Competence and competency in higher education. competencey based educationThe University of Hull
Competence and competency in higher education, simple terms yet with complex meanings: Theoretical and practical issues for university teachers and assessors implementing Competency-Based Education (CBE).
Background/purpose – British, European and American universities are increasingly adopting competency-based learning, yet, there are different and conflicting definitions of competence, competency, and competency-based learning. Consequently, multiple interpretations and understandings are held by educators in respect of what these terms mean, when applied to their own teaching and assessment practices. Therefore, unless informed and considered discussion has taken place amongst staff about their individual understandings and interpretations, any development of new, competency-based assessment processes and procedures, is necessarily problematic. The main purpose of the paper is to stimulate reflection and discussion, so that teaching staff can arrive at a common understanding and interpretation of what competency-based education is, so that they may develop appropriate, authentic and equitable assessment processes.
(How) Do Students Use Learning Outcomes? Results from a Small-Scale Project.
Pre-specified, prescribed or intended Learning Outcomes have been in use throughout
higher education programs for over two decades. There is an assumption amongst quality assurance bodies and university program approval and review processes that students engage with them. Yet, learning outcomes may constrain learning, they may not always be understood by learners and their relevance to learning has been questioned. There is anecdotal evidence from lecturers that some students do not understand them and do not use or refer to them. This paper reports on a small-scale
research project investigating how university student’s use prescribed learning outcomes in their everyday learning and when producing assessed work. No clear differences were found between higher and lower achieving students, yet there were differences between first- and third-year students. Surprisingly, some were able to achieve highly without referring to the outcomes against which they were assessed.
Problems With Assessing Student Autonomy in Higher Education, an Alternative Perspective and a Role For Mentoring.
https://www.edupij.com/files/1/articles/article_123/EDUPIJ_123_article_5a91aa7fe0490.pdf
The uk's key information set was it really needed and what was its real purposeThe University of Hull
An Unnecessary KIS? The UK’s Key Information Set, was it Really needed and What was its Real Purpose?
This paper provides a critical analysis of the United Kingdom’s higher education Key Information
Set (KIS), which was implemented following the 2011 UK White Paper ‘Students at the Heart of the System’. It argues that one of the central tenets of the KIS – providing information that
students within a free market can make an informed choice and, through this process of consumer choice improve the quality of teaching, is untenable because a central component of the KIS, the National Student Survey (NSS), is unreliable when used for comparing university courses. Further,it argues that the KIS reified a neoliberal perspective about the worth and value of higher education qualification, positioning it as a commodity of value only to the paying individual rather than being
something of value to society as a whole. It will be of particular interest to academics and policy
makers from outside of the United Kingdom, where governmental and regulatory agencies may be implementing similar policies
OPEN LEARNING: KEY FOUNDATIONS OF PERSONAL LEARNING ENVIRONMENTijwscjournal
The concept of open education is one of the concepts that have taken a clear place on the academic map of higher education in many countries of the world. This type of education has become an important resource for universities to overcome many of the material and academic problems. The aim of this study is to analyse the role of open learning as the key foundations of personal learning environment. The interview respondents were nine teachers who are currently working with different open learning programs in Saudi Arabia. The nine teachers were from three different institutes in Saudi Arabia. It was identified through the interviews that the emergence of Open Textbooks, which is part of the broader movement known as Open Learning Resources, can help meet these challenges and improve the quality of the learning process. Higher textbooks for higher education students, especially middle school students, In the beginning of the last decade in the Saudi Arabia, to what is known as the "crisis of the textbook" and tried to solve many solutions to address the problem, such as the rental of the book to the student and the adoption of e-book and others, but the most prominent solutions are effective and impact, the emergence of non-profit organizations in cooperation.
Faculty attitudes towards integrating technology and innovationIJITE
Technological innovation is an important aspect of teaching and learning in the 21st century. This article
examines faculty attitudes toward technology use in the classroom at one regional public university in the
United States. Building on a faculty-led initiative to develop a Community of Practice for improving
education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this
topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the
classroom and the average faculty member utilized about six technology tools in their courses. The
opportunities, barriers and future uses for technologies in the higher education classroom emerged from
the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that
technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its
most popular courses to increase flexibility, accessibility and student success.
Competence and competency in higher education. competencey based educationThe University of Hull
Competence and competency in higher education, simple terms yet with complex meanings: Theoretical and practical issues for university teachers and assessors implementing Competency-Based Education (CBE).
Background/purpose – British, European and American universities are increasingly adopting competency-based learning, yet, there are different and conflicting definitions of competence, competency, and competency-based learning. Consequently, multiple interpretations and understandings are held by educators in respect of what these terms mean, when applied to their own teaching and assessment practices. Therefore, unless informed and considered discussion has taken place amongst staff about their individual understandings and interpretations, any development of new, competency-based assessment processes and procedures, is necessarily problematic. The main purpose of the paper is to stimulate reflection and discussion, so that teaching staff can arrive at a common understanding and interpretation of what competency-based education is, so that they may develop appropriate, authentic and equitable assessment processes.
(How) Do Students Use Learning Outcomes? Results from a Small-Scale Project.
Pre-specified, prescribed or intended Learning Outcomes have been in use throughout
higher education programs for over two decades. There is an assumption amongst quality assurance bodies and university program approval and review processes that students engage with them. Yet, learning outcomes may constrain learning, they may not always be understood by learners and their relevance to learning has been questioned. There is anecdotal evidence from lecturers that some students do not understand them and do not use or refer to them. This paper reports on a small-scale
research project investigating how university student’s use prescribed learning outcomes in their everyday learning and when producing assessed work. No clear differences were found between higher and lower achieving students, yet there were differences between first- and third-year students. Surprisingly, some were able to achieve highly without referring to the outcomes against which they were assessed.
Problems With Assessing Student Autonomy in Higher Education, an Alternative Perspective and a Role For Mentoring.
https://www.edupij.com/files/1/articles/article_123/EDUPIJ_123_article_5a91aa7fe0490.pdf
The uk's key information set was it really needed and what was its real purposeThe University of Hull
An Unnecessary KIS? The UK’s Key Information Set, was it Really needed and What was its Real Purpose?
This paper provides a critical analysis of the United Kingdom’s higher education Key Information
Set (KIS), which was implemented following the 2011 UK White Paper ‘Students at the Heart of the System’. It argues that one of the central tenets of the KIS – providing information that
students within a free market can make an informed choice and, through this process of consumer choice improve the quality of teaching, is untenable because a central component of the KIS, the National Student Survey (NSS), is unreliable when used for comparing university courses. Further,it argues that the KIS reified a neoliberal perspective about the worth and value of higher education qualification, positioning it as a commodity of value only to the paying individual rather than being
something of value to society as a whole. It will be of particular interest to academics and policy
makers from outside of the United Kingdom, where governmental and regulatory agencies may be implementing similar policies
OPEN LEARNING: KEY FOUNDATIONS OF PERSONAL LEARNING ENVIRONMENTijwscjournal
The concept of open education is one of the concepts that have taken a clear place on the academic map of higher education in many countries of the world. This type of education has become an important resource for universities to overcome many of the material and academic problems. The aim of this study is to analyse the role of open learning as the key foundations of personal learning environment. The interview respondents were nine teachers who are currently working with different open learning programs in Saudi Arabia. The nine teachers were from three different institutes in Saudi Arabia. It was identified through the interviews that the emergence of Open Textbooks, which is part of the broader movement known as Open Learning Resources, can help meet these challenges and improve the quality of the learning process. Higher textbooks for higher education students, especially middle school students, In the beginning of the last decade in the Saudi Arabia, to what is known as the "crisis of the textbook" and tried to solve many solutions to address the problem, such as the rental of the book to the student and the adoption of e-book and others, but the most prominent solutions are effective and impact, the emergence of non-profit organizations in cooperation.
Faculty attitudes towards integrating technology and innovationIJITE
Technological innovation is an important aspect of teaching and learning in the 21st century. This article
examines faculty attitudes toward technology use in the classroom at one regional public university in the
United States. Building on a faculty-led initiative to develop a Community of Practice for improving
education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this
topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the
classroom and the average faculty member utilized about six technology tools in their courses. The
opportunities, barriers and future uses for technologies in the higher education classroom emerged from
the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that
technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its
most popular courses to increase flexibility, accessibility and student success.
The Role of Interest and Enjoyment in Determining Students’ Approach to Learning.
This paper provides information about findings from a recent research project that provides a new insight into how students’ approaches to learning may be impacted by their level of interest in and enjoyment of the topic being studied. The data from this research suggests that for contemporary students, interest and enjoyment play an important role in determining their approach to learning. As such there are implications for all educators who may wish to encourage their students to use a deep approach to learning.
Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced?
Is there Clear Evidence that Constructivist Principles have been
Applied to all Aspects of Contemporary University Undergraduate Study?
This conceptual paper provides an overview of constructivist education and the development and
use of constructivist principles in contemporary higher education, outlining constructivism and
some specific facets of student-centered learning. Drawing from first-hand experience and using two
examples of current university assessment practice, reflective learning, and learning outcomes, the
author argues that, despite claims constructivist pedagogical approaches have become normative
practice when it comes to assessment processes, constructivism has not been fully embraced. The question ‘is there clear evidence that constructivist principles have been applied to all aspects of university undergraduate study?’ is considered. This is important and significant and should be of concern to all educators who espouse constructivist principles in higher education.
Learning outcomes a good idea yet with problems and lost opportunitiesThe University of Hull
Learning outcomes are used throughout assessment processes in higher education. In many countries their use is mandatory, with a frequent assumption that they bring many positive benefits to educational processes. Yet, there are tensions associated with them and their current mode of use has far less flexibility than they should provide. This paper considers from a conceptual basis some of the tensions associated with the use of prescribed pre-articulated learning outcomes and the question of whether learning outcomes, as currently operationalized, provide the benefits they were meant to deliver. This is of significance to educators throughout higher
education.
NYSCSS 2014 - Plug Nickels, Snake Oil, And Charlatans: What We Really Known A...Michael Barbour
Barbour, M. K. (2014, March). Plug nickels, snake oil, and charlatans: What we really known about K-12 online learning? An invited keynote presentation to the New York State Council for Social Studies annual meeting, Albany, NY.
Can We Actually Assess Learner Autonomy? The Problematic Nature of Assessing Student Autonomy.
This paper explores, from a theoretical basis, the difficulty in defining and assessing learner
autonomy in higher education. Although the development of learner autonomy as a key aim of higher education, it is a vague and ill-defined term. As such, the assessment of learner autonomy within university programs of study is highly problematic. The author argues that the authentic assessment of genuine learner autonomy may not be possible within formal credit-bearing programs of higher education. The aim of the paper is to stimulate reflection and discussion so that university teaching staff may reflect and consider whether they can assess autonomy in the programs they are responsible for.
The Mobile Classroom at Cross Purposes with Higher Education by Dr. Rick Luma...William Kritsonis
The Mobile Classroom at Cross Purposes with Higher Education by Dr. Rick Lumadue, Dr. L. Rusty Waller, Dr. LaVelle Hendricks, Robin Lamadue - Published by NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
Challenges and Experiences of Students in the Virtual Classroom World: A Lite...Dr. Amarjeet Singh
The study aims to discuss the experience students face in the virtual classroom mode. The limitations and challenges which students face while enrolling in online modes to learning from MOOC Courses to Distance Learning. The community of the people undertaking online education has increased significantly in the past few years. The paper reviews the literature on the topic of online classes, asynchronous and synchronous modes of delivery, the perception of students in the virtual learning and the experiences and challenges faced.
Enhancement of Student Preparation for Global Serviceinventionjournals
University students are expected to acquire proficiency in skills used in the profession and to serve globally as they graduate. Efficacy of this has been supported in studies in which skill mastery was enhanced through provision of experiential assignments. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience. Problem-based learning provides active, hands-on learning that is centered on real-world problems or issues. A qualitative study was conducted by the researchers with five online courses in graduate counselor education and a total of 536 students over a 2.5 year period to assess student application of course concepts in a realworld environment with cultural diversity. Student projects focused on identification of needs and individual work to serve those needs, such as volunteering with a cultural group other than their own and development of websites to address collective population issues of need. This paper shares reflections and benefits found in student projects with these courses. Results of the study supported efficacy of Service Learning and ProblemBased Learning to enhance student mastery of course content and preparation for global service after degree completion.
The Role of Interest and Enjoyment in Determining Students’ Approach to Learning.
This paper provides information about findings from a recent research project that provides a new insight into how students’ approaches to learning may be impacted by their level of interest in and enjoyment of the topic being studied. The data from this research suggests that for contemporary students, interest and enjoyment play an important role in determining their approach to learning. As such there are implications for all educators who may wish to encourage their students to use a deep approach to learning.
Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced?
Is there Clear Evidence that Constructivist Principles have been
Applied to all Aspects of Contemporary University Undergraduate Study?
This conceptual paper provides an overview of constructivist education and the development and
use of constructivist principles in contemporary higher education, outlining constructivism and
some specific facets of student-centered learning. Drawing from first-hand experience and using two
examples of current university assessment practice, reflective learning, and learning outcomes, the
author argues that, despite claims constructivist pedagogical approaches have become normative
practice when it comes to assessment processes, constructivism has not been fully embraced. The question ‘is there clear evidence that constructivist principles have been applied to all aspects of university undergraduate study?’ is considered. This is important and significant and should be of concern to all educators who espouse constructivist principles in higher education.
Learning outcomes a good idea yet with problems and lost opportunitiesThe University of Hull
Learning outcomes are used throughout assessment processes in higher education. In many countries their use is mandatory, with a frequent assumption that they bring many positive benefits to educational processes. Yet, there are tensions associated with them and their current mode of use has far less flexibility than they should provide. This paper considers from a conceptual basis some of the tensions associated with the use of prescribed pre-articulated learning outcomes and the question of whether learning outcomes, as currently operationalized, provide the benefits they were meant to deliver. This is of significance to educators throughout higher
education.
NYSCSS 2014 - Plug Nickels, Snake Oil, And Charlatans: What We Really Known A...Michael Barbour
Barbour, M. K. (2014, March). Plug nickels, snake oil, and charlatans: What we really known about K-12 online learning? An invited keynote presentation to the New York State Council for Social Studies annual meeting, Albany, NY.
Can We Actually Assess Learner Autonomy? The Problematic Nature of Assessing Student Autonomy.
This paper explores, from a theoretical basis, the difficulty in defining and assessing learner
autonomy in higher education. Although the development of learner autonomy as a key aim of higher education, it is a vague and ill-defined term. As such, the assessment of learner autonomy within university programs of study is highly problematic. The author argues that the authentic assessment of genuine learner autonomy may not be possible within formal credit-bearing programs of higher education. The aim of the paper is to stimulate reflection and discussion so that university teaching staff may reflect and consider whether they can assess autonomy in the programs they are responsible for.
The Mobile Classroom at Cross Purposes with Higher Education by Dr. Rick Luma...William Kritsonis
The Mobile Classroom at Cross Purposes with Higher Education by Dr. Rick Lumadue, Dr. L. Rusty Waller, Dr. LaVelle Hendricks, Robin Lamadue - Published by NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
Challenges and Experiences of Students in the Virtual Classroom World: A Lite...Dr. Amarjeet Singh
The study aims to discuss the experience students face in the virtual classroom mode. The limitations and challenges which students face while enrolling in online modes to learning from MOOC Courses to Distance Learning. The community of the people undertaking online education has increased significantly in the past few years. The paper reviews the literature on the topic of online classes, asynchronous and synchronous modes of delivery, the perception of students in the virtual learning and the experiences and challenges faced.
Enhancement of Student Preparation for Global Serviceinventionjournals
University students are expected to acquire proficiency in skills used in the profession and to serve globally as they graduate. Efficacy of this has been supported in studies in which skill mastery was enhanced through provision of experiential assignments. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience. Problem-based learning provides active, hands-on learning that is centered on real-world problems or issues. A qualitative study was conducted by the researchers with five online courses in graduate counselor education and a total of 536 students over a 2.5 year period to assess student application of course concepts in a realworld environment with cultural diversity. Student projects focused on identification of needs and individual work to serve those needs, such as volunteering with a cultural group other than their own and development of websites to address collective population issues of need. This paper shares reflections and benefits found in student projects with these courses. Results of the study supported efficacy of Service Learning and ProblemBased Learning to enhance student mastery of course content and preparation for global service after degree completion.
OPEN LEARNING: KEY FOUNDATIONS OF PERSONAL LEARNING ENVIRONMENTijwscjournal
The concept of open education is one of the concepts that have taken a clear place on the academic map ofhigher education in many countries of the world. This type of education has become an important resource for universities to overcome many of the material and academic problems. The aim of this study is toanalyse the role of open learning as the key foundations of personal learning environment. The interviewrespondents were nine teachers who are currently working with different open learning programs in Saudi Arabia. The nine teachers were from three different institutes in Saudi Arabia. It was identified through theinterviews that the emergence of Open Textbooks, which is part of the broader movement known as Open Learning Resources, can help meet these challenges and improve the quality of the learning process. Higher textbooks for higher education students, especially middle school students, In the beginning of thelast decade in the Saudi Arabia, to what is known as the "crisis of the textbook" and tried to solve many solutions to address the problem, such as the rental of the book to the student and the adoption of e-bookand others, but the most prominent solutions are effective and impact, the emergence of non-profitorganizations in cooperation
Open Learning: Key Foundations of Personal Learning Environmentijwscjournal
The concept of open education is one of the concepts that have taken a clear place on the academic map of higher education in many countries of the world. This type of education has become an important resource for universities to overcome many of the material and academic problems. The aim of this study is to analyse the role of open learning as the key foundations of personal learning environment. The interview respondents were nine teachers who are currently working with different open learning programs in Saudi Arabia. The nine teachers were from three different institutes in Saudi Arabia. It was identified through the interviews that the emergence of Open Textbooks, which is part of the broader movement known as Open Learning Resources, can help meet these challenges and improve the quality of the learning process. Higher textbooks for higher education students, especially middle school students, In the beginning of the last decade in the Saudi Arabia, to what is known as the "crisis of the textbook" and tried to solve many solutions to address the problem, such as the rental of the book to the student and the adoption of e-book and others, but the most prominent solutions are effective and impact, the emergence of non-profit organizations in cooperation.
OPEN LEARNING: KEY FOUNDATIONS OF PERSONAL LEARNING ENVIRONMENTijwscjournal
The concept of open education is one of the concepts that have taken a clear place on the academic map of higher education in many countries of the world. This type of education has become an important resource for universities to overcome many of the material and academic problems. The aim of this study is to analyse the role of open learning as the key foundations of personal learning environment. The interview respondents were nine teachers who are currently working with different open learning programs in Saudi Arabia. The nine teachers were from three different institutes in Saudi Arabia. It was identified through the interviews that the emergence of Open Textbooks, which is part of the broader movement known as Open Learning Resources, can help meet these challenges and improve the quality of the learning process. Higher textbooks for higher education students, especially middle school students, In the beginning of the last decade in the Saudi Arabia, to what is known as the "crisis of the textbook" and tried to solve many solutions to address the problem, such as the rental of the book to the student and the adoption of e-book and others, but the most prominent solutions are effective and impact, the emergence of non-profit organizations in cooperation.
OPEN LEARNING: KEY FOUNDATIONS OF PERSONAL LEARNING ENVIRONMENTijwscjournal
The concept of open education is one of the concepts that have taken a clear place on the academic map of higher education in many countries of the world. This type of education has become an important resource for universities to overcome many of the material and academic problems. The aim of this study is to analyse the role of open learning as the key foundations of personal learning environment. The interview respondents were nine teachers who are currently working with different open learning programs in Saudi Arabia. The nine teachers were from three different institutes in Saudi Arabia. It was identified through the interviews that the emergence of Open Textbooks, which is part of the broader movement known as Open Learning Resources, can help meet these challenges and improve the quality of the learning process. Higher textbooks for higher education students, especially middle school students, In the beginning of the last decade in the Saudi Arabia, to what is known as the "crisis of the textbook" and tried to solve many solutions to address the problem, such as the rental of the book to the student and the adoption of e-book and others, but the most prominent solutions are effective and impact, the emergence of non-profit organizations in cooperation.
The closures of schools, colleges, and universities in many countries worldwide during the COVID19 pandemic have reshaped every aspect of our normal lives and educational experience. As a result of
extended periods of lockdown, whole populations have been advised to stay in their households and
communicate with others through distance electronic communications methods such as Zoom, Teams, Google
meetings etc. More than 1
S216 MAN506 ORGANISATIONAL BEHAVIOUR https://online.cdu.edu.au/webapps/rubric/do/course/manageRubrics?di...
1 of 2 29/06/2016 1:54 PM
S216 MAN506 ORGANISATIONAL BEHAVIOUR https://online.cdu.edu.au/webapps/rubric/do/course/manageRubrics?di...
2 of 2 29/06/2016 1:54 PM
Running head: LITERATURE REVIEW ON HYBRID CLASSES
LITERATURE REVIEW ON HYBRID CLASSES
Literature review on hybrid classes
Author’s name
Institutions affiliations
Hybrid classes and learning can be described as a combination of both faces to face learning that may at times involve lectures and online learning which is not always a must. Lectures may at times be considered, but that is not always the case for it to be a hybrid form of learning. The kind of hybrid learning and classes can be classified into two different categories. Those include the replacement, supplemental learning, the emporium and the buffet kind of classification. The types are divided depending on face to face classes interacts with the online constituents of the course in question. For the case of replacement, mostly the one on one kind of learning with the tutors and the lectures are completely replaced or rather substituted fully or partly by the online classes. This then reduces the time spent on attending the classes. In such a case, students are usually required to concentrate more on watching videos on YouTube and tackling assignments assigned to them. Hybrid learning is a platform that will help on saving the time spent by the students when they run from one class to another so as to have an encounter with the lecturers. It is, therefore, more revolutionized compared to the normal traditional forms of learning. The subsequent paragraphs in this essay will outline a literature review from various sources for the research on how the hybrid learning is more important compared to the traditional learning methods and to know why most of the universities use this type .
Literature review
Several studies and research has been conducted on the reasons as to why the hybrid form of learning and the hybrid classes are more important or more uses so they are taking over the traditional forms of learning which include face to face learning and attending the lectures. Several controversies have arisen from different authors on outlining some of the reasons as to why hybrid learning should be promoted. Renowned scholars have published articles and journals as well as books on the same. Most people and students have been left in a dilemma on whatever means to use so as to acquire the knowledge they require. The many advantages that have come with the hybrid kind of learning have made many universities and learning institutions across the globe to adopt the new mode of learning that is hybrid classes and sort to drop or rather do away with the online classes or the face to face classes. So many factors have been found to contribute to that decision by the management team of most .
ARE WE EFFECTIVELY TEACHING TODAY’S COLLEGE STUDENT?ijejournal
Evidence suggests that twenty first century college students have less aptitude and less interest in academic
learning than their predecessors. This poses a challenge to faculty who are charged with passing
knowledge to the next generation of teachers, scientists, managers and others whose field necessitates a
degree from a college or university. The authors examine this assertion by taking a closer look at how
faculty provide intellectual stimuli to their students, how technology helps or hinders learning, and the
complex relationship between faculty and students. Three broad themes are explored: helping students
understand the higher education experience, keeping students engaged in and out of class, and
continuously assessing for improvement in students’ relationships with those charged with educating them.
Specific recommendations, grounded in research, are made for each area explored. The authors conclude
that making changes in how faculty approach the experiences students have, will significantly improve the
quality of those experiences.
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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De los santos, stephanie bain the lecture method is d e-a-d focus v10 n1 2016
1. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
VOLUME 10, NUMBER 1, 2016
1
The Lecture Method is D-E-A-D
Stephanie Bain De Los Santos, MS
Lori Kupczynski, EdD
Steve F. Bain, DMin
Texas A&M University-Kingsville
Kingsville, Texas
Abstract
American education has changed dramatically in the last century. The contemporary learner
needs a mode of content delivery which will embrace the modern culture, values, and needs of
today’s students. A demand for higher levels of interaction coupled with an integration of
Technology now calls for a thorough review of traditional methods of academic delivery.
Previous methods of teaching like lecturing are unequivocally dead. By following the acronym
DEAD, four key components will be reviewed: the deficiency, exclusion, addition, and
diminishing of the lecture method. This article is a review of the contemporary literature which
seeks to point out the limitations of traditional educational approaches and supports the need for
contemporary content delivery. Particular attention is given to the modern learner who is directly
impacted by advanced technology, social media, collaborative learning, and flexible learning
alternatives. Educators are challenged to review their own educational perspectives in order to
meet the evolving needs of the contemporary learner.
Keywords: lecture, contemporary, online, self-directed learner, technology, education
The lecture method is D-E-A-D in every sense of the word. How educators taught in the
past will not work in 21st
century classrooms. The technological integration which rules nearly
every aspect of modern life has changed the way that learners interact with information and
acquire knowledge (Bennett & Maton, 2010). Komives and Woodard (2003) delineated how the
role of the educator has changed in America over time. According to Komives and Woodard, this
evolving role changed over five basic periods of time: “The Founding Years (1636-1850),
Diversification (1850-1900), Emergence of the Profession (1900- 1945), Expansion (1945-1985),
and The Contemporary Scene (1985-present)” (pp. 65-70).
As is evident with time, the teaching profession has necessarily adjusted with shifts in
modern culture which changed not only how students learned but their concerns and identity as
well (Kaur, 2012). As such, it is the role of the instructor to discover and utilize new methods of
content delivery which will reach students in a form that they understand and with which they
are comfortable. This may include taking into consideration the values and themes which are
important to modern students and which affect and rule their daily lives.
The Lecture Method is no longer beneficial, and in order to teach students in higher
education, educators must comprehend why this approach to teaching is not the most effective
pedagogy available to instructors (Roehl, Reddy, & Shannon, 2013). Johnson, Adams, Becker,
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Estrada, and Freeman (2014) examine key trends in technology adoption within the higher
education classroom. Within the report are indicators of the increasing issues with the traditional
lecture model, including trends towards collaboration and interaction that are not available with
the traditional lecture method. Furthermore, the report touches on the idea of students as creators
rather than consumers. The technological boom and the tools it has placed in the pockets of
students have morphed students from individuals who absorb content from a lecturing professor
into individuals who learn through creation and experience. The report also touches on the
ubiquity of social media and its impact on how people interact, present ideas and information,
and judge the quality of content (Johnson et al.). The changing student population and the
technology and tools which they are using to interact with the world and obtain knowledge
requires higher education instructors to push past the traditional lecture format and examine
ways in which newer and technologically integrated forms of instruction can benefit learners
(Roehl, et al., 2013).
To begin with, the lecture method is “D” Deficient in capturing students’ attention. Irvine,
Code, and Richards argue that “21st
century learners have expectations that are not met within
the traditional model of mainstream higher education” (2013, p. 172). In addition, due to
cutbacks in educational budgets, it is be difficult for universities to keep up with the expectations
of new students. With the push of massive open online courses (MOOC) from University
administrators, the supporting needs of learners who demand both personalization, and access to
learning opportunities, universities are being distracted from a learner centered model of
teaching (Irvine et al., 2013). Technological advances have also opened up older pedagogical
methods by making them more accessible and feasible including classroom “flipping” and
“problem based learning” (Roehl et al., 2013; Savery, 2006). New models leverage the ways in
which technology make access to information traditionally delivered by the instructor in such a
way that instruction takes place outside of the classroom and class time is devoted to problem
solving, application, and correction (Berrett, 2012).
Research conducted by Irvine et al. (2013) shows that a multi-access learning model is a
way for student and faculty needs to be met. Students should have different options in choosing
their best classroom setting. Strictly face to face teaching will not work. Through face to face
instruction, synchronous online instruction, asynchronous online instruction, and open learning
of the MOOC, students can choose the best option for them to be successful.
Face-to-face (Tier 1) instruction is the traditional face-to-face classroom. It is
synchronous and on campus. This type of instruction ranges from small seminars to computer
labs to large classrooms and large lecture halls. The authors argue that this tier will be eventually
become obsolete and universities need to create ways in which this tier can become more
accessible (Irvine et al., 2013).
Access Synchronous Online (Tier 2) is a hybrid of a virtual classroom and a traditional
classroom. Those students that are able to attend the class and those that need to come in
virtually through their webcam cam (Irvine et al., 2013). Asynchronous Online (Tier 3) is strictly
online access to a classroom. Mckinney, Dyck, and Luber (2009) suggest that students who just
listen to the recordings of lectures online scored higher on their exams than those who listened
face to face. To capture a higher level of learning from those Asynchronous Online students,
design of learning should focus on student collaboration and co-construction of meaning (Irvine
et al., 2013).
Multi-Access Open Learning and the MOOC (Tier 4) occurs when enrollment is opened
to non-credit students to globalize the learning experience. This is a more community based type
3. STEPHANIE BAIN DE LOS SANTOS, LORI KUPCZYNSKI, AND STEVE F. BAIN
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of learning style that can open this market up to people with different applicable backgrounds to
widen and strengthen discussions (Irvine et al., 2013). The results of the study revealed multi-
access frameworks can help public serving institutions increase enrollments from an abundance
of streams through multiple tiers of course access. In addition the authors argued that universities
must continually create new models of learning in order to reach the newer generations (Irvine et
al., 2013).
Next, the traditional lecture method “E” as in Excludes a majority of the 21st century
students. This exclusion takes many forms from exclusion through general access which
excludes students who are unable to attend a brick-and-mortar institution to incidental exclusion
which can take place when instructors apply information to experiences which are not universal
or accessible to all students. Deviations from the traditional lecture method can alleviate these
issues to an extent by leveraging technology to increase accessibility and delivery, as well as by
using collaboration to apply learned knowledge to a variety of experiences.
Marks (2013) conducted research to investigate the hybrid course delivery, examining
two hybrid course methods. The first focused on addressing the challenges of traditional face to
face delivery methods and the second on encouraging the development and mastery of 21st
century skills (Marks). In addition, Marks states that the 21st century education poses challenges.
She states that the skills and dispositions needed for success in the future are core subjects and
21st
century themes, learning and innovation skills, information and technology skills, and life
and career skills. Marks’ research concluded that the Hybrid system did not “meet a number of
the challenges experienced in face-to-face methods” (p. 35), and therefore was more beneficial
for the 21st
century student.
Too often, teachers do not think about the big ideas that students should engage with and
are engaged in on a daily basis. Educators must constantly reflect and asking themselves if their
students are learning the material (Reed & Railsback, 2003). Creating an inclusive classroom has
been demonstrated to help students learn (Katz, 2013). This inclusivity is also directed from the
students to the professor. Carle (2009) conducted a study of college students’ evaluations of their
professors in both online and face to format formats. Among other topics, this study focused on
minority instructors and their teaching effectiveness in online formats. The conclusions indicated
the students’ scores for effectiveness were higher in the online format which suggested “online
classes may function more impartially” (Carle, p. 434). The study also acknowledged that
instructors can improve their evaluation scores.
Inclusive environments include students from all walks of life and cultures. This can also
be described as multicultural education. Nieto and Bode argue that there are seven basic
characteristics of multicultural education. They explain, “multicultural education in antiracist
education, multicultural education is basic education, multicultural education is important for all
students, multicultural education is pervasive, multicultural education is education for social
justice, multicultural education is a process, multicultural education is critical pedagogy” (2008,
p. 346).
In addition, the lecture method is “A” as in Adds nothing to creating an engaging and
supportive learning community in the classroom. Komives and Woodard (2003) argue that there
is a need for student-faculty relationships to be warm and of quality. Instruction necessarily
requires a warm, inviting, and appropriately rigorous environment in order to increase
engagement, retention, and learning (Berrett, 2012). The traditional lecture method, while cost
effective, does not lend itself to the development of an engaging learning community. Student
engagement and perceptions of community and instructor’s attitude have an impact on learning
4. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
4____________________________________________________________________________________________
and retention (Roehl et al., 2013; Smith & Cardaciotto, 2011). Vera and Louis Jones (2007) argue
educators can show that they actually care for their student by getting to know the student on an
individual level. From their favorite things to do to cultural characteristics, educators have the
opportunity to get to know their students by just taking the time to ask. Variations on the
traditional lecture method increase student-student interaction and student-instructor interaction,
which in turn, increases student engagement and positive student perceptions over traditional
lecture pedagogy (Roehl et al., 2013; Berrett, 2012; Smith & Cardaciotto, 2011).
While many challenges face the online instructor, none is more demanding that the need
to provide a connected environment between the instructor and students. Boling, Hough,
Krinsky, Saleem, and Stevens (2011) affirmed this significant factor in their research. Without
engaging and interactive instruction, the majority of the students felt “disconnected with their
instructors, the course content, and their fellow classmates” (Boling et al., p. 120). In some ways,
that feeling of being connected is just as strong in the online format as it is in the face to face
format of instruction.
Finally, the lecture method is “D” as in it Diminishes student engagement in class.
Instead, the higher education educator must promote student engagement in class and create self-
directed learners. Dixson (2010) proposed in her study that it was not necessarily the type of
online activities which caused students to be more engaged in their online work, but the
multiplicity of opportunities to engage with the instructor and other classmates. Dixson
concluded her study by saying: “Clearly the path to student engagement, based on this data, is
not about the type of activity/assignment but about multiple ways of creating meaningful
communication between students and with their instructor – it’s all about connections” (p. 8).
The concept of self-directed learning is rather complex. It cannot be reduced to a simple
definition.
In its broadest meaning, “self-directed learning” describes a process by which individuals
take the initiative, with our without the assistance of others, in diagnosing their learning
needs, formulating learning goals, identify human and material resources for learning,
choosing and implement appropriate learning strategies, and evaluating learning
outcomes. (Knowles, 1975, p. 18)
Self- directed learners take the initiative to pursue a learning experience and take the
ownership and responsibility for obtaining their knowledge. Once they begin their own learning
processes, the learner takes ownership of their learning experience and follows the methodology
until learning is completed. Being a self-directed learner does not mean that the learner learns by
being by themselves. Self-directed learners can learn on their own as well. At some point they
have come to the realization that they need to learn (Costa & Kallick, 2008). These students
become very aware of what they need in an online course of instruction. Rovai, Ponton, Derrick,
and Davis (2006) found in their research online students were quick to negatively rate their
professors when there was a clear lack of communication and engagement between the
professors and themselves. By their own admission, the study was limited to a few participants
and the findings may not be subject to projections. The study also suggested there may be
differences in the definitions of teaching effectiveness between students enrolled in online
classes and students enrolled in face to face classes.
According to Costa and Kallick (2008), self-directed learners contain specific traits that
set them apart from other learners. They can self-manage themselves, self-motivate themselves,
and when necessary, self-modify themselves as needed. These three dispositions must be
5. STEPHANIE BAIN DE LOS SANTOS, LORI KUPCZYNSKI, AND STEVE F. BAIN
____________________________________________________________________________________________5
assessed to determine if they are being internalized and habituated over time. Costa and Kallick
(2008) use triangulation to ensure that the assessment system is balanced and complete.
Assessment triangulation consists of knowledge, performance, and demonstration.
Learning Models
The modern self -directed learner is heavily influenced by accessibility to information
through social media and technology (Johnson et al., 2014). In addition, the evolution of modern
learners into creators rather than consumers makes variations on the traditional lecture where
students are able to create solutions, develop arguments and methods, and build knowledge
through experience and discussion, better suited to their learning and knowledge retention. By
incorporating modern technology into the 21st century online classroom, knowledge retention
and learning will occur. Zygouris-Coe (2013) argued the need for new flexible, learner-centric,
technology-rich, and collaborative learning spaces for teacher preparation and raise questions for
future learning models. The research revealed three effective models that can accomplish higher
level learning. The first model is mobile technologies and learning. Zygouris-Coe stated that
mobile learning is learner-center learning. It gives the student a change to determine how,
where, when, and what they will study. Some of these mobile technologies are “handheld
computers, MPS players, notebooks, mobile phones, tablets, and e-readers” (Zygouris-Coe,
2013, p. 22).
The second model is flipped classroom and blended learning. In this model, the lecture
content is delivered online for students to study outside of the classroom and class time is to be
used for discussions, application, and practice. In essence, homework has been moved inside the
classroom and lecture has been moved inside the classroom, thus the roles have been “flipped”
(Zygouris-Coe, 2013). Finally, the third model researched is massive open online courses.
MOOCs are online courses that require interactive participation and open access via the World
Wide Web. The key is they are not your average online course. These are designed on to house
thousands of students. The reasoning for this is so that students can network in autonomous,
open, and interactive ways which would create a mass community that has not really
been developed yet with the standard online course (Zygouris-Coe, 2013).
With technology changing at such a fast rate, higher education educators must accept this
fact and begin to change with it. Changing the mindset of the higher education faculty will the
hardest challenge by far in higher education. With collaboration and professional development
for higher education educators we can change the future higher education classroom to become a
more learner-centric, community centered environment (Zygouris-Coe, 2013).
Conclusion
In conclusion, in order to reach the twenty first century higher education student,
educators must evolve with the times and the technology. Time changes everything and assuming
teaching styles do not change is naive. If instructors do not make adjustments and modifications
and implement new teaching pedagogy to engage higher education students, students will not
prevail. The integration of different content delivery methods including classroom flipping and
problem based learning, which focus on interaction over lecture may be the key to reaching
6. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
6____________________________________________________________________________________________
modern students, including millennials and digital natives in a manner that is likely to lead to
higher levels of engagement and knowledge retention while reducing attrition.
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