The Wheel of Competencies to Enhance Student-Teacher Role Awareness in Teaching-Learning Processes

2021 ◽  
pp. 48-77
Author(s):  
Flávia Pires Rodrigues
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Action Plan ◽  
Learning Processes ◽  
Future Teacher ◽  
Teacher Role ◽  
Mutual Awareness ◽  
Reflective Questions ◽  
Teaching Learning ◽  
Coaching Approach

In this chapter, the wheel of competencies was used for enhancing educators and students' mutual awareness within the teaching-learning processes. This chapter described how teachers could use this tool in their opening class to build rapport and confidence as future teachers in higher education. The competencies reported are from a post-graduate discipline for students in Dentistry and Veterinary at the UNIP-Paulista University of São Paulo in Brazil, named “Higher Education Teaching Skills,” as a mandatory part of their curriculum. The coaching approach applied in this discipline included reflective questions, discussions in groups, plenaries, and the wheel of competencies. The idea is to make the students aware of coaching tools associated with blended learning, which is the teaching-learning philosophy of the discipline. At the closing class, the students can build an action plan as a student or as a future teacher. Throughout the year, it is essential to follow these competencies to improve the students' confidence.

Blended Learning towards Social Capital in Higher Education

2013 ◽  
pp. 664-672
Author(s):  
Michela Freddano
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Blended Learning ◽  
New Technologies ◽  
Social Research ◽  
Learning Processes ◽  
Participatory Processes ◽  
Faculty Of Education ◽  
Teaching Learning ◽  
The University

This chapter focuses on blended learning towards social capital by showing the experience of Methodology of Social Research II, the blended learning training course held at the Faculty of Education of the University of Genoa (A.Y. 2010/2011). Blended learning engages disciplinary, technical, and relational skills so that human capital and social capital are empowered. The evidence is that in higher education blended learning empowers teaching/learning processes and student achievement providing active student engagement into participatory processes promoted in educational and evaluation activities, involving students in balanced relationships with peers and teacher facilitated by new technologies and tutorship.

Sustainable Blended-Learning in HEI

2011 ◽  
pp. 302-323 ◽  
Author(s):  
Paula Peres ◽  
Sandra Ribeiro ◽  
Célia Tavares ◽  
Luciana Oliveira ◽  
Manuel Silva
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Education Institution ◽  
Learning Processes ◽  
Web Technologies ◽  
Innovation In Education ◽  
New Learning ◽  
Learning Scenarios ◽  
Teaching Learning

This chapter aims to demonstrate how PAOL - Unit for Innovation in Education, a project from ISCAP - School of Accounting and Administration of Oporto - Institute Polytechnic of Oporto, Portugal - prompted new educational initiatives and new learning scenarios at a Higher Education Institution. Furthermore, it will demonstrate PAOL’s lines of intervention through an extensive analysis based on the 6 years of experience that this unit has in the educational technology field; a project that began small but that, due to the force of innovation, has progressively conquered new adepts. Therefore the unit described in this chapter relates all these factors, as a whole, capable of attaining changes that influence mentalities and methodologies, overcoming cultural and technical barriers. This case study can serve as a catalyst, potentiating the creation of new multi-faceted projects in the scope of web technologies in higher education teaching-learning processes.

scholarly journals Engagerende didaktiske design i blendede læringsrum – et grundlag for facilitering af læreprocesser

2016 ◽  
Vol 9 (16) ◽  
Author(s):  
Ulla Konnerup ◽  
Susanne Dau
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teacher Learning ◽  
Research Question ◽  
College Education ◽  
Learning Processes ◽  
Learning Design ◽  
Educational Design ◽  
Physical Environments ◽  
Ecological Thinking

Abstrakt Med udgangspunkt i to cases, fra henholdsvis et forløb fra en professionsuddannelse og et forløb fra en masteruddannelse i ikt og læring, begge designet som Blended Learning, adresserer vi den retoriske problematik, der ligger i begrebet BL. Vi skelner mellem didaktik og læring, hvor didaktik forstås som undervisningstilrettelæggelse, gennemførelse og evaluering, og læring forstås som en proces, der involverer en mental og/eller kropslig ændring afhængig af samspillet med det omgivende fysiske og sociale læringsrum. Dermed lægges op til en læringsøkologisk tænkning, hvor entiteter i de virtuelle og fysiske miljøer motiverer til forskellige aktiviteter. Forskningsspørgsmålet som stilles er: Hvilke didaktiske design i de blendede læringsmiljøer motiverer studerendes engagement, og hvad betyder fællesskabet i fysiske og virtuelle miljøer for dette engagement? De to cases afslører, hvorledes didaktisk design nødvendigvis må facilitere etableringen af forpligtende fællesskaber, gennem de studerendes engagement. Abstract Based on two case studies of Blended Learning (BL) courses in higher education; a university college education and a master's programme at a university, we will discuss the concept of Blended Learning. We distinguish between the teachers learning design and the students learning processes, where the teacher learning design includes planning, implementation and assessment, and learning includes a mental and/or an embodied change or development. We introduce a learning ecological thinking where entities in the virtual and physical environments motivate different activities. The research question addressed is; which learning design of Blended Learning encourages student involvement in the learning process, and what influence does the community in physical and online environments have for the commitment among the participants? The two cases reveal how educational design must necessarily facilitate the establishment of binding communities through the students’ engagement.

scholarly journals Cognition Developing of Computer Higher Education Students Through Gamification in the Algorithm Teaching-Learning Process

2018 ◽  
Author(s):  
Tiago do Carmo Nogueira ◽  
Eudes de Souza Campos ◽  
Deller James Ferreira
Keyword(s):  
Higher Education ◽  
Cognitive Development ◽  
Teaching Method ◽  
Logical Reasoning ◽  
Learning Processes ◽  
Traditional Teaching ◽  
Education Students ◽  
Reasoning Test ◽  
Process Studies ◽  
Teaching Learning

The scientific logical reasoning became an important skill in the students' cognitive development in algorithm teaching-learning processes, stimulating their reasoning and creativity. From this perspective, gamification has been adopted as a mediating tool in this process. Studies report that the inclusion of gamification in algorithm teaching-learning processes stimulates the students to develop new skills, making the knowledge more efficient. Therefore, this paper's purpose is to measure and understand the cognitive development and the experiences lived by students at the addition of gamification in algorithm teaching, evaluating the scientific logical knowledge acquired by them. Consequently, 44 computer higher education students were selected. They were divided into two groups: students that used the Gamification-Mediated Algorithm Teaching Method and those who participated in the traditional teaching method. To evaluate the cognitive development between these two groups, the Scientific Logical Reasoning Test was applied. The results showed that a significant number of students that used the Gamification-Mediated Algorithm Teaching Method reached the transitory intermediary and transitory scientific knowledge levels, with greater right answer rates. We also noticed that both genders gave more right answers using the gamification-mediated algorithm teaching method.

scholarly journals TEFL PROFESSORS' E-LEARNING EXPERIENCES DURING THE COVID 19 PANDEMIC

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Sumer Salman Abou Shaaban
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Higher Education Institutions ◽  
Action Plan ◽  
Gaza Strip ◽  
Real Life ◽  
Technical Problems ◽  
E Learning ◽  
The Gaza Strip ◽  
Teaching Learning

<p>This study aimed at revealing teaching English as a foreign language (TEFL) professors' eLearning experiences during the Covid 19 pandemic in the Gaza Strip higher education institutions. For this end, the researcher designed a (20) open-ended questions questionnaires to be completed by (32) TEFL professors in (8) Palestinian higher education institutions. Results showed that TEFL professors need training to develop their skills in designing, developing and drawing action plan for TEFL e-courses that achieve the objectives of foreign language teaching\ learning. Palestinian TEFL professors spent (4- 7) hours daily preparing, meeting, guiding, helping and facilitating learning by using different eLearning programs and network social media such as Moodle, Google classroom, Zoom, WhatsApp and Facebook. They adopted different teaching methods as well as different types of evaluation and following up in order to measure the objectives achievement; however, they neglected developing thinking and real life skills. The most challenges for both TEFL professors and learners were insufficient knowledge about eLearning and technical problems. TEFL professors action plan was focused on reducing the number of activities and drawing clear procedures with all the needed tools and activities for each objective in the course. Based on the findings, the researcher recommends that higher education institutions should provide training courses in the field of eLearning for both learners and professors, prepare a guide for designing and developing e-courses and provide professional technicians for maintenance of equipment and should regularly fix various technical malfunctions.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0656/a.php" alt="Hit counter" /></p>

Higher Education in the Post-COVID Era

2021 ◽  
pp. 126-142
Author(s):  
Priyanka Amrut Kokatnur ◽  
Srishti Agarwal ◽  
Aparna Sameer Dixit
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Communication Systems ◽  
Learning Approach ◽  
Higher Education System ◽  
Learning Practices ◽  
New Form ◽  
New Vision ◽  
Teaching Learning ◽  
The Impact

With the changing time, the innovative technologies and communication systems have given a new vision to the education sector. The growing number of young people has brought attention to the higher education system to build a new form of learning. The new perspectives towards education systems have brought a blend of virtual as well as traditional modes of learning, known as “blended learning.” The purpose of this chapter is to understand the impact of COVID-19 on teaching learning practices of higher education institutes (HEI) and to understand the influence of a blended learning approach on attitude and behavioral aspects of the learners and teaching professionals.

scholarly journals Lineamientos pedagógicos para el diseño de ambientes de aprendizaje blended / Pedagogical Guidelines for the Design of Blended Learning Environments

2019 ◽  
Vol 6 (1) ◽  
pp. 23-37
Author(s):  
María Fernanda Aldana Vargas ◽  
Luz Adriana Osorio
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Pedagogical Knowledge ◽  
Educacion Superior ◽  
Blended Courses ◽  
Academic Units ◽  
Education Courses

ABSTRACTThe present work is based on the systematization of the experience of the Conecta-TE Center of the Universidad de los Andes for 10 years in the counseling of professors and academic units. This document describes the pedagogical guidelines for the design of blended courses for the transformation of teaching and learning processes. Once the methodology was systematized, it was applied in 15 higher education courses. The results obtained indicate that the guidelines create possibilities for the development of the pedagogical knowledge of the teacher by impacting their beliefs and pedagogical practices.RESUMENEl presente trabajo se basa en la sistematización de la experiencia del Centro Conecta-TE de la Universidad de los Andes a lo largo 10 años en la asesoría a profesores y unidades académicas. En el presente documento se describen los lineamientos pedagógicos para el diseño de cursos en modalidad blended para la transformación de procesos de enseñanza y aprendizaje. Una vez sistematizada la metodología, fue aplicada en 15 cursos de educación superior. Los resultados obtenidos indican que los lineamientos crean posibilidades para el desarrollo del conocimiento pedagógico del profesor al impactar sus creencias y prácticas pedagógicas.

scholarly journals La investigación y su importancia en el quehacer universitario

2018 ◽  
Vol 1 (2) ◽  
pp. 33-45
Author(s):  
Gonzalo Araya
Keyword(s):  
Higher Education ◽  
Research Funding ◽  
Scientific Community ◽  
Annual Report ◽  
Scientific Publication ◽  
Learning Processes ◽  
University Research ◽  
American Higher Education ◽  
Funding Sources ◽  
Teaching Learning

En el presente artículo se presentan algunas reflexiones sobre la investigación universitaria y los beneficios que puede aportar al quehacer académico. Se revisa el último Informe Anual sobre el Comportamiento de las Instituciones de Educación Superior Iberoamericanas en materia de investigación, la importancia de la publicación científica y su impacto en la comunidad científica, lo que se complementa con información sobre la inversión chilena en investigación y desarrollo. También se analiza someramente las fuentes de financiamiento para la investigación y la preponderancia de los fondos públicos concursables. Finalmente, se le da una mirada a la investigación educacional y su impacto en los procesos de enseñanza aprendizaje. This article presents some reflections on university research and the benefits it can bring to academic work. The latest annual report on the behavior of Ibero-American higher education institutions regarding research is reviewed, as well as the importance of scientific publication and its impact on the scientific community, which is complemented by information on Chilean investment in research and development. The research funding sources and the preponderance of public competitive funds are also analyzed briefly. Finally, a look at educational research and its impact on teaching-learning processes is given.

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