scholarly journals A meta-model for developing simulation games in higher education and professional development training

2012 ◽  
Author(s):  
C. Shaun Longstreet ◽  
Kendra Cooper
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Simulation Games ◽  
Meta Model ◽  
Professional Development Training

Promoting Digital Teaching and Learning

2019 ◽  
pp. 56-76
Author(s):  
Nicole Luongo
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
New Technology ◽  
Development Programs ◽  
Professional Development Training ◽  
Professional Development Programs ◽  
Learning Options

This chapter explores various faculty development digital teaching and learning options that higher education institutions can offer distance learning instructors. The chapter explains specific methods of providing professional development opportunities for these educators. Some of these options are connected to promotion and tenure, acquisition of new technology, and personal satisfaction. Recently developed technological rewards such as digital badges and credentials are discussed in this chapter. The author explains how nationally recognized professional development programs can enhance professional development programs by offering new options to faculty. The author recommends that higher education institutions modify their current processes for offering professional development options for faculty who design and develop distance learning courses. The chapter suggests that faculty members need specific digital teaching and learning professional development training options when designing and teaching distance learning courses.

Redesigning Continuing Professional Development Training (CPDT) in Higher Education

2019 ◽  
pp. 304-325
Author(s):  
Abdul Halim Mohamed ◽  
Azlida Ahmad
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Industrial Revolution ◽  
Teaching Effectiveness ◽  
Continuing Professional Development ◽  
Information And Communications Technology ◽  
Ict Integration ◽  
Professional Development Training ◽  
Asean Countries

This chapter discusses the impacts of Industrial Revolution (IR) 4.0 on the continuing professional development training (CPDT), demanding lecturers/teachers to acquire knowledge of instructional design and information and communications technology (ICT). IR 4.0, often referred to as Education 4.0, requires universities to upgrade their CPDT that can enhance ICT skills of lecturers/teachers as well as students. The Ministries of Education (MOEs) and Ministries of Higher Education (MOHE) among ASEAN countries need to share their initiatives to help produce effective digital citizens. The quality of students depends on the quality of lecturers/teachers trained in CPDT. CPDT should be carefully redesigned to encourage more lecturers to enhance their student learning as well as engagement through ICT integration. Guidelines of redesigning CPDT are provided to redesign better and effective CPDT in the future. It is hoped that lecturers can increase their teaching effectiveness, efficiency, and productivity through continuous successful exposure of ID knowledge, skills, and ICT integration.

scholarly journals Faculty Perceptions on Accessibility in Online Learning: Knowledge, Practice and Professional Development

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Thelma C Guilbaud ◽  
Florence Martin ◽  
Xiaoxia Newton
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Online Learning ◽  
Students With Disabilities ◽  
Faculty Perceptions ◽  
Higher Education Institutions ◽  
Full Time ◽  
Professional Development Training ◽  
Part Time ◽  
Time Part

This study examined the level of readiness of faculty in designing and delivering accessible online courses to meet the needs of all learners, including students with disabilities. A total of 182 tenured/non-tenured full time, part-time, adjunct and clinical faculty from three public universities of different sizes were surveyed to gauge their awareness, understanding, and practices related to disability laws, quality standards, utilization of tools, and professional development support. Results from the study indicated an uneven level of readiness by faculty regarding online learning accessibility. Results from the study showed that professional development training in online learning had a very significant influence on accessibility knowledge and practice. Also, high perceptions of knowledge for institutional policy and terminology and low perception of accessibility laws and standards were found. It is also found that training on disability-related laws and regulations provided by higher education institutions was insufficient and at times, does not align with the faculty’s schedule. Given the results of the study, it is recommended that higher education institutions reorient their approach to supporting faculty who teach online and develop a comprehensive strategy to reach the goal of helping all students, including students with disabilities, to fully engage online learning. The findings from this study have implications for course development and implementation to support students with disabilities. 

USE OF INTERDISCIPLINARITY AS AN INNOVATIVE APPROACH IN THE EDUCATIONAL PROCESS OF ART INSTITUTIONS OF HIGHER EDUCATION

2021 ◽  
Vol 1 (195) ◽  
pp. 18-22
Author(s):  
Hanna Karas ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
Theory And Practice ◽  
Innovative Approach ◽  
Institutions Of Higher Education ◽  
Interdisciplinary Field ◽  
Artistic Styles

The article is devoted to the use of interdisciplinarity as an innovative approach in the educational process of art institutions of higher education on the example of studying the discipline «Evolution of artistic styles in art» included in educational master's programs. This discipline is based on the theory and practice of professional development of a teacher-musician, who provides the Master of Arts education process, shapes their professional development necessary for their future musical and pedagogical creativity, skills, and pedagogical culture. The content of the discipline consists of the introduction of artistic styles’ scientific and theoretical fundamentals to the future specialists. The objectives of the course are 1) the theoretical generalization of the historical experience of the evolution of artistic styles, 2) acquaintance with the best examples of artistic culture, representing different styles and directions, 3) mastering complex problems of stylistic analysis. The aim of the course is the establishment of a strategy for a professional growth as part of the vocational training of masters in the following educational areas «Secondary education. Musical Art» and «Musical Art»; mastering the scientific and theoretical foundations of the artistic styles’ analysis as a formative student course of the music and pedagogical education in higher education. The interdisciplinary approach can be implemented in two main formats. A. Kolot believes that with the help of the first format he builds bridges between different sciences, brings them together on an informal basis without violating their individuality and uniqueness. In this format, the discipline «Evolution of artistic styles in art» «builds bridges» with such disciplines as: philosophy, history, foreign languages, general psychology, culturology, sociology, art culture, aesthetics. In the second format, interdisciplinarity is presented as a real tool for unifying sciences, and the emergence of integrative products. In this format the course «Evolution of Artistic Styles in Art» involves an organic combination of such disciplines as history and theory of music, theater, ballet, art history, philosophy, art culture and literature, analysis of musical form, choral class, music psychology, and others. Therefore, we propose to define the student course «Evolution of artistic styles in art» as a complex, interdisciplinary field of knowledge and consider the application of an interdisciplinary approach in the practice of a teacher of artistic institutions.

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