Archive for category: 2012 Proceedings

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Teaching Project: “A Students’ Travel Guide to the History of the Island of Rhodes“

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Christina Antenhofer, University of Innsbruck, Austria

Abstract

This paper follows a teaching project realized during spring term 2007 from its conception to the final realization. The class “Rhodes – Platform of Cultural Encounters in the Eastern Mediterranean” was combined with a one week excursion to Rhodes and co-organized with Birgit Gufler from the Department of Ancient History. Since students often only tolerate paper presentations as a necessary task we tried to challenge them by (1) letting them elaborate our sightseeing program for the excursion together with us and by (2) asking them to elaborate their papers in the form of a “travel guide” that was then published on the department homepage.
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Ivory Tower to Lighthouse Beacon: Extreme Makeover, Academe Edition: Practical Suggestions for Adopting a Newly Assessed Course

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Valarie Meliotes Arms, Drexel University, USA

Abstract

English teachers have long recognized that “authentic” assignments involving real world tasks produce better writing because students see the immediate purpose. With the help of an enthusiastic IT group and a willing, though occasionally “reluctant” and skeptical faculty, I synthesized much of my research on pedagogy and classroom experience to develop English Alive: A Hybrid Learning Community for students from all majors. English Alive provides a multi-pronged approach to engaging students with technology that allows for data gathering necessary for assessment. We focus on authentic assignments drawn from the professions and the use of the full range of 21st century communication technology. We have reduced teacher class time in favor of more student online writing time and first hand experiences. The program is built on ‘projects” that require students to recognize the value of primary and secondary research in something as basic as describing a local community. The class also emphasizes the techniques for clarity in communication, whether the final project is a presentation, a poster or an essay.
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Two Strategies for Competence-Oriented Knowledge Transfer

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Christian Bargetz, University of Innsbruck, Austria

Abstract

We present a strategy to improve the mathematical (or more general the scientific) communication competence of undergraduate students, which can be implemented in tutorials. This strategy consists of written elaboration of exercises on which the students get feedback, which is itemized with respect to specific competences. As a second strategy, we present the strategy of preparing a list of expected frequent errors together with the students. We report on the implementation of these strategies and their evaluation with a multi-perspective study design. We discuss some problems arising during the implementation and possible solutions.
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The Applicability of Speech Act Analysis to Course Evaluation: A Small-Scale Pilot Study

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Alison Devine, Edge Hill University, UK

Abstract

The current paper has both a substantive and methodological focus. Substantively, it finds that the online discussion board postings of students enrolled on a postgraduate certificate in teaching and learning display evidence of students’ applying course studies in their workplace, but that these displays are mostly limited to comments regarding their own physical activities and (affective) approaches, rather than any attempt to disseminate their learning any more widely. Methodologically then, this paper argues that speech act analysis (SAA) can be of partial use to the course evaluator who is seeking evidence of an impact on practice as one means of triangulating data, but that there are three types of evidence of impact on practice apparent in the students’ online postings and a detailed understanding of these types can aid in enhancing student learning.
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Models for Success Initiative: Evidence Based Learning in a Latino Community

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Edith Esparza-Young, Texas A&M University, USA

Abstract

This paper examines the use of evidence-based learning to adapt and modify teaching practices to best serve the needs of pre-service teachers during the induction period. Research has shown that the attrition and retention rates of teachers during the first four years are at odds. The data collection consists of archived self-reflections by the participants along with university personnel, public school officials, mentoring teachers, and professors.
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Learning Resolutions: Assessment, Community Building, and Course Closure

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Bonnie Farley-Lucas, Southern Connecticut State University, USA

Abstract

Learning resolutions are an end-of-semester classroom exercise designed to help assess learning outcomes, while also providing a community-building experience and a positive closure for a course. Used in conjunction with formal written learning summaries and written course evaluation forms, learning resolutions provide valuable data about what students have learned throughout the course of a semester. This paper defines and offers examples of learning resolutions, reviews benefits for assessment of student learning, community building, and student learning, and provides several variations of active learning modules utilizing learning resolutions that can be adapted and used across all disciplines.
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The Art and Science of Design Education in a New College of Architecture

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Christina Joy Hoehn & Hans Peter Wachter, University of Oklahoma, USA

Abstract

Educating today’s design students goes beyond the standard walk and talk of the traditional classroom. Environments that nurture and promote collaboration and integration of technology are becoming a standard, critical for students emerging from the design academy. This paper will discuss the design of a college of architecture at the academy that must promote and foster the concepts of interdisciplinary collaboration, teaming and technology integration. A well-conceived facility creates an environment that will generate students that are ready to enter the design industry at a competitive level after graduation. Creative facility design promotes and enriches inclusive learning in a technologically-based educational discipline.
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Enhancing Classroom Communities and Course Engagement

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Tony Holland & Robert Pithers, University of Technology, Sydney, Australia

Abstract

The concept of the classroom as a community has been shown to contribute to student course engagement. The research literature also shows that classroom community may also contribute to academic achievement as well. This study looked at some of the variables that might further contribute to an enhanced level of classroom community with both post-graduate and undergraduate university students. The study examined variables such as gender, mode of study and educational experience and their contribution to the development of a sense of community as measured using a Classroom Community Scale. This study will show the relative importance of each of these variables.
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Innovations in the Traditional Chinese University Classroom

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Shaobin Ji, Wenzhou Vocational and Technical College, Wenzhou, China

Abstract

Traditionally, the Chinese classroom has been a place where lecturers transmit knowledge to learners. However, with the revolution in modern information technology, the traditional Chinese classroom has been systematically replaced by a virtual and multiple-function classroom where students and their instructors have more opportunity to exchange views on topics jointly set by the learners and instructors. So far the so-called “three-in–one classroom” has emerged from cooperation between higher learning institutions and their industrial counterparts. This paper addresses some critical issues related to this new pedagogical approach, where students are much more actively involved in industrial production as well as in traditional learning. It touches on issues concerning teaching effectiveness, assessment, the changing role of teachers, integrating textbooks with information available online or in the workplace, and the complementary roles of faculty and industry experts in student training.
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University Students’ Self-Regulation of Time Management

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Anna S.F. Kwan, The Open University of Hong Kong

Abstract

This study reports on efforts to aid university students on how to manage time to reach their goals. These students are members of a time management self-help group at a university in Hong Kong, who have different degrees of experience in using weekly schedules to manage their time. Interviews were conducted to understand the process of their development, and reveal that their development of time management skills involves at least four stages.
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