世界経済・社会統計 = World development indicators

How to ... be a reflective practitioner.

This research study examines the attitudes of Pakistani higher education students towards compulsory digital and distance learning university courses amid Coronavirus (COVID-19). Undergraduate and postgraduate were surveyed to find their perspectives about online education in Pakistan. The findings of the study highlighted that online learning cannot produce desired results in underdeveloped countries like Pakistan, where a vast majority of students are unable to access the internet due to technical as well as monetary issues. The lack of face-to-face interaction with the instructor, response time and absence of traditional classroom socialization were among some other issues highlighted by higher education students.

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Online learning amid the COVID-19 pandemic: Students perspectives

Thank you very much for reading practice makes practice a critical study of learning to teach. Maybe you have knowledge that, people have search numerous times for their favorite books like this practice makes practice a critical study of learning to teach, but end up in malicious downloads. Rather than enjoying a good book with a cup of coffee in the afternoon, instead they juggled with some infectious bugs inside their laptop.

Practice Makes Practice A Critical Study Of Learning To Teach

The Black Swan: The Impact of the Highly Improbable

The Coronavirus 2019 (COVID-19) pandemic has created significant challenges for the global higher education community. Through a desktop analysis leveraging university and government sources where possible, we provide a timely map of the intra-period higher education responses to COVID-19 across 20 countries. We found that the responses by higher education providers have been diverse from having no response through to social isolation strategies on campus and rapid curriculum redevelopment for fully online offerings. We provide in our discussion a typology of the types of responses currently undertaken and assess the agility of higher education in preparing for the pandemic. We believe there are significant opportunities to learn from the pedagogical developments of other universities, in order to strengthen our collective response to COVID-19 now and into the future.

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COVID-19: 20 countries’ higher education intra-period digital pedagogy responses

ChatGPT is the world’s most advanced chatbot thus far. Unlike other chatbots, it can create impressive prose within seconds, and it has created much hype and doomsday predictions when it comes to student assessment in higher education and a host of other matters. ChatGPT is a stateof-the-art language model (a variant of OpenAI’s Generative Pretrained Transformer (GPT) language model) designed to generate text that can be indistinguishable from text written by humans. It can engage in conversation with users in a seemingly natural and intuitive way. In this article, we briefly tell the story of OpenAI, the organisation behind ChatGPT. We highlight the fundamental change from a not-for-profit organisation to a commercial business model. In terms of our methods, we conducted an extensive literature review and experimented with this artificial intelligence (AI) software. Our literature review shows our review to be amongst the first peer-reviewed academic journal articles to explore ChatGPT and its relevance for higher education (especially assessment, learning and teaching). After a description of ChatGPT’s functionality and a summary of its strengths and limitations, we focus on the technology’s implications for higher education and discuss what is the future of learning, teaching and assessment in higher education in the context of AI chatbots such as ChatGPT. We position ChatGPT in the context of current Artificial Intelligence in Education (AIEd) research, discuss student-facing, teacher-facing and system-facing applications, and analyse opportunities and threats. We conclude the article with recommendations for students, teachers and higher education institutions. Many of them focus on assessment.

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ChatGPT: Bullshit spewer or the end of traditional assessments in higher education?

Introduction: the research story relations of otherness - the researcher as a foreigner and stranger methods. Part 1 Approaching the Babas: the shortcomings of a definitory approach an alternative approach - reconstructing identities via discursive analysis the cultural terms and their history the cultural discourse about the "Babas'. Part 2 A social and political history of the Singapore Babas - from the early beginnings until the Japanese occupation: before 1819 - the question of Baba origin the early Babas of Singapore - 1819 to 1894 from the "Baba Awakening" until the wake of the Japanese occupation (1894-1941). Part 3 A social and political history of the Singapore Babas - from the Japanese occupation until 1994: 1942-1959 - from Syonan to self-rule from politics to culture (from 1959 onwards). Part 4 Cultures: "Baba Culture" in the pre-1819 period - a tabla rasa predecessors of the reified " Baba Culture" the "Model Baba Culture" - the "Golden Age" of the Babas? changes in "Baba Culture" during and after the Japanese occupation between "decline" and "revival" of "Baba Culture". Part 5 Languages the pre-1819 period - Baba malay precedes the Babas the making of English as a second language of the Babas and the myth of the Babas' inability to speak "Chinese" (1819-94) 1819-94 - Baba Malay and English as complementary languages the increased importance of "Chinese" and the decline of Baba Malay (1942-59) further changes from 1959 - from Baba Malay to English and from Malay to Mandarin. Part 6 Identities: was Dr Lim Boon Keng a Baba? - a case study Baba identities. Epilogue: the future of "the Babas".

Reconstructing identities: A social history of the Babas in Singapore

The novel coronavirus (COVID-19) pandemic has affected every sector
across every corner of the world. The higher education sector is not
immune from the pandemic and is facing significant learning and teaching
challenges. The existing literature databases on COVID-19 are focused
on the medical elements of the pandemic. This manuscript documents
the method for the creation of the first version of the COVID-19 in Higher
Education Literature Database (CHELD). Our aspiration is to provide an
open access resource to support future learning and teaching scholars to
gain timely access to pre-examined literature on higher education during
COVID-19. This first version documents 138 manuscripts published or
online-first between 1 January 2020 to 30 June 2020. Using a rigorous
systematic review method, engaging in the PRISMA approach, quality
assessment using the Mixed Method Appraisal Tool (MMAT) and Quality
Assessment Tool for Theory and Literature (QATTL), we offer a first glance
at the metadata of articles published on COVID-19 in higher education
during the first six months of 2020. By providing an open access database,
we see the opportunities for future research as boundless.

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COVID-19 in Higher Education Literature Database (CHELD V1): An open access systematic literature review database with coding rules

Student response systems have been around for decades. This inaugural tech review is about such a student response system (SRS), namely Mentimeter. Why should you be interested in Mentimeter? It is freemium (i.e. free and premium versions are available); no extra hardware (apart from the standard laptop, projector and students’ own digital devices are needed); it is easy to use and it may make your lectures more interactive and interesting.

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Jürgen Rudolph

Papers

COVID-19: 20 countries’ higher education intra-period digital pedagogy responses

ChatGPT: Bullshit spewer or the end of traditional assessments in higher education?

Reconstructing identities: A social history of the Babas in Singapore

COVID-19 in Higher Education Literature Database (CHELD V1): An open access systematic literature review database with coding rules

A brief review of Mentimeter – a student response system