Teamwork Development across the Curriculum for Information Technology Students at Liepāja University: Processes, Outcomes and Lessons Learned

2015 ◽  
Vol 4 ◽  
pp. 509
Author(s):  
Dzintars Tomsons ◽  
Anita Jansone
Keyword(s):  
Information Technology ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Lessons Learned ◽  
Learning Goals ◽  
Learning Organisation ◽  
Technology Students ◽  
Information Technology Students ◽  
The University

<p><em>Teamwork skills are key feature for Information Technology (IT) specialists. The university IT curriculum contains both IT specific courses, and comprehensive courses. Due to limited amount of the learning courses and efficient achievement of learning goals, it is necessary to look for opportunities to integrate activities developing social and communication skills courses into IT specific courses. Managing the teamwork that is close to practice, it is necessary to solve the problems of teaching and learning organisation, and assessment of individual learning outcomes and competences. In Liepāja University, the student teamwork has been managed for several years as integral part of Software Engineering courses and study projects. The course management system Moodle has been used in learning process providing possibilities to evaluate both assignments submitted by students and their learning behaviour.  The current paper describes and analyses the experience of academic staff of Liepāja University.</em></p>

scholarly journals Internet of things as a solution for production and disaster activities in the province of Los Ríos

2018 ◽  
Vol 3 (CITT2017) ◽  
pp. 32-36
Author(s):  
Ana Fernández Torres ◽  
Jose Sandoya Villafuerte ◽  
Narcisa Crespo Torres ◽  
Yanina Marin Castillo
Keyword(s):  
Information Technology ◽  
Computational Intelligence ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Strategy ◽  
Social Significance ◽  
Technology Students ◽  
The Subject ◽  
Information Technology Students ◽  
Contextualized Learning

Teaching strategy presented aims to provide the contextualized learning computational intelligence in correspondence with the needs of the information technology students. This proposal is the output of a theoretical model that structure the process of teaching and learning of computational intelligence, from the dialectical relations between its components and it is manifested as a set of actions structured in three stages, defining their respective goals to transform the work, being done in the traditional way, towards new demands of renewal in the continuous improvement that is required, in correspondence with the needs that the learning of mathematical content has for the College student, social significance, and practical value. Assumes the contextualization as a contextual approach to the teaching of computational intelligence. The application of the teaching strategy in teaching practice confirmed its relevance, feasibility, and effectiveness through the use of empirical methods: evaluation by expert criteria, consultation with users and the pedagogical experiment in its pre-experiment variant, demonstrating favor the contextualized learning of the subject computational intelligence in the information technology students.

Creative collaboration: student creative works in the institutional repository

2018 ◽  
Vol 34 (1) ◽  
pp. 20-31
Author(s):  
Rose Sliger Krause ◽  
Andrea Langhurst Eickholt ◽  
Justin L. Otto
Keyword(s):  
Teaching And Learning ◽  
Music Performance ◽  
Lessons Learned ◽  
Institutional Repository ◽  
Student Centered ◽  
Student Work ◽  
Content Type ◽  
Music Department ◽  
Eastern Washington ◽  
The University

Purpose The purpose of this paper is to describe the music performance collection preserved in Eastern Washington University’s institutional repository (IR). This collection of recordings of student music performances is the result of an ongoing collaboration between the university?s library and music department, which serves to provide discoverability, preservation and access to a collection of student creative works, which had heretofore been a hidden collection. Design/methodology/approach This collection of student creative work was identified as a suitable project for the Eastern Washington University’s IR while it was still in the planning stages because it was identified as an existing need that the new IR could address. Much of the groundwork for the collaboration between the library and music department was completed prior to IR implementation. Thus, the library was ready to begin work on this collection once the IR was operational. Findings The student music performance collection has been a successful project for the IR, which benefits the music department by making student performances discoverable and accessible, and benefits the library by providing the opportunity to demonstrate that the then-new IR could support the university’s student-centered focus on teaching and learning. Originality/value While there is a growing body of literature on IRs emphasizing student work, there is little literature on music or other creative works’ collections in IRs, much less on creative works by students. This paper adds to the limited body of literature on student creative works in the IR by describing the development, implementation and lessons learned from the successful music performances collection.

scholarly journals Requirements for developing a culture of small information technology projects among university students in the context of the Fourth Industrial Revolution.

2022 ◽  
Vol 5 (1) ◽  
pp. 253-314
Author(s):  
Mohamed Abdel Salam Mohamed Mahmoud El Balshi ◽  
Keyword(s):  
Information Technology ◽  
University Students ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Processes ◽  
Faculty Members ◽  
It Projects ◽  
Information Technology Projects ◽  
Fourth Industrial Revolution ◽  
The University

The current study aimed to develop mechanisms for developing the culture of small information technology projects among university students in the context of the Fourth Industrial Revolution by integrating the development of the culture of small information technology projects in the university’s vision, objectives and strategy, and localizing it in the university environment, activating it in the university’s teaching and learning processes, and strengthening the university’s partnership and the outside community to achieve this. The study used the descriptive approach, and the researcher applied a questionnaire consisting of (37) phrases distributed over (4) axes, and the sample amounted to (136) university professors from (5) Egyptian universities. The study found: The need for the university to emphasize in its objectives the teaching of students to build and manage small information technology projects through the development of knowledge and awareness of it, consolidating the values ​​and beliefs that support them, and that the university is interested in formulating a strategy that supports innovation and creativity among faculty members and students, and that the promotions of teachers and assistant professors be linked to their supportive activities for educating students with small IT projects, and to provide paper or digital brochures on opportunities to build small IT projects in the surrounding environment, and to support the practice of cultural activities, and spread the culture of patent in the information technology sector among its students, and that the university’s learning outcomes target the need for graduates to possess positive attitudes and values ​​towards them. and pay attention to educating students about the impact of the Fourth Industrial Revolution on small IT projects, and that the university link the teaching and learning processes, building and managing small information technology projects, and directing its faculty members towards linking the contents of the curricula with the skills of building and managing small information technology projects, with the need to achieve partnership with the external community through the establishment of exhibitions and platforms for marketing information technology projects, and hosting businessmen in seminars or meetings to inform students of their successful experiences.

scholarly journals LA MENTORIZACIÓN ENTRE EL PROFESORADO UNIVERSITARIO JUNIOR Y SENIOR. UN PROCESO DE APRENDIZAJE, APOYO Y ENRIQUECIMIENTO MUTUO

2017 ◽  
Vol 6 (1) ◽  
pp. 453
Author(s):  
Lucía Herrera Torres ◽  
Laila Mohamed Mohand
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Junior Faculty ◽  
Mentoring Programs ◽  
Learning Support ◽  
Continuous Change ◽  
Teaching Competencies ◽  
Faculty Mentorship ◽  
The University ◽  
Specific Learning

Abstract.The university is known for its complexity and continuous change. Junior faculty should be incorporated and adjusted to the university structure and functioning. In addition, they have to implement a set of teaching competencies to promote an effective process of teaching and learning, and the student achievement of specific learning outcomes. For this reason, this paper advocates the need to implement mentoring programs between senior and junior faculty as a process that involves learning, support and mutual enrichment. Thus, two mentoring projects developed at the University of Granada are described. It is shown to be effective in strengthening efforts towards faculty achieving goals and its well-being.Keywords: higher education, faculty, mentorship, teaching competenciesResumen.La institución universitaria se caracteriza por su complejidad y continuo cambio. El profesorado universitario junior ha de incorporarse y ajustarse a la estructura y funcionamiento de la universidad, a lo que se suma que ha de poner en práctica una serie de competencias docentes para favorecer un proceso de enseñanza-aprendizaje eficaz y la consecución de determinados resultados de aprendizaje en el alumnado. Es por ello por lo que en el presente trabajo se defiende la necesidad de implementar programas de mentorizacion entre el profesorado senior y junior como un proceso que implica el aprendizaje, apoyo y enriquecimiento mutuo. En este sentido, se describen dos proyectos de mentorización desarrollados en la universidad de Granada. Se pone de manifiesto su eficacia para fortalecer los esfuerzos dirigidos hacia la consecución de una meta y el bienestar del profesorado.Palabras clave: educación superior, profesorado, mentorización, competencias docentes

Professional community and student engagement in higher education: rethinking the contributions of professional staff

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yaw Owusu-Agyeman ◽  
Enna Moroeroe
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Professional Community ◽  
Professional Staff ◽  
Data Set ◽  
Content Type ◽  
Service Culture ◽  
The University

PurposeScholarly studies on student engagement are mostly focused on the perceptions of students and academic staff of higher education institutions (HEIs) with a few studies concentrating on the perspectives of professional staff. To address this knowledge gap, this paper aims to examine how professional staff who are members of a professional community perceive their contributions to enhancing student engagement in a university.Design/methodology/approachData for the current study were gathered using semi-structured face-to-face interviews among 41 professional staff who were purposively sampled from a public university in South Africa. The data gathered were analysed using thematic analysis that involved a process of identifying, analysing, organising, describing and reporting the themes that emerged from the data set.FindingsAn analysis of the narrative data revealed that when professional staff provide students with prompt feedback, support the development of their social and cultural capital and provide professional services in the area of teaching and learning, they foster student engagement in the university. However, the results showed that poor communication flow and delays in addressing students’ concerns could lead to student disengagement. The study further argues that through continuous interaction and shared norms and values among members of a professional community, a service culture can be developed to address possible professional knowledge and skills gaps that constrain quality service delivery.Originality/valueThe current paper contributes to the scholarly discourse on student engagement and professional community by showing that a service culture of engagement is developed among professional staff when they share ideas, collaborate and build competencies to enhance student engagement. Furthermore, the collaboration between professional staff and academics is important to addressing the academic issues that confront students in the university.

Enculturation of the Utilization of Learning Management System

2010 ◽  
pp. 323-340
Author(s):  
Aida Suraya Md. Yunus ◽  
Hamidah Meseran ◽  
Zaidan Abdul Wahab
Keyword(s):  
Management System ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Management System ◽  
Professional Service ◽  
Knowledge Repository ◽  
Extension Work ◽  
E Learning ◽  
Learning Management ◽  
The University

Universiti Putra Malaysia’s (UPM) vision is to become a university with international repute. The Strategic Plan Document 2001- 2010 includes a goal for the university to be fully wired through ICT in enhancing research, extension work, professional service, strengthening teaching and learning environment and enhancing the culture of ICT in supporting teaching and learning. Two strategies were drawn; namely (i) implement the use of one learning management system (LMS) and (ii) enhance competency of academic staff in using the LMS. It has been a practice that each faculty decides on a platform for implementing e-Learning. However, the use of various LMSs had created difficulties in the sharing of integrated database, continuous monitoring of the effectiveness of the e-Learning system, and depository of e-Learning resources in the UPM’s knowledge repository. This paper reports on UPM’s experience in adapting the use of LMS from the early 1990s until today.

Implementation of Learning Outcomes in Mathematics for Non-Mathematics Major by Using E-Learning

2012 ◽  
pp. 119-140 ◽  
Author(s):  
B. Divjak
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Educational Process ◽  
Social Software ◽  
First Year ◽  
Technology Enhanced Learning ◽  
Student Centered ◽  
Undergraduate Study ◽  
E Learning ◽  
The University

Learning outcomes are considered to be a key tool for student-centered teaching and learning. They can be successfully implemented in teaching and learning mathematics on higher educational level and together with appropriate level of technology enhanced learning can provide the framework for successful learning process even for students that have not been primarily interested in mathematics. The aim is to present the case study of implementation of learning outcomes and e-learning in several mathematical courses at the Faculty of Organization and Informatics of the University of Zagreb. First of all, there are examples of mathematical courses in the first year since the first study year is crucial for retaining students. Further, there are mathematical courses taught at higher years of undergraduate study and the first year of graduate study. Again, educational process is appropriately supported by ICT and executed through blended e-learning, as well as the use of social software.

Preparing Business and Information Technology Students to Contribute to Organizational Cultures Grounded in Moral Character

2014 ◽  
Vol 3 (1) ◽  
pp. 33-53 ◽  
Author(s):  
William I. Sauser ◽  
Ronald R. Sims
Keyword(s):  
Information Technology ◽  
Moral Character ◽  
Organizational Cultures ◽  
Learning Context ◽  
The Public ◽  
Effective Learning ◽  
Technology Students ◽  
Technology Leaders ◽  
Show Business ◽  
Information Technology Students

The ethical crisis in business and information technology is very real. Countering this crisis by creating organizational cultures grounded in moral character is the challenge people face as leaders if they are to regain the respect and confidence of the public. As educators of future business and information technology leaders, how can educators prepare their students to understand, appreciate, and contribute to the establishment of cultures of character in the organizations which employ them—and which they may ultimately lead? In this article the authors distinguish among four corporate cultures with respect to ethics —cultures of defiance, compliance, neglect, and character—and present a blueprint for constructing an organizational culture grounded in moral character. With respect to showing students how to contribute to such a culture, the authors then (a) describe how to establish an effective learning context for teaching about ethics, (b) proffer a number of practical suggestions for student assignments and experiences that can empower students to understand, appreciate, and contribute to organizational cultures of character, and (c) explain how to enhance experiential learning by conducting an effective debriefing session. The authors conclude the article by providing three examples from their own experience illustrating how these ideas can be incorporated into programs designed to show business and information technology students how to contribute to organizational cultures grounded in moral character.

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