Constructivist Approach applied to Leadership Learning

2013 ◽  
Vol 4 (4) ◽  
pp. 27-35
Author(s):  
Rania Ibrahim ◽  
Akila Sarirete
Keyword(s):  
Teacher Satisfaction ◽  
Real Life ◽  
National Commission ◽  
Responsible Leadership ◽  
Educational Values ◽  
Accreditation Standard ◽  
Life Project ◽  
Learning And Teaching ◽  
Intended Learning Outcomes ◽  
The University

This paper introduces student-initiated projects outside the classroom as an effective method for developing intended learning outcomes (ILOs) based on Effat university graduate characteristics and national accreditation standard for learning and teaching. The characteristics of the university graduate are based on the IQRA values (core values that stand for: adopting research for life, social values, responsible and creative leadership, and effective communication). Furthermore, the academic programs ILOs are designed according to National Qualification Framework (NQF) of the National Commission of Academic Assessment and Accreditation (NCAAA). Effat Ambassadors Program (EAP) is a co-extra-curricular program with ILOs that focus on developing Effat student as ambassadors of IQRA values. ILOs related to social and educational values and responsible leadership are the most difficult to achieve and assess; therefore a construtivist approach towards leadership learning is described as “Life Immersion Learning Learning Model” (LIM). This paper demonstrates LIM by focusing on one of the EAP projects initated by the Student Government, which was to launch a TEDx EffatU chapter for Effat University in Saudi Arabia. This project, as a real life project, was found to yield excellent results in terms of meeting characteristics of Effat graduate, especially for social & educational values and responsible leadership. Another result is the optimum student and teacher satisfaction and involvement.

Experiential Learning in Graduate Archival Education at the University of Botswana

Mousaion ◽  
2019 ◽  
Vol 37 (1) ◽  
Author(s):  
Olefhile Mosweu
Keyword(s):  
Experiential Learning ◽  
Work Experience ◽  
Real Life ◽  
Opportunity To Learn ◽  
Theory And Practice ◽  
Records Management ◽  
Archival Theory ◽  
Snowball Sampling ◽  
The Real ◽  
The University

Most curriculum components of archival graduate programmes consist of contextual knowledge, archival knowledge, complementary knowledge, practicum, and scholarly research. The practicum, now commonly known as experiential learning in the global hub, is now widely accepted in library and information studies (LIS) education as necessary and important. It is through experiential learning that, over and above the theoretical aspects of a profession, students are provided with the opportunity to learn by doing in a workplace environment. The University of Botswana’s Master’s in Archives and Records Management (MARM) programme has a six weeks experiential learning programme whose purpose is to expose prospective archivists and/or records managers to the real archival world in terms of practice as informed by archival theory. The main objective of the study was to determine the extent to which the University of Botswana’s experiential learning component exposes students to real-life archival work to put into practice theoretical aspects learnt in the classroom as intended by the university guidelines. This study adopted a qualitative research design and collected data through interviews from participants selected through purposive and snowball sampling strategies. Documentary review supplemented the interviews. The data collected were analysed thematically in line with research objectives. The study determined that experiential learning does indeed expose students to the real world of work. It thus helps to bridge the gap between archival theory and practice for students without archives and records management work experience. For those with prior archival experience, experiential learning does not add value. This study recommends that students with prior archives and records management experience should rather, as an alternative to experiential learning, undertake supervised research, and write a research essay in a chosen thematic area in archives and records management.

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

scholarly journals DOLARS, a Distributed On-Line Activity Recognition System by Means of Heterogeneous Sensors in Real-Life Deployments—A Case Study in the Smart Lab of The University of Almería

Sensors ◽  
2021 ◽  
Vol 21 (2) ◽  
pp. 405
Author(s):  
Marcos Lupión ◽  
Javier Medina-Quero ◽  
Juan F. Sanjuan ◽  
Pilar M. Ortigosa
Keyword(s):  
Real Time ◽  
Activity Recognition ◽  
Real Life ◽  
Recognition System ◽  
Machine Learning Algorithms ◽  
Sensor Data ◽  
Heterogeneous Sensors ◽  
On Line ◽  
The University

Activity Recognition (AR) is an active research topic focused on detecting human actions and behaviours in smart environments. In this work, we present the on-line activity recognition platform DOLARS (Distributed On-line Activity Recognition System) where data from heterogeneous sensors are evaluated in real time, including binary, wearable and location sensors. Different descriptors and metrics from the heterogeneous sensor data are integrated in a common feature vector whose extraction is developed by a sliding window approach under real-time conditions. DOLARS provides a distributed architecture where: (i) stages for processing data in AR are deployed in distributed nodes, (ii) temporal cache modules compute metrics which aggregate sensor data for computing feature vectors in an efficient way; (iii) publish-subscribe models are integrated both to spread data from sensors and orchestrate the nodes (communication and replication) for computing AR and (iv) machine learning algorithms are used to classify and recognize the activities. A successful case study of daily activities recognition developed in the Smart Lab of The University of Almería (UAL) is presented in this paper. Results present an encouraging performance in recognition of sequences of activities and show the need for distributed architectures to achieve real time recognition.

Peirce on learning and teaching

2021 ◽  
Vol 17 (1) ◽  
pp. 163-174 ◽  
Author(s):  
Winfried Nöth
Keyword(s):  
Life Experience ◽  
Philosophy Of Education ◽  
Real Life ◽  
Abductive Reasoning ◽  
Learning And Teaching ◽  
Theory Of Education ◽  
New Information ◽  
New Knowledge ◽  
Sensory Qualities ◽  
Semiotic Theory

Abstract The paper is a precis of C. S. Peirce’s semiotic theory of education. It presents this theory of learning and teaching from the perspective of Peirce’s phenomenological categories of Firstness, Secondness, and Thirdness. In the domain of Thirdness, learning is mediation between ignorance and knowledge, new information and old knowledge. Teaching has its focus on laws, symbols, legisigns, and reasoning. In the domain of Secondness, learners acquire new knowledge from the “hard realities” of real-life experience, from obstacles, and from the resistance caused by error and doubt. Teaching takes place by means of sinsigns (singular signs) and indexical signs. In the domain of Firstness, the learner acquires familiarity with the sensory qualities of objects of experience and learns from free associations, imagination, and acts of creativity. The instruments of teaching are qualisigns, icons, and abductive reasoning. The paper concludes that Peirce’s philosophy of education is holistic insofar as it states that most efficient signs are those signs in which “the iconic, indicative, and symbolic characters are blended as equally as possible.”

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

scholarly journals Enhancing Postgraduate Learning and Teaching: Postgraduate Summer School in Dairy Science

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Pietro Celi ◽  
Gianfranco Gabai ◽  
Massimo Morgante ◽  
Luigi Gallo
Keyword(s):  
Summer School ◽  
Research Collaboration ◽  
Learning Experience ◽  
Scientific Investigation ◽  
Core Component ◽  
Learning And Teaching ◽  
Transferable Skills ◽  
The Core ◽  
Dairy Science ◽  
The University

Dairy science is a multidisciplinary area of scientific investigation and Ph.D. students aiming to do research in the field of animal and/or veterinary sciences must be aware of this. Ph.D. students often have vast spectra of research interests, and it is quite challenging to satisfy the expectation of all of them. The aim of this study was to establish an international Ph.D. training program based on research collaboration between the University of Sydney and the University of Padova. The core component of this program was a two-week Postgraduate Summer School in Dairy Science, which was held at the University of Padova, for Ph.D. students of both universities. Therefore, we designed a program that encompassed seminars, workshops, laboratory practical sessions, and farm visits. Participants were surveyed using a written questionnaire. Overall, participants have uniformly praised the Summer School calling it a rewarding and valuable learning experience. The Ph.D. Summer School in Dairy Science provided its participants a positive learning experience, provided them the opportunity to establish an international network, and facilitated the development of transferable skills.

Integrating Image Computation in Undergraduate Level Data-Structure Education

1998 ◽  
Vol 12 (08) ◽  
pp. 1071-1080 ◽  
Author(s):  
Sudeep Sarkar ◽  
Dmitry Goldgof
Keyword(s):  
Image Processing ◽  
Image Analysis ◽  
Data Structure ◽  
Data Structures ◽  
Science Curriculum ◽  
Early Stage ◽  
Real Life ◽  
South Florida ◽  
The University ◽  
Structure Education

There is a growing need for expertise both in image analysis and in software engineering. To date, these two areas have been taught separately in an undergraduate computer and information science curriculum. However, we have found that introduction to image analysis can be easily integrated in data-structure courses without detracting from the original goal of teaching data structures. Some of the image processing tasks offer a natural way to introduce basic data structures such as arrays, queues, stacks, trees and hash tables. Not only does this integrated strategy expose the students to image related manipulations at an early stage of the curriculum but it also imparts cohesiveness to the data-structure assignments and brings them closer to real life. In this paper we present a set of programming assignments that integrates undergraduate data-structure education with image processing tasks. These assignments can be incorporated in existing data-structure courses with low time and software overheads. We have used these assignment sets thrice: once in a 10-week duration data-structure course at the University of California, Santa Barbara and the other two times in 15-week duration courses at the University of South Florida, Tampa.

scholarly journals AB1192 THE UNDERWORLD OF DEPRESSIVE SYMPTOMS IN RHEUMATIC DISEASES: OVERLOOKED, UNRECOGNIZED OR UNPERCEIVED?

2020 ◽  
Vol 79 (Suppl 1) ◽  
pp. 1886.2-1887
Author(s):  
F. Ingegnoli ◽  
T. Schioppo ◽  
T. Ubiali ◽  
V. Bollati ◽  
S. Ostuzzi ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Rheumatic Diseases ◽  
Real Life ◽  
Severe Depression ◽  
Mild Depression ◽  
Cross Sectional ◽  
Online Study ◽  
Social Burden ◽  
Patient Health ◽  
The University

Background:The concomitant presence of depressive symptoms and rheumatic diseases (RDs) impose a considerable economic and social burden on the communities as they are associated with numerous deleterious outcomes such as increased mortality, work disability, higher disease activity and worsening physical function, higher pain levels and fatigue. Despite growing interest on depressive symptoms burden in RDs, current patient perception on this topic is unknown.Objectives:Italian patients with RDs were invited to participate in an online study gauging the presence and the perception of depressive symptoms using the Patient Health Questionnaire (PHQ-9).Methods:This was a cross-sectional no-profit online study to screen the presence and the perception of depressive symptoms in RDs patients. All participants gave their consent to complete the PHQ-9 and they were not remunerated. Completion was voluntary and anonymous. The PHQ-9 rates the frequency of symptoms over the past 2 weeks on a 0-3 Likert-type scale. It contains the following items: anhedonia, depressed mood, trouble sleeping, feeling tired, change inappetite, guilt or worthlessness, trouble concentrating, feeling slowed down or restless, and suicidal thoughts. Patients were stratified as: <4 not depressed, 5-9 sub-clinical or mild depression, 10-14 moderate depression, 15-19 moderately severe depression and 20-27 severe depression. The survey was disseminated by ALOMAR (Lombard Association for Rheumatic Diseases) between June and October 2019.Results:192 patients took part in the study: 170 female with median age 50 years. Among respondents only 35 (18.2%) were not depressed. Depression was sub-clinical or mild in 68 (35.4%), moderate in 42 (21.9%), moderately severe in 30 (15.6%), and severe in 17 (8.9%). 16 (8.3%) of respondents declared to have depressive symptoms and 7 of 16 were under psychiatric therapy.Moreover, patients were grouped according to diagnosis.124 respondents had inflammatory arthritis (rheumatoid arthritis, psoriatic arthritis and ankylosing spondylitis). 23 (18.5%) were not depressed. Depression was sub-clinical or mild in 41 (33%), moderate in 26 (21%), moderately severe in 21 (17%), and severe in 13 (10.5%). Among them, 8 (6.5%) declared to have depressive symptoms depressed and 3 of 8 were under psychiatric therapy.49 respondents had a connective tissue disease or vasculitis. 11 (22.5%) were not depressed. Depression was sub-clinical or mild in 19 (38.8%), moderate in 13 (26.5%), moderately severe in 2 (4%), and severe in 4 (8.2%). Among them, 3 (6%) declared to have depressive symptoms and 1 of 6 were under psychiatric therapy.19 respondents had other rheumatic diseases. 1 (5.3%) was not depressed. Depression was sub-clinical or mild in 8 (42.1%), moderate in 3 (15.8%), moderately severe in 7 (36.8%). Among them, 5 (26.3%) declared to be depressed and 3 of 5 were under psychiatric therapy.Conclusion:Our study confirmed that the overall real-life burden of depressive symptoms is relevant in all RDs. At the same time, these results highlighted that depressive symptoms are overlook by physicians and unperceived by patients since fewer that half of respondents (46.4%) had a clinical depression (PHQ-9>10). These results suggested that screening for depression should form part of the routine clinical assessment of RD patients.Acknowledgments:We thank the Lombard Association of Rheumatic Diseases (ALOMAR) for its contribution to design and disseminate the survey, the group that sustain systemic sclerosis (GILS), and the IT service of the University of Milan.Disclosure of Interests:Francesca Ingegnoli: None declared, Tommaso Schioppo: None declared, Tania Ubiali: None declared, Valentina Bollati: None declared, Silvia Ostuzzi: None declared, Massimiliano Buoli: None declared, Roberto Caporali Consultant of: AbbVie; Gilead Sciences, Inc.; Lilly; Merck Sharp & Dohme; Celgene; Bristol-Myers Squibb; Pfizer; UCB, Speakers bureau: Abbvie; Bristol-Myers Squibb; Celgene; Lilly; Gilead Sciences, Inc; MSD; Pfizer; Roche; UCB

scholarly journals Repurposing virtual reality assets: from health sciences to Italian language learning

2020 ◽  
pp. 21-26
Author(s):  
Alessia Plutino ◽  
Tiziana Cervi-Wilson ◽  
Billy Brick
Keyword(s):  
Virtual Reality ◽  
Language Learning ◽  
Pilot Project ◽  
Health Sciences ◽  
Language Curriculum ◽  
Health Care Students ◽  
Italian Language ◽  
Learning And Teaching ◽  
Modern Language ◽  
The University

This paper reports on the rationale for the implementation of a pilot project using a scenario-based Virtual Reality (VR) resource, originally developed by Health Sciences at Coventry University and now being repurposed for Italian language learning as a collaborative project with Modern Languages and Linguistics at the University of Southampton. The original aim of the resource was to prepare health care students for home visits by allowing them to experience a semi-linear conversation with a virtual Non-player Character (NPC). The authors will discuss how they are planning to repurpose the resource for Italian language learning and teaching and will analyse the potential pedagogical uses within the modern language curriculum, including emotional language, employability skills, and the year abroad.

scholarly journals Eesti keele teise keelena uurimine Tartu Ülikoolis - hetkeseis ja perspektiivid

2010 ◽  
Vol 1 (1) ◽  
pp. 5-19
Author(s):  
Raili Pool
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Research Team ◽  
Research Area ◽  
Future Prospects ◽  
Web Based ◽  
Learning And Teaching ◽  
The University ◽  
Young Researchers

The article gives an overview of the studies conducted at the University of Tartu on Estonian as a second language and of the methodology and study aids designed for learning and teaching Estonian. While several BA theses have been defended on the acquisition of Estonian as a second language, there are but few MA theses and only one PhD the-sis on the topic, leaving this research area still largely uncharted. Various traditional and interactive study aids have been designed at the Department of Estonian as a Foreign Language; the aim is to cre-ate web-based study aids for learners of Estonian. Future prospects for research at the University of Tartu on Estonian as a second language depend on the relevant units being able to attract young researchers who are interested in the topic and who can form a research team to study it.

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