How can you use group work effectively in a college setting, particularly in the sciences? Instructors and students share their experiences, and Carl Wieman ...
New book unveils faculty-led effort to chart concepts and competencies students should learn in six academic disciplines, with plan to create standardized tests. Will faculty members warm to this version of "learning outcomes"?
What makes these findings so interesting are the implications for pedagogy. If teachers wish to maximise the power of tablets and mobile devices, they should create contexts in which students are encouraged to be proactive in their study,
Beneath the surface though, higher education is set to be subjected to more state interference and bureaucracy as part of yet another attempt to create a market as the TEF is set to allow institutions to link fee increases to inflation. At present, with inflation at 0% and hardly projected to soar in coming years, will the TEF actually reward and incentivise good quality teaching, or just provide another drain on the resources academics need?
Proponents and practitioners of the open web also bear responsibility for the missed opportunities in higher education. In retrospect, temperamental preferences for DIY culture, relentless tinkering and experimentation, and indulging the delightful paradoxes of ill-structured problems has not served to promote the adoption of open online tools in the wider culture. Whereas innovators and early adopters tend to have a relatively high tolerance for chaos, higher education as a whole does not (and arguably cannot). Railing against the academy's failure to embrace a perceived risk can be dismal fun for many of us, but an honest appraisal of our own missteps has to be in the mix.
The aim of this article is to discuss some of the challenges and possibilities that librarians may face when engaging in faculty-library collaboration. The main objective is to present findings from two case studies of embedded librarianship at Gjøvik University College (GUC) and to compare these findings with results from a literature review. The literature review is concentrated around collaboration challenges, a possible role-expansion for librarians, team-teaching and assessment of information skills courses. Another objective is to present two pedagogical approaches that are in use at GUC; the tutor approach and the team-teaching approach. Findings from the case studies suggest that faculty staff were impressed with the librarian’s knowledge and they quickly became comfortable with team-teaching and/or leaving the librarian in charge of the students. However there were concerns from both the teacher and librarian about the time-consuming nature of collaborative work. This paper contributes to the literature through a literature review, two case studies and teaching approaches that highlight factors leading to success when collaborating with faculty.
Few issues in higher education are as fundamental as the ability to search for, evaluate, and synthesize information. The need to develop information literacy, the process of finding, retrieving, organizing, and evaluating the ever-expanding collection of online information, has precipitated the need for training in skill-based competencies in higher education, as well as medical and dental education.
Computer science as a field requires curricular guidance, as new innovations are filtered into teaching its knowledge areas at a rapid pace. Furthermore, another trend is the growing number of students with different cultural backgrounds. These developments require taking into account both the differences in learning styles and teaching methods in practice in the development of curricular knowledge areas. In this paper, an intensive collaborative teaching concept, Code Camp, is utilized to illustrate the effect of learning styles on the success of a course. Code Camp teaching concept promotes collaborative learning and multiple skills and knowledge in a single course context. The results indicate that Code Camp as a concept is well liked, increases motivation to learn and is suitable for both intuitive and reflective learners. Furthermore, it appears to provide interesting creative challenges and pushes students to collaborate and work as a team. In particular, the concept also promotes intuition.
The aim of this paper is to present the Information Literacy Instruction Assessment Cycle (ILIAC), to describe the seven stages of the ILIAC, and to offer an extended example that demonstrates how the ILIAC increases librarian instructional abilities and improves student information literacy skills.
The Courses offered by Online Study Pathway Australia (OSPA) are through the VET FEE-HELP Approved Educational Providers. VET FEE-HELP is a Loan Scheme for the Vocational Education and Training (VET) sector that is part of the Higher Education Loan Program (HELP). These are Australian government loan schemes that can help you pay for all, or part of, your tuition fees. Repayments start through the Australian Tax Office (ATO) system once you are in the work-force and your income rises above the minimum repayment threshold.
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