Archive for category: #planning

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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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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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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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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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An Initial Certificate of Teacher Development: the UNAB Experience

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Roberto Espejo, Mariana Ahumada, Guido Fuentealba, Carolina Cáceres, Carolina Pino, & Mauricio González-Suarez, Universidad Andrés Bello, Chile

Abstract

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.
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The Effects of a Teaching Development Program for New Academics on Their Teaching Practice

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Magdalena Jara, Pontifical Catholic University, Chile

Abstract

This paper reports on the evaluation of a Program for Academic Induction in Teaching (PIAD), which is carried out every year at PUC for new academic staff. The program introduces new teachers to student-centred active pedagogy with the aim of developing their teaching practice, particularly their planning skills, teaching methodologies, and learning assessment methods. The evaluation of the program shows that the goals were achieved and that the participants were satisfied with the sessions. A further study is currently being carried out to identify the potential effects of the program on their teaching planning, methodologies and assessment methods. The preliminary results of this study will be presented here.
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