scholarly journals UAI case: An uCASE-CL model implementation

2019 ◽  
Vol 9 (1) ◽  
pp. 96
Author(s):  
Nicolas Battaglia ◽  
Neil Carlos ◽  
Roxana Martinez ◽  
Marcelo De Vincenzi
Keyword(s):  
Software Engineering ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Academic Learning ◽  
Computer Supported Collaborative Learning ◽  
Models Of Teaching ◽  
Teaching And Learning Environment ◽  
Evaluation And Monitoring ◽  
Computer Aided Software Engineering ◽  
The Impact

The new models of teaching and learning have their focus on technology, especially on issues related to ubiquity. The impact of ICT in education generates new learning opportunities: the mobile or ubiquitous, which open new doors to technological environments that allow students to learn at any time and place, providing, in addition, tools that give the possibility to perform collaborative work and learning. The integration of a ubiquitous virtual teaching and learning environment with collaborative work forms the Ubiquitous Computer Supported Collaborative Learning model. What has been mentioned before allowed us to understand the importance of making a specification of this model that provides the possibility of using a tool for professional use in the Software Engineering during the teaching and learning processes, including the specific activities of evaluation and monitoring of works. These tools, called Computer-Aided Software Engineering, must be an active part of the uCSCL model. This integration, forms the model proposed in our work, called uCASE-CL. A prototype of the implementation of the model was developed, which we have called UAI Case. This solution is a proposal to cover the need to have tools that can be used in the teaching of the SE, and which allow the student to acquire and strengthen the academic learning.

scholarly journals DE LA PRESENCIALIDAD A LA INTERACCION VIRTUAL 3D (FROM PRESENTIALITY TO THE 3D VIRTUAL INTERACTION)

2011 ◽  
Vol 2 (1) ◽  
pp. 35-53
Author(s):  
Eduardo Campazzo ◽  
Alejandra Guzmán ◽  
Marcelo Martínez ◽  
Andrea Aguero
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Independent Learning ◽  
National University ◽  
Nuevas Tecnologías ◽  
Technology And Communication ◽  
La Rioja ◽  
The Impact

La necesidad de actualización y adecuación permanente de nuestras prácticas educativas en el ámbito de la Universidad Nacional de La Rioja, la transferencia de conocimientos adquiridos y la evolución tecnológica dinámica a la que nos enfrentamos en las nuevas metodologías de enseñanza-aprendizaje, son aspectos fundamentales que aseguran el impacto de las acciones formativas futuras.- A través del uso adecuado de las nuevas Tecnologías de la Información y Comunicación es posible  generar  entornos educativos más creativos e innovadores que permitan que los alumnos continúen desarrollando un aprendizaje autónomo a través de la educación a distancia, en entornos de inmersión que apliquen tecnologías multiusuario de los mundos virtuales, pudiendo reproducir y ampliar los límites físicos del aula. Palabras clave: Trabajo Colaborativo, Mundos Inmersivos 3D, Interactividad, Moodle, Sloodle, Second Life, Virtualidad,  Enseñanza-Aprendizaje. AbstractThe need for constant updating and adaptation of our educational practices in the area of the National University of La Rioja, knowledge transfer and technological change dynamics that we face in the new methodologies of teaching and learning are key aspects ensure the impact of training initiatives for the future .- Through the appropriate use of new Information Technology and Communication is possible to create educational environments more creative and innovative to enable students to further develop independent learning through distance education In immersive environments to implement technologies, multi-user virtual worlds can replicate and expand the physical boundaries of the classroom.Keywords: Collaborative Work, immersive worlds 3D, Interactivity, Moodle, Sloodle, Second Life, Virtuality, Teaching and Learning.

Once upon a time…. Storytelling to Enhance Teaching and Learning

2007 ◽  
Vol 68 (1) ◽  
pp. 30-35 ◽  
Author(s):  
Daphne Lordly
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Life Experience ◽  
Real Life ◽  
Ways Of Knowing ◽  
Professional Students ◽  
External Focus ◽  
Teaching And Learning Environment ◽  
Survey Responses ◽  
The Impact

Purpose: The impact of storytelling in the classroom was examined, as was what motivates individuals to engage in storytelling. Methods: A storytelling methodology was introduced in an undergraduate nutrition course as an opportunity to enhance the teaching and learning environment. A 28-item, multi-part, self-administered survey was then distributed to the class (n=17). Results: Survey responses (n=15, 88% response) indicate that educators’ and students’ storytelling can positively influence the learning environment. This occurs through the creation of a greater focus on personalized information, glimpses of real-life experience, a connection with a topic as participants recognize similarities in their own personal experience and knowledge, and connections between different topics and through the emphasis on key concepts. Stories initiate useful conversations about unexplored struggles within practice, such as the emotional dimension(s) of an issue or what it means to be professional. Students are motivated to participate in storytelling through an external focus on others (i.e., helping others to learn) and an internal focus on self (i.e., seeking a connection with others to promote social dialogue). Several challenges related to the use of storytelling in the classroom emerged. Conclusions: Storytelling develops ways of knowing and dialoguing about issues, which has the potential to influence how students will approach their professional practice.

scholarly journals Knowledge management practices

2019 ◽  
Vol 13 (2) ◽  
pp. 174-190 ◽  
Author(s):  
Balakrishnan V Nair ◽  
Chandramalar Munusami
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Influential Factor ◽  
General View ◽  
Content Type ◽  
Teaching And Learning Environment ◽  
The Impact

PurposeThe purpose of this paper is to investigate KM practices that may be in place in the higher education institutions (HEIs) and whether the KM practices are made known to the employees for improving the teaching and learning environment provided at the Malaysian higher education institutions.Design/methodology/approachData were collected using a personal administrated method made available to private higher education institutions academic members in five states with 30 or more employees. A total of 1,100 survey questionnaires were handed out, out of which 273 were collected and were usable (24.8 per cent response rate). The sample was checked for response and non-response bias. Results were tested using SPSS application and questionnaire tools.FindingsIt was essential to establish the knowledge management (KM) capacity in key areas such as the ability to recognise experts within the institution, leadership’s innovation, knowledge sharing and knowledge acquiring work culture, and technology usage. KM tools and techniques would help the institutions to meet their competitive goals; therefore, it is vital for HEIs to create KM awareness among the employees.Research limitations/implicationsSimilar to most studies, it is anticipated that the participants’ awareness of KM practices at their HEIs is very high. The samples were collected to evaluate the general view of KM awareness and how participants perceived KM practices. The total samples received for this study were expected; however, they were sufficient to study the impact.Practical implicationsThis paper provides support for the importance of KM practices and employees awareness at HEIs to enhance innovation and performance teaching and learning environment.Originality/valueThis paper is one of the first papers to find empirical support for the role of KM practices at HEIs. Further, the positioning of KM practices as a competitive tool can be considered as an influential factor to competitive advantage.

Teaching IFRS in the U.K.: Contrasting Experiences from Both Sides of the University Divide

2012 ◽  
Vol 28 (2) ◽  
pp. 291-307 ◽  
Author(s):  
Gregory N. Stoner ◽  
Alan Sangster
Keyword(s):  
Financial Reporting ◽  
Teaching And Learning ◽  
Listed Companies ◽  
Accounting Education ◽  
Degree Programs ◽  
The European Union ◽  
Financial Reporting Standards ◽  
Teaching And Learning Environment ◽  
The University ◽  
The Impact

ABSTRACT: This paper discusses the impact of the increased importance of International GAAP (International Financial Reporting Standards [IFRS]) in the U.K. higher education teaching and learning environment. This change was caused by the increased harmonization of accounting standards during the first decade of the 21st century and, in particular, the adoption within the European Union (EU) of IFRS for fully listed companies in 2005 and other listed companies soon after. After outlining the nature and diversity of accounting education and its relationship to the U.K. accounting profession, we discuss the approaches taken in a range of U.K. accounting degree programs and how U.K. faculty and students adapted to the change from U.K. GAAP to IFRS. The U.K. university sector is divided into “old” universities—those formed before 1992, often referred to as the “research universities,” and the “new” universities—those founded in or after 1992, whose main focus is vocational, the “teaching universities.” We conclude that despite various troublesome adjustments in terminology, definitions, and layout, for different reasons the different groups of faculty have generally not had to undergo excessive adjustments in their teaching in order to embed IFRS into their courses. We conclude the paper by acknowledging the limitations of our research and with some indications of lessons for others who face the transition to IFRS in the future.

scholarly journals Teaching, Learning, and Assessment: Insights into Students’ Motivation to Learn

2017 ◽  
Author(s):  
Simon Walters ◽  
Pedro Silva ◽  
Jennifer Nikolai
Keyword(s):  
Learning Environment ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Motivation To Learn ◽  
Teaching And Learning Environment ◽  
Second Year ◽  
The Impact

This study draws upon the perspectives of sport and recreation undergraduate students in New Zealand who were involved in the design of their own assessments, and discusses the implication of the teaching and learning environment on this process. In a previous study, student criticism had emerged of current teaching strategies and assessment methods at their institution. The purpose of this current study was to directly address some of these concerns and for lecturers and students to work collaboratively to develop a more learner-centred teaching and learning environment. Students from a second-year sociology of sport paper were invited to design their own exam. A session was facilitated where learning outcomes and exam strategies were addressed. Students were then given the opportunity to create their own exam questions in a student-led classroom environment. Concurrently, students from a third-year sports coaching paper were invited to fully design their own assessments. Student experience was captured through focus group interviews. Self-determination theory (SDT) provided the theoretical lens used to examine the data, with a specific focus on how the basic psychological needs (autonomy, competence, and relatedness) of participants were either supported or thwarted. The findings suggest that the second-year students struggled with a perceived lack of teaching direction throughout the process. However, third-year students were extremely positive about the opportunity to have ownership of their learning experience, and analysis revealed an increase in intrinsic motivation to learn. This study highlights the importance of student voice, and encourages a process that allows students to contribute meaningfully toward the design and delivery of their own programmes of study. Additionally, it provides an opportunity for a co-leadership model of students’ learning experience to emerge. Furthermore, it allows for reflection from both staff and students regarding the impact of the learning environment on student motivation to learn.

scholarly journals Student Wellbeing in the Teaching and Learning Environment: A Study Exploring Student and Staff Perspectives

2020 ◽  
Vol 10 (4) ◽  
pp. 103
Author(s):  
Elena Riva ◽  
Rebecca Freeman ◽  
Lauren Schrock ◽  
Victoria Jelicic ◽  
Cameron-Tosh Ozer ◽  
...  
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Student Wellbeing ◽  
Teacher Student ◽  
Teaching And Learning Environment ◽  
Student Centred Learning ◽  
The Uk ◽  
Staff Wellbeing ◽  
The Impact

Internationally and in the UK universities are facing a crisis of student wellbeing. In this context, it is important to research the impact of the teaching and learning environment and experiences, including the relationships between students and staff, on student wellbeing. While separate pieces of research on students’ wellbeing have addressed student and teacher perspectives on the role of learning experiences, we identified an opportunity to address the perspectives of both students and staff, including non-academics, in the same study. This study advances work on student wellbeing, recognising an interdependency between staff and student wellbeing. It adds to current research in identifying student-centred learning and assessment, intercultural awareness, international integration, and emotional intelligence as enablers of positive student wellbeing. The findings of this research also demonstrate the crucial role of the teacher-student relationship in impacting students’ (and staff) wellbeing and suggest solutions and areas for development that reflect the complexity of the Higher Education environment in which they are located.

scholarly journals Mind Mapping Method as an Effective Tool for Teaching Database Course

2020 ◽  
Vol 9 (5) ◽  
pp. 746-750
Keyword(s):  
Problem Solving ◽  
Software Engineering ◽  
Computer Science ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Research Approach ◽  
Problem Analysis ◽  
Mind Mapping ◽  
Problem Solving Skills ◽  
The Impact

Database system (DB) is one of the most important courses in computer science and software engineering disciplines. This course demands expertise in problem-analysis and problem-solving skills. Teaching problem-analysis and problem-solving skills is not an easy job. However, visual or mind mapped teaching methods are found effective during teaching such skills. Hence, the objective of this study is to measure the impact of mind mapping, one of the visual, method in teaching and learning DB course. The empirical data are collected by using experimental research approach. Total 68 students of 4th semester participated in the experiment from DB course offered in computer science and software engineering disciplines. All the students were exposed to descriptive teaching method and mind-mapped teaching method on the course topics. Based on the results, the mind-mapped teaching method is found effective in teaching and learning DB course. Additionally, girl students appeared more effective in yielding positive results than boy students during mind mapped taught classes. Finally, apart from fewer limitations, this study recommends certain future guidelines for better understanding and development in the very topic. For instance, age and culture based mind-mapped analysis may be considered for computer science and software engineering major courses as a future research.

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