1,720,964 research outputs found
Investigating the effects of Transforming Laboratory Learning
Full text linkKEYWORDS: inquiry-based learning, problem-based learning, industry engagement, undergraduate, chemistry
Background
At Monash University, a program called Transforming Laboratory Learning (TLL) is being undertaken over the next 3 years which seeks to alter the undergraduate chemistry practical experience to incorporate more inquiry-based learning and to increase the industrial context of the program.
Aims
The aim of this project is to monitor the effects of the above undertaking on the student cohort, as well as the teaching staff at Monash University.
Design and methods
In order to investigate the effect of TLL, surveys will be given to all undergraduate students, teaching associates, other teaching staff and academics at Monash University. This survey will be a combination of an in-house tested open question (to monitor the potentially shifting beliefs of laboratory aims) and a literature validated tool known as the Meaningful Learning in the Laboratory Instrument (MLLI, which tests for student learning during a practical experience).
Furthermore, focus groups (of students and teaching associates) as well as one-to-one interviews with academics will be undertaken to obtain a more in-depth measure of the effects of TLL.
Results
To date, preliminary data of one chemistry course has shown that students predominately (>70% response) believe the point of the laboratory exercises is to reinforce lecture material with only a small cohort
Saving a semester of learning: MIT’s emergency transition to online instruction
No full textPurpose: Prior to March 4th, 2020 only a handful of MIT courses had ever been delivered exclusively online. The purpose of this paper is to detail how over a 25-day period (March 4th-March 30th) approximately 1,250 spring term courses transitioned to being remote online offerings in response to the COVID-19 pandemic. Throughout that time five groups on MIT's campus – the Office of Open Learning (OL), the Office of the Vice Chancellor (OVC), including in particular the Teaching + Learning Lab (TLL), Information Systems and Technology (IS&T) and Sloan Technology Services (STS) - were primarily responsible for supporting the transition of residential courses to remote online delivery. Design/methodology/approach: Together these groups were able to engage in new communication processes and collaborations, initially established by the university's Academic Continuity working group, to address three: support all faculty and instructors in transforming residential courses to remote online instruction, support all students in transitioning to remote online learning, and support teaching assistants as they transitioned to online instruction. Findings: This paper describes the organizational structure (both distributed and centralized) that allowed for such collaborations. Critical decisions made by the group are described and connected with the key goals they addressed. Finally, examples of specific tools and supports that were implemented during the transition period are highlighted. Originality/value: Certain factors existed to allow MIT to make such a massive instructional transition (e.g. scaled lecture capture capabilities, members of the digital learning lab embedded within a number of departments and an extensive library of previously created open and free online resources), the overarching process and decisions presented within are likely to resonate across institutions. The potential impact of these changes and future community opportunities are also discussed
Dall’analisi dei bisogni formativi dei docenti universitari all’organizzazione del Teaching Learning Laboratory: la ricerca PRODID presso l’Università di Bari
No full textThe paper presents the results of the research carried out at the University of Bari in the PRODID project - Preparation to Professionalism Teaching and Didactic Innovation, which involved 8 Italian Universities (Padua, Bari, Camerino, Catania, Florence, Foggia, Genoa, Turin) constituents the Italian Association for the promotion and development of teaching, learning and teaching at the University. The research was conducted through the administration of a questionnaire developed according to the Framework of Teaching of Tigelaar and colleagues (2004), focusing on the usual teaching practices, on the beliefs and needs of the teacher, on different aspects of teaching professionalism. Thanks to the experimentation it was possible to analyse the needs of the Bari University context and set up the PRODID-TLL (Teaching Learning Laboratory) project, focused on structuring pilot training paths, innovative and personalized according to different target groups, for the professional development of university teachers
From the analysis of university teachers training needs to the organization of the Teaching Learning Laboratory: the PRODID research at the University of Bari
Full text linkThe paper presents the results of the research carried out at the University of Bari in the PRODID project - Preparation to Professionalism Teaching and Didactic Innovation, which involved 8 Italian Universities (Padua, Bari, Camerino, Catania, Florence, Foggia, Genoa, Turin) constituents the Italian Association for the promotion and development of teaching, learning and teaching at the University. The research was conducted through the administration of a questionnaire developed according to the Framework of Teaching of Tigelaar and colleagues (2004), focusing on the usual teaching practices, on the beliefs and needs of the teacher, on different aspects of teaching professionalism. Thanks to the experimentation it was possible to analyse the needs of the Bari University context and set up the PRODID-TLL (Teaching Learning Laboratory) project, focused on structuring pilot training paths, innovative and
personalized according to different target groups, for the professional development of university teachers
Integration of an Informatics Teaching-Learning Laboratory into Pre-Service Informatics Teacher Education
No full textIn order to understand the digital world and the underlying concepts of digital devices and applications, one of the skills required is algorithmic thinking. Therefore, it is important that not only the students learn algorithmic thinking in school, but also future informatics teachers. To enable them to experience this as effectively as possible, factors such as TPACK competencies and self-efficacy are important. This poster presents a study design on how a teaching-learning lab (TLL) can be integrated into pre-service informatics teacher education. The goal is, on the one hand, to increase the future teachers TPACK competencies and self-efficacy, and, on the other hand, to develop two different didactic approaches that foster pupils' algorithmic thinking. Considering this, a Robotic workshop with a block-based programming language was developed integrating these didactic approaches, both of which are designed to promote pupils' algorithmic thinking. The students conducted these two workshops in our TLL and reflected on their didactic activities. Using a mixed-methods approach, we analyzed how students' TPACK skills and self-efficacy develop over time and how two different didactic approaches differ in terms of promoting algorithmic thinking in pupils. In the next step further data will be collected, evaluated and analyzed to achieve more insights to this preliminary results
STEM Concept Videos
No full textCác Video Khái niệm STEM được thiết kế để giúp học sinh học một khái niệm then chốt trong khoa học, công nghệ, kỹ thuật và/hoặc toán học (STEM). Những ý tưởng này là nền tảng của nhiều chương trình giảng dạy kỹ thuật, và việc học chúng sẽ giúp học sinh nắm vững những kiến thức khó hơ
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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