THE CO-CONSTRUCTION OF STUDENT REFLECTION: A DIALOGICAL PERSPECTIVE ON ONLINE ORAL EXAMINATIONS IN HIGHER EDUCATION

2021 ◽  
Author(s):  
Camilla Wiig ◽  
Charlott Sellberg
Keyword(s):  
Higher Education ◽  
Student Reflection ◽  
Oral Examinations

scholarly journals Centering the Margins: Knowledge Production in the Introductory Archaeology Course

2020 ◽  
Author(s):  
Kylie Quave ◽  
Shannon Fie ◽  
AmySue Qing Qing Greiff ◽  
Drew Alis Agnew
Keyword(s):  
Higher Education ◽  
Students Of Color ◽  
Knowledge Production ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Course Structure ◽  
Student Reflection ◽  
The Past ◽  
The Us ◽  
Full Picture

Teaching introductory archaeology courses in US higher education typically falls short in two important ways: the courses do not represent the full picture of who contributes to reconstructing the past and do not portray the contemporary and future relevance of the archaeological past. In this paper, we use anti-colonial and decolonial theories to explain the urgency of revising the introductory archaeology curriculum for promoting equity in the discipline and beyond. We detail the pedagogical theories we employed in revising an introductory archaeology course at a small liberal arts college in the US and the specific changes we made to course structure, content, and teaching strategies. To examine the impacts on enrolled students and on who chose to enroll in the revised archaeology curriculum, we analyze student reflection essays and enrollment demographics. We find that students developed more complex understandings of the benefits and harms of archaeological knowledge production and could articulate how to address archaeology’s inequities. We also found that enrollment in archaeology courses at the college shifted to include greater proportions of students of color. These results support the notion that introductory archaeology courses should be substantially and continually revised.

scholarly journals A New Conception of Information Literacy for the Digital Environment in Higher Education

2009 ◽  
Vol 1 (1) ◽  
Author(s):  
Sharon Markless
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Information Literacy ◽  
Digital Environment ◽  
Student Reflection ◽  
Nature Of Information ◽  
Intellectual Journey ◽  
Principles Of Learning

This paper outlines the author’s intellectual journey towards a deeper understanding of the nature of information literacy and how IL learning can be supported. This work was stimulated by a consultancy in one UK university to recommend an appropriate IL framework for use on their VLE. The journey described here considers relevant principles of learning, the place of student reflection in IL learning, what IL in HE should encompass, the importance of context in developing IL, and the influence of the digital environment, especially Web 2.0. The main features of existing IL frameworks in HE are critiqued. A new IL framework is then offered along with a rationale for its appearance and use. The conclusion looks forward to continuing development of the ideas covered here.

scholarly journals Recycling C.R.A.P.: Reframing a Popular Research Mnemonic for Library Instruction

2015 ◽  
Vol 3 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Robert E. LeBlanc ◽  
Barbara Quintiliano
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
American Association ◽  
Library Instruction ◽  
Mnemonic Device ◽  
Research Libraries ◽  
Student Reflection ◽  
Literacy Standards ◽  
Core Concepts ◽  
Flexible Framework

In 2015 the American Association of College & Research Libraries jettisoned its long-standing set of Information Literacy Standards for Higher Education and adopted the richer, more flexible Framework for Information Literacy for Higher Education. Composed of core concepts rather than prescriptive objectives, the Framework more closely mirrors the complexity of the rapidly evolving academic environment and encourages engagement on the part of students. However, many instruction librarians find that the Frame’s flexibility also poses pedagogical challenges. The authors describe how instruction librarians at one university library have adapted and used a popular mnemonic device when presenting the Frames, thus promoting greater student reflection and interaction.

Threshold Concepts Theory as a Pedagogical Tool for Articulating Transformational Learning: An Initial Exploration

2020 ◽  
pp. 154134462096371
Author(s):  
Matthew Christopher Atherton ◽  
Yvonne Nalani Meulemans
Keyword(s):  
Higher Education ◽  
Transformational Learning ◽  
Educational Experiences ◽  
Academic Experiences ◽  
Threshold Concepts ◽  
Pedagogical Tool ◽  
Student Reflection ◽  
Concept Framework ◽  
The Impact ◽  
Initial Exploration

As the landscape of higher education gets more complex, there is a need to increase engagement and student reflection on their academic experiences. This research explores whether a threshold concept framework (TCF) can be used in an interdisciplinary social science culminating course as a tool for students to consider the transformative nature of their education and articulate the meaning of their educational experiences. Student reflective work was analyzed to see whether students can (1) understand TCF, which is typically used to analyze student learning, rather than as a reflective tool for students and (2) successfully apply TCF to their educational experiences. The authors conclude that using written reflections, students could understand and apply TCF to articulate the transformational nature of their education and consider the impact of their experiences as an undergraduate. These results illuminate the potential of using TCF as a pedagogical tool within the classroom and curriculum development.

scholarly journals Személyes jelenlét nélküli felsőoktatás a vizsgaszervezés aspektusából a közoktatási vezetőképzésben

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Judit Vereckei
Keyword(s):  
Higher Education ◽  
Adverse Effects ◽  
Education Institution ◽  
Higher Education Institution ◽  
The Future ◽  
Oral Examinations ◽  
Technical University ◽  
University Of Budapest ◽  
New Situation ◽  
Made In

A tanulmány azt mutatja be, hogyan valósult meg a felsőoktatásban az áttérés a koronavírus járvány miatt a nem jelenléti oktatásra 2020 márciusában, elsősorban szemesztert és tanulmányokat záró vizsgák megszervezése szempontjából egy konkrét példán keresztül.  Az Budapesti Műszaki Egyetem Műszaki Pedagógia Tanszékének szakirányú továbbképzésén a járványhelyzetre tekintettel a távolléti oktatást követően a hallgatók szigorlataira és záróvizsgáira is távolléti rendszerben került sor. A jelen tanulmányban a Microsoft Teams platform felhasználásával lebonyolított szóbeli vizsgák hátterét, körülményeit, szervezési sajátosságait mutatom be, majd levonom a tanulságokat különös tekintettel arra, hogy a későbbiekben érdemes-e változtatni a vizsgáztatás rendjén. A tanulmány nemzetközi kitekintést is tartalmaz, többek között arra, hogy Ausztria egyik felsőoktatási intézményében, a Fachhochschule St. Pölten intézményben szintén a Teams használatával, hogyan szabályozták és bonyolították le a szóbeli vizsgáztatást. A tanulmány azzal a megállapítással zárul, hogy a távolléti oktatás és vizsgáztatás új helyzet elé állította a felsőoktatást, melynek nemcsak negatív hatásai voltak, hanem a résztvevők számos új tapasztalattal és módszertani tanulsággal gazdagodtak, melyeket javasolt a vírushelyzet elmúltával is alkalmazni. The study shows how the transition to non-attendance education in higher education was made in March 2020 due to the coronavirus epidemic, primarily through a concrete example of the organisation of exams for semesters and studies. Because of the epidemic situation, the technical pedagogy department of the Technical University of Budapest also took place in an absence system. In this study, I will present the background, circumstances, and organisational characteristics of the Microsoft Teams platform's oral examinations. In particular, I will learn the lessons on whether it is worth changing the course of the review in the future. The study also includes an international outlook on how oral examinations were regulated and conducted using Teams at Fachhochschule St. Pölten, a higher education institution in Austria. The study concludes with the finding that absent education and investigations have brought a new situation to higher education, which has had adverse effects and has been enriched with several new experiences and methodological lessons. It is recommended to apply after the viral situation has passed.

scholarly journals Action Research about Students’ Significant Learning in Higher Education: one of the Valuable Tools for Pedagogical Professional Development

2017 ◽  
Vol 33 (2) ◽  
Author(s):  
Khang Duy Nguyen
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Action Research ◽  
Data Collection ◽  
Journal Entry ◽  
Research Issues ◽  
Reflective Journal ◽  
Student Reflection

This paper aims to depict the valuable tools for pedagogical professional development through an action research about students’ significant learning in a context of higher education. This three-year educational action research was conducted with the participations of 108 students with 4 groups in a course of a bachelor program in pedagogy to collect data through the documental evidence relevant to the research issues using student reflection, student reflection, and teacher’s self-reflective journal entry. The data collection was framed using Padilla’s Unfolding Matrix before being analyzed for the findings and discussions. As a result, this study contributes to the contextual practices of Fink’s taxonomy that the teacher should exploit the values of the action research in the classroom with attention to the signals of problems and resolve them to change for better students’ learning from their feedback during the lessons.

Renewing the practice-knowledge interface

2012 ◽  
Vol 5 (2) ◽  
pp. 7-21
Author(s):  
Bill Lemmer ◽  
Martin Arnold ◽  
Pam Pringle ◽  
Claire Barber
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Teaching And Learning ◽  
Social Care ◽  
Integrated Model ◽  
Education Student ◽  
Student Reflection ◽  
Knowledge And Practice ◽  
Practice Knowledge ◽  
The Relationship

Practice is key to professional education. Student reflection and skill rehearsal are by-words of a new Practice Educator role. These are propositions emerging from an initiative to strengthen NHS and Social Care Partnerships with higher education by developing a more integrated model of teaching and learning. This paper describes a method of ‘deliberate interpersonal teaching’ to amalgamate the relationship between knowledge and practice. It forms the basis of one department’s transition to a clinical and workplace focus for teaching that underpins modernisation within one Faculty of Health and its stakeholder partners.

scholarly journals Centering the Margins

2020 ◽  
pp. 1-14
Author(s):  
Kylie E. Quave ◽  
Shannon M. Fie ◽  
AmySue Qing Qing Greiff ◽  
Drew Alis Agnew
Keyword(s):  
Higher Education ◽  
Students Of Color ◽  
Knowledge Production ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
The United States ◽  
Course Structure ◽  
Student Reflection ◽  
The Past ◽  
Full Picture

ABSTRACT Teaching introductory archaeology courses in U.S. higher education typically falls short in two important ways: the courses do not represent the full picture of who contributes to reconstructing the past, and they do not portray the contemporary and future relevance of the archaeological past. In this article, we use anti-colonial and decolonial theories to explain the urgency of revising the introductory archaeology curriculum for promoting equity in the discipline and beyond. We detail the pedagogical theories we employed in revising an introductory archaeology course at a small liberal arts college in the United States and the specific changes we made to course structure, content, and teaching strategies. To examine the impacts on enrolled students and on who chose to enroll in the revised archaeology curriculum, we analyze student reflection essays and enrollment demographics. We found that students developed more complex understandings of the benefits and harms of archaeological knowledge production and could articulate how to address archaeology's inequities. We also found that enrollment in archaeology courses at the college shifted to include greater proportions of students of color. These results support the notion that introductory archaeology courses should be substantially and continually revised.

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