Learning And Teaching In Higher Education

Arts-based Education in Outdoor Learning is a compendium of artistic endeavour created for the purposes of learning. The contents stem mainly from teaching BA undergraduate Outdoor students at the University of Central Lancashire in Preston, UK, showcased here to promote critical discussion on Outdoor issues and foster pedagogical progress wherever that may be found. This introduction outlines the structure of the book, which also illuminates the plan of teaching that has brought about such a vibrant collection of chapters. The ethos of my educational mission has been for students to become philosophical about things, ‘having ideas’ with a view to making a comment about some state of affairs in the Outdoors. With a nugget of an idea latched on to, fuelled with some passion, the next step was to transform that idea into some physical presence through an artistic medium; shape it. Thereafter, the academic task was to polish and present the artwork with a supporting chapter, in order to communicate their idea to the world; share it. The creation of art in this context was always a means to an educational end, the artworks being an impressive by-product from this experience – but now the artworks are leading the show, representing the style of education we enjoyed. It seems worth mentioning at the outset, that all the Outdoor students I have taught are not artists, they are climbers, canoeists and mountaineers. They never came to university to do or study art and nor did I teach them as such. If I have done anything, it was to free up the possibility of thinking slightly differently about topics they chose, and then equip them with some basic artistic tools to play with those ideas. As a result, I discovered a huge increase in student confidence and a palpable increase in enjoyment of learning, as much for me as their teacher as for them. In effect, what I did was invite into my classroom a raft of untapped talent in thinking and learning that suddenly had a place in their university degrees. Students were writing home asking parents to dig out their pencils and painting sets that they had at school, as there was now an urgent need to express an idea in a creative way. On this point, and towards a student-centred introduction to this book, I invite the reader to turn to the last chapter (chpt 40) Student Voices: living and learning through art and the outdoors which provides a sense of the endeavour, commitment and learning experiences from a selection of student authors in this volume.

Arts-based Education in Outdoor Learning is a compendium of artistic endeavour created for the purposes of learning. The contents stem mainly from teaching BA undergraduate Outdoor students at the University of Central Lancashire in Preston, UK, showcased here to promote critical discussion on Outdoor issues and foster pedagogical progress wherever that may be found. This introduction outlines the structure of the book, which also illuminates the plan of teaching that has brought about such a vibrant collection of chapters. The ethos of my educational mission has been for students to become philosophical about things, ‘having ideas’ with a view to making a comment about some state of affairs in the Outdoors. With a nugget of an idea latched on to, fuelled with some passion, the next step was to transform that idea into some physical presence through an artistic medium; shape it. Thereafter, the academic task was to polish and present the artwork with a supporting chapter, in order to communicate their idea to the world; share it. The creation of art in this context was always a means to an educational end, the artworks being an impressive by-product from this experience – but now the artworks are leading the show, representing the style of education we enjoyed. It seems worth mentioning at the outset, that all the Outdoor students I have taught are not artists, they are climbers, canoeists and mountaineers. They never came to university to do or study art and nor did I teach them as such. If I have done anything, it was to free up the possibility of thinking slightly differently about topics they chose, and then equip them with some basic artistic tools to play with those ideas. As a result, I discovered a huge increase in student confidence and a palpable increase in enjoyment of learning, as much for me as their teacher as for them. In effect, what I did was invite into my classroom a raft of untapped talent in thinking and learning that suddenly had a place in their university degrees.

Traditionally, it was a preserve of higher institutions of learning to provide quality education. The nitty-gritty of how the quality of education was controlled, managed, audited and assured was not so much of public talk. As rightly observed by Trow (1996), before concern rose; there would be general trust in higher education institutions and academics (Professors) that would know what to do and how to do it. Today the question of quality is in public domain, giving rise to the question of quality assurance. Brockerhoff et al (2015, p.3) recognizes that in the western world the increased attention to quality in higher education dates back from mid 1980s on. At the heart of every academic institution is the pursuit of quality. Teaching and learning in higher educational institutions therefore has as its cardinal focus the quality of the products. Quality education guarantees public confidence in higher education and resolves the dilemma of irrelevant graduates to the needs of the society. It is ideal then to ensure that an overseer committee for quality assurance is established in every institution of higher learning. However, it is most probable that the success of quality control measures factored in will largely depend on the budgetary allocation and the good will of the implementers. The question still remains, “why is the public enthusiastic today, more than ever, on quality in higher education?” This paper seeks to assess the enthusiasm of the public today on quality assurance in higher education  and the challenges faced in guaranteeing quality education in institutions of higher learning with reference to Katigondo National Major Seminary.
Key terms: Assessment, Quality, Quality Assurance, Quality Control, Quality Audit, Academic standards, Higher education.

Bu kitap; duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. Her bir bozukluğun nedeni, tanımlanması, güncel araştırmalar ışığında verilmeye çalışılmış ve okul ortamındaki pratik uygulamalarla da anlatım zenginleştirilmiştir. Bunlara ek olarak belirli bir bozukluğun tüm yönlerine ilişkin temel yaklaşımla birlikte bilimsel olarak geliştirilmiş müdahele yöntemleri de verilmeye çalışılmıştır.

Bu kitabın alanda yeni çalışmaya başlayan öğretmenler kadar güncel verilerle desteklenen tanı koyma ve müdahele stratejilrine önem vermesi nedeniyle alanda uzun süredir çalışmakta olan öğretmenlere ve uzmanlara da yararlı olacağını düşünmekteyiz.

Dans l'introduction des nouvelles technologies pour l'information et la communication, la méthode pédagogique ou le dispositif dans lequel l'outil va prendre place sont essentiels. S'inscrivant dans la suite logique du précédent volume de l'auteur Des technologies pour enseigner et apprendre, cet ouvrage propose un ensemble de pistes permettant au lecteur de construire le dispositif pédagogique en fonction de ses propres objectifs. Ces méthodes pédagogiques sont simplement celles qui sont postulées actuellement dans l'optique de la rénovation de l'enseignement et de l'apprentissage. Ce livre intéressera donc tous ceux qui souhaitent rendre leurs enseignements plus dynamiques, les apprentissages plus motivants et actifs : enseignants du secondaire, conseillers pédagogiques, formateurs, étudiants de l'agrégation, CAPES, concepteurs d'outils pédagogiques.

Nell’articolo, l’autore, alla sua prima esperienza di docente CLIL/DNL, descrive i caratteri, le fasi e lo svolgimento delle attività e fornisce esempi di lezioni in presenza e on line del modulo “Cybercrime and security measures” recentemente erogato agli alunni di una classe quinta di un Istituto Tecnico Economico ad articolazione SIA (Sistemi Informativi Aziendali). Durante un cospicuo periodo di assenza dal servizio, l’autore si è visto costretto a ripianificare e riprogettare una parte del percorso formativo, in corso d’opera  e, coinvolgendo gli altri colleghi del CLIL team, ha disegnato e allestito tre webinar sulla piattaforma wiziq.com per compensare alcune lezioni in presenza. Questa volta, il docente CLIL/DNL, nella veste di elearning researcher, investiga e si sofferma su alcuni rilevanti aspetti che emergono  nel corso delle tre lezioni on line perché nota che la quantità e qualità delle interazioni on line migliora quando il classroom discourse si basa sull’uso delle funzioni comunicative del linguaggio riuscendo a fondere teoria e pratica in modo naturale ed efficace. Questo contributo infine mostra come sia stata condotta e realizzata la Ricerca-Azione, nel rispetto dei canoni scientifici,  evidenziando quali sono stati i punti di debolezza e prospettando i possibili sviluppi .

Current Trends in Translation Teaching and Learning E is a double-blind refereed journal that explores a variety of issues related to translation teaching and learning. We seek qualitative and quantitative research articles that are relevant to this subject. The publications will be available free online via our website. The length of papers should be around 2500 to 6000 words. http://www.cttl.org/

Parametric designing, its instruments, and techniques move architectural design education towards novel
avenues of deep learning. Akin to learning and working environments of engineering and manufacturing,
it offers similar advantages for architects. Yet it is not as simple as using another tool; parametric
designing fundamentally shifts the engagement with the design problem. Parametric designing allows
architects to be substantially deeper involved in the overall design and development process extending
it effectively beyond production and lifecycle. Leaning parametric design strategies enhance architects’
critical engagement with their designs and their communication. Subsequently, the computational aid of
parametric modelling alters substantially how and what students learn and architects practice.

Digital transformations are also at work in education and the whole academic system is in a debate continues on the possible ramifications of this expansion. This work argues that an understanding of new media integration to higher education has to go beyond gadget-centered thinking and should be imagined through three prominent concepts, Transmedia, Convergence and Gamification, that appeared to understand the emergence and rise of internet communications. Theoretical discussion of these concepts in the context of higher education are further put to test with cases from several courses held in Istanbul Bilgi University and it is seen that these are interrelated and overlapping conceptualizations. It is demonstrated that new media integration does not automatically change teaching process for better. This process has to be actively re-worked, that in turn changes existing boundaries of actors in terms of workloads but also work definitions.
Keywords: New Media, Higher Education, Turkey, Transmedia, Convergence, Gamification

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

The purpose of this study was to investigate the benefits and challenges using laptop computers (hereafter referred to as laptops) inside and outside higher education classrooms. Quantitative and qualitative data were collected from 156 university students (54 males, 102 females) enrolled in either education or communication studies. Benefits of using laptops in class were active note taking, particularly when instructors provided materials ahead of time, searching for academic resources, use of subject-specific software, communicating and sharing information with peers, and engaging with online interactive tools. Challenges of using laptops inside the class included surfing the web for personal reasons, social networking with peers and, to a lesser extent, entertainment in the form of watching video podcasts or playing games. Benefits were reported far more often than challenges inside the classroom. Benefits of using laptops outside of class included collaboration with peers, incr...

Dans le courant des années 1980-1990, le processus de massification de l’enseignement supérieur s’est traduit par une forte augmentation des flux d’entrants dans l’enseignement supérieur. La croissance constante des taux de réussite au bac depuis les années 1980 (26 % d’une génération en 1980, 63 % en 1995 et 77 % en 2014) est notamment due à une progression de la réussite des bacheliers technologiques et professionnels, ce qui, du même coup, a entraîné une augmentation de l’entrée de ces « nouveaux étudiants »  dans l’enseignement supérieur. Ces évolutions quantitatives ont eu des conséquences sur la structuration et l’organisation de l’enseignement supérieur, avec une transformation « qualitative » des flux d’entrants et des orientations. S’est ainsi opérée une translation des processus de sélection scolaire, le type de baccalauréat obtenu devenant l’opérateur de la sélection dans l’entrée vers l’enseignement supérieur.

Accreditation of courses in tertiary institutions is mainly regarded as business to be executed by the management and teaching staff. This is done despite the fact that some students with practical industry experience may be knowledgeable on the subject matter, which lecturers and management might not have. There is no evidence of student involvement and participation in course design or review or other quality assurance activities in Lesotho tertiary institutions. It therefore is in the interest of this study to explore whether student input can be of significance to course design and content. The study also seeks to unveil the extent to which an all-inclusive approach should be adopted by tertiary institutions to ensure quality of course design and content. Qualitative methodology, in the form of in depth interviews and document analyses is going to be employed for this study.

The aim of this session is to give an overview of the intercultural awareness project that was carried out in in 2014/15, and to focus on the implications for teaching and learning for international students in art, design and architecture (ADA). The session will outline the key opportunities and challenges that ADA pedagogy presents for international students, including the part that the studio environment can play in the adjustment of international students to studying in a UK university. Following this, we will discuss issues to consider when designing inclusive teaching and learning experiences.

THE UNTIMELY DEATH OF AYRTON SENNA, the Brazilian Formula One (F1) driver, in 1994 was chosen because it deprived many young F1 enthusiasts of the opportunity to see one of the greatest drivers in action (timesonline.co.uk). The era since saw Michael Schumacher emerge, not only as the best of the time, but, possibly, as the greatest ever. The impact of Senna‟s death is clear, with Andrew Benson, the BBC‟s Motorsport editor, describing it as “the crash that claimed the life of the man many believe to have been the greatest racing driver the world has ever seen.” He also stated that “it is not just F1 people who will be remembering Senna…for his death was felt across the world” (Benson, 2004).

In this introductory essay, we build on the articles in this special issue to provide a novel theoretical framework for the understanding of current and future trends in the digitalisation of teaching and learning in Nordic higher education (HE). We highlight three key elements. Context is critical and should be systematically expanded to include not only the immediate context of the virtual and blended classroom, but also the broader organisational and national contexts within which digital learning takes place. The involvement of individual actors, higher education institutions and national policy-making agencies in the development and implementation of digitalisation policy ideas and practices is also shaped by multiple mediations, which include the mediating role of technology itself, but also of other human, organisational and policy actors, ideas and practices. Finally, digitalisation of HE teaching and learning can lead to a variety of gradual or more radical digital transformations, operating at multiple scales and with multiple potential positive or negative effects. This framework helps put into focus the key question of how to go about searching for a flexible set of "Nordic characteristics" that might affect digitalisation of teaching and learning in the Nordic region, albeit in uneven and diverse ways. While it is too early to provide a systematic analysis of the impact of the rapid digitalisation of Nordic HE teaching and learning spurred by the Covid-19 pandemic, we make some preliminary observations that offer this emerging theoretical framework as a way to assess these trends both before and after the pandemic.

This Developing EmployABILITY resource, 'Accomplishing your goals', is from our Career Story series. The career story features an internationally renowned novelist who pursued her passion for writing stories that people would enjoy reading. The account is a great resource to develop students’ understanding of the importance of doing what they love, and finding ways to accomplish their goals. We have also developed an educator guide on how to use career stories with students.

If you have other career stories to share, please let us know! Accomplishing your goals is most effective if students have first created a personalised employability profile as part of the 10-step Developing EmployABILITY process.
There is no charge for any employABILITY resources and all members of the Developing EmployABILITY community have access to them.To become a member please register here. To learn more about the Developing EmployABILITY process, join the conversation at our Community of Practice on LinkedIn or visit the site at https://developingemployability.edu.au/

The present paper unveils Booker T. Washington’s thoughts on education and their relevance in the contemporary educational system in India. Education is the most powerful tool which changes our life, society and ultimately country. A proper education moulds an individual’s character and makes his/her life better by inculcating moral values, intelligence, creativity and skills. It shows the way how to live and behave in society with dignity. It strengthens an individual’s head, hand and heart. Booker T. Washington, a renowned African-American educationist, dedicated
his entire life for the empowerment of the coloured people of America through the means of education. His educational model proposes industrial and technical education, agricultural education and training, vocational education, skill based knowledge, moral values, etc.

Neoliberal ideologies influence both the content and pedagogical approach of educational leadership programmes. This article proposes an alternate pedagogy, one which privileges the experiential nature of the leadership and challenges students to critique prevailing ideologies within education. The authors describe the reshaping of a compulsory, foundational academic paper within a Masters of educational leadership programme to focus on the phenomenon of leadership more explicitly. They illustrate the use of student stories and hermeneutic interpretation to deepen the appreciation of the contextual nature of educational leadership practice. The authors suggest that the influence of this pedagogical approach resides in the sincerity of the pedagogical comportment of the teaching faculty and the elusiveness of the taken-for-granted nature of leadership. They conclude that pedagogical processes that maintain a centrality of concern for the humanity of leadership experiences are a matte...

This history simulation follows a unit on the Rwanda genocide in 1994. Students work as a small group team of the United Nations to begin the process to rebuild the country. Before the work can begin, the team must understand the short- and long-term barriers created by the history forces that fostered the genocide. Understanding these history forces presents alternative history narratives that will impede or support change to occur. With the short time frame for the learning activity, the small group will begin to explore the complexity of beginning the healing process for a nation ravaged by this tragic event. A comprehensive reconstruction plan will be required to begin the process of rebuilding a country and a people. The simulation receives approval by the students. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for over seven years. It has been effectively used in classes of 30 over the past six years.

The Great Depression was a seminal event in history and is, therefore, widely covered in history courses of all types. It tends, however, to be ignored in current core and advanced undergraduate business, economics and finance courses, as is
most history. This paper discusses ways in which the Great Depression can be used as an organizing principle for introductory curricula in such courses, it offers some illustrations of such uses, and it provides a basic assessment of the strengths and weaknesses of these approaches.

The Internet sensation YouTube (http://www.youtube.com) has become such a force online that it was estimated in 2006 to account for a full tenth of the bandwidth by the entire Internet in the United States (WebProNews, 2007), and to use as much bandwidth in 2007 as the entire Internet had done in 2000 (Carter, 2008). Like many technological tools created with entertainment or profit in mind, YouTube can now be easily and usefully adopted by instructors for educational purposes, and indeed many professors use YouTube in their classroom teaching already (Brooks, 2000). This is especially true for passive uses of YouTube; watching videos that are already online and using them in the classroom experience to support a concept and provide another mechanism for students to connect with the topics.

Internationalization to date has been largely focused on outputs. This is true at the institutional, national, and regional levels. Resources, research, and the media concentrate on the quantitative fluctuations associated with student mobility, scholarly publications, transnational partnerships, international student enrollment, and to a growing extent, the number of international faculty and staff. These factors frequently serve as a proxy for measuring global competitiveness and prestige. However, if we are truly focused on the “common good,” they provide little insight into what I argue is a larger—more expansive and more ambitious—mission for internationalization: to develop a sustainably just, globally connected, and interculturally competent society. For that to happen intelligently, what is “vitally important” (Rumbley, 2019) is a re-centering of our work from internationalization outputs to outcomes. I suggest in this discussion that faculty are not only essential actors in internationalization, but a key constituency for bringing outcomes to the fore, as well as an overlooked opportunity for developing synergies between policy, research, and practice.

EPISTEMOLOGICAL AND CULTURAL CHANGES: MYTH-HERMENEUTICS
AND DISJUNCTIONS
Janina Mirtha Gladys Moquillaza Sanchez
ABSTRACT
This myth-hermeneutical reflection is about the process and results of consultancies given to mas-tering and doctorated teachers of Education and the administration personnel of a Peruvian Educa-tional Institute, during the first semester of 2016.  With theoretical and methodological fundaments on Gilbert Durand (2002), Marcos Ferreira-Santos (2004), Edgar Morin (2007), Janina Moquillaza Sanchez (2010), this work relates to challenges when the change of the epistemological culture occures. In this case, due to  the adoption of the anthropological qualitative methodology.  The his-torical, cultural, political, social and organizational implications were observed in power relations and the recognition of the cultural simbolic system was object of critical reflections. As the action-research projects proposed interventions in dayly reality, old disjunctions emerged and the need to choose for changes in the culture of education found strong conservative reactions.  Wellknown tensions are due to the hegemonic use of the quantitative methodology and the qualitative  ap-proach by the quantitative paradigm (Elías Mejía Mejía, 2005), most current in that country.  Con-cluding, we consider more reflections about Peruvian education should be done, as there is a lack of debates about contemporary universal theories when applyied to the local context, resulting on silence about contradictions and consequent space is left to the alienation and corruption.  Finalizing the myth-hermeneutical cultural analysis, I believe that new researchers are to choose if they want to educate to the ethical sensibility to all human-being well-living and citizenship.
Key-words: Cultural epistemology change.  Myth-hermeneutics.  Disjunctions. Qualitative. Anthropological Research. Ethical citizenship sensibility.

Despite all the advances in educational technology, basic principles of the educational setting still apply. By going virtual we expand the group of students who can have intercultural collaborative experiences, but this adds the issues of virtualisation, including trust development in collaborative teams, and (amongst other aspects) the emergence of virtual leaders. In all this we must not forget to equip our academics with the right skills and knowledge to mitigate the pitfalls and to enhance the benefits. Last but not least, in our globalised world the use of virtual teams is steadily increasing. We owe it to our students to give them the opportunity to learn this new way of working together across the globe.

Le "débat scientifique avec les étudiants" est un type de pédagogie active basée sur des conflits sociocognitifs dont le but est de permettre une compréhension de fond des concepts clés (les obstacles épistémologiques) d'un enseignement. Si cette pédagogie a de nombreux points communs avec l'apprentissage par problèmes, elle a la particularité d'être d'autant plus efficace que le nombre d'étudiants est élevé.