scholarly journals EMI and the Teaching of Cultural Studies in Higher Education: A Study Case.

2021 ◽  
Vol 14 (2) ◽  
pp. 87-113
Author(s):  
María José Gómez Calderón
Keyword(s):  
Higher Education ◽  
Cultural Studies ◽  
Learning Process ◽  
Training Programs ◽  
Metalinguistic Awareness ◽  
Academic English ◽  
English Studies ◽  
English Departments ◽  
Study Case ◽  
Shed Light

This paper examines students’ perspectives on the challenges raised by their first encounter with EMI pedagogy in higher education. The research was conducted with a group of beginner students with no previous experience in monolingual instruction in English. The case studied is based on two English Cultural Studies subject courses of the English Studies Program at a Spanish university and taught in a learning environment of total linguistic immersion. By activating their metacognitive and metalinguistic awareness, students were encouraged to take ownership of the stages of their learning process and assess it critically. Set at the intersection of EFL, ESP, and EAP, the specificities of these courses comprising linguistic and non-linguistic contents shed light on the teaching procedures employed in English Departments training programs, whose goals are to turn undergraduates into expert linguists and philologists and maximise their communicative proficiency in academic English.

scholarly journals Narrativising a Department of English

2016 ◽  
Vol 15 (3) ◽  
pp. 21
Author(s):  
M M Padmakumar ◽  
J Gaana ◽  
Mohan Kunjukrishnna Pillai
Keyword(s):  
Higher Education ◽  
Cultural Studies ◽  
Personal Experience ◽  
Identity Crisis ◽  
English Studies ◽  
New Faculty ◽  
English Departments ◽  
Multiple Accounts

The Department of English in a country like India too often witnesses contestations of varied kinds. Debates range from Macaulay's prod to the madness of the method and beyond. Identity crisis - that of the department and that of its members - is one such problematic context. Sidestepping desires to sing notes of self-congratulation, this paper attempts to self-reflexively critique the values, aspirations, practices and its resultant consequences in the Department of English, Christ University, Bangalore. Such a critique will look at specific issues, concerns of, and about English Studies at Christ, based on three experience-enabled narratives. The first narrative aims at exploring 1. complexities of a fresh “pocopomo” (postcolonial-postmodern) English Studies teacher in such a reputed, metropolitan institution, 2. complexities of locating Cultural Studies within an English Studies framework in the institution, and 3. complexities of studentship in such a context. The personal is always treated with a sense of suspicion and accompanied by a supposition that it may not be authentic. Humanities - despite the growing disrespect it faces - is one of the last bastions where the personal is not looked downupon. However, when it comes to research, even Humanities expects the shedding of the experiential and the personal, assuming that critical rigour is likely to get compromised. As the authors of this article, it is our firm belief that listening to personal experience will open doors to unexplored critical insights. We are deeply aware of the dangerous terrain we are treading in and hence we have titled it as "narrativising...", signifying the subjective takes involved. Further, the idea of giving multiple accounts coming from different standpoints (that of a new faculty, a moderately experienced faculty and a student) is to highlight the plural nature of experiences and perspectives. Keywords: English Studies; Higher Education; Cultural Studies; English Departments

Epistemologi Pendidikan Islam: Melacak Metodologi Pengetahuan Perguruan Tinggi Islam Klasik

1970 ◽  
Vol 13 (3) ◽  
pp. 453-473
Author(s):  
Musnur Hery
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Education Level ◽  
Formal Institutions ◽  
Islamic History ◽  
Formal Institution

Islamic higher college not only limited to higher education that famous at Islamic history like madrasah (e.g. Nizamiyah), and al-Jami’ah (e.g. al-Azhar). Yet, Islamic higher college is the implementation of learning process that can be categorized in higher education stage, that being practiced in Moslem society, even still in non-formal or informal form before madrasah existence. Several epistemologies branch indeed take place at formal institution, while some epistemologies branch theoretically applied at formal institution, but it’s practiced at non-formal institutions. These non-formal institutions were still reflecting Islamic higher education level. 

scholarly journals Underpinning the entrepreneurship educator’s toolkit: conceptualising the influence of educational philosophies and theory

2021 ◽  
Author(s):  
Robin Bell
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Educational Philosophy ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Learning Theories ◽  
Philosophical Orientation ◽  
Education Literature ◽  
Educational Philosophies ◽  
Literature Theory

AbstractEntrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.

Exploring circularity: Europengineers on piano

2021 ◽  
Author(s):  
Audrey Zonco ◽  
Bastiaan Göttgens ◽  
Kieran O'Riordan ◽  
Che Liu ◽  
Dominique Rat
Keyword(s):  
Steel Frames ◽  
Study Case ◽  
Technical Challenges ◽  
Shed Light ◽  
Structural Diagnosis

<p>Europengineers organized a design sprint on the theme of reuse, which took place at Setec’s headquarters from the 20th to 22nd February 2020. This was based on a study case: how could the 80 steel frames in the Thales factory be saved from the foundry and reused in another project? What barriers and difficulties would be encountered in such a project?</p><p>The teams of twenty engineers shed light on the design stages (find the client, use and shape), the technical challenges (Structural diagnosis and reliability, dismantling, storage) and marketing issues (marketplace, insurability).</p>

scholarly journals Virtual Environments in Higher Education – Immersion as a Key Construct for Learning 4.0

2016 ◽  
Vol 9 (2) ◽  
pp. 20 ◽  
Author(s):  
Daniela Janssen ◽  
Christian Tummel ◽  
Anja Richert ◽  
Ingrid Isenhardt
Keyword(s):  
Higher Education ◽  
Virtual Environments ◽  
Learning Process ◽  
Teaching And Learning ◽  
User Study ◽  
Working Life ◽  
Practical Experience ◽  
Immersive Virtual Environments ◽  
Technological Developments

<p class="Abstract"><span lang="EN-US">In light of the increasing technological developments, working life and education is changing and becoming more complex, interconnected and digital. These changed circumstances require new and modified competences of future employees. Education has to respond to the changing requirements in working life. To prepare for this, a technological-oriented teaching and learning process as well as gaining practical experience is crucial for students. In this context, Virtual Reality (VR) technologies provide new opportunities for practical experience in higher education, where they can further intensify the students learning experiences to a more immersive and engaging involvement in the learning process. To evaluate the potential of immersive virtual learning environments (VLE) for higher education and to understand more deeply which kind of experiences students gain while learning in immersive virtual environments (VE) an experimental research study is carried out. The paper describes education in light of industry 4.0 first and gives an overall view of immersive learning and the role of VR Technologies. Then the user study to measure user experience (UX) in immersive VLE is presented. Preliminary results are outlined and discussed with a view of further research.</span></p>

scholarly journals Students’ Voice in Learning Style Assessment: The Innovative Learning Experiences Tool (ILE)

2016 ◽  
Vol 6 (2) ◽  
pp. 180
Author(s):  
Nosisana Patricia Mkonto
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Assessment Tool ◽  
Learning Experiences ◽  
Active Role ◽  
Learning Needs ◽  
Diverse Learning ◽  
Innovative Learning

<strong></strong><p>Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles.  Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences. </p><br /><strong> </strong>

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