7th International Conference on Higher Education Advances (HEAd'21)最新文献_第2页

A virtual co-creation collaboration between a university physics research group and school students 大学物理研究小组和学生之间的虚拟共同创造协作

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13109

Meirin Oan Evans, Rosalinde Abrahams, D. Baskill, Zoë Earnshaw, Peter Golton, K. Shaw, T. Stevenson, M. Sutton, Stephen Wilkins

{"title":"A virtual co-creation collaboration between a university physics research group and school students","authors":"Meirin Oan Evans, Rosalinde Abrahams, D. Baskill, Zoë Earnshaw, Peter Golton, K. Shaw, T. Stevenson, M. Sutton, Stephen Wilkins","doi":"10.4995/head21.2021.13109","DOIUrl":"https://doi.org/10.4995/head21.2021.13109","url":null,"abstract":"This work aims to inspire, ignite and engage school students to consider STEM at university, by collaborating between a university research group and school students. Learning resources will be co-created with students, based on what they have learnt and their new ideas. These resources will be used to teach future students, in a multiplying effect. We specifically target a widening participation school. Numerous engagement techniques have been used to sustain participation whilst teaching online. Breakout rooms have been used extensively, to provide close interactions between researchers and students. Both male and female researchers deliver the project, to provide role models in particular for the girls amongst the students, who are in the minority. Surveys are being employed before, during and after the project to evaluate the evolution of students’ attitudes towards STEM. Given the projected success of this pilot, plans are in place for a national roll-out of virtual co-creation collaborations.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123853908","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}

引用次数: 0

Is it more than employability? Revisiting employers’ perception of graduates’ attributes 不仅仅是就业能力吗?重新审视雇主对毕业生素质的看法

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12868

Patrícia Santos, F. Suleman, Teresa Esteves

{"title":"Is it more than employability? Revisiting employers’ perception of graduates’ attributes","authors":"Patrícia Santos, F. Suleman, Teresa Esteves","doi":"10.4995/head21.2021.12868","DOIUrl":"https://doi.org/10.4995/head21.2021.12868","url":null,"abstract":"Higher education is confronted with two broad missions, either prepare graduates for the world of work, or prepare well-rounded students that combine broad-spectrum qualities of citizenship, responsibility, and professional expertise. The employability skills have been widely studied, while the attributes related to holistic education are still scarcely investigated. This paper examines the skills and other attributes that employers seek when hiring graduates. It confronts the perceptions of employers regarding the skills associated with employability and the abilities and characteristics linked to holistic education. This is an exploratory research based on original and qualitative data collected in 2020 through interviews with employers (n=8) from different sectors in Portugal. Empirical findings indicate that all employers prioritise employability skills, such as communication, teamwork, and learning abilities. We found more dispersion regarding the attributes of holistic education and a large consensus was found for interdisciplinarity, self-reflection, and personal and social responsibility. The data show that the attributes that help to address society’s problems and challenges still seem to be regarded as quite irrelevant in the recruitment process.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114075661","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}

引用次数: 0

Promoting Inclusive Practice: Video CVs as a Teaching & Learning Tool in the Language Classroom 促进包容性实践:视频简历作为语言课堂的教学工具

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13088

Jennifer Wood

{"title":"Promoting Inclusive Practice: Video CVs as a Teaching & Learning Tool in the Language Classroom","authors":"Jennifer Wood","doi":"10.4995/head21.2021.13088","DOIUrl":"https://doi.org/10.4995/head21.2021.13088","url":null,"abstract":"This paper considers the benefits and results of the introduction of a video CV assessment into an intermediate, mixed-ability undergraduate Spanish-language class. This task was designed both to modernize an existing written task and to provide students with dyslexia and other language-processing difficulties with the opportunity to best display their capabilities in the second language (L2). Dyslexia is a Specific Learning Difference (SpLD) whose characteristics can vary in form and severity, but which particularly affect language-processing. Dyslexic individuals often display a “paradoxical co-existence of special abilities and disabilities” (West, 1991, p.32): Abilities which include verbal acuity, visuospatial faculties, flexible problem-solving and creative skills which can all be used to advantage when designing activities to help students achieve success in learning a second language. A multisensory approach is now widely recognised as benefiting dyslexic individuals while other suggested adjustments include: oral recordings rather than written performance; multimedia presentations; and the incorporation of tasks that activate kinaesthetic-tactile components of learning, all elements mobilized within the video CV task. The video CVs produced by students were multisensory and creative while effectively mobilisiing the L2, showing the benefits of inclusive practice for all students, helping to create a diverse and engaging learning experience.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114534202","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}

引用次数: 0

Exploring The Influence of COVID-19 on Initial Teacher Education in Malta: Student Participation in Higher Education 探索COVID-19对马耳他初级教师教育的影响:学生参与高等教育

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12794

S. Gatt, Charmaine Bonello, Josephine Deguara, Rosienne C. Farrugia, Tania Muscat, J. Milton, Lara Said, Jane Spiteri

{"title":"Exploring The Influence of COVID-19 on Initial Teacher Education in Malta: Student Participation in Higher Education","authors":"S. Gatt, Charmaine Bonello, Josephine Deguara, Rosienne C. Farrugia, Tania Muscat, J. Milton, Lara Said, Jane Spiteri","doi":"10.4995/head21.2021.12794","DOIUrl":"https://doi.org/10.4995/head21.2021.12794","url":null,"abstract":"The COVID-19 pandemic forced a rapid transition from onsite to online learning spaces for initial teacher education (ITE); with Universities even adopting new modes of pedagogy and assessment. This study explores: (1) how Maltese ITE undergraduate early years and postgraduate primary education students dealt with more remote forms of learning during the pandemic in Malta, and (2) the teaching/lecturing modes used, by lecturers, for remote learning, assessment and concerns that tie-in with broader student wellbeing. The data were gathered through an online quantitative survey designed to collect information about ITE students’ views. Student responses strongly suggest that in the eventuality of an ongoing vaccination ‘post-COVID’ era, ITE within HE programmes should consider revisiting the course content and delivery, supporting and fostering, blended and online approaches. A ‘blind spot’ reflecting the struggle for independence, autonomy, and control during COVID-19 in a postcolonial Maltese Higher Eduction context also emerged. The insights gained highlight how ITE students’ views on their experiences of online pedagogy, assessment, and how these new modes impacted their wellbeing within a Maltese HE context can serve to inform policy and practice. These results emphasize the need to promote participatory research amongst university students as key to inform HE policy and practice. Keywords: Initial Teacher Education; Online learning; Covid-19; student participation; Higher Education ","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"180 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124514272","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}

引用次数: 0

Post-editing Machine Translation in MateCat: a classroom experiment MateCat中后期编辑机器翻译的课堂实验

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12789

Katrin Herget

引用次数: 0

Verification of the measuring properties and content validity of a computer based MST test for the estimation of mathematics skills in Grade 10 基于MST的十年级数学技能测评的测量性质和内容效度验证

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13046

E. Botta

引用次数: 0

Forced distance learning in Covid-19: peculiarities of the position of lecturers, students of IT and humanitarian specialties 2019冠状病毒病期间的强制远程学习:信息技术和人道主义专业讲师、学生地位的特殊性

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13057

Sabina Katalnikova, D. Zagulova, Natalya Prokofjeva, Anastasija Špakova, Viktorija Ziborova, A. Averin

{"title":"Forced distance learning in Covid-19: peculiarities of the position of lecturers, students of IT and humanitarian specialties","authors":"Sabina Katalnikova, D. Zagulova, Natalya Prokofjeva, Anastasija Špakova, Viktorija Ziborova, A. Averin","doi":"10.4995/head21.2021.13057","DOIUrl":"https://doi.org/10.4995/head21.2021.13057","url":null,"abstract":"This research examines the attitude of faculty lectors, Information Technology students (IT) and humanitarian students (HS) towards the aspects of forced distance learning (DL) due to Covid-19. About 70% of the surveyed IT students and 50% of HS believe that DL can fully replace face-to-face classes and completely switch to DL, about 70% of lecturers have the opposite opinion. At the same time, IT had a 4.5 times higher chance of a positive attitude towards the transition to DL than HS. The majority of all respondents consider that their own notes are important and that classroom learning is better than online. At the same time, among IT that are ready to switch to DL, 69.03% believe that the perception of educational material is better in the classroom. Fewer IT students (30.1%) than HS (68.2%) and lecturers (100%) consider that printed textbooks are important. About 70-90% of students consider that the following DL disadvantages are important: communication difficulties, cocial isolation, the need of self-discipline and self-motivation and fears that the employer will not appreciate the knowledge gained from DL. For the majority of IT, lack of student events is significant, and for the majority of HS,","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133773557","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}

引用次数: 0

Do proctored online University exams in Covid-19 era affect final grades respect face-to-face exams? 新冠肺炎疫情下，大学在线监考是否会影响期末成绩?

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12701

A. Alegre-Martínez, M. I. Martínez-Martínez, J. Alfonso-Sánchez

引用次数: 1

Learning sustainability by making games. The experience of a challenge as a novel approach for Education for Sustainable Development 通过制作游戏学习可持续发展。作为可持续发展教育新方法的挑战经验

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13192

S. Cravero, Francesco Strada, I. Lami, A. Bottino

{"title":"Learning sustainability by making games. The experience of a challenge as a novel approach for Education for Sustainable Development","authors":"S. Cravero, Francesco Strada, I. Lami, A. Bottino","doi":"10.4995/head21.2021.13192","DOIUrl":"https://doi.org/10.4995/head21.2021.13192","url":null,"abstract":"Nowadays, the programs of Education for Sustainable Development (ESD) are designed for changing attitudes on environmental, economic, and social dimensions. In this context, and considering the varied ages of the participating students, it is necessary to implement appropriate pedagogical methods that are generally different from the traditional ones. Among the available approaches, Sustainability serious games (SSGs) appear to be an ideal candidate to facilitate ESD providing students with opportunities to experience the complex issues of sustainability. Besides learning by playing SSG, another relevant opportunity, capable of engaging teachers and students into a relevant and meaningful learning context, is learning by making SSGs, capable of engaging teachers and students into a relevant and meaningful learning context. In light of these comments, this paper proposes a major contribution to the research on learning by making games through a detailed discussion of the results obtained during a University Challenge experience, where students were involved in the design and development of SSGs. The Challenge involved 59 higher education (HE) students who were asked to work in groups to create a (per-group) prototype of a SSG aimed at improving the sustainability of our campus. Results of the Challenge assessment show that this learning approach can indeed be considered a valuable alternative for ESD.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124625856","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}

引用次数: 0

‘Face-to Face vs. Flipped’: A Comparative Study on Academic Outcomes and Learning Preferences in First Year Allied Health Students Undertaking Anatomy and Physiology “面对面与翻转”:解剖学和生理学专业一年级学生学业成绩和学习偏好的比较研究

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13017

L. Wendt, E. Toit, Helen L. Naug

{"title":"‘Face-to Face vs. Flipped’: A Comparative Study on Academic Outcomes and Learning Preferences in First Year Allied Health Students Undertaking Anatomy and Physiology","authors":"L. Wendt, E. Toit, Helen L. Naug","doi":"10.4995/head21.2021.13017","DOIUrl":"https://doi.org/10.4995/head21.2021.13017","url":null,"abstract":"A mixed-mode or ‘‘flipped’’ model of learning focusses on supporting a high level of student engagement, student motivation, and the transferability of specific course content. A blend of online resources and face-to-face (F2F) learning facilitates meaningful interaction between peers, while building a capacity for self-directed and lifelong learning. Within the School of Medical Science, Anatomy and Physiology (A&P) content was ‘flipped’ for delivery at a new campus to align with the traditional F2F offering. Lectures were delivered online, while tutorials and practicums were F2F.. Collaborative learning opportunities utilizing active learning pedagogies was appealing and was integrated during the re-alignment of A&P which was delivered to a cohort of allied health students undertaking their first year of their program. This study assessed how this type of learning was received by students (from the same program) undertaking the same course in an on-campus F2F delivery. Students completed surveys relating to their experiences in learning activities applied in: lectures, tutorials and practicums. In addition, academic outcomes (theoretical and practical) across the two modalities were also evaluated. Overall, students undertaking the mixed-mode delivery performed significantly better in theoretical assessments, while performance in practical assessments was comparable between both deliveries. Student preferences to learning and teaching activities was mixed, however all students highly valued the use of “mini-quizzes” in lectures, tutorials and practicums. ","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129817606","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}

引用次数: 0