scholarly journals 21st Century Child and Youth Care Education: An Ontological Relational Turn in Teaching and Learning

2020 ◽  
pp. 14-24
Author(s):  
Gerard Bellefeuille ◽  
Ahna Bekikoff
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Information Science ◽  
Youth Care ◽  
The Self ◽  
Relational Ontology ◽  
Child And Youth Care ◽  
Ontological Approach ◽  
Essential Components

The pedagogical challenges in preparing child and youth care (CYC) students for 21st century CYC practice, global citizenship, and life cannot be rightfully addressed by an antiquated higher education system predicated on a Newtonian/Cartesian ontology that assumes a mechanistic view of the materialistic world and a solitary view of the “self” as completely autonomous, ego-based, and self-enclosed. In this article, we propose an alternative ontological stance for teaching and learning in higher education, one that is informed by the growing body of relational ontology scholarship in theology, philosophy, psychology, nursing, political theory, educational theory, and even information science. The basic contention of a relational ontology is that all relations between entities are ontologically more fundamental than the entities themselves. Within this perspective, the “self” is not so much a personal possession as it is a process of relatedness and a reflection of one’s relational experiences. This view of the self has enormous implications for teaching and learning. A relational ontological approach to education will employ more holistic, collaborative, and experiential methods of teaching and learning in which the learner’s (i.e., the self’s) mind, body, emotions, spirit, and environment are all considered essential components of the learning process. The conversation presented in this article is an invitation to rethink the ontological foundations upon which CYC education is currently constructed and to explore the potential of an ontological revolution in CYC teaching and learning pedagogy. In CYC, as in other disciplines, it is the visionaries operating at the edges of the discipline’s philosophical, theoretical, and practice boundaries who provide the critical reflection and creativity of thought to nudge the field forward. Please join us in this adventure.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

scholarly journals A REVIEW OF THE SCHOLARSHIP ON ENGAGEMENT IN HIGHER EDUCATION

2018 ◽  
Vol 3 (1) ◽  
pp. 120
Author(s):  
Muhammad Adha Shaleh ◽  
Haron Masagoes Hassan
Keyword(s):  
Higher Education ◽  
Young People ◽  
21St Century ◽  
Teaching And Learning ◽  
Direct Interaction ◽  
21St Century Education ◽  
Intellectual Discourse ◽  
Research And Teaching ◽  
Education Journal ◽  
Future Direction

The scholarship on engagement offers a wide variety of benefits to research, teaching and learning in higher education. It is observed within the powerful discourse of engagement that learners have gained enormous experiences from direct interaction with society. In addition, decades of research regarding its positive influences on young people reinforced the paramount of learning via engaging in nation’s education landscape. This article describes the vital of engagement that has challenged scholars to broader their perspectives on its evolving intellectual discourse in education. Finally, it proposes engagement as crucial pedagogy in the 21st century higher education. It is expected that future direction of nation’s education could integrate engagement in research and teaching in the current education ecosystem.Keywords: Engagement, Higher Education, 21st Century Education, Intellectual Discourse, Crucial Pedagogy.Cite as: Shaleh, M.A. & Hassan, H.M. (2018). A review of the scholarship on engagement in higher education. Journal of Nusantara Studies, 3(1), 120-126.http://dx.doi.org/10.24200/jonus.vol3iss1pp120-126

scholarly journals INTRODUCTION TO SPECIAL ISSUE

2020 ◽  
Vol 11 (3) ◽  
pp. 1-11
Author(s):  
Johanne Jean-Pierre ◽  
Sandrina De Finney ◽  
Natasha Blanchet-Cohen
Keyword(s):  
Postsecondary Education ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Youth Care ◽  
Future Research ◽  
Special Issue ◽  
Prevention Education ◽  
Child And Youth Care ◽  
Curricular Practices

This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant.

scholarly journals SETTLER EDUCATION

2020 ◽  
Vol 11 (3) ◽  
pp. 56-79
Author(s):  
Scott Kouri
Keyword(s):  
Teaching And Learning ◽  
Youth Care ◽  
Consciousness Raising ◽  
Child And Youth Care ◽  
Care Teaching ◽  
Critical Exploration ◽  
Location Function

This paper begins with a critical exploration, from the location of a settler, of how land acknowledgements and practices of self-location function in child and youth care teaching and learning. I critically examine settler practices of acknowledgement, self-location, appropriation, consciousness-raising, and allyship. I use the concepts of settler ethics and responsibilities to underline the importance of accountability in child and youth care pedagogy. I argue that settlers have a responsibility to take action within the challenging ethical landscape of teaching and learning within the settler colonial context. My overall aim is to contribute to the critical and decolonizing literature in child and youth care from the location of a settler educator and child and youth care practitioner.

scholarly journals Erratum to Mann-Feder, V. (2020). Experiential Teaching and Learning in Child and Youth Care Work: An Integrative Approach to Graduate Education. Journal of Child and Youth Care Work, 26. https://doi.org/10.5195/jcycw.2020.5

2021 ◽  
Vol 26 ◽  
Author(s):  
Dale Curry
Keyword(s):  
Graduate Education ◽  
Teaching And Learning ◽  
Youth Care ◽  
Care Work ◽  
Online Version ◽  
Integrative Approach ◽  
Child And Youth Care ◽  
Experiential Teaching ◽  
Youth Care Work ◽  
Education Journal

In the article “Experiential teaching and learning in Child and Youth Care Work: An integrative approach to graduate education” (DOI 10.5195/jcycw.2020.5), co-authors were omitted. The authors are Varda R. Mann-Feder, Elizabeth Fast, Stephanie Hovington, and Patti Ranahan. The online version has been updated to reflect this change.  

The Theory and Practice of Teaching in Today's Colleges and Universities

2009 ◽  
pp. 764-778 ◽  
Author(s):  
Victor X. Wang
Keyword(s):  
Higher Education ◽  
Social Change ◽  
21St Century ◽  
Teaching And Learning ◽  
Colleges And Universities ◽  
Theory And Practice ◽  
Learning Theories ◽  
Learning Society ◽  
Practice Of Teaching ◽  
Adult And Higher Education

Teaching is changing and it is being forced to change by many forces of social change. Today’s theory and practice of teaching in adult and higher education are not only shaped by technology, but also by prevalent teaching and learning theories such as constructivism, progressive principles of education, humanism and even behaviorism. While behaviorism, a major component of pedagogical teaching, successfully dominated adult and higher education in the past, the purpose of this chapter is to demonstrate that we are experiencing a paradigm shift from being pedagogical in our instruction to an andragogical mode of education in the 21st century due to the fact that we do know, to some extent, how students learn. Therefore, the way knowledge is delivered in the new century must be changed in order to serve the needs of this learning society.

Challenges and Issues of Teaching Online

2011 ◽  
pp. 241-246 ◽  
Author(s):  
Danilo M. Baylen ◽  
Erping Zhu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Computer Hardware ◽  
Teaching Online ◽  
Software Applications ◽  
Faculty And Staff

Teaching and learning in the 21st century not only utilizes various technologies, but also takes place any time and any place. During the last decade, higher education institutions equipped many of their classrooms with the latest computer hardware and software applications and trained their faculty and staff to use the technology. With the technological advancements and the changing needs of institutions and students, more faculty members are teaching online.

Using Computer-Based Assessment and Feedback

2020 ◽  
pp. 848-878
Author(s):  
Akrum Helfaya ◽  
James O'Neill
Keyword(s):  
Higher Education ◽  
Dynamic System ◽  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Key Factors ◽  
Structured Interviews ◽  
Traditional Assessment ◽  
Computer Based ◽  
New Generation

This article describes how assessment and feedback represent two key factors that affect students' learning. Using e-assessment with prompt e-feedback reduces the gap between present and desired performance and is considered to be a reflexive and dynamic system in dealing with the new generation of digital natives. Action research was used to investigate students' perception of using computer-based assessment (CBA) and/or computer-based feedback (CBF) in teaching and learning process. Both semi-structured interviews and focus groups were conducted with 44 UG students to assess their perceptions of using CBA and CBF. Findings show that students are generally agreed on the use of and benefits of CBA and/or CBF in teaching accounting and non-accounting modules. For example, these results reveal that many participants valued working online compared to traditional assessment and appreciated the instant feedback they received. Additionally, technology can provide an avenue for assessment and personalised and comprehensive prompt feedback that diverse and digital students need in the 21st Century Higher Education.

Sign in / Sign up

Export Citation Format

Share Document