scholarly journals Beyond the Role-Play – Re-thinking Mediator Education

2015 ◽  
Vol 2 (2) ◽  
pp. 317-327 ◽  
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Role Play ◽  
Teaching Methodologies ◽  
Mediation Training ◽  
Alternative Teaching ◽  
Teaching And Learning Strategies ◽  
Academic Settings ◽  
Quality Learning

Just as mediation styles differ enormously, so too do approaches to training and educating mediators. In the midst of much discourse on standards and accreditation, the focus on what makes a quality learning experience can be lost. This article will focus on what happens during mediator training and how mediators are taught to practice their craft. Drawing on the author’s own experience of mediation training in both professional and academic settings, this article will address what teaching methodologies are most appropriate to mediator education, and why. The article shall take a fresh look at the experiential methodologies that are currently used in such training, and explore some alternative teaching and learning strategies to make the learning experience better, and the outcomes of mediation training more successful.

Technology

2013 ◽  
pp. 135-149
Author(s):  
Rita Gravina ◽  
Helena Pereira-Raso
Keyword(s):  
Social Networking ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Educational Institutions ◽  
Classroom Teachers ◽  
Teaching And Learning Strategies ◽  
Teachers And Students ◽  
Social Networking Tools

Collaboration is an important aspect of how our world functions today and an element at the core of rich learning opportunities. The role of educational institutions is one that provides provoking settings so that learning is deep and sustained well beyond the classroom walls. Learners are currently in a paradigm where they are able to learn at all hours of the day; they are no longer in a framework where learning is exclusive to a classroom. Teachers and students at The Bishop Strachan School are exploring this through the various uses of teaching and learning strategies and enriching these strategies with Web 2.0 applications. This chapter will present early explorations in the school with Wiki pages, social networking tools, such as NINGs, interactive timelines, and real-time applications, such as Google apps. Each of the cases provides an authentic learning experience for students and moves the student’s work out into the world.

scholarly journals PERCEPTIONS ON PLAGIARISM AND THE IMPLICATIONS FOR TEACHING AND LEARNING STRATEGIES AT AN EMI UNIVERSITY IN INDONESIA

JURNAL SMART ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 56-71
Author(s):  
Risa Fitria
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Writing Skills ◽  
Teaching And Learning Strategies ◽  
Unacceptable Behavior ◽  
Common Strategy ◽  
Academic Settings ◽  
Back Translation

This study tries to answer two questions, namely 1) What do the lecturers and the students perceive about the practice of plagiarism in L2 writing? 2) What strategies did the lecturers and the students apply to writing L2 to avoid plagiarism? This study aimed at investigating the views of lecturers and students on plagiarism and its implications for teaching and learning at one of the EMI universities in Indonesia. The findings showed that both lecturers and students had negative views towards plagiarism. However, even though plagiarism was considered as an unacceptable behavior, the students would be likely to commit plagiarism under certain circumstances. Back translation was also found to be the most common strategy that the students used to avoid plagiarism. The study finally recommended higher education institutions to equip students with necessary language and writing skills needed in academic settings as early as possible in order for them to avoid plagiarism. 

scholarly journals Teaching Generation Y

2016 ◽  
Vol 35 (1) ◽  
Author(s):  
Elza Venter
Keyword(s):  
Learning Strategies ◽  
Generation Y ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Research Question ◽  
Tertiary Level ◽  
Digital Information ◽  
Literature Study ◽  
Main Research ◽  
Teaching And Learning Strategies

Generation Y learners are those young people born more or less between 1977 and 2000. Different authors call this generation by different names. The author of this article prefers the term ‘Generation Y’. Learners from Generation Y were born into the age of digital information where information, education and entertainment were just a click away. Members of Generation Y use various electronic devices simultaneously for learning and entertainment purposes. Learners from this generation are often unmotivated and disengaged from their own learning experience because they are entertaining themselves simultaneously on a multitude of digital devices, whilst the educator is trying to get their attention. Generation Y prefers multitasking to focussing on one task or person at a time and are often more interested in what is happening on the screen before them than getting involved in their own learning. This generation works well in groups. They embrace recognition and crave instant gratification and feedback on work well done. Educators have to think of teaching and learning strategies to engage them in their own learning by inter alia making use of digital and electronic technology. Schools and tertiary institutions are often stuck in the previous century whilst learners keep up with technological changes. Educators at secondary and tertiary level need to re-think their teaching and learning strategies to make learning relevant and interesting for learners. In this research, the emphasis is on learners and students as well as educators at secondary and tertiary level. The research was done by applying a literature review. In line with the preceding discussion, the main research question of this literature study is ‘How can educators get Generation Y learners more engaged in their own learning in the classroom or lecture room?’ The two sub questions are: (1) ‘What are some of the characteristics of Generation Y that influence learning?’ and (2) ‘What teaching strategies can be used to get Generation Y learners more engaged in their own learning?’ The author of this article will endeavour to give guidelines to educators in this regard by means of the literature study.

Incorporating a Self-Directed Learning Pedagogy in the Computing Classroom

2014 ◽  
pp. 348-371 ◽  
Author(s):  
Oisín Cawley ◽  
Stephan Weibelzahl ◽  
Ita Richardson ◽  
Yvonne Delaney
Keyword(s):  
Software Engineering ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Directed Learning ◽  
Alternative Teaching ◽  
Teaching And Learning Strategies ◽  
Directed Learning ◽  
Approach To Teaching ◽  
The University

With a focus on addressing the perceived skills gap in Software Engineering (SE) graduates, some educators have looked to employing alternative teaching and learning strategies in the classroom. One such pedagogy is Problem-Based Learning (PBL), an approach the authors have incorporated into the SE curriculum in two separate third-level institutions in Ireland, namely the University of Limerick (UL) and the National College of Ireland (NCI). PBL is an approach to teaching and learning which is quite different to the more typical “lecture” style found in most 3rd level institutions. PBL allows lecturers to meet educational and industry-specific objectives; however, while it has been used widely in Medical and Business schools, its use has not been so widespread with computing educators. PBL is not without its difficulties given that it requires significant changes in the role of the lecturer and the active participation of the students. Here, the authors present the approach taken to implement PBL into their respective programs. They present the pitfalls and obstacles that needed to be addressed, the levels of success that have been achieved so far, and briefly discuss some of the important aspects that Software Engineering lecturers should consider.

Using reflection. Mentoring midwifery students in India

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Glenda Hawley ◽  
Anthony Tuckett
Keyword(s):  
Learning Strategies ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Action Plan ◽  
Constructivist Theory ◽  
Clinical Placements ◽  
Teaching And Learning Strategies ◽  
Global Health Care ◽  
Insight Into

Purpose: This study aims to offer guidance to lecturers and undergraduate midwifery students in using reflective practice and to offer a roadmap for academic staff accompanying undergraduate midwifery students on international clinical placements. Design: Drawing on reflection within the Constructivist Theory, the Gibbs Reflective Cycle (GRC) provides opportunities to review experiences and share new knowledge by working through five stages—feelings, evaluation, analysis, conclusion and action plan. Findings:  The reflections of the midwifery students in this study provide insight into expectations prior to leaving for international placement, practical aspects of what local knowledge is beneficial, necessary teaching and learning strategies and the students’ cultural awareness growth. Implications: The analysis and a reflective approach have wider implications for universities seeking to improve preparations when embarking on an international clinical placement. It can also inform practices that utilise reflection as an impetus to shape midwifery students to be more receptive to global health care issues. 

scholarly journals Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice

2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Socioscientific Issues ◽  
Educational Systems ◽  
Group Discussions ◽  
Inquiry Based Learning ◽  
Teaching And Learning Strategies ◽  
Assessment Of Student Learning ◽  
Method Of Assessment

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

The Effect of Commonwealth Libraries upon Academic Motivation

1974 ◽  
Vol 18 (2) ◽  
pp. 113-123 ◽  
Author(s):  
W. J. Campbell
Keyword(s):  
Test Anxiety ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Academic Motivation ◽  
Achievement Test ◽  
Need For Achievement ◽  
Academic Values ◽  
Teaching And Learning Strategies ◽  
Tenth Grade ◽  
Successes And Failures

A total of 484 tenth-grade students, evenly divided between schools with Commonwealth libraries and those without, were assessed for motivational dispositions (need for achievement, test anxiety, and sense of responsibility for successes and failures), academic values, and displayed motivation (as revealed in choice of tasks). The two groups of students did not differ with respect to dispositions and values, but those from schools with Commonwealth libraries showed greater motivation. This finding is interpreted as evidence that the effects of improved library facilities have now seeped through teaching and learning strategies to an important outcome in students.

Problem-Based Learning in Educational Administration: Enhancing Learning Transfer

1998 ◽  
Vol 8 (3) ◽  
pp. 280-302 ◽  
Author(s):  
Paula A. Cordeiro
Keyword(s):  
Learning Strategies ◽  
Educational Administration ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Leadership Preparation ◽  
Contextual Knowledge ◽  
Preparation Programs ◽  
Group Problem Solving ◽  
Teaching And Learning Strategies ◽  
Educational Leadership Preparation

This paper presents a model for learning in an educational leadership preparation program. The model depicts various types of teaching and learning strategies that should be included in preparation programs in order for students to learn declarative, procedural, and contextual knowledge. Specifically, the paper describes four types of problem-based learning (PBL). Grounded in research on group problem solving, reflective thinking, problem complexity, and feedback and assessment, PBL has considerable potential to increase the transfer of learning. The paper maintains that real and simulated PBL afford students opportunities to learn all three types of knowledge. Two examples capturing the process of how PBL can be used are offered.

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