scholarly journals DESIGN THINKING AS ACTIVE TEACHING METHODOLOGY AT THE UNIVERSITY -COMPARATIVE STUDY BETWEEN COURSES

2021 ◽  
Vol 2 (4) ◽  
pp. e24231
Author(s):  
Paulo Sergio de Sena ◽  
Maria Cristina Marcelino Bento ◽  
Nelson Tavares Matias ◽  
Messias Borges Silva
Keyword(s):  
Higher Education ◽  
Comparative Study ◽  
Teaching And Learning ◽  
Design Thinking ◽  
Business Administration ◽  
Teaching Methodology ◽  
Active Teaching ◽  
Professional Profile ◽  
The University ◽  
Education Courses

In a move to go beyond pedagogical concerns for engineering teaching and learning and expand to other higher education courses and other professionals, this study compared the use of Design Thinking as a tool to pedagogically mobilize courses in Business Administration, Design, Nursing and Pedagogy. The results showed that the same pedagogical concern of engineering was shared with the compared courses. The relationships between students were fundamental for solving problems, as proposed by Design Thinking, as well as the relationships between the classes of a given course with their concerns about the professional profile that is being formed.

scholarly journals University Pedagogy: A New Culture is Emerging in Greek Higher Education

2017 ◽  
Vol 6 (3) ◽  
pp. 147 ◽  
Author(s):  
Katerina Kedraka ◽  
Georgia Rotidi
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Crucial Point ◽  
Innovative Teaching ◽  
University Culture ◽  
Self Reflection ◽  
Reflective Process ◽  
Alternative Teaching ◽  
Teaching Role ◽  
Professional Profile

The aim of this paper is to highlight University Pedagogy as a field that focuses on academics’ teaching role in Greek higher education. EU has recognized the need of improvement of the teaching skills of academics and urges the member states to recognize them as an important element of their professional profile. Only recently academics in Greece have launched the debate on innovative teaching and learning methods and practices. A Symposium that took place in 2016 and a significant empirical research are presented, because they are considered to mark the beginning of an emerging university culture, which incorporates the concern on teaching and learning excellence within higher education approaches in our country. The results of these initiatives indicate that critical self-reflection on teaching can lead to the transformation and to the adoption of alternative teaching practices, since the critically reflective process is a crucial point for the enhancement of an academic’s pedagogical, curricular and instructional knowledge.

scholarly journals Treasuring languages: an introduction

2020 ◽  
pp. 1-4
Author(s):  
Alessia Plutino ◽  
Kate Borthwick ◽  
Erika Corradini
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Annual Conference ◽  
Raising Awareness ◽  
The University ◽  
And Linguistics ◽  
Value Of Learning ◽  
Language Teaching And Learning

This volume collects selected papers from the 9th annual conference in the Innovative Language Teaching and Learning at University series (InnoConf), which was hosted by the Department of Modern Languages and Linguistics at the University of Southampton on the 28th of June 2019. The theme of the conference was ‘Treasuring languages: innovative and creative approaches in Higher Education (HE)’. The conference aimed to address the consistent decline in recent years in applications to study languages at UK universities by igniting discussions and seeking innovative and creative approaches to raising awareness about the value of learning languages.

scholarly journals Theoretical bases for academics’ potential development: foreign and domestic experience

2021 ◽  
pp. 5-19
Author(s):  
Yurii Skyba ◽  
Hanna Lebedynets
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The European Union ◽  
Association Agreement ◽  
Intangible Resources ◽  
Quality Of Higher Education ◽  
Potential Development ◽  
Organizational Information ◽  
The University

Ensuring and improving the quality of teaching and learning, in particular the academics’ potential development, is reflected in strategic European and domestic documents, namely in the Association Agreement between Ukraine and the European Union, the Paris Communiqué, the Strategy for Higher Education in Ukraine for 2021-2031 and others. The expediency for academics’ potential development is confirmed by the results of a national survey on the needs for the development of Ukrainian universities in the process of reforming higher education in the context of European integration. The article highlights the problems of academics’ potential development. Based on foreign and domestic experience, the theoretical bases for academics’ potential development, in particular the conceptual and terminological apparatus and structural components of teaching metacompetence are substantiated. The concept «potential of an academic» is defined as a set of intellectual, intangible resources, conditions and opportunities created for the production and accumulation of new knowledge, ideas, technologies, competencies and other productive properties at the university, which combines two levels of connections functioning in unity. The first level of connections are resources that are the result of past and present, and the second – opportunities, i.e. those abilities and connections that are future-oriented, constantly changing, evolving, forming new abilities, characteristics, including elements of the future development. The following components are distinguished in the structure of teaching metacompetence: prognostic; design; objective; innovative; pedagogical partnership; organizational; information and digital; reflexive; linguistic and communicative; inclusive; motivational; health-preserving; emotional-ethical and evaluative-analytical. The development of the above components of teaching metacompetence will help ensure the quality of higher education and increase the competitiveness of the university in the educational services market.

scholarly journals As Tecnologias da Informação e da Comunicação e o Desenvolvimento de Estratégias de Resolução de Problemas em Estudantes do Ensino Superior da área da Saúde

EAD em FOCO ◽  
2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Angélica Monteiro ◽  
Rita Manuela Barros
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Learning Objects ◽  
Teaching Methodology ◽  
Health Course ◽  
Information And Communication ◽  
Implementation Methodology

O nosso trabalho pretende descrever o processo de desenho e implementação de objetos de aprendizagem orientados para o desenvolvimento de estratégias de resolução de problemas, numa escola superior do ensino politécnico português. Com a apresentação de um caso prático, demonstramos a utilização de um objeto de aprendizagem elaborado no âmbito de uma unidade curricular de Informática e Sistemas de Informação de um curso de licenciatura na área da Saúde, cuja metodologia de implementação se baseou na Problem Based Learning. Enquadrados num modelo de ensino-aprendizagem sustentado na participação ativa dos estudantes e orientado para a resolução de problemas por meio das TIC, o recurso ao método dos 3E permitiu o desenvolvimento de objetos de aprendizagem diversificados e consonantes com o processamento diferencial de informação dos estudantes, garantindo os resultados de aprendizagem definidos.Palavras-chave: Tecnologias da informação e da comunicação, Metodologias de ensino, Objetos de aprendizagem, Ensino superior.? The Information and Communication Technologies and the Development of Problem Based Learning Strategies on Higher Education in the Health AreaAbstractOur work aims to describe the process of design and implementation of Learning Objects to develop strategies for solving problems in a higher education Portuguese institution. We demonstrate a case study prepared under a "Computer and Information Systems" curricular unit of a health course, whose implementation methodology relied in Problem Based Learning. Framed in a model of teaching and learning supported the active participation of students and oriented towards problem solving through ICT, the use of the method of 3E allowed the development of Learning Objects and in line with the students' different information processes, ensuring the settled outcomes. Keywords: Information and communication technology, Teaching methodology, Learning objects, Higher education.

scholarly journals Informal Education Pedagogy Transcendence from the ‘Academy’ to Society in the Current and Post COVID Environment

2022 ◽  
Vol 12 (1) ◽  
pp. 37
Author(s):  
Ian David Jones ◽  
Geraldine Brady
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Professional Practice ◽  
Informal Education ◽  
Teaching And Learning ◽  
Education Institution ◽  
Teaching Methodology ◽  
Primary Method ◽  
Social Pedagogy ◽  
Practice Approach

The purpose of this paper is to consider the following two notions; (1) that the use of ‘informal education pedagogies’ within teaching and learning in the ‘academy’ can both support the learning process within the ‘classroom’ but also transcend to society via students; and (2) that synergies exist between informal education and social pedagogical concepts. The discussions are situated from the perspective of an experienced practitioner and academic who is currently teaching youth related degree courses within a Higher Education Institution. This experiential learning has informed knowledge acquisition, understanding and skills application from professional practice to the teaching environment. An experiential learning perspective will be the primary method adopted; the value of this paper lies in its potential to re-affirm that degree courses which embed a ‘practice the practice’ approach in their teaching methodology support the embedding of core values of the said discipline. The paper argues that the ethically value-based principles and practice of informal education pedagogy, and social pedagogy, are relevant for the current and post COVID-19 pandemic environment.

Professional community and student engagement in higher education: rethinking the contributions of professional staff

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yaw Owusu-Agyeman ◽  
Enna Moroeroe
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Professional Community ◽  
Professional Staff ◽  
Data Set ◽  
Content Type ◽  
Service Culture ◽  
The University

PurposeScholarly studies on student engagement are mostly focused on the perceptions of students and academic staff of higher education institutions (HEIs) with a few studies concentrating on the perspectives of professional staff. To address this knowledge gap, this paper aims to examine how professional staff who are members of a professional community perceive their contributions to enhancing student engagement in a university.Design/methodology/approachData for the current study were gathered using semi-structured face-to-face interviews among 41 professional staff who were purposively sampled from a public university in South Africa. The data gathered were analysed using thematic analysis that involved a process of identifying, analysing, organising, describing and reporting the themes that emerged from the data set.FindingsAn analysis of the narrative data revealed that when professional staff provide students with prompt feedback, support the development of their social and cultural capital and provide professional services in the area of teaching and learning, they foster student engagement in the university. However, the results showed that poor communication flow and delays in addressing students’ concerns could lead to student disengagement. The study further argues that through continuous interaction and shared norms and values among members of a professional community, a service culture can be developed to address possible professional knowledge and skills gaps that constrain quality service delivery.Originality/valueThe current paper contributes to the scholarly discourse on student engagement and professional community by showing that a service culture of engagement is developed among professional staff when they share ideas, collaborate and build competencies to enhance student engagement. Furthermore, the collaboration between professional staff and academics is important to addressing the academic issues that confront students in the university.

Developing teaching and learning methods to innovate the Italian context of Higher Education. The case of University of Padua

2016 ◽  
pp. 53-70
Author(s):  
Monica Fedeli ◽  
Anna Serbati ◽  
Edward W. Taylor
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Theoretical Framework ◽  
Learning Methods ◽  
Learning And Teaching ◽  
Academic Center ◽  
The University

This article looks at theories and practices related to faculty development and innovation in teaching and learning methods in Higher Education, in order to respond to the European 2020 Strategy, in which the High level group on the modernisation of higher education has been established, whose aim focuses on improving the quality of teaching and learning in Europe's higher education institutions (2013). The paper is framed within the context of the project PRODID (Preparazione alla professionalitŕ docente e innovazione didattica), funded by the University of Padova, Italy with the major goal of creating a permanent and effective academic center for research on learning and teaching and faculty development. The theoretical framework of PRODID is informed by constructivism and social constructivism, and the student centered approach, encouraging student-teacher partnerships as a dimension for faculty development and teaching and learning innovations. The University of Helsinki and Michigan State University are mentioned as relevant examples of organizational settings integrated in higher education institutions that offer a great variety of practices consistent with the chosen theoretical framework. They also offer the Italian program of University of Padova models for critical reflection in how their teaching strategies can be created and developed on the basis of this international experience. The final discussion aims to highlight the strategies adopted during the first year of the project, characterized by the Italian culture and revealing new insights and ideas to create an Italian model of teaching and learning center.

How are we to understand the ‘intercultural dimension’?

2007 ◽  
Vol 30 (1) ◽  
pp. 4.1-4.21 ◽  
Author(s):  
Jonathan Crichton ◽  
Angela Scarino
Keyword(s):  
Higher Education ◽  
Strategic Planning ◽  
Government Policy ◽  
Teaching And Learning ◽  
Student Mobility ◽  
South Australia ◽  
Educational Quality ◽  
Major Focus ◽  
Language And Culture ◽  
The University

The internationalisation of education has become a major focus of international, national and institutional attention, reflected in a substantial and expanding literature on how internationalisation is manifested, how it might be promoted, its implications for areas such as government policy, strategic planning and management, educational quality, student mobility, teaching and learning, and the place of language and culture in teaching and learning. There is also general agreement in the literature on the need for internationalisation to include an ‘intercultural dimension’. In this paper, we examine how we are to understand the ‘intercultural dimension’ in higher education. Our approach is based on an analysis of current constructions of this dimension, to argue that these constructions are neither individually nor in combination capable of meeting the challenge of internationalisation. Drawing on recent studies undertaken at the University of South Australia, we propose culture as ‘intercultural’ as an alternative construction.

Back to the Future

2019 ◽  
pp. 237-252
Author(s):  
Gabriele I.E. Strohschen
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Social Engagement ◽  
Teaching And Learning ◽  
Instructional Methods ◽  
Research Projects ◽  
Community Members ◽  
Community Stakeholders ◽  
The World ◽  
The University

This chapter corroborates competence-based and social-situational educational practices with the principles of Blended Shore Education (BSE) and Metagogy. These two theorems emerged from several action research projects that engaged Chicago community members, university students, and educators from around the world. The principles, tenets, and descriptions of applied instructional methods in the context of civic and social engagement projects demonstrate how teaching and learning praxes and curricula and program design can be achieved by and with the learners, by the university, and by the community stakeholders to result in relevant and meaningful education models in higher education.

Assessment of Challenges of Teaching and Learning Computer Programming in Tanzanian Higher Education

2019 ◽  
pp. 33-50
Author(s):  
Baraka M. Kagombe ◽  
Michael P. J. Mahenge ◽  
Sotco Claudius Komba ◽  
Safari Timothy Mafu ◽  
Camilius Aloyce Sanga
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
Prior Knowledge ◽  
Research Method ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Experiential Learning Theory ◽  
The University

This chapter emanates from a study which sought to investigate challenges of teaching and learning computer programming in higher education. The study was conducted at Sokoine University of Agriculture. The study had three specific objectives: first, to identify learners' prior knowledge on computer programming at the time of joining the university; second, to investigate learners' self-efficacy in computer programming course; the third objective was to evaluate the learning styles used by learners in the computer programming course. The study adopted a quantitative research method, grounded in experiential learning theory. The data was collected from respondents using questionnaires and the analysis of the data was done using statistical software. The findings indicate that inadequate computer laboratories, lack of competent staff in ICT-based instructional design, inadequate teaching and learning materials, and students' lack of prior knowledge on computer programming at the time of joining the university are the main challenges.

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