scholarly journals A two-step model for creative teaching in higher education

2020 ◽  
Author(s):  
Nathalie Sheridan
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Creative Teaching ◽  
Learning And Teaching ◽  
Learning Content ◽  
Step Model ◽  
Creative Learning ◽  
Teaching Cases ◽  
Teaching In Higher Education

This paper provides examples of practice demonstrating some underlying principles of translating creative and active pedagogies from school into a higher education context, using a simple two-step model and the concept of creative learning and teaching (Jeffrey, 2006). Since working in higher education, I sought to translate the principles of creative learning and teaching (Jeffrey, 2006) into my praxis. This exercise became particularly prudent when moving into academic development, trying to convey the successful principles underlying my pedagogy to colleagues on the Masters in Academic Practice. The paper will discuss a two-step model I developed: de-contextualizing and then re-contextualizing sometimes complex and intangible learning content to make it more accessible for learners. This will be exemplified by two teaching cases and evidenced with data I collected during my own Postgraduate Certificate in Learning and Teaching in Higher Education, demonstrating how the approach improved student performance and the overall quality of their academic work. These principles could be easily translated into different disciplinary contexts, with different groups of students.

scholarly journals Adding to the mix: Students use of Facebook groups and blackboard discussion forums in higher education

2016 ◽  
pp. 444-463
Keyword(s):  
Higher Education ◽  
Discussion Forum ◽  
Online Discussions ◽  
Discussion Forums ◽  
Additional Material ◽  
Learning And Teaching ◽  
Sustained Activity ◽  
Learning Content ◽  
Unit Design ◽  
Teaching In Higher Education

This paper reports on a case study of the use of Facebook in learning and teaching in higher education. Facebook was used as a venue for online discussion to support the existing Learning Management System (in this case Blackboard) in the unit Internet Collaboration and Organisation as part of the Internet Communications degree taught fully online through Open Universities Australia (OUA). Students’ posts to both Facebook and the Blackboard discussion forum were analysed for content, length, and when throughout the study period they were posted. This is significant as much of the previous work in this area has relied on students self-reporting, rather than direct observation of student behaviour. These results were then compared to earlier instances of the same unit that ran within the previous twelve months, one fully online with OUA only using the Blackboard discussion group, and a second taught at Curtin University with both blended learning for students at the University’s Bentley campus as well as fully online for external students, that utilised both Blackboard and Facebook. The results show that Facebook greatly increases the level of student activity in online discussions, both absolutely and in the level of sustained activity across the unit’s study period. Facebook groups also had a different pattern of content from Blackboard. In Blackboard discussion is more focused on the set unit learning content, in Facebook students were using the groups to discuss administration and assignments and also bring in additional material from outside the units set learning materials. Facebook posts, while more sustained over the semester, were shorter in length. This study found that the addition of a Facebook discussion forum does not noticeably impact on the use of Blackboard’s discussion forum, but rather adds a new dimension to the mix of online interaction. The paper concludes that there is value in using both of these forums for student interaction, but unit design needs to take into account the different affordances of each to maximise their utility.

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>

Opportunities and Challenges of Adopting Artificial Intelligence for Learning and Teaching in Higher Education

2021 ◽  
pp. 67-78
Author(s):  
Aniekan Essien ◽  
Godwin Chukwukelu ◽  
Victor Essien
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Emerging Technologies ◽  
Higher Education Institutions ◽  
Practical Applications ◽  
Learning And Teaching ◽  
Teaching In Higher Education

This chapter provides a sense of what artificial intelligence is, its benefits, and integration to higher education. Seeing through the lens of the literature, this chapter will also explore the emergence of artificial intelligence and its attendant use for learning and teaching in higher education institutions. It begins with an overview of artificial intelligence and proceeds to discuss practical applications of emerging technologies and artificial intelligence on the manner in which students learn as well as how higher education institutions teach and develop. The chapter concludes with a discussion on the challenges of artificial intelligence on higher education.

scholarly journals Experiences and perspectives of Technology-enhanced learning and teaching in higher education – Serbian case

2018 ◽  
Vol 126 ◽  
pp. 1351-1359 ◽  
Author(s):  
Mirjana Ivanović ◽  
Aleksandra Klašnja Milićević ◽  
Veljko Aleksić ◽  
Brankica Bratić ◽  
Milinko Mandić
Keyword(s):  
Higher Education ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Teaching In Higher Education ◽  
Enhanced Learning

Researching Teaching in Higher Education

2021 ◽  
pp. 57-78
Author(s):  
Bahareh Ghodoosi ◽  
Geraldine Torrisi-Steele ◽  
Sharmistha Dey
Keyword(s):  
Higher Education ◽  
Grounded Theory ◽  
Research Method ◽  
University Teaching ◽  
Grounded Theory Research ◽  
Teacher Researchers ◽  
Research In Education ◽  
Theory Research ◽  
Teaching In Higher Education

Grounded theory, since Glaser and Strauss conceived of it, has been applied to myriad research situations. Variation characterises the use of grounded theory, and the landscape of grounded theory is ‘messy' and difficult to navigate, especially for novice researchers, and subsequently, many existing studies lack transparency and detail, employing only loosely grounded theory methodologies. The authors argue for the value of grounded theory research in education, especially for teacher researchers, but this value can only be realised if researchers attend in-depth to articulating clearly their methodologies and justifying how the methodology can be considered grounded theory. In the chapter, the authors aim to provide a primer on grounded theory, and to stimulate discussion around grounded theory as a research method in teaching, especially in higher education, for the purpose of generating knowledge as a basis for improving the quality of university teaching.

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