scholarly journals Motivation-driven learning and teaching model for construction education

2013 ◽  
Vol 13 (1) ◽  
pp. 36-49 ◽  
Author(s):  
Imriyas Kamardeen
Keyword(s):  
Learning Experience ◽  
Teaching Quality ◽  
Course Delivery ◽  
First Year ◽  
Teaching Model ◽  
Motivation To Learn ◽  
Learning And Teaching ◽  
Construction Education ◽  
Improved Learning ◽  
Quality Learning

Quality learning outcomes are correlated with students’ motivation to learn. Lecturers need to design courses that enthuse, inspire and motivate their students. But, this is a fundamental challenge facing many lecturers. A new motivation-driven learning and teaching model was developed to help lecturers in this regard. Its operationalisation, implementation and evaluation were conducted in a first year course in Construction Management degree through action research. Study findings suggest that the new model can help lecturers to improve overall teaching quality and student learning experience as it facilitates effective course delivery, stimulation of student motivation to learn and improved learning support.

scholarly journals Critically Reflective Pedagogical Model: a Pragmatic Blueprint for Enhancing Learning and Teaching in Construction Disciplines

2015 ◽  
Vol 15 (4) ◽  
pp. 63-75
Author(s):  
Imriyas Kamardeen
Keyword(s):  
Reflective Practice ◽  
Effective Teachers ◽  
Teaching Practice ◽  
Learning Experience ◽  
Research Strategy ◽  
Second Phase ◽  
Pedagogical Model ◽  
Learning And Teaching ◽  
Improved Learning ◽  
Critically Reflective Practice

University lecturers who aspire to provide an improved learning experience for their students continually, and be recognised for high quality teaching should embrace a critically reflective practice. Nonetheless, developing as a reflective lecturer is challenging, although there are pedagogical literatures as general guidelines. This study introduces a new pedagogical model of critically reflective practice to simplify the efforts for lecturers and to shorten their journey to becoming effective teachers. A two-phased action research strategy was adopted for the development and validation of the new model. The first phase operationalised the Brookfield’s four-lens framework to create a reflective teaching practice model, which was then validated with a case study in the second phase. The model offers a pragmatic blueprint for lecturers to build a career with sustained quality of teaching, which in turn translates into improved learning experiences for students.

scholarly journals Design principles for heutagogical learning: Implementing student-determined learning with mobile and social media tools

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Vickel Narayan ◽  
Jan Herrington ◽  
Thom Cochrane
Keyword(s):  
Social Media ◽  
Mobile Devices ◽  
Learning Experience ◽  
Design Principles ◽  
First Year ◽  
Design Based Research ◽  
Learning And Teaching ◽  
Social Media Tools

Mobile and social media over the last decade has created significant shifts in society: how we communicate and collaborate, and in learning and teaching. This paper discusses a study that investigated how mobile social media tools and affordances could be harnessed to facilitate a student-determined learning experience (heutagogy). A design-based research (DBR) approach was utilised to analyse and investigate a set of draft design principles that was established in collaboration with a group of teachers and literature. The draft design principles guided the design of a first year course that was iteratively implemented and evaluated over 2 years with two different cohorts of students. As a key outcome of the DBR, a set of refined design principles is presented. These principles are capable of guiding other practitioners in designing and facilitating student-determined learning in authentic contexts using mobile devices, and social media affordances.

Impact Of Instructional Technology Inclusions In Course Delivery For Engineering And Business Education

2014 ◽  
Vol 1 (1) ◽  
pp. 443-448
Author(s):  
Rizwan Muhammad ◽  
Nisa Fakharun ◽  
Adeel Muhammad ◽  
Ramzan Muhammad ◽  
Lal Mohan Baral
Keyword(s):  
Instructional Technology ◽  
Blended Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Strategic Decision ◽  
Learning Technology ◽  
Learning And Teaching ◽  
Improved Learning

AbstractAs new technologies are emerging, new trends are also emerging in teaching and learning. Technology inclusion in teaching provides alternative ways to deliver education in pursuit of promoting learning. One of the innovative methods is Blended Learning (BL). This method incorporates both, the traditional Face-to-Face (F2F) instruction and Web-based distance learning method and it imparts an improved learning experience for the students. In this case study, BL models were adopted involving the teaching of two courses—business management and industrial manufacturing at University of Management and Technology (UMT) Lahore. In the models, students’ performance in terms of their liking threshold, were used as the output. The results revealed that instructional technology inclusion caused greater successes in terms of course acceptability by students. This showed an average improvement of 64% in the student performance. ICT or Information and Communication Technology have gained popularity in education sector. In the recent years the term “e-learning” has emerged as a result of the integration of ICT in the education field, but some pitfalls have been identified and this have led to the “Blended learning” phenomenon. The paper can provide directions for the future blended learning environment that may be opted by all the three main stakeholder student, tutors and institution to make strategic decision about the learning and teaching initiatives. The paper concludes that blended learning offers the most flexible and result oriented learning. This paper provides case studies of two of the BL courses including the mode of offering, content with assessment strategies for students to meet the learning outcomes of the courses in detail.

scholarly journals Evidence-Based Course Modification to Support Learner-Centered and Student-Driven Teaching in A Pandemic: Leveraging Digital and Physical Space for Accessible, Equitable, and Motivating Experiential Learning and Scientific Inquiry in A First-Year Biology Course

2021 ◽  
Vol 10 (7) ◽  
pp. 96
Author(s):  
Lisa Robertson ◽  
Elizabeth Porter ◽  
M. Alex Smith ◽  
Shoshanah Jacobs
Keyword(s):  
Experiential Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Physical Space ◽  
Virtual Space ◽  
Course Delivery ◽  
First Year ◽  
Evidence Based ◽  
Guiding Principle ◽  
Course Rigor

The COVID-19 pandemic posed, and continues to pose, many challenges to teaching and learning, most notably the need to pivot from traditional in-person course instruction and experiences to entirely virtual course delivery while maintaining course rigor and quality. Our guiding principle for course modification was the critical need for an equitable, accessible, engaging, and motivating learning experience for students that maintained the learning outcomes and objectives of the course in a fully virtual and digitized format. This paper illustrates the evidence-based approach that the instructional team of a first-year biology experiential learning course took in response to the need for instruction to occur in virtual space and time for the Fall 2020 (September to December 2020) semester.

Video-Game Creation as a Learning Experience for Teachers and Students

2009 ◽  
pp. 1257-1272
Author(s):  
Leanna Madill ◽  
Kathy Sanford
Keyword(s):  
Video Game ◽  
Learning Experience ◽  
School Setting ◽  
Literacy Skills ◽  
First Year ◽  
Conceptions Of Learning ◽  
Learning And Teaching ◽  
Powerful Learning ◽  
Teachers And Students ◽  
Learning Programming

This chapter explores changing conceptions of learning brought about by technological changes and opportunities and examines more closely the understanding of video game creation as a learning experience. Based on the first year of a three-year ethnographic research study of the educative value and potential of video games within a school setting, this chapter examines the powerful learning and teaching practises in classes of information technology and programming in which video game creation has been used as entry points into learning programming skills. Observations, interviews, and video recordings coupled with students’ articulation of their process were used to examine the depth of students’ learning and revealed the development of their multi-literacy skills, social skills, and their learning process awareness. Suggestions within this chapter include how a social constructivist classroom involving technology and popular culture can be developed and valued.

scholarly journals Setting The Standards For Sessional Staff: Quality Learning And Teaching

2013 ◽  
Vol 10 (3) ◽  
pp. 52-85
Author(s):  
Marina Harvey ◽  
Keyword(s):  
Teaching Quality ◽  
National Standards ◽  
New Paradigm ◽  
Learning And Teaching ◽  
Face To Face ◽  
Teaching Standards ◽  
The Face ◽  
Potential Strategy ◽  
Quality Learning

Across the Australian Higher Education sector a focus on quality is driving a new paradigm for learning and teaching: quality standards. One challenge is to engage all academics with this progress towards systematic quality enhancement and assurance. Sessional staff, who provide most of the face-to-face teaching in Australian universities, remain at the periphery of learning and teaching. Any development of standards must therefore proactively address the role of sessional staff in attaining and achieving quality learning and teaching. Building on seminal research on sessional staff, this paper argues the need for standards as a potential strategy for quality learning and teaching with sessional staff. The rationale for, and process of, developing national standards is outlined and the learning and teaching standards are introduced.

scholarly journals Critically Reflective Pedagogical Model: a Pragmatic Blueprint for Enhancing Learning and Teaching in Construction Disciplines

2015 ◽  
Vol 15 (4) ◽  
pp. 63
Author(s):  
Imriyas Kamardeen
Keyword(s):  
Reflective Practice ◽  
Effective Teachers ◽  
Teaching Practice ◽  
Learning Experience ◽  
Research Strategy ◽  
Second Phase ◽  
Pedagogical Model ◽  
Learning And Teaching ◽  
Improved Learning ◽  
Critically Reflective Practice

<p>University lecturers who aspire to provide an improved learning experience for their students continually, and be recognised for high quality teaching should embrace a critically reflective practice. Nonetheless, developing as a reflective lecturer is challenging, although there are pedagogical literatures as general guidelines. This study introduces a new pedagogical model of critically reflective practice to simplify the efforts for lecturers and to shorten their journey to becoming effective teachers. A two-phased action research strategy was adopted for the development and validation of the new model. The first phase operationalised the Brookfield’s four-lens framework to create a reflective teaching practice model, which was then validated with a case study in the second phase. The model offers a pragmatic blueprint for lecturers to build a career with sustained quality of teaching, which in turn translates into improved learning experiences for students.</p>

THE 1ST YEAR STUDENTS' READINESS FOR STUDIES: THE CASE OF THE FACULTY OF BIOLOGY AT UNIVERSITY OF LATVIA

2015 ◽  
Author(s):  
Rita Birzina ◽  
◽  
Dagnija Cedere ◽  
Keyword(s):  
Learning Experience ◽  
First Year ◽  
Motivation To Learn ◽  
Conceptions Of Learning ◽  
First Year Students ◽  
Open Questions ◽  
The University ◽  
Background Content ◽  
Previous Learning

The present article reveals the first year students’ readiness for studies in the context of three learning dimensions: content, incentive and interaction. The research was conducted during the implementation of first year study courses of the Bachelor programme at the Faculty of Biology of the University of Latvia. The qualitative data were obtained from students’ answers to open questions related to their conceptions of learning and factors, which influenced their readiness for studies at the Faculty of Biology. The gained results showed that students’ readiness for studies correlates with their science background content knowledge, their previous learning experience, which depends on the teacher and the motivation to learn. Key words: case study, learning dimension, readiness to study.

scholarly journals Video Essays: Curating and Transforming Film Education through Artistic Research

2020 ◽  
Vol 5 (2) ◽  
pp. 65-81
Author(s):  
Estrella Sendra ◽  
Keyword(s):  
Learning Experience ◽  
Assessment Method ◽  
First Year Experience ◽  
First Year ◽  
Learning And Teaching ◽  
Experience Teaching ◽  
Group I ◽  
Film Education ◽  
Working Together ◽  
The One

This article is dedicated to all my SOAS undergraduate and postgraduate class members of the academic year 2019-2020, Marguerite Culot, Maximilian Frederik, Umloda Emad Ibrahim, Mostafa Khattab, Ewa Kataryna Kiszelka, Alix Lafosse, Peiwen Li, Yuan Liao, Leen M. Fouad, Donovan Mathews, Ying Sang, Clara Katharina Von Harling, Hsueh Liang Wong, Jianbin Zhang, Cameron McGrath, Greta Alexandra Bassett, Harriet Louis Bessant Marsh, Samantha Carrick, Kim Eckersley, Alexander Hall, Christopher Stump, Ha Linh To, Inhe Yang and Jemima Presland. They were part of my first-year experience of implementing video essays as a creative assessment method. I am very grateful for their enthusiastic response to my invitation to create audiovisual criticism, and impressed by the quality of the work they produced. In their uncertainty lies my learning experience, the one that encourages me to keep engaging with this creative assessment method, and to produce them for various purposes. They have been my main partners in this collaborative task of working together towards finding some academic room for audiovisual criticism. They have been active participants in the learning and teaching of the study of film through film. My deepest gratitude also to all those colleagues who have been great sources of inspiration and supportive of my creative initiatives, starting from Prof Lindiwe Dovey. Many thanks to her and the whole Screen Worlds Team. I am so grateful to fellow colleagues at the School of Arts in SOAS, such as Prof Shane McCausland, who enthusiastically embraced and shared my interest in recursion, Dr Caspar Melville, Prof Lucy Duran, and Dr Morgan Davies, who welcomed me to a sonic discussion to share my experience teaching (or rather, being taught) video essays. I further thank the SOAS Decolonising Working Group. I am also grateful to Bartolomeo Meletti, for his eagerness to join me in the challenging endeavour of creating a guide to make video essays. Finally, I would like to thank the anonymous peer reviewer of this article, for their thorough feedback and generous engagement with my work.

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