Académique Documents
Professionnel Documents
Culture Documents
th
Round/Phase: 6
July, 2017
Table of Contents
1.
Introduction ......................................................................
................................................................... 4
2.1 Module
One ...............................................................................
........................................................ 4
Reflective activity
1 .................................................................................
............................................ 4
Reflective activity
17 ................................................................................
........................................... 5
Reflective Activity
11 ................................................................................
.......................................... 7
Reflective Activity
32 ................................................................................
.......................................... 7
Reflective Activity
16 ................................................................................
.......................................... 8
Reflective Activity
21 ................................................................................
.......................................... 8
1. Reflective Activity
1 .................................................................................
..................................... 10
2. Reflective Activity
26 ................................................................................
.................................... 11
1. Reflective Activity
2 .................................................................................
..................................... 12
2. Reflective Activity
3 .................................................................................
..................................... 13
3. Lesson
plan ..............................................................................
.............................................................. 15
4. Assignments
set ...............................................................................
...................................................... 17
6. Action
Research .........................................................................
........................................................... 24
1. Introduction
the HDP program. These were produced during the 6th round HDP Program
convened from
Reflective activity 1
What are modern day challenges of higher education? Particularly focus on the case
of Ethiopian
higher education.
Resource limitation
Infrastructure
Policy
Higher education are more problem solving sectors focusing on research and
community
service
Higher education are centers where independent problem soling skills are
improved
2. Higher education
Reflective activity 17
or Braille.
students.
system?
Reflective teaching part in this module is most useful part in my view. In this
module I have
acquired knowledge and basic understandings on the following points
b. Learning domains :
concept formation
Psychomotor domain
I attended all the classes, participated in group discussion and performed all the
activities
required in this module
How would you evaluate your overall performance in this Module ? Please circle what
you should
receive
PASS or REFERRED
Answer: PASS
Reflective Activity 11
Most of the courses in my field are designed for non-block teaching mode
because of the
nature of courses and program duration.
Reflective Activity 32
2. What do you think are the factors that affect planning in AAU?
- Lesson planning
How would you evaluate your overall performance in this Module? Please
circle what you
should receive:
PASS or REFER
Answer: PASS
Reflective Activity 16
1. Have you used these methods to asses the contribution of individual group
members? If
yes, which method(s)? Please state your experience and present to the HDP
team.
Yes I have used. I use oral tests in a form of group work presentation and
asking
questions for each member of group from the document they produced.
University classrooms?
Yes, because it helps to evaluate the students based on the report as well
as their response
to questions asked.
Reflective Activity 21
Feedback should be both oral and written but written feedback would be
more effective
because students will be able to revise it while trying to improve their
work.
this practice?
All contents covered in this module are equally important but I found learning
assessment and
Would you say that for your overall performance in this Module you should receive a
PASS or REFER?
Answer: PASS
1. First, indicate your belief as a teacher by putting a tick mark in the table
below. Then, sit in
a group of three and discuss your individual reactions with that of others in
the group.
No Opinions Agree
Disagree Not decided
subject matter
4 If we say the subject matter, we have taught it.
1. Can you give the best definition of the subject you teach? Please
try.
10
----------------------- Page 11-----------------------
2. Reflective Activity 26
Now take a course from your area and write down three learning outcomes:
process
in this module.
11
study
Answer: PASS
1. Reflective Activity 2
Action research is best defined on page 6 of Module 5, of course there are many
definitions but
communities.
Also, Action research is a strategy educators can use to study educational issues,
implement change
in real world contexts rather than only in classrooms from textbooks, which
convectional research
disunions, conclusions from the theoretical results. The action and self-reflection
part is omitted
should practice.
2. Look at the expression below and identify the characterizing features of action
research.
12
all actors involved in the research process are equal participants, and must be
involved in every
Characterizing features from the above statements made by (Grundy and Kemmis,
1988).
communities.
2. Reflective Activity 3
Which of these types of action research do you think would be more useful
particularly to your
area? How?
13
General Observations;
In this module I have learnt the following very important lessons that I must
follow in future
integrated.
Would you say that for your overall performance in the HDP you should
receive a PASS or
REFER/
Answer: PASS
14
3. Lesson plan
difference between
a
surface and a
moving
fluid
Representative
Example:
15
Representative
Example:
Summarizing
main
points
16
4. Assignments set
Four assignments were considered for evaluation by HDP leader regardless
of different home
works given during training. All assignment were submitted in class and
returned to me after
correction
Questions:
Which areas (skills, knowledge, and personal qualities) do you want to improve and
why?
I understand that skills, knowledge and personal qualities are very important
things that a good
career on some of the skill areas like pedagogical skill and reflective skills plus
knowledge of
The reason why I need to improve these areas is because I believe that I need to
fill the gap I
have at this on areas I mentioned above. For instance pedagogical skill provides a
teacher with
skills that I expect improvement from my side and that is why I identified those
things as areas of
reflection to analyze my ways of teaching about learning to teach are also among
reflective skills
17
I planned to improve those mentioned skills and knowledge areas through successful
completion
Question:
Consider a module that you are teaching currently, or imagine one that
you will teach in the
future. Allot ECTS considering student workload, the learning outcomes and
competencies to be
achieved at the end. Then list all student activities that will add up
as the student workload.
Again allot hours to each student activity and justify it with reason. Write your
own assessment
of the time allotted. Then request other participants to assess your time
allotment.
Solution:
The module I considered is a Heat Transfer, a module for the course I am teaching
at school of
Mechanical & industrial engineering this time. This module has 5 ECTS credits which
requires
5x27=135 hours of study. The activities and hours allotted are shown in table
below.
Total 135
100
18
The hour allotted for each activity is based on the contact hour requirement for
each activity (i.e.
lecture, Lab, Tutorial) per week and project work, assignment, and
independent study are
Lesson Plan
19
Representative
Example:
Representative
Example:
Summarizing
main
points
This activity was performed in class room discussion in group and the compiled
response of our
group is taken as final answer.
Please find detailed descriptions of the following active learning strategies? Show
how you apply
them in your classroom?
Concept tests
This part of active learning strategy is telling the hypothesis and fundamental
thought of the
content to be thought. Using cognitive theory at this part is advisable in my
opinion.
Purposive questions
Raise questions to students about the content aiming enhanced step by step
learning. Students
will be pipelined to the core content of the subject through designed questions.
Classroom demonstrations
Usually the short in class writings are for social science and medical schools
students as far as I
understand, in engineering classes analytical problem tutorial classes are common
and the results
of analytical problems will be interpreted physically. The implication of the
result from the
practical aspect will be viewed and discussions on whether the solution can
actually be
implemented or not will be evaluated.
Subject matter warm ups/ ice-breakers
21
Subject related funny jokes that has been done on field works, common funny
mistakes in classes
or fields that students usually face or any could be used in class. Jokes may not
be limited to
subject matter however. In my opinion any funny joke that will not affect the moral
of the
students or learning in general can be used in classes when necessary.
technologies are old but the basic science impact on the recent advancement could
be highlighted
to the students as a chronological technological history aspects.
The active learning strategy is more effective and makes students closer
to their teacher.
Learning will be much more enhanced and change of attitude will be observed.
In the traditional lectures usually the teacher talks and the students listen
without any significant
activity. This will make the students to be expectants from the teacher alone
rather than digging
by themselves. Independent learning strategy will not be achieved in this regard.
22
This assignment is replaced with Assignment 4 Module 4 page 55, Reflective activity
32
23
6. Action Research
Chapter - 1
1. Background
is designed with full teaching facilities, ours with less education facility
systems will be more
challenging. One of the reasons that Ethiopian engineers are less productive
towards following
observed until now, change is necessary and engineering students should be more
benefited from
Several other countries such as India and China have addressed this
issue to improve their
The main objective of this action research is to look for ways of improvement of
the existing
factors that affect the engineering education system such as equipment and lab
facilities, yet with
25
1.3 Objective
pedagogical science
Technology
pedagogical science?
Chapter -2
Literature review
of study and gender. The perceptions of graduate students are more positive than
those indicated
overall course contents relevance. While cohort effects may be present, it seems
that perceptions
are highly positive, becoming more so when students find themselves in a situation
where they
Addis Ababa University would be benefited from such scripts as such, the
main question of
pedagogical aims to support teaching and student learning. The learning objectives
in the course
27
It seems clear from experiences giving the higher education course learning in
digital media for
learning community is crucial. The emotions are important and it is a good idea to
put effort in
order to create an open, positive, trusty, creative atmosphere among the teachers.
Key concepts
together with colleagues and uses the knowledge to solve real, authentic problems.
concerning new technique often is about bad user interface and non-intuitive
interaction design.
learning and may have negative attitudes towards using IT. It might be a good idea
to engage
students as co-workers in planning for using IT since students often have a very
natural attitude
and are familiar with the technique and virtual communication compared to many of
the today
28
teaching and learning. The aim is to create an ongoing, valuable dialogue among
academic staff
curriculum [3]. There is more research needed addressing pedagogical design [4].
More research
they learn, how they experience using IT and digital media, how they
experience virtual
for the students and how to bring about good virtual communication. One
possibility, suitable to
teachers, is to use the action research approach to study what happens with respect
to classroom
situation and learning while using digital media and blended learning. It is
important to view also
administration have importance for what role you get in for example a learning
platform and thus
for what you can do in the platform and how you behave. This influences the
interactivity, how
you work together with other participants, how people collaborate and
communicate. A huge
task, in this very rapidly changing digital era, will also be the test
and evaluation of new
technique.
education which is built on four core values: students and teachers and
their interactions,
29
Students turn out to be passive listeners, memorize the subject content to get good
grades in the
exams without actually developing skills needed. Extreme pedagogy shifts focus from
teacher-
motivation. Unlike traditional pedagogies, which are rigid and inflexible, extreme
pedagogy is
framework for teaching and learning in engineering education. Its concepts and
practices can be
from XP, [7] (Extreme Programming (XP) which is one of the most
popular agile software
framework intends to bring about innovation in the classroom teaching. Its main
purpose is to
improve the quality of learning in engineering education and address many of the
limitations of
e.g., science, technology, engineering and math (STEM), statistics and data
analysis skills, are of
upgrade themselves for this world work force competition besides filling
the gap in class
30
strategies which is 70-30 policy, most graduates are engineers whom besides
satisfying the need
for local work force, Ethiopian engineers could learn a lesson from
countries such as India,
learners and educators setting some key parameters that would improve the
pedagogical skills of
the educators.
31
Chapter -3
Research Methodology
The very focus of this study was assessment of teacher awareness and views about
issues related
design applied for this mixed approach study was cross-sectional since
the study relies on
In this study, primary and secondary methods of data gathering were made
to address the
formulated objectives so far. The secondary information was collected from library
books and on
line searches about issues related pedagogical science. The primary data
were collected from
The selection of sampling techniques for the study was based on the
representative-ness and
32
----------------------- Page 33-----------------------
The attitude scale had two parts, the cover page that contained the first part
requested personal
information of teachers like sex, academic rank, and year of experience, e.t.c.,
and second part
contain 12 moderate statements and agreement for all statement means the
participant have a
summaries results. And basically data was analyzed using qualitative method called
description.
33
Chapter 4
knowledge its access and public policy related to pedagogical science to improve
the scientific
apparently strong attitude towards HDP to improve their teaching skill and
ultimately to improve
About three forth of teachers agreed that The teaching profession in this country
need to have
code Statement
The very surprising result that has been identified in this study was, technology
institute teachers
HDP class is very helpful for professional career of the teachers. This shows
whenever there is a
34
No Items Scale
I II III IV
V I+II VI+V
1 W1 60 24 8 4
4 84 8
2 W2 64 18 4 8
6 82 14
3 W3 32 32 16 12
8 64 20
4 W4 32 36 12 6
14 68 20
Source: Compiled from own survey, 2017
About two third of the participants strongly agree or agree for policy
formulation to develop
With this regard 68 percent of the participants said Our country needs to have
public policies
awareness creation on the issue. Because even on this study about 30 percent of the
participants
are neutral or dont agree with the issue of policy formulation and
continuous professional
development teachers.
In the ongoing quest to improve the quality of student learning and academic
teaching, change
pedagogical rhetoric (Findlow 2008). What is uncommon, and much more difficult to
achieve, is
teaching into new contexts, beyond the local site of origin, relies
strongly on effective use of
et al. 2005).
35
----------------------- Page 36-----------------------
code Statement
W7 I Cleary explain the objective of the course and the chapter in the
class room
matter is helpful for students got the support of about 56 percent of the
participants. Actually it
is very amazing to find even 4 percent of teacher who oppose providing different
examples and
This view was reinforced by their response to I use multimedia or technology (e.g.
PowerPoint)
to express the concept of subject got the agreement of nearly 80 percent of the
total participants.
before starting the class on one hand and considering classroom context on the
other.
Table 4.2:- Tools used by teachers to disseminate knowledge in the class room
No Items Scale
I II III
IV V I+II VI+V
1 W5 66 30 4
0 0 96 0
2 W6 46 32 8
8 6 78 14
3 W7 68 24 8
0 0 92 0
4 W8 30 38 14
10 8 68 18
Source: Compiled from own survey, 2017
36
collaborate with each other. Don't expect your students simply to listen
and memorize;
Whether youre facing a lecture hall filled with 300 students or a seminar table
with 15 students,
one of your primary goals for the class should be to actively engage students with
the material.
code Statement
W12 I prepare myself and knows the whole structure and direction
of the subject that I
teach
assessment W11 and pre-preparation of teacher before class room W12 responded
positively y
No Items Scale
I II III IV
V I+II VI+V
1 W9 24 10 10 4
2 34 6
2 W10 16 22 8 3
1 38 4
3 W11 19 17 6 3
5 36 8
4 W12 28 14 4 4
0 42 4
Source: Compiled from own survey, 2017
37
5. References
st
Chalmers University of Technology, 1 World Engineering Education Flash Week,
(WEE2011)
[4] Dalgarno, Barney & Lee, Mark J. W. What are the learning
affordances of 3-D virtual
[5] Collis, B., Moonen, J. Flexible learning in a digital world: experiences and
expectations
[6] Manoj Joseph D'Souza and Paul Rodrigues, Extreme Pedagogy: An Agile
Teaching-
[7] Brown S, Knight P. Assessing learners in higher education New York, NY:
Psychology
Press; 1994.
4, 92-101, 2016.
[11] Coburn, C.E. 2003. Rethinking scale: Moving beyond numbers to deep
and lasting
change. Educational Researcher 32, no. 6: 3-12.
I. ANNEX
Questioner
Dear Colleagues
the Institute. Please note that the response you give will not have any negative
impact on you as
needed is the response you give to the issues raised. Jest feel free and write only
what you think
is correct!!
Yours Faithfully,
HDP Student
Part one: please give the required information through putting an (X) mark on the
appropriate
space.
Note:
Department _________________________
Your age___________________________________
Part Two
Please read each of the following statements very carefully and decide
whether you 'Strongly
agree' 'agree but not very much', 'disagree but not very much' or 'strongly
disagree'. If you cant
40
Note
No 1tems
Scale
Strongly Agree
Undecided Disagree Strongly
Agree
disagree
1 The teaching profession in this country
appropriately.
9 I prefer active way of teaching and
the class.
11 I provide tests and quiz to help students
41
I found this program most interesting and useful that enhances my professional
carrier on
Learning
assignments given by HDL during the program hence accomplished the program
successfully as
required.
42
the Handbook:
43