195,480 research outputs found
Comprehensive learning incorporating Ako â a tertiary education approach at Wintec
This article outlines the design and implementation of a scenario-based approach to teaching and learning in tertiary education, inspired from Ako, adopted at the Waikato Institute of Technology (Wintec). This learning approach, titled âComprehensive Learning (CL)â, aligns with the holistic objective of enabling students with an active, flexible, personalised, authentic and practical approach to learning that builds upon studentsâ interests and experiences. The article explains the motivation and the process used in creating and applying this approach to teach some of the IT and Business modules. The main reason to implement this approach is to encourage/enable critical thinking while learning in a continuous and personalised manner. CL allows students to specialize in a context of their choice, which in turn induces learning. In addition, students are less motivated to plagiarize due to the unique nature of their scenarios, and inherent safeguards present within the approach
Comprehensive learning incorporating Ako: A tertiary education approach at Wintec
This article outlines the design and implementation of a scenario-based approach to teaching and learning in tertiary education, inspired from Ako, adopted at the Waikato Institute of Technology (Wintec). This learning approach, titled âComprehensive Learning (CL)â, aligns with the holistic objective of enabling students with an active, flexible, personalised, authentic and practical approach to learning that builds upon studentsâ interests and experiences. The article explains the motivation and the process used in creating and applying this approach to teach some of the IT and Business modules. The main reason to implement this approach is to encourage/enable critical thinking while learning in a continuous and personalised manner. CL allows students to specialize in a context of their choice, which in turn induces learning. In addition, students are less motivated to plagiarize due to the unique nature of their scenarios, and inherent safeguards present within the approach
Comprehensive learning incorporating Ako: A tertiary education approach at Wintec
This article outlines the design and implementation of a scenario-based approach to teaching and learning in tertiary education, inspired from Ako, adopted at the Waikato Institute of Technology (Wintec). This learning approach, titled âComprehensive Learning (CL)â, aligns with the holistic objective of enabling students with an active, flexible, personalised, authentic and practical approach to learning that builds upon studentsâ interests and experiences. The article explains the motivation and the process used in creating and applying this approach to teach some of the IT and Business modules. The main reason to implement this approach is to encourage/enable critical thinking while learning in a continuous and personalised manner. CL allows students to specialize in a context of their choice, which in turn induces learning. In addition, students are less motivated to plagiarize due to the unique nature of their scenarios, and inherent safeguards present within the approach
Handbook for Learning-centred evaluation of Computer-facilitated learning projects in higher education
This handbook supports a project funded by the Australian Government Committee for University Teaching and Staff Development (CUTSD). The amended project title is âStaff Development in Evaluation of Technology-based Teaching Development Projects: An Action Inquiry Approachâ.
The project is hosted by Murdoch University on behalf of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), as a consortium of 11 universities.
The rationale of the project is to guide a group of university staff through the evaluation of a Computer-facilitated Learning (CFL1) project by a process of action inquiry and mentoring, supported by the practical and theoretical material contained in this handbook
The Impact of Writing Assignments on Student Learning: Should Writing Assignments Be Structured or Unstructured?
This action research project investigates whether writing assignments are associated with improved student performance in terms of lower-order learning and higher-order learning as defined in Bloom's taxonomy of educational objectives. The impact of explicitly structuring the learning environment on student performance is examined. We find that structured writing positively impacts students' performance on lower-order (knowledge and comprehension) assessments. However our findings suggest that structure only weakly enhances the performance of students on higher-order skills assessments. Accordingly, we recommend that structured writing assignments, particularly those designed to develop higher-order learning objectives, be introduced earlier into the economics and business curricula.
Assessment for learning? Thinking outside the (black) box
This article draws on a survey of 83 teachers, to explore the concepts of âassessment for learningâ, âassessmentâ and âlearningâ. âAssessment for learningâ is categorized as meaning: monitoring pupilsâ performance against targets or objectives; using assessment to inform next steps in teaching and learning; teachers giving feedback for improvement; (teachers) learning about childrenâs learning; children taking some control of their own learning and assessment; and turning assessment into a learning event. Conceptions of assessment include assessment-as-measurement and assessment-as-inquiry. These conceptions are related to two conceptions of learning: learningas- attaining-objectives and learning-as-the-construction-of-knowledge. The conceptions of assessment-as-measurement and learning-as-attaining-objectives are dominant in English educational policy today. The article suggests that these conceptions need to be challenged and expanded, since conceptions held by those who have power in education determine what sort of assessment and learning happen in the classroom, and therefore the quality of the studentâs learning processes and products
A case study of the integration of ICT in teaching and learning in a smart school in Sabah
This research investigates teachersâ views of their use of ICT in teaching and learning (T&LICT). The objective of this research was to study in depth the thoughts, beliefs and opinions of the teachersâ attempt towards pedagogical
improvement as part of the Smart School Project. Specifically this research examines and describes the teachersâ implementation of T&LICT in the classroom in terms of the instructional practice, the instructional roles and the instructional environment. A case study research methodology is employed. The case is Sekolah Menengah Bestari (a psuedonym), which is a Smart School in Sabah. Analysis of data from 52 survey questionnaires
complemented the qualitative data from the 13 interviews and 3 observations, as well as document analysis. Findings indicated that hardware and software technology infrastructure were available to support the T&LICT
implementation. Nevertheless, the teachers felt it was not enough to implement T&LICT effectively. It was estimated that about half of Sekolah Menengah Bestari staff, mainly Bestari and ETeMS teachers, implemented T&LICT. Findings indicated that teacher practices were little changed. IT was used mainly to support the existing teacher-directed and teacher-centered approach. The role of the teacher extended to that of facilitating without releasing control of lesson to the students
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