Case Study 1

2017 ◽  
Vol 7 (3) ◽  
pp. 83-86 ◽  
Author(s):  
Tobias Seidl
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
21St Century ◽  
Learning Cycle ◽  
Project Work ◽  
Education Curriculum ◽  
Cycle Model ◽  
Higher Education Curriculum ◽  
University Course

Teamwork and cooperation are important 21st century skills and therefore important parts of the higher education curriculum. Following Kolb's ‘experiential learning cycle' model a combination of project work and moderated reflection can help students to acquire these skills. This article elaborates how LEGO® Serious Play® (LSP) an be used to stimulate and moderate student's reflection on their teamwork skills in the setting of a university course. A focus is placed on the process and goals of the LSP method, the implementation in the workshop and the benefits of using LSP for this reason.

scholarly journals Interdisciplinary bachelor's degree in health: analysis of a new higher education curriculum in Brazil

2012 ◽  
Vol 16 (42) ◽  
pp. 719-731 ◽  
Author(s):  
Layza Castelo Branco Mendes ◽  
Andrea Caprara
Keyword(s):  
Higher Education ◽  
Social Issues ◽  
Participant Observation ◽  
Education Institution ◽  
Bachelor's Degree ◽  
Social Needs ◽  
Education Curriculum ◽  
Higher Education Curriculum ◽  
Intense Process

Brazilian public universities are undergoing an intense process of change in search of solutions to transform themselves into institutions that are more attuned to 21st century social needs. In this regard, the aim of this study was to analyze a new higher education curriculum offered at the Federal University of Bahia (UFBA): the Interdisciplinary Bachelor's degree in Healthcare. This was a preliminary qualitative investigation, accomplished as a case study. The methodological tools used include document analysis, open interviews and participant observation. It was seen that the teachers were engaged in the process of putting together a course that promotes training of professionals qualified to undertake social development. It was also noted that the students were themselves proving to be capable of deep critical reflection on social issues. It was therefore concluded that the case studied has provided the results expected by the higher education institution hosting the course.

scholarly journals Multimodal Conception in Learning

2018 ◽  
Author(s):  
Mochamad Bayu Firmansyah
Keyword(s):  
Higher Education ◽  
21St Century ◽  
21St Century Learning ◽  
Multimodal Learning ◽  
Education Curriculum ◽  
Higher Education Curriculum

This article aims to formulate a multimodal conception in the learning hierarchy. This exposure is based on three things, namely: (1) Multimodal definitions vary, (2) Higher education curriculum, and (3) Findings of research on multimodal utilization in learning. The problem relates to the pedagogical aspects of multimodal learning in the view of constructivism. 21st century learning requires learners to be proficient in interpreting text, discourse to socio-culture. This issue then inspects the multimodal conception in order to formulate multimodal learning as an approach.

scholarly journals Rethinking Quality Assurance in Curriculum Development and Implementation for Higher Education in Africa

2020 ◽  
Vol 1 (3) ◽  
pp. 20-31
Author(s):  
Innocent Mutale Mulenga
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Curriculum Development ◽  
21St Century ◽  
Rapid Expansion ◽  
Sub Saharan Africa ◽  
Bench Mark ◽  
Education Curriculum ◽  
Stepping Stones ◽  
Higher Education Curriculum

Far-reaching advances and change in technology, climate and global economic integration are transforming the way we live today in ways that we do not yet fully understand. In sub-Saharan Africa, these uncertainties make a dramatic increase in population and a rapid expansion and demand in higher education. This creates challenges especially where higher education curriculum development and quality assurance are concerned since higher education has to provide the much needed appropriate work force. In this paper, the author explores the opportunities that quality assurance in higher education curriculum development can ride on using the thinking behind 21st century competencies. The chronicle of this discussion combines clear academic definitions of curriculum, curriculum development and then an analysis of how 21st century competencies may bench mark quality assurance in curriculum development for higher education. The final section of the paper brings together some challenges that are real threats and impediments to quality assurance in curriculum development in most African tertiary institutions. In the conclusion, the author feels that there are no reasons why African countries cannot transform challenges into stepping stones through quality assurance and improvement of their higher education sector so as to make it vibrant and productive. This will require a mind-set transformation.

scholarly journals Digital historiefortelling i arbeidsplassbasert barnehagelærerutdanning – arbeidsmåte for individuell og kollektiv læring

2016 ◽  
Vol 12 ◽  
Author(s):  
Kristin Holte HAUG
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Creative Process ◽  
Personal Narratives ◽  
Learning Processes ◽  
Kindergarten Teacher ◽  
Learning Cycle ◽  
Research Focus ◽  
Teacher Students ◽  
Beneficial Approach

Abstract: This article presents Norwegian Kindergarten Teacher students’ and Kindergarten staff’s use of Digital Storytelling (DS), a tool for reflection and learning in higher education. The field of DS’ research focus on the use of personal narratives in the learning process, multimedia, and the creative process in developing identity and voice in a social context: the Story Circle. The frame is Workplace-based Kindergarten Teacher Education. The article is based on a case: student Yvonne’s work with DS in her kindergarten. Data is collected through observation and analyzed in light of theories on learning in practice, concretized to Kolb's experiential learning cycle. Results indicate that DS is a beneficial approach for facilitating both individual and collective reflection. A significant condition is that kindergarten staff participates in students' learning processes. Sammendrag: Artikkelen tar for seg barnehagelærerstudenters og barnehageansattes bruk av digital historiefortelling (DH), som er en arbeidsmåte for refleksjon og læring i høyere utdanning. DH kjennetegnes ved: fortellingens betydningen for læring i forhold til tradisjonell sakprosa, den multimodale dimensjonen og den kreative prosessen hvor fortellingen blir til i en sosial kontekst: fortellersirkelen. Rammen er Arbeidsplassbasert barnehagelærerutdanning. Artikkelen baseres på et case: studenten Yvonnes arbeid med DH i egen barnehage. Data er innhentet gjennom observasjon og fortolkes i lys av teorier om læring i praksis, konkretisert til Kolbs erfaringslæringsmodell. Jeg viser at DH tilrettelegger for individuell og kollektiv refleksjon for både studenter og barnehageansatte. Forutsetningen er at ansatte gis muligheter til å delta i studentenes læringsprosesser.

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