scholarly journals Enhancing Postgraduate Learning and Teaching: Postgraduate Summer School in Dairy Science

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Pietro Celi ◽  
Gianfranco Gabai ◽  
Massimo Morgante ◽  
Luigi Gallo
Keyword(s):  
Summer School ◽  
Research Collaboration ◽  
Learning Experience ◽  
Scientific Investigation ◽  
Core Component ◽  
Learning And Teaching ◽  
Transferable Skills ◽  
The Core ◽  
Dairy Science ◽  
The University

Dairy science is a multidisciplinary area of scientific investigation and Ph.D. students aiming to do research in the field of animal and/or veterinary sciences must be aware of this. Ph.D. students often have vast spectra of research interests, and it is quite challenging to satisfy the expectation of all of them. The aim of this study was to establish an international Ph.D. training program based on research collaboration between the University of Sydney and the University of Padova. The core component of this program was a two-week Postgraduate Summer School in Dairy Science, which was held at the University of Padova, for Ph.D. students of both universities. Therefore, we designed a program that encompassed seminars, workshops, laboratory practical sessions, and farm visits. Participants were surveyed using a written questionnaire. Overall, participants have uniformly praised the Summer School calling it a rewarding and valuable learning experience. The Ph.D. Summer School in Dairy Science provided its participants a positive learning experience, provided them the opportunity to establish an international network, and facilitated the development of transferable skills.

scholarly journals Exploring Active Blended Learning Through the Lens of Team-Based Learning

2021 ◽  
pp. 172-192
Author(s):  
Rachel Maxwell ◽  
Roshni Khatri
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Learning Technologies ◽  
Learning Spaces ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
The Core ◽  
Team Based Learning ◽  
Core Concepts

This chapter showcases how the collaborative learning and teaching strategy known as Team-Based Learning™ (TBL) can deliver against the conceptual components within active blended learning (ABL), through exploration of different case studies from the authors' university. It begins by detailing the core concepts and theories underpinning each pedagogic approach before considering how adoption of TBL is consistent with the wider implementation of ABL. Case histories are used to highlight how these approaches enhance the student learning experience and how learning technologies can enable staff to do more of what they value within the classroom. The value of different learning spaces to facilitate TBL and augment the learning experience for both staff and students is considered. Finally, the chapter explores some of the more difficult questions around the lack of broader uptake of TBL within an institution committed to ABL as its standard approach to learning and teaching.

Learning and Assessment with Virtual Worlds

2009 ◽  
pp. 55-75 ◽  
Author(s):  
Mike Hobbs ◽  
Elaine Brown ◽  
Marie Gordon
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Preliminary Analysis ◽  
Learning Experience ◽  
Cognitive Approach ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Transferable Skills ◽  
The Rich ◽  
Initial Results

This chapter provides an introduction to learning and teaching in the virtual world Second Life (SL). It focuses on the nature of the environment and the constructivist cognitive approach to learning that it supports. The authors present detailed accounts of two case studies and provide preliminary analysis of the way in which the environment helps students to achieve both explicit and implicit learning outcomes. The formal assessment for these studies allowed the content, style, narrative and working pattern to be decided by the students. They believe that this approach provides a useful stepping stone between content driven and problem-based teaching techniques. Initial results seem to indicate that students have brought in learning from other areas with a mature approach that enhances their transferable skills in group work, project management and problem based learning. The authors suggest that loosely specified assessments with suitable scaffolding, within the rich environment of Second Life, can be used to help students develop independent, self motivated learning. To support this they map criteria from problembased learning literature and link the learning experience to types of learner.

Assessing the Entrepreneurial University from the Students' Perspective

2022 ◽  
pp. 72-86
Author(s):  
Barbara Filipa Casqueira Coelho Gabriel ◽  
Cláudia Figueiredo ◽  
Robertt A. F. Valente
Keyword(s):  
Mixed Methods ◽  
Mechanical Engineering ◽  
Entrepreneurial University ◽  
Entrepreneurial Learning ◽  
Learning And Teaching ◽  
The Core ◽  
High Level ◽  
The University ◽  
The Eu ◽  
Innovation And Entrepreneurship

Becoming an entrepreneurial university is one of the core objectives of the EU-OECD HEInnovate tool. This objective was also the catalyst for implementing HEInnovate within the Department of Mechanical Engineering at the University of Aveiro (UAVR), Portugal. This chapter explores the findings from a study that applied a mixed-methods approach to assessing the entrepreneurial and innovative vision of UAVR's students from different academic years and courses. Findings demonstrate students' high level of interest in innovation and entrepreneurship and highlight the importance they placed on entrepreneurial learning and teaching. Entrepreneurial learning and teaching were found to be especially important for creating collaborative networks between different people and scientific domains, both within and outside of the university.

scholarly journals A Grassroots, Practical Response to Student Belonging through Learning and Teaching Experiences

2018 ◽  
Author(s):  
Bronwyn Clarke ◽  
Rachel Wilson ◽  
Gabrielle Murray
Keyword(s):  
Learning Experience ◽  
Collaborative Work ◽  
Holistic Approach ◽  
Student Body ◽  
Learning And Teaching ◽  
Measurement Framework ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Student Belonging ◽  
The University

RMIT University is Australia’s second largest higher education provider and has a very diverse student body. Taking a holistic approach and capturing the entire student life cycle, the RMIT Belonging Strategy outlines a rationale and plan for delivering belonging interventions across the whole institution. An institution wide strategy requires economic, political and global considerations; however, as grass-roots academics, our work is informed by the philosophy that education can affect positive communitarian and individual change, and that meaningful and authentic relations with staff and students enable genuine collaboration and growth (Chickering, Dalton, & Stamm, 2006; Kreber, 2013). Guided by these principles, we identified five drivers that impact student belonging at the university, and proposed a measurement framework to form an ‘index’ of belonging that can be tracked and reported. This paper focuses on the innovative and collaborative work of developing an enterprise wide strategy for inclusive belonging and presents a roadmap of the process. We argue that grassroots, practical responses through learning experience interventions have the greatest potential to influence student engagement. 

scholarly journals Thematic analysis of individual feedback: Improving cohort feedforward

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Richard Edward Meredith
Keyword(s):  
Transformative Learning ◽  
Learning Experience ◽  
At Risk Students ◽  
Potential Contribution ◽  
Assessment Data ◽  
Text Data ◽  
Learning And Teaching ◽  
Individual Feedback ◽  
Data Source ◽  
The University

Is there a practical way to identify academic at-risk students before the start of term? Or is there no alternative but to look for in-class cues and formative assessment patterns or even wait to mark summative submissions after the term is over? This conference reflection essay offers a potential contribution to answering those questions. It suggests Turnitin assessment text data be make visible rather than remaining unseen, unnoticed, and therefore unactionable (Bienkowski et al., 2012). A poster presentation at the University of Greenwich Learning and Teaching festival 2019 became a transformative learning experience that led to Turnitin assessment data being conceived as a new data source for learning analytics, modelled using Activity Theory.

Biological Translation

2012 ◽  
pp. 149-160
Author(s):  
Collin Hover
Keyword(s):  
Case Studies ◽  
Driving Force ◽  
Biological Process ◽  
Learning Experience ◽  
Universal Method ◽  
Mathematical Language ◽  
Core Component ◽  
Biological Objects ◽  
The Core ◽  
Digital Environments

This chapter explores the use of code, form, and interactivity in translating biological objects into mathematically generated digital environments. The existence of a mathematical language contained in all physical objects that is similar in function to DNA in organisms is proposed as a core component and driving force of this exploration. Relative to current education tactics, using code, form, and interactivity as a set of common lexicons creates an increasingly universal method, to explore, understand, and teach this hidden biological language by re-writing its algorithms in ways we may readily recognize and absorb. Two case studies of the designer’s own work, (a) Clouds & Ichor, and (b) Stream, will be used to demonstrate and ground the concepts being discussed. In both projects, a natural learning experience is at the core of the biological process.

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

scholarly journals The WxChallenge: Forecasting Competition, Educational Tool, and Agent of Cultural Change

2013 ◽  
Vol 94 (10) ◽  
pp. 1501-1506 ◽  
Author(s):  
Bradley G. Illston ◽  
Jeffrey B. Basara ◽  
Christopher Weiss ◽  
Mike Voss
Keyword(s):  
Cultural Change ◽  
State Of The Art ◽  
Learning Experience ◽  
The United States ◽  
Higher Learning ◽  
Educational Tool ◽  
Web Interfaces ◽  
Wind Speeds ◽  
University Of Oklahoma ◽  
The University

The WxChallenge, a project developed at the University of Oklahoma, brings a state-of-the-art, fun, and exciting forecast contest to participants at colleges and universities across North America. The challenge is to forecast the maximum and minimum temperatures, precipitation, and maximum wind speeds for select locations across the United States over a 24-h prediction period. The WxChallenge is open to all undergraduate and graduate students, as well as higher-education faculty, staff, and alumni. Through the use of World Wide Web interfaces accessible by personal computers, tablet computer, and smartphones, the WxChallenge provides a state-of-the-art portal to aid participants in submitting forecasts and alleviate many of the administrative issues (e.g., tracking and scoring) faced by local managers and professors. Since its inception in 2006, 110 universities have participated in the contest and it has been utilized as part of the curricula for 140 classroom courses at various institutions. The inherently challenging nature of the WxChallenge has encouraged its adoption as an educational tool. As its popularity has grown, professors have seen the utility of the Wx-Challenge as a teaching aid and it has become an instructional resource of many meteorological classes at institutions for higher learning. In addition to evidence of educational impacts, the competition has already begun to leave a cultural and social mark on the meteorological learning experience.

scholarly journals Avolition as the core negative symptom in schizophrenia: relevance to pharmacological treatment development

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Gregory P. Strauss ◽  
Lisa A. Bartolomeo ◽  
Philip D. Harvey
Keyword(s):  
Negative Symptom ◽  
Negative Symptoms ◽  
Clinical Trial Design ◽  
Core Component ◽  
Treatment Target ◽  
Global Improvement ◽  
Treatment Development ◽  
The Core ◽  
Current Review ◽  
Symptom Domains

AbstractNegative symptoms have long been considered a core component of schizophrenia. Modern conceptualizations of the structure of negative symptoms posit that there are at least two broad dimensions (motivation and pleasure and diminished expression) or perhaps five separable domains (avolition, anhedonia, asociality, blunted affect, alogia). The current review synthesizes a body of emerging research indicating that avolition may have a special place among these dimensions, as it is generally associated with poorer outcomes and may have distinct neurobiological mechanisms. Network analytic findings also indicate that avolition is highly central and interconnected with the other negative symptom domains in schizophrenia, and successfully remediating avolition results in global improvement in the entire constellation of negative symptoms. Avolition may therefore reflect the most critical treatment target within the negative symptom construct. Implications for targeted treatment development and clinical trial design are discussed.

Leveraging Active Learning Pedagogy in a Scaffolded Approach: Reconceptualizing Instructional Leadership Learning

2020 ◽  
Vol 15 (3) ◽  
pp. 210-226 ◽  
Author(s):  
Jason D. Salisbury ◽  
Decoteau J. Irby
Keyword(s):  
Active Learning ◽  
Instructional Leadership ◽  
Learning Experience ◽  
Leadership Practice ◽  
University Of Illinois ◽  
The University

This article investigates how the University of Illinois at Chicago (UIC) redesigned its three-course instructional leadership strand to operate as a continuous three-semester learning experience that sequenced and emphasized an active learning pedagogy. This accounting elaborates the design and use of this pedagogy to support aspirant leaders in progressing through a continuum of knowers, assessors, and demonstrators of instructional leadership practice. Finally, we discuss the tensions that emerged from this approach to instructional leadership learning.

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