Classcraft as a Resource to Implement Gamification in English-Medium Instruction

2022 ◽  
pp. 1033-1049
Author(s):  
Irene Rivera-Trigueros ◽  
Maria del Mar Sánchez-Pérez
Keyword(s):  
Higher Education ◽  
Exponential Growth ◽  
Teaching And Learning ◽  
Native Language ◽  
Role Playing ◽  
Teaching Resources ◽  
Innovative Teaching ◽  
English Medium Instruction

The exponential growth of English-medium instruction (EMI) programs in higher education has driven to the search for new and innovative teaching resources and techniques to facilitate the teaching and learning of disciplinary content matter through a non-native language. During the last years, gamification has emerged as a great tool when it comes to foster students' motivation and, consequently, favour their learning. There are numerous ways of introducing gamification in the classroom and a high number of resources and tools available for teachers to design and implement gamification proposals. One of these tools is Classcraft, an online role-playing platform that allows the teacher to turn the classroom into a real role-playing scenario. This chapter will explore the benefits of including gamification—and more specifically Classcraft—for EMI in higher education. Exhaustive guidelines are described in order to serve as a base for EMI lecturers to implement gamification in their courses.

Classcraft as a Resource to Implement Gamification in English-Medium Instruction

2020 ◽  
pp. 356-371
Author(s):  
Irene Rivera-Trigueros ◽  
Maria del Mar Sánchez-Pérez
Keyword(s):  
Higher Education ◽  
Exponential Growth ◽  
Teaching And Learning ◽  
Native Language ◽  
Role Playing ◽  
Teaching Resources ◽  
Innovative Teaching ◽  
English Medium Instruction

The exponential growth of English-medium instruction (EMI) programs in higher education has driven to the search for new and innovative teaching resources and techniques to facilitate the teaching and learning of disciplinary content matter through a non-native language. During the last years, gamification has emerged as a great tool when it comes to foster students' motivation and, consequently, favour their learning. There are numerous ways of introducing gamification in the classroom and a high number of resources and tools available for teachers to design and implement gamification proposals. One of these tools is Classcraft, an online role-playing platform that allows the teacher to turn the classroom into a real role-playing scenario. This chapter will explore the benefits of including gamification—and more specifically Classcraft—for EMI in higher education. Exhaustive guidelines are described in order to serve as a base for EMI lecturers to implement gamification in their courses.

scholarly journals University Pedagogy: A New Culture is Emerging in Greek Higher Education

2017 ◽  
Vol 6 (3) ◽  
pp. 147 ◽  
Author(s):  
Katerina Kedraka ◽  
Georgia Rotidi
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Crucial Point ◽  
Innovative Teaching ◽  
University Culture ◽  
Self Reflection ◽  
Reflective Process ◽  
Alternative Teaching ◽  
Teaching Role ◽  
Professional Profile

The aim of this paper is to highlight University Pedagogy as a field that focuses on academics’ teaching role in Greek higher education. EU has recognized the need of improvement of the teaching skills of academics and urges the member states to recognize them as an important element of their professional profile. Only recently academics in Greece have launched the debate on innovative teaching and learning methods and practices. A Symposium that took place in 2016 and a significant empirical research are presented, because they are considered to mark the beginning of an emerging university culture, which incorporates the concern on teaching and learning excellence within higher education approaches in our country. The results of these initiatives indicate that critical self-reflection on teaching can lead to the transformation and to the adoption of alternative teaching practices, since the critically reflective process is a crucial point for the enhancement of an academic’s pedagogical, curricular and instructional knowledge.

scholarly journals Sharing quality resources for teaching and learning: A peer review model for the ALTC Exchange in Australia

2009 ◽  
Vol 25 (1) ◽  
Author(s):  
Geraldine Lefoe ◽  
Robyn Philip ◽  
Meg O'Reilly ◽  
Dominique Parrish
Keyword(s):  
Higher Education ◽  
Peer Review ◽  
Teaching And Learning ◽  
Research Approach ◽  
Teaching Resources ◽  
Team Members ◽  
Learning And Teaching ◽  
Work Spaces ◽  
Review Model ◽  
Teaching In Higher Education

<span>The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work spaces for team members engaged in collaborative projects, and communication and networking services. The Australian Learning and Teaching Council (ALTC) established the Exchange for those who teach, manage and lead learning and teaching in higher education. As part of the research conducted to inform the development of the Exchange, models for peer review of educational resources were evaluated. For this, a design based research approach was adopted. Findings from the literature and feedback from key practitioners and leaders within the sector are discussed in this paper. Finally, key recommendations for implementation are identified.</span>

scholarly journals Running drop-in advice services in a university setting

2014 ◽  
Vol 19 ◽  
pp. 383
Author(s):  
John Russell
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Local Community ◽  
Practical Knowledge ◽  
Higher Education Institutions ◽  
Innovative Teaching ◽  
Transferable Skills ◽  
Legal Advice ◽  
The Law ◽  
Law Student

<p>In October 2011, London South Bank University (‘LSBU’) opened a new Drop-In Legal Advice Clinic where law student volunteers – working under the supervision of practising solicitors – provide free, on-the-spot, face-to-face legal advice to the general public. Our aim was to establish a drop-in advice service which would deliver a tangible benefit to the local community, develop students’ practical knowledge of the law in context, and provide a basis for developing a teaching and learning resource for other higher education institutions. In February 2012, we were highlighted in the Million+ think tank’s report on innovative teaching in modern universities, ‘Teaching that Matters’, as involving students in a valuable community service while gaining real-world legal experience, developing transferable skills and enhancing their employability prospects. In April 2012, we won a £5,000 LSBU Vice-Chancellor’s Enterprising Staff Award for our demonstration of enterprise in enhancing the student experience and employability, providing a significant benefit for the local community, and demonstrating a wider significance to other higher education institutions nationwide. The Legal Advice Clinic is now key to the marketing strategy for the Law Department. This paper describes our new service in its first year of operation.</p>

A Genre-Register Analysis of a Tourism Brochure Written by Students in an EMI University Context

2018 ◽  
pp. 246-263
Author(s):  
María del Mar Sánchez Pérez ◽  
María Enriqueta Cortés de los Ríos
Keyword(s):  
Higher Education ◽  
University Students ◽  
Rating Scale ◽  
Native Language ◽  
Explicit Teaching ◽  
Text Genre ◽  
English Medium Instruction ◽  
Register Analysis ◽  
Specialized Texts ◽  
University Classrooms

Research conducted at university level reveals that students usually have difficulties in performing cognitive and discursive operations involved in the production of academic and specialized texts, which aggravate when these activities are developed in non-native language. The purpose of this chapter is to analyze a tourism brochure written by students in an English-Medium Instruction (EMI) higher education context from a combined genre-register approach. Particularly, it aims to examine the students' main strengths and weaknesses when writing this particular text genre. A compilation of 37 tourism brochures written in English by Spanish university students is analyzed qualitatively according to an analytic rating scale inspired by Friedl and Auer (2007). Results show that students perform better in terms of register, whereas significant deficiencies regarding genre and discourse are found. This reveals that explicit teaching of discourse and genre issues in university classrooms is necessary in order to help students produce higher-quality specialized texts.

Leadership and Innovative Approaches in Higher Education

2020 ◽  
pp. 83-100
Author(s):  
Sulaiman Olusegun Atiku ◽  
Richmond Anane-simon
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Management ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Methods ◽  
Innovative Teaching ◽  
Higher Education System ◽  
Leadership Support ◽  
Higher Institution

The place of leadership support for technological innovation in advancing quality management in higher education cannot be underrated in the fourth industrial revolution. This chapter examines the role of leadership in higher education and innovative teaching and learning methods for quality assurance in higher education system. The literature review approach and author observation were adopted to cross-examine the influence of leadership on innovative teaching/learning methods and quality assurance in higher education. This chapter shows that leadership support for innovative teaching and learning methods is a benchmark for quality assurance in higher education in recent times. Therefore, no meaningful change will happen in any higher institution without a strong leadership support for innovation and quality management. Policymakers in higher education should create a climate that promotes creativity and innovation by ensuring that transformational leaders are at the helm of affairs for quality management.

Sharing higher education learning and teaching resources in art, design and media

2010 ◽  
Vol 35 (3) ◽  
pp. 35-39
Author(s):  
Stephen Mallinder ◽  
Debbie Flint
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Teaching Resources ◽  
Learning And Teaching ◽  
Challenges And Opportunities ◽  
Art Design ◽  
The Uk

Wider social, cultural and technological changes are precipitating transformations in higher education. There is increasing need for universities and specialist colleges to operate effectively in a global online environment. The development of accessible and re-usable online teaching and learning materials has provided challenges to staff and institutions. This article explores aspects of the UK Open Educational Resources Programme and, in particular, the Art Design and Media Open Educational Resources (ADM-OER) Project which has sought to examine the processes, challenges and opportunities open educational resources (OERs) present to these ‘creative’ disciplines. Part of the project has explored art, design and media tutors’ perceptions of the shift to ‘teaching in public’ and we share some preliminary findings.

scholarly journals OER “produsage” as a model to support language teaching and learning

2016 ◽  
Vol 24 ◽  
pp. 40
Author(s):  
Teresa MacKinnon ◽  
Sarah Pasfield-Neofitou
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Education ◽  
Open Educational Resources ◽  
High Quality ◽  
Digital Resources ◽  
Teaching Resources ◽  
Language Teaching And Learning

Language education faculty face myriad challenges in finding teaching resources that are suitable, of high quality, and allow for the modifications needed to meet the requirements of their course contexts and their learners. The article elaborates the grassroots model of “produsage” (a portmanteau of “production” and “usage”) as a way of imagining a movement toward the use and creation of open educational resources (OER) for language learning. Through a set of examples of video resources that fill a need for authentically compelling language learning materials, the authors demonstrate the potential of produsage to engage teachers and learners around digital resources, to the benefit of language teaching and learning. In support of this grassroots model, the authors propose practices and policies to address challenges involved in engaging teachers and learners around OER in higher education.  

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