scholarly journals Computer-supported experiential learning (Phase One - staff development)

2011 ◽  
Vol 7 (1) ◽  
Author(s):  
Alan Staley ◽  
Diana Eastcott
Keyword(s):  
Staff Development ◽  
Experiential Learning ◽  
Computer Networks ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Appropriate Use ◽  
Use Of Technology ◽  
Network Technologies ◽  
The University

In recent years the University of Central England in Birmingham has made considerable investments in developing computer networks. Developments have been technology-led, and the major use of the network has been for administration. The Computer-Supported Experiential Learning Project has been designed to refocus upon the curriculum, and to encourage academic staff to use the network technologies for teaching and learning. The broad aim of the project is to investigate and systematically evaluate the appropriate use of technology to improve the quality of learning.DOI:10.1080/0968776990070107

Technology Tips: Ferrari's Method and Technology

2005 ◽  
Vol 99 (1) ◽  
pp. 68-70
Keyword(s):  
Content Knowledge ◽  
Teaching And Learning ◽  
Inservice Teachers ◽  
Appropriate Use ◽  
Pedagogical Content ◽  
Technology Application ◽  
Use Of Technology ◽  
Teachers And Students ◽  
K 12 ◽  
The University

Welcome to another year of “Technology Tips.” I, Suzanne Harper, will be the primary editor for the 2005–2006 column issues, and it is my pleasure to introduce this year's new co-editor, Shannon Driskell. Shannon teaches undergraduate and graduate mathematics content courses at the University of Dayton in Ohio. Her main interests include the appropriate use of technology in K–12 mathematics, preservice and inservice teachers' pedagogical content knowledge, and the teaching and learning of geometry. We are always looking for new and interesting ways for teachers and students to use technology effectively. If you have a tip that can help other teachers learn how to use a technology application in the classroom, please send ideas to my contact address. I also would like to take the time to thank Hollylynne Stohl Lee for her amazing dedication and guidance as editor of the column last year.

PREDICTING THE ACCEPTANCE OF ELECTRONIC LEARNING BY ACADEMIC STAFF AT THE UNIVERSITY OF ZULULAND, SOUTH AFRICA

Mousaion ◽  
2016 ◽  
Vol 33 (4) ◽  
pp. 1-22
Author(s):  
Neil Evans ◽  
Stephan Mutula
Keyword(s):  
Teaching And Learning ◽  
Deductive Reasoning ◽  
Academic Staff ◽  
Learning Resources ◽  
Electronic Learning ◽  
Use Of Technology ◽  
The Social ◽  
E Learning ◽  
The University ◽  
Mandatory Use

In this article we provide a quantitative method to predict the acceptance of electronic learning resources by academic staff in a blended learning environment at the University of Zululand. Conceptually the study followed a positivist epistemological belief and deductive reasoning, but this article will also embrace the interpretive research paradigm to include the researchers’ insights on the results. Inferential statistics were used to predict the level of acceptance of e-learning and show the strengths and significances of the postulated Unified Theory of Acceptance and Use of Technology (UTAUT) model’s relationships. From the results, the majority of academic staff accepts the use of e-learning resources. The study concludes that UTAUT’s moderate accuracy and relevance could be improved by adopting contextualised socio-economic moderators relevant to the education sector rather than adopting those found to be significant in the financial sector of Venkatesh et al.’s (2003) study. The study’s recommendations would be firstly, to provide useful resources that will improve both teaching and learning, and secondly provide appropriate skills development and support for these resources. Another recommendation was the introduction of user policies to instill mandatory use of these resources by academic staff while concluding that the social influence relationship will strengthen with the increased interactions and relationships between management, academic and support staff.

scholarly journals How to Teach Ecology to Students of Environmental Engineering

2019 ◽  
Author(s):  
Maria Giulia Cantiani
Keyword(s):  
Teaching And Learning ◽  
Academic Staff ◽  
Teaching Experience ◽  
Emotional Competencies ◽  
Integrated Method ◽  
Conventional Teaching ◽  
Challenges And Opportunities ◽  
Method Of Evaluation ◽  
The University

The paper illustrates a set of teaching practices applied by the author in the course of Ecology, addressed to third year students of the First Cycle Degree (BSc) in Environmental and Land Engineering, at the University of Trento (Italy). The features of the university context and the main characteristics of these students are described, also referring to changes which have occurred over time. On the basis of a twenty-five-year teaching experience, the author highlights the challenges and opportunities of an approach aimed at involving students in the learning process, raising interest and curiosity towards ecological issues, stimulating students’ emotional competencies and  their capacity to critically reflect on their own educational experience. In conclusion some comments are made regarding the need for a greater engagement by the academic staff towards non-conventional teaching and learning experiences. In particular, a more integrated method of evaluation of the quality of teaching is sought, effective in taking into account different approaches and techiniques and comparing learning outcomes.

scholarly journals Fostering the Quality of Teaching and Learning by Developing the “Neglected Half ” of University Teachers’ Competencies

2015 ◽  
Vol 5 (2) ◽  
pp. 73-93
Author(s):  
Barica Marentič Požarnik ◽  
Andreja Lavrič
Keyword(s):  
Teaching And Learning ◽  
Academic Staff ◽  
Policy Support ◽  
University Teaching ◽  
Pedagogical Training ◽  
Quality Of Teaching ◽  
Key Competencies ◽  
The University ◽  
Excellence In Teaching

For too long, the quality of teaching and learning in universities has been undervalued in comparison to research. Current social, economic, ecological and other challenges require that more attention be given to measures to improve the situation. Academic staff should receive incentives, policy support and high-quality pedagogical training to develop key competencies for excellence in teaching. Examples of key competencies in this area in different countries are presented as well as some schemes of policy support and pedagogical training. The casestudy from the University of Ljubljana is based on experiences gathered from four groups of participants during a course on Improving University Teaching in 2013 and 2014. They gave their opinion on the relative importance of different competencies in teaching, to what extent have they developed them during the course and, finally, which activities and methods used have most contributed to their development. At the end, some measures to foster excellence in teaching at the level of policy are proposed, as well as areas for further research.

scholarly journals Governance and Adaptation to Innovative Modes of Higher Education Provision

2014 ◽  
Vol 6 (1) ◽  
pp. 35-38 ◽  
Author(s):  
Florea Silvia ◽  
Hoareau Mcgrath Cecile
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Management ◽  
Education Management ◽  
Quality Of Teaching ◽  
Use Of Technology ◽  
E Learning ◽  
The University ◽  
Delivery Models

Abstract In the context of the ever growing use of technology through e-learning and open-courseware, our paper describes a project that is being carried out by a consortium of twelve university partners and is coordinated by the University of Maastricht and RAND Europe (Cambridge). This project sets out to examine the evolution and sustainability of the innovative modes of higher education provision in teaching and learning across Europe, the motivations for their emergence as well as the ways in which higher education management and governance have responded and adapted to such new modes of provision. In the highly competitive sector of higher education (HE), while attempting to enhance the quality of teaching and learning, the increasing range of teaching and learning providers (encouraging both new delivery models and the ‘unbundling of delivery’ through partnerships, spin-out organisations, franchising, etc.), has challenged the ‘traditional’ model of university and stimulated changes in the provision and management of higher education. Our paper describes the general framework of the project, foregrounding the first preliminary results of the first European-wide analysis of such innovative modes of provision in teaching and learning in Europe.

Towards Academic Successor Selection Modelling with Genetic Algorithm in Multi-Criteria Problems

2018 ◽  
Vol 7 (4.33) ◽  
pp. 130
Author(s):  
Atiqa Zukreena Zakuan ◽  
Shuzlina Abdul-Rahman ◽  
Hamidah Jantan ◽  
. .
Keyword(s):  
Genetic Algorithm ◽  
Decision Making ◽  
Succession Planning ◽  
Fitness Function ◽  
Academic Staff ◽  
Fitness Value ◽  
Selection Decision ◽  
The University ◽  
Hierarchy Process

Succession planning is a subset of talent management that deals with multi-criteria and uncertainties which are quite complicated, ambiguous, fuzzy and troublesome. Besides that, the successor selection involves the process of searching the best candidate for a successor for an optimal selection decision. In an academic scenario, the quality of academic staff contributes to achieving goals and improving the performance of the university at the international level. The process of selecting appropriate academic staff requires good criteria in decision-making. The best candidate's position and criteria for the selection of academic staff is the responsibility of the Human Resource Management (HRM) to select the most suitable candidate for the required position. The various criteria that are involved in selecting academic staff includes research publication, teaching skills, personality, reputation and financial performance. Previously, most studies on multi-criteria decision-making adopt Fuzzy Analytical Hierarchy Process (FAHP). However, this method is more complex because it involved many steps and formula and may not produce the optimum results. Therefore, Genetic Algorithm (GA) is proposed in this research to address this problem in which a fitness function for the successor selection is based on the highest fitness value of each chromosome.    

scholarly journals Enabling learning through technology: some institutional imperatives

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Audrey McCartan ◽  
Barbara Watson ◽  
Janet Lewins ◽  
Margaret Hodgson
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Educational Practice ◽  
Learning Technology ◽  
Higher Education Funding ◽  
Institutional Practice ◽  
Effective Use ◽  
Technology Programme

The imminent completion of many Teaching and Learning Technology Programme (TLTP) projects means that a considerable number of courseware deliverables will soon be available to Higher-Education (HE) institutions. The Higher Education Funding Council's intention in funding the Programme (HEFCE Circulars, 8/92, 13/93) was to ensure their integration into academic curricula by providing institutions with an opportunity to review their 'teaching and learning culture' with regard to the embedding of learning technology within their institutional practice. Two recent workshops, conducted with a representative sample of newly appointed academic staff in connection with the evaluation of materials to be included in a staff development pack whose purpose is to encourage the use of IT in teaching and learning (TLTP Project 7), strongly suggested that the availability of courseware alone was insufficient to ensure its integration into educational practice. The establishment of enabling mechanisms at the institutional level, as well as within departments, was crucial to ensure the effective use of learning technology.DOI:10.1080/0968776950030115

scholarly journals Theoretical bases for academics’ potential development: foreign and domestic experience

2021 ◽  
pp. 5-19
Author(s):  
Yurii Skyba ◽  
Hanna Lebedynets
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The European Union ◽  
Association Agreement ◽  
Intangible Resources ◽  
Quality Of Higher Education ◽  
Potential Development ◽  
Organizational Information ◽  
The University

Ensuring and improving the quality of teaching and learning, in particular the academics’ potential development, is reflected in strategic European and domestic documents, namely in the Association Agreement between Ukraine and the European Union, the Paris Communiqué, the Strategy for Higher Education in Ukraine for 2021-2031 and others. The expediency for academics’ potential development is confirmed by the results of a national survey on the needs for the development of Ukrainian universities in the process of reforming higher education in the context of European integration. The article highlights the problems of academics’ potential development. Based on foreign and domestic experience, the theoretical bases for academics’ potential development, in particular the conceptual and terminological apparatus and structural components of teaching metacompetence are substantiated. The concept «potential of an academic» is defined as a set of intellectual, intangible resources, conditions and opportunities created for the production and accumulation of new knowledge, ideas, technologies, competencies and other productive properties at the university, which combines two levels of connections functioning in unity. The first level of connections are resources that are the result of past and present, and the second – opportunities, i.e. those abilities and connections that are future-oriented, constantly changing, evolving, forming new abilities, characteristics, including elements of the future development. The following components are distinguished in the structure of teaching metacompetence: prognostic; design; objective; innovative; pedagogical partnership; organizational; information and digital; reflexive; linguistic and communicative; inclusive; motivational; health-preserving; emotional-ethical and evaluative-analytical. The development of the above components of teaching metacompetence will help ensure the quality of higher education and increase the competitiveness of the university in the educational services market.

scholarly journals Contextually responsive and knowledge-focused teaching: disrupting the notion of ‘best practices’

2021 ◽  
Vol 9 (SI) ◽  
Author(s):  
Ceclia Jacobs ◽  
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Best Practices ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Knowledge Bases ◽  
Good Teaching ◽  
Approach To Teaching ◽  
Conceptual Paper ◽  
Higher Education Teaching

The notion that universal ‘best practices’ underpin higher education teaching is problematic. Although there is general agreement in the literature that good teaching is not decontextualised but rather that it is responsive to the context in which it occurs, generic views of teaching and learning continue to inform practices at universities in South Africa. This conceptual paper considers why a decontextualised approach to higher education teaching prevails and interrogates factors influencing this view, such as: the knowledge bases informing this approach to teaching, the factors from within the higher education sector that shape this approach to teaching, as well as the practices and Discourses prevalent in the field of academic development. The paper argues that teaching needs to be both contextually responsive and knowledge- focused. Disrupting ‘best practices’ approaches require new ways of undertaking academic staff development, which are incumbent on the understandings that academic developers bring to the enterprise.

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