A pedagogical framework for embedding C&IT into the curriculum

This paper proposes a methodology for effectively embedding communication and information technologies (C&IT) into the curriculum. This builds on existing frameworks for designing courses involving C&IT. A hypothetical illustration of this process is provided, and issues relating to the adoption and application of the methodology are identified

‘Living’ theory: a pedagogical framework for process support in networked learning

This paper focuses on the broad outcome of an action research project in which practical theory was developed in the field of networked learning through case‐study analysis of learners’ experiences and critical evaluation of educational practice. It begins by briefly discussing the pedagogical approach adopted for the case‐study course and the action research methodology. It then identifies key dimensions of four interconnected developmental processes—orientation, communication, socialisation and organisation—that were associated with ‘learning to learn’ in the course’s networked environment, and offers a flavour of participants’ experiences in relation to these processes. A number of key evaluation issues that arose are highlighted. Finally, the paper presents the broad conceptual framework for the design and facilitation of process support in networked learning that was derived from this research. The framework proposes a strong, explicit focus on support for process as well as domain learning, and progression from tighter to looser design and facilitation structures for process‐focused (as well as domain‐focused) learning tasks

Pedagogical framework for student knowledge Management

The article deals with the issues of students’ knowledge management and shaping professional competences of the vocational pedagogical graduates by means of creating the necessary pedagogical conditions in the educational process.Рассматриваются проблемы управления знаниями студентов и формирования профессиональной компетенции у обучающихся в профессионально-педагогическом институте средствами реализации в образовательном процессе необходимых педагогических условий

Learning to chat: developing a pedagogical framework for facilitating online synchronous tutorial discussion

The adoption of blended learning in higher education has precipitated the use of technology to conduct tutorials through online synchronous discussion (OSD). The review of literature on OSD identifies a lack of pedagogical guidance for facilitating effective tutorials by this means. The research on computer mediated communication (CMC) is critically discussed alongside established literature on socio-constructivist theory and approaches to teaching and learning with technology. The literature identifies several key responsibilities that should be considered when facilitating an online tutorial. These were embedded in the delivery of an online tutorial with first year undergraduate students. The tutorial was critically evaluated through questionnaire and focus group and a transcript of the discussion was subject to content analysis. The study argues that both tutor and student have roles within a tutorial. Furthermore, isolating the pedagogical role from managerial, intellectual and social roles, as argued in existing models, is ineffective. An alternative framework and considerations for facilitating online synchronous tutorial discussion are presented. Tutors should consider the size of the group, the nature of the tutorial and the characteristics of the application

Creativity-Integrated Art History: A pedagogical framework

Art history offers a unique opportunity for students to encounter real, historical examples of the creative process in action. By showing examples of the complex process through which artwork is created, art history classes can provide emulative examples for the next generation of innovative designers, artists, historians, educators, and creative thinkers. Art history has a tradition of teaching Big-C creativity principles by highlighting creative products and individuals. Therefore, the art object is emphasized at the expense of unpacking the process and everyday, or mini-c, creativity of the work. At a time when the field of Art History is beginning to ask itself what it really wants students to gain from their classes, creativity should be one of those skills. The purpose of this paper is to present a pedagogical framework for reconsidering the way art history material is presented to students in a way that promotes personal creativity growth. The suggestions in this article take advantage of strengths that are already present in the field of art history, while also pointing out new means of bridging the gap between Big-C and mini-c creativity by incorporating principles of design thinking. This article includes a sample lesson of what Creativity-Integrated Art History (Cr-IAH) can look like

Pedagogical framework on active learning in ordinary classroom

Active learning methodology has become a preferred way to change the traditional teacher centered classroom into the newer student centered approach to learning. This paper describe the case study on some program on active learning in various faculty in Higher education in Malaysia. The statement of the problem in the program is how can an active learning methodology be implemented to assure that a student learns through the techniques established in active learning within a new pedagogical framework. This paper aim to present some ideas of how to use active learning techniques in the lectures in ordinary classroom in Malaysia (more than 30 students), and describe how training on active learning is successfully within twelve {12) programs during 201. the participants among engineering, information communication technology, management and entrepreneurship lecturers at Teknikal Universiti Malaysia Melaka, Cosmopoint International College, Polytechnic and Community College. They were more than 30-40 participants every training program. The main idea in the program is to use inductive, active learning, with many small exercises/ group discussions during the training session to show the example of how to apply some techniques in their own classroom. They were ten (10) actives learning frameworks/formats were introduced to the participants. More then 33 lesson plan in active learning develop and ready to use in ordinary classroom. The framework/format of active learning contains some visualize, design, and implement stage from the cooperative learning principle

Using Real-World Team Projects: A Pedagogical Framework

The use of team projects in a program capstone course for computer science or information systems majors has been a popular method for reinforcing and assessing program learning objectives for students in their final semester. Using real-world group projects as a learning activity is an excellent pedagogical approach in helping students develop critical thinking, team work, real-world problem solving, and communication skills. However, real-world group projects also provide many challenges to both the instructor and students alike. Instructors or students must find real-world projects appropriate for the learning objectives in the course. Instructors must determine how to provide teams with appropriate learning activities and provide effective feedback to reinforce learning objectives while fairly assessing project deliverables to individual team members. Students must find a common time to work together and learn to appropriately delegate project activities so each student fairly participates in the project. Finally, real-world projects have the real risk of failing due to circumstances outside the control of the instructor and students. There have been papers presented in the past describing methods to address these challenges and successfully use real-world team projects. This presentation gives a summary of these methods and presents a successful and practical approach that has been used for the past seven years in an information technology program capstone course. This framework is based on traditional project management methodologies which allow students the opportunity to successfully meet learning objectives even if the project success factors are not met

Initial evaluation and analysis of post graduate trainees use of a virtual learning environment in initial teacher training

This paper describes the initial findings of a longitudinal case study that investigates the use of a virtual learning environment to enhance the placement experience for full time post graduate certificate in education (PGCE) students. Initial teacher training (ITT) involves trainees spending approximately two thirds of their time on the course in schools (away from their peers) across a large regional area. Geographically separated trainees can feel very isolated on placement. The purpose of the VLE was to try to alleviate this sense of isolation by offering a way for trainees to maintain contact and offer mutual support to each other while on placement. A space and place for them to meet and discuss their experiences was provided by the VLE which was maintained as a resource and interactive communications site throughout the year, specifically for them to use. Data from a number of sources using a variety of methods was obtained throughout the duration of the course. This included both qualitative and quantitative methods of data collection. A preliminary analysis of the results is used to offer some insight into how this type of support might be improved for future students, by the construction of minimum pedagogical framework for initial teacher training. Each data set was analysed as a separate entity, looking for themes and patterns. Following this a comparison of the results from all data sets was conducted to determine any emerging patters from across the data. Recommendations for a pedagogical framework based around the use of ICT and VLEs on the PGCE course were then proposed as a way forward for this type of research into teaching and learning for distance based courses

Cyber Collaboratory-based Sustainable Design Education: A Pedagogical Framework

Educators from across the educational spectrum are faced with challenges in delivering curricula that address sustainability issues. This article introduces a cyber-based interactive e-learning platform, entitled the Sustainable Product Development Collaboratory, which is focused on addressing this need. This collaboratory aims to educate a wide spectrum of learners in the concepts of sustainable design and manufacturing by demonstrating the effects of product design on supply chain costs and environmental impacts. In this paper, we discuss the overall conceptual framework of this collaboratory along with pedagogical and instructional methodologies related to collaboratory-based sustainable design education. Finally, a sample learning module is presented along with methods for assessment of student learning and experiences with the collaboratory

Using Freire to critique Ikatan Mahasiswa Muhammadiyah’s pedagogical framework

Neo-liberalization is a systematic and global movement of exploitation. However, neo-liberalization is fragile because of its reliance on culture. Since culture grants power to neo-liberalization, culture also paradoxically has the potential to diminish neo-liberalization. In Indonesia, Islam is the ultimate moral and cultural force and, therefore, it can be a powerful resistant instrument again neo-liberalization. This paper will first identify Islam as an ideology of resistance and, therefore, a source for a pedagogy of resistance among Muslims. Subsequently, it will bring into scrutiny the critical pedagogy framework of one of the prominent Indonesian youth Muslim associations called Ikatan Mahasiswa Muhammadiyah (IMM) or Muhammadiyah Student Association. The examination incorporates the lenses of Freire (1970), one of the most influential critical education literature in the 21st century. This paper shows that while IMM can rearticulate critical pedagogy in its context so the transformation can be more easily accepted by the masses, IMM may fail to bring the liberation to a broader, global context where oppressions are deeply rooted. AbstrakNeoliberalisasi adalah gerakan eksploitasi yang sistematis dan global. Namun, neoliberalisasi itu rapuh karena bergantung pada budaya. Satu sisi budaya menguatkan neoliberalisasi, secara paradoks budaya juga berpotensi melemahkan neoliberalisasi. Di Indonesia, Islam adalah kekuatan moral dan budaya tertinggi dan, karena itu, Islam dapat menjadi instrumen yang kuat untuk melawan neoliberalisasi. Artikel ini pertama-tama akan mengidentifikasi Islam sebagai ideologi perlawanan dan karena itu, menjadi sumber pedagogi perlawanan di kalangan umat Islam. Selanjutnya, tulisan ini akan memeriksa kerangka pedagogi kritis dari salah satu asosiasi pemuda muslim Indonesia terkemuka yang disebut Ikatan Mahasiswa Muhammadiyah (IMM). Penelitian ini menggunakan perspektif Freire (1970), salah satu rujukan pendidikan kritis paling berpengaruh di abad ke-21. Artikel ini menunjukkan bahwa IMM dapat mengartikulasikan pedagogi kritis dalam konteksnya sehingga transformasi dapat lebih mudah diterima oleh massa, hanya saja IMM mungkin akan gagal membawa pembebasan ke konteks global yang lebih luas di mana penindasan mengakar