Compass Journal of Learning and Teaching最新文献

{"title":"Designing Institutional Systems that Support Neurodivergent Educators","authors":"P. Gibson, M. Scott","doi":"10.21100/compass.v16i2.1432","DOIUrl":"https://doi.org/10.21100/compass.v16i2.1432","url":null,"abstract":"In higher education (HE) institutions, neurodivergence is currently under-represented (Mellifont, 2021). This opinion piece explores the role of institutional systems in supporting neurodivergent educators who bring unique strengths and perspectives to the classroom. The paper suggests that designing inclusive hiring processes and providing professional development opportunities, mentorship programmes and accommodations in the classroom are ways to support neurodivergent educators. The paper also highlights the benefits of remote or blended work arrangements and discusses the challenges associated with designing institutional systems that support neurodivergent educators. The paper concludes that creating a welcoming and inclusive workplace culture and prioritising essential accommodations are necessary in order to foster a more inclusive and effective learning environment for all students and educators.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47881207","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}

{"title":"\"It’s the colonisation of the mind”: How the legacy of the British Empire has impacted the University of Greenwich.","authors":"Mya Imadojemun","doi":"10.21100/compass.v16i2.1386","DOIUrl":"https://doi.org/10.21100/compass.v16i2.1386","url":null,"abstract":"The aftermath of imperial Britain is entwined with every part of the United Kingdom (UK). Colonial dominion brought on by European sovereignty resulted in slavery, the subjugation of the Global South and a demolishing of indigenous cultures. Widespread entrenched inequalities throughout societal domains are all forms of colonialism. Repercussions of the British Empire are prevalent in education and the fundamental imperialistic philosophies of colonialism have been internalised throughout universities. This research investigated the outcome of these legacies within UK universities, with a focus on the University of Greenwich. This university takes pride in its rich maritime history, but acknowledgement of the ‘less desirable’ side of this past is lacking. The historical iconography of the University of Greenwich is rooted in colonialism, yet not enough light has been shed on this, nor on how it plays a role in perpetuating westernised imperialistic thought in academia. This research used semi-structured interviews with academic staff and students at the University of Greenwich to explore this topic. Thematic analysis revealed insights into how the British Empire continues to affect individuals within the university. It also provided valuable suggestions that include what the university, staff and students can do to confront colonial links.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49533277","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}

{"title":"Enhancing student understanding through playful learning using Playmobil pro","authors":"J. Parkin","doi":"10.21100/compass.v16i2.1436","DOIUrl":"https://doi.org/10.21100/compass.v16i2.1436","url":null,"abstract":"A growing body of evidence shows the value of playful learning and using playful approaches such as Lego Serious Play. However, little research has investigated the effectiveness of Playmobil pro to support higher education teaching and learning. This case study investigates how Playmobil pro can be used to support final-year Primary Education Studies undergraduates to deepen understanding through a playful approach. Methods used are the analysis of Playmobil pro representations and exit tickets completed by participants. Playmobil pro supported student understanding by providing a play-learning tool to assist the construction of models in order to create meaning and support rich discussions about concepts. The implications of this research include the potential of Playmobil pro to be a tool used in higher education to support student learning and engagement.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47658523","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}

{"title":"(Re)defining learning design: a framework fit for the twenty-first century","authors":"Katie Stripe, Erin Simpson-Bergel","doi":"10.21100/compass.v16i2.1435","DOIUrl":"https://doi.org/10.21100/compass.v16i2.1435","url":null,"abstract":"Learning design as we know it is at a crossroads. Based on learning theories published almost a hundred years ago, it is designing for in-person learning and a student demographic that hasn’t been seen since the 1950s. In the twenty-first century, and particularly post Covid-19, the field is long overdue for an update that puts blended and online learning at the forefront, addresses the inevitable link between the internet and education and responds to the changing demographics of learners in higher education. This paper will look at pedagogy and learning design through a modern lens with an aim to redefine the field and develop a new framework for learning design that is intuitive, inclusive, and grounded in the current century.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46696345","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}

{"title":"Reducing disruptive noise in lecture halls by connecting with our students","authors":"Ewomazino Caulker","doi":"10.21100/compass.v16i2.1438","DOIUrl":"https://doi.org/10.21100/compass.v16i2.1438","url":null,"abstract":"This author argues that, when lecturers establish a safe environment that supports students’ sense of belonging and fosters empathy, disruptive noise in lectures is likely to be reduced. Such a connection may be achieved by considering students’ needs and by embedding socio-emotional learning (SEL) into lecture delivery.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47203657","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}

{"title":"Open Scholarship and Decolonisation in Higher Education","authors":"T. Evans","doi":"10.21100/compass.v16i2.1354","DOIUrl":"https://doi.org/10.21100/compass.v16i2.1354","url":null,"abstract":"Open scholarship and university decolonisation communities share several values in attempting to promote long-term changes which challenge the problematic status-quo and promote a more representative and accessible research and knowledge infrastructure. Initiatives from these groups often experience similar barriers when attempting to drive such change. The current work therefore argues that further societal progress and justice could be possible with greater collaboration between open scholarship and university decolonisation communities. Open scholarship is a movement to make “knowledge of all kinds more accessible, transparent, rigorous, reproducible, replicable, accumulative and inclusive” (Parsons et al., 2022). Whilst broad, this definition includes a wide range of individual practices and structural changes, including open educational resources, citizen science, open-source software, open peer review and open data, among many others. Such efforts can help tackle many inequalities by challenging, changing or removing exclusionary practices which have been perpetuated by ideological hegemony. For example, pre-printing research on open platforms like the Open Science Framework (osf.io) gives researchers the opportunity to disseminate knowledge and be acknowledged for their contributions, making their work more widely accessible, without the need for either researcher or reader to overcome privileged gatekeeping, approval or financial barriers. Facilitating accessibility and inclusivity are key parts of most models and visions of open scholarship (Syed and Kathawalla, 2022; UNESCO, 2021). For example, open scholarship is considered highly compatible with feminist perspectives (Siegel et al., 2021; Matsick et al., 2021), where exclusion of women, inequalities in invisible labour and recognition, and marginalisation of knowledge created by women, can be challenged. Open scholarship practices are considered predominantly (but not exclusively) positive in helping overcome the precarity faced by minoritised researchers when negotiating power, championing their voice, and democratising knowledge generation and dissemination (Fox et al., 2021; Pownall et al., 2021). With a similar alignment in values, open scholarship has the potential to be considered part of ‘decolonisation’ efforts (Chan et al., 2022). Decolonising the curriculum (and/or university) represents a broad notion (Meda, 2020), typically referring to a focus on addressing the continued existence of embedded oppression and western privilege (Harvey and Russell-Mundine, 2019) and attempts to achieve better recognition and development of alternative knowledge (Arday et al., 2021). In practice, decolonisation demands transformative change to challenge the disproportionate power represented and perpetuated through the systems and knowledge presented. For example, not to look at how western theories apply to the global south or to see work from the global south as an ‘alternative perspective’","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42825754","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}

{"title":"“You can concentrate better on the topic and invest more time in it”: A case study evaluating the impact of immersive scheduling on students' academic achievement, learning, understanding, engagement, motivation and satisfaction.","authors":"Hendrik van der Sluis, Lasse Tausch-Nebel","doi":"10.21100/compass.v16i2.1413","DOIUrl":"https://doi.org/10.21100/compass.v16i2.1413","url":null,"abstract":"This case study explores the influence of immersive scheduling or block teaching introduced in the first semester to two cohorts of the first-year undergraduate Business Administration (BBA) programme at the Flensburg University of Applied Sciences in North Germany. Instead of the traditional scheduling of long-thin modules in parallel, the delivery of the BBA programme first semester was changed to short-fat modules in sequence. The two blocked modules were offered as a ‘layer’ alongside other traditionally scheduled modules. This study aims to evaluate the influence of layered-blocked scheduling on academic achievement, learning, understanding, engagement, motivation and satisfaction and clarify the different immersive scheduling arrangements in the literature. The results of a mixed-method approach show that compared with previous cohorts, immersive scheduling enhanced students' achievement for the blocked modules. An anonymous questionnaire completed at the end of the block teaching indicates strong self-reported benefits in terms of learning, understanding, engagement, motivation and satisfaction. This is reflected in the qualitative responses, which additionally indicate students' support for immersive scheduling in the future. The paper concludes by discussing the findings and suggesting areas for further discussion and research.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49231089","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}

{"title":"Regulating the Privately Rented Sector: what can universities offer to support local authority workforce development?","authors":"J. Stewart, C. Jeavons","doi":"10.21100/compass.v16i2.1447","DOIUrl":"https://doi.org/10.21100/compass.v16i2.1447","url":null,"abstract":"The private rented sector (PRS) has grown in both quantity and complexity in recent years but the local authority workforce has not been able keep up with its regulation. There are insufficient numbers of Environmental Health Practitioners and other staff delivering interventions and new training opportunities are needed to address the backlog and deliver effective front line services. This paper reviews the current situation and overview the complexity of competencies and skills required and how this might be achieved going forward.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42652297","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}

{"title":"Exploring humour within the PhD experience: a first-hand reflection","authors":"Sheng-Hsiang Lance Peng","doi":"10.21100/compass.v16i2.1428","DOIUrl":"https://doi.org/10.21100/compass.v16i2.1428","url":null,"abstract":"This opinion piece presents a reflective analysis that employs three theories in humour research, namely the benign violation theory, the theory of superiority and the ontic-epistemic theory of the comic, in order to delve into the doctoral experience. Using three vignettes, I elucidate the potential role of higher education faculty in facilitating transformative shifts in the perspectives of postgraduate students, enabling them to navigate cognitive dissonance and surmount obstacles in their academic development. This contribution holds practical value for both PhD students and faculty members, fostering opportunities for introspection and critical contemplation.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46041267","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}

{"title":"The Midterm Wrapper: Quasi-Experimental Evidence of an Effective Performance Intervention","authors":"Christie L. Cathey, Lydia Needy, C. Hoogland","doi":"10.21100/compass.v16i2.1414","DOIUrl":"https://doi.org/10.21100/compass.v16i2.1414","url":null,"abstract":"The current study examined the effectiveness of a midterm performance intervention designed to help Introductory Psychology students improve their study skills and course performance over the second half of the semester. The ‘midterm wrapper’, a self-reflective online performance intervention, asks students to engage actively with their midterm grade feedback by listing all scores that made up this grade, comparing their own past study strategies and academic habits to a list of effective strategies and habits and listing the study-related adjustments they plan to make for the second half of the semester. In a quasi-experiment, we compared 402 students who completed the midterm wrapper to 376 students who did not complete it on their post-midterm course performance. As hypothesized, controlling for pre-midterm performance, students who completed the midterm wrapper assignment scored higher on all post-midterm exams, completed more post-midterm homework assignments and ended the course with higher final grades than those who did not complete the assignment. The midterm wrapper takes little time on the part of instructors or students, but it is an effective means of encouraging students to reflect on their past performance and make necessary adjustments in time to improve their overall course performance.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46107700","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}