scholarly journals A curated online educational portal for staff and students at a university of technology

2015 ◽  
Author(s):  
◽  
Abdool Haq Mahomed Bhorat
Keyword(s):  
Personal Development ◽  
Teaching And Learning ◽  
Strong Support ◽  
Cutting Edge ◽  
Critical Realist ◽  
Technological Advances ◽  
University Of Technology ◽  
Technology In Teaching ◽  
The University ◽  
Educational Portal

The innovative application of an online educational portal in everyday teaching and learning is proposed to meet the needs of the new generation of students entering Universities of Technology (UoTs). The setting is against a background of educationally under-prepared but multimedia-literate students, and the university vision of integrating eLearning into the curriculum. The emergence of the Academic Commons Attribution has facilitated the channelling of free-to-use/open source educational information through the dedicated artefact. The investigation combined the challenges of artefact design with the necessity of authenticating subject content so that it was geared to the needs of the students in the Photography Programme. This study highlights the importance of managing knowledge so that it can be passed down to current and future generations in ways which keep pace with their exponential development of digital expertise. This research was carried out within Bhaskar’s critical realist philosophy, which argues that there is a real world which exists independently of one’s perception of it. It must be stressed that the artefact contained in the multimedia portal did not follow a linear, logical development but was a process of transformational iterative change, very similar to the developmental consistency described by Bhaskar. Bhaskar’s philosophical overview was complemented by Archer’s morphogenetic approach. The latter showed that the application of technology in teaching and learning is not just about use of “better tools” but signals a shift in social structure. The main technical challenge was for the researcher to standardise the multimedia resources so that they could be used on most personal computers, with the option of downloading short tutorials on mobile phones for later use. The resulting multimedia portal provides strong support in guiding inexperienced students and novice academics to choose resources appropriate to both the Photography curriculum and rapidly changing Industry requirements. The portal can also reduce the number of time consuming searches on various themes or topics, as it directs users to specific hyperlinked online resources in any given syllabus item. The curated educational portal is, therefore, currently being introduced as an enhancement to the traditional teaching and learning methods hitherto used in the Photography Programme. While the traditional methods have the strong humanist leanings essential for personal development, they are not geared to tackle the cutting edge technological advances required by industry. Moreover, in promoting the Durban University of Technology (DUT) as a centre using cutting-edge multimedia tuition, the portal might better establish influences with Industry (one of the core functions of a UoT) as well as attract international academics and students. The end result is to offer a blended learning model of tertiary programme delivery which is supported by the literature as currently being one of the most effective options.

iMindMap as an innovative tool in teaching and learning accounting: an exploratory study

2016 ◽  
Vol 13 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Wan Noor Hazlina Wan Jusoh ◽  
Suraya Ahmad
Keyword(s):  
Technology Acceptance ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Accounting Students ◽  
Content Type ◽  
Course Content ◽  
University Of Technology ◽  
Conventional Teaching ◽  
Innovative Tool ◽  
The University

Purpose The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome. Design/methodology/approach Out of 268 students of the management accounting at the University of Technology MARA (Terengganu), 97 students have participated in this survey to evaluate the effectiveness of iMindMap in teaching and learning. Findings Results indicate that the majority of the students acknowledged that iMindMap is more attractive than conventional teaching methods and found that iMindMap shows clearly how the points are all associated and linked together. Students could find that learning is an exciting experience and were able to visualize the whole course content remarkably via iMindMap. Originality/value This study presents an alternative instrument, which is innovative and interactive in teaching and learning, especially for accounting students where the students’ technology acceptance could also be viewed.

scholarly journals Information Technology in Teaching and Learning French as a Foreign Language at the University of Jordan

2016 ◽  
Vol 12 (26) ◽  
pp. 399
Author(s):  
Nahed Emaish
Keyword(s):  
Information Technology ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Target Language ◽  
Technology In Teaching ◽  
University Of Jordan ◽  
Use Of Social Media ◽  
Power Point ◽  
Teaching Learning ◽  
The University

This research aims to investigate to what extent students and professors at the University of Jordan use information technology in teaching and learning French. It also intends to evaluate the effect that IT tools have on the teaching/learning of this language at the Department of French at this university. The study sample was confined to (90) third-year students majoring in French. Another sample included all (8) professors in the department. The research method utilized two questionnaires, one for the professors and the other for students. The data was analyzed by descriptive statistics, and highlighting means and frequencies. The findings revealed that technology is used by the majority of students for such tasks as using online dictionaries, getting information for their projects and assignments and doing power point presentations. These activities play a part in developing their learning of the language. The findings also showed limitations in their interaction with native-speakers, use of social media, movies, and songs in the target language. As for the professors, the answers revealed that information technology is not often used in their courses. And when used, it is limited to e-mails or power-point presentations.

Partners in Storytelling

2011 ◽  
pp. 314-318
Author(s):  
William Shewbridge
Keyword(s):  
New Media ◽  
Teaching And Learning ◽  
Baltimore County ◽  
Media Technology ◽  
University Of Maryland ◽  
Broadcast Network ◽  
Technology In Teaching ◽  
The University ◽  
The Relationship

In 2006, the University of Maryland, Baltimore County (UMBC) entered into a unique partnership with Retirement Living Television (RLTV). Initially driven by the practicalities of bringing a new broadcast network to air, the relationship came to influence the role of new media technology in teaching and learning on the UMBC campus. The Charlestown Project brought university students and senior citizens together to create short digital movies. The project also became a catalyst for creating human connections beyond the campus and across generations. Along the way, students formed new attitudes towards aging and community, and the campus attained an increased awareness of the power of digital storytelling.

Game Informed Virtual Patients

2011 ◽  
pp. 304-322
Author(s):  
Michael Begg ◽  
David Dewhurst ◽  
Michael Ross
Keyword(s):  
Medical Education ◽  
Personal Development ◽  
Teaching And Learning ◽  
Virtual Patients ◽  
Learning Tools ◽  
Online Learning Communities ◽  
Patient Resources ◽  
New Learning ◽  
University Of Edinburgh ◽  
The University

Modern medical education necessitates a complex interleaving of issues relating to practice, professional and personal development, teaching and learning. This complexity has led, in part, to medical education being persistently located in the vanguard of eLearning development. Here, the authors describe our approach to the development of virtual patient resources and in particular how this iterative dialogue arising from the allied processes of practice, reflection and pedagogy required to create new learning tools and resources has contributed to professional development of those engaged in teaching medical students and in building online learning communities at the University of Edinburgh.

scholarly journals Digital equity: Considering the needs of staff as a social justice issue

2019 ◽  
Vol 35 (6) ◽  
pp. 150-160
Author(s):  
Julie Willems
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Digital Divide ◽  
Teaching And Learning ◽  
Development Program ◽  
Professional Staff ◽  
Digital Equity ◽  
Technological Advances ◽  
Technology In Teaching ◽  
Tertiary Teaching

The rollout of technological advances in tertiary teaching and learning continues unabated. Concerns around staff lag in acceptance and adoption may overlook hidden influences. While considerations to address the digital divide and digital equity for tertiary students has been a growing social justice issue since the 1980s, what of the academic and professional staff who facilitate their teaching and learning? They are the other side of the coin and, as a cohort, are as diverse as the students they teach. Today, building staff capacity in the implementation of technology in teaching and learning in higher education still remains a key need. Yet a one-size-fits-all approach may miss the differing needs, views and capabilities of staff. It may also be built and developed upon explicit assumptions relating to staff access, skills and ability. For an equity-based approach to building staff capacity through professional development, empathy is required in purveying staff values, abilities, and needs. To address such issues and empower staff, a robust professional development program on digital technology is but one means to help stem the digital divide between staff haves and have-nots.

scholarly journals Technology and the Human Dimension: Using Web-Based Technology to Develop and Record Generic Capabilities. A Library and Information Studies Case Study

10.28945/2659 ◽  
2003 ◽  
Author(s):  
Helen Partridge ◽  
Gillian Hallam
Keyword(s):  
Student Development ◽  
Personal Development ◽  
Teaching And Learning ◽  
Web Based ◽  
University Of Technology ◽  
Library And Information Studies ◽  
Information Studies ◽  
Invaluable Tool ◽  
Practical Implications

The Queensland University of Technology (QUT) is committed to ensuring that its students are not only discipline savvy but also skilled in generic capabilities. To facilitate the development of generic capabilities within its educational programs QUT has supported a project, which involved the creation of a web based tool known as the Student Capability Profile (SCP). The SCP aims to be a dynamic and flexible vehicle for documenting individual student’s personal development and growth within the broad spectrum of workplace skills. The SCP will be an invaluable tool, especially in the recruitment process, as it will allow students to inform potential employers of their achievement and growth within generic capabilities. This paper will explore a case study of how the system is being used in teaching generic capabilities such as teamwork and communication skills within library and information studies. The paper discusses the practical implications of using technology to facilitate student development of generic capabilities and how it impacts on the teaching and learning process.

Game Informed Virtual Patients

2010 ◽  
pp. 190-208
Author(s):  
Michael Begg ◽  
David Dewhurst ◽  
Michael Ross
Keyword(s):  
Medical Education ◽  
Personal Development ◽  
Teaching And Learning ◽  
Virtual Patients ◽  
Learning Tools ◽  
Online Learning Communities ◽  
Patient Resources ◽  
New Learning ◽  
University Of Edinburgh ◽  
The University

Modern medical education necessitates a complex interleaving of issues relating to practice, professional and personal development, teaching and learning. This complexity has led, in part, to medical education being persistently located in the vanguard of eLearning development. Here, the authors describe our approach to the development of virtual patient resources and in particular how this iterative dialogue arising from the allied processes of practice, reflection and pedagogy required to create new learning tools and resources has contributed to professional development of those engaged in teaching medical students and in building online learning communities at the University of Edinburgh.

scholarly journals Experience and Outcomes of a Pharmaceutical Care Leadership Residency Program

2014 ◽  
Vol 5 (3) ◽  
Author(s):  
Kassandra M. Bartelme ◽  
Andrew Bzowyckyj ◽  
Janice Frueh ◽  
Marilyn Speedie ◽  
Gerald Jacobson ◽  
...  
Keyword(s):  
Residency Program ◽  
Personal Development ◽  
Teaching And Learning ◽  
Leadership Skills ◽  
Pharmacy Practice ◽  
Support Service ◽  
University Of Minnesota ◽  
Financial Benefits ◽  
The University ◽  
Practice Development

The University of Minnesota College of Pharmacy's Ambulatory Care Residency Program has graduated 22 residents from its Leadership Emphasis program from 1999 to 2014. The Leadership Emphasis program is unique in its design, providing a set of experiences over two years focused on developing leadership skills in practice development, establishing personal influence, advocacy in the profession, and teaching. The program's design has focused on bringing value to three distinct audiences: pharmacists enrolled in the program, the local pharmacy practice community, and the College of Pharmacy. This paper explores the program's contributions in each of these areas. Program graduates from 1999-2009 were interviewed and cited the independent, yet mentored, activities of the program as instrumental to their professional and personal development. The program has provided significant value to the College of Pharmacy, primarily in the form of instructional support, service to faculty practice sites and development of new practice sites for APPEs. Teaching and precepting hours offset the salary of the residents, resulting in financial benefits for the College. In the second year of the program, residents pursue development of new practice sites, 15 of which have been sustained to provide at least a half-time pharmacist position, having a direct impact on pharmacy practice development in the region. The program provides a win-win-win situation for all the stakeholders involved. Schools and colleges of pharmacy are encouraged to consider whether a similar program may assist in achieving its own goals in practitioner development, teaching and learning, and community engagement.   Type: Clinical Experience

Using Action Research to Enhance Teaching and Learning at the University of Technology, Jamaica

2003 ◽  
Vol 28 (3) ◽  
pp. 239-250 ◽  
Author(s):  
NANCY A. GEORGE ◽  
MICHAEL CRAVEN ◽  
CLAUDETTE WILLIAMS-MYERS ◽  
PAULINE BONNICK
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
University Of Technology ◽  
The University

scholarly journals A Study on the Techniques of Presenting Vocabulary to Increase Students’ Motivation

2021 ◽  
Vol 3 (5) ◽  
pp. 45-54
Author(s):  
Ha Phung
Keyword(s):  
Teaching And Learning ◽  
Research Field ◽  
Viet Nam ◽  
Visual Aids ◽  
Reading And Writing ◽  
English Teaching ◽  
New Words ◽  
University Of Technology ◽  
Reliable Source ◽  
The University

Vocabulary plays an important role in English teaching and learning because it can stimulate students’ participation and help students improve their skills such as listening, speaking, reading and writing. This study was conducted to determine how vocabulary is presented and what factors affect students' motivation in learning vocabulary lesson and thus, suggest some ways of improving the effectiveness of vocabulary teaching and learning at the University of Technology (TNU), Thai Nguyen, Viet Nam. The data was collected by using two research instruments, including questionnaires and interviews. The results showed that both lecturers and students found a lot of benefits from using techniques in presenting vocabulary such as visual aids and verbal means. However, there were some difficulties teaching and learning new words at TNU. The research is also believed to be a reliable source of reference for teachers to enhance the effectiveness of using techniques of presenting vocabulary. Hopefully, it will be the springboard for many further studies in the future in the same research field.

Sign in / Sign up

Export Citation Format

Share Document