scholarly journals LESSON LEARNED FROM AN EXPERIENCE OF TEACHING SUPPORT IN HIGHER EDUCATION FOR A DIGITAL TRANSITION IN THE NEW SCENARIO CREATED BY COVID-19

2021 ◽  
Keyword(s):  
Higher Education ◽  
Teaching Support ◽  
Digital Transition

scholarly journals Student Auditing of University Social Responsibility - Reform through Reflective, Experiential Learning?

2017 ◽  
Author(s):  
Isabel Menezes ◽  
Márcia Coelho ◽  
Fernanda Rodrigues ◽  
Peter Evans ◽  
Brian Martin
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Initial Data ◽  
Social Responsibility ◽  
Public Engagement ◽  
European Universities ◽  
The Social ◽  
Teaching Support ◽  
The Impact

The emphasis on the social responsibility of higher education institutions emerged more systematically in the Post-Bologna European context. This paper presents an overview of a case study on a certificate in university social responsibility auditing, based on three European universities: Edimburgh, Kaunas and Porto. The goal is to develop an auditor training for students based on experiential learning, that is coherent and replicable in diverse contexts and that involves the various stakeholders. The project is based on a set of benchmarks of university social responsibility developed in the context of a European project, namely:  Research, Teaching, Support for Learning and Public Engagement; Governance; Environmental and Societal Sustainability; and Fair Practices. We will report on the initial data generated by the ESSA Project, in respect of student recruitment, baseline attitudes and the impact of participation in the training and the first audit.

IMPROVING HIGHER EDUCATION TEACHING PRACTICES THROUGH THE CENTRE FOR TEACHING SUPPORT

2019 ◽  
Author(s):  
Natalija Špur ◽  
Katja Breznik ◽  
Eva Kranjec ◽  
Nataša Pavlič ◽  
Miro Puhek ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching Practices ◽  
Teaching Support ◽  
Higher Education Teaching

The Evolving Integration of BIM Into Built Environment Programmes in a Higher Education Institute

2021 ◽  
pp. 294-326
Author(s):  
Mark Kelly ◽  
Mark Costello ◽  
Gerard Nicholson ◽  
Jim O'Connor
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Best Practice ◽  
Vital Role ◽  
Working Environment ◽  
Training And Education ◽  
Academic Context ◽  
Industry Collaboration ◽  
Digital Transition ◽  
Innovative Techniques

The recent publication of the Roadmap to Digital Transition for Ireland's Construction Industry 2018-2021 clearly identified training and education as key priorities in the development of core BIM competences to stimulate the transition towards a more collaborative digital working environment. It identified an urgent need for a consistent and coherent digital experience for students in Irish education and industry to help grow capacity and maturity in the use of BIM and other innovative techniques. The higher education sector has a vital role to play. Key to this will be ensuring appropriate graduate knowledge, skills and competences, ongoing professional development and upskilling of higher education staff, and significant collaboration with industry. This chapter will present a best practice example of academic-industry collaboration, which resulted in the delivery of a flexible Level 8 programme for industry, the implementation of a BIM strategy within an academic context, and the establishment of a focused research group, which is currently engaged in ongoing applied research.

scholarly journals Germany’s Digital Transformation in the Midst of the Coronavirus Crisis

2021 ◽  
Vol 21 (3) ◽  
pp. 84-93
Author(s):  
Vladislav Belov ◽  
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Public Administration ◽  
Digital Transformation ◽  
Political Transformation ◽  
The European Union ◽  
Medium Term ◽  
Digital Transition ◽  
The Impact ◽  
Education Business

The article analyzes the impact of the consequences of the COVID-19 pandemic on the digitalization of public administration, healthcare, secondary and higher education, as well as entrepreneurial models of digital behavior in Germany. The author continues the study of the consequences of the Coronavirus crisis, which began in spring 2020, for the digital economic and political transformation of the economic leader of the European Union. Among other things, it relies on the results of numerous surveys conducted in late 2020 – early 2021. Particular attention is paid to the analysis of trends in the transition of companies to teleworking, the organization of “home offices” for employees, the restructuring of the work of government, health care, middle and higher education, business. The author analyzes the problems in the implementation of artificial intelligence, as well as the strengths and weaknesses of the digital transition in a pandemic and evaluates its short and medium term prospects. This topic is of interest to Russia – it was one of the main topics at the SPIEF in June 2020.

scholarly journals Funding of development projects by Learning and Teaching Support Network - Centre for Information and Computer Sciences2

2009 ◽  
Vol 25 (81) ◽  
pp. 12-16
Author(s):  
Alan Brine
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Information Science ◽  
Support Network ◽  
Higher Education Funding ◽  
Integrated Network ◽  
Development Fund ◽  
Learning And Teaching ◽  
Final Destination ◽  
Teaching Support

The Learning and Teaching Support Network was established at the beginning of the year 2000 by the higher education funding bodies. It is intended to provide an integrated network of subject centres to enhance learning and teaching activity in UK higher education. The subject centre responsible for Information and Computer Sciences is responsible for promoting quality information, resources and expertise in computing and library and information science. The LTSN - ICS is addressing its strategic aims by creating networks and establishing contacts within the discipline. The Centre has made available a development fund to support small academic projects in teaching and learning from both information and computer sciences. The successful projects are described here, as is the detailed refereeing process that was undertaken to determine the final destination for the development fund money.

scholarly journals O Diálogo com estudantes com deficiência visual (Dv’s ) como Instrumento Formativo para um Ensino de Matemática InclusivoThe dialogue with visually impaired students as a formative tool for an inclusive mathematics teaching

2020 ◽  
Vol 22 (2) ◽  
pp. 281-311
Author(s):  
Tiago Pereira ◽  
Fábio Alexandre Borges
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Visual Impairment ◽  
Mathematics Teaching ◽  
Visually Impaired ◽  
Structured Interviews ◽  
Education Students ◽  
Teaching Support ◽  
Visually Impaired Students ◽  
Inclusive Schooling

ResumoNeste trabalho discutimos alguns aspectos apresentados por estudantes com deficiência visual quanto às suas respectivas escolarizações inclusivas enfocando a disciplina de matemática. Foram entrevistados quatro sujeitos, atuais acadêmicos no ensino superior, por meio de entrevistas semiestruturadas, que foram norteadas por um roteiro de perguntas construído com subsídios de uma revisão bibliográfica anterior. Na análise, empregamos os pressupostos da análise de conteúdo, e para expormos nossos resultados, utilizamos categorias elencadas por meio das convergências existentes nas falas dos entrevistados. As categorias identificadas foram: a diferenciação docente de conteúdos e atividades escolares entre estudantes com deficiência visual e videntes; o desconhecimento docente das necessidades educativas do aluno com deficiência visual; negligências/omissões docentes no ensino de estudantes com deficiência visual, incluso quanto aos seus aprendizados; tentativas isoladas de apoio docente como reflexo da falta de um trabalho coletivo escolar mais amplo.Palavras-chave: Deficiência visual, Ensino de matemática inclusivo, Narrativas de estudantes.AbstractIn this paper, we discuss some aspects presented by visually impaired students about their inclusive schooling focusing on mathematics. Four subjects, current higher education students, answered semi-structured interviews we prepared guided by a script of questions constructed with subsidies from a previous bibliographic review. In the analysis, we used the assumptions of content analysis, and to expose our results, we used categories listed through the convergences existing in the statements of the respondents. The categories identified were: the teaching differentiation of school content and activities between visually impaired and sighted students; the teachers' lack of knowledge of the educational needs of the visually impaired student; negligence/omissions in teaching visually impaired students, including their learning; isolated attempts at teaching support as a reflection of the lack of broader collective school work.Keywords: Visual impairment, Teaching of inclusive mathematics, Narratives of students.ResumenEn este artículo se discuten algunos aspectos presentados por estudiantes con discapacidad visual sobre su escolarización inclusiva con enfoque en matemáticas. Cuatro sujetos, estudiantes actuales de educación superior, respondieron entrevistas semiestructuradas que preparamos basados en un guión de preguntas construido con subsidios de una revisión bibliográfica previa. En el análisis, usamos los supuestos del análisis de contenido, y para exponer nuestros resultados, usamos categorías listadas a través de las convergencias existentes en las declaraciones de los encuestados. Las categorías identificadas fueron: la diferenciación docente del contenido y las actividades escolares entre estudiantes con discapacidad visual y con videntes; el desconocimiento de los profesores sobre las necesidades educativas del alumno con discapacidad visual; negligencia / omisiones en la enseñanza de estudiantes con discapacidad visual, incluido su aprendizaje; intentos aislados de apoyo a la enseñanza como reflejo de la falta de un trabajo escolar colectivo más amplio.Palabras clave: Discapacidad visual, Enseñanza inclusiva de las matemáticas, narrativas de estudiantes.

Role of Big Data in Education

2022 ◽  
pp. 22-37
Author(s):  
Simin Ghavifekr ◽  
Seng Yue Wong
Keyword(s):  
Higher Education ◽  
Data Mining ◽  
Decision Making ◽  
Big Data ◽  
Information Management ◽  
Higher Education Institutions ◽  
Big Data Analytics ◽  
Time Performance ◽  
Teaching Support

Big data has the variety of characteristics, such as real-time performance, timeliness short, and data mining analysis of large value generated. Application of big data in education can be reviewed in various aspects such as 1) providing students with appropriate teaching, 2) providing teaching support to teachers, and 3) providing information management for the administrations. This chapter can serve as a guide for the management of higher education institutions to recognize possible challenges in big data analytics and better prepare for them in future decision making.

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