scholarly journals Collaboration between faculty members and the Center for teaching and learning at Polytechnique Montreal

2013 ◽  
Author(s):  
Anastassis Kozanitis ◽  
Lina Forest
Keyword(s):  
Engineering Education ◽  
Student Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Full Time ◽  
New Faculty ◽  
Use Of Technology ◽  
Orientation Training ◽  
The Impact

The Center for teaching and learning at Polytechnique Montreal (PM) was created in 1977. Its mission is to encourage and help instructors to improve their teaching, and ultimately, contribute to improve student learning at both undergraduate and graduate levels. Among its many activities, the CTL provides a compulsory orientation, training, and integration program for new faculty members; offers consultations, workshops, and conferences; manages grants for pedagogical initiatives; and conducts house studies on pedagogical or academic issues. With time, CTL has had the opportunity to collaborate with PM leaders and faculty members, on a number of issues. For example, it has conducted house studies on the following topics: students’ learning strategies; students’ motivation to learn within different pedagogies (project-based; e-learning; traditional lecturing); three year follow-up study on the impact the revised programs have had on student learning and retention. CTL has published many articles whether in scientific or professional journals. CTL encourages and provides support for faculty members that publish in general or discipline specific engineering education journals. PM also funds and conducts engineering education research projects with the MATI (Maison des Technologie, house of technologies), specifically on the use of technology in the classroom and innovative pedagogy. MATI is a three-way partnership between HEC Montreal, University of Montreal and PM. They are currently working on the e-portfolio for the development of professional attributes in engineering. PM has also created a new category of instructors, called “chargé d’enseignement”. Their job is to teach full time at the undergraduate level. What sets them apart from ordinary part time instructors is that they must conduct research on their teaching, and actively participate in engineering education conferences. Finally, PM is contemplating allocating a chair for the scholarship of teaching and learning. This chair would be under a faculty member’ responsibility, and would help fund research on engineering education. It would also allow hiring PhD and master’s degree students.

Analyse The Impact Of Moocs To Improve The Performance Of Faculty Members In Delhi Ncr

2019 ◽  
Vol 118 (9) ◽  
pp. 304-312
Author(s):  
Dr.Deepa Gupta ◽  
Dr.Mukul Gupta
Keyword(s):  
Teaching And Learning ◽  
Research Paper ◽  
Faculty Members ◽  
Traditional Teaching ◽  
Learning Method ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
The Impact

In this research paper, the researcher has attempted to analyse the impact of MOOCs to improve the performance of faculty members concerning Delhi NCR. Massive Online Open Courses (MOOCs) are evolving rapidly, and many kinds of research have been conducted to explore the structure, effectiveness and issues arise in MOOCs. The free accessibility of MOOCs has believed in soon replace the traditional teaching and learning method.

Implementation Of Coopertive Learning Strategies To Improve Learning Outcomes In Subjects Of Civic Education Main Subjects State Power Sharing System Of 10th Grade Students Accounting In SMKN Tanimbar Selatan

2019 ◽  
Vol 1 (2) ◽  
pp. 164-172
Author(s):  
Veky Robinson Sabarlele
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Citizenship Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Average Value ◽  
Classroom Action Research

The purpose of this classroom action research (CAR) is to aim to find out whether there is an increase in learning outcomes in the subject of Citizenship Education students using cooperative learning strategies. This research is a classroom action research study involving 30 students of class X Accounting SMKN 2 Tanimbar Selatan consisting of 5 women and 20 men. Some of the variables investigated in this study are as follows (1) input variables which include students, lesson material, learning resources, (2) the variable process of organizing teaching and learning activities, such as teaching and learning interactions, student questioning skills, student learning methods, and (3) output variables such as student curiosity, students' ability to apply knowledge, student learning motivation, student learning outcomes, student attitudes towards learning experiences through improvement activities. There are four stages carried out in carrying out this research activity, namely: the stages of planning, implementation of actions, observation and interpretation as well as analysis and reflection. This research was conducted in two research cycles. From the results of the action in the first cycle, it was found that the average value of students was 78.67 with the highest score of 90 and the lowest value of 65 and completeness of learning only reached 77% or 23 students out of 30 students, still below the established completeness of 85% of students unfinished learning 23% or 7 students out of 30 students. Thus the next learning cycle still needs to be designed. Results in Cycle II the average value of students 81.00 with the highest value of 95 and the lowest value of 70 and completeness of learning has only reached 87% or 26 students out of 30 students, already above the mastery that has been set that is 85% of students who have not finished learning 13 % or 4 students out of 30 students. Thus there is no need to design further learning cycles. The results showed that the use of cooperative learning strategies in fact can improve learning outcomes in subjects Citizenship Education in class X Accounting for SMKN 2 Tanimbar Selatan 2018/2019

scholarly journals DESIGN DIRECTED ENGINEERING EDUCATION

2011 ◽  
Author(s):  
Ian Yellowley ◽  
Peihua Gu
Keyword(s):  
Engineering Education ◽  
Student Learning ◽  
Communication Skills ◽  
Educational Environment ◽  
Engineering Science ◽  
Engineering Curriculum ◽  
Turn On ◽  
New Material ◽  
Direct Student ◽  
The Impact

The authors examine the changes and opportunities in the educational environment that will occur as packaged courseware and virtual access to laboratories are assimilated into the engineering curriculum worldwide. The impact on Universities and in turn on Canadian industry will be major unless there is a coordinated effort that can turn the challenge into an opportunity. The opportunity, the authors believe, is to use this new material to allow innovative approaches to education that use Design to direct student learning. The major benefits would be a greater appreciation of technology and practice and significantly improved communication skills, (both of which are regarded as essential by industrial employers). The authors believe that the engineering science background would be enhanced rather than weakened by the approach suggested.

scholarly journals Digital Images in Teaching and Learning at York University: Are the Libraries Meeting the Needs of Faculty Members in Fine Arts?

2012 ◽  
Vol 7 (2) ◽  
pp. 20 ◽  
Author(s):  
Mary Kandiuk ◽  
Aaron Lupton
Keyword(s):  
North America ◽  
Teaching And Learning ◽  
Electronic Mail ◽  
Digital Images ◽  
Fine Arts ◽  
Image Databases ◽  
Faculty Members ◽  
Full Time ◽  
Training And Support

Objective – This study assessed the needs for digital image delivery to faculty members in Fine Arts at York University in order to ensure that future decisions regarding the provision of digital images offered through commercial vendors and licensed by the Libraries meet the needs of teaching faculty. Methods – The study was comprised of four parts. A Web survey was distributed to 62 full-time faculty members in the Faculty of Fine Arts in February of 2011. A total of 25 responses were received. Follow-up interviews were conducted with nine faculty members. Usage statistics were examined for licensed library image databases. A request was posted on the electronic mail lists of the Art Libraries Society of North America (ARLIS-L) and the Art Libraries Society of North America Canada Chapter (CARLIS-L) in April 2011 requesting feedback regarding the use of licensed image databases. There were 25 responses received. Results – Licensed image databases receive low use and pose pedagogical and technological challenges for the majority of the faculty members in Fine Arts that we surveyed. Relevant content is the overriding priority, followed by expediency and convenience, which take precedence over copyright and cleared permissions, resulting in a heavy reliance on Google Images Search. Conclusions – The needs of faculty members in Fine Arts who use digital images in their teaching at York University are not being met. The greatest shortcomings of licensed image databases provided by the Libraries are the content and technical challenges, which impede the ability of faculty to fully exploit them. Issues that need to be resolved include the lack of contemporary and Canadian content, training and support, and organizational responsibility for the provision of digital images and support for the use of digital images.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

scholarly journals 211 - Changes to post-diagnostic dementia support in England and Wales during the COVID-19 pandemic

2021 ◽  
Vol 33 (S1) ◽  
pp. 13-13
Author(s):  
Alison Wheatley ◽  
Marie Poole ◽  
Louise Robinson
Keyword(s):  
Social Care ◽  
Third Sector ◽  
Full Time ◽  
England And Wales ◽  
Team Meetings ◽  
Use Of Technology ◽  
People With Dementia ◽  
Health And Social Care ◽  
The Impact ◽  
Diagnostic Support

Background:The COVID-19 pandemic precipitated widespread change across health and social care in England and Wales. A series of lockdowns and UK Government guidance designed to reduce the spread of COVID-19 which emphasised social distancing and increased use of personal protective equipment led to changes such as increased use of remote consultation technologies and the closure of services deemed non-essential. This included many services for people with dementia and their families, such as day centres and dementia cafes.Objective:To explore the changes made to services during the pandemic and the impact of these changes on the delivery of good post-diagnostic dementia support.Method:Professionals who had previously been recruited to the ongoing PriDem qualitative study were approached for follow up interview. Eighteen interviews with a total of 21 professionals working in health, social care and the third sector were conducted using telephone or video conferencing.Interviews were audio recorded, transcribed and checked prior to thematic analysis.Results:Key themes emerging from preliminary analysis of the data include: uncertainty about the future and the need to adapt quickly to shifting guidance; changing job roles and ways of working; the emotional and physical impact of the pandemic on staff working with people with dementia and their families; and the impact of changes made (e.g. increased PPE, remote working) on the ability to deliver post-diagnostic support. However, there were also some unintended positive outcomes of the changes. These included the ability to include family members living at a distance in remote consultations, allowing for more robust history-taking, as well as the uptake of technology to facilitate cross-sector and multidisciplinary working between professionals.Conclusion:Delivering post-diagnostic dementia support during COVID-19 was challenging and forced dementia services to make adaptations. Participants expected that some of these changes would be incorporated into post-pandemic work, for example increased use of technology for multidisciplinary team meetings or blended approaches to patient-facing services involving both virtual and face to face work as appropriate. However, most participants agreed that it was not appropriate nor desirable to provide fully remote post-diagnostic support on a full time basis.

scholarly journals Developing Faculty Communities of Practice to Expand the Use of Effective Pedagogical Techniques

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Mark Hoyert ◽  
Cynthia O'Dell
Keyword(s):  
Student Success ◽  
Communities Of Practice ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Retention Rates ◽  
First Year ◽  
Scholarship Of Teaching ◽  
Pedagogical Techniques ◽  
The Impact ◽  
Faculty Group

The scholarship of teaching and learning literature is replete with examples of pedagogical techniques that have been demonstrated to be effective in improving learning, motivation, and student success. The extension of these techniques beyond the original context has tended to be slow, difficult, and incomplete. The following paper examines an intervention designed to encourage the exploration and use of a variety of pedagogical techniques by faculty in a traditional, four-year college faculty within the context of the AASCU Re-imagining the First Year Initiative. Small groups of six to eight faculty, joined and created communities of practice. The groups were known as Pedagogical Interest Groups, or PIGs for short. The faculty read about and analyzed a series of pedagogical techniques and committed to introducing at least one technique into their courses to further explore the techniques. When the techniques were successful, the faculty members redesigned entire classes to expand the impact. The communities of practice were successful in encouraging faculty to explore a wide variety of techniques. The average faculty group explored eight different pedagogical techniques. Faculty were able to use the opportunity to experiment with techniques with the support from their colleagues in their PIG. A dozen techniques were explored across the PIGs and dozens of class sections have been completely redesigned. To date, over 2000 students have experienced redesigned courses. Measures of student success, satisfaction, and interest in those sections have increased. The effort has been accompanied by a robust increase in the campus-wide retention rates. ​

scholarly journals PENDAMPINGAN METODE MUSĀBAQAH BIṬĀQAH MUKHTALIṬUL KALIMAH DALAM PEMBELAJARAN BAHASA ARAB DI PONDOK PESANTREN DARUSY SYAHADAH BOYOLALI

2021 ◽  
Vol 1 (1) ◽  
pp. 18
Author(s):  
Nurul Latifatul Inayati ◽  
Umi Nur Kasanah ◽  
Kusnul Khotimah
Keyword(s):  
Student Learning ◽  
Learning Strategies ◽  
Community Service ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Student Interest ◽  
Learning Methods ◽  
Planning Stage ◽  
Implementation Phase ◽  
Service Activity

Learning strategies/methods are very important in learning. Errors in the selection of strategies/learning methods can be a barrier to the course of teaching and learning activities (KBM). Arabic is one of the subjects that is highly emphasized in Darusy Syahadah Islamic boarding school. The ability of the Arabic language for a santri is like a weapon that they will use in battle to search for and explore the Islamic sciences. However, in his journey there were several problems encountered in learning Arabic, including the emergence of drowsiness and boredom that befell students while attending Arabic learning. With these problems, it is necessary to have community service activities in order to create a more creative and attractive learning atmosphere for students. The purpose of this community service activity is to provide assistance in the application of the Musābaqah Biṭāqah Mukhtaliṭul Kalimah method in learning Arabic. The implementation method in this community service activity includes four stages, namely the planning stage, the implementation phase, the observation and evaluation stage, and finally the reflection phase. With the application of the Musābaqah Biṭāqah Mukhtaliṭul Kalimah method, it is proven that it can increase the activeness and enthusiasm of student learning which impacts on increasing student learning outcomes. So the development of the Musābaqah Biṭāqah Mukhtaliṭul Kalimah method as well as other active learning methods is very necessary in order to increase student interest in learning.

Smart Device Clickers

Biotechnology ◽  
2019 ◽  
pp. 1581-1606
Author(s):  
Érika Bertozzi de Aquino Mattos ◽  
Isabelle Mazza Guimarães ◽  
Alexander Gonçalves da Silva ◽  
Claudia Marcia Borges Barreto ◽  
Gerlinde Agate Platais Brasil Teixeira
Keyword(s):  
Teaching And Learning ◽  
Smart Phone ◽  
Faculty Members ◽  
Smart Device ◽  
Full Time ◽  
Student Centered ◽  
Student Centered Learning ◽  
Smart Glasses ◽  
Content Acquisition

In the traditional instructional paradigm, faculty members act like actors on a stage. They memorize their speech and deliver it to the audience, many times with very little to no interaction at all with the audience. On the other hand, in the student-centered learning paradigm, faculty members act like coaches interacting full time with their team. This chapter is based on a study conducted at a Brazilian Federal University. The study depicts the distance between science production and teaching, and reports on experiences using smart phone clickers to track and analyze students' content acquisition. The objective is to improve the interactive quality of teaching and learning, thus promoting steps to shift towards a student-centered instructional paradigm. Although smartphones were used in this study, with wearable technologies continuing to grow, other wearables such as smart glasses and smart watches could be used instead.

Adult Education With Technology for Transformative Learning

2021 ◽  
pp. 718-734
Author(s):  
Victor Wang ◽  
Uta M. Stelson
Keyword(s):  
Adult Education ◽  
Transformative Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vital Role ◽  
Learning Technology ◽  
Learner Engagement ◽  
Web 3.0 ◽  
Use Of Technology ◽  
Technological Skills

Adult learners often fear that employment will be difficult if they lack technological skills. Newspapers, magazines, and advertisements for positions often emphasize the importance of the use of technology in the workplace. Without adequate skills in the use of appropriate technologies, adult workers may face challenges in finding employment. Web technologies can provide powerful teaching and learning strategies, enhance learner engagement, provide a chance to acquire critical technological skills, and promote critical reflection. This chapter addresses technological applications in vocational and adult education advancement from different perspectives. Technology has the potential to support transformative learning. Technology, along with the vital role of adult educators, helps learners grow, change, and develop. Through the discussion of these, and related issues, a model titled, Learners' Seeking Transformation via Web 2.0 and Web 3.0 Technologies, emerged.

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