Pub Date : 2022-06-14DOI: 10.4995/head22.2022.14617
Livia Tenuta, Alba Cappellieri, Susanna Testa, Beatrice Rossato
The paper aims to describe an innovative teaching and learning process in jewelry-tech design. First of all, the paper analyzes the contemporary and multidisciplinary context, underlining the growing presence of a close connection between digital technologies and the world of accessory design, particularly jewelry. The need to define learning models that aim to integrate different skills to train new professional figures successfully is outlined in this context. Secondly, the paper presents and examines the case study "name of the workshop" held at the "name of the university," an international workshop conducted in academic training in collaboration with an Italian jewelry company. The results obtained during this experience are presented and underline effective methodologies and critical issues in conducting the workshop.
{"title":"A Jewelry-Tech Experience: Teaching and Learning Model for Academic Training","authors":"Livia Tenuta, Alba Cappellieri, Susanna Testa, Beatrice Rossato","doi":"10.4995/head22.2022.14617","DOIUrl":"https://doi.org/10.4995/head22.2022.14617","url":null,"abstract":"The paper aims to describe an innovative teaching and learning process in jewelry-tech design. First of all, the paper analyzes the contemporary and multidisciplinary context, underlining the growing presence of a close connection between digital technologies and the world of accessory design, particularly jewelry. The need to define learning models that aim to integrate different skills to train new professional figures successfully is outlined in this context. Secondly, the paper presents and examines the case study \"name of the workshop\" held at the \"name of the university,\" an international workshop conducted in academic training in collaboration with an Italian jewelry company. The results obtained during this experience are presented and underline effective methodologies and critical issues in conducting the workshop.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"5 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":"114162344","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/head22.2022.14598
Rayanne Shakra
The word ‘assessment’ is frightening to most student teachers since it carries with it many negative connotations. Schools of education around the world have stepped up in working on building confidence into preservice teacher candidates. Assessment and data literacy have now come to be common units of study within higher education. Many universities are still calling for a need to enhance these courses through more focus on psychometrics or statistics but missing from these courses is the essence of assessment and teaching in general, teacher judgement and voice. Building credible, reliable and valid teacher judgement begins within schools of education. This article presents a framework to enhance student teacher’s voice within assessment practices. It builds on a Modern Assessment Theory perspective where teacher judgement is a key factor in understanding student learning and presents ways on how this theory of assessment intertwines within reflection and inquiry.
{"title":"Building Teacher Professional Judgement","authors":"Rayanne Shakra","doi":"10.4995/head22.2022.14598","DOIUrl":"https://doi.org/10.4995/head22.2022.14598","url":null,"abstract":"The word ‘assessment’ is frightening to most student teachers since it carries with it many negative connotations. Schools of education around the world have stepped up in working on building confidence into preservice teacher candidates. Assessment and data literacy have now come to be common units of study within higher education. Many universities are still calling for a need to enhance these courses through more focus on psychometrics or statistics but missing from these courses is the essence of assessment and teaching in general, teacher judgement and voice. Building credible, reliable and valid teacher judgement begins within schools of education. This article presents a framework to enhance student teacher’s voice within assessment practices. It builds on a Modern Assessment Theory perspective where teacher judgement is a key factor in understanding student learning and presents ways on how this theory of assessment intertwines within reflection and inquiry.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"28 3 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":"127560178","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/head22.2022.14408
R. Villares, Oana Maria Carciu
This paper describes the design of an innovative approach to teaching and learning academic communication and intercultural linguistics in the English Studies field to foster competencies for participation in the Digital Society. More specifically, we describe the learning outcomes, sequence of tasks and assessment of competencies for an itinerary of collaborative multimodal online tasks focused on the creation of a Citizen Science (CS) project linked with SDGs. These tasks drew on a genre-based pedagogy and task-based learning in connection with language and digital competencies. We conclude that the integration of CS and SDGs in the educational objectives of the course enables us to embrace the digital transition by promoting open and innovative education and training in transversal skills, digital and intercultural communication, language mediation and English.
{"title":"Innovation linked with SDGs: Citizen Science projects to foster competencies for participation in the Digital Society","authors":"R. Villares, Oana Maria Carciu","doi":"10.4995/head22.2022.14408","DOIUrl":"https://doi.org/10.4995/head22.2022.14408","url":null,"abstract":"This paper describes the design of an innovative approach to teaching and learning academic communication and intercultural linguistics in the English Studies field to foster competencies for participation in the Digital Society. More specifically, we describe the learning outcomes, sequence of tasks and assessment of competencies for an itinerary of collaborative multimodal online tasks focused on the creation of a Citizen Science (CS) project linked with SDGs. These tasks drew on a genre-based pedagogy and task-based learning in connection with language and digital competencies. We conclude that the integration of CS and SDGs in the educational objectives of the course enables us to embrace the digital transition by promoting open and innovative education and training in transversal skills, digital and intercultural communication, language mediation and English. ","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"9 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":"125954228","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/head22.2022.14217
Nikola Luburić, Balša Šarenac, Luka Dorić, D. Vidakovic, Katarina-Glorija Grujic, A. Kovačević, Simona Prokic
To improve instruction, educators require greater visibility into the learning gains of individual students and the ability to adapt to resolve any learning gaps. A prerequisite to achieving such instruction is decomposing knowledge into small components that function as gradual steps for the learner’s journey. However, decomposing a knowledge domain is not trivial, as instructors must overcome many practical challenges along the way. We report on our experience of knowledge component modeling for the clean code analysis and refactoring domain. We describe our method and list four challenges encountered during modeling and our solution for them. The resulting knowledge component inventory is a secondary contribution of the paper. These results can assist educators in planning and executing knowledge component modeling to refine their instruction and produce more significant learning gains in their students.
{"title":"Challenges of Knowledge Component Modeling: A Software Engineering Case Study","authors":"Nikola Luburić, Balša Šarenac, Luka Dorić, D. Vidakovic, Katarina-Glorija Grujic, A. Kovačević, Simona Prokic","doi":"10.4995/head22.2022.14217","DOIUrl":"https://doi.org/10.4995/head22.2022.14217","url":null,"abstract":"To improve instruction, educators require greater visibility into the learning gains of individual students and the ability to adapt to resolve any learning gaps. A prerequisite to achieving such instruction is decomposing knowledge into small components that function as gradual steps for the learner’s journey. However, decomposing a knowledge domain is not trivial, as instructors must overcome many practical challenges along the way. We report on our experience of knowledge component modeling for the clean code analysis and refactoring domain. We describe our method and list four challenges encountered during modeling and our solution for them. The resulting knowledge component inventory is a secondary contribution of the paper. These results can assist educators in planning and executing knowledge component modeling to refine their instruction and produce more significant learning gains in their students.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"42 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":"126826454","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/head22.2022.14197
D. Brunetto, Nicolò Cangiotti
This work presents a new approach devoted to recreating a team working situation in a STEAM university mathematics class by using Engageli, an e-learning platform for real-time online higher education courses. A particular experience is considered, in order to understand the core tenets to construct a fruitful online group activity in mathematics. The success of such an activity depends on both the usage of an intuitive software user-friendly and the creation of suitable and stimulating learning paths. The analysis is based on the well-known SWOT analysis concerning the students’ comments, integrated by the answers of four multiple choice questions and the analytics provided by Engageli. The outcome of the work suggests that the online experience has potential, but further improvements are needed.
{"title":"Online team working with emerging technologies in a university math class","authors":"D. Brunetto, Nicolò Cangiotti","doi":"10.4995/head22.2022.14197","DOIUrl":"https://doi.org/10.4995/head22.2022.14197","url":null,"abstract":"This work presents a new approach devoted to recreating a team working situation in a STEAM university mathematics class by using Engageli, an e-learning platform for real-time online higher education courses. A particular experience is considered, in order to understand the core tenets to construct a fruitful online group activity in mathematics. The success of such an activity depends on both the usage of an intuitive software user-friendly and the creation of suitable and stimulating learning paths. The analysis is based on the well-known SWOT analysis concerning the students’ comments, integrated by the answers of four multiple choice questions and the analytics provided by Engageli. The outcome of the work suggests that the online experience has potential, but further improvements are needed. ","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"19 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":"127279632","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/head22.2022.14673
P. O'Leary, Zeta Dooley, Ken McCarthy
Micro-credentials are increasing in popularity due to their capacity to offer an award for a small volume of learning that is backed by an academic organisation. HE has traditionally offered larger volumes of learning as major awards and has a QA system designed for such awards. This paper presents a quality framework for a HE to offer micro-credential awards, while still maintaining public faith in the quality of the HE’s awards.
{"title":"A Quality Framework for HE Micro-Credentials","authors":"P. O'Leary, Zeta Dooley, Ken McCarthy","doi":"10.4995/head22.2022.14673","DOIUrl":"https://doi.org/10.4995/head22.2022.14673","url":null,"abstract":"Micro-credentials are increasing in popularity due to their capacity to offer an award for a small volume of learning that is backed by an academic organisation. HE has traditionally offered larger volumes of learning as major awards and has a QA system designed for such awards. This paper presents a quality framework for a HE to offer micro-credential awards, while still maintaining public faith in the quality of the HE’s awards.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"1763 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":"127452096","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/head22.2022.14476
Tatiana Sanches, Carlos Lopes, Maria da Luz Antunes
This work explores the articulation of Information Literacy and Critical Thinking, throughout a preliminary study on the pedagogical strategies used by academic librarians in lecturing information literacy courses. A theoretical reflection is presented about students’ skills in Information Literacy, enhanced by Critical Thinking, to acquire the ability to move autonomously in printed and digital information environments, based on their reflective thinking, to transform information into new knowledge. The study aims to compare information literacy pedagogical practices in different subject areas. As such, psychology, education, and health sciences were the ecosystems in which the strategies were explored and applied to analyze common approaches, and ultimately detect and share good practices for pedagogical improvements. The present work results from a qualitative study, based on the interviews regarding the vision of three higher education librarians, framed by seven major parameters: metacognition, reflection, analysis, evaluation, inference, and use, as well as dispositions, applied to information management. The objective was to evaluate what kind of strategies were adopted by each librarian and if the pedagogical practices are effective in fulfilling the learning objectives. Overall, all three librarians agreed that libraries have an important role in promoting critical thinking in higher education students.
{"title":"Critical Thinking in Information Literacy Pedagogical Strategies: new dynamics for Higher Education throughout librarians’ vision","authors":"Tatiana Sanches, Carlos Lopes, Maria da Luz Antunes","doi":"10.4995/head22.2022.14476","DOIUrl":"https://doi.org/10.4995/head22.2022.14476","url":null,"abstract":"This work explores the articulation of Information Literacy and Critical Thinking, throughout a preliminary study on the pedagogical strategies used by academic librarians in lecturing information literacy courses. A theoretical reflection is presented about students’ skills in Information Literacy, enhanced by Critical Thinking, to acquire the ability to move autonomously in printed and digital information environments, based on their reflective thinking, to transform information into new knowledge. The study aims to compare information literacy pedagogical practices in different subject areas. As such, psychology, education, and health sciences were the ecosystems in which the strategies were explored and applied to analyze common approaches, and ultimately detect and share good practices for pedagogical improvements. The present work results from a qualitative study, based on the interviews regarding the vision of three higher education librarians, framed by seven major parameters: metacognition, reflection, analysis, evaluation, inference, and use, as well as dispositions, applied to information management. The objective was to evaluate what kind of strategies were adopted by each librarian and if the pedagogical practices are effective in fulfilling the learning objectives. Overall, all three librarians agreed that libraries have an important role in promoting critical thinking in higher education students.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"36 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":"121700398","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/head22.2022.14192
Rien Van Stigt, M. Rietbergen
Cities face enormous challenges regarding their sustainable development. Facing these challenges requires a range of competencies that enable professionals to in-depth analyse problems, envisage multiple futures, reflect on norms and on their own actions and beliefs and develop innovative solutions in a multidisciplinary approach. For students in Higher Education to develop these competencies, an elective semester program was designed and implemented, the learning effect of which was determined through self-assessment by the participating students. Results show that students report slight or strong improvement on most of the six key sustainability competencies, most significantly on self-awareness, strategic and normative competencies. In addition, students learn from the application of design skills in the program. This paper demonstrates a relation between the program components and self-reported growth in sustainability competencies. Further research is deemed necessary to explain exactly how competency development is fostered by the didactical approach and content of the program.
{"title":"Development of Sustainability Competencies in a Higher Education Semester Program on Smart Sustainable Cities","authors":"Rien Van Stigt, M. Rietbergen","doi":"10.4995/head22.2022.14192","DOIUrl":"https://doi.org/10.4995/head22.2022.14192","url":null,"abstract":"Cities face enormous challenges regarding their sustainable development. Facing these challenges requires a range of competencies that enable professionals to in-depth analyse problems, envisage multiple futures, reflect on norms and on their own actions and beliefs and develop innovative solutions in a multidisciplinary approach. For students in Higher Education to develop these competencies, an elective semester program was designed and implemented, the learning effect of which was determined through self-assessment by the participating students. Results show that students report slight or strong improvement on most of the six key sustainability competencies, most significantly on self-awareness, strategic and normative competencies. In addition, students learn from the application of design skills in the program. This paper demonstrates a relation between the program components and self-reported growth in sustainability competencies. Further research is deemed necessary to explain exactly how competency development is fostered by the didactical approach and content of the program.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"76 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":"124787906","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/head22.2022.14388
M. Cordina, J. Cacciottolo
The engagement of external assessors or examiners is one of the approaches which may contribute to overall quality assurance in institutions of higher learning . Aims: The aim of the present study was to determine the quality of the reports received following an onsite visit, utilizing a purposefully designed template, and identify any significant shortcomings. Results: Only 90% of the expected reports were ever received, with 66% of reports being received unacceptably late. Just over 18% were deemed to be of excellent quality, while 32% were classified as being below average or poor demonstrating questionable academic professional responsibility of certain examiners. Conclusion: The results demonstrate that the systems to ensure quality need to be audited on a regular basis to ensure that their purpose is being met.
{"title":"External assessors' reports – do they provide valid and useful information?","authors":"M. Cordina, J. Cacciottolo","doi":"10.4995/head22.2022.14388","DOIUrl":"https://doi.org/10.4995/head22.2022.14388","url":null,"abstract":"The engagement of external assessors or examiners is one of the approaches which may contribute to overall quality assurance in institutions of higher learning . Aims: The aim of the present study was to determine the quality of the reports received following an onsite visit, utilizing a purposefully designed template, and identify any significant shortcomings. Results: Only 90% of the expected reports were ever received, with 66% of reports being received unacceptably late. Just over 18% were deemed to be of excellent quality, while 32% were classified as being below average or poor demonstrating questionable academic professional responsibility of certain examiners. Conclusion: The results demonstrate that the systems to ensure quality need to be audited on a regular basis to ensure that their purpose is being met.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"3 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":"131319267","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/head22.2022.14683
Christina Panayi, N. Charalambous
The paper reflects on a pilot community-engaged pedagogical approach underpinned by Urban Living Labs (ULLs) methodology, developed through a second-year housing design studio at the Department of Architecture, University of Cyprus in the spring semester 2021. Through participatory action research methodology (PAR) a co-creation framework was designed, implemented and evaluated and its impact on students and the design result has been assessed. As a meeting place for a quadruple helix of students, educators, researchers, and external stakeholders, the design studio aims to bring together architectural research, pedagogy and society for knowledge exchange and co-production as well as for increasing sustainability, diversity and inclusivity regarding urban decision-making processes. Reflecting on the results, various suggestions for improvements are proposed in terms of the outcome, levels of involvement, tools, process and schedule.
{"title":"Community-engaged design studios: learning through “live” projects","authors":"Christina Panayi, N. Charalambous","doi":"10.4995/head22.2022.14683","DOIUrl":"https://doi.org/10.4995/head22.2022.14683","url":null,"abstract":"The paper reflects on a pilot community-engaged pedagogical approach underpinned by Urban Living Labs (ULLs) methodology, developed through a second-year housing design studio at the Department of Architecture, University of Cyprus in the spring semester 2021. Through participatory action research methodology (PAR) a co-creation framework was designed, implemented and evaluated and its impact on students and the design result has been assessed. As a meeting place for a quadruple helix of students, educators, researchers, and external stakeholders, the design studio aims to bring together architectural research, pedagogy and society for knowledge exchange and co-production as well as for increasing sustainability, diversity and inclusivity regarding urban decision-making processes. Reflecting on the results, various suggestions for improvements are proposed in terms of the outcome, levels of involvement, tools, process and schedule.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"27 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":"125485950","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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