scholarly journals Towards electronically assisted a case study

2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Abhir Bhalerao ◽  
Ashley Ward
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Resource Constraints ◽  
Learning Objectives ◽  
Publicly Funded ◽  
Student Tutor ◽  
Education Today ◽  
The Individual

Formative assessment plays an important role in teaching by motivating learners and providing feedback on the achievement of learning objectives to both students and tutors. However, formative assessment is confounded by large student/tutor ratios, which is an inevitable consequence of resource constraints in publicly funded higher education today. Indeed, for formative assessment to be effective, the feedback to the learner must be timely, specific to the individual, and discursive.DOI:10.1080/09687760108656773 

scholarly journals Implications of Assessing Student-Driven Projects: A Case Study of Possible Challenges and an Argument for Reflexivity

2020 ◽  
Vol 10 (1) ◽  
pp. 19 ◽  
Author(s):  
Sofie Pedersen ◽  
Mads Hobye
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Objectives ◽  
Assessment Criteria ◽  
Project Work ◽  
Research Focus ◽  
Assessment Criterion ◽  
External Examiner

Employing student-driven project work in a higher education setting challenges not only the way in which we understand students’ learning and how we define the expected learning outcomes, it also challenges our ways of assessing students’ learning. This paper will address this question specifically and illustrate with a case that highlights some of the challenges that may arise in practice when assessing student-driven, problem-based projects. The case involved an assessment situation in which a discrepancy arose between the internal and external examiner in relation to what was valued. The discrepancy had consequences not only for the concrete assessment of students’ work, but also for the validity of the problem-based university pedagogy in general, and it raised the question of how to assess students’ work adequately. The research focus of this study was to explore the implications of assessing student-driven projects within a progressive approach to higher education teaching, along with the potential underlying issues. We found a need for clear assessment criteria while insisting on a space for students’ creativity and reflexivity as essential parts of a learning process. The paper thus makes a case for the notion of reflexivity as an assessment criterion to be integrated into learning objectives.

Improving Access to Higher Education With UDL and Switch Access Technology

2017 ◽  
pp. 13-30 ◽  
Author(s):  
Luis Perez ◽  
Ann Gulley ◽  
Logan Prickett
Keyword(s):  
Higher Education ◽  
Universal Design For Learning ◽  
Motor Impairment ◽  
Access To Higher Education ◽  
Access Technology ◽  
Technology System ◽  
Design For Learning ◽  
Ongoing Development ◽  
The Individual

This chapter presents an in-depth case study of the creative use of a mobile technology system by a diverse learner who is also one of the authors of the chapter. This learner is blind, has significant fine and gross motor impairment, and speaks in a whisper that is not understood by today's speech recognition technology. The learner's inclusion as an author is, in itself, a testimony to the empowerment the mobile communication system has brought to his life, which in turn has allowed him to be an active participant in the design of a learning environment based on Universal Design for Learning (UDL) principles. More specifically, the chapter details the ongoing development of a system for making math content more accessible not only to the individual learner who is the focus of the case study, but to other learners who struggle with higher level math content in higher education.

scholarly journals Integrating education for sustainable development into a higher education institution: beginning the journey

2019 ◽  
Vol 1 ◽  
pp. 9
Author(s):  
Richard Howarth ◽  
Tabani Ndlovu ◽  
Sihle Ndlovu ◽  
Petra Molthan-Hill ◽  
Helen Puntha
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Turning Point ◽  
Final Section ◽  
Education Institution ◽  
Education For Sustainable Development ◽  
Global Leader ◽  
The Individual ◽  
The Uk

Much of the current literature on integrating sustainability into HEIs is focussed on why HEIs should embrace sustainable development (SD) and what is still missing or hindering work and the integration of efforts. There is much less exploration of how SD has been interpreted at the individual HEI level and action taken as a result. This case study reflects on important elements of the journey Nottingham Trent University (NTU) in the UK has taken to integrate sustainability, focussing on key decisions and activity in 2009/10. In highlighting this, the authors seek to empower those looking to support and/or lead the embedding of Education for Sustainable Development (ESD), separately or as part of an integrated effort, in their own institution. Today in 2019, NTU is a global leader in integrating ESD as part of a wider SD agenda. The work which this paper presents, to understand and establish a baseline of key elements of NTU’s existing ESD activity and systems, was an important turning point.  Activities undertaken to review and assess ‘where are we now?’, primarily through an institution-wide survey in 2009/10, led to important insights and supported dialogue, as well as the connection and underpinning of core administrative elements of the NTU SD framework and systems. Further recommendations are given in the final section of this paper on other drivers that can help to embed ESD within an HEI.

Towards a Theory of Formative Assessment in Online Higher Education

2020 ◽  
pp. 1637-1661
Author(s):  
Joyce W. Gikandi
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Formative Assessment ◽  
Self Regulation ◽  
Meaningful Learning ◽  
Theoretical Framework ◽  
Collective Case Study ◽  
Online Higher Education ◽  
Increasing Demand

The affordances of online learning have coincided with increasing demand for higher education across disciplines. The need to provide appropriate learning support while fostering self-regulation in online higher education calls for formative assessment to facilitate meaningful learning. This chapter attempts to conceptually generalize the findings of a recent collective case study and develop a relevant theoretical framework for online formative assessment. The theoretical framework is intended to inform successful implementation of formative assessment in online learning contexts. The collective case study purposefully conceptualized formative assessment from a holistic pedagogical approach. Investigating application of formative assessment in the recent study explored multifaceted elements including provision of a variety of embedded authentic assessment activities. The theoretical framework advanced through this chapter is therefore an attempt to coherently unify the diverse elements and techniques from the collective case study, and explicate how this creates an effective pedagogical design to promote meaningful learning.

A Wesleyan-Ignatian Approach to Spiritual Formation: A Case Study in Jesuit Higher Education

2018 ◽  
Vol 15 (3) ◽  
pp. 447-464
Author(s):  
Luisa J. Gallagher
Keyword(s):  
Higher Education ◽  
Christian Education ◽  
Spiritual Formation ◽  
Formation Model ◽  
Jesuit Higher Education ◽  
Shared Identity ◽  
Education Today ◽  
In Christ ◽  
The Church

Christ’s call to unity in the Church is an imperative for Christian education today. An ecumenical approach to spiritual formation reaffirms a common shared identity rooted in Christ, and strengthens a common witness in a troubled world. Through an examination of Wesleyan and Ignatian Christian education, a complementary holistic discourse emerges. This article explores a Wesleyan-Ignatian model of spiritual formation that is holistic in nature: engaging cognitive thinking, inward journey, and an outward expression of faith. Furthermore, this article provides a case study applying this ecumenical spiritual formation model in a Jesuit higher education setting.

scholarly journals On Work Relevance of Adult Education: A Case Study Narrative

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Tone Vold ◽  
Hanne Haave ◽  
Aristidis Kaloudis
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Formal Education ◽  
Educational Activity ◽  
Work Place ◽  
High Turnover ◽  
Study Program ◽  
New Employees ◽  
The Individual

There is an increased focus on relevance of higher education. Mostly it is about enhanced job opportunities or job advancements for the individual. However, relevance of higher education may also be towards solving important issues or problems at a workplace. There are some necessary preconditions as to how an educational activity becomes relevant. Firstly, the student must be capable to discover how generic knowledge and acquired skills may or may not apply to concrete situations at work. This requires experience, understanding of the norms and culture of the organisation and a certain form of practical intelligence. Secondly, the conditions at work place must be conducive to innovation and change in various ways. In this article, we present a case study where employee turnover and lack of effective training routines were a major efficiency constraint in a Norwegian firm. With constant competition, changes in markets and other factors that influence the sustainability of an organization, cutting costs, such as high turnover and the time from being newcomer to being fully operative in the job. The responsible for training activities in the firm realized that additional formal education at the higher education level was needed, and he decided to enrol in a Knowledge Management study program at The Inland Norway University of Applied Sciences in order to learn how he could improve knowledge management and learning processes of new employees at his workplace. The case study ultimately demonstrates how crucial the interplay between content and form of education on one hand and specific conditions facilitating changes and improvements at work on the other is for the relevance in formal higher education narrative.

Improving Access to Higher Education With UDL and Switch Access Technology

2020 ◽  
pp. 495-508
Author(s):  
Luis Perez ◽  
Ann Gulley ◽  
Logan Prickett
Keyword(s):  
Higher Education ◽  
Universal Design For Learning ◽  
Motor Impairment ◽  
Access To Higher Education ◽  
Access Technology ◽  
Technology System ◽  
Design For Learning ◽  
Ongoing Development ◽  
The Individual

This chapter presents an in-depth case study of the creative use of a mobile technology system by a diverse learner who is also one of the authors of the chapter. This learner is blind, has significant fine and gross motor impairment, and speaks in a whisper that is not understood by today's speech recognition technology. The learner's inclusion as an author is, in itself, a testimony to the empowerment the mobile communication system has brought to his life, which in turn has allowed him to be an active participant in the design of a learning environment based on Universal Design for Learning (UDL) principles. More specifically, the chapter details the ongoing development of a system for making math content more accessible not only to the individual learner who is the focus of the case study, but to other learners who struggle with higher level math content in higher education.

Multidisciplinary Case Study On Higher Education: An Innovative Experience In The Business Management Degree

2012 ◽  
Vol 5 (5) ◽  
pp. 349 ◽  
Author(s):  
Ricardo Martinez-Canas ◽  
Raul del Pozo-Rubio ◽  
Jose Mondejar-Jimenez ◽  
Pablo Ruiz-Palomino
Keyword(s):  
Higher Education ◽  
Evaluation System ◽  
Business Management ◽  
New Process ◽  
Level Of Knowledge ◽  
The Individual ◽  
High Level ◽  
Voluntary Basis ◽  
Practical Level

Higher education is constantly changing and looking for innovative educational solutions in order to increase the level of the students knowledge and skills. As an important part of this set of educational policies, a new process is emerging for the ideation, planning and implementation of multidisciplinary case studies for students with the aim of developing their knowledge, meaning learning, skills and abilities that necessary for a more complete picture of the problems. In this regard, this paper shows the main results obtained with the realization of joint innovative activity experience developed by multidisciplinary areas in the Business Administration Degree (Management, Corporate Finance and Statistics). This joint activity was proposed on a voluntary basis for those students interested in working in a complete practice with other students and also as a way of replacing the individual activities of each area of knowledge. Fourteen groups of 4-5 people have done this case study, on average, the percentage of participation is about 70% of the students. The design of this methodology with an evaluation system implies students receive a significant percentage of their continuous evaluation. Also, it has allowed the students to achieve at a practical level, the how to and knows how (versus levels, ordered from low to high level of knowledge: dos, shows how, knows how and knows) of a particular set of generic and specific skills.

New university, new possibilities: higher education in Western Canada

2019 ◽  
Vol 27 (2) ◽  
pp. 87-97 ◽  
Author(s):  
David W. Atkinson
Keyword(s):  
Higher Education ◽  
British Columbia ◽  
Design Methodology ◽  
Western Canada ◽  
Content Type ◽  
Canadian Universities ◽  
The Past ◽  
Education Today ◽  
Multiple Challenges

Purpose This paper aims to examine the new teaching universities created in British Columbia and Alberta over the past 10 years in the context of the multiple challenges faced by higher education today, including issues of purpose, culture, governance, accountability and finances. Design/methodology/approach The essay provides a historic overview of the challenges universities face today. In this context, it presents the new Western Canadian universities as a possible model, even while identifying the challenges these institutions face in the future. Findings This case study concludes that universities must change if they are to meet the expectations of students and the needs of society. It outlines the challenges faced by the new universities, how they have responded, the successes they have experienced and the challenges they confront. Originality/value To the best of the author’s knowledge, this is the first study of the new Canadian universities.

Towards a Theory of Formative Assessment in Online Higher Education

2015 ◽  
pp. 292-316 ◽  
Author(s):  
Joyce W. Gikandi
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Formative Assessment ◽  
Self Regulation ◽  
Meaningful Learning ◽  
Theoretical Framework ◽  
Collective Case Study ◽  
Online Higher Education ◽  
Increasing Demand

The affordances of online learning have coincided with increasing demand for higher education across disciplines. The need to provide appropriate learning support while fostering self-regulation in online higher education calls for formative assessment to facilitate meaningful learning. This chapter attempts to conceptually generalize the findings of a recent collective case study and develop a relevant theoretical framework for online formative assessment. The theoretical framework is intended to inform successful implementation of formative assessment in online learning contexts. The collective case study purposefully conceptualized formative assessment from a holistic pedagogical approach. Investigating application of formative assessment in the recent study explored multifaceted elements including provision of a variety of embedded authentic assessment activities. The theoretical framework advanced through this chapter is therefore an attempt to coherently unify the diverse elements and techniques from the collective case study, and explicate how this creates an effective pedagogical design to promote meaningful learning.

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