Using Open Badges to support student engagement and evidence based practice

2017 ◽  
Vol 3 (1) ◽  
pp. 234
Author(s):  
Fiona Harvey
Keyword(s):  
Student Engagement ◽  
Support Staff ◽  
Digital Tools ◽  
First Year ◽  
Evidence Based ◽  
Digital Literacies ◽  
Digital Skills ◽  
Academic Units ◽  
The University

The use of Open Badges as a scaffold for developing digital skills with staff and students has been part of the student engagement work at the University of Southampton. The Innovation and Digital Literacies Champions (iChamps) have been working with staff and students across a range of disciplines to formulate projects, deliver workshops to other students and support staff in developing their digital skills. This model has now been adopted by other academic units and this case study will focus on Geography. This paper introduces how open badges and e-portfolios have been used to support the development of digital literacies skills and enhance student engagement. Although the model had been in use for some time with the iChamps, it has only been during the REACT project that we extended the use of these digital tools for a particular cohort of students. In this case study, we report on our initial findings of the experiences of implementation with a first-year undergraduate cohort of Geography students and compare this to our very engaged iChamps. We also include successes of and challenges to this approach, in an attempt to encourage other institutions to develop Open Badges and evidence-based learning for themselves.

scholarly journals From Drug Literature Evaluation to Evidence-Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Shannon Reidt ◽  
Keri Hager ◽  
James Beattie ◽  
Amy Pittenger ◽  
Maureen Smith ◽  
...  
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Evidence Based Medicine ◽  
Integrated Design ◽  
First Year ◽  
Evidence Based ◽  
And Performance ◽  
Pharmacy Curriculum ◽  
Based Medicine

This case study describes a longitudinal curricular sequence implemented to teach evidence-based medicine (EBM) skills. The longitudinal sequence is innovative in its approach, design, and assessment of EBM. This approach moves away from the conventional strategy of teaching drug information and drug literature evaluation as stand-alone courses and instead embraces the EBM Framework and its use in the context of authentic problem solving. The EBM Framework—Ask, Acquire, Appraise, and Apply—was used as the basis for defining seven EBM skills. These skills were targeted in the evidence-based, integrated design of 17 learning episodes delivered with eight faculty members through six courses in the first year. Student perceptions of relevance of EBM and performance on assessments and learning activities throughout the sequence suggest that integrating EBM across the first year of the curriculum is an effective strategy for teaching EBM skills. Three themes emerged from analysis of the data and experience, including the need for: a strong teaching team, a whole task approach with a focus on solving authentic problems, and care in interpreting the progression of assessments and patterns of student performance. Through instructor observations and peer review, the longitudinal sequence has been refined and has had an impact on the rest of the curriculum.   Type: Case Study

Connecting First Year Students to Formal and Informal Learning Experiences

2013 ◽  
pp. 51-67 ◽  
Author(s):  
Melissa L. Johnson ◽  
Laura Pasquini ◽  
Michelle R. Rodems
Keyword(s):  
Learning Communities ◽  
First Year ◽  
First Year Students ◽  
University Of Florida ◽  
Online Learning Communities ◽  
Formal And Informal Learning ◽  
Definition Of ◽  
The University ◽  
First Year Seminar

This case study, an honors first year seminar from the University of Florida, USA, demonstrates the benefits and challenges of these developments in education. The case expands the definition of formal, informal, and online learning communities in the context of a first year seminar.

The Use of Applets in an Engineering Chemistry Course

2010 ◽  
pp. 108-118
Author(s):  
B.M. Trigo ◽  
G.S. Olguin ◽  
P.H.L.S. Matai
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Chemical Engineering ◽  
First Year ◽  
First Semester ◽  
Software Applications ◽  
Engineering Department ◽  
Teachers And Students ◽  
The University

This chapter deals with the use of Applets, which are examples of software applications, combined with a specific methodology of teaching, based on Paulo Freire’s education concepts. According to his methods, co-creation between its participants is fundamental for the effectiveness of learning process. In that way, to promote a cooperative learning, the Applet should have interactive features. The Chemistry course of Polytechnic School of the University of São Paulo, in which students take in the first semester of the first year of the engineering course, was the case study. First, a research with the teachers of the Chemical Engineering Department was carried out, to identify the main problems and difficulties teachers and students face. Then, a topic was selected to be explored with the Applet, which was developed and applied to a small group of students. To identify the success of this experiment a questionnaire was created and the results are presented in this chapter. Some conclusions were drawn and the interactive features of the Applet received a positive feedback.

A Case Study on Agile Estimating and Planning using Scrum

1970 ◽  
Vol 111 (5) ◽  
pp. 123-128 ◽  
Author(s):  
V. Mahnic
Keyword(s):  
Development Process ◽  
Evidence Based ◽  
Effort Estimation ◽  
The Third ◽  
Software Companies ◽  
Student Teams ◽  
Development Teams ◽  
The University ◽  
First Time

We describe a case study that was conducted at the University of Ljubljana with the aim of studying the behavior of development teams using Scrum for the first time, i.e., a situation typical for software companies trying to introduce Scrum into their development process. 13 student teams were required to develop an almost real project strictly using Scrum. The data on project management activities were collected in order to measure the amount of work completed, compliance with the release and iteration plans, and ability of effort estimation, thus contributing to evidence-based assessment of the typical Scrum processes. It was found that the initial plans and effort estimates were over-optimistic, but the abilities of estimating and planning improved from Sprint to Sprint. Most teams were able to define almost accurate Sprint plans after three Sprints. In the third Sprint the velocity stabilized and the actual achievement almost completely matched the plan. Bibl. 25, tabl. 4 (in English; abstracts in English and Lithuanian).http://dx.doi.org/10.5755/j01.eee.111.5.372

Evaluation in the course development process

2010 ◽  
Vol 3 (1) ◽  
pp. 120-140 ◽  
Author(s):  
Kris Van de Poel ◽  
Jessica Gasiorek
Keyword(s):  
Development Process ◽  
First Year ◽  
Course Development ◽  
First Year Writing ◽  
Minimal Impact ◽  
Course Content ◽  
Course Materials ◽  
Writing Course ◽  
The University

Evaluation is a critical but frequently underutilized part of the (language) course development process. Instructors’ reasons for avoiding it vary, but often include the concern that conducting evaluations will draw time and attention away from course content. Using All Write, a first-year writing course at the University of Antwerp, as a case study, this article shows how mechanisms for feedback and evaluation can be incorporated into course materials with minimal impact, as well as demonstrates the benefits of evaluation as both a validation process and a guide for course revision. Moreover, it will show how the stakeholders, primarily learners, but also teachers, may be drawn into the process and potentially benefit from it.

scholarly journals Cinematic Reproduction as Multimodal Composition in First-Year Composition

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Rachel McCabe
Keyword(s):  
Textual Analysis ◽  
First Year ◽  
Evidence Based ◽  
Multimodal Composition ◽  
First Year Composition ◽  
Midwestern University ◽  
Analytical Writing

This case study introduces an assignment from a large midwestern university FYC program, which emphasizes analytical writing by introducing students to a series of increasingly layered texts, including film. This has many advantages: teaching multi-perspective, evidence-based visual and textual analysis. For students to see textual constructedness the author required they remake film scenes using their cellphones, employing and then articulating their use of generic conventions. This article details the original assignment and tracks its evolution due to students’ innovations. One group’s project, a scene from The Shining, highlights multimodal recreation’s capacity to help students re-envision and more fully analyze cinematic elements, adding depth and specificity to students’ analytical writing.

scholarly journals Bridging the Digital Divide: Case Study of the Distribution of Tablets to First Years at the University of Johannesburg

10.28945/2162 ◽  
2015 ◽  
Author(s):  
Zenia Barnard ◽  
Derek Van der Merwe
Keyword(s):  
Developing Countries ◽  
Digital Divide ◽  
First Year ◽  
Economic Disadvantage ◽  
Technological Advancement ◽  
Negative Consequences ◽  
First Year Students ◽  
Small Measure ◽  
The University

The digital divide between those more and those less technologically skilled is a reality and has been for many years. This divide is especially prominent in developing countries such as South Africa and in societies that suffer from socio-economic disadvantage. There are many reasons for the continued presence of this divide and these are briefly described in this paper. The negative consequences that flow from this divide, is also briefly discussed. It is not only social and economic deprivation, though, that contribute to the divide. A project at the University of Johannesburg (UJ) to provide tablets to first year students is discussed in some detail. The challenges that arose from the implementation of this initiative make it apparent that factors such as psychology and managerial efficiencies also contribute in no small measure to a perpetuation of the divide. A multi-disciplinary approach to the eventual bridging of the divide is proposed. Such an approach takes account of the need to recognize and develop a host of solutions as necessary preconditions for sustainable technological advancement in developing countries.

scholarly journals MIND MAPS IN EFL SPEAKING CLASSES: A CASE STUDY AT UNIVERSITY OF FOREIGN LANGUAGE STUDIES THE UNIVERSITY OF DANANG

2020 ◽  
Vol 36 (6) ◽  
pp. 175
Author(s):  
Phan Van Hoa ◽  
Ngo Thi Hien Trang
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mapping Technique ◽  
First Year ◽  
First Year Students ◽  
Language Studies ◽  
Speaking Skill ◽  
Mind Maps ◽  
The University

Speaking, one of the two productive skills, has been paid much attention to by first-year students at the Faculty of English, University of Foreign Language Studies - The University of Danang (FE, UFLS - UD). There are a variety of strategies and techniques assisting EFL teachers and learners, and mind mapping technique is among these which could be implemented to improve teaching and learning performances in general and speaking skill in particular. Mind maps are being taken advantage of by EFL students in classes to improve their speaking skill. In this study, the researchers have assumed that mind maps have the facilitating impact on the oral speech performance of the first-year students at FE, UFLS - UD. We have conducted this research quantitatively and qualitatively whose data is from interview questions and a set of questionnaires for first-year students, and the researchers’ classroom observation. This is a case study which aims to explore the reality of using mind maps including the frequency, speaking stages, and freshmen’s attitudes when utilizing this technique to enhance this skill. Its suggestions could be applied in teaching and learning English speaking skill effectively.

scholarly journals Case Study: The 24/7 Study Advice Workshop

2014 ◽  
Author(s):  
Michelle Reid ◽  
Kim Shahabudin ◽  
Sonia Hood
Keyword(s):  
Student Engagement ◽  
Development Process ◽  
Distance Learners ◽  
Building Recognition ◽  
Part Time ◽  
Learning Development ◽  
Key Aspects ◽  
The University ◽  
The Impact

With a rise in demand for learning development services, coupled with an increasinglydivergent cohort of students (part-time; international; distance learners and students withextra commitments), there is a clear need to look for creative ways to meet the challengesof this growing and changing need. To meet this challenge the Study Advice team at the University of Reading embarked on a project using screencasting to create a suite of videotutorials that focused on key aspects of study. This paper discusses the inspiration for theproject, the development process undertaken and the impact and effectiveness of theresources created. The content was developed through a process of experimentation andextensive team reviewing and refinement, through which we (the Study Advice team)learnt how to effectively create, record and disseminate our resources. The benefits werefar wider reaching than the initial project scope, with implications for capacity building;recognition; profile-raising and student engagement.

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