A New Interface as a Teaching Element in a General Course on Control Systems

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Minekazu Moriishi, Norisada Uji, Aya Inaura, Hiroshi Yokoyama, & Hirotaka Uoi,
Osaka Electro-Communication University, Japan

Abstract

In the “Control by Computer Program” course taught at the Osaka Electro-Communication University, students are expected to master a control system that consists of actuators, sensors, and a computer interface. But in real-world control systems there are many interfaces — so many that students cannot recognize them easily. In this study, a new, more easily understood, physically separated and visualized interface has been developed by the authors. In addition, the authors have tested the new interface in the course and confirmed its usefulness.
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historia.scribere: Publications from the Ivory Tower for More Quality in Student Papers and Better Occupational Perspectives

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Eva Pfanzelter, University of Innsbruck, Austria

Abstract

historia.scribere is an online journal project of three historical institutes at the University of Innsbruck. The journal works with editorial peer review, including both BA-/MA- and PhD- students and faculty from the three departments in the review process. One of the goals of the project is to improve the quality of seminar papers using the extensive feedback students receive. The main focus of the project, however, is to involve students in the scholarly publication process so that they can acquire essential online publication skills, thus qualifying them for the primary job markets for historians: journalism and publishing.
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Multi-Level Knowledge Transfer in a Blended Learning Environment

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Birgit Pitscheider, University of Innsbruck, Austria

Abstract

The possibilities offered by Web 2.0 tools and methods in teaching environments have the potential to change the traditional, mostly unidirectional form of knowledge transfer. Today, students come to class with a strong background in internet-based tools and can enrich the teaching/learning environment, if they are provided with the opportunity, the structures, and the motivation to do so. This paper describes a self-reinforcing knowledge and skills transfer framework in a blended-learning business communication class. Firstly, knowledge transfer occurs on several levels (teacher — student, student — student, student — teacher, student — IT administration team, etc.). Secondly, the framework develops its own dynamics and generates a new quality of knowledge transfer that necessitates a redefinition of the teacher’s role as a primary knowledge transfer agent.
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Re-Engineering the Teaching and Learning Process with Specific Reference to Management Education

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Lakshmivarahan Ramasubramani, Acharya Bangalore B School, India

Abstract

More often, the decision makers from the industry are not all that delighted when they visit management education institutes for placement. The industry, the institute, and the students can be treated as sides of an equilateral triangle. All three are equally responsible for this kind of scenario. The author proposes a thorough revamp of the entire process, which would start with reverse communication from industries to institutes and meaningful participation from industries. The author also proposes more fun and humor-filled teaching. An attempt is made in this paper to study in detail the various re-engineering practices that can be adopted to change the way we look at management education, especially with respect to the Indian scenario.
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“Please Sir, I Want Some More” – MORE! Oliver Twist in the 21st century

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Andrew Sackville Edge Hill University, UK

Abstract

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

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Mark Schofield, Edge Hill University, UK

Abstract

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

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Thorsten Schwerte, Stefan Stolz, & Elisabeth Kugler, University of Innsbruck, Austria

Abstract

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
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Social Entrepreneurship and Event Management

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Anne Tierney, University of Glasgow, Scotland

Abstract

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.
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Cross-Linguistic Teamwork from the Students’ Perspective

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Eva Maria Unterrainer, University of Innsbruck, Austria

Abstract

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

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Alexander van Dellen, University of Innsbruck, Austria

Abstract

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.
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