scholarly journals EDUCATING STUDENTS TO ENHANCE CULTURAL HERITAGE: “LITTLE ARCHAEOLOGISTS WITH A 3D PRINTER” A HERITAGE EDUCATION PROJECT

2017 ◽  
Vol 38 (2) ◽  
Author(s):  
Severo Cardone
Keyword(s):  
Cultural Heritage ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Local History ◽  
Democratic Citizenship ◽  
First Year ◽  
Heritage Education ◽  
Teaching And Learning Strategies ◽  
Citizenship Skills

This school project is about Cultural Heritage Education and involves students attending the first year of secondary school. It has the purpose of experimenting with an interdisciplinary education approach which aims at stimulating students’ interest in local history and cultural heritage, through the use of multimedia tools, 3D graphics and printing programs, and the experience of new teaching and learning strategies such as Problem-Based Learning (PBL), learning by doing and peer education. Enhancing the laboratory experience, teamwork and gamification, students can simultaneously negotiate contents/topics and co-build new disciplinary knowledge (closely related to the content and learning objectives indicated in the curriculum of each involved discipline). They will acquire technical skills (Information technology, multimedia and archaeology skills) and cross cultural competences (such as key competences, life skills and other soft skills) and they will develop an encouragement and protection kind of mentality related to cultural heritage, that is essential to feel engaged in a community life and acquire active and democratic citizenship skills.

Eight Years of Asking Questions

2006 ◽  
pp. 289-304 ◽  
Author(s):  
Jim Boyle
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Radical Change ◽  
First Year ◽  
Feedback Systems ◽  
Teaching And Learning Strategies ◽  
Personal Response System ◽  
History Of ◽  
Asking Questions ◽  
Science Classes

Eight years ago, the Department decided to embark upon a radical change to its first-year teaching. A core feature of that change was the introduction of “classroom feedback systems” in large, engineering science classes, starting with ClassTalk and then moving on to the Personal Response System. This chapter gives a brief history of the reasons for this change, which involved other, complimentary, teaching, and learning strategies, our experiences, current developments, and a look to the future, in particular, the way we would like to see the technology developing.

scholarly journals Language Support for First Year Human Physiology and Biology

2011 ◽  
pp. 129-159
Author(s):  
Karen Elizabeth Mate ◽  
John Cameron Rodger ◽  
Brett Andrew Lidbury
Keyword(s):  
Human Physiology ◽  
University Students ◽  
Student Performance ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
First Year ◽  
Specific Context ◽  
Language Support ◽  
Teaching And Learning Strategies ◽  
The University

This chapter examines student performance in Human Physiology and Biology in response to a number of interactive language-focused and career-oriented interventions that were integrated into both lecture and tutorial formats. The study took place at the University of Newcastle, Australia and involved around 1000 students on two campuses. Although it was not possible to demonstrate a clear overall improvement in student performance as a result of these interventions, the activities were viewed positively by the majority of students. Arguably, the major impact of the language and other interventions was in the level of student motivation and engagement with the course topic. Contemporary university students are highly focused on the relevance of a course to their chosen career path, suggesting that language-based teaching and learning strategies would be most effective if placed within a vocation-specific context.

Strategies for Virtual Online Student Support in the First-Year Economics Unit During the Global COVID-19 Pandemic

2021 ◽  
pp. 28-47
Author(s):  
Anita Medhekar ◽  
Sreeparna Saha
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Student Support ◽  
First Year ◽  
Online Support ◽  
Online Student ◽  
Global Pandemic ◽  
Teaching And Learning Strategies ◽  
The World ◽  
Healthcare Crisis

Online internet-based education and virtual teaching and learning have been forced upon the world due to coronavirus global pandemic healthcare crisis. Various internet and communication technology-assisted virtual delivery platforms are used, such as Zoom, Microsoft Teams, Google Hangouts, Skype, etc., to conduct lectures, tutorials, workshops, and provide online support to students. The main objective of this chapter is to reflect and compare the teaching and learning strategies in normal situation in contrast with the practice during COVID-19 environment. The chapter formalises an analysis of the challenges faced by lecturers in teaching and delivering first-year economics unit to the students, at the two institutions, and its impact on their learning of the economics core unit offered at the undergraduate Bachelor of Business program.

scholarly journals The impact of Teacher Fellows on teaching and assessment at tertiary level

2016 ◽  
pp. 77-78
Author(s):  
Tim G Harrison ◽  
Dudley E Shallcross
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
First Year ◽  
Tertiary Level ◽  
Teaching And Learning Strategies ◽  
The Subject ◽  
The Impact ◽  
Insight Into

It is perceived that Outreach activities are primarily conducted to raise the profile of the department and the subject with a view to recruitment. However, we highlight a range of benefits to teaching practice and assessment of practical teaching at tertiary level that can arise from such activities. In particular, engaging with secondary school teachers can provide invaluable insight into successful teaching and learning strategies in particular for first year undergraduates.

scholarly journals Case for ‘Passive’ Learning – the ‘Silent’ Community of Online Learners

2014 ◽  
Vol 17 (2) ◽  
pp. 86-99 ◽  
Author(s):  
Donna Smith ◽  
Katy Smith
Keyword(s):  
Social Sciences ◽  
Staff Development ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
First Year ◽  
Active Engagement ◽  
Online Learners ◽  
Passive Learning ◽  
Teaching And Learning Strategies ◽  
Significant Effort

Abstract This paper examines two modules within the Faculty of Social Sciences at The Open University (OU) and considers the extent to which ‘passive’ learning may be taking place. Both are level one modules (first year undergraduate) and use a combination of asynchronous (forums) and synchronous (Blackboard Collaborate technology, branded ‘OU Live’) technologies for teaching. The data reveals that student ‘passive engagement’ with forums (reading messages in a forum, but not ‘actively’ posting, colloquially known as lurking) is far higher than ‘active engagement’ (posting in the forum). The data also shows that participation in OU Live is very low. This initially suggests that teaching and learning strategies needs to be reconsidered, to encourage or increase ‘active engagement’. However, the data, alongside literature, also suggests that some students may find value in engaging ‘passively’. From the perspective of a Higher Education (HE) institute such as the OU, this may have implications for the tuition delivery strategy used to deliver the module material, as well as how staff development occurs for the tutors that deliver the material. For example, rather than focus a significant effort on encouraging students to participate in active forum use, the emphasis may need to be shifted to ensuring that appropriate/sufficient material is available to ‘passive engagers’.

Using reflection. Mentoring midwifery students in India

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Glenda Hawley ◽  
Anthony Tuckett
Keyword(s):  
Learning Strategies ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Action Plan ◽  
Constructivist Theory ◽  
Clinical Placements ◽  
Teaching And Learning Strategies ◽  
Global Health Care ◽  
Insight Into

Purpose: This study aims to offer guidance to lecturers and undergraduate midwifery students in using reflective practice and to offer a roadmap for academic staff accompanying undergraduate midwifery students on international clinical placements. Design: Drawing on reflection within the Constructivist Theory, the Gibbs Reflective Cycle (GRC) provides opportunities to review experiences and share new knowledge by working through five stages—feelings, evaluation, analysis, conclusion and action plan. Findings:  The reflections of the midwifery students in this study provide insight into expectations prior to leaving for international placement, practical aspects of what local knowledge is beneficial, necessary teaching and learning strategies and the students’ cultural awareness growth. Implications: The analysis and a reflective approach have wider implications for universities seeking to improve preparations when embarking on an international clinical placement. It can also inform practices that utilise reflection as an impetus to shape midwifery students to be more receptive to global health care issues. 

scholarly journals Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice

2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Socioscientific Issues ◽  
Educational Systems ◽  
Group Discussions ◽  
Inquiry Based Learning ◽  
Teaching And Learning Strategies ◽  
Assessment Of Student Learning ◽  
Method Of Assessment

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

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