Pradip Pandya’s Post

📢Our first Call for Papers for Volume 1 Issue 1 is out now for both full articles and short updates! 🚨Intent to Submit Deadline: 3rd September 2024. 📝Theme: Authenticty in Higher Education While ‘authenticity’ can be referred to as the influence of AI, the design of assessment, and future technological directions in higher education, we are open to all manner of contributions that may even reclaim, subvert or re-envision an understanding of authenticity in higher education. ✅Types of Submission: • Full Submission (4000 words): academic piece appropriate length, depth, originality, and rigour. • ‘Updates’ (2000 words): ideas in-the-making, rapid response or opinion pieces. ℹ️ For more information please visit https://lnkd.in/eebcAdt2 University of East London

📢Our first Call for Papers for Volume 1 Issue 1 is out now for both full articles and short updates! 📝Theme: Authenticty in Higher Education While ‘authenticity’ can be referred to as the influence of AI, the design of assessment, and future technological directions in higher education, we are open to all manner of contributions that may even reclaim, subvert or re-envision an understanding of authenticity in higher education. ✅Types of Submission: • Full Submission (4000 words): academic piece appropriate length, depth, originality, and rigour. • ‘Updates’ (2000 words): ideas in-the-making, rapid response or opinion pieces. ⏳Intent to Submit Deadline: 3rd September 2024. ℹ️ For more information please visit https://lnkd.in/eebcAdt2

Can you score 50% on exams with just 3 words? In the realm of education, the debate often centers on academic performance versus practical application. Recently, a curious case emerged where students scored 50% in exams simply by writing "Jai Sriram." While this raises concerns about the assessment model, it also underscores a broader issue: the disparity between theoretical knowledge and practical implementation. While excelling in exams is commendable, it's equally crucial for students to translate their learning into real-world scenarios. In fields like AI, theoretical understanding must be complemented by hands-on experience to truly grasp its potential. Simply memorizing concepts without applying them practically is akin to knowing the recipe but never cooking the dish. To address this gap, educational institutions must prioritize practical learning experiences alongside theoretical instruction. By doing so, we empower students to not only excel academically but also become adept practitioners in their chosen fields. After all, true mastery lies not just in knowing but in doing. What are your thoughts on the current education system?

“History is not studied in isolation, and AI-driven tools can help students make connections across disciplines, linking historical documents to related fields such as literature and art, giving students a more integrated understanding of the past.” https://lnkd.in/gN6s7-tR

📢Our first Call for Papers for Volume 1 Issue 1 is out now for both full articles and short updates! 📝Theme: Authenticty in Higher Education While ‘authenticity’ can be referred to as the influence of AI, the design of assessment, and future technological directions in higher education, we are open to all manner of contributions that may even reclaim, subvert or re-envision an understanding of authenticity in higher education. ✅Types of Submission: • Full Submission (4000 words): academic piece appropriate length, depth, originality, and rigour. • ‘Updates’ (2000 words): ideas in-the-making, rapid response or opinion pieces. ⏳Intent to Submit Deadline: 3rd September 2024. ℹ️ For more information please visit https://lnkd.in/eebcAdt2

I was happy to discuss the potential and challenges of using AI tools for knowledge brokering in the field of education. Different points were raised by policy makers, practitioners, researchers and teacher educators. One of the challenges related to knowledge brokering concerns the availability of information and knowledge brokers. Examining this issue in relation to AI tools may help advance the topic. However, it is recommended to address the tools’ shortcomings when considering possible solutions. Points raised in the discussion focused on creating suitable response to need and circumstances. For example, cases where technical tools are used versus cases supporting complex tasks, from routine working conditions to urgent emergency needs, and cases where users are experienced and familiar with the field of knowledge versus new users with limited familiarity and critical examination ability. The discussion took place at the conference "Connecting Practice and Research in Education," held at Ben-Gurion University by the Center for Pedagogy Research - Academia-Field Partnerships, led by CEO Dr. Hadar Baharav (Ph.D.) My thanks for the opportunity to present and discuss.

In today's fast-paced academic world, the focus on citations, publications, and metrics has overshadowed the true purpose of education—deep learning, critical thinking, and intellectual growth. This article explore how academic rush is creating knowledge gaps, limiting student freedom, and pushing scholars towards quantity over quality. It's time to rethink the pace of academia and advocate for a balanced approach that fosters wisdom and meaningful engagement to restore academia’s true purpose. #Academia #HigherEducation #CriticalThinking #Learning #KnowledgeBuilding https://lnkd.in/grm9TE4K

Ulrychová, E., Majovská, R. and Tesař, P. (2024) ’Results of Mathematics Examinations Before, During, and After the Covid-19 Related Restrictions’, Journal on Efficiency and Responsibility in Education and Science, vol. 17, no. 3, pp. 187–194. https://lnkd.in/eVU4UviR Abstract The article deals with the results of mathematics examinations at the University of Finance and Administration in Prague before, during, and immediately after the Covid-19 pandemic-related restrictions. The first objective is to evaluate whether the non-standard forms of testing (correspondence and online), used on an emergency basis during the pandemic, were adequate compared to the standard form (face-to-face) applied before the pandemic. The second objective is to assess whether and to what extent the results of the examinations have changed after the return of teaching and testing methods to normal. It turns out that the use of non-standard forms, although more challenging for teachers to control, did not lead to better results – the results in the correspondence form were similar to the standard form and even worse in the online form. The results of examinations administered in the standard form after the return to normal teaching were significantly better than in any of the periods studied, including the standard form of examination before the pandemic. Possible reasons for the results are analysed in the paper. #ERIES #journal #efficiency #responsibility #education #science #Covid19 #pandemic #examination #mathematics #onlineexam #statisticalevaluation

I've always believed that Digital Humanities, my field, has been an orphan in the post-secondary system. It could easily find a home in the Humanities (where it typically resides), computer science, or math/stats. We could have a discussion about where it, and other similar fields, belong (of course, referencing GenAI) and how university admin has chosen to position these classes for everything from content to new student recruitment. A more fruitful discussion, however, likely revolves around the anachronistic notion that fields of study - and the degrees associated with them - must necessarily be restricted to a specific field. Of course, this isn't an academia only problem, since, ostensibly, employers look for degrees in hiring practices, but that only exacerbates the issue, as well as fostering resentment about academic "territory," budgets, and department scope. This is a long way of saying "there has to be a better way," but instituting one - whatever it ultimately looks like - is a challenge, especially considering the adherence to traditional practices in academia, no matter how opaque or outmoded.