TRAINING LECTURERS AND STAFF IN HIGHER EDUCATION INSTITUTIONS IN PREPARING ACCESSIBLE AND INCLUSIVE LEARNING EXPERIENCES

2021 ◽  
Author(s):  
Björn Fisseler
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Learning Experiences ◽  
Inclusive Learning

scholarly journals Global mobility in music higher education: Reflections on how intercultural music-making can enhance students’ musical practices and identities

2020 ◽  
Vol 38 (2) ◽  
pp. 161-176 ◽  
Author(s):  
Brydie-Leigh Bartleet ◽  
Catherine Grant ◽  
Charulatha Mani ◽  
Vanessa Tomlinson
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Learning Experiences ◽  
International Study ◽  
Asia Pacific ◽  
Music Making ◽  
Global Mobility ◽  
Musical Practices ◽  
Intercultural Music

Music higher education institutions are increasingly recognising the educational value of intercultural learning experiences. Delivering such learning experiences in a way that provides music students with a rich cultural and musical learning experience, rather than a superficial one, can be a challenging task, particularly in the case of short-term ‘mobility’ or ‘study-abroad’ programmes. This article explores ways to address this challenge by reflecting on student learnings from a suite of international study experiences, or ‘global mobility programmes’, at one Australian tertiary music institution, run in collaboration with community partners, universities and nongovernmental organisations in the Asia Pacific. Focusing on how intercultural music-making in the context can enhance students’ musical practices and identities, we first outline the sociocultural contexts of our music global mobility programmes in Cambodia, China and India, and explore the different modes of music-making these experiences afforded. We then draw on Coessens’ ‘web of artistic practice’ to explore site-specific examples of the ways in which global mobility programmes can enhance students’ musical practices and identities. These findings hold particular relevance for music educators and higher education institutions in justifying, designing and carrying out such intercultural experiences to maximise student learning and success.

scholarly journals Communication, Flexibility, and Resilience: Navigating the Shift to Virtual Service-Learning During COVID-19

2021 ◽  
pp. 107769582110225
Author(s):  
Carrie Reif-Stice ◽  
Sarah Smith-Frigerio
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Public Relations ◽  
Higher Education Institutions ◽  
Learning Experiences ◽  
Course Delivery ◽  
Academic Learning ◽  
Community Partners ◽  
Hybrid Course ◽  
The Impact

Major disruptions to traditional academic learning have occurred since the onset of the COVID-19 pandemic, as most higher education institutions have shifted to online or hybrid course delivery. This virtual shift has significant implications for service-learning. In this study, we explored the impact of virtual service-learning on public relations instructors and community partners. Interview respondents described challenges to virtual service-learning related to the pandemic but also noted unanticipated benefits, such as creativity and resilience. In addition, community partners and public relations instructors recommended a heightened focus on communication, flexibility, and adaptability to ensure successful virtual service-learning experiences for students and organizations.

Lifelong Learning: Attitudes of Slovenian Higher Educators toward Accreditation of Prior Learning Experiences

2008 ◽  
Vol 17 (4) ◽  
pp. 375-398
Author(s):  
Doris Gomezelj Omerzel ◽  
Nada Trunk Širca ◽  
Arthur Shapiro ◽  
Mateja Brejc ◽  
Steve Permuth
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Lifelong Learning ◽  
Education System ◽  
Higher Education Institutions ◽  
Learning Experiences ◽  
Educational Institutions ◽  
Prior Learning ◽  
Convenience Sample ◽  
The Impact

This article focuses first on fundamental trends weakening the European—specifically, the Slovenian—economy and social structure, which are creating a two-class system consisting of an undereducated/uneducated population unable to compete for employment in an economy increasingly requiring more education to update employees’ skills. Learning and education have become an imperative for people wishing to upgrade their employability to counter increasing unemployment and the impact of an aging society. The study next addresses its purpose—to discover higher educators’ and folk high school educators’ perceptions of an initiative developed to address this social and economic problem, namely, by creating a lifelong learning approach to accredit informal and experiential learning experienced outside the formal higher education system. A national Slovenian conference was organized to focus on these issues. A convenience sample of participants attending this conference were asked to what extent they perceive and expect Slovenian higher education institutions and other educational organizations to accredit nonformal and experiential learning and what criteria and conditions are necessary for a successful initiative. The study explores the European social model, which aims to improve employability to avoid increasing the two-class social system of uneducated and undereducated citizens as the economy increasingly requires more highly educated employees. Although a third of the respondents were unaware of the issues of such an approach to lifelong learning, participants overall perceived that creating a flexible education system, including procedures for validating previous education and other forms of knowledge, should be one of the objectives of higher education institutions, as well as other institutions engaged in adult education. To be effective, the system must be developed and implemented in partnership with employers, individuals, and educational institutions. This article describes the situation with respect to recognizing prior learning in European Union countries and the Slovenian reactions to them. Moreover, it presents results of empirical survey research into the motivation of participants in educational institutions to cooperate in the system established to validate nonformal and informal learning. Respondents recognized a need for and supported developing a system of accrediting lifelong learning experiences. A lifelong learning policy appears to include the three dimensions of innovation, social inclusion, and active citizen participation. The concepts of the learning society, the knowledge society, and lifelong learning have been relatively slow to emerge to become significant influences in Slovenian higher educational attendees’ perceptions as national goals for higher education. A huge discussion among participants manifested support for such an enterprise as a social good, and they recommended forming a commission of higher education institutions to develop a system consisting of a common framework within which accreditation could be implemented to meet increasing social employment needs affecting Slovenian society, with one major criterion: that it be fair and just. Another recommendation was to include employers, individuals, and higher education reference groups in developing the system.

Navigating Campus Controversies: Seeking Truth, Respecting Speech, and Cultivating Intellectual Fairness in Higher Education

2019 ◽  
Vol 89 (1) ◽  
pp. 30-54 ◽  
Author(s):  
REBECCA M. TAYLOR ◽  
ASHLEY FLOYD KUNTZ
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Intellectual Development ◽  
Higher Education Institutions ◽  
Academic Community ◽  
College Campuses ◽  
Normative Framework ◽  
Inclusive Learning ◽  
Middlebury College

In this essay, Rebecca M. Taylor and Ashley Floyd Kuntz explore the higher education aims of advancing truth, respecting speech, and fostering inclusive learning environments in the context of controversial invited speakers on college campuses. They consider the case of Charles Murray's visit to Middlebury College in 2017. They argue that intellectual fairness—which centers the importance of pursuing truth, combating bias, and supporting the intellectual development of members of the academic community—is an appropriate guiding virtue when navigating the intellectual and democratic aims of higher education. They look to advance intellectual fairness as a normative framework for understanding the aims and responsibilities of higher education institutions.

Technology facilitation on inclusive learning; higher education institutions in Sri Lanka

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David Shiyam Kirupainayagam ◽  
Jayaranjani Sutha
Keyword(s):  
Higher Education ◽  
Sri Lanka ◽  
Learning Environment ◽  
Higher Education Institutions ◽  
Research Approach ◽  
Time Saving ◽  
Software Cost ◽  
Content Type ◽  
Nature Of Technology ◽  
Inclusive Learning

PurposeThe application of technology to higher education is contributing in many ways to create a highly adaptable, inclusive learning environment for all. This study intends to analyze the role of technology facilitation in creating an inclusive learning environment in the higher education institutions (HEIs), which would connect multi-ethnic students and academics effectively in the Sri Lankan context. Therefore, the primary aim of this study is to explore how technology facilitates inclusive learning in HEIs.Design/methodology/approachBased on the qualitative research approach, this study generated data from 30 undergraduates and 10 academics from 5 national universities in Sri Lanka to evaluate the effectiveness of technological facilitation in promoting inclusive learning. The data were then thematically analyzed using NVivo 10.FindingsThe nature of technology facilitation in HEIs and influencing factors such as the internet, search engines, mobile apps and software, cost involved, upgraded knowledge, time efficiency and technological devices. Further, the factors contribute to the HEIs and the benefits realized, such as information gathering, time-saving, cost reduction, information sharing, connective communication, easy learning and online services. On the other hand, challenges such as the involved parties’ resistance to technological change, inadequate infrastructure facilities, lack of technical knowledge, negative perceptions and behaviors, technical failures and health issues will also be assessed.Research limitations/implicationsImplications for policy and practice include a thorough understanding of the nature of technology facilitation in an inclusive environment. The researcher has recommended some strategies and mechanisms to the policymakers that will guide them to use technology as a tool to enhance the inclusive learning practices within HEIs.Originality/valueThis paper presents an original review and it contextualizes the technology facilitations in respect of the inclusive learning environment in HEIs.

Stepping Up to the Challenge

2021 ◽  
pp. 161-176
Author(s):  
Ana Balula ◽  
Sandra Vieira Vasconcelos
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Experiences ◽  
English For Specific Purposes ◽  
Pivotal Role ◽  
Annotated List ◽  
Integrate Technology

Even though, over the last decades, most higher education institutions (HEI) have come to increasingly integrate technology in their practices, namely as a way of enhancing students' learning experiences and the cohesive development of skills and preparing them for a digital and global workplace, never before did technology play such a pivotal role. In the aftermath of the recent COVID-19 outbreak, this chapter puts forward an annotated list of strategies used within the scope of English for Specific Purposes (ESP) teaching and learning. Focussed on technology-based approaches, it makes a case for collaboration and skill integration as a way of promoting practice-driven innovation and reflection.

Students’ Views of E-Learning

2011 ◽  
pp. 204-226 ◽  
Author(s):  
Eileen O’ Donnell ◽  
Mary Sharp
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Higher Education Institutions ◽  
Learning Experiences ◽  
Learning Management Systems ◽  
End Users ◽  
Management Systems ◽  
Pedagogical Design ◽  
E Learning ◽  
Learning Platforms

Students are the end users of the Information Systems that educators use to enhance students’ learning experiences. The use of technologies in education has altered the ways in which lecturers and students can interact and has expanded the volume of information that students can access. This study was undertaken to obtain students perspectives on the uses of technologies in higher education to assist educators in improving the pedagogical design of e-learning platforms, known as learning management systems. This chapter provides students’ perspectives on the academic use of technologies in two higher education institutions in Ireland. Analysis of the responses received from three hundred and twenty students indicates that students are of the opinion that the use of technologies in higher education can beneficially transform learning; however, technologies will never replace lecturers.

Resilient campuses: Leveraging resources among small- and moderate-sized institutions of higher education

2014 ◽  
Vol 12 (1) ◽  
pp. 21
Author(s):  
Rebekah Green, PhD
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Learning Experiences ◽  
Colleges And Universities ◽  
Public Colleges ◽  
Limited Resources ◽  
Institutions Of Higher Education ◽  
Universities And Colleges ◽  
Public Colleges And Universities ◽  
Policy Problems

Universities and colleges provide students with an opportunity to grow personally and professionally through a structured series of learning experiences. Yet disasters can interrupt traditional place-based education and prove to be intractable policy problems. The challenges of developing robust plans and drilling them extensively are most pronounced among smaller public colleges and universities. This article describes how three small- to moderate-sized higher education institutions formed a consortium to better prepare for emergencies, despite limited resources. Together the institutions built common templates, hired joint staff, and created a suit of joint exercises appropriate for their small size and campus-specific needs. In the process, they shared unique perspectives that improved resilience across the institutions.

scholarly journals Capacity Building for Quality Enhancement in Higher Education

2017 ◽  
pp. 84-92
Author(s):  
P. M. Suresh Kumar
Keyword(s):  
Higher Education ◽  
Capacity Building ◽  
Teacher Quality ◽  
Higher Education Institutions ◽  
Learning Experiences ◽  
Quality Enhancement ◽  
Improve Quality ◽  
Student Progression ◽  
Innovative Learning ◽  
Advance Knowledge

Higher education institutions strive to produce quality professionals, who would be intellectually robust, emotionally balanced, and economically productive, socially committed and spiritually satisfied so that they make meaning in their lives and contribute to the society. Teachers have a big role in maintaining this. Teacher quality influences curriculum, provides leadership, and promote student progression. Curriculum delivery and pedagogy should incorporate multitude of learning experiences and innovative learning methodologies. So much so the faculty should be exposed to advance knowledge and skill through a variety of ways which would be mutually complementary for both the teacher and the taught. Their capacities should be developed and all the more periodically recharged for sustained results. This paper discusses capacity building through establishing sustainable mechanisms to improve quality in teaching as reflected in the values and culture of the institution.

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