Carol Wakeford, Sam Clarke, Kate Hilton, Dan Levin, & Ian Miller, University of Manchester, UK
Abstract
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.
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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
/in #eLearning, #learning, #science, #students, #teamwork, #writing, 2012 ProceedingsThorsten 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
/in #learning, #science, #students, #teaching, #teamwork, 2012 ProceedingsAnne 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
/in #language, #learning, #students, #teaching, 2012 ProceedingsEva 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
/in #assessment, #learning, #students, #teaching, 2012 ProceedingsAlexander 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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Evidence-Based Learning: Three Institutions and Three Teaching Firms Together Prepare Students to Succeed
/in #architecture, #careers, #data-centric, #learning, #students, #teaching, 2012 ProceedingsHans-Peter (Hepi) Wachter, University of Oklahoma, USA
Abstract
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.
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An Initial Certificate of Teacher Development: the UNAB Experience
/in #careers, #certification, #learning, #planning, #students, #teaching, 2013 ProceedingsRoberto 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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eLearning for Students by Students
/in #eLearning, #learning, #science, #students, #teaching, #teamwork, 2013 ProceedingsCarol Wakeford, Sam Clarke, Kate Hilton, Dan Levin, & Ian Miller, University of Manchester, UK
Abstract
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.
Read more
Improving Graduateness and Employability: A Career Management Approach
/in #careers, #learning, #students, #teaching, 2013 ProceedingsKethamonie Naidoo, Council on Higher Education, South Africa
Abstract
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.
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Using Semantic Differential to Explore Life Sciences Academics’ Perceptions of Academic Identity
/in #data-centric, #learning, #science, #semantics, #teaching, 2013 ProceedingsAnne Margaret Tierney, University of Glasgow, Scotland
Abstract
Semantic Differential was used as a means to collect quantitative data about UK Life Science Academics’ perceptions of Academic Identity. Data were analysed using Mann-Whitney U Test and Effect Size. The purpose was to investigate potential differences in perception of Academic Identity between traditional “Research-Teaching” and “Teaching-Only” academics. Perceptual differences were also investigated between other academic groupings. Analysis revealed significant differences between groups of Life Science academics in areas of Research and Pedagogy. In practice, this has the potential to impact on student learning due to subconscious priority-setting by academics. However, it is also an opportunity for Educational Developers to support engagement with SoTL, developing both individuals and institutions’ expertise in Teaching and Learning. Semantic Differential was used to investigate differences in perceptions of Academic Identity in UK Life Scientists. Differences were found in perceptions of Research and Teaching, in three different academic groupings.
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The Effects of a Teaching Development Program for New Academics on Their Teaching Practice
/in #assessment, #planning, #students, #teaching, 2013 ProceedingsMagdalena 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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