scholarly journals Multimodal Video-Feedback: A Promising way of Giving Feedback on Student Research

2021 ◽  
Vol 6 ◽  
Author(s):  
Dominik Emanuel Froehlich ◽  
Dorothea Guias
Keyword(s):  
Higher Education ◽  
Video Feedback ◽  
Course Evaluations ◽  
Research Projects ◽  
Student Research ◽  
Pedagogical Tool ◽  
Qualitative Evidence ◽  
Giving Feedback

Feedback is a valuable pedagogical tool to guide students through research projects and aid the acquisition of methodological knowledge. However, its potential is rarely exhausted. In this article, we describe one digital pedagogical solution to improve feedback practices in higher education: multimodal video-feedback. After showing the conceptually different process and outcomes of this technique relative to more traditional ways of giving feedback, we provide first empirical quantitative and qualitative evidence about its usefulness based on 77 course evaluations. We then discuss avenues for further research and how the practice itself could be developed and tailored to the specific needs to individual lecturers.

scholarly journals Talking the Talk and Fitting In: Troubling the Practices of Speaking? ‘What you are Worth’ in Higher Education in the UK

2015 ◽  
Vol 20 (2) ◽  
pp. 27-39 ◽  
Author(s):  
Michelle Addison ◽  
Victoria ◽  
G. Mountford
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Research Projects ◽  
University Staff ◽  
Cultural Meanings ◽  
The North ◽  
The Uk ◽  
Fitting In ◽  
Uk Higher Education

In this article we raise questions about fitting in pertaining to various classed identities within two UK Higher Education Institutions (HEI). We discuss the pains and privileges attached to accent and ways of speaking worth: Who is able to mobilize and capitalize on inscribed values, as they come to be attached to ways of talking? Accents and ways of talking are part of embodied class identities and whilst some carry connotations of intelligence, other ways of talking are positioned as lacking value, as well as other cultural meanings ( Sayer 2002 ; Spencer, Clegg and Stackhouse 2013 ; Lawler 1999 ; Skeggs 1997 ; Southerton 2002 ; Taylor 2007 ; Macfarlane and Stuart-Smith 2012 ). In this article we discuss our empirical research carried out in two separate qualitative ESRC-funded research projects in the north of England with undergraduate students (Victoria Mountford) and university staff (Michelle Addison). Focusing primarily on white British ways of talking, we examine how embodying particular accents or ways of talking affect classed notions of ‘fitting in’ or ‘standing out’ (Reay et al 2009: 1; Abraham and Ingram 2013 ) in HE. In a climate of uncertainty in Higher Education we are concerned that the importance of demonstrating one's impact, value and worth comes down to more than just productivity, it is becoming demonstrably about being able to ‘talk the talk’. Here we trouble the practices of speaking ‘what you are worth’.

Rethinking Industry—University Cooperation in Europe

1993 ◽  
Vol 7 (2) ◽  
pp. 93-97 ◽  
Author(s):  
Leenamaija Otala ◽  
Matti Otala
Keyword(s):  
Higher Education ◽  
International Competition ◽  
Research Projects ◽  
Societal Values ◽  
European Industry ◽  
World Economic ◽  
University Cooperation ◽  
University Industry ◽  
Opening Up

In the March 1993 issue of Industry and Higher Education, Matti Otala identified and briefly summarized major trends in cooperation between industry, R&D centres and universities. These trends were seen in the context of the fundamental changes which industry is experiencing in its operations, structure, mores and economics – changes which are the effects of intensifying international competition, shifting societal values, new organizational ideals, and the restructuring of several world-economic blocks. This follow-up article looks specifically at the practical impacts of these changes on university–industry relationships and focuses on the increased need to ‘recycle’ employees who have lost their skills competence, and the opening up of the universities for more and larger research projects. The authors argue that the competitiveness of European industry is at stake and highlight measures which must be taken to ensure its survival.

scholarly journals Serious Games to Computer Networks Learning With CyberCIEGE: A Case Study in Brazilian Higher Education

2015 ◽  
Author(s):  
Aliane Krassmann ◽  
Andressa Falcane ◽  
Luiz Da Silva ◽  
Roseclea Medina
Keyword(s):  
Higher Education ◽  
Computer Networks ◽  
Serious Games ◽  
Digital Age ◽  
Educational Support ◽  
Pedagogical Tool ◽  
Education Environment ◽  
Educational Field ◽  
Positive Results

Serious games are becoming emerging tools of educational support in the digital age. In this sense, the objective of this study is to evaluate the game about Computer Networks Security CyberCIEGE, in a higher education environment, to identify strengths and weaknesses in its use as a pedagogical tool. It was applied evaluations of the different game aspects. The research showed positive results that can assist in developing strategies for future serious games’ use in the educational field.

scholarly journals Teaching sustainable development in higher education

2016 ◽  
Vol 17 (3) ◽  
pp. 305-321 ◽  
Author(s):  
Cathy Howlett ◽  
Jo-Anne Ferreira ◽  
Jessica Blomfield
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Reflective Thinking ◽  
Interdisciplinary Approach ◽  
Pedagogical Practices ◽  
Course Evaluations ◽  
Education For Sustainability ◽  
Social Implications ◽  
Pedagogical Practice ◽  
Content Type

Purpose This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/methodology/approach In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach. Findings Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability. Research limitations/implications Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education. Practical implications More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems. Social implications Social implications include a more effective and socially just higher education for sustainability Originality/value The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.

Reflection on peer reviewing as a pedagogical tool in higher education

2022 ◽  
pp. 146978742110730
Author(s):  
Karin Väyrynen ◽  
Sonja Lutovac ◽  
Raimo Kaasila
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Peer Feedback ◽  
Learning Activity ◽  
Active Engagement ◽  
Pedagogical Tool ◽  
Peer Reviewing ◽  
University Lecturers

Previous research has emphasized both the importance of giving and receiving peer feedback for the purpose of active learning, as well as of university students’ engagement in reflection to improve learning outcomes. However, requiring students to explicitly reflect on peer reviewing is an understudied learning activity in higher education that may contribute to the utilization of peer-feedback and promote further learning. In this study, we suggest reflection on peer reviewing as one approach to providing a platform for students to engage in reflective practices and for stimulating active learning in higher education, and to make that learning visible to the educator. We examine 26 undergraduate students’ reflections on peer-review to identify categories of reflection and what students have learnt from the peer reviewing process. Our findings reveal six different categories of reflection suggesting students’ active engagement in learning and pointing to the ways educators can direct and instruct students how to reflect. We discuss how these findings can inform university lecturers in the use of reflection upon peer reviewing as a pedagogical tool in higher education.

Approaches to Tourism Research and Higher Education in Slovakia after 2010

2021 ◽  
Vol 56 ◽  
pp. 0-0
Author(s):  
Marian Gúčik ◽  
Matúš Marciš
Keyword(s):  
Higher Education ◽  
Data Availability ◽  
Research Projects ◽  
Tourism Research ◽  
Project Analysis ◽  
Tourism Education ◽  
Before And After ◽  
Research And Education ◽  
Published Research ◽  
Practical Implications

Purpose. The aim of the article is to analyse the development and trends of tourism research and education in Slovakia. Its partial objective is (1) to present the development of tourism research before and after socio-political changes in Slovakia in 1990, and (2) to evaluate the trends in tourism research according to research projects and related dissertation and habilitation theses from 2010 to 2020. Methods. Based on a critical review of the research project, analysis of dissertation and habilitation theses, in the article, we examine trends in tourism research and education at academic institutions that have been focused on tourism between the years 2010 and 2020. Findings. In the article, a brief overview of tourism research and higher education in Slovakia is presented and based on the research projects and related dissertations and habilitation theses identifying trends in tourism research. Research and conclusions limitations. Research limitations concern data availability regarding trends in tourism research as well as the application of the literature review method, which solely relies on previously published research and the availability of these studies. Practical implications. In the article, possible further directions for tourism research in Slovakia are proposed. Originality. In the article, we present the approaches to tourism research and higher education in Slovakia after 2010. The development and history, as well as trends in tourism research, require more attention from tourism researchers. Without systematic tourism research in the past, there would be no present or future of tourism education. Type of paper. Empirical research.

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