- Open University (10)
- Choy, Sarojni (5)
- National Center for Research in Vocational Education (U.S.) (NCRVE) (5)
- National Research and Development Centre for Adult Literacy and Numeracy (Great Britain) (NRDC) (5)
- Pithers, Robert T. (5)
- Adams, Samantha (4)
- Australian National Training Authority (ANTA) (4)
- Cummins, Michele (4)
- European Centre for the Development of Vocational Training (Cedefop) (4)
- Johnson, Laurence F. (4)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (4)
- Smith, Peter J. (4)
- Soden, Rebecca (4)
- Webb, Greg (4)
- Benseman, John (3)
- What did we flip?: exploiting technology for students to develop real-world perspectives in the classroom
Many higher education institutions have implemented flipped classroom models for improving student engagement in the learning process. In this paper [the authors] present the experiment 'Village Pharmacy', which uses technology assisted case-based approaches for students to learn pharmaceutics and associated professional skills in context. Using an auto-ethnographic approach [the authors] collected and analysed [their] experiences of designing and teaching this course, reflected on peer feedback, student learning experiences and responses. [The authors] present [their] design, reflection and analysis of how learning unfolded in a flipped classroom and the lessons [the authors] have learnt to make improvements for the future. [The authors] believe that [the] reflections will be useful for academics wishing to use technology to flip the classroom for students to develop key professional skills inherent to their discipline.
Many higher education institutions have implemented flipped classroom models for improving student engagement in the ... Show Full Abstract
Authors: Krishnan, Siva; Schneider, Jennifer; Munro, Irene
Conference name: HERDSA Annual International Conference
Geographic subjects: Australia; Oceania
Resource type: Conference
Series name: Research and development in higher education
Subjects: Skills and knowledge; Higher education; Students;
- Identifying and supporting quantitative skills of 21st century workers
The 'Quantitative skills in 21st century workplaces' project undertook research to identify and analyse the gaps between young peoples' quantitative skills in the senior years of schooling and the expectations of 21st century workplaces. Mathematics teachers were supported to work shadow young workers to identify the actual mathematical and problem solving skills in a range of diverse workplaces. The intention was to identify specific matches and mismatches between what is happening in schools and what is needed in workplaces. The teachers undertook some work-shadowing and interviews to develop case studies of quantitative thinking in action in local workplaces. This is the final report of the project conducted by [Australian Association of Mathematics Teachers] AAMT in partnership with the Australian Industry Group (AiGroup), supported by the Office of the Chief Scientist.
The 'Quantitative skills in 21st century workplaces' project undertook research to identify and analyse the gaps between ... Show Full Abstract
- 'The adult illiterate': personal investigation of the slow learner: student case studies and observation of the teaching methods involved with the slow learner
In this research, two classes undertaking adult literacy classes were observed and discussions with teachers and students noted. Details include profiles of the students; methods of teaching are commented upon and examples of teaching material included.
In this research, two classes undertaking adult literacy classes were observed and discussions with teachers and students ... Show Full Abstract
- Raising maths attainment through enhanced pedagogy and communication: results from a 'teacher-level' randomised controlled trial
The literature on adult numeracy suggests that pedagogy may be less effective if the relationship between teacher and learner does not reflect sensitivity to attitudes, beliefs and classroom emotional climate, areas in which advocates of [neuro-linguistic programming] NLP claim effectiveness. The research design for the present study took the form of a large-scale randomised controlled trial carried out over a six-month period. The study used established government adult numeracy tests before and after the three interventions. The analysis compared the effects of: (1) teachers trained in approaches to hypnotic language and body language (as they appear in the NLP model) combined with innovative maths pedagogy, with; (2) teachers who just received maths continuing professional development (CPD); and (3) a baseline control condition (learners whose teachers received no training or CPD). The addition of NLP training produced a significant improvement in maths attainment. The increase in mean difference for this group was over three times that of the control group and approximately one and a half times that of the 'maths training only' group. Results suggest that some NLP training may be helpful to maths teachers where a baseline of effective pedagogy is in place.
The literature on adult numeracy suggests that pedagogy may be less effective if the relationship between teacher and ... Show Full Abstract
- Re-shaping veterinary business curricula to improve graduates' business skills: a shared resource for educators
This seed project responded to the veterinary profession's call for greater attention to business skills in veterinary curricula, in order to better prepare graduates for the business aspects of their profession. Thus, the aim of the project was to increase the perceived importance of business skills, and improve business skill acquisition, amongst veterinary students. To this end, the project team developed a teaching package comprising a website and associated resources that are freely and openly available to veterinary students and educators. The teaching package was developed to determine the usefulness of the seed project in reshaping business curricula of Australian veterinary programs. To this end, the project has been successful. Student engagement with the teaching package has been positive and summative evaluation demonstrated that student learning and business knowledge improved following exposure to the [Veterinary Introduction to Business and Entrepreneurship] VIBE teaching package. Thus, the project team recommend building on this seed project in the future. Furthermore, there is scope for the VIBE teaching package to be modified to meet the teaching needs of other health professions such as medicine, dentistry and physiotherapy.
This seed project responded to the veterinary profession's call for greater attention to business skills in veterinary ... Show Full Abstract
- Comprehensive evaluation of university teachers' teaching quality under fuzzy environment
Teaching is one of the core works in universities and the comprehensive evaluation on teachers' teaching quality has a vital significance to improve universities teaching quality. In this paper, the problem of comprehensive evaluation on university teachers' teaching quality under fuzzy environment is studied. Concretely, a new evaluation system for teaching quality evaluation is established, and a fuzzy multi-attribute decision making method based on linguistic 2-tuple is presented to evaluate the teaching quality for all alternative university teachers. Finally, a numerical example is given to demonstrate the practicality and effectiveness of the proposed method.
Teaching is one of the core works in universities and the comprehensive evaluation on teachers' teaching quality has a vital ... Show Full Abstract
Authors: Chen, Zhongwen
Journal title: Journal of information technology and application in education
Resource type: Article
Subjects: Teaching and learning; Providers of education and training; Evaluation;
- MOOCs and the funnel of participation
Massive online open courses (MOOCs) are growing substantially in numbers, and also in interest from the educational community. MOOCs offer particular challenges for what is becoming accepted as mainstream practice in learning analytics. Partly for this reason, and partly because of the relative newness of MOOCs as a widespread phenomenon, there is not yet a substantial body of literature on the learning analytics of MOOCs. However, one clear finding is that drop-out/non-completion rates are substantially higher than in more traditional education. This paper explores these issues, and introduces the metaphor of a 'funnel of participation' to reconceptualise the steep drop-off in activity, and the pattern of steeply unequal participation, which appear to be characteristic of MOOCs and similar learning environments.
Massive online open courses (MOOCs) are growing substantially in numbers, and also in interest from the educational ... Show Full Abstract
- Can MOOCs and existing e-learning efficiency paradigms help reduce college costs?
E-learning enrollments in post-secondary education are growing significantly but the annual cost of tuition continues to increase more than inflation. Does this mean that e-learning cannot reduce costs? After describing some salient details of the tuition cost problem, this article examines four paradigms that have the potential to reduce tuition significantly over the long term, perhaps by half. First, it reviews the effects of free massively open on-line courses (MOOCs) and the new [Massachusetts Institute of Technology] MIT/Harvard Ed X project. Second, it describes the underutilized but highly scalable National Center for Academic Transformation's (NCAT) course redesign paradigm, capable of reducing aggregate administrative and teaching costs by billions annually, and examines problems associated with its wider deployment. Third, Western Governors University's competency-based approach is presented as another way of drastically reducing labor costs while increasing availability of college courses to low income students. Finally, the export/import approach is introduced, in which MOOCs for credit become available (at a fee) beyond the offering institutions, thereby setting up a disruptive, but potentially highly economical reduction in faculty and administrative labor expense.
E-learning enrollments in post-secondary education are growing significantly but the annual cost of tuition continues to ... Show Full Abstract
- Prospects for success of MOOC in higher education in India
Massive open online courses (MOOCs) are witnessing a huge demand among students, with the majority of Indian students enrolling in foreign universities. When elite colleges are offering courses free of cost to students, it is definitely an offer hard to resist. Coursera, a major player in the MOOC sector gets the second highest enrollments from India. It is time to develop a strategy for launching MOOCs in India. This paper proposes a framework for the success of MOOCs in India to revolutionize the current education sector. If accurately implemented, the massive and economic nature of MOOCs can provide a solution to the problems of the youth, along with changing the dynamics of education delivery methods currently followed in India. The objective of the paper is to focus on providing a framework beneficial for the learner, trainer, university and industry.
Massive open online courses (MOOCs) are witnessing a huge demand among students, with the majority of Indian students ... Show Full Abstract
- MOOC pedagogy: gleaning good practice from existing MOOCs
The revolutionary potential of massive open online courses (MOOCs) has been met with much skepticism, particularly in terms of the quality of learning offered. Believing that a focus on learning is more important than a focus on course completion rates, this position paper presents a pedagogical assessment of MOOCs using Chickering and Gamson's Seven Principles of Good Practice in Undergraduate Education and Bloom's taxonomy, based on the author's personal experience as a learner in four [extended] xMOOCs. Although most xMOOCs have similar characteristics, the author shows that they are not all offered in exactly the same way, and some provide more sound pedagogy that develops higher order thinking, whereas others do not. The author uses this evaluation, as well as reviews of other xMOOCs in the literature, to glean some good pedagogical practices in xMOOCs and areas for improvement.
The revolutionary potential of massive open online courses (MOOCs) has been met with much skepticism, particularly in terms ... Show Full Abstract