scholarly journals JUTLP Editorial Issue 15.3

2018 ◽  
Vol 15 (3) ◽  
pp. 2-4
Author(s):  
Alisa Percy ◽  
◽  
Dominique Parrish ◽  
Keyword(s):  
Teaching And Learning ◽  
Academic Staff ◽  
Well Being ◽  
University Teaching ◽  
Technology Enhanced Learning ◽  
Academic Needs ◽  
Positive Orientation ◽  
The Us ◽  
Enhanced Learning

Welcome to the Journal of University Teaching and Learning Practice, Issue 15.3. In this issue, we have papers from Australia, the US, and Taiwan. The papers in this issue cover topics related to student well-being, technology-enhanced learning, disciplinary pedagogies and quantitative evaluations of student learning. Exploring the perceptions and experiences of academic staff supporting student well-being during enabling programs, Crawford and Johns found they had a positive orientation towards their students’ academic and non-academic needs, and that they were quite adept in identifying at what point they needed to refer students on to more specialist forms of support. At the heart of their argument is the need to reconsider the role of the academic in enabling programs, and develop a more holistic, student and course-centred model of support for diverse cohorts of students.

Necesidad en la docencia universitaria: refundar la Función Formativa Axiológica / Need in University Teaching, Formative Function Axiological

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Gabriela Albertina Serrano Heredia
Keyword(s):  
Teaching And Learning ◽  
Public Life ◽  
University Teaching ◽  
Attitudes And Knowledge ◽  
Role Of Teachers ◽  
Trained Teachers ◽  
Education Of Students ◽  
Globalized World

ABSTRACTIt is considered paramount concern depriving, in this globalized world to rethink the axiological models that determine the attitudes of those involved in education, with the aim to reposition the role of teachers in personal, professional and public life learner. In the formative process of teaching and learning, the teacher transmits to his students: values, attitudes and knowledge. If we assume that teaching is to encourage students to reflect to make judgments critically and develop skills in the pursuit of knowledge and reinforce attitudes are looking for the education of students as a result of acting trained teachers and committed ethics and / or securities training, which means establishing scales, deciding on priorities, learn to value their own decisions and not others to choose.RESUMENSe considera de suma importancia la preocupación que priva, en este mundo globalizado de replantear los es-quemas axiológicos que determinan las actitudes de los actores involucrados en la educación, teniendo como propósito el reposicionamiento de la función del docente en la vida personal, profesional y pública del educando. En el proceso formativo de Enseñanza-Aprendizaje, el docente transmite a sus estudiantes: valores, actitudes y conocimientos. Si partimos de que enseñar es estimular a los alumnos a reflexionar para establecer juicios en forma crítica, así como desarrollar habilidades en la búsqueda del conocimiento y reforzar actitudes, se está buscando la educación integral de los estudiantes, como consecuencia del actuar docente capacitado y comprometido con la formación ética y/o en valores, que significa establecer escalas, decidirse por prioridades, aprender a valorar las propias decisiones y no que otros las elijan. Contacto principal: [email protected]

The Impact of In-group Favoritism on Trade Preferences

2017 ◽  
Vol 71 (4) ◽  
pp. 827-850 ◽  
Author(s):  
Diana C. Mutz ◽  
Eunji Kim
Keyword(s):  
Well Being ◽  
Population Based ◽  
Trading Partner ◽  
Relative Advantage ◽  
Trade Policies ◽  
Partner Country ◽  
The Us ◽  
Trade Preferences ◽  
The Impact

AbstractUsing a population-based survey experiment, this study evaluates the role of in-group favoritism in influencing American attitudes toward international trade. By systematically altering which countries gain or lose from a given trade policy (Americans and/or people in trading partner countries), we vary the role that in-group favoritism should play in influencing preferences.Our results provide evidence of two distinct forms of in-group favoritism. The first, and least surprising, is that Americans value the well-being of other Americans more than that of people outside their own country. Rather than maximize total gains, Americans choose policies that maximize in-group well-being. This tendency is exacerbated by a sense of national superiority; Americans favor their national in-group to a greater extent if they perceive Americans to be more deserving.Second, high levels of perceived intergroup competition lead some Americans to prefer trade policies that benefit the in-group and hurt the out-group over policies that help both their own country and the trading partner country. For a policy to elicit support, it is important not only that the US benefits, but also that the trading partner country loses so that the US achieves a greater relative advantage. We discuss the implications of these findings for understanding bipartisan public opposition to trade.

Meeting the Realities in Technology Enhanced Learning

2010 ◽  
pp. 224-245
Author(s):  
Sibitse Mirriam Tlhapane ◽  
Sibongile Simelane
Keyword(s):  
Rural Areas ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
Computer Training ◽  
Technology Enhanced Learning ◽  
Learning Material ◽  
Cd Rom ◽  
Geographically Dispersed ◽  
The University ◽  
Enhanced Learning

The case discusses the challenges of introducing technology-enhanced learning in geographically dispersed learners, most of who are situated in rural areas. These are post-diploma nursing learners with minimal computer literacy. They also have limited or even no access to computers at the university because they attend part time, have full-time jobs and stay far from the university and so cannot even visit computer labs after hours. Despite these challenges, these students end up being motivated to learn computers so that they can access learning material and also use them for lifelong learning. The case also covers computer training, e-applications used, online learning, studies done, partnerships between faculty and the directorate and teaching and learning with technology. The value of simple, cheap technologies like an interactive CD-ROM in initiating students to e-learning and overcoming their bandwidth problems is emphasised, including the gains made from the project. Both staff and managerial challenges are discussed and recommendations are made.

scholarly journals Facilitating Online Continuing Professional Development Opportunities in Technology-Enhanced Learning: the TELTA approach

2015 ◽  
Vol 8 (4) ◽  
pp. 39
Author(s):  
Pauline Rooney
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Continuing Professional Development ◽  
Learning Technologies ◽  
Technology Enhanced Learning ◽  
Dublin Institute ◽  
Information And Communication ◽  
Societal Changes ◽  
Institute Of Technology ◽  
Enhanced Learning

Information and communication technologies are fundamentally changing the way we live our lives. However, despite these huge societal changes, it is widely recognised that the potential of ICTs for enhancing teaching and learning has not yet been capitalised on in higher education, with traditional pedagogical methods still predominating. However it is crucial that educators are receptive to the potential of ICTs and that they have a sound understanding of this potential and how to capitalise on it. TELTA (Technology-Enhanced Learning, Teaching and Assessment) is a fully online eight-week course offered by the Dublin Institute of Technology which aims to address these issues by giving participants the opportunity to immerse themselves in existing and emerging learning technologies. This paper provides a case study of the TELTA approach, exploring key areas including target audience, module goals, underpinning pedagogical framework, assessment methodologies, technologies utilised and future plans for further developing the initiative.

scholarly journals Technology Enhanced Learning: The Role of Ontologies for Feedback in Music Performance

2019 ◽  
Vol 5 ◽  
Author(s):  
Matthew John Yee-King ◽  
Thomas Wilmering ◽  
Maria Teresa Llano Rodriguez ◽  
Maria Krivenski ◽  
Mark d'Inverno
Keyword(s):  
Music Performance ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

scholarly journals The Role of Facilitation in Technology-Enhanced Learning for Public Employment Services

2014 ◽  
Vol 7 (3) ◽  
pp. 56 ◽  
Author(s):  
Jenny Bimrose ◽  
Alan Brown ◽  
Teresa Holocher-Ertl ◽  
Barbara Kieslinger ◽  
Christine Kunzmann ◽  
...  
Keyword(s):  
Technology Enhanced Learning ◽  
Public Employment ◽  
Employment Services ◽  
Enhanced Learning

scholarly journals Massive open online courses for continuing professional development of GPs

2020 ◽  
Vol 13 (9) ◽  
pp. 522-527
Author(s):  
Emily Player ◽  
Alice Shiner ◽  
Nick Steel ◽  
Veena Rodrigues
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Massive Open Online ◽  
Enhanced Learning

Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

scholarly journals Subjective Social Class and Life Satisfaction: The Role of Class Consistency and Identity Uncertainty

2021 ◽  
Author(s):  
Bek Wuay Tang ◽  
Jacinth Jia Xin Tan
Keyword(s):  
Life Satisfaction ◽  
Social Class ◽  
Well Being ◽  
Subjective Well Being ◽  
Class Identity ◽  
Relative Benefit ◽  
The Us ◽  
Lower Status ◽  
Subjective Social Class

Drawing on a recent perspective that inconsistent class identities can negatively impact psychological outcomes, the current research explored if the relative benefit of higher subjective social class for life satisfaction would differ depending on whether it is consistent with one’s objective social class. In Study 1, across two independent samples from Singapore (N = 1045) and the US (N = 492), higher subjective social class predicted higher life satisfaction more strongly among those high in objective social class, but less strongly among those low in objective social class. In Study 2, these patterns were replicated in another large US sample (N = 1030), and appeared to be driven by lower status-based identity uncertainty (SBIU) linked to higher subjective social class perceptions among high objective social class participants. The role of class-identity perceptions in explaining social class disparities in subjective well-being is discussed.

scholarly journals Reframing Writing Instruction in Physical Learning Environments: Making Connections Between Digital and Nondigital Technologies

2019 ◽  
Vol 8 (1) ◽  
pp. 87-98
Author(s):  
Andy Buchenot ◽  
Tiffany Anne Roman
Keyword(s):  
Active Learning ◽  
Writing Instruction ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Student Writing ◽  
Technology Enhanced Learning ◽  
Composition Course ◽  
Technological Affordances ◽  
Enhanced Learning

Active Learning Classrooms provide several advantages for teaching and learning by offering many physical and technological affordances that one can choose from when designing instruction. For courses where student writing is central activity to course learning outcomes, a challenge exists in that the innovative digital technologies may hide the opportunity to incorporate non-digital tools, such as paper-based student writing. We argue that treating student writing as a technology can increase opportunities for active learning within technology-enhanced learning environments. In this article, we describe an approach to writing instruction that builds intentional connections between paper-based texts and digital technologies, describing the rationale for the design decisions in an introductory composition course through a design case model. Classroom applications are discussed for physical learning spaces where student writing is incorporated into overall course learning activities.

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