Learning and Teaching

Teaching without Authority

by Hin-Yan Liu

46(2) The Law Teacher (2012), 146-164

http://www.tandfonline.com/doi/pdf/10.1080/03069400.2012.681177?noFrame=true

This article seeks to examine the roles played by authority within the classroom in the legal education context and... more This article seeks to examine the roles played by authority within the classroom in the legal education context and its potential impact on the models of pedagogical practice. Among the pertinent factors fuelling the changing demographics of the law student body is the perceived attraction of practising law in the United Kingdom which increases the popularity of graduate conversion routes into the profession both by qualified legal practitioners from other jurisdictions and by mature students with experience in other areas. This raises a number of potential difficulties for junior law teachers in so far as this changing student body demographic is capable of challenging the teacher’s real or perceived authority in the classroom which was hitherto considered a crucial tool to the educator. This article discusses the effects of the closing gap of knowledge and experience between the teacher and the student body and how the adoption of different models of pedagogy may alleviate certain difficulties that arise, perhaps to the extent of transforming this weakness into strength. In the end, however, whether to use different pedagogical models to compensate for a lack of relative authority in the classroom may hinge upon whether legal training should primarily be academically oriented or more akin to training for the practice of a trade, raising questions regarding the appropriate form and function of legal education.

Engaging with the (un)familiar: Field teaching in a multi-campus teaching environment

by Nicholas Gill

With Michael Adams and Christine Eriksen, 2012, Journal of Geography in Higher Education, 36(2), 259-275.

Field trips have long been central to geography, but have been subject to assessment of the role of the ‘field’ in... more Field trips have long been central to geography, but have been subject to assessment of the role of the ‘field’ in teaching. At the same time, academics face barriers to running field trips. Distance education and enhanced educational access for non-metropolitan students represented such an obstacle at an Australian university. These obstacles were taken as an opportunity to draw on the regional nature of the students and staff to enhance teaching goals, run critically informed field trips by and manage academic workloads. We evaluate the field trips by conducting surveys and interviews with students and tutors, and as an example of innovation within constraints.

Towards a Mobile Learning Curriculum

by Jacqueline Batchelor

Botha, A., Batchelor, J., Traxler, J., De Waard, I., & Herselman, M. E. (2012). Towards a Mobile Learning Curriculum. Paper presented at the IST-Africa 2012, Dar es Salaam, Tanzania.

The rapid spread and penetration of mobile devices to every layer of society has confronted the educational community... more The rapid spread and penetration of mobile devices to every layer of society has confronted the educational community with many new opportunities and responsibilities. As mobile computing and its disruptive aftermath enter the education arena, the challenge becomes how to harness the potential in ways that are beneficial to the educational community at large and the learners in particular. This paper outlines the initial conception, design research methodology followed and the development of the definitive Mobile Learning Curriculum Framework as a first attempt to systematically and comprehensively explore, where and how mobiles could appear within educational provision. The curriculum framework is underpinned by three broad learning objectives; to acquire domain knowledge, to develop sufficient and appropriate skills to enable mobile learning practice and to understand the role and impact of domain knowledge in the relation to the application context. To this end the curriculum framework is presented as a modular solution for adaption to accommodate differing contexts.

A Review of the Relevant Merits and Disadvantages of the Current Assessment Methods used in the Photography BTEC Extended Diploma Course

by Ben Macloughlin

This paper explores the current assessment method used in a Photography BTEC course. It reveals the role of formative... more This paper explores the current assessment method used in a Photography BTEC course. It reveals the role of formative and summative assessment methods in Photography. It identifies the differences between the use of sketchbooks, PowerPoint and blogs to track learner progress and for receiving feedback. The research takes into account the views of the learners and their tutors and offers an insight into teaching and learning styles. The aim of the paper is to discover which assessment method best suits Photography and can possibly raise the standards of teaching and learning in the UK.

The Value of a Nugget

by Kirk Plangger

Co-authored with Nick Facey and Michael Parent

University professors face many demands but are primarily responsible for student learning in their classes. This... more University professors face many demands but are primarily responsible for student learning in their classes. This paper proposes and discusses a novel teaching tool, Nugget Notes, which assists instructors in checking knowledge, and students with crystallizing learning. The100-word Nugget Note challenges students to engage with course material, synthesize pertinent information, and apply that knowledge to a real life situation or problem. An exploratory student and instructor survey supports the primary learning goals of Nugget Notes.

Turnaround Students in High School Mathematics: Constructing Identities of Competence Through Mathematical Worlds

by Ilana Horn

Mental health teaching to UK psychology undergraduates: report of a survey

by john cromby

One of the limitations on developing more progressive applied psychology training is the teaching received by students... more One of the limitations on developing more progressive applied psychology training is the teaching received by students at undergraduate level. In this study, we focus on the provision of teaching about mental health or its equivalents (e.g. abnormal psychology and clinical psychology) on UK undergraduate psychology programmes. Most students who go on to train as clinical psychologists will have received teaching on modules like these. A survey questionnaire was sent to 109 university departments which might offer a module in mental health mental health module and 348 individuals who might be involved in such modules. The majority of programmes responding offered a mental health module, which was available each year as an optional subject. A number of findings on the content and delivery of the modules are reported and a number of recommendations are made including more involvement from practitioners and service users.

Misyurov D.A. Dialectical formulas based on the binary notation as the development formulas // Credo New. 2012. №2

by Dmitry Misyurov

The article suggests dialectical formulas based on the binary notation as the development formulas: formula with... more The article suggests dialectical formulas based on the binary notation as the development formulas: formula with dominant and the non-dominant elements; universal formula; formula with symbolic weight of elements; tautological formula. For example, it suggests an opportunity to use the dialectical formulas for modeling and artificial intelligence creation, etc.

The role of different media in designing learning environments.

by Allan Collins

Collins, A., Neville, P., & Bielaczyc, K.  (2000). The role of different media in designing learning environments. International Journal of Artificial Intelligence in Education, 11, 144-162.

As a broader array of communication tools is developed, designers of learning environments need a better understanding... more As a broader array of communication tools is developed, designers of learning environments need a better understanding of what kinds of communication each medium is best suited for. Each of the new media have different affordances and constraints. One of our principles for the design of learning environments is “Render unto each medium what it does best.” This paper is an attempt to state some of what we know about what different media are good for.

Towards Advancing e-Learning through Digital Storytelling

by Dr Eva Dakich

Najat Smeda, Eva Dakich, Nalin Sharda

Accepted for submission to:
International Journal of Computer Information Systems and Industrial Management Applications.

Digital Storytelling is an innovative pedagogical approach that has the potential to engage learners in... more Digital Storytelling is an innovative pedagogical approach that has the potential to engage learners in student-centered learning, and improve the learning outcomes across the curriculum. It enhances learners motivation, provides learners with a learning environment conducive for communication, reflection, construction, and collaboration. It is a pedagogical approach that intends to provide students with the opportunities to explore, create, and evaluate their ideas both individually and collaboratively. When it is used with the latest technologies effective and efficient e-learning systems may be developed. This responds to the needs of the new generation of students, who are very familiar with the digital world. Despite the fact that many educationists have recognized the potential of digital storytelling, a well-designed framework for the same is still required.

This paper introduces a framework for advancing e-Learning systems through digital storytelling. It gives an overview of digital storytelling and the level of contemporary research and literature on the pedagogical benefits of digital storytelling. It describes the storytelling types as well as the current models of digital storytelling. Then, it explains the proposed e-Learning digital storytelling framework. It concludes with an overview of the research that needs to be conducted to test the efficacy of the proposed e-Learning digital storytelling framework on several dimensions.

ICT for (I)nspiring (C)reative (T)hinking

by Dr Eva Dakich

Northcott, B., Miliszewska, I., & Dakich, E. (2007). ICT for (I)nspiring (C)reative (T)hinking. Paper presented at the ASCALITE 2007, Singapore.

The capacity for creative thinking in the workplace is a generic skill that employers value highly in their employees.... more The capacity for creative thinking in the workplace is a generic skill that employers value highly in their employees. Although creativity is regarded as an important employability skill, it is a quality in which tertiary graduates are often lacking. Thus, the development of creative thought should be promoted as an integral part of tertiary education; Information and Communication Technology (ICT) can assist in accomplishing this task. Research suggests that ICT has the potential to encourage and support creative thinking throughout the learning process. This paper investigates the links between the theories of encouraging creative thinking in an educational context, and the practice of incorporating ICT in the implementation of learning strategies. The paper reviews the constraints and challenges associated with the deployment of ICT as a tool for encouraging creative thinking, and concludes with suggestions for effective implementation.

Teachers' Perceptions about the Barriers and Catalysts for Effective Practices with ICT in Primary Schools

by Dr Eva Dakich

Dakich, E. (2009) Teachers’ Perceptions about the Barriers and Catalysts for Effective Practices with ICT in Primary Schools. In A. Tatnall and A, Jones (Eds.) Education and Technology for a Better World, IFIP Advances in Information and Communication Technology, Volume 302. ISBN 978-3-642-03114-4. Springer Berlin Heidelberg, 2009, p. 445

This paper presents perceptions of four primary school teachers from two Victorian government primary schools about... more This paper presents perceptions of four primary school teachers from two Victorian government primary schools about the barriers and catalyst for effective practices with ICT. Findings of the semi-structured qualitative interviews confirm results of previous studies indicating that access to reliable infrastructure, adequate technical support, and time pressures are still considered to be some of the most significant barriers to successful ICT integration in public schools. Teacher interviews however also reveal that the challenges of integrating ICT in teaching and learning can be counterbalanced by a number of variables, which include: owning a laptop, having access to ongoing professional learning, sharing effective practices, drawing on student expertise and being supported by a whole-school approach to teaching and learning with ICT.

http://www.springerlink.com/content/?k=doi:(10.1007/978-3-642-03115-1_47)

ConsoleGBL-Pedagogy_GROFF-HOWELLS-CRANMER

by Jennifer S. Groff

Co-authored with Cathrin Howells and Sue Cranmer

The main focus of this research project was to identify the educational benefits of console game-based learn- ing in... more The main focus of this research project was to identify the educational benefits of console game-based learn- ing in primary and secondary schools. The project also sought to understand how the benefits of educational gaming could transfer to other settings. For this purpose, research was carried out in classrooms in Scotland to explore learning with games played on games consoles, such as PlayStation, Xbox, and Wii. Interviews were carried out with school leaders, classroom teachers, and students in 19 schools and followed up by a series of lesson observations in four of these schools. Findings include significant impact on students’ performance and engagement, as well as strong support from participating teachers and school leaders.

Standing Room Only - Posture, Space and the Learning Process in ESL Classes

by Thorold (Thor) May

This article explores the role of posture in the language learning process, and concludes that it is sometimes... more This article explores the role of posture in the language learning process, and concludes that it is sometimes critical for learning success. Principles of learning and moving are outlined. The history of physical movement in study is briefly traced. A Korean case study is presented of “failed” tertiary students who learn to learn on their feet. The paper is a practical guide for teachers who wish to experiment with physical movement and location in their own ESL/EFL classrooms .

Laying down the law: Teachers’ use of rules.

by Gregory Bornmann

On JALT 95: Curriculum and Evaluation. (Proceedings of the JALT International Conference), Nagoya, Japan, November 1995

This paper offers an analysis of the way rules function in the classroom by applying insights generated by recent... more This paper offers an analysis of the way rules function in the classroom by applying insights generated by recent debates in legal theory. Members of the Critical Legal Studies (CLS) movement have been particularly adept at identifying the logical contradictions which are pervasive in legal discourse. These contradictions—between formal rules and ad hoc standards; between subjective values and objective facts; between intentionalism and determinism—render all legal disputes problematic. CLS theorists have also devoted a great deal of effort to demonstrating that law and society are interpenetrating, and thus inseparable. For this reason, the classroom as a basic social institution offers especially fertile ground for legalistic analysis.

Active Reading and the Teaching of Writing

by Marinella Lizza

http://www.zeitschrift-schreiben.eu/ 2007

The article focuses on the connection between reading and writing. The use of reading questions being answered in... more The article focuses on the connection between reading and writing. The use of reading questions being answered in writing can be a powerful tool to support reading understanding, and to make students more aware of the construction of expectations and the selection of reading purposes they do in their reading activity. The author shows some ways to acquire active reading strategies, such as the use of reading questions that respond to different fields of analysis, or the use of both open and close comprehension questions.

Aydeniz, M. (2012).What do middle and high school students know about the particulate nature of matter after Instruction? Implications for practice. School Science and Mathematics,112(2), 59-65.

by Mehmet Aydeniz

Aydeniz, M., Pabuccu, A., Cetin, P. S. & Kaya, E. (2012).Argumentation and students' conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education.DOI: 10.1007/s10763-012-9336-1

by Mehmet Aydeniz

When Will We Nominate the Classroom Teacher for a Nobel Prize?

by PADMORE AGBEMABIESE

Driving learning through blogging: Students' perceptions of a reading journal blog assessment task

by Melanie James