Transparency Of Learning Research Articles

Implementing Transparency in Learning and Teaching in Higher Ed in Speech Science Coursework: A Tutorial

Purpose: Transparent Instruction in Learning and Teaching in Higher Ed (TILT Higher Ed) is an evidence-based teaching method that can be used in Speech Science teaching to facilitate success of all learners. In addition, TILT Higher Ed has been found to provide an inclusive learning environment and promote belonging in the classroom context. Conclusions: The goal of this tutorial is to provide background information, a rationale, and a guide for implementation of the core principles of TILT Higher Ed into Speech Science coursework, which includes Transparent Assessment Design and Transparent Teaching Methods. A case will also be made for an overall shift of increased use of inclusive teaching methods within undergraduate communication sciences and disorders courses.

Emphasizing Self-Regulation in Teaching: Reducing Disruption to Students’ Learning during Unplanned Instructional Mode Transition

In Spring 2020, engineering faculty transitioned to emergency remote instruction due to COVID-19. This mixed-methods study was done to understand the correlation between self-regulated learning and how students experienced the emergency transition to remote learning. The participants were from an upper-level engineering course, with 33 students surveyed four times during the semester. Seven students were interviewed after the semester. Findings revealed that during the transition to remote learning, students perceived less change if they had higher degrees of self-regulation. The qualitative analysis also revealed that transparency in learning and teaching also played an important role in students’ perceptions.

Social Science & the American Crime Problem: An Open Online Course

This document is a broad overview of Social Science & the American Crime Problem <http://catalogs.gsu.edu/preview_course_nopop.php?catoid=13&coid=25478&> , as taught by Scott Jacques <https://scottjacques.us> , at Georgia State University <https://www.gsu.edu/> . The course is themed as a book club. Students read, annotate, discuss, and reflect on six books. Each book illuminates the development, persistence, and change of social, historical, political, economic, and/or spatial patterns in the American crime problem, including control of it. Each book is open access <https://en.wikipedia.org/wiki/Open_access> , so free for everyone. This document is open access, too. The course work is done on Perusall <https://www.perusall.com/> , a teaching software program that is free to everyone (but not open access per se). The course emphasizes no-cost learning and open educational resources <https://en.wikipedia.org/wiki/Open_educational_resources> (OER) for two reasons: to increase student success by eliminating the cost of textbooks; and, to increase the course’s impact by enabling other instructors to use or adapt it. The first outcome will boost students’ “return-on-investment” (ROI), the second will boost that of instructors. In addition, the course emphasizes Transparency in Learning and Teaching (TILT <https://tilthighered.com/> ed <https://tilthighered.com/> ), especially clear and fair evaluation. After an introduction to the course, the rest of this document presents information on each book, the six of which we use to structure the course, prior to a conclusion module. The course syllabus is at the end of this document. In the future (i.e., after initially publishing this document), the plan is to improve the course in two ways: undergo a Quality Matters assessment <https://www.qualitymatters.org/> (or equivalent) to identify areas for improvement; and, add an appendix with information for instructors who want to use or adapt this course. These updates will be published in this document. If you would like to suggest improvements, you are encouraged to share them as you see fit. I thank students for their formal evaluations and informal feedback, which I use to improve the course.

MegaSoTL: Supporting pedagogical research across multiple institutions

MegaSoTL projects are scholarship of teaching and learning (SoTL) projects that generate evidence of learning from multiple institutions. While being increasingly practiced, MegaSoTL projects and their potential contribution to improve higher education pedagogy remain understudied in higher education literature. In this article, we introduce Transparency in Learning and Teaching in Higher Education (TILT) and ManyClasses projects as two MegaSoTL case studies, and we describe their research goals, processes, and administration. We then discuss the potentials and challenges of MegaSoTL projects for educational developers to promote SoTL at micro and mega levels. The article concludes with recommendations to develop a collaborative infrastructure for supporting MegaSoTL projects.

The Un-essay in the Music History Classroom

This essay discusses use of the un-essay in music history classes including its design through Transparency in Learning and Teaching (TILT) and Universal Design for Learning (UDL). It provides details for how the un-essay is used in music history and core music classes and discusses outcomes and challenges that the un-essay has brought to these classes. Ultimately, the un-essay provides benefits for assessing in a discipline that is both writing and performance based.

Have you TILTed? Promote Student Success by TILTed Assignments

Transparency in Learning and Teaching (TILT) has been found to result in student success through avenues such as academic confidence, sense of belonging, and motivation. This article discusses the application of TILTed writing assignments in a multilingual, college English composition course designated for English for Academic Purposes (EAP). The author shares the steps involved in transforming existing assignments into transparent TILTed assignments and discusses how TILTed assignments in the classrooms have the potential to promote student engagement and help EAP students succeed in college classrooms.

Writing Intensive High Impact Practice along with Transparency in Learning and Teaching Promote Critical Thinking in Writing Assignments in Two Community College Science Courses

Writing Intensive High Impact Practice along with Transparency in Learning and Teaching Promote Critical Thinking in Writing Assignments in Two Community College Science Courses

Осмислення знань викладача українського університету про CEFR/CV: створення профілю викладача університету в локальному контексті

The article reports on the preliminary findings regarding Ukrainian university teachers’ familiarity, knowledge and experience in the use of the CEFR/CV as well as teachers’ perceived training needs in order to master the documents. The data were collected via a structured questionnaire among 52 university teachers from Ukrainian universities. Descriptive statistics was used to interpret the data. The results indicated teachers’ high level of familiarity with the documents and their awareness of the significance of the CEFR/CV for promotion standard, equity and transparency in learning, teaching and assessment. Also, the university teachers claimed to use the CEFR/CV in various contexts: to develop syllabi, tests, exams, and teaching materials. The findings showed that the documents are also recognised as tools for developing students’ self-directed learning. However, the respondents of the study voiced the need for further professional training in every CEFR/CV-related area offered in the questionnaire. Moreover, the data reported some inconsistencies in responses, which might be the result that most teachers familiarised themselves with the document independently and only partially. These findings led the authors to the conclusion that a comprehensive course on the CEFR/CV conducted by experts in the field is necessary.

Smart edu design as a 21st century learning system innovation in optimizing one of the roles of universities

The development of science and technology is closely related to the quality of higher education. Science and technology innovation is used as a tool to empower communities so that they can develop sustainable development. The survey results at one of Indonesia’s private universities showed the low role of universities in schools as their environment. The progress of science in universities is very fast but different from the situation in the environment. This indicates an imbalance in the development of knowledge that occurs in universities with schools. Based on the results of a literature study, the smart edu design is used as an alternative solution in this regard. Smart edu is a managerial learning system innovation adapted from the smart city concept. Features in this program allow students, lecturers and teachers in the field to interact with each other. Students can assess the problem without having to go to the field on the other hand the teacher can assess the solution which is the result of learning between the student and the lecturer. Thus the learning transparency can be built through this system so that the inequality of knowledge development can be overcome.

Making learning more visible through e-assessment: implications for feedback

This paper aims to explore the role of e-assessment in making the learning process more visible to the instructor, while revealing its impact on the adjustment of ensuing feedback. We carried out a qualitative analysis of two different cases at two different tertiary institutions. One case took place in a virtual mode, the other developed in blended conditions. Data sources were (1) the instructors’ own design of assessment practices, (2) semi-structured interviews to instructors and students, and (3) discursive written exchanges between participants in the virtual space at different stages of the assessment process. The design of activities which allow peer-to-peer communication to be tracked is the most crucial element for the development of a high level of learning transparency. Although substantial learning transparency does not automatically enhance the instructor’s feedback, it may result in a more comprehensive students’ needs analysis as well as a better adjusted and timely support. Practical recommendations regarding these results are considered.

Portfolio assessment: production and reduction of complexity

Over the last two decades, the education system has witnessed a shift from summative, product-oriented assessment towards formative, process-oriented assessment. Among the different learning and assessment initiatives introduced in the slipstream of this paradigmatic turn, the portfolio seems to have become one of the most popular. By redescribing the portfolio from a systems theoretical point of view, this article discusses established expectations of the portfolio in relation to transparency in learning, reflexivity and self-assessment. It shows that the majority of the literature deals with what questions, and that the portfolio is expected to handle a number of challenges with regard to the documentation of learning processes and achievements as well as the conditioning of learning activities. Descriptions of how the portfolio works are sparse. Based on systems theory, the paper adopts a how perspective: How does the portfolio redescribe learning? How does it scaffold and organise communication? One conclusion is that systems theory allows us to redescribe the portfolio as a teaching technology, which, by scaffolding both reflection and reflexivity, produces particular conditions for the stimulation and observation of learning, thus increasing the complexity of observation of learning.