Academic literature on the topic 'Curricular innovation'
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Journal articles on the topic "Curricular innovation"
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Gómez Cantore, J. "Curricular Innovation Project (CIP)." Anales de la Facultad de Ciencias Médicas (Asunción) 49, no. 1 (September 16, 2016): 13–16. http://dx.doi.org/10.18004/anales/2016.049(01)13-016.
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Brunnert, Rainer, Michael W. Tausch, and Claudia Bohrmann-Linde. "Paving the way for curriculum innovation through participatory action research in bilingual chemistry and bilingual biology lessons at German secondary schools: Results from a survey among teachers concerning their material demands." Action Research and Innovation in Science Education 3, no. 1 (March 16, 2020): 17–23. http://dx.doi.org/10.51724/arise.31.
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This paper underlines the ongoing necessity of innovating school chemistry curricula in Germany, while acknowledging that both regular chemistry and CLIL chemistry lessons rely on the same governmental guidelines. In order to achieve curricular innovation successfully, cutting-edge curricular innovation research should be combined with participatory action research (PAR). There is no network of collaborating bilingual chemistry teachers. Therefore, a database of CLIL chemistry in Germany is created and a needs analysis is conducted to identify possible topics serving as starting points for innovation. The needs analysis focusing on the teachers’ demands as regards bilingual teaching materials addressed teachers of bilingual chemistry throughout Germany. The questionnaire comprises an open and a closed part. Additionally, CLIL biology teachers from North Rhine-Westphalia were included. The research reveals the respondents’ great demand in many key topics in chemistry and/or biology curricula. There is a particular interest in material for photosynthesis/respiration. A topical database of bilingual chemistry provision in Germany and bilingual biology provision in NRW was created. The survey helped select one innovative topic. Based on this, teachers will be recruited for PAR. Moreover, the teachers’ answers have reaffirmed current efforts into the development of bilingual chemistry teaching materials.
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Neto, AlaimNeto Souza, and Geovana Mendonça Lunardi Mendes. "Pedagogical Innovation versus Technological Innovation: Curricular Tensions." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 2, no. 1 (April 5, 2014): 22. http://dx.doi.org/10.3991/ijes.v2i1.3672.
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Loima, Jyrki. "Innovation, Recreation, Interpretation? A Case Study on the Origins and Implementation of Transversal Core Competencies in Finnish Basic Education Core Curriculum Reform 2016." International Journal of Education and Literacy Studies 8, no. 1 (January 31, 2020): 180. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.180.
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This qualitative study on the Finnish basic education curriculum (2016) had two goals. First, to survey the origins of first two new curriculum competences: 1) thinking and learning to learn, and, 2) cultural competences. Second, to analyse the local curricular implementation and comprehension in a rapid socio-cultural change. To reveal the possible data trends, two research questions were addressed: 1. What was the background of first two 2016 transversal core competencies? 2. How were those competencies implemented into a local curriculum 2016-19? The Data included basic education curricula (1985-2016), and a local curriculum. Relevant legislation, official information (e.g. PISA), parental feedback, and a questionnaire to an anonymous implementing principal comprised the curricular data. The Data triangulation was completed with a wide range of educational, cultural and ideological research. Regarding ethics, the individual sources and educational provider remained anonymous. Findings were surprising. “Modern” thinking and learning skills were created in early 20th century American society by Deweyan comprehension. However, an immigration had changed the long-lasting interpretation on the origins of Finnish culture. Moreover, local curriculum implementation was more successfully comprehended and supported. Conclusions were obvious: more identifiable research and teachers’ training were needed for curricular reforms and competences. The socio-cultural comprehension in the era of AI asked for sound arguments.
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Hjalmarson, Margret A. "Mathematics Curriculum Systems: Models for Analysis of Curricular Innovation and Development." Peabody Journal of Education 83, no. 4 (October 28, 2008): 592–610. http://dx.doi.org/10.1080/01619560802414965.
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Sykes, Julie M. "Interlanguage Pragmatics, Curricular Innovation, and Digital Technologies." CALICO Journal 35, no. 2 (March 28, 2018): 120–41. http://dx.doi.org/10.1558/cj.36175.
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St Maurice, Henry, Jane Lundin, Wendi Martell, and Donna Nelson. "What's New: practitioner enquiry into curricular innovation." Educational Action Research 4, no. 1 (January 1996): 105–18. http://dx.doi.org/10.1080/0965079960040109.
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TOMAS, Marina, and Diego CASTRO. "Multidimensional Framework for the Analysis of Innovations at Universities in Catalonia." education policy analysis archives 19 (September 30, 2011): 27. http://dx.doi.org/10.14507/epaa.v19n27.2011.
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The purpose of this paper is to contribute to a better understanding of the nature of change processes and dynamics at Catalan universities. A multidimensional approach was adopted to examine the change processes and to analyse organizational innovation in higher education. The paper draws involved in each particular innovation. Analysis of these innovations has led to the identification of common characteristics and a proposal for a multidimensional framework for future innovation analysis. Finally, the innovation cases analysed highlighted interactions between three innovation characteristics, defined as scope (number of people involved), nature (organizational or curricular) and term (short, medium or long).
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Philippou, Stavroula. "The ‘Problem’ of the European Dimension in Education: A Principled Reconstruction of the Greek Cypriot Curriculum." European Educational Research Journal 4, no. 4 (December 2005): 343–67. http://dx.doi.org/10.2304/eerj.2005.4.4.2.
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The European dimension in education has been a term increasingly used by the European Union and the Council of Europe to denote some of their educational policies and initiatives. It has also been a contested term in academic writing, as some researchers critique the elitist, exclusionary and Eurocentric educational implications it may have, while others welcome its pedagogic and intercultural potential. This article explores the possibilities of using the European dimension as a tool to alleviate ethnocentrism and traditional pedagogies in curricula and textbooks. To achieve this, the essay presents some principles which have been used for the development of History and Geography curricula with a European dimension in Greek Cypriot state primary schools in Cyprus. The curriculum development process drew upon the literature around the ‘political’ history of the European dimension, as well as upon academic discussions of social constructivist approaches to the notion of Europe. The principles employed to guide the curriculum development process were structured under the perspectives of curriculum location, content and pedagogy. The curricular location principles were concerned with the European dimension as a cross-curricular innovation, the question of its form within subject-based curricula and of its contextualisation within existing educational localities and contexts. Concerning content, it is proposed that such curricula need to acknowledge the constructedness and fluidity of the frontiers of nation-states and of Europe, the multiplicity and hybridity of identities, as well as Europe's socio-cultural and conflictual past. Finally, the pedagogic principles encourage critical approaches to knowledge, the development of concepts and active learning through cooperation.
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Thi Lan Anh, Vu, and To My Vien. "Innovation of Curriculum Planning in Accordance with CDIO Standards at Ho Chi Minh City University of Transport." European Journal of Engineering Research and Science 3, no. 9 (September 24, 2018): 29. http://dx.doi.org/10.24018/ejers.2018.3.9.887.
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The CDIO initiative provides an integral approach including CDIO frameworks and CDIO standards in hopes of realizing students’ learning purposes and of figuring out learning experiences to meet output-standard based education and training. Many Vietnamese universities have become pilot places of CDIO implementation as a main curriculum development not only to satisfy social requirements and international standards, but also to boost creativeness and stimulate new assessment methods and improvements for the curricular. Due to requirements of all-sided and basic innovation of tertiary education ratified by Vietnamese Party and Government (phase 2010-2020), the CDIO implementation is considered as an indispensability in Ho Chi Minh City University of Transport. The paper is aimed to clarify the processes and procedures to develop curricular so as to meet social demands and international standards. This paper also mentions the principles to introduce this curriculum innovation to university educational institutions of Vietnam once the CDIO approach is put into application and implemented.
Dissertations / Theses on the topic "Curricular innovation"
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Ghani, Zainal. "Curricular decision-making in the diffusion of education innovation in Malaysia." Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237062.
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McNeil, Merica, and Merica McNeil. "An Analysis of Student-Centered Curricular Innovation in Online Language Teacher Education: A Case Study." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621873.
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Online learning is increasingly common (Allen & Seaman, 2016). The number of online language teacher education programs also continues to rise to address the growing need for qualified language teachers worldwide (England, 2012b; Hall & Knox, 2009; Murray, 2013). Although technology offers a plethora of possibilities, course design and implementation significantly influence students' online learning experience, likelihood of success, and satisfaction. Using a socio-constructivist, student-centered learning approach can engage students through interaction and collaboration (Garrison, 2013; Murray, 2013). Murray (2013) reported details on what language teacher education programs are offered online, their challenges and how institutions have dealt with them, and highlighted the need for further research to explore the experiences and attitudes of instructors and students. The goal of this three-article dissertation is to gain insights into one online program that prepares teachers of English to speakers of other languages (TESOL), which was recently revised to make it more student-centered by implementing a group project. The first article examines benefits and challenges of the group project according to students, teachers, and the teacher training coordinator to determine its value and to provide suggestions. The second article explores instructors' perspectives of their role in the online class and group project and offers suggestions for good practice. Recognizing that online students have diverse needs, the last article analyzes profiles of students enrolled in one class in this program and their perceptions of the Community of Inquiry presences, which have been shown to support intellectual development in online courses. Mixed methods were used including an individual semi-structured interview with students, teachers, and the teacher training coordinator, observations of archived online course documents and posts, an entrance survey, the Community of Inquiry survey as well as anonymous instructor and program evaluations completed by students at the end of the course. Findings provide detailed insights into participants' perceptions of these areas addressed in each article, which shine light on strengths of the student-centered curricular innovation and areas that may need more attention.
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Opazo, Salvatierra Margarita del Pilar. "Actividades de evaluación presentes en la aplicación de la innovación curricular en la formación de los estudiantes de la carrera de Pedagogía en Educación Básica de la Universidad de Playa Ancha, Chile." Doctoral thesis, Universitat de Girona, 2020. http://hdl.handle.net/10803/673598.
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The purpose of this work is to evaluate the implementation of the curricular innovation of the basic education career at the UPLA, analyzing the evaluation activities carried out, according to teachers and students, the graduation profile and what was declared in the learning modules
The research is attached to the descriptive and cross-sectional type. Through a mixed methodological approach, quantitative and qualitative techniques are combined, obtaining non-numerical and numerical data, with emphasis on the latter.
The results show that the evaluation activities employed by teachers are numerous and diverse in nature, however, a low percentage are prone to the mobilization of authentic tasks and the activity most used to evaluate learning is the written test with dichotomous answer questions or multiple choice. There is a preponderance in the formulation of questions that promote the information processes and skills corresponding to the lower cognitive level, that is: remember facts, define concepts or retrieve data.
In conclusion, it is found that the evaluation activities promoted by teachers in the Basic Education career do not correspond fully, with what is stated in the Curricular Innovation for the formation of pedagogy students.El propòsit d'aquest treball és avaluar la implementació de la innovació curricular de la carrera d'educació bàsica en la UPLA, analitzant les activitats d'avaluació realitzades, segons docents i estudiants, el perfil de sortida i el declarat en els mòduls d'aprenentatge. La investigació s'adscriu al tipus descriptiu i de tall transversal. A través d'un enfocament metodològic mixt, ja que es combinen tècniques quantitatives i qualitatives, obtenint dades no numèrics i numèriques, amb èmfasi en aquestes últimes. Els resultats mostren que les activitats d'avaluació emprades pels docents són nombroses i de naturalesa diversa, però, un baix percentatge són proclius a la mobilització de tasques autèntiques i l'activitat més utilitzada per avaluar l'aprenentatge és la prova escrita amb preguntes de resposta dicotòmica o d'elecció múltiple. Hi ha una preponderància en la formulació de preguntes que promouen els processos d'informació i habilitats corresponents al nivell cognitiu inferior, és a dir: recordar fets, definir conceptes o recuperar dades. En conclusió, es constata que les activitats d'avaluació promogudes pels docents en la carrera d'Educació Bàsica no es corresponen totalment amb el declarat en la Innovació curricular per a la formació dels estudiants de pedagogia.
Programa de Doctorat en Educació
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Küller, Ana Luiza Marino. "Inovação na educação superior: reflexões sobre a transformação de uma proposta curricular." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16122010-103430/.
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A educação superior vivencia um momento de grandes transformações. Pressionada pelas mudanças originadas na reconfiguração dos processos produtivos e da globalização e cada vez mais marcada pela expansão e privatização intensas, necessita enfrentar novos desafios e, com isso, tem sido chamada a inovar. Este trabalho propõe-se a fazer uma reflexão sobre a inovação educacional, considerando-a no contexto atual da educação superior. Para isso, inicialmente, discute-se o contexto atual da educação superior, de forma a caracterizar o momento pelo qual as instituições estão passando e quais têm sido as pressões impostas, principalmente relacionadas à massificação, diversificação, financiamento e transnacionalização. Em seguida, apresenta-se o conceito de inovação, destacando sua polissemia e explicitando qual a visão adotada neste trabalho. Finalmente, apresenta-se a proposta de inovação educacional realizada por uma Instituição de Educação Superior, o Centro Universitário Senac, com ênfase em seu modelo curricular. Pretende-se refletir se essa proposta pode ser considerada uma inovação educacional no âmbito da instituição estudada e se, além disso, o modelo curricular construído pode indicar caminhos que contribuam para mudança mais ampla de modelo educacional. Para esta reflexão, utilizou-se como instrumento a análise documental, tendo como fontes documentos institucionais oficiais e não oficiais dos períodos anterior e simultâneo/posterior à proposta de inovação. Foi possível explicitar que a proposta considerada trouxe alterações significativas em pontos-chave e constitutivos da educação superior, bem como reconhecer indicativos de uma ruptura com a situação anteriormente vigente, assumindo, portanto, aspectos inovadores, que podem servir, inclusive, de referência para outras instituições em seus processos de inovação. A investigação realizada abre caminhos para estudos da proposta de inovação em ação, em sua dimensão instituinte, favorecendo, assim, a abordagem do processo de sua implantação.Higher education has been going through a time of major transformations. Pressured by changes arising from the reconfiguration of productive processes and from globalization, and increasingly marked by its intensive expansion and privatization, higher education needs to face new challenges, and therefore innovation is called for. This work sets out to reflect on educational innovation in the current context of higher education. In order to do that, the current context of higher education is initially discussed in such a way as to characterize the moment through which organizations have been going through, as well as the pressures imposed upon them, especially those related to massification, diversification, funding and transnationalization. Next, the concept of innovation is presented by highlighting its polysemy and explaining the view adopted in this work. Lastly, the educational innovation proposal developed by Centro Universitário Senac, a higher education institution, is presented with an emphasis on its curricular model. The aim is to reflect on whether this proposal can be considered an educational innovation in the scope of the institution studied in this work, as well as on whether the curricular model built can show paths that can contribute to a broader educational model change. A document analysis was used for such reflection, and the sources were official and non-official institutional documents from the periods before, during and after the development of the innovation proposal. It was possible to make it explicit that such proposal brought about significant changes in key and constructive aspects of higher education, as well as to identify signs of a rupture with the previous situation, therefore showing innovative aspects that may even be a benchmark for other institutions in their innovation processes. The examination undertaken paves the way to studies on the proposal for innovation in action, in its instituting dimension, thus favoring the discussion of its implementation process.
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Meneses, Riquelme Galia Fernanda. "Actitudes del profesorado ante la innovación curricular. El caso de la universidad de Tarapacá." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/457959.
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La presente investigación se llevó a cabo en la Universidad de Tarapacá ubicada en la ciudad de Arica, correspondiente a la décima quinta región de Chile. Participaron, tantos profesores que ejercen la docencia en los distintos planes de formación y directivos que cumplen funciones de jefatura de carrera y decanos. Las dimensiones que se establecieron en el estudio correspondieron a: la disposición ante la innovación curricular, cambio en la institución; estructura y funcionamiento, y el profesor como agente curricular de cambio. De allí que el propósito de la investigación fue determinar las actitudes del profesorado ante la innovación curricular. Para ello fue necesario analizar la apreciación que tenían los profesores acerca de su disposición ante el cambio curricular, conocer el grado de valoración con relación a cómo se está desarrollando el proceso, e indagar acerca de sus ideas, conocimientos y creencias sobre la innovación curricular que se está realizando en la institución. El estudio se sustenta en los referentes teóricos sobre el cambio, los elementos que configuran el proceso de innovación curricular en el contexto universitario, el profesorado universitario y las teorías de las actitudes.
Metodológicamente el trabajo de investigación se aborda desde un enfoque mixto, con un tipo de estudio descriptivo-transversal y diseño de investigación de campo con un tamaño de muestra conformada por 174 profesores en la cual se aplicó un cuestionario formado por 20 preguntas cerradas en escala de Lickert, que fue validado por juicio de expertos y se determinó su confiabilidad mediante el alfa de Cronbach cuyo valor fue de 0,831. También se desarrollaron entrevistas y grupo focal a un total de 18 profesores y directivos. En el procesamiento de los datos se utilizó el paquete estadístico SPSS versión 22, para los estadísticos descriptivos y estructura factorial, y también el software Atlas ti para los análisis cualitativos.
El estudio permitió llegar a las siguientes conclusiones: (a) Se evidencia una actitud favorable en la mayoría de los participantes respecto de la dimensión: disposición ante el cambio curricular, particularmente con la apertura, empoderamiento, compromiso, propósito y mejora. (b) En relación con la dimensión: cambio en la institución; estructura y funcionamiento, en general los participantes presentan actitudes desfavorables, específicamente en cómo se ha gestionado el cambio en la institución, es decir, en la difusión y coordinación no ha conseguido la participación e involucramiento de los protagonistas. (c) Finalmente, en la dimensión: el profesor como agente curricular, se manifiestan actitudes favorables, porque creen y sienten que el cambio curricular beneficiará al mejoramiento de la enseñanza, la mejora de la calidad de los aprendizajes, y a la actualización docente.
No obstante, emergen las variables del contexto, provistas de problemáticas, necesidades, tensiones e incertidumbres. Por lo tanto es preciso y conveniente interpretar la naturaleza personal y profesional del profesorado a través de una apertura al diálogo y reflexión sobre las situaciones del contexto y cultura institucional que influyen profundamente en la implementación del cambio,The present investigation was carried out in the University of Tarapacá located in the city of Arica, corresponding to the fifteenth region of Chile. Participated, many teachers who practice teaching in various training plans and executives who perform duties as head of career and deans. The dimensions that were established in the study corresponded to: to have disposition before the curricular innovation, change in the institution; structure and functioning, and the teacher as curricular agent of change. Hence, the purpose of the research was to determine the teachers' attitudes towards curricular innovation. For this, it was necessary to analyze the teachers' appreciation of their willingness to change curriculum, to know the degree of assessment in relation to how the process is being developed, and to inquire about their ideas, knowledge and beliefs about curricular innovation that is being done at the institution. The study is based on the theoretical references about change, the elements that shape the process of curricular innovation in the university context, university teaching staff and the theories of attitudes. Methodologically the research work is approached from a mixed approach, with a descriptive-transversal type of study and field research design with a sample size conformed by 174 teachers in which a questionnaire was applied consisting of 20 closed questions in scale Lickert, which was validated by expert judgment and its reliability was determined using Cronbach's alpha whose value was 0.831. Interviews and focus group were also developed for a total of 18 teachers and managers. In the data processing, the statistical package SPSS version 22 was used for the descriptive statistics and factorial structure, as well as the software Atlas ti for the qualitative analyzes. The study allowed us to reach the following conclusions: (a) A favorable attitude is shown in most of the participants regarding the dimension: to have disposition for curricular change, particularly with openness, empowerment, commitment, purpose and improvement. (b) Regarding the dimension: change in the institution; structure and functioning, in general the participants present unfavorable attitudes, specifically in how the change in the institution has been managed, that is, in the diffusion and coordination has not achieved the participation and involvement of the protagonists. (c) Finally, in the dimension: the teacher as a curricular agent, favorable attitudes are manifested, because they believe and feel that curricular change will benefit the improvement of teaching, improvement of learning quality, and teacher updating. Nevertheless, the variables of the context emerge, provided with problems, needs, tensions and uncertainties. It is therefore necessary and appropriate to interpret the personal and professional nature of teachers through an openness to dialogue and reflection on situations of institutional context and culture that profoundly influence the implementation of change,
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Moraes, Leonardo Rodrigues de. "Inovações curriculares: um estudo de caso do curso de Pós-Graduação Lato Sensu MBA gerenciamento de obras, tecnologia e qualidade da construção." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9825.
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Previous issue date: 2014-12-15This research was developed from a case study of the Post Sensu Lato that is offered by the Institute of Graduate Studies (IPOG). The objective of this research was to analyze the possible contributions of curriculum innovation for the postgraduate graduation courses in MBA Construction Management, Construction Technology and Quality, considering the current requirements for continuing qualification of engineers in Brazil, from the contributions of teachers and students of the same course. All research linked to this line of research Educator Training for Higher Education Curriculum Education PUC SP Program. The methodology was qualitative approach, working with the procedures of theoretical research, document analysis, questionnaires and interviews. The results show that the postgraduate graduation courses has a function to form to meet the demands of the market and therefore become Learning Areas. Other important issues that initially was thought to be the PBL curriculum paradigm that would bring to the course, its ability to innovate, but to conduct the search, especially fieldwork, hearing students and teachers, we believe it is just one of the PBL models can cause curricular innovations. We understand the birthing responses of students and teachers, there is a deep nexus of real possibilities for curricular innovations that can be perfectly applied in the course of MBA Construction Management, Construction Technology and Quality. Considering the central problem and the answers obtained, we concluded the research in affirming that it is perfectly possible to apply the course curriculum innovations in the study, either by PBL or another model. This application will bring, in our view, significant improvements in the curriculum and in their ability to innovate
Esta pesquisa foi desenvolvida a partir de um estudo de caso do Curso de Pós- Graduação Lato Sensu que é ofertado pelo Instituto de Pós-Graduação(IPOG). O objetivo desta pesquisa foi analisar possíveis contribuições de inovação curricular para o curso de pós-graduação lato sensu em MBA Gerenciamento de Obras, Tecnologia e Qualidade da Construção, considerando as exigências atuais de qualificação continuada de engenheiros no Brasil, partir das contribuições de professores e alunos do mesmo curso. Toda a pesquisa esta vinculada a linha de pesquisa Formação de Educadores para o Ensino Superior do Programa Educação Currículo da PUC SP. A metodologia empregada foi a abordagem qualitativa, trabalhando com os procedimentos de pesquisa teórica, análise de documentos, questionários e entrevistas. Os resultados obtidos mostram que os cursos de pós-graduação lato sensu tem uma função de formar para atender as exigências do mercado e por isso, se tornaram espaços de profissionalização. Outra questões importante foi que inicialmente pensamos o PBL como sendo o paradigma curricular que traria ao curso, sua possibilidade de inovação, porém ao realizar a pesquisa, especialmente a pesquisa de campo, ouvindo alunos e professores, entendemos ser o PBL apenas um dos modelos que podem provocar inovações curriculares. Entendemos a parir das respostas dos alunos e professores, existir um profundo nexo de possibilidades reais de inovações curriculares que podem ser perfeitamente aplicadas no curso de MBA Gerenciamento de Obras, Tecnologia e Qualidade da Construção. Considerando o problema central e as respostas conseguidas, concluímos a pesquisa no sentido de afirmar que é perfeitamente possível aplicar no curso em estudo inovações curriculares, seja pelo PBL ou por outro modelo. Esta aplicação poderá trazer, a nosso ver, significativas melhorias no currículo e em sua capacidade de inovação
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Ferreira, Beatriz Jansen 1959. "Inovações na formação medica : reflexos na organização do trabalho pedagogico." [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252705.
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Orientador: Mara Regina Lemes de SordiTese (doutorado) - Univeresidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este trabalho examina de forma crítica a proposta de formação médica da Faculdade de Ciências Médicas da Universidade Estadual de Campinas FCM/UNICAMP a partir da concepção, implantação e gestão da reforma curricular iniciada no ano de 2001. Analisam-se as concepções de educação e saúde que embasaram a reformulação curricular e o seu potencial inovador no paradigma da formação médica. Para alcançar os objetivos do trabalho optou-se pela análise documental, observação intensiva das práticas pedagógicas desenvolvidas nos diferentes cenários de aprendizagem, entrevistas com gestores e instrumento de percepção do tipo Likert aplicado aos alunos e professores do curso. A partir da análise qualitativa dos dados observou-se as dificuldades de uma mudança de currículo e sua interferência nos objetivos de formação, práticas avaliativas, construção de conteúdos e métodos e da própria organização curricular. O trabalho chama a atenção para a importância do envolvimento dos atores no processo para a construção de marcos conceituais consistentes e detecta o conflito de interesses que cerca a questão tornando a tarefa complexa
Abstract: This work examines, in a critical view, the proposal of medical formation of the College of Medical Sciences of the State University of Campinas - FCM/UNICAMP, from the conception, implementation and management of the curricular reform initiated in the year of 2001. The conceptions of education and health, which are based on the curricular re-formularization and its innovative potential in the paradigm of the medical formation, are analyzed here. To reach the objectives of the work methods such as the documentary analysis, intensive observation of pedagogical practices developed in the different sceneries of learning, interviews with managers, and a Likert instrument of perception applied to the pupils and professors of the course were used. From the qualitative analysis of the data, it was observed the difficulties of a curriculum change and its interference in the formation objectives, evaluation practices, construction of contents and methods, and the curricular organization of its own. The work calls attention for the importance of the involvement of the agents in the process for a consistent conceptual landmark construction and it detects the conflict of interests that surrounds the question, turning it into a complex task
Doutorado
Ensino, Avaliação e Formação de Professores
Doutor em Educação
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O'Neill, Mary Anna. "Promotion of nursing competence : evaluation of the use of a curricular innovation within a simulated learning environment." Thesis, Glasgow Caledonian University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395799.
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Vyn, Reuben. "Promoting curricular innovation through language performance assessment: leveraging AAPPL washback in a K-12 world languages program." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6872.
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Language assessments are increasingly being leveraged for the purposes of educational reform and accountability, yet relatively little is known about how teachers respond to their implementation or what impact they have on the learning outcomes of students. Drawing on theories of educational innovation, this mixed methods study explores the interplay between testing, teaching, and learning in an urban Midwestern K-12 world languages program. Specifically, it investigates the washback effect of the American Council on the Teaching of Foreign Languages (ACTFL) Assessment of Performance toward Proficiency in Languages (AAPPL), and the potential for its influence on teachers’ practices to complement strategic efforts to introduce and manage curricular innovation at the local level.
The study was divided into three distinct but complementary phases. In Phase 1, teachers (n=47) responded to an online survey addressing their background, instructional practices, and the potential influence of the AAPPL therein. In Phase 2, semi-structured interviews were conducted with a subset of teachers (n=12) in order to more richly describe their instructional and assessment-related practices. Finally, in Phase 3, AAPPL scores were obtained for all students (n=846) who took the assessment. Quantitative analyses predominantly involved the use of descriptive statistics to depict teachers’ practices and students’ performance on the AAPPL, as well as bivariate correlations to measure the relationship between the two. Qualitative analyses of interview data were aimed at identifying categories and themes leading to a rich description of teachers’ behaviors and activities in response to the AAPPL. In the final stages of analysis, both qualitative and quantitative data sources and analyses were synthesized in an attempt to develop a more nuanced understanding of the interplay between assessment, instruction, and learning.
Findings suggested a moderately positive washback effect of the AAPPL, which was manifested through individual and collective efforts to refine curricula and instruction with the goal of further enhancing students’ language performance and proficiency development. Key findings included teachers’ increased use of ACTFL’s core documents to guide their planning, and an adjustment to the amount of instructional time devoted to the four modalities (listening, reading, writing, and speaking). This evidence for positive washback of the AAPPL was observed among teachers across languages and levels, and extended beyond those immediately implicated in its administration. Furthermore, the strength and direction of the influence was mediated by the close link between testing and teaching, individual differences among teachers, and the collaborative approach to managing the innovation. Evidence connecting teachers’ practices with student outcomes on the AAPPL was diffuse, with bivariate correlations indicating a potential relationship between the use of target language and explicit grammar instruction and students’ composite scores.
This investigation has contributed to a greater understanding of how external language performance assessments may serve as a catalyst for refining and improving language teaching in K-12 contexts. Those seeking to promote the adoption of similar innovative practices should ensure that the assessment is aligned with the pedagogical goals of the curriculum and that their approach to introducing and managing change is responsive to the local context. While more research is needed in order to determine the potential influence of innovation on the learning outcomes of students (Green, 2013), world language programs should be encouraged to implement standards-based external assessments as a means by which to promote teachers’ adoption of proficiency-oriented instructional practices.
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Souza, Marcos Lopes de. "Atividade curricular de integração entre ensino, pesquisa e extensão (ACIEPE) : anseios, conjunturas e contornos de inovações curriculares em movimento." Universidade Federal de São Carlos, 2007. https://repositorio.ufscar.br/handle/ufscar/2191.
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Previous issue date: 2007-05-28This research describes and discusses about the conjuncture and the movements of the program so-called as Curricular Integration Activity between Teaching, Research and Outreach (ACIEPE) since its implantation in Sao Carlos Federal University from year 2002 up to 2006, analyzing in a focused way one of its proposals. During the investigation the information have been acquired by interviews with the Program s idealizers and executers, also by the Program s (ACIEPE) documents, questionnaires applied to the coordinators of the program proposals, the registries of one of the program s proposal meetings and by interviews realized with the participants of this experience. The ACIEPE Program had been created during a period in which UFSCar was trying to consolidate itself as a University based on the concepts of democratic participation, academic competence and Social commitment, a perspective that contested the neoliberal politics, which, has occupied a large area into University space. The implantation of the program occurred within a period in which UFSCar s graduation courses were passing through a curriculum reformulation process that began since the establishment of Brazilian Universities Institutional Valuation Program (PAIUB). Initially, the ACIEPE was incorporated to the courses s curriculum as an elective discipline, lately, within the curricular flexibilization, it happened to be a complementary curricular activity. Within the period comprehended between the years 2002-2006, 49 different proposals were done, some of them were re-offered, and now 107 classes can be counted in. New projects of ACIEPEs have been offered each semester (at least five), at the same time, new professors have adhered to different proposals of ACIEPEs demonstrating that the program have been recognized as an opportunity for curricular innovation. Because of the thematics that were chosen, the outreach guidelines, the external public and the methodological approaches, the ACIEPEs presented different faces, which made it different from traditional academic spaces. The proposals of ACIEPEs were consolidated as educative spaces; constituted especially by multidisciplinary teams, which involved learning and professors from distinct majors. In those spaces the formation offered to the graduation students could embrace things beyond the society of the knowledge, involving aspects like citizenship, social equality, environment sustainability, social cooperation, Human values and etc., increasing the student s knowledge experiences, which includes the interaction with different social groups. The practice of the inseparability between teaching, research and outreach at ACIEPEs occurred in a diffuse and incipient manner, overall, when it comes to the interlocution between university and External community. Focusing on one of the experiences of the ACIEPE program entitled as The comprehension about biological knowledge essence and its relationship with Science and biology on Basic Education it could have been evidenced that the ACIEPEs program s intentions were approximately reached, especially the ones related to the construction of a space that could give to the graduation students also professional education and citizenship, even, establishing a strong link between University and several social segments. At the same time, this ACIEPE, basing on its specific objectives and on the perspective of complexity, can be denominated, besides its own limitations, as a curricular innovation, based on the construction of dialogue spaces among the disciplines, whereas it made possible to the participants, especially, the biology teachers and the undergraduate level students of biological sciences course, to find a new significance for the nature of biological knowledge trough the articulation with Philosophy and sociology.
Esta pesquisa descreve e discute a conjuntura, os desenhos e os movimentos do Programa Atividade Curricular de Integração entre Ensino, Pesquisa e Extensão (ACIEPE) desde sua implantação, na Universidade Federal de São Carlos, no ano de 2002 até 2006, e analisa, de forma mais focalizada, uma de suas propostas. No percurso da investigação buscaram-se informações por meio de entrevistas com as pessoas idealizadoras e executoras do Programa; em documentos sobre o Programa ACIEPE; em questionários aplicados às(aos) coordenadoras(es) das propostas de ACIEPEs; em registros dos encontros de uma das propostas/experiências do Programa e em entrevistas realizadas com as pessoas participantes desta experiência. O Programa ACIEPE é engendrado num contexto em que a UFSCar procura se consolidar como uma universidade pautada na participação democrática, na competência acadêmica e no compromisso social; perspectiva essa que procura contestar as políticas neoliberais que vêm adentrando no espaço universitário. A implantação do Programa ocorre num momento em que os cursos de graduação da UFSCar estão em processo de reformulação curricular iniciado desde o Programa de Avaliação Institucional das Universidades Brasileiras (PAIUB). Inicialmente, a ACIEPE é incorporada aos currículos dos diferentes cursos enquanto disciplina eletiva, posteriormente, com a flexibilização curricular e, em virtude do próprio formato que ela vai tomando, passa a ser uma atividade curricular complementar. No período de 2002-2006 realizou-se 49 propostas diferentes de ACIEPEs e com a reoferta de algumas delas, se chega a 107 turmas. Novos projetos de ACIEPEs têm sido oferecidos a cada semestre (em média, cinco), ao mesmo tempo, novos(as) professores(as) vêm aderindo às diferentes propostas de ACIEPEs, demonstrando que a comunidade universitária tem reconhecido o Programa como espaço de inovação curricular. As ACIEPEs realizadas apresentaram uma diversidade de desenhos no que diz respeito às temáticas escolhidas; às linhas de extensão; ao público externo e às abordagens metodológicas, se diferenciando dos espaços acadêmicos tradicionais. As propostas de ACIEPEs se consolidaram como espaços educativos constituídos, em especial, por equipes multidisciplinares (envolvendo discentes e docentes de diversas áreas) visando a formação dos(as) graduandos(as) para além da sociedade do conhecimento, ao trabalhar com cidadania, eqüidade social, sustentabilidade ambiental, cooperação social, valores humanos etc. Ao mesmo tempo, ampliaram as vivências de aprendizagem dos(as) alunos(as), sobretudo no que se refere à interação com diferentes grupos sociais. A prática do princípio da indissociabilidade entre ensino, pesquisa e extensão nas ACIEPEs ocorreu de maneira difusa e ainda incipiente, sobretudo, no que se refere à interlocução entre a universidade e a comunidade externa. Focalizando uma das experiências do Programa ACIEPE intitulada A compreensão sobre a natureza do conhecimento biológico e sua relação com as aulas de Ciências e Biologia na Educação Básica , constatou-se que a mesma se aproximou das intenções projetadas pelo Programa ACIEPE, em especial, em relação à construção de um espaço de formação profissional e cidadã para os(as) graduandos(as) e o estabelecimento de um elo permanente entre a universidade e os diversos segmentos sociais. Ao mesmo tempo, pautando-se nos seus objetivos específicos e na perspectiva da Complexidade, esta ACIEPE se constituiu, apesar de algumas limitações, como uma inovação curricular pautada na construção de um espaço de diálogo disciplinar, na medida em que possibilitou aos(às) participantes, especialmente, às professoras de Biologia e aos licenciandos(as) do curso de Ciências Biológicas resignificarem a natureza do conhecimento biológico por intermédio da articulação com a Filosofia e a Sociologia.
Books on the topic "Curricular innovation"
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Markee, Numa. Managing curricular innovation. Cambridge [England]: Cambridge University Press, 1997.
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Amaro, Gertrudes. Curriculum Innovation in Portugal : the Área Escola, an arena for cross-curricular activities and curriculum development. Geneva: International Bureau of Education, 2000.
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Urevbu, Andrew O. Curriculum innovations in Africa: Successes and failures. [Benin City, Nigeria]: A.O. Urevbu, 1990.
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Asia-Pacific Symposium on Music Education Research (4th 2003 Hong Kong, China). Curriculum innovation in music. Edited by Yip Lai-Chi Rita, Leung Chi-Cheung, Lau Wai Tong, and Hong Kong Institute of Education. Dept. of Creative Arts. Hong Kong: Dept. of Creative Arts, Hong Kong Institute of Education, 2003.
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Paechter, Carrie. Crossing subject boundaries: The micropolitics of curriculum innovation. London: HMSO, 1995.
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1967-, Peters Jacqui, ed. Creative physical education: Integrating curriculum through innovative projects. Champaign, IL: Human Kinetics, 2012.
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Inc, ebrary, ed. Teaching and curriculum innovations. Bingley, UK: Emerald, 2009.
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Adeyemi, Martina A. Curriculum change and innovation: Impact on science curriculum projects. Ipaja, Lagos: Deutchetz Publishers, 1995.
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Jack, Sanger, ed. Inside information: Evaluating a curriculum innovation. [Norwich, U.K: University of East Anglia Centre for Applied Research in Education], 1985.
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Law, Edmond Hau-Fai, and Chenzhi Li, eds. Curriculum Innovations in Changing Societies. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-359-1.
Full textBook chapters on the topic "Curricular innovation"
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Rogers, Katrina S. "Curricular Innovation for Sustainability." In Encyclopedia of Sustainability in Higher Education, 1–6. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63951-2_9-1.
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Rogers, Katrina S. "Curricular Innovation for Sustainability." In Encyclopedia of Sustainability in Higher Education, 362–67. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_9.
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Pietrocola, Maurício. "Curricular Innovation and Didactic-Pedagogical Risk Management." In Crossing the Border of the Traditional Science Curriculum, 1–21. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-041-7_1.
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Cohen, Steve, Bárbara González-Arévalo, and Melanie Pivarski. "A Departmental Change: Professional Development Through Curricular Innovation." In Association for Women in Mathematics Series, 213–26. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44950-0_15.
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Sampaio, Alcínia Z. "Proposal of Curricular Program to Introduce BIM in a Civil Engineering School." In Innovation, Engineering and Entrepreneurship, 1131–37. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91334-6_156.
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Looi, Chee-Kit, Daner Sun, Longkai Wu, and Xiaoxuan Ye. "Seeding a Curricular Innovation from One School to Five Schools: A Case Study from Singapore." In Education Innovation Series, 151–78. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-537-2_8.
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Pană, Andra-Dina. "Practicalities of a Cross-curricular Approach of Environmental Education." In Environment and Innovation Strategies to Promote Growth and Sustainability, 50–65. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003136712-4.
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Lawall, Ivani T., and Maurício Pietrocola. "Curricular Innovation in Modern and Contemporary Physics in Ongoing Training Courses." In Crossing the Border of the Traditional Science Curriculum, 143–62. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-041-7_9.
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Leonidas, Cerda Díaz, Rodríguez Carolina, Cerda Díaz Eduardo, Olivares Giovanni, and Antúnez Marcela. "Ergonomics Intervention Project in Undergraduate Physical Therapy Program. A Curricular Innovation Approach." In Advances in Intelligent Systems and Computing, 553–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96098-2_68.
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Lagos, Ema. "Chile: The Challenge of Providing Relevant Information from ILSA Studies for the Improvement of Educational Quality." In Improving a Country’s Education, 49–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_3.
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AbstractChile has a consolidated culture of evaluation in its educational system because, for more than three decades, first the Ministry of Education and currently the National Agency for Educational Quality have implemented national census tests every year to monitor the established curricula’ learning. International Large-scale Students Assessment (ILSA) studies have substantially contributed to this monitoring since the late 1990s. Both, the definition of the disciplines and domains evaluated and the results obtained, have motivated curricular reforms to adapt what is taught to children and young people to prepare them for a globalized world, with a strong presence of information and communication technology. The Chilean students’ results have impacted the system, especially by highlighting its weaknesses, related to little improvement over decades, differences in learning achieved by different groups of students, and performance below than expected in the most economically and culturally advantaged sectors. To accomplish these challenges, the system has changed its organization and developed diverse strategies. Data provided by ILSA studies have been used to promote policies and programs for the improvement and strengthening of the most vulnerable groups and a general approach that promotes gender equality in education, politics, and labor. ILSA studies have also been a reference for innovation in educational assessments, allowing the country to evaluate and explore innovative learning areas such as digital and financial competences.
Conference papers on the topic "Curricular innovation"
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Siddique, Zahed, Patricia Hardre´, Amy Bradshaw, Mrinal Saha, and Farrokh Mistree. "Fostering Innovation Through Experiential Learning." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28892.
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Globalization has put engineering education and the profession at a challenging crossroad. The impact of rapid technological innovations on modern societies has been amplified by the globalization of the economy. The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on the research and development of instructional activities that address the engineering competencies related to innovation. Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. The University of Oklahoma’s Formula SAE (Society of Automotive Engineers) Racing team is highly ranked in the U.S. and world. We are in the early stages of designing, implementing, and testing a four course curriculum, around the FSAE race car, that fosters meaningful learning, innovation, systems level thinking, and the attainment of career-sustaining skills as a result of authentic experiences. We plan to identify the activity features that match with the theoretical frameworks of innovation, match them to the professional competencies, translate the events from extracurricular to curricular activities, and assess their effects on student learning and development in four technical courses our curriculum. With a view to stimulating discussion, in this paper, we highlight some of the salient features of our plan and some issues that warrant further investigation.
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Galloway, Nicola. "GLOBAL ENGLISHES LANGUAGE TEACHING AND CURRICULAR INNOVATION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2711.
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Richard, R., E. Davis, M. P. Bergman, K. B. Enfield, and D. S. Barry. "Flipping for Fellows: Curricular Innovation in Fellowship Education." In American Thoracic Society 2019 International Conference, May 17-22, 2019 - Dallas, TX. American Thoracic Society, 2019. http://dx.doi.org/10.1164/ajrccm-conference.2019.199.1_meetingabstracts.a4786.
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Ling, Thong Chee, Yusmadi Yah Jusoh, Rusli Abdullah, and Nor Hayati Alwi. "A Guidance Model for Software Engineering Curricular Design." In 3rd Computer Science Education: Innovation & Technology. Global Science Technology Forum, 2012. http://dx.doi.org/10.5176/2251-2195_cseit12.15.
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Burge, Janet E., and Paul V. Anderson. "Improving Communication Skills of SE Students through Curricular Innovation." In 2009 22nd Conference on Software Engineering Education and Training. IEEE, 2009. http://dx.doi.org/10.1109/cseet.2009.63.
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Stange, Melissa, Cindy S. Tucker, Cara Tang, Christian Servin, and Markus Geissler. "Pre-Bachelor's Curricular Guidance For Cybersecurity Programs." In ITiCSE '20: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3341525.3393973.
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Stange, Melissa, Cara Tang, Christian Servin, Cindy Tucker, and Markus Geissler. "Shaping Curricular Guidelines for Associate-Degree Cybersecurity Programs." In ITiCSE '19: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3304221.3325568.
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Tang, Cara, Elizabeth K. Hawthorne, and Cindy S. Tucker. "ACM Undergraduate Curricular Guidance in Computer Science." In ITiCSE '16: Innovation and Technology in Computer Science Education Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2899415.2925480.
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Shea, Robert, and Rhonda Joy. "CAREER INTEGRATED LEARNING: A CURRICULAR REFORM FOR HIGHER EDUCATION." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0436.
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Impagliazzo, John, Ernesto Cuadros-Vargas, Gonzalo Begazo Escobedo, Juan José Miranda del Solar, Mihaela Sabin, and Barbara Viola. "Latin American Perspectives and the IT2017 Curricular Guidelines." In ITiCSE '16: Innovation and Technology in Computer Science Education Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2899415.2899419.
Full textReports on the topic "Curricular innovation"
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Willey, Debra A. Innovative Problem Solving in USAF Officer PME Curriculum. Fort Belvoir, VA: Defense Technical Information Center, April 2002. http://dx.doi.org/10.21236/ada407136.
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Tucker Blackmon, Angelicque. iNoVATE Expansion Project Summative External Evaluation Report. Innovative Learning Center, LLC, September 2020. http://dx.doi.org/10.52012/ukxb1595.
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Lim, Chae-Mi. Not by making things better but by playing the game differently: Business Models Innovation course for fashion curriculum. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-279.
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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.
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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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Wilkerson, Julius. The Effects of an Innovative Curriculum on the Attitudes of "Educationally Disadvantaged" Freshman College Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2384.
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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Critical Thinking. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003743.
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AUTHORVincent-Lancrin, StéphanDATEOct 2021DOWNLOAD:English (63 downloads)DOIhttp://dx.doi.org/10.18235/0003743Critical thinking has become key to the skill set that people should develop not only to have better prospects in the labor market, but also a better personal and civic life. This brief shows how policymakers and teachers can help students develop their critical thinking skills. First, this brief defines critical thinking skills. Then, the brief shows how the concept can be translated into teacher-friendly rubrics to support them to design or redesign better lessons but also to assess their students. Lastly, the brief highlights 10 concrete steps for policymakers, school principals, and teachers to better prepare students for the future with critical thinking skills and improve the quality of their education. While applied to the fostering and assessing of students critical thinking skills, those 10 steps can be generalized to the implementation of other forms of educational innovation, notably competency-based curricula.
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Gurung, M. B., Uma Pratap, N. C. T. D. Shrestha, H. K. Sharma, N. Islam, and N. B. Tamang. Beekeeping Training for Farmers in Afghanistan: Resource Manual for Trainers [in Urdu]. International Centre for Integrated Mountain Development (ICIMOD), 2012. http://dx.doi.org/10.53055/icimod.564.
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Beekeeping contributes to rural development by supporting agricultural production through pollination and by providing honey, wax, and other products for home use and sale. It offers a good way for resource-poor farmers in the Hindu Kush Himalayas to obtain income, as it requires only a small start-up investment, can be carried out in a small space close to the home, and generally yields profits within a year of operation. A modern approach to bee management, using frame hives and focusing on high quality, will help farmers benefit most fully from beekeeping. This manual is designed to help provide beekeepers with the up-to-date training they need. It presents an inclusive curriculum developed through ICIMOD’s work with partner organizations in Bangladesh, Bhutan, India, and Nepal, supported by the Austrian Development Agency. A wide range of stakeholders – trainers, trainees, government and non-governmental organizations (NGOs), associations and federations, and private entrepreneurs – were engaged in the identification of curriculum needs and in development and testing of the curriculum. The manual covers the full range of beekeeping-related topics, including the use of bees for crop pollination; production of honey, wax and other hive products; honey quality standards; and using value chain and market management to increase beekeepers’ benefits. It also includes emerging issues and innovations regarding such subjects as indigenous honeybees, gender and equity, integrated pest management, and bee-related policy. The focus is on participatory hands-on training, with clear explanations in simple language and many illustrations. The manual provides a basic resource for trainers and field extension workers in government and NGOs, universities, vocational training institutes, and private sector organizations, and for local trainers in beekeeping groups, beekeeping resource centres, cooperatives, and associations, for use in training Himalayan farmers. Individual ICIMOD regional member countries are planning local language editions adapted for their countries’ specific conditions.
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Krishnaswami, Hariharan. DISTINCT: Diversity in Solar Talent Through INnovative Curriculum and Training: An Integrated Research and Education Approach towards Creating Diversity and Advancing Utility-Scale Solar Technology. Office of Scientific and Technical Information (OSTI), February 2018. http://dx.doi.org/10.2172/1419422.
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Can an Engineering Competition Catalyze Curriculum Innovation? Purdue University, August 2018. http://dx.doi.org/10.5703/1288284316854.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.