University/College Cooperation in Course Development: Synchronous Collaborative Teaching/Learning in Advanced Engineering in Taiwan

2006 ◽  
Vol 34 (4) ◽  
pp. 273-290 ◽  
Author(s):  
Jo Peng Tsai ◽  
Rong Shean Lee ◽  
Yen Zen Wang
Keyword(s):  
Collaborative Teaching ◽  
Course Development ◽  
University College ◽  
Teaching Learning

scholarly journals Design da Mediação Pedagógica em ambientes virtuais de ensino-aprendizagem colaborativo: fluência tecnológicopedagógica / Design of Pedagogical Mediation in collaborative teaching-learning virtual environments: technological-pedagogical fluency

2018 ◽  
Vol 21 (34) ◽  
pp. 219-241
Author(s):  
Sabrina Bagetti ◽  
Elena Maria Mallmann
Keyword(s):  
Virtual Environments ◽  
Collaborative Teaching ◽  
Teaching Learning ◽  
Santa Maria

A preocupação temática geradora desta pesquisa está centrada no Design da Mediação Pedagógica em Ambientes Virtuais de Ensino-Aprendizagem (AVEA), para o ensino técnico a distância. Investiga-se estratégias didático-metodológicas que favorecem a construção do processo ensino-aprendizagem colaborativo, mediado pelas tecnologias educacionais em rede. O contexto desta pesquisa ocorreu em meio as ações didático-pedagógicas da equipe Multidisciplinar do Curso Técnico em Fruticultura a distância, ofertado pela Rede e-Tec Brasil, na Universidade Federal de Santa Maria-UFSM, no segundo semestre do ano de 2014. Para tanto, a orientação metodológica se findou com base nas concepções teórico-metodológicas da pesquisa-ação, ao estabelecer etapas cíclicas de planejamento, implementação, avaliação e replanejamento nas ações implementadas. A pesquisa-ação sustentou-se nas proposições de 03 (três) matrizes cartográficas: Matriz Dialógico-Problematizadora (MDP), Matriz Temático-Organizadora (MTO) Matriz Temático-Analítica (MTA), as quais orientaram, respectivamente, a produção de dados, sua organização e análise. Os resultados, sustentados no método da triangulação dos dados, apontam que o desafio na elaboração do design pedagógico, em AVEA para cursos técnicos a distância, está centrado no desenvolvimento da fluência tecnológico-pedagógica para promover o ensino-aprendizagem colaborativo, apoiando em nos princípios de interação, interatividade e autonomia.Palavras-chave: Educação a distância; Fluência Tecnológico-pedagógica; Ambiente virtual de ensino-aprendizagem

scholarly journals Collaborative teaching and learning of interactive multimodal spoken academic genres for doctoral students

2019 ◽  
Vol 19 (2) ◽  
pp. 61-82
Author(s):  
Inmaculada Fortanet-Gómez ◽  
Mercedes Querol-Julián
Keyword(s):  
Doctoral Students ◽  
Education System ◽  
Teaching And Learning ◽  
Collaborative Teaching ◽  
Academic Discourse ◽  
Discussion Session ◽  
Learning Stage ◽  
Academic Genres ◽  
Doctoral Programmes ◽  
Teaching Learning

The last teaching-learning stage in the education system is the doctoral programmes, which turn graduatestudents into researchers. This evolution involves writing a dissertation, but also being able to discuss research.However, training on spoken genres has not received much attention, and the interest has been mainly onmonologic prepared speeches. This paper focuses on a genre of interactive speech, the discussion session (DS)that follows the paper presentation, which is particularly challenging for novice researchers. We present alearner-led pedagogy for the teaching-learning of this genre that fosters thinking-based learning and multimodal awareness. It was implemented in a course of academic discourse for doctoral students in order to prove its effectiveness. We propose a process of active and collaborative deconstruction and construction of DSs to identify verbal and non-verbal resources and their interpersonal functions, so that novel researchers reflect on and integrate them in their repertoire.

scholarly journals Developing Undergraduate Use of OARS: Skill Building for Senior Year Kinesiology Students

2015 ◽  
Vol 1 (3) ◽  
pp. 13-19
Author(s):  
John Coumbe-Lilley ◽  
Arin Weidner
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Course Development ◽  
Skills Acquisition ◽  
Senior Year ◽  
Learner Centered ◽  
Open Questions ◽  
Teaching Learning ◽  
Skill Building

 This article discusses course development, teaching, instructional methods and skills acquisition in motivational interviewing (MI) for kinesiology students completing a health coaching course in their senior year of undergraduate studies. The paper outlines how students 1) conducted a brief MI session, 2) applied open questions, affirmations, reflections and summaries (OARS) during a brief MI session and 3) identified the use and quality of OARS through the use of a range of learner centered practices (Weimer, 2002) including multi source feedback opportunities and approaches based on Kolb’s (1984) experiential learning cycle. The authors provide ten recommendations for educators and trainers to help them develop their practice in the teaching, learning and assessment of MI in undergraduate students or new-to-MI learners.  

scholarly journals Beyond traditional peer-to-peer teaching evaluation: Using pedagogical theory in conceptualizing a collaborative teaching development program

2021 ◽  
Vol 18 (6) ◽  
pp. 101-118
Author(s):  
Renee Mazurek ◽  
◽  
Monna Arvinen-Barrow ◽  
Wendy Huddleston ◽  
Renee Reckelberg ◽  
...  
Keyword(s):  
Development Process ◽  
Sense Of Self ◽  
Development Program ◽  
Collaborative Teaching ◽  
Peer Teaching ◽  
Self Determination ◽  
Teaching Development ◽  
Pedagogical Theory ◽  
Teaching Learning ◽  
Systematic Framework

This paper discusses how pedagogical theory can be used in conceptualizing a collaborative teaching development program in higher education. A theoretically driven teaching development program can be of benefit to both the reviewer and the reviewee by providing (a) a foundation for the reviewee to examine their educational content being reviewed; and (b) a systematic framework for the reviewee for evaluating the content under review. Appropriately used pedagogical theory enables the constructive alignment of teaching, learning, and assessment. This collaborative, self-reflective, and bi-directional teaching development process facilitates a sense of self-determination, which facilitates motivation and achievement of goals.

Web-based Teacher Preparation in Visual Impairment: Course Development, Teaching, Learning, and Quality Assurance

2001 ◽  
Vol 95 (10) ◽  
pp. 609-622 ◽  
Author(s):  
Susan M. Bruce ◽  
Tom T. Hwang
Keyword(s):  
Quality Assurance ◽  
Teacher Preparation ◽  
Visual Impairment ◽  
Pedagogical Practices ◽  
Course Development ◽  
University Faculty ◽  
Web Based ◽  
Orientation And Mobility ◽  
Online Experience ◽  
Teaching Learning

The development and teaching of web-based courses places new demands on university faculty and students. Development structures, online pedagogical practices, and issues of evaluation are presented by two faculty with online experience in the areas of visual impairment and orientation and mobility.

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