Team Teaching in PBL

Project-based learning (PBL) is a challenging learning methodology, also for teachers, questioning common assumptions of teachers, like control over the classroom and reliance on expert knowledge. Most challenging is teamwork. Team teaching has been explored in many disciplinary areas, both in traditional as well as in PBL curricula. Teachers may feel uncomfortable with sharing knowledge and being assessed by students and peers. This chapter explores characteristics of team teaching in a PBL context through two consecutive literature reviews. The first seeks to characterise team teaching and its meaning to teachers, zooming in from team teaching in general to team teaching in a PBL context in engineering education. The second connects this characterization to the experiences of a specific PBL teaching team in an engineering context, resulting in insights in experiences at practitioners' level. The authors argue that successful team teaching is crucial for the success of PBL in engineering education and is important as an example for students to engage in collaboration.

A Study on the Difficulties and Countermeasures of Sino-foreign Cooperation in Running Schools in Colleges and Universities

The dilemma of Sino-foreign cooperation in running schools in colleges and universities is reflected in the disharmony between the objectives of cooperative running schools, curriculum arrangement, different levels of students' competence and curriculum difficulty. colleges need to strengthen the system construction, supervise Sino-foreign cooperation in running schools, formulate scientific and reasonable teaching plans and management methods, and strengthen the construction of teaching team of introduced courses. Scientifically and reasonably formulate enrollment standards, and strengthen the construction of the Management Committee of Chinese foreign cooperation in running schools.

Prerequisites and Barriers to the Use of Digital Tools for Organising Mentoring in a Teaching Team

There is currently an increased research vector related to exploring the application of digital tools in personnel management and a growing research interest in mentoring in educational organisations. The purpose of the article is to identify and justify the factors that facilitate or limit the use of digital tools in the organization of mentoring in a teaching team. Methodology. The methodology of the study is based on the provisions of the systematic approach and on the ideas of interdisciplinary approach to the study of pedagogical phenomena. Theoretical analysis of normative legal acts, results of interdisciplinary research and SWOT-analysis methods are used to solve the problems set. Results. The study showed that the prerequisites for the application of digital tools of mentoring organisation in the pedagogical team to a greater extent are the digital tools used by the educational organisation to solve managerial and learning tasks, as well as the RF policy aimed at developing digitalisation and innovative activities of educational organisations. The barriers to the use of digital tools for mentoring in the teaching staff lie in the properties of the educational organisation’s teaching staff. The economic aspects of the external environment, associated with the imperfect mechanism for calculating teachers’ salaries, also have an unfavourable impact. Conclusion. The results obtained are the basis for the development of strategic alternatives that define, for a particular case, options for the optimization of digital support for the organization of mentoring in the pedagogical team.

The Effects of Institution-Driven Entrepreneurial Education in Chinese Universities: A Qualitative Comparative Analysis Approach

Purpose: This study aims to explore the effects of entrepreneurship education by examining the influences of the curriculum system, teaching team, design of practical programs, and the institutional systems on universities’ entrepreneurial education performance.Design/Methodology/Approach: This paper employs a case-based approach—Qualitative Comparative Analysis (QCA). Data were collected from 12 universities that were typical cases in the implementation of entrepreneurial education. The four dimensions of entrepreneurship education are applied as conditional indicators. fsQCA3.0 software is used to analyze the necessary conditions and condition combination of the truth table.Findings: There are three sets of condition combinations of the intermediate solution that results in a high level of entrepreneurial education performance: (1) when the credit ratio of entrepreneurship courses is higher and there are more practical platform platforms, even if the entrepreneurship education system and mechanism is less mature, the level of entrepreneurial education performance is high; (2) with a higher credit ratio of entrepreneurship courses, higher quality of teaching teams, and higher standard of practical platforms, the level of entrepreneurial education performance is high; (3) with a higher level of credit ratio of entrepreneurship courses and more practical platforms, as well as mature entrepreneurship education system and mechanism, even if the quality of the teaching team is lower, the level of entrepreneurial education performance is satisfied.Research Limitations/Implications: The dimensions of entrepreneurship education can be expanded; additionally, given that there are many other factors affecting entrepreneurial performance, it is necessary to identify and integrate other possible factors on an ongoing basis.Practical Implications: This study offers practical implications for universities and policy makers that can promote the transformation of theoretical knowledge into practice in the field of entrepreneurship in colleges and universities.Social Implications: This study is one of the first to empirically examine the effect of institutional-driven entrepreneurship education in developing countries. The enhancement of entrepreneurship education can benefit the development of individuals and schools, and even has a potential impact on the progress of the country and society as a whole.Originality/Value: This study emphasizes the significance of viewing the entrepreneurial education as a multi-dimensional concept by targeting different kinds of players. Furthermore, it employs a case-based approach to identify configurations of the antecedent attributes of the curriculum system, teaching team, design of practical programs, and the institutional systems, and their influence on universities’ entrepreneurial education performance.

Enhancing students’ employability skills and experiential learning through integration of Xero software

Introducing XERO Accounting software into a core accounting unit can have many benefits for students, including improving their professional skills and enhancing their employability. However, it is important that students gain knowledge and skills in all aspects of the software as well as understanding the accounting processes that underlie the software’s operations. This paper presents an overview of implementation of Xero software, in a core accounting course, at a regional university in Australia. Student numbers ranged from 24-63 across the semesters studied. We highlight and discuss the processes adopted to appropriately scaffold students’ learning and assessment. We assess the effectiveness of the intervention by observing student engagement with specially developed videos and measuring student results in associated assessment tasks over three offerings of the course. The provision of a suite of learning opportunities, (training and use of excel and Xero accounting software) translated to improved student outcomes on the technologyrelated assessment items. Few students who viewed the learning videos contacted the course teaching team for further assistance, suggesting the videos were an effective resource that provided enhanced learning opportunities for students. These findings provide advice and information regarding the issues associated with integrating accounting software for other teaching teams or institutions considering similar applications in their courses or programs.

PERSONAL HYGIENE AND REPRODUCTIVE HEALTH KNOWLEDGE AMONG ADOLESCENTS AT KAMPUNG BELAJAR, SURABAYA

Health knowledge is fundamental for everyone, including children. This knowledge provides understanding for children in preparation for entering puberty. However, health education which discusses personal hygiene, anemia, puberty, and healthy relationships, as well as reproductive health is still very limited in formal schools. Because of these limitations, children need to get informal education. One of the ways this is done is through health education activities at Kampung Belajar. The research objective was to analyze health knowledge on personal hygiene, anemia, puberty, healthy relationships, and reproductive health taught through health education at Kampung Belajar in Jambangan, Surabaya. This study used secondary data sources obtained from the teaching team at the learning village. The data obtained were the result of evaluating learning activities related to health knowledge. The research subjects were 22 students from grade 1 to 7. The results of this study were 0.031 with p < 0.05. It can be concluded that there was a difference in health knowledge, which included personal hygiene, anemia, puberty, healthy relationships, and reproductive health in the study group after receiving health education provided by the teaching team at Kampung Belajar.

Origen y trayectoria del equipo docente para la Enseñanza Multidisciplinar Biosanitaria (IKAsasun)

El objetivo de este trabajo es dar a conocer el origen y la trayectoria del equipo docente estructurado IKAsasun (edIKDit-18-2, equipo docente para la Enseñanza Multidisciplinar Biosanitaria). El equipo está compuesto por personal docente investigador adscrito a los Campus de Leioa (Facultad de Medicina y Enfermería) y de Vitoria-Gasteiz (Facultad de Farmacia) de la Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU). La docencia que se imparte comprende a distintas disciplinas de Grados mayoritariamente relacionados con las Ciencias de la Salud (Enfermería, Farmacia, Fisioterapia, Medicina, Nutrición Humana y Dietética, Odontología, Ciencia y Tecnología de los Alimentos y Ciencias Ambientales). Desde el inicio de la andadura como equipo docente en el año 2015, el grupo ha participado en dos Proyectos de Innovación Educativa (PIE) subvencionados por la UPV/EHU (PIE nº 40 y nº 96). Estos proyectos están dirigidos a ayudar al alumnado a desarrollar, de una manera eficaz, las competencias específicas y transversales propias de cada Grado y a conseguir que se involucren en su propio aprendizaje. En ambos proyectos se ha incidido en la importancia de trabajar en equipos multidisciplinares, apostando por la utilización de metodologías de aprendizaje activo. En el primero de ellos (PIE nº 40; 2015-2017), se planteó la participación activa del alumnado en la resolución de casos clínicos complejos que requieren un abordaje multidisciplinar para garantizar la asistencia integral al paciente. En el segundo proyecto (PIE nº 96; 2018-2020), se llevó a cabo un abordaje multidisciplinar de temas relacionados con la salud biomédica y científica desde distintos Grados, y posterior divulgación enfocada a diferentes sectores de la sociedad. Los resultados obtenidos tras el desarrollo de ambos proyectos han sido muy alentadores, y alumnado, profesorado y personas externas colaboradoras han valorado muy positivamente la experiencia, que ha quedado reflejada en varias publicaciones y comunicaciones a congresos. The aim of this work is to provide an insight into the origin and background of the IKAsasun structured teaching team (edIKDit-18-2, teaching team for Multidisciplinary Biosanitary Education). Team is formed by an interdisciplinary group of teachers and researchers that belongs to the Campuses of Leioa (Faculty of Medicine and Nursing) and Vitoria-Gasteiz (Faculty of Pharmacy) of the University of the Basque Country (UPV/EHU). The teaching activity of the group covers different disciplines of the Degrees mostly related to Health Sciences (Nursing, Pharmacy, Physiotherapy, Medicine, Human Nutrition and Dietetics, Dentistry, Environmental Sciences and Food Sciences and Technology). Since the beginning of the journey as a teaching team in 2015, the group has participated in two educational innovation projects (PIE) funded by the UPV/EHU (PIE no. 40 and 96) aimed at helping students to effectively develop the specific and transversal competences of each degree, and to get them involved in their own learning. Theseprojects have emphasized the importance of working in multidisciplinary teams, promoting the implementation of active learning methodologies. In the first project (2015-2017), we proposed the resolution of complex clinical cases that require a multidisciplinary approach to ensure integral patient care. In the second one (2018-2020), we proposed a multidisciplinary approach to issues related to biomedical and scientific health from different Degrees, and their subsequent dissemination focusing on different sectors of society. The results obtained after the development of both projects have been very encouraging and both students, teaching staff and external collaborators have valued the experience very positively, which has been reflected in several publications and communications to conferences.

Replacing traditional sections with Teams-based groupwork: Remote learning and beyond

The sudden shift to online teaching and learning brought about by the Covid-19 pandemic provided an opportunity to consider alternatives to entrenched teaching practices. Making use of the private channel function in Microsoft Teams, I replaced traditional sections in an introductory linguistics course with asynchronous groupwork. This enabled students to form learning communities that facilitated peer learning and support in spite of remote learning, while unexpectedly connecting students with instructors in more personalized ways than typically witnessed in traditional sections. The medium allowed the teaching team to provide tailored feedback on each group’s work, as well as point out errors that were common across groups. I reflect on some of the problems encountered and consider how these might be addressed in the future.

Avant-garde artists at the Kharkiv Art School: Vasyl Yermilov and Boris Kosarev

The article deals with the formation of avant-garde as an alternative to the academic artistic paradigm in the Kharkiv Art School. The contribution of Kharkiv artists to the world culture is determined primarily by the avant-garde art. Its agents, who steadily carried the baton of modernization of artistic culture, were V. Yermilov and B. Kosarev. During 1915–1916 a group of artists, The Union of Seven, was formed at the Art School; their work reflected the diverse palette of changes that accompanied the formation of Cubo-Futurism in Kharkiv. Fundamental changes took place in the artistic culture of Ukraine in the 1920s. The initiative to transform Kharkiv Art School into an Art Technical School with the rights of an institution of higher education in 1921, is attributed to Yermilov (it actually became an institute in 1927). In the 1920s–1930s his teaching team was joined by such artists as Mykola Burachek, Ivan Padalka, Oleksander Khvostenko-Khvostov, Anatol Petrytsky, and Borys Kosarev. Studios were established: easel painting (Mykhailo Sharonov), monumental (Lev Kramarenko), and theatrical (Oleksander Khvostenko-Khvostov). From 1922 to 1934 Yermilov led the graphics studio (together with Padalka starting in 1925). The key figures in the creation process of artistic avant-garde culture in Kharkiv after the 1930s were V. Yermilov and B. Kosarev, who influenced the formation of the next generation of artists. Yermilov’s work in Kharkiv (including teaching at Art Institute) had an impact on the creative features of O. Shcheglov, V. Platonov, V. Savenkov, and defined the horizon of effective development of design in the region. Among those who continued Yermilov’s design traditions are M. Molochynsky, І. Krivoruchko, V. Lesnyak, O. Bojchuk, V. Danilenko, O. Veklenko. Launched by the latter International Environmental Forum of Eco Poster “The 4th Block” has found quite a resonance in the world. “Yermilov’s Mansard” appeared on Kharkiv cultural space as an artistic centre and an original example of artistic design in the spirit of Bauhaus. Due to B. Kosarev a constellation of talented artists appeared in Kharkiv artistic culture and defined its uniqueness. Among his students in the theatre and decorative department there were such people as a teacher Konstantinov; a theater artist, a Doctor of Architecture, corresponding member of the AAU V. Kravetz; the Main artist of Kharkiv State Academic Ukrainian Drama Theater named after T. Shevchenko T. Medvid; theatre artists M. Kuzheliev, G. Nesterovska, P. Osnachuk, L. Pisarenko, N. Rudenko-Krayevska and others. Among the artists, whose creative work shaped under the influence of B. Kosarev, were Honoured Artist of Ukraine, member and Vice President of AAU V. Sidorenko, and Honored Artist of Ukraine, famous graphic N. Myronenko.