Pedagogy of Rethinking: Teaching Students to Transform Conventional Professional Practices to Sustainable Ones

Sustainable development serves an umbrella concept for the transformation of individual and professional life. Students of higher educational institutions must acquire the skills of sustainable decision making and practicing, which will be applied in their working place. They might face problems in changing the existing professional practices to sustainable ones. The experience of ESD methods application in the universities of Ukraine, Poland, and Latvia was analysed in order to define common challenges and issues encountered by the supervisors of the courses, which included design of a project. The courses with projects were taught to the students of all three education levels with various backgrounds: Mechanical Engineering, Chemical Engineering, Environmental Engineering, Transport Technologies, and Management. The central idea of those projects was to transform chosen industrial and managerial practices to ones aligned with the SDGs. A self-assessment of course results, comparative analysis of methods and approaches used yield a list of recommendations and methods that contribute to the rethinking capacity for transformation of any professional field practices towards the principles of sustainability. In particular, it is clear that the project course should be co-created using transformative learning approach and “flipped classroom” to stimulate generation of students’ ideas. Equally important is to adapt SDGs to each professional field not only highlighting their varied applicabilitybut also conceptual equivalence. The important result of project-based learning is also action competence of students, being ready and interested to implement sustainability principles in their work and see them as options for entrepreneurship and business development. 

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Principles in Patterns (PiP) : Evaluation of Impact on Business Processes

The innovation and development work conducted under the auspices of the Principles in Patterns (PiP) project is intended to explore and develop new technology-supported approaches to curriculum design, approval and review. An integral component of this innovation is the use of business process analysis and process change techniques - and their instantiation within the C-CAP system (Class and Course Approval Pilot) - in order to improve the efficacy of curriculum approval processes. Improvements to approval process responsiveness and overall process efficacy can assist institutions in better reviewing or updating curriculum designs to enhance pedagogy. Such improvements also assume a greater significance in a globalised HE environment, in which institutions must adapt or create curricula quickly in order to better reflect rapidly changing academic contexts, as well as better responding to the demands of employment marketplaces and the expectations of professional bodies. This is increasingly an issue for disciplines within the sciences and engineering, where new skills or knowledge need to be rapidly embedded in curricula as a response to emerging technological or environmental developments. All of the aforementioned must also be achieved while simultaneously maintaining high standards of academic quality, thus adding a further layer of complexity to the way in which HE institutions engage in "responsive curriculum design" and approval. This strand of the PiP evaluation therefore entails an analysis of the business process techniques used by PiP, their efficacy, and the impact of process changes on the curriculum approval process, as instantiated by C-CAP. More generally the evaluation is a contribution towards a wider understanding of technology-supported process improvement initiatives within curriculum approval and their potential to render such processes more transparent, efficient and effective. Partly owing to limitations in the data required to facilitate comparative analyses, this evaluation adopts a mixed approach, making use of qualitative and quantitative methods as well as theoretical techniques. These approaches combined enable a comparative evaluation of the curriculum approval process under the "new state" (i.e. using C-CAP) and under the "previous state". This report summarises the methodology used to enable comparative evaluation and presents an analysis and discussion of the results. As the report will explain, the impact of C-CAP and its ability to support improvements in process and document management has resulted in the resolution of numerous process failings. C-CAP has also demonstrated potential for improvements in approval process cycle time, process reliability, process visibility, process automation, process parallelism and a reduction in transition delays within the approval process, thus contributing to considerable process efficiencies; although it is acknowledged that enhancements and redesign may be required to take advantage of C-CAP's potential. Other aspects pertaining to C-CAP's impact on process change, improvements to document management and the curation of curriculum designs will also be discussed

Strategies for mlearning integration : evaluating a case study of staging and scaffolding mlearning integration across a three-year bachelor’s degree

This paper outlines the third iteration of integrating mobile web 2.0 within a Bachelors level course. An analysis and comparison of the impact of mobile web 2.0 across all three years of the 2009 course enables the development of implementation strategies that can be used to integrate mlearning into other tertiary courses, and inform the design of further Product Design mlearning integration iterations

Learning relationships from theory to design

This paper attempts to bridge the psychological and anthropological views of situated learning by focusing on the concept of a learning relationship, and by exploiting this concept in our framework for the design of learning technology. We employ Wenger's (1998) concept of communities of practice to give emphasis to social identification as a central aspect of learning, which should crucially influence our thinking about the design of learning environments. We describe learning relationships in terms of form (one‐to‐one, one‐to‐many etc.), nature (explorative, formative and comparative), distance (first‐, second‐order), and context, and we describe a first attempt at an empirical approach to their identification and measurement

Principles in Patterns (PiP) : Project Evaluation Synthesis

Evaluation activity found the technology-supported approach to curriculum design and approval developed by PiP to demonstrate high levels of user acceptance, promote improvements to the quality of curriculum designs, render more transparent and efficient aspects of the curriculum approval and quality monitoring process, demonstrate process efficacy and resolve a number of chronic information management difficulties which pervaded the previous state. The creation of a central repository of curriculum designs as the basis for their management as "knowledge assets", thus facilitating re-use and sharing of designs and exposure of tacit curriculum design practice, was also found to be highly advantageous. However, further process improvements remain possible and evidence of system resistance was found in some stakeholder groups. Recommendations arising from the findings and conclusions include the need to improve data collection surrounding the curriculum approval process so that the process and human impact of C-CAP can be monitored and observed. Strategies for improving C-CAP acceptance among the "late majority", the need for C-CAP best practice guidance, and suggested protocols on the knowledge management of curriculum designs are proposed. Opportunities for further process improvements in institutional curriculum approval, including a re-engineering of post-faculty approval processes, are also recommended

QAA subject benchmark statement architecture : version for consultation December 2019

The Statement is intended to guide lecturers and course leaders in the design of academic courses leading to qualifications in architecture, it will also be useful to those developing other related courses. Higher education providers may need to consider other reference points in addition to this Statement in designing, delivering and reviewing courses. These may include requirements set out by the Architects Registration Board (ARB), the Royal Institute of British Architects (RIBA) and the Institute for Apprenticeships and Technical Education (IfATE). Providers may also need to consider industry or employer expectations. Individual higher education providers will decide how they use this information. The broad subject of architecture is both academic and vocational. The bachelor's award for architecture is the first stage of the typical education of an architect. This is typically either a BSc or a BA degree. The second stage of academic qualification is a master's level degree, typically in the form of a two-year MArch, which is defined as an undergraduate master's award. Architecture qualifications typically require a total of 360 (Credit Accumulation and Transfer Scheme, or CATS) credits at bachelor's level and 240 (CATS) credits within a master's level degree. While this may equate to five years of 120 (CATS) credits each, higher education providers may construct alternatives to enable flexibility in student learning. This Statement seeks to encapsulate the nature of a rich and diverse academic discipline. It is not intended to prescribe a curriculum, but rather describes the broad intellectual territory within which individual higher education providers will locate their courses of study in architecture

Maximising the potential of ICT to provide authentic summative assessment opportunities

This paper reports on elements of a study that was conducted in Western Australia to explore the potential of various forms of digitally based external assessments for senior secondary school courses. One problem that needed addressing was how to provide students with authentic assessment opportunities, particularly in subjects in which performance is an integral component. Traditionally, assessment in many of these subjects was by way of a three-hour paper examination. This established a dichotomy for teachers in which the pedagogy of the subject was very different from the method of assessment. In wanting to maximise their student’s potential for success, many teachers taught to the examination, consequently sacrificing a practical performance approach to the subject for a more theoretical form of delivery

A comparative study of teaching forensics at a university degree level

Computer forensics is a relatively young University discipline which has developed strongly in the United States and the United Kingdom but is still in its infancy in continental Europe. The national programmes and courses offered therefore differ in many ways. We report on two recently established degree programmes from two European countries: Great Britain and Germany. We present and compare the design of both programmes and conclude that they cover two complementary and orthogonal aspects of computer forensics education: (a) rigorous practical skills and (b) competence for fundamental research discoveries

Information Systems Undergraduate Degree Project: Gaining a Better Understanding of the Final Year Project Module

The place of an individual project in the final year of Information Systems (IS) undergraduate degrees at UK universities is well established. In this paper we compare the final year project modules at four UK universities: the University of Brighton, the University of South Wales, University of West London and the University of Westminster. We find that the aims of the projects are similar, emphasising the application of the knowledge and skills from the taught element of their course in a complex development project, often including interactions with a real client. Although we show in this analysis that projects serve a similar purpose in the IS degree courses, the associated learning outcomes and the assessment practice varies across the institutions. We identify some gaps in the skills and abilities that are not being assessed. In further work we are planning to consult final year students undertaking their projects and their supervisors, in order to gain an understanding of how project assessment criteria are actually put to use