Compass Journal of Learning and Teaching最新文献_第6页

What does decolonising the curriculum mean for STEM subjects? 非殖民化课程对STEM学科意味着什么?

Compass Journal of Learning and Teaching Pub Date : 2021-07-13 DOI: 10.21100/COMPASS.V14I2.1230

M. Fernandes

引用次数: 2

Editorial Team 14, 2 编辑团队14，2

Compass Journal of Learning and Teaching Pub Date : 2021-07-13 DOI: 10.21100/COMPASS.V14I2.1262

Gillian Keyms

引用次数: 0

Co-organising hackathons with students: opportunities and best practices 与学生共同组织黑客马拉松：机会和最佳实践

Compass Journal of Learning and Teaching Pub Date : 2021-07-13 DOI: 10.21100/COMPASS.V14I2.1216

Nuno N. Correia

引用次数: 0

Sectors together for professional development: a university team in an action research collaboration with school teachers and senior leaders 各部门共同促进专业发展:大学团队与学校教师和高级领导合作开展行动研究

Compass Journal of Learning and Teaching Pub Date : 2021-07-13 DOI: 10.21100/COMPASS.V14I2.1186

A. Magaji, Ana Cabral, Andrew Lambirth, R. McDonald, A. Brett, Chris Philpott

{"title":"Sectors together for professional development: a university team in an action research collaboration with school teachers and senior leaders","authors":"A. Magaji, Ana Cabral, Andrew Lambirth, R. McDonald, A. Brett, Chris Philpott","doi":"10.21100/COMPASS.V14I2.1186","DOIUrl":"https://doi.org/10.21100/COMPASS.V14I2.1186","url":null,"abstract":"Action research promotes teaching and learning as it may allow teachers to explore areas of their practices that require improvement. The purpose of this case study is to highlight the steps involved in carrying out action research and any challenges that teachers may encounter in this learning process. This study was developed as a professional development course from 2015 to 2019 attended by more than 150 teachers from early years, primary and secondary schools in London and Kent in the last 4 years. The teachers were registered as students at the University of Greenwich and supported by a university team of researchers. The study identified five steps of the development of teacher-led action research and highlighted the challenges for each step. The steps included defining the field of action; planning; action; evaluation and reflection/(re)planning. This led to the development of an innovative model for the facilitation of action research and collaboration between the university team and participants. The model is used as a framework to enhance the development of teacher-led research in schools.Keywords: action research, teacher-led research, models, collaboration","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42904826","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

Gather.town: An opportunity for self-paced learning in a synchronous, distance-learning environment 收集。town:在同步的远程学习环境中自主学习的机会

Compass Journal of Learning and Teaching Pub Date : 2021-07-13 DOI: 10.21100/COMPASS.V14I2.1232

Colin D. McClure, Paul N Williams

{"title":"Gather.town: An opportunity for self-paced learning in a synchronous, distance-learning environment","authors":"Colin D. McClure, Paul N Williams","doi":"10.21100/COMPASS.V14I2.1232","DOIUrl":"https://doi.org/10.21100/COMPASS.V14I2.1232","url":null,"abstract":"The COVID-19 pandemic has forced Higher Education to adopt distance-learning approaches in traditionally face-to-face and practical-based fields such as the Health and Life sciences. Such an abrupt change to distance-learning contexts brings a variety of challenges to student learning communities, and ensuring key skills are effectively transferred. Chief among these is the limited opportunity students have to discuss their individual needs with their educators and peers in a synchronous manner. Proximity-based video-conferencing platforms such as gather.town can offer a unique opportunity for learners to interact with educators as well as pre-developed materials in a self-paced manner to tailor the teaching experience, and develop these relationships in a distance-learning context. In this case study the concepts of statistical analysis and the use of the data analysis software R is introduced to 38 University students using the online platform gather.town. With the use of private spaces, pre-recorded videos, and demonstrators, students are trained in both the concepts and practical skills to undertake data analysis in a self-paced manner. Both students and demonstrators provide their opinions on the effectiveness of the platform, and identify its benefits, preferring it to alternative online systems such as MS Teams for their educational sessions.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47349816","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: 37

Supporting students with resits to build self-efficacy 支持有resits的学生建立自我效能感

Compass Journal of Learning and Teaching Pub Date : 2021-07-13 DOI: 10.21100/COMPASS.V14I2.1185

Catherine Farrant, Raluca Marinciu, D. Reilly, L. Warren

引用次数: 0

The body healing phenomenon: learning, teaching and living through a pandemic 身体康复现象：在疫情中学习、教学和生活

Compass Journal of Learning and Teaching Pub Date : 2021-07-13 DOI: 10.21100/COMPASS.V14I2.1206

P. Gibson, Amber Bale

引用次数: 0

“All the world’s a stage” – the Open Broadcaster Software (OBS) as enabling technology to overcome restrictions in online teaching “全世界都是一个舞台”——开放广播软件（OBS）使技术能够克服在线教学中的限制

Compass Journal of Learning and Teaching Pub Date : 2021-07-13 DOI: 10.21100/COMPASS.V14I2.1241

Gerhard Kristandl

引用次数: 4

The future of vocational higher education: the blended learning approach 职业高等教育的未来:混合式学习方式

Compass Journal of Learning and Teaching Pub Date : 2021-07-13 DOI: 10.21100/compass.v14i2.1152

Jason Jeevaruban, Gemma Boden

引用次数: 0

Bridging the gap between markers’ tacit knowledge and students’ assessment literacy 弥合标记人隐性知识与学生评估素养之间的差距

Compass Journal of Learning and Teaching Pub Date : 2021-07-13 DOI: 10.21100/COMPASS.V14I2.1224

Gemma Mansi

{"title":"Bridging the gap between markers’ tacit knowledge and students’ assessment literacy","authors":"Gemma Mansi","doi":"10.21100/COMPASS.V14I2.1224","DOIUrl":"https://doi.org/10.21100/COMPASS.V14I2.1224","url":null,"abstract":"There has been an increasing emphasis within higher education on the need for explicit articulation of assessment standards and requirements and for these to be communicated effectively to students (O’Donovan et al., 2004; Sadler, 2010; Bloxham et al., 2011; McGrath et al., 2019). However, in practice, this can be difficult to achieve, depending, firstly, on markers’ abilities to effectively articulate their tacit knowledge and expectations and, secondly, on the knowledge and understanding of assessments that students bring with them into their degree. This student ability often depends on their previous varied educational experiences. Both students and staff may therefore find this a matter of challenge and frustration.This case study is based on discussions with students on the Childhood and Youth Studies (Extended) programme at the University of Greenwich and with staff across the University, as well as on the researcher’s personal reflections on the findings. It highlights: how important it is for staff to work in partnership with students early on in their studies, so as to develop their understanding of assessment language and the standards expected; how staff consider the experiences students have had with assessment and academic writing; and how they draw implications for assessment practices in their teaching context. Furthermore, the study aims to provide innovative recommendations for how markers can develop a continuing, meaningful dialogue with students, to enable them to build an understanding of their markers’ tacit knowledge about assessment and feedback in their discipline. ","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45022498","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