Innovative Teaching Practices Research Articles

Share knowledge, participate in open education and create oer

This article focus on the presentation of a curricular unit of an online master's course and its innovative pedagogical design: share, participate in Open Education and its integration of Open Educational Resources towards an opening movement for knowledge democratization. Thus, are analyzed pedagogical strategies and their impact in students learning process to determine the importance of this movement for an effective and successful learning process. Based on the perspectives of teachers and students(Portuguese, Brazilian and Africans), in order to understand the dynamics of using and sharing online resources in their pedagogical practices, we signal the need to develop innovative open educational practices from the point of view of (co) authorship for the integration of Open Educational Resources in online education and we highlight the students' products resulting from this process and reveal the achievements that this philosophy can reach.

A revolution in sex education using sex robots

AbstractAfter more than four decades of school sex education programs, there is still a great deal of inadequate information around, together with mixed messages and general confusion. Topics covered have ranged from “no sex” to “safe sex”, and there has been a tendency for pupils to drift into the “alternative” areas of pornographic media. This approach may have contributed to generations of women and men finding themselves, in adult life, living with unresolved sexual problems caused by a truncated and disorderly “education”. The arrival of robots presents an opportunity to reconsider the way in which sexuality is taught and to introduce an innovative and ethical educational practice. This article proposes a conceptual framework where there can be an extension of medical simulation toward sex education based on advanced sex robots, offering a dynamic, effective and ethical teaching method. This article considers why, how and where as well as what is workable and technically feasible. The target is that, with the help of a new generation of robots, a fulfilling love life will be accessible to every man and woman. The engagement of both, the simulation community itself and the political will, is vital to ensure that a more enlightened and emotionally intelligent sex education can become a reality in the near future.

College of Medicine, University of Saskatchewan.

College of Medicine, University of Saskatchewan.

Supporting collaborative creativity in education with The i5 Framework

ABSTRACT The recent call for education to support student creativity, collaboration, and critical thinking has required a change in traditional views of teaching and learning. Teachers are being asked to engage in creative work in order to bring about innovative educational practices. However, when teachers are asked to make pedagogical changes, the supports given to them vary widely and are not often successful in bringing about change. In this study a process that supported collaborative creativity among teachers and instructional coaches was created in order to support teachers in the design and implementation of new teaching and learning experiences. The framework that was created, The i5 Framework: Innovating Educational Practice through Collaboration, can support teachers in the design and implementation of new teaching practices. The use of The i5 Framework was found to support teachers in their goals of designing new learning experiences for students. The participating educators found that The i5 Framework helped them support creativity and critical thinking in their students and provided them with a quality professional development experience.

Matemática lúdica: desafios para uma educação emancipadora

Este trabalho sobre a ludicidade no processo de ensino e aprendizagem justifica-se pela relevância da reflexão acerca do uso de metodologias lúdicas no enfrentamento das dificuldades históricas, referente à aprendizagem de matemática. O objetivo deste artigo é apresentar um Estudo de Caso que envolve a aprendizagem dos conteúdos matemáticos, dos estudantes do ensino médio do Colégio Estadual de Matina-BA. Em uma abordagem quali-quantitativa, a investigação estabeleceu uma comparação entre as metodologias tradicionais e lúdicas e analisou estatisticamente os resultados dessas estratégias no processo de ensino aprendizagem, desvelando o grau de facilidade ou dificuldade em cada atividade. Para tanto, o aporte teórico sob a ótica de Saviani foi eleito como possibilidade de diálogo crítico-reflexivo com outros autores da área. Os resultados da comparação utilizando o teste t pareado mostraram que existe uma melhora no aprendizado após os jogos lúdicos para o ensino da Matemática. Além disso, percebeu-se, através do teste de Kruskal-Wallis, que há diferença entre os postos dos acertos em relação às turmas, ao nível de 10% de significância. Esse estudo revelou que o uso de metodologias lúdicas torna o ensino da Matemática mais eficiente e eficaz e a aprendizagem mais significativa e prazerosa. Contudo, para além da ludicidade, a reflexão sobre práticas educativas inovadoras se faz necessária, pois em uma sociedade de classes é fundamental garantir que os estudantes se apropriem do saber historicamente construído a fim de se instrumentalizar a classe trabalhadora para a sua emancipação social.

The Difficulties and Countermeasures of "5 + 3" Innovation and Entrepreneurship Practice Teaching System

The Difficulties and Countermeasures of "5 + 3" Innovation and Entrepreneurship Practice Teaching System

Analysis of secondary school mathematics teachers’ pedagogical content knowledge and intended teaching in curriculum reformation

This study was conducted in response to the curriculum reform in Indonesia which have encouraged a different approach to teach the mathematics content employing innovative methodology or model in teaching and learning. This study aimed to understand the secondary school mathematics teachers’ Pedagogical Content Knowledge (PCK) towards curriculum reformation. Every participant was interviewed in relation to the domain of PCK, and some intended teaching practice in K-13. The result shows that each teacher has a unique approach to teaching system of linear equations of three variables (SLETV) in curriculum reform. Though the content structures are different, the patterns for teaching two variables to three variables of SLETV are similar. Some intended teaching may still not be implemented regarding students’ and classroom teaching/practices condition which in the end makes the teachers return to the old paradigm of teaching. Hence, although the government has provided good efforts in suggesting some innovative teaching practices to increase the achievement of students, those ideas may still not be executed in the classroom practice.

Una escuela que se reinventa. El proceso de cambio hacia la innovación

En este artículo se relata la experiencia de cambio metodológico vivida en el Colegio Infantil “El Llano” de Paterna de Rivera (Cádiz), gracias a la cual su profesorado ha avanzado hacia prácticas educativas innovadoras, en un proceso formativo en el que ha estado involucrado todo el centro. Analizamos los avances y los retrocesos, las dificultades y las oportunidades encontradas en el largo camino.

Formative e-Assessment for Moroccan Polyvalent Nurses Training: Effects and Challenges

Formative e-assessment is an innovative teaching practice to enhance learning. However, teachers encounter multiple difficulties in integrating it. In this article,we present the results of an exploratory study conducted with nurses teachers (n=10) to identify the challenges that prevent the integration of technology in formative assessment. Moreover,we expose the results of a learning experience in order to measure the effect of formative e-assessment on teaching the course of surgical nursing care. 
 Our population includes fifty-eight (n= 58) polyvalent student nurses, divided into two groups: an experimental group and a control group. Only the experimental group has been invited to respond to self-assessment quizzes posted online after the course sessions. 
 The positive effect on learning was demonstrated, after comparing the summative scores of the two groups (the p-value of the Mann-Whitney Test is less than 0.05). Also, the qualitative study has demonstrated challenges in ICT integration, absence of institutional directives recommending the use of ICT, required technical skills, diversity of tasks required of teachers, lack of material resources and absence of an institutional platform. The obtained results conclude that the formative evaluation facilitated by ICT positively influences the students’ summative scores. This conclusion should encourage 
 and motivate teachers to integrate ICT into their formative evaluation practices in order to better achieve the learning objectives. However, it seems necessary to involve the actors responsible for training nurses in order to support teachers in the pedagogical integration of ICT.

The Challenges Faced by Pre-Service Mathematics Teachers during their Teaching Practice in the UAE: Implications for Teacher Education Programs

Teaching practice is a fundamental component of teacher education programs, not only because it provides student teachers with first-hand experience, but also because it is an opportunity for them to put into action everything they have learned about education and their subject matter. Thus, the purpose of this study was to investigate the challenges that encounter pre-service mathematics teachers during their teaching practice in the United Arab Emirates (UAE). A qualitative phenomenological approach was used. Data for this research were collected through semi-structured interviews with fourteen participants at the end of their teacher education program. A thematic content analysis was performed on the content of interview transcripts to identify common themes. The emerging themes revealed that participants had serious concerns and they encountered various difficulties during teaching practice. Notable findings included participants’ difficulties transferring theoretical knowledge into practice, lack of availability of manipulatives, challenges with student discipline and classroom management, difficulty experimenting with innovative pedagogical practices, and concerns regarding the structure and the timing of the student teaching program. For student teachers to emerge at the end of their teaching practice as qualified and confident professional teachers, it is imperative that teacher preparation programs and school administrators reflect on the findings of this study. The study concluded with recommendations to direct future research. https://doi.org/10.26803/ijlter.19.7.2

Innovations in forest education: Insights from the best practices global competition

Forest education is confronted with the challenge of modernizing teaching approaches and methods, particularly so in light of changing employment and societal needs. Many innovative teaching methods are developed by multiple instructors and can be found at the local scales. They have a great and largely untapped potential for being recognized, further developed, and up-scaled. In order to facilitate this social innovation process, a global competition on the best teaching practices in forest education was conducted. The competition attracted 71 applications from 23 countries addressing primary to tertiary education levels. A selection process, which was based on pedagogical criteria, innovation, and demonstrable results, yielded ten short-listed finalists, and ultimately two winners. In this article we provide insights into the teaching innovations of those finalists, with special emphasis on the following two winners: “FOREST 101” programme, Korean Forest Welfare Institute, from the Republic of Korea, focused on stimulating the interests and creativity of vulnerable teenagers through forest-related activities. The other winner was “The Asia Pacific Forest Education Coordination Mechanism (AP-FECM)”, a tertiary level initiative, which featured among others, a series of Massive Open Online Courses (MOOC) on sustainable forest management, and increasing access to e-learning to a wider audience. Both initiatives demonstrated commitment to developing strong pedagogical practices and networking beyond their frontiers through collaborations among institutions and individuals. The results of the best practices competition and this article can be useful to inform and inspire teachers and education policy-makers in other localities about different ways of teaching forest-related subjects, developing a community of innovative teaching practice, and exchanging teaching methods globally.

Effect of the Flipped Classroom and Gamification Methods in the Development of a Didactic Unit on Healthy Habits and Diet in Primary Education.

Currently, there are several methodological models that have broken into different disciplines of knowledge with the aim of making the teaching/learning process more dynamic, active and participatory for students. This is the case of Flipped Classroom, which is based on a mixed approach between e-learning and face-to-face teaching, as well as gamification, which bases its didactic principles on the recreational components of the games. Within this context, the aim of this research is to observe what effect the application of Flipped Classroom and gamification has in the development of motivation, autonomy and self-regulation towards learning through a didactic unit on healthy habits and diet in 202 students of 6th grade of Primary School from four different schools (public and state-subsidized) in the city of Granada (Spain). For this purpose, a methodological design was used with pre-test and post-test to check the effects of the experience on the students. The findings obtained showed that the application of these methods promoted an increase in students’ motivation, as well as in their autonomy and self-regulation when facing the contents of the subject. For this reason, it is advocated that there is a need to continue promoting a quality and innovative educational practice according to the figure of the student today.

Use of visual culture in visual arts courses: Opinions of participating teachers after TUBITAK-4005 Project

The objective of this research is to evaluate the process and school applicability of teacher training program designed and applied on Visual Culture Theory in visual arts courses in line with opinions of project participant teachers. In this research, we used the “holistic multi-stage” sampling since we examined visual culture studies in visual arts courses in line with the opinions of classroom teachers and visual arts teachers. The study group in this research consisted of a total of 508 teachers who participated in the teacher training workshop organized under TÜBİTAK 4005 Science and Society Innovative Education Practices. We collected data using participant diaries and focus group interviews. The data were analyzed by content analysis and presented under five main themes formed by visual culture theory; “Learning Experiences”, “Inquiries”, “Concerns”, “Needs” and “New Ideas for Learning and Teaching”. Suggestions were presented on extending pre-service and in-service training programs to teach new approaches such as visual culture theory in art education and on increasing number of practices involving student-teacher and parent interaction taking such approaches in the scope of lifelong learning.

Exploration and Practice of the Training Mode of New Engineering Talents Creative Practice Ability

Under the background of new engineering, according to the characteristics of engineering college students, we should cultivate high-level engineering talents with innovative practice ability to meet the needs of enterprises. Aiming at the problem of great investment and little effect in innovation practice teaching reform, this paper adheres to the principle of effectiveness, combines the characteristics of college students, such as precocious thinking, active thinking, independent personality, impetuous self, eager for quick success and instant benefit, blind self-confidence, strong ability to take an examination, and the status quo of serious lack of cognition and experience of engineering practice and its importance and the characteristics of intelligent manufacturing specialty It is suitable for the cultivation of innovative practice ability of college students and the ways and measures to improve its effectiveness.

Banking on community: The use of time banking as an innovative community practice teaching strategy

ABSTRACT This article explores the use of a classroom-based, experiential time banking project as an innovative community practice teaching strategy. It presents a preliminary, qualitative evaluation of a seven-week, time banking project among 40 students enrolled in a Master of Social Work community practice course, spanning two academic years. Findings highlight challenges (e.g., lack of time) and benefits (e.g., building a sense of community) associated with the model specifically, as well as the ways in which participation expanded understandings of and appreciation for the power and potential of community practice more generally. Recommendations for future teaching and research applications are offered.

Preface

H Retnawati1, Kismiantini1 and O A Montesinos-López2 1 Mathematics Education Department, Universitas Negeri Yogyakarta, Indonesia 2 Faculty of Telematic, Universidad de Colima, MexicoWe are honored to present a collection of articles from the 3nd International Seminar on Innovation in Mathematics and Mathematics Education (ISIMMED 2019) which was conducted in Universitas Negeri Yogyakarta, Indonesia from 3 to 4 October 2019. In accordance with the development of science and technology, the practice of research activities and learning activities needs to be adjusted. This adjustment needs to be linked to Science, Technology, Engineering and Mathematics (STEM). All of us know that the course on STEM is inseparable from mathematical content such as algebra, geometry, analysis, applied mathematics, statistics, and computing, and also teaching and learning.With the theme of “Innovation in STEM Education: Current Research Trends and Practices”, this seminar discussed the growth of technology that gave many impacts in all part of life, particularly in mathematics and mathematics education. The sub theme is research in STEM Education, teaching and instruction in stem education, assessment in stem education, ethnomathematics, statistics and its applications, algebra and its applications, geometry and its applications, analysis and its applications, and computer science and its applications. We hope that this proceeding will generate innovative concepts and practices in mathematics and mathematics education, and as an attempt to build competitive human resource for researchers, educators, practitioners and policy makers to share their experiences during the ISIMMED 2019. After a series of review process, 72 articles are selected to be published in this Scopus-indexed proceeding. The remaining articles are published in the regular proceeding.The editors and the committees of ISIMMED 2019 would to thank the participants who have contributed and shared their scientific works in this proceeding. We also would to express our gratitude to every committee member for organizing the conference and to Universitas Negeri Yogyakarta for the financial support.2 March 2020EditorsHeri RETNAWATIKISMIANTINIOsval Antonio MONTESINOS-LÓPEZList of Committees are available in the pdf.

Educational innovation projects in Dutch higher education: bottom-up contextual coping to deal with organizational challenges

Understanding the process of initiation, design, implementation and embedding of educational innovations in higher education is necessary to develop better strategies for sustainable, large-scale educational innovation. Often early initiated educational innovation projects are not evaluated well enough, making it hard to identify lessons learned. The aim of this study is to investigate how project leaders of innovation projects in Dutch higher education institutions are coping with organizational challenges. To address this we analysed qualitative focus group data with innovators that run projects at Dutch higher education institutions through the lens of contextual coping theory. Results show that the innovators identified challenges (primary appraisal), proposed possible solutions (secondary appraisal) and also were able to take concrete steps (coping efforts) to overcome challenges to design and implement open online educational innovations. From these findings it can be concluded that bottom-up initiatives can create awareness and are capable of finding local resources to establish support for embedding innovations locally, yet, appropriate, synchronized and timely top-down action is needed in order to create a sustainable and institution wide support system for experimentation and embedding of educational innovations. These findings will contribute towards developing better strategies to develop innovative educational practices and quality education.

Disrupting to Sustain: Teacher Preparation Through Innovative Teaching and Learning Practices

The main purpose of this paper is to respond to the call to re-envision higher education and to share experiences of hope that provide concrete examples about possibilities of enacting liberatory education in higher education. This article focuses on the work of one junior faculty member and four doctoral students who participate in a critical inquiry group and research collective called the “Critical Education Research Collective,” (CERC). As social justice educators, in this shared space we engage in meaningful teaching and inquiry practices that involve teaching and research methodologies, education theory, dialogue, reflection and praxis. While research has highlighted the ways in which inquiry groups can be used as an intentional and systematic examination into teaching practice, this essay describes the structure, functioning, theoretical standpoints and the process of becoming a doctoral student and professor-led critical inquiry group. The group came together as a way to sustain the work and research development of both the doctoral students and the junior faculty in the collective.

Virtual Cafes: An Innovative Way for Rapidly Disseminating Educational Best Practices and Building Community During COVID-19.

Virtual Cafes: An Innovative Way for Rapidly Disseminating Educational Best Practices and Building Community During COVID-19.

Moving from collaboration to critical dialogue in action in education

The purpose of this article is to examine and conceptualize our pedagogical and organizational experiences and understandings of how undergraduates and instructors participating in the UC-Links Project from Fall 1996 to Spring 1997 learned together through their engagements in undergraduate courses and afterschool activities with predominantly Mexican-descent children at a local community center. We had started our project privileging collaboration and collaborative guidance as the way to approach our collective engagements; however, the events in the project pushed us to reconsider our practice. It took us 25 years to completely understand that what we have come to call “critical dialoguing in action” is how we now conceive of innovative organizational and pedagogical practice, which stands in contrast to the pedagogical and organizational notion of collaboration. We describe the efforts and struggles participants, including ourselves, encountered developing, implementing, and communicating about innovative teaching approaches and practices that we originally thought aimed to promote meaningful and collaborative learning. We call particular attention to dilemmas participants faced dialoguing about the dynamic teaching/learning processes that emerged in our project. These experiences prompted us to characterize our vision for participants’ involvement in the project as “critical dialoguing in action,” which contributed to our ongoing analysis and understanding of emerging dilemmas in our work.