Developing University Teachers’ pedagogical content knowledge (PCK) through a reflective teaching model

In this study, a set of Pedagogical Content Knowledge (PCK) workshops were offered to novice teachers with diverse contents of themes. The reflective model of college teaching was designed by the researchers and comprised several steps as follows: Initial instruction Through the first workshop, researchers illustrate and discuss with the teachers who participate in this study. In addition, researchers introduce the related theories of PCK and the research tools in this study. Teaching recording and observation Researchers discuss the time and date of the teaching recording with the case teachers in advance. Then the assistants go to the class and record about one to two … Continue reading Developing University Teachers’ pedagogical content knowledge (PCK) through a reflective teaching model

A step-by-step guide to create inquiry-based learning lessons using suitable apps

Case Study of an Inquiry-based lesson on English Language Arts: Defining preferences in short stories The purpose of this lesson is for students to articulate the narrative elements they prefer a short story to include, test their preference by reading a short story, and then re-evaluate their original response. 1. Problem Statement Students are presented with an open-ended scenario. The lecturer will pose a problem statement to ask students their preferred elements of a short story. 2. Hypothesis Students propose a method/strategy for resolving the scenario presented by the problem statement.   3. Content-based App Lecturers provide students with baseline information … Continue reading A step-by-step guide to create inquiry-based learning lessons using suitable apps

Are your students always preoccupied with their mobile phones during lesson? Get them to use their mobile phones for learning.

Based on a case study from an Australian Regional University, students do have access to and use a wide range of devices but the delivery of learning is short-changed when students try to access materials and activities using these devices. Online course materials are rarely optimized for use on smartphones, interacting with other students for collaboratively learning is rarely exploited. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. Here are some ways you can potentially employ to begin engaging students with mobile learning, thus leveraging what they already do.  Allow the use of mobile devices in class Get … Continue reading Are your students always preoccupied with their mobile phones during lesson? Get them to use their mobile phones for learning.

When considering multimedia for your course, focus on 2 Ws: Why and What

Why am I including multimedia in my course? 1. Student engagement Students with high engagement show increased interest and enthusiasm for a course as it impacts retention, learning, and satisfaction. Multimedia content allows instructors to facilitate active learning, personalise student-faculty connections, … Continue reading When considering multimedia for your course, focus on 2 Ws: Why and What