UWI Regional Conference on Institutionalising Best Practice in Higher Education 2015 Proceedings

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Academic excellence in the post MOOC era: Lessons learned on technology best practice [PowerPoint]
(2015-07-15) Kim, Paul
The Massive Open Online Course (MOOC) revolution has introduced numerous implications for all. It helped legitimize the efficacy of online education and created a new paradigm of learning analytics based on deep learning. This presentation shares insights on emerging education technology solutions, increasingly relevant 21st century competencies, and resilient challenges in higher education, along with lessons learned from an active mobile learning project focused on inquiry-based learning and critical thinking skill development.
Assessing foreign language interactive speaking performance (FLISP): The case of undergraduate students of Spanish
(2015-07-15) Guedez-Fernandez, Romulo
A fair, valid, and reliable instrument of assessment is essential to ensure quality teaching in higher education. This study seeks to evaluate the consistency of the current rating scales used for the assessment of peer-to-peer Foreign Language Interactive Speaking Performance (FLISP) for the Spanish Programme at The UWI, St. Augustine Campus. The sample population consists of 57 Year 1 Spanish Majors/Minors. A multi-method approach underpins this investigation. The data collection instruments include students' tests scores and recorded speaking performances, questionnaires, semi-structured interviews, and students' journals, as well as focus groups with raters. The analysis of the rating scales draws from the performance data-driven and the measurement-driven approaches. The collected data allowed the identification of pitfalls/drawbacks and gaps of current rating scales. The analysis of both quantitative and qualitative data suggested changes of band descriptors to tailor rating scales to the specific teaching context and course content. This investigation highlights the importance of feedback and self-assessment as contributing elements to raise students' motivation and awareness of their learning process. The findings of this study have implications for the reconstruction of appropriate interactive speaking assessment rating scales and, therefore, the operationalisation of the construct of interactional competence. These findings will enable the researcher to further develop and validate a framework for the assessment of FLISP. Implications for pedagogy and classroom assessment are also addressed.
Assessing value and effectiveness of study abroad and exchange programmes in foreign language degree programmes at the University of the West Indies, St. Augustine Campus
(2015-07-15) Roberts, Nicole
As study abroad efforts take on increased importance globally, it is vital that we use the resources of the academy to research the impact and effectiveness of these programmes (Lederman, 2007). For this paper, action research was used to assess all aspects of the varied exchange (EXC) programmes and study abroad (SA) programmes that exist at The University of the West Indies (UWI), St. Augustine Campus. Data were collected from among students in the French and Spanish programmes. While many students lauded the broad intentions of the programmes, it was found that the impact of these international experiences on student learning has not to date been assessed with an aim to making interventions in the varied programmes. The study seeks to assess the academic benefit of the programmes while at the same time assess the value-added aspects of the programmes. As Vande Berg indicates, to simply send students to a location abroad for academic study is not sufficient toward facilitating the larger goal of creating effective global citizenship. Findings from this research lend empirical support to the notion that study abroad and exchange programmes at all levels facilitate the creation of global citizens. Additionally, it must be noted that it is not enough to send students to study abroad without intentional pedagogy focused on outcomes of intercultural effectiveness.
Best practice explored - Team teaching approach in one online course (a case study)
(2015-07-15) Guscott, Kareen
In recent years, team teaching has been considered an important part of course delivery to enhance class interaction, and improve the teaching and learning environment for both facilitators and students. Team teaching specific to the online environment is somewhat under-examined, but research on the method suggests that it can be beneficial to students if implemented effectively. This paper reports on the effort at The University of the West Indies Open Campus (UWIOC) in utilizing the team teaching approach in one online course. The purpose of the case study was to identify the effectiveness of team teaching and determine if such collaboration would be beneficial to students and facilitators. Using the course as a case study, qualitative and quantitative data were collected from facilitators and students to get their perspective on the experience. The main theme from the findings is the timely feedback that students received. The findings revealed that the experience gave facilitators a stronger sense of collegiality, and helped to improve their instructional practices. For the students, the experience was very good as they received more individual attention, timely feedback, and learning was enhanced. The endorsement of the approach by the students was evident by the 100 percent consensus, that, if offered again, they would enrol in another team teaching class. The findings will be shared with the Programme Delivery Department team for discussion, as they suggest that team teaching is an element of best practice that can be explored as a means of improving teaching and learning at The UWIOC.
Best practice in higher education: The experience of the Department of Electrical and Computer Engineering [PowerPoint]
(2015-07-15) Gift, Stephan
This presentation briefly discusses each of the categories under which the Department of Electrical and Computer Engineering of the Faculty of Engineering at The University of the West Indies (UWI), St. Augustine was recently accredited by the Institution of Engineering and Technology (IET), namely: 1) Aims and objectives; 2) Outcomes from last IET visit; 3) Programme; 4) Admission, progression and award; 5) Projects; 6) Staffing; 7) Resources and facilities; and 8) Quality assurance.
Best practices in ACTT accredited institutions [PowerPoint]
(2015-07-15) Bradshaw, Michael
This presentation provides a synopsis of how institutions accredited by the Accreditation Council of Trinidad and Tobago (ACTT) demonstrate tertiary level education best practice principles as part of, and as a result of, achieving accredited status. It attempts to examine how institutions, after achieving the status, engage in institutional development with regard to developing a rigorous Quality Management System, in order to improve mechanisms for governance and administration, programme development, teaching and learning strategies, student support, and resource management.
Blended approaches to English as a foreign language instruction
(2015-07-15) Daly, Avian
The teaching of English as a Foreign Language (EFL) in the English-speaking Caribbean is becoming a lucrative branch of the tertiary education sector. While some learners seek a fully immersive experience, others prefer a blended option to accommodate personal and professional schedules. Regardless of the desired experience, the current regional trend suggests a significant shift from mainstream US/UK EFL providers toward the English-speaking Caribbean for accredited, cost-effective, alternative modes of instruction. This phenomenon presents unique challenges to the English-speaking Caribbean, as our institutions of higher education (HE) seek to establish themselves as leaders in the field of EFL instruction. This theoretical paper therefore critically assesses best practices in blended approaches as presented in the literature, namely, the use of the learning management system, Moodle, and video-conferencing technology, in response to the demand for online EFL instruction adapted to the Caribbean context. An analysis of the aforementioned practices will provide greater insight into the challenges that may be encountered in online EFL delivery for the EFL programme at the UWI St. Augustine.
Community Service Learning Project, Department of Electrical and Computer Engineering, Faculty of Engineering, The University of the West Indies, St. Augustine [PowerPoint]
(2015-07-15) Romeo-Joseph, Juliet
This presentation defines "Community Service Learning" (CSL), identifies the best practice principles for higher education that relate to teaching and learning, and examines how CSL relates to the development of the student from a pedagogical standpoint and satisfies the mandate of The University of the West Indies (UWI) and its impact on the nation/region. It then presents a case study of the Community Service Learning Project, showing how it has been incorporated into the B.Sc. in Electrical and Computer Engineering programme, and identifies the overall project goals, logistics, outcomes, lessons learned, and future plans.
Conference booklet
(2015-07-15) UWI Regional Conference on Institutionalising Best Practice in Higher Education
This booklet contains welcome message from Conference officials; the conference programme; profiles of feature and keynote speakers, and panellists; and abstracts of papers and panels.
Continuous curriculum development: An approach for quality curriculum development in the Caribbean
(2015-07-15) Chisholm, Mervin E.
This is a case study of a curriculum reform and development project in the Anglophone Caribbean. The presentation reports on an ongoing project. Four phases of the curriculum reform process are identified, and these are important for the institutionalising of best practices. These are the situational analysis, visioning, curriculum development and alignment, and coordination and redevelopment. An important concern of the project was to create space for the Caribbean concerns to be heard and to deal meaningfully with approaches to the development of the ideal Caribbean person/worker. Some important practical approaches to the process of continuous curriculum development are highlighted, including time, data collection, and ongoing quality assurance checks.
A critical look at key components of The University of the West Indies quality assurance system [Panel]
(2015-07-15) Dottin, Pamela; Gift, Sandra; Perkins, Anna Kasafi; Thompson, Kay
Using the Framework for Analysis of Practices in Higher Education (FAPHE) proffered by Harvey (2012), this panel critically assesses components of The University of the West Indies (UWI) academic Quality Management System (QMS), as implemented by the Quality Assurance Unit (QAU). These components are: i) the integration of institutional research data in the self-assessment process; (ii) review team selection; (iii) quality assurance of distance and online education; and (iv) work based/experiential learning. Harvey's key principles for establishing the presence of best practices-efficiency in the use of resources, being well-documented, engagement of key stakeholders, and undertaking monitoring and evaluation-is the framework for the assessment. These principles address the administrative and management concerns of policy, leadership, human resource development, and monitoring and evaluation, which have been identified elsewhere as important in developing quality in higher education. In examining these features critically, evidence is identified for the presence of best practice or gaps that need to be closed for the system to produce superior results. A mixed methodological approach is utilized; it involves undertaking a desk study of quality assurance review team reports from the various UWI campuses completed within the last five years, post-review evaluation instruments completed by review team members and heads of departments, as well as policy, and strategic planning documentation of the university and the Quality Assurance Unit. For the integration of institutional research data, a comparative review is undertaken against QA systems used in two other higher education institutions. Reference is also made to the literature on best practice.
Defining best practice: Contextual relevance in the Caribbean [PowerPoint]
(2015-07-15) Harvey, Claudia
The word "best" is heavily value laden and, therefore, "best practice" can only be discussed within a particular context; in this instance, higher education in the Caribbean. The Strategic Plan for the Caribbean Community (CARICOM 2014), outlines the strategic priorities for the region until 2019 as: strong economic growth and reduction in poverty and unemployment; improved quality of life; reduced environmental vulnerability; and an integrated community with equity for all. The Plan envisages a strong role for tertiary education in preparing its graduates to deliver on these priorities. Drawing on the UWI Survey of the Literature on Global Best Practices in Higher Education (Harvey, 2012), this keynote presentation examined the problematique of defining best practice in higher education. The paper then examined the definition in terms of higher education helping to meet the defined priority needs of the Caribbean. An attempt was made to illustrate the definition by drawing on examples of "best practice" in higher education in Cuba, a country operating within severe economic strictures, yet able to meet their particular societal needs and have such "best practice", particularly in medicine, as to help serve the whole world. From the derived definition, the presentation examined some of the implications for application to higher education institutions and programmes and quality assurance agencies in the Caribbean.
Defying established practice in the EFL classroom: The development of a theoretical framework for teaching and testing SE periphrastic verbs
(2015-11-03) Ibrahim-Ali, Amina
The English as a Foreign Language (EFL) Unit at the Centre for Language Learning (CLL) at The University of the West Indies (UWI) St. Augustine Campus is strategic to the institution's goal of global reach and impact in its provision of EFL to international corporations and students; in particular to those who matriculate into the university. Its policies match established standards in the field, its courses are delivered by qualified staff, and its involvement in the postgraduate TESOL (Teaching English to Speakers of Other Languages) Diploma predisposes it to reflective practice. This study at the CLL investigated the ways in which EFL learners (n=26) processed and retrieved SE periphrastic verbs in the communicative language classroom where, based on an understanding of SLA (second language acquisition) as a complex (Larsen-Freeman, 1991) and dynamic system (De Bot, Wander and Verspoor, 2007), errors signal language development. Using a grounded action research methodology (Wi?niewska, 2011), formal and informal written assessments were examined. Results showed that learners do not conceptualize periphrastic verb forms as single forms set to be mapped onto functions but, instead, they systematically process how these are to be compiled. This challenged mainstream resources, which appeared to be uninformed by learner language and existing theoretical constructs on interlanguage development, which prioritize form-function mapping and deny that the stage prior to this is systematic. In 2012 these findings inspired the development and application of a pedagogical scheme that reaped results superior to those recorded when mainstream resources were relied upon for teaching and testing.
The design and development of study materials to facilitate skills development in recognising statements in academic text
(2015-07-15) Kuboni, Olabisi
This paper outlines the strategies employed in the design and development of study materials for building learner competence in recognizing and differentiating among statements in academic text. This specific skill represents one aspect of the broader capability of unpacking complex academic information, which appears to be a challenge for a growing number of higher education students, in particular those belonging to the mature cohort. Drawing on prior knowledge from personal engagement with academic texts, the author developed a draft instructional framework around three statement-types, namely, facts, assertions, and generalizations. Based on feedback obtained from peer review of the draft framework, an in-depth analysis of the statement-types was conducted. This analysis entailed matching dictionary/thesaurus definitions of each of the three with relevant segments of text drawn from a selection of journals. This exercise led to a fuller conception of each statement-type and the development of a more fleshed out instructional framework. The first of the three statement-types was also changed from "facts" to "facts and factual information." This fleshed-out framework provided the basis for the development of the study materials, which comprise a series of slide (PowerPoint)-sound presentations with accompanying assessment exercises, and which are organized within an online study environment. Issues receiving special attention in the paper include cognitive task analysis as an alternative instructional design strategy when the focus is on building schemata, as well as the pros and cons of utilizing embedded versus generic materials for skills training.
Developing citizenship and employability skills for the twenty-first century [PowerPoint]
(2015-07-15) Kumar, Catherine
This presentation explores the following topics: 1) The UWI Strategic Plan - SWOT; 2) The Ideal Graduate; 3) The Motivation Challenges; 4) Focus on the Real Starting Point; 5) Questions to Ponder; and 6) Three Solutions Offered.
Digital campus over IP, smart education over cloud - Huawei "Smart Universtiy" solutions [PowerPoint]
(2015-07-15) Gomez Miranda, Pedro
This presentation showcases the Smart University information and communication technology (IT) solutions developed by Huawei Enterprises for universities - Smart Classroom, Smart Office, Smart Card, Smart Energy, and Smart Security.
An evaluation of PBL delivery process in the Faculty of Medical Sciences, St. Augustine and ways forward
(2015-07-15) Sahu, Pradeep Kumar; Addae, Jonas; Sa, Bidyadhar
Problem based learning (PBL) in a medical curriculum was started at McMaster University in 1969 and has since grown in popularity across the world. The Faculty of Medical Sciences (FMS) at the St. Augustine Campus of The University of the West Indies (UWI) adopted PBL for pre-clinical science and para-clinical science courses since its inception in 1989. The use of PBL promotes self-directed learning, critical thinking, research skills, and communication skills of students. In an effort to have sustained improvements of the PBL process at FMS, the Centre for Medical Sciences Education (CMSE) organises periodic reflective meetings with academic staff to identify weaknesses and remedial actions. Additionally, CMSE has initiated a monitoring process using a checklist developed in-house. The aim of the present study was to evaluate the PBL delivery process for students in Years 1, 2, and 3 of a five-year medical programme. The study identified several practices of tutors and group leaders that need to be addressed in order to improve the delivery of PBL in the faculty.
Exploiting asynchronous delivery at the tertiary level: Transitioning from the traditional to the flipped model
(2015-07-15) Keith, Lyn R.
In recent years, educators, particularly those within the tertiary level landscape, have been subject to criticisms for their apparent inability to effectively educate students; in particular, their failure to explore the potential of technology. These criticisms have generated even more concern as the educational landscape is characterized by the inclusion of information communication technologies and their potential to facilitate digital learning. The asynchronous or Location Independent Learning (LIL) is a student-centred mode of delivery which posits the idea that students learn the same material at different times and locations. Compared to the traditional, synchronous mode of delivery, the level of convenience provided by the asynchronous modality provides opportunities for individualized pace and deeper reflection. The "flipped" or "inverted" classroom is proposed as one such way of reaching students, by speaking their digital language while at the same time creating opportunities for the development and harnessing of the critical thinking skills that could allow them to navigate the professional and social world thereafter. Using action research, this study reports on the transition from a partial to fully flipped video classroom format at a tertiary level institution in Trinidad and Tobago, as a potential means to incorporate: 1) an asynchronous component that could allow for more schedule flexibility and appeal to a millennial audience; and 2) a synchronous, interactive face-to-face component that focuses on problem solving, collaboration, crafting, and creating. The primary objectives of this study were to determine students' perception of the flipped classroom as well as to map the progression of learning in both iterations.
Exploring foreign language (Spanish) teaching best practice in online delivery of the Reading Comprehension and Writing Module at the UWI, St. Augustine
(2015-07-15) Arrieta Castillo, Carolina; Corredor Sánchez, Suly; Palma Rojas, Paola; Roberts, Nicole
Reading Comprehension and Writing are skills that are taught as one of three modules in the Spanish Level 1 degree programme at The University of the West Indies (UWI), St. Augustine. Historically, this language course has been taught as face-to-face. At UWI, the Spanish Section decided that we could no longer ignore the extensive changes to literacy taking place in a digital world of information and communication. Moreover, we felt that we had precious little research on which we could fall back, both to inform our understanding of the use of online modalities in foreign language teaching as well as to theorise on the impact of online delivery on foreign language courses. After an impact and assessment study in 2013, the Spanish Section of the Department of Modern Languages and Linguistics decided to begin teaching this two-hour module of the course SPAN 1001 - Spanish Language IA in the online mode in the 2014-2015 academic year. This paper seeks to provide an evaluation of the advantages and disadvantages of the virtual mode of delivery through a reflection on one semester's work in the programme. It examines the format used and the perceptions of both students and lecturers with respect to workload, motivation, and flexibility. Among its recommendations, the paper suggests that this online module is necessary both for increasing the technological literacy of students in the Spanish programme and for raising the level of competitiveness of students of Spanish graduating from the UWI.
From student engagement to transformation: Best practices for teaching and learning [PowerPoint]
(2015-07-15) Butin, Dan
This presentation discusses the key challenges and insights in the last two decades for teaching and learning in higher education. It focuses on best practices for student engagement and high impact practices, and offers a vision of fostering transformation from shallow to deep learning. It is suggested that such a scholarship must take into account the rise of digital learning technologies, student backgrounds and aspirations, and the civic role of higher education in society.

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