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Nov 24, 2024
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Question one
Worldwide, the COVID-19 epidemic posed enormous economic, social, and political difficulties. It has led to an educational crisis in addition to a health crisis. Over 1.52 billion students were absent from classes and other educational facilities during quarantines and lockdowns, affecting 87% of the global student population. Due to the COVID-19's suddenness, ambiguity, and volatility, the educational system was forced to act quickly to adapt to the evolving nature of learning (Dayagbil et al., 2021). Universities were forced to respond quickly to the COVID-19 interruption of the educational system due to its significant magnitude. Higher education institutions were urged to create resilient learning systems using data that relies on needs analysis and empirical research in order to implement timely and proactive solutions. In the educational field, the transition to hybrid or completely online instructional concepts is of importance. A thorough professional development training strategy is essential for successfully transforming an educational institution through training. The main objective of this plan is to provide academic staff with the abilities, expertise, and best practices required to provide curriculum and instruction that is both efficient and successful when using modern online instructional techniques.
A needs analysis is the initial stage in creating the professional development training plan. This examination entails learning about the current expertise, learning gaps, and problems of faculty members regarding online instruction and curriculum. The structure for this crucial quality is the needs analysis and goal-setting in educational settings for online course development. Personal needs of participants have to be acknowledged when developing personalized learning goals for their work-related training plan (Johnson et al., 2019). A detailed planning process for the beginning of the professional development training, including
interviews and the teams in person session, may be used to evaluate their needs. The interviews should be recorded and transcribed as part of the data collection. Some of the questions in the plan for the faculty members include:
"Explain how you came to work in higher education teaching." This is to investigate the background, driving forces, and presumptions that influenced their employment choice.
"What incidents and life experiences shaped you into the teacher you are today?" The purpose of this question is to investigate the varied impacts on their teaching methods.
"Tell me more about your students." "Explain your teaching methods to me." These inquiries will be utilized to find out more about their teaching-related presumptions and beliefs as well as to provide a basic understanding of their existing teaching strategies.
"Explain your feelings regarding online teaching." This inquiry will be utilized to discover their concerns and informational requirements regarding online instruction.
For the purpose of facilitating an effective shift, the assessment's findings will be used as the basis for developing specialized training programmes, materials, and support systems. The next step in creating the professional development training plan would be technology training to the faculty members. Technology training is critical in providing instructors with the expertise they need to properly use internet-based resources and sites for online instruction. The implementation of appropriate and appropriate methodology for online education rely on the knowledge and experience that educators and students have with the use of ICT (Pokhrel & Chhetri, 2021). The teachers can design courses in education, classroom instruction, and skill development initiatives
using several of the digital tools now in use, such as Google Classroom, Canvas, Microsoft Teams, and Blackboard (Petrie, 2020). They offer features like office chat, video meetings, and
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storage for files to make classes structured and simple to work in. They frequently enable the exchange of a wide range of content, such as Excel, Word, PDF, and audio and video files. Through the use of quizzes and the evaluation of submitted tasks using a rubric, these also enable
the monitoring of student learning. The flipped learning environment is a straightforward method
for giving students access to learning materials before class, such as documents, recorded films, and YouTube links. Following that, the time spent in the online classroom is used for further learning through interaction with instructors and classmates (Doucet et al., 2020). This is an extremely efficient method for fostering abilities like solving issues, critical thinking, and independent learning. The videoconferencing tools used in virtual classrooms, such as Google Hangouts, Slack, Zoom, Cisco, and WebEx, as well as the adaptable online educational management systems such as Moodle, Elias, and Skype are used in a big way. In addition to improving the quality of online courses, technology training and usage help faculty members advance their careers in the field of technology-enhanced instruction. Moreover, Institutions can encourage a culture of constant advancement and creativity in online instruction by putting in place incentives and acknowledgment strategies.
Faculty members may be rewarded and encouraged for the raised workload and additional efforts involved in adjusting to and mastering new technology and methods of online instruction. Faculty will be inspired to teach and create excellent courses for learners on the internet if administrators acknowledge the importance of online teaching (Johnson et al., 2019). According to research, teachers' favorable views and opinions towards technology play a significant role in the extent to which technology integration occurs. As a result, motivation is crucial for the growth of teachers' digital expertise, skills, and usage of technology (Beardsley et al., 2021). First, financial rewards can be given to educators who take part in the training
programme and show a dedication to developing their online teaching abilities. These could be benefits or grants for participating in training sessions or creating excellent online courses. Secondly, should offer faculty members chances for career advancement. To do this, meetings, seminars, or webinars devoted to online learning and instruction are sponsored for faculty members to attend. Thirdly, consistent feedback and evaluation procedures act as a way to acknowledge faculty members' development and advancement in online instruction. Institutions give faculty members' online instruction helpful criticism that identifies both their abilities and fields for development. Faculties are further encouraged to improve their online instructional practices by being made aware of the efforts they make to integrate student feedback and improve their courses. Finally, institutions must establish platforms to showcase outstanding online courses created by faculty members. These exhibits can be made available to administrators, potential students, and the larger academic community. The educators who have their courses chosen for the showcase will be publicly recognized and thanked for their efforts in developing cutting-edge and successful online learning experiences. Because of this, organizational support is a crucial motivator for faculty members to continue committing to online teaching.
Question two
Technobiographies provide an effective study conduct and a teaching method for exploring personal technological encounters and understanding how these incidents affect one's current online usage habits. Technobiographies assist teachers in fostering reflective and indicative thinking in the classroom, assist learners in becoming more conscious of their technology use, and assist learners in understanding the social and individual effects of their use of technology (Qureshi et al., 2021). Teachers must incorporate technology into their methods of
instruction due to the rapid growth of the use of information and communication technologies (ICTs), which has turned students into digital students. The effectiveness of this integration depends heavily on the views, technological expertise, and abilities of the teachers.
Making lessons more interesting within digital learning is one method for incorporating technobiographies in the learning environment. Digital education has made classroom instruction
more engaging and interactive. It is becoming more and more apparent to kids and it allows visual instruction (Haleem et al., 2022). Through engaging online presentations, the lesson material in virtual classrooms enables pupils to take closer consideration of the details. The use of modern technology in schools has given students more choices and influence over their learning processes. Academics now have more freedom to offer classes or virtual labs due to educational technologies. If a student is unable to join an actual class, they may view video recordings on their own time by tuning in for online lectures at a specific time. Online real-time courses may also attract students with more compelling interests. Additionally, educators must guarantee social learning.
Although many schools now provide students with personal devices, social learning shouldn't stop merely because they do. Finding digital tools and teaching methods that enable students to have two-way discussions about their work and learning is crucial (Camilleri & Camilleri, 2022). Teachers can incorporate socialization into the use of technology in a number of different ways. Search for software like Scratchwork that enables simultaneous feedback and cooperation. These resources help educators and learners collaborate on documents, edit them together, and give each other immediate feedback. Furthermore, instructors can incorporate social education strategies into instances in which students are using technology, like turn talking, think-pair-share, intentionally partnering students, and questions techniques. An
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illustration of a social learning lesson using technology: Students writing arguments in Google Docs whereby they are encouraged to make the most of Google Docs' synchrony by reviewing their partner's work and providing real-time opinions through the feedback feature. The students can participate in their own education by using technology to collaborate on writing projects. Furthermore, a teacher should also make sure that learning is done in a creative way. Despite the evolution of the education sector, digital technology has changed how students learn in the classroom. Students are given digital literacy lessons and urged to bring laptops to school in order to be able to access a range of resources. Through instructional apps and programmes, learners are given the opportunity to discover knowledge in new and captivating manners (Zawacki-Richter, 2021). Instructors may present and reinforce subject expertise while modifying their teaching strategies by using digital whiteboards. Instead of producing actual evaluations to be sent home after a term, reporting and assignment oversight have undergone significant change. Instructors can now use specific educational management systems to allocate, collect, and rate work while keeping learners and their parents up to date on their advancement. For the purpose of creating constant education that is in line with the new situations, digital skills play a critical role (Cabero-Almenara et al., 2021). The barriers that technology is constantly presenting should be met by learners and educators from all areas of study. The concept of "digital competence of educators" (DCE) encompasses a set of expertise, skills, and capabilities about ICT that are relevant to the field of teaching and that may be used to
assist educators in resolving professional and pedagogical issues that arise in the modern knowledge-based society. Additionally, teachers should influence accountability through technological learning.
Importantly, asking students to integrate version-control and group communication methods into the task's process entails building a specific lesson—that working together is about accountability—into the assignment. For example, teams required to complete a Developer Document prior to starting their designing prototypes tasks in seriousness. The document separates prototype development work into five categories (Visual Designer, Data Modeller, UX Designer, UI Designer, and Creative Director) and requests groups to explain how they will deliver for a particular position required assets generated by another (Roth & Christie, 2019). The division of job responsibilities indicates the communication difficulties. Teams quickly realize that some project components cannot be finished until other components are ready, which
causes a variety of teams to experience communication and workflow issues that reveal deficiencies in their preexisting understanding of how working together is accomplished. In their last pitches to the classroom, several groups can discuss the value of team working, whether this reflection encompassed successful group workflows or acknowledging that a drained conduct had not produced the anticipated outcomes. Students are able to recognize and visualize relationships and communication mistakes when teachers use formalized platforms for collaboration-oriented work, such as Discord and SVN. This is because the team's advancement becomes reliant on learners using the platform to send information to their teammates. Early in the programme, providing students with low-stakes environments where they can learn from these failures helps them become better equipped to deal with or even avoid similar high-stakes failures in their online education.
Question three
A pedagogical strategy known as place-based education (PBE) places an emphasis on the relationship between an instructional method and the actual location of both instructors and
pupils. It takes into account the significance and events of place in education and instruction that can go beyond the confines of the classroom. When the COVID-19 pandemic broke out in early 2020, it compelled rapid implementation of other educational environments, such as teaching and
learning outside of the classroom and studying from home, and resulted in widespread school closures around the world (
Yemini et al., 2023). One well-known theorist who is connected to place-based learning is David Sobel. He has written widely on the subject, arguing in favour of incorporating the community, culture, and surroundings into the educational process. Gregory Smith emphasises the inclusion of environmental and social problems in the curriculum, which has helped foster the advancement of place-based learning theory.
On the other hand, case-based learning (CBL) is a well-known method that is applied across fields and encourages students to use their understanding to real-world situations. Learners usually work collectively on case studies, narratives with a few individuals, and situations in CBL classrooms. The scenarios present a disciplinary issue or issues, and learners must come up with remedies while being guided by their teacher (
Hoffer, 2020). CBL is widely used in higher education, especially for pre-professional fields and science, and has a proven effectiveness in law, business, and healthcare institutions. This approach uses guided research and is based on the theory of constructivism according to which students create imaginative meanings by engaging with their surroundings and their existing knowledge. The development of this strategy has been influenced by Joseph Schwab's work on the use of cases in
education, even though it is not solely related to case-based learning theory. He emphasized the importance of bridging theory and practice with cases. The contributions of Howard S. Barrows to problem-based learning (PBL), a strategy that resembles case-based learning, are well known. Case-Based Learning Theory was developed as a result of his PBL research.
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Tenets of the theories PBE pedagogy has five distinct characteristics. First, learners acquire knowledge about broader and farther-reaching fields of study through an emphasis of learning on a particular problem in a particular location. Second, in a conventional classroom, pupils are knowledge consumers; however, in PBE models, they are information creators (
Carter-Guyette, 2019). Third, the position of the instructor shifts from conventional teaching-by-leading the material to be addressed and how to tackle that material to direction learning, where the material to be learned is decided by learners themselves (Wooltorton et al., 2020). It should also be noted that a teacher now serves as an interpreter, storyteller, and intermediary between the learners and the environment in addition to other roles. Fourth and continuing the theme of the teacher's evolving role in PBE pedagogy, a learner preferences and inquiries have an impact on the subject
matter being covered. Finally, the primary goal of PBE's educational approaches is to blur the lines between the learning environment and the outside world. Community members can actively
participate in school settings, and learners can actively participate in the wider community.
The foundation of case-based teaching is the effective fusion of pedagogical components,
such as content, context, ideas, and method. The information in this first category defines a case or circumstance. An example of a written document that fits this description would be an organization case, newspaper article, medical record, or legal case. The content could also or rather than a written piece offer the event through audio or video. Diagrammatic or quantitative components that explain physical, academic, or financial variables may be incorporated into the content (
James et al., 2022). This content might be curated by academics. Students may be given a choice of cases to choose from and allowed to do so base on their own interests. Students may also be asked to present an instance or a piece of writing that exemplifies the subject to the class.
The content must make it clear if the scenario it indicates is speculative or real. A formal task might outline the specifications for an outcome that incorporates course material and data into a case reaction, including a scholarly document, a PowerPoint deck, video, an idea, or a design. Students can now relate their own experiences and viewpoints to the delivery due to this opportunity. To help students make distinctions between abstract ideas and real-life scenarios outlined in the case, the relationship in the case and pertinent ideas should be made clear, including a repetition of important theories or models (
Sapeni & Said, 2020). Faculty members should create discussion strategies and formal inquiries that encourage students to think through potential solutions and drawbacks, look for pertinent information in exhibits, make accurate evaluations and answers, and create lasting discoveries. Example of a technology-rich instructional setting
A virtual reality (VR) encounter that enables learners to engage with a particular place or the environment could serve as an illustration of how Place-Based Learning can be implemented in an environment of technology. Learners could virtually tour a nearby cultural centre, or nature reserve using VR headsets. Learners can participate in deep learning activities and work together on assignments that deal with regional social or ecological concerns by using technology. The role of the instructor would be to lead learners’ research, encourage class discussions, and assist them in drawing relations between the simulations and their immediate surroundings. On the other hand technological devices case study might be used as a demonstration in a Case-Based Learning educational environment of technology. Students would engage with technological tools to investigate the case, learn more, examine the evidence, and come up with possible answers. The teacher would play the role of facilitator, directing the students' evaluation and promoting intellectual curiosity.
References
Question 1 Beardsley, M., Albó, L., Aragón, P., & Hernández‐Leo, D. (2021). Emergency education effects on teacher abilities and motivation to use digital technologies.
British Journal of Educational Technology
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Dayagbil, F. T., Palompon, D. R., Garcia, L. L., & Olvido, M. M. J. (2021, July). Teaching and learning continuity amid and beyond the pandemic. In Frontiers in Education
(Vol. 6, p. 678692). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.678692
Doucet, A., Netolicky, D., Timmers, K., & Tuscano, F. J. (2020). Thinking about pedagogy in an unfolding pandemic.
Work of Education International and UNESCO
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Johnson, K. R., Hewapathirana, G. I., Bowen, M. M. (2019). Faculty development for online teaching. (pp-40-55) In J. S. Keengwe (eds) Handbook of Research on Virtual Training and Mentoring of Online Instructors. IGI Global, ISBN13: 9781522563228 URL: https://www.igi-global.com/book/handbook-research-virtual-trainingmentoring/199832
Petrie, C. (2020). Spotlight: Quality education for all during COVID-19 crisis (hundrED Research Report #01). United Nations. https://hundred.org/en/collections/qualityeducation-for-all-during-coronavirus
Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning.
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(1), 133-141. DOI: 10.1177/2347631120983481
Question 2
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Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review.
Sustainable Operations and Computers
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Qureshi, M. I., Khan, N., Raza, H., Imran, A., & Ismail, F. (2021). Digital Technologies in Education 4.0. Does it Enhance the Effectiveness of Learning?. https://doi.org/10.3991/ijim.v15i04.20291
Cabero-Almenara, J., Guillén-Gámez, F. D., Ruiz-Palmero, J., & Palacios-Rodríguez, A. (2021). Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges.
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Question 3
Carter-Guyette, M. (2019). Place-Based learning as an effective methodology for developing self-efficacy skills in students with learning disabilities. https://dune.une.edu/cgi/viewcontent.cgi?article=1243&context=theses
Hoffer, E. R. (2020). Case-Based Teaching: Using Stories for Engagement and Inclusion.
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James, M., Baptista, A. M. T., Barnabas, D., Sadza, A., Smith, S., Usmani, O., & John, C. (2022).
Collaborative case-based learning with programmatic team-based assessment: a novel methodology for developing advanced skills in early-years medical students.
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Sapeni, M. A. A. R., & Said, S. (2020). The effectiveness of case-based learning in increasing critical thinking of nursing students: A literature review.
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Wooltorton, S., Collard, L., Horwitz, P., Poelina, A., & Palmer, D. (2020). Sharing a place-based indigenous methodology and learnings. Environmental Education Research
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934. https://doi.org/10.1080/13504622.2020.1773407
Yemini, M., Engel, L., & Ben Simon, A. (2023). Place-based education–a systematic review of literature.
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