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Suck it and see – transforming STEMM university teachers’ assessment perspectives and practices through disorientating experiential learning 吸取教训——通过迷失方向的体验式学习转变stem大学教师的评估观点和实践
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1631707
Kate Ippolito, Monika Pazio
ABSTRACT At the heart of changing institutional assessment and feedback practices is the need to transform university teachers’ ways of thinking about feedback and assessment. In this article, we present a case study of a three-year Master’s in Education offered to UK STEMM university teachers as an opportunity to develop critically reflective and theoretically underpinned approaches to their practice. We outline the extent to which, in Mezirow’s terms, through a disorientating combination of studentship, self-reflection and paradigm crossing, the programme has the potential to change the participants’ frames of reference. Drawing on our experiences of working with these students and in-depth interviews we discuss the impact the programme has had on the participants’ assumptions around feedback and assessment, their identity, own practice and wider institutional perspectives and practice. Barriers identified by participants that inhibit assessment and feedback change are also explored.
改变机构评估和反馈实践的核心是需要转变大学教师对反馈和评估的思维方式。在这篇文章中,我们对英国STEMM大学教师提供的为期三年的教育硕士学位进行了案例研究,以期为他们的实践提供批判性反思和理论支持的方法。用Mezirow的话来说,我们概述了通过学生意识、自我反思和范式交叉的迷失方向的结合,该计划在多大程度上有可能改变参与者的参考框架。根据我们与这些学生合作的经验和深入访谈,我们讨论了该计划对参与者关于反馈和评估的假设、他们的身份、自己的实践以及更广泛的机构观点和实践的影响。还探讨了参与者发现的阻碍评估和反馈变化的障碍。
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引用次数: 4
Design and evaluation of plagiarism prevention and detection techniques in engineering education 工程教育中剽窃预防与检测技术的设计与评价
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2018.1563757
Basel Halak, M. El-Hajjar
ABSTRACT Higher education students are expected to develop critical analysis and creative thinking skills, where plagiarism can damage the development of these skills in addition to damaging the whole education process and experience. Furthermore, plagiarism undermines the trust between the lecturers and students and the reputation of the academic institutions can be affected if plagiarism is not considered seriously, where the degrees offered by these institutions can be devalued. In this paper, two plagiarism prevention techniques followed by two plagiarism detection techniques used in the engineering education in the University of Southampton are presented. The plagiarism prevention techniques presented are based on assigning individual coursework specifications to students and the use of individual presentation of coursework findings. Then, the plagiarism detection techniques are based on detecting the writing styles of students and testing the student’ codes in different configurations.
高等教育要求学生培养批判性分析和创造性思维能力,而抄袭不仅会损害整个教育过程和体验,还会损害这些技能的发展。此外,抄袭破坏了教师和学生之间的信任,学术机构的声誉可能会受到影响,如果不认真考虑抄袭,这些机构提供的学位可能会贬值。本文介绍了南安普顿大学工程教育中使用的两种抄袭预防技术以及两种抄袭检测技术。所提出的防止抄袭的技术是基于给学生分配个别课程作业规范和使用个别课程作业发现的陈述。其次,论文的抄袭检测技术是基于对学生写作风格的检测和对不同配置的学生代码的测试。
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引用次数: 5
Game-based learning for postgraduates: an empirical study of an educational game to teach research skills 面向研究生的基于游戏的学习:一项关于教授研究技能的教育游戏的实证研究
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1629825
D. Abbott
ABSTRACT Research skills are challenging to teach in a way that is meaningful to students and has ongoing impact in research practice. This paper investigates constructivist and experiential strategies for effective learning and deep understanding of postgraduate research skills and proposes a game-based learning (GBL) solution. A (non-digital) game called How to Fail Your Research Degree was designed and iteratively developed. Gameplay loop analysis identifies various learning and game mechanics and contextualises them in relation to GBL theory. Evaluation of gameplay (n = 127) demonstrates effective transmission of intended learning outcomes and positive game experience based on Keller’s Attention-Relevance-Confidence-Satisfaction (ARCS) model. Discussion proposes that the game has high cognitive authenticity, relies heavily on tutor facilitation, can create tension between knowledge and confidence, and is applicable to multiple domains and learning situations. GBL is proposed to be an original and effective approach to teaching high-level, functional learning outcomes such as academic research skills.
以一种对学生有意义且在研究实践中具有持续影响的方式教授研究技能是具有挑战性的。本文探讨了研究生有效学习和深入理解研究技能的建构主义和经验主义策略,并提出了一个基于游戏的学习(GBL)解决方案。我们设计并迭代开发了一款名为《How to Fail Your Research Degree》的非数字游戏。玩法循环分析识别各种学习和游戏机制,并将它们与GBL理论联系起来。基于Keller的注意-关联-信心-满足(Attention-Relevance-Confidence-Satisfaction, ARCS)模型,游戏玩法评估(n = 127)证明了预期学习成果和积极游戏体验的有效传递。讨论认为,该游戏具有较高的认知真实性,严重依赖导师引导,可以在知识和自信之间制造张力,适用于多领域和多学习情境。GBL被认为是一种原创的、有效的方法,用于教授高层次、功能性的学习成果,如学术研究技能。
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引用次数: 17
Identifying and resolving key institutional challenges in feedback and assessment: a case study for implementing change 识别和解决反馈和评估方面的关键体制挑战:实施变革的案例研究
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1649513
S. Walker, Emily Salines, A. Abdillahi, Sharon Mason, Aanesh Jadav, Catherine Molesworth
ABSTRACT As a consequence of increasing pressures to enhance assessment and feedback in response to the National Student Satisfaction (NSS) and Teaching Excellence Framework (TEF), universities continue to invest significant time and resources in making improvements to this area of practice. Since 2013 the University of Greenwich has adapted, enhanced and implemented an approach called TESTA (Transforming the Experience of Students through Assessment). This case study offers a unique and sustained institutional perspective of the landscape of assessment and feedback. It examines the results from the analysis of 157 programmes over 5 years categorised as a top ten set of challenges. Through an examination of programme documentation and module evaluation by staff, the paper highlights some findings of facilitators, barriers and impact at institutional, faculty, departmental, programme and module levels. Its ultimate aim is to explore the real impact of TESTA and to contribute to an understanding of the conditions required for making and disseminating changes and spreading good practice across an HE institution.
摘要由于针对全国学生满意度(NSS)和卓越教学框架(TEF)加强评估和反馈的压力越来越大,大学继续投入大量时间和资源来改进这一实践领域。自2013年以来,格林威治大学调整、加强并实施了一种名为TESTA(通过评估转变学生体验)的方法。本案例研究为评估和反馈提供了一个独特和持续的机构视角。它研究了5年来157个项目的分析结果,这些项目被归类为十大挑战。通过对课程文件的审查和工作人员对模块的评估,该文件强调了主持人的一些发现、机构、教师、部门、课程和模块层面的障碍和影响。其最终目的是探索TESTA的真正影响,并有助于了解做出和传播变革以及在高等教育机构中传播良好实践所需的条件。
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引用次数: 3
Academic and pastoral teams working in partnership to support distance learning students according to curriculum area 学术和牧师团队合作,根据课程领域支持远程学习的学生
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1606674
R. Hilliam, Gareth Williams
ABSTRACT The Open University has provided distance learning opportunities for 50 years and succeeds in offering its students many of the attributes of flexible learning. This article is a case study of the development of a highly successful partnership model of academic and pastoral support in mathematics and statistics at The Open University, and its application to flexible learning. The model involved reciprocal governance structures and equal status in the making of curriculum-related decisions. The model is illustrated by three examples throughout the student learning journey before, during and after study. The partnership model is applicable regardless of the curriculum area; hence the article is relevant to all disciplines. Equally, although the model was developed in the context of distance learning, its ethos remains relevant in the face-to-face context, all the more so given the prevalence of flexible learning and the growing number of distance learning courses being offered at traditional Higher Education Institutions across the sector. Abbreviations: OU: Open University; School: School of Mathematics and Statistics; SST: Student Support Team; VLE: Virtual Learning Environment
开放大学提供远程学习机会已有50年历史,并成功地为学生提供了许多灵活学习的属性。本文是开放大学在数学和统计学领域开发的一个非常成功的学术和牧业支持伙伴关系模式的案例研究,并将其应用于灵活学习。该模式涉及互惠治理结构和在课程相关决策中的平等地位。该模型通过学生在学习前、学习中和学习后的学习过程中的三个例子进行了说明。伙伴关系模式适用于任何课程领域;因此,这篇文章适用于所有学科。同样,尽管该模式是在远程学习的背景下发展起来的,但其精神在面对面的背景下仍然具有相关性,尤其是考虑到灵活学习的普遍性以及整个行业传统高等教育机构提供的远程学习课程的数量不断增加。缩写:OU:开放大学;学校:数学与统计学院;SST:学生支持团队;虚拟学习环境
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引用次数: 5
An experiential reflection of a mindful lecturer: exploring enhancement of active learning in higher education 用心讲师的经验反思:探索在高等教育中加强主动学习
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1629826
M. Mantzios, H. Egan
The practice of mindfulness is described as an awareness that emerges through purposefully paying attention in the present moment, non-judgmentally (Kabat-Zinn, 1990). Practice usually entails attentional training, which is executed through meditation. Mindfulness meditation involves actively observing the present moment by attending to the breath, moment-to-moment, and without adding any meaning to the feelings and thoughts that emerge. This process assists people who observe the constant flow of information unfolding in the present moment and to systematically develop an ability to accept (instead of judge) the experiences that are encountered. Working with mindfulness meditation practices has been shown to lead to other multi-layered indirect benefits, such as compassion, self-compassion, and equanimity, which are parts of advanced mindfulness practice (Kabat-Zinn, 2003; Grossman & Van Dam, 2011). Interestingly, while benefits of mindfulness have been explored within higher education contexts, and improvements in achievement and mental health across student populations have been reported (e.g. Bennett, Egan, Cook, & Mantzios, 2018), the potential for teacher development and enhancement of teaching and learning has not been explored. Researchers have primarily focused on the health benefits within student populations (Bowen & Marlatt, 2009), while similar benefits have been observed in teaching staff when appropriate population-specific practices are put into place (Braun, Roesner, Mashburn, & Skinner, 2018). From simple and quick interventions (Mantzios & Giannou, 2018a, 2018b) to longer mindfulness programs (Beshai, McAlpine, Weare, & Kuyken, 2016; Gold et al., 2010), the evidence of mindfulness practices for health and well-being has been considerable in the past decade. However, are there any direct benefits to teaching and learning of students with more mindful teachers in higher education? In the next section, we put forward one example of how a mindful teacher could enhance active learning during core lectures and big groups of learners. Within higher education settings, the usual teaching practice is to embed more interactive and engaging material (such as videos, multiple-choice questions, different scenarios or case studies) in between the slides that hold the essence and the key
正念的实践被描述为一种意识,通过在当下有目的地关注而产生,而不是评判(Kabat Zinn,1990)。练习通常需要通过冥想来进行注意力训练。正念冥想包括通过关注呼吸来积极观察当下,每时每刻,而不给出现的感觉和想法增加任何意义。这一过程有助于人们观察当前不断发展的信息流,并系统地培养接受(而不是判断)所遇到的经历的能力。正念冥想练习已被证明可以带来其他多层次的间接好处,如同情、自我同情和平静,这些都是高级正念练习的一部分(Kabat Zinn,2003;Grossman和Van Dam,2011年)。有趣的是,尽管在高等教育背景下已经探索了正念的好处,并报道了学生群体在成绩和心理健康方面的改善(例如Bennett,Egan,Cook,&Mantzios,2018),但教师发展和加强教学的潜力尚未被探索。研究人员主要关注学生群体的健康益处(Bowen&Marlatt,2009),而当采取适当的针对特定人群的做法时,在教职员工身上也观察到了类似的益处(Braun,Roesner,Mashburn,&Skinner,2018)。从简单快速的干预(Mantzios&Giannou,2018a,2018b)到更长的正念计划(Beshai,McAlpine,Weare,&Kuyken,2016;Gold等人,2010),在过去十年中,正念实践对健康和幸福的影响是相当大的。然而,在高等教育中,有更细心的老师对学生的教学有任何直接的好处吗?在下一节中,我们提出了一个例子,说明一个有头脑的老师如何在核心讲座和大型学习者群体中加强主动学习。在高等教育环境中,通常的教学实践是在幻灯片之间嵌入更具互动性和吸引力的材料(如视频、多项选择题、不同的场景或案例研究),这些幻灯片包含了精髓和关键
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引用次数: 5
Bridging the gap between teaching and research: a case study for engineering & applied science 弥合教学与科研之间的差距:工程与应用科学的案例研究
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1605836
A. Roudaut
ABSTRACT Higher education systems need to rethink the way teaching content is delivered to face the evolution of education and breakthroughs in educational online services. One way in which systems can innovate is by allowing students to apply their knowledge to real research problems. The benefits are dual: the students work on highly innovative topics and real examples; and for teaching staffs, there is a seamless integration of their research into their teaching. We present a case study in the form of an observational analysis of an Engineering & Applied Science undergraduate lecture taught in the UK at master level and teaching skills in electronic and rapid prototyping. We present the rationale chosen to better integrate research aspects in the unit and the results of an observational study: we used thematic analysis to expose eight guidelines for better integration of research in teaching as well as consideration for higher education curriculums.
高等教育系统需要重新思考教学内容的传递方式,以面对教育的发展和教育在线服务的突破。系统可以创新的一种方式是允许学生将他们的知识应用到实际的研究问题中。好处是双重的:学生们在高度创新的主题和真实的例子上工作;对于教学人员来说,他们的研究与教学是无缝结合的。我们以观察分析的形式提出了一个案例研究,该案例研究是在英国教授硕士水平的工程与应用科学本科讲座,以及电子和快速原型的教学技能。我们提出了更好地整合本单元研究方面的基本原理和一项观察性研究的结果:我们使用专题分析揭示了更好地整合研究与教学的八项指导方针,以及对高等教育课程的考虑。
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引用次数: 2
Philosophies and pedagogies that shape an integrated engineering programme 形成综合工程方案的哲学和教学法
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2018.1507624
John E. Mitchell, A. Nyamapfene, K. Roach, E. Tilley
ABSTRACT Accredited engineering degrees call upon students to develop a wide range of knowledge and skills. These range from technical, scientific and mathematical knowledge, through to transferable skills such as communications, teamwork, business acumen and critical analysis. Through a faculty-wide curriculum development programme we have sought to implement cross-department teaching framework whereby a range of pedagogies are employed to deliver against core philosophies for a new way of teaching aimed at developing students’ knowledge, skills and attitudes while meeting a diverse range of learning outcomes. We argue that is it vital that learning takes place in the context of authentic engineering problems and processes. In this paper, we look at the philosophies, pedagogies and outcomes of an educational-based project which creates a connected curriculum that joins distinct disciplines at key points during the students’ education to provide preparation for, and experience of, professional engineering. It describes the motivation for change and described the implementation and impact of these approaches.
认可的工程学位要求学生发展广泛的知识和技能。这些技能包括技术、科学和数学知识,以及可转移的技能,如沟通、团队合作、商业头脑和批判性分析。通过一项全校范围的课程发展计划,我们试图实施跨部门的教学框架,在此框架下,我们采用了一系列的教学法,以提供一种新的教学方式,旨在发展学生的知识、技能和态度,同时满足各种学习成果。我们认为,在真实的工程问题和过程的背景下进行学习是至关重要的。在本文中,我们着眼于一个基于教育的项目的理念、教学法和成果,该项目创建了一个连接课程,在学生教育的关键点上连接不同的学科,为专业工程提供准备和经验。它描述了变更的动机,并描述了这些方法的实现和影响。
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引用次数: 8
Does video feedback & peer observation offer a valid method of reinforcing oral presentation training for undergraduate biochemists? 视频反馈和同伴观察是否提供了一种有效的方法来加强本科生生物化学家的口头陈述培训?
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1587717
Timothy Simpson, K. Holden, D. Merrick, S. Dawson, L. Bedford
ABSTRACT Presentations assessing public speaking skills are common features of undergraduate curricula. Performance feedback has often been traditionally limited to staff, yet students acting as peer assessors can also be a useful feedback source. Additionally, video recording offers a feedback method that can overcome a presentation’s transience and empower a student’s self-analysis. During 2016–17 a new 1st year module, ‘Core Skills in Biochemistry’, was implemented at the University of Nottingham. Peer assessment and video feedback were trialled as augmentations to lecturer-sourced presentation feedback. Student opinions were surveyed to gauge efficacy. Results indicate video feedback was appreciated to a greater extent than peer feedback, and both focussed on body language. As the year progressed students felt less confident in their colleagues’ judgement, and their willingness to receive peer feedback decreased. These results confirmed the validity of including these techniques within ‘Core Skills’, and laid the foundation for further innovations currently being trialled.
摘要评估公共演讲技能的演讲是本科课程的共同特点。传统上,绩效反馈通常仅限于员工,但学生作为同行评估员也可以成为有用的反馈来源。此外,视频录制提供了一种反馈方法,可以克服演示的短暂性,并增强学生的自我分析能力。2016-17年,诺丁汉大学实施了一个新的一年级模块“生物化学核心技能”。同行评估和视频反馈作为讲师来源的演示反馈的补充进行了试验。调查了学生的意见,以衡量疗效。结果表明,视频反馈比同伴反馈更受欢迎,而且都集中在肢体语言上。随着时间的推移,学生们对同事的判断越来越不自信,接受同伴反馈的意愿也越来越低。这些结果证实了将这些技术纳入“核心技能”的有效性,并为目前正在试验的进一步创新奠定了基础。
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引用次数: 5
Critical analysis of a higher education benchmark via fuzzy logic 基于模糊逻辑的高等教育基准的批判性分析
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1640630
P. Martinez-Vazquez
ABSTRACT A graduate profile benchmark developed by a higher education organisation is subject to scrutiny. This occurs through the numerical parameterisation of text collected through surveys and the use of basic concepts drawn from Information Technology. The process uses data processing, analysis and evaluation to show the degree to which established an academic practice at the host institution correlates to pre-conceived professional outputs. The paper discusses standard practices including traditional and innovative teaching methods, in the light of achieved results. To conclude that postgraduate students require further engagement with the industry and exposure to the public whilst showing that the scientific and technical components of the subject courses are highly rated by stakeholders. Mitigation measures for the identified gaps include further curriculum development and inter-disciplinary work, reinforced with industrial liaison plus engagement with learned organisations and the public, via educational enhancement activities.
高等教育机构制定的毕业生档案基准受到审查。这是通过通过调查收集的文本的数值参数化和使用从信息技术中得出的基本概念来实现的。该过程使用数据处理、分析和评估来显示在东道国机构建立的学术实践与预先设想的专业产出之间的关联程度。本文结合已取得的成绩,讨论了传统教学方法和创新教学方法的标准做法。综上所述,研究生需要进一步参与行业并接触公众,同时显示学科课程的科学和技术成分得到利益相关者的高度评价。针对已查明的差距的缓解措施包括进一步制定课程和开展跨学科工作,并通过加强教育活动加强与行业的联系以及与学术组织和公众的接触。
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引用次数: 3
期刊
Higher Education Pedagogies
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