Peer assessment and gamification: a university teaching experience in a course of Media Education

2019 ◽  
Author(s):  
Filippo Bruni
Keyword(s):  
Digital Literacy ◽  
Peer Assessment ◽  
Methodological Approach ◽  
Teaching Experience ◽  
Media Education ◽  
University Teaching ◽  
Digital Products ◽  
Evaluation Procedures ◽  
Timely Response ◽  
The University

Attention towards university teaching is growing, also as a result of the evaluation procedures aimed at the Italian university system. In this context, the experience of the course of Media Education and digital literacy activated during the degree course in Communication Sciences at the University of Molise is presented. Given the need to acquire not only knowledge but digital literacy, students were asked to create digital products using a dual methodological approach: gamification and peer evaluation. The gamification has allowed to conceive the activities of the course as a series of challenges to which to give a timely response, as documented by the blog of the course https://ilblogcialafebbre.blogspot.com/.  The peer assessment allowed to increase the interactions among the students, pushing to forms of analysis and comparison that have had positive repercussions on the realized digital products. In evaluating the overall experience, despite the difficulty in interpreting the available data, the perspective of  linking the gamification processes to the creation of assessment rubrics is affirmed

scholarly journals Conocimientos del profesorado universitario en herramientas telemáticas

2011 ◽  
pp. 101-127
Author(s):  
Dr. Pablo César Muñoz Carril ◽  
Dra. Mercedes González Sanmamed
Keyword(s):  
Virtual Environments ◽  
Methodological Approach ◽  
Teaching Experience ◽  
University Teaching ◽  
Learning Tools ◽  
E Learning ◽  
Level Of Knowledge ◽  
The University ◽  
Professional Teaching ◽  
Entornos Virtuales

En el presente artículo mostramos los resultados obtenidos en una investigación de carácter cuantitativo llevada a cabo con profesores de primer, segundo y tercer ciclo de la Universidad de A Coruña que utilizaban sistemas de e-learning como complemento a sus clases presenciales. Uno de los principales propósitos del estudio ha sido recoger las voces del profesorado en cuanto a su nivel de conocimiento en herramientas teleformativas. También se ha analizado si existían diferencias en cuanto a los niveles de conocimiento del profesorado universitario en función de sus características personales (“sexo” y “edad”) y profesionales (“experiencia docente”, “experiencia docente universitaria utilizando entornos virtuales” y “categoría administrativa”). Los resultados obtenidos reflejan que el nivel de conocimiento del profesorado en herramientas teleformativas es bajo, siendo el correo electrónico y el chat, las utilidades que han alcanzado mayor puntuación. Por último, los análisis inferenciales realizados pusieron de manifiesto que es el profesorado más joven, en régimen de contrato, con menos años de experiencia y con mayor tiempo utilizando entornos virtuales, el que posee mayores niveles de conocimiento de las herramientas teleformativas.AbstractThis paper presents the findings from a research aiming to study the perception of the knowledge level of the use of e-learning tools among faculty from the University of A Coruna, belonging to both undergraduate and graduate programs. Based on a quantitative methodological approach, differences in knowledge levels are analysed, in order to identify relationships according to personal (sex and age) and professional (teaching experience, university teaching experience using virtual environments and position) features. The results show that the level of knowledge of faculty in e-learning tools is low, being e-mail and chat the utilities that have achieved the highest score.An inferential analysis also shows that untenured younger teachers, with fewer years of experience and using virtual environments for a longer period of time, score higher levels of knowledge of the e-learning tools.Recibido: 16 de agosto de 2010 Aceptado: 24 de enero de 2011

scholarly journals A Teaching Experience through the use of Tasks: Limits and possibilities for learning Mathematics in a university context

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Alessandro Ribeiro ◽  
Juliana Paulin
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Analysis Data ◽  
University Teaching ◽  
Mathematical Tasks ◽  
Integral Calculus ◽  
Mathematical Concepts ◽  
Fundamental Theorem Of Calculus ◽  
The University

Context: Rethinking mathematics teaching practices in a university context is an emerging research theme. Objectives: In this article, we aim to discuss the limits and possibilities of using mathematical tasks in the teaching and learning processes of the concepts of Derivative, Integral and the Fundamental Theorem of Calculus. Design: The study is based on a qualitative-interpretative perspective of research, with methodological procedures inspired by a Design-Based Research. Environment and participants: The research was developed with students attending a Functions of a Variable class in a public university in the state of São Paulo. Data collection and analysis: Data were collected through mathematical tasks on Differential and Integral Calculus solved by students. The protocols produced were analysed, pointing out the main aspects identified, which led us to organize categories of analysis and dimensions (i) knowledges mobilized and developed by students in relation to mathematical concepts; (ii) main errors and difficulties presented by students in the development of tasks; (iii) limits and possibilities of the practice of exploratory teaching in the university context. Results: The results reveal aspects that characterize a process of resignifying the mathematical concepts discussed with the students and a deepening of their knowledge about the concepts of the DIC. Conclusions: As future notes, we suggest rethinking university teaching practice, since the study indicated possibilities and potentialities of the use of exploratory tasks in the teaching of Differential and Integral Calculus.

scholarly journals Journalism and media education in Nepal: A critical overview

1970 ◽  
Vol 3 (1) ◽  
pp. 21-34 ◽  
Author(s):  
Laxman Datt Pant
Keyword(s):  
Mass Communication ◽  
Media Education ◽  
University Teaching ◽  
Journalism Education ◽  
Policy Makers ◽  
Triangular Relationship ◽  
Level I ◽  
Teaching Learning ◽  
The University ◽  
Mass Communication Education

This article explores the relevance of journalism education in Nepal based on personal observations of university teaching-learning practices. In particular, I focus on the triangular relationship between corporate, educational socioeconomic challenges of journalism/media education. I also analyze the recent trend of journalism and mass communication education in Nepal shedding light on the challenges of Nepalese media education system especially in the university level. I further suggest how media educators help determine what news is (not), and at the same time describe avenues for engaging media educators, policy makers and content producers for meeting the market demands. DOI: 10.3126/bodhi.v3i1.2809 Bodhi Vol.3(1) 2009 p.21-34

scholarly journals Faculty Members’ Attitudes towards the Performance Appraisal Process in the Public Universities in Light of Some Variables

2017 ◽  
Vol 10 (6) ◽  
pp. 135
Author(s):  
Wafaa Mohammed Ali Al-Ashqar
Keyword(s):  
Performance Appraisal ◽  
Public Universities ◽  
Teaching Experience ◽  
Faculty Members ◽  
University Teaching ◽  
Significance Level ◽  
The Public ◽  
Appraisal Process ◽  
Performance Appraisal Process ◽  
The University

The present study aimed to detect the level of faculty members’ attitudes at public universities towards the performance appraisal process and its relationship with some variables (gender, college, scientific rank, university, teaching experience, and age). The study sample consisted of (320) faculty members of both sexes in three public universities in northern Jordan, namely (Al Yarmouk University, Jordan University of Science and Technology, Al-Balqa Applied University). The results showed that the attitudes of faculty members towards the performance appraisal process was moderate, and the results showed that there were no statistically significant differences at the significance level (α = 0.05) in the degree of attitudes of faculty members towards the performance appraisal process in the public universities due to gender, college, scientific rank, teaching experience, and age. As for the university variable, the differences between the averages were not statistically significant.

scholarly journals Enhanced Peer Assessment in MOOC Evaluation Through Assignment and Review Analysis

2018 ◽  
Vol 13 (01) ◽  
pp. 206 ◽  
Author(s):  
Ramón Alcarria ◽  
Borja Bordel ◽  
Diego Martín de Andrés ◽  
Tomás Robles
Keyword(s):  
Peer Review ◽  
Experimental Validation ◽  
Peer Assessment ◽  
Rapid Evolution ◽  
Evaluation Tool ◽  
Evaluation Procedures ◽  
Review Analysis ◽  
Education Of Students ◽  
The University

The rapid evolution of MOOCs in recent years has produced a change in the education of students and in the development of professional skills. There is an increasing pressure on universities to establish procedures for the recognition and certification of student participation in MOOCs. In order to guarantee that the evaluation procedures are in line with the quality of the procedures traditionally established in the university, a proposal for an enhanced peer assessment is required to allow a more precise review of the students' tasks and the assessments provided by his colleagues, considering procedures of verification of originality and a complete rubric for the peer review that takes into account reviewer’s history for a correct grade calibration. This paper describes the implementation of the evaluation tool, and an experimental validation that indicates that the majority of the students who have used the tool for the revision of assignments have generated grades closer to the revisions generated by the professors in the study.

scholarly journals Critical analysis and digital literacy in learning social psychology

2017 ◽  
Author(s):  
Joan González-Conde ◽  
Nuria Codina ◽  
Rafael Valenzuela ◽  
Jose Vicente Pestana
Keyword(s):  
Social Psychology ◽  
Digital Literacy ◽  
Information Society ◽  
Critical Analysis ◽  
Teaching Experience ◽  
Final Exam ◽  
Scientific Databases ◽  
Socially Relevant ◽  
Psychosocial Processes ◽  
The University

This paper presents a teaching experience in social psychology learning, aimed at students’ acquisition of critical analysis and digital literacy competences at the University of Barcelona. The methodology consisted of asking each student to  answer to a socially relevant question, by means of (a) identifying key underlying psychosocial processes and (b) searching for adequate keywords in scientific databases such as PsycNet and Sociological Abstracts, in order to (c) select and critically compare two relevant articles that could answer this question. The acquisition of these competences was assessed with a rubric and related questions in the final exam. Results indicated both the effectiveness of this approach to teach competences in digital literacy and critical analysis through motivating questions, and the translation of these competences in other situations. This approach also showed to be more effective in teaching these ompetences than only giving lectures. This methodology is promising, as it provides an answer to how to give future professionals competences in answering effectively and rigorously to socially relevant problems in the Information Society.

scholarly journals La relación entre las opiniones acerca de la docencia universitaria y la función tutorial del profesor en la universidad

2017 ◽  
Vol 28 (28) ◽  
pp. 139
Author(s):  
Ethel Trengove Thiele
Keyword(s):  
Teaching Strategies ◽  
Learning Objectives ◽  
University Teaching ◽  
Teaching Skills ◽  
Innovative Teaching ◽  
Professional Performance ◽  
Evaluation Procedures ◽  
The Subject ◽  
The University

RESUMEN Esta investigación pretende indagar en la opinión que tienen las estudiantes de 4° año de la carrera de Educación Diferencial, en cuanto al desempeño profesional de la investigadora en diferentes ámbitos de la docencia, tales como la organización y estructura de la asignatura, es decir, si se evidencia suficiente dominio teórico y conceptual del tema que se desarrolla en la programación; si presenta una actitud mediadora para generar los propios aprendizajes de los estudiantes. Complementario a lo anterior, indagar si las estrategias de enseñanza son pertinentes a los aprendizajes esperados. Por último, saber si los procedimientos evaluativos son pertinentes y se enfocan a los aprendizajes que han alcanzado los estudiantes, y cuál es la percepción en torno a la interacción y clima que se genera dentro de las propias clases, y más allá del aula. Todo esto, con la finalidad de relacionarlo con prácticas pedagógicas innovadoras, como lo es la función tutorial del docente universitario, detectando aquellos puntos valorados y los no tan valorados para proyectar mejoras en aquellos aspectos que así lo requieran.Palabras clave: Competencias docentes, organización curricular, estrategias de enseñanza, procedimientos de evaluación.Relationship between opinions about University teaching and the mentoring role of the University teacher ABSTRACT This research aims to researching opinions that Fourth-year students of Special Education have regarding to the professional performance of the researcher in different teaching fields such as organization and structure of a course, that is to say, whether there is evident sufficient theoretical and conceptual mastery of the subject, whether there is a mediating attitude to generate learning in students. Complementary to that, the paper is aimed to reviewing whether teaching strategies are relevant to the learning objectives. Finally, it seeks to know whether the evaluation procedures are relevant and focused on learning students have achieved, and what would be the perception around interactions and climates generated in the classroom and beyond. The objective is to create a relationship with innovative teaching practices, as the mentoring role of the University teacher, unveiling valued and not valued aspects in order to project improvements in those weak areas.Keywords: Teaching skills, curricular organization, teaching strategies, evaluation procedures and interactions between teacher and student.

scholarly journals How to introduce the research in the university teaching: a training experience in the Universitat Politècnica de València [Teacher Hub]

2019 ◽  
Author(s):  
José V. Benlloch-Dualde ◽  
Javier Oliver Villarroya ◽  
Amparo García Carbonell ◽  
Amparo Fernández March ◽  
Eloina García Félix ◽  
...  
Keyword(s):  
Higher Education ◽  
Educational Research ◽  
Educational Innovation ◽  
Teaching Experience ◽  
University Teaching ◽  
Training Experience ◽  
Training Models ◽  
Pedagogical Training ◽  
Research Action ◽  
The University

In this work we present the project of initiation to the Educational Research-Action (INED), within the pedagogical training program for university teachers organized by the Institute of Education Sciences (ICE), of the Universitat Politècnica de València (UPV). This project responds to a need for a group of teachers that starts with a professional background and requires training to advance the process of professionalization of teaching, aligned with the concept of scholarship and the movement generated around it. The proposal is formulated as an action research to promote the improvement of teacher training models in higher education. Therefore, it involves a methodology close to the learning communities, so that both the design and implementation involve professors from the university with a background in educational research (6 mentors), pedagogical advisors and experts in different subject areas related to research in higher education. In this first edition of INED, 25 professors participate and have been selected according to criteria of teaching experience, participation in educational innovation projects and pedagogical training received in different formats.

At Fault

2018 ◽  
Author(s):  
Sebastian D.G. Knowles
Keyword(s):  
James Joyce ◽  
Teaching Experience ◽  
University Education ◽  
University Teaching ◽  
Current Crisis ◽  
American University ◽  
What Works ◽  
Years Of Teaching Experience ◽  
Education Today ◽  
The University

At Fault: James Joyce and the Crisis of the Modern University argues that American universities have lost their way and that the works of James Joyce will put them back on the scent. In American university education today, an excess of caution has led to a serious error in our education system. To be “at fault” is to have lost one’s path: the university’s current crisis in confidence can be addressed by attending to the lessons that Joyce teaches us. Joyce models risk-taking in all three areas of the academic enterprise: research, teaching, and service. His texts go out of bounds, resisting the end, pushing beyond themselves. Joyce writes in an outlaw language, and the acknowledgment of failure is written into every right action. At stake is the enterprise of humanism: without an appreciation of error, and an understanding of infinite possibility, the university will calcify and lose its right to lead the nations of the world. The book draws upon the author’s thirty years of teaching experience to demonstrate what works in the classroom when teaching Joyce and makes a powerful contribution to debates on interdisciplinarity and university teaching. There are chapters on centrifugal motion, gramophones, elephants, fox-hunting, philately, brain mapping, and baseball: a compendium of approaches befitting the ever-expanding world of James Joyce.

scholarly journals Sustainable development in higher education: an integrated teaching and research experience

2021 ◽  
Vol 21 (2) ◽  
pp. 46-63
Author(s):  
Giovanna Del Gobbo ◽  
Francesco De Maria ◽  
Marta Pampaloni
Keyword(s):  
Sustainable Development ◽  
Learning Outcomes ◽  
Teaching Experience ◽  
University Teaching ◽  
Research Experience ◽  
Education Professionals ◽  
Agenda 2030 ◽  
E Learning ◽  
University Of Florence ◽  
The University

The contribution presents a teaching experience in a master’s degree program of ​​the University of Florence in pedagogical area. Through an integrated research-informed teaching (RIT) approach and the use of active methodologies, the course focuses on the topics of Agenda 2030 and sustainability, dealing with educational dimension underlying development’s actions. The importance of student-centred and learning outcomes-oriented pedagogical and didactic approaches are highlighted. These are functional to the development of competences linked to the theme of sustainable development, but also oriented towards the training of education professionals who are considered central figures in the accompaniment and management of ecological and sustainable transition processes. The contribution offers the systematization of this long-term experience in university teaching.   Lo sviluppo sostenibile nell’alta formazione: un’esperienza integrata di didattica e ricerca Il contributo presenta un’esperienza di insegnamento all’interno di un corso di laurea magistrale di area pedagogica dell’Università di Firenze. Attraverso un approccio integrato di research-informed teaching (RIT) e l’utilizzo di metodologie attive, il corso è centrato sui temi dell’Agenda 2030 e della sostenibilità, esplicitando la dimensione educativa sottesa alle azioni di sviluppo. Si evidenzia l’importanza di approcci pedagogici e didattici student centred e learning outcomes oriented funzionali allo sviluppo di competenze legate al tema dello sviluppo sostenibile e volti alla formazione di professionisti dell’educazione e della formazione ritenuti figure centrali nell’accompagnamento e nella gestione di processi di transizione ecologica e sostenibile. Il contributo offre la sistematizzazione di questa esperienza pluriennale di didattica universitaria.

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