Journal of Applied Learning & Teaching最新文献_第3页

Novel coronavirus (COVID-2019) pandemic: Common challenges and response from higher education providers 新型冠状病毒(COVID-2019)大流行:高等教育机构的共同挑战和应对措施

Journal of Applied Learning & Teaching Pub Date : 2020-11-11 DOI: 10.37074/jalt.2020.3.2.20

T. D. Maddumapatabandi, K. Gamage

引用次数: 10

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Journal of Applied Learning & Teaching Pub Date : 2020-08-07 DOI: 10.37074/jalt.2020.3.2

引用次数: 0

Learning from Tasmania 向塔斯马尼亚学习

Journal of Applied Learning & Teaching Pub Date : 2020-04-29 DOI: 10.37074/jalt.2020.3.s1

引用次数: 0

Technologically enhanced pedagogies in Professional Writing 技术增强的专业写作教学法

Journal of Applied Learning & Teaching Pub Date : 2019-12-30 DOI: 10.37074/jalt.2019.2.2.3

R. Bonk

{"title":"Technologically enhanced pedagogies in Professional Writing","authors":"R. Bonk","doi":"10.37074/jalt.2019.2.2.3","DOIUrl":"https://doi.org/10.37074/jalt.2019.2.2.3","url":null,"abstract":"Development of online or hybrid options for academic content often emphasizes product over process. Institutions may decide to join the latest movement without carefully considering whether particular content lends itself to such technologies. The question to be asked first is whether students in a specific discipline — business, science, or another — would benefit from technological pedagogies instead of, or in tandem with, traditional offerings. Even though the “classroom” now can be virtually recreated with hyperlinked readings, synchronous chats, and real-time interactions, the instructor must vouchsafe an enriching learning environment. One endeavor across many — if not all — academic disciplines is written communication, through which students explore course content, critically assess meaning, and construct cogent arguments. Applied writing, often termed Professional Writing, weaves through the curricula at Widener University; open-access modules for at-risk students seeking a college education are also being developed with a local not-for-profit agency. Before shifting courses or modules to online and/or hybrid formats directly, Professional Writing faculty are designing, implementing, and assessing various tools: blended course design, online writing resources, and open-access outreach. The core pedagogical issue remains the astute application of technological tools to achieve learning outcomes. This presentation highlights progress by the Professional Writing faculty at Widener University for enhancing pedagogies with technology while navigating climate and culture.","PeriodicalId":334920,"journal":{"name":"Journal of Applied Learning & Teaching","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125270273","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

Bringing play back into the biology classroom with the use of gamified virtual lab simulations 通过使用游戏化的虚拟实验室模拟，将游戏带回生物教室

Journal of Applied Learning & Teaching Pub Date : 2019-12-30 DOI: 10.37074/jalt.2019.2.2.7

Bina Rai, H. Tan, C. Leo

{"title":"Bringing play back into the biology classroom with the use of gamified virtual lab simulations","authors":"Bina Rai, H. Tan, C. Leo","doi":"10.37074/jalt.2019.2.2.7","DOIUrl":"https://doi.org/10.37074/jalt.2019.2.2.7","url":null,"abstract":"Our study evaluated the integration of gamified laboratory (game-lab) simulations and virtual reality (VR) technologies into the biology curriculum in order to provide an engaging and interactive way for Gen Z (born after 1995) students to learn and understand key biology concepts in a simulated environment. We hypothesised that the students will have fun, learning through play and exploration of lab skills that may not be possible in standard educational settings. Our research question was, “Do VR game-lab simulations lead to an increase in a) student knowledge of DNA-based technology, b) intrinsic motivation to study key biological concepts, and c) self-efficacy in an introductory biology course?” In our study conducted at the Singapore University of Technology and Design, the freshmore (ages between 19-22) cohorts were randomly divided into three groups, control (n = 180 students), VR game-lab simulations experienced on a laptop (desktop VR, n = 180 students) and experienced using a headset (immersive VR, n = 90 students). The classes assigned to the control group were taught using the prior method (PowerPoint slides/chalk and talk). The biological concept covered was consistent in all groups and was the polymerase chain reaction taught using a crime scene investigation scenario. Data collected showed that the desktop VR group of students achieved the greatest improvement in quiz scores after the simulation as compared to controls and immersive VR. This correlated with the significantly reduced response times taken for quizzes too for the desktop VR group. This may be attributed to the fact that the desktop VR was a longer simulation, with in depth theoretical wikis and descriptions of relevant theory. The survey results revealed that the majority of students perceived that the simulations improved their learning of DNA-based technologies, were motivated to complete the simulation and felt more confident at the end.","PeriodicalId":334920,"journal":{"name":"Journal of Applied Learning & Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125656246","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: 2

The game plan: Using gamification strategies to engage learners as active players 游戏计划:使用游戏化策略吸引学习者成为活跃的玩家

Journal of Applied Learning & Teaching Pub Date : 2019-12-30 DOI: 10.37074/jalt.2019.2.2.10

Xi-Wei Yeo

引用次数: 0

Forensic science and student mobility programs in the Indo-Pacific region: Unveiling the potential of an international and intercultural project in forensic science education 印度-太平洋地区的法医学和学生流动项目:揭示法医学教育中国际和跨文化项目的潜力

Journal of Applied Learning & Teaching Pub Date : 2019-12-30 DOI: 10.37074/jalt.2019.2.2.5

P. Magni, Jolene M. Anthony, R. M. Zuha

{"title":"Forensic science and student mobility programs in the Indo-Pacific region: Unveiling the potential of an international and intercultural project in forensic science education","authors":"P. Magni, Jolene M. Anthony, R. M. Zuha","doi":"10.37074/jalt.2019.2.2.5","DOIUrl":"https://doi.org/10.37074/jalt.2019.2.2.5","url":null,"abstract":"Forensic science is the application of science in a criminal investigation or court of law. Crimes and forensic investigation have always been associated with human society. As an interdisciplinary field, forensic science incorporates areas of both life sciences and social sciences. Until the beginning of the 1900s, forensic science was self-taught and carried out exclusively through law enforcement agencies. In recent years, with the success of crime drama television series, an increased global interest in forensic science-based university courses has been observed. The prevalence of global issues such as international crimes and mass disasters has catalysed the need for international collaboration and to remove global barriers within forensic science. To prepare students for the world of work, it is pivotal that forensic science curricula address the needs of the present-day society and the requirements of the forensic providers (laboratories and law enforcement agencies). The present manuscript describes the first forensic science international curriculum between Australia (Murdoch University) and Malaysia (Universiti Kebangsaan Malaysia/UKM Forensics), possible through the New Colombo Plan of the Australian Government. The course outlined here, comprehensively comprised of lectures, workshops and mixed group crime scene simulations, provided Australian and Malaysian students with an authentic, intercultural and cross-jurisdictional learning experience to acquire work-ready skills.","PeriodicalId":334920,"journal":{"name":"Journal of Applied Learning & Teaching","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115325319","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

Gornall, L., Thomas, B., & Sweetman, L. (Eds.). (2018). Exploring consensual leadership in higher education: Co-operation, collaboration and partnership. London, England: Bloomsbury.

Journal of Applied Learning & Teaching Pub Date : 2019-12-30 DOI: 10.37074/jalt.2019.2.2.16

M. Evans

{"title":"Gornall, L., Thomas, B., & Sweetman, L. (Eds.). (2018). Exploring consensual leadership in higher education: Co-operation, collaboration and partnership. London, England: Bloomsbury.","authors":"M. Evans","doi":"10.37074/jalt.2019.2.2.16","DOIUrl":"https://doi.org/10.37074/jalt.2019.2.2.16","url":null,"abstract":"This is the third book that I have reviewed in the series, Perspectives on Leadership in Higher Education, published by Bloomsbury. The book is written within the context of leadership involving interconnectivity with staff and building consensus on future strategies to embrace the issues confronting universities. The book is written around the challenges facing universities in an increasingly corporatised environment facing challenges of marketisation, internationalisation and the need to agree on approaches to deal with increasing global complexity and fragmentation.It is interesting to reflect on styles of leadership across society in the current era. At the highest political levels, we are finding it increasingly difficult to build a majority consensus on approaches to things like climate change, migration and economic policy settings. Politics in democratic societies have become dominated by populist politicians and coalitions of minority groups pushing for individual agendas rather than a collective agenda as may have been apparent in the past. In other parts of the world, authoritarian rule has been strengthened.","PeriodicalId":334920,"journal":{"name":"Journal of Applied Learning & Teaching","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125953642","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

Self-organised learning: Empowering the most marginalised schools of rural Greece? 自我组织学习:赋予希腊农村最边缘化学校权力?

Journal of Applied Learning & Teaching Pub Date : 2019-10-04 DOI: 10.37074/jalt.2019.2.2.2

Lydia Lymperis

{"title":"Self-organised learning: Empowering the most marginalised schools of rural Greece?","authors":"Lydia Lymperis","doi":"10.37074/jalt.2019.2.2.2","DOIUrl":"https://doi.org/10.37074/jalt.2019.2.2.2","url":null,"abstract":"Despite increasing demands in the labour market for higher-order thinking skills, along with OECD reports highlighting an urgent need for a curriculum reform in the crisis-ridden country that will aim to adopt a more holistic approach to the education and development of its young people, Greece is still ranking among the lowest across 30 OECD countries in terms of performance on 21st century competencies, such as creativity, while also performing well below average on foundational literacies such as scientific and cultural and civic literacy. It should be hardly surprising that the structural constraints imposed by a debt-ridden economy seem to weigh heavily on the administrators, who, recognising the need for the nation to play catch-up, are currently amidst a curricular reform for a number of secondary school subjects, yet inevitably pushing over 500 of the most marginalised primary schools operating in rural and socioeconomically challenged parts of the country down the list of priorities. It is against this very backdrop, then, that questions such as “How can we do more with less?” have greater currency than ever. This ongoing scholarship investigates the design of a targeted intervention aiming to provide support for the more disadvantaged state schools where there is currently no provision for the teaching of English as a Foreign Language (EFL) due to geographical and budgetary constraints. ‘Self-organised learning’ as an alternative, cost-effective model for the enactment of the primary English curriculum to current approaches has been put to the test. Pupils from eight such schools participated in a quasi-experiment consisting of weekly sessions where they were encouraged to self-organise, take responsibility for the direction of their own learning, demonstrate initiative, and collaborate effectively. Preliminary findings are discussed in terms of behavioural changes regarding the above-mentioned skills, including the participants’ preparedness to self-direct.","PeriodicalId":334920,"journal":{"name":"Journal of Applied Learning & Teaching","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134253740","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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Journal of Applied Learning & Teaching Pub Date : 2018-12-31 DOI: 10.37074/jalt.2018.1.2

引用次数: 0