scholarly journals Communication Idol: Using popular culture to catalyse active learning by engaging students in the development of entertaining teaching and learning resources

2016 ◽  
Vol 13 (5) ◽  
pp. 24-40
Author(s):  
Tinashe Dune ◽  
◽  
John Bidewell ◽  
Rubab Firdaus ◽  
Morwenna Kirwan ◽  
...  
Keyword(s):  
Popular Culture ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Learning Experience ◽  
Learning Task ◽  
Health Science ◽  
Peer Ratings ◽  
Teaching Innovation ◽  
Learning And Teaching ◽  
Professional Health

Bringing popular culture to tertiary education can potentially increase student engagement with learning tasks and content, especially when the learning task has students producing the content. Using a singlegroup intervention plus post-test design, this study implemented and evaluated a purposely developed learning and teaching innovation capitalising on popular and consumer culture to promote active over passive learning in a large, interprofessional health science unit. Students were invited to develop educational video presentations in a friendly competition based on high-rating television musical and vocal talent quests, with cash prizes based on peer ratings, this being the intervention. From a cohort of 569 students in 12 undergraduate allied health programs, 14 students in seven teams of 1 to 3 students produced seven, high-quality videos about communication in professional health practice, and recorded their experiences of doing so. Ratings showed the majority found the process fun (85%) and instructive (64%), with 29% finding the task harder than expected. The prospect of prizes along with intrinsic motivators were reasons for producing a video. A further 285 students viewed the productions and for extra marks completed evaluation of the videos’ educational value. Videos were perceived as an educationally valuable yet entertaining way to engage unit content. Producers of videos rated the teaching and learning experience significantly more positively than students not involved in production. Qualitative analysis of open-ended responses supported relevant numerical findings. Barriers to producing videos were identified as time, resources, confidence and lack of a team. Results should encourage educators contemplating similar initiatives. The project highlights benefits of harnessing popular genres with which students identify, to encourage involvement in producing educationally justifiable content that rewards both performer and audience. The project shows how learning content and tasks created and presented in familiar and entertaining formats can catalyse students’ agentic engagement in tertiary curricula.

scholarly journals Editorial: TEN STARS Special Issue

2019 ◽  
Vol 10 (1) ◽  
pp. 1-6
Author(s):  
Shelley Kinash ◽  
Trina Jorre de St Jorre
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Learning Experience ◽  
Professional Associations ◽  
Special Issue ◽  
Learning And Teaching ◽  
Graduate Employability ◽  
Key Stakeholders ◽  
Growing Body ◽  
Professional Practitioners

This special issue was produced by the TEN-STARS network, an international network of tertiary staff, students, graduates and employers dedicated to furthering research and practice related to graduate employability. The Employability Network, was formed at the 2018 STARS conference (www.unistars.org) in response to shared interests that are very much aligned to those of the Journal of Learning and Teaching for Graduate Employability. It is therefore with great pleasure that we introduce the Journal’s first special issue, which is also the network’s first collaborative output.The first issue of the Journal of Teaching and Learning for Graduate Employability was published in 2010, ‘as a forum for fostering interdisciplinary dialogue among researchers, teacher scholars, careers staff and industry and professional practitioners concerned about graduate employability’ (Quin, 2010). Almost ten years on, dialogue among those key stakeholders is no less important, and assuring graduate employability remains a challenge that spans international contexts. In fact, with growing global uncertainty related to rapid technological developments and the changing world of work, alongside other equally concerning social and political disruptions, the preparation of graduates to face uncertainty in and beyond the workforce is arguably more important than ever (Oliver & Jorre de St Jorre, 2018). Fortunately, thanks to the dedication of many, and platforms such as this Journal, there is now an expansive and growing body of research and evidence based practice that can be drawn upon - to design, question, and redesign - teaching and learning for graduate employability.Universities and academics are often at the centre of discourse about graduate employability, but in reality, concerns and responsibilities are shared more broadly amongst: leaders of tertiary institutions (university and non-university providers); academics in and beyond traditional faculty roles; and other staff who contribute to the student experience and graduate outcomes through diverse roles (such as those that contribute to career learning services, learning design, and student support, to name just a few). Students, graduates, employers and professional associations, as well as government and quality assurance agencies, are also key stakeholders, whose influence and perspectives are essential to developing effective strategies (Kinash, Crane, Judd, & Knight, 2015; Kinash, et al., 2015). With this in mind, the TEN-STARS network was convened by Professor Shelley Kinash, to encourage and support collaboration between all those interested in continuing to discuss, inform, and influence graduate employability. This special issue, was conceived as a way of sharing some of the network’s diverse and collective expertise with a broader audience, who are also invited to become part of our network (https://tenstars.graduateemployability.com/).All of the papers in this TEN STARS Special Issue are empirical, theoretically grounded and richly informed by the growing body of published employability literature. The roles and experience of our contributing authors are diverse, as are their research questions, methods and methodologies. However, all of the inquiries shared have been designed to impact graduate employability, so they are all contextualised to tertiary education, and provide recommendations for further research and efficacious practice related to learning and teaching for employability. Importantly, none of the approaches examined are bolt-ons (requiring already busy students to do more). Rather, authors have focussed on deeply considered approaches to designing and refining the tertiary educational experience, so that employability and careers perspectives are embedded in the student learning experience, and deeply contextualised to disciplines.

A Discussion With Sandy O’Sullivan About Key Issues for the Australian Indigenous Studies Learning and Teaching Network

2014 ◽  
Vol 43 (1) ◽  
pp. 52-57
Author(s):  
Katelyn Barney
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Indigenous Studies ◽  
Tertiary Level ◽  
Important Work ◽  
Learning And Teaching ◽  
The Future ◽  
Key Issues

This article takes the form of an interview with Sandy O’Sullivan, who is a partner on the Australian Indigenous Studies Learning and Teaching Network, about key issues that have arisen through Network discussions. She is a Wiradjuri woman and a Senior Aboriginal researcher at the Batchelor Institute of Indigenous Tertiary Education. O’Sullivan emphasises the strengths of the Network and difficulties the Network participants have had in defining ‘Indigenous Studies’. She also discusses the important work for the Network to do into the future, to continue to strengthen relationships between educators and improve teaching and learning of Indigenous Studies at tertiary level.

scholarly journals An Approach for Pronunciation Classification of Classical Arabic Phonemes Using Deep Learning

2021 ◽  
Vol 12 (1) ◽  
pp. 238
Author(s):  
Amna Asif ◽  
Hamid Mukhtar ◽  
Fatimah Alqadheeb ◽  
Hafiz Farooq Ahmad ◽  
Abdulaziz Alhumam
Keyword(s):  
Speech Processing ◽  
Network Architecture ◽  
Teaching And Learning ◽  
Learning Task ◽  
Fine Tuning ◽  
Correct Identification ◽  
Learning And Teaching ◽  
Short Vowels ◽  
Modern Learning ◽  
Classical Arabic

A mispronunciation of Arabic short vowels can change the meaning of a complete sentence. For this reason, both the students and teachers of Classical Arabic (CA) are required extra practice for correcting students’ pronunciation of Arabic short vowels. That makes the teaching and learning task cumbersome for both parties. An intelligent process of students’ evaluation can make learning and teaching easier for both students and teachers. Given that online learning has become a norm these days, modern learning requires assessment by virtual teachers. In our case, the task is about recognizing the exact pronunciation of Arabic alphabets according to the standards. A major challenge in the recognition of precise pronunciation of Arabic alphabets is the correct identification of a large number of short vowels, which cannot be dealt with using traditional statistical audio processing techniques and machine learning models. Therefore, we developed a model that classifies Arabic short vowels using Deep Neural Networks (DNN). The model is constructed from scratch by: (i) collecting a new audio dataset, (ii) developing a neural network architecture, and (iii) optimizing and fine-tuning the developed model through several iterations to achieve high classification accuracy. Given a set of unseen audio samples of uttered short vowels, our proposed model has reached the testing accuracy of 95.77%. We can say that our results can be used by the experts and researchers for building better intelligent learning support systems in Arabic speech processing.

scholarly journals The links between technology and principles of language teaching and learning: theoretical and practical insights

2020 ◽  
Vol 14 ◽  
pp. 718-726
Author(s):  
Turki Alsolami ◽  
Nashwa Saaty
Keyword(s):  
Language Learning ◽  
Significant Role ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Integration Of Technology ◽  
Teaching Instruction

The paper examines the integration of technology into various language learning aspects, mainly how technology can enhance language learning and teaching. The focus is on selected studies that highlight the significant role of technology in promoting higher levels of motivation, enhancing language input, contextualizing the language learning process through access to various cultural materials, improving learners’ L2 attitudes and enhancing better language teaching instruction.  In examining these areas, we hope to provide pedagogical insights that would help practitioners and curriculum developers to utilize technology in an effective way to promote a better language learning experience. 

scholarly journals Jezik in turizem, Language and Tourism, Sprache und Tourismus

2021 ◽  
Author(s):  
Mojca Kompara Lukančič
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Writing Skills ◽  
Minority Languages ◽  
Minority Communities ◽  
Learning And Teaching ◽  
Personal Names ◽  
Tourism Websites ◽  
Learning Language

In the monograph ten scientific chapters oriented towards language for tourism that span from language learning and teaching, to lexicography, minority languages, and selected linguistic concepts are presented. Among them is the analyses of the features of the Slovene LSP Dictionary of Tourism, the question of minority communities and their tourism websites, the collocation strength and contrastive analyses of adjective-noun collocations, the concept of movement in tertiary education, the analyses of Slovene –German translations of chosen online menus, the tourist web resources as part of the L2 classroom, the connection of linguistic landscapes with tourism, writing skills in English for Tourism, local language variants of personal names, and teaching and learning language for special purposes during the COVID-19 pandemic.

Drawbacks of remote teaching and learning assessment of medical and health science students during the COVID-19 pandemic: Future perspectives and recommendations

2020 ◽  
Vol 11 (SPL1) ◽  
pp. 1405-1410
Author(s):  
Badr F. Al-Khateeb ◽  
Majid Alsalamah ◽  
Saeed Mastour Alshahrani ◽  
Khadijah Angawi ◽  
Hend M. Al-Atif ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Health Science ◽  
Learning Assessment ◽  
Science Students ◽  
Future Perspectives ◽  
Learning And Teaching ◽  
Turn On ◽  
Health Sciences Students ◽  
Almost All ◽  
Remote Learning

Almost all universities or colleges have diverted to online learning and teaching modalities due to COVID-19 pandemic. Adaptation of remote learning might not be equally beneficial for all students. We have provided an opinion about how remote learning might become an opportunity for dishonest students and future perspectives for such students. Medical students, who do not take their studies seriously might take this remote learning as an opportunity and use the short cuts to pass their exams because they can easily cheat online in the assignments and exams. Therefore, teaching institutions should develop some strategies to equally assess medical and health sciences students to ensure transparency, justice, and credibility. Conducting oral exams along with the written exams, encouraging students to participate online, asking students to turn on their videos if feasible, and developing a mechanism where these students can explain their work to the teacher can help to overcome challenges.

Facebook or Faceblock

2010 ◽  
pp. 284-300 ◽  
Author(s):  
Peter D. Duffy
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Student Learning ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Learning Experience ◽  
Learning Approaches ◽  
Academic Courses ◽  
Social Networking Website

This chapter presents an introduction to an overview of the rise of social networking platforms, systems, and tools within tertiary education, through an analysis and exploration of one such platform, namely the popular social networking website Facebook. Social networking sites, like other Web 2.0 services, emphasize online socialization, collaboration, user-driven content generation, and sharing among users. They enable different forms of pedagogy equally as they disable and challenge more traditional teaching and learning approaches within tertiary education. In this chapter, various criticisms, challenges, and concerns in relation to the incorporation of the new tools within the student learning experience are explored. The chapter seeks to illuminate some of the educational possibilities of incorporating Web 2.0 social network structures provided by websites such as Facebook into academic courses, and to offer suggestions for effectively leveraging these emergent social networks to enhance the student learning experience.

The Scholarship of Learning and Teaching in the Dynamic Discipline of Pharmacology and Chemistry

2018 ◽  
pp. 12-36
Author(s):  
Abdullah Karaksha
Keyword(s):  
Teaching And Learning ◽  
Chemistry Education ◽  
Adverse Drug Events ◽  
Learning Experience ◽  
Rapid Expansion ◽  
Learning And Teaching ◽  
Curriculum Review ◽  
United States Food ◽  
Approved Drugs ◽  
Teaching Learning

The scholarship of learning and teaching (SoLT) involves research into practices of teaching, learning, and curriculum. SoLT's main principle is that effective teachers in higher education should engage in scholarly teaching practices as a matter of course by staying in touch with the latest research developments in their discipline, integrating these developments into their curriculum, and routinely gathering and using student feedback to guide curriculum review and improvement. SoLT research focuses on understanding student learning in order to improve the teaching and learning experience for participants. SoLT principles are particularly important in pharmacology and chemistry education because they entail rich content that is rapidly changing. Over the years, the discipline of pharmacology has undergone rapid expansion and advancement: the number of United States Food and Drug Administration-approved drugs has increased exponentially, patients have become more educated, and our knowledge of the mechanisms underlying many adverse drug events and interactions has evolved.

Technological Advances and Teaching Innovation Applied to Health Science Education

2015 ◽  
pp. 95-100
Author(s):  
Juan A. Juanes ◽  
Pablo Ruisoto
Keyword(s):  
Science Education ◽  
Learning Process ◽  
Information Exchange ◽  
Teaching And Learning ◽  
Medical Science ◽  
Health Science ◽  
Teaching Innovation ◽  
Technological Advances ◽  
Health Science Education ◽  
Teachers And Students

The objective of this special issue under the title “Technological advances and teaching innovation applied to health science education” is to improve health science education, to encourage the information exchange and dissemination regarding different training aspects in medical science. Technological procedures in teaching entail an important adequacy and teaching content analysis to transmit and be acquired by students, as well as their careful presentation so that the message and knowledge reach the student more effectively. Due to this, the design of technological applications is very important so that is becomes attractive to the user, and the time spent in the learning process helps optimize it and facilitate its knowledge. The authors will introduce, to teachers and researchers, current technological application tools and their possibilities in education; providing complementary training elements that help improve the teaching and learning process in health sciences. How these application of computer technologies in education broadens the action and intercommunication possibilities between teachers and students, allowing access to new means of exploration and representation, together with new ways to access knowledge through diverse types of tools: powerful body structure visualization, multimedia imagery, computer simulations, stereoscopic visualization, virtual and augmented reality techniques, computer platforms for resource and document storage and mobile devices will be further discussed.

Impact of Learner-Centred Teaching Environment with the Use of Multimedia-mediated Learning Modules in Improving Learning Experience

2014 ◽  
Vol 68 (2) ◽  
Author(s):  
Yap Wei Li ◽  
Neo Mai ◽  
Neo Tse-Kian
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Learning Experience ◽  
Independent Learning ◽  
Mixed Method Research ◽  
Mediated Learning ◽  
Teaching Environment ◽  
Learning Module ◽  
Outcome Based Education

Malaysian tertiary education is still very much practicing the traditional teaching and learning approach. There had been a push by the Ministry of Education in Malaysia to move towards outcome-based education. Technology can be used to facilitate teaching and learning process moving towards outcome-based education. The use of technology can help forming learner-centred teaching environment where in this research students were exposed to online learning environment through the Internet platform and it was also known as a self-directed learning environment. Besides online platform, multimedia technology can be used to help enhance students’ learning experience by motivating them to learn. This research allowed students to have independent learning using multimedia learning module. With the aid of technology used in education, learner-centred teaching could be formed. Learner-centred teaching allowed the focus to be shifted from lecturers to students, and then learner understanding and motivation would be improved. This research was conducted using mixed-method research design. Results from pre/post-tests, survey and students’ comments were triangulated and indicated that learner-centred teaching environment with the use of multimedia-mediated learning module contributed in improving learner motivation compared to teacher-centred teaching environment. This research supported the benefits of shifting from teacher-centred teaching to learner-centred teaching environment.

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