What professional language do you speak?

2021 ◽  
Vol 18 (1-2) ◽  
Author(s):  
Agnieszka Buckley ◽  
Sally Richardson ◽  
Sophie Newcombe ◽  
Marzena Dobrzycka
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Collaborative Learning ◽  
Teaching And Learning ◽  
Social Work Students ◽  
Research Activity ◽  
Learning And Teaching ◽  
Professional Careers ◽  
Longitudinal Approach ◽  
Interprofessional Working

The inter-disciplinary learning project invited undergraduate adult nursing and social work students from a London university to take part in a research activity focusing on communication between the two disciplines. The project aimed to provide a direct contribution to the students’ retention and progression, and to enhance students understanding of inter-disciplinary working at early stages of their professional careers. Students were observed during a table-top exercise in which they jointly worked on deciding priorities of care for a complex family situation. They reflected on the activity afterwards, sharing an interesting outlook on their interactions. The project confirmed the significance of inter-disciplinary learning and teaching. Most importantly however, it recognised that effective, collaborative inter-disciplinary working requires time to develop, maintain and grow. The study demonstrated that we do not all speak the same professional language. It emphasised the need for sustainable longitudinal approach with opportunities for inter-professional interactions and collaborative learning and teaching.  The purpose of this paper is to reflect on the project findings with a brief consideration of its impact.  While contemplating ‘professional language’ relevant to each discipline, we aim to revisit conversation on teaching and learning for inter-disciplinary communication in the Higher Education setting.       Keywords: inter-disciplinary communication, interprofessionality, nursing and social work students, interprofessional working  

scholarly journals Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

2021 ◽  
Author(s):  
Chrysi Rapanta ◽  
Luca Botturi ◽  
Peter Goodyear ◽  
Lourdes Guàrdia ◽  
Marguerite Koole
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Strategic Decision ◽  
Expert Advice ◽  
Social Agents ◽  
Learning And Teaching ◽  
University Teachers ◽  
Learning Tasks ◽  
Science And Education

AbstractThe Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first Postdigital Science and Education paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching (OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the ‘forced’ experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

scholarly journals Sharing quality resources for teaching and learning: A peer review model for the ALTC Exchange in Australia

2009 ◽  
Vol 25 (1) ◽  
Author(s):  
Geraldine Lefoe ◽  
Robyn Philip ◽  
Meg O'Reilly ◽  
Dominique Parrish
Keyword(s):  
Higher Education ◽  
Peer Review ◽  
Teaching And Learning ◽  
Research Approach ◽  
Teaching Resources ◽  
Team Members ◽  
Learning And Teaching ◽  
Work Spaces ◽  
Review Model ◽  
Teaching In Higher Education

<span>The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work spaces for team members engaged in collaborative projects, and communication and networking services. The Australian Learning and Teaching Council (ALTC) established the Exchange for those who teach, manage and lead learning and teaching in higher education. As part of the research conducted to inform the development of the Exchange, models for peer review of educational resources were evaluated. For this, a design based research approach was adopted. Findings from the literature and feedback from key practitioners and leaders within the sector are discussed in this paper. Finally, key recommendations for implementation are identified.</span>

scholarly journals Mobile Learning Technologies

2018 ◽  
Vol 7 (3) ◽  
pp. 298
Author(s):  
Khalil Alsaadat
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Technological Development ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
University Campuses ◽  
Learning And Teaching ◽  
The World ◽  
Good Environment

<p>Technological development  have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment  to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.</p>

Teaching and learning French – A tale of desire in the humanities

2016 ◽  
Vol 16 (2) ◽  
pp. 127-140
Author(s):  
Catriona Cunningham
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Personal Perspective ◽  
Learning And Teaching ◽  
Arts And Humanities ◽  
The Arts ◽  
Close Textual Analysis ◽  
The Uk ◽  
French Language Learning

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual analysis of literary language learning memoirs highlight the sensual and physical effects of language learning that can remain muted in our everyday conversations. As a result, the author suggests that rather than lament the death of the humanities in 21st century higher education, learning and teaching a language offers a pedagogy of desire that embodies the transformation aspect of our disciplines, as we deal with the business of being human.

scholarly journals Collaborative learning experiences of fourth-year students in a social work module

2021 ◽  
Vol 5 (2) ◽  
pp. 52-68
Author(s):  
Erica Pretorius ◽  
Hanna Nel
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Collaborative Learning ◽  
Real World ◽  
Industrial Revolution ◽  
Learning Task ◽  
Problem Solving Skills ◽  
Innovative Thinking ◽  
Insight Into ◽  
Real World Problems

This article provides insight into a fourth-year social work module, integrating an authentic learning task. This task focused on the development of a funding proposal for a social service organization. It attempted to integrate collaborative learning by scaffolding students’ participation in the world of work, rather than just receiving a qualification. In view of the prevalent conversation around the Fourth Industrial Revolution and the Covid-19 pandemic, it is essential that lecturers at higher education institutions embrace collaborative and problem-solving skills for student tasks. Recent evidence suggests that higher education graduates’ learning and their readiness for work in a professional environment require a greater focus on creative and innovative thinking to solve real-world problems. The results from this qualitative investigation revealed that students found working in teams and collaborating with their peers both challenging and rewarding. This process contributed to the holistic development of social workers ready to work in the real-world.

The Practice Pyramid: A model for integrating social work values, theory and practice

2017 ◽  
Vol 14 (3) ◽  
pp. 64-80
Author(s):  
Jean Gordon ◽  
Gillian Mackay
Keyword(s):  
Social Work ◽  
Collaborative Learning ◽  
Social Worker ◽  
Practice Theory ◽  
Social Work Students ◽  
Learning Processes ◽  
Theory And Practice ◽  
Field Placements ◽  
Social Work Values ◽  
Extensive Evaluation

The Practice Pyramid is a learning tool that supports social work students’ ability to integrate their understanding of personal and professional values, theory and practice during field placements. Although it has been used by practice educators in Scotland for over 20 years, it is not well known elsewhere and has yet to be evaluated. This paper, written by a practice educator and a student social worker, describes the Practice Pyramid and provides a case example to illustrate how it contributed to one student’s learning during a practice placement. Four factors that appear to contribute to its success are proposed: its model of pedagogy, the visual and accessible nature of the tool, flexibility and the support it gives to collaborative learning processes. It is suggested that the Practice Pyramid may usefully support learning in a range of social work and non social work contexts, and would benefit from more extensive evaluation of its role in supporting practice - theory integration.Keywords: Practice Pyamid; social work students; field placements; Scotland; collaborative learning

Developing teaching and learning methods to innovate the Italian context of Higher Education. The case of University of Padua

2016 ◽  
pp. 53-70
Author(s):  
Monica Fedeli ◽  
Anna Serbati ◽  
Edward W. Taylor
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Theoretical Framework ◽  
Learning Methods ◽  
Learning And Teaching ◽  
Academic Center ◽  
The University

This article looks at theories and practices related to faculty development and innovation in teaching and learning methods in Higher Education, in order to respond to the European 2020 Strategy, in which the High level group on the modernisation of higher education has been established, whose aim focuses on improving the quality of teaching and learning in Europe's higher education institutions (2013). The paper is framed within the context of the project PRODID (Preparazione alla professionalitŕ docente e innovazione didattica), funded by the University of Padova, Italy with the major goal of creating a permanent and effective academic center for research on learning and teaching and faculty development. The theoretical framework of PRODID is informed by constructivism and social constructivism, and the student centered approach, encouraging student-teacher partnerships as a dimension for faculty development and teaching and learning innovations. The University of Helsinki and Michigan State University are mentioned as relevant examples of organizational settings integrated in higher education institutions that offer a great variety of practices consistent with the chosen theoretical framework. They also offer the Italian program of University of Padova models for critical reflection in how their teaching strategies can be created and developed on the basis of this international experience. The final discussion aims to highlight the strategies adopted during the first year of the project, characterized by the Italian culture and revealing new insights and ideas to create an Italian model of teaching and learning center.

Applied Areas of Three Dimensional Virtual Worlds in Learning and Teaching

2019 ◽  
pp. 172-192
Author(s):  
Reza Ghanbarzadeh ◽  
Amir Hossein Ghapanchi
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Virtual Environments ◽  
Systematic Literature Review ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Educational Goals ◽  
Learning And Teaching

Three Dimensional Virtual Worlds (3DVW) have been substantially adopted in educational and pedagogical fields worldwide. The current study conducted a systematic literature review of the published research relevant to the application of 3DVWs in higher education. A literature search was performed in eight high-ranking databases, and following scrutiny according to inclusion criteria, 164 papers were selected for review. The systematic literature review process was summarized, reviews undertaken by the authors, and results about the applicability of 3DVWs in higher education were extracted. A wide variety of application areas for the 3DVWs in higher education were found, and were classified into five main categories. Various 3DVW platforms and virtual environments used for educational goals were also identified. The results revealed Second Life as the most popular 3DVW platform in higher education. This study also found that by using 3DVW technology a wide range of virtual environments and virtual tools have been designed and applied in teaching and learning for higher education.

Sign in / Sign up

Export Citation Format

Share Document