THE LECTURER AT A CROSSROADS OF ACADEMIC TEACHING AND LEARNING: THE CASE OF ISRAEL

2021 ◽  
Author(s):  
Rivka Wadmany ◽  
Nitza Davidovitch
Keyword(s):  
Teaching And Learning ◽  
Academic Teaching

scholarly journals Contextual teaching and learning-based functional academic teaching materials for the teachers specialized in educating the students with visual impairment

2019 ◽  
Vol 7 (2) ◽  
pp. 182-196
Author(s):  
Sayidatul Maslahah ◽  
Ishartiwi Ishartiwi ◽  
Mumpuniarti Mumpuniarti ◽  
Yeni Irma Normawati
Keyword(s):  
Teaching And Learning ◽  
Expert Judgment ◽  
Special School ◽  
School Type ◽  
Teaching Materials ◽  
Visual Ability ◽  
Academic Teaching ◽  
The Media ◽  
Good For ◽  
Contextual Teaching

The objective of the study is to develop the Contextual Teaching and Learning (CTL)-based functional academic teaching materials for the teachers specialized in educating the students with different visual ability. The method that has been adopted within the conduct of the study is Research and Development (R&D) with reference to the Borg & Gall Model by means of experiment limitation. The study itself has been conducted in the Yaketunis Special School Type A, which has been the school for the students with different visual ability in Yogyakarta. The results of the study, which cover the stages of needs analysis in the given special school, show that up to date there has not been any written systematic functional academic learning. In addition, the results of the study also show that the teachers still have been dealing with the efforts of teaching the functional academic because the curriculum has been the modification of the regular curriculum. Therefore, the teachers demand the functional academic teaching materials for the students with different visual ability. Based on the results of the expert judgment by the media expert, the material expert and the experiment with the teacher, the functional academic teaching materials have been declared good and fit for implementation in the school. Then, the aspects that have been assessed within the expert judgment are namely material/content, presentation, linguistic and graphic. Furthermore, the score by 3.65 from the media expert and the score 3.80 from the material expert imply that the product in the form of functional academic teaching materials have been very fit and good for implementation by the teachers specialized in teaching the students with different visual ability. In addition, the response within the experiment stage also show that the mean score has been 3.70; as a result, the product in the form of Contextual Teaching and Learning (CTL)-based functional academic teaching materials have good for implementation. In other words, it might be concluded that the Contextual Teaching and Learning (CTL)-based functional academic teaching materials have been feasible for implementation for the teachers specialized in educating the students with different visual ability in the terms of functional reading, writing and counting activities.

scholarly journals Academics’ Understandings of the Literacy Needs of International Graduate Students

2021 ◽  
Author(s):  
Edwin Creely ◽  
Raqib Chowdhury ◽  
Jane Southcott
Keyword(s):  
Graduate Students ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
International Graduate Students ◽  
Academic Literacies ◽  
Academic Teaching ◽  
Literacy Support ◽  
International Graduate ◽  
Academic Competencies ◽  
Faculty Of Education

This article critically explores the understandings about the English academic literacy needs of international graduate students from the perspective of academic teaching staff in a Faculty of Education at a large Australian university. Research suggests that international graduate students for whom English is another language, on coming to English speaking countries, acquire English academic literacies as part of a complex set of academic competencies needed for successful graduate study. In this study, 16 academic teaching staff participated in focus groups and revealed their understandings and practices about academic literacies in the context of their experiences of working with international graduate students as teachers and supervisors. Emergent thematic analysis and Bourdieu’s ideas of doxa, field, and habitus were used to examine the data. Findings revealed a range of beliefs about what international graduate students need regarding academic literacies and language support, and some contestation about the role of the academic in providing literacy support. This suggests challenges of consistency in graduate teaching and learning, and the need for greater clarity concerning what equitable support international students are given.

scholarly journals Listening out and dealing with otherness. A postcolonial approach to higher education teaching

2019 ◽  
Vol 19 (3) ◽  
pp. 227-243
Author(s):  
Angelika Thielsch
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Teaching And Learning ◽  
Individual Learning ◽  
University Teaching ◽  
Teaching Staff ◽  
Academic Teaching ◽  
Higher Education Teaching ◽  
Cultural Musicology ◽  
Definition Of

Postcolonial pedagogy invites academic teaching staff to create situations, in which hegemonic modes of knowledge production can be critically reflected and one’s own entanglement as disciplinary socialised member of (western) academia experienced. Such a postcolonial approach has been applied to a seminar in the context of cultural musicology and its impact on teaching and learning analysed. In this paper, the findings of the accompanying research are presented and discussed in relation to the concept of Bildung, theories on individual learning (in higher education) and current processes to internationalise the curricula. Throughout the argumentation, I will demonstrate how postcolonial pedagogy may cause the construction of otherness and why this simultaneously constitutes the biggest challenge as well as the profoundest reward when applying such an approach to university teaching. In addition to that, this paper introduces a definition of postcolonial pedagogy and offers recommendations to foster its implementation in higher education contexts.

scholarly journals Video presentations, video conferences, seminar discourse or oral student presentation? - Are "traditional" academic genres changing or even disappearing?

2021 ◽  
Vol 99 ◽  
pp. 01047
Author(s):  
Beatrix Kreß ◽  
Kathrin Schweiger
Keyword(s):  
Coping Strategies ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Academic Teaching ◽  
Advantages And Disadvantages ◽  
Oral Form ◽  
Academic Genres ◽  
Video Presentations

The pandemic situation caused a transfer of teaching and learning into digital surroundings. This contribution shows adaptions and changes, caused by this, in different scientific communicative genres in the written and in the oral form, accompanied by shifts and modifications in the teaching and learning communication as a whole. Starting from the well-known scientific genres and forms of academic teaching and the targeted learning outcomes, coping strategies in the digital setting are described and reflected and certain consequences are pointed out. The advantages and disadvantages of this development can be discussed only after a longer-term observation, but some effects are indicated in this contribution.

scholarly journals On-professional Competences in Engineering Education for XL-Classes

2014 ◽  
Vol 4 (3) ◽  
pp. 18
Author(s):  
Stefan Schröder ◽  
Daniela Janssen ◽  
Ingo Leisten ◽  
René Vossen ◽  
Ingrid Isenhardt
Keyword(s):  
Engineering Education ◽  
Organizational Development ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Research Approach ◽  
Academic Teaching ◽  
Learning Success ◽  
Inherent Part ◽  
Specific Challenge

Far reaching changes in university higher education have taken place in the last ten years. Different factors, e.g. necessity of on-professional competences in engineering education, rising or vast student numbers and new technical possibilities, have influenced the academic teaching and learning process. Therefore interdependence between requirements and didactical-educational possibilities is given. Because of changed circumstances an adaption of teaching methods and concepts is required. At the same time Bologna arrogates students to be placed in the centre of the teaching and learning process and claims on-professional competences for today's students. Especially for XL-Classes this is a specific challenge. One of the questions ensuing is how to increase learning success by the use of specific didactical methods? With a research approach connecting different proven didactical concepts and considering the previously shown conditions, the concept of the lecture ?communication and organizational development (KOE) at RWTH Aachen University has been redesigned. This lecture, organized by the Institute Cluster IMA/ZLW & IfU at RWTH Aachen University, is mainly frequented by up to nearly 1.300 students of the faculty of mechanical engineering and inherent part of the bachelor-curriculum. The following practical example prospects the multi-angulation of didactical concepts and shows up innovative educational teaching.

scholarly journals Bokrecension: An Active Student Participation Companion

2019 ◽  
Vol 9 (2) ◽  
pp. 29
Author(s):  
Gun Sparrhoff
Keyword(s):  
Teaching And Learning ◽  
Student Participation ◽  
Academic Teaching

Barrineau, Sanna, Engström, Alexis & Schnaas, Ulrike (2019). An Active Student Participation Companion. Uppsala university: Unit for Academic Teaching and Learning.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

2008 ◽  
Vol 11 (2) ◽  
pp. 61-66
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Educational Tool ◽  
Instructional Tool ◽  
Online Classroom ◽  
Potential Applications ◽  
Education Tool ◽  
Professional Learners ◽  
Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

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