Ideate
•
0 likes•40 views
This document discusses several proposals to strengthen the connection between academic theory and practical job skills training for students. It suggests creating stronger internship programs, incentivizing student entrepreneurship through competitions and journals, and connecting students to companies for mentorship. Other ideas include facilitating student exchanges between universities, collaborating with museums and galleries on projects, and rebalancing university programs to focus equally on theory and hands-on work experience to better prepare graduates for their careers.
Report
Share
Report
Share
Download to read offline
Recommended
Ideate Selected 3 ideas
The document proposes three programs to reduce the gap between theory and practice in universities. The first suggests creating parallel practical programs where students work on projects instead of just courses. The second calls for incentivizing student research by publishing their best works. The third recommends establishing a student magazine where they gain experience researching, writing, and publishing articles on a periodic basis. The goal of these programs is to better prepare students for real-world work after graduation by giving them hands-on experience in addition to theoretical learning.
Teacher Artist Partnership Programme
Presentation for UK Creative Partnerships professional learning network, March 2009 by Graham Jeffery and Anna Ledgard - context and history of the Teacher Artist Partnership Programme
The Experiential Library: The Transformed Libraries Impact on Teaching and Le...
This document discusses how transformed libraries can impact teaching and learning through experiential learning opportunities. It provides examples of how NC State Libraries has created immersive, hands-on, and interactive learning experiences for students through spaces and programs focused on visualization, making, code and art, workshops, and visiting scholars. It acknowledges initial challenges but emphasizes leveraging opportunities through expertise, programming, and constant integration with teaching to create experiential libraries that can distinguish universities and support deeper learning.
Reading promotion project
This reading promotion project for middle school students involves researching a historical figure, writing a fictional diary from that figure's perspective during an important event, and creating a costume to dress as the figure. Students would attend a party where they share their diaries and others try to guess who they are dressed as. The project provides opportunities for collaboration between teachers in history, English, art and the librarian. It allows students to develop research, writing, and presentation skills while learning about different cultures and historical periods. Accommodations ensure inclusion of students with diverse needs and backgrounds.
Experiential libraries: the transformed library’s impact on teaching and lear...
A presentation by Gregory Raschke, interim vice-provost and director of libraries, North Carolina State University.
Interdisciplinary learning at the Future Classroom Lab - Anastasiya Boiko, Eu...
Presentation by Anastasiya Boiko, European Schoolnet, about Interdisciplinary learning at the Future Classroom Lab, at the Scientix course "STEM in primary school classrooms" 25-29 June 2018.
Water106: A cMOOC-like Approach to Issues-based Education
This document provides an overview of Water106, a distributed approach to issues-based education on water issues. It discusses the challenges of traditional interdisciplinary and team-taught approaches and proposes a "loosely coupled" model where students in different courses engage in shared tasks and assignments without coordination between faculty. Key elements include the Waterfeed for students to summarize news articles and the Assignment Bank, which provides a variety of assignment options at different levels of difficulty. The goal is to provide opportunities for students across disciplines and institutions to study water issues through an authentic experience that does not require extensive coordination between courses.
Blended learning-handout
The document discusses strategies for incorporating blended learning into higher education. It outlines how blended learning is already occurring as students use technology like smartphones and internet to interact with tutors and access resources remotely. It suggests tutors provide structured online materials and forums for discussion to create a valuable student-tutor experience through blended learning. Regular documentation of student work and tutorials can provide reflection and become a resource for tutors and students. Web 2.0 tools like blogs and wikis allow for collaborative and reflective learning. Blended learning provides flexibility for students and frees up facilities, but physical interaction is still important. Tutors must develop e-pedagogy skills to engage effectively with technology.
Recommended
Ideate Selected 3 ideas
The document proposes three programs to reduce the gap between theory and practice in universities. The first suggests creating parallel practical programs where students work on projects instead of just courses. The second calls for incentivizing student research by publishing their best works. The third recommends establishing a student magazine where they gain experience researching, writing, and publishing articles on a periodic basis. The goal of these programs is to better prepare students for real-world work after graduation by giving them hands-on experience in addition to theoretical learning.
Teacher Artist Partnership Programme
Presentation for UK Creative Partnerships professional learning network, March 2009 by Graham Jeffery and Anna Ledgard - context and history of the Teacher Artist Partnership Programme
The Experiential Library: The Transformed Libraries Impact on Teaching and Le...
This document discusses how transformed libraries can impact teaching and learning through experiential learning opportunities. It provides examples of how NC State Libraries has created immersive, hands-on, and interactive learning experiences for students through spaces and programs focused on visualization, making, code and art, workshops, and visiting scholars. It acknowledges initial challenges but emphasizes leveraging opportunities through expertise, programming, and constant integration with teaching to create experiential libraries that can distinguish universities and support deeper learning.
Reading promotion project
This reading promotion project for middle school students involves researching a historical figure, writing a fictional diary from that figure's perspective during an important event, and creating a costume to dress as the figure. Students would attend a party where they share their diaries and others try to guess who they are dressed as. The project provides opportunities for collaboration between teachers in history, English, art and the librarian. It allows students to develop research, writing, and presentation skills while learning about different cultures and historical periods. Accommodations ensure inclusion of students with diverse needs and backgrounds.
Experiential libraries: the transformed library’s impact on teaching and lear...
A presentation by Gregory Raschke, interim vice-provost and director of libraries, North Carolina State University.
Interdisciplinary learning at the Future Classroom Lab - Anastasiya Boiko, Eu...
Presentation by Anastasiya Boiko, European Schoolnet, about Interdisciplinary learning at the Future Classroom Lab, at the Scientix course "STEM in primary school classrooms" 25-29 June 2018.
Water106: A cMOOC-like Approach to Issues-based Education
This document provides an overview of Water106, a distributed approach to issues-based education on water issues. It discusses the challenges of traditional interdisciplinary and team-taught approaches and proposes a "loosely coupled" model where students in different courses engage in shared tasks and assignments without coordination between faculty. Key elements include the Waterfeed for students to summarize news articles and the Assignment Bank, which provides a variety of assignment options at different levels of difficulty. The goal is to provide opportunities for students across disciplines and institutions to study water issues through an authentic experience that does not require extensive coordination between courses.
Blended learning-handout
The document discusses strategies for incorporating blended learning into higher education. It outlines how blended learning is already occurring as students use technology like smartphones and internet to interact with tutors and access resources remotely. It suggests tutors provide structured online materials and forums for discussion to create a valuable student-tutor experience through blended learning. Regular documentation of student work and tutorials can provide reflection and become a resource for tutors and students. Web 2.0 tools like blogs and wikis allow for collaborative and reflective learning. Blended learning provides flexibility for students and frees up facilities, but physical interaction is still important. Tutors must develop e-pedagogy skills to engage effectively with technology.
Teaching creativity in higher education
This document discusses the need to foster creativity in higher education by transforming traditional pedagogical structures. It argues that universities should shift away from lecture-based learning and toward more collaborative learning experiences that allow students to practice problem-solving and creative thinking. The author advocates for reapportioning curriculum time to prioritize small group work, projects, and seminars that develop both content knowledge and skills like investigation, cooperation, and synthesis. This type of experiential learning paradigm could help universities better prepare students for the future workforce and address lagging support for arts education policy.
Ideate assignment vesna
The document outlines several ideas to help engineering students from small town universities feel more secure in their personal, social, and technical skills to successfully transition from school to work. The ideas involve more hands-on learning through lab work, internships, field trips to companies, and real-world projects. They also suggest meaningful learning experiences like mentoring, workshops on career skills, and networking opportunities with engineers and alumni. A variety of extracurricular and social activities are proposed as well to build students' confidence and flexibility.
What Is the Impact of Digitizing Books, 2013Marc Prensky.docx
What Is the Impact of Digitizing Books?, 2013
Marc Prensky is a software designer and author of Teaching Digital Natives: Partnering for Real Learning and
From Digital Natives to Digital Wisdom.
Colleges and universities should ban nonelectronic books to improve the way faculty teach and students
learn. A print textbook ban will not discourage reading, nor diminish the value of the ideas within books.
In fact, e-books liberate ideas. Faculty can augment texts with additional multimedia materials that
enhance the content. Moreover, faculty can expand e-text discussion to students outside the classroom,
enriching the educational experience. Digital texts are also accessible anywhere, at any time, while
printed books, once read, are often closed and shelved. Electronic textbooks free ideas from the printed
page and will move education into the twenty-first century.
Recent news that South Korea plans to digitize its entire elementary- and secondary-school curriculum by 2015,
combined with the declining cost of e-readers and Amazon's announcement earlier this year [2011] that it is
selling more e-books than print books, prompts an interesting question: Which traditional campus will be the first
to go entirely bookless? Not, of course, bookless in the sense of using no book content, but bookless in the
sense of allowing no physical books. My guess is that this will make some institution famous.
Already, just about everything that an undergraduate needs to read is available in electronic form. Whatever isn't
there electronically, librarians, students, or professors can easily scan, as many already do.
Some colleges are already heading in this direction by requiring or handing out iPod Touches, iPads, Kindles, or
Nooks, often preloaded with textbooks and other curricular materials, or by disallowing paper texts for online
courses. But I suggest that it's time to go much further: to actually ban nonelectronic books on campus. That
would be a symbolic step toward a much better way of teaching and learning, in which all materials are fully
integrated. It could involve a pledge similar to the one that language students and instructors at Middlebury
Language Schools take to speak only the foreign languages in which they are immersed during the study
program.
I'm not advocating that we get rid of the good and valuable ideas, thoughts, or words in books—only that
we transfer them to (and have students absorb them through) another form.
In this bookless college, all reading—which would still, of course, be both required and encouraged—would be
done electronically. Any physical books in students' possession at the beginning of the year would be exchanged
for electronic versions, and if a student was later found with a physical book, it would be confiscated (in return for
an electronic version). The physical books would be sent to places and institutions that wanted or needed them.
Professors would have a limited time in which to convert their personal .
Faculty librarian partnership-in_information_age
The document discusses the changing role of librarians from quiet repositories of knowledge to active partners in instruction through collaborations with teaching faculty. It notes that while some have been slow to embrace this new role of "teaching librarians," partnerships between librarians and faculty can enhance student learning and instruction in many ways. Some examples highlighted include librarians assisting with research projects, selecting research topics, term paper clinics, grant writing, and computer-based projects. The document concludes that faculty-librarian evaluations and partnerships that allow open communication can strengthen student learning and are important trends, though still new, that will become tradition over time.
Teacher Artist Partnership Programme: international seminar introduction, 28t...
Introduction to the UK context for creative and cultural partnership, for an international seminar in London as part of the Teacher-Artist Partnership programme (www.tapprogramme.org)
The middle of_open_spaces
This document discusses open educational communities and the "middle space" of collaboration and knowledge sharing that exists between individual faculty members and the larger community. It provides examples of projects like the Visible Knowledge Project and Peer Review of Teaching Project that brought together groups of faculty members from various institutions to collaboratively develop teaching resources, provide feedback on student work, and analyze the impact of technologies on learning. The roles of actors within these middle spaces include innovating, developing new tools, participating in reforms, and building knowledge through sharing resources and reviewing peer work.
Reciprocity in Learning: Co-creation with undergraduate students- creating co...
Reciprocity in Learning: Co-creation with undergraduate students- creating co...IL Group (CILIP Information Literacy Group)
This document summarizes a co-creation project between university staff and students to create online guides for incoming students. Students helped plan and create content for a website about what a typical week is like at the university. The project aimed to give students ownership and share expertise between students and staff. Evaluation found high website usage and positive feedback from participants who felt they learned from each other. The reciprocal nature of co-creation allowed different perspectives to be shared and helped position all participants as both learners and teachers. Future co-creation would benefit from more guidance for students and collaborating across departments.NMU Open Education colloquium 20
This document discusses open textbooks as a sustainable model for South African universities. It defines open textbooks as digital, openly licensed teaching materials that can be accessed on various devices. The document outlines Fraser's social justice framework of addressing economic, cultural, and political injustices through affirmative and transformative responses. It then provides examples of open textbook projects at the University of Cape Town that aim to promote social justice by making materials more accessible, relevant, collaborative, and by shifting power dynamics. The document discusses challenges like disciplinary differences, technical skills, time requirements, and the need for institutional support like funding, expertise, and partnerships to support open textbook creation and address sustainability.
Chapter 8 Do Students Lose More than They Gain .docx
Chapter 8
Do Students Lose More than They Gain
in Online Writing Classes?
Kate Kiefer
Why do we teach writing in relatively small classes? Certainly there are practical
reasons having to do with workload and classroom management issues,1 but
most of our reasons flow from pedagogical and theoretical concerns.
Pedagogically, we know that students are likely to learn most effectively from
multiple opportunities to practice with timely feedback on their effectiveness in
writing. Even more important, the most influential theories of language use and
development posit the situatedness of language—how it is shaped by and
shapes its users and contexts of its use. Cultural, rhetorical, and sociocognitive
perspectives all emphasize the construction of meaning in context. Our goals in
teaching writing explicitly include helping students become aware of writing as
situated communication. The rhetorical principles embodied in most widely
used writing texts consistently encourage writers to adapt to the specific writing
context. Contemporary writing theory and language theory (as well as much
cultural criticism) develop in even greater detail the crucial roles of language in
context: for identity formation, for cultural work, and for community building.
Little wonder, then, that teachers of writing insist that students are best able to
learn to write most effectively when they can create and respond to specific
language contexts in small groups of students (15–25 students in the class as a
whole, with smaller groupings of 2–5 students working on targeted collaborative
activities).
Do these theoretical assumptions about language preclude teaching writing
online? Proponents of online writing courses argue that textual interactions can
immerse students more fully in situated writing than face-to-face courses in
which few classroom interactions involve writing. But despite what could be an
advantage, online classes often fail students precisely because all interactions are
142 Online Writing Classes
textual. Unless students are sensitive to or willing to examine the different
functions of text in an online class, they can be trapped by their constrained
understanding of writing and finish the course with less awareness of the
contexts of writing than their counterparts in a traditional classroom.
Admittedly, my view of the potential shortcomings of online writing
instruction is in the minority. In 1992, Gail Hawisher summed up a prevailing
positive view of electronic discourses and their extension into virtual
classrooms: “As a result of our work with computers over the past decade, we
can begin to imagine teaching and writing in a virtual age where a meeting of
the minds might well occur without the physical presence of students and
teachers.” Minock and Shor (1995) discuss at length an example of a curriculum
that exploit ...
Enriching the Academic Experience
This document describes experiential learning (EXL) programs at Middle Tennessee State University (MTSU) and how the university library has partnered with and led EXL initiatives. It discusses how the library has partnered with marketing, anthropology and art students on projects to assess library services. It also describes an EXL course led by the library called "Revisioning the Walker Library" where students researched and made recommendations to improve the library. The document concludes by discussing pros and cons of libraries partnering with or leading EXL programs.
Competency-based Assessment at New Century College
1) The document discusses competency-based assessment and portfolios at New Century College, which uses portfolios and competencies to foster reflective learning and create a connection between individual and organizational goals.
2) At New Century College, graduation portfolios allow students to redefine competencies and take ownership over their learning by integrating evidence from their experiences.
3) The college is working to better utilize digital portfolios to support reflective assessment and community conversations about competencies.
"You could have told me". oration on the Design of Interactive Pieces for Mus...
In this paper we seek to disentangle the reasons that limit collaborations between museums and universities. Our standpoint is that collaboration is desired by both organizations as it could lead to richer outcomes in the design and research of new technologies in museums. However, little attention is paid to how this kind of collaboration actually happens and how it could be enhanced. This is why our focus is on teamwork, especially in the particularities of the collaboration of external design-researchers and museum professionals. This paper examines the collaboration between a university and a museum, in a situation in which these institutions collaborate in the production of interactive artefacts for exhibition space. As in other cases, collaboration between museums and other institutions is not always easy: participants of collaborations have expectations and needs that are far from obvious to everyone. In this paper, we present a case study on a course on Public Space and Social Inclusion, organized by the Museum of Science in Trento (Italy) and the EIT ICT Labs Doctoral School. During the course, the participants developed a set of original ideas to explore possible ways for the museum to become a cultural hub, and to look into the role it can play for community building. This case study gave us the opportunity to delve deep into the dynamics of the interactions between museum and university partners involved in a collaborative process. We conducted and analysed interviews with university representatives and museum staff to discover how they experienced the collaboration and what they were expecting from it. Analysing these interviews, we observed the need to follow three principal elements for a successful collaboration. Partners have to start together a collaboration planning in advance their intention and moments for exchanging mutual feedback and systematically review the project. Partners should plan their collaboration in advance, explicating their expectations for the project and setting dates for exchanging mutual feedback to review the project systematically. Time management is crucial. It is important to make clear which deadlines are fixed and which flexible, when it is time for deep reflection and when there’s a need for hurried action. In general, the participants would benefit from communicating their working practices and talking frankly about their expectations.
Knowledge management by »social writing«
The document discusses the establishment of an online writing lab at a distance university in Germany to help students improve their academic writing skills. It describes setting up open online tutorials in Moodle on using the citation management software Citavi. Evaluations found students benefited from peer support, gaining competencies, and the flexibility of online learning. Integrating a virtual classroom provided additional social and motivational benefits. The writing lab was well-received, with over 2,500 students enrolled. Overall, the document advocates a holistic approach combining social, technical, and pedagogical aspects to support self-organized online learning.
Go far final report
1. The GO FAR project monitored participants through surveys distributed after mobility experiences and preparatory courses to gather feedback. This feedback informed improvements to the project.
2. Teachers appreciated aspects of the teaching method introduced by Professor Zacharias, such as starting with concrete examples and discovery learning. They also valued networking with other teachers.
3. The project sowed ideas for continuing development, such as deepening the empirical teaching approach, creating teacher networks, and organizing interdisciplinary activities between schools. Participants expressed interest in future exchanges.
Community Service in the Online Classroom
Trends in Higher Education - Presentation for the Online Learning Consortium, Instructional Designer Certificate (in-progress)
Trust thyself: vignettes - Simon Moralee, Zoë Allman and Kerry Francksen (De ...
Trust thyself: vignettes - Simon Moralee, Zoë Allman and Kerry Francksen (De ...The Higher Education Academy
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper focuses on the duality of roles that students and lecturers play in sharing responsibilities for creating productive and worthwhile teaching and learning environments. Taking student-centred learning as a starting point, this paper focuses on university teacher fellowship projects that challenge students to take control of their learning as a means of democratising the learning experience. This means the lecturer is more facilitator and environment creator than sage or expert and advocates getting students to trust themselves to learn as well as getting lecturers to trust themselves and let go of control.Student as Producer (Warwick)
The document discusses reinventing the undergraduate curriculum by positioning students as producers through research-based and independent learning. It proposes establishing a Reinvention Centre to redesign teaching spaces that facilitate collaboration. Examples are provided of projects where students conduct their own research and take ownership of their work, such as a history module where students adapted the curriculum to their interests. The goal is to move beyond traditional lectures and involve students as active researchers and co-producers of knowledge.
12.15 grazioli
This document describes CusMiBio's efforts to create an interactive link between high school students, teachers, and university researchers through hands-on learning activities. CusMiBio provides dedicated labs in the Milan State University campus for high school students to choose their university studies. An annual competition selects motivated students to work with researchers. Students help develop teaching kits and modules to transfer back to their schools. The collaboration aims to excite students about science, help teachers manage topics, and expand networks between schools.
Career Connect High Impact Practices Considerations
This resource helps faculty and staff determine how to integrate important elements of high-impact practices into the student experience.
The NUTS and bolts of L&T: A staff-student partnership at Newcastle University
This document summarizes a staff-student partnership project at Newcastle University that aimed to strengthen the relationship between research and teaching. The project organized a workshop where students provided input on issues in learning and teaching that staff should focus their pedagogical research on, making students partners in establishing a program of workshops and research projects. This innovative approach allowed the university's Teaching and Scholarship Forum to better integrate student voices and perspectives in research related to learning and teaching.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdMore Related Content
Similar to Ideate
Teaching creativity in higher education
This document discusses the need to foster creativity in higher education by transforming traditional pedagogical structures. It argues that universities should shift away from lecture-based learning and toward more collaborative learning experiences that allow students to practice problem-solving and creative thinking. The author advocates for reapportioning curriculum time to prioritize small group work, projects, and seminars that develop both content knowledge and skills like investigation, cooperation, and synthesis. This type of experiential learning paradigm could help universities better prepare students for the future workforce and address lagging support for arts education policy.
Ideate assignment vesna
The document outlines several ideas to help engineering students from small town universities feel more secure in their personal, social, and technical skills to successfully transition from school to work. The ideas involve more hands-on learning through lab work, internships, field trips to companies, and real-world projects. They also suggest meaningful learning experiences like mentoring, workshops on career skills, and networking opportunities with engineers and alumni. A variety of extracurricular and social activities are proposed as well to build students' confidence and flexibility.
What Is the Impact of Digitizing Books, 2013Marc Prensky.docx
What Is the Impact of Digitizing Books?, 2013
Marc Prensky is a software designer and author of Teaching Digital Natives: Partnering for Real Learning and
From Digital Natives to Digital Wisdom.
Colleges and universities should ban nonelectronic books to improve the way faculty teach and students
learn. A print textbook ban will not discourage reading, nor diminish the value of the ideas within books.
In fact, e-books liberate ideas. Faculty can augment texts with additional multimedia materials that
enhance the content. Moreover, faculty can expand e-text discussion to students outside the classroom,
enriching the educational experience. Digital texts are also accessible anywhere, at any time, while
printed books, once read, are often closed and shelved. Electronic textbooks free ideas from the printed
page and will move education into the twenty-first century.
Recent news that South Korea plans to digitize its entire elementary- and secondary-school curriculum by 2015,
combined with the declining cost of e-readers and Amazon's announcement earlier this year [2011] that it is
selling more e-books than print books, prompts an interesting question: Which traditional campus will be the first
to go entirely bookless? Not, of course, bookless in the sense of using no book content, but bookless in the
sense of allowing no physical books. My guess is that this will make some institution famous.
Already, just about everything that an undergraduate needs to read is available in electronic form. Whatever isn't
there electronically, librarians, students, or professors can easily scan, as many already do.
Some colleges are already heading in this direction by requiring or handing out iPod Touches, iPads, Kindles, or
Nooks, often preloaded with textbooks and other curricular materials, or by disallowing paper texts for online
courses. But I suggest that it's time to go much further: to actually ban nonelectronic books on campus. That
would be a symbolic step toward a much better way of teaching and learning, in which all materials are fully
integrated. It could involve a pledge similar to the one that language students and instructors at Middlebury
Language Schools take to speak only the foreign languages in which they are immersed during the study
program.
I'm not advocating that we get rid of the good and valuable ideas, thoughts, or words in books—only that
we transfer them to (and have students absorb them through) another form.
In this bookless college, all reading—which would still, of course, be both required and encouraged—would be
done electronically. Any physical books in students' possession at the beginning of the year would be exchanged
for electronic versions, and if a student was later found with a physical book, it would be confiscated (in return for
an electronic version). The physical books would be sent to places and institutions that wanted or needed them.
Professors would have a limited time in which to convert their personal .
Faculty librarian partnership-in_information_age
The document discusses the changing role of librarians from quiet repositories of knowledge to active partners in instruction through collaborations with teaching faculty. It notes that while some have been slow to embrace this new role of "teaching librarians," partnerships between librarians and faculty can enhance student learning and instruction in many ways. Some examples highlighted include librarians assisting with research projects, selecting research topics, term paper clinics, grant writing, and computer-based projects. The document concludes that faculty-librarian evaluations and partnerships that allow open communication can strengthen student learning and are important trends, though still new, that will become tradition over time.
Teacher Artist Partnership Programme: international seminar introduction, 28t...
Introduction to the UK context for creative and cultural partnership, for an international seminar in London as part of the Teacher-Artist Partnership programme (www.tapprogramme.org)
The middle of_open_spaces
This document discusses open educational communities and the "middle space" of collaboration and knowledge sharing that exists between individual faculty members and the larger community. It provides examples of projects like the Visible Knowledge Project and Peer Review of Teaching Project that brought together groups of faculty members from various institutions to collaboratively develop teaching resources, provide feedback on student work, and analyze the impact of technologies on learning. The roles of actors within these middle spaces include innovating, developing new tools, participating in reforms, and building knowledge through sharing resources and reviewing peer work.
Reciprocity in Learning: Co-creation with undergraduate students- creating co...
Reciprocity in Learning: Co-creation with undergraduate students- creating co...IL Group (CILIP Information Literacy Group)
This document summarizes a co-creation project between university staff and students to create online guides for incoming students. Students helped plan and create content for a website about what a typical week is like at the university. The project aimed to give students ownership and share expertise between students and staff. Evaluation found high website usage and positive feedback from participants who felt they learned from each other. The reciprocal nature of co-creation allowed different perspectives to be shared and helped position all participants as both learners and teachers. Future co-creation would benefit from more guidance for students and collaborating across departments.NMU Open Education colloquium 20
This document discusses open textbooks as a sustainable model for South African universities. It defines open textbooks as digital, openly licensed teaching materials that can be accessed on various devices. The document outlines Fraser's social justice framework of addressing economic, cultural, and political injustices through affirmative and transformative responses. It then provides examples of open textbook projects at the University of Cape Town that aim to promote social justice by making materials more accessible, relevant, collaborative, and by shifting power dynamics. The document discusses challenges like disciplinary differences, technical skills, time requirements, and the need for institutional support like funding, expertise, and partnerships to support open textbook creation and address sustainability.
Chapter 8 Do Students Lose More than They Gain .docx
Chapter 8
Do Students Lose More than They Gain
in Online Writing Classes?
Kate Kiefer
Why do we teach writing in relatively small classes? Certainly there are practical
reasons having to do with workload and classroom management issues,1 but
most of our reasons flow from pedagogical and theoretical concerns.
Pedagogically, we know that students are likely to learn most effectively from
multiple opportunities to practice with timely feedback on their effectiveness in
writing. Even more important, the most influential theories of language use and
development posit the situatedness of language—how it is shaped by and
shapes its users and contexts of its use. Cultural, rhetorical, and sociocognitive
perspectives all emphasize the construction of meaning in context. Our goals in
teaching writing explicitly include helping students become aware of writing as
situated communication. The rhetorical principles embodied in most widely
used writing texts consistently encourage writers to adapt to the specific writing
context. Contemporary writing theory and language theory (as well as much
cultural criticism) develop in even greater detail the crucial roles of language in
context: for identity formation, for cultural work, and for community building.
Little wonder, then, that teachers of writing insist that students are best able to
learn to write most effectively when they can create and respond to specific
language contexts in small groups of students (15–25 students in the class as a
whole, with smaller groupings of 2–5 students working on targeted collaborative
activities).
Do these theoretical assumptions about language preclude teaching writing
online? Proponents of online writing courses argue that textual interactions can
immerse students more fully in situated writing than face-to-face courses in
which few classroom interactions involve writing. But despite what could be an
advantage, online classes often fail students precisely because all interactions are
142 Online Writing Classes
textual. Unless students are sensitive to or willing to examine the different
functions of text in an online class, they can be trapped by their constrained
understanding of writing and finish the course with less awareness of the
contexts of writing than their counterparts in a traditional classroom.
Admittedly, my view of the potential shortcomings of online writing
instruction is in the minority. In 1992, Gail Hawisher summed up a prevailing
positive view of electronic discourses and their extension into virtual
classrooms: “As a result of our work with computers over the past decade, we
can begin to imagine teaching and writing in a virtual age where a meeting of
the minds might well occur without the physical presence of students and
teachers.” Minock and Shor (1995) discuss at length an example of a curriculum
that exploit ...
Enriching the Academic Experience
This document describes experiential learning (EXL) programs at Middle Tennessee State University (MTSU) and how the university library has partnered with and led EXL initiatives. It discusses how the library has partnered with marketing, anthropology and art students on projects to assess library services. It also describes an EXL course led by the library called "Revisioning the Walker Library" where students researched and made recommendations to improve the library. The document concludes by discussing pros and cons of libraries partnering with or leading EXL programs.
Competency-based Assessment at New Century College
1) The document discusses competency-based assessment and portfolios at New Century College, which uses portfolios and competencies to foster reflective learning and create a connection between individual and organizational goals.
2) At New Century College, graduation portfolios allow students to redefine competencies and take ownership over their learning by integrating evidence from their experiences.
3) The college is working to better utilize digital portfolios to support reflective assessment and community conversations about competencies.
"You could have told me". oration on the Design of Interactive Pieces for Mus...
In this paper we seek to disentangle the reasons that limit collaborations between museums and universities. Our standpoint is that collaboration is desired by both organizations as it could lead to richer outcomes in the design and research of new technologies in museums. However, little attention is paid to how this kind of collaboration actually happens and how it could be enhanced. This is why our focus is on teamwork, especially in the particularities of the collaboration of external design-researchers and museum professionals. This paper examines the collaboration between a university and a museum, in a situation in which these institutions collaborate in the production of interactive artefacts for exhibition space. As in other cases, collaboration between museums and other institutions is not always easy: participants of collaborations have expectations and needs that are far from obvious to everyone. In this paper, we present a case study on a course on Public Space and Social Inclusion, organized by the Museum of Science in Trento (Italy) and the EIT ICT Labs Doctoral School. During the course, the participants developed a set of original ideas to explore possible ways for the museum to become a cultural hub, and to look into the role it can play for community building. This case study gave us the opportunity to delve deep into the dynamics of the interactions between museum and university partners involved in a collaborative process. We conducted and analysed interviews with university representatives and museum staff to discover how they experienced the collaboration and what they were expecting from it. Analysing these interviews, we observed the need to follow three principal elements for a successful collaboration. Partners have to start together a collaboration planning in advance their intention and moments for exchanging mutual feedback and systematically review the project. Partners should plan their collaboration in advance, explicating their expectations for the project and setting dates for exchanging mutual feedback to review the project systematically. Time management is crucial. It is important to make clear which deadlines are fixed and which flexible, when it is time for deep reflection and when there’s a need for hurried action. In general, the participants would benefit from communicating their working practices and talking frankly about their expectations.
Knowledge management by »social writing«
The document discusses the establishment of an online writing lab at a distance university in Germany to help students improve their academic writing skills. It describes setting up open online tutorials in Moodle on using the citation management software Citavi. Evaluations found students benefited from peer support, gaining competencies, and the flexibility of online learning. Integrating a virtual classroom provided additional social and motivational benefits. The writing lab was well-received, with over 2,500 students enrolled. Overall, the document advocates a holistic approach combining social, technical, and pedagogical aspects to support self-organized online learning.
Go far final report
1. The GO FAR project monitored participants through surveys distributed after mobility experiences and preparatory courses to gather feedback. This feedback informed improvements to the project.
2. Teachers appreciated aspects of the teaching method introduced by Professor Zacharias, such as starting with concrete examples and discovery learning. They also valued networking with other teachers.
3. The project sowed ideas for continuing development, such as deepening the empirical teaching approach, creating teacher networks, and organizing interdisciplinary activities between schools. Participants expressed interest in future exchanges.
Community Service in the Online Classroom
Trends in Higher Education - Presentation for the Online Learning Consortium, Instructional Designer Certificate (in-progress)
Trust thyself: vignettes - Simon Moralee, Zoë Allman and Kerry Francksen (De ...
Trust thyself: vignettes - Simon Moralee, Zoë Allman and Kerry Francksen (De ...The Higher Education Academy
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper focuses on the duality of roles that students and lecturers play in sharing responsibilities for creating productive and worthwhile teaching and learning environments. Taking student-centred learning as a starting point, this paper focuses on university teacher fellowship projects that challenge students to take control of their learning as a means of democratising the learning experience. This means the lecturer is more facilitator and environment creator than sage or expert and advocates getting students to trust themselves to learn as well as getting lecturers to trust themselves and let go of control.Student as Producer (Warwick)
The document discusses reinventing the undergraduate curriculum by positioning students as producers through research-based and independent learning. It proposes establishing a Reinvention Centre to redesign teaching spaces that facilitate collaboration. Examples are provided of projects where students conduct their own research and take ownership of their work, such as a history module where students adapted the curriculum to their interests. The goal is to move beyond traditional lectures and involve students as active researchers and co-producers of knowledge.
12.15 grazioli
This document describes CusMiBio's efforts to create an interactive link between high school students, teachers, and university researchers through hands-on learning activities. CusMiBio provides dedicated labs in the Milan State University campus for high school students to choose their university studies. An annual competition selects motivated students to work with researchers. Students help develop teaching kits and modules to transfer back to their schools. The collaboration aims to excite students about science, help teachers manage topics, and expand networks between schools.
Career Connect High Impact Practices Considerations
This resource helps faculty and staff determine how to integrate important elements of high-impact practices into the student experience.
The NUTS and bolts of L&T: A staff-student partnership at Newcastle University
This document summarizes a staff-student partnership project at Newcastle University that aimed to strengthen the relationship between research and teaching. The project organized a workshop where students provided input on issues in learning and teaching that staff should focus their pedagogical research on, making students partners in establishing a program of workshops and research projects. This innovative approach allowed the university's Teaching and Scholarship Forum to better integrate student voices and perspectives in research related to learning and teaching.
Similar to Ideate (20)
What Is the Impact of Digitizing Books, 2013Marc Prensky.docx
What Is the Impact of Digitizing Books, 2013Marc Prensky.docx
Teacher Artist Partnership Programme: international seminar introduction, 28t...
Teacher Artist Partnership Programme: international seminar introduction, 28t...
Reciprocity in Learning: Co-creation with undergraduate students- creating co...
Reciprocity in Learning: Co-creation with undergraduate students- creating co...
Chapter 8 Do Students Lose More than They Gain .docx
Chapter 8 Do Students Lose More than They Gain .docx
Competency-based Assessment at New Century College
Competency-based Assessment at New Century College
"You could have told me". oration on the Design of Interactive Pieces for Mus...
"You could have told me". oration on the Design of Interactive Pieces for Mus...
Trust thyself: vignettes - Simon Moralee, Zoë Allman and Kerry Francksen (De ...
Trust thyself: vignettes - Simon Moralee, Zoë Allman and Kerry Francksen (De ...
Career Connect High Impact Practices Considerations
Career Connect High Impact Practices Considerations
The NUTS and bolts of L&T: A staff-student partnership at Newcastle University
The NUTS and bolts of L&T: A staff-student partnership at Newcastle University
Recently uploaded
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdBÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Recently uploaded (20)
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Ideate
- 1. change of gap between theory and practice stronger traineeship program incentivate the library work incetivate student entrepreneurship create a intern journal write by students group of discurtion of ats themes possibility beeing hired direct in the university companies give incentive connect young stundents (high school) in short talks with students programm of exchange ideas and articles travel important historical places exchange between others universities change values of society change system of publishing paying for articles teletranport student for time that they are studyng at that moment change the hole grade of the course parallel programm of practics student beeing friends of old artists student beeing friends of old artists make people understand history create a collaboration network create a co-work studio and place for practice work creating strong network trainee at schools students conferences for students promote visits in difer- rent types of field collaborate with groups already fixed with professionals of research implement total new values hire young teacher student magazine visint expositions and encorage students to write connection with museums connection with galleries team work colaborations in documentaries colaborations TV shows give teaching skills universities half theory half practice more projects like real work 1 year of university only pratical work less memorize dates preparation to face the market simulations of “real” work at university different research new points of view by teachers programms of publishing publish student articles awards collaborations with museums conection between university and society