Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Accommodating student's learning experience through personalized learning style adaptation in computer programming course at Centre for Foundation Studies, IIUM

Teaching and learning computer programming can be difficult, especially for beginners. Since they are not exposed to any computer programming experience, they may face difficulties if the teaching approaches do not match with their learning styles. Computer programming requires the students to understand logical reasoning and syntax and be able to apply them practically for solving programming problems in nearly all disciplines. Mitra [1] claims that most students feel computer programming is a challenging intellectual exercise. At Centre for Foundation Studies, foundation students encounter difficulties in learning and applying computer programming concepts. Some of them perform better in other science subjects, but find difficulties in grasping the computer programming concepts. In this research, we have used Felder-Solomon Learning Style Inventory to identify C Programming’s students for their preferred learning styles. The result of the survey shows that the Engineering/Computer Science students came from mixed learning styles. Therefore, we have adapted Felder-Solomon’s learning style model, and come out with a model of three hybrid categories. This paper will provide detail suggestions for an online learning system based on a selected topic in C Programming. The system will accommodate the students’ learning style in accordance to the modified Felder-Solomon’s learning style model. As a significant contribution to programming educations, our suggestions may further be adopted for designing personalized learning for other disciplines

How Can Education Support Prepare Students for a Workforce Focused on Innovation? A Qualitative Phenomenological Study

The purpose of this hermeneutic phenomenological study was to understand how faculty members and administrators describe their experiences in preparing their students for an innovation-focused 21st century workforce. The guiding theories associated with this study were Kolb’s experiential learning theory (ELT) as a gauge for modeling the learning process and Bloom’s taxonomy to assess learning levels. The relationship between Kolbs ELT, Bloom\u27s taxonomy, and this study was conceptualized as a gauge to assess learning skill effectiveness. The central research question associated with this study was: How do faculty members and administrators describe their experiences preparing their students for an innovation-focused 21st century workforce? The data collection methods included interviews, focus group meetings, and journal entry postings from college business professors, many with administration and industry experience. Data analysis employed the Heidegger hermeneutic circle, including reading, reflective writing, rewriting, and interpretation. This study revealed that industry wants education to better prepare students with innovation skills, before the students enter the workforce; however, college faculty are focused primarily on developing student foundational skills. The college educators focused on foundational skills such as good communication, teamwork, computer, and leadership skills, versus developing specific innovation skills for industry. It is recommended that industry team up with educational institutions to develop specific industry-education cooperative programs, to develop student skills based on specific industry organizational needs

Good Practices in Global Competence Development within the International Baccalaureate Framework

In a rapidly changing world, students must develop their global competence, which is the ability to understand, act and manage global and intercultural affairs. However, there is still no systematic description in the literature of how educational institutions should act to contribute to the development of this competence in their students. This study attempts to discover those organizational and teaching practices that foster an optimal climate for the development of global competence, based on a case study methodology from a center that is a reference in this field. Through qualitative research, the practices that have proven effective are identified. It is concluded that intelligent leadership that encourages both personalized learning and action-taking within a culturally diverse environment is key to global competence En un mundo que cambia rápidamente, los estudiantes deben desarrollar su competencia global, que es la habilidad para entender, actuar y manejar los asuntos globales e interculturales. Sin embargo, en la literatura todavía no hay una descripción sistemática de cómo deben actuar los centros educativos, para que puedan contribuir al desarrollo de esta competencia en sus alumnos. Este estudio intenta descubrir aquellas prácticas, tanto organizativas como docentes que favorecen el clima óptimo para el desarrollo de la competencia global, con base en una metodología de estudio de caso, a partir de un centro que es una referencia en este ámbito. A partir de una investigación cualitativa, se identifican las prácticas que han mostrado su eficacia. Se concluye que un liderazgo inteligente y que anime tanto el aprendizaje personalizado como la toma de acción, dentro de un entorno culturalmente diverso, es la clave para la competencia global.In a rapidly changing world, students must develop their global competence, which is the ability to understand, act and manage global and intercultural affairs. However, there is still no systematic description in the literature of how educational institutions should act to contribute to the development of this competence in their students. This study attempts to discover those organizational and teaching practices that foster an optimal climate for the development of global competence, based on a case study methodology from a center that is a reference in this field. Through qualitative research, the practices that have proven effective are identified. It is concluded that intelligent leadership that encourages both personalized learning and action-taking within a culturally diverse environment is key to global competence

Teaching in a 21st Century Educational Context: A Case Study to Explore the Alignment between Vision, Instruction and the Needs of the 21st Century Workplace

The purpose of this qualitative case study was to investigate how one secondary school, known for its high quality educational program, is infusing the pedagogical elements that are conducive for a 21st century education. The administration\u27s vision along with teacher interviews and classroom observations were used to understand if the school was effectively articulating its program with the needs of the 21st century learner and the changing 21st century workplace. In order to successfully prepare the students and meet their educational needs, teachers are asked to integrate higher level thinking skills through the use of problem based learning while using technology in a meaningful way. Administration setting unrealistic professional goals without lending practical and meaningful support has made it very difficult for the teachers to successfully implement a successful 21st century educational program. The research questions focused on the administration\u27s understanding of 21st century educational needs and teacher belief systems when approaching instruction for the Net-Gen students in order to explore how alignment between realities in the classroom and district vision can be reached. Interviews were conducted with three teachers and one administrator. Classroom observations were conducted using a rubric synthesized from the Partnership of 21st Century Skills and International Society of Technology Education (ISTE) that stress the new 3 R\u27s of rigor, relevance and resources. Common themes emerged through the case study. The district\u27s vision and approach to professional development was an over arching theme that influenced much of the school\u27s idea of 21st century learning. External and internal barriers to meaningful technology integration were also evident in the study. With many school reforms, teachers needed tailored professional development to facilitate instruction that incorporates real world relevance and critical thinking. The disconnect between the teacher and administrator\u27s perception of 21st century education were also integral in exploring this school\u27s approach to 21st century education. Although classroom observations showed that teachers are attempting some elements of 21st century instruction, the study found that there is a weak articulation of the vision to the teachers. Recommendations were included for school districts, administrative teams and further research

Piloting a Portfolio of Experiential Learning Activities for International Business Students

The paper reflects on the practice of implementing a portfolio of experiential learning activities in workshops involving undergraduate students in an international business management module. The aim of the workshops was to bridge the gap between theory and practice and steer students toward an inductive and collaborative learning experience. The paper presents a series of nine activity-based workshops designed to reinforce theoretical concepts taught during lectures. Based on qualitative data from the module evaluation questionnaire, we found that the workshops significantly improved students’ learning experience, as well as enhanced their engagement with the module. This paper provides practitioners with practical materials and insights which can be immediately applied to teaching international business in a classroom environment. Moreover, by implementing a portfolio of experiential learning activities that provides a wide range of opportunities for students to experience first-hand real-world challenges, this approach is expected to aid their learning process at a crucial point of their academic careers