Gamification Strategies for Higher Education Student Worker Training

2022 ◽  
pp. 164-179
Author(s):  
Emily Guetzoian
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Classroom Environment ◽  
Knowledge Retention ◽  
Education Student ◽  
Worker Training ◽  
Adult Higher Education ◽  
Training Content ◽  
Student Workers ◽  
Concept Of Information

This chapter discusses gamification strategies in the context of higher education student worker training. Specifically, it builds on the concepts of gamification in corporate training contexts and gamification in the academic classroom environment. It also considers various options to support gamified training content and methods to support student worker engagement and knowledge retention. It explains how these strategies relate to the concept of information literacy for an adult, higher education population. This chapter is ideal for higher education staff, faculty, or administrators who design training curricula for student workers.

scholarly journals A bibliographical analysis in the literature of value co-creation in private higher education between the years 2006 to 2016

2020 ◽  
Vol 11 (4) ◽  
pp. 1323
Author(s):  
Maicon Da Silva ◽  
Luis Carlos Alves Da Silva ◽  
Flávio Régio Brambilla
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Classroom Environment ◽  
Service Management ◽  
Private Higher Education ◽  
Education Student ◽  
Scientific Publications ◽  
Teachers And Students ◽  
Number Of Publications ◽  
The Moment

The present research aims to present a bibliographical analysis of scientific publications on the theme "value co-creation in private higher education", carried out from 2006 to 2016. Methodologically, this article was carried out through a bibliographical survey, with the objective of selecting the publications made in scientific journals in the pre-stipulated period. Form 54 publications were selected. It was observed that in the year 2016 there were the highest number of publications (10), already years of 2006, 2007 and 2013 were the ones with the lowest number of publications (2). Also, it was identified that the authors that obtained the most prominence in the research were Robert F. Lusch and Stephen L. Vargo, where they obtained (5) publications each. In relation to the most published journals on the subject were Journal of Business Research and Journal of Service Management, with (3) publications each. In this context, it was possible to note that the words that were the most successful in high repetition were: value co-creation, logic dominant of service, value, service. The relevance of this research comes from the moment that value co-creation is seen as an important tool for marketing administration allowing for constant improvements through the exchange of experiences between teachers and students in the classroom environment. Thus, in private higher education, student satisfaction and value creation are the result of individual or joint actions (institution, teacher and student).

Re-Thinking Information Literacy in a Postgraduate Class at a South African Higher Education Institution

Mousaion ◽  
2019 ◽  
Vol 36 (2) ◽  
Author(s):  
Susanne Doris Noll ◽  
Cheryl Brown
Keyword(s):  
Higher Education ◽  
South African ◽  
Information Literacy ◽  
Digital Literacy ◽  
Basic Education ◽  
Academic Library ◽  
Education Institution ◽  
African Higher Education ◽  
Concept Of Information ◽  
South African Higher Education

This paper explores the applicability of a new model of information literacy, SCONUL, developed in the global North, to the South African higher education academic library context with all its enormous challenges of accessibility, transformation, basic education and intellectual awareness. Based on a case study of a postgraduate class in a commerce faculty, the paper draws on a survey and focus groups with students and interviews with lecturers to explore perceptions of information literacy and digital literacy as 21st-century skills that students need to be successful in their studies and the world of work. The findings show that whilst students exhibit confidence (through personal internet confidence) in terms of information literacy, they are not as skilled as they believe themselves to be. They also have a narrow notion of the concept. There are also contradictions in the understanding of the concept of information literacy between librarians, students and lecturers.

scholarly journals Integration of Information Literacy into the Curriculum: Constructive Alignment from Theory into Practice

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Claes Dahlqvist ◽  
Stina Larsson
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Academic Writing ◽  
Learning And Teaching ◽  
Constructive Alignment ◽  
Starting Point ◽  
Course Syllabi ◽  
Higher Education Pedagogy ◽  
Concept Of Information ◽  
Teaching Learning

Librarian-teacher cooperation is essential for the integration of information literacy into course syllabi. Therefore, a common theoretical and methodological platform is needed. As librarians at Kristianstad University we have had the opportunity to develop such a platform when teaching information literacy in a basic course for teachers in higher education pedagogy. Information literacy is taught in context with academic writing, distance learning and teaching, and development of course syllabi.Constructive Alignment in Theory: We used constructive alignment in designing our part of the course. John Biggs’ ideas tell us that assessment tasks (ATs) should be aligned to what is intended to be learned. Intended learning outcomes (ILOs) specify teaching/learning activities (TLAs) based on the content of learning. TLAs should be designed in ways that enable students to construct knowledge from their own experience. The ILOs for the course are to have arguments for the role of information literacy in higher education and ideas of implementing them in TLAs. The content of learning is for example the concept of information literacy, theoretical perspectives and constructive alignment for integration in course syllabi. TLAs are written pre-lecture reflections on the concept of information literacy, used as a starting point for the three-hour seminar. Learning reflections are written afterwards. The AT is to revise a syllabus (preferably using constructive alignment) for a course the teacher is responsible for, where information literacy must be integrated with the other parts and topics of the course.Constructive Alignment in Practice: Using constructive alignment has taught us that this model serves well as the foundation of the theoretical and methodological platform for librarian-teacher cooperation when integrating information literacy in course syllabi. It contains all important aspects of the integration of information literacy in course syllabi and reflects constructivist and socio-cultural theories.

scholarly journals Developing Information Literacy for Students in the Context of Higher Education in Vietnam

2021 ◽  
Author(s):  
Nghiem Xuan Huy ◽  
Bui Thi Thanh Huyen
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Information Needs ◽  
Industrial Revolution ◽  
Learning Capability ◽  
Core Elements ◽  
Concept Of Information ◽  
Self Learning ◽  
Role Of Information

The context of 4th Industrial Revolution has not only made changes in education methods, but also challenged learners. In higher education, learners are increasingly expected to learn actively by effectively exploring and using different information resources. Therefore, it is universities’ mission to acquire students with abilities in identifying their information needs, retrieving needed information, evaluating information, and using information legally and ethically in accordance with adademic regulations. In other words, those abilities are core elements of information literacy, which has been considered as an essential tool for improving students’ self-learning and lifelong learning capability at universities in Western countries. This paper aims at analyzing and clarifying the concept of information literacy in the context of Vietnamese higher education, evaluating the role of information literacy in student’s learning, and proposing solutions for developing information literacy for student at higher education institutions in Vietnam.

Higher Education Student Engagement Scale

2019 ◽  
Author(s):  
Karen C. H. Zhoc ◽  
Beverley J. Webster ◽  
Ronnel B. King ◽  
Johnson C. H. Li ◽  
Tony S. H. Chung
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Education Student ◽  
Engagement Scale

scholarly journals FILL for Future (F4F) – Framework Information Literacy Lessons digital

2021 ◽  
Vol 55 (7) ◽  
pp. 394-415
Author(s):  
Tessa Sauerwein
Keyword(s):  
Higher Education ◽  
Information Literacy

Zusammenfassung Das Framework for Information Literacy for Higher Education macht einfallsreich und erfinderisch – gerade in Coronazeiten und darüber hinaus. Der Beitrag berichtet über die aktuellen Fortschritte des preisgekrönten Konzeptes FILL (Framework Information Literacy Lessons), das sich in seiner digitalen Weiterentwicklung als FILL for Future (F4F) präsentiert. Mit innovativen und spielerischen Impulsen aus dem Framework reichert es bibliothekarische Schulungspraxis an. Damit gilt F4F als beispielhaftes Projekt in der globalisierten Informationswelt. Es präsentiert sich offen und vernetzt, wie etwa Teaching Libraries mit ihren Zielgruppen. Ganzheitlich gestaltet tragen die vielfältigen Aktivitäten von F4F zur Verbreitung des US-amerikanischen Frameworks weiter und nachhaltig bei.

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