Innovative Teaching Practices Research Articles

School Resource Center and Students’ Civilization in Digital Age

In the 21st century, the School Resource Centre (SRC) is essential as an innovative educational practice that supports teaching-learning in the digital age. Previous studies have highlighted the beneficial roles of an SRC in terms of collections, SRC programs, and the provision of a conducive learning environment to school communities. However, due to the meaningful impact of technology, SRCs need to transform their traditional roles to more modern roles in the digital age in order to bring knowledge that is alive, interesting and relevant to meet users’ needs and demands, especially the millennials. The millennial generation is comprised of digital immigrants who are very competent in using technology devices but still lack information literacy skills and are marked by uncertainty because they face information overload due to the high dependency on the Internet and inability to solve real-life problems. In this study, the millennial generation was narrowed to secondary students aged between 13-17 years old. This paper aims to determine the type of activities held in SRCs that give impact on students’ civilization and support them in developing life-long learning habits which will enable them to be knowledgeable and responsible citizens in a civilized society. A survey was distributed to secondary students, and findings show that there is a positive indication with a 4.21 mean value (with Likert scale ranging between 1 to 5) on civilization for the use of SRCs. Education itself is evolving through changes in the curricula and use of enhanced technology which have changed the way students access information and interact with others in the civilized society. It is hoped that other than becoming information literate and knowledgeable persons, students can also show evidence of moral and intellectual advancement by being humane, ethical and reasonable as well as have the capabilities of leading an improved life and social wellbeing.
 
 Keywords: School Resource Centre, Student, Civilization, Digital, Knowledge

Innovative Educational Practice for Impactful Teaching Strategies through Scaffolding Method

As technology progresses in education, 21st-century educators need to use impactful instructional methods to ensure that the focus of education is on preparing today's children for the future. However, the biggest challenge for most lecturers in Multimedia University is teaching the non-graded subjects (pass or fail in nature). Since the subjects do not affect the CGPA, students were found not being serious or showing interest in the class. Consequently, it affects the learning outcome of the subject and also the psychosocial and moral of the students and lecturers. Therefore, action research using the Scaffolding method with a group of lecturers teaching non-graded subjects to see the effectiveness and impact on student’s learning. Grooming and Professional Etiquette subjects were chosen to be the focus of this study. The lecturers applied the new role of teachers in education using the scaffolding teaching method. Students were given tasks to organize a grooming and professional etiquette program while they showed groomed behavior. There were lectures and small discussions in the class before the event. There were peer discussion and collaboration before and during the event with minimum supervision from the lecturers. Survey questionnaires were distributed to the students at the end of the event/class for the particular semester. The results showed that this approach managed to boost up students’ grooming and professional etiquette as well as their class participation. They enjoyed the activities, more attentive, and confident when experiencing the task themselves rather than listening to lectures and watching videos in the class.
 
 Keywords: Education, Professional etiquette, Scaffolding, Teaching strategies

Assuring Quality amidst Political Intrigue in Higher Education Institutions

This article provides an anatomical analysis of the political intrigue within quality assurance and management mechanisms of higher education institutions in East Africa. Actionable strategies are hence proposed for circumventing the negative effects of such intrigue in order to ensure quality service delivery within the institutions while respecting the need for diversity and innovative practices in research and education. We recognize that the primary responsibility for quality assurance and quality management lies with the higher education institutions themselves, rather than with any outside body. The article therefore discusses issues of autonomy internal to the institutions and those external - between the institutions and regulatory cum oversight bodies that have perpetually riddled the efficiency of quality enhancement. The article draws its data and information from international, national, and institutional policies as well as refereed studies on quality assurance and quality management, especially those highlighting political intrigue in the processes. It has been observed that quality assurance of higher education processes is desired to enhance quality in the response of higher education to labour market needs. However, the article reveals the existence of immense negative politicking and intrigue in the quality assurance processes in higher education institutions in East Africa which are responsible for compromising the quality of services delivered by the institutions. It is argued that being an indicator for organisational performance, the continuous monitoring and enhancing of quality of higher education should be the primary goal and objective of all stakeholders of higher education in East Africa, meaning that quality assurance processes should be embedded in the conducting of the routine business of the institutions.

BEYOND THE CHALLENGES: NEW INSIGHTS AND INNOVATIONS IN FIELD EDUCATION

The International Conference on Social Work and Fieldwork Education in Hong Kong was organized to discuss the need for change and innovation in social work education with a particular focus on field education. There is a need for social work field educators to identify innovative, promising, and wise practices in field education. In many contexts, field education is challenged to procure sufficient placements each year. This growing demand for placements has created numerous challenges in field education programs. In response to the challenges facing social work field education, and the need to develop sustainable models of field education, the Transforming the Field Education Landscape (TFEL) project was formed. The TFEL project is a partnership designed to integrate research and practice through the development of partnered research training initiatives aimed at enhancing student research practice knowledge and applied skill development. In Canada, many field education challenges were amplified due to the COVID-19 pandemic, which required social work programs to adapt in order to navigate unprecedented circumstances. This article discusses the challenges facing field education programs and provides an overview of the TFEL project, with a focus on how the partnership is addressing these concerns. It defines what is meant by innovative, promising, and wise practices in field education, and how these innovations can assist in preparing the next generation of social workers to become highly qualified personnel.

The use of new pedagogical practices and modern technologies to increase the competence level of I and II stage students of the specialty “ Physical Training” of Polotsk State University

The changes taking place in the higher education system in the Republic of Belarus require the search for new pedagogical teaching technologies, the updating of tools, methods and methodological techniques. At Polotsk State University, innovative pedagogical practices and technologies, information and communication technologies and distance learning technologies are widely used in the training of specialists in physical education. When choosing and implementing new pedagogical practices, technologies, forms and methods of teaching, constant requests for the formation of future specialists ’ competencies are taken into account. The use of innovative teaching methods increases the quality of students ’ knowledge, interest in studying the course and future professional activity.

Distributed leadership and innovative teaching practices

The primary aim of this research was to understand the relationship between distributed leadership and teachers’ use of innovative teaching practices. Innovative practices such as increasing cognitive activation and enhanced curricular activities have shown to have significant positive effects on student outcomes (Le Donné et al., 2016). Based on internationally representative samples including 7,436 lower secondary school principals and 117,876 teachers from 34 countries surveyed in the Teaching and Learning International Survey (TALIS) 2013 data, this study analyzed the effect of distributed leadership on teachers’ use of these innovative teaching practices. The findings demonstrate that distributed leadership has a significant and positive impact on teachers’ use of innovative teaching practices. Conclusions, limitations, and recommendations for further research are discussed.

Innovations in the teaching-learning process of psychiatric nursing and mental health.

to know innovative pedagogical experiences developed by professors in the teaching of psychiatric nursing and mental health in undergraduate nursing courses at public universities in Rio de Janeiro State. based on an ethnomethodological approach, individual semi-structured interviews and document analysis were carried out according to content analysis. despite the heterogeneity in the curriculum distribution of psychiatric nursing's and mental health's knowledge, the themes taught have similarities. The perceptions of innovation are mainly related to interdisciplinary practices and teaching, relational, and care technologies. Innovative teaching practices are focused on the use of active methodologies and collaborative activities. innovating teaching requires creating strategies to teach people how to care for people, valuing human uniqueness. Student participation in health services is the key to the dialogue between knowledge produced in academia and that mobilized in health services.

ANALYZING ADVANCED EXPERIENCE OF THE JUNIOR ACADEMY OF SCIENCES OF UKRAINE IN SCIENTIFIC EDUCATION

Integrating into the European Research Area, Ukrainian scientists try to bring local terms and concepts in line with the corresponding international ones, which is not always an easy task since western terminology cannot be translated literally without regard to local scientific tradition that has developed in specific historical conditions. In particular, a large national network of extracurricular research institutions, the Junior Academy of Sciences of Ukraine (JASU), has been operating for nearly a century in Ukraine. It is focused on the nurturing future generation of scientists and inventors, and has an unprecedented range of activities. When selecting an equivalent for an international concept, however, can we call such education a Science education if the JASU applies the scientific method in teaching not only natural sciences and interdisciplinary fields but also humanities and social subjects? And when studying the innovations of the organization, can we consider the use of a scientific method to be innovative, which has been underlying the JASU’s educational activities since its establishment? And at the same time application it in general educational institutions is innovative. During the research and identification of the JASU’s innovative educational practices, we had to address these issues and weigh all subtle aspects. The author presents the results of research into the innovative practices of scientific education where the latter is assigned a broader meaning than science education, taking into account all the disciplinary diversity of the JASU system. However the science education are deemed to be the basis for scientific education and a source of innovation activity enabling to respond to current challenges. The article defines the concepts of “scientific education”, “specialized science-oriented education”, “educational practices of teachers”, “innovative practices in scientific education”, describes the features of scientific education: modern educational trends within certain innovative lines are outlined and substantiated, the principles for identification of the JASU’Ss high-potential innovative practices in the context of scientific education are presented and exemplified.

Design and Practice of Innovation and Entrepreneurship Education Teaching System

Innovation and entrepreneurship education is a breakthrough in the comprehensive reform of higher education and an important driving force of the national innovation-driven strategy. This paper defines the basic attributes of innovation and entrepreneurship education as openness, practicality and human nurturing. And carries out scientific design and practice of innovation and entrepreneurship practice teaching system through system cohesion, platform coupling and system coherence to achieve the goal of cultivating more high-quality innovation and entrepreneurship talents.

Cultivating Management Education Based on the Awareness of Students’ Multiple Intelligences

Educators are emphasizing the need for developing students through arts and literature. Our case illustration demonstrates that business students are motivated to develop their personality through cultural artifacts and different theories. The article has two purposes: the first is to present management education, which emphasizes the importance of valuing culture and students’ implicit management theories, while the second is to suggest recommendations for integrating cultural content into management education, which we present through the managerial challenge of preserving Australian Slovenian cultural homes. The article presents a qualitative study on management perception of 106 business students who are embedded in contemporary culture and innovative cultural management education practices at the University of Ljubljana. The possibility and benefits of converting the complete curriculum of cultural management education emerge from this research. We hope that this article will enlighten educators and researchers to conduct further studies on cultural management education and multiple intelligences development.

Conceptualization of Socioscientific Issues in Educational Practice from a Review of Research in Science Education

The pedagogical use of Socioscientific Issues (SSI) in formal education has increased in the last decade, specifically as a way to improve STEM teaching processes and results. However, several theoretical interpretations coexist about SSI in formal education, thus posing a challenge to developing knowledge from practice. An examination of recent papers was conducted to elicit the conceptualizations of SSI in science education research according to three theoretical dimensions of the curriculum: purpose, contents, and teaching and learning strategies. Results show that as for purpose, SSI is currently conceptualized as citizenship education, and scientific literacy or competence. As for contents, SSI is related both to knowledge of science and knowledge about science, as well as some skills such as argumentation. Finally, SSI is associated to pedagogical strategies, mainly Inquiry-Based Learning; and to pedagogical techniques such as dilemmas and group discussions. This conceptualization sets up foundations for the design and evaluation of innovative SSI educational practices. It shall also help to promote new lines of research that establish connections among practical applications of SSI in different subjects, cultural contexts, and educational systems.

Innovative Practice of Playing and Singing Course with OBE Concept

The outstanding teaching results-oriented characteristics of OBE's teaching concept have made the certification of teachers' majors in universities more accurate and practical, improving the quality of training music talents in colleges and universities. The reverse teaching design of OBE teaching makes the curriculum around the construction of music talents more targeted and special. Playing and singing is a basic subject in music major with high comprehensiveness and practicability. Comprehensiveness means that it integrates the knowledge of many courses. Practicability refers to that it is the most widely used course in reality, which has the mixed teaching mode. Scenario introduction mobilizes and stimulates the enthusiasm of students. The task-driven classroom practices students' sense of cooperation and the injection of high-level and innovative content highlights the characteristics of the golden class. Students' innovative thinking can be stimulated by the knowledge injection of innovation and entrepreneurship. Ultimately it plays a sublimation role more than the learning effect. This paper combines the mixed teaching used in junior year of the Academy of Music in Hengshui University to carry out a series of innovative teaching practices, which is in line with the real environment to a large extent, so as to improve the learning effect of students.

Innovative Teaching Practice of Analytical Chemistry Experiment Based on Student-Centered and “Five Methods Linkage”

Innovative Teaching Practice of Analytical Chemistry Experiment Based on Student-Centered and “Five Methods Linkage”

Design and Application of Modular Transportation Status Monitoring System

In this paper, combined with the actual engineering, a modular transportation status monitoring system is designed, which can be used to measure environmental conditions such as vibration, inclination, temperature and humidity during the process of transportation. The system consists of a main control module, a storage module, a data acquisition module, a real-time clock module, a power management module and an alarm module. The design scheme has high development efficiency and strong practicability. The measurement device used in the experiment for environmental monitoring during transportation process performs well, and can be a typical application case of innovative practice teaching

Design and application of accelerated life test of grating ruler based on step stress loading

Combined with the actual project, a grating ruler accelerated life test device is designed, which can simulate the actual loads, including temperature, humidity and speed stress. An accelerated life test scheme based on stepped stress loading is proposed, and 6 grating rulers are tested based on time-censored test method. An accelerated life model based on Weibull distribution used for evaluating the lifetime is established. Related experimental techniques also can be typical application cases for innovative practical teaching.

DIGITAL TWIN OF THE POSTGRADUATE EDUCATION INSTITUTION AS AN ECOSYSTEM OF PROFESSIONAL DEVELOPMENT

The article highlights new views on the possibilities of teachers’ professional development in postgraduate education system, due to the transition from learning management systems (LMS) to the next generation digital learning environment (NGDLE) as an ecosystem of digital tools to support the activities of subjects of the educational process. For the first time, the authors have revealed the signs of environmental friendliness of the NGDLE, have characterized it as an open, stable, safe and comfortable system for subjects of the educational process, providing information exchange between them, as well as between them and the world around them. Such digital ecosystems are created as digital twins of the real postgraduate education institutions for the efficient lifelong learning and teachers’ professional development. The practical implementation of these new generation concepts has been presented on the example of the Ukrainian Open University of Postgraduate Education, designed to organize and support non-formal postgraduate education. It has become a complex of digital solutions aimed at the implementation of EdTech with a priority in the successful functioning of virtual chairs, conducting the educational process (formal/non-formal education), professional development of students and teachers, attracting people from different regions of the country to training and teaching, highlighting innovative educational practice, etc.

Aesthetotherapeutic Ways of the Formation of the Worldview Culture in Future Primary School Teachers

The article deals with the problem of the formation of the worldview culture of the carriers of Good, Beauty and Truth, namely primary school teachers. According to the author, the elementary school teacher is the first professional person, who has an opportunity to provide the younger generation with the knowledge about the contemporary picture of the world, shaping their readiness for changes and effective solution of different life situations. The problem of forming the worldview culture of future educators has been the subject of researches conducted by a number of scholars in different scientific fields. Most educators defined this term as the content of the views and beliefs of an individual, his or her social attitudes and moral principles of behavior. In the article the role of innovative psychological-pedagogical and spiritual-therapeutic educational practice – aesthetotherapy, which allows opening a person’s interests and aspirations to ideals in their worldview value – has been actualized. The author covers the experience of aesthetotherapeutic preparation of future elementary school teachers in the context of forming a worldview culture. Such professional education is carried out in the form of working out a number of professionally-oriented games and exercises, in particular: art-technique (“Self-portrait”), phototherapeutic exercise (“Way of life” and “Working with polarities”), “Creating a fairy tale” technique, methods of derephlexia, etc.

Co-creating a Young Persons' Guide to a Sustainable Future: Analysis of Learning Steps in a Transdisciplinary Honours Course

The Covid-19 crisis reveals that our expanding human population and globalised economic system create unprecedented risks, such as massive new health threats that impact our social and economic wellbeing. In the current era, called the Anthropocene, human activity disturbs life-supporting planetary processes. Surviving the Anthropocene, therefore, requires 'unlearning' the model that brought us here. This model treats nature as a mere resource for humans to exploit with a view to technological progress and economic growth, and serves unrestrained human population increase. This has disturbed the human–nature balance to such a degree that we now have the potential to eliminate all human life. Current crises make us understand we need a regenerative vision of the future, building on new kinds of knowledge, values, skills, and attitudes.<br/> Universities are still grounded in a linear model of research and education, with disciplines studying separate domains of reality without grasping how new, more complex system behaviour emerges from the interaction among those fields. In response to this changing context, the Institute for the Future at KU Leuven runs an Honours Programme Transdisciplinary Insights, offering group learning through real societal challenges and innovative teaching practices. The challenge we present and discuss here tackled the question of how to prepare young people, the leaders of tomorrow, for this complex world (Supplement 1). What are the potential building blocks of an educational trajectory towards a more sustainable future? The challenge was inspired by a theoretical analysis of increasing complexity and its implications for research and education (Snick, 2020). During one academic year (2019–2020) the authors all took part in this challenge, as students and as a coach. In this article we evaluate our learning experiences. The hypothesis underlying our challenge was that co-creating a vision of a possible future, inspired by emerging regenerative social and economic initiatives, allows students to develop new skills and capacities that the traditional educational approach does not offer. Our learning path involved boot camps with a series of workshops, reading scientific books, watching a documen tary, (walking) meetings, field visits, design exercises, co-creative workshops, and group discussions. In this article, we evaluate how these helped us foster our response-ability for co-creating a life-sustaining civilisation. Our findings show that unlearning the old paradigm takes time and that empowering young persons to contribute to a sustainable society requires learning with the head, heart, hands, and hope. These insights can be inspirational to all societal actors who understand that we urgently need to move towards a 'new normal' and that the university has a vital role in this transition.

Towards synergetic combination of traditional and innovative digital teaching and research practices

Towards synergetic combination of traditional and innovative digital teaching and research practices

The university language centre as an open-badge issuer: New directions in ESP assessment and accreditation

Abstract In the present article, we demonstrate the utility of Open Badge certifications in documenting ESP, EAP and EMI courses. Open Badges are online records of achievement which document field-specific, soft and technical skills. They consist of a visual image and a set of embedded metadata, they are endorsed by the institution which issues them and are recognized at an international level. The information packaged within the badge image file is provided in an open source format and can be shared on social media platforms, as part of an online e-portfolio, as a link on an electronic CV, and on the platform which hosts the Badge. As of 2019, Turin University Language Centre offers Badges in “English for the Social Services” (B1 and B2), “English for Administrative Purposes” (A2, B1 and B2), “Academic Writing and Presentation Skills” (B2 and C1) and “English Medium Instruction” (B2 and C1). We will argue that Open Badge certifications are particularly suited to ESP, since they provide a record of specific hard and soft skills and of innovative teaching and learning practices which go undocumented in conventional certifications and on academic transcripts. We will emphasize the “glocal” quality of these certifications, inasmuch as they are internationally recognized awards tailored by local providers in response to local demands. We will suggest that this perspective is valuable for ESP training. Although ESP learners need to be able to share their credentials on international platforms, using a common language, it is important that we do not lose sight of the specific characteristics of professional activities at a local level. We will further argue that the University Language Centre is, in many ways, ideally suited to issue these kinds of certification.