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Equity-Oriented learning Design: An Entangled Future

Postdigital Science and Education 2024年第1期6卷 173-193页

作者： Gachago, Daniela Bali, Maha Pallitt, Nicola Centre for Innovation in Learning and Teaching Centre for Higher Education Development University of Cape Town Private Bag X3 Rondebosch 7701 South Africa Center for Learning and Teaching American University in Cairo Cairo Egypt Centre for Higher Education Research Teaching and Learning (CHERTL) Rhodes University Grahamstown South Africa

There is growing interest in the literature towards a more distributed, collaborative view of learning design that focuses on relationships and connection. In this paper, we propose a vision of learning design that is entangled and crosses boundaries, framed by an equity-oriented mindset that blurs and resists boundaries, and merges learning design with facilitation, external with internal communities, and academia with activism. Based on interviews with learning design practitioners across the world, and framed by theories of posthumanism and postdigital education, we share eight orientations that form a future and equity-oriented learning design pattern: awareness of context, matter matters, co-creating with humans and non-humans, relationality and connection, modelling vulnerability, the entanglement of the personal and political, and creating transformative spaces. We then use one of our responses to the advent of ChatGPT to show how these orientations have helped us in times of uncertainty and disruption, an agential cut that highlights the value of acknowledging the material-discursive relationships emerging in and through our work. As such, rather than focusing on conventional, static definitions and models, we are interested in knowledge-making processes that come into existence when we practise learning design and engage with each other and the world around us, and who we become in our relationships with others, both human and non-human, and the patterns that we form in this entanglement. © The Author(s) 2023.

关键词： ChatGPT Emergence Equity oriented Higher education learning design learning designers Postdigital Posthumanism

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The implementation of a virtual field trip to aid geological interpretation within an undergraduate volcanology course

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Journal of Geoscience Education 2024年第3期72卷 220-232页

作者： Watson, A. Kennedy, B.M. Davidson, J. Brogt, E. Jolley, A. School of Earth and Environment University of Canterbury Christchurch New Zealand Future Learning & Development University of Canterbury Christchurch New Zealand Te Puna Ako–Centre for Tertiary Teaching & Learning University of Waikato Hamilton New Zealand

Geological skills such as interpreting outcrops are often taught during fieldwork. However, recent advancements in digital technologies and the demand for more inclusive and accessible learning has provided an opportunity to teach these skills in virtual field trips (VFT). The Iceland VFT was developed to teach students about volcanic features and processes in Iceland and help students develop geological skills within a third-year, classroom-based, physical volcanology course. To determine the effectiveness of the VFT at aiding the development of student interpretation skills, we calculated the learning gains from an applied sketching exercise administered pre- and post- VFT, where students were asked to sketch a photograph of a lava flow outcrop and interpret flow shape and features from a range of different perspectives. The largest learning gains were for lava flow interpretation in map-view (0.40) followed by lava flow interpretation in side-view (0.31). Student responses to a post-VFT evaluation exercise indicate that the instructional/360 videos and the 3D landscape and rock models allowed students to spatially explore volcanic features within the landscape which aided their ability to interpret what the lava flow outcrop within the applied sketching exercise might look like in multiple perspectives. We conclude that the VFT supported students’ geological interpretation of lava flows and recommend that virtual fieldtrips with interactive spatially challenging exercises can be used to improve students’ conceptual understanding of content delivered in lectures and laboratories as well as preparation or reinforcement of fieldwork. © 2023 National Association of Geoscience Teachers.

关键词： assessment Blended learning field experience online volcano

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Examining the Efficacy of Student Academic Support Systems for ‘At Risk’ First Entering Students at a Historically Disadvantaged South African University

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Interchange 2020年第2期51卷 137-156页

作者： Lavhelani, N. Phellecy Ndebele, Clever Ravhuhali, Fhatuwani Centre for Higher Education Teaching and Learning University of Venda Thohoyandou South Africa Centre for Learning and Teaching Development Walter Sisulu University Mthatha Campus Mthatha South Africa

The study sought to establish what academic support programmes, policies and systems were in place to support first entering students who were at risk of not succeeding with their studies at a historically disadvantaged rural based South African University. The study examined institutional frameworks for supporting at-risk students and systems used to monitor academic support systems, existing relationships and practices that prevailed, and lecturers’ attitudes towards support systems for students who were academically ‘at-risk’ at the university. The study is premised on the qualitative research paradigm and the chosen research design was the case study design. An open-ended questionnaire was used to collect data from a sample of 100 ‘at-risk’ students, 20 lecturers, and 1 Information Management System Officer who was directly dealing with first entering students in the University. The findings showed that the university support systems were inadequate as both the students and lecturers indicated that support was either not forthcoming, or they did not know where to get it. The study recommends vigorous marketing of academic support programmes to both staff and students, appropriate training for mentors and monitoring and evaluation of effectiveness of existing programmes. © 2020, Springer Nature B.V.

关键词： At-risk First entering students Historically disadvantaged Support systems

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Engineering Educators' Adoption and implementation of Project-Based learning: Experiences from a South Indian University 13

Engineering Educators' Adoption and implementation of Projec...

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13th IEEE International Conference on teaching, Assessment and learning for Engineering, TALE 2024

作者： Dijo, Anjal P Anantha, Krishnan K. P. Subheesh, N.P. John, Aby Anzar, S.M. Sachidananthan, Sajin Federal Institute of Science and Technology Department of Computer Science and Engineering India College of Engineering Department of Computer Science and Engineering Kerala India Srm University - Ap Teaching Learning Centre Andhra Pradesh 522502 India Rudn University Faculty of Philology Moscow Russia Tkm College of Engineering Department of Electronics and Communication Engineering Kollam India Curriculum Research and Development U-DNA Educational Foundation Andhra Pradesh Anantapur India

ISBN: (纸本)9798350376234

This research investigates the attitudes and perceptions of engineering educators in Kerala, India, towards the implementation of Project-Based learning (PjBL) within the framework of APJ Abdul Kalam Technological University (APJAKTU), Kerala. Despite the growing emphasis on experiential learning, only limited research studies focus on understanding the attitudes and perceptions of engineering faculty members towards PjBL. Against this backdrop, the present study aims to critically examine the readiness of engineering educators in adopting and identifying PjBL strategies for its effective integration into engineering curricula. The paper explores various dimensions of engineering educators' engagement with PjBL, including faculty interest levels, satisfaction of implementation, perceived effectiveness, and career implications. The data were collected from engineering faculty members by distributing a comprehensive questionnaire titled Project-Based learning in Engineering Education in Kerala (PLEEK), uniquely designed by the researchers. The research findings reveal that over 90% of the surveyed faculty members have shown keen interest in implementing PjBL, while the remaining respondents exhibited a neutral stance. This underscores a noteworthy receptivity to PjBL among engineering educators in Kerala. Suggestions from participants indicate that, if implemented correctly, PjBL would be highly effective, although time constraints pose a significant challenge. The results obtained are pivotal as they provide an explicit idea of the current status of the engineering education settings and the discrepancies between traditional theoretical instruction and project-based learning. © 2024 IEEE.

关键词： Engineering education

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Application of Machine learning Techniques to the Prediction of Student Success

Application of Machine Learning Techniques to the Prediction...

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IOT, Electronics and Mechatronics Conference (IEMTRONICS), IEEE International

作者： Eluwumi Buraimoh Ritesh Ajoodha Kershree Padayachee School of Computer Science and Applied Mathematics The University of the Witwatersrand Johannesburg South Africa Centre for Learning Teaching and Development The University of the Witwatersrand Johannesburg South Africa

This study presents six machine learning models in the prediction of student success in a technology-mediated environment. Student behavioral attributes with a learning management environment have proven to be a significant determinant in forecasting students' performance. This study attempts to provide the model with optimum accuracy to determine students who need assistance to improve their educational performances and other learning outcomes. We examined the impacts of SMOTE data re-sampling and the effect of attribute selection in this study. The models' performances were enhanced with the resampling method as the imbalanced dataset was identified to have performed poorly. Attribute Selection with the top ten attributes and 10-fold cross-validation offer best performances. The six predictive models utilized in this study are Linear Discriminant Analysis, Logistic Regression, Classification and Regression Tree, K-Nearest Neighbour, Naïve Bayes Classifier, and Support Vector Machines. Classification and Regression Tree model and Linear Regression had the best accuracy score of 0.86 after 10-fold cross-validation and top ten attribute selection. This study concludes that student behavioral attributes are useful predictors of student success.

关键词： Support vector machines Training Mechatronics Linear regression Machine learning Predictive models Data models

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Are deeper reflectors better goal-setters? AI-empowered analytics of reflective writing in pharmaceutical education

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Computers and Education: Artificial Intelligence 2023年 5卷

作者： Li, Yuheng Raković, Mladen Dai, Wei Lin, Jionghao Khosravi, Hassan Galbraith, Kirsten Lyons, Kayley Gašević, Dragan Chen, Guanliang Centre for Learning Analytics Monash University Clayton 3168 VIC Australia Human-Computer Interaction Institute School of Computer Science Carnegie Mellon University Pittsburgh PA United States Institute for Teaching and Learning Innovation University of Queensland Brisband 4072 QLD Australia Experiential Development and Graduate Education Faculty of Pharmacy and Pharmaceutical Sciences Monash University Parkville 3052 VIC Australia Centre for Digital Transformation of Health University of Melbourne Parkville 3010 VIC Australia

Reflection and goal-setting are interrelated processes in well-established educational theories to promote in-depth self-reflection and self-regulated learning. Prior studies have considered reflection to be an important antecedent for meaningful goal-setting. Yet, there lacks empirical evidence to shed light on how students' abilities to reflect inform their abilities to set goals. Hence, in the present study, we aimed to quantify the connection between students' retrospective reflection and their subsequent goal-setting, and derive more in-depth insights to benefit educators in their teaching to promote deeper reflection, more specific goal-setting and better self-regulation. To this end, we utilised two fine-grained coding schemes, adapted from well-established reflection and goal-setting theories, respectively, as well as pertinent prior studies, to annotate the reflective and goal-setting elements within 600 student responses in pharmacy curricula. We visualised such elements as a network graph to study students' joint behavioural patterns in reflecting and setting goals. Then, we statistically analysed the correlation between students' reflective levels and the goal specificities using a Mann Whitney U test. We found that (1) descriptive reflection and goals that included content and actions with additional details more commonly presented jointly;(2) students who reflected deeply tended to set more specific goals. These findings are further summarised and discussed to guide educators to adopt reflective and goal-setting practices when designing teaching activities. Moreover, driven by these findings, we emphasised the significance of aiding instructors to provide timely assessment to students' written reflections so as to further ameliorate students' reflective abilities. Therefore, we attempted to automate such assessments using five traditional machine learning algorithms and one deep learning approach based on Bidirectional Encoder Representation of Transfo

关键词： BERT Deep learning Goal-setting Machine learning Reflective writing Self-regulated learning

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Engineering Educators’ Adoption and implementation of Project-Based learning: Experiences from a South Indian University

Engineering Educators’ Adoption and implementation of Proje...

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IEEE International Conference on teaching, Assessment and learning for Engineering (TALE)

作者： Anjal P Dijo Anantha Krishnan K. P. N. P. Subheesh Aby John S M Anzar Sajin Sachidananthan Department of Computer Science and Engineering Federal Institute of Science and Technology India Department of Computer Science and Engineering College of Engineering Kerala India Teaching Learning Centre SRM University - AP Andhra Pradesh India Faculty of Philology RUDN University Moscow Russia Department of Electronics and Communication Engineering TKM College of Engineering Kollam India Curriculum Research and Development U-DNA Educational Foundation Anantapur Andhra Pradesh India

ISBN: (数字)9798350376234

ISBN: (纸本)9798350376241

This research investigates the attitudes and perceptions of engineering educators in Kerala, India, towards the implementation of Project-Based learning (PjBL) within the framework of APJ Abdul Kalam Technological University (APJAKTU), Kerala. Despite the growing emphasis on experiential learning, only limited research studies focus on understanding the attitudes and perceptions of engineering faculty members towards PjBL. Against this backdrop, the present study aims to critically examine the readiness of engineering educators in adopting and identifying PjBL strategies for its effective integration into engineering curricula. The paper explores various dimensions of engineering educators’ engagement with PjBL, including faculty interest levels, satisfaction of implementation, perceived effectiveness, and career implications. The data were collected from engineering faculty members by distributing a comprehensive questionnaire titled Project-Based learning in Engineering Education in Kerala (PLEEK), uniquely designed by the researchers. The research findings reveal that over 90% of the surveyed faculty members have shown keen interest in implementing PjBL, while the remaining respondents exhibited a neutral stance. This underscores a noteworthy receptivity to PjBL among engineering educators in Kerala. Suggestions from participants indicate that, if implemented correctly, PjBL would be highly effective, although time constraints pose a significant challenge. The results obtained are pivotal as they provide an explicit idea of the current status of the engineering education settings and the discrepancies between traditional theoretical instruction and project-based learning.

关键词： Engineering profession Time factors Engineering education

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Research and education form competing activity systems in externally funded doctoral education

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Studies in Educational Policy and Educational Philosophy 2023年第2期9卷

作者： Anders Sonesson Lena Stenson Gudrun Edgren a Division for Higher Education Development Department of Educational Sciences Joint Faculties of Humanities and Theology Lund University Lund Sweden b Faculty of Medicine Centre for Teaching and Learning Faculty of Medicine Lund University Lund Sweden

ABSTRACTSeveral authors have described how the formalization of recent decades has steered doctoral education towards structured curricula, more managerial control and new models for supervision. Largely absent from these accounts, however, is if and how doctoral education has been affected by the concurrent changes in research governance, in particular by the ‘projectification’ of research. For this study, we were interested in the convergence of educational formalization with research projectification around doctoral education in the context of highly competitive, externally funded research in medicine and health sciences in Sweden. Using Cultural-historical activity theory and constructing activity systems for education and research, respectively, we were able to identify several contradictions and tensions, both within and between systems, that were consequences of adaptations to the abovementioned formalization and research policy changes. The contradictions were manifested in the tying of doctoral students, and their education, to their supervisors’ research projects, grants and future prospects, and in students being deprived of opportunities for learning and developing independence. Supervisors were torn between supervision and project management while doctoral students had to balance being students and project members. Our analysis provides a system level explanation to previously reported pedagogical and ethical challenges in STEM doctoral education.

关键词： doctoral education doctoral supervision activity theory research projectification educational formalization

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Motivating students with optimal challenge in an open learning environment

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Social Sciences and Humanities Open 2025年 11卷

作者： Haenen, Janine Vink, Sylvia Sjoer, Ellen Admiraal, Wilfried The Hague University of Applied Sciences Netherlands ICLON Leiden University Netherlands Faculty of Social Sciences Vrije Universiteit Amsterdam Netherlands Sustainable Talent Development The Hague University of Applied Sciences Netherlands Technology-Enhanced Teaching and Learning Centre for the Study of Professions Oslo Metropolitan University Norway

Educational programmes strive to bridge the gap between university and the labour market and to prepare students for their future work. Open learning environments (OLEs) mirror the demands of the labour market. Students learn in a self-directed way from ill-structured problems, which helps them to become prepared for their future work. The assumption of OLEs is that they generate motivation for learning because the perceived challenge level exceeds students' ability level. In the current study, we investigated to what extent an OLE contributed to students' perceived challenge, ability, and motivation for learning. A storyline method was used to gather data from three student cohorts of a honours programme. During the programme, students rated the learning activities based on how much they felt challenged, how able they felt to perform the tasks, and how motivated they felt. In addition, they explained their ratings. We found that students' motivation for learning was high although their ability level exceeded the challenge level. The assignments, work process, and group dynamics were determining factors for students’ motivation for learning, and are therefore important to consider in (co-)designing OLEs. © 2025

关键词： Ability Challenge Motivation Open learning environment (OLE) Students' perceptions

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Promoting critical thinking in a large class through outcomes-based approach by means of an audience response system

Promoting critical thinking in a large class through outcome...

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32nd Annual Conference of the Australasian Society for Computers in learning and Tertiary Education, ASCILITE 2015

作者： Seow, Teck Keong Soong, Swee Kit Alan Department of Biological Sciences College of Alice Peter Tan National University of Singapore Singapore Centre for Development of Teaching and Learning National University of Singapore Singapore

One of the first considerations that comes to bear in the design of a new course will inevitably be the learning outcomes. Some of the learning outcomes are specifically related to the subject matter while others may be more broad-based goals like the honing of critical thinking skills. The General Biology course that is offered at the National University of Singapore (NUS) is one such course in which the promotion of critical thinking skills is incrementally weaved into the various learning activities and assessment components of the course. The large enrolment of the course also necessitates taking into consideration the affordances of technology in the outcomes-based design of the course. This paper aims to share how the General Biology course, using the topic of fermentation as an example, could be designed using outcomes-based approach, with learning activities supported by an audience response system, in order to promote critical thinking in a large class setting. As this is a work-in-progress project, some preliminary findings from the feedback of the students of the course are presented here. © ASCILITE 2015 - Australasian Society for Computers in learning and Tertiary Education, Conference *** right reserved.

关键词： Critical Thinking Formative Assessmen Large Classes Outcomes-Based Education Technology

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