Virtual Reality (VR) in Education: Analysing the Impact on the Learning Experience of Postgraduate Diploma in Education (PGDE)

This is a study aimed to examine some of the concerns expressed by teachers about the implementation of Virtual Reality (VR) in school Education. It aims to address the need identified by Cooper (2019) for further research into how Pre-service Teachers (PST) integrate this technology into their pedagogy and how teacher educators can facilitate and support this process. The research question aims to explore to what extent a combination of student experience of VR, in the context of learning about effective pedagogy techniques in Initial Teacher Education (ITE) courses, followed by student planning VR supported lessons, could assist student teachers in overcoming some of the barriers preventing the integration of VR into regular classroom practice

A reflection on the impact of an internationalisation experience via digital platform, based on views, opinions and experiences of students and lecturers

Until recently, internationalisation of higher education was considered important with a focus especially on the UK economy. However, the conversation has changed significantly with the challenges which Covid-19 pandemic restrictions and possibly Brexit have presented for student mobility. There has been a shift, which started even before Covid-19 pandemic, that highlighted the impact of internationalisation on improving the quality of education, research and other social goals. The focus should be on developing a culture of knowledge exchange and active participation between partner Universities with potential development of dual purposing resource, assessments, and mutual enrichment. This study aims to investigate how remote cooperative teaching, based on mutual enrichment across international Initial Teacher Education (ITE) providers, support active participation of students in international activities. Participants were year 3 undergraduate students studying at the University of Glasgow, School of Education, on the Master of Education (MEDuc) ITE programme and Italian student teachers on the course “Scienze della formazione” at the Niccolo’ Cusano University, Rome. Several sessions were organised and remotely delivered to both cohort of students with a careful blending of tutors’ expertise, focused on their cultural and language diversity; a carefully planned topic of high interest for both countries: Parental Engagement in pupil’s Education; and finally, a very well taught integration of the sessions’ content and task requirements into both Universities’ assessment agenda. Results showed a mutual enrichment and active participation which went beyond any expectations with elements of e-networking and overcome of language, communication and even possible stereotype barriers

Enhancing internationalisation through a remotely delivered hands-on stem challenge. A case study of collaborative online international learning with social media as medium of participatory pedagogy

This paper discusses the impact that social media (WhatsApp, Zoom, emails, and Google Classroom) had on a series of Collaborative Online International Learning (COIL) workshops designed for the enhancement of Science, Technology, Engineering, and Mathematics (STEM) education between two Higher Education Institutions (HEIs) namely, the School of Education, University of Glasgow (UoG), Scotland and the Indian Institute of Science Education and Research (IISER) Pune, both involved in Teacher Education. Four newly qualified teachers from the School of Education, UoG, and ten in-service teachers practicing in different schools across Pune region participated in four sessions spread over an eight-weeklong COIL workshop with four tutors (also researchers in this study - two from each HEI). Findings specifically from participants’ feedback (from WhatsApp groups and focus group discussions) and tutors’ reflections show that the aforementioned social media play a significant role in enhancing not only communication and active participation but also facilitating knowledge exchange across Scotland-Indian cross-cultural contexts. Additionally, the majority of participants (representing about 79% of the 14 participants) described the participatory pedagogical design of the COIL workshops as effective and enhanced by the ease of communication across the used social media platforms. We believe these findings, are crucial for contributing to the studies of the impact of social media on participatory pedagogy in ways that might help STEM educators to shift from an awareness of students’ engagement with and through curriculum content to an orientation of developing related praxis aimed at collaborative engagements and knowledge exchange

Human interleukin 17–producing cells originate from a CD161+CD4+ T cell precursor

We demonstrate that CD161 is a highly up-regulated gene in human interleukin (IL) 17 T helper cell (Th17) clones and that all IL-17–producing cells are contained in the CD161+ fraction of CD4+ T cells present in the circulation or in inflamed tissues, although they are not CD1-restricted natural killer T cells. More importantly, we show that all IL-17–producing cells originate from CD161+ naive CD4+ T cells of umbilical cord blood, as well as of the postnatal thymus, in response to the combined activity of IL-1β and IL-23. These findings implicate CD161 as a novel surface marker for human Th17 cells and demonstrate the exclusive origin of these cells from a CD161+CD4+ T cell progenitor

Body Systems - PGDE & Corpus Christi Primary

The lesson, Body Systems is part of the Biological systems within the CfE Broad General Education, Experiences and Outcomes. We targeted activities appropriate to primary school level including level 1 and level 2 Outcomes. We used traditional methodology to explore the body systems such as peak flow meters and velcro organs aprons. From diagrams to illustrated pop up books. We also used more advanced technology such as ClassVR virtual reality from Avantis and Augmented reality apps and tools such as Augmented reality T-Shirt Virtuali-tee. This was a fantastic opportunity for our PGDE students to take the lead in micro teaching sessions and for the pupils from Corpus Christi to visit the School of Education and conduct their experiments. Huge thank you to all who took part

Bringing STEM and the social sciences together

No abstract available

Virtual Reality in Education: the Impact of VR Supported Lessons on the Learning Experience of Postgraduate Diploma in Education (PGDE) Student Teachers

This video shows the results of a pilot study aimed to explore the impact that the development of educational applications for immersive VR has on the learning experience of PST in their Initial Teacher Education. It analyses if the implementation of this technology in the practical aspect of the course, alongside with already existing traditional effective pedagogy, could have an impact on PSTs’ belief and attitude

A Reflection into the Impact of an Internationalisation Experience via Digital Platform, Based on the Opinions of Students and Lecturers

This study is intended to examine an innovative approach to internationalisation and Higher Education during the Covid-19 pandemic and beyond. It aims to explore how remote cooperative teaching, based on mutual enrichment across international Initial Teacher Education providers, could support the active participation of students in international activities

Overcoming obstacles when teaching STEM during the COVID-19 pandemic a collaborative approach

STEM Education is considered an integral element of our future economic and social development (Scottish Government, 2017). It is then plausible to think that as part of our commitment to the STEM agenda, specialists in Teacher Education Institutions should focus on preparing pre-service teachers and on supporting in-service teachers by equipping them with deep content knowledge in STEM and strong pedagogical skills (Ejiwale, 2013). This case study is about a remotely delivered STEM challenge on renewable energy as an example of a collaborative project-based learning on sustainability conducted in partnership between University of Glasgow, School of Education tutor and two probationer teachers (PGDE Primary Science former student teachers class 2019-20), several In-Service teachers in mainstream and Additional Support for Needs (ASN) schools as well as experts from the 3rd sector. The project aimed to highlight the relationships between STEM, Engineering design process, Sustainability and Social Sciences to aid young people to identify and find solutions to current problems. The STEM challenge called “Build your own sustainable house” has been piloted in Scotland and showcased at the Festival of Social Sciences, Economic and Social Research Council (ESRC) in November 2020 and published on the GTCS news magazine pp 50-51. Feedback from schools, parents, pupils and other participants have defined it as a very engaging and well-planned activity

Internationalisation and Education, is it becoming more of a dream than a reality?

No abstract available