Fifth International Conference on Higher Education Advances
URI permanente para esta colecciónhttps://riunet.upv.es/handle/10251/123640
Information and communication technologies together with new teaching paradigms are reshaping the learning environment. The International Conference on Higher Education Advances (HEAd) aims to become a forum for researchers and practitioners to exchange ideas, experiences, opinions and research results relating to the preparation of students and the organization of educational systems.
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Publicación Boosting employability through the use of Authentic Learning Scenarios(Editorial Universitat Politècnica de València, 2019-07-05) Fitó Bertran, Angels; Martínez-Argüelles, M.Jesús; Plana-Erta, Dolors[EN] Education for employability is one of the greatest challenge for Higher education institutions in Europe, but especially in Spain. The European Higher Education Area assumes that competence development becomes crucial to connect higher education curricula with evolving labour market demands. The Authentic Learning Scenarios foster the competence development bringing work experience to the formal learning. Considering that online learning methodologies seems to have a relevant role into a life long learning perspective to achieve authentic learning environments is a singular challenge. We have introduced the authentic learnig scenarios attributes into a specific subject and we have tested its impact on students competence profile. Apart from testing if the new subject design is effectively atuthentic, the findings show that when the learning process includes authenticity the students perception about their perfomance in the competence more relevant for the job market improves.Publicación Teachers’ perceptions about the use of the Learning ePortfolio as learning and assessment tool in Mondragon Unibertsitatea(Editorial Universitat Politècnica de València, 2019-07-05) SantaCruz, Sirats; Ipiña, Nagore; Astigarraga, Eugenio[EN] The aim of the present study is to analyse teachers’ initial perceptions about the use of the Learning ePortfolio as the main learning and assessment tool in Early Years Education and Primary Education Degrees. This is a piece of a major longitudinal research being carried out in the Faculty of Humanities and Education in Mondragon Unibertsitatea. Results show that teachers are aware of the flexibility offered by the Learning ePortfolio to assess students’ learning processes. Indeed, teachers think the Learning ePortfolio is a valuable tool for both students and teachers. However, there are still some outstanding issues to discuss with all the teachers involved in the use of the Learning ePortfolio. Conclusions drawn from this study show that the Learning ePortfolio constitutes a helpful and valuable tool for both students and teachers and it helps when carrying out formative assessment processes. Nevertheless, more training is needed to solve the gaps identified for its use.Publicación The Benefits of an action reflective assessment using role-plays in teaching mediation(Editorial Universitat Politècnica de València, 2019-07-05) Collins, Pauline[EN] Introducing action reflection learning into a law course to instil life-long learner skills and enable students to adapt to a new style of lawyering is essential if 21st Century lawyer needs are to be met. The paper describes the assessment, and the use of active reflective learning in a mediation course taught in an Australian law school. The benefits of such learning are described with specific attention to law teaching. Student reflections indicate the notable difference this teaching method had for their learning and development of a conflict resolution advocacy style.Publicación Cooperative learning and the use of blogs in Higher Education. An initiative oriented to promote a deeper understanding of social and ethical issues between teacher students(Editorial Universitat Politècnica de València, 2019-07-05) Daza, Lidia; Eizaguirre, Santiago[EN] The objective of this article is to evaluate the promotion of cooperative learning through the use of blogs in several courses of sociology of education oriented towards undergraduate teacher students. Cooperative learning entails that the student interaction is continued and profound, as well as oriented to obtain a major social and ethical deep learning among students. Each group of students have to create a blog with different information useful for the course developing. Students, from the previous knowledge presented in class, have to define the task (objectives, plan, schedule and final product). Accordingly, each group have to self-manage the work to do (participation of each member, planning, revision...).We combine situations in class with teachers and also cooperative learning among students. In this sense, appears the process of shared knowledge towards cooperative learning. Evaluation questionnaires have shown positive assessment by students. Findings show that their learning is deeper and more social and ethical, but, students pointed out the workload it entails.Publicación Online Continuing Professional Development: An integrative approach(Editorial Universitat Politècnica de València, 2019-07-05) Risquez, Angelica; Cassidy, Dara; Ó Súilleabháin, Gearóid; Garvey, Roisin; Spain, Sinead[EN] This paper reports on the design, development, delivery and evaluation of an online continuing professional development (CPD) course in the area of online teaching by three Irish Higher Education Institutes (HEIs). The course was developed in the context of a nationally coordinated effort to promote CPD of those that teach in Higher Education through digital badges. Survey results suggest a very high overall satisfaction rate with the course as a whole, increased levels of knowledge and confidence in relation to teaching online, and also intended transference to practice. While the external motivator of demonstrating engagement through the digital badge arose in the surveys and focus groups, it did not feature particularly strongly. Implications for CPD are discussed in relation to internal and external drivers and motivations around CPD for higher education teachers, and the need for opportunities for participants to interact and engage in the manner reminiscent of a community of practice approach.Publicación Whiteboard Animations for Flipped Classrooms in a Common Core Science General Education Course(Editorial Universitat Politècnica de València, 2019-07-05) Li, Ming; Lai, Chi Wai; Szeto, Wai Man; Chinese University of Hong Kong[EN] Whiteboard animation, an engaging tool for teaching and learning, consists of a series of hand-drawing illustrations with voice-over narration to explain complex and abstract ideas. Our team had produced four short whiteboard animations tailor-made for a common core science general education (GE) course. This study aims at evaluating the effectiveness of using these whiteboard animations for flipped classrooms in the common core science GE course. The pre-tutorial survey showed that students who watched the animations got significantly higher average marks in the quizzes at the beginning of the tutorials (p<0.001). The post-tutorial feedback survey indicated that the whiteboard animations attracted 67% of students to watch the animations. For students who watched the animations, over 86% of them reported that the animations raised their interest in the issues discussed in the tutorial classes, and learning materials in the form of whiteboard animation were more interesting than lecture videos; more than 90% of the students agreed the whiteboard animations were helpful in (i) understanding the assigned readings, (ii) clarifying the concepts of the discussed issues, and (iii) gaining the related knowledge before the tutorial. We concluded that whiteboard animation is an effective and engaging tool for flipped classrooms in the common core science GE course.Publicación Photo 3D technology applied to e-Learning tools production for animal biology(Editorial Universitat Politècnica de València, 2019-07-05) Sautière, Pierre-Eric; Delbende, Catherine; Deleplanque, Bernard; Mikolajczyk, Bernard; Vizioli, Jacopo; Université des Sciences en ligne[EN] The teachers from the Biology Department of the University of Lille have been developing for the last two years, a digitalization program of naturalist collections. This project aims to preserve this scientific heritage and to use it for animal and plant biology teaching. Specimens are digitalized by a photo 3D capture system, that produces a 360° and/or hemispheric images of the objects starting from high-resolution pictures. Based on the use of this particular imaging technology, teachers realized multimedia eBooks and a series of files “at the glance“ for practical works in animal biology for Bachelor students in Life Sciences. These supports, enriched by graphic complements, texts, legends and interactive animations, are available on the pedagogic platform Moodle. These digital tools are viewable on computers and can be handled on smartphones and tablets for a nomad utilisation. Students generally consider these supports useful for learning and they consult these resources before, during and after the practical sessions. This distance-learning approach gives the students a complete autonomy for practical session preparation and reviews. The innovative tools here presented constitute a useful learning complement to classical academic lectures in animal biology.Publicación A Class of Nothing(Editorial Universitat Politècnica de València, 2019-07-05) Mascareñas, Óscar[EN] Imagine a class with no syllabus, no teacher, no instruction, no method, no homework, no assessments, no grades, no ‘classroom’. What could that be? ‘A Class of Nothing’ is a radical pedagogical concept that stems from the need to create space. Physical space. Mental space. Space in time. Through the idea of nothing as a starting point, and no-instruction as a pedagogical tool, ‘teacher’ and ‘student’ immerse in a space of waiting, of disconnection from the outside world, and eventually, of discovery and making. In the space of ‘A Class of Nothing’ to educate means no more to teach, give, or exemplify: to lead out; but to inhabit, to experience: to let in. The concepts of teacher and student become blurred, and it is no longer possible to understand them in the traditional sense. Responses from students to various ‘classes of nothing’,reveal that this kind of experience is new, intriguing, mind boggling, unusual, surprising, interesting, strange; it places them in a differentspace: physically, mentally and in time. This paper introduces the notion of ‘A Class of Nothing’, and provides the reader with a number of examples where this concept and approach have been applied.Publicación Compliance of MOOCs and OERs with the new privacy and security EU regulations(Editorial Universitat Politècnica de València, 2019-07-05) Zdravkova, Katerina[EN] Since their appearance in the early 2000s, Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) arose among the most important educational priorities. Many top universities worldwide have been involved in the research and direct implementation of this innovative pedagogical approach. Simultaneously with the development and massive deployment of the new learning and teaching method, European regulations responsible for data privacy and protection, and information security have significantly evolved. This paper assesses the compliance of the ten most popular MOOCs and OERs with the General Data Protection Regulation (GDPR) and the Directive on security of network and information systems (NIS Directive). In order to systematically examine their online platforms, a few privacy indicators were outlined and thoroughly observed. Alongside this, the involvement of the open education providers in the NIS Directive was examined. Research findings are presented and elaborated in a way that it makes easy to generate recommendations on how to anticipate the future of open education as a reasonable reaction to global change in the era of rapid technological growth, and at the same time to obey the crucial ethical principles defined by this development.Publicación OERlabs: Strategies for University-wide OER Advancement(Editorial Universitat Politècnica de València, 2019-07-05) Lukács, Bence; Hofhues, Sandra[EN] As part of the project ‘OERlabs – jointly training student(-teachers) for Open Educational Resources (OER) use’ at the University of Cologne, Germany, various university stakeholders participated in an open developmental process through attending Multi-Stakeholder Dialogues (MSD). The goal was to sensitize and educate student teachers for Open Educational Resources. During a 6-month process the stakeholders collaboratively explored the challenges and developed solutions for initiating and advancing the use of OER during teacher training. This paper provides the solutions developed by the participants with the help of an impact-effort-matrix, which enabled the stakeholders to assess and evaluate all solutions accordingly. A key to this development was the participatory nature and open dialogue process among all relevant stakeholders, i.e. student teachers, administrators, lecturers and university leadership. A majority of the solutions can be described as low-effort but high-impact, therefore showing a promising outlook for further innovation and organizational development in regards to implementing new technologies.Publicación Applying an integrated approach to social media communication training: how innovative thinking is changing the way universities teach (Web) journalism(Editorial Universitat Politècnica de València, 2019-07-05) Larrondo, Ainara; Peña-Fernández, Simón; Meso-Ayerdi, Koldo; Pérez-Dasilva, Jesús[EN] This paper focuses on the challenges of teaching Internet-based communications, an inherently difficult task given the rapid pace of technological innovation in the discipline. The analysis it offers has been based on the findings of empirical studies conducted over the past five years by KZBerri, a University of the Basque Country-based research group focused on teaching innovation in Web journalism courses that form part of the curricula of the school’s undergraduate journalism, audiovisual communication, and advertising and public relations degree programmes. The authors highlight two online journalism teaching innovation initiatives, one entailing a collaboration between students and media professionals, and the other entailing online collaboration between groups of students pursuing undergraduate communication degrees at universities located in Spain, Portugal and Brazil.Publicación Effects of Plagiarism in Introductory Programming Courses on the Learning Outcomes(Editorial Universitat Politècnica de València, 2019-07-05) Pawelczak, Dieter[EN] We compare two introductory programming courses and the accompanying programming assignments with respect to the learning outcomes and the relation to plagiarism. While in the first course the solutions from the students of their programming assignments are checked directly with a plagiarism detection system to prevent students from plagiarizing, plagiarism is not tracked in the second course. Running a post check against plagiarism after the course reveals a significant higher plagiarism rate with several exact copies. As the number of students handing in copies from fellow students increases, the failure rate in the final examination also rises. Analyzing the data does not only reveal a correlation between plagiarizing and inferior examination results, but also shows, that students confronted with a plagiarism detection system have better skills in fundamental coding concepts. We suppose this might be a result of the fact, that the implementation of a plagiarism detection system does not deter so many students from plagiarizing, but students are strongly motivated to run more modifications on their plagiarisms in order not to be caught.Publicación Sustainable Development at Higher Education Institutions in Germany: Advances, Challenges, Examples(Editorial Universitat Politècnica de València, 2019-07-05) Schmitt, Claudia; Bassen, Alexander; Müller-Christ, Georg[EN] In this paper, Sustainable Development at Higher Education Institutions is introduced as a field of research and application. An interdisciplinary German collaboration on Sustainable Development at Higher Education Institutions – HOCHN – serves as an example of how this topic is addressed on a national level. Results and advances of the HOCHN collaboration are summarized. Moreover, challenges of implementing sustainability-related organizational development at universities are discussed. Focusing on Education for Sustainable Development at universities, three different methodologies are outlined that exceed conventional approaches in tertiary education: Lego® Serious Play® methodology, constellation techniques, and a coaching program on the “Five Minds for the Future”. They illustrate different ways of addressing issues of Education for Sustainable Development and skills and habits respectively that are crucial for achieving the global Sustainable Development Goals of the UN.Publicación Globalizing curriculum beyond the classroom: Service Learning Programs benefit Students, impact local issues and answer local needs to build bridges between cultures(Editorial Universitat Politècnica de València, 2019-07-05) Briot, Philippe; Ponson, Ludivine; Leterre, Thierry[EN] Based on a case study, this article analyzes the effects of introducing Service Learning in the curriculum of a study abroad US Center. Explaining institutional motivations as well as resistances, this research shows that this introduction was essentially academic in nature, and represented an innovative way to some perceived deficiencies in the acquisition of learning objectives by students. This research also indicates the specific conditions in which this type of Service Learning can thrive, such as a strong welfare state context, which is both a support and a potential issue, and the necessity to have students supervised in their service by local managers. More general lessons are drawn for a successful practice of Service Learning abroad: clearly defined academic goals, strict distinction between Service Learning and other forms of volunteering or experiential learning, ethical rules to prevent patronizing attitudes among volunteers.Publicación The value of 'writing retreats' in advancing innovative pedagogic research(Editorial Universitat Politècnica de València, 2019-07-05) Coonan, Emma; Pratt-Adams, Simon; Warnes, Mark[EN] This paper outlines the work of the Centre for Innovation in Higher Education, which uses an educational laboratory model to advance the intersection of innovative research and teaching at Anglia Ruskin University (ARU). This evidence-based approach aims to promote active, reflective engagement with research in teaching and learning; foster collaborative and interdisciplinary inquiry into pedagogic practice; and support the development of a dynamic, sustainable pedagogic research community at ARU. The Centre’s work also increases the visibility and calibre of pedagogic research at national and international level. This paper outlines a current research project being undertaken by researchers from the Centre and Anglia Learning & Teaching which explores the longitudinal impact of its writing retreat provision on participants’ writing practices and productivity, together with their perceptions of writing as a key element of the academic identity. This study is generating valuable original data about academics’ writing practices and perceptions. It will contribute to the understanding of this important topic at a theoretical level, as well as outlining practical means through which universities can foster long-term academic writing productivity leading to enhanced research impact.Publicación Online short course for learning management system training in an African university of technology(Editorial Universitat Politècnica de València, 2019-07-05) van Heerden, Leanri[EN] With the use of technology in the classroom growing every year, lecturers are expected to blend facilitations by making use of learning management systems. At the Central University of Technology, Free State this poses a problem for the learning designers in charge of training lecturers in educational technologies as there is limited space and time to not only teach lecturers the skills, but also to apply them in their own contexts. The purpose of this paper is to present participant perspectives of an online short course in which they learned how to use Blackboard and other educational technologies needed for blending teaching and learning. An exploratory design was implemented with descriptive statistics involving quantitative analysis of the collected data to determine the participants’ perspective on their skills gained. An online survey tool was used to collect the data. Eighty-four percent of particpants felt that they were able to communicate via the system’s announcements, 82% felt confident that they would be able to customize the space and 94% felt that they were now able to add content, such as files. When asked if they felt like they learned the skills they expected from the online course, 94% of particpants replied positively.Publicación Decision Support Systems Aiming in Reducing Globalization Burdens in Education(Editorial Universitat Politècnica de València, 2019-07-05) Mercier-Laurent, Eunika; Haddad, Rabih[EN] The potential drawbacks that globalization might have on education are increasing and becoming a main worry. The number of international students is increasing and students’ mobility is becoming a crucial phenomenon to obtain a good degree and secure a decent job. Universities have tripled their efforts to recruit and attract international students but their educational ecosystem is still missing some fundamentals. Ensuring that all international students are admitted using an adapted automated admission system, receiving assistance and decent welcome from international faculty and staff, and building their career after are factors that reduce the negative impacts of globalization in education. This paper presents our Decision Support System using knowledge management (KM) approach and AI techniques contributing to achieve those fundamentals and reduce its impacts.Publicación Learning Gain using a game improve pharmacology knowledge in two transnational HE institutes(Editorial Universitat Politècnica de València, 2019-07-05) Crawford, Russell[EN] Gamification in higher education has been shown to provide a diverse range of learning opportunities for higher education practitioners as well as students. Building on our research exploring the benefits of using a card-based, role-playing team game called “BrainceptTM” to aid pharmacology learning for medical students, we now test the reproducibility of our novel finding that this game leads to appreciable and sustained learning gains in medical students from two different higher education institutes. Here we present student feedback, thematic analysis and quantitative pre-and post-test data collected from students who played BrainceptTM. Our data shows that this style of gamified learning has a reproducible positive effect on student pharmacological knowledge as well as measurable learning gains post-game play in both cohorts of students leading us to conclude that gamification of pharmacology learning may be a pedagogically valuable transnational educational intervention.Publicación Competencies and higher education: evidences and returns. The TECO project(Editorial Universitat Politècnica de València, 2019-07-05) Ciolfi, Alberto; Di Benedetto, Annalisa[EN] The aim of this work is to present the state of progress and the main features of the TECO (TEst of COmpetence) project, promoted by the (Italian) National Agency for the Evaluation of Universities and Research Institutes with the aim to assess students’ learning outcomes in the higher education contest. The results of the 2017-2018 TECO survey (which involved voluntarily over 12,500 nursing, physiotherapy and medical radiology students), showed that attending a university programme makes a difference in development of some competencies, especially for the disciplinary sphere. The analysis will focus on the connections between the characteristics of the students at the beginning of their study career and the achieved level of tested competences. The return of the test results to the students and study programmes’ coordinators will be presented and discussed, considering their possible uses in a self-assessment perspective. TECO results and the new indicators that will be originated from this project could prove to be reliable tools for university programmes self-assessment, encouraging the use of evidence-based strategies for higher education improvement.Publicación Leave no one behind. Design inclusive motor activities in Primary Teacher Education Courses(Editorial Universitat Politècnica de València, 2019-07-05) Mura, Antonello; Tatulli, Ilaria; Zurru, Antioco[EN] The development of international policies supporting inclusive education of people with disabilities has initiated a process of social democratization, that requires specific interventions and skills of multiple professionals.The education of future preschool and primary school teachers faces the challenge of inclusion and becomes fertile soil for the promotion of cultural change in society.In this sense, this research work, starting from the experiences of planning and development of inclusive motor activities, conducted for three years in the degree course in Primary Education Sciences of an Italian university, it collects testimonies, experiences and reflections of the students concerning the learning gained in the workshops organized by the degree course and to those acquired during the observation of the different public schools where they carried out the compulsory training to become teachers.The results, collected by the qualitative analysis of data, induce different levels of reflection concerning the current schooling educational practices for teaching motor activity, the training needs of future teachers, the elaboration of specific contents and teaching methods/strategies for the preparation of spaces and tools that guarantee the full accessibility of learning for all the students.