This document summarizes the work of the Dissertation in Practice Committee for 2013-2014. It includes a list of committee members from various universities and their tasks which were to review the definition of a Dissertation in Practice, assessment criteria for the annual award, and data from 2012-2013 submissions. It then analyzes the 2012-2013 submissions, including details on the number submitted, methodologies used, format, and common factors among award finalists. Feedback from consortium members on challenges of transitioning to the Dissertation in Practice model is also summarized. Finally, it lists an upcoming publication from committee members on examining Dissertation in Practice projects through the Carnegie Project on the Education Doctorate.
Summary of EdTech Symposium EdTech Decision Making in Higher Ed for IAFOR in ...Dr. Kristin Palmer
This is a summary presentation of the different reports now available from the EdTech Efficacy Research Academic Symposium that was held in May 2017. This summary is provided to the Asian Conference on Education in October 2017.
Employer Priorities for Most Important College Learning OutcomesRobert Kelly
Employers were surveyed about important college learning outcomes. The top three outcomes identified were: oral communication (85% said very important), problem solving in diverse settings (96% agreed is important regardless of field), and knowledge and understanding of democratic institutions and values (87% agreed is important regardless of field). Teamwork skills, written communication, and critical thinking were also identified as very important outcomes.
An Innovative Use of ApprenNet to Facilitate Meaningful Intra-professional Cr...Rodney B. Murray
This poster describes the use of ApprenNet in a collaboration between Dr. Rondalyn Whitney (Dept of Occupational Therapy) and Dr. Rodney Murray (Office of Academic Technology) at the University of the Sciences. Dr. Murray will present this topic at the International Association of Medical Science Educators annual meeting at St. Andrews University, Scotland, UK on June 8, 2013.
Contracting within the UC Landscape: University of California Biomedical Rese...CTSI at UCSF
Presented at the UC Braid Retreat: Imagine a statewide research engine of pooled resources, data, and expertise that accelerates the “translation” of academic research to direct patient benefit. That's the goal of the University of California Biomedical Research Acceleration, Integration, and Development (UC BRAID) program.
Encouraging STEM Engagement among young people is important as demand for STEM skills grows. However, schools face shortages of STEM teachers, limiting their ability to provide STEM education. To promote STEM participation, an educational kit is needed for extra-curricular use by youth organizations for 14-19 year olds. Research found current products have problems and many youth do not engage in STEM activities. The proposed kit aims to address these issues.
Open educational resources joan hatfieldJoan Hatfield
Open Educational Resources (OERs) provide many benefits such as saving students costs, increasing access to education, and allowing students to preview or revisit courses. However, ensuring quality, designing effective online formats, evaluating content without feedback, and sustaining funding for updates present challenges. For OERs to be most effective, analysis and design for learning, interaction between students and instructors, categorization of content, and feedback/revision pathways should be included.
1. Qualifications in Scotland are undergoing changes to develop qualifications in a more strategic way with clear roles and quality assurance processes.
2. New qualifications are being developed at different Scottish Credit and Qualifications Framework levels, including broad general courses, practical courses, and awards.
3. The development process involves stakeholder engagement, subject experts, and published draft documents for feedback before finalizing specifications.
This document summarizes the work of the Dissertation in Practice Committee for 2013-2014. It includes a list of committee members from various universities and their tasks which were to review the definition of a Dissertation in Practice, assessment criteria for the annual award, and data from 2012-2013 submissions. It then analyzes the 2012-2013 submissions, including details on the number submitted, methodologies used, format, and common factors among award finalists. Feedback from consortium members on challenges of transitioning to the Dissertation in Practice model is also summarized. Finally, it lists an upcoming publication from committee members on examining Dissertation in Practice projects through the Carnegie Project on the Education Doctorate.
Summary of EdTech Symposium EdTech Decision Making in Higher Ed for IAFOR in ...Dr. Kristin Palmer
This is a summary presentation of the different reports now available from the EdTech Efficacy Research Academic Symposium that was held in May 2017. This summary is provided to the Asian Conference on Education in October 2017.
Employer Priorities for Most Important College Learning OutcomesRobert Kelly
Employers were surveyed about important college learning outcomes. The top three outcomes identified were: oral communication (85% said very important), problem solving in diverse settings (96% agreed is important regardless of field), and knowledge and understanding of democratic institutions and values (87% agreed is important regardless of field). Teamwork skills, written communication, and critical thinking were also identified as very important outcomes.
An Innovative Use of ApprenNet to Facilitate Meaningful Intra-professional Cr...Rodney B. Murray
This poster describes the use of ApprenNet in a collaboration between Dr. Rondalyn Whitney (Dept of Occupational Therapy) and Dr. Rodney Murray (Office of Academic Technology) at the University of the Sciences. Dr. Murray will present this topic at the International Association of Medical Science Educators annual meeting at St. Andrews University, Scotland, UK on June 8, 2013.
Contracting within the UC Landscape: University of California Biomedical Rese...CTSI at UCSF
Presented at the UC Braid Retreat: Imagine a statewide research engine of pooled resources, data, and expertise that accelerates the “translation” of academic research to direct patient benefit. That's the goal of the University of California Biomedical Research Acceleration, Integration, and Development (UC BRAID) program.
Encouraging STEM Engagement among young people is important as demand for STEM skills grows. However, schools face shortages of STEM teachers, limiting their ability to provide STEM education. To promote STEM participation, an educational kit is needed for extra-curricular use by youth organizations for 14-19 year olds. Research found current products have problems and many youth do not engage in STEM activities. The proposed kit aims to address these issues.
Open educational resources joan hatfieldJoan Hatfield
Open Educational Resources (OERs) provide many benefits such as saving students costs, increasing access to education, and allowing students to preview or revisit courses. However, ensuring quality, designing effective online formats, evaluating content without feedback, and sustaining funding for updates present challenges. For OERs to be most effective, analysis and design for learning, interaction between students and instructors, categorization of content, and feedback/revision pathways should be included.
1. Qualifications in Scotland are undergoing changes to develop qualifications in a more strategic way with clear roles and quality assurance processes.
2. New qualifications are being developed at different Scottish Credit and Qualifications Framework levels, including broad general courses, practical courses, and awards.
3. The development process involves stakeholder engagement, subject experts, and published draft documents for feedback before finalizing specifications.
The document discusses a project at Cardiff University to develop online study skills tutorials in response to postgraduate student demand. Students were asked to complete learning diaries after using one tutorial to provide feedback. 51 students completed 60 diaries which were analyzed along with surveys of students and staff. Key findings included positive responses to content, suggestions for improvements, and a framework for embedding the tutorials in curriculums. Feedback will be used to revise the tutorials with a goal of better promoting and integrating them into academic programs.
The document investigates the effect of using the Glogster technological tool on enhancing speaking proficiency of students. It examines the impact of Glogster versus traditional research papers on oral presentation skills. The study involved 22 Arabic speaking university students in Lebanon randomly assigned to experimental and control groups. Both groups completed a project presentation, while the experimental group used Glogster and the control used traditional methods. Results showed the experimental group significantly outperformed the control group in proficiency, suggesting Glogster may enhance motivation, interest, and oral skills compared to traditional techniques.
This document summarizes and compares two research studies on the effectiveness of online versus traditional face-to-face learning. The first study found no significant difference in learning outcomes between online and face-to-face courses. The second meta-analysis found online learning was slightly more effective for teaching declarative knowledge, while both methods were equally effective for teaching procedural knowledge and learner satisfaction. The document concludes that while online learning may not be superior, it is generally as effective as face-to-face learning, and instructional methods have more impact than delivery medium.
ONLINE RESOURCES TO SUPPORT DISSERTATION STUDENTSPaul Reilly
The document summarizes a study that piloted the use of online resources through Blackboard to support international postgraduate dissertation students. A variety of resources were made available to students at key milestones and a focus group/questionnaire evaluated the approach. The resources included a dissertation planner, e-tivities, FAQs, quizzes and screencasts. The study found that screencasts helped language skills and e-tivities allowed students to see peers' work. Those using quizzes felt they answered questions on ethics and plagiarism. The resources appeared to foster some independence, though more supervisor interaction was wanted. The blended learning approach merits further investigation.
Governing Quality Of Online Content Through Threshold Standards: Facilitating...Charles Darwin University
A presentation outlining different approaches to ensuring quality of technology enhanced learning and teaching in higher education. Please cite: Sankey. M. (2017). Governing Quality Of Online Content Through Threshold Standards: Facilitating A Consistent Learning Experience. Online e-Learning Summit 2017. Sydney, 20-21 June.
Presentation shared by author at the 2015 EDEN Open Classroom Conference "Open Discovery Space: Transforming schools into innovative learning organisations" held on 18-21 September 2015, in Athens, Greece.
Find out more on #OCCAthens here: http://www.eden-online.org/eden-events/open-classroom-conferences/athens2015.html
This document discusses quality assurance (QA) in e-learning and the E-xcellence instrument launched in 2007 to complement existing internal and external QA systems. The basic tool in E-xcellence is the quick scan, which can be done as a quick orientation, with a review at a distance, or with an on-site assessment. It aims to reward continuous educational improvement through the E-xcellence Associates label. QA agencies and universities need to cooperate on e-learning QA and work towards a common definition and understanding of e-learning standards. The SEQUENT project also aims to promote excellence in ICT use in higher education and prepare universities for cross-border collaboration.
This study compared teaching strategies and student learning outcomes between on-campus and distance courses at a Midwest university. Interviews with history professors revealed common challenges for distance students like time management, attendance, and information overload. A survey of 84 on-campus students found most felt online course platforms had little effect on their success. However, the study was limited by not surveying distance students directly.
Common challenges faced by institutions in transitioning from traditional dissertation models to professional practice Doctorates in Professional Practice (DiP) models included overcoming institutional barriers such as culture and rules, as well as changing faculty mindsets. Strategies identified to aid this transition included securing dean and senior faculty support and engagement, utilizing CPED resources, hiring practice faculty, and involving stakeholders and field mentors. Additional challenges were a lack of clarity around terminology, DiP models, and defining the purpose and format of the DiP. Strategies to address these included reviewing DiP models and engaging stakeholders in defining needs and criteria to ensure rigor and quality.
Microcredentialing has Increase across most criteria since the 2019 survey. Institutions have developed, developing or seriously considering strategies. Some are integrating existing non-award courses with award systems. Others offer micro-credentials to businesses and government in a commercial capacity. Professional practice degrees are a new space tapping into industry partnerships. Co-delivery with providers in VET is also a active option.
Embedding the Sustainable Development Goals within first year biosciences ski...Alison Graham
Dr Sara Marsham and Dr Alison Graham from Newcastle University presented on their module that embeds the United Nations Sustainable Development Goals (SDGs) within first year bioscience skills teaching. The module teaches students academic and professional skills like locating and evaluating scientific evidence. Students complete individual reports and group presentations assessing their understanding of assigned SDG targets and how they relate to each other. Feedback is provided throughout to help students improve their scientific writing, research, and communication skills.
Embedding the Sustainable Development Goals within first year biosciences ski...Sara Marsham
Dr Sara Marsham and Dr Alison Graham from Newcastle University presented on their module that embeds the United Nations Sustainable Development Goals (SDGs) within first year bioscience skills teaching. The module develops students' skills in locating, evaluating, and communicating scientific evidence around a topic relevant to their degree. Students complete individual reports and group presentations assessing their understanding of assigned SDG targets and how targets may be achieved by 2030 or impact one another. Feedback is provided to help students improve their scientific writing, research, and presentation abilities.
This document summarizes information about Courtright Library at a small liberal arts college. It discusses the library's declining usage statistics and challenges like limited space and staff. It then outlines the library's goals to increase partnerships with teaching faculty and information literacy instruction opportunities. Two example strategies are presented: creating a streamlined library portal to push content and reinforce messages, and holding an event with the university president to inspire commitment and support from administrators and faculty.
The document discusses embedding mHealth into undergraduate medical education. It describes an elective course introduced for first year medical students that addressed challenges in three key areas: curriculum, staff expertise, and student issues. Challenges such as curriculum crowding and lack of resources/funding were addressed through interventions like using existing curriculum space and cross-subsidizing from research funds. Outcomes included establishing strategies to incorporate new content, identifying future sustainability needs, and developing a network of champions. The course provided models for student learning in areas like clinical practice and use of social media tools.
This document summarizes and compares two studies on the differences between distance education and face-to-face course formats. The first study found a statistically significant difference in academic performance between the two groups, while the second study found no significant difference in student achievement. The document concludes that while the formats may lead to different achievement levels, both can be effective ways to learn as technology is not the primary factor in student performance.
The document summarizes Matthew Watkins' PhD research into developing an approach for teaching social sustainability within UK and Irish product design university programs. It outlines the three stages of research: 1) investigating current practices, 2) interviewing academics for their perspectives, and 3) developing and testing workshops. Key findings from the interviews informed workshop content focusing on social issues. Workshops were trialled at five universities and data is being analyzed to evaluate their effectiveness in teaching social sustainability.
Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students ...the nciia
This study investigated the impact of entrepreneurship education on engineering students. It found that students who took entrepreneurship courses had higher interest, involvement, and self-efficacy related to entrepreneurship compared to students who did not take courses. Specifically, entrepreneurship courses were linked to higher confidence in business skills and abilities not directly tied to entrepreneurship. The study also found that certain student demographics like Asian students and males participated in entrepreneurship education at higher rates. However, overall few engineering students were exposed to entrepreneurship in their programs.
The document discusses a project at Cardiff University to develop online study skills tutorials in response to postgraduate student demand. Students were asked to complete learning diaries after using one tutorial to provide feedback. 51 students completed 60 diaries which were analyzed along with surveys of students and staff. Key findings included positive responses to content, suggestions for improvements, and a framework for embedding the tutorials in curriculums. Feedback will be used to revise the tutorials with a goal of better promoting and integrating them into academic programs.
The document investigates the effect of using the Glogster technological tool on enhancing speaking proficiency of students. It examines the impact of Glogster versus traditional research papers on oral presentation skills. The study involved 22 Arabic speaking university students in Lebanon randomly assigned to experimental and control groups. Both groups completed a project presentation, while the experimental group used Glogster and the control used traditional methods. Results showed the experimental group significantly outperformed the control group in proficiency, suggesting Glogster may enhance motivation, interest, and oral skills compared to traditional techniques.
This document summarizes and compares two research studies on the effectiveness of online versus traditional face-to-face learning. The first study found no significant difference in learning outcomes between online and face-to-face courses. The second meta-analysis found online learning was slightly more effective for teaching declarative knowledge, while both methods were equally effective for teaching procedural knowledge and learner satisfaction. The document concludes that while online learning may not be superior, it is generally as effective as face-to-face learning, and instructional methods have more impact than delivery medium.
ONLINE RESOURCES TO SUPPORT DISSERTATION STUDENTSPaul Reilly
The document summarizes a study that piloted the use of online resources through Blackboard to support international postgraduate dissertation students. A variety of resources were made available to students at key milestones and a focus group/questionnaire evaluated the approach. The resources included a dissertation planner, e-tivities, FAQs, quizzes and screencasts. The study found that screencasts helped language skills and e-tivities allowed students to see peers' work. Those using quizzes felt they answered questions on ethics and plagiarism. The resources appeared to foster some independence, though more supervisor interaction was wanted. The blended learning approach merits further investigation.
Governing Quality Of Online Content Through Threshold Standards: Facilitating...Charles Darwin University
A presentation outlining different approaches to ensuring quality of technology enhanced learning and teaching in higher education. Please cite: Sankey. M. (2017). Governing Quality Of Online Content Through Threshold Standards: Facilitating A Consistent Learning Experience. Online e-Learning Summit 2017. Sydney, 20-21 June.
Presentation shared by author at the 2015 EDEN Open Classroom Conference "Open Discovery Space: Transforming schools into innovative learning organisations" held on 18-21 September 2015, in Athens, Greece.
Find out more on #OCCAthens here: http://www.eden-online.org/eden-events/open-classroom-conferences/athens2015.html
This document discusses quality assurance (QA) in e-learning and the E-xcellence instrument launched in 2007 to complement existing internal and external QA systems. The basic tool in E-xcellence is the quick scan, which can be done as a quick orientation, with a review at a distance, or with an on-site assessment. It aims to reward continuous educational improvement through the E-xcellence Associates label. QA agencies and universities need to cooperate on e-learning QA and work towards a common definition and understanding of e-learning standards. The SEQUENT project also aims to promote excellence in ICT use in higher education and prepare universities for cross-border collaboration.
This study compared teaching strategies and student learning outcomes between on-campus and distance courses at a Midwest university. Interviews with history professors revealed common challenges for distance students like time management, attendance, and information overload. A survey of 84 on-campus students found most felt online course platforms had little effect on their success. However, the study was limited by not surveying distance students directly.
Common challenges faced by institutions in transitioning from traditional dissertation models to professional practice Doctorates in Professional Practice (DiP) models included overcoming institutional barriers such as culture and rules, as well as changing faculty mindsets. Strategies identified to aid this transition included securing dean and senior faculty support and engagement, utilizing CPED resources, hiring practice faculty, and involving stakeholders and field mentors. Additional challenges were a lack of clarity around terminology, DiP models, and defining the purpose and format of the DiP. Strategies to address these included reviewing DiP models and engaging stakeholders in defining needs and criteria to ensure rigor and quality.
Microcredentialing has Increase across most criteria since the 2019 survey. Institutions have developed, developing or seriously considering strategies. Some are integrating existing non-award courses with award systems. Others offer micro-credentials to businesses and government in a commercial capacity. Professional practice degrees are a new space tapping into industry partnerships. Co-delivery with providers in VET is also a active option.
Embedding the Sustainable Development Goals within first year biosciences ski...Alison Graham
Dr Sara Marsham and Dr Alison Graham from Newcastle University presented on their module that embeds the United Nations Sustainable Development Goals (SDGs) within first year bioscience skills teaching. The module teaches students academic and professional skills like locating and evaluating scientific evidence. Students complete individual reports and group presentations assessing their understanding of assigned SDG targets and how they relate to each other. Feedback is provided throughout to help students improve their scientific writing, research, and communication skills.
Embedding the Sustainable Development Goals within first year biosciences ski...Sara Marsham
Dr Sara Marsham and Dr Alison Graham from Newcastle University presented on their module that embeds the United Nations Sustainable Development Goals (SDGs) within first year bioscience skills teaching. The module develops students' skills in locating, evaluating, and communicating scientific evidence around a topic relevant to their degree. Students complete individual reports and group presentations assessing their understanding of assigned SDG targets and how targets may be achieved by 2030 or impact one another. Feedback is provided to help students improve their scientific writing, research, and presentation abilities.
This document summarizes information about Courtright Library at a small liberal arts college. It discusses the library's declining usage statistics and challenges like limited space and staff. It then outlines the library's goals to increase partnerships with teaching faculty and information literacy instruction opportunities. Two example strategies are presented: creating a streamlined library portal to push content and reinforce messages, and holding an event with the university president to inspire commitment and support from administrators and faculty.
The document discusses embedding mHealth into undergraduate medical education. It describes an elective course introduced for first year medical students that addressed challenges in three key areas: curriculum, staff expertise, and student issues. Challenges such as curriculum crowding and lack of resources/funding were addressed through interventions like using existing curriculum space and cross-subsidizing from research funds. Outcomes included establishing strategies to incorporate new content, identifying future sustainability needs, and developing a network of champions. The course provided models for student learning in areas like clinical practice and use of social media tools.
This document summarizes and compares two studies on the differences between distance education and face-to-face course formats. The first study found a statistically significant difference in academic performance between the two groups, while the second study found no significant difference in student achievement. The document concludes that while the formats may lead to different achievement levels, both can be effective ways to learn as technology is not the primary factor in student performance.
The document summarizes Matthew Watkins' PhD research into developing an approach for teaching social sustainability within UK and Irish product design university programs. It outlines the three stages of research: 1) investigating current practices, 2) interviewing academics for their perspectives, and 3) developing and testing workshops. Key findings from the interviews informed workshop content focusing on social issues. Workshops were trialled at five universities and data is being analyzed to evaluate their effectiveness in teaching social sustainability.
Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students ...the nciia
This study investigated the impact of entrepreneurship education on engineering students. It found that students who took entrepreneurship courses had higher interest, involvement, and self-efficacy related to entrepreneurship compared to students who did not take courses. Specifically, entrepreneurship courses were linked to higher confidence in business skills and abilities not directly tied to entrepreneurship. The study also found that certain student demographics like Asian students and males participated in entrepreneurship education at higher rates. However, overall few engineering students were exposed to entrepreneurship in their programs.
Interpersonal communication training at the CIA.pdfMehreen903816
This document summarizes a thesis submitted to the Rochester Institute of Technology for a Master of Science degree. The thesis, written by Jerry Fischetti in 2003, assesses interpersonal communication training at the Culinary Institute of America. It presents background on CIA and the problem statement that the study aims to address. The research design involved conducting ethnographic observations of students before and after an interpersonal communication training course, as well as interviews and analysis of student papers. The results suggested high variability between students and objectives, indicating that many factors beyond the training influence mastery of the objectives. Recommendations include cultural changes to value the training and faculty development to better support the objectives.
Quality matters in Blended Course Design and DevelopmentMehrasa Alizadeh
This research investigates the use and application of quality assurance rubrics and standards for online/blended course design within the context of teaching English for general academic purposes (EGAP). In an attempt to reform an existing blended course of EGAP, the Quality Matters® Higher Education Course Design Rubric (fifth edition) has been used to assure the quality of course design and development from the outset. After the course was implemented with a cohort of undergraduate students at Osaka University, it was peer-reviewed by a certified reviewer affiliated with Quality Matters (QM). The first round of peer review yielded a score of 70 out of a total of 99, resulting in failure to meet several QM standards. Based on the suggestions and recommendations of the reviewer, the course was further revised in terms of content and interface, and it was reviewed for a second time by the same reviewer, this time yielding a full score of 99. This study highlights the importance of quality assurance in online/blended course design and development, particularly in the context of teaching English to university students.
The document summarizes discussions from a summit of engineering leaders and educators on preparing students for the engineering profession in 2020. It identifies characteristics of the ideal "2020 Engineer", including technical proficiency, innovation, broad education, flexibility, ethics, and ability to work globally. It examines engineering education as a "system of systems" and recommends a student-centered approach, research into learning, and communication to increase public understanding of engineering. Key recommendations include incorporating design/build/test projects from year one, embracing education research, and partnering with community colleges and K-12 schools.
Accreditations and ranking in engineering educationDr.V.Ramesh Babu
The document discusses accreditation and ranking in engineering education. It provides information on various accreditation bodies like NBA, NAAC and ranking frameworks like NIRF.
It explains the key aspects of accreditation like vision, mission, programme outcomes etc. It details the criteria used by NBA and NAAC for accrediting institutions and programs along with the associated weightages.
It also summarizes the parameters considered under different domains by NIRF like teaching, learning & resources, research, graduation outcomes, outreach etc. for ranking educational institutions in India.
Presentation submitted as the capstone to complete my Master's Degree program at Western Governors University (WGU)
NOTE: Due to scheduling issues, simulated data was used for the analysis.
Laying the Foundations for Sustainable DesignLocus Research
Presentation by Miles Park (University of New South Wales, Senior Lecturer, Industrial Design) for the National Education & Professional Development Forum 2009. For more information on the forum see http://sustainabledesign.org.nz/projects/forum.html
This report summarizes the results of a survey and interviews with 36 Canadian faculties of education regarding their incorporation of Education for Sustainable Development (ESD) into pre-service teacher education programs. The key findings are: 1) Most faculties are making preliminary efforts to integrate ESD principles, though few have fully implemented ESD-specific courses or revamped all courses; 2) ESD is often bundled within existing courses rather than standalone; 3) Positive use of ESD-aligned pedagogical approaches by both faculty and students; 4) Variations exist in other ESD dimensions like applicant criteria and faculty recognition/rewards; 5) Most have some ESD research but limited dedicated funding; 6) Universities have
Course outline Sustainability Management IIMichel De Bie
This 3 sentence summary provides the key details from the document:
The document is a 5 page course outline for a sustainability management course at Ryerson University, which will take place over 4 weeks and cover topics like sustainability reporting, strategic sustainability, and global standards. It lists the course objectives, meeting times, required textbooks, assignments including a business case study, and evaluation criteria including exams, participation, and a final assignment. The course aims to help students gain skills and knowledge for sustainability professional roles.
This document presents the findings of a study that examined curriculum design practices. It developed a framework of 13 key indicators of quality curriculum design based on a literature review. These indicators relate to establishing curriculum components, development processes, and stakeholder influences. The study found that most designers worked in teams and attended to the quality areas, though access to assessment expertise was lower. The designers fell into two groups: casual designers who worked alone using informal processes, and systematic designers who worked in teams with formal processes and tools.
Teaching blended learning through a blended community of inquirystefanstenbom
The document outlines an agenda for a course on blended learning that brings together faculty in Sweden to foster a community of inquiry. The course aims to review principles of blended teaching and design through a blended format that incorporates both face-to-face and online elements. The community of inquiry framework structures the course, focusing on teaching, social, and cognitive presences to support purposeful critical inquiry among participants.
A Reflective Writing Assignment To Engage Students In Critical ThinkingBrandi Gonzales
This document describes a reflective writing assignment given to chemical engineering students to engage them in critical thinking. As part of the assignment, students re-analyzed the technical merits of a heart-lung machine design project they completed as freshmen. They also submitted an individual reflection paper discussing the engineering design process, connections between engineering/math/science, and technical writing. The assignment aimed to help students integrate new knowledge with past experiences and develop awareness of their own learning. Analysis of the students' work showed they better understood the design criteria and process, and showed improved technical analysis skills, though some struggled with reflection. The assignment supported the development of critical thinking skills.
The document outlines an investigation into effective teaching methods for sustainable product design education. It discusses reviewing how sustainability is currently taught, learning preferences of design students, and use of existing educational resources. The goals are to identify requirements for deep understanding of sustainable design and develop an integrated design tool for students. Literature on topics like visual learning, creativity, knowledge acquisition and teamwork in design education are considered to inform effective teaching methods.
The document proposes developing a framework of teaching expectations for higher education in Canada. It outlines the benefits of such a framework, including providing reference for teacher training, professional development, and accountability. Examples of frameworks from the UK are described, including areas of teaching activity, core knowledge, and professional values. Resources needed to implement a framework include a coordinating body, funding, stakeholder representatives, and support from institutions. Feedback received so far supports the idea and suggests Canadian teacher training could benefit from a national framework.
Latest Trends in Standards and Benchmarking for Technology Enhanced Learning:...Charles Darwin University
This document summarizes recent trends in standards and benchmarking for technology enhanced learning. It discusses how quality assurance bodies like TEQSA are focusing more on ensuring consistency between online and face-to-face courses as well as course quality. The document outlines eight benchmarks for technology enhanced learning and notes that several universities and organizations have developed tools and standards for quality online learning. It also advertises upcoming events at Deakin University on quality assurance and new higher education standards.
The purpose of this question was to determine how many academics considered sustainable design to include social, environmental and economic considerations.
This was in contrast to findings in literature.
Multiple names were given for some requirements in case an academic was more familiar with one than an other universal and inclusive design are an example of this. Criteria that received a low response were not universally understood an example of this was emotionally durable design.
Other include: the philosophy of product design, optional contextual studies modules in sustainability, focused lectures with knowledge being applied through design projects or discreetly through group or individual discussion in a tutorial or seminar setting.
70% of respondents claimed at least a full working knowledge of sustainable design
Over 50% stated that they would find detailed resources and guidance helpful
Almost a quarter of the respondents were members of the Design Research Society, whilst over a quarter were subscribed to a variety of email groups.
The main limitation identified in the questionnaire were the incomplete responses mainly due to two questions And completed the rest of the questionnaire
Emails were sent to academics of incomplete surveys to remind them that they could return and complete the surveys, this was successful in a number of cases.
Suggesting that despite misunderstanding the full meaning of the term they teach all aspects
Which is a strong consensus for such a radical change in the curriculum.