Using Blogs to Journal, Document, and Create Community

2013 ◽  
pp. 167-185
Author(s):  
Jennifer Munday
Keyword(s):  
Reflective Practice ◽  
Community Of Practice ◽  
Learning Activity ◽  
Student Surveys ◽  
Assessment Task ◽  
Assessment Tasks ◽  
Positive Argument ◽  
Successful Execution ◽  
Supporting Materials

This chapter describes a case where learning and assessment were centered on the use of an online blog for sharing ideas; logging progressive details of an emerging artwork; providing supportive comments and advice from both teacher and fellow students; as well as, unexpectedly, creating a very strong community of practice. The case study discusses the reasons for choosing the blog tool, the features of the chosen blog tool, the elements of the assessment task, the outcomes of the learning activity, the supporting materials required for the successful execution of the task, and the responses to the task from the students through student surveys. Other issues this case study addresses are considering assessment tasks for the specific needs of students and assisting students who are reluctant about using technology. The chapter presents a positive argument for using a blog tool for reflective practice and students chronically documenting a progressive task.

Learning commercial computerised accounting programmes

2017 ◽  
Vol 30 (3) ◽  
pp. 312-332
Author(s):  
Ali Yaftian ◽  
Soheila Mirshekary ◽  
Dessalegn Getie Mihret
Keyword(s):  
Student Engagement ◽  
Education Institution ◽  
Learning Activity ◽  
Content Type ◽  
Assessment Task ◽  
Learning Tasks ◽  
Positive Attitudes ◽  
Assessment Tasks ◽  
Student Motivations ◽  
The Impact

Purpose Practical accountving skills such as the ability to use commercial computerised accounting programmes (CCAP) is increasingly becoming expected of accounting graduates. To understand the impact of CCAP on learning, this paper aims to examine students’ motivations for and perceptions about learning CCAP in two accounting subjects trialled in an Australian university. Design/methodology/approach A survey of students who completed the course was conducted twice, before training and assessment using CCAP and after completing the CCAP-based learning activity and the associated assessment task. Findings The results show that students demonstrate strong positive attitudes towards learning CCAP, and using CCAP elicits active student engagement in the learning processes. The findings also show room for further enhancement of student engagement by integrating CCAP learning tasks with teamwork and developing CCAP-based learning and assessment tasks suitable for higher-order learning outcomes. Research limitations/implications The survey respondents in this study are drawn from only one higher education institution in Australia and are predominantly an international cohort. This makes the conclusions of the study exploratory in nature and thus further studies are needed before generalising the conclusions. Originality/value By providing insights into student motivations to and perceptions about the use of CCAP in accounting curricula, the study sheds light on the potential of CCAP to enhance learning and aspects of consolidating the role of CCAP as a learning tool.

scholarly journals Web-based Peer Assessment: A Case Study with Civil Engineering Students

2013 ◽  
Vol 3 (S1) ◽  
pp. 64 ◽  
Author(s):  
Gonçalo Cruz ◽  
Caroline Dominguez ◽  
Ana Maia ◽  
Daniela Pedrosa ◽  
Gordon Grams
Keyword(s):  
Engineering Students ◽  
Civil Engineering ◽  
Peer Assessment ◽  
Collaborative Writing ◽  
Learning Activity ◽  
Font Size ◽  
Web Based ◽  
Assessment Tasks ◽  
The University

<span style="font-size: 10.0pt; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; layout-grid-mode: line;" lang="EN-US">Peer-assessed online collaborative writing is of growing importance for higher education. Based on the quantitative and qualitative analysis of collected data, this work presents the results of a case study in a graduate civil engineering course at the University of Tr&aacute;s-os-Montes e Alto Douro, Vila Real, Portugal. After an overall presentation of the learning activity, it examines students&rsquo; attitudes towards web-based peer assessment and identifies which factors are related to students&rsquo; use and appreciation of feedback. In addition, an analysis of the type of feedback is presented in an attempt to evaluate students&rsquo;&nbsp; written communication skills. The results of this study provide indications on how to improve the design and implementation of future web-based peer assessment tasks and raise questions on the effectiveness of peer/teacher grading in the use of feedback.</span>

scholarly journals Goethean pedagogy

2015 ◽  
Vol 5 (4) ◽  
pp. 339-351 ◽  
Author(s):  
Philip Franses ◽  
Mike Wride
Keyword(s):  
Reflective Practice ◽  
Community Of Practice ◽  
Workplace Learning ◽  
Design Methodology ◽  
Student Experience ◽  
Educational Practice ◽  
New Approach ◽  
Content Type ◽  
The World

Purpose – The purpose of this paper is to highlight the profound learning associated with the Goethean methodology in the Holistic Science MSc at Schumacher College, Devon, UK. This is presented as a case study in profound pedagogy and as an exploration of the implications for workplace learning. Some comparisons are also made with reflective practice. Design/methodology/approach – Background is provided on Goethe’s “way of science” and Barfield’s “participation”. Students were also interviewed about their learning and reflect on their experiences and challenges in learning the Goethean methodology, particularly regarding perceptions and participation, on their altered modes of thinking and feelings about learning, as well as on an “immediate”, corporeal and potentially co-operative mode of knowing in a “community of practice”, which can be extrapolated to the workplace. Findings – The profoundness of the student experience and personal transformation presented in the interviews reveals that Goethean methodology has a place alongside the more specific analytical knowledge focus of universities. While the method has challenges in reconciling existing modes of knowing with the new approach, the students are able to see and intuit the wholeness and dynamism of phenomena more easily, and they gain a different perspective and learn to participate more fully in the world. Originality/value – The paper asks that this template for educational practice be considered more widely relevant to today’s educational landscape in better providing skills and preparing students for the workplace in a world of “super-complexity”.

scholarly journals Applying the PECSL: using case studies to demonstrate the Pedagogy of Experience Complexity for Smart Learning

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Pen Lister
Keyword(s):  
Real World ◽  
Mobile Apps ◽  
Urban Environments ◽  
Learning Activities ◽  
Learning Activity ◽  
Opportunities To Learn ◽  
Practical Application ◽  
Design And Development ◽  
Smart Learning

AbstractThis paper discusses the uses and applications of the Pedagogy of Experience Complexity for Smart Learning (PECSL), a four-tier model of considerations for the design and development of smart learning activities. Using existing mobile apps and relevant activities as illustrative examples, the PECSL is applied to indicate concepts and mechanisms by which useful pedagogical considerations can work alongside user-centred design principles for the design and development of smart learning in urban hyper-localities. Practical application of the model is discussed using real world examples of activities as a basis to demonstrate the potential for manifold opportunities to learn, and plan for experience complexity in a smart learning activity. Case study approaches reflect on aspects of the PECSL in how it might be a useful and pragmatic guide to some of the issues faced when designing digital citizen learning activities in complex urban environments.

scholarly journals Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 37
Author(s):  
Hee-Jeong Kim
Keyword(s):  
Learning Community ◽  
Teacher Learning ◽  
Community Of Practice ◽  
Professional Learning ◽  
Teaching Practice ◽  
Cultural Development ◽  
Development Framework ◽  
Teacher Professional ◽  
Development Approach

Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learning across multiple contexts. Investigating teacher learning across the double contexts of classroom and learning community has presented methodological challenges. In response, this paper proposes the suitability of adopting a socio-cultural development framework to further the analytical approach to such challenges. Using the framework, this paper considers the case study of a middle school mathematics teacher who resolved a problem of teaching practice through interacting with other members of the community of practice where they build shared goals and knowledge. This paper contributes to the field by expanding the scope of research on teacher learning across these two contexts, in which problem of practice becomes conceptual resources that the teacher uses in her teaching practice.

scholarly journals Ketahanmalangan Pengelola PKBM Dalam Mengembangkan Inovasi Pendidikan Nonformal

2021 ◽  
Vol 7 (3) ◽  
pp. 987
Author(s):  
Devi Merina Tuz Sa’diyah ◽  
Ahmad Ahmad ◽  
Nilna Sa’adayah
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Secondary Data ◽  
Learning Activities ◽  
Primary Data ◽  
Learning Activity ◽  
Structured Interviews ◽  
Matrix Methods ◽  
Main Partner

<p>The focus of this research is to describe the strategy of adversity quotient for the management of the Community Learning Activity Center (PKBM) to develop innovations in turning barriers into opportunities for non-formal education programs. Qualitative research with this type of case study was carried out at PKBM Mentari, using structured interviews as the primary data collection method, in order to obtain primary data and document matrix methods to obtain secondary data. the data were analyzed using interactive techniques belonging to Miles and Huberman with the stages of data reduction, data presentation and conclusion drawing. The results of this study are the adversity quotient strategy that generally implemented by PKBM is very good, this can be seen from the indicators including: 1) Organizing learning activities flexibly in terms of time, so that it does not interfere with the daily activities of the community; 2) Provide learning at affordable costs so as not to burden the community in participating in learning; 3) Making the community the main partner in the continuation of teaching and learning activities at PKBM and 4) Building synergies with local village officials. The relatively short research time is the main limitation in compiling this study, so that it only maximizes the statements of the main informants. </p><p><strong> </strong></p>

scholarly journals Digital Storytelling to Unlock Reflective Practice in the Classroom

2018 ◽  
Vol 14 (11) ◽  
pp. 52
Author(s):  
Yee Bee Choo ◽  
Tina Abdullah ◽  
Abdullah Mohd Nawi
Keyword(s):  
Learning Styles ◽  
Reflective Practice ◽  
Digital Storytelling ◽  
Teaching Practice ◽  
Teaching Method ◽  
Single Case ◽  
Video Recording ◽  
Teaching Profession ◽  
Teaching Literature

It is a common practice that teachers tell stories in the classroom when teaching literature. They are enthusiastic in their teaching profession but students nowadays are diverse in their learning styles and they need different approaches to be taught. Therefore, this study advocates teachers to reflect on their teaching practice to use technology specifically digital storytelling as a teaching method in the classroom. The single case study involved a pre-service teacher who underwent a micro-teaching session in teaching literature. The instruments used were peer observation checklist, the artefacts of digital storytelling, video recording, and reflective journal. The findings indicated that the participant was able to be more aware of her strengths and weaknesses in the crafts of storytelling, personalise her own learning and improve her teaching practice. The implications are for the educators to encourage pre-service teachers to use digital storytelling in the classroom, provide coaching and support to improve their crafts of storytelling in the teaching of children&rsquo;s literature as well as use digital storytelling as a tool for reflective practice in teacher education.

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