scholarly journals 9th International Conference on University Teaching and Innovation (CIDUI): Learning and teaching innovation impacts

2017 ◽  
Vol 7 (2) ◽  
pp. 115
Author(s):  
CIDUI Organising Comittee ◽  
Beatriz Amante ◽  
María Martínez
Keyword(s):  
Science Education ◽  
University Teaching ◽  
Teaching Innovation ◽  
Learning And Teaching ◽  
International Conference ◽  
Points Of View ◽  
Teaching Learning ◽  
Year 2000 ◽  
The Impact

The Organising Committee of the 9th International Conference on University Teaching and Innovation (CIDUI) wishes to thank the Editorial Board of the Journal of Technology and Science Education (JOTSE) for publishing this special issue.Since the year 2000, a new CIDUI conference has been held every two years. Today, it is a well-established event that provides an opportunity to share advances and innovation in the field of higher education.Like the previous editions, this one was also committed to fostering an especially participatory working dynamic and to promoting different points of view. The programmed debates were complemented by contributions from recognised specialists regarding the main topic of the conference: Learning and teaching innovation impacts. In relation to this general subject, papers were specifically focused on one of the four thematic axes proposed for this edition:Analysis of the impact on university teaching and learningNew training scenesProfessional DevelopmentInnovative methodologies in teaching – learning processesThe present special issue of the Journal of Technology and Science Education - JOTSE consists of eleven papers. 

scholarly journals Developing reflection on competence-based learning: the Russian experience with the Tuning approach

2014 ◽  
Vol 1 (2) ◽  
pp. 463
Author(s):  
Anna Serbati ◽  
Alessio Surian
Keyword(s):  
Higher Education ◽  
Formative Evaluation ◽  
Subject Area ◽  
University Teaching ◽  
Higher Education Curriculum ◽  
Open Questions ◽  
Academic Teachers ◽  
Teaching Learning ◽  
The Impact ◽  
Russian Universities

The paper focuses on the Tuning Russia project. It aims at providing an overview of the impact of the Tuning methodology and outcomes concerning University teaching, learning, and assessment activities. It identifies: the most relevant results and “lesson learnt” during the project; tools/concepts/experiences that involved teachers found most interesting; strengths and weaknesses; the usefulness of working with colleagues from different Russian universities; and the level of sharing of the Tuning methodology with other colleagues within participating Universities. The empirical data for the study were drawn from a qualitative questionnaire with open questions filled-in by the members of the subject area group “Social Work” involved in the Tuning Russia project. The respondents were six academic teachers from different Russian universities and two European Tuning experts. This reflection by academic teachers upon the initial implementation of the Tuning approach in Russia highlights the opportunities to explore methods of establishing and improving communities of practice in the field of competence-based higher education curriculum development. Results highlight the need to develop further work concerning both summative and formative evaluation in relation to competence-based curricula review in higher education

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

scholarly journals EDITORIAL

2019 ◽  
Vol 6 (2) ◽  
pp. I
Author(s):  
Prof. Dr. Milan Matijevic
Keyword(s):  
Music Education ◽  
Educational Administration ◽  
Developmental Psychology ◽  
School Education ◽  
Learning Technology ◽  
High Quality Research ◽  
Related Field ◽  
Learning And Teaching ◽  
International Conference

It is the great honor for us to edit proceedings of “8th International Conference on Education (IC-ED-2019), 27 –29 June 2019, Tirana International Conference Centre, Tirana, Albania. This privileged scientific event has contributed to the field of educational sciences and research for eight years. As the guest editor of this issue, I am glad to see variety of articles focusing on Curriculum and Instruction, Educational Technology, Educational Administration, Guiding and Counseling, Educational Planning ,Measurement and Evaluation in Education, Learning Psychology ,Developmental Psychology ,Education and Culture ,Instructional Design, Learning and Teaching, Special Education, Distance Education, Life Long Learning, Mathematic Education, Social Sciences Teaching, Science Education, Language Learning and Teaching, Human Resources in Education, Teacher Training,Pre-school Education, Primary School Education, Secondary School Education, Vocational Education, College and Higher Education, Learner Needs in 21 Century, The Role of Education in the Globalization World ,Human Rights Education ,Democracy Education, Innovation and Changing in Education ,New Learning Environments ,Environmental Education, Professional Development ,Creativity ,Nursery Education, Healthy Education ,Sport and Physical Education, Multi-cultural Education ,Mobile Learning, Technology-Based Learning, Music Education, Art Education, History Education, etc.. Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 32 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 6 high quality research papers were selected and accepted for publication. I hope that you will enjoy reading the papers. Best Regards   Guest Editors Prof. Dr. Milan Matijevic, University of Zagreb, Croatia Editorial Assistant Zeynep Genc, Phd. Istanbul Aydin University, Istanbul, Turkey

The Impact of Web 2.0 and Web 3.0 on Academic Roles in Higher Education

2015 ◽  
pp. 1-15 ◽  
Author(s):  
Sue Greener
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Learning Technologies ◽  
University Teaching ◽  
Digital Learning ◽  
Four Dimensions ◽  
Learning And Teaching ◽  
Web 3.0 ◽  
Key Characteristics ◽  
The Impact

This chapter discusses major changes in the traditional roles of teachers in Higher Education triggered by digital transformation in learning and teaching by Web 2.0 and Web 3.0. The purpose of university teaching is explored, together with the key characteristics of digital learning technologies associated with Web 2.0 and current and prospective changes linked to the notion of Web 3.0. Role labels found in the literature are reviewed against these changes and four dimensions of role change are identified, together with suggestions for preparing teachers for these changes.

scholarly journals Taxonomy of curriculum change models: the case of Problem Based Learning

2019 ◽  
Author(s):  
Antonella Lotti
Keyword(s):  
Educational Innovation ◽  
Problem Based Learning ◽  
University Teaching ◽  
Teaching Innovation ◽  
Change Models ◽  
Learning Evaluation ◽  
Single Discipline ◽  
Teaching Learning ◽  
The University

The idea, proposed in this work, is that who are introducing educational innovation in University teaching should focus more on the renewal of a curriculum more than in a single course's changes. University teaching innovation  often focuses on the changes introduced within a single discipline through the adoption of some educational technologies or new teaching-learning-evaluation methods,  keeping the focus only on the single discipline and not on the curriculum as a whole. With reference to the work of  Ronald Harden about the eight roles of the university teacher, we underline  the role of  Curriculum developer and implementer. Six models are proposed to classify the introduction of innovative curricula. The different ways by which Problem Based Learning was introduced in university curricula are described  as  examples of the six models.

scholarly journals Enneagramma e sviluppo delle soft skills Un supporto per una didattica inclusiva?

2021 ◽  
Author(s):  
Claudio Garibaldi
Keyword(s):  
Emotional Intelligence ◽  
Soft Skills ◽  
Self Awareness ◽  
Learning And Teaching ◽  
New Perspective ◽  
Teaching Learning ◽  
The Impact ◽  
The Way

It can be assumed that who we are will influence our way of learning and teaching. Education is concerned with content but the importance of awareness still remains in the background: students must adapt to their teachers, who, in turn, do not always have tools to understand the impact of their individuality on the way they teach. The Enneagram system proposes a new perspective on the teaching-learning continuum and provides a framework in which personality descriptions that account for differences and diversity can be placed, and a conceptual vocabulary to understand mental and emotional habits. This experimental and innovative contribution analyses how the Enneagram model can promote the development of soft skills, especially those related to self-awareness and emotional intelligence, in both teachers and learners.

scholarly journals COMPUTER BASED VISUALIZATION AS STIMULATION INSTRUMENT OF COGNITIVE PROCESSES IN SCIENCE EDUCATION: THE RESULTS OF PILOT RESEARCH

2009 ◽  
Vol 6 (2) ◽  
pp. 12-18
Author(s):  
Renata Bilbokaitė
Keyword(s):  
Science Education ◽  
Cognitive Processes ◽  
Visual Information ◽  
Cognitive Process ◽  
Technological Progress ◽  
Qualitative Method ◽  
Learning And Teaching ◽  
Computer Based ◽  
Qualitative Effect ◽  
Teaching Learning

It is very important for science education to have perfectly prepared aids that could show invisible phenomena and could foster deeper motivation. Also, visualization as a learning and teaching tool could stimulate the perception. This leads to the opinion that represented objects could be shown in the classroom as essential part of education and its organization. Visualization in science as an essential teaching/learning tool has become of great importance nowadays because the technological progress is raising high require-ments for education. Problem question – whether computer based visualization stimulates cognitive process-es and what exact processes it activate? Research methods: analysis of information resources, questioning, qualitative method. Research methodology: model of genetic structural intellect, the theory of dual code, vis-ual thinking theory. Participants of the research. 209 schoolchildren from secondary schools participated in the research. Random sampling was chosen when schoolchildren in grades 9 and 10 had a possibility to par-ticipate in the research. The research instrument, a questionnaire with open-ended and closed questions, was designed. There were 209 schoolchildren (92 schoolchildren from grade 9, 107 – from grade 10) in the sam-ple. The respondents were about 14–17 years of age (2 schoolchildren–14 years old, 73 schoolchildren–15 years old, 111 schoolchildren–16 years old and 23 schoolchildren–17 years old). The respondents’ distribu-tion by gender: 72 girls and 45 boys of grade 10, 45 girls and 47 boys of grade 9. The results. Computer based visualization makes easier perception processes because it activates perception operations. Views in the screen help to compare details in visual form and to distinguish the main features. Also it helps to see objects in the whole objects and other things connected with them. All these facts help students to perceive visual information and to understand verbal one too. The results of the re-search enclose that computer based visualization help to memorize information. It is already known that it is easier to remember visual information and computer screen makes qualitative effect to the memory. At least, students reflect that computer based visualization helps to imagine things that are very abstract or difficult. According to students they are able to create images and mental models about phenomena when they see some similar analogs in the screen. To sum up, there could be done a prediction that computer based visuali-zation could foster deeper work of perception, memory and imagination. Key words: visualization, science education, cognitive processes.

scholarly journals The Development of Innovation Skills through Project Based Learning

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Douglas J. Asbjornsen
Keyword(s):  
Learning Strategies ◽  
Problem Based Learning ◽  
The United States ◽  
Project Based Learning ◽  
Constructivist Theory ◽  
Risk Propensity ◽  
Learning Problem ◽  
Teaching Innovation ◽  
Teaching Learning ◽  
The Impact

Innovation is valued worldwide. Some would argue it has been and continues to be one of the strengths of the United States. Both technical and social innovators are sought after by businesses and other organizations, seeking to invent new products, cure diseases, develop new processes, etc. But how does one become an innovator? How do we as individuals acquire the requisite knowledge, skills, and attitudes that are critical for innovation? Are these directly and/or indirectly taught? If directly taught, are there strategies and methodologies that are more efficient and effective in teaching innovation? Can we measure the learning? Project-based and Problem-based Learning, based upon Constructivist theory, are teaching/learning strategies that may be both effective and efficient in helping students become better innovators. This review asks a number of questions, attempts to answer them, and does a review of the history and empirical research on Project-Based Learning/Problem-Based Learning (PBL). Originally, special emphasis of this study focused on the impact Project-based Learning has on 1) Creativity, 2) Self-Efficacy, 3) Energy, 4) Risk-propensity, and 5) Leadership. After no connections were found due to lack of research focusing on PBL and these constructs, the focus turned to the impact PBL has on overall academic performance.

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.2

2011 ◽  
Vol 8 (2) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Teaching And Learning ◽  
University Teaching ◽  
Learning And Teaching ◽  
Outstanding Teachers ◽  
Opera House ◽  
The Government ◽  
Government Body ◽  
Final Round

Welcome to the second issue, Volume 8 of the Journal of University Teaching and Learning (JUTLP). We are very pleased to see the way the journal continues to grow and the improvement in the quality of the papers. For this we would like to thank our editorial board and reviewers for their considerable efforts in providing valuable feedback to the contributors. Recently many people farewelled the Australian Learning and Teaching Council at the Opera House in Sydney as they presented the final round of Teaching and Learning awards and citations. Recognition for these outstanding teachers, as well as support through a multi-million dollar grant system, has seen the profile of teaching and learning raised significantly within higher education in Australia and we look forward to seeing further support through the government body who have taken over this role.

scholarly journals Examining Education Optimization Extent Among the Teaching Staff at Qassim University by Measuring Their Professional Performance Competencies Rates

2019 ◽  
pp. 1805-1815
Author(s):  
Safaa M. A. Yadak ◽  
Lawaheth M. T. Hussein ◽  
Suleiman F. K. Alkhawatrah ◽  
Wafa S. M. Awajan
Keyword(s):  
University Teaching ◽  
Teaching Staff ◽  
Management Competencies ◽  
Professional Performance ◽  
Learning And Teaching ◽  
Management Learning ◽  
Key Competencies ◽  
Implementation Level ◽  
Personal Competencies ◽  
Teaching Learning

The study aimed to examine Qassim University teaching staff professional competencies level and the extent of its implementation to reach 80% optimization level. The researchers used a test developed for this purpose; it included 42 items to measure eight key competencies: authorities and administration, development and quality assurance management, learning and teaching, learning resources, management competencies, personal competencies, scientific research, and the institution relationships with the society. We designed the test answers based on a 5-point Likert scale, and insured its validity and stability. An available sample of (218) from the teaching staff at College of Sciences and Arts in Rass/ Qassim University participated in the study. We found that the personal competencies means scores (M. = 4.76) are high, the institution relationships with the society means scores (M. = 3.24) are low, overall mean score (M. = 3.94) is moderate. The teaching staff implementation of their personal competencies to optimize education means scores (M. = 4.09) are high, the management competencies means score (M. =2.52) are low, the overall means score (M. =3.4) is moderate. The teaching staff scored lower than the expected optimization level of 80% at (α = 0.05), the scores of the implementation level and the expected level in all the domains were low except in the personal competencies which scored over 80%, and a mean of (M. = 81.72).

Sign in / Sign up

Export Citation Format

Share Document