scholarly journals «Alacena», An Open Learning Design Repository for University Teaching

Comunicar ◽  
2011 ◽  
Vol 19 (37) ◽  
pp. 37-44 ◽  
Author(s):  
Carlos Marcelo-García ◽  
Carmen Yot-Domínguez ◽  
Cristina Mayor-Ruiz
Keyword(s):  
Learning Environments ◽  
Classroom Environment ◽  
Teaching Profession ◽  
University Teaching ◽  
Learning Design ◽  
Good Teaching ◽  
Positive Aspect ◽  
Innovative Learning ◽  
Open Learning Design ◽  
Buenas Prácticas

Being a teacher means being involved in the design of learning activities. The teaching profession has become a «profession of knowledge», not because knowledge was or is the legitimate component of the profession, but because the teacher is the designer of learning environments and has the ability to design the spaces where knowledge is being produced. But these learning environments have long been regulated to the privacy of the classroom environment with student complicity. One positive aspect of the launch of the European Higher Education Area has been to bring greater transparency to the process of designing teaching and student learning. Our objective in this study was to identify, represent and document a wide variety of learning designs made by experienced and innovative teachers. We hope this repository will be available and accessible to every teacher through the Internet. The participants in this study were 58 teachers mainly from universities in Andalusia and the five branches of knowledge. From interviews we proceeded to represent all the learning sequences, available in the repository of sequences that we named «Ala cena». This repository is accessible on our research group’s website (http://prometeo.us.es/idea). The conclusions of our study were that there are innovative learning designs aimed at promoting a greater understanding of what students learn through their involvement in processes of inquiry and/or collaboration, and they are representative of good teaching practices in universities.Ser docente significa estar implicado en el diseño de actividades de aprendizaje. La profesión docente se ha transformado en una «profesión del conocimiento» no ya porque el conocimiento haya sido o sea el componente legitimador de la profesión, sino porque el docente es el diseñador de ambientes de aprendizaje y tiene la capacidad de rentabilizar los espacios donde se produce el conocimiento. Ahora bien, estos ambientes de aprendizaje durante mucho tiempo han quedado regulados en el ámbito de privacidad del aula y a la complicidad con el alumnado. Uno de los aspectos positivos que ha tenido la puesta en marcha del Espacio Europeo de Educación Superior ha sido aportar una mayor transparencia a los procesos de diseño del aprendizaje de los alumnos. Nuestro objetivo en este estudio consistió en identificar, representar y documentar una amplia variedad de diseños de aprendizaje realizados por docentes con amplia experiencia innovadora y que pudieran estar disponibles y accesibles a través de Internet. El profesorado que ha participado en este estudio lo han conformado un total de cincuenta y ocho docentes principalmente de las diferentes universidades andaluzas y de las cinco ramas de conocimiento. A partir de entrevistas procedimos a representar el total de secuencias de aprendizaje que están disponibles en el repositorio de secuencias que hemos denominado «Alacena». Este repositorio está accesible en la página web de nuestro grupo de investigación http://prometeo.us.es/idea. Como conclusiones del estudio se constata que existen diseños del aprendizaje innovadores y universitarios que pretenden promover en el alumnado una alta comprensión de lo aprendido a través de su implicación en procesos de indagación y/o colaboración y que son representación de buenas prácticas de enseñanza.

scholarly journals El humor como un recurso didáctico privilegiado en las prácticas de enseñanza de docentes universitarios memorables

2015 ◽  
pp. 192-211
Author(s):  
Dr. Luis Porta ◽  
Prof. Graciela Flores
Keyword(s):  
Reference Materials ◽  
Teaching Practices ◽  
Teaching Approach ◽  
University Teaching ◽  
State University ◽  
Good Teaching ◽  
Affective Bond ◽  
Emotional Resonance ◽  
Buenas Prácticas

En el presente artículo nos dedicamos a profundizar una dimensión de la categoría “resonancia emocional”, construida a partir de hallazgos obtenidos en nuestra investigación en torno a las “buenas prácticas de enseñanza” de una profesora de la Facultad de Humanidades de la Universidad Nacional de Mar del Plata (UNMDP), Argentina. La docente integra el grupo de “profesores memorables” elegidos como ejemplo de buena enseñanza por estudiantes avanzados.La mencionada categoría fue construida a partir del peculiar enfoque de la enseñanza de la profesora, quien prioriza la trama vincular afectiva con los estudiantes como factor crucial para la comprensión de objetos complejos, como son los temas filosóficos que aborda. Nos dedicamos aquí, específicamente, a la inclusión del humor en sus clases, puesto que es un recurso didáctico persistente en su configuración didáctica. Se trata de una apelación al sentimiento de alegría, que conforma un clima de clase distendido y propicio para la comprensión.A partir de “registros etnográficos de clases”, entrevista a la docente, encuestas a los estudiantes, diario de campo, testimonios y materiales referenciales construimos categorías que nos permiten avanzar en el conocimiento de la buena enseñanza universitaria.AbstractThis article goes deeper into a dimension of the category ‘emotional resonance’ which stemmed from our research on the good teaching practices of one professor at Mar del Plata State University, Argentina. Such professor belongs to the group ‘memorable teachers’ signalled as such by their advanced students.The category results from a peculiar teaching approach, in which the professor privileges the affective bond with her students as a core matter for the understanding of the complex philosophical issues she addresses. In this particular work humour is discussed, as she introduces this in her classes as a pedagogic resource. She thus resorts to feelings of joy, which help build a relaxed and comfortable classroom atmosphere that in turns fosters comprehension. Based on ethnographic records, an interview to the professor, surveys to the students, a class journal, testimonies and reference materials, we have been enabled to further our knowledge of good university teaching. 

scholarly journals Learning Design for Future Higher Education – Insights From the Time of COVID-19

2021 ◽  
Vol 12 ◽  
Author(s):  
Daniela Dumulescu ◽  
Irina Pop-Păcurar ◽  
Constantin Valer Necula
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Critical Issue ◽  
University Teaching ◽  
Learning Design ◽  
Self Regulated Learning ◽  
Strongly Connected ◽  
Didactic Strategies

The COVID-19 pandemic brought many challenges in higher education. All teaching and learning activities were moved online. Universities had to provide adapted solutions to facilitate learning and maintain students’ engagement. Online education implies creating new learning environments with the help of digital technologies. Beyond the process of acquisition of knowledge, teachers needed to facilitate cooperative learning, build positive relations, and reduce negative emotions. We provide some expert insights based on empirical observations on teaching and assessment practices connected with psychology models applied in education. The aim of the paper is to formulate specific learning design recommendations for developing effective didactic strategies and addressing the current worldwide critical issue: dealing with digitization of higher education in the immediate future. We propose a model of university classes aimed at bringing together our experience as teachers of psychology and didactics with evidence-based cognitive-educational theories and practices. The result is an example of an instructional work-model based on the complex dynamic between cognitive, emotional-motivational, and social aspects of learning in online settings. The effectiveness of university teaching in the post-digital era is strongly connected with the ability to create cognitive-transferable learning experiences, emotionally safe learning environments, while promoting an active autonomy-focused approach for self-regulated learning.

scholarly journals Synesthesia: From Cross-Modal to Modality-Free Learning and Knowledge

Leonardo ◽  
2015 ◽  
Vol 48 (1) ◽  
pp. 48-54 ◽  
Author(s):  
Roy Williams ◽  
Simone Gumtau ◽  
Jenny Mackness
Keyword(s):  
Case Studies ◽  
Perception And Action ◽  
Action Learning ◽  
Whole Body ◽  
Learning Design ◽  
Autistic Spectrum ◽  
Enactive Perception ◽  
The World ◽  
Innovative Learning ◽  
The Senses

In an integrated view of perception and action, learning involves all the senses, their interaction and cross-modality, rather than multi-modality alone. This can be referred to as synesthetic enactive perception, which forms the basis for more abstract, modality-free knowledge and a potential underpinning for innovative learning design. The authors explore this mode of learning in two case studies: The first focuses on children in Montessori preschools and the second on MEDIATE, an interactive space designed for children on the autistic spectrum that offers a “whole-body” engagement with the world.

scholarly journals Does the Students’ Preferred Pedagogy Relate to their Ethnicity : UK and Asian Experience

2016 ◽  
Vol 6 (1) ◽  
pp. 21-27
Author(s):  
Junko Winch
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Teaching Profession ◽  
Teaching Approaches ◽  
Educational Culture ◽  
Learning Practices ◽  
Multicultural Students ◽  
Culture Of Teaching ◽  
Academic Year

Abstract An increasing number of international students, whose culture of teaching and learning practices are very different from UK students, are studying at British universities. This study investigates multicultural students’ preferences using two different teaching approaches in the 2009/2010 academic year, which is explained in the framework of this study. The study sample was two groups, a total of 34 students who were studying Japanese as a non-credited module. Quantitative and qualitative data was collected using questionnaires. The results showed that students’ preferences in teaching and learning appeared to be altered and influenced by the British educational culture regardless of students’ previous educational culture. In addition, the sample participants’ preference of teaching and learning are categorised into three types based on the framework of the study. Those who are in the teaching profession in a multicultural learning environment are encouraged to take consideration of students’ previous educational culture. It is suggested to incorporate teaching and learning practices from non-Anglophone countries to the Anglophone originated teaching approach to capture different preferences of multicultural students, reflecting global international characteristics of teaching and learning environments.

scholarly journals The Model for Learning Objects Design Based on Semantic Technologies

2017 ◽  
Vol 12 (2) ◽  
pp. 227
Author(s):  
Daina Gudoniene ◽  
Rytis Maskeliunas ◽  
Danguole Rutkauskiene
Keyword(s):  
Web Services ◽  
Semantic Web ◽  
Learning Environments ◽  
Information And Communication Technologies ◽  
Learning Objects ◽  
Semantic Web Services ◽  
Innovative Learning ◽  
Modern Learning ◽  
E Learning ◽  
Integration Of Learning

The paper presents a comparison of state of the art methods and techniques on implementation of learning objects (LO) in the field of information and communication technologies (ICT) using semantic web services for e-learning. The web can serve as a perfect technological environment for individualized learning which is often based on interactive learning objects. This allows learners to be uniquely identified, content to be specifically personalized, and, as a result, a learner’s progress can be monitored, supported, and assessed. While a range of technological solutions for the development of integrated e-learning environments already exists, the most appropriate solutions require further improvement on implementation of novel learning objects, unification of standardization and integration of learning environments based on semantic web services (SWS) that are still in the early stages of development. This paper introduces a proprietary architectural model for distributed e-learning environments based on semantic web services (SWS), enabling the implementation of a successive learning process by developing innovative learning objects based on modern learning methods. A successful technical implementation of our approach in the environment of Kaunas University of Technology is further detailed and evaluated.

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