Entries by Proceedings

“Please Sir, I Want Some More” – MORE! Oliver Twist in the 21st century

Are resources for learning really diminishing? Where does most of our learning take place? What are the resources we actually use? This paper questions the conventional views of “diminished resources”, “learning” and “resources” and argues for the recognition of the learning that takes place both within and outside the workplace. Using two small case studies from very different areas – clinical education and heritage learning – the paper focuses on the learning that takes place within both the workplace and the broader area of “leisure time” activity. It presents a challenge to all teachers: to review their learning facilitation strategies.

Doing More with Less?: A Case Study of Gaining Efficiencies through Alignment of SoTL and Strategic Planning for Learning and Teaching

In challenging economic times practices should be informed by research and SoTL, integrated into strategic planning. Such thinking informs this case study which comprises Edge Hill University’s approaches to efficiency and doing “more with less resource,” whilst managing associated risks. Elements include the SOLSTICE concept of learning design in interdisciplinary Technology Enhanced Learning teams; efficient harvesting of curriculum design approaches though “Learning Task Teams” and galvanizing developmental advice and guidance though an Excellence Fellowship Scheme.

Preparing and Publishing Wikipedia Articles as Training Tool in Project Management, Teamwork, and the Peer-Review Publishing Process in the Life Sciences

Besides accurate research, other important skills for which training is required in today’s universities include project management, teamwork, and writing. The availability of Internet sources and word-processing software has changed the way students conduct research and write up their documents. The basic tasks of the student writer has to be focused in synergy with these new possibilities—i.e. by doing well-designed (literature) research and presenting it clearly and accurately, while following accepted academic standards for citation, style, and format. In our paper we present the attempt to use Wikipedia article publication as a model for student training in teamwork, project

Social Entrepreneurship and Event Management

Final year undergraduates in the School of Life Sciences at the University of Glasgow may take a two-week, intensive course called Business and Bioscience. Student teams work together on the development of innovative bioscience products. After the two-week course, the students are required to plan and organize events that will be of benefit both to themselves and to the local community. Since 2008 there have been more than twelve events, ranging from “Safety on Campus” to “Style That’s Worthwhile.” This paper will examine the development of the events and the transition from student events to local community events.

Cross-Linguistic Teamwork from the Students’ Perspective

Since 2002 the “Innsbruck Model of Fremdsprachendidaktik” (IMoF — Innsbruck Model of Foreign Language Teaching) has been practicing new approaches in (foreign) language teacher education by offering for all future (foreign) language teachers one integrated program of multilingual training. This means that students of English, French, Greek/Latin, Italian, Russian and Spanish attend together multilingual courses, which are complemented by workshops for each language. With its multilingual and team-oriented lessons, IMoF intends to promote cooperation among prospective foreign language teachers in schools. Therefore, during one semester students have to work together in cross-linguistic teams in order to analyze learning materials; i.e. they transfer the lecture’s input into practice. This paper examines teamwork from the students’ perspective by presenting quantitative data and at drawing initial implications for university teaching.

Emotive Word Portfolio? — A Case Study on the Change of Portfolio Assignments in the Field of Religious Education

The starting point for the case study at hand is the implementation of new curriculum requirements as a result of the recent adjustment of the “Catholic Religious Education” Bachelor and Master Degree programs to meet the European Union’s Bologna Process criteria. Consequently, portfolios can no longer be used as the basis for the final examination, as they have been until now. Following a description of the underlying problems related to the different types of portfolios and their use in teacher education training, the starting situation of portfolio assignment will be examined. Finally, the findings of the evaluation by students will be presented in order to draw conclusions for a new portfolio concept.

Evidence-Based Learning: Three Institutions and Three Teaching Firms Together Prepare Students to Succeed

Evidence-based learning (EBL) is not foreign to the teaching in a design school. Very much related to the EBL concept is the engagement in environmental design problems, which require students to analyze and synthesize a problem in the built environment. This paper will argue that design students immersed in collaborative, evidence-based learning (CEBL) are, after completing the learning experience, more highly motived and better prepared problem solvers than traditional cognitive learners and that such students integrate better what they know. The project discussed emanates from multi-disciplinary design collaboration between architecture students and interior design students at the University of Oklahoma and from faculty and resources of the Texas A&M University and the College of Architecture at the SE University in Nanjing, China. Each of the three universities has a close relationship with a working architectural firm that was involved in the process. Using a professional project and engaging design professionals from the participating firms as advisers, clearly shifted the teaching approach toward evidence-based learning. One single synchronous guest lecture series, available through video conferencing to all participants, minimized organizational efforts, cost, and sustainability in the classroom and insured a single focus on content. The contacts each institution had to affiliated teaching firms and practitioners brought a wealth of expertise into the classroom and enriched student learning otherwise too difficult to accomplish.

An Initial Certificate of Teacher Development: the UNAB Experience

In this paper we present the experience of the training team in university pedagogy at the Andrés Bello University (Chile) concerning the design and implementation of an initial certificate of teacher development. This certificate is awarded following the completion of three courses: “Planning and Syllabus Design,” “Active Methods for Learning,” and “Pedagogic Strategies in Virtual Environments.” Each course is intended to promote a standpoint wherein teachers consider students as individuals who can take control of their own learning, considering methodological strategies as well as up-to-date materials and contents. In our paper we also discuss assessment and follow-up work for this process.

eLearning for Students by Students

Research projects enable students to experience first-hand the excitement and challenges that are power for the course. Increasing student numbers has put pressure on faculties to diversify the range of projects on offer, whilst maintaining the essential qualities inherent in student-lead research. These include discipline-based plus transferrable skills, like critical and creative thinking, problem solving, communication and project management. eLearning Projects involve the design, construction and evaluation of online resources to support aspects of the undergraduate curriculum, such as practicals, assessments or key concepts. Students are supported in seminars and workshops based on active and collaborative learning. This paper describes student project work in which students design, create, pilot and evaluate elearning resources to support the teaching, research or public engagement activities of their project supervisor. Although the projects featured here support the biosciences, the format is transferrable across the disciplines, so, as technology moves forward, student elearning projects provide a vehicle to renew and refresh online materials.

Improving Graduateness and Employability: A Career Management Approach

Universities are under increasing pressure to produce the kind of graduates that employers want and employers often report that graduates do not possess the desired attributes for employment (Glover et.al. 2002: 293; Parker & Griesel, 2009; Chetty, 2012; Keeling & Hersh, 2012). Universities are exploring different options to make graduates more “work ready” for a wider variety of work contexts. The challenge for universities is to systematically plan to improve graduateness in a pedagogically sound way within the curriculum. This paper draws on the view of Bridgstock (2009) who explains that in a rapidly changing knowledge intensive and technologically advancing economy, students require more than a set of graduate attributes that are desirable to employers in the immediate future. The focus should instead be on developing in graduates the attributes that would best serve them, employers and society for the longer term and be relevant for future decades. Bridgstock (2009:32) identifies self-management and career management skills as necessary graduate attributes that would allow graduates to “proactively navigate the world of work and self-manage the career building process” regardless of the dynamically changing and unpredictable work contexts. The key concepts, graduate attributes, graduateness, employability and career management are explained and thereafter, the use of a career management portfolio as a pedagogically sound, systematic and strategic approach for improving graduateness are explained. Some implications of implementing such an approach are also considered.