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Teaching for numeracy and mathematics transfer in tertiary science

This project aimed to identify and implement pedagogical strategies designed to facilitate the transfer of numeracy and mathematical skills and knowledge to science disciplines. To achieve this aim a review of the literature was conducted that yielded numerous teaching and learning strategies for successful transfer of knowledge across contexts with potential to use in the sciences. Six strategies were chosen by lecturers and academic developers for field testing in science courses because they met three main criteria: (1) they were relevant to the course context; (2) they were practical and accessible to lecturers; and (3) they were effective in helping students see the connections between mathematics and science.

This project aimed to identify and implement pedagogical strategies designed to facilitate the transfer of numeracy and ...  Show Full Abstract  

Authors: Brogt, Erik; Soutter, Annie; Masters, Sarah;
Date: 2014
Geographic subjects: New Zealand; Oceania
Resource type: Report
Subjects: Higher education; Teaching and learning; Skills and knowledge;

VITAL Object

Building an evolving method and materials for teaching writing in large classes

In South Africa and in other parts of the world, many professions are bemoaning the poor ability of many graduates to communicate their skills and knowledge effectively once they enter the workplace. Increasingly, pressure is placed on higher education to do more in terms of equipping future professionals with the necessary critical reading, research, thinking and writing skills the workplace demands. However, in South Africa especially, the demand for access to higher education is resulting in increased admissions, and in many lecturers standing in front of larger classes filled with students from a wide range of home and educational backgrounds with 'variable' commands of English as a medium of instruction and communication (Greenbaum and Mbali in S Afr Linguist Appl Lang Stud 20:233-244, 2002). This makes the task of equipping these students with disciplinary knowledge and skills a challenge.

In South Africa and in other parts of the world, many professions are bemoaning the poor ability of many graduates to ...  Show Full Abstract  

Authors: Clarence, Sherran; Albertus, Latiefa; Mwambene, Lea
Date: 2014
Geographic subjects: South Africa; Africa
Journal title: Higher education
Resource type: Article
Subjects: Teaching and learning; Skills and knowledge; Literacy;

VITAL Object

The institutional policy presence: from policy to practice

This inquiry explored the effect of policy on faculty practice and pedagogy in e-learning in higher education. This study was framed by descriptive policy analysis which would lead to a better understanding of the way policies work - or do not work. It sought to identify the effect of educational/administrative policy by triangulating policy directives and their effect on faculty practice. The descriptive case study method was used to tell the story of the faculty who teach using e-learning. Qualitative data were gathered through on-site interviews, document analysis and a survey questionnaire. There was a blend of forced-choice and open-ended questions which were later thematically analyzed.

This inquiry explored the effect of policy on faculty practice and pedagogy in e-learning in higher education. This study ...  Show Full Abstract  

Authors: Maitland, Jason
Date: 2013
Geographic subjects: Canada; North America
Resource type: Thesis
Subjects: Policy; Providers of education and training; Teaching and learning;

VITAL Object

Staff perspectives about gamefully designing Charles Darwin University

This paper reports on the initial outcomes of the 'Game On: Exploring Innovative Pedagogies: Using Game Design to Enhance Online Learning Symposium' (Game On Symposium) hosted by Charles Darwin University (CDU) in September 2013. Strategic and effective implementation of game design principles potentially provides CDU with an opportunity to exploit its strengths as a multi-sector institution delivering programs in multiple locations via a range of modalities, pedagogies and technologies that will increase engagement, progression and retention of its students. Whilst games have been acknowledged as effective learning tools (Johnson et al., 2013), there is further need to consider their application and implementation in [vocational education and training] VET and [higher education] HE institutions. Whitton (2012), identified that digital games have the potential to support learning in a variety of contexts. However, whilst many institutions have adopted game-based learning strategies, there is a dearth of evidence of moving from small scale pilots to systemic implementation.

This paper reports on the initial outcomes of the 'Game On: Exploring Innovative Pedagogies: Using Game Design to Enhance ...  Show Full Abstract  

Authors: Boyle, Alicia; Lockley, Alison; Funk, Johanna
Conference name: Australian Vocational Education and Training Research Association Conference
Date: 2014
Geographic subjects: Northern Territory; Australia; Oceania
Resource type: Conference
Subjects: Teaching and learning; Technology; Providers of education and training;

VITAL Object

Delivering higher education in TAFE NSW: exploring the pedagogy of VET teachers

In recent years a number of [vocational education and training] VET registered training organisations in Australia have broadened their VET training portfolios to include development and delivery of degree and associate degree qualifications. [Technical and Further Education New South Wales] TAFE NSW is a new participant in the emerging mixed VET/higher education (HE) sector. The new HE environment evolving within TAFE NSW is a new construct for VET teachers involved in the delivery of HE programs. Research into the experiences and pedagogies of TAFE/HE teachers is not substantial.

In recent years a number of [vocational education and training] VET registered training organisations in Australia have ...  Show Full Abstract  

Authors: Carter, Rosalind; Ellis-Gulli, Carmel
Conference name: Australian Vocational Education and Training Research Association Conference
Date: 2014
Geographic subjects: New South Wales; Australia; Oceania
Resource type: Conference
Subjects: Pathways; Teaching and learning; Providers of education and training

VITAL Object

The diploma and its pedagogy

The purpose of this paper is to advise practitioners of the research that has informed the development of the Diploma. It is intended to contribute to the understanding of all those involved in diploma planning and delivery by providing a brief summary of key research. The paper draws on some key theories of learning that suggest that learners benefit from a range of different, but connected, contexts that involve interactions with a variety of others. Motivation and achievement are increased when tasks have purposes that are relevant to the individual and ‘real-world’ contexts, including the workplace, and when learners are actively involved, and supported, in shaping their learning experience. Selective references are given for those wishing to explore further the different theories, as well as more practical resources that support teaching and learning in ways that can help learners make the most of the rich and varied experiences offered by the Diploma.

The purpose of this paper is to advise practitioners of the research that has informed the development of the Diploma. It is ...  Show Full Abstract  

Corporate authors: Qualifications and Curriculum Authority (Great Britain) (QCA)
Date: 2008
Geographic subjects: Great Britain; Europe
Resource type: Paper
Subjects: Teaching and learning; Providers of education and training; Qualifications;

VITAL Object

Workers' training using the e-learning methodology through entrepreneurs confederations in Spain

Workers' training is a theme that is present in the most current academic and political debates. It plays a very important role in educational, economical, business and social development in our environment. E-learning is a training methodology that is acquiring a special relevance in workplace learning as well as public programmes for training for employment. This study will go deeper into these concepts and is centred on a quantitative analysis of a workers' training programme that has been managed using the e-learning methodology by [an] entrepreneur association in Spain. It is made up of two different parts. In the first part [the author] will carry out an epistemological approach of training for workers and a definition of training for employment in Spain. The second section analyses a training for employment programme that has been developed by one of the principal entrepreneur associations in Spain.

Workers' training is a theme that is present in the most current academic and political debates. It plays a very important ...  Show Full Abstract  

Authors: Hernandez Carrera, Rafael M.
Conference name: European Research Conference
Date: 2014
Geographic subjects: Spain; Europe
Resource type: Conference
Subjects: Teaching and learning; Industry; Workforce development

VITAL Object

Te Mahara, Te Tohenga Me Te Mahi Whakaumu: mainstreaming e-education in an indigenous tertiary context: conscientisation, resistence and transformative e-praxis

Ahuatanga Maori is at the forefront of an education students can expect to receive at a Maori tertiary organisation. Mainstreaming e-education involves normalising electronic modes of teaching and learning into a conventional face-to-face teaching and learning tertiary environment. Conscientisation, resistance and transformative praxis are processes or stages that conventional teachers experience when faced with new electronic modes of course delivery. In a Maori tertiary organisation the conscientisation and resistance processes are amplified as a result of ako, the traditional Maori andragogical and pedagogical concepts of teaching and learning. These processes are imperative for the transformation of conventional praxis to electronic praxis (e-praxis). The concept of e-education complementing traditional methods of course delivery is not always readily adopted by traditional kaiako, making the transition from conventional face-to-face course delivery to one of mixed-mode delivery challenging. Resistance manifests as a result of fear of the unknown, fear of failure, of not wanting change, and not feeling confident to try something new.

Ahuatanga Maori is at the forefront of an education students can expect to receive at a Maori tertiary organisation. ...  Show Full Abstract  

Authors: Ferguson, Sheryl Lee
Date: 2014
Geographic subjects: New Zealand; Oceania
Journal title: MAI journal: a New Zealand journal of Indigenous scholarship
Resource type: Article
Subjects: Indigenous people; Higher education; Teaching and learning;

VITAL Object

Adult refugee learners with limited literacy: needs and effective responses

Adult refugees with limited education are a distinctive learner group with substantial and distinctive educational, social, and psychological needs. Working with these learners is a highly specialised activity, requiring high levels of educational skill and commitment. With a paucity of original research available about this group of learners, this study provides a systematic documentation of their distinctive needs as well as effective educational strategies for use with these learners. The study involved interviews with 36 adult refugees, two program coordinators, five course teachers, and six bilingual tutors from a community-based program in New Zealand. The challenge of working with these learners arises due not only to their experiences as refugees, but also as learners with minimal or no educational experience. Their progress depends on a skilful development of 'learning to learn', acquiring basic literacy skills, personal confidence and transfer of these skills to everyday life outside the classroom.

Adult refugees with limited education are a distinctive learner group with substantial and distinctive educational, social, ...  Show Full Abstract  

Authors: Benseman, John
Date: 2014
Geographic subjects: New Zealand; Oceania
Journal title: Refuge
Resource type: Article
Subjects: Literacy; Migration; Language;

VITAL Object

Le So'otaga: bridging the divide: holistic teaching and learning practices at Pacific private training establishments in Aotearoa, New Zealand

This report describes the outcomes of a New Zealand project that sought to understand how holistic practices at selected high-performing Pacific private training establishments (PTEs) benefit learners and support academic achievement. A range of beneficial practices and success factors for learners and PTEs are described.

This report describes the outcomes of a New Zealand project that sought to understand how holistic practices at selected ...  Show Full Abstract  

Authors: Fiso, Taulalo; Huthnance, Lindsay
Date: 2012
Geographic subjects: New Zealand; Oceania
Resource type: Report
Series name: Research report (Ako Aotearoa)
Subjects: Indigenous people; Teaching and learning; Quality;

VITAL Object