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To present a cross-case analysis of two pre-service teachers who studied their own teaching using video within a teacher inquiry project (TIP) – a teacher education pedagogy we are calling video-mediated teacher inquiry.

Activity theory is used to examine how inquiry groups collaboratively used video to mediate shifts in goals and tool use for the two pre-service teachers presented in the study. This chapter addresses the question of how video-mediated teacher inquiry supports the appropriation of teaching tools (i.e., classroom discussion) in a teacher education program.

The findings indicate that shifts in goals and tool use made during the TIP suggest greater appropriation of the pedagogical tool of classroom discussion. We also consider how these shifts may be bound by the inquiry project.

The use of video cases of teachers’ own teaching is an emergent pedagogy that combines elements of both case study methods and practitioner inquiry. We argue that this pedagogy supports tool appropriation among pre-service teachers in ways that may help them develop as reflective practitioners.

Sustainability is one of the leading challenges of our age, and higher education plays a vital role in supporting the implementation of sustainability initiatives. There has been substantial progress in business schools introducing sustainability into courses with extant literature detailing case studies of sustainability education and student perceptions of their learning. The purpose of this paper is to address the gap in literature from educators' perspectives on their experiences of introducing sustainability teaching using specific teaching tools for sustainability.

This paper presents a case study on a sustainability teaching tool, WikiRate, that was embedded into business and management courses at seven higher education institutions from across the globe. Interviews were conducted after course delivery to gain insights into the practical challenges of designing and implementing a sustainability education activity.

The findings show that educators perceive sustainability as a complex issue, presenting a challenge to teaching in university systems whose normative curricula are rooted in instrumental problem-solving. Furthermore, educators described challenges to their own learning in order to implement sustainability into curricula including the need for compromises and adaptions.

This empirical study reports on educators' experiences embedding sustainability into their courses through an innovative teaching tool, WikiRate. This paper has implications for reframing how we can approach sustainability education and presents discussion ways to teach complexity without reduction or simplification.

The purpose of this paper is to explore teachers’ use of digital learning tools for teaching in higher education. Moreover, it investigates how the use of digital tools affects educational practices and how teachers experience the culture of sharing among colleagues and within the organisation.

A qualitative methodology was chosen, and semi-structured interviews were conducted with teachers at a higher education institution in Norway. The study uses the TPACK-framework, which illustrates the relationship between technology, professional content knowledge and pedagogical approaches as its theoretical foundation.

The findings conclude that teachers are concerned with the convergence of how technology and digital learning tools can support educational processes by engaging and involving the students. The findings further indicate that they are committed to using digital tools to motivate, engage and facilitate student-based education, which in turn leads to more reflection on teachers’ own teaching practices. Based on the theory of Professional Learning Communities, the respondents agree that sharing is a basic prerequisite for a learning organisation. They experience, however, that sharing between colleagues is easier in formal forums than at informal settings.

The rapid development of technology suggests that many sectors including the education sector must adapt to the new changes in their teaching practices. Nevertheless, many teachers merely use the basic form of digital learning tools to distribute the teaching materials, as such tools are less utilised to support students’ learning process (Fossland, 2015). The research indicates that digital learning tools have positive effect on teaching practices and that they can function as tools to improve the teachers’ own teaching practices. Positive teaching practices should also be shared in a learning organisation to improve teaching practices on an organisational level. Hence, sharing at a professional level can impact learning and the organisational culture in academic institutions.

The purpose of this paper is to explore Meka's method – an innovative teaching and training tool to teach and train students and trainees effectively to achieve desired teaching and training takeaways.

The methodology is gleaned from the author's 31 years of practical experience in industry, teaching, training, research and consultancy. It places emphasis on the need to take feedback from students through their body language and mould their teaching style accordingly during the teaching session to create a compatibility and chemistry with the students. It explains humor quotient and elaborates Just a minute (JAM) session. It enlightens 80:20 teaching based on Pareto's Principle.

The paper unveils tools to inspire students and unfolds teaching techniques. It implores teachers to unlearn, relearn and learn to remain relevant and competent in the current context.

Qualitative/action research inevitably needs to be backed up by more formal research into the topic. This paper offers an agenda for action and further qualitative/quantitative research in teaching and training methodologies.

The tool can be applied in teaching and training sessions. It enables improvement of training and teaching pedagogy. It is transferable wholly or partially to educational institutions and organizations.

This innovative teaching and training tool is essential for teachers and trainers to bring out the behavioral changes among the audiences and impact the society as a whole.

The article offers a unique concept to add value to teaching and training so as to benefit students and participants with the help of a diagram.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The findings provide information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

The relationship between research and teaching – sometimes referred to as the research–teaching nexus – is an important issue in education literature. However, although it is acknowledged that this question is specific to each discipline, it is rarely addressed in the management accounting (MA) literature. Outside MA, the literature focuses on the influence of research on teaching but rarely touches on the influence of teaching on research. This paper has two aims: to enhance the understanding of the research–teaching link in MA and to analyse the link from teaching into research.

The paper is based on a reflexive analysis of a case in which the content of a management control course progressively changed over a period of 15 years. The authors structure their description of the case using Dewey’s concept of inquiry.

This paper first shows that designing the content of this course was a form of research and it produced knowledge. This analysis also suggests that the influence of research on teaching can take other forms than introducing research results or methods into teaching; designing teaching content is nurtured by not only scientific considerations but also pedagogical considerations and lecturers’ values; and linking research and teaching raises different issues dependent on the stance adopted by MA scholars in their research.

The academic community should seriously consider that knowledge can be produced in a teaching context, through the design of a teaching content.

This paper contributes to an inquiry process by documenting how course content is actually designed, which has not yet been done in the MA literature.

The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student Engagement, for the design of the course. The Trifecta of Student Engagement proposes that students, in order to be fully engaged in a course, need to be engaged with their course content, with their peers and with their instructor. The course has three units of content that each correspond to the Trifecta of Student Engagement. This course has gone through one pilot with faculty and has impacted students and faculty positively.

An online faculty development course was piloted with eight faculty members across a range of disciplines who participated in the program. After taking the course, they had to apply the Trifecta of Student Engagement framework to a course they taught and share what they did via written report, webinar, or web presentation. This study summarized the faculty participants’ written reports and presentations as well as provided a qualitative evaluation on the impact this course had on students and faculty.

After faculty applied the Trifecta of Student Engagement framework to courses taught, faculty saw an improvement in student engagement, satisfaction, learning and achievement. Three faculty surveyed students to determine their engagement and satisfaction and found students to respond positively to the use of tools and activities for student-to-content engagement, student-to-student engagement and student-to-instructor engagement. Two faculty examined student grades to determine if there were changes in student outcomes. One professor saw average grades increase by 11 percent. Another professor saw grades improve by 8 percent. She also found that student assessment of learning increased by 0.57. Both faculty attributed the improvement to the effectiveness of the teaching strategies employed.

This research is limited to the eight faculty who participated in the pilot. Some faculty used methods to attempt to measure the impacts of their teaching practices by surveying students and looking at student performance data. A second pilot is needed for additional faculty to take the course and apply the Trifecta of Engagement framework to generate more data for impact.

Institutions looking to create an online teaching professional development course for faculty can utilize the Trifecta of Student Engagement framework for their course design. Additionally, faculty can read about tools and strategies that they can immediately apply to create more student-to-content engagement, student-to-student engagement and student-to-instructor engagement.

Faculty can be more intentional in how they engage students in their online course experience.

This paper adds to the literature on faculty development regarding student-centered teaching practices. Other institutions looking to create a faculty development course or program that utilizes a student-centered framework may find aspects of this paper useful for their own online teaching professional development initiatives.

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.