scholarly journals Editorial 13.1

2016 ◽  
Vol 13 (1) ◽  
pp. 2-3
Author(s):  
Romy Lawson ◽  
Keyword(s):  
Higher Education ◽  
Guest Editor ◽  
Teaching Practice ◽  
Academic Development ◽  
Learning And Teaching ◽  
The Future

In this first editorial of 2016 I have some exciting news to share with the readership. Firstly the journal has recently been accepted for inclusion in Scopus, with the increase in citations from the journal being mentioned as noteworthy. Thanks goes to Dr Alisa Percy for her work on helping the journal gain this recognition, as well acknowledgement to previous editors. Secondly this year we shall be publishing two special issues in addition to the three regular releases: Reflection for Learning in Higher Education, Guest Editor Dr Marina Harvey (April, 2016) Dystopia or Utopia: Emerging Visions for the Future of Learning and Teaching Practice in collaboration with the Council of Australian Directors of Academic Development (CADAD) (September, 2016)

scholarly journals JUTLP Special CADAD Issue 13.4 Editorial

2016 ◽  
Vol 13 (4) ◽  
pp. 2-3
Author(s):  
Kevin Ashford-Rowe
Keyword(s):  
Teaching Practice ◽  
Academic Development ◽  
Special Issue ◽  
Great Pleasure ◽  
Learning And Teaching ◽  
The Future

It gives me great pleasure in writing this first editorial for this Council of Australian Directors of Academic Development (CADAD) Special Issue for the Journal of Teaching & Learning Practice: Dystopia or Utopia: Emerging Visions for the Future of Learning and Teaching Practice. The issue looks at the future of learning and teaching in HE, examining both the exciting prospects as well as the more challenging aspects that we are likely to be facing as we move forward. As President of CADAD I can say that I have seen a substantial amount of changes in the sector that have impacted on how universities both think about and support learning and teaching.

scholarly journals Editorial: The cross-cultural effects of COVID-19 on higher education learning and teaching practice

2021 ◽  
Vol 18 (5) ◽  
Author(s):  
Joseph Crawford ◽  
◽  
Martin Andrew ◽  
Jurgen Rudolph ◽  
Karima Lalani ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Good Practice ◽  
Special Issue ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Local Case ◽  
The Future ◽  
Novel Coronavirus ◽  
The University

The novel coronavirus pandemic (COVID-19) that began in the late part of 2019 in Wuhan, China has created significant challenges for higher education. Since the inception of COVID-19 research and practice in the higher education discipline, there has continued to be a focus on exploring its effects in localised contexts. The place-based context, while useful in enhancing individual practice, limits the potential to examine the pandemic from a broader lens. There are for many of us, shared examples of good practice that can serve to collectively improve the higher education sector during and beyond the pandemic. This Special Issue came about as an effort to reinvigorate collaboration across jurisdictional boundaries in a discipline environment characterised by exponential growth in local case studies. This Editorial explores the role that we can play in supporting collaboration among researchers as both a process and end-product to support innovation in the university learning and teaching domain. We believe this Special Issue provides a curated cornerstone for the future of COVID-19 in higher education research. This work, contributed from each corner of the globe seeks to understand not just what is occurring now, but what might occur in the future. We find inspiration in the manuscripts within this Special Issue as they provide innovative responses to the pandemic and opportunities for us to collectively grow to better support academics, students, employers, and communities. We hope you find benefit in progressing through this knowledge dissemination project.

From the Guest Editors: Canadian Perspectives on and Applications of Applied Sociology

2021 ◽  
pp. 193672442110021
Author(s):  
Emily Milne ◽  
Sara J. Cumming
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Education Sector ◽  
Public Confidence ◽  
Applied Sociology ◽  
Application Research ◽  
Special Issue ◽  
The Future ◽  
Sociological Approaches

Public confidence and trust in higher education has declined (Johnson and Peifer 2017) and the future of the higher education sector has been questioned (AGB 2020). More specifically, the discipline of sociology is considered to be in “crisis” and applied sociological approaches are offered as a solution (Graizbord 2019; Weinstein 1997). The purpose of this introduction article as well as the broader special issue is to explore the nature and state of applied sociology in Canada. With a collection of seven articles authored by Canadian sociologists on topics including application research, reflections on process, and teaching practice, this special issue provides a platform to discuss and showcase the distinct nature and contributions of applied sociology in Canada as well as highlight the work of Canadian applied sociologists.

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

scholarly journals Do LEGO® Models Aid Reflection in Learning and Teaching Practice?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Chrissi Nerantzi ◽  
Craig Scott Despard
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Good Practice ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Good Assessment ◽  
The University ◽  
Assessment Strategies ◽  
The Impact

In this paper we describe the use of LEGO® models within assessment of the Postgraduate Certificate in Academic Practice (PGCAP) offered at the University of Salford. Within the context of the PGCAP, we model innovative and contextualised assessment strategies for and of learning. We challenge our students, who are teachers in higher education (HE), to think and rethink the assessment they are using with their own students. We help them develop a deeper understanding and experience of good assessment and feedback practice in a wider context while they are assessed as students on the PGCAP. We report on an evaluation of how the LEGO® model activity was used with a cohort of students in the context of the professional discussion assessment. We share the impact it had on reflection and the assessment experience and make recommendations for good practice.

scholarly journals Examining the five-stage e-moderating model: designed and emergent practice in the learning technology profession

2003 ◽  
Vol 11 (1) ◽  
Author(s):  
Bernard Lisewski ◽  
Paul Joyce
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Knowledge Base ◽  
Teaching Practice ◽  
Learning Technology ◽  
Learning And Teaching ◽  
Technology Practice ◽  
Technology Profession

This paper highlights the need for learning technologists to establish their 'academic legitimacy' within the complexities of online learning and teaching practice. Frameworks such as the 'five stage e-moderating model' can be useful in developing the knowledge base but there are dangers in them becoming too reified within an increasingly commodified higher education (HE) environment. The paper calls for greater professional reflexivity and contestation within learning technology practice and concludes by inviting the ALT-J readership to engage in a critical debate with regard to these issues.DOI:10.1080/0968776030110106

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

Learning analytics performance improvement design (LAPID) in higher education: Framework and concerns

2019 ◽  
Vol 7 (2) ◽  
pp. 41-55 ◽  
Author(s):  
Amir Winer ◽  
Nitza Geri
Keyword(s):  
Higher Education ◽  
Performance Improvement ◽  
Learning Analytics ◽  
Teaching Practice ◽  
Learning And Teaching ◽  
Big Data Technologies ◽  
Pedagogical Intent ◽  
Visual Description ◽  
Context Specific ◽  
Visualization Techniques

Learning Analytics Dashboards (LAD) promise to disrupt the Higher Education (HE) teaching practice. Current LAD research portrays a near future of e-teaching, empowered with the ability to predict dropouts, to validate timely pedagogical interventions and to close the instructional design loop. These dashboards utilize machine learning, big data technologies, sophisticated artificial intelligence (AI) algorithms, and interactive visualization techniques. However, alongside with the desired impact, research is raising significant ethical concerns, context-specific limitations and difficulties to design multipurpose solutions. We revisit the practice of managing by the numbers and the theoretical origins of dashboards within management as a call to reevaluate the “datafication” of learning environments. More specifically, we highlight potential risks of using predictive dashboards as black boxes to instrumentalize and reduce learning and teaching to what we call “teaching by the numbers”. Instead, we suggest guidelines for teachers’ LAD design, that support the visual description of actual learning, based on teachers’ prescriptive pedagogical intent. We conclude with a new user-driven framework for future LAD research that supports a Learning Analytics Performance Improvement Design (LAPID).

“Sell Your Bargains” or Playing a Mixed-Reality Game to Spice-Up Teaching in Higher Education

2013 ◽  
pp. 131-145
Author(s):  
Chrissi Nerantzi
Keyword(s):  
Higher Education ◽  
Mixed Reality ◽  
Learning Experience ◽  
Academic Development ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Virtual Spaces ◽  
Creative Experience ◽  
Teaching In Higher Education

This case study relates to a mixed-reality game that has been developed and used by the author in the area of Academic Development and specifically within the Learning and Teaching in Higher Education (LTHE) module of the Postgraduate Certificate in Academic Practice (PGCAP). The game aims to provide a highly immersive learning experience to the players and opportunities to enhance their teaching in more creative ways as a result of their engagement and participation. The author shares details about this mixed-reality game and the pedagogical rationale on which it is based with other practitioners. The following also explores how this approach could be adapted and used in different learning and teaching contexts to transform learning in Higher Education into a more playful and creative experience which has potentially the power to motivate and connect individuals and teams combining physical and virtual spaces.

scholarly journals The design of an empirical cross-boundary collaborative open learning framework

Open Praxis ◽  
2018 ◽  
Vol 10 (4) ◽  
pp. 325 ◽  
Author(s):  
Chrissi Nerantzi
Keyword(s):  
Higher Education ◽  
Lived Experience ◽  
Academic Staff ◽  
Academic Development ◽  
Learning Approaches ◽  
Open Learning ◽  
Collective Case Study ◽  
Learning And Teaching ◽  
Individual Interviews ◽  
Learning Framework

This paper reports on the design and development of an empirical cross-boundary, collaborative open learning framework for cross-institutional academic development. The framework is one of the key outputs of a phenomenographic study into the lived experience of open learners in two open cross-institutional courses. Data was collected through individual interviews from 22 study participants from two courses that made up a collective case study. These courses were offered by UK higher education institutions in collaboration with informal partners nationally and internationally and were selected as these had different collaborative learning features built-in that could be explored. Course participants in these two courses include academic staff who teach or support learning and further open learners. The empirical design framework is proposed to support the development and implementation of cross-boundary collaborative open learning approaches within cross-institutional academic development and may also be useful in further learning and teaching settings in higher education.

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