Pub Date : 2022-06-14DOI: 10.4995/head22.2022.14588
Giorgia Pomarolli
This paper aims at discussing pedagogical practices within the area of inclusive and accessible language education, with a particular focus on visual impairment. Accessible education cuts across all aspects of education: physical and technological infrastructures, instructional modes, teaching strategies, learning materials, and assessment. The success in creating an inclusive learning environment depends on teacher training and professional development. After a brief clarification of the notion of accessibility in educational settings, the paper offers practical recommendations which address any instructor who is committed to planning and teaching an accessible foreign language course for visually impaired students within a mainstream university setting.
{"title":"Some Practical Insights on Teaching FL to Visually Impaired Students","authors":"Giorgia Pomarolli","doi":"10.4995/head22.2022.14588","DOIUrl":"https://doi.org/10.4995/head22.2022.14588","url":null,"abstract":"This paper aims at discussing pedagogical practices within the area of inclusive and accessible language education, with a particular focus on visual impairment. Accessible education cuts across all aspects of education: physical and technological infrastructures, instructional modes, teaching strategies, learning materials, and assessment. The success in creating an inclusive learning environment depends on teacher training and professional development. After a brief clarification of the notion of accessibility in educational settings, the paper offers practical recommendations which address any instructor who is committed to planning and teaching an accessible foreign language course for visually impaired students within a mainstream university setting.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128829537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.4995/head22.2022.14635
Loredana Bercuci, Oana-Roxana Ivan, Mădălina Chitez, Roxana Rogobete, A. Dinca
Internationalisation is a desired goal for contemporary universities, which are increasingly using concepts like cultural diversity or globalism as selling points to attract students. However, these concepts are not always clearly defined in terms of underlying values and lived experience. We used a corpus linguistics approach to extract university descriptors of the term ‘internationalisation’. For that purpose, we compiled the INTER corpus (Corpus of Internationalisation Terminology in Higher Education Institutions in Europe), which includes texts extracted from the websites of 50 European Universities. We analyse the lexical profile of the tokens semantically connected to the concept of ‘internationalisation’. To verify whether the advertised concepts of internationalisation match the lived experience of the students, we use a second corpus, LIVIT (Corpus of Lived Internationalisation Experiences), which includes 300 testimonies of student mobility. All data and analyses capture the pre-COVID situation and are intended to inform the post-COVID university policymaking.
{"title":"Making international mobility student-friendly: a linguistically embedded assessment of higher education internationalisation strategies","authors":"Loredana Bercuci, Oana-Roxana Ivan, Mădălina Chitez, Roxana Rogobete, A. Dinca","doi":"10.4995/head22.2022.14635","DOIUrl":"https://doi.org/10.4995/head22.2022.14635","url":null,"abstract":"Internationalisation is a desired goal for contemporary universities, which are increasingly using concepts like cultural diversity or globalism as selling points to attract students. However, these concepts are not always clearly defined in terms of underlying values and lived experience. We used a corpus linguistics approach to extract university descriptors of the term ‘internationalisation’. For that purpose, we compiled the INTER corpus (Corpus of Internationalisation Terminology in Higher Education Institutions in Europe), which includes texts extracted from the websites of 50 European Universities. We analyse the lexical profile of the tokens semantically connected to the concept of ‘internationalisation’. To verify whether the advertised concepts of internationalisation match the lived experience of the students, we use a second corpus, LIVIT (Corpus of Lived Internationalisation Experiences), which includes 300 testimonies of student mobility. All data and analyses capture the pre-COVID situation and are intended to inform the post-COVID university policymaking. ","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127635611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.4995/head22.2022.14427
Martin R. Wolf, Klemens Köhler
Using gamification approaches in Higher Education is an appropriate way to increase student’s engagement especially during the time of the COVID-19 pandemic. Escape Games which could be either used as physical experience of a group in a room, or - more virtually - as several puzzles that need to be solved with the target to solve one overarching mystery, are well known tools that can be used in an educational environment as well. However, despite of existing frameworks and manifold examples it remains difficult to set up a Virtual Educational Escape Game (VEEG) with the proven positive effect on successful learning. This study presents some factors that support successful learning when using a VEEG and compares cost-benefit-ratios for manually versus automatically run VEEGs.
{"title":"EXITrun – A Lecture as a Virtual Educational Escape Game","authors":"Martin R. Wolf, Klemens Köhler","doi":"10.4995/head22.2022.14427","DOIUrl":"https://doi.org/10.4995/head22.2022.14427","url":null,"abstract":"Using gamification approaches in Higher Education is an appropriate way to increase student’s engagement especially during the time of the COVID-19 pandemic. Escape Games which could be either used as physical experience of a group in a room, or - more virtually - as several puzzles that need to be solved with the target to solve one overarching mystery, are well known tools that can be used in an educational environment as well. However, despite of existing frameworks and manifold examples it remains difficult to set up a Virtual Educational Escape Game (VEEG) with the proven positive effect on successful learning. This study presents some factors that support successful learning when using a VEEG and compares cost-benefit-ratios for manually versus automatically run VEEGs.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127761102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.4995/head22.2022.14587
Juan Carlos Farah, Sandy Ingram, D. Gillet
As more educational activities are conducted online, the need for interactive applications (apps) that can effectively support educators in their practice is increasing. These apps are often created by web developers or by researchers, educators, and even students with programming experience. While a large body of work has focused on incorporating these apps into educational contexts, fewer studies have focused on their development. In this paper, we first present the design and implementation of an app development framework aimed at supporting developers in creating apps for education. We then report the results of a study comprising interviews with 12 developers who used the framework. Our findings highlight that while the creation of web apps for education can be facilitated by a purely software-based app development framework, effectively exploiting such a framework requires domain knowledge that could be acquired through in-depth documentation, tutorials, and collaboration between developers and educators.
{"title":"Supporting Developers in Creating Web Apps for Education via an App Development Framework","authors":"Juan Carlos Farah, Sandy Ingram, D. Gillet","doi":"10.4995/head22.2022.14587","DOIUrl":"https://doi.org/10.4995/head22.2022.14587","url":null,"abstract":"As more educational activities are conducted online, the need for interactive applications (apps) that can effectively support educators in their practice is increasing. These apps are often created by web developers or by researchers, educators, and even students with programming experience. While a large body of work has focused on incorporating these apps into educational contexts, fewer studies have focused on their development. In this paper, we first present the design and implementation of an app development framework aimed at supporting developers in creating apps for education. We then report the results of a study comprising interviews with 12 developers who used the framework. Our findings highlight that while the creation of web apps for education can be facilitated by a purely software-based app development framework, effectively exploiting such a framework requires domain knowledge that could be acquired through in-depth documentation, tutorials, and collaboration between developers and educators.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132547618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.4995/head22.2022.14460
Torbjørn Bjorvatn
Work-integrated learning (WIL) such as placements and internships are becoming increasingly common in generalist (i.e. not profession-oriented) postgraduate university programmes. Nevertheless, the justification for work-integrated learning in such programmes is not obvious. While various purposes have been proposed, this paper draws on the university’s traditional role in producing and disseminating research-based knowledge. The paper suggests that in generalist study programmes, learning objectives and, hence, assessment of work-integrated learning can profitably be molded on time-tested practices in academic scholarship. Central in this respect is the ability to reflect on the relationship between theory and practice. Adopting this ability as an intended learning outcome (ILO), the paper argues that generalist programmes should embrace work-integrated learning. Specifically, the paper advances a set of assessment criteria that offer a flexible yet rigorous basis for assessing work-integrated learning in generalist postgraduate university programmes.
{"title":"Assessment criteria for work-integrated learning in a generalist postgraduate university programme","authors":"Torbjørn Bjorvatn","doi":"10.4995/head22.2022.14460","DOIUrl":"https://doi.org/10.4995/head22.2022.14460","url":null,"abstract":"Work-integrated learning (WIL) such as placements and internships are becoming increasingly common in generalist (i.e. not profession-oriented) postgraduate university programmes. Nevertheless, the justification for work-integrated learning in such programmes is not obvious. While various purposes have been proposed, this paper draws on the university’s traditional role in producing and disseminating research-based knowledge. The paper suggests that in generalist study programmes, learning objectives and, hence, assessment of work-integrated learning can profitably be molded on time-tested practices in academic scholarship. Central in this respect is the ability to reflect on the relationship between theory and practice. Adopting this ability as an intended learning outcome (ILO), the paper argues that generalist programmes should embrace work-integrated learning. Specifically, the paper advances a set of assessment criteria that offer a flexible yet rigorous basis for assessing work-integrated learning in generalist postgraduate university programmes.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"57 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131637767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.4995/head22.2022.14198
A. Pfennig
The iron carbon phase diagram ICPD may simply be described as alloying maps of steels and cast iron in material science. However, the required thermodynamic background knowledge should be high level and understanding of the cooling procedure of ferrous melts as well as microstructure of steels is challenging. Common teaching material presents results, but not how to get there and leaves frustrated first year engineering students behind – especially during the online-semester of the Covid-19 pandemic. The iron carbon phase diagram is required in advanced courses, but seldom handled by students. Applying the “flipped classroom” teaching method as scenario in a blended and fully online learning environment is shown to be a successful method to let the students study how to read and apply the ICPD on their own and then take the time to discuss their questions and do extended hands-on exercises in class. Although summative assessment did not show significant improvement, the learning outcome and problem solving skills related to the iron carbon phase diagram are rated beneficial.
{"title":"Flipped classroom – a solution to teach the unloved iron carbon phase diagram in first year engineering during the Covid-19 pandemic","authors":"A. Pfennig","doi":"10.4995/head22.2022.14198","DOIUrl":"https://doi.org/10.4995/head22.2022.14198","url":null,"abstract":"The iron carbon phase diagram ICPD may simply be described as alloying maps of steels and cast iron in material science. However, the required thermodynamic background knowledge should be high level and understanding of the cooling procedure of ferrous melts as well as microstructure of steels is challenging. Common teaching material presents results, but not how to get there and leaves frustrated first year engineering students behind – especially during the online-semester of the Covid-19 pandemic. The iron carbon phase diagram is required in advanced courses, but seldom handled by students. Applying the “flipped classroom” teaching method as scenario in a blended and fully online learning environment is shown to be a successful method to let the students study how to read and apply the ICPD on their own and then take the time to discuss their questions and do extended hands-on exercises in class. Although summative assessment did not show significant improvement, the learning outcome and problem solving skills related to the iron carbon phase diagram are rated beneficial.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132303346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.4995/head22.2022.14568
D. Pawelczak, Antje Gieraths
Teaching introductory computer science (CS101) to first year engineering students during a pandemic provides a challenge that can be met with different measures. In this paper we give an analysis of how the course setup evolved during the pandemic, which changes we decided to make in terms of group size and offering additional learning opportunities. It is detailed and compared how an oral summative assessment and a newly introduced written midterm exam influence the final grades of the course and students’ contentment. We conclude by discussing the exam results and comparing them over several years and describing what we see as a future proof setup for online and face-to-face teaching.
{"title":"Improving Learning Quality in CS Education during the COVID-19 Pandemic","authors":"D. Pawelczak, Antje Gieraths","doi":"10.4995/head22.2022.14568","DOIUrl":"https://doi.org/10.4995/head22.2022.14568","url":null,"abstract":"Teaching introductory computer science (CS101) to first year engineering students during a pandemic provides a challenge that can be met with different measures. In this paper we give an analysis of how the course setup evolved during the pandemic, which changes we decided to make in terms of group size and offering additional learning opportunities. It is detailed and compared how an oral summative assessment and a newly introduced written midterm exam influence the final grades of the course and students’ contentment. We conclude by discussing the exam results and comparing them over several years and describing what we see as a future proof setup for online and face-to-face teaching.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131679228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.4995/head22.2022.14650
Tarvo Niine, M. Córdova, F. Cantoni, Merle Küttim
MOOC landscape is evolving, also boosted by distance-learning necessity of recent health crises. Logistics is an interdisciplinary area across business processes and functions, engineering, global views and sustainability. As lifelong learning appears a new norm and it is difficult for HEIs to provide a programme with both sufficient focus on foundational skills as well as topical expertise, students and practitioners can turn to MOOCs for complementary instruction. This study presents a data collected from 198 logistics-themed MOOCs across four major platforms (edX, Coursera, FutureLearn and Udemy) to evaluate the topical availability across main areas of direct logistics expertise. Regardless of relative abundance, the study suggests both thematic gaps and criticism of MOOC development priorities. The study allows to argue against feasibility of compiling a full online programme of MOOCs, lack of linkages and of coherent design. Within current paradigm, MOOCs shall remain complementary not a substitute to college programme experience. Keywords: logistics knowledge areas, supply chain competences, MOOCs, future of higher education, lifelong learning.
{"title":"Learning logistics from MOOCs: an ample teaching cacophony","authors":"Tarvo Niine, M. Córdova, F. Cantoni, Merle Küttim","doi":"10.4995/head22.2022.14650","DOIUrl":"https://doi.org/10.4995/head22.2022.14650","url":null,"abstract":"MOOC landscape is evolving, also boosted by distance-learning necessity of recent health crises. Logistics is an interdisciplinary area across business processes and functions, engineering, global views and sustainability. As lifelong learning appears a new norm and it is difficult for HEIs to provide a programme with both sufficient focus on foundational skills as well as topical expertise, students and practitioners can turn to MOOCs for complementary instruction. This study presents a data collected from 198 logistics-themed MOOCs across four major platforms (edX, Coursera, FutureLearn and Udemy) to evaluate the topical availability across main areas of direct logistics expertise. Regardless of relative abundance, the study suggests both thematic gaps and criticism of MOOC development priorities. The study allows to argue against feasibility of compiling a full online programme of MOOCs, lack of linkages and of coherent design. Within current paradigm, MOOCs shall remain complementary not a substitute to college programme experience. Keywords: logistics knowledge areas, supply chain competences, MOOCs, future of higher education, lifelong learning.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132612357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.4995/head22.2022.14663
C. Laranjeira, Catarina Afonso, A. Querido
This study aimed to explore qualitatively students' meanings of a significant death or dying experience by describing the effects in the first-person: psycho-emotional and spiritual life reflections. Using a narrative-reflection approach, we performed a multiple case study. Ten nursing students from 3rd year palliative nursing course were selected based on their richeness experiences. Topics such as the timing of the death loss, the manner of death, role changes that followed after the death loss, and adjustment patterns were discussed. The role of the narrative is multi-faceted – contributing to the development of a student's identity, comfort, and help making sense of a 'senseless' event.
{"title":"Personal narratives about death and dying: a case study with nursing students","authors":"C. Laranjeira, Catarina Afonso, A. Querido","doi":"10.4995/head22.2022.14663","DOIUrl":"https://doi.org/10.4995/head22.2022.14663","url":null,"abstract":"This study aimed to explore qualitatively students' meanings of a significant death or dying experience by describing the effects in the first-person: psycho-emotional and spiritual life reflections. Using a narrative-reflection approach, we performed a multiple case study. Ten nursing students from 3rd year palliative nursing course were selected based on their richeness experiences. Topics such as the timing of the death loss, the manner of death, role changes that followed after the death loss, and adjustment patterns were discussed. The role of the narrative is multi-faceted – contributing to the development of a student's identity, comfort, and help making sense of a 'senseless' event.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115088955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.4995/head22.2022.14032
M. Wasif, S. Lodi, A. Shaikh, Muhammad Tufail, F. Butt
This article presents a framework for the implementation of Quality 4.0 aspect in the higher education institute. Quality 4.0 is a major domain of Industry 4.0 revolution. Beside the industry, educational institutes are also embracing the new technology-based framework, which does not only revolutionize the educational system, but also impact their performance.In this research, a comprehensive framework for the implementation of Quality 4.0 is presented. The enablers and the components of Quality 4.0 are discussed in detail. The article also discusses the implementation of the framework, consisting of big data analysis, SWOT analysis of the institute, implementation of documentation, digitalization and record management, ERP system and finally the key performance indicators (KPIs).The framework is specially designed for the higher education institute for the consistency and standardization, through the latest technology and digitization.
{"title":"A Quality 4.0 Assurance Framework for the Higher Education Institutes","authors":"M. Wasif, S. Lodi, A. Shaikh, Muhammad Tufail, F. Butt","doi":"10.4995/head22.2022.14032","DOIUrl":"https://doi.org/10.4995/head22.2022.14032","url":null,"abstract":"This article presents a framework for the implementation of Quality 4.0 aspect in the higher education institute. Quality 4.0 is a major domain of Industry 4.0 revolution. Beside the industry, educational institutes are also embracing the new technology-based framework, which does not only revolutionize the educational system, but also impact their performance.In this research, a comprehensive framework for the implementation of Quality 4.0 is presented. The enablers and the components of Quality 4.0 are discussed in detail. The article also discusses the implementation of the framework, consisting of big data analysis, SWOT analysis of the institute, implementation of documentation, digitalization and record management, ERP system and finally the key performance indicators (KPIs).The framework is specially designed for the higher education institute for the consistency and standardization, through the latest technology and digitization. ","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115497931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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