scholarly journals How to leverage virtual learning communities for teaching agile communication skills? The eGroups case at the University of Muenster in Germany and Massey University in New Zealand

2011 ◽  
pp. 644-664
Keyword(s):  
New Zealand ◽  
Learning Community ◽  
Communication Skills ◽  
Real Life ◽  
Virtual Learning ◽  
Virtual Space ◽  
Internet Technology ◽  
Global Business ◽  
Applied Design ◽  
The University

Global business life nowadays is marked by quickly evolving forms of cooperation. These are often set in virtual space where various members from different countries are brought together in order to collaborate. This trend calls for specific abilities in communication that respond to the challenges evoked by the ever evolving and newly forming nature of international virtual project teams. In this paper, these abilities are called “agile communication skills”. The paper reports on the conceptualisation and implementation of a Virtual Learning Community (VLC) in a longitude study designed to foster so-called “agile communication skills”. Our research presents an approach where VLCs are used in order to create authentic evolving cooperations between students. For this matter internet technology seemed to prove as a key enabler. However, the mere use of technology does not suffice on its own. We, thus, identified design principles of VLCs that appear to be critical factors for successfully implementing such communities. We applied design-oriented research by grounding our model in prior work and formatively evaluating it in multiple case studies over a period of two years. In this paper we present the matured model and show what features characterise an eLearning environment to teach agile communication skills in a university setting. In addition we report on evaluating this model in a real-life application scenarios by giving illustrating examples from the final case study between the players involved: the Massey University in New Zealand and the University of Münster in Germany.

scholarly journals ESP Learner Motivations and Perceptions towards International Online Letter Exchange Program

JET ADI BUANA ◽  
2020 ◽  
Vol 5 (02) ◽  
pp. 139-151
Author(s):  
Hafida Ruminar ◽  
Putri Gayatri ◽  
Dian Islami Prasetyaningrum
Keyword(s):  
Communication Skills ◽  
Thematic Analysis ◽  
Extrinsic Motivation ◽  
Real Life ◽  
Learning Program ◽  
Online Collaborative Learning ◽  
Exchange Program ◽  
Intrinsic And Extrinsic Motivation ◽  
Letter Exchange ◽  
The University

The Online Letter Exchange Program (OLEP) was an online collaborative learning program hosted by the Faculty of Agriculture of the University of Miyazaki, Japan. It has collaborated with the Faculty of Agriculture in one of the private universities in Malang. The program is designed to encourage students’ written communication skills and facilitate students with intensive real-life English communication experience with other students around Asia. The participant countries are from Japan, Taiwan, China, and Indonesia. One of its uniqueness lies in the policy that the participants share their specific fields, including agriculture and related fields. This study sought to investigate the intrinsic and extrinsic motivation and perception of the students towards the OLEP as it was supplementary activity. The perception included the topic, the platform, and interaction. The data were gained from questionnaires and interviews and were then analyzed using thematic analysis. The result showed that extrinsic motivation was dominant in completing the task in OLEP. The positive and negative perception of the three aspects would be a valuable source for those who attempt a similar online letter exchange program

scholarly journals Then & Now Arts at Warwick Student Project

2021 ◽  
Vol 8 (4) ◽  
pp. 55-75
Author(s):  
Kathryn Woods ◽  
Pierre Botcherby
Keyword(s):  
Learning Community ◽  
Public Engagement ◽  
Digital Technology ◽  
Real Life ◽  
Academic Experience ◽  
Critical Commentary ◽  
Academic Activities ◽  
Pedagogic Practices ◽  
Complex Project ◽  
The University

This article overviews the ‘Then & Now: Arts at Warwick’ student-led research and public engagement project that took place at the University of Warwick from January to August 2020. It discusses the methods of student co-creation and student-led research that underpinned the project and provides a detailed description of the pedagogic practices employed. The value and challenges of student co-creation are examined alongside the experience of managing a complex project in the crisis situation of Covid-19. The project’s impact in building learning community and enhancing the student academic experience is evaluated, and critical commentary is provided on some aspects of the project’s design. This article demonstrates the benefits of utilising digital technology for the facilitation of student co-creation in the arenas of research and public engagement, and for the development of learning that enables students to participate in ‘real life’ academic activities and shape the pedagogic approaches that are used in their teaching.

scholarly journals ALUMNI SURVEY FOR UNIVERSITY OF MANITOBA DEPARTMENT OF BIOSYSTEMS ENGINEERING

2015 ◽  
Author(s):  
M.L. Mackie ◽  
D.D. Mann
Keyword(s):  
Engineering Design ◽  
Communication Skills ◽  
Life Experience ◽  
Real Life ◽  
Team Work ◽  
University Of Manitoba ◽  
The University ◽  
Competency Level ◽  
Alumni Survey

This paper presents the results of a survey of61 alumni from the University of Manitoba Department ofBiosystems Engineering. A three-section survey wasdeveloped to evaluate 12 attributes outlined by theCanadian Engineering Accreditation Board. The surveyrequested that alumni assess the 12 attributes in threeways: the importance of each attribute in their currentemployment, the level of preparedness they had receivedin each attribute from their education in the BiosystemsEngineering program, and the competency level requiredin each attribute by their current employment. Using gapanalysis, the level of preparedness received by BiosystemsEngineering alumni was compared with level ofcompetency required in current employment. The level ofpreparedness exceeded competency required on 10 of 12attributes; only attributes of “communication” and“impact of engineering on society and the environment”were found to be deficient using this analysis.Comparison of the importance of attributes to level ofpreparedness showed that level of preparedness ismeeting industry expectations on attributes of “knowledgebase for engineering”, “design”, “use of engineeringtools” with room for improvement on “problemanalysis”, “investigation” and most of the soft skillattributes. Interestingly, alumni who had participated onan extra-curricular team rated their preparedness on“team work” and “communication skills” lower than theoverall response even though these extra-curricularactivities provide real-life experience with theseattributes.

scholarly journals Virtual Learning Strategies during Covid-19: A Case Study of The University of Lahore, Pakistan

2020 ◽  
Vol 4 (2) ◽  
pp. 427-441
Author(s):  
Tehmina Aslam ◽  
Syed Mubashar Ali Shah Rizvi ◽  
Jawad Ahmad
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Space ◽  
International Standards ◽  
Student Survey ◽  
The Government ◽  
Almost All ◽  
The University

Due to COVID-19, the government of Pakistan had to take measures to bring about changes in almost all infrastructures, including that of education and decided to switch to a virtual learning environment and urged all educational institutes to adopt virtual learning strategies to facilitate student learning process. In an attempting to contain the virus instructed educational institutes to explore virtual space to continue learning process. The University of Lahore was one of the few universities in Pakistan that took the lead and decided to serve the learning purpose.  However, due to cultural differences and dependency on traditional learning, most universities found it difficult to follow suit. The University of Lahore has crossed a milestone and emerged as a model for other universities across country. The virtual learning strategies that have been adopted by the University are no less than international standards and the administration have been working tirelessly to ensure the smooth running of this digital education system. Based on the student survey and faculty interviews, this study recommends regular virtual trainings by educational institutes and to overcome the issues of internet connectivity and electricity in the country as a whole to better deal with the challenges that lie ahead.

Ensuring Quality Education in Open and Distance eLearning (ODeL) Through Virtual Learning Communities

2011 ◽  
Vol 6 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Melinda dela Pena-Bandalaria
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Good Practice ◽  
Virtual Learning ◽  
Instructional Delivery ◽  
The Philippines ◽  
Quality Education ◽  
Guiding Principle ◽  
Process Documentation ◽  
The University

A process documentation was employed to determine how virtual learning communities are built in an open and distance education context as one mechanism to ensure quality education in this mode of instructional delivery. The study conducted at the University of the Philippines Open University from June 2008 to February 2010 specifically aimed to: 1) describe what a learning community is in the context of ODeL; 2) describe the process of building learning communities in ODeL; 3) determine factors essential for the building of learning communities in ODeL; 4) determine specific benefits of learning communities in an ODeL context wherein independent studying or learning is the core of the guiding principle. The study is also an attempt to document a good practice in ODeL, especially one that hopes to address quality of the learning process.

scholarly journals Citizenship Training through sMOOCs: A Participative and Intercreative Learning

2020 ◽  
Vol 12 (20) ◽  
pp. 8301 ◽  
Author(s):  
Javier Gil-Quintana ◽  
Sara Osuna-Acedo
Keyword(s):  
Learning Community ◽  
Collaborative Work ◽  
Real Life ◽  
Open Data ◽  
Virtual Learning ◽  
Training Model ◽  
Quantitative Methodology ◽  
Virtual Learning Community ◽  
Degree Of Satisfaction ◽  
Professional Contexts

sMOOCs (social massive open online courses) have revealed themselves as a remarkable opportunity to foster the culture of participation and open knowledge and sustainability. Due to their communicative potential, they make it possible for participants to interact, to create ubiquitous learning, and to build knowledge in a collective way. This educational and communicative line has set the basis for the European ECO (e-learning, communication, open data) Project, i.e., the purpose of our study, which, beyond training teachers, is decidedly betting on open life-long education. The results presented in the study have been elicited by following a quantitative methodology, through the analysis of a “sMOOC Step by Step” community, intended to become an educational gate to students’ empowerment, shared knowledge, and participation in the course. Results show that collaborative work practices organized by teachers in that virtual learning community encourage educational changes. Both the degree of satisfaction with the learning achieved and the way students perceive its direct applicability to real-life professional contexts prove the effectiveness of this training model. Our research has expanded, aiming to discover sMOOCs opportunities for teacher training and assessing the motivation shown by the virtual learning community towards such an educational reality.

Heat-Etching with a Bullivant Type II Simple Freeze-Cleave Device

1970 ◽  
Vol 28 ◽  
pp. 106-107 ◽  
Author(s):  
Ronald S. Weinstein ◽  
N. Scott McNutt
Keyword(s):  
New Zealand ◽  
General Hospital ◽  
Massachusetts General Hospital ◽  
Type I ◽  
Type Ii ◽  
Collaborative Effort ◽  
Temperature And Pressure ◽  
The University

The Type I simple cold block device was described by Bullivant and Ames in 1966 and represented the product of the first successful effort to simplify the equipment required to do sophisticated freeze-cleave techniques. Bullivant, Weinstein and Someda described the Type II device which is a modification of the Type I device and was developed as a collaborative effort at the Massachusetts General Hospital and the University of Auckland, New Zealand. The modifications reduced specimen contamination and provided controlled specimen warming for heat-etching of fracture faces. We have now tested the Mass. General Hospital version of the Type II device (called the “Type II-MGH device”) on a wide variety of biological specimens and have established temperature and pressure curves for routine heat-etching with the device.

Experiential Learning in Graduate Archival Education at the University of Botswana

Mousaion ◽  
2019 ◽  
Vol 37 (1) ◽  
Author(s):  
Olefhile Mosweu
Keyword(s):  
Experiential Learning ◽  
Work Experience ◽  
Real Life ◽  
Opportunity To Learn ◽  
Theory And Practice ◽  
Records Management ◽  
Archival Theory ◽  
Snowball Sampling ◽  
The Real ◽  
The University

Most curriculum components of archival graduate programmes consist of contextual knowledge, archival knowledge, complementary knowledge, practicum, and scholarly research. The practicum, now commonly known as experiential learning in the global hub, is now widely accepted in library and information studies (LIS) education as necessary and important. It is through experiential learning that, over and above the theoretical aspects of a profession, students are provided with the opportunity to learn by doing in a workplace environment. The University of Botswana’s Master’s in Archives and Records Management (MARM) programme has a six weeks experiential learning programme whose purpose is to expose prospective archivists and/or records managers to the real archival world in terms of practice as informed by archival theory. The main objective of the study was to determine the extent to which the University of Botswana’s experiential learning component exposes students to real-life archival work to put into practice theoretical aspects learnt in the classroom as intended by the university guidelines. This study adopted a qualitative research design and collected data through interviews from participants selected through purposive and snowball sampling strategies. Documentary review supplemented the interviews. The data collected were analysed thematically in line with research objectives. The study determined that experiential learning does indeed expose students to the real world of work. It thus helps to bridge the gap between archival theory and practice for students without archives and records management work experience. For those with prior archival experience, experiential learning does not add value. This study recommends that students with prior archives and records management experience should rather, as an alternative to experiential learning, undertake supervised research, and write a research essay in a chosen thematic area in archives and records management.

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