InterGEO: a digital platform for university education on geomorphological heritage

The project InterGEO was carried out with the objective to disseminate knowledge on geomorphological heritage by developing a digital learning platform. It aims at improving students' autonomy by the reduction of face-to-face teaching and increasing autonomous learning as well as promoting international interactions between students interested in geomorphological heritage. A completely free-access virtual course on geomorphosites was developed with the Learning Management System Moodle. The course is divided into 24 thematic chapters, each of them containing a short description, a list of references and selected publications, as well as other educational material (videos, virtual fieldtrips, etc.). In particular, several videos allow presenting in a dynamic way concepts and examples. The paper presents the tool and its use in academic programmes in six European universities, where it was tested, in various contexts (Bachelors' and Masters' programmes; students in geography or geology; general courses in geomorphology and specific courses on geoheritage and geoconservation), before discussing the advantages and challenges the tool is facing. The InterGEO platform is an easy-to-use and friendly educational tool, which allows developing blended learning activities; it is flexible and adaptable in various learning contexts.The coordination tasks (appointment of an assistant) and two workshops in Lausanne were financed by the University of Lausanne (Teaching Innovation Fund and Investment Fund of the Faculty of Geosciences and Environment, FGSE). The videos were designed and created with support of the universities of Lausanne (TIF) and Savoie Mont Blanc (IDEFI Promising and ReflexPro; LabEx ITEM)

Alleviating higher education challenges through strategic integration of technology: a case of selected universities in Africa.

Doctor of Philosophy. University of KwaZulu-Natal, Durban.The higher education sector in Africa is evolving and information technology continues to play a key role in driving these changes. Information and communications technologies are improving the creation and transmission of knowledge. This is attributed to the way people learn and create ideas as well as disseminate information within the educational environment and in the public sphere. In this study, an exploratory research was conducted to identify and understand the challenges and opportunities associated with information technology integration in higher education. A survey of 592 staff at the University of Lagos, Nigeria, the University of KwaZulu-Natal, South Africa and University of South Africa was undertaken to address the research problem. The study makes use of a blend of theoretical frameworks to provide the foundation for identifying, proposing, planning and suggesting information technology strategies that can be integrated into higher education to alleviate higher education challenges in order to enhance teaching and learning outcomes. The three models used are: The Change Management Model; Model of Technology Adoption in the Classroom; and the Diffusion of Innovation Theory. The study evaluates the role of ICTs in higher education and also identified issues, challenges and instances of ICT strategic integration in higher education institutions at the selected universities in Africa. In the process of understanding the strategic integration of information technology in higher education institutions at the selected universities, the study identified what was considered successful technology integration strategies, what were not as successful, and why this was the case. The study further identified the factors that influence information technology integration in higher education. Having identified the limitations to technology integration and the significance of information technology in higher education at the selected universities, the study proffered recommendations and proposed a strategic framework. The framework offers strategies for the integration of information technology into higher education which can be used to alleviate higher education challenges, enhance teaching and learning outcomes, sustain the integrated information technologies and achieve ICTs promised benefits to higher education

What works?: the culture of evidence in university teaching

This article analyses the culture of evidence in university teaching and its implications in the professional training of teachers in higher educa tion. The new culture of organisati on and assessment introduced into university teaching has brought about the configuration of a management model geared towards results and accountability based on solid evidence. Its implementation means that both administrators and teachers are asking themselves: what works? This study shows that the implementation of a culture of evidence requires the adoption of a pluralist vision of evidence, as well as cl ear criteria for determining the validity of evidence. In addition, teachers should be trained to mobilise systematic pedagogic know ledge and transform their practice, using available institutional support, the systematic analysis of their own experience, and the promotion of best practic

E-Learning Strategies in Developing Research Performance Efficiency: Higher Education Institutions

The study aimed to identify E- Learning strategies and their relation to the efficiency of research performance in foreign and Palestinian universities (University of Ottawa, Munster, Suez Canal, Al-Azhar, Islamic, Al-Aqsa). The analytical descriptive approach was used for this purpose, and relying on the questionnaire as a main tool for data collection. The study society is from the senior management, where the number of senior management in the universities in question is 206. The random stratified sample was selected and (SPSS) was used for statistical data analysis. The study found a significant relationship between E- Learning strategies and the efficiency of research performance in universities. It also reached the participation of senior management in the research that develops the university performance in the Palestinian universities. The senior management indicated that they do not care to follow the policies of implementing the development of scientific research. While the senior management in foreign universities indicated that they are interested in following up the policies of implementing the development of scientific research. The study also showed that senior management in Palestinian universities does not care about providing the appropriate budget for E- Learning. The study recommended that the senior management of Palestinian universities should provide an E- Learning budget and encourage employees to continue using E- Learning strategies. The administration in the Palestinian universities should adopt and support outstanding research, and the need to encourage interest in the implementation of policies for the development of scientific research

Student Access and Success: Issues and Interventions in South African Universities

Low rates of access and success in post-secondary education are arguably the single biggest challenge facing South Africa's public education system. The sustem is failing to meet the educational needs of young people, a growing economy, and a rapidly changing society. Black students, particularly those from poor backgrounds are deeply affected. Senior managers, 30 in all, at 18 of the country's 23 public universities were interviewed to understand issues such as primary academic interventions designed to support and improve student success. The authors conclude that no single intervention is likely to shift student performance and success. The answer, however, will require "understanding the holistic needs of students." The authors also feel it is crucial that the imporatnce of teaching and learning - as well as research- be understood

Considering Teaching Excellence in Higher Education: 2007-2013: A Literature Review Since the CHERI Report 2007

No abstract available

Mind the gap? A case-study of the differing perceptions of international students and their lecturers on postgraduate business programmes

This paper reports on a project which explored the experiences of a group of East Asian students studying postgraduate business programmes at a British university. Data drawn from a series of in-depth interviews with the students and their lecturers provided clear evidence that many of the students faced a substantial number of difficulties which affected their learning. The data also show that the lecturers and students had differing perceptions about why such difficulties arose. Whilst lecturers regarded language as the essential cause of East Asian students’ difficulties, the students recognised that, additionally, a lack of culturally-related knowledge of UK HE academic norms presented a fundamental challenge to their learning. The authors argue that these culturally-based academic practices need to be made more explicit to students. We also suggest that the complexity of East Asian cultures of learning are not fully understood or appreciated in British universities where, despite much relevant research and a range of institutional initiatives, a “deficit view” of international student behaviour and ability is still widespread. We contend that current university strategies may need to be reviewed if institutions and academic staff are to understand and resolve some of the difficulties international students face during their studies

Technology in the United Kingdom’s Higher Education Context

Frequently, university-wide strategic decisions about technology are made without fully understanding the implications for resources, administration, teaching programmes, teaching practices and learning approaches, often resulting in technology-led course designs. Yet evidence shows that it is not the technology per se that changes learning and teaching but the pedagogical advantage we make of its use. In parallel, professional development programmes have largely focused on how to use the technology, resulting in replication or supplement of existing teaching practices, as opposed to transforming learning. In particular, the lack of specific context and reflection in professional development programmes can lead to a poor understanding of how and why students use technology effectively in learning. This requires a rethink of how we support initiatives that use technology in learning and teaching. Professional development programmes need to focus not only on the individual teacher, but also on support staff, departmental, and senior managers, so that appropriate policies, supporting structures and resources are in place for effective technology use. This chapter critiques these issues in the context of higher education in the United Kingdom and examines the political drivers that have pushed for the use of information communication technology (ICT) in learning and teaching. It considers this in the context of the United Kingdom Open University and how this institution has addressed some of the issues highlighted. Finally, a framework for professional development to support ICT in learning and teaching is presented aimed at holistically improving the student learning experience. This framework incorporates not only individual staff but also faculty and institutional management