scholarly journals Digital (Urban) Geography: Student-led research methodology training using smartphone apps

2019 ◽  
Author(s):  
Paul Holloway ◽  
◽  
Raymond O'Connor ◽  
Denis Linehan ◽  
Therese Kenna ◽  
...  
Keyword(s):  
Mobile Application ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Spatial Thinking ◽  
First Year ◽  
Smartphone Apps ◽  
New Techniques ◽  
Essay Writing ◽  
Widespread Interest

In the last decade, opportunities have emerged to deploy new digital technologies to research agendas and research-led teaching at third level. For instance, research methods such as surveys and questionnaires are shifting into the digital environment, while at the same time there is increasing evidence to support the view that people who have grown up with technology have acquired distinctive new ways of learning, and that traditional methodologies fail to maximise student engagement (Lafuente 2018). Thompson (2013) suggests that these ‘new learners’ are constantly using technology, multi-tasking in interactive environments, and collaborating online, yet research shows that many students are unaware of the potential of their smartphone to support learning (Woodcock et al, 2012). Despite a widespread interest in mobile devices facilitating teaching and learning in third-level education geography departments (Welsh et al. 2013), many research techniques are still taught using traditional ‘pen-and-paper’ methodologies. The ESRI Collector for ArcGIS is a mobile application (app) that can be used with iOS, Android, and Windows smartphones. Collector for ArcGIS is beginning to emerge as a technology to support spatial thinking in geography at second-level education and third-level education (Pánek and Glass 2018). Here we report on our strategy of integrating mobile technology in GG1015 Applied Geography, a large (250+) class introducing first year BA Arts Geography programme students to a number of techniques that we use in Geography. This module sits between GG1013 Environmental Geography and GG1014 Society and Space in the first-year programme. Both of these modules are a block of 24 1-hour lectures, with multiple choice quizzes (MCQs) and essay-based exams. Subsequently, GG1015 was developed to compliment these modules and introduce different teaching styles that facilitate learning across a range of diversities. Throughout this module, students engage directly in fieldwork, photographic activities, essay writing, presentations, and small group work. As such, this module offers an excellent case study to explore new techniques to engage students in learning, particularly in geographic research.

Co-Designing Mobile Applications for Data Collection in Citizen Science Projects – Challenges and Lessons Learned within the Nachtlicht-BüHNE Project

2020 ◽  
Author(s):  
Friederike Klan ◽  
Christopher C.M. Kyba ◽  
Nona Schulte-Römer ◽  
Helga U. Kuechly ◽  
Jürgen Oberst ◽  
...  
Keyword(s):  
Data Collection ◽  
Citizen Science ◽  
Mobile Applications ◽  
Mobile Application ◽  
Lessons Learned ◽  
Smartphone Apps ◽  
Science Project ◽  
Science Projects ◽  
Citizen Science Project

<p>Data contributed by citizen scientists raise increasing interest in many areas of scientific research. Increasingly, projects rely on information technology such as mobile applications (apps) to facilitate data collection activities by lay people. When developing such smartphone apps, it is essential to account for both the requirements of the scientists interested in acquiring data and the needs of the citizen scientists contributing data. Citizens and participating scientists should therefore ideally work together during the conception, design and testing of mobile applications used in a citizen science project. This will benefit both sides, as both scientists and citizens can bring in their expectations, desires, knowledge, and commitment early on, thereby making better use of the potential of citizen science. Such processes of app co-design are highly transdisciplinary, and thus pose challenges in terms of the diversity of interests, skills, and background knowledge involved.</p><p>Our “Nachtlicht-BüHNE” citizen science project addresses these issues. Its major goal is the development of a co-design process enabling scientists and citizens to jointly develop citizen science projects based on smartphone apps. This includes (1) the conception and development of a mobile application for a specific scientific purpose, (2) the design, planning and organization of field campaigns using the mobile application, and (3) the evaluation of the approach. In Nachtlicht-BüHNE, the co-design approach is developed within the scope of two parallel pilot studies in the environmental and space sciences. Case study 1 deals with the problem of light pollution. Currently, little is known about how much different light source types contribute to emissions from Earth. Within the project, citizens and researchers will develop and use an app to capture information about all types of light sources visible from public streets. Case study 2 focuses on meteors. They are of great scientific interest because their pathways and traces of light can be used to derive dynamic and physical properties of comets and asteroids. Since the surveillance of the sky with cameras is usually incomplete, reports of fireball sightings are important. Within the project, citizens and scientists will create and use the first German-language app that allows reporting meteor sightings.</p><p>We will share our experiences on how researchers and communities of citizen scientists with backgrounds in the geosciences, space research, the social sciences, computer science and other disciplines work together in the Nachtlicht-BüHNE project to co-design mobile applications. We highlight challenges that arose and present different strategies for co-design that evolved within the project accounting for the specific needs and interests of the communities involved.</p>

scholarly journals MIND MAPS IN EFL SPEAKING CLASSES: A CASE STUDY AT UNIVERSITY OF FOREIGN LANGUAGE STUDIES THE UNIVERSITY OF DANANG

2020 ◽  
Vol 36 (6) ◽  
pp. 175
Author(s):  
Phan Van Hoa ◽  
Ngo Thi Hien Trang
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mapping Technique ◽  
First Year ◽  
First Year Students ◽  
Language Studies ◽  
Speaking Skill ◽  
Mind Maps ◽  
The University

Speaking, one of the two productive skills, has been paid much attention to by first-year students at the Faculty of English, University of Foreign Language Studies - The University of Danang (FE, UFLS - UD). There are a variety of strategies and techniques assisting EFL teachers and learners, and mind mapping technique is among these which could be implemented to improve teaching and learning performances in general and speaking skill in particular. Mind maps are being taken advantage of by EFL students in classes to improve their speaking skill. In this study, the researchers have assumed that mind maps have the facilitating impact on the oral speech performance of the first-year students at FE, UFLS - UD. We have conducted this research quantitatively and qualitatively whose data is from interview questions and a set of questionnaires for first-year students, and the researchers’ classroom observation. This is a case study which aims to explore the reality of using mind maps including the frequency, speaking stages, and freshmen’s attitudes when utilizing this technique to enhance this skill. Its suggestions could be applied in teaching and learning English speaking skill effectively.

scholarly journals Adoption of innovative e-learning support for teaching: A multiple case study at the University of Waikato

2011 ◽  
Vol 27 (3) ◽  
Author(s):  
E. Marcia Johnson ◽  
Bronwen Cowie ◽  
Willem De Lange ◽  
Garry Falloon ◽  
Craig Hight ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
Multiple Case Study ◽  
First Year ◽  
Learning Support ◽  
Tertiary Teaching ◽  
E Learning ◽  
Multiple Case ◽  
The University

<span>In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting e-learning as a way to engage and motivate students. This paper reports on the first year of a two-year (2009-2010) qualitative multiple case study research project in New Zealand. Using perspectives from activity theory and the scholarship of teaching, the research has the overall goal of documenting, developing, and disseminating effective and innovative practice in which e-learning plays an important role in tertiary teaching. A "snapshot" of each of the four 2009 cases and focused findings within and across cases are provided. This is followed by an overall discussion of the context, "within" and "across" case themes, and implications of the research.</span>

scholarly journals Great Expectations: The Mismatched Selves of a Beginning Teacher

2014 ◽  
Author(s):  
Michael DiCicco ◽  
Laura Sabella ◽  
Robert Jordan ◽  
Kate Boney ◽  
Pat Jones
Keyword(s):  
Teaching And Learning ◽  
Beginning Teacher ◽  
First Year ◽  
Negative Effects ◽  
University Supervisors ◽  
Great Expectations ◽  
Self Discrepancy ◽  
Master Of Arts ◽  
Prior Experiences

As university supervisors we were alerted to heightened emotional responses (i.e., crying, not eating, not sleeping), expressed by paid-interns in an accelerated Master of Arts in Teaching (M.A.T.) cohort of STEM practitioners. While research has shown teachers prepared in alternative programs tend to have greater difficulties (Darling-Hammond, 1990), few studies have examined alternatively prepared teachers’ beliefs and expectations about teaching and learning (Tigchlaar, Brouwer, & Vermut, 2010; Good et al., 2006). This inquiry describes one paid-intern’s teaching expectations during her first year of teaching. In this phenomenological case study, part of a larger cross-case study, we collected data from interviews, observation notes and university supervisor evaluations in an effort to answer: (1) What are the expectations about teaching of a student in an accelerated M.A.T. program who is also a first-year teacher completing a paid internship and (2) In what ways did she address those expectations? We utilized self-discrepancy theory (Higgins, 1987) that provides an understanding of how expectations can produce negative effects, such as anxiety or depression. Discoveries suggest the intern held idealistic expectations about teaching, influenced by her personality, prior experiences, and the accelerated M.A.T. program, which she could not reconcile with her experiences as a teacher.

Worldbuilding, Gaming, and Multiliteracies in an Online First-Year Seminar

2022 ◽  
pp. 220-247
Author(s):  
Brian Angus McKenzie
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Teaching And Learning ◽  
Role Playing ◽  
First Year ◽  
Practical Advice ◽  
Role Playing Games ◽  
Irish Context ◽  
First Year Seminar

This chapter provides a case study of the use of worldbuilding for role-playing games as the foundation for a first year multiliteracies seminar. The author provides an overview of teaching and learning during the pandemic in the Irish context. The chapter provides practical advice on using a MediaWiki installation as the infrastructure for worldbuilding projects. The author shows how this imparts important digital literacies and allows for a critical apprehension of Wikipedia itself. The author argues that online learning and professional development benefit from a multiliteracies approach and, furthermore, that worldbuilding is a useful strategy for overcoming the limitations of online learning while at the same time achieving rigorous learning outcomes.

Mathematics Exercise Generator

2020 ◽  
pp. 264-282
Author(s):  
Maria Paula Oliveira ◽  
Paula Carvalho
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
First Year ◽  
Learning Needs ◽  
First Year Students ◽  
Support Students ◽  
Source Of Information ◽  
Series Of Functions ◽  
Selection Of

Nowadays, the process of teaching and learning is changing from a traditional model in which teachers were the source of information to a model in which teachers appear as advisors who carefully observe students, assist in the selection of information by identifying their learning needs, and support students in their autonomous study. In this chapter, the authors describe an approach used in curricular units of first year in science and engineer degrees, which results from a connection of three projects born in University of Aveiro—MEGUA, SIACUA, and PmatE—and the interconnections of their informatics platforms. Although any scientific area besides mathematics can use this tool, the authors focus in a case study using an example on a specific topic of calculus courses for first year students on Engineering: Sequences and Series of Functions. The methodology described allows teachers to achieve further goals on learning strategies and students to have enough material to practice.

scholarly journals A Three-Party Case Study: Exploring the Value of Student Work in Co-creation in Teaching and Learning

2020 ◽  
Vol 8 (2) ◽  
pp. 200-220
Author(s):  
Sunah Cho ◽  
Gregory R. Werker ◽  
Arkie Yaxi Liu ◽  
Bruce Moghtader ◽  
Woonghee Tim Huh
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Experience ◽  
First Year ◽  
Approaches To Teaching ◽  
Teaching Process ◽  
Student Work ◽  
Survey Questions ◽  
Business Course

In the context of a large first-year business course, we explore the value of student contributors, the former students from this course, working with faculty to improve the learning experience of the students enrolled in the course. By describing our study of the roles, impacts, benefits, and challenges of the student contributors’ involvement in creating supplemental resources, such as videos and practice problems, intended to augment the teaching process of the faculty and the learning process of the student learners, we contribute to the understanding of this three-party experience. Our study included interviews, survey questions, and resource-engagement analytics. We found that because student contributors can provide unique perspectives, greater inclusivity, and diverse approaches to teaching, there are benefits to the instructors, the student contributors, and the student learners.

The Need for Remedial Pedagogy in Undergraduate Violin Instruction: A Case Study of Postsecondary Instructors’ Perceptions

2019 ◽  
Vol 37 (3) ◽  
pp. 36-45
Author(s):  
Vanessa Andrea Mio
Keyword(s):  
Music Education ◽  
Attribution Theory ◽  
Parental Support ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Well Being ◽  
First Year ◽  
First Year Students ◽  
External Data

Postsecondary violin instructors often implement remedial pedagogy with first-year performance/music education students to holistically nurture individual artistic goals and overall well-being. Using a qualitative multiple case study research design, 10 postsecondary violin instructors from across North America were interviewed to investigate their perceptions of why remedial pedagogy is often required for incoming first-year students. The interview data and external data sources were analyzed through the lens of empiricism, attribution theory, and teacher attribution scaffolding theory. The results indicated that some secondary instructors may require further knowledge in terms of effective communication and pedagogical approach with individual students. Other factors may be equally critical throughout the learning process, including student motivation, resistance, and parental support. The pedagogical expertise presented in this research can inform violin instructors about the factors/challenges that may affect teaching and learning as students prepare for higher education.

scholarly journals An Evolving Teaching Methodology: An Integrated Approach To Teaching Multi-Disciplinary Classes

2011 ◽  
Vol 1 (3) ◽  
pp. 9
Author(s):  
Craig Baird ◽  
Kerry Pedigo
Keyword(s):  
Western Australia ◽  
Business School ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Integrated Approach ◽  
First Year ◽  
Teaching Methodology ◽  
Central Case ◽  
Approach To Teaching

This paper discusses an approach to teaching and learning in multi-disciplinary university settings using case study based scenarios presented using films as a key teaching methodology. The production of four films (The Video store, Perception Airlines, Tranquil Whispers, and Middleton) over an eight year period was an iterative process through which the use of film-based case study scenarios was refined as a teaching tool to integrate student learning across multiple disciplines in a business school. Each of the four films was designed to enhance first year university students understanding of theories and practices used in a range of discipline areas that underpin the operations of a commercial business undertaking. The final film mainly discussed here depicts a central case study scenario, entitled Middleton featuring a cast of teaching and academic staff from the Curtin Business School (CBS) in Perth, Western Australia and Curtin Sarawak, Malaysia(Curtin University of Technology). It was produced as a core teaching approach for exploring themes as part of the delivery of several first year units within the CBS, delivered over twelve campuses in Western Australia and South East Asia (Singapore, Malaysia, Hong Kong, Sri Lanka). Students in their first year of a commerce degree study compulsory business units that are disparate in their content and delivery. This diversity can cause some students to have difficulty with defining meaningful cohesiveness between units in their first year of study. Middleton sought to integrate the first year subjects into a film depicting a central case study of an international business operation.

Teaching and Learning Biology With iPads for High School Students With Disabilities

2017 ◽  
Vol 56 (6) ◽  
pp. 911-939 ◽  
Author(s):  
Min Wook Ok ◽  
Joan E. Hughes ◽  
Audrey Boklage
Keyword(s):  
High School ◽  
High School Students ◽  
Students With Disabilities ◽  
Content Knowledge ◽  
Professional Learning ◽  
Teaching And Learning ◽  
First Year ◽  
School Students ◽  
Descriptive Case Study

This descriptive case study examined the first year of iPad-supported teaching and learning in a high school modified biology class. Results revealed that the iPad practices replaced, amplified, and transformed pedagogy and learning, but they predominantly supported general learning or instructional practices with little science specificity. A strong technology vision and collaborative planning with teachers were strong supports for iPad integration. The teacher’s deep pedagogical and content knowledge and positive attitude toward using iPads were significant in persevering through barriers to integration, such as increased time to plan lessons, little professional learning, and technical difficulties. While iPads effectively supported learning in this special education classroom, the discussion suggests for more content-focused iPad integration and deeper technological content knowledge among teachers.

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