Anthropology 3: An Experiment in the Multimedia Teaching of Introductory Archaeology

1992 ◽  
Vol 57 (3) ◽  
pp. 458-466 ◽  
Author(s):  
Brian M. Fagan ◽  
George H. Michaels
Keyword(s):  
Learning Community ◽  
Learning Experience ◽  
New Technology ◽  
Santa Barbara ◽  
Multimedia Teaching ◽  
The University ◽  
Computer Resources ◽  
Substantial Change ◽  
Fundamental Shift ◽  
Lecture Time

The introductory archaeology course at the University of California at Santa Barbara has undergone a dramatic metamorphosis in the past two years. The course has gone from a largely passive, lecture-centered learning experience to a much more student-centric one. One aspect of that shift has been the incorporation of interactive computer exercises and simulations. While a substantial change in itself, the incorporation of computer exercises is only a small part of the total transformation of the course. The key to the successful use of the new technology in the course was a fundamental shift in our approach to teaching the material. Some elements of that shift include: reducing lecture time; increasing opportunities for one-on-one interaction between instructors and students; mixing small-group and individual exercises; and creating a more democratized information network incorporating instructors, teaching assistants, computer resources, readings, and students into a learning community.

Opportunities and Challenges of Emerging Technologies in Higher Education

2010 ◽  
Vol 1 (4) ◽  
pp. 27-40
Author(s):  
P. Thomas
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
New Technology ◽  
Transmission Model ◽  
Great Opportunity ◽  
University Of Botswana ◽  
The University

Recent unprecedented advances in digital technologies and their concomitant affordances in education seem to be a great opportunity to adequately address burgeoning demand for high quality higher education (HE) and the changing educational preferences. It is increasingly being recognised that using new technology effectively in HE is essential to prepare students for its increasing demand. E-learning is an integral component of the University of Botswana’s teaching and learning culture, however, teachers who are from a traditional educational system are often ill-prepared to change their role from the all-knowing “sage on the stage” who operated under the “transmission” model, to the “guide on the side” which adopts new technologies effectively for student learning. Therefore, this paper argues that one of the ways to achieve substantial pedagogical innovations is to bring a significant change in the understanding of the processes of the scholarship of teaching and learning (SoTL). This paper explores new directions for conducting scholarly activities at the University of Botswana (UB) to address the needs of today’s students, concluding with a call for a collaborative approach to teaching, research, and publishing to enhance student learning experience in diversified and socially rich collaborative learning contexts.

Opportunities and Challenges of Emerging Technologies in Higher Education

2012 ◽  
pp. 91-104
Author(s):  
P. Thomas
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
New Technology ◽  
University Of Botswana ◽  
Increasing Demand ◽  
Pedagogical Innovations ◽  
The University

Recent unprecedented advances in digital technologies and their concomitant affordances in education seem to be a great opportunity to adequately address burgeoning demand for high quality higher education (HE) and the changing educational preferences. It is increasingly being recognised that using new technology effectively in HE is essential to prepare students for its increasing demand. E-learning is an integral component of the University of Botswana’s teaching and learning culture, however, teachers who are from a traditional educational system are often ill-prepared to change their role from the all-knowing “sage on the stage” who operated under the “transmission” model, to the “guide on the side” which adopts new technologies effectively for student learning. Therefore, this paper argues that one of the ways to achieve substantial pedagogical innovations is to bring a significant change in the understanding of the processes of the scholarship of teaching and learning (SoTL). This paper explores new directions for conducting scholarly activities at the University of Botswana (UB) to address the needs of today’s students, concluding with a call for a collaborative approach to teaching, research, and publishing to enhance student learning experience in diversified and socially rich collaborative learning contexts.

Sustaining University-Community Partnerships in Indigenous Communities: Five Lessons from Papakōlea

2019 ◽  
Vol 16 (1-2) ◽  
pp. 35-63
Author(s):  
Robert Agres ◽  
Adrienne Dillard ◽  
Kamuela Joseph Nui Enos ◽  
Brent Kakesako ◽  
B. Puni Kekauoha ◽  
...  
Keyword(s):  
Learning Community ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Community Based ◽  
Urban And Regional Planning ◽  
Culture Of Learning ◽  
Community Values ◽  
University Of Hawai'i ◽  
The University

This resource paper draws lessons from a twenty-year partnership between the Native Hawaiian community of Papakōlea, the Hawai‘i Alliance for Community-Based Economic Development, and the Department of Urban and Regional Planning at the University of Hawai‘i. Key players and co-authors describe five principles for sustained partnerships: (1) building partnerships based upon community values with potential for long-term commitments; (2) privileging indigenous ways of knowing; (3) creating a culture of learning together as a co-learning community; (4) fostering reciprocity and compassion in nurturing relationships; and (5) utilizing empowering methodologies and capacity-building strategies.

scholarly journals The WxChallenge: Forecasting Competition, Educational Tool, and Agent of Cultural Change

2013 ◽  
Vol 94 (10) ◽  
pp. 1501-1506 ◽  
Author(s):  
Bradley G. Illston ◽  
Jeffrey B. Basara ◽  
Christopher Weiss ◽  
Mike Voss
Keyword(s):  
Cultural Change ◽  
State Of The Art ◽  
Learning Experience ◽  
The United States ◽  
Higher Learning ◽  
Educational Tool ◽  
Web Interfaces ◽  
Wind Speeds ◽  
University Of Oklahoma ◽  
The University

The WxChallenge, a project developed at the University of Oklahoma, brings a state-of-the-art, fun, and exciting forecast contest to participants at colleges and universities across North America. The challenge is to forecast the maximum and minimum temperatures, precipitation, and maximum wind speeds for select locations across the United States over a 24-h prediction period. The WxChallenge is open to all undergraduate and graduate students, as well as higher-education faculty, staff, and alumni. Through the use of World Wide Web interfaces accessible by personal computers, tablet computer, and smartphones, the WxChallenge provides a state-of-the-art portal to aid participants in submitting forecasts and alleviate many of the administrative issues (e.g., tracking and scoring) faced by local managers and professors. Since its inception in 2006, 110 universities have participated in the contest and it has been utilized as part of the curricula for 140 classroom courses at various institutions. The inherently challenging nature of the WxChallenge has encouraged its adoption as an educational tool. As its popularity has grown, professors have seen the utility of the Wx-Challenge as a teaching aid and it has become an instructional resource of many meteorological classes at institutions for higher learning. In addition to evidence of educational impacts, the competition has already begun to leave a cultural and social mark on the meteorological learning experience.

scholarly journals A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning Community Design and Implementation

2021 ◽  
Vol 8 ◽  
pp. 238212052110148
Author(s):  
Jasna Vuk ◽  
Steven McKee ◽  
Sara Tariq ◽  
Priya Mendiratta
Keyword(s):  
Mixed Methods ◽  
Learning Community ◽  
Online Survey ◽  
Free Form ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Face To Face ◽  
Personal Support ◽  
School Learning ◽  
The University

Background: Medical school learning communities benefit students. The College of Medicine (COM) at the University of Arkansas for Medical Sciences (UAMS) provides medical students with academic, professional, and personal support through a learning community (LC) made of 7 academic houses. Objectives: To evaluate the effectiveness of the academic house model at UAMS utilizing a mixed-methods survey. The aims were to: (1) assess student experience and satisfaction with academic houses, (2) describe the realms of advising and guidance, and (3) identify areas for improvement. Method: An online survey was assigned to 723 COM students (all students enrolled, first through fourth years) at UAMS in March 2019. The survey was comprised of 25 items (10 multiple-choice, 8 on the Likert scale, and 7 open-ended questions). Data was depicted using frequency and percentages and/or thematic review of free-form responses. Results: The survey response rate was 31% (227 students). The majority of students responding (132, 58.1%) attended 2 or more face-to-face meetings with the faculty advisor within the preceding year. However, 27 (11.9%) students did not have any meetings. Approximately two-thirds of the respondents were satisfied or very satisfied with the guidance and direction provided by their advisors [very satisfied (n = 83; 36.6%); satisfied (n = 77; 33.9%)]. Themes that emerged from student generated areas for improvement include time constraints, advisor/advisee interest mismatch, and perceived inadequacy of advising content/connections. Conclusions: This study confirms the effectiveness of the LC model for advising and mentoring in the COM at UAMS. Uniquely, this study identifies not only learners’ satisfaction with their LC but also highlights areas for improvement which are widely generalizable and important to consider for institutions with or planning to start an LC.

Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

2021 ◽  
pp. 097215092110153
Author(s):  
Sudhir Rana ◽  
Amit Kumar Singh ◽  
Shubham Singhania ◽  
Shubhangi Verma ◽  
Moon Moon Haque
Keyword(s):  
Higher Education ◽  
Technological Development ◽  
Learning Experience ◽  
New Technology ◽  
Business Management ◽  
Teaching Efficacy ◽  
Influential Factors ◽  
Cross Sectional ◽  
Factors Influencing ◽  
Virtual Teaching

The present study revisits the Factors Influencing Teaching Choice (FIT-Choice) framework and explores what motivates business management academicians in teaching virtually. The revisit is based on a quantitative cross-sectional research design using 256 responses collected from in-service business management academicians teaching post-graduate business courses in India, through a structured questionnaire. The exercise of revisiting the FIT-Choice framework in the context of virtual teaching in business management courses led us to find four new variables, that is, task demand and expert career, teaching efficacy, knowledge assimilation and institutional utility value, as well as suggest revising teaching and learning experience, task returns and values. The results reveal that some additional factors motivating business academicians are teaching efficacy, content expertise, learning of new technology, futuristic growth and opportunities, alternative career opportunities and personal branding. The study provides suggestions to the apex bodies, regulators of higher education and institutions to take a call on motivational and influential factors while drafting the job requirements in business schools. Finally, the study emphasizes the importance of infrastructural and technological development required to be achieved by higher education institutions.

Staying the distance: Transforming Latin pedagogy at the Open University

2019 ◽  
Vol 18 (1-2) ◽  
pp. 101-128
Author(s):  
Mair E. Lloyd ◽  
James Robson
Keyword(s):  
Cultural Context ◽  
Learning Experience ◽  
New Technology ◽  
Significant Proportion ◽  
Lessons Learned ◽  
Future Research ◽  
Open University ◽  
Ancient Rome ◽  
Positive Effects ◽  
Pedagogical Changes

Abstract Between 2000 and 2013, over 8,000 students studied the module Reading Classical Latin at the Open University, the United Kingdom’s largest distance education provider. But while many learners attained high grades, a significant proportion withdrew from study or failed the module. In 2015, the original module was replaced with a completely new course, Classical Latin: The Language of Ancient Rome. This article details the innovative ways in which new technology and pedagogical theory from Modern Foreign Language (MFL) learning were drawn on by the team designing this new module, resulting in a learning experience which gives greater emphasis to elements such as spoken Latin, the intrinsic pleasure of reading, and cultural context. The (largely positive) effects of these pedagogical changes on student success and satisfaction are subsequently analysed using a rich mix of qualitative and quantitative data. Finally, the authors reflect on lessons learned and the possibilities for future research and enhancement.

Leveraging Active Learning Pedagogy in a Scaffolded Approach: Reconceptualizing Instructional Leadership Learning

2020 ◽  
Vol 15 (3) ◽  
pp. 210-226 ◽  
Author(s):  
Jason D. Salisbury ◽  
Decoteau J. Irby
Keyword(s):  
Active Learning ◽  
Instructional Leadership ◽  
Learning Experience ◽  
Leadership Practice ◽  
University Of Illinois ◽  
The University

This article investigates how the University of Illinois at Chicago (UIC) redesigned its three-course instructional leadership strand to operate as a continuous three-semester learning experience that sequenced and emphasized an active learning pedagogy. This accounting elaborates the design and use of this pedagogy to support aspirant leaders in progressing through a continuum of knowers, assessors, and demonstrators of instructional leadership practice. Finally, we discuss the tensions that emerged from this approach to instructional leadership learning.

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