The content of the FEMS Microbiology Letters virtual Thematic Issue ‘Empowering learning’ is reviewed to provide context for further discussions towards supporting learners in becoming self-regulated ...and realising their potential.
Abstract
We all need to adapt constantly in order to thrive in our ever-changing complex world. Thus, education and educators need to empower learners to develop a mindset and skills set of lifelong ...and lifewide learning. Papers from around the globe, reflecting the current drivers in education, were published in the FEMS Microbiology Letters virtual Thematic Issue ‘Empowering learning’ in October 2023. Its content is reviewed here to provide the context for further discussions within the professional community. The focus is on being inclusive, on lowering and removing barriers to learning, and fostering a sense of belonging. So learning communities can be established and connected in support of learning with and from each other for societal benefit, and this is discussed. Authentic learning approaches are highlighted with respect to the inherent opportunities for learners to take ownership for their learning, yet learn collaboratively, and develop resilience over time. Supporting learners in becoming self-regulated and realizing their full potential is truly worthwhile.
The content of the FEMS Microbiology Letters virtual Thematic Issue ‘Empowering learning’ is reviewed to provide context for further discussions towards supporting learners in becoming self-regulated and realising their potential.
ABSTRACT
With more than one academic year into the pandemic, it is timely to consider the lessons we learnt, and how they could shape education in the future. Papers from around the globe, reflecting ...on the directions we took and could take, were published in the FEMS Microbiology Letters virtual Thematic Issue ‘Educating in a pandemic and beyond' in October 2021. Its content is reviewed here to facilitate discussions within the professional community. Online platforms and tools, that allowed a rapid emergency response, are covered, as well as enhancing student engagement, complementing and blending in-person activities with online elements for more flexible and accessible learning opportunities, the need for educator training, and improving science literacy overall and microbiology literacy specifically. As we go forward, in order to benefit from blended and flexible learning, we need to select our approaches based on evidence, and mindful of the potential impact on learners and educators. Education did not only continue during the pandemic, but it evolved, leading us into the future.
The content of the FEMS Microbiology Letters virtual Thematic Issue ‘Educating in a pandemic and beyond’ is reviewed to facilitate reflections on lessons learnt, and how they shape future education.
Forward-looking papers from around the globe, addressing themes of current educational practice, were published in the FEMS Microbiology Letters virtual Thematic Issue 'Learning for the future' in ...October 2019. Its dynamic content is reviewed here to facilitate discussions within the professional community. The focus is on preparing generations of 21st century professionals as lifelong learners for yet unknown working environments and demands. Active and authentic learning is covered in various contexts from interactive lectures, via innovative tasks exploring the scientific method to conducting research over a distance. Naturally, authentic assessment features. Moreover, authentic learning is taken out of the classroom into the community as service learning for students to develop skills and see unexpected Science, Technology, Engineering and Maths career opportunities. Approaches to public engagement with science are presented including through art. Art is also brought into the classroom, as well as educational games, to foster creativity. Additionally, sharing science with large audiences on social media is discussed. Future-proofing education requires being innovative and imaginative. This comes with challenges and risks, but being prepared is worth it.
Science is expected to be borderless and inclusive of any interested individuals. The efforts made by academic institutions to promote diversity and inclusiveness are unfortunately undermined by ...discriminatory government policies. Iranian researchers suffer from limited mobility for attending scientific gatherings and are underrepresented due to lack of exposure, as they can be subject to discrimination for entering some countries, e.g. the US travel ban. As an Iranian citizen, I was denied an academic visitor visa to attend FEMS congress in Glasgow in 2019 to share my Ph.D. research results. This resulted in considerable waste of time, funds and efforts leaving me with a great deal of pain and frustration. In this article, I share my story to help raise awareness about compromised equity in the scientific community as a result of institutional discrimination and racism.
Abstract
Innovative practice from around the globe, addressing a range of recent educational themes and trends, was published in the FEMS Microbiology Letters virtual Thematic Issue ‘Keeping ...Education Fresh’ in October 2017. Its thought-provoking content is reviewed here to more directly facilitate reflections and discussions in the professional community. The focus is on best practice approaches when enhancing student engagement, how to adjust those to the diversity of learners, learning situations and infrastructures, and to a broad range of subjects. The need for authentic learning and to move away from didactic teaching is emphasized. The ‘students as researchers’ theme is featured e.g. in context of service learning. Creative approaches are presented such as using performing arts, popular culture and gamification. The development of interdisciplinary and intercultural competences, and the exploration of socioscientific themes and philosophical issues are considered. Revisions of curricula and programmes, reflective of educational advancements and sector drivers, are discussed from undergraduate to postgraduate and professional specialist level also in light of problem-based learning, interactive distance and on-campus learning, and even the legacy of Massive Open Online Courses. Such changes always require resources and skills, and carry risks. Yet, innovation is a risk worth taking to keep education fresh.
The thought-provoking content of the innovative FEMS Microbiology Letters virtual Thematic Issue ‘Keeping Education Fresh’ is reviewed here to facilitate reflections on educational practice and discussions in the professional community.
State-of-the-art papers from around the globe addressing current topics in education were published in the FEMS Microbiology Letters virtual Thematic Issue ‘Education’ in November 2015 ...(http://femsle.oxfordjournals.org/content/thematic-issue-education), which was innovative and well received by microbiologists and other educators. Its unique content is reviewed here to facilitate broader access and further discussions in the professional community. Best practice in supporting school teaching and exposing students to concepts from other disciplines is presented in context of inspiring the next generations, where also historical microbiology can be drawn upon. Technology-enhanced education is discussed including its applications (e.g. lecture podcasts for flipped learning, learning from experts via videoconference). Authentic learning is covered with examples of research-led teaching, water and showerhead biofilm analyses and participation in the International Genetically Engineered Machines competition. Enhancing employability is focussed on, including supporting personal development and work-readiness in general and for the changing nature of the microbiology profession. International mobility develops international awareness but challenges teachers. Teaching training, teaching excellence and dissemination of best practice are reviewed. Times of challenge and change in the Higher Education landscape motivate us to improve educational approaches and frameworks, so that we are prepared for new topics to emerge as current topics in education.
The cutting-edge content of the successful FEMS Microbiology Letters virtual Thematic Issue ‘Education’ is reviewed to facilitate broader access, further discussions in the professional community and to help improve educational approaches.
PDF
