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Compass Journal of Learning and Teaching最新文献

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The power of peers in GTA development of practice: evaluation of an equal-status teaching observation project GTA实践发展中的同伴力量:一个平等地位教学观察项目的评价
Compass Journal of Learning and Teaching Pub Date : 2021-07-13 DOI: 10.21100/COMPASS.V14I2.1203
Kerry Dobbins, N. Adams, E. Bishop, Mehman Ismayilli, Maria Papadopoulou, Megan L Phillips, Nadine Tauchner, Elizabeth Van Wessem, J. Watkins
{"title":"The power of peers in GTA development of practice: evaluation of an equal-status teaching observation project","authors":"Kerry Dobbins, N. Adams, E. Bishop, Mehman Ismayilli, Maria Papadopoulou, Megan L Phillips, Nadine Tauchner, Elizabeth Van Wessem, J. Watkins","doi":"10.21100/COMPASS.V14I2.1203","DOIUrl":"https://doi.org/10.21100/COMPASS.V14I2.1203","url":null,"abstract":"Peer observation of teaching is a well-established professional development practice and can occur through a range of different activities (e.g., micro-teaching, lesson study, performance reviews, etc.). There is evidence that these various activities are being increasingly used to support Graduate Teaching Assistants (GTAs). This paper reports the findings of a pilot project that implemented equal-status, interdisciplinary and developmental peer observations. As a collaborative project, it was co-designed and evaluated by eight GTAs and an academic developer. Our observation framework involved GTAs’ undertaking the observee and observer roles and retaining five of six identified dimensions of control. The findings show that the observation experiences encouraged both new and experienced GTAs to take a self-reflective and critical stance to their teaching and disciplinary approaches. This confirms the value of GTAs’ experiencing the observer role and their exposure to other disciplinary environments. The post-observation ‘learning conversations’ provided significant opportunities for GTAs to discuss and reflect on their practice contexts and experiences together. This represents an effective example of peer supported learning, which also reduces the sense of isolation that GTAs often experience.","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":"46392018","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
Introduction to volume 14, issue 2 of Compass, Journal of Learning & Teaching 介绍第14卷，第2期指南针，学习与教学杂志
Compass Journal of Learning and Teaching Pub Date : 2021-07-13 DOI: 10.21100/compass.v14i2.1263
Rachel George, Yang Yang
{"title":"Introduction to volume 14, issue 2 of Compass, Journal of Learning & Teaching","authors":"Rachel George, Yang Yang","doi":"10.21100/compass.v14i2.1263","DOIUrl":"https://doi.org/10.21100/compass.v14i2.1263","url":null,"abstract":"<jats:p>.</jats:p>","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":"45024366","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
Let’s talk about webcams, and a pedagogy of kindness 让我们谈谈网络摄像头和善良的教育法
Compass Journal of Learning and Teaching Pub Date : 2021-07-13 DOI: 10.21100/compass.v14i2.1177
Alison Gilmour
{"title":"Let’s talk about webcams, and a pedagogy of kindness","authors":"Alison Gilmour","doi":"10.21100/compass.v14i2.1177","DOIUrl":"https://doi.org/10.21100/compass.v14i2.1177","url":null,"abstract":"With the move to online and blended learning, there has been much focus amongst educators on webcam use in online classes. Mandatory webcam policies and privileging use of webcams as the preferred form of engagement disregard the COVID-19 context – in which students have had limited choice about learning in blended or online modes – and significantly undermine trust. This piece argues for the adoption of a pedagogy of kindness, through teaching and learning practices that are sensitive to the material experience of diverse groups of students, and considers some of the complex reasons why insisting on webcam use may exacerbate inequalities.","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":"45250442","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: 3
Case study: Using a codesign process as an opportunity and to increase assessment literacy and integrate the Sustainable Development Goals into learning and teaching. 案例研究:利用协同设计过程为契机，提高评估素养，并将可持续发展目标纳入学习和教学。
Compass Journal of Learning and Teaching Pub Date : 2021-01-28 DOI: 10.21100/COMPASS.V14I1.1121
D. Bartlett
{"title":"Case study: Using a codesign process as an opportunity and to increase assessment literacy and integrate the Sustainable Development Goals into learning and teaching.","authors":"D. Bartlett","doi":"10.21100/COMPASS.V14I1.1121","DOIUrl":"https://doi.org/10.21100/COMPASS.V14I1.1121","url":null,"abstract":"Abstract : This article first describes the importance of the Sustainable Development Goals to learning and teaching, both specifically for SDG 4 Quality Education, and the relevance of all 17 SDGs across subject areas.  It then describes how these became the focus to increase assessment literacy and engagement with feedback using Level 5 BSc Environmental Science and Geography students taking the Environmental Management module.  The benefits and challenges of using curriculum and assessment co-design are presented and the benefits for student engagement and assessment literacy evaluated.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47487058","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
Realising the inclusive potential of online teaching and learning for marginalised students 为边缘化学生实现在线教学的包容性潜力
Compass Journal of Learning and Teaching Pub Date : 2021-01-28 DOI: 10.21100/COMPASS.V14I1.1155
Donna Hurford, A. Read
{"title":"Realising the inclusive potential of online teaching and learning for marginalised students","authors":"Donna Hurford, A. Read","doi":"10.21100/COMPASS.V14I1.1155","DOIUrl":"https://doi.org/10.21100/COMPASS.V14I1.1155","url":null,"abstract":"Online teaching and learning can contribute to inclusive and accessible teaching and learning. By prioritising inclusion, accessibility and careful planning we will find the potential in online platforms and resources and our most marginalised students will benefit most.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49471995","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
Editors' Introduction 14, 1. 编辑简介14，1。
Compass Journal of Learning and Teaching Pub Date : 2021-01-28 DOI: 10.21100/COMPASS.V14I1.1184
Yang Yang, Rachel George
{"title":"Editors' Introduction 14, 1.","authors":"Yang Yang, Rachel George","doi":"10.21100/COMPASS.V14I1.1184","DOIUrl":"https://doi.org/10.21100/COMPASS.V14I1.1184","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41947999","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
The impact of camera angles in learning videos on the perception of teaching excellence and emotional connectedness of students in the creative industries 在创意产业中，学习录像的摄影机角度对学生对卓越教学的认知及情感连结的影响
Compass Journal of Learning and Teaching Pub Date : 2021-01-28 DOI: 10.21100/COMPASS.V14I1.1107
Dennis A. Olsen
{"title":"The impact of camera angles in learning videos on the perception of teaching excellence and emotional connectedness of students in the creative industries","authors":"Dennis A. Olsen","doi":"10.21100/COMPASS.V14I1.1107","DOIUrl":"https://doi.org/10.21100/COMPASS.V14I1.1107","url":null,"abstract":"With the use of learning videos in higher education (HE) on the rise, and an increased importance assigned to the perception of teaching excellence by students in the United Kingdom (UK) and worldwide, this paper considers the impact of camera angles on students’ perception of teaching excellence and students’ emotional connectedness. Two focus groups comprising undergraduate students studying full time in subjects of the creative industries watched and discussed two videos with identical content (a presenter, presenting) but different camera angles – low-shot versus eye-level. The videos were provided as part of the course materials. The responses elicited in the focus groups suggest that an eye-level camera shot positively affects student perception of the presenter’s credibility, goodwill and professionalism in learning videos. At the same time, findings call into question the suitability of presenter-focused learning videos altogether for the teaching of creative industries subjects in HE, since students perceive that they lack sufficient presenter sparkle to enthuse, motivate and engage their audience.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":"89 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41279915","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: 1
Defining Social Change as Social Action: HE's Role in Addressing Social Change 定义社会变革为社会行动:高等教育在解决社会变革中的作用
Compass Journal of Learning and Teaching Pub Date : 2021-01-28 DOI: 10.21100/COMPASS.V14I1.1138
Mazia Yassim
{"title":"Defining Social Change as Social Action: HE's Role in Addressing Social Change","authors":"Mazia Yassim","doi":"10.21100/COMPASS.V14I1.1138","DOIUrl":"https://doi.org/10.21100/COMPASS.V14I1.1138","url":null,"abstract":"Recent resurgence of the Black Lives Matter movement across the world is a reminder for HE institutions that we have a key role to play in enabling that our graduates are competent in creating and deliveing effective social change. This needs for us to move on from creating awareness of social issues to equipping our students to creat and deliver social action. Education and measurement are key in helping us achieve this.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45246334","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
Cinematic Reproduction as Multimodal Composition in First-Year Composition 电影再现作为一年级作曲中的多模态作曲
Compass Journal of Learning and Teaching Pub Date : 2021-01-28 DOI: 10.21100/COMPASS.V14I1.1123
Rachelle McCabe
{"title":"Cinematic Reproduction as Multimodal Composition in First-Year Composition","authors":"Rachelle McCabe","doi":"10.21100/COMPASS.V14I1.1123","DOIUrl":"https://doi.org/10.21100/COMPASS.V14I1.1123","url":null,"abstract":"This case study introduces an assignment from a large midwestern university FYC program, which emphasizes analytical writing by introducing students to a series of increasingly layered texts, including film. This has many advantages: teaching multi-perspective, evidence-based visual and textual analysis. For students to see textual constructedness the author required they remake film scenes using their cellphones, employing and then articulating their use of generic conventions. This article details the original assignment and tracks its evolution due to students’ innovations. One group’s project, a scene from The Shining , highlights multimodal recreation’s capacity to help students re-envision and more fully analyze cinematic elements, adding depth and specificity to students’ analytical writing.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42064179","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
A blended learning approach towards reducing the written communication gap: the role of Self-Regulated Learning dimensions 减少书面交流差距的混合学习方法：自我调节学习维度的作用
Compass Journal of Learning and Teaching Pub Date : 2021-01-28 DOI: 10.21100/COMPASS.V14I1.1119
Agnieszka Herdan, Lorenzo Neri, A. Russo, E. Warren
{"title":"A blended learning approach towards reducing the written communication gap: the role of Self-Regulated Learning dimensions","authors":"Agnieszka Herdan, Lorenzo Neri, A. Russo, E. Warren","doi":"10.21100/COMPASS.V14I1.1119","DOIUrl":"https://doi.org/10.21100/COMPASS.V14I1.1119","url":null,"abstract":"This study analyses the effectiveness of a blended learning strategy, designed to improve the written communication skills of a cohort of Accounting and Finance students. Moore and Morton (2017) stressed that the written communication gap mainly arises due to students’ inability to utilise their writing skills in a dynamic process. Therefore this paper analyses the connection between the self-regulation learning (SRL) strategy, the writing learning process and the blended learning approach. The findings reveal that SRL dimensions play a significant role in the successful application of the blended learning strategy. The dimensions also support the blended approach in enhancing written communications skills among accounting students. The study has relevant and practical implications for promoting the application of a blended learning strategy using SRL successfully. Additionally, our findings offer a learning strategy to address the unresolved skills gap, affecting written communication within Business Schools.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46550493","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
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