An evaluation study of the core courses of the master's degree in training and development with alignment of globalization

Includes bibliographical references

Standardised library instruction assessment: an institution-specific approach

Introduction We explore the use of a psychometric model for locally-relevant, information literacy assessment, using an online tool for standardised assessment of student learning during discipline-based library instruction sessions. Method A quantitative approach to data collection and analysis was used, employing standardised multiple-choice survey questions followed by individual, cognitive interviews with undergraduate students. The assessment tool was administered to five general education psychology classes during library instruction sessions. AnalysisDescriptive statistics were generated by the assessment tool. Results. The assessment tool proved a feasible means of measuring student learning. While student scores improved on every survey question, there was uneven improvement from pre-test to post-test for different questions. Conclusion Student scores showed more improvement for some learning outcomes over others, thus, spending time on fewer concepts during instruction sessions would enable more reliable evaluation of student learning. We recommend using digital learning objects that address basic research skills to enhance library instruction programmes. Future studies will explore different applications of the assessment tool, provide more detailed statistical analysis of the data and shed additional light on the significance of overall scores

Technology in the College Classroom: Crisis and Opportunity

The 21st century classroom is large, diverse, underfunded, and populated by students weaned on digital devices espousing a consumer mentality looking for a good return on investment (ROI) on their education. These students, the so-called millennials, and the coming Generation Z, who have grown up in the digital age, are more pragmatic than previous generations of students and are less amenable to traditional teaching approaches. While some lament this crisis in education, it can be seen as an opportunity. As digital natives, students are immersed in the newer technologies both as consumers and producers and anticipate remaining plugged in during college and beyond. Harnessing this interest and expertise and effectively integrating these newer technologies into the classroom can help solve this crisis. Technology enhanced teaching has the potential to transform learning, deepen student engagement, and connect with the more varied and numerous student cohorts. This article explores how effective use of ePortfolios can be aligned with learning goals to create meaningful, engaging, and innovative assignments that transform the classroom from a site of prescriptive learning, where information is unilaterally transmitted, to one of distributed expertise, where knowledge is jointly created, and digitally literate students are equipped to become the life-long, tech-savvy, self-directed learners that this new century demands. But there are no guarantees. This article concludes by acknowledging tensions in the tech-laden classroom, fears that technology is driving pedagogy, poor understanding of key affordances, and misalignment between instructional goals, learning outcomes, and students\u27 understandings

Developing a dynamic learning culture for the integration of e-learning in higher education

Introduction: The many advantages of e-learning, such as adaptability, accessibility, and cost-effectiveness, have attracted a lot of attention in recent years, and this trend is expected to continue. However, a dynamic learning culture that encourages creativity, cooperation, and continual improvement is essential for the effective integration of e-learning. Purpose: The purpose of this research was to identify successful approaches to fostering a dynamic learning culture conducive to e-learning's widespread adoption in higher education. Methodology: This study employed a literature review method. The research reviewed the existing literature to determine the most effective methods for creating e-learning courses and measuring their effectiveness, as well as the most pressing problems that need to be addressed in order to successfully deploy e-learning in higher education. Result: A systematic strategy including deliberate planning, allocation of resources, and continuous monitoring and evaluation was shown to be necessary for the development of a dynamic learning culture. It also called for promoting an environment conducive to innovation, one that values trial and error, teamwork, and the pursuit of perfection. Conclusion: In conclusion, integrating e-learning into higher education needs a multidimensional strategy that includes careful planning, allocation of resources, encouraging a culture of innovation, and rigorous research to establish a dynamic learning culture. Recommendation: Institutions should prioritize investing in the resources, infrastructure, and support systems needed to successfully integrate e-learning programs in order to build a dynamic learning culture

Curriculum Enhancement and Reform to Meet the Needs of Smallholder Farmers in Developing Countries: Survey of Literature

The agricultural education system plays an important role in developing knowledge resources and preparing well-trained individuals and the next generation of labor force that becomes part of the public sector (government), the private sector (entrepreneurs, farm producers, agri-business entities) and the NGOs. An education system that is innovative and responsive to the complex and rapidly changing work environment is critical to ensure the effectiveness of all the institutions that contribute to agricultural development agenda. To make the education system responsive requires developing and implementing curriculum and teaching programs that are relevant to the production needs and employment demands of the agricultural sector. This paper reviews the literature on experiences gained in the development of innovative and demand-driven curriculum to make the postsecondary agricultural education system serve the needs of smallholder farmers in developing countries. The paper reviews the desired characteristics of the formal post-secondary educational system to be effective in fulfilling its role in supplying well-trained and productive work force for the agricultural economy. The current general state of agricultural curriculum in developing countries is reviewed with respect to these desired characteristics. The paper also presents a review of experiences gained in implementing different approaches to develop, enhance and reform agricultural curriculum, identifies constraints, challenges and successful examples of such approaches, and derives recommendations for ways forward.Tertiary education, Curriculum reform, Training, Capacity building, Agricultural development, Developing countries, Agricultural and Food Policy, International Development, Labor and Human Capital, Research and Development/Tech Change/Emerging Technologies, Teaching/Communication/Extension/Profession, O15:Human Resources-Human Development-Income Distribution-Migration, M53:Training, I23: Higher Education and Research Institutions, Q16:R&D-Agricultural Technology-Biofuels-Agricultural Extension Services,

Innovation in Education Adapting Political Theory to the 4.0 Industrial Revolution

The world is changing dramatically as a result of the fourth industrial revolution. To adapt to practical requirements, higher education, particularly political theory education, must adjust its aims, content, and teaching methods. If political theory lecturers in today's universities adapt well to the changes of the 4.0 industrial revolution, the role of political theory education in training high-quality human resources to meet the requirements of national development, openness, and international integration will become increasingly important.&nbsp

Rising Student Burnout: A Distributive Leadership Approach to Creating Student Well-Being

Most higher education institutions have focused on personal characteristics when evaluating student engagement on their campuses. However, the multidimensional theory of burnout, suggests that a student\u27s level of participation is far more dependent on the context in which they interact. This project investigates the perspectives of modern students, their expectations of higher education institutions in a global society, and the ways in which the education sector has modeled capitalistic structures and values of big corporations, cultivating conditions conducive to student burnout. An implementation of distributive leadership is offered to bridge the gap between existing student needs and senior leaderships’ view of those needs. Many committees are included in the leadership model to enable all levels of university stakeholders to contribute their knowledge to decision-making processes