scholarly journals Digital Making in Educational Projects

2019 ◽  
Vol 9 (3) ◽  
pp. 51
Author(s):  
Alejandra Bosco ◽  
Noemí Santiveri ◽  
Susanna Tesconi
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Digital Fabrication ◽  
Learning By Doing ◽  
Innovative Teaching ◽  
Teacher Supports ◽  
Whole Process ◽  
Time Investment ◽  
Integration Of Technology ◽  
Initial Idea

Digital Making as an Educational Project is an innovative educational experience that has been carried out with students of the Primary Education and Social Education degrees for three consecutive years. The experience introduces digital making as an activity in which students create an object using digital technology. In the process, they not only gain an insight into how the technology works, but also learn the content and competences of the curriculum. This innovative teaching practice was carried out as action research in order to improve traditional higher education practices. In this sense, the proposal puts the student at the centre of the process as the author and protagonist of their own learning process. The experience is based on their own interests: they decide what to make based on a given context. The students work in groups and look for what they need to learn to overcome a particular challenge, while the teacher supports the process as a facilitator, offering guidance and resources when necessary. The evaluation of the whole process is regulated via a group diary (a shared online document) and an individual diary (a blog) that the students produce. The final evaluation is not only of the printed product; the students also produce a video in the form of storytelling, in which they explain how the process evolved from the initial idea to the final impression of the object. They also reflect on what they have learned, how teamwork has worked and what possibilities they believe digital making offers in the primary and non-formal educational contexts in which they will work. All of the processes are compiled in the students’ blogs, as well as in the teachers’ field notebooks. The experience was executed in collaboration with the Digital Fabrication Centres of Barcelona. The results were organised to highlight the strengths and weaknesses of using technologies to improve higher education offering an approach in which students are at the centre of the whole process. Strengths: strong student motivation, promotion of self-directed and collaborative learning and learning by doing, and familiarisation with a transforming integration of technology as protagonists. Weaknesses: hesitance and resistance to facing the challenge, management of scarce time, large time investment by the teachers, and the difficulty of achieving in-depth reflection on how digital fabrication could be introduced in educational contexts such as primary school and non-formal contexts.

scholarly journals A Novel Observation on Cloud Computing in Education

2019 ◽  
Vol 8 (3) ◽  
pp. 5262-5274
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Distance Education ◽  
Online Education ◽  
Teaching Practice ◽  
Innovative Teaching ◽  
Remedial Actions ◽  
Essential Service

Cloud computing is an emerging topic in today’s lifestyle in publications and among users. Cloud computing in educational sectors is going beyond classrooms as an essential service. The higher education, distance education, online education etc. uses the services of cloud computing for the flexibility available for the students. Cloud computing has new platforms for innovative teaching practice. In this paper, we have analyzed various educational sectors which use cloud computing as a service. We found that the above mentioned educational sectors are benefiting from the service of cloud computing. It needs some remedial actions to be done for its proper utilization as a service.

Molding Conscious Leaders

2019 ◽  
Vol 8 (3) ◽  
pp. 262-275 ◽  
Author(s):  
Madhavi Lokhande ◽  
Ernest R. Cadotte ◽  
Bindu Agrawal
Keyword(s):  
Teaching Practice ◽  
Learning By Doing ◽  
Employee Morale ◽  
Next Generation ◽  
Innovative Teaching ◽  
Competitive Edge ◽  
Conscious Capitalism ◽  
Innovation In Education ◽  
Broad Variety ◽  
Management Students

Innovation in education is important for developing the next generation of business leaders who also have to be innovators, creative thinkers and managers who will be more responsible towards society. The role of a company is to serve other stakeholders such as staff, clients, suppliers and society besides increasing the wealth of shareholders. In an era of continuous erosion of natural resources due to the progress of mankind, doing business following the path of conscious capitalism may create a competitive edge. The challenge is to orient the mindset of management students to mold them as conscious leaders. In 2009, Dr. Raj Sisodia and Conscious Capitalism Inc. asked Dr. Ernie Cadotte to create a new simulation to illustrate and reinforce the key tenets of the Conscious Capitalism movement. Business managers have a broad variety of conflicting issues to deal with, including product sustainability and reliability, environmental concerns, employee morale and corporate responsibility. The challenge for Cadotte and Sisodia was to develop a new pedagogy for learning to manage a full-enterprise business while addressing the conscious opportunities, situations and problems. In 2011, Cadotte created a game ( Conscious Capitalism in the Marketplace) that simulates the challenges a business manager has to face in today’s world. It is a ‘unique pedagogy’ and an innovative teaching practice that works on the ‘learning-by-doing’ method. This article will be an evidence-based case study of that simulation and its use with the next-generation managers.

scholarly journals Lecturers’ Thinking Preferences and Learners’ Individual Differences Based on the Whole Brain® Model: A Case of Solusi University, Zimbabwe

2020 ◽  
Vol 1 (1) ◽  
pp. 89-100
Author(s):  
Christinah Dlamini
Keyword(s):  
Higher Education ◽  
Learning Style ◽  
Teaching Practice ◽  
Thinking Styles ◽  
Learning Differences ◽  
Whole Brain ◽  
Brain Dominance ◽  
Innovative Teaching ◽  
Teaching Learning

Quality of learning outcome is the primary goal of higher education. University lecturers should be equipped with andragogic skills to enhance learning. At the exemplar institution, 10 lecturers, aged below 50, were not trained to teach in higher education. Recurring evaluation comments, from Bachelor and Master of Education students highlighted lecturers’ poor teaching methods. This study therefore, adopted Whole Brain® model by Herrmann (1996) to enhance the quality of teaching practice. The model is comprehensive in facilitating innovative teaching techniques and enhancing learning. It encourages lecturers to be aware of their thinking style preferences in order to design learning opportunities that factor in learners’ diverse learning differences (De Boer, Du Toit, Scheepers and Bothm, 2011). Herrmann Brain Dominance Instrument® (HBDI®) (a survey questionnaire) was used to collect quantitative data while face to face interviews gathered qualitative information. HBDI® data was computed into participants’ thinking preference profiles. Deductive thematic approach was used for qualitative data analysis and results showed diversity in thinking styles among the participants. The majority confirmed their understanding of the model and its diagnosis of thinking preferences. The HBDI® proved to be a valid, reliable measure of human mental preferences. The research recommends the participants to fruitfully use the HBDI® in their teaching endeavors. Seminars on learning style flexibility are recommended as part of professional development. Finally, institutions of higher learning can subscribe to the Whole Brain® Group and have their workers and students complete the HBDI® so that they become aware of their preferences for teaching-learning benefits.

scholarly journals Formative e-Assessment for Moroccan Polyvalent Nurses Training: Effects and Challenges

2020 ◽  
Vol 15 (14) ◽  
pp. 236
Author(s):  
Halima Lajane ◽  
Rachid Gouifrane ◽  
Rabia Qaisar ◽  
Fatim Zehra Noudmi ◽  
Said Lotfi ◽  
...  
Keyword(s):  
Formative Evaluation ◽  
Teaching Practice ◽  
Learning Experience ◽  
Student Nurses ◽  
Control Group ◽  
P Value ◽  
Self Assessment ◽  
Innovative Teaching ◽  
Integration Of Technology ◽  
Experimental Group

Formative e-assessment is an innovative teaching practice to enhance learning. However, teachers encounter multiple difficulties in integrating it. In this article,we present the results of an exploratory study conducted with nurses teachers (n=10) to identify the challenges that prevent the integration of technology in formative assessment. Moreover,we expose the results of a learning experience in order to measure the effect of formative e-assessment on teaching the course of surgical nursing care. Our population includes fifty-eight (n= 58) polyvalent student nurses, divided into two groups: an experimental group and a control group. Only the experimental group has been invited to respond to self-assessment quizzes posted online after the course sessions. The positive effect on learning was demonstrated, after comparing the summative scores of the two groups (the p-value of the Mann-Whitney Test is less than 0.05). Also, the qualitative study has demonstrated challenges in ICT integration, absence of institutional directives recommending the use of ICT, required technical skills, diversity of tasks required of teachers, lack of material resources and absence of an institutional platform. The obtained results conclude that the formative evaluation facilitated by ICT positively influences the students’ summative scores. This conclusion should encourage and motivate teachers to integrate ICT into their formative evaluation practices in order to better achieve the learning objectives. However, it seems necessary to involve the actors responsible for training nurses in order to support teachers in the pedagogical integration of ICT.

How to Foster Technology-Enhanced Learning in Higher Education

2019 ◽  
pp. 402-416
Author(s):  
Martin Ebner ◽  
Timotheus Hell ◽  
Markus Ebner
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Participatory Approach ◽  
Educational Institutions ◽  
Technology Enhanced Learning ◽  
Research Administration ◽  
Whole Process ◽  
University Of Technology ◽  
Integration Of Technology ◽  
Enhanced Learning

In this chapter, the authors deal with the topic of integration of technology-enhanced learning in higher education. Due to the worldwide debate on digitalization for all possible areas, even educational institutions are asking how they can deal with this change or how they have to prepare for the future. At Graz University of Technology, a pre-project was started to elaborate a policy, which should help to start different projects afterwards. Therefore, a participatory approach was started following the idea that each university member (lecturers, researchers, administrators, or students) can give input. Different measurements divided into the fields of education, research, administration, and transformation were carried out, summarized, and consolidated to provide a final policy. The outcome of this publication will focus on the description of the whole process as well as the summary of the most interesting aspects which were used for the final policy. Furthermore, an outlook on how the digital policy will be brought to practice in the following years will be provided.

WAYS OF FORMATION AND DEVELOPMENT OF TEACHER’S READINESS TO THE INTRODUCTION OF INNOVATIVE TEACHING METHODS IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTIONS

2020 ◽  
pp. 67-78
Author(s):  
Nataliia Naumenko ◽  
Svitlana Myronchenko ◽  
Andrіі Kozlov
Keyword(s):  
Higher Education ◽  
Communication Skills ◽  
Teaching Methods ◽  
Teaching Practice ◽  
New Technologies ◽  
Process Development ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Professional Skills ◽  
Innovative Teaching

Today the teaching of the subjects should be related to the review of a number of organizational and pedagogical support of educational process in the framework of the transition from reproductive studying to pedagogy of cooperation. To this end, the teachers took part in the training "Innovative activities of the Teacher", which consisted of several mini-trainings. The aim of the training was to develop new professional skills in teachers; acquisition of new technologies in teaching practice; learning how to communicate effectively, how to react, and how to behave; the search for effective solutions to the problems identified; formation and development of communication skills among participants of the educational process; development of skills to apply various forms of organization and innovative teaching methods.

From the Guest Editors: Canadian Perspectives on and Applications of Applied Sociology

2021 ◽  
pp. 193672442110021
Author(s):  
Emily Milne ◽  
Sara J. Cumming
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Education Sector ◽  
Public Confidence ◽  
Applied Sociology ◽  
Application Research ◽  
Special Issue ◽  
The Future ◽  
Sociological Approaches

Public confidence and trust in higher education has declined (Johnson and Peifer 2017) and the future of the higher education sector has been questioned (AGB 2020). More specifically, the discipline of sociology is considered to be in “crisis” and applied sociological approaches are offered as a solution (Graizbord 2019; Weinstein 1997). The purpose of this introduction article as well as the broader special issue is to explore the nature and state of applied sociology in Canada. With a collection of seven articles authored by Canadian sociologists on topics including application research, reflections on process, and teaching practice, this special issue provides a platform to discuss and showcase the distinct nature and contributions of applied sociology in Canada as well as highlight the work of Canadian applied sociologists.

scholarly journals Shape-shifting and pushing against the odds: staff perceptions of the experiences of first generation students in South Africa and the UK

2021 ◽  
Author(s):  
Rachel Forsyth ◽  
Claire Hamshire ◽  
Danny Fontaine-Rainen ◽  
Leza Soldaat
Keyword(s):  
Higher Education ◽  
South Africa ◽  
First Generation ◽  
Teaching Practice ◽  
First Generation Students ◽  
Staff Perceptions ◽  
Staff Members ◽  
Diversity And Inclusion ◽  
University Life ◽  
The Uk

AbstractThe principles of diversity and inclusion are valued across the higher education sector, but the ways in which these principles are translated into pedagogic practice are not always evident. Students who are first in their family to attend university continue to report barriers to full participation in university life. They are more likely to leave their studies early, and to achieve lower grades in their final qualifications, than students whose families have previous experience of higher education. The purpose of this study was to explore whether a mismatch between staff perceptions and students’ experiences might be a possible contributor to these disparities. The study explored and compared staff discourses about the experiences of first generation students at two universities, one in the United Kingdom (UK), and the other in South Africa (SA). One-to-one interviews were carried out with 40 staff members (20 at each institution) to explore their views about first generation students. The results showed that staff were well aware of challenges faced by first generation students; however, they were unsure of their roles in relation to shaping an inclusive environment, and tended not to consider how to use the assets that they believed first generation students bring with them to higher education. This paper explores these staff discourses; and considers proposals for challenging commonly-voiced assumptions about students and university life in a broader context of diversity and inclusive teaching practice.

THE APPRENTICESHIP IN CRAFT GUILDS IN PREINDUSTRIAL EUROPE: A MODEL FOR ENGINEERING EDUCATION IN THE EUROPEAN HIGHER EDUCATION AREA

10.6036/9821 ◽  
2021 ◽  
Vol 96 (5) ◽  
pp. 460-463
Author(s):  
OSCAR MARTIN LLORENTE
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Learning By Doing ◽  
Term Survival ◽  
European Higher Education Area ◽  
Educational Methods ◽  
Apprenticeship Learning ◽  
European Higher Education ◽  
Craft Guilds

This work aims to carry out a comparative study between the apprenticeship system in the craft guilds in preindustrial Europe and the educational methods used in the European Higher Education Area (EHEA), with the aim of highlighting the role, within the field of engineering education in the EHEA, of the practice-driven approach (learning by doing), which yielded excellent results during centuries to craft guilds, since their institutionalized apprenticeship system was one of the reasons for their long-term survival. The transmission of technical skills and associated innovation were effectively supported by craft guilds but not as a main objective and even, sometimes, as a cause of undesired effects (formation of future competitors, revelation of secrets or shift of control over the production process from the owners of skills to the owners of capital. It has been demonstrated that both the organizational modalities or scenarios and the educational methods of the EHEA (except the binomial scenario-method formed by the theoretical class and the master lecture) used in engineering education, have a clear precedent in the preindustrial craft guilds, which emphasize the learning process instead of the teaching process and established, several centuries in advance and without intending to, a model for the EHEA. Keywords: Craft guilds; Apprenticeship; Learning by doing; Engineering education; EEES

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