scholarly journals Editorial - TL Forum 2015: Teaching and learning uncapped

2015 ◽  
Vol 12 (4) ◽  
pp. 2-9
Author(s):  
Roger Atkinson ◽  
Tania Broadley ◽  
Anne Coffey ◽  
Pamela Martin-Lynch ◽  
Clare McBeath ◽  
...  
Keyword(s):  
Western Australia ◽  
Teaching And Learning ◽  
University Teaching ◽  
Special Issue ◽  
Learning Practices ◽  
University Of Notre Dame ◽  
The University

Teaching and Learning Forum is a series of annual conferences held in Perth by Western Australia's five universities, Curtin University, Edith Cowan University, Murdoch University, The University of Notre Dame Australia, and The University of Western Australia. After 24 Forums, 1992-2015 (TLF, n.d. 1), TLF is clearly an enduring presence in our local discourse on university teaching and learning practices. In this editorial for the Journal's special issue, titled TL Forum 2015: Teaching and learning uncapped, we present multiple understandings of how an enduring presence has been attained, and why we assert the importance of our local discourse.

scholarly journals Valoración del uso de la plataforma virtual Moodle como recurso pedagógico en la enseñanza universitaria de la informática

2017 ◽  
Vol 2 (1) ◽  
pp. 51 ◽  
Author(s):  
Juan Manuel Claro-Vásquez
Keyword(s):  
Teaching And Learning ◽  
Collaborative Work ◽  
Structured Interview ◽  
University Teaching ◽  
Subjective Experiences ◽  
Learning Spaces ◽  
Virtual Platform ◽  
The University ◽  
Trabajo Colaborativo ◽  
Estudiantes Universitarios

ResumenEl presente artículo describio las valoraciones que hacen los docentes sobre los usos de la plataforma virtual como un recurso de enseñanza y aprendizaje en los cursos de informática de la Universidad de Santander, sede Cúcuta.  Para la recolección de la información necesaria para la investigación se empleó una encuesta aplicada a ocho profesores pertenecientes al Departamento de Sistemas de la Universidad. Esta encuesta se complementó con una entrevista semiestructurada centrada en las experiencias subjetivas de tres docentes. Entre los resultados más relevantes aparece que los profesores que participaron en el estudio utilizan frecuentemente la plataforma virtual como complemento para el desarrollo de sus cursos. El manejo apropiado de la plataforma se lleva a cabo como un proceso dinámico e interactivo de tal manera que el profesor constituye la base fundamental de la construcción de ideas en su entorno y muestra que el uso de la plataforma virtual en la formación de los estudiantes universitarios ha logrado que se reflexione sobre las técnicas elementales de la educación y puedan ser aplicadas en los procesos de enseñanza basados en la formación virtual.Palabras clave: recursos pedagógicos, espacios virtuales de aprendizaje, plataforma virtual Moodle, trabajo colaborativo Assessment of the use of the Moodle virtual platform as a pedagogical resource in the university teaching of computer scienceAbstractThis article describes teachers’ assessments regarding the uses of the virtual platform as a teaching and learning resource in informatics courses of the University of Santander, Cúcuta. As a means of collecting the information necessary for the investigation, a survey of eight professors belonging to the Systems Department of the university was carried out. This survey was complemented by a semi-structured interview centered on the subjective experiences of three teachers. Among the most relevant results, it appears that the professors who participated in the study frequently use the virtual platform as a complement for the development of their courses. The appropriate management of the platform is executed as a dynamic and interactive process, in such a way that the teacher functions as the fundamental basis for the construction of ideas in its environment. Furthermore, it demonstrates that the use of the virtual platform in the training of university students has managed to reflect on the elementary techniques of education and can be applied in teaching processes based on virtual training.Keywords: pedagogical resources, virtual learning spaces, Moodle virtual platform, collaborative work, Valoração do uso da plataforma virtual Moodle como recurso pedagógico no ensino universitário da informática.Avaliação do uso da plataforma virtual Moodle como recurso pedagógico no ensino Universitário de informáticaResumoResumo: Este artigo descreve as avaliações feitas pelos professores sobre os usos da plataforma virtual como recurso de ensino e aprendizagem nos cursos de informática da Universidade de Santander, Cúcuta. Para a recolha das informações necessárias para a investigação, foi utilizada uma pesquisa aplicada a oito professores pertencentes ao Departamento de Sistemas da Universidade. Esta pesquisa foi complementada por uma entrevista semi-estruturada centrada nas experiências subjetivasde três professores. Entre os resultados mais relevantes, parece que os professores que participaram no estudo freqüentemente usam a plataforma virtual como complemento para o desenvolvimento de seuscursos. O gerenciamento apropriado da plataforma é realizado como um processo dinâmico e interativo, de tal forma que o professor é a base fundamental da construção de idéias em seu ambiente e mostra que o uso da plataforma virtual na formação de estudantes universitários conseguiu refletir sobre as técnicas elementares de educação e pode ser aplicado em processos de ensino baseados em treinamento virtual.Palavras-chave: recursos pedagógicos, espaços virtuais de aprendizagem, plataforma virtual Moodle, trabalho colaborativo 

scholarly journals A Teaching Experience through the use of Tasks: Limits and possibilities for learning Mathematics in a university context

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Alessandro Ribeiro ◽  
Juliana Paulin
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Analysis Data ◽  
University Teaching ◽  
Mathematical Tasks ◽  
Integral Calculus ◽  
Mathematical Concepts ◽  
Fundamental Theorem Of Calculus ◽  
The University

Context: Rethinking mathematics teaching practices in a university context is an emerging research theme. Objectives: In this article, we aim to discuss the limits and possibilities of using mathematical tasks in the teaching and learning processes of the concepts of Derivative, Integral and the Fundamental Theorem of Calculus. Design: The study is based on a qualitative-interpretative perspective of research, with methodological procedures inspired by a Design-Based Research. Environment and participants: The research was developed with students attending a Functions of a Variable class in a public university in the state of São Paulo. Data collection and analysis: Data were collected through mathematical tasks on Differential and Integral Calculus solved by students. The protocols produced were analysed, pointing out the main aspects identified, which led us to organize categories of analysis and dimensions (i) knowledges mobilized and developed by students in relation to mathematical concepts; (ii) main errors and difficulties presented by students in the development of tasks; (iii) limits and possibilities of the practice of exploratory teaching in the university context. Results: The results reveal aspects that characterize a process of resignifying the mathematical concepts discussed with the students and a deepening of their knowledge about the concepts of the DIC. Conclusions: As future notes, we suggest rethinking university teaching practice, since the study indicated possibilities and potentialities of the use of exploratory tasks in the teaching of Differential and Integral Calculus.

scholarly journals Call-and-Response

2021 ◽  
Vol 14 (2) ◽  
pp. 1-15
Author(s):  
Angeletta KM Gourdine ◽  
Mary Celeste Kearney ◽  
Shauna Pomerantz
Keyword(s):  
Social Justice ◽  
Special Issue ◽  
Call And Response ◽  
Academic Profiles ◽  
University Of Notre Dame ◽  
Girlhood Studies ◽  
The University

We are proud to introduce this special issue that was inspired by the 2019 International Girlhood Studies Association (IGSA) conference at the University of Notre Dame (IGSA@ND). At that time, we were not yet acquainted with each other beyond exchanging pleasantries and knowing of each other’s academic profiles. Yet we came together as three co-editors and scholars committed not only to the diversification of girlhood studies but also to the larger project of social justice for all. We want to promote such work through this special issue and, in the process, expand perspectives and practices within the field of girlhood studies, as many before us have done.

Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development

2014 ◽  
pp. 341-368
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier’s (2004) research on academic engagement.

scholarly journals Balancing University Teaching and Media Industry Needs: A Case Study of Teaching Finance and Economics News Translation

2019 ◽  
Vol 8 (3) ◽  
pp. 247
Author(s):  
Wan Hu ◽  
Xuquan Wang
Keyword(s):  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Teaching Method ◽  
Case Study Research ◽  
University Teaching ◽  
Media Industry ◽  
Key Stakeholders ◽  
The University ◽  
Industry Needs

This research uses case study research and employs a news translation module to analyse its synergic teaching method which includes a university teacher, an industry insider and translation learners. They, as the key stakeholders of the teaching and learning process, have their specific roles and continuously interact with each other. Through these interactions, actual trans-editing workflow is embedded into the university classroom. In order to examine the teaching effectiveness of such an innovative model, translation learners’ responses and commentaries are carefully taken into consideration. A wider implication of this research is that translator trainers may have their own reflections on innovating teaching strategies via the integration of academia and the professional world.

scholarly journals Resultados generales de la puesta en práctica de 29 casos sobre el desarrollo de sistemas de evaluación formativa en docencia universitaria

2017 ◽  
Vol 4 (1) ◽  
pp. 87 ◽  
Author(s):  
Juan Carlos Manrique Arribas ◽  
Cristina Vallés Rap ◽  
Juan Manuel Gea Fernández
Keyword(s):  
Formative Assessment ◽  
Evaluation System ◽  
Teaching And Learning ◽  
Formative Evaluation ◽  
University Teaching ◽  
Independent Learning ◽  
Important Conclusion ◽  
Learning And Teaching ◽  
La Red ◽  
The University

Resumen: El siguiente trabajo muestra los resultados de 29 experiencias de innovación en docencia universitaria, en las que se ha aplicado un sistema de evaluación formativa. Han participado en el estudio 7 áreas de conocimiento de 4 universidades, con un total de 1.770 alumnos y 29 profesores. El marco de referencia lo constituye la Red de Evaluación en Docencia Universitaria, centrada en investigar el potencial de la evaluación formativa para mejorar el proceso de enseñanza- aprendizaje del alumnado universitario. La metodología empleada en esta Red de profesorado es la investigación-acción y el estudio de casos. Entre los resultados obtenidos en el estudio destacan las siguientes ventajas: a)-aprender formas alternativas de evaluación, b)-permitir mayor implicación y motivación del alumnado y c)-facilitar la adquisición de competencias de aprendizaje autónomo. Se observan algunos inconvenientes como: a)-mayor carga de trabajo para el profesor y el alumno y b)-falta de costumbre del profesorado y alumnado en la aplicación de este modelo de evaluación formativa. Sin embargo, la relación entre la carga de trabajo para el profesor y el alumno está en consonancia con el requerimiento que establece el nuevo crédito ECTS de los nuevos grados según los datos obtenidos. Los resultados extraídos permiten afirmar que la evaluación formativa supone un medio adecuado para que el alumnado alcance las competencias que exigen las titulaciones, sirviendo también como elemento dinamizador del proceso de enseñanza-aprendizaje que permite buenos resultados académicos así como la motivación de los alumnos y profesores. Overall results of the implementation of 29 cases on the development of formative assessment in higher education Abstract: In this paper we show the overall results after having implemented 29 innovative experiences in university teaching, based on the application of formative assessment systems. This implementation covers 7 areas of knowledge, 4 universities, 1,770 students and 29 teachers. The framework is the University Formative Evaluation Network, formed by university professors who focus on researching the potential of formative assessment to improve student learning and teaching process. The methodology used is “action research” and case studies. The results show that this evaluation system has many advantages: a) it allows learning new practice of assessment, b) greater involvement and more student motivation and c) it facilitates the acquisition of independent learning skills. It also presents some drawbacks, such as increased workload for the teacher and student, and a traditional lack of practice of teachers in the application of this model. However, the relationship between workload for the teacher and the student is in line with the requirement set by the new ECTS credit of the new degrees. The most important conclusion we have reached is that formative assessment is a very appropriate means to achieve the competencies required by the degrees, and it develops a dynamic process of teaching and learning that improves academic performance and students and teachers’ motivation.

scholarly journals Journal of University Teaching and Learning Practice Editorial 9.2

2012 ◽  
Vol 9 (2) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Teaching And Learning ◽  
Associate Professor ◽  
University Teaching ◽  
Board Members ◽  
Host Institution ◽  
New Members ◽  
Vice Chancellor ◽  
To Come ◽  
The University

With this second issue of Volume 9 of the Journal of Teaching and Learning Practice we bring a warm welcome to new members of the Editorial board. The board will be strengthened by their contributions. The Senior Editors are Associate Professor Geraldine Lefoe, University of Wollongong, Australia and Dr Meg O'Reilly, Southern Cross University, Australia. Our editorial board includes members of the host institution (University of Wollongong), Dr Lynne Keevers, Ms Lucia Tome, Associate Professor Greg Hampton, Dr. Michael Jones, Associate Professor Anne Porter, and Dr. Dominique Parrish. Our external board members include Ms Jude Carroll, Associate Professor Andrew Furco, Professor Terence Lovat, and Ms Carolyn Webb. We have particularly appreciated the support of the University of Wollongong’s Deputy Vice Chancellor (Academic) Professor Rob Castle who has recently retired. His patronage and support of our journal has seen it move from a small internal journal to a much larger international journal. He has been a great champion for teaching and learning in the local and national arena and his contributions to the institution and to the sector have been greatly valued. We wish him well in his retirement and know that he will continue his contributions to the sector in the years to come.

scholarly journals Editorial: Collaboration in higher education: Partnering with students, colleagues and external stakeholders

2021 ◽  
pp. 1-6
Author(s):  
Sandra Abegglen ◽  
◽  
Tom Burns ◽  
Sandra Sinfield ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Dynamic Models ◽  
Sense Of Self ◽  
Practical Experience ◽  
University Teaching ◽  
Boundary Crossing ◽  
Special Issue ◽  
Disciplinary Boundaries ◽  
Service Staff

Welcome to this Special Issue of the Journal of University Teaching and Learning Practice (JUTLP). This editorial provides an overview of Collaboration in Higher Education. Humans are social, inter-dependent beings, needing to be and communicate with each other. Being with other people provides an opportunity to grow and develop, creating a sense of self and identity. Together we construct, structure and restructure the stories that build the larger narratives of who we are, what we do and how we live, act and behave as people, professionals and larger communities. It is through our collaborations that we come together, and construct meaning and ourselves. As Higher Education continues to exclude and sideline, as it constrains and removes spaces and places for collaboration between service staff, faculty and students within institutions, between institutions, and with other stakeholders, there is a need to rediscover the power of collaboration. The articles included, build on practical experience, research data, personal and collective reflections, to outline how the contributors have navigated this tension to create spaces of voice and hope. Presented are case studies that are boundary crossing: across disciplinary boundaries; cross-institution collaboration; cross-boundary working; pedagogical co-creation and the re-conceptualising of learning; and students as partners, co-researchers and co-authors. Together they showcase refreshed notions of collegiality and collaboration in Higher Education that support new and more nuanced, and dynamic models of co-creation. We hope the Special Issue helps seed an ecology of collaborative practice for social justice – a more humane academia.

Blended Learning Support for Undergraduate Students' Research and Writing Skills Development

2015 ◽  
pp. 537-564
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier's (2004) research on academic engagement.

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