scholarly journals Integrative learning approach in ESP/ELP: Theoretical framework of intradisciplinary, multidisciplinary, interdisciplinary, and transdisciplinary integration

2020 ◽  
Vol 59 (88) ◽  
pp. 179-198
Author(s):  
Gordana Ignjatović
Keyword(s):  
Conceptual Framework ◽  
Curriculum Design ◽  
Course Design ◽  
Tertiary Education ◽  
Legal Education ◽  
Authentic Learning ◽  
Theoretical Framework ◽  
Learning Approach ◽  
Integrative Learning ◽  
Structural Framework

In English for Specific Purposes (ESP), Integrative Learning has been used in many contexts as a conceptual and structural framework for designing holistic and authentic learning experiences. This approach encompasses many intradisciplinary, multidisciplinary, interdisciplinary and transdisciplinary perspectives. Given the prominent role of English for Legal Purposes (ELP) or Legal English (LE) in legal education, this article explores the theoretical framework of Integrative Learning approach to ELP/LE curriculum design for academic and professional purposes in tertiary education. The first part of the paper presents the conceptual framework of Integrative Learning in contemporary education, legal education and ESP/ELP instruction. The second part examines the conceptual framework and tenets of different (intra/multi/inter/transdisciplinary) approaches to curriculum design. The third part reviews the tenets of the integrated curriculum, as a structural framework for integration of these diverse perspectives, focusing on the major challenges and multidimensional alignments in ELP/LE course design. As integrative learning offers viable solutions for authentic learning in various academic/professional contexts, the paper aims to encourage cooperation in developing integrated law-andlanguage programs and promoting interdisciplinary and transdisciplinary legal education.

scholarly journals The Potential of Capstone Learning Experiences in addressing perceived Shortcomings in LLB Training in South Africa

2017 ◽  
Vol 17 (4) ◽  
pp. 1390
Author(s):  
Geo Quinot ◽  
SP Van Tonder
Keyword(s):  
South Africa ◽  
Curriculum Design ◽  
Course Design ◽  
Legal Education ◽  
Learning Experiences ◽  
The United States ◽  
Design Element ◽  
Holistic View ◽  
Capstone Course ◽  
Capstone Courses

Current debates about legal education in South Africa have revealed the perception that the LLB curriculum does not adequately integrate various outcomes, in particular outcomes relating to the development of skills in communication, problem solving, ethics, and in general a holistic view of the law in practice. One mechanism that has been mooted as a potential remedy to this situation is capstone courses, which will consolidate and integrate the four years of study in the final year and build a bridge to the world of practice. A literature review on capstone courses and learning experiences (collectively referred to as capstones) indicates that these curriculum devices as modes of instruction offer particular pedagogical advantages. These include inculcating a strong perception of coherence across the curriculum and hence discipline in students, providing the opportunity for students to reflect on their learning during the course of the entire programme, creating an opportunity to engage with the complexity of law and legal practice, and guiding students through the transition from university to professional identity. An empirical analysis of the modes of instruction used in LLB curricula at 13 South African law faculties/schools indicates that there are six categories of existing modules or learning experiences that already exhibit elements of capstone-course design. These are clinics, internships, moots, research projects, topical capstones and capstone assessment. A further comparative study into foreign law curricula in especially Australia and the United States of America reveals four further noteworthy approaches to capstone-course design, namely problem-based learning, the virtual office, conferences and remedies courses. The empirical study suggests that capstones indeed hold the potential as learning experiences to address some of the challenges facing legal education in South Africa but that further development of this curriculum-design element is required.

scholarly journals Integrated communicative learning approach in ELP practice: Practical application in the context of intra/multi/inter/transdisciplinary integration

2020 ◽  
Vol 59 (89) ◽  
pp. 369-388
Author(s):  
Gordana Ignjatović
Keyword(s):  
Tertiary Education ◽  
Holistic Approach ◽  
English For Specific Purposes ◽  
Learning Approach ◽  
Practical Application ◽  
Learning Context ◽  
Community Needs ◽  
Structural Framework ◽  
Curricular Framework ◽  
Teaching Learning

English for Legal Purposes (ELP) or Legal English (LE) is a prominent area of English for Specific Purposes (ESP), catering for the specific discourse community needs and purposes. This article presents the Integrated Communicative Learning (ICL) approach to instructional design within the curricular framework of ELP/LE courses for academic and professional purposes (LEAP/LEPP) in tertiary education. This holistic approach includes ample intradisciplinary, multidisciplinary, interdisciplinary and transdisciplinary dimensions. The first part of this article presents the conceptual, structural and theoretical framework of this approach, and its many pedagogical and methodological functions. The second part outlines the structural framework of the three ELP/LE courses, the teaching/learning context,, and the rationale for selecting this approach. The third part focus the practical application of the ICL in these courses, with reference to examples of intra/multi/inter/transdisciplinary integration. Finally, the author discusses the benefits, challenges and considerations in implementing this approach, particularly in view of promoting authentic learning and inter/transdisciplinary legal education.

The Conceptual Framework: Growth, Institutions, and Social Orders

2018 ◽  
Author(s):  
Andrea Lorenzo Capussela
Keyword(s):  
Open Access ◽  
Conceptual Framework ◽  
Social Order ◽  
Institutional Economics ◽  
Theoretical Framework ◽  
Institutional Reforms ◽  
Reversible Process ◽  
Main Determinant ◽  
Social Orders

This chapter lays out one part of the theoretical framework of the book, drawn from institutional economics. This literature maintains that institutions are the main determinant of long-term growth, and that to remain ‘appropriate’ institutions must evolve in synchrony with an economy’s progress through the stages of its development. Their evolution depends on a society’s openness to political creative destruction. Limited-access social orders tend to constrain it, to safeguard elites’ rents, and typically undermine progressive institutional reforms, breaking that synchrony. The transition from that social order to the open-access one is an endogenous and reversible process, in which inefficient institutions, which allow elites to extract rents, coexist with appropriate ones, which constrain their power and make it contestable. The hypothesis is advanced that Italy has not yet completed this transition, and that the tension between its efficient and inefficient institutions can endogenously generate shocks, which open opportunities for equilibrium shifts.

Network Courses Construction and Research

2012 ◽  
Vol 482-484 ◽  
pp. 2253-2256
Author(s):  
Lin Jin ◽  
Tong Zhao
Keyword(s):  
Curriculum Design ◽  
Course Design ◽  
Online Course ◽  
Electronic Technology ◽  
Online Course Design ◽  
Teaching Development ◽  
Design And Implementation ◽  
Technical Specifications

Network courses construction and research, explained the concept and the content of Network curriculum, the main technical keys of the network course construction, and discusses the methods of using Dreamweaver Web Editor developing network course based on Web platforms. "Digital Electronic Technology" online course design and implementation of an example, introduced the principle of network curriculum design, and the technical Specifications of teaching development.

Environmental service-learning approach in higher education – a descriptive case study on student-led life cycle assessments of university cafeteria meals

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jonas Johannisson ◽  
Michael Hiete
Keyword(s):  
Higher Education ◽  
Life Cycle ◽  
Service Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Learning Approach ◽  
Graduate Course ◽  
Content Type ◽  
Descriptive Case Study

Purpose This study aims to share experiences of an easy to adapt service-learning approach in a graduate course on life cycle assessment (LCA). Specifically, it reports on how students helped the university’s cafeteria to assess meals by conducting an LCA for 25 meals and identifying environmental hotspots. Design/methodology/approach A descriptive case study of a graduate course at Ulm University is presented. The course included lectures and problem-based exercises, both theoretical and software assisted. A course evaluation was conducted during the course and one year after completion to poll improvement potentials, as well as its impacts on students’ everyday life. Findings It was found that although it was the first LCA for all students, the resulting LCA information of 25 different meals were homogeneous, comparable to the scientific literature and beneficial to the cafeteria’s sustainable development strategy. The concept of service-learning had a higher impact on students’ motivation than a good grade and active-learning is explicitly requested by students. The course design sensitized students to the real-life problems of LCA and made their consumption patterns more elaborate and ecological. Furthermore, this digitization of higher education could be carried out with only minor changes in the present COVID-19 pandemic situation. Originality/value As the subject of service-learning in natural sciences is still expandable, this study presents an easy to adapt case study on how to integrate such an approach into university curricula dominated by traditional learning. To the best of the authors’ knowledge, this case study presents the first published LCA university course explicitly describing and evaluating a service-learning approach. The topic touches the everyday lives of students, allows comparisons between different student groups, is easily scalable to different group sizes and credits, and supports learning both how to study in small groups and cooperation between groups to ensure comparability of LCA results.

Supply chain information governance: toward a conceptual framework

2019 ◽  
Vol 30 (2) ◽  
pp. 506-526 ◽  
Author(s):  
Joonhwan In ◽  
Randy Bradley ◽  
Bogdan C. Bichescu ◽  
Chad W. Autry
Keyword(s):  
Supply Chain ◽  
Conceptual Framework ◽  
Information Flow ◽  
Information Quality ◽  
Theoretical Framework ◽  
Performance Outcomes ◽  
Organizational Level ◽  
Information Flows ◽  
Content Type ◽  
Information Governance

Purpose The purpose of this paper is to propose a scalable conceptual framework for governance of supply chain (SC) information flows by re-contextualizing the organizational concept of information governance as an SC concept. Design/methodology/approach This study leverages the strategy-structure-process-performance (SSPP) theory base to explain how effective SC information governance relates to improved internal SC performance. Via an in-depth literature review followed by conceptual theory building, the key features of organizational-level information governance are cast into a theoretical framework. Findings This study presents the theoretical framework that explains how SC information governance should contribute to improved internal SC performance. The proposed framework provides a theoretical basis for future research on SC information governance and would become a useful first step to extend the concept of SC information governance at the SC level. Practical implications SC managers should be aware that information governance mechanisms, rather than the management of basic, information flow-directed processes, to yield the best performance outcomes. Because of the numerous touch points information has in complex SCs, managing the quality of SC information through broader, higher-level governance standards is more important than maximizing connectivity and information flows, and information governance structures/policies across organizations should be designed accordingly. Originality/value This study theoretically links SC information governance and internal SC performance via information quality. It also advances the understanding of SC information flow by challenging the implicit but flawed assumption that uniformity of information quality within the supply chain to create the best outcomes.

scholarly journals Strategies for the Development and Application of Research Frameworks in Sciences Education Research

2021 ◽  
Vol 11 (6) ◽  
pp. 1
Author(s):  
Lindelani Mnguni
Keyword(s):  
Social Sciences ◽  
Science Education ◽  
Education Research ◽  
Conceptual Framework ◽  
Nature Of Science ◽  
Theoretical Framework ◽  
Current Paper ◽  
Science Education Research ◽  
The Difference ◽  
Research Frameworks

Recent research in social sciences and education shows that a significant number of studies are neither reproducible nor repeatable. This compromises the validity, reliability and trustworthiness of these studies, as they violate the prescriptions of the nature of science. This lack of validity, reliability and trustworthiness could be due to poorly conceptualized research frameworks, including the conceptual framework and theoretical framework. Additionally, there is an apparent confusion on the difference between the research frameworks and their role in research. The current paper defines the different research frameworks that are used in science education. It also provides systematic strategies for the development and application of research frameworks in science education research. By using these systematic strategies, researchers could enhance the validity, reliability and trustworthiness of their research.   Received: 2 August 2021 / Accepted: 18 September 2021 / Published: 5 November 2021

scholarly journals Curriculum creation: Reflection as a tool for enhancement

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Cameron J. Harris ◽  
Jackie D. Brown
Keyword(s):  
Curriculum Design ◽  
Course Design ◽  
Pedagogical Practice ◽  
Professional Skills ◽  
University Environment ◽  
Curriculum Creation ◽  
Course Outcomes ◽  
Past Experiences ◽  
The University ◽  
Required Courses

Reflection plays an important role in the development of new courses and curriculum. Professional skills development is the focus of two newly developed and required courses, one of which uses reflection as a primary pedagogical practice. These foundational courses are scaffolded by design. The scope of this presentation will be on the first of these two courses, designed for students entering the university environment and serving as early exposure to the field.  Presenters will share the role that reflection played, and continues to play, in the development of these courses. One assignment, a product of this reflection, will serve as a focus of this presentation. It was developed to challenge students to consider past experiences and how they might apply to the development of their professional skills, both now and in the future. Peer review and feedback sessions serve as another instructional tool to facilitate this critical thinking process.The first focus of this presentation will be on continual instructor reflection on course and curriculum design as a method for enhancing the pedagogical approach, instruction, and assignments, and it will continue to play a role in the assessment of course outcomes. The second focus will be on the role that critical reflection plays as a pedagogical practice in course design and classroom instruction. Session attendees will be asked to reflect on their pedagogical practice and the role reflection has played in their approach to classroom learning.

A Multilevel Theoretical Framework Integrating Diversity and Emotional Labor

2018 ◽  
Vol 43 (5) ◽  
pp. 718-751 ◽  
Author(s):  
Ruth A. Imose ◽  
Lisa M. Finkelstein
Keyword(s):  
Boundary Conditions ◽  
Conceptual Framework ◽  
Emotional Labor ◽  
Theoretical Framework ◽  
Work Environments ◽  
Role Emotional ◽  
The Individual ◽  
New Research

Science designed to understand the effects of diversity in organizations and science designed to understand the processes and outcomes of emotional labor have accumulated with increased rapidity, but rarely have the two research streams merged. We present a conceptual framework to integrate diversity with emotional labor, with the goals of prompting new research pathways and forging better understanding of the role emotional labor processes play in diverse work environments. This multilevel framework allows for conceptualizing and testing ideas about the interplay of both of these concepts at the individual and team levels, and introduces potential boundary conditions for their effects.

Strategies for Online Course Development to Promote Student Success

2014 ◽  
pp. 152-164 ◽  
Author(s):  
Kaye Shelton ◽  
Diane Mason ◽  
Cindy Cummings
Keyword(s):  
Student Success ◽  
Online Teaching ◽  
Course Design ◽  
Authentic Learning ◽  
Project Based Learning ◽  
Online Course ◽  
Course Development ◽  
Online Course Design ◽  
Online Student ◽  
Online Course Development

In spite of online teaching having existed for almost two decades, many courses still mirror the traditional objectivist classroom. However, the literature clearly validates that a different approach must be taken for online course design that includes a pedagogical shift to constructivist methods that encourage transference of learning such as mastery learning, problem-based and project-based learning, authentic learning and assessment, and collaboration. This chapter presents elements of constructivist course design for increased online student engagement that can support online student success.

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