Student Engagement in Co-designing and Co-teaching Cornerstone Course of EECS Design and Implementation at National Taiwan University

International higher education policies and literature have called for students and faculty to collaborate effectively in the co-designing and co-teaching of curricula. In the fall of 2017, the Department of Electrical Engineering of National Taiwan University launched the “Creative Cornerstone Course Design for ICT+ and Engineering Education” course, which is a co-design course, to engage higher division and graduate students in co-creating and co-teaching the curriculum of a “Cornerstone EECS Design and Implementation” freshman course, which was a cornerstone course to be conducted in the spring of 2018. This paper presents the educational practice and learning outcomes of the co-design course. The implementation of the co-design course involved the following activities: (a) project- and team-based learning approaches, (b) active student partnership with teachers for designing the cornerstone course curriculum, and (c) preparatory cultivation of the students as teaching assistants for co-teaching. Learning outcome analysis indicated that freshman students significantly benefited in terms of their self-exploration of ICT-related subjects, basic professional knowledge, operational techniques, and confidence in self-learning when the cornerstone course was developed through co-designing.+ICT: Information and Communication Technology

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Citizenship and Pluriculturalism Approaches of Teachers in the Hispanic and Japanese Contexts: Higher Education Research

Sustainability ◽

10.3390/su12083109 ◽

2020 ◽

Vol 12 (8) ◽

pp. 3109

Author(s):

Emilio José Delgado-Algarra ◽

Ignacio Aguaded ◽

César Bernal-Bravo ◽

Antonio Alejandro Lorca-Marín

Keyword(s):

Social Sciences ◽

Higher Education ◽

Comparative Approach ◽

Teaching Staff ◽

Education Policies ◽

Higher Education Policies ◽

Official Curriculum ◽

Liberal Citizenship ◽

Teaching Learning ◽

Key Aspects

Current higher education policies include several challenges, such as the academic internationalization of universities, mobility, and cultural plurality. Beyond the official curriculum, university educators have conceptions of citizenship and pluricultural competence. To understand the conceptions of educators on both topics in the Hispanic and Japanese contexts of higher education, this article presents a quantitative study involving a collaboration between a sample of education and social sciences teaching staff from universities in Spain and Japan. The CYASPS® (Citizenship and Plurilingual Social Actors in Higher Education) instrument and a categories system were designed for data collection and analysis with the support of SPSS (Statistical Package for the Social Sciences) software. Using a comparative approach, this study investigated the teaching staffs’ conceptions about citizenship and pluricultural teaching–learning environments, which focused on their views regarding different kinds of citizenship, citizens’ participation, and sources for the development of pluricultural competences. Based on a descriptive and factorial analysis, there were significant correlations between citizenship and pluricultural competence, with relevant connections between key aspects of pluricultural competence, including awareness of the rights from the liberal citizenship model, civic commitment of the republican citizenship model, and several elements of cosmopolitan and radical citizenship.

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Políticas tecnológicas para la educación: Caso QuitoEduca.net //Education Technology Policies: QuitoEduca.net Case Study.

Ciencia Unemi ◽

10.29076/issn.2528-7737vol12iss30.2019pp118-129p ◽

2019 ◽

Vol 12 (30) ◽

pp. 118-129

Author(s):

María Belén Albornoz-Barriga

Keyword(s):

Information And Communication Technologies ◽

Education Technology ◽

Communication Technologies ◽

Black Box ◽

Education Policies ◽

Information And Communication ◽

Decision Making Processes ◽

Teaching Learning ◽

Technology Policies

Este trabajo tiene por objeto analizar las relaciones entre tecnología y educación dentro de los procesos de toma de decisión sobre políticas tecnológicas para la educación. A través de un estudio de caso de TIC (tecnologías de información y comunicación) para la educación se cuestionan las relaciones artefactuales que se establecen entre dispositivos tecnológicos y prácticas de enseñanza-aprendizaje. En particular, cuando estas sirven de base para el diseño de políticas de educación apoyadas en componentes tecnológicos. En este trabajo se aplica el modelo analítico socio-técnico, derivado del campo de la construcción social de la tecnología, para estudiar cómo se formuló e implementó el proyecto municipal Quito.Educa.Net. Este artículo pretende abrir la caja negra de la tecnología y su presunta neutralidad y controvierte una versión determinista de la tecnología que parece haberse estabilizado en la relación TIC-educación. AbstractThe purpose of this paper is to analyze the relationships between technology and education within the decision-making processes on technology policies for education. Through a case study of ICT (information and communication technologies) for education, the artifactual relationships established between technological devices and teaching-learning practices are questioned. In particular, when these serve as a basis for the design of education policies supported by technological components. In this work, the socio-technical analytical model, derived from the field of social construction of technology, is applied to study how the municipal project Quito.Educa.Net was formulated and implemented. This article attempts to open the black box of technology and its presumed neutrality and controversies a deterministic version of technology that seems to have stabilized in the ICT-education relationship.

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"Characterization of ""tecnologías de la información y comunicación"" faculty of ""Universidad Tecnológica de la Selva"""

Journal of Systems and Educational Management ◽

10.35429/jsem.2019.18.6.24.32 ◽

2019 ◽

pp. 24-32

Author(s):

Xochitl Clemente-Parra ◽

Gilberto Abelino Trejo-Trejo ◽

Reynolds Bonifaz-Solórzano

Keyword(s):

Information And Communication Technologies ◽

Relevant Information ◽

Education Policies ◽

La Selva ◽

National Education ◽

Information And Communication ◽

Primary Focus ◽

Area Of Influence ◽

Teaching Learning ◽

The University

Currently, national education policies of coverage, quality and relevance impose challenges to higher education institutions. To face them, universities must place the curricular update, student motivation and improvement of the teaching-learning processes as primary focus of attention. To effectively transform these axes, it is necessary to have relevant information that allows to assertively guide decision making. Thus, this project characterizes the Information and Communication Technologies Division of the Universidad Tecnológica de la Selva through the analysis of information obtained from students and population of the area of influence, combined with the review of repositories indicators of official information. In this sense, this paper provides an instrument to evaluate students’ expectations and opinions regarding the teaching-learning process and incorporates an instrument aimed at the population of the area of influence to measure their level of knowledge of the University and the general opinion of it. This new aspect is relevant given that the population of the area of influence is the first promoter or detractor of the institution’s work due to its coexistence with the university community and it is not usually considered in this type of studies.

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Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽

2003 ◽

Author(s):

ME Herselman ◽

HR Hay

Keyword(s):

Higher Education ◽

South Africa ◽

Information And Communication Technologies ◽

Teaching And Learning ◽

Driving Forces ◽

Higher Education Institutions ◽

Communication Technologies ◽

Revolutionary Change ◽

Information And Communication ◽

Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

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A Study on Measures to Improve Liberal Education Policies, through an Analysis of their Conflict with other Higher Education Policies: the Case of South Korea

Asia-Pacific Journal of Educational Management Research ◽

10.21742/ajemr.2016.1.03 ◽

2016 ◽

Vol 1 (1) ◽

pp. 15-22

Author(s):

Soo-kyung Kim ◽

◽

Sook-Jeong Lee ◽

Keyword(s):

Higher Education ◽

South Korea ◽

Liberal Education ◽

Education Policies ◽

Higher Education Policies

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A Critical Analysis of the Higher Education Policies in Korea: From the State to the Market

The Journal of Humanities and Social sciences 21 ◽

10.22143/hss21.9.6.47 ◽

2018 ◽

Vol 9 (6) ◽

pp. 673-684

Author(s):

Hyena Kim

Keyword(s):

Higher Education ◽

Critical Analysis ◽

The State ◽

Education Policies ◽

Higher Education Policies

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Audience Response Software as a Learning Tool in University Courses

Education Sciences ◽

10.3390/educsci10120350 ◽

2020 ◽

Vol 10 (12) ◽

pp. 350

Author(s):

Ana María Díez-Pascual ◽

María Pilar García García Díaz

Keyword(s):

Mobile Devices ◽

Information And Communication Technologies ◽

Control Group ◽

Audience Response ◽

Multiple Choice Questions ◽

Positive Effects ◽

Frequency Of Use ◽

Questions And Answers ◽

Information And Communication ◽

Teaching Learning

The use of information and communication technologies (ICTs) has become a fundamental tool in all areas of today’s society, including higher education. Lessons cannot be envisaged without the use of tools such as computers, tablets or mobile devices. Many lecturers use audience response systems (ARS) to keep their classes engaged. ARS software allows teachers to interact with students via polls, text responses, or multiple-choice questions displayed via their mobile devices. A new example of the use of this type of devices in education is gamification, a technique that uses a set of activities with ludic character as a learning methodology in order to facilitate the acquisition of knowledge and competences. One of the most used gamification tools is Kahoot!, a free learning application based on a mixture of game and creativity, which encourages attention and participation of students through questions and answers formulated by the teacher and designed in a way that students respond via their mobile phones. This paper examines the use of Kahoot! in a subject belonging to the chemistry area. In order to assess the benefits of this tool, it was tested in a group of students to review the knowledge and skills acquired during the theoretical lessons prior to the exams, and the academic results were compared with those of a control group of students who did not use the tool. The results demonstrate that the use of Kahoot! led to an improvement in the teaching–learning process of the students and a noteworthy rise in their marks, and that its positive effects rise with increasing the frequency of use of this didactic tool.

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Design and implementation of college English multimedia aided teaching resources

International Journal of Electrical Engineering Education ◽

10.1177/0020720920983517 ◽

2021 ◽

pp. 002072092098351

Author(s):

Lin Hu ◽

Wei Yao

Keyword(s):

College Students ◽

Status Quo ◽

College English ◽

English Teaching ◽

Design And Implementation ◽

Multimedia Teaching ◽

The Status ◽

Assisted Instruction ◽

Self Learning ◽

Knowledge Classification

With the advancement of multimedia technology, a series of problems have emerged in the reform of college English teaching. How to use multimedia to assist college students in English learning has become a meaningful study. Multimedia-assisted instruction is a common method of teaching English. The design of multimedia-assisted English teaching resource software determines its development, management, evaluation and other aspects, so the design of multimedia platform plays a vital role in the effect of multimedia teaching. This paper will discuss the design and implementation of multimedia-assisted college English independent education resources from the perspective of knowledge classification. Through the content analysis, some problems exist in the design process of some college English multimedia teaching, and the status quo is analyzed. It also studies the difficulties of college students in the process of multimedia assisted learning, and how college students hope to design multimedia independent learning multimedia platform. Finally, the five knowledge classification learning theories of “listening, speaking, reading, writing and translating” can change the status quo, meet the needs of college students, and develop the knowledge of vocabulary, grammar and listening in college English. The design strategy of self-learning multimedia-assisted instruction and the design of college English self-learning multimedia teaching is briefly written.

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From digital citizen to digital professional

Kybernetes ◽

10.1108/k-07-2018-0390 ◽

2019 ◽

Vol 48 (7) ◽

pp. 1463-1477

Author(s):

Olga Marino ◽

Jaime Andres Gutierrez ◽

Sandra Aguirre

Keyword(s):

Information And Communication Technologies ◽

Communication Technologies ◽

Cutting Edge ◽

Case Study Methodology ◽

Content Type ◽

Innovative Strategy ◽

Global Issues ◽

Wide Range ◽

Information And Communication ◽

Teaching Learning

Purpose This paper aims to propose and evaluate a pedagogically sound and innovative strategy to teach a higher education course that prepares future professionals to intelligently use information and communication technologies (ICTs) in their personal and professional lives. Design/methodology/approach The conceptual framework used for the design of the course was the socio-constructivism and activity theories. The implementation of the course was evaluated using the intrinsic case study methodology by including several instruments. Findings The pedagogical strategy proposed proved to be sound, as the evaluation showed that students were able to describe, use and propose innovative uses of a wide range of cutting-edge technologies in their both everyday lives and professional settings; they also had the skills to analyse the opportunities and challenges that these presented. Moreover, students liked this innovative way of learning and ended with a positive attitude towards ICT. Originality/value Although several courses prepare students to be digital citizens or use ICT to enhance the teaching-learning process, millennials are ill prepared to use cutting-edge technologies in an innovative, responsible and critical way in their future professions. The course that was designed is original in that it goes beyond preparing digital citizens to prepare professionals in any domain to use ICT in an informed and responsible way. Moreover, it is a documented, successful example of an undergraduate universal course in a highly important current society dimension. The authors believe that its pedagogical proposal could be transferred to courses dealing with other global issues such as the environment, economy and peace.

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