scholarly journals Communication Literacy in Undergraduate Studies of Tertiary Education in Greece

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Evangelia Raptou
Keyword(s):  
Communication Skills ◽  
21St Century ◽  
Tertiary Education ◽  
Instructional Communication ◽  
Practical Implementation ◽  
Undergraduate Level ◽  
Undergraduate Studies ◽  
Thematic Units ◽  
Communication Pedagogy ◽  
Successful Teaching

Communication Literacy of teachers set the conditions for successful teaching and pedagogical work in the 21st century school. The post-doc research aimed to: investigate if and to what extent communication is offered as a self-standing subject in tertiary education at undergraduate level, aiming at improving students’ communication skills˙ determine the thematic units in which communication proves to acquire particular importance ˙ investigate the communication types and forms on which focus is placed˙ make comparable formulations between theoretical recognition of communication and its practical implementation in education. The ultimate goal is to form the basis of proposals for the comprehensive inclusion of basic communication courses in Greek universities, in case it is ascertained there are shortages in teaching communication pedagogy and instructional communication at undergraduate level or fragmented references. The results have shown that a comprehensive programme of systematic teaching of instructional communication and communication pedagogy at undergraduate level is missing. 

Alternative Assessment: Analytical Rubric in Assessing Multimedia Communication Skills in 21st Century Landscape

2021 ◽  
pp. 66-75
Author(s):  
Azizi Alias ◽  
Kamisah Osman
Keyword(s):  
Science Teachers ◽  
Communication Skills ◽  
21St Century ◽  
Student Outcomes ◽  
Alternative Assessment ◽  
Multimedia Communication ◽  
Validity And Reliability ◽  
Intra Class Correlation ◽  
Absolute Agreement ◽  
Science Activities

The purpose of this study is to build an analytical rubric for Alternative Assessment for science activities in order to facilitate teachers in assessing multimedia communication skills by inculcating 21st Century Skills. The study attempts to answer a key question i.e. whether the analytical rubric for Alternative Assessment is appropriate to assess multimedia communication skills in science activities in school? The research was conducted by taking into account the advice of 11 experts in science education and five science teachers as assessors to evaluate the reliability of analytical rubric for multimedia communication skills in school. Three round Delphi technique was used to validate the analytical rubric and inter-rater reliability Intra-Class Correlation-ICC was computed to measure the reliability of the rubric. The study found that the rubric has a high validity of 82.0% and high absolute agreement for multimedia communication rubric (ICC = 0.90). Therefore the multimedia communication skill rubric can be adopted and implemented in schools. The study also found that there are a number of issues and constraints in the implementation of alternative assessment, but the construction of the rubric is a shift in assessing student outcomes that are emerging according to the global environment. However, further research on the validity and reliability of the rubric is necessary.

scholarly journals 21st Century Learning in Primary Science Subject via Flipped Classroom Method: A Teacher’s Perspective

2019 ◽  
Vol 8 (2S9) ◽  
pp. 952-959 ◽  
Keyword(s):  
21St Century ◽  
Flipped Classroom ◽  
Tertiary Education ◽  
School Science ◽  
21St Century Learning ◽  
The Body ◽  
Primary Science ◽  
Body Of Knowledge ◽  
Primary School Science ◽  
Teacher's Perspective

The flipped classroom is one of the approaches used in 21st-century teaching practices. Contrary in primary education, various works of literature on the flipped classroom approach were studied in the secondary and tertiary education level. Thus, continuing the contribution to the body of knowledge, this preliminary research is done to explore the main themes in conducting a flipped classroom approach to promote 21st-century learning in primary school science. From the selection of a teacher, series of interviews, classroom observations and document reviews were analyzed systematically. The findings reveal three themes in primary science flipped classroom implementations including the affordances, assistance, and challenges. There are various aspects taken into consideration from the teacher and teaching surrounding for the flipped classroom settings to be conducive. The teacher realized that although flipped classroom helped her in many ways yet there are challenges that she needs to resolve. These findings provided a foundation for preliminary direction for the researcher to do further research planning

Linguistic and Cultural Skills for Communication in Global Workplaces of the 21st Century

2014 ◽  
pp. 832-848 ◽  
Author(s):  
Carmela Briguglio
Keyword(s):  
Intercultural Communication ◽  
Communication Skills ◽  
21St Century ◽  
Multinational Companies ◽  
It Professionals ◽  
Dimensional Model ◽  
Global Language ◽  
Cultural Skills ◽  
Undergraduate Class

This chapter examines issues in intercultural communication in regard to the use of English as a global language in the workplace of the 21st century. The findings that emerged from data gathered in two multinational companies inform discussion about the sort of communication skills that workers will require in the global workplace. A case study with an Australian undergraduate class served to examine whether the skills identified in multinational workplaces are, in fact, being developed in graduates. Based on all the above, the author has developed a four dimensional model comprising the intercultural communication skills that future graduates, including engineers and IT professionals, will require for global workplaces. Some strategies that will facilitate the development of such skills are also discussed.

Multicultural Orientations for 21st Century Global Leadership

2020 ◽  
pp. 1-24
Author(s):  
Sulaiman Olusegun Atiku ◽  
Ziska Fields
Keyword(s):  
Literature Review ◽  
Multiple Intelligences ◽  
Communication Skills ◽  
21St Century ◽  
Global Economy ◽  
Strategic Thinking ◽  
Global Leadership ◽  
Self Awareness ◽  
International Assignments ◽  
Vertical Development

Multicultural orientation is an important focus area in developing managers for international assignments. This chapter extends the frontier of knowledge on the benefits of developing multicultural orientations in line with business and stakeholders' needs in the global economy. A brief literature review was conducted on multicultural orientations and global leadership effectiveness in the 21st century. It was found that multicultural learning experiences and communication skills, deep self-awareness, multiple intelligences and sensitivity to cultural diversity, humility, cautious honesty, global strategic thinking and good negotiating skills are necessary in the 21st century. The managerial relevance of this chapter centres on further research and development of global psychological capital, vertical development of bigger minds and multiple intelligences to navigate in the midst of volatilities, uncertainties, complexities and ambiguities in the 21st century.

Multicultural Orientations for 21st Century Global Leadership

2017 ◽  
pp. 28-51 ◽  
Author(s):  
Sulaiman Olusegun Atiku ◽  
Ziska Fields
Keyword(s):  
Literature Review ◽  
Multiple Intelligences ◽  
Communication Skills ◽  
21St Century ◽  
Global Economy ◽  
Strategic Thinking ◽  
Global Leadership ◽  
Self Awareness ◽  
International Assignments ◽  
Vertical Development

Multicultural orientation is an important focus area in developing managers for international assignments. This chapter extends the frontier of knowledge on the benefits of developing multicultural orientations in line with business and stakeholders' needs in the global economy. A brief literature review was conducted on multicultural orientations and global leadership effectiveness in the 21st century. It was found that multicultural learning experiences and communication skills, deep self-awareness, multiple intelligences and sensitivity to cultural diversity, humility, cautious honesty, global strategic thinking and good negotiating skills are necessary in the 21st century. The managerial relevance of this chapter centres on further research and development of global psychological capital, vertical development of bigger minds and multiple intelligences to navigate in the midst of volatilities, uncertainties, complexities and ambiguities in the 21st century.

Competences in US and Spain

2020 ◽  
pp. 302-337
Author(s):  
Bianca Vitalaru
Keyword(s):  
Communication Skills ◽  
21St Century ◽  
Teaching Strategies ◽  
North American ◽  
Oral Communication ◽  
The Other ◽  
American Education ◽  
Education Systems ◽  
English Speaking

This chapter analyzes teaching strategies that English-speaking Language Assistants (LAs) enrolled as students in the ‘Teach and Learn in Spain' Program at Instituto Franklin-Universidad de Alcalá, considering their curriculum designs developed as Master's Theses between 2014 and 2017. It is based on the assumption that they focus on the aspects they perceive as essential for developing Spanish students' oral communication skills in English in the context of their relationship with other types of skills that are specific for the 21st century in particular. Specifically, after describing the basic context for developing competences in the Spanish and North American education systems, the chapter analyzes several aspects: the teaching strategies their academic papers focus on, the proposal of guides and guidelines as a strategy to solve difficulties, and some of the other types of solutions they provide to motivate the students and improve specific skills.

Conclusion - Remediating the Community-University Partnership

2011 ◽  
pp. 387-401
Author(s):  
Russell G. Carpenter
Keyword(s):  
Communication Skills ◽  
21St Century ◽  
Emerging Technologies ◽  
Learning Opportunities ◽  
University Partnerships ◽  
Eastern Kentucky ◽  
The Future ◽  
University Partnership ◽  
Eastern Kentucky University

The concept of remediation, as outlined by Jay David Bolter and Richard Grusin, offers a lens through which 21st-century partnerships might be analyzed and reinvented. Accordingly, this chapter argues that looking to the future, community-university partnerships will gain momentum as centralizing educational venues, while emerging technologies will offer mediated spaces where academic, professional, and nonprofit institutions merge to provide learning opportunities that engage both sides. This chapter situates the multiliteracy space—in this case the Noel Studio for Academic Creativity at Eastern Kentucky University—as a model for community-university partnerships that employ emerging technologies to develop communication skills.

Teaching Amidst Unexpected Unknowns

2016 ◽  
pp. 75-87
Author(s):  
Sachin Sinha ◽  
Deepti Sinha
Keyword(s):  
Communication Skills ◽  
21St Century ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
The West ◽  
Higher Order Thinking Skills ◽  
Knowledge And Skills ◽  
Complex Thinking ◽  
Technology Migration

Globalisation, technology, migration, competition, changing markets and transnational environmental and political challenges have added a new urgency to develop the skills and knowledge needed in the 21st century. Educators, governments, foundations, employers and researchers refer to these abilities as ‘higher-order thinking skills' ‘deeper learning outcomes' and ‘complex thinking and communication skills'. We need to understand how students today are different from those of yesteryears. Although everyone believes that the knowledge and skills that students need today are different from what they needed yesterday, terminology differs from country to country, as does the composition of knowledge, skills and values. This chapter is broadly divided into four sections. The main objectives of the narrative are to understand the growth and evolution of teaching, to develop an understanding of the differences between the teaching of the East and that of the West, to explore teaching as an art and a skill and finally to prepare ourselves for the burgeoning demands of digital-age teaching.

Integrating Blogs in Teacher Education

2011 ◽  
pp. 607-619 ◽  
Author(s):  
Yungwei Hao
Keyword(s):  
Teacher Education ◽  
21St Century ◽  
Teacher Educators ◽  
Higher Order Thinking ◽  
Technology Literacy ◽  
Instructional Model ◽  
Instructional Designers ◽  
Undergraduate Level ◽  
Reflective Index

This chapter demonstrates some of the educational merits of blogs; including how blogs can be integrated in teacher education and proposing a methodology for evaluating blogs to meet the goals of reflection and technology literacy in teacher education. An undergraduate-level course was integrated with blog technology to help readers better understand the inquiry-oriented nature of the blog medium. This exemplar course modeled Web 2.0 technology to teacher educators and pre-service teachers who intend to integrate the technology into their future teaching. Surveys and interviews were used to investigate participant attitude toward blogs. The researcher proposes Zeichner and Liston’s (1987) Reflective Index as a potential framework for evaluating the quality of reflection in blogs. It is expected that this instructional model of blogs will help educators, in particular teacher educators and instructional designers, to design courses to more effectively meet the goals of higher-order thinking required in 21st century teacher education.

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