Leading the evaluation of institutional online learning environments for quality enhancement in times of change

This paper reports on findings from a nationally funded project which aims to design and implement a quality management framework for online learning environments (OLEs). Evaluation is a key component of any quality management system and it is this aspect of the framework that is the focus of this paper. In developing the framework initial focus groups were conducted at the five participating institutions. These revealed that, although regarded as important, there did not appear to be a shared understanding of the nature and purpose of evaluation. A second series of focus groups revealed there were multiple perspectives arising from those with a vested interest in online learning. These perspectives will be outlined. Overall, how evaluation was undertaken was highly variable within and across the five institutions reflecting where they were at in relation to the development of their OLE

Evidencing the development of distributed leadership capacity in the quality management of online learning environments (OLEs) in Australian higher education

The poster will present findings from the first year of a two-year nationally funded Australian Learning and Teaching Council (ALTC) project, Building distributed leadership in designing and implementing a quality management framework for Online Learning Environments undertaken by Deakin University, Macquarie University, University of South Australia, University of Southern Queensland and RMIT University. The project is running over 2011-2012. This project aims to design and implement a framework that uses a distributed leadership approach for the quality management of Online Learning Environments (OLEs) in Australian higher education. The distributed leadership approach enables the development of the framework and in turn contributes to its implementation. The framework is the vehicle for building leadership capacity. The national project team itself represents a broad range of educational, technical and managerial expertise

Maternity Waiting Homes as an Intervention to Increase Facility Delivery in Rural Zambia

Graduate or above research in rural Zambiahttps://deepblue.lib.umich.edu/bitstream/2027.42/148301/1/BeckPeroskyMunroKramerLockhartMusondaNaggayiLori.pd

Quality management of online learning environments : final report of the project : Building distributed leadership in designing and implementing a quality management framework for online learning environments

&nbsp;The project developed and disseminated, through a distributed leadership approach, an overall framework for the quality management of online learning environments (OLEs) in Australian higher education. The Six Elements of the Online Learning Environment (6EOLE) Quality Management Framework and its guidelines was constructed based on various data collection methods deployed in the project.The 6EOLE Quality Management Framework, displayed on page six, and accompanying guidelines (i.e. An evidence-based approach to implementation, and A condensed guide) can be used to guide management action to assure and continuously improve the quality of an organisation&rsquo;s OLE where environmental factors are relatively stable, at least for a period....This report shows how the project&rsquo;s objectives were achieved through the project approach and methodology, which in turn led to a set of project outcomes and key deliverables. Moreover, a consideration of these key outcomes and deliverables has led to the presentation of recommendations to the Office for Learning and Teaching and the higher education sector. We argue these recommendations are pertinent to the consideration of distributed leadership and the quality management of OLEs at any tertiary institution.</div

Quality management of online learning environments: An evidence-based approach to implementing the 6EOLE Quality Management Framework

This project will design and implement a framework using a distributed leadership approach for the quality management of online learning environments in Australian higher education. The distributed leadership approach will enable the development of the framework and, in turn, contribute to its implementation. The framework will be the vehicle for building leadership capacity. The project will draw upon the combined expertise and strengths of five universities using different learning management systems and approaches to social networking and which are at various stages of deploying their next-generation online learning environments. The universities involved represent different groupings of institutions in the sector and each is reliant on disparate leadership groups to successfully implement and sustain their environments. The project will determine the key components of such a quality management framework and the key sources of evidence needed to ensure that institutional investments generate good student learning experiences

Classroom promotion of oral language : Outcomes from a randomized controlled trial of a whole-of-classroom intervention to improve children’s reading achievement

Children need rich language learning experiences in school to build language and reading skills. Research suggests that various effective ways to support teacher provision of these experiences. The Classroom Promotion of Oral Language cluster randomized controlled trial (n = 1,360 students; 687 intervention, 673 control) examined whether a teacher professional learning intervention targeting oral language in the first years of school led to improved student outcomes compared to usual teaching practices. The intervention comprised face-to-face professional learning and ongoing support. The primary outcome was student reading ability at Grade 3; secondary outcomes included oral language, reading, and mental health at Grades 1 and 3. No differences were detected between the intervention and control arms. Implications of results and future directions are explored

Esimulations for blended learning in professional education: capacity building, knowledge transfer and dissemination

A two-year collaborative project by Deakin, RMIT and Charles Sturt universities aims to build in each institution, the academic and professional staff capacities for developing and using a form of online, goal-based, role-play simulation (eSimulation/eSim). While the project embraces 'knowledge transfer', 'capacity building' and 'embedded dissemination', a greater challenge is transforming perceptions of eSims in blended learning contexts to improve flexible learning designs across the higher education sector. The project addresses the need for coordinated research and development in the field of eSimulations in Australian higher education. It aligns the educational, technical, evaluation and research strengths of the three parties to build academic and professional staff capacities for the 'local' development and use of an already successful approach to simulating 'professional workplace experiences' for student learning. This poster presents the ALTC Competitive Grants Program project (2008-2010): 'Building academic staff capacity for using eSimulations in professional education for experience transfer'. The project's website is http://www.deakin.edu.au/itl/insims/altc-project/

Classroom promotion of oral language (CPOL): protocol for a cluster randomised controlled trial of a school-based intervention to improve children\u27s literacy outcomes at grade 3, oral language and mental health

Introduction Oral language and literacy competence are major influences on children&rsquo;s developmental pathways and life success. Children who do not develop the necessary language and literacy skills in the early years of school then go on to face long-term difficulties. Improving teacher effectiveness may be a critical step in lifting oral language and literacy outcomes. The Classroom Promotion of Oral Language trial aims to determine whether a specifically designed teacher professional learning programme focusing on promoting oral language can lead to improved teacher knowledge and practice, and advance outcomes in oral language and literacy for early years school children, compared with usual practice.Methods and analysis This is a two-arm cluster multisite randomised controlled trial conducted within Catholic and Government primary schools across Victoria, Australia. The intervention comprises 4&thinsp;days of face-to-face professional learning for teachers and ongoing implementation support via a specific worker. The primary outcome is reading ability of the students at grade 3, and the secondary outcomes are teacher knowledge and practice, student mental health, reading comprehension and language ability at grade 1; and literacy, writing and numeracy at grade 3. Economic evaluation will compare the incremental costs of the intervention to the measured primary and secondary outcomes

Polygenic Risk Modelling for Prediction of Epithelial Ovarian Cancer Risk

Funder: Funding details are provided in the Supplementary MaterialAbstractPolygenic risk scores (PRS) for epithelial ovarian cancer (EOC) have the potential to improve risk stratification. Joint estimation of Single Nucleotide Polymorphism (SNP) effects in models could improve predictive performance over standard approaches of PRS construction. Here, we implemented computationally-efficient, penalized, logistic regression models (lasso, elastic net, stepwise) to individual level genotype data and a Bayesian framework with continuous shrinkage, “select and shrink for summary statistics” (S4), to summary level data for epithelial non-mucinous ovarian cancer risk prediction. We developed the models in a dataset consisting of 23,564 non-mucinous EOC cases and 40,138 controls participating in the Ovarian Cancer Association Consortium (OCAC) and validated the best models in three populations of different ancestries: prospective data from 198,101 women of European ancestry; 7,669 women of East Asian ancestry; 1,072 women of African ancestry, and in 18,915 BRCA1 and 12,337 BRCA2 pathogenic variant carriers of European ancestry. In the external validation data, the model with the strongest association for non-mucinous EOC risk derived from the OCAC model development data was the S4 model (27,240 SNPs) with odds ratios (OR) of 1.38(95%CI:1.28–1.48,AUC:0.588) per unit standard deviation, in women of European ancestry; 1.14(95%CI:1.08–1.19,AUC:0.538) in women of East Asian ancestry; 1.38(95%CI:1.21-1.58,AUC:0.593) in women of African ancestry; hazard ratios of 1.37(95%CI:1.30–1.44,AUC:0.592) in BRCA1 pathogenic variant carriers and 1.51(95%CI:1.36-1.67,AUC:0.624) in BRCA2 pathogenic variant carriers. Incorporation of the S4 PRS in risk prediction models for ovarian cancer may have clinical utility in ovarian cancer prevention programs.</jats:p