Academic Voices : A Conversation on New Approaches to Teaching and Learning in the Post-COVID World.

Format:

Book

Author/Creator:

Singh, Upasana Gitanjali.

Contributor:

Nair, Chenicheri Sid.

Blewett, Craig.

Shea, Timothy.

Language:

English

Subjects (All):

Education--Aims and objectives.

Education.

Physical Description:

1 online resource (532 pages)

Edition:

1st ed.

Other Title:

Conversation on new approaches to teaching and learning in the post-COVID world

Academia's digital voice

Conversation on 21st century higher education

Conversation on twenty-first century higher education

Place of Publication:

Chantilly : Elsevier Science & Technology, 2022.

Summary:

"Academia's Digital Voice: A Conversation on 21st Century Higher Education provides critical information on an area that needs particular attention given the rapid introduction and immersion into digital technologies that took place during the pandemic, including quality assurance and assessment. Sections discuss the rapid changes called into question as student mobility, pedagogical readiness of academics, technological readiness of institutions, student readiness to adopt online learning, the value of higher education, the value of distance learning, and the changing role of administration and faculty were thrust upon institutions. The unprecedented speed of international lockdowns caused by the pandemic necessitated HEIs to make rapid changes in both teaching and assessment approaches. The quality of these and sacrosanctity of the academic voice has long been the central tenet of higher education. While history is replete with challenges to this, the current, rapid shift to online education may represent the greatest threat and opportunity so far."-- Title details screen.

Contents:

Intro

Academic Voices: A Conversation on New Approaches to Teaching and Learning in the post-COVID World

Copyright

Contents

Contributors

Editorial

Section A: Platform: Focuses on technology, tools, etc.

Section B: Pedagogy: Teaching approaches, assessment, etc.

Section C: People: Students, lecturers, management, etc.

Section D: Process: Policies, quality assurance, etc.

Section E: Predictions

Its time to talk

Preface

About the editors

Reviewer Acknowledgements

Chapter 1: Virtual exchange: Expanding access to global learning

Introduction

What is virtual exchange?

The history of VE

How to plan and carry out a VE collaboration

Technology options for virtual exchanges

Illustrative example

Faculty views on virtual exchange

Disadvantages/challenges

References

Chapter 2: A framework for distanced e-learning in digitally constrained communities using WhatsApp

Distanced e-learning

Community of inquiry

A blended learning strategy

A framework for instruction using WhatsApp

The DLPCAwCOIS framework

Discovering learning materials

Learning and practising

Collaboration

Assessment

The essence of the proposed DLPCAwCOIS framework

DLPCAwCOIS framework in action

Discovering materials using WhatsApp

Learning and practising using WhatsApp

Collaborating using WhatsApp

Assessment using WhatsApp

Conclusion

Chapter 3: Lightboard streaming technology for teaching and learning: Responding to student wellbeing and enhancing o

The challenge: Emergency teaching and learning

Background: The drivers and disruption

Lightboard technologies as a teaching tool

An opportunity: Custom building a lightboard

A global pandemic informing design.

The set-up: The finer details

The outcome: A live streaming lightboard system in use

Feedback and improvements

Final thoughts: Continuing to enhance TandL

Chapter 4: Mobilising screencast technology and ipsative design to transform feedback practices

Definition of terms

A discoursal renaissance

Dialogic, socratic and ipsative feedback

Screencast feedback

Source-recipient relationships

Feedback-seeking behaviour

Implications

Acknowledgement

Chapter 5: Covid-19 and student engagement: Perspectives of educators to abridge learning loss and engage students in the ...

Online learning in the new normal

The pedagogy of online learning environments

Instructors role in an online environment

Conceptualising learner engagement

Research process

Engaging instructional strategies

Academic challenge

Learning with peers

Experiences with faculty

Campus environment

Chapter 6: Gamification as an engagement, learning and interaction strategy for distance education in Mozambique

Literature review

ICT and distance education in Africa

Gamification

Gamification in distance education worldwide

Methodology

Results and discussion

Chapter 7: Upping our game-Increasing online engagement through gamified e-learning

Level 0: Gamification loadinga

Level 0.5: Almost ready

Level 1: Motivation as the foundation of gamification

Level 2: Gamification and gamified e-learning research

Level 3: Harnessing different game elements

Level 4: Understanding `players and motivating them appropriately

Level 5: Shallow vs deep-level gamified e-learning.

Level 6: Understanding the student experience in gamified e-learning

Level 7: An approach to effectively gamify e-learning

Level 8: The future of gamified e-learning

Level 9: Conclusion

Chapter 8: Participatory learning culture: From spectators to creators in online learning environments

Theoretical background

Participatory culture

Models of participation

Learner online engagement level (LOEL) model

Research method

Result

Proposed online learning strategies for curators

Proposed online learning strategies for consumers

Proposed online learning strategies for communicators

Proposed online learning strategies for collaborators

Proposed online learning strategies for producers

Chapter 9: Online STEM teaching of practical chemistry: Challenges and possibilities

Developing 21st century competencies in students

Developing the 21st century STEM competencies through practical chemistry

Technology supported practical chemistry

Towards a digital practical chemistry pedagogy

Conclusion and recommendation

Chapter 10: Pandemic-proof teaching: Blended learning infrastructure to support a pivot to hybrid/online pedagogy

Implementing blended learning to improve student success

Blended learning: Fundamentals and applications

Blended learning: Foundation for flexibility in learner-centric pedagogy

Blended learning: Applications in the laboratory

Blended learning: Innovative assessments supporting student success

Adaptive learning through courseware

Interactive homework through courseware

Formative assessments through courseware and lab platform

Blended learning supports pivot to online and hybrid methods

Remote/hybrid teaching transition: Meeting the challenge.

Remote/hybrid teaching transition: Leveraging established blended learning infrastructure

Remote/hybrid teaching transition: Student success in a pandemic year

Conclusions

Blended learning enhances student engagement for improved outcomes

Limitations and lessons learned during pandemic

The future of pedagogical readiness

Dedication and acknowledgement

Chapter 11: Online teaching and learning of Hindustani classical vocal music: Resistance, challenges, and opportunities

Introduction and context

HCVM through the ages and resistance to change

COVID-19 and Mauritius

Methodology and case overview

Data collection methods

Modules background and their pedagogical implications

Students

Personal profile

Jumping into the fray: Pedagogical approaches and strategies

Challenges

Absence of in-person teachers and students presence

Lack of individualised attention and immediate feedback

Absence of peer-to-peer learning

Difficulty in coping with work and studies

Absence of tabla accompaniment

Feeling of unreadiness for the examinations

Technical glitches

Achievements

Developing autonomous, self-regulated learning skills

Adopting and developing proficiencies in the new technologies

Ubiquitous audio-visual support material

Overcoming temporal and spatial distances

Fostering better and more consistent communication flow

Developing new ways of assessing students

Creating an appropriate environment for learning online

Opportunities, final reflections, and recommendations

Have actions yielded positive results?

What ought to be done in the future?

Three-layered teaching approach

Adaptive online teaching and learning framework (AOTLF)

References.

Chapter 12: Assessment in higher education during troubled times: The case of a South African arts module

Literature

What is assessment?

Purposes of assessment

Principles of assessment

Constructively aligned assessment

Transforming and contextualising assessment

Arts compatible assessment

Use and availability of technology

Effecting the change

Questionnaire data and discussion

Chapter 13: COVID-19 and the move to online teaching in a developing country context: Why fundamental teaching and assess ...

Teacher and student presence in the online space

Making my course content and materials accessible and interactive

Fashioning assessments in a way that motivates and facilitates students learning

Chapter 14: Application of trauma-informed teaching and learning principles in a blended learning environment

Principle 1: Physical, social, psychological and academic safety

Principle 2: Trustworthiness and transparency

Principle 3: Support and connection

Principle 4: Collaboration and mutuality

Principle 5: Empowerment, voice, and choice

Principle 6: Social justice

Principle 7: Resilience, growth and change

Discussion

Chapter 15: Student-centered learning, collaborative learning, and a pedagogy of care for the next normal: An online fore ...

Online course design in a postpandemic context

Online language teacher education course design

The theoretical framework

The online language teacher education course

Case study

Research questions

The participants

The method

Results and analysis

Chapter 16: Comparative reflections on the transition to online delivery in higher education during the COVID-19 pan.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

0-323-91185-4

OCLC:

1310335604