Academic literature on the topic 'Lecturer Collaboration'

The implementation of the MBKM curriculum causes adjustments to all learning activities on campus, especially in the process of planning, implementing and evaluating lectures. The independent learning curriculum, which has been implemented since 2022, requires lecturers as teaching staff to be able to present meaningful learning. In order to achieve this goal, there needs to be collaboration between lecturers to design lecture instruments. It is expected that LSLC can enhance cooperation or collaboration among lecturers in designing more meaningful learning experiences. This aligns with the MBKM policy, which emphasizes the development of 21st-century skills and experiential-based learning. In fact, in the Tadris Mathematics study program, collaboration between lecturers in this process does not yet appear consistent and sustainable. The novelty offered by the researcher is the integration of the Lesson Study Learning Community (LSLC) approach with the Merdeka Belajar-Kampus Merdeka (MBKM) Curriculum, which has not been widely explored in higher education institutions before. This research aims to describe the process of collegiality between lecturers who teach mathematics learning media courses through the Lesson Study Learning Community. This research is a qualitative descriptive study using observation sheets, collegiality questionnaires and interview guides. The findings in this research, through LSLC activities, lecturers who teach mathematics learning media courses carry out their duties as teachers in collaboration. First, the lecturer team prepares lecture instruments together. Second, the implementation of lectures by the lecturer team formed in LSLC carries out lectures in accordance with the LSLC stages, where there are lecturers who act as model lecturers and other lecturers act as observer lecturers. Then finally, at the reflection stage, the model lecturer receives input from colleagues who are observer lecturers so that the quality of the lectures increases. Based on the results of questionnaires and interviews with the lecturer team, it shows that the lecture process is more effectively carried out in collaboration, and this indicates that collegiality is built through LSLC activities. Penerapan kurikulum MBKM menyebabkan adanya penyesuaian-penyesuaian pada seluruh aktifitas pembelajaran di kampus terutama pada proses perencanaan, pelaksanaan, dan evaluasi perkuliahan. Kurikulum merdeka belajar menuntut dosen mampu menyajikan pembelajaran yang bermakna. Agar tercapainya tujuan tersebut perlu adanya kolaborasi antara dosen untuk merancang instrumen perkuliahan. Dimana diharapkan LSLC dapat meningkatkan kerja sama atau kolaborasi di antara dosen dalam merancang pembelajaran yang lebih bermakna. Hal ini relevan dengan kebijakan MBKM yang menekankan pengembangan keterampilan abad ke-21 dan pembelajaran berbasis pengalaman. Faktanya pada program studi Tadris Matematika, proses kolaborasi antar dosen dalam proses tersebut belum konsisten dan berkelanjutan. Kebaruan yang peneliti tawarkan adalah mengintegrasi pendekatan Lesson Study Learning Community (LSLC) dengan Kurikulum Merdeka Belajar-Kampus Merdeka (MBKM), yang belum banyak dieksplorasi pada perguruan tinggi sebelumnya. Penelitian ini bertujuan mendeskripsikan proses kolegalitas antar dosen pengampu mata kuliah media pembelajaran matematika melalui Lesson Study Learning Comunity. Penilitian ini merupakan penelitian deskriptif kualitatif dengan istrumen lembar observasi, kuesioner kolegalitas, dan pedoman wawancara. Temuan pada penelitian ini, melalui kegiatan LSLC para dosen pengampu mata kuliah media pembelajaran matematika menjalan tugas sebagai pengajar secara berkolaborasi. Pertama, tim dosen menyusun instrumen perkuliahan bersama-sama. Kedua, pelaksanaan perkuliahan tim dosen yang terbentuk dalam LSLC ini menjalankan perkuliahan sesuai dengan tahapan LSLC, dimana ada dosen yang berperan sebagai dosen model dan dosen yang lainnya bertindak sebagai dosen observer. Kemudian terakhir pada tahapan refleksi dosen model menerima masukan dari rekan-rekan yang menjadi dosen observer sehingga kualitas perkuliahan semakin meningkat. Berdasarkan hasil kuesioner dan wawancara para tim dosen ini menunjukan bahwa proses perkuliahan lebih efektif dilaksanakan secara berkolaborasi, dan ini menandakan terbangun kolegalitasnya melalui kegiatan LSLC.

IMPROVING LEARNING PROCESSES THROUGH ONLINE LECTURE TRAINING FOR LECTURERS. The development of information and communication technology sophistication is undeniable. One form of technological development is the Internet. With the Internet, we can receive and access information in various formats from all corners of the world. The presence of the Internet provides convenience in the world of education as a learning medium. Based on these conditions, online lecture training is conducted with the aim of improving the learning process during lectures. The training was conducted with the Google classroom application introduction material. The results obtained during the training showed very high lecturer enthusiasm. Training makes lecturers have the ability to better manage lecture materials, can arrange quiz schedules or assignments regularly every week, the ability of lecturers in interpersonal communication also increases with class collaboration.

Institutions of higher education do not only act as media for the educational process but must also become learning organizations. Various learning support facilities are widely available in this age of technology. One means that can be used is the Internet. The internet is a useful tool for accessing information in various formats from all over the world. The internet provides convenience in the world of education as a learning medium. Based on these conditions, online lecture training is conducted with the aim of improving the learning process during lectures. The training is carried out with Google classroom application material and the creation of learning video content. Using Google classroom can give students access to online learning. The training is carried out by direct practice using each lecturer's notebook. The results obtained during the training showed very high lecturer enthusiasm. The training makes the lecturers have the ability to better manage the lecture material, the skills of lecturers also increase by doing the practice directly. The ability of lecturers in interpersonal communication also increases with class collaboration. Through training can make changes in cognitive abilities, motor skills, values ??of affection, emotional values, and spiritual values.

Purpose: Quality higher education will be realized if it has practiced the values of the Tridharma of Higher Education. This study aims to analyze the lecturer's factors related to the achievement of the three pillars of higher education. Methods: This study used a cross-sectional with a population and sample of all permanent lecturers in six Health Higher Education Institutions in Medan City, North Sumatra Province, Indonesia which were selected purposively (N=121). Data were collected using a questionnaire and analyzed using the chi-square statistical test. Results: There is a significant relationship between commitment (p-value 0.013), continuous improvement (p-value 0.032), innovation (p-value 0.037), collaboration (p-value 0.036), and technology (p-value 0.030) with the achievement of the three pillars of higher education. Recomendations: This research provides a foundation for the development of higher education quality through the development of the quality of lecturers by improving lecturer commitment, continuous improvement, innovation, collaboration, and technology. Keywords: achievement; lecturer; higher education; three pillars; quality of lecturer

This international community service program aims to enhance the academic capacity of lecturers through collaboration with universities in Malaysia. The program is designed to address the issue of lecturer quality by leveraging the exchange of knowledge and innovative teaching methods. The implementation method includes establishing a baseline, analyzing needs, conducting workshops, evaluating results, developing sustainable solutions, and the role of contributions from related parties. This article highlights the importance of international collaboration in higher education and its contribution to the development of lecturer capacity and the improvement of educational quality. Through this program, an increase in lecturer competence is expected, which in turn can strengthen the bilateral relations between Indonesia and Malaysia in the higher education sector learning.

This paper reports on developments in teaching and learning for first year employment relations students at the University of Wollongong based on creating conditions of learning informed by Vygotsky’s ‘zone of proximal development’ theory. Essentially, this meant emphasising collaborative learning (group work) in the lecture theatre and in assessment tasks to provide opportunities for students to ‘learn the language’ of employment relations. The paper also considers collaboration between an employment relations discipline lecturer and an learning development discipline lecturer that helped identify the objectives for teaching and learning (the desired attributes of a Wollongong Graduate, ethical concerns about how students’ may affect one another in group work, and developing knowledge and skills to equip students to be effective in employment relations practice) within a particular task environment (characterised by an organisational imperative to ‘do more with less’, and students’ beliefs that lectures have the purpose of didactic information delivery) simultaneously with teaching. This paper offers readers a case study of the application of a teaching and learning theory that may stimulate reflection on their practice.

This study elicits the perspectives of university students and lecturers at the School of Accounting, Faculty of Economic and Business, Universitas Negeri Padang (UNP), regarding a visiting lecturer from the Faculty of Accountancy, Universiti Teknologi MARA, Malaysia. This is achieved by exploring their views on integrating international academic practices, their impact on student engagement, and potential collaborative opportunities in research and consultation. A mixed-methods approach was employed, combining focus groups and surveys to capture the experiences and perceptions of students and lecturers regarding the visiting academics during their two-week visit—the research sample comprised university students and lecturers who interacted with the visiting lecturer during this period. The findings indicate that students displayed increased enthusiasm and participation in classes conducted by the visiting lecturer. Both students and lecturers appreciated the cultural exchange, acknowledging its role in enriching the learning environment with diverse perspectives. However, challenges such as language barriers and cultural adaptation were observed, though these were mitigated through support and effective communication. The study stresses the need for structured support systems and improved integration approaches to enhance the effectiveness of visiting lecturer programs. Limitations include the short duration of the visit and the sample size, which may affect the generalizability of findings. This research contributes to the discourse on international academic collaboration by providing insights into improving visiting lecturer programs. It highlights the importance of fostering international academic partnerships to improve educational quality and cross-cultural engagement.

The final project is the last stage of the students to complete the lecture. In accordance with academic rules at Telkom University allow final project work done in groups. This is to improve results more complex than the results of the final project obtained individually. But there are problems faced by students and lecturers who join the final project team, which is how to work on the final project together and monitoring the progress of each student in the team. This is due to differences in location and time in work. On the lecturer, side finds constraints that are how to be able to monitor the progress of each team member in detail. In this paper proposed a solution to overcome the problem is to apply for collaborative information technology support. The collaborative method used the Kanban's method, where each work will be divided into small parts that can be done together. Application for Final Project Collaboration and Management in School of Applied Science Telkom University was developed with Software Development Life Cycle (SDLC) Prototype method using PHP programming scripts and MySQL database. This application will manage the final project, especially in groups, facilitating the final project team to define all parts of the work of each team member who can collaborate with each other and communicate in each job. Lecturers as project supervisors can participate in collaborations and discussions in every work.

Abstract: The lecture is still the primary teaching and learning form in university and will remain so due to its cost effectiveness. However, student disengagement caused by the traditional didactic style of lecture - with its one-way information flow allowing little or no interaction - prevents students from taking full advantage of this learning paradigm. Some work has been done to address this issue by re-designing lectures to incorporate more lecturer-and student interaction, but has yet to be widely adopted. In this paper, we present a novel approach to applying a student centered collaborative learning pedagogy into the lecture environment through a novel real-time collaborative notes sharing application Group Notes on Smartphones to let students voluntarily engage themselves by means of student-to-student interaction and also with the faculty members. Preliminary student feedback has shown that the approach is pedagogically and technically feasible and students are quite open to this approach due to its learning-sharing factor and peer motivation. Keywords: Android, IOS, Dart - Flutter, encryption, collaboration, Smartphones, education.

This research aims to explore the use of Generative Artificial Intelligence (AI) in lectures, examine the changes in learning culture and its impacts, and provide recommendations for optimizing the integration of Generative AI for students of Islamic Communication and Broadcasting at UIN Antasari Banjarmasin. The study involves lecturers and students as research subjects. Data collection techniques include in-depth interviews and documentation. The findings have revealed that students’ use of Generative AI for completing academic assignments has led to significant changes in lecture culture and dynamics. Students have become more active in asking questions and engaging in discussions. However, the use of Generative AI also presents various challenges and negative impacts, such as a decline in literacy skills and critical thinking. Therefore, it is crucial to provide lecturer guidance and mentorship, training on AI utilization, and policies that encourage collaboration between traditional and modern learning approaches.

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Normal"<br>mso-tstyle-rowband-size:0<br>mso-tstyle-colband-size:0<br>mso-style-noshow:yes<br>mso-style-priority:99<br>mso-style-parent:""<br>mso-padding-alt:0cm 5.4pt 0cm 5.4pt<br>mso-para-margin-top:0cm<br>mso-para-margin-right:0cm<br>mso-para-margin-bottom:10.0pt<br>mso-para-margin-left:0cm<br>line-height:115%<br>mso-pagination:widow-orphan<br>font-size:11.0pt<br>font-family:"Calibri","sans-serif"<br>mso-ascii-font-family:Calibri<br>mso-ascii-theme-font:minor-latin<br>mso-hansi-font-family:Calibri<br>mso-hansi-theme-font:minor-latin<br>mso-bidi-font-family:"Times New Roman"<br>mso-bidi-theme-font:minor-bidi<br>mso-fareast-language:EN-US<br>} </style> <![endif]--></p> <p class="MsoNormal">This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate studentsʹ curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the studentsʹ abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program.</p>

La thèse interroge conjointement les effets de situations d’échanges sur des forums et des blogs sur la formation de jeunes lecteurs de textes littéraires et les conditions qui favorisent ou limitent ces effets. Cette problématique générale possède deux versants complémentaires :- un questionnement portant sur les compétences de lecture manifestées dans les pratiques sociales d’échanges entre lecteurs mais ordinairement ignorées par L’École ;- une interrogation sur l’entretien d’une réflexion sur les lectures et les textes par des enseignements associant le travail en ligne et en face-à-face.Pour répondre à ces questions, nous étudions un forum non scolaire d’adolescents lecteurs ainsi que différents dispositifs d’enseignement hybrides, conçus et mis en œuvre par 10 professeurs du secondaire exerçant en Île-de-France dans des établissements sociologiquement variés.La thèse poursuit trois objectifs solidaires, selon une approche ethnométhodologique attentive au contexte social et didactique propre à chaque cas étudié. Il s’agit de préciser les processus par lesquels le lecteur conduit une lecture imaginairement et émotionnellement impliquée, de distinguer les spécificités des différents usages de forums et de blogs de lecteur et de comprendre ce qui, dans ces situations, entretient ou inhibe le travail interprétatif.Nous proposons en premier lieu un modèle théorique d’intelligibilité des productions recueillies En deuxième lieu, nous analysons les échanges du forum des adolescents lecteurs pour en distinguer les spécificités et mieux comprendre la transposition scolaire des pratiques sociales. En troisième lieu, nous évaluons les effets des divers usages scolaires de forums et de blogs de lecteurs sur le travail interprétatif.Trois hypothèses ont été examinées. La première conjecture l’expression de compétences de lecture interprétative inconnues ou inaperçues en contexte scolaire sur le forum non scolaire d’adolescents lecteurs. La deuxième hypothèse attend l’entretien d’un travail de lecture impliquée et critique sur les espaces numériques. La troisième hypothèse prévoit des relances réflexives lors des retours en face-à-face sur des écrits asynchrones. Les atouts et les limites des situations étudiées conduisent à avancer des propositions pour l’enseignement et pour la formation des professeurs<br>The dissertation investigates both the effects of the idea and knowledge sharing forums and blogs, which foster the formation process of young readers’ literary competence, and the conditions which favor or limit these effects. This general problem has two complementary sides:- the existence of questioning about the reading skills manifested in social practices of the idea exchanging among readers but usually ignored to be implemented;- a question on skill maintenance through the reflection of the read texts by combining online work and face-to-face.To be able to form a sound opinion around these questions, we are examining a non-academic forum of teenagers as well as various hybrid teaching devices, designed and implemented by 10 high school teachers based in Île-de-France in socially varied institutions.The dissertation, taking into account the ethnomethodological approach that carefully examines the social and didactic contexts specific to each studied case, pursues three interdependent objectives. It is a question of specifying the processes by which the reader conducts an imaginarily and emotionally involved reading to distinguish the specifications of the different uses of the forums and reader blogs and to find out what maintains or inhibits the interpretative work under certain circumstances.We first propose a theoretical model of intelligibility of the output collected. Secondly, we analyze teenage readers’ idea exchanging forum to distinguish the specifications of this field and thus contributes to a better understanding of the transposition of social practices at school. Thirdly, we evaluate the effects of various school uses of forums and reader blogs on interpretive work.Three hypotheses were examined in the dissertation. On the non-academic forum of adolescent readers, we conjectured the expression of interpretative reading skills unknown or unnoticed in school context. Concerning hybrid teaching practices, on one hand we have been waiting for the maintenance of the involved and critical reading work in the digital spaces and on the other hand, in face-to-face feedbacks and on asynchronous writings. The strengths and limitations of the studied situations lead to recomendations for the implementation of hybrid approach and hereby for the training of teachers

La thèse se propose de documenter les domaines du développement de la compréhension écrite en L2 chez des publics de non-spécialistes et de l’intégration des technologies de l’information et de la communication pour l’enseignement en contexte vénézuélien. Pour ce faire, la recherche s’appuie sur la conception, la mise en œuvre et l’analyse de deux dispositifs d’apprentissage de l’anglais comme langue étrangère, distanciels, intégrant des outils collaboratifs dans le contexte de la faculté d’ingénierie de l’université de Carabobo au Vénézuéla. Ces deux dispositifs permettent le recueil de données de recherche et de données écologiques, qui sont structurées en corpus puis traitées. A partir de ces données hétérogènes, sont étudiés particulièrement les processus de collaboration entre élèves-ingénieurs dans des tâches de lecture en anglais L2, le développement des compétences en compréhension écrite et l’utilisation des dispositifs électroniques mobiles pendant ces tâches collaboratives<br>This thesis proposes to document the fields of the development of the writing comprehension in L2 among non-specialist publics and the integration of the information and communication technologies for the teaching in Venezuelan context. In order to do this, this research is based on the design, implementation and analysis of two devices of learning English as a foreign language, distant, integrating collaborative tools in the context of the faculty of engineering of the University of Carabobo in Venezuela. These two devices allow the collection of researching data and ecological data, which are structured in corpus and then processed. From these heterogeneous data, the collaborative processes between student-engineers in L2 reading tasks, the development of written comprehension skills and the use of mobile electronic devices during these collaborative tasks

<p> <b>Background.</b> Nurse educators are challenged with a new generation of students referred to as the Millennial generation. These millennial students, who have different learning style preferences, are testing the traditional pedagogical methods of nurse educators such as lecture. The social nature of millennial students coincides with the social constructivism theory that students learn in groups. </p><p> <b>Purpose.</b> The purpose of this quasi-experimental study was to examine if there was an improved retention of knowledge in millennial students who were taught by collaborative learning strategies rather than the traditional lecture method in an associate degree nursing program. Additionally, the study examined if learning by the students' preferred learning style resulted in a higher level of achievement on a comprehensive standardized examination versus learning by a nonpreferred style. </p><p> <b>Theoretical Framework.</b> The theoretical framework for this study was founded on the social constructivism theory suggesting students build knowledge through social group interactions. </p><p> <b>Methods.</b> The quasi-experimental study was conducted at an associate degree program in the Midwest. The nonprobability purposive sampling was utilized to examine the means of a comprehensive standardized examination and a learning styles preference assessment. </p><p> <b>Results.</b> The statistical analysis utilizing the analysis of covariance did not produce statistically significant findings in the differences in the comprehensive standardized examination score means between the students taught by the lecture method and students taught by the collaborative method when controlled for the cumulative grade point average. Additionally, the study did not find statistically significant differences in mean comprehensive standardized examination scores when taught by the students' preferred learning style versus being taught by their nonpreferred style. </p><p> <b>Conclusions.</b> Although not significant, the study did find students who were taught by the collaborative method had higher scores than those who were taught by the lecture method. In addition, learning styles preferences were not significant in determining academic success. The implications of the study are significant to nursing education by highlighting the importance of using collaborative activities and multiple teaching modalities.</p>

Nurse educators are challenged with a new generation of students referred to as the Millennial generation. These millennial students, who have different learning style preferences, are testing the traditional pedagogical methods of nurse educators such as lecture. The social nature of millennial students coincides with the social constructivism theory that students learn in groups. The purpose of this quasi-experimental study was to examine if there was an improved retention of knowledge in millennial students who were taught by collaborative learning strategies rather than the traditional lecture method in an associate degree nursing program. Additionally, the study examined if learning by the students' preferred learning style resulted in a higher level of achievement on a comprehensive standardized examination versus learning by a nonpreferred style. The theoretical framework for this study was founded on the social constructivism theory suggesting students build knowledge through social group interactions. The quasi-experimental study was conducted at an associate degree program in the Midwest. The nonprobability purposive sampling was utilized to examine the means of a comprehensive standardized examination and a learning styles preference assessment. The statistical analysis utilizing the analysis of covariance did not produce statistically significant findings in the differences in the comprehensive standardized examination score means between the students taught by the lecture method and students taught by the collaborative method when controlled for the cumulative grade point average. Additionally, the study did not find statistically significant differences in mean comprehensive standardized examination scores when taught by the students' preferred learning style versus being taught by their nonpreferred style. Although not significant, the study did find students who were taught by the collaborative method had higher scores than those who were taught by the lecture method. In addition, learning styles preferences were not significant in determining academic success. The implications of the study are significant to nursing education by highlighting the importance of using collaborative activities and multiple teaching modalities.

Thèse (Ph. D.)--Université de Montréal, 2003.<br>"NQ-82707." "Thèse présentée à la faculté des études supérieures en vue de l'obtention du grade de philosophiae doctor en sciences de l'éducation, option didactique." Version électronique également disponible sur Internet.

Dans cette thèse, nous proposons une nouvelle grille de lecture de la position des distributeurs B to B dans leur réseau de relations. A partir d’une étude de cas approfondie sur les distributeurs de matériel électrique français, nous montrons que la position des distributeurs B to B dans leur réseau constitue une ressource essentielle pour l’ensemble des acteurs du réseau. Les distributeurs de matériel électriques disposent en effet de ressources et de rôles spécifiques, qui leur permettent de jouer un rôle institutionnel important. En analysant les arrangements institutionnels (Vargo et Lusch, 2016) à l’œuvre dans le réseau de la distribution de matériel électrique, nous montrons que les distributeurs de matériel électrique sont aujourd’hui en position d’orchestrer les relations au sein de leur réseau, et d’aligner les acteurs de ce réseau autour d’un intérêt commun, l’amélioration de la performance globale par la satisfaction des clients finaux. En ce sens, nous proposons de considérer les distributeurs de matériel électrique comme des Network Stewards, des orchestrateurs de relations collaboratives au sein de leur réseau<br>This dissertation provides a new understanding of the position of B to B distributors within their network of relationships. Thanks to an in-depth case study in the French distribution network of electrical equipment (EE), we highlight the position of distributors as a key resource to every actor of the electrical equipment sector. B to B distributors of electrical equipment have indeed specific resources that enable them to play their own roles. To distributors those resources are also a keystone to develop their institutional role within the network.In line with Vargo and Lusch (2016) we analyze the institutional arrangements that exist in the French EE distribution network. Thanks to them distributors have the position to orchestrate the relationships among their network. They can namely align the different actors of the network along a common interest, i.e the improved performance of the whole network through the satisfaction of end-users. That’s the reason why we propose to consider EE distributors as Network Stewards, who orchestrate the relationships in their network in a collaborative way

Cette thèse fait état d’une recherche-action menée entre 2014 et 2018 à l’Institut d’Étude Politiques de Lyon (IEP), autour de l’analyse des difficultés rencontrées par les étudiants internationaux dans l’activité de prise de notes en cours magistral.A partir des besoins constatés sur le terrain, nous avons implémenté un dispositif collaboratif de prise de notes, baptisé Unipad, au sein des amphithéâtres de l’IEP. Unipad est basé sur un modèle de collaboration reliant des étudiants allophones et francophones autour de l’usage synchrone d’un pad (éditeur de texte partagé). Il vise à repenser les pratiques individuelles deprise de notes et la manière d’accompagner les étudiants allophones en cursus disciplinaire. Notre enquête met en regard la situation précédent Unipad (phase 1) et celle lui succédant (phase 2). Les résultats font état des potentialités du dispositif au regard des difficultés de départ, d’un point de vue académique (richesse et qualité des PDN grâce à une dynamique coopérative et des stratégies de réception différenciées) et socioaffectif (entraide, reconnaissance, empathie et émergence d’un sentiment de communauté). La mise en œuvre de cet accompagnement technopédagogique au cœur des cours magistraux vise à répondre à des besoins encore difficilement pris en charge par la didactique du Français Langue Étrangère, et à contribuer aux réflexions menées dans le champ Français sur Objectif Universitaire autour de l’accompagnement et l’intégration des étudiants internationaux de l’enseignement supérieur francophone<br>This thesis details a research project conducted between 2014 and 2018 at the Institut d’Études Politiques de Lyon (IEP), concerning the analysis of note taking difficulties encountered by international students during lectures. From requirements observed in the field, we implemented the use of a collaborative note-taking device, called a Unipad, within IEP classrooms. Based on a cooperative model connecting international and francophone students around the synchronous use of a pad (with shared text editor), this device aims to rethink individual note-taking practices and the means by which international students follow their course of study. Our research compares the situation before (Phase 1) and after (Phase 2) use of the Unipad. The results show the potential of the system with regards to initial difficulties, an academic point of view (wealth and quality of notes owing to a cooperative dynamic, differentiated reception strategies) and from a socio-emotional perspective (mutualaid, recognition, empathy and the emergence of a sense of community).The implementation of this tech teaching aid in lectures aims to meet needs which are still misunderstood within the French as a Foreign Language sector of education, and contribute to the observations made in the French for Academic Pursposes field, concerning the accompaniment and integration of international students in French higher education

Today’s university lecturers are faced with the challenge of educating students to see beyond the limits of their own discipline and to come up with innovative solutions to societal challenges. Many lecturers would like to put more emphasis on teaching students how to integrate diverse forms of knowledge, work together in teams, critically reflect and become self-regulated learners. These lecturers are breaking down the silos of scientific disciplines as well as the barriers between academia and society and responding to the changing role of universities in society. Just as teaching and learning are ready for change, so is assessment. In this book, we call for an assessment strategy with a greater emphasis on assessment for and assessment as learning, with a focus on giving powerful feedback and the use of authentic assessment tasks as well as alignment with the intended learning outcomes and your pedagogical beliefs. If you are looking for ways to assess integration, collaboration, reflection, and critical thinking rather than only assessing the acquisition of knowledge, the examples in this handbook are inspiring initiatives that can point you to new directions in assessment.

This book explores debates about East India Company colonialism that took place on the lecture circuits of Britain, in the meeting houses of Calcutta, and at the Mughal court in Delhi in the late 1830s and 1840s.In the decades that followed the Emancipation Act (1833) British abolitionists and colonial philanthropists turned their attention to conditions across the empire, sometimes collaborating with colonised groups to challenge the impositions and iniquities of British colonial rule and sometimes prescribing their own vision of how an imperial relationship should look. This book uses the travels, experiences, and activism of anti-slavery lecturer and East India reformer George Thompson as a starting point for a wider exploration and reassessment of the ways in which Company rule in India was challenged in the decades before the Indian Uprising of 1857. An important organiser in the campaign for East India reform as the main spokesperson for the Aborigines Protection Society and a champion of the causes of Indian rulers such as Pratap Singh and Bahadur Shah Zafar, Thompson was also a flawed character. As a paid agent, he was remunerated for his activism and accusations of pecuniary self-interest were never far away. His story therefore offers important insights into the limitations of early anti-colonial sentiment, and the problems of cosmopolitan collaboration in colonial contexts. By exploring early Victorian debates about India’s commercial potential, role in the imperial labour market, and place within an increasingly interconnected post-emancipation empire, the book seeks to contextualise evolving ideas regarding Britain’s humanitarian responsibilities towards her ‘fellow subjects in the East’, and how these connected with, and were superseded by, nascent forms of Indian anti-colonialism, political protest, and civic activism.

AbstractIn software engineering research, academia-industry collaboration is predominantly understood as partnerships between academic institutions and large companies. Small and Medium-sized Enterprises (SMEs) are vital contributors to the industry, and they are numerous. Their unique preconditions and challenges differentiate their collaboration dynamics from larger corporations. We seek to identify guiding principles and practices for initiating collaborations between researchers and SMEs. Through a meta-synthesis approach drawn from two systematic literature reviews, we introduce a collaborative model canvas. This emphasizes the importance of SMEs’ business contexts and the relationships between researchers and SMEs. Our research offers insights for those looking to collaborate with SMEs, considering potential challenges and limitations.

Abstract Collaboration processes represent behavior of collaborating cases within multiple process orchestrations that interact via collaboration concepts such as organizations, agents, objects, and services. The heterogeneity of collaboration concepts and types such as message exchange and synchronous collaboration has led to different models targeted by collaboration process discovery (CPD) techniques, but a standard model class is lacking. In this paper, in order to reduce heterogeneity among model classes and to reveal similarities between CPD techniques, we prove that the synchronous collaboration type simulates message exchanges, but not vice versa. This constitutes a step towards a standard CPD model class that achieves comparability between CPD techniques, enables approach and property transfer, and is a condition for a standardized collaboration mining pipeline similar to process mining.

This project describes the development and co-creation of a micro-credential programme on the UN SDGs by a team of lecturers and instructional designers from an Irish Technological University. The project explores how the programme and module content development process is enhanced and improved through a mutually respectful collaborative co-creation approach that iteratively evolved in response to student feedback and advances in technology and artificial intelligence. The project output is an on-line asynchronous 20 credit programme consisting of 4 x 5 credit modules, all of which are micro-credentials. The project highlights and demonstrates the potential benefits of lecturer/ID co-creation and collaboration, through the use of a structured design approach, storyboarding, continuous review and an openness to embrace and fully engage with student and peer feedback. Mutual respect and a shared understanding of pedagogical approaches enabled the team to transform the challenges of asynchronous material development into opportunities for innovation and enhanced learning experiences.

Industry focused, full semester Courses A “Industry and Information Systems” and B “Overview of the Market and Introduction to Marketing” are lectured by the lead author at Tokyo Metropolitan Institute of Technology (TMIT). In these courses, overview of the global and Japanese economies and trends of each industry sector are introduced by the lecturer. Students are assigned to write a report on a specific industry sector, a specific market and other related topics of his or her interest, and opportunities for presentation and discussion on their draft reports with their classmates and the lecturer are given toward the end of the semester. Apart from these courses, a full semester Course C “Evolution of Industry, Business and Engineering Practice in the Global Economy,” utilizing collaborative learning approach, was proposed by the lead author in 1998, and was partially taught at American and Japanese universities, utilizing the Proceedings of the ASME Engineering &amp; Technology Management Group Symposia at IMECE 2000–2002.1)–3) The surveys were conducted concerning the student’s interest of industry sectors, lecture topics, and international topics both at the beginning and at the end of the semester. In addition, surveys to sense students’ new discovery from lectures for all course modules and those to sense useful knowledge in their career planning and in general were conducted at the end of all classes. The results of surveys show that students found the discussion opportunities valuable to gain broader perspectives and insights into their own subject of study when writing their reports, by learning what their classmates are studying and from classmates’ comments. This paper also discusses what motivates students in learning, what influences students’ general, specific, and career interests, and how students’ interests may change from the beginning to the end of the semester for which these courses are given.

The Ngā Wai a Te Tūī – Hiringa Hauora Summer Research Mentorship is a kaupapa Māori collaboration to increase hauora Māori (Māori wellbeing) research capacity. The idea of research internships is not new, nor is a focus on hauora Māori. What is distinctive about this summer mentorship is its kaupapa Māori approach to support a diverse range of Māori into research that is by Māori, for Māori, and holds Māori values, beliefs and aspirations at its centre. Holding fast to our ways of being throughout the programme has produced a set of learnings and experiences amongst six ‘interns’ that we suggest offers a useful example of how to grow kaupapa Māori research in the hauora space, and beyond. Like many great Māori ideas, this mentorship programme was enabled through whanaungatanga (relationships) – in this case an email from one colleague to another that went something like, “Hey mete I have an idea I want to run past you.” A senior researcher at Te Hiringa Hauora, an evidence-based health-promotions organisation, approached her colleague, co-author Hinekura Smith, a senior lecturer and researcher at Unitec’s Ngā Wai a Te Tūī Māori and Indigenous Research Centre, with a funding opportunity to develop and facilitate a summer internship programme.

This insert covers the 14th NUTAU International Seminar, focused on urban soundscape. Held in December 2022, the event promoted discussions on technological innovations and urban planning and design practices, highlighting lectures, round tables, and presentations by national and international experts. The seminar reaffirmed the importance of multidisciplinary collaboration.

This module introduces a variety of methods for active teaching and learning, guided by research on learning models and styles. Studies show that active teaching and learning techniques engage students and help them to understand and apply what they learn. This module covers learning models to guide teachers in engaging their students and introduces a variety of methods for active teaching: interactive lectures, discussions, case studies, collaborative learning (group work and peer teaching), and classroom and field exercises.

December 11, 2024, NordGen arranged a conference titled ‘Nordic Conference on Genetic Resources: Possibilities and Urgency’ in Malmö, Sweden. The conference was also streamed worldwide. This report contains summaries of the conference findings and recommendations. The conference was opened by the Swedish Minister of Rural Affairs, Peter Kullgren, and the Secretary General of the Nordic Council of Ministers, Karen Ellemann and featured 12 speakers from a wide range of areas connected to different fields of genetic resources. About 140 participants attended the conference on-site in Malmö and almost 160 registered for the online streaming. The conference’s morning session provided reports from the recent COP16 deliberations in Cali, Colombia followed by lectures and discussions on how climate change affects the Nordic region and how NordGen and genetic resource sin general can contribute to climate adaptation and the green transition. The afternoon sessions included insights from the business side, plant breeders, researchers etc. and provided several examples of how genetic resources contribute to a more sustainable, resilient and efficient society. The key takeaways from the conference were that genetic resources are excellent tools for the green transition. However, the Nordic collaboration needs to be maintained and communication accelerated to reach viable change.

The Academy of Science of South Africa (ASSAf) in partnership with Prof Caradee Wright (as National Host) from the South African Medical Research Council (SAMRC), hosted Prof Kalpana Balakrishnan on 03 - 14 March 2025 for the 2024/25 DVS Programme. Prof Balakrishnan delivered a series of lectures and trainings under the theme “Air Pollution, Climate and Human Health”, with emphasis on health equity considerations in low and middle income countries (LMICs). The itinerary of her visit spun across various institutions in three Provinces: University of Johannesburg (UJ), University of Pretoria (UP), University of the Western Cape (UWC), Stellenbosch Institute for Advanced Study (STIAS), University of Cape Town (UCT, University of KwaZulu-Natal (UKZN) and Mangosuthu University of Technology (MUT). Prof Balakrishnan was presented with a certificate of participation by Prof Himla Soodyall on behalf of the Academy, in recognition of her contribution. Prof Balakrishnan is the Dean of Research and Director for the WHO Collaborating Center for Occupational and Environmental Health at the Sri Ramachandra Institute of Higher Education and Research (SRIHER), Chennai, India. A renowned global expert in environmental health, she plays an active role in various national and international technical review committees focused on tackling air quality, climate, health, and energy challenges in developing countries. The Academy of Science of South Africa (ASSAf) annually invites one or more distinguished scholars from abroad to present lectures at various higher education institutions around the country. The scholars are internationally prominent academics who are inspirational speakers and usually with an ability to bridge the divides between disciplines. The Distinguished Visiting Scholars’ Programme advances one of the Academy’s strategic goals, viz. the promotion of innovation and scholarly activity. Through interaction with distinguished individual scholars from around the world, ASSAf aims to enrich and stimulate research endeavours at South African higher education and research institutions. Scholars from the humanities disciplines are invited in alternate years.