformative Potential ◽  
Survey Responses ◽  
The University ◽  
Limit Capacity

Although literature on the role of emotions in teaching and learning is growing, little consideration has been given to the university context, particularly from a sociological perspective. This article draws upon the online survey responses of 24 students who attended sociological classes on the Grenfell Tower fire, to explore the role emotions play in teaching that seeks to politicise learners and agitate for social change. Contributing to understandings of pedagogies of ‘discomfort’ and ‘hope’, we argue that discomforting emotions, when channelled in directions that challenge inequality, have socially transformative potential. Introducing the concept of bounded social change, however, we demonstrate how the neoliberalisation of Higher Education threatens to limit capacity for social change. In so doing, we cast teaching as central to the discipline of sociology and suggest that the creation of positive social change should be the fundamental task of sociological teaching.

scholarly journals Benefiting From Authentic Education To A Sustainable Social Development

2013 ◽  
Vol 9 (2) ◽  
pp. 171-176 ◽  
Author(s):  
Chandana Watagodakumbura
Keyword(s):  
Social Change ◽  
Human Resources ◽  
Social Development ◽  
Career Paths ◽  
Personal Development ◽  
Higher Order ◽  
Multiple Perspectives ◽  
Authentic Education ◽  
Significant Difference ◽  
Higher Order Learning

Authentic education provides a unique learning experience to individual learners, specifically by addressing their psychological and neurological needs. The assessment of learners is done through generic attributes that have more validity and relates to intrinsic learner characteristics that could last throughout the life span of the learner. Authentic education looks at the general term education more broadly and deeply, and from multiple perspectives. As the individual learners are identified uniquely through authentic education, it embraces diversity within the human species more broadly and meaningfully. Learners are encouraged to pursue higher-order learning sending them through a complete learning cycle; this engages learners deeply to the task and provides a lasting experience, enabling individuals to reach their full potential. Authentic education aims at providing personal development for individuals broadly, not merely a career development, while still paving a better way to map individual preferences to more suitable career paths. Through authentic education, we get to value human resources much more than related economic aspects, making a significant difference to our current approaches and focus; it has the promise to effect a significant positive social change towards a sustainable development. The purpose of this study is to discuss conceptualising authentic education, multiple perspectives, better educational outcomes, learners embracing diversity, higher order learning, individual characteristics to related career paths, holistic personal development, social change valuing human resources, and consistent and predictable social development.

scholarly journals Role of Student Ratings of Lecturers in Enhancing teaching at Higher Education Institutions: A case study of the Durban University of Technology

2013 ◽  
Vol 5 (5) ◽  
pp. 268-281
Author(s):  
N. Dorasamy
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Student Ratings ◽  
Assessment Instrument ◽  
Evaluation Instrument ◽  
Teaching Competencies ◽  
Learning And Teaching ◽  
University Of Technology ◽  
Student Ratings Of Teaching

Evaluation of the quality of programmes by students is considered an important assessment instrument in determining programme effectiveness within higher education institutions. Student ratings of lecturers are only a partial assessment of programmes, since other evaluations beyond students’ perceptions are also considered important within higher education institutions. Student ratings are not only important in determining how students perceive their programmes within a highly competitive higher education landscape in South Africa, but also highlight the strengths and weaknesses of programmes which can be used as an impetus for programme enhancement, especially in view of the increasing number of students entering higher education, while government spending is steadily diminishing. The purpose of this study is to assess student ratings of teaching competencies that can be used for programme evaluation. A quantitative approach was used to analyse the various elements within specific domains in the lecturer evaluation instrument used by the Faculty of Management Sciences at the Durban University of Technology (DUT). The data reported are suggestive of the usefulness of identifying student ratings of important teaching competencies, which is considered as important in a growing student centred orientation within higher education institutions. The article offers constructive analysis of student ratings of various teaching competencies across departments in the faculty, while highlighting strategies to ensure enhanced validity of student ratings. Student ratings of lecturers provide valuable information for faculty to use in programme assessment and consequent programme enhancement. Further, student ratings of lecturers encourages a student’s voice through confidential participation, thereby ensuring that the student experience is fore grounded at the learning and teaching interface.

scholarly journals The Role of Nurturing Technopreneurship Education and Building University Students’ Entrepreneurial Mindsets and Skill Sets in Fostering Digital Innovation and Augmenting the Tech Start-Up Ecosystem in Bahrain

2021 ◽  
Vol 20 (6) ◽  
pp. 152-173
Author(s):  
Sama’a Al Hashimi ◽  
Yasmina Zaki ◽  
Ameena Al Muwali ◽  
Nasser Mahdi
Keyword(s):  
Higher Education ◽  
Creative Thinking ◽  
Educational Background ◽  
Entrepreneurial Success ◽  
Support Organizations ◽  
Start Up ◽  
The Government ◽  
The Right ◽  
The Impact

This paper examines the relationship between the success of tech start-ups and the educational backgrounds of their owners. To better comprehend and encourage technopreneurial growth, it is essential to understand the educational background of tech start-up founders in Bahrain. The paper attempts to explore whether or not different educational qualifications of tech start-up founders are associated with their success. It also aims to investigate the pedagogical approaches, strategies, skills, and objectives that may have contributed to the success of leading technopreneurs, locally and globally in an effort to suggest the right practices to implement in Bahrain in order to emulate their educational experiences. The research qualitatively investigates the perceptions and academic experiences of the founders of five innovative Bahraini digital applications in an attempt to explore the role of their education in their success and growth. In addition, twelve support organizations in Bahrain were interviewed to examine the influence of higher education on entrepreneurial success. The paper argues that education is very essential to entrepreneurial success, and its findings provide clear evidence of the impact of education which focuses on fostering creative thinking, innovation, and team-working skills on technopreneurial success. These findings may have implications for universities in Bahrain to promote successful entrepreneurs through integrating the best practices in innovation and entrepreneurship education into the curriculum, and strengthening their cooperation with the government and various support organizations. Finally, the paper provides higher education institutions with guidelines and recommendations to maximize their role in the tech start-up ecosystem in Bahrain.

scholarly journals Competences and learning outcomes: a panacea for understanding the (new) role of Higher Education?

2014 ◽  
Vol 1 (2) ◽  
pp. 279 ◽  
Author(s):  
Robert Wagenaar
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Personal Development ◽  
Academic Staff ◽  
Unique Contribution ◽  
Learning And Teaching ◽  
Educational Programmes ◽  
Effective Performance ◽  
The One

The competence and learning outcomes approach, which intends to improve effective performance of academic staff and students, is becoming dominant in today’s higher education. This was quite different 15 years ago. This contribution aims to offer insight in the reforms initiated and implemented, by posing and answering the questions why the time was appropriate — by identifying and analysing the underlying conditions — and in what way the change was shaped — by focusing on terminology required and approaches developed. Central here is the role the Tuning project — launched in 2000-2001 — played in this respect. The contribution starts with contextualising the situation in the 1990s: the recession and growing unemployment in many European countries on the one hand and the development of a global society and the challenges the higher educational sector faced at the other. It offers the background for initiating the Tuning project, and the discourse on which its approach is based. In particular, attention is given to choosing the concept of competences, distinguishing subject specific and general/generic ones, as an integrating approach of knowledge, understanding, skills, abilities and attitudes. The approach should serve as a means of integrating a number of main goals as part of the learning and teaching process: strengthening employability and preparing for citizenship besides personal development of the student as a basis for the required educational reform. Tuning’s unique contribution is the alignment of this concept to learning outcomes statements as indicators of competence development and achievement and by relating both concepts to profiling of educational programmes.

scholarly journals Bloom’s Taxonomy (Cognitive Domain) in Higher Education Settings: Reflection Brief

2016 ◽  
Vol 3 (2) ◽  
pp. 288 ◽  
Author(s):  
Irfan Hyder ◽  
Shelina Bhamani
Keyword(s):  
Higher Education ◽  
Knowledge Acquisition ◽  
Student Learning ◽  
Learning Outcomes ◽  
Hierarchical Model ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Cognitive Domain ◽  
Knowledge Application

<p>The role of taxonomy of objectives is considered to be one of the<br />most imperative elements in curriculum designing and drafting of<br />learning outcomes and objectives. Several educationists and academicians have regarded this model in facilitating learning achievement from lower level knowledge acquisition to higher order thinking. However, a few others have critiqued this phenomenon by reconnoitering its implications on segmentation of knowledge application into a hierarchical model, that may restrict learners, specifically in higher<br />education settings to limit their acquisition of a concept. Moreover,<br />students’ learning and motivation are hampered while undergoing<br />such an intensive, structured assessment of those learning outcomes.<br />This reflection brief will appraise and reflect in favour of the various<br />critiques established around the phenomenon of progressive Bloom’s<br />taxonomy and will briefly discuss the idea of reversing the level of<br />taxonomy in higher education settings to sustain student learning<br />motivation.</p>

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