scholarly journals An Insight into a Whole School Experience: The Implementation of Teaching Teams to Support Learning and Teaching

2017 ◽  
Vol 4 (4) ◽  
pp. 339-350
Author(s):  
Charmaine Agius Ferrante
Keyword(s):  
School Experience ◽  
Learning And Teaching ◽  
Teaching Teams ◽  
Whole School ◽  
Insight Into

Fostering singing agency through emotional differentiation in an inclusive singing environment

2020 ◽  
pp. 1321103X2093042
Author(s):  
Lauri A Hogle
Keyword(s):  
Narrative Analysis ◽  
Universal Design ◽  
Phenomenological Study ◽  
Universal Design For Learning ◽  
Constructivist Approach ◽  
Music Learning ◽  
Learning And Teaching ◽  
Design For Learning ◽  
Social Constructivist Approach ◽  
Insight Into

The purpose of this phenomenological study was to gain insight into experiences of adults who expressed personal discomfort with singing, either alone or when others might hear them. Singing agency in music learning, one’s belief in one’s own capacity to sing aloud, served as the guiding lens for the study. Narrative analysis of interview data, from 15 adults who self-identified as non-singers, provided understanding of experiences that they believed undermined their capacity for singing agency. Four initial themes emerged as participants described wounding incidents with resultant perceptions of deficit, disability, and shame; personal strategies to enhance or protect singing agency; perceived obstacles to singing agency; and personal definitions of good singing. Findings describe vocal skill development through emotional differentiation, linking singing agency with principles that underlie a social constructivist approach to music learning and teaching and a Universal Design for Learning.

scholarly journals People with dementia, contributing to learning and teaching in higher education: Innovative practice

Dementia ◽  
2016 ◽  
Vol 19 (2) ◽  
pp. 447-452 ◽  
Author(s):  
Christopher William Russell
Keyword(s):  
Lived Experience ◽  
Teaching And Learning ◽  
Social Citizenship ◽  
Learning And Teaching ◽  
The United Kingdom ◽  
People With Dementia ◽  
Teaching In Higher Education ◽  
Established Role ◽  
Insight Into

Patients and service users have a well-established role in teaching and learning on professional qualifying programmes such as such as social work and nursing. However, the role of people with dementia in contributing to educational initiatives at higher educational level remains under explored. Four people with dementia were recruited as Expert by Lived Experience Tutors for the Foundation Degree in Dementia Studies at a University in the United Kingdom. They met students regularly to support their learning. We were interested in researching whether and how this enhanced the ability of students to enable people to live well with dementia. However, we also discovered that the initiative gave insight into psychosocial aspects of dementia, and a new opportunity to explore personhood, co-production and social citizenship. That is the focus of this article.

Artificial Intelligence and the Transformation of Digital Education

2021 ◽  
pp. 24-41
Author(s):  
Nicholas Patterson ◽  
Dhananjay Thiruvady ◽  
Guy Wood-Bradley
Keyword(s):  
Artificial Intelligence ◽  
Learning Curve ◽  
Digital Literacy ◽  
Student Perspectives ◽  
Learning And Teaching ◽  
Digital Education ◽  
The Past ◽  
Repetitive Tasks ◽  
The Impact ◽  
Insight Into

This chapter explores the impact that artificial intelligence will make in the education sector and how it will transform the way in which both educators and students interact in the classrooms of the future. The chapter begins with an introduction into the digital education space as well as where artificial intelligence currently sits. When it comes to the transformation of education, the authors explore the educator and student perspectives to ensure both sides requirements are portrayed. Both stakeholders have an equally large learning curve and require more digital literacy than in the past; however, the transformation that artificial intelligence will bring to the table is that educators and students will likely not be trapped with repetitive tasks and can focus on being creative, learning, and teaching. The three elements they explore in this chapter will give insight into work previously completed, research being conducted, and future insights and observations.

scholarly journals On vocabulary learning strategies among students of foreign languages

2020 ◽  
Vol 33 (4) ◽  
pp. 107-119
Author(s):  
Slađana Stanojević ◽  
Ana Petrović
Keyword(s):  
Learning Strategies ◽  
Teaching Practice ◽  
Vocabulary Learning ◽  
Foreign Languages ◽  
Social Strategies ◽  
Language Competence ◽  
Learning And Teaching ◽  
Vocabulary Learning Strategies ◽  
Complex Goal ◽  
Insight Into

Adequate and purposeful use of vocabulary is one of the primary goals of the process of learning and teaching a foreign language, given that the success in building language competence largely depends on it. Vocabulary learning strategies, as a diverse set of techniques focused on overcoming the various problems that arise when learning words, can help students to achieve this complex goal in the easiest and fastest way possible. While some strategies can be applied spontaneously, teaching practice and research (Oxford, 1990; Gu and Johnson, 1996; Schmitt, 1997; Fan, 2003; Šikmanović, 2013) indicate that students are often unaware of the breadth of the range of strategies at their disposal. The main goal of the research presented in this paper is to provide an insight into the attitudes of students of foreign languages towards the use of vocabulary learning strategies, as well as to examine the interrelationships between their attitudes and the perceived use of the strategies. The research was conducted by using a questionnaire on a sample of 47 respondents, and the results showed a significantly developed awareness of students about the usefulness of vocabulary learning strategies, which does not fully correspond to the recorded patterns of using the strategies. It was observed that students use social strategies the least, while they most often use determination and memorisation strategies, but they consider the cognitive and metacognitive types of strategies to be the most useful.

scholarly journals Platsens betydelse för lärande och undervisning – ett utomhuspedagogiskt perspektiv

2013 ◽  
Vol 9 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Anders Szczepanski
Keyword(s):  
Learning Environments ◽  
Outdoor Education ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
School Experience ◽  
Educational Context ◽  
Pictorial Material ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Industrial Landscapes

The study describes how 19 teachers linked to preschool and comprehensive school experience the importance of place for learning and teaching in an outdoor educational context. The methodological approach is phenomenographic. The semi-structured interviews are based on pictorial material intended to illustrate different physical learning environments. Nine categories and four place-related perspectives can be distinguished. The result shows that there is sometimes a didactic uncertainty around places for teaching and learning outside the classroom walls. The availability of different places in the outdoors, a woodland environment and natural materials is seen as meaningful complements in teaching. Town settings, parks and industrial landscapes are to a lesser degree perceived as learning environments. The study shows the experience of teachers using other contexts for learning and teaching than the classroom. Outdoor education is experienced as a place-related toolkit with opportunities to integrate different subjects and anchor teaching in the real world.

scholarly journals A Stakeholder-based Evaluation of Engineering ESP Courses’ Effectiveness

2020 ◽  
Author(s):  
Minoo Alemi ◽  
Saeedeh Jafari Pazoki
Keyword(s):  
Engineering Students ◽  
English For Specific Purposes ◽  
State Universities ◽  
Course Success ◽  
Learning And Teaching ◽  
Heterogeneous Classes ◽  
Iranian State ◽  
Actual Learning ◽  
Insight Into ◽  
Low Motivation

Abstract Investigating stakeholders’ perception about course success has been signified as a useful method for program evaluation. This study focused on evaluating English for Specific Purposes (ESP) programs in engineering departments at Iranian state universities through examining the view of stakeholders. Engineering students (N=100) and ESP practitioners (N=8) participated in interviews and non-participant observations were carried out to achieve a better insight into the actual learning and teaching contexts. Responses showed that some obstacles such as 1) low GE proficiency of students and heterogeneous classes, 2) limited time, 3) ministry decision for making the course elective, 4) students’ low motivation, 5) teachers’ low motivation, 6) inappropriate materials and teaching methods hindered course usefulness and effectiveness from the perspective of the participants. The findings urged the importance of comprehensive needs analysis to resolve the controversies among stakeholders about course objective and contents and to eliminate the mismatches between course objectives and students’ expectations.

Learning Management Systems

2015 ◽  
pp. 253-270 ◽  
Author(s):  
Sharon L. Burton ◽  
Rondalynne McClintock ◽  
Darrell N. Burrell ◽  
Kim L. Brown-Jackson ◽  
Dustin Bessette ◽  
...  
Keyword(s):  
Open Source ◽  
Learning Management Systems ◽  
Past Research ◽  
Management Systems ◽  
Post Secondary ◽  
Learning And Teaching ◽  
Learning Management ◽  
Insight Into ◽  
Technology Systems

Learning management systems (LMSs) are significant in offering highly collaborative, widely accessible, and manageable learning solutions. It is feasible that learning solutions stakeholders pursue an in-depth understanding of the LMS and the vulnerabilities surrounding technology-enabled learning and teaching. The over 300 types of active LMSs, proprietary or open source, are not off limits to hackers. Past research shows that hackers compromise technology systems to ascertain personal identifiable information and interfere with the integrities of post-secondary institutions. Stakeholders must understand how to safeguard the LMS. To address LMS cybercrime concerns, this text reviews vulnerability information on over 12 LMS features. After reading this text, stakeholders will gain increased insight into their works to thwart security related LMS incidents. This text can support stakeholders' knowledge in actions to take prior to the LMS reaching unacceptable vulnerability levels. Researchers and practitioners will benefit from this text's perspective on the LMS and mitigating risk.

Tackling Diversity and Promoting Inclusivity

2019 ◽  
pp. 13-33
Author(s):  
Josh McCarthy
Keyword(s):  
Flipped Classroom ◽  
First Year ◽  
Teaching Experiences ◽  
First Year Students ◽  
Learning And Teaching ◽  
Diverse Student ◽  
Student Cohorts ◽  
Insight Into

This chapter evaluates a flipped classroom model for teaching culturally and disciplinary diverse student cohorts, and analyzes the benefits and limitations of such a format when compared to traditional techniques. From 2015 to 2017, 388 first year students took part in the case study. Within three iterations of the same course, flipped and traditional tutorials were utilized. Participating students and staff evaluated the tutorial models, providing insight into both learning and teaching experiences. The findings of the study disseminate the benefits afforded by each model and provide insight into the varying attitudes of different demographics within contemporary student cohorts at university.

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