Deeper Learning Methods and Modalities in Higher Education: A 20-year Review

Deep Learning or Deeper Learning (DL) theory has gained traction as a helpful framework for designing higher education curricula in face-to-face (F2F), hybrid, and online settings. Although many research studies have been published testing DL methods in higher education, it is difficult to apply the results without an overview. This review applies a scientifically-informed search approach to select a sample of 127 peer-reviewed articles (representing 176 experimental groups) published from 1999 through 2019 on the topic of DL in higher education, classifies and extracts data from them, and presents a descriptive analysis of the findings

The use of podcasting for a hybrid flipped classroom

[EN] We are currently assisting a social paradigm change motivated by the incorporation, more and more accelerated, of new information technologies (e.g., social networks or content platforms) in our day-today life. The increased availability of online resources in a universal, diverse, and permanent way is modifying how we consume online information and content. This is especially true when it comes to children and teenagers. New generations are increasingly adapting to immediacy and communication through information technologies. Therefore, it is necessary to evolve the educational paradigm to adapt it to this new social reality. Future learning strategies should consider the latest models of social communication, adapting them to achieve learning objectives from the perspective of constructive alignment and the acquisition or improvement of transversal competencies. In this sense, there are currently several technologies that can be incorporated into the classroom. One of the emerging technologies is the podcast. Usually used for entertainment (e.g., stories, books, or radio talks), the podcast is becoming a tool for massive online content distribution. There exist many advantages to using podcasting for an educative purpose, as the production cost (in terms of time) is lower than recording a video. From a content consumer perspective, the main advantage is that an audio-only approach can be used/consumed everywhere and more easily than video media. Some educational podcasts are available online but generally tend to focus on learning languages or history. Outside these specific topics, their use in technology subjects is still residual and mainly focuses on interviews or long expositions. Moreover, in current proposals, the teacher is the one who produces the podcast, and therefore it is a one-way communication model (from the teacher to the students). On the other hand, one of the teaching innovation models that is being increasingly used is the flipped classroom. In the flipped classroom, students are the main protagonists in their learning. They must prepare the theoretical parts on their own, and the teacher serves as a guide during this learning process. In this paper, we propose using the podcast in the flipped classroom model, turning the podcast into a bidirectional tool in which students are both producers and receivers of learning. The proposal consists of dividing the class into small groups of students (2-4). Each group will record a podcast episode on a different conceptual part of the lesson. Group members will have to coordinate and share the activities of recording and searching for content for the podcast. This will encourage transversal skills related to communication and social skills. These podcasts will then be shared with the rest of the groups so that everyone can have direct and permanent access to the different sections of the lesson. Creativity will also be encouraged, allowing students to add the music or sound effects they consider necessary to enhance the explanation.The authors gratefully acknowledge the financial support of Consellería d'Innovació, Universitats, Ciencia i Societat Digital from Comunitat Valenciana and the European Social Fund (Investing In Your Future) (APOSTD/2021/227 and CIPROM/2021/077), the Spanish Ministry of Science (project PID2021-123673OB-C31) and the Research Services of Universitat Politècnica de València. Jaume Jordán is supported by grant IJC2020-045683-I funded by MCIN/AEI/10.13039/501100011033 and by "European Union NextGenerationEU/PRTR".Marco-Detchart, C.; Taverner-Aparicio, JJ.; Jordán, J. (2023). The use of podcasting for a hybrid flipped classroom. IATED. 3119-3124. https://doi.org/10.21125/inted.2023.08633119312

The introduction and refinement of the assessment of digitally recorded audio presentations

This case study critically evaluates benefits and challenges of a form of assessment included in a final year undergraduate Religious Studies Open University module, which combines a written essay task with a digital audio recording of a short oral presentation. Based on the analysis of student and tutor feedback and sample assignments, this study critically examines how teaching and learning practices linked to this novel form of assessment have been iteratively developed in light of the project findings over a period of two years. It concludes that while this form of assessment poses a number of challenges, it can create valuable opportunities for the development of transferable twenty-first-century graduate employability skills as well as deep, effective learning experiences, particularly – though not exclusively – in distance learning settings

Adaptive Network Based Fuzzy Inference System and the Future of Employability

Educational data is considered by researchers and data scientists as an indicator for the future predictions. The current research study aims for classifying IT alumni students into employed and unemployed. The data collected from two universities in Jordan. 781 of IT alumni students in two universities in Jordan participate in the current study. Three classifiers are compared to determine the most suitable one for predicting the future of IT students’ employability. The results show that Adaptive Network Based Fuzzy Inference System came as a suitable classifier for predicting IT students’ employment in Jordan. As gender, programming skills, and communication skills came as the most effective factors affecting IT recruitment field, a set of recommendations is presented to the ministry of higher education based on the significant factors affecting IT graduates employment. Keywords: employability, ANFIS, classification, data mining DOI: 10.7176/NCS/12-04 Publication date: January 31st 202

Turn it on its head! Juxtaposed Learning

It has been long understood that creative approaches can increase student engagement in learning. However, recent research has started to uncover a clear impact upon learning progression and transforming student understanding across disciplines. This paper details a series of case studies from the JuxtaLearn project conducted across Europe in schools and HE. The results show an increase in students’ depth of understanding (deep learning) through creative juxtaposed approaches, in particular using participatory video making. For this research, an ecology of different devices (mobiles, tablets, tabletops, large screens and computers) was used to scaffold a juxtaposed collaborative learning process supporting a deeper understanding of ‘tricky topics’. We have worked with >114 students in science, maths, technology, drama and religious education within schools and universities in the UK and across Europe. The findings identified issues around the process of storytelling learning topics and the tools that can inhibit and support that process being bound by norms of practice within that context. A discussion is presented of the role of creativity within the science, technology, engineering and methods disciplines (STEM)

Learner-generated digital media (LGDM) as an assessment tool in tertiary science education: A review of literature

© 2018, The International Academic Forum (IAFOR). All rights reserved. Learner-Generated Digital Media (LGDM) in tertiary science education focuses on research skills, inquiry, active learning, teamwork, and collaboration. LGDM across disciplines is under-theorised, under-researched, and only in its early development. This paper evaluates the research in the field of LGDM in tertiary science education. The literature review had four stages – identification, screening, filtering, and selection of relevant scholarly research. Results showed that research in the field of LGDM assignments had been done without a systematic approach to designing, implementing, and evaluating the assessment task. Most studies neglected student digital media training and are characterised by a lack of compelling marking rubrics or strategies to ensure efficient groupwork. Studies also lack rigorous methodologies for data capture to evaluate the intervention and they use small sample size cohorts and different digital media types that require different sets of production skills. With the empirical data available, validation of the benefits of LGDM assignments in science education is not possible, and studies have limited scalability. These gaps in the literature create a need to develop theoretical models for the design, implementation, and evaluation of LGDM in the classroom. This paper discusses future research needs in this field and the implications for assessment design

JuxtaLearn DELIVERABLE Report D3.5 Service scenario documentation

The purpose of Deliverable 3.5 is to provide guidelines to creating juxtaposed performance, particularly to advise non-drama teachers on what to do and how to manage performance in stage 3 of the JuxtaLearn process. Building on pedagogies of threshold concepts and juxtaposed learning, it explains the performance steps, orchestrating learning through participative video making and story making with peers. It provides guidance for teachers, offering resources that include suggested lesson plans and example timings. Thus, in the absence of a shared touchable with JuxtaLearn software, it suggests a practical additional and alternative to using the software of WP4 touch table

Supplemental online material: References of the articles analyzed in the scoping review

Supplemental online material of the paper Student-generated teaching materials: A scoping review mapping the research field (Ribosa & Duran, 2022), published in Education in the Knowledge Society, 23 (https://doi.org/10.14201/eks.27443). It contains the references of the articles analyzed in the scoping review

Make your brand heard: A qualitative study on the use of corporate podcasts as a branding tool

As an increasingly popular on-demand medium, podcasts have become more professional and commercialized in recent times. This is also evident from a look at corporate communications, where many companies add podcasts into their communication mix. To align these corporate podcasts with other communication channels, the concept of corporate branding can be helpful. This approach has not been considered by empirical studies so far. Our qualitative interview study wants to investigate the role of corporate podcasts in corporate branding and examines their integration into the communication strategy of nationally and internationally operating companies. 13 experts from large companies responsible for the respective podcast have been interviewed. The research results show that podcasts are mostly integrated into the company’s overarching communications strategy and incorporate company-specific branding aspects to varying degrees. Corporate podcasts are primarily used to highlight innovative and modern aspects of the brands, especially through the tone of voice. The intended impact of corporate podcasts is often a personal and emotional connection, interaction, and resonance with listeners. Increasing reputation, visibility, and conveying authenticity is also targeted. As a branding tool, podcasts are evaluated rather implicitly. The general evaluation is perceived as challenging and tends to focus on qualitative performance measurement. This study underscores the high need for research on corporate podcasts as a branding tool as well as for key performance indicators (KPIs) of podcasts