Internationalisation from home- global collaborative project based learning

This paper explores how cross-institutional project-based-learning facilitated by Web 2.0 ICTs supported cross-cultural and cross-institutional student peer learning experiences. The focus of this paper relates to the most recent project named ‘The Gift’ conducted through ‘The Global Studio’. At each institution the students formed small local project teams which were paired with teams of students from one of the other collaborating universities. Initial findings suggest the majority of students perceived this innovative initiative as having facilitated their learning, especially in the intended areas of development of virtual teamwork and communication skills. This paper focuses on initial findings with regards peer learning in relation to ICTs and cross-cultural communication

The Promise of Faculty Inquiry for Teaching and Learning Basic Skills

Shares insights from the Strengthening Pre-collegiate Education in Community Colleges project on how teachers' systematic and collaborative analyses of new approaches and practices foster innovation and improvement in basic English and math instruction

Why Inquiry Matters: An Argument and Model for Inquiry-Based Writing Courses

This article considers the value and implications of inquiry-driven learning for secondary and postsecondary education. In response to ongoing interest in and the need to foster inquiry in English education, we share the course model of “Ethnography of the University.” This writing-intensive course asks students to become authors of their own educations; to identify problems facing the campus community; to conduct semester-long, original research projects; and to make proposals for change. Through conducting inquiry projects, students come to see themselves as writers with real audiences, to personalize an often-impersonal education, and to connect academic with everyday concerns. Two undergraduate researchers describe their projects on student life—projects that emerged from and have continued beyond the course. By describing “Ethnography of the University” and sharing undergraduate research projects, we argue that inquiry helps students see themselves as agents over their own writing and learning. When students become agents, they can more easily write their way beyond a semester, course, or educational experience—and into the stance of writers

Advances in Teaching & Learning Day Abstracts 2004

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2004

Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project): Executive Summary, Conclusions and Recommendations

LLiDA set out to: review the evidence of change in the contexts of learning, including the nature of work,nknowledge, social life and citizenship, communications media and other technologies review current responses to these challenges from the further and higher education sectors, in terms of: a) the kinds of capabilities valued, taught for and assessed (especially as revealed through competence frameworks); b) the ways in which capabilities are supported ('provision') c) the value placed on staff and student 'literacies of the digital' collect original data concerning current practice in literacies provision in UK FE and HE, including 15 institutional audits and over 40 examples of forward thinking practice offer conclusions and recommendations, in terms of the same issues reviewed in

A systematic review of pedagogical approaches that can effectively include children with special educational needs in mainstream classrooms with a particular focus on peer group interactive approaches

The broad background to this review is a long history of concepts of special pupils and special education, and a faith in special pedagogical approaches. The rise of inclusive schools and some important critiques of special pedagogy (e.g. Hart, 1996; Norwich and Lewis, 2001; Thomas and Loxley, 2001) have raised the profile of teaching approaches that ordinary teachers can and do use to include children with special educational needs in mainstream classrooms. Inclusive education itself is increasingly conceived as being about the quality of learning and participation that goes on in inclusive schools rather than simplistic matters of where children are place

Enabling peer-to-peer collaboration within online learning environments and virtual laboratories.

This literature review will provide a foundation for future research into the emerging cloud campus within The University of Glasgow. I have previously described the cloud campus concept as a working definition, used to describe the node between located (face-to-face) learning and virtual learning through the use of digital technologies (Dunn, 2016:29). There have been similar constructs established by other academics in the past (Knowles, 1984; Kopp and Hill, 2008; Urban-Woldron, 2013). These constructs tend to be based on recognised theories of learning; for example, connectivism (Siemens, 2005) and the time-tested epistemological frameworks described by Piaget (1963) and Vygotsky (1978) through cognitivism and constructivism (including social- constructivism). This review will provide a synthesis of key papers and it will argue the case for peer-to-peer collaboration within virtual spaces. Specifically, it will argue for the use of technology to support such collaboration within online virtual learning environments and within physical learning spaces as newly defined ‘virtual laboratories’. The paper will present the arguments by illustrating the opportunities and challenges within teacher agency and in physical space design

Favourable approach that influence autism students learning language process

Education is important for all, including those students with special needs.In this context, learning process for students with special needsis certainly different from normal students, with special developed curriculum, as well as special skills for teachers are devotedfor teaching specific courses.This study investigatesthe special education teachers’approach in teaching phonics of the language (i.e. Bahasa Melayu)for autism students, focusing on three elements; namely learning module, oral language and multimedia application. A survey study was designed using questionnaire involving 42 special education teachers from primary schools in the Southern Peninsular of Malaysia.Descriptive analysis were used to obtain percentage, mean, and standard deviation. The results;a moderate level application of the module (M = 3.43, SD = 0.654) and the oral language (M = 3.64, SD = 0.570), but a high level of the multimedia application(M = 4.14, SD = 0.612). The multimedia elements wasthe most favorable approach in the teaching and learning process of autism students.The implication;more special design of a multimedia materials are needed for teaching phonics for language learning to help autism students to speaking correctly

In response to 'Celebrate citation: flipping the pedagogy of plagiarism in Qatar'

In her article (http://uobrep.openrepository.com/uobrep/handle/10547/335947) Molly McHarg makes several points that I agree with, particularly that for the majority of students the plagiarism is not deliberate but is due to a lack of understanding of how to reference correctly