scholarly journals Global BEEHIVE: developing good practice for multilateral, scalable, and sustainable virtual exchange

2020 ◽  
Vol 3 (SI-IVEC2019) ◽  
pp. 13-26
Author(s):  
Allen Guidry ◽  
Jami Leibowitz ◽  
Tope Adeyemi-Bello
Keyword(s):  
General Education ◽  
Course Design ◽  
Good Practice ◽  
High Capacity ◽  
Team Leadership ◽  
Lessons Learned ◽  
Project Design ◽  
Culturally Competent ◽  
Communication Policies ◽  
The University

In preparing students for life beyond the university, higher education must develop graduates who are culturally competent and understanding of the world beyond their own region. An appropriate context to address this area of need is Virtual Exchange (VE). Following the Global Partners in Education (GPE) model, this practice report presents the process used by a collaborative international project design team to develop two ‘Global Understandings’ (GU) courses; one in business and one in education. It further presents an extension of an established general education multilateral (more than two international partners) VE GU course by using it as a model to develop topic specific VE courses in high interest and high capacity areas within the partner institutions. After undertaking the initial steps for developing topic specific VE courses in business and education, program designers found that planning workshops, team leadership, clear organizational documents and processes, clear communication policies, logistical support, and faculty enthusiasm and buy-in were key factors in effective course design and implementation in the initial project stages. In addition to sharing the project design process, this practice report also presents the lessons learned along with considerations for future implementation.

scholarly journals Using project-based learning to teach project-based learning: lessons learned ,

2021 ◽  
Vol 32 ◽  
Author(s):  
João Alberto Arantes do Amaral
Keyword(s):  
Graduate Students ◽  
Course Design ◽  
Project Based Learning ◽  
Lessons Learned ◽  
Theory And Practice ◽  
Project Design ◽  
Design Elements ◽  
Group Activities ◽  
Faculty Of Education ◽  
The University

Abstract This article reports the lessons learned using a project-based learning (PBL) approach for teaching the project-based learning methodology itself. This study was conducted with 33 graduate students from the Faculty of Education of the University of São Paulo, Brazil. This paper explains the course goals, design, and curriculum. Data were collected by means of focus group activities, electronic surveys, and students’ project websites, and analyzed to determine recurrent themes. The main findings were the following: (1) The course design, which followed the seven essential project design elements proposed by Larmer, Mergendoller, and Boss (2015), was very effective; (2) Centering learning around a meaningful project – the creation of a book about PBL experience – motivated students to do their best. However, the hard work came at a price: students reported experiencing fatigue and stress; and (3) The learning dynamics provided students with the experience of combining theory and practice, interviewing subjects, reflecting about the learning process, and sharing knowledge.

First steps for a library publisher

2015 ◽  
Vol 31 (2) ◽  
pp. 76-86 ◽  
Author(s):  
Somaly Kim Wu ◽  
Heather McCullough
Keyword(s):  
Open Access ◽  
Electronic Publishing ◽  
Academic Library ◽  
Lessons Learned ◽  
Content Type ◽  
Journal Publishing ◽  
Digital Scholarship ◽  
Publishing Services ◽  
Communication Policies ◽  
The University

Purpose – The purpose of this paper is to presents the very recent development of e-journal publishing services at the University of North Carolina (UNC) at Charlotte. In 2011, the J. Murrey Atkins Library at UNC Charlotte created a new unit in the library, the Digital Scholarship Lab (DSL), which partners with faculty and graduate students in the use of digital and networked research tools to create, disseminate and store new knowledge. E-journal publishing and hosting are among the suite of services offered by the DSL, and we currently publish three journals (https://journals.uncc.edu/). Design/methodology/approach – This report provides an overview of the context of our library’s decision to begin publishing journals, including a discussion of our university’s becoming more research-intensive, our university system mandating increased efficiencies and sharing research with the state citizens, and the library’s own goals of raising awareness of and supporting open access. Also outlined are the technical and procedural choices made, important activities undertaken to develop, define and publicize the new services, campus response to the service and next steps. Findings – This report provides detailed accounting of how a large academic library implemented an electronic publishing service to support open access scholarship. Important activities such as marketing communication, policies development and technical/procedural activities are defined and results described. The report provides observation and lessons learned for academic libraries in development and support of electronic journals. Originality/value – Library as the publisher is a new concept. This report will be of interest to many libraries who are considering offering publishing services and to libraries that currently offer publishing services.

scholarly journals Building and Sustaining School Leadership Capacity

2021 ◽  
pp. 55-61
Author(s):  
Rose M. Ylimaki ◽  
Lynnette A. Brunderman
Keyword(s):  
School Leadership ◽  
High Capacity ◽  
Organizational Capacity ◽  
Team Leadership ◽  
Leadership Capacity ◽  
Lessons Learned ◽  
School Development ◽  
Case Examples ◽  
Child Centered ◽  
Practice Approach

AbstractThis chapter presents our approach to building and sustaining leadership capacity with attention to three areas: (1) personal capacity and commitment to growth; (2) interactions and interpersonal capacity grounded in a culture of trust, collective responsibility and appreciation of diversity, and (3) organizational capacity in high functioning teams that take responsibility for a child-centered vision and help diffuse that vision throughout the school. Leadership in high capacity schools incorporates both formal and informal leadership capacities (Mitchell and Sackney, 2009). Team leadership is essential for building and sustaining leadership capacity in a shared direction for continous school development and diffusion of educational improvements throughout the school. As formal leaders leave to take on new positions in the district or elsewhere, the shared direction and culture of continous improvement helps to sustain progress. In this chapter, we discuss our experiences with building and sustaining leadership capacity in teams that work to develop and diffuse a shared direction for continuous school development. We begin with a discussion of the research-based content from ISSPP and other studies that informed our project. The balance of the chapter presents application in our research-practice approach in the Arizona project (AZILDR) as well as lessons learned with case examples.

scholarly journals REDESIGNING THE UBC FIRST YEAR INTRODUCTION TO ENGINEERING: SUCCESSES AND CHALLENGES

2017 ◽  
Author(s):  
Peter M. Ostafichuk ◽  
Carol P. Jaeger ◽  
Jon Nakane ◽  
Susan Nesbit ◽  
Naoko Ellis ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Lessons Learned ◽  
First Year ◽  
Engineering Profession ◽  
University Of British Columbia ◽  
Practical Engineering ◽  
Assessment Techniques ◽  
High Level ◽  
The University

A new first year introduction to engineering experience was developed at the University of British Columbia. This paper provides an overview of the two new courses and the lessons learned both in developing and delivering the courses. Several key problematic areas in the previous curriculum were addressed, namely, to improve student connection with the engineering profession, increase design and practical engineering experiences, more effectively integrate sustainability into the curriculum, and better emphasize the human and social connection to engineering.The courses operate in a flexible learning framework with a sequence of online, lecture, and studio components arranged in a whole-part-whole format delivered to a class of 850 students. Elements of numerous effective course design, teaching and learning practices, including integrated course design, constructive alignment, components of Team-Based Learning, classroom assessment techniques, peer evaluation, and peer grading were incorporated into these courses. Student feedbackthrough surveys has shown that the new format has been highly successful in addressing most of the key high-level goals, such as establishing a student connection to the engineering profession, helping students understand what engineers do and how they do it, and providing an introduction and appreciation for design, sustainability, decision-making, professionalism, and ethics..

A B-Learning Methodology Case for Faculty at High Education

2013 ◽  
Vol 15 (1) ◽  
pp. 19-35
Author(s):  
Lina García-Cabrera ◽  
Ildefonso Ruano-Ruano ◽  
José Ramón Balsas-Almagro
Keyword(s):  
Course Design ◽  
Academic Staff ◽  
Lessons Learned ◽  
Study Guide ◽  
Good Practices ◽  
Design And Implementation ◽  
Virtual Courses ◽  
E Learning ◽  
Conventional Classroom ◽  
The University

The present teaching case was made at the University of Jaén, Spain, and was concerning to the experience of conducting an innovative b-learning course for the faculty, entitled “Advanced ILIAS e-Learning”. The lessons learned by a group of teachers involved in e-learning were allowed for the course design and implementation. Specifically, the course was designed following the good practices that contribute effective e-learning, including a study-guide for virtual courses which assures quality specific criteria. The course combines conventional classroom work, online activities (web-conferences and class-recordings) and e-learning. It was organized into independent modules which were freely chosen by attendees depending on their needs. The course could be repeated by attendees as necessary to achieve modules and to deepen or improve previously acquired knowledge. The outputs of the experience reflected that b-learning modality was the best option for the academic staff, and therefore, this model should be used by institutions.

Teaching Computer Based Historical Data Analysis

1994 ◽  
Vol 6 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Charles Anderson ◽  
Robert J. Morris
Keyword(s):  
Data Analysis ◽  
Social History ◽  
Historical Data ◽  
Good Practice ◽  
Computer Assisted ◽  
Historical Data Analysis ◽  
University Of Edinburgh ◽  
Computer Based ◽  
The University

A case study ofa third year course in the Department of Economic and Social History in the University of Edinburgh isusedto considerandhighlightaspects of good practice in the teaching of computer-assisted historical data analysis.

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