共查询到20条相似文献，搜索用时 15 毫秒
1.
Rebecca Bilous Laura Hammersley Kate Lloyd Felicity Rawlings-Sanaei Greg Downey Maria Amigo 《International Journal for Academic Development》2018,23(3):165-178
This paper shares an innovative methodology to ‘co-create’ a curriculum with eleven international community development organisations from seven countries to prepare undergraduate students for international work-integrated learning activities. The co-creation process was complex, messy, and always evolving. Here we reflect on and document the process, identifying three key methodological principles that might guide the co-creation process for others. These principles embrace the unpredictable, emotional, and personal reality of bringing together diverse ideas and perspectives, as well as opening up possibilities for more creative ways of communicating and listening to what is seen, heard, and felt. 相似文献
2.
ABSTRACTWhile at university, students increasingly have opportunities to play roles as consultants, student representatives, co-researchers or curriculum co-designers, and co-creation between university staff and students has received considerable attention in recent literature. While there is some evidence of co-creation with industry and community partners, workplace partners are not conceptualised as stakeholders in the co-creation process. This gap is particularly challenging in the work-integrated learning (WIL) context where students engage in authentic professional experiences, such as placements or projects, as part of their learning. We draw on reflections and the processes for producing resources in two co-creation activities to explore the phenomenon of co-creation between workplace partners and both university staff and students. Based on the analysis, we propose an extended tripartite co-creation framework. The framework outlines workplace partner, student and university staff contributions as planners, contributors, creators and reviewers, acknowledging the value of contributions consistent with each participant’s expertise, perspectives and time availability. Further, the proposed framework simultaneously reflects the ability for participants to engage in co-creation equitably, while acknowledging the university staff role in curating learning resources. In this way, the model acknowledges the potential for redistributing power through co-creation, while recognising university responsibility for learning outcomes and assurance of learning. 相似文献
3.
In recent years, research and practice focused on academics and students working in partnership to co-design learning and teaching in higher education has increased [Deeley and Bovill 2017. ‘Staff student partnership in assessment: enhancing assessment literacy through democratic practices.’ Assessment & Evaluation in Higher Education 42 (3): 463–477. doi:10.1080/02602938.2015.1126551]. Student generation of content has been advocated as a means of fostering deep learning and high levels of students engagement, leading to enhanced conceptual understanding [Draper 2009. ‘Catalytic Assessment: Understanding how MCQs and EVS can Foster Deep Learning.’ British Journal of Educational Technology 40 (2): 285–293.]. However, within the discourse exploring staff-student co-creation, some concerns have been raised about whether students ought to, or indeed can, meaningfully act as partners in assessment [Cook-Sather, Bovill, and Felten 2014. Engaging Students as Partners in Learning and Teaching. San Francisco, CA: Jossey Bass.]. This paper describes the introduction of a co-creation assignment into an undergraduate tax module. Students’ and instructors’ perceptions of several aspects of the assignment were examined, facilitating the cataloguing and elucidation of the tensions involved in assessment co-creation. The paper suggests techniques to manage these challenges effectively, thereby providing a case study for others with an interest in implementing assessment co-creation within their own disciplinary context. 相似文献
4.
The BIO2010 report provided a compelling argument for the need to create learning experiences for undergraduate biology students that are more authentic to modern science. The report acknowledged the need for research that could help practitioners successfully create and reform biology curricula with this goal in mind. Our objective in this article was to explore how a set of six design heuristics could be used to evaluate the potential of curricula to support productive learning experiences for science students. We drew on data collected during a long-term study of an undergraduate traineeship that introduced students to mathematical modeling in the context of modern biological problems. We present illustrative examples from this curriculum that highlight the ways in which three heuristics—instructor role-modeling, holding students to scientific norms, and providing students with opportunities to practice these norms—consistently supported learning across the curriculum. We present a more detailed comparison of two different curricular modules and explain how differences in student authority, problem structure, and access to resources contributed to differences in productive engagement by students in these modules. We hope that our analysis will help practitioners think in more concrete terms about how to achieve the goals set forth by BIO2010. 相似文献
5.
Isabel Huet 《European Journal of Engineering Education》2018,43(5):725-740
This paper discusses the benefits and threats of promoting and reinforcing a research-based education environment to STEM undergraduate students. The paper explores the rationale for research-based education as a pedagogical driven approach, where undergraduate students learn through enquiry and discovery. Research evidence of a STEM case study conducted in an English university is then presented, which sheds light on how this institution and STEM research-active academics are fostering students’ learning in a research-based education environment, the constraints they face, and the pedagogical solutions they propose to empower students’ learning. The paper concludes with a set of recommendations aimed to raise the research-based education environment of STEM Faculties or Departments. 相似文献
6.
Sheila P. Wright 《Innovative Higher Education》1992,16(4):251-261
General Education requirements, active learning, and interdisciplinary coursework are key concepts related to the renewed interest in giving students a more coherent, more meaningful undergraduate education. Although rhetoric grows apace on innovations in the undergraduate curriculum, little research has been completed on the relationship between intellectual growth of students and innovations in general education. This study is an examination of the relationship between intellectual growth and interdisciplinary general education courses designed to promote lifelong learning. In particular, the study looks at the impact of this curriculum on students in the professional schools at the University. Most students in the sample demonstrated significant growth and had taken on new perspectives, had adopted new ways of dealing with information, and had become more open to new ways of learning.Sheila P. Wright directs and teaches in the All-University Curriculum at the University of Hartford. She received her Ph.D. from the University of Connecticut. Dr. Wright is particularly interested in how general or liberal education affects the perceptions and behaviors of students. 相似文献
7.
Shannon Portillo Danielle S. Rudes Lincoln B. Sloas Kirsten Hutzell Paula Salamoun 《Journal of Criminal Justice Education》2013,24(1):68-96
Undergraduate programs across the country are working to develop students as scholars, integrating independent scholarly experiences into traditional undergraduate classroom environments (see, e.g. George Mason University's Students as Scholars Quality Enhancement Plan; Boston University’s Undergraduate Research Opportunities Program; University of Houston’s Learning through Discovery; University of Michigan’s Undergraduate Research Opportunity Program; etc.). Scholars and universities have touted the benefits of engaging students in research experiences for students as well as faculty. However, there is little empirical work exploring how undergraduate students adapt to their new role as scholars. In this paper, we explore the process of students integrating research into their undergraduate classroom experience. Based on participant observation and pre and postsemester survey data, we discuss the process of students learning as scholars in a capstone Criminology, Law & Society course. We focus on how students gathered and analyzed data and integrated their research experience into their overall learning for the course. We find the process of research reinforces the learning objectives of the course. 相似文献
8.
This article explores the use of group work strategies to increase student interaction and learning. Despite the growing linguistic and cultural diversity in tertiary institutions, there is strong evidence of minimal interaction between ‘domestic’ and ‘international’ students in classrooms and in wider university contexts. This study investigates the implementation of teaching and learning strategies in an undergraduate class comprising domestic and international students from Education and Arts. The strategies relate to in-class group work, tutorial groups and assessment design. The findings indicate greater class interaction, higher satisfaction ratings and better learning outcomes as a result of the strategies. The article argues for three key features underpinning the pedagogy: where international students can work from a position of power equality in class, where both groups of students can enact the role of ‘experts’ and where support in language and learning how to learn is embedded in assessment and outcomes. 相似文献
9.
Ian M. Harris 《The Urban Review》1982,14(1):25-33
This paper describes how an undergraduate department in the School of Education at the University of Wisconsin-Milwaukee grants college credits for previous learning experiences to attract and retain nontraditional students from an urban environment. At first students earned these credits by writing a loose biography, but the process by which these credits are earned has become more structured. These Prior Professional Educational Experience credits (as they are named) are now granted on a course-specific basis, where students respond in writing to questions designed to test their knowledge of competency areas offered by the department. Earning these credits has helped older students get through the university and has given them a sense of accomplishment about learnings acquired in nonuniversity settings. 相似文献
10.
11.
构建以学生为主体的“教育与学习过程”的研究与思考——基于学生学习的视角 总被引：1，自引：1，他引：0
教学不能简单地理解为教师的教和学生的学,教学方法也不是教法和学法的背离,而是教师的教与学生的学的统一。基于这样的认识,本研究对部分高等农林院校本科生的学习问题进行了调查和分析。调查发现,目前高等院校学生在教学过程中的主体地位还未真正建立起来,教学过程仍然是相对封闭而不是开放的过程,因而在教学过程中缺乏教与学的沟通与互动,在教学过程中只注重教书忽视育人。研究认为,如何构建以学生为主体的"教育与学习过程"是高等院校未来教学改革所面临的问题。 相似文献
12.
ABSTRACTIn an increasingly neoliberal Higher Education sector, there is increased pressure on institutions to enhance learner engagement and student satisfaction. Many academics believe that students expect their university learning experiences to be enjoyable, and discourses of game-based learning reflect this, with a dominant narrative highlighting the fun of educational games. Whether students expect learning to be fun or see a relationship between fun and games is under-explored. To address this, we investigated student perceptions of fun in Higher Education using a thematic network analysis based on data from 37 in-depth interviews with undergraduate students. Here, we highlight five themes that encapsulate what students perceive to be a fun learning experience: stimulating pedagogy; lecturer engagement; a safe learning space; shared experience; and a low-stress environment. These aspects are not unique to games, and we conclude by considering the relationship between educational games and fun, and alternative playful approaches. 相似文献
13.
Tao Zhang 《Journal of Further & Higher Education》2017,41(6):857-871
There has been a good deal of research into the problems Chinese postgraduate students studying in English-speaking universities face with regard to critical thinking. This project is an attempt to tackle this issue from a new perspective. It aims to explore how a unique aspect of the university curriculum in China – the so-called ‘four treasures’ (four compulsory modules of political thought taken by all Chinese undergraduate students: ‘The Fundamentals of Marxism’; ‘Maoism and Chinese Characteristic Socialism’; ‘The Outline of Modern Chinese History’; and ‘Moral Thoughts, Legal and Civic Education’) – influence Chinese students in terms of their political and cultural values. It will trace the emergence of this programme and offer a content analysis of the curriculum. The study also uses focus groups to investigate how the Chinese postgraduate students regard their undergraduate courses in China. This article will argue that the higher education curriculum in China, which is heavily regulated by the state, has become one of the main obstacles preventing Chinese undergraduate students from developing independent and critical thinking, particularly in the arts, humanities and social sciences. 相似文献
14.
《Support for Learning》2005,20(3):146-152
This article outlines the adjustments made to provide an accessible learning environment within the first‐year undergraduate curriculum of the languages degree course at Coventry University. Marina Orsini‐Jones, Kathy Courtney and Anne Dickinson describe how language staff collaborated with the Centre for Higher Education Development and the Teaching and Learning Support Unit both to raise awareness amongst all students about accessibility issues and to adapt materials for a blind student reading French, German and Spanish. The article includes a discussion of the challenges faced, and provides an action plan for future adjustments to the languages materials in line with the lesson learnt from the case study. 相似文献
15.
Pat Drake 《Journal of Mathematics Teacher Education》2009,12(1):67-82
This article derives from a case study of 10 secondary school teaching assistants (TAs) who did not have conventional pre-qualifications
in mathematics but who undertook an honours degree in mathematics education studies at a Higher Education Institution in England
whilst continuing to work as TAs in school. Work-based learning was thus undertaken in parallel with advancement through the
hierarchical undergraduate mathematics curriculum. Lave and Wenger’s work on communities of practice is used as a framework
to explore the TAs’ learning of mathematics alongside their professional work in schools. This case illustrates how and where
institution-based undergraduate teaching relates to work in school, and where it does not, thus signalling the importance
of the TAs’ informal learning strategies in bringing together these experiences. 相似文献
16.
The failure of a virtual social space (VSS) designed to create a learning community: lessons learned 总被引：2，自引：0，他引：2
Maggie McPherson Miguel Baptista Nunes 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(3):305-321
The disappearance of physical social spaces from today's society is seen by some to be a modern phenomenon, resulting in isolation and lack of socialisation. In fact, this is always the case in distance education, due to geographical dispersion and disparate time schedules of learners. Very often, peer‐to‐peer socialisation in distance education only occurs as part of formal learning activities, or is just left to the student's own initiative. This situation is compounded by the modularity of Virtual Learning Environments (VLEs), forcing students to jump from one module space to another as they progress through a course. All discussion threads, conversations or record of previous dialogues are then lost. This paper reports on the design, development and extensive evaluation of a Virtual Social Space (VSS) conceived to address these problems and to support the creation of a learning community for a Continuing Professional Distance Education (CPDE) Masters in IT Management. An action research approach was adopted to establish student needs, design and develop the site and to explore it with students. Initially received with enthusiasm and perceived as a good idea by the students, the VSS was not entirely successful. This paper discusses how characteristics of this cohort had an impact on students’ perception and usage of this social space to create a learning community. 相似文献
17.
18.
Paul Ashwin Andrea Abbas Monica McLean 《Assessment & Evaluation in Higher Education》2017,42(4):517-530
Dissertations are positioned as the capstone of an undergraduate degree, bringing together what students have previously learned from their programmes through a piece of independent research. However, there is limited research into the ways in which engaging in a dissertation has an impact on students’ understandings of disciplinary knowledge. In this article, we explore the relations between students’ accounts of sociological knowledge in their second and third years and how they engage with sociological knowledge in their dissertations. We argue that for the work of the dissertation to have an impact on students’ understanding of sociological knowledge, students need to see their discipline as providing a way of answering their research questions. We explore the implications of this argument for both our understanding of the role of dissertations and research-based learning in universities more generally. 相似文献
19.
Lisa Fridkin Neus Bover Fonts Katie Quy Nadine Zwiener-Collins 《Higher Education Quarterly》2023,77(4):623-637
The rapid and unprecedented shift from face-to-face instruction to remote online learning as a consequence of the COVID-19 pandemic had a substantial impact on teaching and learning in Higher Education: students had to adapt to a new way of learning, away from typical campus settings and their peers, and to new forms of assessments. This study examined academic stress, learning strategies, motivation and ways of coping from a sample of 177 unique students from a large London university, collecting primary data via survey at three time points during the academic year 2020/21 when teaching was remote and online only. Our findings show how patterns in academic stress, learning strategies, motivation and coping vary over the course of the academic year giving novel insight into how student learning and adaptation to the situation changed over time. We also report on differences in these patterns according to year group and for those students who are the first-in-family to attend university and those who are not. Based on these findings we identify priority areas where higher education institutions should support undergraduate students and provide evidence that some groups of students may need more and targeted support to secure their ongoing learning and well-being. 相似文献
20.
This paper describes how a number of unlikely publishing partners unexpectedly found themselves exploring eLearning as a medium for teacher and pupil learning. Blackrock Education Centre supports teachers through professional development programmes and the publication of educational resources under the auspices of the Department of Education and Science (DES) in the Republic of Ireland. This paper describes how the intention to create a standard primary school classroom resource by the Education Centre has been unexpectedly transformed in ways which have enabled us to explore eLearning in partnership with a local Institute of Technology, IADT. In doing so, we have ourselves become learners in unexpected ways with our teachers and students. The paper describes how intentions emerge in conversation in processes of local interaction and that the strategic direction of an organisation (in our case, our unexpected involvement in eLearning) is best understood in retrospect. It is about how our identity is transformed in our learning and how strategy can be viewed as an emergent property of relationships. The learning resource is entitled Something Fishy, a humorous play on an English expression meaning something a little suspicious, even subversive. Somethnig Fishy can be viewed at www.somethingfishy.ie 相似文献