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Journal of Pedagogic Development:

New Edition:

Vol 5, No 1 (2015): JPD 5(1)

Table of Contents

Papers

M. James C. Crabbe, Lucy O'Rorke, Eamonn Egan, Ali Hadawi
David William Stoten
Michelle Blackburn
Caroline Elbra-Ramsay, Anita Backhouse
Greg Michaelson
Gloria Park
Veronica Barnes

Articles

David Mathew

Book Reviews

Kathy-Ann Daniel-Gittens
Peter Norrington
Mary Malcolm

'via Blog this'

One of the things that I notice when I observe lectures is that either very few students make any notes, or students have laptops and make occasional notes while watching the powerpoint on their screen.  There are a number of issues here:

Is note taking a necessary academic/professional skill - I often notice that when I give the observation feedback the lecturer general makes notes - we do make notes, and our students don't - is this a problem.

When the laptop option becomes predominant there are other problems - in giving feedback to a lecturer I often comment on their eye contact with the students - if there aren't any students looking at the lecturer - that becomes problematic.

At a deeper level there is a question about the value of handwritten note-taking, I use my tablet a lot so I am not sure about this - but two recent articles about the importance of handwritten notes - http://chronicle.com/article/The-Benefits-of-No-Tech-Note/228089/  and

http://blogs.kqed.org/mindshift/2014/06/does-losing-handwriting-in-school-mean-losing-other-skills-too/

Useful literature review from Sandra Sinfield - http://learning.londonmet.ac.uk/TLTC/learnhigher/Resources/resources/Notemaking/Staff/Note-takingliteraturereview%20FINISHEDv2.pdf

Useful Infographichttp://www.lifehack.org/articles/productivity/the-ultimate-guide-note-taking-infographic.html?ref=fbp&n=1

Across the globe there have been recent outbursts of activity about the nature of Universities, funding etc, from Chile to Canada and now Holland - is this going to develop into a new wave of student protest?

 

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Facets of academic excellence in management education: conceptualization and instrument development in India
Amit Shukla & Shailendra Singh
DOI: 10.1080/03075079.2014.999316

The importance of networks in the transnational mobility of higher education students: attraction and satisfaction of foreign mobility students at a public university
Eugénia Pedro & Mário Franco
DOI: 10.1080/03075079.2014.999321

Labour-market orientation and approaches to studying – a study of the first Bologna Students at a Swedish Regional University
Anders Nelson & Mikael Sandberg
DOI: 10.1080/03075079.2015.1007942

Undergraduate student responses to feedback: expectations and experiences
Felicity Small & Kath Attree
DOI: 10.1080/03075079.2015.1007944

Global connectedness in higher education: student voices on the value of cross-cultural learning dialogue
Elina Lehtomäki, Josephine Moate & Hanna Posti-Ahokas
DOI: 10.1080/03075079.2015.1007943

What works and why? Student perceptions of 'useful' digital technology in university teaching and learning
Michael Henderson, Neil Selwyn & Rachel Aston
DOI: 10.1080/03075079.2015.1007946

Peer mentoring during the transition to university: assessing the usage of a formal scheme within the UK
Rosalyn Collings, Vivien Swanson & Ruth Watkins
DOI: 10.1080/03075079.2015.1007939

University students' unions: changing functions, a UK and comparative perspective
Lu Guan, Michael Cole & Frank Worthington
DOI: 10.1080/03075079.2015.1010076

Methodological challenges in international comparative post-secondary assessment programs: lessons learned and the road ahead
Raffaela Wolf, Doris Zahner & Roger Benjamin
DOI: 10.1080/03075079.2015.1004239

Assessing engineering competencies: the conditions for educational improvement
Frank Musekamp & Jacob Pearce
DOI: 10.1080/03075079.2015.1004238

Self-assessments or tests? Comparing cross-national differences in patterns and outcomes of graduates' skills based on international large-scale surveys
Martin Humburg & Rolf van der Velden
DOI: 10.1080/03075079.2015.1004237

Competencies for successful self-regulated learning in higher education: structural model and indications drawn from expert interviews
Markus Dresel, Bernhard Schmitz, Barbara Schober, Christine Spiel, Albert Ziegler, Tobias Engelschalk, Gregor Jöstl, Julia Klug, Anne Roth, Bastian Wimmer & Gabriele Steuer
DOI: 10.1080/03075079.2015.1004236

Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology
Sara E. Brownell & Matthew J. Kloser
DOI: 10.1080/03075079.2015.1004234

How to reason with economic concepts: cognitive process of Japanese undergraduate students solving test items
Tadayoshi Asano & Michio Yamaoka
DOI: 10.1080/03075079.2015.1004240

Leading and managing in complexity: the case of South African deans
Oliver Seale & Michael Cross
DOI: 10.1080/03075079.2014.988705

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New Issue Alert

02/26/2015

Dear Reader,

We are pleased to deliver your requested table of contents alert for Educational Studies in Mathematics. Volume 88 Number 3 is now available online.

SPECIAL ISSUE: STATISTICAL REASONING: LEARNING TO REASON FROM SAMPLES (LUIS RADFORD SHADOW EDITOR)

Important News

Handbook on the History of Mathematics Education

Edited by: Alexander Karp and Gert Schubring. This is the first comprehensive International Handbook on the History of Mathematics Education, covering a wide spectrum of epochs and civilizations, countries and cultures. Start reading online!
» Learn more

In this issue

Learning to reason from samples

Dani Ben-Zvi, Arthur Bakker & Katie Makar

Data seen through different lenses

Clifford Konold, Traci Higgins, Susan Jo Russell & Khalimahtul Khalil

Developing students' reasoning about samples and sampling variability as a path to expert statistical thinking

Joan Garfield, Laura Le, Andrew Zieffler & Dani Ben-Zvi

What I see is not quite the way it really is: students' emergent reasoning about sampling variability

Maxine Pfannkuch, Pip Arnold & Chris J. Wild

Proper and paradigmatic metonymy as a lens for characterizing student conceptions of distributions and sampling

Jennifer Noll & Stacey Hancock

Developing students' reasoning about samples and sampling in the context of informal inferences

Maria Meletiou-Mavrotheris & Efi Paparistodemou

Learning to reason from samples: commentary from the perspectives of task design and the emergence of "big data"

Janet Ainley, Robert Gould & Dave Pratt

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This research finds that:

"Subject-specific self-concepts of ability predict study-related self-concepts of ability according to individuals' similarity judgements. Subject-specific mastery experience predicts expectancy of success only if the respective school subject is emphasized in the course description."

So again making the link to previous study/knowledge explicitly enhances learning and student success.

British Journal of Educational Psychology
How do I know what I can do? Anticipating expectancy of success regarding novel academic tasks

  1. Julia Gorges* and
  2. Thomas Göke

This time from the man himself – with others – it will be interesting to read the two together.

http://sag.sagepub.com/content/45/2/204

Abstract

Background.

Becoming an experiential educator involves more than just being a

facilitator or matching learning style with teaching style. Experiential education

is a complex relational process that involves balancing attention to the learner and to

the subject matter while also balancing reflection on the deep meaning of ideas with the

skill of applying them.

Aim.

To describe a dynamic matching model of education based on Experiential Learning

Theory and to create a self-assessment instrument for helping educators understand

their approach to education.

Method.

A dynamic matching model for “teaching around the learning cycle” describes

four roles that educators can adopt to do so—facilitator, subject expert, standardsetter/evaluator,

and coach. A self-assessment instrument called the Educator

Role Profile was created to help educators understand their use of these roles.

Results.

Research using the Educator Role Profile indicates that to some extent educators

do tend to teach the way they learn, finding that those with concrete learning styles

are more learner-centered, preferring the facilitator role; while those with abstract

learning styles are more subject-centered preferring the expert and evaluator roles.

Conclusion.

A model for the practice of dynamic matching of educator roles, learner

style, and subject matter can aid in the planning and implementation of educational

experiences. With practice, both learners and educators can develop the flexibility to

 

 

David Andrew

HEA CPD Manager
Senior Tutor
 


Centre for Academic and Professional Development
Queen Mary, University of London

Mile End, London E1 4NS

 

 

www.capd.qmul.ac.uk

 

02078822803

02081446753

 

 

Dear Colleagues,

 

The new HETL book titled, Democratizing Higher Education: International Comparative Perspectives, by Routledge is now available for pre-order. See  http://routledge-ny.com/books/details/9781138020955/

 

A few reviews on the book:

"This timely book helpfully reminds us that higher education was once (and might yet be again?) considered and discussed in terms of its wider contribution to culture and civilisation, as well as to social inclusiveness and equity, all in the context of a (re-)discovered core ethos of political, ethnic, and social justice."

--David Palfreyman, Director of the Oxford Centre for Higher Education Policy Studies, Oxford University

"Through the authors' compelling case studies on social, cultural, economic and political issues in diverse communities, the reader can quickly understand the commonalities to all quality higher education programs across international borders. Applause to Blessinger and Anchan for providing an excellent resource that presents significant ideas with a trajectory for higher education systems."

--Barbara Cozza, Associate Professor, St. John's University

"A democratically engaged society demands a citizenry that can critically think and challenge the forces that oppose it. Higher education is key. This volume offers a global look at how several nations strive to make higher education a reality for all its citizens as well as the challenges they face in doing so. It is a must-read for any student or professor of international higher education studies."

--Jill Alexa Perry, Executive Director, Carnegie Project on the Educational Doctorate

 

 

Kind regards,

-- 

Dr. Patrick W. Blessinger@DrBlessinger

Executive Director & Chief Research Scientist, International HETL Association

Adjunct Faculty, School of Education, St. John's University, New York City
Editor-in-Chief, Journal of Applied Research in Higher Education

Senior Scholar, Institute for Meaning-Centered Educationz

This looks interesting - if you have read it could you leave a comment here

Article Evolving Kolb: Experiential Education in the Age of Neuroscience Jeb Schenck1,2 and Jessie Cruickshank3
Abstract In pursuing a refined Learning Styles Inventory (LSI), Kolb has moved away from the original cyclical nature of his model of experiential learning. Kolb’s model has not adapted to current research and has failed to increase understanding of learning. A critical examination of Kolb’s experiential learning theory in terms of epistemology, educational neuroscience, and model analysis reveals the need for an experiential learning theory that addresses these issues. This article re-conceptualizes experiential learning by building from cognitive neuroscience, Dynamic Skill Theory, and effective experiential education practices into a self-adjusting fractal-like cycle that we call CoConstructed Developmental Teaching Theory (CDTT). CDTT is a biologically driven model of teaching. It is a cohesive framework of ideas that have been presented before but not linked in a coherent manner to the biology of the learning process. In addition, it orders the steps in a neurobiologically supported sequence. CDTT opens new avenues of research utilizing evidenced-based teaching practices and provides a basis for a new conversation. However, thorough testing remains.

We are pleased to announce that the latest issue of Learning and Teaching has recently been published by Berghahn Journals. This special issue is titled Shaping Student Futures and explores from various perspectives the way student futures at different levels of university education are affected by policy changes. The contributions describe the policy environment and the way university reforms shape student futures by pointing to particular ideal roles and necessitating certain attitudes and practices. However, the articles do not just point out
the implied subject positions of such policies; but they take into account the actual experience and practices of teachers and students.
Please visit the Berghahn website for more information about the journal:
Volume 7, Number 3: Shaping Student Futures
INTRODUCTION
Introduction: Neoliberal turns in higher education
Jakob Krause-Jensen and Christina Garsten
ARTICLES
‘A place where open minds meet’: the constraints of alignment and the effects of compulsory teacher training on teaching and learning in higher education
Paulina Mihailova
Neoliberal individualism in Dutch universities: teaching and learning anthropology in an insecure environment
Ellen Bal, Erella Grassiani and Kate Kirk
Making social scientists, or not? Glimpses of the unmentionable in doctoral education
David Mills and Julia Paulson
Recommend Learning and Teaching to your library
Are you unable to access these articles through your library? As a key researcher in your field you can recommend Learning and Teaching to your library for subscription. A form for this purpose is provided on the Learning and Teaching website: www.journals.berghahnbooks.com/_uploads/ltss/ltss_lib.pdf
Online Trial:
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