Implementation of Cooperative Learning Strategies to Create 3D-Videos in EFL Teacher Training

This chapter deals with the implementation of a teaching innovation in the context of higher education, based on the creation of 3D-videos through the use of cooperative learning and the development of digital teaching competence in English as a foreign language teacher training. Specifically, this methodological proposal is situated within the framework of the course Foreign Language for Primary School Teachers (English) of the Degree in Primary Education at the University of Cordoba, Spain, and it has been implemented in three academic years (2016-17, 2017-18, and 2018-19). The most important result of this study is that CL strategies develop pre-service EFL teachers' engagement in learning and improving their knowledge on English and enhance their digital competence while reducing the achievement gap with lower-achievement pre-service teachers thanks to heterogeneous groups. Nevertheless, this process of teaching innovation highlights that there is still much to be done to maximize the impact of cooperative learning in foreign language teaching-learning processes.

Current Trends in Digital Learning and Innovation

Digital learning has gained a lot of attention over the recent years and is increasingly being utilised as a substitute for both distance education and face-to face learning activities. This chapter initially defines and briefly discusses the advantages and disadvantages of digital learning. With the advancement in technology, there are various digital tools that are now available to enhance the effectiveness of digital learning experience, and some of the major innovative digital tools are detailed in the chapter.

Motivating Architecture Students in the Design Studio

This chapter aims to discuss the power of motivation in achieving a productive and fruitful learning experience in the Design Studio. The objective is to provide focus on the students' motivation determinants in the Architecture Design Studio within the opportunity to present case studies for learning innovations in a female university in the Kingdom of Saudi Arabia. The discussion focuses on the instructor-student interrelationship built as it has been adopted in several cases in the Design Studio courses at different levels at the Architecture department. The presented case studies introduce Design Studio activities and implementation to get students to be more motivated to learn and investigate innovative ideas for incorporating learning techniques. This chapter emphasizes the innovation, implementation, and the barriers and difficulties in teaching Architecture Design Studio courses to Saudi female students. The current discussion aims to foster initiatives that influence students' behavior, instructors' decision-making, and educational adopted policy.

Innovations in Higher Education in India

The present century is an age of knowledge-based economy. Though India's achievement in the field of higher education in the post-independence period is remarkable, gross enrollment ratio in higher education and the quality of higher education in India is not encouraging. ICT infrastructure is one way of stimulating growth in national innovation and economic productivity. According to NSSO survey in India, in higher education, 85.4% of students are able to operate computers, 81.6% of students are able to search the internet, and 78.2% of students are able to e-mail. The Government of India has taken various innovative strategies in higher education including online courses and facilities. The chapter has also highlighted different digital initiatives in higher education in India. In India MOOCs are offered by SWAYAM, IITBX, mooKIT, and NPTEL. Other digital innovation includes E-PG Pathshala, SWAYAM Prabha, e-Shodh Sindhu, Shodh Gangotri, Shodhganga, AISHE, National Academic Depository (NAD), etc.

Teacher Activities in Adaptation of Innovative Study Methods at University

The emergence of various types of educational innovations affect and change not only students learning methods but also teachers' competences and activities. Innovative study methods (ISM) are characterised by novelty to their implementers. Adoption of innovations as well as innovative study methods are faster and better when they are close from cultural-, social-, and value-based perspectives (i.e., when they are adapted). The teacher should have the appropriate competences to adapt, modify educational innovations, as well as study methods according to the students while at the same time not departing from the study program aims and study subject (module) results. The chapter aims to find answers to the research questions: What are the peculiarities of teachers' activities in adapting innovative study methods? How does the adaptation of an innovative study method affect other elements of the pedagogical system course? What are the possible variations in the process of innovative study method adaptation?

What Can College Teachers Learn From Students' Experiential Narratives in Hybrid Courses?

Thanks to the rapid development of asynchronous and synchronous instructional technologies (such as Blackboard and Moodle), many college instructors have flipped their classrooms to create a more student-centered learning environment. The emphasis on cultivating students' life-long learning abilities through the enhancement of information literacy or technology-enabled learning has transformed the pedagogical approaches used by many college instructors. This text mining study was based on a corpus of a three-year experiential narrative collected by the instructor from over 15 college-level courses to identify keywords, main topics/themes, and associations of these topical concepts in students' experiential narratives during and after taking these hybrid classes. QDA Miner text mining software was used to analyze these experiential narratives. Results, implications, and limitations were presented.

Partnerships as Innovative Practices in Teacher Education

Education preparation providers (EPPs) and school districts are facing many challenges, such as declining enrollment, lack of teacher educators willing to teach in high need content areas, and attrition for those teachers who do enter the profession. Innovative thinking and creative planning are necessary to meet these challenges. Partnerships between EPPs and school districts can be part of the answer for overwhelmed school districts and struggling EPPs. Innovative partnerships between universities and school districts, consistently reviewed and adjusted based on data and needs, will benefit the teacher candidates, schools, and P-12 students. This chapter will highlight an innovative partnership between an EPP and a school district by describing the process of developing an effective partnership, the challenges that were overcome, resources utilized, and responsibilities of key personnel who were involved. Suggestions will be provided for other partnerships seeking to develop similar programs to address inequities and exclusivities.

Incorporating Innovative Instructional Strategies to Enhance Learner Engagement in Online College Courses

The effectiveness of innovative college teaching in online learning can be measured by learner engagement. Online learners in a master's degree program in education have expressed and shown an increase in learner engagement through the facilitation of innovative practices in addition to a synchronized weekly Skype session to apply innovative practices. These practices have proven to increase learner engagement and decrease completion time for doctoral study candidates. The two online programs will describe how the inclusion of innovation in online instructional strategies increases learner engagement. Solutions and recommendations for effective instructional strategies will also be reviewed in relation to facilitating learner engagement.

Use of the VARK Model for Students of an Undergraduate Course in Systems Analysis and Development

The VARK model (visual, aural, read/write, and kinesthetic) is one of the tools to identify learning styles. This study presents the results of student performance in a Systems Analysis and Development undergraduate course after the application of the VARK questionnaire. The class was divided: half would respond to the questionnaire and perform activities tailored to their learning profile while the other half would only perform a standardized activity. In the end, everyone should answer the same three questions in order to analyze the impact of personalized learning. It was possible to see that students who performed the activity in a personalized way obtained better income than those who did not respond to the questionnaire. So, it is possible to realize that the VARK model is effective, and it is a good practice to be used in classroom because it makes the students learn better since they will perform an activity that matches their profile learning.

How to Improve Teaching Using Blended Learning

Blended learning is a buzzword these days. Millions of dollars are spent by schools, colleges, and universities to encourage their academic staff members to use blended learning for improving teaching performance and student satisfaction. There is no clear-cut definition of blended learning, and the authors feel it is just a set of tools or pedagogy that can be used in face-to-face teaching as well as online teaching. In this chapter, the authors have discussed some of the blended learning tools used and developed by the authors to improve teaching in the area of statistics and data analysis.