Pedagogical Transformation Research Articles

Navigating the digital frontier: exploring ICT integration in teaching for enhanced learning experiences

In today’s technologically driven world, Information and Communication Technology (ICT) integration in education has emerged as a transformative force in changing the conventional teaching and learning process. This study aims to examine the impact of Information and Communication Technology (ICT) integration in the teaching process and its influences on learning experiences and utilizes qualitative phenomenological research design. The participants identified via purposive sampling of this study were 20 teachers at San Isidro National High School. The participants were interviewed using semi-structured interview questions that focused on the teaching process and influences on learning experiences of ICT integration in teaching. ICT integration in teaching promotes and fosters a positive impact and enhanced learning experiences. The results suggested that ICT showcases a transformative potential in teaching, enhancing learning experiences and teachers have a significant pedagogical transformation. Also, it plays a vital role in learning essential 21st-century skills. However, challenges related to access to technology are apparent and highlight the need for professional development for teachers and further support, especially in ICT integration in teaching. Therefore, by understanding and leveraging these themes gained from this study teachers, policymakers, and educational institutions seeking to navigate the digital frontier effectively and further related studies may also be conducted.

Pedagogical Transformation: Effects of Open Educational Resources on Teaching in Higher Institutions of Learning in Kenya

OERs are viewed as providing chances to provide access to high-quality educational and informational materials globally in this age of digitization. By enabling access to digital materials, academic institutions are utilizing the technological revolution to transform teaching and research. With the removal of financial, legal, and technical barriers, more academic institutions and faculty members are now able to access digital materials online, transforming teaching and research on a global scale. OERs have made it possible to offer accessible and free information resources for everyone in the academic setting since they are affordable and customizable. When aiming at certain audiences, the capacity to adapt and adjust material offers a significant benefit. The growing need for instructional materials and learning tools in contrast to the dire budgetary circumstances at many institutions. The purpose of this study is to review pedagogical transformation effects of Open Educational Resources on teaching in higher institutions of learning in Kenya.

“Pedagogical transformation” of apprenticeships through a competence-based approach in the Benin crafts sector

“Pedagogical transformation” of apprenticeships through a competence-based approach in the Benin crafts sector

Engaging with open educational practices: Mapping the landscape in Australian higher education

For more than a decade, Australian higher education has engaged with open educational practice (OEP). This paper presents findings from a study investigating the institutional approaches to OEP in Australian universities. Interviews were conducted with representatives from 10 Australian universities. The findings of a thematic analysis reveal organisational context, business processes and educational design as key themes through which OEP is enacted within Australian universities. Together, these themes document Australian universities experiences of and with OEP and contribute to addressing the need for translational research in Australian higher education. This research contributes to a growing evidence basis to construct an understanding of the dimensions of OEP for practical action. Implications for practice or policy: University policymakers should enact institutional open education policy to signal support and provide clarity. Learning designers and academic staff can leverage OEP to catalyse student-centred, authentic pedagogical transformation. OEP advocates need to address the root problem of sector-wide lack of awareness. Australian institutions should recognise existing pockets of good OEP engagement and more strategically codify or connect these practices to realise the benefits of OEP.

LEARNING FROM HOME BASED ON DIGITAL MEDIA AS A REPRESENTATION OF PEDAGOGIC TRANSFORMATION IN THE MILLENNIUM

Purpose: Education develops along with the development of science, the development of the times and the development of the idea of educating itself. The science of education or pedagogy is the science that examines how educators guide students, and know about the tasks and goals of educators in educating students. Research methods: In this study the descriptive analytical method of phenomena was used to study an object in the context of pedagogic, media, student and teacher,conditions, systems of thought, and events at the present time. The approach method is a case study to reveal and describe the phenomenon of the subject and object of research on learning from home based on digital media as a representation of pedagogic transformation in the millennium. Findings: Efforts to transform education in the digital era of schools must be able to understand the characteristics of the millennial generation and generation Z to determine an effective educational strategy. The character of today's generation who are familiar with technology requires schools and teachers to utilize digital media as learning tools. The challenge for educators in educational transformation is how teachers are able to create digital media content as creative learning media, and are able to control and curate information for their students. Implications: Eliminating the face-to-face teaching and learning process for a while inevitably students adapt to the current situation and conditions. learning from home (LFH) is the right of every student to get learning education even though it has to be done from home (online) during this pandemic. Understanding the purpose of learning done from home must be instilled in students first. Students must really understand why they have to study from home for a long time. Circular issued by the Ministry of Education and Culture (Kemendikbud) No 15 of 2020 concerning guidelines for learning from home during the emergency period of the spread of Covid 19. The government's consideration of implementing learning from home looks at several aspects, one of which is for health and safety in the world of education both from the school and from the students themselves. We should appreciate the government's steps, one of which is breaking the chain of the corona virus in the world of education.

ПРОБЛЕМИ ФІЗИЧНОГО ВИХОВАННЯ В ІСТОРІЇ ПЕДАГОГІЧНОЇ ДУМКИ (ДРУГА ПОЛОВИНА ХІХ СТОЛІТТЯ)

The theory of physical education in Ukraine has gone through a certain path of formation and development. Each historical period had its own guiding principles in the development of the physical education system, which require an objective assessment and rethinking. The article examines the problem of physical education in the history of pedagogical thought (second half of the 19th century). It was found that the theory of physical education in Ukraine in the second half of the 19th century. was formed under the influence of important socio-economic and pedagogical transformations. In the 60s of the 19th century. the problems of physical education and mass physical culture of youth were widely discussed in the pedagogical press. In a certain way, they tried to update the process of teaching physical subjects in male educational institutions due to the spread of Western European methods. The conducted research shows that in the pedagogical opinion at the end of the 19th century. stable prerequisites for the idea of organizing physical culture and mass work were formed. In the pedagogy program, in the "Physical education" section, K. Ushinsky outlined his vision of the system of knowledge necessary for a teacher: the general concept of physical education, its meaning, the peculiarities of studying physical and physiological processes in the human body, the peculiarities of the development of the muscular and nervous systems. Ushinskyi's ideas became the key to the effectiveness of mass exercise classes among teenagers and young people. P. Lesgaft suggested using a relatively small set of natural movements: walking, running, jumping, throwing, wrestling, resistance exercises, simple gymnastic exercises, games, excursions. These means of physical education are used in different conditions and in various forms, in conditions of gradual complication depending on pedagogical tasks. The system of physical education, P. Lesgaft believed, should be strictly maintained in the sense of the gradualness and sequence of the use of exercises. Many of these pedagogical ideas and provisions have not lost their significance in our time, so they must be implemented in the practice of educational work. Organizational and substantive aspects of physical education in the history of domestic pedagogy require further consideration.

Competency Evaluation using Graduate Attributes – A comparative study

The reformation in the education system is inevitable with the growth and advancement in the society. Thus, towards the end of the 20th century, there is a pedagogical transformation from the output-based education system to the outcome-based education system. Outcome based education is a student centric learning approach in which learning is set around specified goals (outcomes). It gives importance to the knowledge and skills acquired by students than what or how something is taught. The role of the faculty is as facilitator to help students in achieving desired outcomes. In this method, the purpose of any program is clearly specified in terms of Course Outcomes, Program Outcomes, Program Specific Outcomes, and Program Educational Objectives. The attainment of these outcomes is a measure of effectiveness of the program and the assessment of the same is monitored by various accreditation agencies in different parts of the world. After a series of discussions among these agencies, a set of graduate attributes are set forth as parameters for the assessment of the quality of education. In India, the accreditation agency is known as the National Board of Accreditation and the graduate attributes are named as program outcomes. A student graduating from an accredited program is considered a competent graduate. In this study, the competency of Civil Engineering graduates of selected institutes in Kerala state is compared in terms of these graduate attributes. The opinion of academicians and industry professionals regarding the preparedness of the current undergraduate civil engineering curriculum to develop “industry-ready engineers” is also discussed in the study. Keywords—attainment; competency; civil engineering curriculum; graduate attributes

Characterisation of pedagogical transformations driven by a digital platform

Characterisation of pedagogical transformations driven by a digital platform

It takes a village to educate a child: LLV’s evolving story of building innovation in a context of constraint

Lindfield Learning Village in Sydney, Australia, is an innovative K-12 public school challenging traditional educational approaches and demonstrating excellence in practice and outcomes. Its unique educational model, based on stage-not-age, student-centred and authentic real-world transdisciplinary learning has attracted widespread interest with waitlists of up to 2500 students. Characterised by its innovative learning environments and diverse suite of shared spaces, the school is configured as a cross-stage hub model to optimise opportunities for all students and staff to develop meaningful relationships in smaller cohorts as-well-as enable stage-based learning. Since opening in 2019, the school has continually piloted and evolved its pedagogical practices and learning spaces. This paper discusses the process of creating the school’s vision and educational model, and key steps in implementing a process of pedagogical transformation to enable the school as it is today.

Training and Transformation: Implication of Teacher Training in Community Schools of Gandaki Province

This paper analyses the implication of Teachers' Professional Development (TPD) training in pedagogical transformation in community schools in Gandaki Province, Nepal. It followed sequential explanatory mixed methods research design. The sample size of this study comprised selected 45 secondary level TPD trained teachers purposively from Kaski, Tanahu, and Syangja Districts of Gandaki Province from five schools from each district. The quantitative data were collected through questionnaire survey with teachers and the qualitative data were collected through Focus Group Discussions with trainers and head teachers separately. The analysis of data reveals that pedagogical transformation through training is not satisfactory. For the effective implementation of training knowledge and skill of training, the coordination among all the stakeholders needs to be harmonious. The training curricula, trainers’ knowledge and skill, and teaching context should be updated and improved as per the current social situation. Besides, the teachers’ motivation and devotion are the key elements for adequate pedagogical transformation. The study concluded that regular monitoring with a reward and punishment policy can implement the training knowledge and skill for pedagogical transformations.

Arts-based critical service-learning experiences as transformative pedagogy

Abstract Initial teacher education programs regularly engage students in service-learning programs, providing an additional pathway to personal, professional and pedagogical transformation in their learning journey. One of those pathways is through service-learning placements in community arts projects. This paper reports on a study of arts-based service-learning programs at two universities. Eight initial teacher education (ITE) students were interviewed after their placements and a number of key themes emerged. These include the importance of productive discomfort as part of the service-learning experience and transformative pedagogy resulting from the art-based experience. This paper also explores some critiques of traditional service-learning models that have opened spaces for critical service-learning approaches. The analysis of ITE students’ narratives led to findings about the path of transformation from traditional to critical service-learning approaches through arts-based projects, an area which has been largely unexplored in previous research. The paper concludes with discussion of future avenues for related research that orientate service-learning in the arts towards social and creative justice.

Museumspädagogik im digitalen Raum und die Pandemiezeit ‒ ihre transitiven Prozesse und Rituale

As a specific pedagogical transformation of the above-mentioned cultural anthropological approach, the article attempts to answer the questions motivated by museum pedagogy. They are: a) What transitional processes are evident in the world of traditional museums because of digitalisation in the informal processes of museum knowledge transfer? b) How do these processes affect the behaviour of museum visitors and the rituals of the museum visit itself? The topicality of the research to be presented is that museums closed because of the COVID pandemic have been permanently transformed into virtual space, which has fundamentally changed the range of museum content and their museum education programmes. Research complementing the topic analyses the websites of Hungarian museums and examines the main characteristics of virtual visitors (need-based information, search, and user activities) and changes in visitor behaviour. It analyses a) how visitor rituals develop, b) how specific elements of these specific transitional changes appear in cyberspace. The research intervals were Spring quarantine 2020, reopening in summer and closure period from autumn 2020 to spring 2021.

Moving on from the pandemic in school- a roadmap to flexible modalities

Teaching during the remote episodes of the Covid pandemic demonstrated that the majority of classroom teachers replicated classroom practices rather than adapting to a new system for learning. During the rapid shift online, professional development of teachers focused on upskilling rather than changing and challenging teaching practices. As a result, students were unmotivated and disengaged. The problem now exists that teachers are stuck with a lack of understanding of how to teach online with the likelihood of further external uncontrollable occurrences. Additionally, there is no roadmap forward on how to harness the benefits of learning online through the emerging flexible modalities of blended or hybrid teaching in schools. The current risk is that schools return to classroom based pedagogies and miss the opportunities that learning online brings. This paper responds to this crucial stage in schooling offering a way forward. To do this, there is a need to pause in time, to reflect on what is known and what is important to consider to be able to move forward effectively. As such this paper firstly examines the rush to get online and the frenzied up-skilling of teachers so that we have a better understanding of what skills were developed. This paper then synthesises the literature to identify what pedagogical skills are needed to effectively teach online in a schooling context. Drawing extensively from theories and empirical studies over the last 30 years this paper then presents a roadmap forward that offers professional development of a different kind identifying how to change teachers’ practices from replicating the classroom to teaching effectively online. Directives and implications are provided for school leaders, teacher educators and researchers in the field of digital pedagogical transformation. It is a critical time in education to shift from classroom based pedagogies to flexible modalities.

Abrupt Transformation in Pedagogy: How Do Students Engage Academically in the Face-to-Face Online Learning Environment?

Use of technology is beneficial in pedagogical transformation, but student engagement is essential throughout the process. Because the number of studies investigating how students' academic involvement during the pandemic is still limited, this research is necessary to close this gap in the literature. The research goal is to determine the contribution of students' cognitive and affective engagement to their academic activities by utilizing an intrinsic motivation approach in the context of pedagogical transformation. We discuss the interplay factors between students' cognitive and affective engagement and how students become engaged in academics. This research applied cross-sectional study. The research findings demonstrate the composition of cognitive and affective engagement and the interplay factors between them, enabling students to participate in academic activities in a virtual face-to-face learning environment. One thing to highlight is that evaluating learning progress elicits pleasant emotions, whereas monitoring comprehension and setting learning goals elicits persistence. Higher education educators are recommended to create captivating face-to-face online learning experiences in order to optimize their students' engagement in academic activities.

Transformation on social and pedagogical behaviors of university teachers in covid-19 pandemic

This paper aims to explain how social and pedagogical transformations were developed by university teachers to engage in daily social and professional activities during COVID-19 pandemics. Only five teachers were selected, interviewed, and observed their social and professional behaviors by adopting the inductive approach in qualitative research. The findings revealed that they had shifted from face-to-face group discussion in society to virtual interaction by using ICT. They have transformed their daily activities, including health consciousness, minimizing outgoing culture, changing gathering style, maintaining social distancing, and practicing a virtual mode of teaching instead of the traditional face-to-face mode of teaching with limited digital pedagogy skills. Finally, the study suggests that educational institutions, particularly the University need to strengthen the capacity of digital pedagogy for their teachers and technical staff with the modification of curriculum.

Building an Open Sharing Platform for ELT Courses: The Example of MOOC Network

English language teaching (ELT) has become an essential and indispensable part of primary education in today’s increasingly frequent international exchanges, and MOOC, as a massive online teaching model integrating content and learning support services, is leading a pedagogical transformation, providing a historic opportunity to build an open sharing platform for ELT. However, developing an open sharing platform around MOOC networks is still challenging, especially for English courses, where various course designs significantly increase the difficulty of tracking students’ learning status. Therefore, we introduce RNN-based sequence-to-sequence knowledge tracing models as the software foundation of the shared platform. The transformer model is further chosen to simulate students’ historical learning trajectories to solve the problem of long-term dependency in traditional models. The research results have important theoretical and practical implications for building an open sharing platform for ELT courses.

Promoting 21st Century Skills in English Language Teaching: A Pedagogical Transformation in Ivory Coast

This study intended to understand English teachers’ educators’ experiences through 21st century skills in English Language Teaching (ELT) for a pedagogical transformation. In the world, many teaching challenges that negatively affect the English Language Teaching (ELT) effectiveness could be teaching approach, class size, technology integration, multilingualism, teaching resources, opportunities of practices and the like. Thus, the integration of the 21st century skills encounter some contextual challenges. The study used qualitative approach and a case study design to investigate the experiences of English Language teachers in Ivory Coast, a West Africa francophone country. Through a constructivist perspective, this case study applies the semi directive interview to evaluate the integration of 21st pedagogical skills in ELT in the Ivorian context. Participants used in this study were teachers’ educators from public schools, private schools, vocational and independent educative institutions to understand the ELT experience in various context. Findings revealed that 21st Century pedagogy is promoting in Teachers practices and that results in positive learning engagement. Yet, many contextual challenges and issues affect the effectiveness of ELT. The study recommended that a pedagogical transformation requires a communicative approach and lifelong learning to provide opportunities to update teaching and learning strategies for an effective language skills acquisition by all the learners and education system stakeholders.

Abolitionist Pedagogies, Pedagogical Labor

Abolitionist Pedagogies, Pedagogical Labor

“Many hats one heart”: A scoping review on the professional identity of learning designers


 
 
 Learning Designers are increasingly employed in universities to support institutional digital and pedagogical transformation agendas, which are posited to better meet the diverse and changing needs of a heterogeneous student body. Despite broad commitment to investing in these roles, surprisingly little is known about what learning designers in higher education actually do in practice. This paper reports on the preliminary findings of a scoping review that thematically analysed pertinent literature, to explore what is currently espoused about the professional identity of learning designers in higher education. The review identified 40 indicators of the knowledge, skills and attributes required of learning designers in the higher education sector. This research provides valuable insights for both individuals and institutions. The findings provide universities with an evidence-informed perspective of the learning designer, including an account of the unique capabilities of learning designers as transformative change agents to student learning. For individual learning designers the findings provide a comprehensive list of indicators to benchmark role responsibilities against, and a framework through which professional identity can be comprehended.
 
 

Faculties' Perception on Semester System at TU Affiliated Colleges, Nepal

The total educational session completing in a half of the year is simply referred as semester system. In semester system the total educational activities are based upon the project basis. This study aimed at exploring the perceptions of faculties about the semester system adopted by a Tribhuvan University (TU) affiliated college in Nepal. It also dug out the faculties' experience of pedagogical transformation in higher education. For the sake of their world views, an interpretive paradigm was employed. In this philosophical orientation, subjective reality is an ontological position and multiple realities are epistemological standpoints. This study employed qualitative research method. Narrative inquiry was chosen as the research design. Four participants from the TU-affiliated colleges had been taken purposively from the campus located outside the Kathmandu Valley. An in-depth interview was conducted with research participants in their natural settings without any interruption. The result revealed that the faculties' perception of the semester system was diverse in nature. The student behaviors, faculty behaviors, and unpreparedness of teachers and administration seemed to be more challenging and unfruitful. The effectiveness of the semester system can contribute not only to pedagogical transformation but also to global knowledge. Through the semester system, the whole faculties and students are self-empowered and seek to understand the world through the effort of digital technology.