scholarly journals Embedding innovation pedagogy in teaching journalism

2017 ◽  
Vol 25 (4) ◽  
pp. 286-292 ◽  
Author(s):  
Merja Mari-Anne Drake
Keyword(s):  
Learning Outcomes ◽  
Applied Research ◽  
Learning Approach ◽  
Media Industry ◽  
Content Type ◽  
Learning Group ◽  
New Learning ◽  
Information And Communication ◽  
Innovative Thinking ◽  
Further Development

Purpose The purpose of this paper is to test how to integrate innovation pedagogy into journalism and information and communication technology (ICT) teaching while creating a new product for a national media industry. The objectives of the study were to create a new joint course model in which students from different degree programmes would learn and create products and services together in three different stages: networked and collaborative learning, group-based learning and individual learning. Design/methodology/approach Innovation pedagogy is a practically oriented method and can be used for doing applied research. This new learning approach defines how knowledge is assimilated, produced and used while innovating. The research focus is on applied research, and one vital aim is to enhance students’ ability to participate in research and development activities with businesses and other organisations in society. Findings The learning outcomes based on learning at all stages, i.e. individual, group and networks, were successfully achieved, and a new course model was created. However, the model needs further development. Originality/value Innovation pedagogy is a new learning approach. Innovation has been a buzz word in education for at least for a decade – some universities have even embedded innovative thinking throughout their curricula, leading to a new learning approach called innovation pedagogy. Could innovation pedagogy help us to achieve better learning outcomes? Do journalists really need innovation competences? Could journalists and ICT students study together? To answer these questions, the authors began an experiment that uses innovation pedagogy.

Application of information and communication technologies in special libraries in Kuwait

2011 ◽  
Vol 29 (4) ◽  
pp. 457-469
Author(s):  
Husain Al‐Ansari
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Decision Makers ◽  
Current Status ◽  
Content Type ◽  
The Status ◽  
Information And Communication ◽  
Library Catalogue ◽  
Ict Training ◽  
Further Development

PurposeThe study is designed to explore the application of information technology in various operations and services in special libraries in Kuwait.Design/methodology/approachThe data were collected through a questionnaire accompanied by interviews with head librarians in 25 special libraries in Kuwait.FindingsThis study provides baseline data on the current status of the application of information and communication technology (ICT). The majority of the libraries are partially automated. The library catalogue was found to be the most popular area for automation. More than one fourth of the libraries are still using manual systems in their library operations and services. Lack of adequate personnel, ICT training programs, and low priority of libraries within their organization are major obstacles for ICT application in special libraries.Practical implicationsThis paper will have implications for the development of special libraries in Kuwait. It also indicates existing obstacles, difficulties, suggestion and recommendations for further development.Originality/valueIt is the first study of the status of ICT applications in special libraries in Kuwait. Its findings should help researchers and decision makers to improve the current information infrastructure

Get “Roposo”: the fashionable social media

2018 ◽  
Vol 8 (2) ◽  
pp. 1-12
Author(s):  
Roshan Raju ◽  
Sagar Bhadange ◽  
Sandip Rakshit
Keyword(s):  
Social Media ◽  
Learning Outcomes ◽  
Mobile Communications ◽  
Subject Area ◽  
Media Industry ◽  
Fashion Industry ◽  
Content Type ◽  
New Business ◽  
Media Platform ◽  
Executive Level

Subject area Entrepreneurship, innovation, marketing and strategy. Study level/applicability Master’s, postgraduate and executive level programs. Case overview The fashion industry has evolved over the generations. Fashion is what defines any person. Your style and quotient statement gives you an edge. In a world which is getting smaller and smaller with evolving mobile and computer technology connectivity, there has been a rise in new startups in personalized fashion. This sector of personal styling has seen an investment of over US$220m in the past two years. Social media is connecting billions of people around the globe. Roposo is the brand of Relevant E-solutions and was launched in 2012. It is the brainchild idea of Avinash Saxena, Kaushal Shubhank and Mayank Bhangadia. It has created a buzz in the fashion and social media industry. This case illustrates the connective power of social media and personalized fashion. Roposo has over 2 million active users which includes a number of Bollywood stars. These users are creating their own stories related to styling and fashion tips and inspiring millions worldwide. The case explores the journey of how Roposo has changed the style statement of millions of people. Expected learning outcomes The expected learning outcomes are as follows: to identify the new business opportunity in the fashion industry with the use of a social media platform; to understand the evolution of fashion with the boom in social media and mobile communications; to learn how the brand grows and how celebrities are also motivated to be a part of it to connect to their fans for free; to provide inspiration for students to start up an entrepreneurial venture; to find out how the use of recommendation engines should be done to keep users engaged; and to discuss threats of competitors. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes. Subject code CSS 3: Entrepreneurship.

ICT in higher education: students perceive increased engagement

2015 ◽  
Vol 7 (1) ◽  
pp. 2-18 ◽  
Author(s):  
Marjolein B.M. Zweekhorst ◽  
Jeroen Maas
Keyword(s):  
Learning Outcomes ◽  
Information And Communication Technologies ◽  
Large Scale ◽  
Learning Effect ◽  
Communication Technologies ◽  
Education Students ◽  
Group Discussions ◽  
Content Type ◽  
Information And Communication ◽  
Depth Interviews

Purpose – In general, active participation increases learning outcomes. The purpose of this paper is to explore how: information and communication technologies (ICT) can be used to improve the participation of students during lectures and the effect of ICT on the learning outcomes of students. Design/methodology/approach – The authors tested a specific tool, Soapbox, in a compulsory course of a Masters’ program, at VU University, The Netherlands. During half of the lectures the students were invited to participate using their mobile phone or laptop, for the other half of the lectures, taught by the same lecturer, the tool was not used. The authors compared the two groups of lectures. For the evaluation the authors used observations in the classroom, a questionnaire, in-depth interviews, and focus group discussions with students and with the lecturer. Findings – The results show that the ICT tool facilitated and increased the level of communication and interaction among the students and between the students and the lecturers. Students’ scored lectures with the tool consistently higher on the item “engaging.” Most of the students appreciated the use of the ICT tool and said that they felt more involved. Originality/value – Despite the knowledge about the limited learning effect of lectures on larger groups, most of the teaching at universities is conducted through such lectures. The research shows that the majority of the students felt more involved in the lectures with the ICT tool, and almost half of the students feel that the learning effect of lectures with the tool is higher than the learning effect of lectures without. Although observations could not confirm the perceived enhanced involvement, about 80 percent would recommend using the tool in other classes, providing a case for the use of interactive technology in large-scale lectures.

An entrepreneurial learning approach to assessment of internships

2018 ◽  
Vol 60 (7/8) ◽  
pp. 909-922 ◽  
Author(s):  
Michael Breum Ramsgaard ◽  
Sara Juul Østergaard
Keyword(s):  
Professional Identity ◽  
Learning Outcomes ◽  
Pilot Project ◽  
Theory And Practice ◽  
Assessment Practices ◽  
Learning Approach ◽  
Valuable Insight ◽  
Opportunity Identification ◽  
Entrepreneurial Learning ◽  
Content Type

Purpose The purpose of this paper is to investigate how using an entrepreneurial learning approach for assessment of internships could increase the reflected value of combining theory and practice articulated in students’ learning outcomes. Furthermore, the purpose was to investigate whether the applied approach led to enhanced perception of professional identity and new understandings of employability for students in the internship course. Design/methodology/approach A qualitative research design was the basis for investigation of the topics in focus. The data consisted of five focus groups, observation notes, and documentation from the exam situations. Two consecutive groups of students (2015 and 2016) participated in the study at a university of applied science in Denmark. Findings Results from the study provided evidence that students in internships collectively develop a comprehensive understanding of how to apply theory to practical settings. By working with an entrepreneurial learning approach in the professional practice, students reported an enhanced reflective understanding of learning outcomes and the theory-practice gap, developed an ability for opportunity identification, and established a grounded feeling of professional identity and employability. Practical implications The current pilot project serves as a full and context-rich case study that can inform educators about formative and summative assessment practices when designing internships courses. Furthermore, internship supervisors can get valuable insight into learning processes during an internship. Originality/value The suggested model for an entrepreneurial learning approach to assessment of internships provides a basis for further research within entrepreneurial learning and the application to design of assessment practices in this context.

scholarly journals Adopting a socio-technical perspective to rethink the use of ICT in VNFIL

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Florian Fahrenbach ◽  
Karin Luomi-Messerer
Keyword(s):  
Informal Learning ◽  
Learning Outcomes ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Design Methodology ◽  
Qualitative Content Analysis ◽  
Theoretical Perspective ◽  
Content Type ◽  
Formal And Informal Learning ◽  
Information And Communication

Purpose This paper aims to draw on a socio-technical perspective to explore how information and communication technology (ICT) supports the validation of non-formal and informal learning (VNFIL) in specific practices and arrangements. Design/methodology/approach The authors use qualitative content analysis to analyse 43 country reports of the “European inventory on validation” published by the European Centre for the Development of Vocational Training (Cedefop) in 2019. Findings This study conceptualises ICT supported VNFIL practices and arrangements from a socio-technical perspective. Given this, the paper finds that ICT is used mainly to provide information on validation practices and arrangements, store qualification registers online and identify and document learning outcomes. The use of ICT to assess and certify learning outcomes remains limited. Originality/value VNFIL is very rarely seen in a technical context. This paper contributes to a theoretical perspective and highlights the mutual interdependence of social and technical components. Furthermore, this study provides an overview of inasmuch ICT is currently used to support VNFIL practices and arrangements. Based on the results, validation researchers and practitioners can get inspiration on how to develop ICT supported VNFIL practices and arrangements further.

Knowledge transfer in B-O-R-N Model to enhance computer learners’ learning outcomes in knowledge and cognitive skills

2016 ◽  
Vol 23 (2/3) ◽  
pp. 170-183
Author(s):  
Shatchaya Duangchant ◽  
Paiboon Kiattikomol ◽  
Sittichai Kaewkuekool
Keyword(s):  
Knowledge Transfer ◽  
Learning Outcomes ◽  
Cognitive Skills ◽  
Design Methodology ◽  
Learning Activities ◽  
Content Type ◽  
Knowledge Based ◽  
New Learning ◽  
Concepts Of Knowledge ◽  
Set Up

Purpose The process of knowledge transfer under the B-O-R-N Model is based on the concepts of knowledge transfer and change of knowledge patterns to create new knowledge. It stimulates learners to learn under the process of knowledge transfer during the learning with an aim to allow learners to achieve the learning outcomes. Design/methodology/approach This study examines learning according to the B-O-R-N manual to test the effectiveness of learners’ outcomes in the domains of knowledge and learning outcomes for cognitive skills. The teaching is provided by three teachers, and the opinions of 97 sample respondents are surveyed after learning according to the B-O-R-N Model. Findings The effectiveness of learning outcomes in the domains of knowledge and learning outcomes for cognitive skills of the learners who were taught by different teachers was similar: the learners’ scores exceeded the set-up criteria in all aspects. Also, the learners were satisfied with the activities in the B-O-R-N Model at the highest level, which demonstrated that the knowledge transfer during the learning activities was an important factor which affected the learning outcomes of the undergraduate computer learners effectively. Originality/value The knowledge management which happens during the B-O-R-N Model process is the creation of the new learning environment which allows learners to learn together and use mixed skills that can be applied in real situations. It encourages learners to have sustainable learning and the potential to develop themselves, resulting in the development of the economy and a knowledge-based society, as well as the enhancement of the country’s competitiveness.

THE EFFECTIVENESS OF PROBLEM-BASED LEARNING APPROACH IN THE TEACHING OF HANG STYLE LONG JUMP

2020 ◽  
Vol 13 (2) ◽  
pp. 24-30
Author(s):  
Octavianus Cahyanto Adhie
Keyword(s):  
Physical Education ◽  
Learning Outcomes ◽  
Quantitative Research ◽  
School Context ◽  
Problem Based Learning ◽  
Learning Approach ◽  
Learning Improvement ◽  
Learning Attitudes ◽  
Long Jump ◽  
Students Attitudes

The learning improvement of physical education can be done through implementing learning approach which is suitable for 21st Century era. This research is a descriptive quantitative research which aims to describe the effectiveness of the hang style long jump learning using problem-based learning approach based on students’ learning outcomes and attitude in vocational high school context. The subject of the research were students of  X ATR 1 and X TKRO 1 students of SMKN 1 Cangkringan. The data were obtained from the result of observation sheets, learning outcome tests, and questionnaire of students’ attitudes towards learning. The result showed that hang style long jump learning using problem-based learning approach was effective based on students’ learning outcomes and learning attitudes. The passing students reached 100% for X ATR 1 students and 80,65% for X TKRO 1 students.  The students’ learning attitudes towards physical education subject in the category of minimum more than 80% high were 100% for X ATR 1 students and 90.32% for X TKRO 1 students.

PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) BERBANTU MDIA GAMBAR UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS VI SD NEGERI 007 KAMPUNG BARU KECAMATAN GUNUNG TOAR KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Hamnidar Hamnidar
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Natural Sciences ◽  
Learning Approach ◽  
Research Subjects ◽  
Average Value ◽  
Average Grade ◽  
Complete Category ◽  
Contextual Teaching

This research was motivated by the learning outcomes of students' natural sciences that were still low. The purpose of this study was to improve student learning outcomes with the application of the Contextual Teaching And Learning approach. This research is a classroom action research consisting of II cycles with research subjects in class VI of 007 Kampung Baru State Primary School Gunung Toar District, Kuantan Singingi Regency. The results showed that, judging from the basic score, the lowest value of students was 50 while the highest score of students was 85 with an average grade of 62.78 with an incomplete category. in the first cycle the lowest value of students was 65 while the highest value of students was 90 with an average grade of 74 with a complete category. For learning outcomes in cycle II, the lowest value of students is 75 while the highest value of students is 100 with the average value of class 84.47 with complete categories. Based on the results of the study, it can be concluded that the application of the Contextual Teaching And Learning learning approach assisted by media images can improve the learning outcomes of Natural Sciences students of class VI 007 Public Primary School Kampung Baru, Gunung Toar District, Kuantan Singingi Regency.

The Japanese Pharmacological Society

Impact ◽  
2018 ◽  
Vol 2018 (3) ◽  
pp. 50-51
Author(s):  
Akinori Akaike
Keyword(s):  
Scientific Knowledge ◽  
Applied Research ◽  
The World ◽  
Further Development

The Japanese Pharmacological Society (JPS) was established in 1927 with the express purpose of contributing to the further development of the field of pharmacology through the spread of scientific knowledge on pharmacological theory based on applied research conducted in close coordination with our fellow members as well as other affiliated academic societies throughout the world.

Peningkatan Hasil Belajar Fisika Melalui Pendekatan Numbered Head Together Dengan Pemberian Reward di SMP Negeri 5 Kota Jambi

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Delismar Delismar
Keyword(s):  
Action Research ◽  
Active Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Outcome ◽  
Class Action ◽  
Learning Approach ◽  
Physics Learning ◽  
Lecture Method ◽  
Student Observation

In classical learning approach, conventional lecture method is commonly used by teachers in implementing learning process in classes.  The teacher becomes the main source of learning.  The current student’s habit that tends to be passive and individualistic resulted in a passive and monotone learning.      To overcome these problems, I was interested to implement the model of numbered heads together in learning Physics in the Class VII B of SMP Negeri 5 Kota Jambi. The purpose of this learning approach is to enable students to develop cooperative skill and more active learning of physics and to improve learning results. This research is a class action research, which were performed in two cycles.  All students’ activities in the class were observed and recorded in observation sheet, consisting of teacher observation sheet and student observation sheet. To find out the learning outcomes, formative test was performed using a written instrument form.  The results show the increase of students’ discipline, cooperation, liveliness, timeliness in learning Physics.  In addition, the learning model also increases the students’ learning outcomes. The average learning results increased to 75.38 (increase 3.25 points).  To conclude, the implementation of Number Head Together increase students’ discipline, cooperation, activities, and timeliness.  The model also increase the Physics learning outcome of student in SMP Negeri 5 Kota  Jambi.

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