Student Centered Learning

Learning outcomes of microworlds for management education

by Georges Romme

Published in: Management Learning, 2003

Computer-based simulations are important tools to support learning. In this respect, so-called microworlds may build... more Computer-based simulations are important tools to support learning. In this respect, so-called microworlds may build substantial synergy between learning to think in systems frameworks and learning to deal with the complexity of actual settings. The implications of adopting microworlds are explored in terms of student learning, educational approach and course design. These implications are illustrated with data from a course in a pre-experience undergraduate programme and in a post-experience MBA programme. These data suggest that learning processes can be deepened and accelerated by creating effective combinations of readings, discussions, presentations and microworlds.

Student Evaluation of Curriculum Content for Effective Beginning Teaching

by Gavin Brown

This paper arose from a TDG grant to the 4 authors while they were all working at the Hong Kong Institute of Education.
This is the pre-publication version of the paper as submitted to the conference.

Recommended citation
Deneen, C. C., Brown, G. T. L., Lam, B. H., & Tsui, K. T. (2012, April). Student Evaluation of Curriculum Content for Effective Beginning Teaching. Paper presented at the 2012 AERA Annual Meeting of the American Educational Research Association conference, Vancouver, BC.

This paper discusses the findings of an 18-month TDG project on students’ perceptions of the outcomes embedded in... more This paper discusses the findings of an 18-month TDG project on students’ perceptions of the outcomes embedded in their learning. The goal of the study was to ascertain what students thought the outcomes were of the course, how closely these perceived outcomes matched the intended outcomes, and how important these outcomes were, from the students’ point of view for success as a teacher.
Participants were 76 students (n=50 EMI, n=26 CMI) registered in a compulsory course on Curriculum and Assessment in the Postgraduate Diploma of Education programme taught at the Hong Kong Institute of Education. 50 students were taught in EMI and 26 in CMI. The study also included participant researchers, consisting of two course instructors. We employed survey and focus groups in to collect data collection which were analysed both quantitatively and qualitatively .
Results were strongly similar between EMI and CMI groups. Students indicated that most course content was important for success, however there was much less endorsement for material related to international comparisons and much greater endorsement of content on Hong Kong classroom practice application.

Censorship, innovation and the legacy of independent campus-based publishers in Oceania

by David Robie

Robie, David (2010). Censorship, innovation and the legacy of independent campus-based publishers in Oceania. Abstract of paper presented at the Journalism Education Association of Australia (JEAA) conference, University of Technology, Sydney, November, 2010.

Two Pacific regional journalism school based publications have entered into partnerships with industry based news... more Two Pacific regional journalism school based publications have entered into partnerships with industry based news media and have been forced to develop strategies in dealing with censorship in the context of Fiji’s draconian Media Industry Development Decree 2010. Wansolwara, the newspaper of the University of the South Pacific regional journalism programme has embarked on a publishing partnership with a leading Fiji daily newspaper, the Fiji Sun, and Pacific Scoop, an evolving new development in partnership with New Zealand's leading independent online media organisation, Scoop Media Limited, has also become established. Both publishing ventures
demonstrate evolving editorial policies with disparate elements drawn from a blend of deliberative development journalism, peace journalism and investigative journalism. This paper analyses the history and development pedagogy of independent media published by communication studies educational programmes in Fiji, New Zealand and Papua New Guinea. It also examines how a variety of niche publishing formulas have boosted independent coverage and issues-based journalism on topics as wide-ranging as the Samoan tsunami, human rights in Fiji and Timor-Leste, Pacific climate
change politics and geopolitical strategies.

Electronic student newspaper:'Uni Tavur'and pedagogy of experience

by David Robie

Robie, David (1997). Electronic student newspaper: 'Uni Tavur' and pedagogy of experience, Asia Pacific Media Educator, Issue 2: pp. 121-126. ISSN 1326-365X

A 20-year-old South Pacific journalism education program has spawned the only training newspaper of its kind, Uni... more A 20-year-old South Pacific journalism education program has spawned the only training newspaper of its kind, Uni Tavur in the region. After being redesigned as a desktop publishing venture in 1993, two years later it was relaunched as a professional tabloid. Now, after the debut of the paper's internet online edition and an email news service, this article makes a case for the pedagogy of experience -- integrated learning combining theory and skills in the newsroom.

Metacognition: Are your learners really thinking about the content?

by Timothy Clapper

Clapper, T. C. (2012). Metacognition: Are your learners really thinking about the content? Evolllution. http://www.evolllution.com/curriculum_planning/metacognition-are-your-learners-really-thinking-about-the-content/

Processing information can be matched with metacognition strategies in outcomes-based curriculum design and... more Processing information can be matched with metacognition strategies in outcomes-based curriculum design and facilitation. Teachers and student alike must be shown how to use certain strategies to enhance the metacognition process.

2007 Creating a new Post Graduate Certificate

by Hilaire Graham

Presented at Session A3, ELIA Teachers Academy, University of Brighton, 11-13 July 2007

This paper considers the development of a new academic development course in teaching and learning in the creative... more This paper considers the development of a new academic development course in teaching and learning in the creative arts; it describes the context for such a course; requirements for accreditation; its impact on professional development; and the nature of the curriculum of such a course in the creative arts

Sharing responsibility for learning through formative evaluation: moving to evaluation as learning

by Catherine Bovill

When gathering student feedback on courses and programmes in higher education, the emphasis is often placed on... more When gathering student feedback on courses and programmes in higher education, the emphasis is often placed on adaptations that academic staff can make to enhance teaching approaches and thereby improve the learning experiences of students. These are commendable aims, however, it is argued in this paper that the focus on academic staff making changes to teaching and learning misses an opportunity for students to reflect upon their influences over, and potential to enhance, their learning experiences and those of their peers. Many undergraduate and postgraduate programmes aim to develop students’ skills in critical analysis and autonomous learning, with some courses specifically requiring participants to engage in critical reflection on their practice. Yet it is relatively uncommon for evaluation of courses to include any requirement for students to evaluate their own role in the learning experience. An example is presented of a simple, small-scale formative evaluation exercise where course participants were encouraged to give feedback on a course, their learning experiences and on the teaching approach used. However, this evaluation also required participants to reflect on the role they played in their own and others’ learning. It is argued that the approach described in this paper that encourages student self-reflection on learning as an integral part of evaluation processes, is a form of evaluation as learning. This is an approach that could be adapted for use in a wide range of courses for the purpose of encouraging students to reflect more deeply on their role in their own and others’ learning.

Serious and Playful Inquiry: Epistemological Aspects of Collaborative Creativity

by Florence Sullivan

The effect of differentiated instruction on JROTC leadership training

by Timothy Clapper

Clapper, T. C. (2011). The effect of differentiated instruction on JROTC leadership training. (Ph.D. dissertation). Capella University, United States - Minnesota. Dissertations & Theses: Full Text. (Publication No. AAT 3440244).

Differentiation of instruction is a student-centered approach to instruction that recognizes the varied and diverse... more Differentiation of instruction is a student-centered approach to instruction that recognizes the varied and diverse nature of the learners, including the way they learn. In recent years, the United States Army Cadet Command has completely adopted differentiation of instruction for its Junior Reserve Officers Training Corps (JROTC) curriculum. A key emphasis within JROTC is the teaching of leadership principles that were validated by the U.S. Army in 1970. While the JROTC curriculum has become differentiated, it is taught by retired members of the military who have spent years advocating instruction that was performance and lecture-based. Although the U.S. Army Cadet Command has expended a great number of resources revising the curriculum and training its instructors to facilitate differentiated instruction, studies have yet to ascertain whether differentiated instruction was in fact more beneficial for teaching the leadership principles.;This quantitative, quasi-experimental study explored the differences and effect of JROTC leadership instruction delivered through direct and differentiated means of instruction. This study used a pretest and posttest, administered to a convenience-sampling at one of the largest, and most successful inner-city U.S. Army JROTC programs. In spirit of the authentic assessment emphasis of differentiation of instruction, one control and one experimental group each received an assessment on identifying the leadership principles in action, after viewing short video clips. While both the control and experimental groups achieved statistical significance between the pretest and posttest, the experimental group that received differentiated instruction achieved a statistically significant effect size and scored higher than the control group on each test.;Along with the literature that supports differentiated, student-centered instruction as a means of raising achievement in JROTC, these findings can be used by JROTC and other professional development administrators to support continued emphasis for of the differentiated method of instruction.

An Evaluation of the Impact of Formative Feedback Podcasts on Student Learning Experiences

by Maureen Brookes

This paper was published in the Journal of Hospitality, Leisure, Sport and Tourism Management

Uni Tavur: The evolution of a student press

by David Robie

Robie, D. (1995). Uni Tavur: The evolution of a student press. Australian Journalism Review, 17(2): 95-101. ISSN 0810- 2686

A generation of journalists has been educated by the University of Papua New Guinea journalism programme or the more... more A generation of journalists has been educated by the University of Papua New Guinea journalism programme or the more recent communication studies program at the Institute of Divine Word, Madang - the two largest and oldest tertiary journalism institutions in the South Pacific. Before the two programs were established, at UPNG in the mid-1970s, and at Divine Word in the 1980s, national journalists employed by the Papua New Guinea news media were trained in-house by the major employers of the period, the Office of Information and the National Broadcasting Commission. Independence in 1975 and rapid growth of the communications industry led to a growing demand for Papua New Guinean journalists.

Studentske legende o polaganju ispita-kritika ili afirmacija obrazovnog sistema

by Jana Bacevic

Revisiting the impact of formative assessment opportunities on student learning

by Marcia Devlin

The students’ role in distance learning

by Kristy Beers Fägersten

First author Kara McBride

McBride, K. & Beers Fägersten, K. 2008. The students’ role in distance learning. In S. Goertler and P. Winke (Eds.), Opening Doors through Distance Learning Education: Principles, Perspectives and Practices. San Marcos, TX: CALICO, pp. 43-66.

Mathematics coursework as facilitator of formative assessment, student-centred activity and understanding

by Paul Hernandez-Martinez

Taking responsibility for learning isn't everything: a case for developing tertiary students' conceptions of learning

by Marcia Devlin

Weighing the Risks with the Rewards: Implementing Student-centered Pedagogy within High Stakes Testing

by Michael M Grant

Co-authored with Janette Hill. Published in R. Lambert & C. McCarthy (Eds.) Understanding teacher stress in the age of accountability (pp. 19-42). Greenwich, CT: Information Age Publishing.

There is a growing research base to support teacher use of student-centered learning strategies. However, this... more There is a growing research base to support teacher use of student-centered learning strategies. However, this research comes at a time when high-stakes testing is the focus of much of the work in schools in the United States. This chapter examines the risks teachers take when implementing student-centered pedagogy within these contexts. Based on previous and current research we describe a framework for understanding these risks, emphasizing the challenges teachers face. Additionally, we examine how each of these factors affects teachers, offering examples from teachers and the literature where appropriate. Finally, recommendations for the successful implementation and reduction in teacher stress are presented.

Embodied and Embedded Theory in Practice: The Student-Owned Learning-Engagement (SOLE) Model

by Simon Paul Atkinson

Published in International Review of Research in Distance and Open Learning

The demands on academic staff in all sectors to adopt best ODL practices to create effective and efficient models of... more The demands on academic staff in all sectors to adopt best ODL practices to create effective and efficient models of learning in the face of increasing external pressures show no signs of abating. The massification of higher education, diversified access, and pressures to meet institutional visions and research objectives demand of teaching staff an increasingly public design process subject to peer review in numerous forms. Expectations of systematized pedagogical planners and embedded templates of learning within the institutional virtual learning environments (VLEs) have, so far, failed to deliver the institutional efficiencies anticipated. In response, a new model of learning design is proposed with a practical, accessible, and freely available toolkit that embodies and embeds pedagogical theories and practices. The student-owned learning-engagement (SOLE) model aims to support professional development within practice, constructive alignment, and holistic visualisations, as well as enable the sharing of learning design processes with the learners themselves.

Creating “Bruce Lee Students” – Opportunities a New Media Expert Sees in University and Business Collaboration

by Marko Teräs

Poster presentation. British Council – Going Global 2011. Hong Kong.

What is the difference between Bruce Lee and the average practitioner of martial arts? More creativity, less form.... more What is the difference between Bruce Lee and the average practitioner of martial arts? More creativity, less form. Instead of repeating a clearly defined series of moves in as much detail as possible, a "Bruce Lee student" reacts to each unique situation in a creative way, adapting to the circumstances. This describes the paradigm shift taking place in education: the environment has become more complex than ever before and the traditional ways of learning are simply no longer sufficient. In response to the lack of 21st century skills teaching, the BBA program at Tampere University of Applied Sciences sought a new form of collaboration with businesses and invited an entrepreneur with experience of the rapidly changing corporate world to develop and implement a course; “Using Social Media to Support Relevant Worklife Skills”. The course is a combination of different teaching methods designed to enable students to understand and relate to the 21st Century’s ICT enriched team-working environment. The module also focuses on how to learn and teach these skills to be able to use them in today’s participatory knowledge economy where building collective knowledge is vital in the contemporary business environment.

Enhancing student learning using multimedia and web technologies: Students' perceptions of an authentic learning experience in a Malaysian classroom

by Heidi Tan