this is a brief introduction to the contribution of scientists in the development of the pedagogy of Higher Education. it will help for a short conception of the most relevant theories and methods
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
Educational Research Topics: Navigating the Path to Knowledge and InnovationFuture Education Magazine
Here are 10 Diverse Educational Research Topics: 1. Technology Integration in Education 2. Inclusive Education 3. Student Motivation and Engagement 4. Assessment and Evaluation Practices
Learning analytics - what can we achieve together.pptxRebecca Ferguson
Keynote given on 7 June 2023 by Rebecca Ferguson of The Open University in the UK at the Learning Analytics Summer Institute (LASI) organised by the Society for Learning Analytics Research (SoLAR) in Singapore.
Many researchers have focused on online collaborative learning, crosscultural
communication, project-based learning, digital literacy, and digital
storytelling but there is no pedagogical framework that incorporates these
elements for English as Foreign Language (EFL) teaching. This study based
on the qualitative design established a pedagogical framework from three
different types of cross-cultural collaborative projects with the collected data
including students’ artifacts and project structures. We have found that the
pedagogical framework proposed here serves as a guide to facilitate different
types of cross-cultural projects in their classrooms. The multiple cases of
cross-cultural online collaborative projects in an EFL class were taught
according to the theories of project-based learning and content language
integrated learning alike, proved to follow this pedagogical framework.
Implementation is also described to give more details on how the projects
were conducted. In the end, opportunities and challenges are provided for
future implementation of online collaborative EFL projects.
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Pedagogy and innovative approaches in Teaching and learning.pptxjagannath Dange
All children are born and raised in different situations. The schools in need to implement a curriculum which not only promotes development in cognition, language, literacy, numeracy and the arts but also addresses wellbeing and happiness of the students. so, Pedagogy must be ideal to the needs of the learners. hence different approaches must be adopted to train the different faculties of children.
The Power of Learning Analytics: Is There Still a Need for Educational Research?Bart Rienties
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Researchers in learning analytics use a range of advanced computational techniques (e.g., Bayesian modelling, cluster analysis, natural language processing, machine learning) for predicting which learners are likely to fail or succeed, and how to provide appropriate support in a flexible and adaptive manner.
In this keynote, I will argue that unless educational researchers at EARLI embrace some of the key principles, methods, and approaches of learning analytics, educational researchers may be left behind. In particular, a main merit of learning analytics is linking large datasets of actual learning processes and outcomes with learning dispositions and learner characteristics. Using evidence-based approaches rapid insights and advancements are developed how learning designs and learning processes can be optimised to maximise the potential of each learner. For example, our recent research with 151 modules and 133K students at the Open University UK indicates that learning design has a strong impact on student behaviour, satisfaction, and performance. Learning analytics can also drive learning in more “traditional”, face-to-face contexts. For example, by measuring emotions, epistemological expressions, and cross-cultural dialogue, social interactions can be effectively supported by innovative dashboards and adaptive
approaches. I aim to unpack the advantages and limitations of learning analytics and how EARLI researchers can embrace such data-driven research approaches
More info at www.bartrienties.nl
The purpose of this research is to understand which Flexible & Distributed Learning (FDL) techniques generated positive student engagement.
The aim of the research was to inform the development of the module for future iterations.
The objectives of the research are to:
* Understand which FDL techniques derived positive student engagement.
* Explore other possible FDL techniques that may be appropriate for the module.
* Identify which FDL techniques may be transferrable to other modules.
This study aims to ascertain the impact of the Active learning method on high-order thinking skills (HOTS) within the realm of Islamic education. Our primary contribution is the comprehensive meta-analysis of various preliminary and university educational studies. Using RStudio, we analyzed the differences in effect sizes, variations, and groups among studies. The findings indicate that the Active learning method significantly enhances HOTS, with the mixed learning method showing the most pronounced effect. We adopted a systematic approach, examining diverse learning methods like genre-based learning and blended learning model. Our research design entailed a meticulous meta-analysis of pre-existing literature rather than primary experimental or survey-based methods. However, we identified high heterogeneity in effect sizes as a limitation, suggesting the need for more nuanced studies in varied contexts. This research underscores educators' need to adapt learning strategies suited for specific educational levels, pointing towards a brighter horizon for tailored pedagogical interventions.
Examining Reflective Teaching Practices in the Digital AgeAJHSSR Journal
ABSTRACT:Reflective teaching is the process of critically evaluating one’s own practices to improve
effectiveness. This paper examines reflective teaching concepts from seminal thinkers like Dewey, Schön, and
Zeichner and Liston, emphasizing questioning assumptions and willingness to change. It summarizes aspects
teachers can reflect on using Richards and Lockhart’s framework spanning beliefs, decision-making, roles,
lesson structure, classroom interaction, activities, and language use. Research reviewed explores practices in
technology-rich contexts, using blogs, integrating technology in training programs, links between attitudes about
technology and reflective practices, critical thinking on technology integration resulting from course tasks, and
guided reflections on cultural competence. Key findings show that technology-oriented tasks elicit more
transformative thinking about integration compared to traditional applications. However, positive attitudes
toward technology do not necessarily translate to usage for reflection. There are also gaps between leaders and
teachers in sustaining practices, so developing reflective skills is recommended. The paper offers practical
suggestions for teachers to leverage video analysis, collaborative documentation, blogging, journaling,
annotating plans and student work, surveying students, and analyzing performance data to make reflection a
consistent habit focused on improvement.
KEYWORDS: reflective practice, teaching, EFL, ICT, teacher development, educational technology
demonstration of wet chemistry methods for obtaing nanopowders.pptxMuhammadHashami2
in this presentation i mentioned some more useful wet chemistry methods and the meaning of wet chemistry now adays there are mostly uses of wet mechanisms.
methodology of pedagogy and methods that are widly used in education systems around the world in schools, collagies and universities. i mentioned here about some methods spacially modeling method.
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Here are 10 Diverse Educational Research Topics: 1. Technology Integration in Education 2. Inclusive Education 3. Student Motivation and Engagement 4. Assessment and Evaluation Practices
Learning analytics - what can we achieve together.pptxRebecca Ferguson
Keynote given on 7 June 2023 by Rebecca Ferguson of The Open University in the UK at the Learning Analytics Summer Institute (LASI) organised by the Society for Learning Analytics Research (SoLAR) in Singapore.
Many researchers have focused on online collaborative learning, crosscultural
communication, project-based learning, digital literacy, and digital
storytelling but there is no pedagogical framework that incorporates these
elements for English as Foreign Language (EFL) teaching. This study based
on the qualitative design established a pedagogical framework from three
different types of cross-cultural collaborative projects with the collected data
including students’ artifacts and project structures. We have found that the
pedagogical framework proposed here serves as a guide to facilitate different
types of cross-cultural projects in their classrooms. The multiple cases of
cross-cultural online collaborative projects in an EFL class were taught
according to the theories of project-based learning and content language
integrated learning alike, proved to follow this pedagogical framework.
Implementation is also described to give more details on how the projects
were conducted. In the end, opportunities and challenges are provided for
future implementation of online collaborative EFL projects.
This study aims to identify publication trends and recommendations for problem-based science learning research in elementary schools. We used a mixed-methods research design in which descriptive, qualitative, and bibliometric analyses were used to look at the data. We selected the sample by using the purposive sampling technique. Secondary data contains Sintaindexed research articles published in the Google Scholar database. Data were analyzed using content analysis and the VOS-Viewer. The results of the analysis show that between 2017 and 2021, 98 articles have been published with the keywords [problem-based learning] and [IPA or science learning] in national and international journals with research settings in Indonesia. Most publications occurred in 2020. The keywords that appear the most in the published articles obtained are [problem-based learning], [learning outcomes], [critical thinking skills], and [science learning]. The keyword [Tri Hita Karana], or three causes of well-being, appears, but with weak nodes. These keywords appear in many publications whose research settings are in Bali because they are ethnoscientific findings from that area. Weak nodes have several conjectures, namely that this theme has been researched to saturate or that research on this theme is still rarely carried out. This research contributes ideas for future research involving the theme of problem-based learning in science.
Pedagogy and innovative approaches in Teaching and learning.pptxjagannath Dange
All children are born and raised in different situations. The schools in need to implement a curriculum which not only promotes development in cognition, language, literacy, numeracy and the arts but also addresses wellbeing and happiness of the students. so, Pedagogy must be ideal to the needs of the learners. hence different approaches must be adopted to train the different faculties of children.
The Power of Learning Analytics: Is There Still a Need for Educational Research?Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. A broad goal of learning analytics is to apply the outcomes of analysing data gathered by monitoring and measuring the learning process. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly provide personalised, rich learning on a large scale. Substantial progress in learning analytics research has been made in the last few years.
Researchers in learning analytics use a range of advanced computational techniques (e.g., Bayesian modelling, cluster analysis, natural language processing, machine learning) for predicting which learners are likely to fail or succeed, and how to provide appropriate support in a flexible and adaptive manner.
In this keynote, I will argue that unless educational researchers at EARLI embrace some of the key principles, methods, and approaches of learning analytics, educational researchers may be left behind. In particular, a main merit of learning analytics is linking large datasets of actual learning processes and outcomes with learning dispositions and learner characteristics. Using evidence-based approaches rapid insights and advancements are developed how learning designs and learning processes can be optimised to maximise the potential of each learner. For example, our recent research with 151 modules and 133K students at the Open University UK indicates that learning design has a strong impact on student behaviour, satisfaction, and performance. Learning analytics can also drive learning in more “traditional”, face-to-face contexts. For example, by measuring emotions, epistemological expressions, and cross-cultural dialogue, social interactions can be effectively supported by innovative dashboards and adaptive
approaches. I aim to unpack the advantages and limitations of learning analytics and how EARLI researchers can embrace such data-driven research approaches
More info at www.bartrienties.nl
The purpose of this research is to understand which Flexible & Distributed Learning (FDL) techniques generated positive student engagement.
The aim of the research was to inform the development of the module for future iterations.
The objectives of the research are to:
* Understand which FDL techniques derived positive student engagement.
* Explore other possible FDL techniques that may be appropriate for the module.
* Identify which FDL techniques may be transferrable to other modules.
This study aims to ascertain the impact of the Active learning method on high-order thinking skills (HOTS) within the realm of Islamic education. Our primary contribution is the comprehensive meta-analysis of various preliminary and university educational studies. Using RStudio, we analyzed the differences in effect sizes, variations, and groups among studies. The findings indicate that the Active learning method significantly enhances HOTS, with the mixed learning method showing the most pronounced effect. We adopted a systematic approach, examining diverse learning methods like genre-based learning and blended learning model. Our research design entailed a meticulous meta-analysis of pre-existing literature rather than primary experimental or survey-based methods. However, we identified high heterogeneity in effect sizes as a limitation, suggesting the need for more nuanced studies in varied contexts. This research underscores educators' need to adapt learning strategies suited for specific educational levels, pointing towards a brighter horizon for tailored pedagogical interventions.
Examining Reflective Teaching Practices in the Digital AgeAJHSSR Journal
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effectiveness. This paper examines reflective teaching concepts from seminal thinkers like Dewey, Schön, and
Zeichner and Liston, emphasizing questioning assumptions and willingness to change. It summarizes aspects
teachers can reflect on using Richards and Lockhart’s framework spanning beliefs, decision-making, roles,
lesson structure, classroom interaction, activities, and language use. Research reviewed explores practices in
technology-rich contexts, using blogs, integrating technology in training programs, links between attitudes about
technology and reflective practices, critical thinking on technology integration resulting from course tasks, and
guided reflections on cultural competence. Key findings show that technology-oriented tasks elicit more
transformative thinking about integration compared to traditional applications. However, positive attitudes
toward technology do not necessarily translate to usage for reflection. There are also gaps between leaders and
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contribution of scientists in the devlopment do higher education .pptx
1. Contributions of scientists in the
development of the pedagogy of
higher education
Presented By: Hashami Muhammad
Student of Master
Kazakh National named Al-
Farabi University
2. The valuable effects that researchers and
scholars worked related to teaching and learning.
theories
Methods
strategies
in Simple, it shows how scientific researches has played a role in developing and improving
the way education is designed and delivered in colleges and universities.
What does it means?
the contributions of scientists in the development of higher education
contributions of scientists in the development of higher education
Strategies
Methods
theories
3. Educational Theories
Teaching Strategies
Assessment and Evaluation
Technology Integration
Neuroscience
Pedagogical Researches
In general, the development are based on the importance of evidence-based practices and
continuous improvement in teaching and learning.
Contributions! How?
These contributions can role play in a wide range of areas including:
contributions of scientists in the development of higher education
4. Scientist’s work designed / shaped the way we teach and learn in universities and colleges around the
world
Some contributions as below:
Cognitive Psychology and Learning Theories
Active Learning and Constructivism
Assessment and Feedback
Technology-Enhanced Learning
Neuroscience and Education
point to be noted: These contributions by scientists have not only informed the development of pedagogy but have also
describes that the quality of higher education by promoting evidence-based teaching practices
Significant contributions
the Scientists have made significant contributions to the development of the pedagogy of higher education
through their research and innovative approaches
contributions of scientists in the development of higher education
5. Active Learning and
Constructivism
contributions of scientists in the development of higher education
John Dewey's
ideas on
experiential
learning
Jerome Bruner's
concept of
constructivism, problem-
solving activities.
They promoted the idea that learning is an
active process
Cognitive Psychology and
Learning Theories:
Jean Piaget's
theory:
about cognitive
development.
Vygotsky's theory:
About sociocultural
relations.
They discovered important roles in
understanding how students learn.
6. Technology-Enhanced
Learning
contributions of scientists in the development of higher education
Richard Mayer
extensive research on multimedia
learning
his work has led to the development of
effective e-learning strategies and the
usage of technology in higher education
Assessment and Feedback:
Benjamin Bloom
helped educators
design effective
assessments.
Grant Wiggins and Paul
Black
formative assessment
and the importance of
timely feedback
.
7. contributions of scientists in the development of higher education
o their researches bridged the gap between neuroscience and education.
o providing insights into effective teaching practices
Neuroscience and Education:
Eric Jensen. Mary Helen Immordino-
Yang
.
8. contributions of scientists in the development of higher education
o These contributions by scientists have informed the development of pedagogy.
o Describes the quality of higher education by promoting evidence-based
teaching practices.
Result:
Finally for now Educators continues to draw upon this research to create
engaging and effective learning experiences for students in higher
education settings.
9. contributions of scientists in the development of higher education
[1] Piaget, J. (1950). "The Psychology of Intelligence." Routledge.
[2] Vygotsky, L. S. (1978). "Mind in Society: The Development of Higher Psychological Processes." Harvard University Press.
[3] Dewey, J. (1938). "Experience and Education." Macmillan.
[4] Bruner, J. S. (1961). "The Process of Education." Harvard University Press.
[5] Bloom, B. S. (1956). "Taxonomy of Educational Objectives: The Classification of Educational Goals." David McKay
Company.
[6] Wiggins, G., & McTighe, J. (2005). "Understanding by Design." Association for Supervision and Curriculum
Development.
[7] Black, P., & Wiliam, D. (1998). "Assessment and Classroom Learning." Assessment in Education: Principles, Policy &
Practice, 5(1), 7-74.
[8] Mayer, R. E. (2009). "Multimedia Learning." Cambridge University Press.
[9] Jensen, E. (2008). "Brain-Based Learning: The New Paradigm of Teaching." Corwin Press.
[10] Immordino-Yang, M. H. (2016). "Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective
Neuroscience." W. W. Norton & Company.
References: