Transparency in communication.......
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❣ᴛʀᴀɴsᴘᴀʀᴇɴᴄʏ ɪɴ ᴄᴏᴍᴍᴜɴɪᴄᴀᴛɪᴏɴ❣
❥Faculty rarely have opportunities to research their students’ views about how their best learning happens in college or graduate school. Even less common are the means for teachers to gather such information from colleagues on a large scale and distill it into pragmatic insights about teaching practices best suited to their own particular students. The Illinois Initiative on Transparency in Learning and Teaching is a grassroots assessment project doing just that, and it demonstrably enhances students’ learning. The project has two main goals: (1) to promote students’ conscious understanding of how they learn; and (2) to enable faculty to gather, share, and promptly benefit from data about students’ learning by coordinating their efforts across disciplines, institutions, and countries.
Statistically significant early results indicate distinct current and future learning benefits of particular teaching and learning methods that are specific to discipline, class size, level of expertise, and student demographics. Reporting of the results helps faculty identify and adopt the learning and teaching method(s) best suited to achieving the desired outcomes for the specific population of students in their courses. And ongoing analysis suggests that benefits for underrepresented and nontraditional students might be leveraged to promote higher retention and graduation rates for these groups, and even increased participation of diversely prepared students in master’s and doctoral degree programs.
The Transparency Initiative complements existing assessments of content mastery and teaching performance by asking students about their perceptions of the current and future learning benefits they are gaining. And it reimagines the scope of impact by sharing the aggregate data and findings (anonymously and with the approval of an institutional review board) across the institutional and national confines that usually circumscribe such research. Since 2010, the initiative has involved more than twenty-five thousand students, one hundred sixty courses, and twenty-seven institutions in seven countries.
The practices tested share several things in common: they are transparent, requiring explicit conversation among teachers and students about the processes of learning and the rationale for required learning activities; they involve relatively minor adjustments to any teacher’s current practice; and they are consistent with research-based best practices in higher education.
❣ʜᴏᴘᴇ ʜᴇʟᴘs ᴜ❣
Answer:
The reason why Uganda is called the pearl of Africa comes from Winston Churchill in his popularized book which he wrote down in the 1908”My African Journey'. Uganda is called the Pearl of Africa when Winston talked of the magnificence, color, life, birds, reptiles, insects, beasts, mammals, and vegetations