scholarly journals Deconstructing the Notion of ePortfolio as a ‘High Impact Practice’: A Self-Study and Comparative Analysis

2018 ◽  
Vol 9 (3) ◽  
Author(s):  
Robin A Mueller ◽  
Haboun Bair
Keyword(s):  
Comparative Analysis ◽  
Transformative Learning ◽  
Nous Avons ◽  
Best Practice ◽  
Research Literature ◽  
High Impact ◽  
Undergraduate Teaching ◽  
Self Study ◽  
Analyse Comparative ◽  
High Impact Practice

ePortfolio has become a popular pedagogical tool on the higher educational landscape, often referred to as a “high impact practice” that has the potential to generate transformative learning experiences. After reflecting on our educational development consultations and undergraduate teaching practices with ePortfolio, we identified areas of resonance with, and misalignment between, research literature and our experiences with implementation. We have conducted a self-study to capture the narratives of our experiences, and engaged in a comparative analysis of these narratives alongside ePortfolio best practice literature. We provide a comprehensive literature review, an overview of our narratives, and a discussion about the inconsistencies arising from our comparison. We conclude by offering some recommendations for application and suggestions for further inquiry. L’ePortfolio est devenu un outil pédagogique populaire sur la scène de l’enseignement supérieur, on en parle souvent comme d’une « pratique à fort impact » qui a le potentiel de générer des expériences d’apprentissage transformateur. Après avoir examiné nos consultations en matière de développement éducationnel et de pratiques d’enseignement au niveau du premier cycle avec emploi d’un ePortfolio, nous avons identifié des zones de résonnance ainsi que des dissonances par rapport à la recherche publiée et à nos expériences de mise en oeuvre. Nous avons mené une auto-évaluation afin de saisir les descriptions de nos expériences ainsi qu’une analyse comparative de ces descriptions côte à côte avec la documentation publiée sur les meilleures pratiques en matière d’ePortfolio. Nous présentons un examen complet de la documentation publiée, une vue d’ensemble de nos descriptions et une discussion sur les contradictions qui découlent de notre comparaison. En conclusion, nous offrons quelques recommandations concernant la mise en application ainsi que des suggestions pour un complément d’examen.

Making Undergraduate Research a Central Strategy in High-Impact Practice Reform: The PASSHE Journey

2015 ◽  
Vol 2015 (169) ◽  
pp. 61-71 ◽  
Author(s):  
James D. Moran III ◽  
Marilyn J. Wells ◽  
Angela Smith-Aumen
Keyword(s):  
Undergraduate Research ◽  
High Impact ◽  
High Impact Practice

scholarly journals The Effectiveness of a Formal Physical Education Curriculum on the Physical Ability of Children in a Preschool Context

2018 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Carol Boon Peng Loy-Ee ◽  
Patricia Mui Hoon Ng
Keyword(s):  
Physical Activity ◽  
Comparative Analysis ◽  
Physical Education ◽  
Experimental Design ◽  
Research Literature ◽  
Education Curriculum ◽  
The West ◽  
Physical Ability ◽  
Post Test ◽  
Quasi Experimental

Studies have pointed to the benefits of physical activity (PA), yet the level of PA participation among preschoolers islow. This in turn could have resulted in the limited research literature on the PA level or physical educationcurriculum (PEC) of preschool children. Those reviewed here are mostly from countries in the West, as those fromAsia are unavailable. To fill this gap, the present study was carried out to investigate the effectiveness of a formalPEC on the physical ability of a sample of five-year old children from several preschools in Singapore. Using aPhysical Ability Assessment (PAA) tool with five variables, a pre-test/post-test quasi-experimental design was usedto measure the effectiveness of the PEC with control and experimental groups for the comparative analysis. Theresults of the PAA are presented and the implications from the findings and analysis are discussed.

“Going Virtual Helped Me Learn That I Can Handle Everything”: Campus Magazine Production as a High Impact Practice During the COVID-19 Pandemic

2021 ◽  
pp. 107769582110232
Author(s):  
Zoe L. Lance ◽  
Chelsea J. Reynolds
Keyword(s):  
Empirical Evidence ◽  
High Impact ◽  
Theoretical Frameworks ◽  
Staff Members ◽  
Course Planning ◽  
Virtual Instruction ◽  
Professional Self ◽  
Working Media ◽  
High Impact Practice

This case study documents a large, 4-year university magazine’s transition to virtual instruction during the initial months of the COVID-19 pandemic. Using theoretical frameworks from Kuh’s work on high impact practices (HIPs), this analysis offers empirical evidence that virtual student newsrooms may provide impactful learning experiences during crisis situations. Based on interviews, surveys, and newsroom observation, 23 magazine staff members reported improvements in their professional self-efficacy as they overcame logistics challenges and interpersonal hurdles similar to working media professionals. The case study also identifies strengths and weaknesses of crisis pedagogy. Implications for post-pandemic pedagogy and course planning are discussed.

scholarly journals Evolution of mantis shrimp telson armour and its role in ritualized fighting

2019 ◽  
Vol 16 (157) ◽  
pp. 20190203 ◽  
Author(s):  
Jennifer R. A. Taylor ◽  
Nina I. Scott ◽  
Greg W. Rouse
Keyword(s):  
Comparative Analysis ◽  
Impact Resistance ◽  
High Impact ◽  
Mantis Shrimp ◽  
Impact Forces ◽  
Drop Tests ◽  
Impact Parameters ◽  
Ritualized Combat ◽  
Stiff Spring ◽  
The Impact

Mantis shrimp possess both formidable weapons and impact-resistant armour that clash during ritualized combat. The telson is one of few biological structures known to withstand the repeated high impact forces of smashing mantis shrimp strikes, and it is hypothesized that this pairing of armour and weapon is associated with the evolution of telson sparring. We carried out a comparative analysis of telson impact mechanics across 15 mantis shrimp species to assess if the telsons of sparring species (i) are consistently specialized for impact-resistance, (ii) are more impact-resistant than those of non-sparring species, and (iii) have impact parameters that correlate with body size, and thereby useful for assessment. Our data from ball drop tests show that the telsons of all species function like a stiff spring that dissipates most of the impact energy, but none of the measured impact parameters are correlated with the occurrence of sparring behaviour. Impact parameters were correlated with body mass for only some species, suggesting that it is not broadly useful for size assessment during ritualized fighting. Contrary to expectation, sparring mantis shrimp do not appear to have coevolved telson armour that is more robust to impact than non-sparring species. Rather, telson structure is inherently impact-resistant.

scholarly journals In search of a personal pedagogy: A Self-Study narrative on the use of Inquiry Based Learning by an early career lecturer

2020 ◽  
Vol 8 (1) ◽  
pp. 85-93
Author(s):  
Alexandra Louise Sewell
Keyword(s):  
Identity Formation ◽  
Teaching Practice ◽  
Teaching Method ◽  
Academic Identity ◽  
Research Literature ◽  
Early Career ◽  
First Year ◽  
Teaching Excellence ◽  
Inquiry Based Learning ◽  
Self Study

This paper presents a Self-Study of my quest for a personal pedagogy as a HE lecturer in my first year of teaching. I experimented with the application of Inquiry Based Learning as a teaching method of active learning pedagogy. The influence of the experiences of choice and implementation of Inquiry Based Learning on the development of my academic identity are explored. The paper is theoretically grounded in accounts of academic identity formation put forth by Jenkins (1996), Danielewicz and Yem (2014) and King et al. (2014). Themes of identity, arising from experiences of pedagogical choice and teaching practice, were a need for conformity versus a desire for individualism, theoretical knowledge and paradigm adherence, pragmatic constraints and student – lecturer relationship and confidence. These themes are discussed in relation to existing Inquiry Based Learning research literature. With the publication of the first Teaching Excellence Framework (TEF) published in 2017, the paper makes a timely addition to the discourse of new lecturer’s experiences and the often-challenging process of initial academic identity formation. It also offers research into the effects of Inquiry Based Learning for the lecturer, whereas the outcomes for students have been mostly examined by previous literature.   

scholarly journals Le Plan d’Intervention au Canada et en Europe : Une Analyse Comparative Entre Cinq Systèmes Scolaires

2019 ◽  
Vol 48 (1) ◽  
Author(s):  
Philippe Tremblay ◽  
Enkeleda Arapi ◽  
Nathalie Bélanger ◽  
Piercarlo Bocchi ◽  
Sabine Kahn ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Common Core ◽  
School Systems ◽  
Compulsory Schooling ◽  
Individualized Education ◽  
Students With Special Needs ◽  
Behavioural Difficulties ◽  
Teaching Interventions ◽  
Set Up ◽  
Analyse Comparative

In North America, as well as in Europe, most countries have included in their educational policies the possibility of an individualized educational project for students with special needs during their compulsory schooling. The tool used for this is mainly an individualized education plan (IEP) set up for students experiencing academic or behavioural difficulties at school. The purpose of this article is to take a comparative look at individualized education plans from five school systems: Quebec, Ontario, France, Belgium (Wallonia), and Switzerland (Ticino canton). A comparative analysis was conducted on the IEP frameworks from these school systems. This comparative analysis sheds light on the terminology, definitions, characteristics, and components of IEPs used in five European and Canadian school systems for students with difficulties. The results show that the terminology used is specific to each school system, but the importance of planning, integration, collaboration, coordination, teaching interventions/arrangements is highlighted in all these definitions. The analysis reveals differences in the components of the IEPs among the five school systems studied. However, IEP patterns revolve around a common core of 11 components.

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