DSpace Collection:http://archive.cmb.ac.lk:8080/xmlui/handle/70130/552024-02-09T12:42:41Z2024-02-09T12:42:41ZAn innovation in Career Guidance in Higher education: Effectiveness and Sustainability of Institutionalization of Service Learning in the University of ColomboUdagama, P.Wijayanama, C.Vithanapathirana, M.http://archive.cmb.ac.lk:8080/xmlui/handle/70130/68892023-06-21T14:53:41Z2019-01-01T00:00:00ZTitle: An innovation in Career Guidance in Higher education: Effectiveness and Sustainability of Institutionalization of Service Learning in the University of Colombo
Authors: Udagama, P.; Wijayanama, C.; Vithanapathirana, M.
Abstract: Service learning, a structured learning
experience, blends voluntary community service with academic
learning. This paper reports the innovation which fostered
reflection and assessment leading to deeper understanding of
course content and civic engagement, applying academic
knowledge, critical thinking and problem solving skills, through
collaborative partnership between University, corporates and
community. To date, this remains the only credit based Service
Learning course offered by a Sri Lankan university. The pilot
programme launched by the Career Guidance Unit (CGU),
Faculty of Science, and University of Colombo in 2012, was
developed as a design-based research. Following intensive
literature review and discussion with teaching faculty, CGU
obtained formal approval for the integration of “Service
Learning” to the Bachelor of Science curriculum. In the pilot
study, the faculty collaborated with three corporate sponsors
through three service learning projects connecting with
academic learning goals. Faculty project coaches, corporate
project partners, and student groups collaborated in project
planning and implementation. Evaluation was based on
interviews, written reports, and presentations. The programme
has matured and is continued to-date with strongly encouraging
outcomes of this pioneering exercise. Service learning is
recommended as an effective pedagogy for the Sri Lankan
university system, capable of transforming traditional teaching
and learning practices.2019-01-01T00:00:00ZEnhancing Contemporary Teaching Skills to Address the Changing Role of Teachers as a Result of the Long-Term Social Impacts of the Covid-19 PandemicHummelt, S.Vithanapathirana, M.http://archive.cmb.ac.lk:8080/xmlui/handle/70130/68882023-06-21T14:53:41Z2022-01-01T00:00:00ZTitle: Enhancing Contemporary Teaching Skills to Address the Changing Role of Teachers as a Result of the Long-Term Social Impacts of the Covid-19 Pandemic
Authors: Hummelt, S.; Vithanapathirana, M.
Abstract: Education has changed in many ways with the impact of the Covid-19 pandemic. The traditional teaching methods were challenged by the pandemic, hence, teachers had to adapt to new teaching methodologies, offer their courses virtually, arrange attractive digital learning environments, assess student progress online, keep students motivated and engage them digitally in a meaningful and pedagogical way. Sri Lanka has long had a strong institutionalized direct instructional teacher education culture through which teachers were trained for face-to- face instruction, however, Covid-19 related pedagogical challenges require the empowerment of teachers with contemporary teaching skills.
This paper is a qualitative content analysis of the potential of the new Teacher Education program designed as a collaborative EU co-funded Capacity Building project CONTESSA, the Contemporary Teaching Skills for South Asia (https://contessa-project.eu/) to fulfill the needs of teacher education at present. The analysis was on the appropriateness of content and utility of instructional design to meet the challenges of teaching-learning that might continue in the post-Covid-19 context. The teacher education curriculum which is a comprehensive package of five modules is found to have potential design features of modules that were identified in terms of continuity of teaching design, delivery, and assessment, facilitation of the role of technology for learning and teaching cum strategic actions for blended learning, and the focus on student-centered and inclusive education. It can be concluded that the approach developed through CONTESSA is having progressive features to address the long-term effects to the teacher education and intended outcomes of the teacher education programs such as: improving digital teaching skills, and critical skills, improving the transition of learners at critical stages and of learners at risk, improving the progress of learners with special needs or migration backgrounds.
A recommendation is made to incorporate these open-source teacher education modules into preservice and in-service teacher education programs in Sri Lanka and South Asia and develop other parallel modules on similar frameworks2022-01-01T00:00:00ZBlended Learning as an Emerging Approach to Teacher Education in Higher Education in Sri Lanka: Lessons from a State-of-the-Art ReviewVithanapathirana, M.http://archive.cmb.ac.lk:8080/xmlui/handle/70130/68872023-06-21T14:53:41Z2021-01-01T00:00:00ZTitle: Blended Learning as an Emerging Approach to Teacher Education in Higher Education in Sri Lanka: Lessons from a State-of-the-Art Review
Authors: Vithanapathirana, M.
Abstract: Although blended learning in higher educat ion is well researched, the
emphasis on blended learning in teacher education is relatively limited.
Blended teacher education is an emerging approach within the State
higher education sector in Sri Lanka. This article presents a review of
empirical studies from recent global literature on blended learning in
teacher education in the higher education sector. The review addresses
three research questions: a) the nature of the research publications,
b) themes and sub-themes addressed in the studies and c) future
directions for the design of blended learning and research. With a
systematic protocol of selection and a set of inclusion and exclusion
criteria, 54 empirical research articles were selected as the sample for
this state-of-the-art review. Twenty-four countries were represented
in the sample. The majority of the articles were on pre-service teacher
education and the research design commonly used was quantitative. A
thematic analysis of the research articles identified six broad themes.
The discussion on each theme and its sub-themes provides lessons
from global research on blended learning and the transfer of knowledge.
Future research, if focused more on interventionist designs, would help
develop successful student-centered practices in blended learning for
teacher education within higher education.2021-01-01T00:00:00ZEduTec Implementation in a global higher education network. Empirical data from a field study in South AsiaVithanapathirana, M.Jalilov, O.Köhler, T.Karunanayaka, S. P.Hummel, S.Sheehan, B.http://archive.cmb.ac.lk:8080/xmlui/handle/70130/68862023-06-21T14:53:41Z2020-01-01T00:00:00ZTitle: EduTec Implementation in a global higher education network. Empirical data from a field study in South Asia
Authors: Vithanapathirana, M.; Jalilov, O.; Köhler, T.; Karunanayaka, S. P.; Hummel, S.; Sheehan, B.
Abstract: This paper examines the appropriateness of using educational technologies
toward increasing fexibility of learning in a global higher education in
South Asia. The integration of information and communication technology
(ICT) into education is widely perceived as an essential aspect of teaching
and learning in contemporary society and therefore embodied in education
policies across many countries, Cambodia and Sri Lanka included. Authors
consider the argument that while interactive educational technologies may be
appropriate in countries in which self-directed study and student autonomy
are emphasised, a similar use of educational technologies may be found
appropriate. Yet, in South Asian countries, education has traditionally been
more tightly structured and teacher-directed that is why this paper does
examine government policies toward the use of educational technologies
in higher education in Cambodia and Sri Lanka. Qualitative analyses of
both needs and challenges of introducing and implementing ICT in these
particular cultural contexts are considered as preconditions for an efective
implementation of Higher Education (HE) skill development. Subsequently,
a plan is concluded of how to implement EdTec in that HE network to trigger
awareness about further steps of the recent measure.2020-01-01T00:00:00Z