Search results for: collaborative education

Authors: Bing Xu, Kerry Lee, Jason M. Stephen

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Collaborative learning (CL) has been regarded as a way to facilitate students to gain knowledge and improve social skills. In China, lecturers in higher education institutions have commonly adopted CL in their daily practice. However, such a strategy could not be effective when it is designed and applied in an inappropriate way. Previous research hardly focused on how CL was applied in Chinese universities. This present study aims to gain a deep understanding of how Chinese lecturers design and implement CL tasks. The researchers interviewed ten lecturers from different faculties in various universities in China and usedGroup Learning Activity Instructional Design (GLAID) framework to analyse the data. We found that not all lecturers pay enough attention to eight essential components (proposed by GLAID) when they designed CL tasks, especially the components of Structure and Guidance. Meanwhile, only a small part of lecturers made formative assessment to help students improve learning. We also discuss the strengths and limitations and CL design and further provide suggestions to the lecturers who intend to use CL in class. Research Objectives: The aims of the present research are threefold. We intend to 1) gain a deep understanding of how Chinese lecturers design and implement collaborative learning (CL) tasks, 2) find strengths and limitations of CL design in higher education, and 3) give suggestions about how to improve the design and implement. Research Methods: This research adopted qualitative methods. We applied the semi-structured interview method to interview ten Chinese lecturers about how they designed and implemented CL tasks in their courses. There were 9 questions in the interview protocol focusing on eight components of GLAID. Then, underpinning the GLAID framework, we utilized the coding reliability thematic analysis method to analyse the research data. The coding work was done by two PhD students whose research fields are CL, and the Cohen’s Kappa was 0.772 showing the inter-coder reliability was good. Contribution: Though CL has been commonly adopted in China, few studies have paid attention to the details about how lecturers designed and implemented CL tasks in practice. This research addressed such a gap and found not lecturers were aware of how to design CL and felt it difficult to structure the task and guide the students on collaboration, and further ensure student engagement in CL. In summary, this research advocates for teacher training; otherwise, students may not gain the expected learning outcomes.

Keywords: collaborative learning, higher education, task design, GLAID framework

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Authors: Wera Supa, Panita Wannapiroon

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This paper is a report on the designing of the social collaborative learning model based on proactive involvement to Promote the global merit principle in cultivating youths’ morality. The research procedures into two phases, the first phase is to design the social collaborative learning model based on proactive involvement to promote the global merit principle in cultivating youths’ morality, and the second is to evaluate the social collaborative learning model based on proactive involvement. The sample group in this study consists of 15 experts who are dominant in proactive participation, moral merit principle and youths’ morality cultivation from executive level, lecturers and the professionals in information and communication technology expertise selected using the purposive sampling method. Data analyzed by arithmetic mean and standard deviation. This study has explored that there are four significant factors in promoting the hands-on collaboration of global merit scheme in order to implant virtues to adolescences which are: 1) information and communication Technology Usage; 2) proactive involvement; 3) morality cultivation policy, and 4) global merit principle. The experts agree that the social collaborative learning model based on proactive involvement is highly appropriate.

Keywords: social collaborative learning, proactive involvement, global merit principle, morality

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Authors: C. S. Caires, A. Barbosa, W. Hanyou

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In this paper, we present the main results achieved during a five-week international workshop on Interactive Furniture for the Classroom, with 22 Chinese design students, in Jiangmen city (Guangdong province, China), and five teachers from Portugal, France, Iran, Macao SAR, and China. The main goal was to engage design students from China with new skills and practice methodologies towards interactive design research for furniture and product design for the classroom. The final results demonstrate students' concerns on improving Chinese furniture design for the classrooms, including solutions related to collaborative learning and human-interaction design for interactive furniture products. The findings of the research led students to the fabrication of five original prototypes: two for kindergartens ('Candy' and 'Tilt-tilt'), two for primary schools ('Closer' and 'Eks(x)'), and one for art/creative schools ('Wave'). From the findings, it was also clear that collaboration, personalization, and project-based teaching are still neglected when designing furniture products for the classroom in China. Students focused on these issues and came up with creative solutions that could transform this educational field in China.

Keywords: product design, collaborative education, interactive design, design research and prototyping

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Authors: Ademola Ibukunolu Atanda

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Research undertakings are meant to proffer solutions to issues and challenges in society. This justifies the need for research in ivory towers. Multinational and non-governmental organisations, as well as foundations, commit financial resources to support research endeavours. In recent times, the direction and dimension of research undertaking encourage collaborations, whereby experts from different disciplines or specializations would bring their expertise in addressing any identified problem, whether in humanities or sciences. However, the extent to which collaborative research undertakings are perceived and embraced by academic staff would determine the impact collaborative research would have on society. To this end, this study investigated academic staff’s perception and willingness to be involved in collaborative research for the purpose of proffering solutions to societal problems. The study adopted a descriptive research design. The population comprised academic staff in southern Nigeria. The sample was drawn through a convenient sampling technique. The data were collected using a questionnaire titled “Perception and Willingness to Participate in Collaborative Research Questionnaire (PWPCRQ)’ using Google Forms. Data collected were analyzed using descriptive statistics of simple percentages, mean and charts. The findings showed that Academic Staff’s readiness to participate in collaborative research is to a great extent (89%) and they participate in collaborative research very often (51%). The Academic Staff was involved more in collaboration research among their colleagues within their universities (1.98) than participation in inter-disciplines collaboration (1.47) with their colleagues outside Nigeria. Collaborative research was perceived to impact on development (2.5). Collaborative research offers the following benefits to members’ aggregation of views, the building of an extensive network of contacts, enhancement of sharing of skills, facilitation of tackling complex problems, increased visibility of research network and citations and promotion of funding opportunities. The study concluded that Academic staff in universities in the South-West of Nigeria participate in collaborative research but with their colleagues within Nigeria rather than outside the country. Based on the findings, it was recommended that the management of universities in South-West Nigeria should encourage collaborative research with some incentives.

Keywords: collaboration, research, development, participation

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Authors: Jennifer Nutton, Gayle Ployer, Ky Scott, Jenny Morgan

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Working in a circle within higher education creates a decolonial space of mutual respect, responsibility, and reciprocity that facilitates collaborative learning and deep connections among learners and instructors. This approach is beyond simply facilitating a group in a circle but opens the door to creating a sacred space connecting each member to the land, to the Indigenous peoples who have taken care of the lands since time immemorial, to one another, and to one’s own positionality. These deep connections not only center human knowledges and relationships but also acknowledges responsibilities to land. Working in a circle as a relational pedagogical praxis also disrupts institutional power dynamics by creating a space of collaborative learning and deep connections in the classroom. Inherent within circle work is to facilitate connections not just academically but emotionally, physically, culturally, and spiritually. Recent literature supports the use of online talking circles, finding that it can offer a more relational and experiential learning environment, which is often absent in the virtual world and has been made more evident and necessary since the pandemic. These deeper experiences of learning and connection, rooted in both knowledge and the land, can then be shared with openness and vulnerability with one another, facilitating growth and change. This process of beginning with the land is critical to ensure we have the grounding to obstruct the ongoing realities of colonialism. The authors, who identify as both Indigenous and non-Indigenous, as both educators and learners, reflect on their teaching and learning experiences in circle. They share a relational pedagogical praxis framework that has been successful in educating future social workers, environmental activists, and leaders in social and human services, health, legal and political fields.

Keywords: circle work, relational pedagogies, decolonization, distance education

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Authors: Y. Salfati, D. Sharef Bussel, J. Zamir

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In this paper, we present an Evaluation Case Study implementing the eight principles of Collaborative Approaches to Evaluation (CAE) as designed by Brad Cousins in the past decade. The focus of this paper is sharing a rich experience in which we achieved two main goals. The first was the development of a valuable and meaningful new teacher training program, and the second was a successful implementation of the CAE principles. The innovative teacher training program is based on the idea of including physical movement during the process of teaching and learning academic themes. The program is called Learning through Movement. This program is a response to a call from the Ministry of Education, claiming that today children sit in front of screens and do not exercise any physical activity. In order to contribute to children’s health, physical, and cognitive development, the Ministry of Education promotes learning through physical activities. Research supports the idea that sports and physical exercise improve academic achievements. The Learning through Movement program is operated by Kaye Academic College. Students in the Elementary School Training Program, together with students in the Physical Education Training Program, implement the program in collaboration with two mentors from the College. The program combines academic learning with physical activity. The evaluation began at the beginning of the program. During the evaluation process, data was collected by means of qualitative tools, including interviews with mentors, observations during the students’ collaborative planning, class observations at school and focus groups with students, as well as the collection of documentation related to the teamwork and to the program itself. The data was analyzed using content analysis and triangulation. The preliminary results show outcomes relating to the Teacher Training Programs, the student teachers, the pupils in class, the role of Physical Education teachers, and the evaluation. The Teacher Training Programs developed a collaborative approach to lesson planning. The students' teachers demonstrated a change in their basic attitudes towards the idea of integrating physical activities during the lessons. The pupils indicated higher motivation through full participation in classes. These three outcomes are indicators of the success of the program. An additional significant outcome of the program relates to the status and role of the physical education teachers, changing their role from marginal to central in the school. Concerning evaluation, a deep sense of trust and confidence was achieved, between the evaluator and the whole team. The paper includes the perspectives and challenges of the heads and mentors of the two programs as well as the evaluator’s conclusions. The evaluation unveils challenges in conducting a CAE evaluation in such a complex setting.

Keywords: collaborative evaluation, training teachers, learning through movement

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Authors: Maslin Masrom, Nik Hasnaa Nik Mahmood, Wan Normeza Wan Zakaria, Azizul Azizan, Norshaliza Kamaruddin

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Traditionally, in science education, the teacher provides facts and the students learn them. It is outmoded for today’s students to equip them with real-life situations, mainly because knowledge and life skills are acquired passively from the instructors. Inquiry-Based Science Education (IBSE) is an approach that allows students to experiment, ask questions, and develop responses based on reasoning. It has provided students and teachers with opportunities to actively engage in collaborative learning via inquiry. This approach inspires the students to become active thinkers, research for solutions, and gain life-long experience and self-confidence. Therefore, the research aims to investigate how the primary-school teacher supports students or pupils through an inquiry-based science education approach for computer science, specifically coding skills. The results are presented and described.

Keywords: inquiry-based science education, student-centered learning, computer science, primary school

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Authors: Kikuo Asai, Yuji Sugimoto

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We developed a prototype system for multiplayer RC-car driving in a collaborative Augmented Reality (AR) environment. The tele-existence environment is constructed by superimposing digital data onto images captured by a camera on an RC-car, enabling players to experience an augmented coexistence of the digital content and the real world. Marker-based tracking was used for estimating position and orientation of the camera. The plural RC-cars can be operated in a field where square markers are arranged. The video images captured by the camera are transmitted to a PC for visual tracking. The RC-cars are also tracked by using an infrared camera attached to the ceiling, so that the instability is reduced in the visual tracking. Multimedia data such as texts and graphics are visualized to be overlaid onto the video images in the geometrically correct manner. The prototype system allows a tele-existence sensation to be augmented in a collaborative AR environment.

Keywords: multiplayer, RC-car, collaborative environment, augmented reality

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Authors: Abdulla Al Hmoudi

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The impacts and costs of natural disasters on people, properties and the environment is often severe when they occur on a large scale or when not prepared for. Factors such as impacts of climate change, urban growth, poor planning to mention a few, have continued to significantly increase the frequencies and aggravate the impacts of natural hazards across the world; the United Arab Emirates (UAE) inclusive. The lack of deployment of an early warning system, low risk and hazard knowledge and impact of natural hazard experienced in some communities in the UAE have emphasised the need for more effective early warning systems. This paper focuses on the collaborative approach taken to instituting and implementing an early warning system. Using mixed methods 888 people completed the questionnaire and eight people were interviewed in Abu Dhabi. The results indicate that the collaborative approach to early warning system is UAE is needed, but lacks essential principles of the early warning system and currently underutilised. It is recommended that the collaborative early warning system is applied at every stage of the early warning system with the specific responsibility of each stakeholder and actor.

Keywords: community, early warning system, emergency management, UAE

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Authors: James P. Takona

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In a world that is experiencing sharp digital transformations guided by digital technologies, the potential of technology to drive transformation and evolution in the higher is apparent. Higher education is facing a paradigm shift that exposes susceptibilities and threats to fully online programs in the face of post-Covid-19 trends of commodification. This historical moment is likely to be remembered as a critical turning point from analog to digital degree-focused learning modalities, where the default became the pivot point of competition between higher education institutions. Fall 2020 marks a significant inflection point in higher education as students, educators, and government leaders scrutinize higher education's price and value propositions through the new lens of traditional lecture halls versus multiple digitized delivery modes. Online education has since tiled the way for a pedagogical shift in how teachers teach and students learn. The incremental growth of online education in the west can now be attributed to the increasing patronage among students, faculty, and institution administrators. More often than not, college instructors assume paraclete roles in this learning mode, while students become active collaborators and no longer passive learners. This paper offers valuable discernments into the threats, challenges, and opportunities of a massive digital revolution in servicing degree programs. To view digital instruction and learning demands for instructional practices that revolve around collaborative work, engaging students in learning activities, and an engagement that promotes active efforts to solicit strong connections between course activities and expected learning pace for all students. Appropriate digital technologies demand instructors and students need prior solid skills. Need for the use of digital technology to support instruction and learning, intelligent tutoring offers great promise, and failures at implementing digital learning may not improve outcomes for specific student populations. Digital learning benefits students differently depending on their circumstances and background and those of the institution and/or program. Students have alternative options, access to the convenience of learning anytime and anywhere, and the possibility of acquiring and developing new skills leading to lifelong learning.

Keywords: digi̇tized learning, digital education, collaborative work, high education, online education, digitize delivery

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Authors: Elham Jelodari Mamaghani, Christian Prins, Haoxun Chen

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In this paper, there is concentration on collaborative transportation planning (CTP) among multiple carriers with pickup and delivery requests and time windows. This problem is a vehicle routing problem with constraints from standard vehicle routing problems and new constraints from a real-world application. In the problem, each carrier has a finite number of vehicles, and each request is a pickup and delivery request with time window. Moreover, each carrier has reserved requests, which must be served by itself, whereas its exchangeable requests can be outsourced to and served by other carriers. This collaboration among carriers can help them to reduce total transportation costs. A mixed integer programming model is proposed to the problem. To solve the model, a hybrid algorithm that combines Genetic Algorithm and Simulated Annealing (GASA) is proposed. This algorithm takes advantages of GASA at the same time. After tuning the parameters of the algorithm with the Taguchi method, the experiments are conducted and experimental results are provided for the hybrid algorithm. The results are compared with those obtained by a commercial solver. The comparison indicates that the GASA significantly outperforms the commercial solver.

Keywords: centralized collaborative transportation, collaborative transportation with pickup and delivery, collaborative transportation with time windows, hybrid algorithm of GA and SA

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Authors: Mishack Thiza Gumbo

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The participatory action research study reported in this paper aims to explore indigenous mathematics, science, and technology to develop an indigenous Mathematics, Science and Technology Education Master’s Programme ultimately. The study is based on an ongoing collaborative project between the Mathematics, Science and Technology Education Departments of the University of South Africa, University of Botswana and Chinhoyi University of Technology. The study targets the Mathematics, Science and Technology Education Master’s students and indigenous knowledge holders in these three contexts as research participants. They will be interviewed; documents of existing Mathematics, Science and Technology Education Master’s Programmes will be analysed; mathematics, science and technology-related artefacts will also be collected and analysed. Mathematics, Science, and Technology Education are traditionally referred to as gateway subjects because the world economy revolves around them. Scores of scholars call for the indigenisation of research and methodologies so that research can suit and advance indigenous knowledge and sustainable development. There are ethnomathematics, ethnoscience and ethnotechnology which exist in indigenous contexts such as blacksmithing, woodcarving, textile-weaving and dyeing, but the current curricula and research in institutions of learning reflect the Western notions of these subjects. Indigenisation of the academic programmecontributes toward the decolonisation of education. Hence, the development of an indigenous Mathematics, Science and Technology Education Master’s Programme, which will be jointly offered by the three universities mentioned above, will contribute to the transformation of higher education in this sense.

Keywords: indigenous, mathematics, science, technology, master's program, universities, collaboration

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Authors: Eniye Tebekaemi, Martin Zhao

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The dichotomy between the skills set of newly minted college graduates and the skills required by cybersecurity employers is on the rise. Colleges are struggling to cope with the rapid pace of technology evolution using outdated tools and practices. Industries are getting frustrated due to the need to retrain fresh college graduates on skills they should have acquired. There is a dire need for academic institutions to develop new tools and systems to deliver cybersecurity education to meet the ever-evolving technology demands of the industry. The Cyber-Softbook project’s goal is to bridge the tech industry and tech education gap by providing educators a framework to collaboratively design, manage, and deliver cybersecurity academic courses that meet the needs of the tech industry. The Cyber-Softbook framework, when developed, will provide a platform for academic institutions and tech industries to collaborate on tech education and for students to learn about cybersecurity with all the resources they need to understand concepts and gain valuable skills available on a single platform.

Keywords: cybersecurity, education, skills, labs, curriculum

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Authors: Dina L. DiSantis

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The Japan-U.S. Teacher Exchange Program for Education for Sustainable Development (ESD) provides an opportunity for teachers from the United States and Japan to travel to each other’s countries in order to experience and learn how each country is implementing efforts to educate for sustainability. By offering programs such as the Japan-U.S. Teacher Exchange Program for Education for Sustainable Development (ESD); teachers from both countries become more aware of what ESD school programs and curricula are being implemented in both countries. Teachers gain a greater sense of global interconnectedness when they are given the opportunity to share in each other’s culture and life. The primary objectives of the program are to foster a mutual exchange between the teachers in the United States and Japan, to increase an understanding of culture and educational systems, to give teachers opportunities to collaborate on lessons and projects in areas of sustainability and to enhance professional development opportunities for both U.S and Japanese teachers. The two areas of focus for teachers, are food education and environmental education. Teachers from both countries collaborate and design curriculum and projects for their students in order to help them become more aware of the importance of global sustainability. An overview of the program and the results of an international collaborative project, encouraging local eating and forging a cultural connection to food will be presented.

Keywords: education for sustainable development, environmental education, food education, international collaboration

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Authors: Yujie Chen , Zhen Li

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In the context of planning transformation, how to promote public participation in the formulation and implementation of collaborative planning has been the focused issue of discussion. However, existing studies have often been case-specific or focused on a specific design field, leaving the role of participatory social media (PSM) in urban collaborative planning generally questioned. A systematic database search was conducted in December 2019. Articles and projects were eligible if they reported a quantitative empirical study applying participatory social media in the collaborative planning process (a prospective, retrospective, experimental, longitudinal research, or collective actions in planning practices). Twenty studies and seven projects were included in the review. Findings showed that social media are generally applied in public spatial behavior, transportation behavior, and community planning fields, with new technologies and new datasets. PSM has provided a new platform for participatory design, decision analysis, and collaborative negotiation most widely used in participatory design. Findings extracted several existing forms of PSM. PSM mainly act as three roles: the language of decision-making for communication, study mode for spatial evaluation, and decision agenda for interactive decision support. Three optimization content of PSM were recognized, including improving participatory scale, improvement of the grass-root organization, and promotion of politics. However, basically, participants only could provide information and comment through PSM in the future collaborative planning process, therefore the issues of low data response rate, poor spatial data quality, and participation sustainability issues worth more attention and solutions.

Keywords: participatory social media, collaborative planning, planning workshop, application mode

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Authors: Shynn Lim, Ching Tan

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The paper presents the PASSION Programme designed by a government school in Singapore, guided by national goals as well as research-based pedagogies that aims to nurture students to become lifelong learners with the strength of character. The design and enactment of the integrated approach to develop in students good character, resilience and social-emotional well-being, future readiness, and active citizenship is guided by a set of principles that amalgamates Biesta’s domains of purposes of education and authentic learning. Data in terms of evidence of students’ learning and students’ feedback were collected, analysed, and suggests that the learning experience benefitted students by boosting their self-confidence, self-directed and collaborative learning skills, as well as empathy.

Keywords: lifelong learning, character and citizenship education, education and career guidance, 21CC, teaching and learning empathy

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Authors: Svenja Pieritz, Jakab Pilaszanovich

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Collaborative Problem Solving (CPS) is recognized as being one of the most important skills of the 21st century with having a potential impact on education, job selection, and collaborative systems design. Therefore, CPS has been adopted in several standardized tests, including the Programme for International Student Assessment (PISA) in 2015. A significant challenge of evaluating CPS is the underlying interplay of cognitive and social skills, which requires a more holistic assessment. However, the majority of the existing tests are using a questionnaire-based assessment, which oversimplifies this interplay and undermines ecological validity. Two major difficulties were identified: Firstly, the creation of a controllable, real-time environment allowing natural behaviors and communication between at least two people. Secondly, the development of an appropriate method to collect and synthesize both cognitive and social metrics of collaboration. This paper proposes a more holistic and automated approach to the assessment of CPS. To address these two difficulties, a multiplayer problem-solving game called Sea of Light was developed: An environment allowing students to deploy a variety of measurable collaborative strategies. This controlled environment enables researchers to monitor behavior through the analysis of game actions and chat. The according solution for the statistical model is a combined approach of Natural Language Processing (NLP) and Bayesian network analysis. Social exchanges via the in-game chat are analyzed through NLP and fed into the Bayesian network along with other game actions. This Bayesian network synthesizes evidence to track and update different subdimensions of CPS. Major findings focus on the correlations between the evidences collected through in- game actions, the participants’ chat features and the CPS self- evaluation metrics. These results give an indication of which game mechanics can best describe CPS evaluation. Overall, Sea of Light gives test administrators control over different problem-solving scenarios and difficulties while keeping the student engaged. It enables a more complete assessment based on complex, socio-cognitive information on actions and communication. This tool permits further investigations of the effects of group constellations and personality in collaborative problem-solving.

Keywords: bayesian network, collaborative problem solving, game-based assessment, natural language processing

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Authors: Seyed Yasin Yazdi-Amirkhiz, Azirah Hashim

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This study purported to comparatively investigate the influence of collaborative writing on the quality of individual writing of four female Iranian and four female Malaysian students. The first semester students at a private university in Malaysia, who were homogeneous in terms of age, gender, study discipline, and language proficiency, were divided into two Iranian and two Malaysian dyads. The dyads performed collaborative writing tasks for 15 sessions; after three consecutive collaborative writing sessions, each participant was asked to individually attempt a writing task. Both collaborative and individual writing tasks comprised isomorphic graphic prompts (IELTS Academic Module task 1). Writing quality of the five individually-produced texts during the study was scored in terms of task achievement (TA), cohesion/coherence (C/C), grammatical range/accuracy (GR/A), and lexical resources (LR). The findings indicated a hierarchy of development in TA and C/C among all the students, while LR showed minor improvement only among three of Malaysian students, and GR/A barely exhibited any progress among all the participants. Intermittent progressions and regressions were also discerned in the trajectory of their writing development. The findings are discussed in the light of the socio-cultural and emergentist perspectives, the typology of tasks used as well as the role of the participants’ level of language proficiency.

Keywords: collaborative writing, writing quality, individual writing, collaboration

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Authors: Luís M. João, Patrício Langa

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The article reviews the literature on quality assurance (QA) in African higher education studies (HES) conducted through a bibliometric mapping of published papers between 1999 and 2019. Specifically, the article highlights the nuances of knowledge production in four scientific databases: Scopus, Web of Science (WoS), African Journal Online (AJOL), and Google Scholar. The analysis included 531 papers, of which 127 are from Scopus, 30 are from Web of Science, 85 are from African Journal Online, and 259 are from Google Scholar. In essence, 284 authors wrote these papers from 231 institutions and 69 different countries (i.e., Africa=54 and outside Africa=15). Results indicate the existing knowledge. This analysis allows the readers to understand the growth and development of the field during the two-decade period, identify key contributors, and observe potential trends or gaps in the research. The paper employs bibliometric mapping as its primary analytical lens. By utilizing this method, the study quantitatively assesses the publications related to QA in African HES, helping to identify patterns, collaboration networks, and disparities in research output. The bibliometric approach allows for a systematic and objective analysis of large datasets, offering a comprehensive view of the knowledge production in the field. Furthermore, the study highlights the lack of shared resources available to enhance quality in higher education institutions (HEIs) in Africa. This finding underscores the importance of promoting collaborative research efforts, knowledge exchange, and capacity building within the region to improve the overall quality of higher education. The paper argues that despite the growing quantity of QA research in African higher education, there are challenges related to citation impact and access to high-impact publication avenues for African researchers. It emphasises the need to promote collaborative research and resource-sharing to enhance the quality of HEIs in Africa. The analytical lenses of bibliometric mapping and the examination of publication players' scenarios contribute to a comprehensive understanding of the field and its implications for African higher education.

Keywords: Africa, bibliometric research, higher education studies, quality assurance, scientific database, systematic review

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Authors: M. Dakshayini, P. Jayarekha

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In traditional output-based education system, class room lecture and laboratory are the traditional delivery methods used during the course. Written examination and lab examination have been used as a conventional tool for evaluating student’s performance. Hence, there are certain apprehensions that the traditional education system may not efficiently prepare the students for competent professional life. This has led for the change from Traditional output-based education to Outcome-Based Education (OBE). OBE first sets the ideal programme learning outcome consecutively on increasing degree of complexity that students are expected to master. The core curriculum, teaching methodologies and assessment tools are then designed to achieve the proposed outcomes mainly focusing on what students can actually attain after they are taught. In this paper, we discuss a promising applications based learning and evaluation component involving industry collaboration to improve the quality of teaching and student learning process. Incorporation of this component definitely improves the quality of student learning in engineering education and helps the student to attain the competency as per the graduate attributes. This may also reduce the Industry-academia gap.

Keywords: outcome-based education, programme learning outcome, teaching-learning process, evaluation, industry collaboration

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Authors: Nadia Selene Molina-Moreno, Maria Susana Avila-Garcia, Marco Bianchetti, Marcelina Pantoja-Flores

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Visual Programming Tools available are a great tool for introducing children to programming and to develop a skill set for algorithmic thinking. On the other hand, collaborative learning and pair programming within the context of programming activities, has demonstrated to have social and learning benefits. However, some of the online tools available for programming for children are not designed to allow simultaneous and equitable participation of the team members since they allow only for a single control point. In this paper, a report the work conducted with children playing a user role is presented. A preliminary study to cull ideas, insights, and design considerations for a formal programming course for children aged 8-10 using collaborative learning as a pedagogical approach was conducted. Three setups were provided: 1) lo-fi prototype, 2) PC, 3) a 46' multi-touch single display groupware limited by the application to a single touch entry. Children were interviewed at the end of the sessions in order to know their opinions about teamwork and the different setups defined. Results are mixed regarding the setup, but they agree to like teamwork.

Keywords: children, collaborative programming, visual programming, multi-touch tabletop, lo-fi prototype

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Authors: Bing-Qing Lu, Hui-Tzu Min

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Recent research, supported by sociocultural theory, has shown that collaborative writing in the second language (L2) contexts afford students opportunities to interact with each other to co-construct knowledge during the co-composing process. To date, much research on pair interaction in L2 collaborative writing settings has centered on intermediate and advanced learners by using static categorization of pair interaction patterns. Little is known about the fluid nature of pair interaction during collaborative writing, especially among low-proficiency learners. This study, thus, is aimed to explore the interaction dynamics of low-proficiency L2 learners during collaborative writing via examining the interaction pattern, focus of interaction, and the language related episodes (LREs) of 5 low-proficiency L2 writers from Taiwan. Employing a micro-level functional analytical method to capture the changing nature of pair interaction dynamics, the researchers calculated the number of characters/words produced by each pair member during CW and then classified their utterances into four task related-aspects--content, organization, language use, and task management--to determine each pair member's relative contribution to different dimensions of the evolving text. The LREs were also identified and examined. The results show that, of the five pairs, three pairs changed their interaction patterns when discussing different aspects of writing. Regarding the focus of their interaction, all five pairs paid attention to content most, followed by language use, task management, and organization. They were able to successfully resolve the majority of language issues (75.2%) in LREs and use the correct forms in their writing. These findings lend support to the fluid nature of pairs’ interactions and the changing roles of L2 learners in collaborative writing and highlighted the necessity of examining learners’ interaction patterns from a micro-level perspective. These findings also support previous research that low-proficiency pairs are able to correctly revolve 2/3 of their produced LREs, suggesting that collaborative writing may also be suitable for L2 low-proficiency learners.

Keywords: collaborative writing, low-proficiency L2 learners, micro-level functional analysis, pair interaction pattern

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Authors: Srividya Sheshadri, Christopher Coley, Roa. R. Bhavani

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India currently accounts for 60 percent of the open defecation that is practiced globally. While research in the domain of sanitation development makes it apparent that girls and women living in rural India are disproportionately affected, interventions to address this dilemma are lacking. An important but relatively unexplored connection with poor sanitation is that women living in rural India are not only the largest marginalized group without access to adequate sanitation facilities, they also represent a majority of India’s unskilled workers. By training women to build their own toilets, through an approach that has demonstrated success in empowering marginalized communities through technical and vocational education and training (TVET), a collaborative dynamic emerges that can engage entire communities in the movement towards total sanitation. Designed and implemented by Amrita University, this technology-enhanced, community-based approach to skill development, known as Amrita computerized Vocational Education and Training (or Amrita cVET), has begun to show promise in addressing the struggle to end open defecation, and raise sanitation awareness, as well as strengthen personal and community development among women living in rural India. While Amrita cVET project, known as Women Empowerment: Sanitation, is currently in implementation in seven states throughout India, this paper will discuss early stages of the intervention in rural villages within the Indian states of: Karnataka and Goa, where previous sanitation efforts have failed to take hold.

Keywords: community based development, empowerment studies, sanitation in India, computerized vocational training

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Authors: Pauli P.Y. Lai

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Students with Special Education Needs (SEN) face many challenges in learning. Various challenges include difficulty in handwriting, slow understanding and assimilation, difficulty in paying attention during class, and lack of communication skills. To engage students with Special Education Needs in class with general students, Blackboard Collaborate is used as a teaching and learning tool to deliver a lecture with interactive activities. Blackboard Collaborate provides a good platform to create and enhance active, collaborative and interactive learning experience whereby the SEN students can easily interact with their general peers and the instructor by using the features of drawing on a virtual whiteboard, file sharing, classroom chatter, breakout room, hand-raising feature, polling, etc. By integrating a blended learning approach with Blackboard Collaborate, the students with Special Education Needs could engage in interactive activities with ease in class. Our research aims at exploring and discovering the use of Blackboard Collaborate for inclusive education based on a qualitative design with in-depth interviews. Being served in a general education environment, three university students with different kinds of learning disabilities have participated in our study. All participants agreed that functions provided by Blackboard Collaborate have enhanced their learning experiences and helped them learn better. Their academic performances also showed that SEN students could perform well with the help of technology. This research studies different aspects of using Blackboard Collaborate to create an inclusive learning environment for SEN students.

Keywords: blackboard collaborate, enhanced learning experience, inclusive education, special education needs

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Authors: Tarandeep Kaur

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Generation Y and Z nursing students have a much higher need for technology-based stimulation than previous generations, as they may find traditional methods of education boring and disinterested. These generations prefer experiential learning and the use of advanced technology for enhanced learning. Therefore, nursing educators must acquire knowledge to make better use of technology and technological tools for instruction. Millennials and generation are digital natives, optimistic, assertive, want engagement, instant feedback, and collaborative approach. The integration of technology and the efficacy of its use can be challenging for nursing educators. The SAMR (substitution, augmentation, modification, and redefinition) model designed and developed by Dr. Ruben Puentedura can help nursing educators to engage their students in different levels of technology integration for effective learning. Nursing educators should understand that technology use in the classroom must be purposeful. The influx of technology in nursing education is ever-changing; therefore, nursing educators have to constantly enhance and develop technical skills to keep up with the emerging technology in the schools as well as hospitals. In the Saskatchewan Collaborative Bachelor of Nursing (SCBSCN) program at Saskatchewan polytechnic, we use technology at various levels using the SAMR model in our program, including low and high-fidelity simulation labs. We are also exploring futuristic options of using virtual reality and gaming in our classrooms as an innovative way to motivate, increase critical thinking, create active learning, provide immediate feedback, improve student retention and create collaboration.

Keywords: generations, nursing, SAMR, technology

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Authors: Michael J. Cutler

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This paper presents what musical boundary play can look like when beginning music learners work with professional musicians with an emphasis on composition. Music education can be re-imagined through the lenses of boundary objects and boundary play by engaging non-professional musicians in collaborative sound creation, improvisation and composition along with professional musicians. To the author’s best knowledge, no similar study exists on boundary objects and boundary play in music education. The literature reviewed for this paper explores the epistemological perspectives connected to music education and situates musical boundary play as an alternative approach to the more prevalent paradigms of music education in K-12 settings. A qualitative multiple-case study design was chosen to seek an in-depth understanding of the role of boundary objects and musical boundary play. The constant comparative method was utilized in analyzing and interpreting the data resulting in the development of effective, transferable theory. The study gathered relevant data using audio and video recordings of musical boundary play, artifacts, interviews, and observations. Findings from this study offer insight into the development of a more inclusive music education and yield a pedagogical framework for music education based on musical boundary play. Through the facilitation of musical boundary play, it is possible for music learners to experience musical sound creation, improvisation and composition in the same way an instrumentalist or vocalist would without the acquisition of complex component operations required to play a traditional instrument or sing in a proficient manner.

Keywords: boundary play, boundary objects, music education, music pedagogy, musical boundary play

Procedia PDF Downloads 92

Authors: O. F. Elkommos

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Teaching English as a Second Language (TESL) has become a very rich area of research. Practitioners or teachers of English as a foreign or a second language are now promoting both collaborative learning and collaborative teaching. Students learning a language collaboratively and cooperatively are learning in a better environment of team work where they learn from each other. Further, teaching English collaboratively also creates an enriching environment that is also very enriching to students’ and teachers’ experiences of learning and teaching. Moreover, action research stems from actual teacher concerns and students’ needs. Reflection in turn, on the experience of the material taught and the delivery of material is becoming an integral part of the teaching and learning experience self- evaluation and self-development. In this case, the concern of the research field in the area of TESL will be the development of teaching delivery, material and quality of learning. In the present research, the TESL module taught to year two students in the Faculty of Arts and Humanities, British University in Egypt (BUE) will be evaluated reflexively by the students and teachers. The module was taught to students in two different specialisms. It was taught and delivered through collaborative teaching and was evaluated by both teachers and students as very successful and enjoyable. The reflections of both teachers and students as well as student results confirm that it was a success.

Keywords: action research, addressing differentiation, collaborative teaching, reflective teaching and learning, reflexive learning, reflexive teaching, self-development, self-evaluation, TESL

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Authors: Jeffrey Siphiwe Mkhize

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Twelve years of schooling for most South African children, particularly those children from disadvantaged past, are confronted with numerous and diverse challenges. These challenges range from infrastructural limitations, language of teaching, poor resources and varying family backgrounds. Likewise, schools are categorized to signify schools’ geographic location, poverty lines, societal class and type of students that the school are likely to enroll. Such categorization perpetuates particular lines of identities that are indirectly reinforced by the same system that seeks to redress. South African universities prefer point systems to determine students’ suitability to gain access to their programmes. Once students are admitted based on the qualifying points there is an assumed equity in the manner in which they receive tuition. They are assumed as equal; noting the widened access to South African universities as means to redress past inequalities. Given the challenges, inequalities, it is necessary to view higher education as a site for knowledge construction that is accessible to all students. Epistemological access is key to all students irrespective of their socio-economic status. This paper seeks to contribute to the discourse of student engagement using lecturer-student relationship as a lens to understand this phenomenon. Data were generated using South African Survey of Student Engagement, focus group interviews, semi-structured one-on-one-interviews as well as document analysis. The focus was on students registered for the first year of a Bachelor of Education degree as well as lecturers that teach high risk modules in this qualification at the same level. The findings suggest that lecturers are challenged by overcrowded classrooms and over-enrolled modules; this challenge hampers their good intentions to become more efficient and innovative in their teaching. Students lack confidence in approaching lecturers for assistance. Collaborative learning has stronger results and students believe in self-support to deal with their challenges based on their individual strengths. Collaborative learning is key to student academic performance.

Keywords: collaborative learning, consultations, student engagement, student performance

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Authors: Nada Alghali

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Translanguaging pedagogy suggests a new perspective in language education relating to multilingualism; multilingual learners have one linguistic repertoire and not two or more separate language systems (García and Wei, 2014). When learners translanguage, they are able to draw on all their language features in a flexible and integrated way (Otheguy, García, & Reid, 2015). In the Foreign Language Classroom, however, the tendency to use the target language only is still advocated as a pedagogy. This study attempts to enable learners in the English as a foreign language classroom to draw on their full linguistic repertoire through collaborative reading lessons. In observations prior to this study, in a classroom where English only policy prevails, learners still used their first language in group discussions yet were constrained at times by the teacher’s language policies. Through strategically enabling translanguaging in reading lessons (Celic and Seltzer, 2011), this study has revealed that learners showed creative ways of language use for learning and reflected positively on thisexperience. This case study enabled two groups in two different proficiency level classrooms who are learning English as a foreign language in their first year at University in Saudi Arabia. Learners in the two groups wereobserved over six weeks and wereasked to reflect their learning every week. The same learners were also interviewed at the end of translanguaging weeks after completing a modified model of the learning reflection (Ash and Clayton, 2009). This study positions translanguaging as collaborative and agentive within a sociocultural framework of learning, positioning translanguaging as a resource for learning as well as a process of learning. Translanguaging learning episodes are elicited from classroom observations, artefacts, interviews, reflections, and focus groups, where they are analysed qualitatively following the sociocultural discourse analysis (Fairclough &Wodak, 1997; Mercer, 2004). Initial outcomes suggest functions of translanguaging in collaborative reading tasks and recommendations for a collaborative translanguaging pedagogy approach in the EFL classroom.

Keywords: translanguaging, EFL, sociocultural theory, discourse analysis

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Authors: Martina I. Reinhold, Theresa Bacon-Baguley

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A core challenge of physician assistant education is preparing professionals for lifelong learning. While this conventionally has encompassed scientific advances, students must also embrace new care delivery models and technologies. Telemedicine, the provision of care via two-way audio and video, is an example of a technological advance reforming health care. During a three-semester sequence of Hospital Community Experiences, physician assistant students were assigned experiences with Answer Health on Demand, a telemedicine collaborative. Preceding the experiences, the agency lectured on the application of telemedicine. Students were then introduced to the technology and partnered with a provider. Prior to observing the patient-provider interaction, patient consent was obtained. Afterwards, students completed a reflection paper on lessons learned and the potential impact of telemedicine on their careers. Thematic analysis was completed on the students’ reflection papers (n=13). Preceding the lecture and experience, over 75% of students (10/13) were unaware of telemedicine. Several stated they were 'skeptical' about the effectiveness of 'impersonal' health care appointments. After the experience, all students remarked that telemedicine will play a large role in the future of healthcare and will provide benefits by improving access in rural areas, decreasing wait time, and saving cost. More importantly, 30% of students (4/13) commented that telemedicine is a technology they can see themselves using in their future practice. Initial results indicate that collaborative interaction between students and telemedicine providers enhanced student learning and exposed students to technological advances in the delivery of care. Further, results indicate that students perceived telemedicine more favorably as a viable delivery method after the experience.

Keywords: collaboration, physician assistant education, teaching innovative health care delivery method, telemedicine

Procedia PDF Downloads 168