scholarly journals Active learning in criminal justice

2020 ◽  
Vol 13 (2) ◽  
pp. 85-101
Author(s):  
Jill Dealey
Keyword(s):  
Higher Education ◽  
Criminal Justice ◽  
Active Learning ◽  
Learning Experience ◽  
Wrongful Conviction ◽  
Postgraduate Students ◽  
Degree Programme ◽  
Potential Impact ◽  
Learning Development ◽  
The University

Active learning, with students engaging in research or activities within the community, is a favoured approach in contemporary higher education. To support this approach, the Criminology and Forensic Studies programmes at the University of Winchester have included student research into miscarriages of justice. The students interrogate evidence from a criminal trial to attempt to establish if there has been a wrongful conviction. This article discusses the importance of this work for students of Criminology. It considers the contribution to the learning experience of the range of opportunities available to undergraduate and postgraduate students and evaluates the potential impact on curriculum and learning development during the degree programme, in addition to the benefits for future employment.

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.

Active Learning Online

2022 ◽  
Vol 12 (1) ◽  
pp. 1-13
Author(s):  
Viktor Wang ◽  
Leslie Hitch ◽  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Experience ◽  
Thinking Skills ◽  
Strategic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Current Century ◽  
Teaching Goal ◽  
Current Article

Preparing graduates for the present and future workforce is an important strategic learning and teaching goal of higher education. Towards realizing this goal, institutions are expending significant effort promoting active learning as an institution-wide teaching approach. Active learning defined as learners deeply participating in the learning process are being increasingly used in face-to-face contexts, but can it be used just as effectively in the online environments now common in higher education? In their 2017 paper, the authors established that active learning online is certainly possible. In this current article the authors assert that not only is active learning online possible, but that it is a necessity to bolster workforce and higher order thinking skills needed in this current century. Importantly, the faculties have a crucial role to play in implementing active learning online, and active learning online permeate the whole of the online learning experience within courses.

Transcreation and Creativity in Higher Education

2022 ◽  
pp. 68-86
Author(s):  
Mar Díaz-Millón ◽  
Juncal Gutiérrez-Artacho ◽  
María-Dolores Olvera-Lobo
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Qualitative Analysis ◽  
Learning Experience ◽  
Learning Objectives ◽  
Analysis Software ◽  
Spanish Translation ◽  
Promising Line ◽  
The University

New professional profiles have recently emerged in the translation sector. Within these, transcreation is worth mentioning. Nevertheless, transcreation training is not yet extended within higher education in translation and interpreting. The main objective of this chapter is to present a task-based learning experience introduced in a French-Spanish translation course at the University of Granada (Spain), aimed at promoting transcreation and transcreation skills. This is divided into (1) to describe the task-based proposal, the materials and methods used, and its learning objectives and (2) to identify the strategies the students put into play. Students' answers were processed with the qualitative analysis software NVivo. Results show that students activated creative strategies to adapt linguistically and culturally the materials proposed and displayed cross-curricular competences such as creativity or decision-making. Including transcreation in translation and interpreting training seems a promising line of research. Nevertheless, further progress is needed in the evaluation of transcreation.

Postgraduate Environmental Education Research: Meeting the Needs of the Community

1997 ◽  
Vol 13 ◽  
pp. 49-54 ◽  
Author(s):  
John Harris ◽  
Ian Robottom
Keyword(s):  
Education Research ◽  
Environmental Education ◽  
Learning Experience ◽  
Research Process ◽  
Community Based ◽  
Postgraduate Students ◽  
Powerful Learning ◽  
Postgraduate Studies ◽  
Research Meeting ◽  
The University

AbstractThis article reports on experiences gained in two postgraduate programs in environmental education—one at the University of Canberra and one at Deakin University. The paper draws from the work of several postgraduate students who are exploring environmental issues in their communities as part of their postgraduate studies. The paper addresses some issues associated with community-based environmental education, including:• research as participation in the critical appraisal of environmental situations• the need for the research to be responsive to the needs and interests of the community• the role of the researcher as change agent.The article concludes that community-based environmental education research is a powerful learning experience for postgraduate students who are at the forefront of the research process and communicating directly with the community.

scholarly journals Active Learning and New Technologies in Business and Economics Higher Education: The Je Suis Econplus Experience

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1350
Author(s):  
Luis R. Murillo-Zamorano ◽  
José Ángel López-Sánchez ◽  
Ana Luisa Godoy-Caballero
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Development Of Students

The objective of this research is to present an innovative and successful active learning experience aimed at enabling the development of students’ knowledge, skills and engagement in a Higher Education setting—the Je Suis Econplus experience.

scholarly journals AN ONLINE EVENT AS A PRODUCT OF THE ACTIVE LEARNING METHODOLOGY: AN EXPERIENCE VIA PBL AT THE UNIVERSITY OF BRASILIA-BRAZIL

2018 ◽  
Vol 1 (3) ◽  
pp. 240-257
Author(s):  
Ari Melo Mariano ◽  
Joao Mello da Silva ◽  
Simone Borges Simão Monteiro ◽  
Adriana Regina Martin
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Real Time ◽  
Real World ◽  
Production Engineering ◽  
External Agents ◽  
Digital Portfolio ◽  
The Many ◽  
The University ◽  
Real World Problems

The objective of this study was to suggest an alternative for managing the knowledge gained and resulting legacy from the application of the Problem Based Learning (PBL) method in a higher education context. The legacies of the PBL method are found to be more profound and diverse than those related to either the students' experience or the projects developed to solve real-world problems presented by external agents (the partners of the UnB Production Engineering course). The Production Engineering course has, since 2011, adopted the PBL method as an active learning methodology. Although each semester presents new opportunities in the process of consolidating this method, it’s been perceived that the many phases and results of this process are often utilized in real time only, contributing to the participating individuals exclusively as they occur. This is seen as a type of temporal result, seen only at a given "T" moment in the discipline’s lifecycle. Correspondingly, part of this knowledge is currently seen as perishable, since it is not possible to store it for future moments. In an attempt to extend this experience, starting in 2016 the University of Brasilia’s Production Engineering course has begun to develop an extension of PBL products by means of distinct events. The results haven been satisfactory, thus far involving 458 students and 7910 participants. As a legacy, it was possible to create a platform for the presentation of active learning methodologies and the exchange of experiences. Thus, the project presentations, once seen as distinct landmarks, became part of a legacy through a specific event, assisted and accessed as a course memory and a student’s digital portfolio.

scholarly journals Developing socio-emotional intelligence in first year higher education students through one-to-one learning development tutorials

2017 ◽  
Author(s):  
Camila Devis-Rozental ◽  
Sue Eccles ◽  
Marian Mayer
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Classroom Environment ◽  
Personal Development ◽  
Learning Experience ◽  
First Year ◽  
Self Awareness ◽  
One To One ◽  
Learning Development ◽  
The Individual

The relationship between socio-emotional intelligence and one-to-one Learning Development (LD) support offered to HE students is relatively under-explored. Socio-emotional attributes are often difficult to achieve solely within the classroom environment, although we know that engaging students in becoming more confident, resilient and self-aware can reduce their likelihood of withdrawal from their studies and improve personal achievement and success.This study explored whether the support provided during one-to-one LD tutorials enhances areas of students' socio-emotional intelligence and, in turn, positively impacts on their overall academic and personal development. Through a focus group with students and analysing feedback given by students from one UK university in the south of England, the experiences and benefits of receiving faculty-based LD support were explored. The findings suggest that students accessing this type of support further develop aspects of socio-emotional intelligence. This assists students in their transition into and through Higher Education, can reduce withdrawal rates and significantly enhances the individual student's learning experience. We argue that supporting students in developing areas of socio-emotional intelligence such as motivation, self-awareness and confidence as part of the LD provision, empowers them to successfully complete their learning journey and benefit from the wider student experience.

Interactive Scenario-Based Teaching of Metal Casting Processes

2011 ◽  
Author(s):  
Zahed Siddique ◽  
Mrinal Saha ◽  
Firas Akasheh ◽  
Shaiful Arif ◽  
Bipul Barua
Keyword(s):  
Active Learning ◽  
Learning Experience ◽  
Casting Process ◽  
Metal Casting ◽  
University Of Oklahoma ◽  
Post Test ◽  
Manufacturing Engineering ◽  
Novel Concept ◽  
The University ◽  
The Impact

It is well documented that students learn more effectively when they are actively involved in the learning process. Interactive scenario-based education is a novel concept expected to stimulate active learning and provide an engaging learning experience. Recently we have developed a Create your Scenario Interactively (CSI) module to teach metal casting and have implemented it in manufacturing engineering courses at the University of Oklahoma. In this paper, we discuss the impact of the CSI on students’ learning in manufacturing engineering education. The pedagogical effectiveness of the CSI instruction has been evaluated in several areas such as students’ engaging and active learning through pre-test and post-test format and survey questionnaires. Our preliminary results suggest that a majority of the students feels that the CSI module is very effective in keeping them engaged. Results also indicate that the CSI instructions help improve their understanding of the metal casting process. The details of the CSI module, implementation details, and assessment results are discussed.

Exploring Intercultural Communication Through the Act of Translation in Subtitling

2018 ◽  
pp. 261-281
Author(s):  
Duo Luan
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Visual Media ◽  
Intercultural Communicative Competence ◽  
Language Practice ◽  
Cultural Contexts ◽  
The United Kingdom ◽  
The University

This chapter explores how intercultural teaching and learning can take place through the practical act of translation in subtitling. The method discussed in this chapter uses audio-visual media in the teaching of Chinese as a foreign language (CFL) in higher education (HE). Translation in Subtitling is an undergraduate course offered to students with advanced Chinese competencies at the University of Wales Trinity Saint David in the United Kingdom. This applied language practice develops advanced skills in intercultural communicative competence (ICC) to students working on projects related to specific professional and cultural contexts. The audio-visual-driven course and its workshop style aim to provide a practical and fun intercultural learning experience, as well as to enhance employability by preparing students to work in a Chinese linguistic environment.

Beaches, Temples, and Flying Proas

2020 ◽  
pp. 165-187
Author(s):  
Kirk Johnson ◽  
Heather Garrido ◽  
Alyssa Gordon ◽  
M. G. Remitera-Huavas ◽  
Artemia Perez ◽  
...  
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Objectives ◽  
Classroom Setting ◽  
Learning Approaches ◽  
Years Of Experience ◽  
Learner Centered ◽  
Upper Level ◽  
The University ◽  
Learner Centered Pedagogy

Our mission at educators, teachers, professors, and yes, even guides and facilitators on the journey of knowledge and learning for students in higher education must be to strive each and every day to foster an environment within the classroom and even beyond its walls that seeks to empower the learners to take charge of their own learning and to endeavor to find approaches and strategies that most effectively contribute to the outcomes of stated learning objectives. In this chapter, the authors analyze five years of experience within the classroom setting in upper level sociology courses at the University of Guam. The experience centers around strategies and approaches in three broad areas of learner-centered pedagogy that include flipping the classroom, collaborative, and active learning approaches.

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