This research aims to: 1) Produce teaching material best practice handbook by implementing the use of Flipbook application as a teaching and learning strategy, validated in the viewpoints of material ...and learning design; 2) To investigate the effectiveness of using best practice handbook as a teaching material with the implementation of Flipbook application as a teaching and learning strategy. The sample of this study includes Universitas Negeri Medan biology students 2019/2020 in their odd semester currently taking teaching and learning strategy course. The type of Research and Development research is a developed model using ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The results of this study indicate that the value of eligibility by material acquisition experts is 86.21% that very decent criteria and the feasibility value by learning experts is 82.5% that feasible criteria. The effectiveness of teaching materials test was obtained 62.4% that adequately effective category. It can be concluded that the development of teaching materials for handbook best practice using Flipbook strategy course applications is suitable to use in teaching and learning strategies.
This paper reports select findings from an institutional survey designed to support long-term strategic developments at a research-led institution in the UK. These developments include a revised ...Learning and Teaching Strategy that has at its core the promotion of a 'cross-institutional culture of enquiry-based, independent learning'. The survey findings offer insights into pedagogic practice within the institution and serve to identify key issues that will need to be addressed in order to promote further cultural change. This includes clarification of the institutional description of enquiry-based learning to ensure it has greater cross-discipline relevance. The findings are presented as a contribution to the literature on academic change and as such should have relevance to those concerned with examining the design and implementation of such change in higher education institutions. A planned programme of action structured around a framework of engagement, collegiality and empowerment is outlined to indicate how these issues are to be addressed within the timeframe of the strategy. Key areas for further research are indicated.
Academic development has played a significant role in creating university 'learning and teaching' as an object of policy scrutiny and intervention. While academic development is a new field, its ...practices have been productive of new learning and teaching regimes in both the global 'north' and 'south'. This paper explores the emergence of academic development as a practice and the agentic understandings of its actors in creating the academic development project in the face of global unevenness. The paper offers a critical account of the emergence of academic development practice in both the global 'north', drawing on the intertwined histories of the UK and Australia, and in the global 'south', drawing on the example of South Africa. In looking at the ongoing debates about academic development the paper argues that in constituting teaching and learning as its object, other more radical, feminist and critical pedagogies, which are capable of dealing with the power and curricula, were marginalised.
This study examined what worldviews are present among Dutch students and teachers and how the students cope with scientific knowledge acquired in the biology classroom. Furthermore, we investigated ...what learning and teaching strategies teachers adopt when they teach about evolution and worldviews. For this survey, 10 schools for higher general secondary education or pre-university level were selected. The data showed that most teachers did not have an articulated learning and teaching strategy. Controversial topics and discussions with students about their own worldviews were ignored in the classroom. Furthermore, the data revealed that students and teachers have a large variety of different worldviews. Some students acknowledged having difficulties coping with the knowledge gained from the classroom, because it contradicted their own worldviews. These results support our hypothesis that there is need for an explicit learning and teaching strategy that supports both teachers and students to teach and learn about evolution in multiple contexts.
Over the past few years organisations in the public and private sectors have turned to social media in the hope of establishing an effective communication channel with their customers, suppliers and ...other stakeholders. Following the trend, Higher Education Institutions (HEI) have adopted social media channels for a variety of purposes. Accounts about HEIs' use of social media are plentiful in academic literature. Aiming to meet student expectations and include a popular communication channel into their communication strategy, universities have incorporated social networking into the marketing of their courses, learning and teaching strategy, maintaining alumni connections, and other areas. However, universities remain unclear about the effectiveness of their social media channels, and are even less aware about the resources which social media management requires. HEIs are making ad hoc attempts to employ social media without the appropriate tools or metrics for measuring the effectiveness of their social media communication channels. This research aims to close the gap in the literature on social media applications in higher education and their alignment with university strategic objectives. The paper proposes a framework for aligning social media practices with university goals, taking into account characteristics of individual higher education institutions. It is argued that student recruitment, engagement, achievement and employability can be improved through the integration of social media in higher education. The paper concludes with a discussion of the key areas to consider before launching a social strategy in the new field of social higher education. PUBLICATION ABSTRACT
Provider: - Institution: - Data provided by Europeana Collections- This article reports on educational design research concerning a learning and teaching strategy for cell biology in upper-secondary ...education, introducing systems modelling as a key competence. The strategy consists of four modelling phases in which students subsequently develop models of free-living cells, a general 2-D model of cells, a 3-D model of plant cells and finally they are engaged in formal thinking by modelling life phenomena to a hierarchical systems model.
The strategy was thought out, elaborated and tested in classrooms in several research cycles. Throughout the field-tests, research data were collected by means of classroom observations, interviews, audio-taped discussions, completed worksheets, written tests and questionnaires. Reflection on the research findings eventuated in reshaping and formalizing the learning and teaching strategy, which is presented here. The results show that although acquiring systems thinking competence at the metacognitive level needs more effort, our strategy contributed to improving learning outcomes, i.e. acquisition of a coherent conceptual understanding of cell biology and acquisition of initial systems thinking competence, with modelling being the key activity.- All metadata published by Europeana are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication. However, Europeana requests that you actively acknowledge and give attribution to all metadata sources including Europeana
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