scholarly journals Pedagogical design for knowledge creating inquiry in customer projects

2013 ◽  
pp. 278-297
Keyword(s):  
Knowledge Creation ◽  
Pedagogical Practices ◽  
Learning And Teaching ◽  
Customer Involvement ◽  
Pedagogical Design ◽  
Planning Project ◽  
Student Teams ◽  
Authentic Problems ◽  
Knowledge Objects ◽  
Expert Modeling

Two higher education courses involving students, teachers, and customers in multifaceted experiences of knowledge creation are described. The Trialogical Learning Approach (TLA) provides a theoretical framework to address learning and teaching organized around authentic problems and the development of shared knowledge objects, such as reports, products, and new practices. The approach directs attention to those aspects of social interaction and artifact-mediated activities, which focus on the development of shared objects and the pursuit of novel knowledge and understanding. The roles of technology-mediation, customer involvement, and guidance in developing effective pedagogical practices for knowledge creation were addressed. It appears necessary to design sufficient open-endedness and complexity for students’ teamwork to generate unpredictable, practical, and epistemologically challenging situations. Pedagogical design for such a process has different foci in the four central phases: planning, project initiation, project execution, and presentation and evaluation. Planning and initiation are central to establishing relevance and project awareness for the collaboration of student teams with a customer. Guidance and expert modeling during project initiation and execution is needed to overcome feelings of uncertainty during a challenging and complex assignment. Mediation provided by collaboration tools facilitates reflection on collective practices, iterative development of knowledge objects, and documentation of the learning outcomes of customer projects.

scholarly journals Exploring the Factors Associated with MOOC Engagement, Retention and the Wider Benefits for Learners

2016 ◽  
Vol 19 (2) ◽  
pp. 112-129 ◽  
Author(s):  
Dominic Petronzi ◽  
Munib Hadi
Keyword(s):  
Undergraduate Students ◽  
Online Courses ◽  
Drop Out ◽  
Pedagogical Practices ◽  
Scholarly Activity ◽  
Nontraditional Learners ◽  
Learning And Teaching ◽  
Course Materials ◽  
Pedagogical Design ◽  
Instructor Interaction

Abstract Massive Open Online Courses (MOOCs) have and continue to change the way in which nontraditional learners’ access education. Although the free element of these has been linked to low completion rates due to no invested interest, the MOOC platform enables innovative technologies and practices to be trialled. Therefore, rather than attributing varied intentions of learners for high drop-out rates, it is suggested that an increase in completion can be achieved through more focussed pedagogical practices. In this way, it is necessary to understand the wider benefits of MOOC engagement for learners and what factors are key to their engagement and retention. The current research qualitatively analysed open feedback obtained from learners that corresponded to their goals of course participation. The feedback was also matched to categorical data that related to initial course intentions, the value of course materials and activities, the preferred extent of instructor interaction, unit completion and their overall rating of the MOOC. Thematic analysis revealed eight key themes that can be linked to engagement and wider benefits of course participation and widely related to professional and educational development, for example, supplementary learning for undergraduate students. Moreover, the MOOC appeared to have encouraged learners to revaluate their perspectives of and attitudes towards Dementia and those diagnosed with it, demonstrating another key element of this course. The open feedback revealed that quality assured MOOCs have significant impact on the lives of enrolled learners and pedagogical design and advances in these courses are considered, particularly in relation to collaborative learning. Finally, the application of MOOCs to wider learning and teaching at Higher Education Institutions (HEIs) is discussed, with emphasis placed on the advantages of readily available resources and scope for scholarly activity.

scholarly journals Knowledge-creation in student software-development teams

2015 ◽  
Vol 17 (1) ◽  
Author(s):  
Mzwandile M. Shongwe
Keyword(s):  
Software Development ◽  
Student Development ◽  
Knowledge Creation ◽  
Ethnographic Study ◽  
Problem Definition ◽  
Sources Of Information ◽  
Student Teams ◽  
Development Teams ◽  
Software Development Teams ◽  
The Creation

Background: Knowledge-creation is a field of study that has gained popularity in recent times.Knowledge-creation is the creation of new ideas or new innovations. In computing, software development is regarded as knowledge-creation. This is because software-development involves the creation of a new innovation (software). Knowledge-creation studies in this field tend to focus mainly on knowledge-creation activities in business organisations. They use experienced, professional software-development teams as subjects, largely ignoring novice student development teams. This has denied the field of computing valuable knowledge about how novice teams create knowledge.Objectives: The study addressed this gap in the literature by investigating knowledge-creation in student software teams.Method: An ethnographic study was conducted on six student teams developing software in a management-information systems (MIS) course. They were conducting a systems development project at a university during a term of study. Data were collected over a period of four months through participant observation and interviews.Results: The results reveal knowledge-creation activities such as problem definition,brainstorming, programming and system documentation. Students use the Internet, books,class notes, class presentations, senior students and professional software developers as sources of information. Mobile phones and BlackBerry devices facilitate knowledge-creation.Challenges to knowledge-creation are the lack of material and financial resources,a lack of technical skills, a lack of time, students staying off-campus and ambivalent team members.Conclusion: The conclusion drawn from this study is that student teams are capable of creating knowledge (a working system) just like professional teams, but the knowledge-creation process is slightly different.

scholarly journals Social practices in teacher knowledge creation and innovation adoption: a large-scale study in an online instructional design community for inquiry learning

2020 ◽  
Vol 15 (4) ◽  
pp. 445-467 ◽  
Author(s):  
María Jesús Rodríguez-Triana ◽  
Luis P. Prieto ◽  
Tobias Ley ◽  
Ton de Jong ◽  
Denis Gillet
Keyword(s):  
Professional Learning ◽  
Knowledge Creation ◽  
Teaching And Learning ◽  
Large Scale ◽  
Social Practices ◽  
Social Dimension ◽  
Pedagogical Practices ◽  
Classroom Implementation ◽  
Knowledge Appropriation ◽  
Pedagogical Innovations

AbstractSocial practices are assumed to play an important role in the evolution of new teaching and learning methods. Teachers internalize knowledge developed in their communities through interactions with peers and experts while solving problems or co-creating materials. However, these social practices and their influence on teachers’ adoption of new pedagogical practices are notoriously hard to study, given their implicit and informal nature. In this paper, we apply the Knowledge Appropriation Model (KAM) to trace how different social practices relate to the implementation of pedagogical innovations in the classroom, through the analysis of more than 40,000 learning designs created within Graasp, an online authoring tool to support inquiry-based learning, used by more than 35,000 teachers. Our results show how different practices of knowledge appropriation, maturation and scaffolding seem to be related, to a varying degree, to teachers’ increased classroom implementation of learning designs. Our study also provides insights into how we can use traces from digital co-creation platforms to better understand the social dimension of professional learning, knowledge creation and the adoption of new practices.

scholarly journals Moving From Fragmented to Seamless Sense-Making in Blended Learning

2021 ◽  
Vol 8 (3) ◽  
pp. 251-275
Author(s):  
Bi Xiaofang
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Curriculum Design ◽  
Vocational Training ◽  
Meaning Making ◽  
Pedagogical Practices ◽  
Sense Making ◽  
High Quality ◽  
Authentic Problems

Context: Sense-making, understood as meaning making or giving meaning to experience, is an integral part of everyday life, work and learning, and is a process critical in enabling people to recognise how and when to respond to situations appropriately so that they can resolve problems effectively (Weick et al., 2005). Earlier studies on sense-making in educational or organizational settings (e.g. Harverly et al., 2020; Weick et al., 2005) tended to focus on the sense-making process per se in particular setting such as classrooms or organizations, few of them have paid much attention to the sense-making process in blended learning (BL). BL in vocational training mainly aims to enable adult learners to apply what was learnt in classrooms to solve authentic problems in workplaces or simulated settings. High quality of sense-making is crucial to help the learners achieve the aim. This timely study is to offer a comparative look at how different dynamics of BL interplay together to mediate the quality of sense-making in achieving learning outcomes. The dynamics include industry and training connections, policy and institutional contexts, the inhabited pedagogical practices and curriculum design. Methods: This study adopted phenomenological (Moran, 2000) and semi-ethnographic approaches (Hammersley, 2010), including semi-structured interviews, observations, analysis of relevant documents (e.g. curriculum and learning materials) to capture the rich data in case studies to understand learners’ sense-making experience in BL. Researchers focused on seeking to understand how different environments, tools and artefacts mediate the quality of sense-making as the learners progressed through their learning journey. To triangulate the data, adult educators, curriculum designers and where possible, workplace supervisors, were also interviewed and observed for their perceptions and behaviours in learners’ sense-making in BL. Findings: The findings from two different BL courses (ICT and HR) surface that the degree to which learners’ sense-making is fragmented (low quality) or seamless (high quality) is mediated by the interplay of different contextual factors in BL in multiple ways, such as, the connections (or not) with industry, the use (or not) of authentic problems and tasks. Conclusion: The interplay between different dynamics in BL is of great importance to mediate the curriculum design and pedagogical approaches used in BL for high quality of sense-making of adult learners in vocational training.

scholarly journals Exploring the Role of Motivation in English Language Teaching: Learners and Teachers Perspective

2021 ◽  
Vol 58 (1) ◽  
pp. 534-545
Author(s):  
Muhammad Ajmal Et al.
Keyword(s):  
Intrinsic Motivation ◽  
Undergraduate Students ◽  
Significant Role ◽  
Extrinsic Motivation ◽  
English Language ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Entertainment Media ◽  
Learning And Teaching

This study aims at exploring and investigating the role of motivation in learning and teaching of English language. It highlights the fact if extrinsic motivation is likely to have an impact on the learning process of a student stronger than intrinsic motivation, or both types of motivations have a significant role to play in the process. The study also focuses on the role of a teacher in building a conducive environment to sustain a healthy competition in teaching a second language. The questionnaire was sent to undergraduate students of 2 universities by using Google forms. The sample size for this research population was 60. There were a total of 19 (31.7%) male respondents and 41 (68.3%) female respondents. The results conclude that students’ guardians have a significant role to play in learning a new language. The primary method, for most students, to learn English language was through entertainment media such as television and movies. A significant motivator for students was the opinion of other people. There was a moderate, positive correlation between the two variables namely extrinsic and intrinsic motivation [r=.345, n = 60, p <.0005]. This shows that the two types of motivations are not mutually exclusive but can co-exist as they did in our sample. Both extrinsic and intrinsic motivations are crucial in the development of effective pedagogical practices.

scholarly journals Teacher-Students Relationship and its Potential Impact on Mathematics Learning

2019 ◽  
Vol 4 (4) ◽  
pp. 35-53
Author(s):  
Niroj Dahal ◽  
Bal Chandra Luitel ◽  
Binod Prasad Pant
Keyword(s):  
Lived Experiences ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Mathematics Learning ◽  
Future Generation ◽  
Pedagogical Practices ◽  
School Level ◽  
Learning And Teaching ◽  
Teacher Student ◽  
Teacher Students

This article portrays lived experiences, and is an exploration of pedagogical practices as learners, as teachers, as teacher educators and educational researcher focusing on the relationship between teachers and students shifting from traditional to transformative approach in teaching and learning. Based on lived experiences as students of mathematics from school level to university, and as teachers of mathematics in different institutions in different time, the aim of this article is to examine and explore deep settled behavioural practices and seek to change towards transformative/constructive approach of learning and teaching in terms of teacher-student relationship to maintain quality of instruction for future generation in Nepal. Subscribing interpretive, critical, and postmodern research paradigms to embrace multi-paradigmatic research design (Taylor, Taylor & Luitel, 2012), we used auto-ethnography as a fusion research methodology in this study. Further, the auto-ethnographic inquiry also helped us to examine the pedagogical, cultural and contextual learning from different perspectives as students, teachers, teacher educators and educational researchers thereby offering space for interpretation, transformation and envisionary. We landed with the ideas that students’ active participation in learning, social and cultural enactment and transformative pedagogy promote our practice to be more meaningful, and learner centered which, in turn, develops a cordial relationship. Our vision to develop the cordial relationship between teacher-students is focused a bit differently in this article.

Teaching English-Chinese textual translation strategies

Babel ◽  
2019 ◽  
Vol 65 (2) ◽  
pp. 286-315
Author(s):  
Kun Sun
Keyword(s):  
Translation Studies ◽  
Theory And Practice ◽  
Chain Model ◽  
Chinese Translation ◽  
Translation Strategies ◽  
Learning And Teaching ◽  
Pedagogical Design ◽  
Process Use ◽  
Thematic Progression

Abstract The topic-chain is a typical characteristic used to distinguish Chinese discourse from other languages, such as English. By studying how to make use of the topic-chain, one learns how to decipher English into natural and idiomatic Chinese translation. The idea of using topic-chains to explore English-Chinese (E-C) textual translation is relatively new to translation studies. As such, this paper provides a detailed account of cross-linguistic differences between English and Chinese, with regard to the topic-chain, as well as the differences between the topic-chain model and the approach of thematic progression theory. This study, based on contrastive analysis, constructs a model consisting of specific procedures that are simple and easy to use, thereby making English-Chinese textual translation a more manageable process. Use of topic-chain strategies will promote the efficiency and quality of E-C translation, and allow for Chinese translated text to be more idiomatic. This paper provides an overview of effective textual translation strategies that are useful both for translators and the field of translation studies as a whole. It addresses how to teach translation effectively to students, providing practical theory and practice for pedagogical instruction. Meanwhile, an experiment conducted provides the evidence that topic-chain for pedagogical instruction is significantly valid. The pedagogical design of these strategies emphasizes the training of students’ textual awareness and targets language-sensitive awareness. It is assumed that didactics can help students gain bilingual competence and strengthen their core transfer competence. This study, therefore, is significant not only in exploring the benefits and uses of textual translation studies, but has practical value when applied directly to translation learning and teaching.

Intentional Use of Digital Technology in Graduate Epidemiology Education

2019 ◽  
pp. 135-153
Author(s):  
Charlotte Baker
Keyword(s):  
Public Health ◽  
Best Practice ◽  
Teaching Practice ◽  
Public Health Education ◽  
Pedagogical Practices ◽  
Pedagogical Tools ◽  
Student Centered ◽  
Learning And Teaching ◽  
Learning Framework ◽  
Integration Of Technology

Public health education is continuously changing. Several papers have been written on the need to update epidemiology education in public health to match the needs of the “real world” as well as keep up with the digital age, yet few papers have been published on how to make this happen. Utilizing a blended learning framework, a graduate-level course was revised to improve student learning and teaching practice. By considering and implementing various pedagogical practices and tools, students learned more, were able to utilize this information in class and in other settings, and were able to take more control of their learning. Improvements were made to teaching practice, specifically by being more student-centered and providing better planned integration of technology for the advantage of the student and instructor. Using well-designed pedagogical tools and spending the time to plan out the course methodology based on expectations at the conclusion is a best practice that should be used by instructors in various fields but especially those in public health.

Instructors' Professional Learning and Implementation of Problem-Based Learning in Higher Education

2020 ◽  
pp. 69-84 ◽  
Author(s):  
Jennifer V. Lock ◽  
Kim Koh
Keyword(s):  
Higher Education ◽  
Preservice Teachers ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Complex Problem ◽  
Pedagogical Practices ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Learning And Teaching

Contemporary educational reform in North America, as well as other parts of the world, has led to a shift toward conceptualizing assessment, teaching, and learning for the purpose of developing students' competencies (e.g., critical thinking, complex problem-solving, creativity and innovation, collaboration). Both in K−12 schools and higher education, instructors need to adopt innovative pedagogies and assessments to support the fostering of these competencies. In this chapter, the authors report on a mixed-method study where the implementation of problem-based learning (PBL) was used in a preservice teachers' assessment course designed in a teacher preparation program at one western Canadian university. The findings acknowledge that facilitating PBL is a pedagogical shift and requires instructors to revisit their pedagogical practices and assumptions in relation to student learning and teaching. The chapter concludes with three directions for future research.

Intentional Use of Digital Technology in Graduate Epidemiology Education

2021 ◽  
pp. 244-256
Author(s):  
Charlotte Baker
Keyword(s):  
Public Health ◽  
Best Practice ◽  
Teaching Practice ◽  
Public Health Education ◽  
Pedagogical Practices ◽  
Pedagogical Tools ◽  
Student Centered ◽  
Learning And Teaching ◽  
Learning Framework ◽  
Integration Of Technology

Public health education is continuously changing. Several papers have been written on the need to update epidemiology education in public health to match the needs of the “real world” as well as keep up with the digital age, yet few papers have been published on how to make this happen. Utilizing a blended learning framework, a graduate-level course was revised to improve student learning and teaching practice. By considering and implementing various pedagogical practices and tools, students learned more, were able to utilize this information in class and in other settings, and were able to take more control of their learning. Improvements were made to teaching practice, specifically by being more student-centered and providing better planned integration of technology for the advantage of the student and instructor. Using well-designed pedagogical tools and spending the time to plan out the course methodology based on expectations at the conclusion is a best practice that should be used by instructors in various fields but especially those in public health.

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