scholarly journals 26. Digital Storytelling and Diasporic Identities in Higher Education

2012 ◽  
Vol 5 ◽  
pp. 147 ◽  
Author(s):  
Gail Benick
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Multiple Perspectives ◽  
Secondary Educators ◽  
Post Secondary ◽  
Global Migration ◽  
Canadian Higher Education ◽  
Digital Stories ◽  
Diasporic Identities

The increase in global migration to Canada has changed the demographic profile of students in Canadian higher education.  Colleges and universities are becoming increasingly diverse by race, ethnicity, and culture.  At the same time, the process of teaching and learning is on the cusp of transformation with technology providing the tools to alter the way post-secondary educators teach and how students learn.  What pedagogical approaches have emerged to maximize educational benefit from these twin forces of migration and technology?  This paper explores the use of one method that has attracted global interest: digital storytelling.   Specifically, the article considers student-generated digital stories as a means to authenticate the multiple perspectives of learners and create space for their diverse voices in post-secondary education.

3M Fellows Making a Mark in Canadian Higher Education

2013 ◽  
pp. 182-190
Author(s):  
Arshad Ahmad ◽  
Denise Stockley ◽  
Roger Moore
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Selection Process ◽  
University Teaching ◽  
Fellowship Program ◽  
Teaching Excellence ◽  
Post Secondary ◽  
Canadian Higher Education ◽  
History Of ◽  
The Uk

The 3M National Teaching Fellowship program has a rich history in Canada as the premier teaching award, coveted by university professors and post-secondary institutions alike. This program was developed in 1985 through a unique partnership with the Society for Teaching and Learning in Higher Education (STLHE) and 3M Canada. It has evolved into one of the most successful public/private partnerships in Canada. While the Fellowship Program has expanded and strengthened over the years, the original vision of celebrating teaching excellence and leadership in teaching continues to distinguish it from other national award programs. Each year, 10 new individuals are chosen to join the Fellowship through the submission of a detailed nomination package, which in turn is adjudicated by a rigorous selection process. Unlike the UK National Teaching Fellowship Scheme, the European Award for Teaching Excellence, or the Australian Awards for University Teaching that offer significant monetary benefits, the 3M Fellows are not awarded money. In addition, while self-nomination is not encouraged, increasingly institutions nominate their recent award winners, especially when they have been recognized for teaching internally and by regional and provincial bodies. So, why do the 3M Fellowships receive nominations year after year and why are they perceived to be more prestigious than ever before? This case study reveals why by highlighting the history of this award, the selection process, and the multiplier effect of the community of 3M Fellows. Further, the authors distinguish the salient aspects of the 3M Fellowship Program from other award schemes in higher education.

scholarly journals Initiating Innovation in Post-secondary Institutions – Customizing Teaching and Learning Environments: Collective Reflections from the 2014 Cohort of 3M National Student Fellows

2015 ◽  
Vol 8 ◽  
pp. 17
Author(s):  
Heather Carroll ◽  
Shwetha Chandrashekhar ◽  
Danny Huang ◽  
David Kim ◽  
Peter Liu
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
21St Century ◽  
Teaching And Learning ◽  
State Of The Art ◽  
Information Age ◽  
Learning Spaces ◽  
Post Secondary ◽  
Canadian Higher Education ◽  
New Learning

In light of the enormous changes unfolding presently in the higher education landscape, we don’t have to look too far to recognize evidence of the transformation and redefinition of the construct of both teaching and learning in the information age. With a growing focus on teaching and learning at all levels of post-secondary institutions, innovation is reflective in the introduction of new learning spaces, state-of-the-art technology-enhanced education, and prominence given to discussions about adapting teaching and learning to the 21st century. Likewise, in this article we examine the reflections, ideas, conversations and exchanges inspired by the cohort’s plenary planning discussions and the current birth of innovation in reshaping Canadian higher education.

Pedagogical Values in Online and Blended Learning Environments in Higher Education

2021 ◽  
pp. 1381-1403
Author(s):  
Sophia Palahicky ◽  
Donna DesBiens ◽  
Ken Jeffery ◽  
Keith Stuart Webster
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Teaching Practice ◽  
Secondary Educators ◽  
Post Secondary ◽  
Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

Pedagogical Values in Online and Blended Learning Environments in Higher Education

2021 ◽  
pp. 1316-1338
Author(s):  
Sophia Palahicky ◽  
Donna DesBiens ◽  
Ken Jeffery ◽  
Keith Stuart Webster
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Teaching Practice ◽  
Secondary Educators ◽  
Post Secondary ◽  
Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

Digital Storytelling

2017 ◽  
Vol 13 (1) ◽  
pp. 72-82 ◽  
Author(s):  
Taralynn Hartsell
Keyword(s):  
Teaching And Learning ◽  
Digital Storytelling ◽  
Use Of Technology ◽  
Digital Stories ◽  
The Creation

Digital storytelling has many implications in teaching and learning. As a way to communicate ideas, experiences, beliefs, and topics to an audience through the use of technology and multimedia, digital stories help storytellers acquire many different skills and literacies. The most important aspect is that the storyteller learns to create stories using their personal voice and interpretation to be shared with a larger community. Self-expression is encouraged and confidence can be developed through the creation of digital stories. This paper examines digital storytelling from an instructional and learning perspective. Areas such as the implications of digital storytelling in education, the process of planning and developing stories, and a discussion of various tools to create digital stories are included. Digital storytelling can provide storytellers with an avenue for conveying ideas and information that are personal in nature or more informational.

Distance Education

2011 ◽  
pp. 1-20 ◽  
Author(s):  
Diane A. Matthews
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
The United States ◽  
Department Of Education ◽  
Learning Systems ◽  
Post Secondary ◽  
Advantages And Disadvantages ◽  
Virtual Universities

Technology-based distance education is emerging as an increasingly visible feature of post-secondary education in the United States (U.S. Department of Education, 1999). Educators have the opportunity to define, design, and manage effective and robust teaching and learning systems, programs, and courses. As distance learning becomes a serious alternative to the standard classroom environment, enormous opportunities and dilemmas present themselves for the players. This chapter examines the technology used in distance education; the type of student utilizing distance education; advantages and disadvantages for the student, the instructor, and the institution in the use of distance education; and the players involved—including higher education institutions, virtual universities, states, and consortia.

Diversifying the discourse of progression to higher education: Digital storytelling methodology in widening participation practice

2020 ◽  
Vol 22 (1) ◽  
pp. 79-94
Author(s):  
Laura Mazzoli Smith
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Student Voice ◽  
Digital Storytelling ◽  
Widening Participation ◽  
Narrative Imagination ◽  
The North ◽  
Digital Stories ◽  
The Impact ◽  
Narrative Learning

This paper commences from a critique of the generalised discourse of individualistic capacities in widening participation to higher education. It examines the potential of digital stories to diversify understandings of progression to higher education as a reflexive learning process for participants and institutions alike, by considering one cohort of students participating in a digital storytelling award at a university in the North of England. The concepts of narrative imagination, narrative learning and reflective referentiality are utilised to advance a theoretically informed argument for the potential of this methodology, given the position set out in the paper that the impact of digital stories such as these is unlikely to be transparent or easily measurable in the positivist language of much widening participation practice. The digital storytelling methodology invites a more nuanced consideration of student voice than usually pertains in widening participation, with potential to diversify a reductive discourse of under-represented groups.

scholarly journals Experiences matter: Educators’ attitudes toward disability in higher education

2021 ◽  
Vol 51 (4) ◽  
pp. 54-66
Author(s):  
John Freer ◽  
Tanya Kaefer
Keyword(s):  
Higher Education ◽  
Demographic Factors ◽  
Attitudes Toward Disability ◽  
Secondary Educators ◽  
Post Secondary ◽  
Professional Experiences ◽  
Disability Scale ◽  
Demographic Questionnaire ◽  
Personal Experiences ◽  
Research Questions

This study investigated 128 post-secondary educators’ attitudes toward disability at a college and a university in southwestern Ontario, Canada. The participants completed the Educators’ Attitudes toward Disability Scale (EADS) and a demographic questionnaire that included questions about their experiences with disability. There were three research questions at the heart of this study: (1) What are post-secondary educators’ overall attitudes toward disability? (2) Do demographic factors predict post-secondary educators’ attitudes toward disability? (3) Does exposure to people with disability predict post-secondary educators’ attitudes toward disability? The findings of this study suggest post-secondary educators hold overallpositive attitudes toward disability and there were very few differences observed between groups (e.g., based on age, gender, discipline, etc.). Educators’ experiences with people who have a disability, however, were positively associated with their attitudes. This factor included personal experiences (e.g., friends, family, etc.), but also professional experiences (e.g., students in their classes).

Using Digital Stories in a College Level Course on Rocks and Minerals

2012 ◽  
pp. 418-437 ◽  
Author(s):  
Prajukti Bhattacharyya
Keyword(s):  
Teaching And Learning ◽  
Digital Storytelling ◽  
Course Design ◽  
College Level ◽  
Educational Benefits ◽  
Science Courses ◽  
University Of Wisconsin ◽  
Digital Stories ◽  
Upper Level ◽  
The University

Digital storytelling juxtaposes the time-honored teaching and learning achievements of storytelling with the modern student’s affinity for technology. Although not commonly used in college science classes, the author incorporated digital storytelling in an upper level undergraduate geology course for majors at the University of Wisconsin, Whitewater. The overarching purpose of this exercise was to integrate the affective domain of learning within the course context. Informal comments from students indicated that this goal was indeed achieved by this exercise. Students identified technological difficulties and the time commitment necessary to create digital stories as the major hurdles they faced during the exercise. In this chapter, the author describes the course design, learning objectives, educational benefits, and strategies to overcome potential challenges of incorporating digital storytelling in college level science courses.

ICT Integration in Post-Secondary English Teaching and Learning

2013 ◽  
pp. 179-193
Author(s):  
Christina Gitsaki ◽  
Abbad Alabbad
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
English Language ◽  
Arabian Gulf ◽  
Computer Assisted ◽  
Secondary English ◽  
Post Secondary ◽  
Fast Pace

The positive effects of computer-assisted language learning (CALL) have been widely acknowledged in the body of literature. While the majority of studies concern the use of CALL in the West, there is a dearth of research on the use of CALL in the Middle East and in particular in the Arabian Gulf where the English language plays a prominent role and being able to speak English is the passport to attending higher education and gaining employment. This chapter documents two case studies in higher education institutions in the Gulf, one in Saudi Arabia and one in the United Arab Emirates. The studies show how the use of CALL positively affected Arab students’ language skills and their attitudes towards learning English with technology, paving the way for further research in the Arabian higher education context, where the use of Information and Communication Technology (ICT) for teaching and learning is gaining ground at a fast pace.

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